Yes We Can 2 Secondary Teachers Guide Compressed Unlocked

we
Secondary
2
Teacher’s G
Teacher’s Guide
uide
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Av. Río Mixcoac No. 274, Col. Acacias,
Del. Benito Juárez, C.P. 03240, México, Ciudad de México
Yes, We Can! Secondary Teacher's Guide Level 2
First Edition: 2019

ISBN: 978-607-06-1577-1
© Richmond Publishing, S.A. de C.V. 2018

Av. Río Mixcoac No. 274, Col. Acacias,
Del. Benito Juárez, C.P. 03240, Ciudad de México
Text: Patricia Oliver, Miroslava Guerra, Óscar Aguado, Omar Flores

Publisher: Justine Piekarowicz
Editorial Team: Griselda Cacho, Diane Hermanson, Justine Piekarowicz,
Jacaranda Ruiz, Berenice Soriano
Design: Celia Alejos, Karla Ávila, Dytza Habib, Erick Lopéz
Cover Design: Orlando Llanas
Technical Coordination: Daniel Santillán
Illustrations: Diego Llanso p. 22, Gerardo Sanchez p. 58
Photographs: ©AFP p. 72 (LEEMAGE), ©Shutterstock.com p. 72 (A_Lesik)
Images used under license from ©AFP, ©Depositphotos, ©Shutterstock.com,

©Stock.adobe
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Printed in Mexico by
INTRO YWC-Secondary TG2.indd ii 2/15/19 10:53

Contents
Introduction iv
Methodology vi
Components vii
Scope and Sequence xi
Term
T erm 1 Te
Term
Ter
erm 2 Te
Term
Ter
errm 3
Unit
Dealing with Everyday Improvising a Comparing Cultural

Unit Unit
1 5 8
Problems T6 Monologue T44 Aspects T68

Unit Unit Unit
2 Performing a Play T16 6 Looking Inside 9 Participating in a

Unit
3 Knowing about Machines T52 Round Table T76

Unit Unit
Emergencies T26 7 Sharing Personal 10

0 Making Complaints T84
Unit
4 Reading the News T36 Experiences T60
Glossary for Students T92 Audioscript T126

Assessments T102 Teacher's Glossary and
Term Assessments T112 Bibliography T134
Assessments Answer Key T124
INTRO YWC-Secondary TG2.indd iii 12/21/18 11:59

Introduction
Welcome
W elcome
e to
to Level
Le
L evel 2 of
of Yes,
Yes, We
We Can!
Can!!
About the Program

The contents of the syllabus for Cycle 4 of the National
In contrast to Cycles 1, 2 and 3 of the National English Program were selected and organized ized based on
English Program, in this level, the expectancy is the Common European Framework of References erences for
that learners develop not only listening and reading Languages (CEFR), which is an international nal standard
comprehension, but that they can achieve oral and for describing language ability. For this reason,
ason, the
written production by using a repertoire of linguistic social practices of the language are the key
ey reference
and metalinguistic strategies. From a communicative in the content definition of the syllabus. By the end of
and sociolinguistic perspective, this interpretation and reached
this cycle, students are expected to have reeached a B1
production of oral and written texts can only occur in level (Threshold).
socio-functional contexts.
iv Introduction
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Social Practices of the Language
Social practices of the language are interaction In the Familiar and Community Environment,
modes that include a series of activities related to the English is approached through situations that are close,
comprehension and production of oral and written well-known and familiar to the learners. In the Literary
texts. Each of these practices has a communicative goal and Ludic Environment, learners are encouraged
and is related to a very particular cultural situation. to appreciate and value other cultures in order to go
Learners are expected to participate in realistic or beyond their immediate environment, to discover
life-like social practices with native and non-native the creative power of the word and experience the
English speakers by means of specific competencies that enjoyment that literary fiction can bring. Last but not
define the curriculum contents of this subject in all the least, the Academic and Educational Environment
cycles of the national program. intends to help learners develop their learning
strategies, which will allow them to adjust their
These specific competencies occur in a number of
comprehension and production processes to identify
common everyday situations, but since English is not
meanings and solve problems.
present in many of the learners’ social environments,
the school is, more often than not, the only place where The various communicative acts included in the social
learners may have the necessary conditions to learn a practices and the learning environments will act as
non-native language. For this reason, it is of paramount a springboard for the development of the specific
importance that the school creates the necessary communicative competencies; these will enable the
conditions to foster oral and written communicative comprehension and production of oral and written texts
situations where English is used for academic, social, in order for learners to carry out a specific task. These
literary and ludic purposes; the learning environments performance evidences, also referred to as achievements,
where the social practices occur. may help teachers formatively assess their learners’
progress and performance in their competency in English.
Introduction v
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Methodology
In order to understand the methodology behind but to learn about the sociolinguistic contexts in
the selection and organization of the materials and which language occurs, in order to participate more
activities in Yes, We Can! it is important to mention the appropriately during communicative acts.
influence that the communicative competence and
socio-constructivist theories have on the series. Another important aspect of language learning
addressed in this series is the importance of promoting
As suggested in the National English Program, in social interaction and collaborative work amongst
Mexico, language learners’ acquisition is limited by a learners in the language classroom. For this reason,
lack of exposure to the target language. For this reason, opportunities to invite learners to do pair and
it is necessary to look for opportunities to optimize the collaborative work are often exploited. Furthermore,
non-native speakers’ learning process. Yes, We Can! aims individual work, reflection and self-evaluation are also
to provide the learner with traditional and electronic considered so as to give learners the opportunity to
alternatives to increase interest in texts (through readers learn at their own pace.
and websites), thus maximizing exposure to the target
language. Finally, assessment is seen as an on-going process so
that importance is given to both language learning
The importance of helping learners develop and the skill of learning itself. Continuous assessment
communicative competencies is often repeated in the is carried out by a series of self-assessments (diagnostic,
National English Program. In this series, learners are mid-unit and final). Every effort is made to provide the
invited to develop these competencies by “doing” with the learner with ideas and materials for the construction of
language, “knowing” about the language and “being” this formative assessment tool.
through the language. In other words, learners are not
only expected to develop their linguistic competence,
vi Methodology
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Student’s Book
The Student’s Book is the main component for students. Glossary Tip
It has 10 units, designed for use over three terms. This section includes suggestions students can use in
Term 1: Units 1-4 order to learn, reinforce or practice vocabulary.
Term 2: Units 5-7
Glossary Tip
Term 3: Units 8-10
Once you found the definition for a word
The first two pages are an overview of the unit.
you didn’t know, include in your notes the
Students will be able to get acquainted with the context example the dictionary is giving. Always
for the topic, to get to know what they will be expected keep an example from a book, magazine or
to achieve. Furthermore, students will be able to do a dictionary you can use as a reference in case
you are not sure how to use the new word.
task or two to activate their previous knowledge. To Don’t forget to consult the Glossary at the
begin students see a chart with information from the back of the book to find the definition for the
National English Program that specifies the learning highlighted words in this unit.
environment, social practice, communicative activities,
achievements and product. There is also reference to The rest of the unit aims at covering the stages
5
the title of the Reader of the unit. through which the social practice and
Unit 5 the products
will be created and completed. The activities are
Environment: Literary
y and Ludic
f Improvise a brief monologue on a
Social Practice: Achievements:
organized to meet the achievements proposed for this
subject of interest.
Communicative Activities: Recreational expression
• Review genres of monologues.
• Plan a monologue.
learning cycle.
Product: Game: Improvised Monologues • Present a monologue.
f
Reader: Standing Alone • Encourage feedback. Throughout the unit, students will find several steps
1 that will help them organize the preparation of
the Product. The number of steps depends on the
How2 Much Do I Know?
complexity of the Product. Again, you might give
The purpose of this diagnostic section is to help students other suggestions if you find that more
learners reflect on how much they know regarding appropriate.
2 practice and the topic of the learning
the social f
environments. They can do it either according to

Product Step 1
our suggestions in pairs, groups or individually, or
You will participate in a game of improvising monologues. Follow the steps.
you can think of a more appropriate way for your
1. Choose a topic for a monologue.
students to reflect as you know them best. 2. Make a mind map to organize the ideas in the monologue. Guide yourself with the questions
in the boxes and write some key words (essential ideas) to remember what you want to say.
How Much Do I Know?
Read and reflect on the questions below.
1. How often do you think people talk to themselves? Why do you think they do this?
2. When did you last talk to yourself or express your thoughts out loud?
3. Have you seen films that include monologues? What was their purpose?
4. Do you think you could perform a monologue? Why or why not?
How Am I Doing?
Halfway through the unit, students are invited to
reflect on what they have learned so far. This is done
Time to Read! by means of a series of questions or a short task that
This section refers to a text in the Reader that students aim at helping students reflect on their progress
will read throughout the unit. We give students a regarding
f the objectives of the unit.
short summary of the text to trigger their interest.
How Am I Doing?
We remind them to look for the icon within the unit Discuss in your Product team.
to make the reading a pleasant experience thatUnit 5
also How many different types of monologues do you know now? Can you remember
some of their characteristics? Is body language important for eliciting emotions?
enriches their work on the Social Practice and / or the Have you decided what type of monologue you would like to use in your Product?
Do you have some topics in mind already?
Product.
Unit 5
Time
T ime to
to Read!
Read! Unit 5
In this unit, you will read a text called Standing Alone,
which includes information on body language and tips
that can help you to adjust your body language so that
you deliver a great improvised monologue. Remember
that you will see this icon that shows which pages
we suggest you read along the unit.
Unit 5
Unit 5
Components vii
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4
Student’s Book
5
Another section that contributes to students’ knowledge Bibliography

f
about the language is found within the unit. This The bibliography at the end of the Student’s Book
provides explanations of how language works and is provides a list of print and online resources used by
accompanied by some useful examples of language the authors. Students can feel free to look for the
used in context. source that think might help them deepen their
knowledge about certain topics.
We use verbs in different forms to talk about different times.
• We use the present simple to give facts about ourselves. Bibliography
Tranzo works in a circus.
• We use the present continuous to talk about something we are doing at the moment. Bibliography for Students
1. DK. (2013). The New Children's Encyclopedia. New York, NY: DK Publishing.
Naz is looking for his key.
2. Merriam Webster. (2016). The Merriam-Webster Dictionary. Springfield, Massachusetts:
• We use the present continuous to talk about temporary situations. Merriam Webster, Incorporated.
He is helping his grandma decorate her house. 3. Murphy, R., & Smalzer, W. R. (2017). Grammar in Use Intermediate: Self-Study Reference
and Practice for Students of North American English with Answers. Cambridge: Cambridge
• We use the present perfect to talk about an action from the past that has recently happened. University Press.
You’ve recently been to an audition. 4. Oxford. (2013). Diccionario Oxford Pocket para estudiantes latinoamericanos de inglés.
Oxford University Press.
5. Placey, Evan. (2014). Pronoun (Plays for Young People to Perform). London: Nick Hern Books.
6. Templeton, S., Bear, D. R., Invernizzi, M., Johnston, F. R., Flanigan, K.,Townsend, D. R.,
f Hayes, L. (2015). Words Their Way: Vocabulary for middle and secondary students. Upper
Saddle River, NJ: Pearson Education.
Websites for Students

1. To learn more about how to create a Public Service Announcement (PSA) visit the
Digital Learning following website:

http://www.govtech.com/education/news/How-to-Create-the-Perfect-Public-Service-
Announcement.html
2. To read and review more short theater plays for young people go to:
Each unit includes references to useful websites and https://www.playscripts.com/theatre-for-young-audiences
3. If you want to know more about what to do in case of different natural disasters, go to:
accompanying tasks that require students to develop https://www.ready.gov/be-informed

4. To read different news articles and compare them, you can visit the following websites:
https://www.huffingtonpost.com/section/teen
their digital abilities. Unit 2 https://www.npr.org/sections/news/

https://teenkidsnews.com
f
5. To improve your improvisation of brief monologues go to:
https://www.backstage.com/magazine/article/tips-mastering-monologues-11590/
6. To learn more about how machines work so you can paraphrase the information, visit
the following websites:
https://www.howacarworks.com/basics
If you want to know how to improve your storytelling techniques, visit this link https://www.howitworksdaily.com/how-do-ovens-cook-food/
https://www.factmonster.com/science/computers-internet/how-do-computers-work
https://www.thoughtco.com/storytelling-improv-games-2713209
103
Finally, the
Unit 5 last page of each unit is dedicated to the
presentation of the Product. Students can read the last
step of the preparation which mainly includes revision, Glossary
rehearsal and ideas for how to do their presentation.
A glossary includes a selection of words taken from
the texts in each unit. The words are highlighted
After the presentation, students are invited to reflect in activities throughout each unit and students are
on their performance by answering the Self-evaluation encouraged to develop autonomy when approaching
section. This consists of a different evaluation new vocabulary.
instrument per unit that is suggested in the official
program. Some examples are self-evaluation card,
G ossa
Glos
Glossary
sa y
checklist, questionnaire, control card, among others. Unit
it 2
page
e 17
molasses
is made
es n.- a thick
mad from
rom raw
thick,, brown
w sug
brown, sweet liquid
liq
sugar: His aunt sentt him
hi
that
tha
a box
b off molasses
l cookies
ki the
h day
d his
hi play
l was
gesture n.- movement of your body that
premiered.
shows or emphasizes an idea or a feeling: The
audience criticized the actor’s lack of gestures
Self-evaluation during the play.
posture n.- the way in which your body is
positioned when you are sitting or standing:
Use the code to answer the questions about your performance in this unit. Months ago, Sarah attended theater school
and she learned there how to transmit emotions
4. Yes. Correctly and confidently. through her posture.
page 20
3. Yes. Correctly with some difficulties.
bean n.- a seed that is eaten as a
2. Yes, but with many difficulties. vegetable and that comes from any one
of many different kinds of climbing plants:
1. No. I am unable to do it. Unfortunately, the actress dropped a jar full of
beans in the middle of the scenario.
punch v.- to hit someone or something hard

with your fist:
fi Pretending to punch another person
1. I can identify different characters in a fantasy story. 1 2 3 4 on stage is the hardest part of a play for an actor.
r
If you need to review the elements of a story, such as main character, secondary character, trick v.- to deceive someone in order to get
something from them or to make them do
setting and narrator, go to page 79. something: The theater company was sued for
tricking costumers into believing the tickets had a
discount while the price never changed.
unguarded adj.- not protected or watched
2. I can describe the appearance of a character with adjectives. 1 2 3 4 over: The usher left the door unguarded and
some people filtered to the play Les Misérables
If you need to review the adjectives used to define your characters' appearance, foolish adj.- having or showing a lack of without paying for their tickets.
go to page 78. good sense or judgment: It would be foolish to
page 23
ignore the cleverness in Federico García Lorca’s
work. hunter n.- a person who hunts wild animals:
The company specified that the actor chosen for
kick v.- to hit someone or something with
3. I can describe fictional character’s behaviours with adjectives. 1 2 3 4 your foot: The mother explained her kid that the
the role of the hunter had to be tall and with a
thick beard.
actors had not kicked each other. It was all part
If you need to review the adjectives used to describe your characters' personality, go to of acting. rug n.- a piece of thick, heavy material that is
used to cover usually a section of a floor:
fl Rugs
page 81. marry v.- to become the husband or wife of
are not normally used as part of the scenography
someone: All Romeo wanted was to marry the
to avoid accidents.
young and beautiful Julieta to spend the rest of
their life together.
r stuck adj.- impossible or unable to move from
4. I can report dialogues in different ways. 1 2 3 4 a particular position: The young actor was
desperate because he felt he was stuck in small
If you need to review direct speech and reported speech go to page 77. roles of villains in every play he acted.
Glossary T93
viii Components
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Teacher’s Guide
Each unit includes a digital poster with content that
The Teacher’s Guide includes specific suggestions reflects the social practice of the unit. Suggestions are
for working with Student’s Book activities at provided for its use.
each stage of the unit, as well as notes and
suggestions for working with the extra material Poster 1
provided for each unit. To finish the class, you may want students to
brainstorm different everyday problems using Poster
1 to help them. They may want to work in their
Product teams. If they still haven’t formed their
Scope and Sequence teams, now is a good time. Students should come up
On pages xi to xv, you will find a summary of unit with a problem per image. Allow 5 minutes to do it
and stop the activity. Students share their ideas with
contents. This includes the environment, social the class. Some ideas are: a heartbreak, difficulties with
practice, communicative activities, achievements math, loneliness, etc. They might want to choose one
and product for each unit. In this section you will situation and express their solidarity with the person.
also find the titles for each unit from the Reader. Language Awareness
This section provides a more complete explanation of
Unit Structure the language section included in the Student’s Book.
Language Awareness
At the beginning of each unit there is a summary
This is a good time to introduce students to the
of the unit’s Environment, Social Practice, different theatrical genres. Read the information on
Communicative Activities Product and Reader. the Language Awareness box with them and clarify
any doubts they may have. Explain that all genres
are different and present stories in different ways.
Read the definitions and have students give you
Environment: Family and Community examples if possible. Then direct their attention to
the characters and explain their purposes in the story,
Social Practice: Express support and solidarity when depending on whether they are main or secondary
faced with an everyday problem. characters. Depending on your students’ level and
needs, you can explain both topics (genres and
Communicative Activities: Exchanges associated characters), or you can explain one and go back to
with specific purposes
Achievements: Express interest in a problem. Students are guided to read the unit Reader.
Contrast effects created by prosodic resources and
nonverbal language. Define ways of expressing Time to Read! SEE the Difference!
oneself according to the speaker. pp. 9–12
Product: Public service announcements (PSA)
You can begin the class by asking students whether
Reader: SEE the Difference they recall what conclusions they reached about
the meaning of the title of the reader. Then
students read pages 9–12. We suggest that you
write SEE on the board vertically. A volunteer writes
what each letter represents next to it. You might
discuss what the four students proposed (to start a
campaign to promote SEE) and what they wanted
Teaching guidelines are summarized on each page. to include (Public Service Announcements). I
Students can discuss why Daniel and Amanda can
be considered supportive (they care about students
Teaching Guidelines having different problems and try to find ways to
help them).
Determine speaking situations. Understand how
textual organization and graphic components help
Continuous assessment is carried out through
to the understanding of their content. Define key
ideas and the intended audience.
self-evaluation (diagnostic How Much Do I Know?,
mid-unit How Am I Doing? and final Self-evaluation)
to monitor students’ progress. We are including
suggestions for you to help students reflect on their
knowledge.
Each unit includes references to useful websites
Self-evaluation
for further practice.
Students will evaluate their own performance
according to the rubric in the evaluation instrument.
To learn more about differences between You could read through the graphic organizer with
the tone and the intonation, you can visit the class before they begin, to make sure everyone
understands the questions. Students should work by
this website.
themselves to answer the questions and then they
can compare and discuss their performance in pairs.
Students could hold a class discussion. Finally, a
volunteer could read the tips in the final paragraph
and think what they can do next time to improve.
Components ix
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Readers and Digital Component
Time to Read (Readers) Digital Component

“A person who won’t read has no advantage over one
who can’t read.” Mark Twain Audio Program
Yes, We Can! includes a we
we
We are aware of the importance of reading as a
listening program. The
part of everyday life, both inside and outside the
activities recorded on the
classroom. At each level, Yes We Can! is accompanied
Digital Component will
by a Reader that includes fiction and nonfiction texts
help all students, and in
to foster curiosity, language acquisition, reading
particular auditory learners,
skills, and, above all, the habit of reading. The final Digit
Digital
gi all Compone
Co
C
Component
mpone
p ntt
to assimilate the language.
page of each reader includes questions and activities 2
All listening exercises are
to develop communication skills and personal Secondar
Sec
Seco
Secondary
ndary
d y
included here. The audioscript is
involvement in reading. This page also includes
on pages T126 to T133.
suggested further reading. References are included so
that students can verify facts and extend their learning.
Posters
Unit The Digital Component also includes a digital poster
9 per unit. Its content reflects the social practice of the
Animal unit and gives students more ideas about their Product.
Rights Debate
Do animals
have rights
it’s a very com ? What are
plicated que animal righ Unit
the belief tha stion. “Anima ts? Well,
t animals sho l rights” refe
Some people
as humans
think this wo
uld not be use
uld give ani
d or mistreat
mals the sam
rs to
ed.
1
beings, or put e rights
them above
know is tha us. One thin
t humans hav g we
for centuries. e been using
We have use animals
ways and we d them in pos
have used the itive
ways. But how m in negativ
do we use ani e
do we abuse mals? How
them?
abuse v.–to
hurt
mistreat v.–to
treat badly
right n.–some
thing that a
be morally or person should
legally allow
ed to have or
do
97
7
U9NFRYWC
sec2.indd 97
12/12/18 12
12:24
2 p.m.
Unit
1 the Difference
on with
The students of Peabody Middle School looked
a group of the
amazement and curiosity as they watched
kids in school walk around carrying signs
most popular
that said: SEE the Difference!
do you think that is about?” many of the school’s
“What
and each other.
students, teachers and staff asked themselves
cafeteria,
The group marched around the patio, the
halftime and up and down the
the soccer field during
they gave
hallways. When questioned, the only answer
next week’s
was, “If you want to know more, join us for
assembly and find out.” we
we 2
halves of a soccer or football game y
halftime n.–the rest period between the two S condar
Se condary
Secondary
hallway n.–a corridor in a building
work in a business or organization
staff n.–a group of people who carry out the
9
8 12
12/12/18 15 p.m.
12:15
U1FRYWCsec2.indd 9
x Components
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Scope and Sequence
Unit 1
Dealing with Everyday Problems
Environment: Family and Community

Social Practice: Express support and solidarity before an everyday problem.
Communicative Activities: Exchanges associated with specific purposes
Achievements
• Express interest for a problem.
• Contrast effects created by prosodic resources and non-verbal language.
• Define ways of express according to the speaker.
Reader: SEE the Difference!
Unit 2
Performing a Play
Environment: Literary and Ludic

Social Practice: Read theater plays.
Communicative Activities: Literary expression
Achievements
• Select and review short theater plays for young people.
• Read short theater plays and understand general sense, main ideas
and details.
• Participate in dramatized readings.
Product: Dramatized reading
Reader: Pluto’s Cup
Scope and Sequence xi
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Unit 3
Knowing about Emergencies
Environment: Academic and Educational

Social Practice: Produce instructions to prepare for an environmental
emergency.
Communicative Activities: Interpretation and follow-up of instructions
Achievements
• Select and review instruction sheets.
• Read and understand instructions sheets.
• Write instructions.
• Edit instructions sheets.
Product: Poster with instructions
Reader: Forces of Nature
Unit 4
Reading the News

Social Practice: Compare news in different journalistic publications.
Communicative Activities: Exchanges associated with media
Achievements
• Review journalistic news.
• Read journalistic news.
• Contrast journalistic news in different newspapers.
Product: Comparative chart
Reader: A World of News
xii Scope and Sequence
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Unit 5
Improvising a Monologue
Environment: Literacy and Ludic

Social Practice: Improvise a brief monologue on a subject of interest.
Communicative Activities: Recreational expression
Achievements
• Review genres of monologues.
• Present a monologue.
• Encourage feedback.
Product: Game Improvised Monologues
Reader: Santding Alone
Unit 6
Looking Inside Machines

Social Practice: Paraphrase information to explain the operation of a
machine.
Communicative Activities: Search for and selection of information
Achievements
• Select and review materials.
• Read and understand information.
• Write information.
• Edit texts.
Product: An infographic about a machine
Reader: Stephanie’s New Camera
Scope and Sequence xiii
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Unit 7
Sharing Personal Experiences

Social Practice: Comment on own and other’s experiences in a conversation.
Communicative Activities: Search for and selection of information
Achievements
• Listen and review conversations about personal experiences.
• Understand general sense, main ideas and details
• Share personal experiences in a conversation.
Product: Autobiographical anecdote
Reader: The Anne of My Dreams
Unit 8
Comparing Cultural Aspects

Social Practice: Read short literary essays in order to contrast cultural aspects.
Communicative Activities: Understanding oneself and others
Achievements
• Revise short literary essays.
• Read and understand general meaning, main ideas and details of literary
essays.
• Describe and compare cultural aspects.
Product: Comparative chart
Reader: Market Day
xiv Scope and Sequence
INTRO YWC-Secondary TG2.indd xiv 12/21/18 11:59

Unit 9
Participating in a Round Table

Social Practice: Discuss points of view to participate in a round table.
Communicative Activities: Exchanges associated with specific purposes
Achievements
• Review texts of civics and ethics education and select information.
• Understand general sense and main ideas.
• Discuss points of view by participating in a round table.
Product: A round table
Reader: Animal Rights Debate
Unit 10
Making Complaints

Social Practice: Express complaints about a product.
Communicative Activities: Exchanges associated with the environment
Achievements
• Listen and review complaints about products.
• Interpret general sense, main ideas and details of complaints.
• Make oral complaints.
Product: Making a complaint
Reader: Surprise!
Scope and Sequence xv
INTRO YWC-Secondary TG2.indd xv 12/21/18 11:59

U t
Unit
x xxxxxxxxxx
1 Dealing with Everyday Problems

Term 1: Unit 1 Environment: Family and Community
Social Practice: Express support and solidarity when Achievements:
faced with an everyday problem. • Express interest in a problem.
Dealing with Everyday Problems Communicative Activities: Exchanges associated

• Contrast effects created by prosodic resources and
nonverbal language.
• Define ways of expressing oneself according to the speaker.
Reader: SEE the Difference
Term
T
1 Read the text and discuss the questions from the How Much Do I Know? box on the next
e rm 1
page.
Public service announcements (PSA) are commercials designed to inform and educate.
Social Practice: Express support and solidarity when They can be posters or radio or television spots. Some common topics PSA are health, the
faced with an everyday problem. environment and safety.
Communicative Activities: Exchanges associated 2 Read the PSA and identify the parts that answer the questions.
with specific purposes 1. Who is this PSA for?
2. What is the problem that the PSA wants us to be aware of?
Achievements: Express interest in a problem. 3. What is the suggested way to deal with the problem?
Contrast effects created by prosodic resources and 4. What is the message for the public?
fReflect on the following questions.

nonverbal language. Define ways of expressing
1. What PSAs would be necessary at your school?

oneself according to the speaker. 2. What do you think they should contain?

Reader: SEE the Difference
The first two pages of the unit have as an objective

to show students what they will be expected to
achieve by the end of it. It is important that students * We suggest to talk to an adult
about the problem.
understand that throughout the unit, they will follow * How about telling them to stop?
several steps to prepare themselves to make a public

service announcement about a problem that they find
the most relevant in their everyday lives. You can go 6 Unit 1
with students through the specific achievements listed

in the chart. They may look at this two-page overview
and identify its parts. Some possible questions for 2 Read the PSA and identify the parts that
students to reflect on are: answer the questions.
1. Have you ever thought which everyday problems
affect you and your friends the most? Students analyze the PSA using the questions as a
2. What is the purpose of the How Much Do I Know? box? guide. The idea is for them to work in pairs or small
3. How will the Time to Read! section help you achieve groups and identify which part (an image or a text) of
your objectives? the PSA helps them answer each question. They should
Students can reflect on these points in small groups, begin to realize that images and texts are equally
in pairs or even as a whole class. important to put across an important message. As
a well-know English idiom says, “A picture is worth
1 Read the text and discuss the questions from a thousand words.” Students can share their ideas
the How Much Do I Know? box on the next with a class or with a different pair (group). Possible
page. answers: 1. The PSA is directed to students who are
bullied. (“My classmates make fun of me.”)/ image of a
You can read the text for students to listen to with their
sad girl. 2. Bullying (“I’m being bullied!”) 3. Talk to an
eyes closed. They reflect on how much they understand.
adult, and tell the bullies to stop. 4. Don’t keep silent,
Having their eyes closed helps students focus on what
speak up! Finally, you can ask questions related to the
they hear. Then students read the text and think how
Social Practice of this unit: How do you react to bullying?
much they know about PSAs from their previous
Do you know someone who is being bullied? What do you
experiences. When the purpose of a PSA is clear, you
do when you are faced with this problem at school?
may ask why some words are highlighted. Students may
come up with different ideas, and then read the Glossary f Reflect on the following questions.
Tip on page 7. It is important they always try to guess Students can now do an individual reflection on the
the meaning of the unknown words from the context topic guided by the questions. They don’t have to
of the sentence, but if they cannot, they should look the share this reflection. It is important that you allow
word up or ask for help. moments of reflection, so that students get more and
more involved in the topic.
T6 Unit 1
U1_YWC_TGSec2.indd 6 12/21/18 12:08

3 Read and listen to the text. Identify which parts of the text are not said in the recording.
1
2. In small groups, brainstorm the everyday problems
they find relevant. It is not the moment to choose
which problem they will use to make their; it
is more important to activate their previous
Narrator: Have you seen a bully at your school? He or she might make fun of
someone, frighten or even physically harm the person. [Sound effects (SFX): Students knowledge and spark their interest.
laughing unkindly and a locker slamming shut.] Other kinds of bullying are harder to
1
see, like spreading unkind rumors or calling a person names. [whispering] [SFX: Inspiring 3. Define the teams in which they would like to
music] e good news is that you can help! If you see any of these problems, don’t
ignore them! Tell a teacher or counselor right away. Together we can make a difference!
prepare their Product and make a list of things
[SFX: Applause] necessary to achieve it.
While discussing, students should keep in mind the
fDiscuss how the sound effects make this PSA effective.
Social Practice – express support and solidarity when
faced with an everyday problem.
How Much Do I Know?

How Much Do I Know?
Discuss the questions.
1. Where have you seen or listened
to public service announcements The idea of this section is to activate students’
in your community?
2. What topics were they about?
previous knowledge about the topic related to
3. What topic(s) would you the Social Practice for this unit. It is a diagnostic
like to see in a public service
announcement? evaluation for them to begin reflecting on the
problems in their community that could be the
Time
T ime to
to Read!
Read
d!!
topic of the PSA they will have to make at the end
In this unit, you will read a text called SEE the Glossary Tip of the unit. Students get into pairs to go through
Difference. Alex, Amanda, Daniel and Jessica are There’s always additional help for you.
working on a campaign that promotes healthy habits Throughout this unit, there are some the questions. They compare their ideas with other
among teens. They are ready to help, the only thing highlighted words that are defined in the
they need is a great Public Service Announcement. In
this text, you will find examples of how a PSA script
Glossary at the back of the book. For the pairs or share their conclusions with the class. We
rest of the words you might not understand,
can be written. Remember that you will see this
icon that shows which pages we suggest you
it’s a good idea to look them up on an suggest you give them ideas for where to look for
online dictionary. Ask your teacher for some
read along the unit. suggestions. You may also want to visit this
link: http://learnersdictionary.com/
information: newspapers, magazines, billboards, TV
and radio spots.
Unit 1 7
Glossary Tip
3 Read and listen to the text. Identify which One of the strategies we suggest is to highlight the
parts of the text are not said in the recording. words students don’t know while researching the
1 PSAs related to everyday problems. Once highlighted,
Students read and listen to a text. They should do students can guess their meaning from the context of
this at the same time and identify which parts that the paragraph or by referring to images. When they
are present in the text are not read in the recording. still have doubts, they can ask a classmate for help or
What is the purpose of these parts? After listening to look the words up in a dictionary of their choice. In
their ideas, you can tell students that these are called the Glossary Tip we recommend a user-friendly online
parenthetical remarks (ideas on how to read the text dictionary. In the Glossary on page 93, they will find
to achieve maximum impact). These can be special the meaning of the selected words from this text.
effects (music, applause)the tone of voice (whispering,
shouting), etc. Finally, students read the script
following the remarks in the text. Time to Read! SEE the Difference!
f Discuss how the sound effect make this PSA In Unit 1, students will be able to read a fiction
effective. story about a school campaign which purpose it
Students discuss how the indications make the is to promote healthy habits among teens. This is
announcement more effective. You can ask: What related to the Social Practice (express support and
does the whispering represent? (secrets, talking behind solidarity) of the unit and it also will help students
people’s back). What about the applause? (it shows with models for the Product. You might want to
agreement, celebration). It is important that students ask students to speculate what the title of the story
understand that to put an idea across, the PSA should refers to. Why is SEE written in this way? What is
be dramatic and have a strong message. the purpose of capital letters? Elicit some ideas and
To conclude the overview of the unit, students can do remind students that reading of fiction opens up
the following: their horizons, allows them to think critically and to
1. Share their views on making a PSA with the class: become more creative, among other benefits.
How do they feel about this topic?
Unit 1 T7
U1_YWC_TGSec2.indd 7 12/21/18 12:08

4 Read the dialogues and speculate on the relationship between the people.
1 2
Teaching Guidelines
Determine speaking situations. Understand how

textual organization and graphic components help
to the understanding of their content. Define key
ideas and the intended audience. Last night, a Oh, no! That's
Term
T
stranger scared me.
e rm 1
terrible! I couldn’t sleep
It was dark and he What did you do? last night. Yes, you look tired.
got close to me.
Good. And remember, Drink water
Students might like to work in pairs and go back to I walked away if you can't walk
I drank too
much coffee. instead. Good
quickly. away, scream!
pages 6 and 7. They look at the images representing night's sleep is vital.
bullying. How effective do they find them? Why? Is the fLook at and read the PSAs below. Define the key ideas using the following questions

as a guide.
symbolic representation better than the photos? Why? 1. Which dialogue from Activity 4 is depicted in each PSA?
After they share their ideas, they choose a different 2. Which PSA refers to safety and which to health issues?
3. Who is the intended audience for these PSAs?
problem and try to come up with an image to 4. Why do you think are the final phrases called "strong phrases"?
represent it. Students then share their images with

other pairs and discuss what they represent.
4 Read the dialogues and speculate on the

relationship between the people.
You may have to explain that support (solidarity) means
“encouragement and approval for someone because you
want them to feel better.” People who express solidarity
with someone have empathy (are sensitive and
understanding) and try to help by giving suggestions.
Students will read some expressions to show support
in the dialogues. Before students read the dialogues,
8 Unit 1
they can determine the speaking situations in pairs. It
is important they notice non-verbal language (gestures
and facial expressions are a key to their understanding
The first is a safety announcement directed to young
of certain situations.) Can they imagine what the
people. // The second is a health announcement
relationship between these people is? Invite them to use
directed to people who have trouble sleeping. 4) They
their imagination, as there is no one correct answer
address your emotions.
(teacher- student, mother- daughter, etc.). Then they read
the dialogues and identify the phrases that show support
and solidarity (Oh no! That’s terrible! If you can’t go away, Poster 1
scream. Yes, you look tired.).
To finish the class, you may want students to
f Look at and read the PSAs below. Define the brainstorm different everyday problems using Poster
key ideas using the following questions as a 1 to help them. They may want to work in their
guide. Product teams. If they still haven’t formed their
Students should look at both announcements first and teams, now is a good time. Students should come up
observe the images. Can they deduce how they are with a problem per image. Allow 5 minutes to do it
related to the dialogues in Activity 4? Then students and stop the activity. Students share their ideas with
read the PSAs and define the key (main) idea of each the class. Some ideas are: a heartbreak, difficulties with
using the questions to help themselves. Do they agree math, loneliness, etc. They might want to choose one
with the suggestions given in the announcements? situation and express their solidarity with the person.
Explain that the last phrase is called the strong
phrase. The strong phrases address people’s emotions
and are easy to remember. In this way, the message
of the PSA is more effective. In videos or recordings,
these phrases are said louder and they sometimes are
repeated several times. On posters, they are written
with capital letters, in color, with a graphic effect, etc.
Answers: 1) the first PSA corresponds to Dialogue 1.
The second PSA corresponds to Dialogue 2; 2) & 3)
T8 Unit 1
U1_YWC_TGSec2.indd 8 12/21/18 12:08

5 Read the PSAs below and analyze the possible meaning of each message.
ead!
5 Read the PSAs below and analyze the
to Re
Time to
Ti
pp. 9-12
possible meaning of each message.
Students should read the PSAs in pairs. How
different are these PSAs to the ones they have seen
so far? (less text, one strong phrase, strong symbolic
erm 1
image). Tell students that sometimes the strong
Term
phrase doesn’t have a literal meaning – they should
T
1. Take your dog on a trip. 1. Don't get depressed by 1. Fish shoudn't be carried in speculate on the meaning of it. Then they read the
2. Don't leave your dog in a your weigh. plastic bags.
hot car. 2. The numbers on the scale 2. Plastic in the oceans kills fish. possible interpretations and decide which one is the
are wrong.
appropriate one. Which PSA seems the most effective
fRead the excerpts from the PSAs and decide which poster they correspond to.
to them? Why? Is the problem relevant to their lives? If
Fact. People
around the world
I was 12 when someone
called me a pig. My mom
In the summer, the days
are hot. Inside your car,
appropriate, refer students to watch the following PSAs
use over 500 billion said my weight was perfect, the temperature can online. They can watch them to look for the type of
plastic bags a year. but I didn’t like my body. rise really quickly.
PSA (environmental, mental health, safety) and the
strong phrase. They are appropriate for the age of your
fListen to the complete scripts and identify the additional information about each problem.

Discuss what issue each PSA is talking about: health, environment or safety. 2 students. https://www.youtube.com/watch?v=v7-9ekD9vIk/
https://www.youtube.com/watch?v=9JJ-JHrT2E8/ https://
In PSAs, expressions showing solidarity and suggestions are very common. Here
are some examples. www.youtube.com/watch?v=QPwlWDA6Brs
Solidarity and Support
• To express solidarity and support to others, you can use the following phrases: f Read the excerpts form the posts and decide
Really? That's terrible. Unbelievable!
You are exaggerating. You are not fat all all. You look great. which poster they correspond to.
Oh no! I didn't know that. So hot!
Suggestions Students read the fragments of the scripts that
• As a part of expressing solidarity and support, you can add a suggestion for people to follow:
What if we open the car windows a little bit?
accompany the PSAs above. Can they decide which
I suggest you use boxes when you go to the supermarket. ones go with which PSA? They work in pairs and
How about not eating bread for a few weeks?
then share with the class which words gave away the
Unit 1 9 meaning (plastic / weight / hot temperature).
f Listen to the complete scripts and identify the

additional information about each problem.
Teaching Guidelines Discuss what issue each PSA is talking about:
Anticipate general sense. Determine speaking
health, environment or safety. 2
situations. Help students so that they can examine the Students will listen to the complete scripts for the PSAs
consequences of providing support at the appropriate above. They should take notes for any additional
time. Adjust the language how to recognize different information. You may play each script two or three
points of view when analyzing texts. times. Then students compare their notes. Finally, you
can have a group discussion about the type of issue that
each PSA deals with.
Time to Read! SEE the Difference!
pp. 9–12 Language Awareness
Students work in pairs and read the expressions of
You can begin the class by asking students whether solidarity and support. They may notice that many
they recall what conclusions they reached about of these expressions include incredulity, disbelief and
the meaning of the title of the reader. Then empathy. Many times, when we listen to a problem,
students read pages 9–12. We suggest that you we identify with it and try to suggest a possible
write SEE on the board vertically. A volunteer solutions. The expression in bold can be used for
writes what each letter represents next to it. You all different types of suggestions. Finally, have an
might discuss what the four students proposed (to open discussion about the importance of expressing
start a campaign to promote SEE) and what they solidarity and support.
wanted to include (Public Service Announcements).
Students can discuss why Daniel and Amanda can
be considered supportive (they care about students
having different problems and try to find ways to
help them).
Unit 1 T9
U1_YWC_TGSec2.indd 9 12/21/18 12:08

Product Step 1 Read
to Re ad!
Time to
Ti
pp. 13-16
Teaching Guidelines You have seen several ideas for PSAs now. You know that each PSA is made for certain audience
and talks about a relevant topic. In your Product teams, decide on the topic for your PSA and
complete the Mind Map to organize your ideas. The expressions of Solidarity and Support can
Understand how textual organization help to include some suggestions.
Problem
the understanding of content. Adjusting words
repertoires of words and expressions. Decide how Intended Audience
to express their opinions. Choose strategies to
Term
Te rm 1
influence the opinions of others.
Time to Read! SEE the Difference! for my P Solidarity and Support

pp. 13–16 ic
Top
SA
Read or have a volunteers read page 13 to discover
what problems students mentioned. Do your students
feel these problems are relevant to their lives? Which
problem is the most common? How would they deal with
these problems? Students discuss and then they read
Image
pages 14–16 in pairs or small groups to find out Strong Phrase
how SEE can help with these problems. Ask students
whether they can imagine a good PSA for a SEE
campaign. Can they think of a strong phrase? Images?
Allow several minutes for students to brainstorm ideas
in pairs or small groups and share them with the class.
Once your ideas are clear, draft an image for your PSA.
Product Step 1 10 Unit 1

Students have learned a lot about the ideas behind
PSAs. They should know by now that the purpose of
a PSA is to give the audience a clear message about
a problem that is relevant to that audience. You Display Poster 1 and divide the class into seven groups.
can have them recall the most important parts of a Assign each group with an image from Poster 1. They
PSA: What makes a PSA effective? (strong message, work on a dialogue with the characters using some
images) What types of issues can they address? (health, expressions from the unit or others that they know
environment, safety) What is the main objective of PSAs? from the previous level. As an alternative, they can use
(convince people to do something in order to improve a dictionary, ask you or ask their peers for help. Here
their lives or their community). Students read the text are some possible dialogues that you can write on the
and work on the mind map in their Product teams. To board as models and ask students which photos they
check, you can do the following: 1. Get several teams go with. Have they ever had similar conversations in their
together to discuss and exchange ideas to improve language?
each mind map. 2. Draw a similar mind map on the 1. - Why are you crying?
board and invite a team to complete it and explain - My mom shouted at me.
their ideas. Their peers can respectfully add their - But why? What happened?
comments and maybe offer alternative ideas. 3. - I failed an exam.
You can work as a class to come up with alternative - I am sorry. Your mom wants you to do well, so you
strong phrases. These are always the most difficult to are successful. Would you like me to help you study?
write especially when we are trying to have a hidden 2. -Hi, why are you sad?
meaning. You can help them with vocabulary to add -My parents are getting a divorce.
to their repertoire. However you decide to work on the -Oh no! Why don’t you tell me how you feel about it?
mind map, it is important that students are convinced 3. - You look tired.
that their topic is adequate for a PSA. - I am very tired, I cannot sleep.
- But why? That’s terrible. Sleep is vital for you to
function well. I suggest you don’t look at your phone
Further Practice Poster 1 at least half an hour before you go to bed.
If time permits, you might want to finish the class with
the practice of expressing solidarity and support.
T10 Unit 1
U1_YWC_TGSec2.indd 10 12/21/18 12:08

How Am I Doing?
How Am I Doing?
a
Read !
to Re
Time to
Ti
Circle your answers. p. 17
1. A PSA is…
a. a TV commercial. b. an announcement to educate. c. a poster about an event.
2. Expressing support and solidarity is important because...
Before you continue with the class, this is a
a. it makes people feel better. b. it makes you feel better. c. people say it is.
good moment to do a formative evaluation. It
3. Strong phrases are...
a. easy to write. b. not that important. c. very effective to put the message across. is important that they reflect individually on the
If you still have doubts, you may go back to pages 6–9 or discuss them in pairs. important parts of a PSA. They have seen several
1
models so far and have had several moments of
6 Read and discuss the meanings of the concepts in the box below. Then listen and
follow along. 3
reflection. If they still have trouble, they can go back
to previous pages, or clarify their doubts in pairs.
Script Tone
The written form of an announcement for radio or TV. The emotions in what you say (enthusiastic,
serious, considerate, happy, etc.).
Sound effects (SFX)
Indication of a sound in a script for a TV or radio Intonation
6 Read and discuss the meanings of the
production.
Volume
The rise and fall in the sound of your voice
when you speak.
concepts in the box below. Then listen and
How loudly or softly you speak.
follow along. 3
Students recall what special effects were included in
[Sound effects (SFX): classroom / restaurant sounds in the background]
the first model of a script they saw in this unit (p.7)
Student: [Volume: shouting / whispering] Hey! Wake up, the teacher is coming!
[SFX: clapping / footsteps]
and why they thought the message is more effective
Teacher: [Tone: cheerful / serious. Volume: loud / low voice] Mr. Ramírez, wake up! is is no when they use special effects (they help you connect
place to sleep! [SFX: classmates laughing / talking]
your emotions to what is being said). Students work in
Narrator: [Tone: sad / enthusiastic] Has this happened to you? Can’t stay awake in class?
[Tone: angry / considerate] Don’t worry, you are not the only one. [Tone: comic / informative] their Product teams and read the concepts. You may
Teenagers don’t feel sleepy until late at night, so when the alarm wakes you up, [SFX: alarm
clock / telephone] you’re tired. What can you do to sleep better? Here are some tips to help you: want to check whether the idea of tone is clear by
What if you avoid drinking soda and coffee? Coffee has a substance called caffeine which keeps
you awake. You shouldn’t watch TV before going to bed either. It emits a blue light that makes it
asking students to read this sentence using different
difficult to fall asleep. You could also take a shower, [SFX: sea / running water] put your pajamas tones: Dogs can die when left in a hot car. They should
on or read 30 minutes before [SFX: turning pages / flushing toilet] to prepare your mind for
sleeping. [Tone: disappointed / enthusiastic] Remember, sleep more at night, sleep less in class! see how effect of the message changes with each tone.
Is it OK to read this using the happy tone? Why not? What
fListen again. Then read the PSA paying close attention to the remarks on the tone,
is the ideal tone to read this sentence? (serious, sad).
volume and special effects.
Remind them what an intonation is by giving some
Unit 1 11
examples: Do you agree? (rising intonation) What are
you talking about? (falling intonation). Then groups
read the script and decide on the best options for tone,
Teaching Guidelines special effect and volume to make the PSA below
effective. Finally, they listen and follow along. Where
Vary prosodic features (volume, tone, intonation). they ideas correct?
Read a model script. Use prosodic features to create
an effect. f Listen again. Then read the PSA paying close
attention to the remarks on the tone, volume
and special effects.
Time to Read! SEE the Difference!
Students listen again to get a clear idea on how the
p. 17 people in the recording vary their tone and volume.
Then, in their Product teams, they plan on how to
Brainstorm with students what they remember from
read the PSA following all the remarks. They will
the previous pages of the story. How many problems
need to be creative to come up with special effects, or
they can remember? What about the proposed
you may allow them to use their cell phones for this
solutions? Students may want to share how they
activity (if appropriate and relevant). Groups read the
feel about the SEE campaign and their ideas on
PSA for the class to decide with applause which group
a possible PSA. Then read page 17 together. You
has done it the best.
can assign roles of a narrator and students who
participate (Amanda, Juan, Jessica, a girl, etc.).
When you finish, students can work in pairs to Further Practice
discuss the question: Do students support the idea? To practice tone and volume, you can write the
How? What are the proposed PSAs? Which one do they following sentences on the board:
think is more effective: a radio spot or a video? Several One veggie a day, keeps the doctor away!
actors or a narrator? Make sure they look up the You friend could wait. Don’t text and drive!
highlighted words in the glossary. Don’t be a night owl – sleep 8 hours a night!
Explain that a night owl is a metaphor to describe
someone who stays up late. Then students can read
the sentences using different tones of voice.
Unit 1 T11
U1_YWC_TGSec2.indd 11 12/21/18 12:08

7 Listen and circle the appropriate intonation. 4
Teaching Guidelines 1. This is no place to sleep!

2. Has this happened to you?
3. Don’t worry, you are not the only one. ead!
Activate previous knowledge. Vary prosodic features. 4. What can you do to sleep better?
Ti to Re
Time to
pp. 18-19
Show impulse spirit and empathy using prosodic 5. Remember, sleep more at night, sleep less in class!
features. Contrast effects created by prosodic resources. Intonation is as important to make your message effective as tone and volume of your voice.
Intonation refers to the movement of your voice - it either goes up or down (rises or falls).
Term
T
When you ask a question, the intonation is usually high to show that you are asking because you
e rm 1
don't know something. In a positive affirmative statement you use a higher intonation (like in how you
Time to Read! SEE the Difference! congratulate someone). For messages that are not so good to the receiver, the intonation used by the
speaker is usually low or falling (like when you show support).
pp. 18–19

To learn more about differences between the tone and the intonation, you can visit

this website.
The following two pages give students ideas on how https://youtu.be/_lu1xyYx3Eomean-what-you-say/
to write a script for their PSA. They should read both http://www.differencebetween.net/science/difference-between-tone-and-intonation/
pages individually and contrast both drafts that Product Step 2

Amanda and Alex prepared. You can guide them In Step 1, you organized your ideas for your PSA. Now that you have the general idea, it
by asking these questions: Which PSA has more sound is time to think of how to say your PSA when you record it (or present it orally). Remember
that the tone, intonation and volume of the actors' voices, as well as the sound effects, will
effects? How many people participate in each one? make your PSA more effective. Draft your script using the questions to help you.
Which one is more effective according to you? Students The Topic of The PSA
1. How many people will participate?
can then read each PSA following the remarks. Make 2. What will each person say?
sure they remember how important it is to use the 3. What tone and volume of voice will they use?
4. Who will say the strong phrase?
appropriate tone and volume of voice. 5. What special effects will you need? In which parts?
Example:
BOY: (whispering, sad) I have a secret to tell you...
7 Listen and circle the appropriate intonation. WOMAN: (alarmed, speaking loudly) What is it? What happened to you?
BOY: (SFX crying) The neighbor wants me to go to his house. I don't want to,
4 he scares me.
WOMAN: (lovingly, SFX piano music) Thank you for telling me. No one will hurt you.
Ask students to listen to the statements, and mark I am here.
NARRATOR: (serious, soft voice) Speak up, tell an adult.
whether the intonation goes up or down. Volunteers
can read the sentences imitating the intonation on 12 Unit 1
the recording.
Language Awareness
To begin talking about intonation, students should
Product Step 2
recall the other two prosodic resources they have talked
Now is a good time for students to work on the first
about so far: tone and volume. It is important they
draft of the script for their PSA. By now, they have
understand that tone shows emotions whereas volume
chosen their topic and brainstormed the importance
refers to how loudly or quietly you say a sentence to
of having the right audience and an effective strong
achieve the effect. Then students read the information
message. This time, they will focus on the prosodic
about the intonation. Model a positive sentence: This is
resources that make the recorded message more
wonderful! and exaggerate your voice going up. Then
effective. Students work in their Product team and read
say This is so sad. making sure your voice goes down.
the questions that will work as a checklist on what
All these prosodic features are somehow connected and
to take under consideration. Before writing, they can
only when using three of them well, they will achieve
read the example and analyze the problem and the
the effect in their PSA.
audience. Is this script effective enough? Why?
To learn more about differences between
the tone and the intonation, you can visit
Further Practice
this website.
To practice contrasting effects using intonation, you
If it is possible for students to go online, we recommend
could do this fun activity with students. The idea is to
these sites to learn more about the tone and the
say “Yeah” with different intonations to show different
intonation. In the video, students can see clearly how
emotions. Write these on the board so that students
important it is to use intonation to avoid your message
notice the punctuation that will help them pronounce
being flat and boring. On the other website, students
the words in the right way: Yeah (neutral)/Yeah.
can find out about the differences between the tone
(falling) /Yeah? (rising)/Yeah! (enthusiastic) /Yeah!!
and the intonation. We recommend these sites as the
(excited) /Yeah!!! (super excited) /Yeah?? (uncertain) /
language level and the complexity of the information
Yeah??? (surprise) /Yeah… (disinterested). Model the
is adequate for your students.
pronunciation for students to repeat. Then they can
continue practicing in pairs. They can continue with
“No” and “Okay” and other emotions.
T12 Unit 1
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8 Look at the model of the poster for a PSA and discuss what topic it may refer to.
8 Look at the model of the poster for a PSA

Then analyze it using the points below.
1. What is the problem this PSA deals with?

2. What suggestions are offered in this PSA?
and discuss what topic it may refer to. Then
3. Does it express support and solidarity for analyze it using the points below.
this community?
Each PSA needs to have an image to accompany
it. They can be illustrations, photos or magazine
erm 1
cutouts. Students look at this poster and read the first
Term
sentence – What can it refer to? What type of a PSA it
is? (environment) They might need to look up the
T
highlighted phrases in the Glossary on page 93. Do
they feel empathy for people who have this problem? Elicit
some expressions of support and solidarity. (It must be
horrible to live in a place full of garbage. What can we do to
help? Water is vital and so much of it is wasted!, etc.) Does
it happen in their neighborhood? Students work in groups
and analyze the PSA using the points as a guide. Do
they find the strong phrase effective enough? Groups can
share their ideas with the class and say whether the
strategy of the creators of this PSA was effective enough
fListen to a presentation. Then mark () the box that best describes what you hear in the

or if they would improve it.
audio. 5
1. The girl sounds... excited bored enthusiastic serious f Listen to a presentation. Then mark (✔) the
2. The boy sounds... supportive indifferent excited cheerful box that best describes what you hear in
3. Volume of the speakers soft medium loud too loud
4. Sound effects enough none some too many
the audio. 5
5. Effectiveness of the PSA effective not effective Go through the points to analyze with the class, so
that they know what information to listen for in the
Unit 1 13 recording. You can play the recording several times until
your students feel confident about their answers. Once
they have marked the answers, they discuss them with
a classmate. Are they in agreement? If not, they should
Teaching Guidelines
listen to their peers and consider changing their answer.
Decide how to express their ideas recognizing the It is important to be polite but convincing.
effects of the prosodic features. Choose strategies to
influence opinion of others. Encourage students to Further Practice
show resilient personality when facing complex tasks.
Write “resilience” on the board. If students don’t
understand the word, tell them that an iron stick or a
Remind students or let them recall in pairs what types rock at the shore is resilient to wind, to being bent, etc.
of PSAs they have seen so far: safety, environment, Ask: What does having a resilient personality mean? Elicit
health. This is a good moment for students to reflect ideas: It’s the ability to readily recover from a crisis. Have
on the issues that should be addressed in their students work in pairs and discuss what characteristics
community. Some ideas could be domestic violence, a resilient person should have. If they have access to
litter, assaults, etc. Remind them to stay serious while Internet, they can refer to this website to get ideas:
discussing as these are very important topics and, https://www.creativeboom.com/tips/10-personality-traits-
by addressing them, they can make a big difference. that-will-help-you-become-more-resilient/. If the Internet
Allow a couple of minutes for them to brainstorm access is limited, you can guide them by writing
ideas and come up with possible campaigns to some of the ideas on the board: 1. To have strong
solve them. Can they think of an image and a strong problem-solving skills (to be able to spot the solution
phrase that would accompany their PSA? You may want that will lead to a safe outcome). 2. To have strong
students to present their ideas using the prosodic social connections (to have close people who can offer
features they have learned about so far. Vote for the support and solidarity). 3. To be able to ask for help (it is
group that has been the most convincing. important to accept that there are times you can’t solve
a problem alone). Finally, you can write this quote from
Winston Churchill: “Success is not final, failure is not
fatal: it is the courage to continue that counts.” Have a
class discussion on the meaning of this quote.
Unit 1 T13
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Product Step 3
Now is the time to prepare the final version of your PSA. Write the final version of the dialogue
Teaching Guidelines including the notes on how each sentence will be read.
PERSON 1: PERSON 2: PERSON 3:
Adjust the language to intended audience and

purpose. Propose and suggest alternatives. Choose
strategies to influence the opinion of others.
Term
Te rm 1
Special Effects: Special Effects: Special Effects:
Tone of Voice: Tone of Voice: Tone of Voice:

Further Practice
Volume: Volume: Volume:
Read the following PSA for the class following the
remarks. You can have some dramatic background Other comments: Other comments: Other comments:
music in the background if possible.

Illustrate your poster with an effective image. You can also use photos or cutouts from
Adult (serious, soft voice, falling intonation): newspapers. Use your imagination and creativity. Don't forget to include the strong phrase.
Imagine a day without water…
Child 1 (disappointed, sad): No more rainbows. I
love rainbows.
Child 2: (matter-of-factly, serious): We couldn’t take
a shower.
Child 3 (sad): We couldn’t drink water on a hot day.
Child 4 (disgusted): Everything would be dirty. We
would be sick all the time.
If you want to record your script for the presentation, do it before the next class.
Adult: Every 20 seconds a child dies from a water-
related disease. (dramatically, slow) Every drop
counts. to Read
!
Time to
Ti
p. 20
Ask students what the message of the PSA is:
Children are dying due to lack of water. What makes 14 Unit 1
the message effective? (Children are talking about

what they imagine lack of water would cause – but
the problem is much bigger, children would die
without water.) You can write the dialogue on the They should do it on a big piece of cardboard before
board and assign roles for students to participate in the next class presentation, so that everyone can see
reading the dialogue. If time permits, they can draft it while students present their work. If they want to
an image to accompany this PSA. record it, they should do it before the final lesson and
make sure they have necessary devices to present
their PSA to the class.
Product Step 3
Students get in their Product teams and review their Time to Read! SEE the Difference!
notes on their PSA. What is the purpose of their PSA? p. 20
What is the intended audience? They had gone through
two previous steps and have seen models of a script Students can get in small groups or write
for PSAs. Now they should take some time to decide their version of the script for a SEE campaign
whether their message will have actors, a narrator individually. They should be creative and come up
or both. If they are planning on making a video, do with several strong phrases. They read their ideas
they want people in it or just a voice-over (the voice to a class and vote on the best phrase. It would be
of an unseen narrator speaking. They should write a good idea to plan a similar campaign in their
their script on a separate sheet of paper, following school. Invite students to share ideas on how they
the model in the book. They should add special could collaborate with students from other classes
effects (water dripping, a child crying, a car crashing, to achieve that.
etc.), and make remarks on participants’ tone and
volume of voice. Once the script has been drafted,
student should plan their images in pencil in the
space provided. They can use illustrations, photos or
newspaper (magazine) cutouts for their final version.
T14 Unit 1
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Product Step 4
You are ready to present your PSA poster. Follow the suggestions below: to realize what they have to work on in the future.
• Check your poster (spelling, punctuation, emphasized words).
• If you haven't recorded it, rehearse reading your script.
However, if they detect some key problems in their
• Listen respectfully to your classmates. learning, they should ask you for help. Remind them
• Give them feedback when they finish presenting their PSA poster.
that people with resilient personality ask for help if
they cannot solve a problem.
Self-evaluation
erm 1
Assessment
Term
Mark () the boxes in this descriptive evaluation scale that best describe your progress
in this unit.
I do it I generally do
I sometimes do
Remember that you can use Assessment 1 on page
T
it correctly, but I have lots of
easily and it correctly with
correctly. some difficulties.
with noticeable
difficulties.
difficulties.
T102 to assess students’ performance in this unit.
1. I can recognize the
intended audience
for the PSA.
2. I can identify types

of topics relevant
for a PSA.
3. I can identify the

SFX, tone and
volume in a PSA
script.
4. I can express
solidarity and
support.
5. I can write a strong

phrase to make
the PSA more
effective.
If you marked only a few boxes in the first two columns, keep in mind that you
can go over the unit again to see what aspects to improve. You can also ask your
teacher to help you decide what you should do in order to improve.
Unit 1 15
Teaching Guidelines
Evaluate performance
Product Step 4
Students are now ready to put final touches to their
poster and the script. If they recorded their PSA, they
should check all the technical details before their turn.
If not, they should rehearse reading their presentation
in teams, keeping in mind the intonation, tone and
volume. While presenting, they can do it in a circle, so
that everyone can see the images, or hang their work
on the board. Remind them that it is important to
respect classmates by paying attention to them when
they are speaking. You can record their performances.
Self-evaluation
As part of the continuous evaluation, it is time for
students to think about what they have learned and
what aspects of the topic they need to improve. In
order to help students do this, ask them to evaluate
how much they have learned about PSAs and how
much they participated in the creation of the ir team’s
PSA. There is no need for students to share their
reflections; it is an individual and personal evaluation
Unit 1 T15
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2 Performing a Play
Term 1: Unit 2 Environment: Literary and Ludic
Social Practice: Read theater plays. Achievements:
Communicative Activities: Literary expression • Select and review short theater plays for young people.
Performing a Play Product: A dramatized reading

Reader: Pluto’s Cup
• Read short theater plays and understand general sense, main
ideas and details.
• Participate in dramatized readings.
1 Read the theater play and discuss the questions.
Term
T
e rm 1
Social Practice: Read theater plays.
Communicative Activities: Literary expression
Adapted from a Traditional
Achievements: Select and review short theater Tale of Nasruddin
(It’s night. Naz is on his hands and knees outside his house Neighbor 2: No, I haven’t, but I’ll help you search.
plays for young people. Read short theater plays and under a streetlamp.) (The three continue searching. Before long, Naz’s wife
understand general sense, main ideas and details. Naz: Where could it be? Where could it be?!
Neighbor 1: What are you doing, Naz?
comes home from work.)
Naz’s wife: What are you doing?
Participate in dramatized readings. Naz: I’m looking for something. Neighbors: We’re looking for Naz’s key.
Neighbor 1: I can see that. What are you looking for? Naz’s wife: Is this true, Naz? Have you lost your key?
Product: A dramatized reading Naz: My key. Naz: Yes, dear.
Neighbor 1: Let me help. Naz’s wife: Where did you lose it?
Reader: Pluto’s Cup Naz: Thank you, that’s very kind. Naz: In the house.
(The two continue searching. Another neighbor appears.) Neighbor 1: In the house?
Neighbor 2: Hello, neighbors. What are you doing? Neighbor 2: Then why are we looking outside?
Neighbor 1: We’re looking for Naz’s key. Have you Naz: Because there is more light out here!
seen it? Naz’s wife: Ugh. You're such a fool!
These first two pages of the unit have as an objective
to show students what they will be expected to 1. Where does the play take place? How do you know?
2. The most important character is called the main
achieve by the end of it. It’s important that students character. Who is the main character in this play? How Much Do I Know?
understand that throughout the unit, they will follow 3. Are the other characters in this story important?
Why or why not?
several steps to prepare themselves to participate 4. The people who read, watch, or listen to a story
1. Where are theater plays normally
performed?
in a dramatized reading, this will allow students to are the audience. Who is the audience of this play? 2. Have you ever seen a theater play?
Children, adults, or someone else?
practice the different stages of their product. You 5. The expressions in italics are called stage
3. What do you think a theater play
should have?
might want to go through the table with them or ask directions. What do you think they are for?
them to do it in pairs or small groups. 16 Unit 2
1 Read the theater play and discuss the

questions.
Help students read the questions first so they know Poster 2
what they are looking for. Then have students read In order to help students link the topic to their own
the play in groups of 4, assigning one character per lives in the How Much Do I Know? section, you can
student. Help them with any unknown vocabulary. show them Poster 2, identify the theater genres (at
Depending on their English level, you can have them this point it is not that important that they know the
reflect on the role of pictures used in a story or a word genre, you can present the pictures as types of
play. Then ask them to discuss the questions in their plays or theater) and ask them if they have ever seen
groups. Finally, check the answers as a class. any of those types of plays. Have them share their
Answers: 1. Answers will vary; 2. Naz; 3. Answers will experiences with the rest of the class.
vary; 4. Answers will vary; 5. Answers will vary.
How Much Do I Know?

To activate previous knowledge, and have
students reflect on the topic so they can link it
to their own lives, have students work in pairs
to discuss the three questions in the box. If time
allows, have the students who have seen a play
share that experience with the rest of the class.
If possible, have them explain how the play was
performed. Provide support if needed.
T16 Unit 2
U2_YWC_TGSec2.indd 16 12/21/18 12:10

2 Listen to the play from Activity 1 and discuss the questions. 6 track twice and have them work in pairs to discuss the
1. Who is reading the play? How do you know? questions. If the group needs it, you can play the track
2. How many different people are speaking?
3. Who reads the stage directions? A character, or a narrator?
a third time.
3 Body language helps you transmit your message with more clarity. Look at the body 3 Body language helps you transmit your
language in the pictures and read the descriptions. Then discuss the questions.
message with more clarity. Look at the
erm 1
Term
Naz looked for many days, but
he never found the key.
Naz remembered
where he left his key.
Naz had the key around
his neck the whole time.
body language in the pictures and read
the descriptions. Then discuss the
T
questions.
Ask students if they know or remember what body
language means. Ask, Do we use body language in
everyday life? Ask them to give as many examples as
they know (eyes wide open, shrugging, etc.). Have
them go to the page, look at the pictures and read
the descriptions. Have them reflect on the importance
1. Body language includes facial expressions, posture, eye movement, gestures, and use of space.
of body language by discussing the questions in
Why is body language important when acting? groups of three or four. After reading the questions,
2. How can body language affect what someone is saying?
call students’ attention to the highlighted words.
Ask them what they think those words mean or are
Time
T ime to
to Read!
Read! Glossary Tip
related to. At this point, allow them to express their
In this unit you will read a text called Pluto’s
Cup. Pablo, a Mexican boy from Oaxaca, and
Remember that throughout the unit, you
will find some highlighted words. These
ideas without correcting too much, and then read the
Emily, an Australian girl from Sydney, wake up in
a dreamlike place with magical creatures called
are defined in the Glossary in the back
of your book. In case a word is hard to
Glossary Tip on this page.
Pluto’s Cup. In this text, you will analyze how stage remember, write an example with it related
directions contribute to the development of actions.
Remember that you will see this icon that shows
to something you lived today. That way,
you will associate it to something familiar
Answers: Answers will vary.
which pages we suggest you read along the unit. and it will be easier for you to learn it.
Unit 2 17 Glossary Tip

Encourage them to highlight other words they don’t
know while reading the plays. Once highlighted,
students can guess their meaning from the context
Teaching Guidelines or by referring to images, if any. In the Glossary
on page 94, they will find the meaning of the
Revise short theater plays for young people.
highlighted words from this unit.
Understand stage directions. Read short theater
plays and understand general sense, main ideas
and details. Be aware of the influence of attitudes,
To conclude the overview of the unit, students can do
beliefs and values in the interpretation of the
the following:
general sense of the text. Link non-verbal language
with the meaning of dialogue to reinforce the 1. Share their views on the topic with the class: How
message. Discuss intended audience. do they feel about the topic and the Social Practice?
2. In small groups, brainstorm what they’d like to
learn about Theatre.
Write the words THEATER PLAY in the middle of
the board. Invite different volunteers to the board
Time to Read! Pluto’s Cup
and write ideas they associate with it. They can use
what they have learned on the first page of this
Take some time to introduce this unit’s reading story,
unit, their personal experience or the information
Pluto’s Cup. Explain that different types of literary
their classmates shared. To help them come up with
texts should be read differently. You don’t read a
ideas, you can ask questions: Would you like to watch
poem the same way you read a play. Explain that
a theater play? Why? What do you think you will like
this unit will help them to learn how to read and
the most? And the least? Would you prefer to be in the
what to pay attention to in plays. Tell them that as
audience or on stage? etc.
they will need to pay attention to stage directions
2 Listen to the play from Activity 1 and discuss and how they contribute to the development of
the actions in the story because this will help them
the questions. 6
socialize their product at the end of the unit.
Explain that now they are going to listen to the play
they read last lesson. Have them read the questions so
they know what to look for when they listen. Play the
Unit 2 T17
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When you read texts, you will notice that they have different styles and compositions.
These different styles are called genres.
Teaching Guidelines
Common literary genres
to Re ead!
Comedy: A funny play with unusual characters and strange situations. Time to
Ti
pp. 21-23
Revise short theater plays for young people. Tragedy: A dramatic play that often makes you feel sad.
Farce: Similar to comedy, but the humor is absurd.
Determine genre. Read short theater plays and Satire: Also humorous, but includes a message about society.
understand general sense, main ideas and details. Historical: Focuses on actual events from history.
As you saw on page 16, a theater play also has main and secondary characters. Both
Create links between senses of sections and
Term
T
are important, but have different purposes in the story.
e rm 1
general sense. Establish a relationship between Main characters Secondary characters
main character(s), secondary character(s) and/or The most important person in the story.
The story centers around them.
These characters are not the focus of the story.
However, they help the main character achieve
incidental character(s). Determine themes. his or her goal.
4 You have now read about genres and characters. Read the play. With a classmate,
Make students aware of how important creativity identify the genre, main character, and secondary characters.
and imagination are when performing or watching

a play. Have them notice that the creativity of the THE MEDIUM Volunteer 1: I’m helping my grandma
decorate her house.
Tranzo: No, no! Don’t tell me, just write
by Hamish McTavish
actors can engage the audience. Point out that by it down. But not that! (laughs from
audience) OK, now fold up your paper
Tranzo: Ladies and gentlemen! With
using our imagination, we are able to understand the help of the spirits and my
and put it in the hat.
assistant Manuel, I will show you (Tranzo secretly adds another piece of paper to
the characters’ experiences and perspectives. Finally, the most amazing feat of mind the hat with a mark on it. He then takes out
reading. Manuel, can you bring three a different piece of paper and holds it to his
ask students how they think imagination relates to volunteers to the stage, please? forehead.)
Tranzo: Now, the first experience…
theatrical genres. Manuel: Yes, Maestro. Raise your hand
if you’d like to assist Tranzo. Yes, you Please, complete quiet in the crowd...
sir, and you madam, and you. Thank No noise at all or you’ll scare away
you. (Starts clapping; audience joins in.) the spirits.
Language Awareness Tranzo: Do I know any of you?
Ah, I’m listening... Yes, it’s here:
You’ve been taking karate classes!
Volunteers: No./Not me./No, sir. (points to Volunteer 1)
This is a good time to introduce students to the Tranzo: Now, write something about Volunteer 1: (laughs) Ha ha, not me!
different theatrical genres. Read the information on yourselves on a piece of paper.
(Hands out paper.) It can be a recent
Volunteer 2: Me neither, sorry.
(Tranzo checks the paper.)
the Language Awareness box with them and clarify experience, something you’re doing
at the moment or just a fact about Tranzo: Oh, sorry, not even close. Please,
any doubts they may have. Explain that all genres yourself. But it has to be true! audience, be completely silent and
are different and present stories in different ways.

Read the definitions and have students give you 18 Unit 2
examples if possible. Then direct their attention to

the characters and explain their purposes in the story,
depending on whether they are main or secondary Time to Read! Pluto’s Cup pp. 21-23
characters. Depending on your students’ level and
needs, you can explain both topics (genres and To conclude the lesson, have students read the
characters), or you can explain one and go back to card on page 21. If time allows, have them
the other as you read more fragments along the unit. guess what the story is going to be about and
4 You have now read about genres and what adventures the characters are going to
face. Explain that this first scene represents the
characters. Read the play. With a classmate,
introduction of the characters to the audience.
identify the genre, main character, and
secondary characters.
Explain that now they are going to read a different
play, and that they should pay attention to its genre Further Practice
and its characters. Let them go back to the Language If time permits, you may want to finish the class
Awareness section if they need to and reread the with a discussion on theatrical genres. Display
information. Ask them to read carefully in pairs. Poster 2 and divide the class in four groups.
When they have finished, ask them to compare their Assign each group with an image from Poster 2
answers with another couple and revise their work. (only assign Christmas play, Monologue, Musical,
Then check as a class. Horror). Students will write the characteristics they
believe are part of the genres of each assigned
image. They can use the Language Awareness box
on page 18 as a model. Monitor and provide help
as necessary. Ask students to justify their answers
and check as a class.
T18 Unit 2
U2_YWC_TGSec2.indd 18 12/21/18 12:10

still while I work, or the spirit voices (Tranzo checks the paper quickly, takes another
won’t be clear. from the hat and holds it to his forehead.) fragment. At the end, you can check students’ ideas
Volunteer 3: This is a joke! Tranzo: Next one. Um, you’ve recently
Tranzo: Give me another chance. I’ve been to an audition for a reality TV and correct any mistakes you might come across.
done this for years, and it doesn’t show.
always work the first time. (Takes out
another piece of paper and holds it to
Volunteer 2: Yes! I have. That’s
incredible.
Answers: 1. Tranzo: Ah, I’m listening... Yes, it’s here.
his forehead.) Yes, this time it’s much
clearer, um... Wait... Yes! You’re
Volunteer 3: What about me? This is 2. Tranzo: You’ve recently been to an audition for a
rubbish.
training for a job in the circus!
Is that right?
Tranzo: Well, two out of three isn’t bad. reality TV show.; 3. Tranzo: You’re training for a job in
erm 1
Volunteer 1: (gasps) How on earth?
Manuel: Maestro Tranzo, ladies and
the circus! Is that right?
Term
gentlemen. (applause, cheers)
That’s me! (applause from audience)
5 Read the extracts from The Medium. Then discuss the questions with your classmates. Language Awareness
T
Tranzo: You’re training for a job Tranzo: You’ve recently Have them read the Language Awareness section
Tranzo: Ah, I'm listening... in the circus! Is that right? been to an audition
Yes, it's here. Volunteer 1: How on earth? for a reality TV show. on verbs or read it with them. Depending on your
That’s me! Volunteer 2: Yes! I have. class’ English level, you can read the Language
1. Which extract mentions an event happening at the time the speaker is talking?
Awareness capsule before doing the exercise or you
2. Which extract mentions an event that has recently happened? can let them reflect on the verbs by themselves and
3. Which extract mentions a temporary situation?
then complement their conclusion with the Language
We use verbs in different forms to talk about different times. Awareness explanation.
• We use the present simple to give facts about ourselves.
Tranzo works in a circus.
• We use the present continuous to talk about something we are doing at the moment.
f With a classmate, read The Key on page 16
Naz is looking for his key. again and identify any sentences similar to
• We use the present continuous to talk about temporary situations.
He is helping his grandma decorate her house. the ones above.
• We use the present perfect to talk about an action from the past that has recently happened.
You’ve recently been to an audition. Have students go back to The Key on page 16 and
How Am I Doing?
reread it, now with the intention of looking for
f With a classmate,
read The Key on Discuss with a classmate. sentences similar to the ones they have just read
page 16 again 1. What are stage directions?
and identify any 2. What’s the difference between main and secondary characters?
about, that is, sentences that use present simple,
sentences similar to
the ones above.
3. Which different literary genres can you identify? present continuous or present perfect. Have them
4. Why is it important to use body language in a theater play?
classify the sentences in their notebooks and discuss
Unit 2 19 which verb tense is used mostly in The Key (present
continuous). If time allows, have them discuss why
they think present continuous is mostly used.
Teaching Guidelines
How Am I Doing?
Understand stage directions. Read short theater
To conclude the lesson, invite students to reflect
plays and understand general sense, main ideas and
on the aspects of plays that they have been
details. Compare current actions, ongoing actions in
learning about up until this point in the unit.
the present, or actions that started in the past and
Ask students to work in pairs to reflect and answer
conclude in the present. Be aware of the influence of
the questions. Incite them to use the information
attitudes, beliefs and values in the interpretation of
they have been learning and also any personal
the general sense of the text. Establish a relationship
experience they might have.
between main character(s), secondary character(s)
Encourage them also to justify their answers.
and/or incidental character(s).
You might begin the class by writing the titles of the

plays they have read so far (The Key and The Medium)
and have students discuss in pairs what they liked
the most about each play and what they liked the
least. Encourage them to talk and give their opinion
about the genre and the characters.
5 Read the extracts from The Medium.

Then discuss the questions with your
classmates.
Go over the questions with students before doing this
activity. Invite your students to read the extracts from
the play in the boxes. Discuss the questions in groups
and have them pay close attention to the verbs in each
Unit 2 T19
U2_YWC_TGSec2.indd 19 12/21/18 12:10

Product Step 1
Teaching Guidelines Go to the school library or ask your teacher to tell you about more short theater plays for
young people. Write a list in your notebook. If possible, you can also visit the following
website for more ideas. After you have selected one with your team, complete the chart.
Revise short theater plays for young people. Identify https://www.dramanotebook.com/plays-for-kids/
intended audience. Determine genre. Read short Name of play:
theater plays and understand general sense, main Genre:

Main character:
ideas and details. Identify main and secondary
Term
Te rm 1
Secondary characters:
characters. Target audience:
6 Listen and read along with the theater play. 7

To begin, you may want to elicit the different
COYOTE AND RABBIT
theatrical genres they remember. Have them mention Adapted from a Traditional Native American Tale
some of their characteristics. Monitor the class so that (Son and Mother are standing beside their bean Įeld.) CÊùÊã: It is I, Coyote. Is that you, Rabbit? What are you
SÊÄ: Mother! Mother! Just look at our Įeld! Rabbit has doing in that bag?
you can pick up on common errors students might been eaƟng the beans again. Soon there will be
none leŌ! What are we going to do?
R®ã: The old woman put me in this bag because she
wants me to marry her daughter.
be making. MÊã«Ù: Don’t worry, Son. I know just how to stop him.
First, take this doll and cover it with molasses. Then
CÊùÊã: Really?
R®ã: Yes, but I’m small and ugly, and her daughter is
leave it by the side of the Įeld and we’ll hide behind tall and beauƟful.
this tree. CÊùÊã: Yes, she’s much too good for you.
(Son covers the doll with molasses and they both hide. R®ã: Why don’t you marry her instead? You are strong
Before long, Rabbit appears on stage.) and handsome, and you'd make a much beƩer
R®ã: Aha! Those foolish humans have leŌ their beans
Product Step 1 unguarded again. It’s Ɵme for my lunch!
husband than I.
CÊùÊã: Of course I will.
(Rabbit goes toward the Įeld but falls over the doll and R®ã: Help me out of the bag and take my place.
At this point, students should start gathering gets one foot stuck.) (Coyote unƟes the bag and lets Rabbit out. Coyote then
R®ã: Let go, Doll, or I’ll hit you! (waits for a reply but gets in the bag and Rabbit Ɵes it up.)
information for their Product. Have them go to the doesn’t get one) Let go I say! (hits doll and gets his CÊùÊã: Now go away quickly before the old woman
hand stuck) Let go of my hand and foot, or I’ll punch comes back. (to self) Stupid Rabbit!
school library or tell them about other short theater and kick you! (Receives no reply, so punches and (Rabbit exits. Son and mother enter stage with wood in
kicks the doll and becomes completely stuck.) their arms and start to make a Įre.)
plays for young people. Have students make a list in (Mother and Son appear from behind the tree.) SÊÄ: Ah, what a delicious dinner we’re going to have!
MÊã«Ù: Now we’ve caught you, Rabbit! CÊùÊã: (Wriggles a liƩle in bag; aside to audience.)
their notebooks. After the discussion, have students SÊÄ: And you’ll taste delicious with all those beans inside Dinner?
you! MÊã«Ù: Yes, I’m so hungry. OK, the Įre’s ready. Son,
get into their Product teams and select one of the MÊã«Ù: Put Rabbit in a bag and let’s collect some wood open the bag and we’ll cook Rabbit!
for a Įre. CÊùÊã: (aside to audience) Fire?
plays. Ask them to complete the chart with the (Son and Mother leave Rabbit in the bag at the front of
the stage and exit. Coyote appears on stage.)
(Son opens bag, Coyote jumps out and runs away.)
SÊÄ: (Gets a shock.) Mercy me!
information from the play they chose. R®ã: Who’s that walking by? CÊùÊã: (Runs oīstage shouƟng.) Rabbit! Rabbit! You
tricked me. I’ll get you for this!
If possible, encourage students to visit the web
20 Unit 2
page to find more plays.
Poster 2
Show Poster 2 again so students remember other
genres and can accurately identify the genre of the
play the chose for their Product Step 1.
6 Listen and read along with the theater

play. 7
Explain to students that they are going to read another
play but this time they are going to listen to it and
follow along. First, have them read the title and ask
them to identify the characters and tell you their
names. Then have them look for the highlighted words
in the Glossary on page T93. Play the track twice if
necessary. Finally, answer any questions students may
have about vocabulary or the play itself.
We suggest having students watch an example of a

dramatized reading. You could share the following
link of a performer’s dramatized reading: https://yhoo.
it/2IDahNA. If there is no Internet access at school,
you may suggest watching it at home. Another
option is reading the scene yourself in order to model
how to do this.
T20 Unit 2
U2_YWC_TGSec2.indd 20 12/21/18 12:10

f With a classmate, identify the genre of the play.
f Discuss who the audience for this play is. Find evidence to support your opinion.
f Discuss who the audience for this play is.
7 Listen and read the lines from the theater play again. Then discuss the questions. 8 Find evidence to support your opinion.
Remind students that, at the beginning of the unit,
they talked about the audience of a play. Ask them to
say who they think the audience will be and why. You
erm 1
can do this activity as a class discussion, or you can
Term
have them discuss in groups.
T
7 Listen and read the lines from the theater
play again. Then discuss the questions.
8
Ask students to listen carefully to how the lines are
1. Don’t worry, Son.
2. Let go, Doll, or I’ll hit you!
said and who says them. After listening to the track,
3. Who’s that walking by? have them reflect on the concept of intonation. Ask:
4. What are you doing in that bag? Do you know what intonation is? What do we use different
5. Help me out of the bag.
intonations for? Have them get in pairs and discuss the
6. She’s much too good for you.
7. I’m so hungry.
questions. Help them as needed.
8. I’ll get you for this! Answers: 1. Rabbit, because the story centers around
1. Who is the main character? How do you know? him; 2. Mother, Son and Coyote; 3. Because lines 2
2. Who are the secondary characters? and 8 end with exclamation marks which indicate
3. Why are lines 2 and 8 said more loudly?
strong feelings; 4. Answers will vary.
4. Intonation refers to the way people say things. Why do you think
f With your classmates, assign parts from

intonation changes throughout the play?
f With your classmates, assign parts from this play and read it aloud. You should
also practice using body language and intonation. this play and read it aloud. You should
also practice using body language and
Unit 2 21
intonation.
Remind them that, a few pages back, they learned
about body language. Allow them to go back to page
Teaching Guidelines 17 if necessary. Tell them they will be assigned parts
in the play and that they have to read them. Ask
Identify genre of a play and intended audience.
them to use body language and intonation in their
Revise short theater plays for young people. Link
reading/acting that match what they are saying.
non-verbal language with the meaning of dialogue
Have a round of questions before the reading, in case
to reinforce the message. Participate in dramatized
any student has doubts as to what any of the words or
readings. Use body language. Practice intonation
expressions mean.
and pronunciation of words and expressions
Students could practice reading their lines with a
classmate that does not belong to their group. They
Poster 2 should take turns reading one of their lines aloud
Show students Poster 2 and give them a minute to using different intonation and body language. Their
look at it and review the different genres. After one classmate should guess the intention or feeling.
minute, cover the poster and have students work
in pairs to write down as many play genres as they
remember. Have the group with the highest number
of genres come up to the front and read them.
f With a classmate, identify the genre of the

play.
Have students review the Language Awareness box
on page 18 if necessary. Then have them work in
pairs to reread the play and identify its genre.
Check as a class and discuss why they think so. Let
everyone participate.
Unit 2 T21
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Body language is not only important when you’re performing a play, but also when to Re ad!
ead
Tiime to
T
you’re talking to someone else. It’s important to keep eye contact in order to show pp. 24-27
Teaching Guidelines that you’re confident and interested. Look at the following examples of body language.
Angry “Come here” Confused “Go away!”

Revise short theater plays for young people. Read
short theater plays and understand general sense,
main ideas and details. Participate in dramatized
readings. Use body language.
Term
Te rm 1
“Everything’s okay!” “Be quiet!” Scared
You may want to write some dialogues from the

plays in this unit and say them without any gestures
or body language. Then you could ask: What kind of
gestures or movements do you think I could use? Allow
students to come up with ideas or even try to say the
dialogues with appropriate body language. Then you f Look back at the Coyote and Rabbit. With a classmate, think about which characters
could use the following types of body language.
could repeat the sentence using gestures and body
1 2
language. Invite students to reflect on how gestures
help us to convey the meaning of dialogues.
Language Awareness
Remind students of what they discussed about body 3 4
language on page 17 and the examples they gave

about body language in everyday life. Then read the
text in the Language Awareness box and have them
look at the pictures and their captions in pairs or
groups and discuss: Is that body language used also in f Choose another play from this unit and perform it using appropriate body language.
Mexico? Solve any questions they may have about the

22 Unit 2
topic and encourage them to find more instances of
body language.
f Look back at the Coyote and Rabbit. With a

classmate, think about which characters could Further Practice
use the following types of body language. Display Poster 2 so students can look at the pictures.
Have students name the characters in Coyote and You may ask students to look at the pictures and
Rabbit. Let them reread the play if they need to. Then have them say what ideas the characters of each
tell them to look at the pictures in the activity and to picture are expressing. Then students can imagine
think about which characters could use the different dialogues for the characters’ gestures. Students can
types of body language. Ask them to work in pairs compare answers as a class or in small groups.
and discuss their answers.
f Choose another play from this unit and Time to Read! Pluto’s Cup pp. 24-27
perform it using appropriate body
language. Have students read pages 24-27 (scenes 2-5). Ask
Have students get into groups and choose another them to pay attention to the characters. Have them
play from the unit. Give them enough time so think about the intended audience and the genre
they can rehearse and perform the play using the of the play. Have them justify their answers with
appropriate body language. Walk around and help the information they have learned up to this point
them get the most out of body language in the plays and their personal experience. If time allows, have
they perform. them assign different instances of body language to
different parts of pages 24-27 and share them with
the rest of the class. For example, “Hmmm” for
Emily’s line “They’re delicious” on page 24. At this
moment, have them notice stage directions and
have them reflect on them. Ask: What do you think
they are for? What do they help with? What would
happen if we didn’t have stage directions? How would
the play or the understanding of the play change?
T22 Unit 2
U2_YWC_TGSec2.indd 22 12/21/18 12:10

8 Read the text aloud. Assign roles and practice using body language and intonation.
THE MOUSE AND THE LION f In literature, the theme refers to the central
Adapted from Aesop’s Fables Act 1, Scene 1
Kid Mouse: (Shouts to someone offstage.) Mom, hear me, they run away or hide up
idea or message behind a story. With a
I’m so hungry. Let’s go find some food in
the jungle.
a tree. (Gets caught in a hunter’s net.)
Oh no! I’m stuck. Help! classmate, talk about what you think the
Mom Mouse: (Calls from offstage.) You go, I’m Kid Mouse: What’s that strange roar?
busy. But watch out for the other animals.
They may be hungry, too!
Is that Lion?
Lion: Help!
theme for this play is.
Kid Mouse: OK, Mom! (Sets off foraging.) Ah, Kid Mouse: It sounds like he’s saying
Explain what the theme of a story is (the central idea
erm 1
there are some sunflower seeds. I’ll eat help. But he’s Lion! Does he really
a few and then take some home. (Starts
Term
need help?
eating.)
Lion: Heeeelp!
or message of the story). Have students work in pairs
Lion: Roar! (Appears on stage.)
Kid Mouse: Argh! Who’s Kid Mouse: Oh my! Coming! to discuss what they think the theme of the play is. If
T
that? (reaches Lion) Oh, Lion, what
Lion: It’s me, Lion. And
happened? time allows, have pairs share their ideas with the rest
I’m hungry! Lion: I got caught in this
Kid Mouse: Well, you’re
net. I’m doomed! The
hunters will return any
of the groups.
in luck!
There are lots of minute and turn me
sunflower seeds here. into a rug!
Kid Mouse:
Lion: Sunflower seeds? Perhaps I can
I’m the king of the
jungle!
help. Further Practice
I don’t eat sunflower seeds! Lion: Oh, Mouse, I wish you
Kid Mouse: (worried) Gulp! So what do you could, but you’re so small
and weak!
Have students analyze, discuss and discover the
eat?
Lion: Anything that moves, including mice!
Kid Mouse: I may be
small and weak, but my
theme of the other plays in this unit. You may want
Kid Mouse: But I am so small. You won’t even
know I’m in your stomach!
teeth are big and strong.
See? (Flashes him a smile.) to monitor their work and give ideas and suggestions
Lion: Better than nothing!
Kid Mouse: Please, Lion. I promise, if you save
Lion: So you have a lovely
smile. And?
if the groups have any problems. Elicit answers and
me, I’ll make it up to you some day.
Lion: (laughs, pauses, then laughs again) Ha, ha,
Kid Mouse: And I can
chew through the net.
check as a class.
ha. You, Mouse? Help me, Lion? (laughs Watch! (Chews away
again) That’s the best laugh I’ve had in busily, Lion falls heavily
ages. Just for that I’ll let you go… to the ground.)
Kid Mouse: Oh, thank you, Lion. Sunflower Lion: Ouch! Let’s go!
seed? What a good decision You could ask some students to reflect on their
Lion: Roar! (Kid Mouse runs offstage. Some time that was to save your
passes by.) life! (Mouse and progress respective to the Social Practice of this unit.
(Lion walking through jungle.) Lion run away.)
Lion: (rapping) I’m the king of the jungle,
They can say how they feel, what they have learned,
nobody messes with me. When animals
and what else they would like to work on to better
read theatre plays. Ask students to justify their
f In literature, the theme refers to the central idea or message behind a story. With a
classmate, talk about what you think the theme for this play is. answers and discuss as a class.
Unit 2 23
Teaching Guidelines
Read short theater plays and understand general

sense, main ideas and details. Participate in
dramatized readings. Use body language. Practice
intonation and pronunciation of words and
expressions. Identify themes.
Have students think about the importance of body

language in each of the theatrical genres. Ask them
to get into groups and assign a genre per group.
Have them identify three different instances of body
language for the genre they were assigned.
8 Read the text aloud. Assign roles and

practice using body language and
intonation.
Explain that they are going to read another play,
this time adapted from one of Aesop’s fables. Give
them a minute so they can read the title and identify
the characters. Then have them work in groups of
three and assign roles. Remind them not only to read
their parts but to also practice using body language
and intonation.
Unit 2 T23
U2_YWC_TGSec2.indd 23 12/21/18 12:10

Product Step 2
Teaching Guidelines Look at the play you selected in Product Step 1. Now, you must choose a character whose lines
you will read. Make sure everyone in your team has a different character. Once you have selected
a character, complete the mind map and the information card.
Revise short theater plays for young people.
Link non-verbal language with the meaning of
dialogue to reinforce the message. Stage directions
Facial expressions
Term
Te rm 1
Elicit ideas on the importance of gestures and body
language when we speak. Remind them that they
help us convey meaning and emphasize important My character
ideas. After that, you may allow students to discuss
how they can use body language in their daily life.
Product Step 2
Students are now ready to do Step 2 of their
Product. In Step 1, they reviewed other plays and
Body language
gathered information about one of them. Now they Intonation
will need to take a look at the play they selected
and choose a character whose lines each of the
team members will read (suggest characters to team To help you prepare to perform your play, you can also visit the link below.
https://www.thoughtco.com/writing-a-play-1857140
members). Explain that everyone in the team must
be assigned a different character. Review the mind
map with students and have each team member
complete it with their character’s information.
Encourage them to review and use what they have
24 Unit 2
learned along the unit. Help them with unknown
vocabulary or, if possible, give access to a dictionary
(printed or online).
If possible, encourage students to visit the
website to help them prepare to perform
their plays.
Once students have chosen their character, ask them

to exchange roles with a classmate. Then invite them
to act out their new role using the body labguage
they think suits the character.
T24 Unit 2
U2_YWC_TGSec2.indd 24 12/21/18 12:10

Product Step 3
Now it is time to perform the theater play you selected with your group. Self-evaluation
1. Before you perform, it’s a good idea to practice your play with your team several times.
2. Remember to use the appropriate intonation and body language when performing your play. Students will evaluate their own performance
3. Take turns presenting. Be respectful when another group is performing. according to the rubric in the evaluation instrument.
4. You can also give feedback and comments about the plays your classmates performed.
You could read through the graphic organizer with
Self-evaluation the class before they begin, to make sure everyone
erm 1
understands the questions. Students should work by
Term
Complete the graphic organizer to evaluate your performance.
Use the numbers to assign a grade for each section.
themselves to answer the questions and then they
4 = I can do it very well.
T
3 = I can do it with some difficulties. can compare and discuss their performance in pairs.
2 = I can do it with many difficulties. Students could hold a class discussion. Finally, a
1 = I am unable to do it.
volunteer could read the tips in the final paragraph
I understand stage I can identify the I can identify the and think what they can do next time to improve.
directions in a play. genre of a play. audience of a play.
Time to Read! Pluto’s Cup pp. 28-31
A Dramatized Have students read pages 28-31 (scenes 6-8). Review

Readin
ng
with them the main aspects of theater plays learned
in this unit: theme, genre, characters, body language
and stage directions. Then have them do the After
I used appropriate I can identify main
I used intonation
language when
performing my play.
and volume to create
and secondary
characters in a play.
Reading activity on page 32. Help them as necessary
effects.
with the vocabulary they need. Finally, encourage
them to check the references, if possible, to learn
If you still need more practice, try working with a classmate to identify the points
more about the topic of this unit or read more plays.
above in the plays from this unit. You can check your answers with the teacher,
and ask for clarification if necessary.
Assessment
Unit 2 25 Remember that you can use page T103 for Assessment
2 to assess students’ performance of this unit.
Teaching Guidelines
Participate in dramatized readings. Use gestures,

eye contact, body language and pauses. Monitor
intonation. Analyze and give feedback.
Ask students what difficulties they have found when

preparing to read theatre plays. Give some advice
to students so that they can solve their difficulties.
Emphasize the fact that students should use body
language and intonation.
Product Step 3
Explain that they are now ready to perform a
dramatized reading of the play they selected.
First, give them time to rehearse the performance.
At this stage, remind them to use the appropriate
intonation and body language. Establish turns with
the teams so they can all perform in front of the
class. Give each group feedback and encourage their
classmates to give them respectful feedback, too.
Unit 2 T25
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3 Knowing about Emergencies
Term 1: Unit 3 Environment: Academic and Educational
Social Practice: Produce instructions to prepare for a Achievements:
natural disaster. • Select and review instructions sheets.
Knowing about Emergencies Communicative Activities: Interpretation and

follow-up of instructions
Product: Poster with instructions
• Read and understand instruction sheets.
• Write instructions.
• Edit instruction sheets.
Reader: Forces of Nature
Term
T
1 Look at the first part of a poster. What is it about? What are the possible sections that
e rm 1
are missing?
Social Practice: Produce instructions to prepare for

a natural disaster.
Communicative Activities: Interpretation and ► Turn off all appliances and close the main gas valve.
follow-up of instructions ► Move valuable things to upper floors or higher elevations.
► Fill buckets and jugs with clean water in case regular
Achievements: Select and review instruction sheets. supplies are contaminated.
Read and understand instruction sheets. Write Don’t forget to call 911 if you are in an emergency.
The number works throughout Mexico.
instructions. Edit instruction sheets.
Product: Poster with instructions How Much Do I Know?
Reader: Forces of Nature Discuss with a classmate.
1. What type of natural disasters are common where you live?
2. Do you know what to do in case of a natural disaster?
3. Do you know what not to do?
The first two pages aim to get students into the 4. Have you ever read or written instructions for a natural disaster?
context of emergencies. Tell students that they

Time
T iim
me to
to Read!
Read
ad
d!! Glossary Tip
will follow a series of steps to make a poster with In this unit, you will read a text called Forces of Nature,
Play with words! Vocabulary becomes easier
to learn when it is constantly activated.
which includes information about earthquakes,
instructions to deal with a natural disaster. tsunamis, volcanos and hurricanes. In this text you will
Choose a word and try to spell it mentally.
Then think of as many examples as possible
find posters containing instructions on how to deal
to use it. The more you use it, the better!
with natural disasters. Remember that you will see this
1 Look at the first part of a poster. What is it
Remember that the highlighted words you
icon that shows which pages we suggest you read
find along this unit are defined at the back
along the unit.
of the book in the Glossary.
about? What are the possible sections that
Unit 3
are missing? 26
Draw their attention to natural disasters. Ask students

to look at the first part of a poster to know what to do
in case of a flood. In order to make sure students are Time to Read! Forces of Nature
familiarized with the term flood, you may ask:
1. How are floods caused? In Unit 3, students will be able to learn more about
natural disasters and how to deal with them by
2. Where do they usually happen?
reading the text Forces of Nature. Call students’
3. Do you know what to do in case of a flood? attention to the task and ask what forces of nature
Let students take a look at the first part of the poster could be and how they are related to the first part
on page 26 and read the steps. Encourage them to of the poster. Elicit answers and then ask students
predict the following steps and how they will probably to read the information in the box to check their
be organized. predictions.
How Much Do I Know?

Glossary Tip
The idea of this sections is to activate students’ Part of the strategies we suggest in this unit is playing
previous experiences and knowledge with natural with words. Constant elicitation of words allows
disasters in their community. The questions aim students to recall words faster. The more flexibility
to make a connection between the text and their they have to use the words, the better they are at
background knowledge. expressing their ideas. If they still have questions, they
can ask their classmates for additional examples. In
the Glossary on page 95, they will find the meaning
of the highlighted words from this unit.
T26 Unit 3
U3_YWC_TGSec2.indd 26 12/21/18 12:12

to Re ad!
ead
Tiime to
p. 33 2 Look at the poster again and tick (✓) the
elements required in a poster.
► Keep a battery-powered radio tuned to a local
station to follow all emergency instructions. It is important for students to identify the elements a
► Do not leave your house. Move to an upper
floor or the roof and wait for help if there is poster should include and the way the sentences are
water inside.
structured. Focus their attention on the structure of
erm 1
► Do not walk through floodwaters.
the sentences.
Term
► Take nonperishable foods, blankets, a first-aid
kit, flashlights and clothing with you during
evacuations.
Have them reflect on how indicative sentences
T
► Always abandon your car ASAP if it stops in
the flooded area. (you drive to the nearest supermarket) differ
from imperative sentences (drive to the nearest
supermarket). It is essential for them to understand
► Don’t hold metallic objects with
your hands.
that sentences in imperative should always start with
► Disinfect drinking water and the verb in its simple form.
deodorize kitchen appliances.
► Remove drawers and other Provide as many examples as needed so that they can
moving parts as soon as possible.
identify the elements and purpose of each structure.
Answers: Title; graphics; sentences that start with an
fLook at the rest of the poster and discuss the questions below with a classmate.

action; subtitles.
1. Has there been a natural disaster where you live? What happened? What did you do?
2. Do you think posters are useful to know what to do in case of natural disasters?
Time to Read! Forces of Nature p. 33
3. Where can you find similar posters in your town/city?
4. What kind of information can you find in the poster?
5. How is the information presented in the poster? Write on the board the words hazard, damage and
6. Do you think the information in the poster is relevant? Why?
natural disaster. Have students discuss the way
2 Look at the poster again and tick (✔) the elements required in a poster. these words are connected. You may ask them to
Title Sentences that start with an action Subtitles look for their meaning in a dictionary and analyze
Graphics Sentences that start with a person
the differences in the examples provided therein.
Unit 3 27 Then ask them to read page 33 and discuss some
examples they have lived or seen in their community.
Teaching Guidelines Ask students what natural disasters they have gone
through. Were they scared? Did they know what to do?
Explain and model for your students how to access You may invite them to ask their family members
concrete information. Help them identify the general whether they think their family is prepared for a
impression and purpose. natural disaster.
Have students go back to the first part of the poster

on page 26. Ask questions for them to remember
the content of the poster: What did the first part of
the poster talk about? How did the image relate to the
information? Elicit answers. Then ask: What could be
the next parts of the poster? Ask students to work in
pairs and discuss what kind of information they are
likely to find in the second part of the poster.
f Look at the rest of the poster and discuss the

questions below with a classmate.
Students work in pairs and read the rest of the poster.
Use this section to have them recognize the steps
a poster should follow and how the illustrations
support the instructions. Emphasize the importance of
dividing the information into clear steps.
Have students discuss the questions so as to value
where they can find reliable information regarding
their community. Help them determine the importance
and order of information.
Unit 3 T27
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3 Look at the posters. Discuss the questions below.
1. Have you heard or read about any of the natural disasters in the posters?
Teaching Guidelines 2. Are any of the posters relevant where you live?
to Re eaad!
ead
3. What type of information do posters have to prevent a natural disaster or Time to
Ti
pp. 34-37
to know what to do in case of one?
Value the order of sentences in sequences. Examine 4. How do the graphics help you understand the instructions?
the distribution and use of the graphic and textual
components.
Safety tips
Term
Te rm 1
► Keep goggles and a mask.
► Do not waste water.
► Know your evacuation route.
3 Look at the posters. Discuss the questions ► Turn the water off while you soap
up every time you take a shower.
If the Volcano Erupts
► Avoid letting the water run while
below. ► Turn on the radio or TV for
important advisories.
brushing your teeth.
► Do not wash your car by
► Pay attention to the
Before having students working in groups, you emergency instructions.
handheld hose.
► Avoid river areas. ► Clean vegetables in a pan filled
may want to ask them to remember the expected ► Wear long-sleeved shirts with water and not with running
water.
and long pants.
organization in the poster. Then ask them to take a ► Avoid driving. ► Place a bucket in the shower to
catch excess water and use it to
look to get a general impression of the two posters water plants.
presented. Have them reflect on how the images are

connected to the tittle of the poster. You may want
Oftentimes, we need to give instructions in cases of emergency. There are specific
to ask them to look back at the first two pages and structures we can use to do this.
• Start the instruction with the action. Instructions always begin with the action in its simple form.
compare the poster there with the ones on this page Go to the nearest shelter in case of a tornado.
and ask: • Give short and concise information.
Stay away from sources of fire in case of an earthquake.
1. What similarities are there among them? • To prohibit an action, include the structure do not before the action.
Do not touch any metallic structure during a flood.
This will help students identify organized information
in a poster, as well as graphics. fNow answer with a classmate the questions about the posters you have seen in

this unit.
Then ask them to read the posters and discuss • What does the information in posters have in common?
the questions. • What do instructions have in common?
• How are instructions organized in each poster?
Language Awareness
It is essential for students to understand that 28 Unit 3
instructions and orders are constructed in English

with imperative sentences. Draw their attention to the
fact that the verb remains in its simple form for all
Time to Read! Forces of Nature
pronouns. Explain to them how adding an explicit
subject to the sentences changes their function. Point pp. 34-37
out the necessary words to write the negative form
Before having them read the text, elicit students’
of the sentence with do not, and its corresponding
previous knowledge of natural disasters. Write the
contraction, don’t.
words air, water, fire and wind. Then ask them if
f Now answer with a classmate the questions they know any natural disasters related to these
about the posters you have seen in this unit. elements of nature.
Read pages 34 to 37 as a group. Ask them how
these natural disasters are related to the words you
Students exchange points of view with the questions
wrote at the beginning.
provided in this section. At this point, students have
had some experience with imperatives and sequenced
information. In case they have problems answering
the questions, you may ask them to look back at the
Language Reference box and compare the posters
with the information provided there.
Answers: they give instructions about what to do in a
natural disaster; the sentences are in imperative; short
and clear statements.
T28 Unit 3
U3_YWC_TGSec2.indd 28 12/21/18 12:12

4 Use the information below to complete the instructions in the poster.
They can use additional resources such as books,

Earthquakes may be scary sometimes. It is important to know what to do in case you experience
one. We share with you some important tips to be safe and sound during an earthquake.
magazines and reliable websites to get the information
needed. Emphasize the importance of evaluating their
1 2
decisions about including or omitting information
based on the reliability of the source.
erm 1
f Add graphics to the poster to illustrate the
Term
instructions.
T
If you're indoors, get under a piece
of furniture such as a desk or table. After students have completed the instructions
to follow in different scenarios, ask them to add
3 4
graphics. Remind them the importance of having
relevant graphics related to the instructions in
order to make the poster easier to follow. Make sure
the graphics are clear and precise. They may use
additional resources such as cut-outs from magazines
or draw the images by themselves.
Now you know what to be safe in case of this natural disaster!

How Am I Doing?
If you’re outside If you’re driving If you’re in a crowded place Here students can evaluate how much they have
fAdd graphics to the poster to illustrate the instructions.
learned about the structure of an instruction sheet,
How Am I Doing? which they will need for the preparation of their
Discuss in your Product team. poster at the end of the unit. Most importantly, they
1. Can you name a number of emergencies?
2. Do you know which emergency situations normally happen in your area? have the chance to look ahead and see what they
3. Can you follow instructions for an emergency?
4. Can you follow graphic instructions? still need to learn or investigate. Students can reflect
5. What are the essential elements of a poster with instructions?
and make notes to check in subsequent lessons.
Unit 3 29
At this point, you might want to ask students to form

Teaching Guidelines their teams for the poster. We recommend these are
different teams than in Units 1 and 2 so that students
Take a look to get a general impression. Anticipate can learn to work with more classmates.
general sense. Examine distribution and use of
graphic and textual components.
Further Practice
You could ask students what they found out from Have students work in small groups and discuss
their family members about their family’s readiness the natural disasters they read about in the Reader
for a natural disaster. Does someone think they pp. 34 - 37. Tell them they will work on an activity
should be better prepared? How? similar to Activity 4 with one of the natural disasters
in the Reader. Encourage them to use both the
4 Use the information below to complete the reader and their own experience to choose one
instructions in the poster. that could be useful within their community. Then
ask them to make a list of important tips for that
This exercise is intended for students to create
natural disaster.
instructions to deal with an earthquake based on
Have them read their lists for the class and let the
contextual information previously provided in the
other teams guess what natural disaster the list of
prompts. You can begin this activity by talking about
tips is for.
steps they already know about what to do in case of an
earthquake. This will allow students to feel motivated
to share their own experiences and knowledge on
the topic. Have students work in pairs. Focus their
attention on the example provided in Activity 1.
Then ask them to use the prompts below to create
instructions for two, three and four.
Unit 3 T29
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Product Step 1
Teaching Guidelines to Re
Time to
pp. 38-41
ad!
ead
Make a list of natural disasters that can occur in your town or city.
Make connections between the text and students’

background.
Term
Te rm 1
Before starting the lesson, you may ask students to
share their notes with the information they discussed
in How Am I Doing? Allow time to discuss how much
they know the information. Encourage them to keep
fChoose one of the natural disasters you listed above and research about it.

a list of local emergency numbers in case they need Consider the following.
them.
Natural disaster
What should you do after the
Product Step 1 natural disaster occurs?
At this point, students can go through the first

step of their Product preparation. Have them work
in small groups and think about recent natural Where does the natural disaster
Why can it be dangerous?
disasters they have experienced or read about in
n
usually take place?
ó
their community.
i
This general view will allow them later to select the
c
most relevant option for their context and produce
u
How can you prepare yourself What can you do if the natural
instructions to be prepared for that natural disaster.
b
before it happens? disaster takes place?
tr i
If it is possible, visit http://www.searo.who.int/entity/emergencies/EHA_pocketguide.pdf
f Choose one of the natural disasters you listed and use the Pocket Guide to Staying Safe in Natural Disasters to support your answers.
i s
above and research about it. Consider the 30 Unit 3
d
following.
su
It is essential that students practice how to find reliable
information. You may want to discuss with them the
Time to Read! Forces of Nature
a
sources they consulted for Activity 4 and verify their
pp. 38-41
d
reliability. Encourage the use of additional resources.
b i
Draw their attention to research only about one of the Although we cannot control nature, there are
hi
natural disasters they wrote on the list above. several steps we can take in order to be safe.
rP o
If possible, encourage students to visit the website We recommend explaining that pages 39 to 41
to find out more about emergencies and how to have safety tips of things to do before, during and
deal with them. after natural disasters. Have students read these
The guide offered by the World Health Organization pages. You may want to invite them to add their
is a reliable source with instructions to be safe in case own ideas for each situation.
of different disasters. This resource is intended to help
students achieve the expected social practice. It is also
a good opportunity to discuss the work they have done
so far and the information they have recollected. Have
them reflect on the similarities by asking them: Were
your instructions in the previous exercises similar to these
ones? Let students integrate information in their own
Product if they consider it useful. Encourage them to
edit that information to adapt it to their poster instead
of just copying.
T30 Unit 3
U3_YWC_TGSec2.indd 30 12/21/18 12:12

5 In Activity 1, you read information about floods. Drowning is one of their most serious
consequences. Read about what to do in case someone is drowning and discuss the
questions. for their own poster. Have students work in small
groups with the text and discuss the questions. Focus
their attention now on the way the steps are divided
What to Do in Case Someone Is Drowning by sequence words. The questions are intended for
First, get help. Call 911 and, if you cannot do it yourself, ask someone to call for you. students to analyze the function of sequence words.
erm 1
Then put the person’s feet higher than his/her head. This helps the water exit
Language Awareness
Term
the lung.
After that, place your ear next to the person’s mouth and nose. Look if the person’s Sequence words are a key element in the construction
T
chest is moving.
of their product and the achievement of the Social
Next, check the person’s pulse for 10 seconds. Practice. Notice that these words have punctuation
Finally, if the person is not breathing and you have been properly trained for it, rules that students should be aware of. You may read
do chest compressions. If you have not been properly trained, make notes of the
information you collected about the pulse and breathing and wait for help the text as a class and draw their attention to the
to arrive.
words in red. You may want to ask them to compare
Following the instructions above will help you calm down during
the emergency. how the text would look like without the sequence
words and have them reflect on the importance and
• What is the first thing you need to do to
help someone drowning? function they have.
• What is the last thing you can do to avoid
drowning? Elicit previous experiences with these words and
• Can you change the order of the
instructions? Why? Why not?
examples students have already. Emphasize the
n
importance of proper punctuation when using
i ó
Sequence Words sequence words in order to make the Product clear
c
We use specific words and phrases to show the exact order in which we should follow
instructions:
and easy to follow.
u
• first, • then • after that, • next, • finally,
b
Sequence words make the steps clearer and easier. We use first to indicate the first step of
i
a list. The word then and the phrase after that can be used interchangeably. Sometimes At this point, you may want to tell students to ask any
r
there are several steps to follow. Use them alternatively to give variation to your style. Do
questions they have about ordering ideas with sequence
t
not forget to use a comma ( ,) after most of the sequence words. The only word that is not
s
followed by a comma is then. words. Additionally, you may ask them to look for other
i
Unit 3 31 examples in other materials in English they use and
d
share the examples they find with the class.
su
Teaching Guidelines
a
Further Practice
i d
Help your students make a list of words that Write on the board the words hurricane, earthquake
b
determine the order of steps. Help them identify and flood. Ask them to think about the information
hi
steps in sentences. Think about the purpose of they read in their reader pp. 38 - 41. As a class,
rP o
sequence words and how they determine the order brainstorm the tips they remember from it. Then
of steps. have them work in pairs. Tell them each of them
will choose one of the natural disasters on the
board. They are to write on slips of paper survival
Ask students to share the natural disasters they tips for the natural disaster they choose and shuffle
chose. Encourage them to tell their classmates what them. Monitor the class to verify they use the verbs
they learned about them and what reliable sources of in imperative. Then ask them to exchange their
information they found. You may start a discussion slips of paper with their classmate and put them in
about the topic and encourage students to tell you order individually. Once in order, they must add the
if they have ever been involved in any of these sequence words first, then, after that, next and finally
emergencies. to each slip of paper and read the list aloud for
their classmate to verify they put the slips of paper
5 In Activity 1, you read information about
in the correct order.
floods. Drowning is one of their most serious
Encourage them to reflect on the importance of
consequences. Read about what to do in adding sequence words to a list of steps when
case someone is drowning and discuss the producing instructions.
questions.
So far, students have practiced the elements a
poster should have, as well as the expected sentence
structure. It is important for them to identify a list of
words that determine the order of steps. Such words
will help them make better organized instructions
Unit 3 T31
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6 Look at the poster below. Use the graphics as a support to write the instructions.
You can use the actions in affirmative or negative. Use sequence words to order
Teaching Guidelines the instructions. You can also use the poster in Activity 5 as a model.
1 2
Let your students share their text so that they can
verify punctuation and spelling. Help them evaluate
decisions regarding the included an omitted
information. Value how to determine importance
Term
Te rm 1
of information. List words that determine the order
of steps.
3 4
You may ask students to reflect on how the

instructions they have read on different pages in the
unit are similar or different.
Poster 3 5
Show Poster 3. Tell students they are going to write

instructions to deal with a fire emergency. Display Poster
3 and say: “Look! This is an example of the kind of
n
poster you should create. This poster shows what to do
i ó
in case of hurricane. How are the instructions written in
c
this example? What is the structure of the orders? How use call alert take crawl set off get use
u
do the graphics support the steps?”. Allow a couple of
i b
Product Step 2
minutes to discuss in pairs or small groups.
tr
With the information you collected in Step 1, write your first draft of
instructions for your poster. Think about what you will use to illustrate it.
s
6 Look at the poster below. Use the graphics as
i
Unit 3
a support to write the instructions. You can 32
d
use the actions in affirmative or negative.
su
Use sequence words to order the instructions.
You can also use the poster in Activity 5 as
a
Product Step 2
d
a model.
i
Students have the chance now to use the knowledge
b
Tell students they are going to complete a poster about imperatives and sequence words they just
hi
similar to the one you displayed before. Ask them practiced in Activity 6. Before having them work in
to take a look at the poster on page 32 first and try teams, ask students to discuss possible verbs that
rP o
to predict the verbs and structures they may require they could use for Product Step 2, as well as the
completing the activity. Point out that, for this activity, order in which they should be placed. At this point,
they are to add sequence words where appropriate. students should be able to think of the possible
Focus their attention on the numbers on top of the graphics they will use for their poster; however, they
images and how they can be used as a support to do not have to use any in this moment since they
order the instructions. Encourage students to use the will have the chance to do it later. Point out that
graphics as a reference to write the instructions. This they should focus on giving clear instructions and
exercise will help students achieve the Social Practice that they will have the chance to add graphics later.
by allowing them to practice how to write steps using
words that determine the order of steps.
Possible Answers: 1. First, alert others about the fire;
2. Then use the stairs to evacuate; 3. After that, crawl
through the smoke; 4. Then set off the fire alarm; 5.
Finally, call 911 to get help.
T32 Unit 3
U3_YWC_TGSec2.indd 32 12/21/18 12:12

ad
ead !
to Re
Time to
Ti
p. 42
Read the information about punctuation and spelling. f Write the final version of your instructions
Correct punctuation, capitalization, and spelling are extremely important in order to give instructions.
• Start a sentence with a capital letter. Use a capital letter for names of people and places. for Activity 6 taking into account the points
Get away from windows. If you live in a big city such as Monterrey, walk away from buildings.
in the checklist. If you have any doubts, you
• Finish a sentence with a period (.). Finish a question with a question mark (?). Use an
apostrophe ( ' ) for contractions.
Don’t panic if you hear the alarm.
can ask your teacher.
• Use a comma ( ,) to separate ideas, introductory phrases and items in a list. Provide students with as much help as they need to
erm 1
If you need help during an emergency, call 911 as soon as possible.
verify they are using the appropriate punctuation,
Term
It is also important to memorize how to write common words with difficult spelling. Remember to
use your dictionary when checking the spelling in your writing. Don’t take anything for granted.
Even if words look similar, always verify the spelling is correct.
verb structures and sequence words.
T
f Exchange your work with another pair of
7 Now that you have read the information above, use the checklist below to edit your
instructions in Activity 6.
classmates, and listen to their feedback.
Students now exchange the final draft for Activity 6.
Give students the opportunity to use and combine
Are instructions organized in a logical sequence? writing, reading, and speaking simultaneously in
Are instructions clear? this section. This will help them achieve the Social
Are instructions written to express an order/strong suggestion?
Practice. Exchanging their work will allow them to use
the information they learned throughout the lesson in
Do they match the graphics?
an interactive and communicative manner.
Is punctuation used properly?
n
Time to Read! Forces of Nature p. 42
ó
Are proper nouns and other words in capital letters?
c i
Students read the After Reading activity on page
u
fWrite the final version of your instructions for Activity 6 taking into account the points

42. It might be a good idea to refer them back
b
in the checklist. If you have any doubts, you can ask your teacher.
i
to page 38 and ask them what other things they
r
fExchange your work with another pair of classmates, and listen to their feedback.

t
would want to include in a disaster survival kit.
s
They should work in groups to prepare a poster
i
Unit 3 33
d
with instructions.
su
Teaching Guidelines You may want to tell students that, during this stage,
a
they are only going to verify punctuation of the
d
sentences. They should write down any questions
i
Remove, add or change information to improve
regarding how to punctuate properly and bring them
b
a text. Check punctuation marks and spelling of
hi
words. Use expression to show generic facts. to the next class.
rP o
Language Awareness
In order to produce correct instructions for a natural
disaster, it is essential for students to understand the
use of punctuation marks. Take this section as an
opportunity to analyze the posters in the previous
activity as models and have students reflect on how
much they have been using this punctuation so far.
7 Now that you have read the information

above, use the checklist below to edit your
instructions in Activity 6.
Point out the importance of keeping a consistent
punctuation style when producing instructions.
You may want to take some time to check and edit
previous instructions they had written throughout
the unit. Elicit examples where students were able to
identify and edit themselves their own previous work.
Unit 3 T33
U3_YWC_TGSec2.indd 33 12/21/18 12:12

Product Step 3
Exchange your first draft of your poster with another team. Use the checklist in Activity 7 to give your
Teaching Guidelines classmates feedback.
fWrite the final version of your poster taking into account the feedback you received.

Evaluate decisions about included and omitted

information. Value order of statements in sequences.
Point out and solve misunderstandings. Remove, add
Term
Te rm 1
or change information to improve the text.
At this point, you may encourage the teams to ask

any questions that might have come up while they
were working on their first draft. Alternatively, you
can tell students about the importance of checking
punctuation, spelling and capitalization in a text
they write. You could explore what they know about
these topics by asking: What words are always written
with capital letters? What is a question mark? Encourage
students to give examples.
i ó n
Product Step 3
c
In this section, students have the chance to reinforce
u
the knowledge learned throughout the unit and
i b
apply it directly to the instructions for the natural
r
fIllustrate the instructions in your poster. Use the graphic resources in the poster in
disaster they have been working on. Students can
t
Activity 6 as a model.
s
now write the instructions for their poster taking into
i
account punctuation marks. 34 Unit 3
d
Ask them to work with their Product team. Before they
su
start working on the final version, you may want to ask
a volunteer to sum up the key points they must keep f Illustrate the instructions in your poster. Use
a
in mind while working on their poster: use imperatives, the graphic resources in the poster in Activity
d
sequence words, relevant graphics and proper
i
6 as a model.
b
punctuation marks.
Point out that images in Activity 6 are only a model
hi
Encourage them to be polite and objective when
and by no means should they be part of the final
giving feedback to other teams. Remind them the
rP o
version of the poster. Ask students to use as many
importance of giving well-founded feedback to their
resources as possible such as cut-outs from magazines,
classmates. Remind them they can always look back
books, encyclopedias or drawings.
at the Language Awareness boxes in case they
have questions.
f Write the final version of your poster taking

into account the feedback you received.
Have students work in their product teams. Make sure
all of them participate actively. They should be able to
integrate the material they have created so far. They
can edit it if necessary. Remind them the importance
of having a poster with ordered steps and based on
reliable sources of information, proper punctuation
and graphics that help the poster be clearer and
easier to understand. Remind students they can go
back and check previous activities and Language
Awareness boxes in case of doubt.
T34 Unit 3
U3_YWC_TGSec2.indd 34 12/21/18 12:12

Product Step 4
Now it is time for your team and you to present the poster you have prepared. With your team, Ask them to tick the boxes that are closer to their
show your poster and explain how you created it. Don’t forget to verify important points before
the final presentation such as order of instructions, graphics, spelling and punctuation. performance. Should a student tick several times the
box Rarely correctly, provide positive and enriching
Self-evaluation
feedback on the strategies he or she could use in order
to improve. Encourage students to constantly check
Use the rubric to mark () the boxes that best describe your abilities.
erm 1
the unit in case they feel the need to review topics.
Term
Occasionally
Correctly, but
Easily and correctly with Rarely
with minor
correctly noticeable correctly
difficulties
Finally, students could examine the posters made
T
difficulties
1. I can read and

by other teams with their team members and then
understand instruction reflect on these questions: Did other teams include
sheets.
more information? Did they miss anything? How could
they improve their work? This is also an opportunity
2. I can give instructions
according to a specific to talk to students about the value of this unit for
situation.
their community and to ask them what they have
3. I can use sequence
learned about natural disasters and how to produce
words when writing
steps in a set of
instructions to be ready in case of one.
instructions.
Assessment
n
4. I can write instructions
ó
about a natural
i
disaster emergency.
u c
5. I can effectively
illustrate written
b
instructions.
Unit 3 35
i s tr i
su d
a
Product Step 4
i d
Now that students are ready to present their
b
posters. You might want to ask them to review the
hi
process they followed throughout the unit to get
to this point. When ready, students can take turns
rP o
presenting their posters to the class. The rest of the
students should be encouraged to listen respectfully
and ask questions or offer feedback at the end based
on the criteria established for the poster. Once all the
groups have presented their product, students can be
asked to display the poster for other students to see.
If time allows, you could ask students about their
experience preparing the disaster survival kit from
the After Reading activity before presentations, and
how that activity helped them to achieve their poster
with instructions to be prepared in case of a natural
disaster. Keep a positive and supporting environment
while the teams are speaking.
Self-evaluation
As part of their ongoing evaluation, this section is
for students to think about what they have learned.
It isn’t necessary for students to share their ideas
and reflections, as it is an individual and personal
evaluation to identify what they have to work on in
the future.
Unit 3 T35
U3_YWC_TGSec2.indd 35 12/21/18 12:12

x xxxxxxxxxx
4 Reading the News

Social Practice: Compare news in different Achievements:
journalistic publications. • Review journalistic news.
Reading the News Communicative Activities: Exchanges associated

with the media
Product: A comparative chart
• Read journalistic news.
• Contrast journalistic news in different newspapers.
Reader: The World of News
Term
T
1 Read the two pieces of news and discuss the questions.
e rm 1
Social Practice: Compare news in different Are You Addicted
journalistic publications. To Your Phone? Phone Addiction
According to Common Sense Media, the results of In Teenagers
Communicative Activities: Exchanges associated ome really scary statistics:
research revealed some
• 50% of teens feelel they are addicted to their devices. A report published
in Society Today
with the media • 79% check their phones at least hourly. revealed some
• 72% feel they needed to respond immediately to alarming statistics
Achievements: Review journalistic news. Read messages. about teenage
phone addiction.
• 36% of parents feel they argue
g with their teens
journalistic news. Contrast journalistic news in evice use.
every day about device
Researchers at
Common Sense Media report that:
ny of us could be suffering from
In other words, many
different newspapers. nomophobia!
• Half of today’s teenagers admit to being
addicted to their phones.
"NO MObile • More than three-quarters of today's
Product: A comparative chart PHOne phoBIA" teenagers check their phone every hour or
is the fear of not more.
being able to use
Reader: The World of News your cell phone or
• Most teenagers feel pressured to respond to
messages as soon as they get them.
other smart device. • More than a third of parents say they argue
So how do you with their teenage children about device
know if you're
n
use on a daily basis.
addicted? There's an online quiz* to ҕnd out. Why not The report conÀrms widespread fears
The objective of the first two pages of the unit is to
ó
check it out on yourr phone! that the 21st century phenomenon called
i
nomophobia is rising at a worrying rate,
show students what they will be expected to achieve *To take the quiz, go to: especially in today’s teenagers.
c
http://caglaryildirim.net/portfolio/wp-content
et/portfolio/wp-content uploads/2015/06/
by the end of it. Throughout the unit, they will follow NMPQ_English.pdf
u
several steps that will enable them to compare articles
b
1. News can be found online, in newspapers, and more.
i
about the same subject that are published in different Where can you find each article?
r
2. Who is the audience of each article?
t
media. Students will learn how to prepare and present 3. What are the articles about?
s
the information in the form of a comparative chart.
i
On these introductory pages they will see an example 36 Unit 4
d
of such a chart comparing two articles.
su
1 Read the two pieces of news and discuss the
group. Ask them to explain what things helped them
a
questions. decide where each article is from such as presentation/
i d
Draw students’ attention to the two pieces of news and design, style of writing, contents.
b
ask them to pay special attention to the design. Then
hi
Have two volunteers each read one of the articles out
discuss where news articles are published (newspapers, loud. This is a good opportunity for them to practice
rP o
magazines, Internet). If time permits, you could ask their reading and pronunciation skills. You could
them how news articles or stories are different from have a class discussion about the content of the
books. Point out that news articles are written with a articles to find out whether or not students agree and
specific audience in mind. Some are age-appropriate if they think they are suffering from nomophobia.
due to the subject matter. We aren’t all interested in
the same things. You could invite several volunteers
to name a subject they would be interested in reading
about and one they would not. Make a list of different
audiences on the board, for example, senior citizens,
children, teenagers, adults, boys, gender, nationality, etc.
Then divide the group into teams and have them read
the two articles together. Before beginning, encourage
students to look up the highlighted words in the
Glossary on page 96. Next, have them discuss the
questions at the bottom of the page. Once they have
finished, invite them to share their answers with the
T36 Unit 4
U4_YWC_TGSec2.indd 36 12/21/18 12:14

2 Look at the comparative chart about the news and discuss the questions.
Are You Addicted To Your Phone? Phone Addiction In Teenagers. Read the headings and the first column out loud.
Type of media Digital news Printed media / newspaper
Explain that the first column contains topics that can
be used to compare news articles and invite them to
Audience Teenagers Teenagers and adults
name a few more. Divide the class into pairs and
Presentation Colorful and interactive Serious and factual have them read and discuss the questions. Invite
erm 1
Main idea
pairs to share their answers with the rest of the class.
Term
You could ask for a show of hands to do a survey
1. What do you think the main idea of each text is?
about which article they liked best.
T
2. Which version of the news is clearer for you?
f Read both articles again and discuss the

3. How else are the articles different? How are they similar?
fRead both articles again and discuss the questions.

1. Do you think teenagers spend too much time on their phones? questions.
2. Are the statistics surprising to you?
3. Did you know the word “nomophobia”? Encourage students to read the two articles again. Then
divide the class into groups to read and discuss the
How Much Do I Know? questions. Explain that these questions have more to do
1. Do you usually read the news? with content. As an alternative, lead a class discussion
2. Where can you find news?
and encourage the participation of all students.
3. What kinds of news exist?
Time to Read! The World of News
ó n
Glossary Tip
i
Remember that throughout the unit, you Explain that the story The World of News gives
c
will find some highlighted words. These
are defined in the Glossary in the back of descriptions of different publications that feature
u
Time
T ime to
to Read!
Read! your book. Another way to learn words
faster is to use them whenever you can. news stories. It begins with printed media and goes
b
In this unit, you will read a text called The World Next time your teacher assigns you a task
i
of News, which includes information about how
media has evolved over the years. Remember
either in the classroom or for homework, on to talk about mobile news, online newspapers
r
use the word that you find difficult to
that you will see this icon which shows which remember in the task. That way, you will
and blogs, to name a few. You could discuss how
t
pages we suggest you read along the unit. have the chance to use it.
s
the story will be useful as students prepare and
i
Unit 4 37 present their Product.
Teaching Guidelines
su d
Glossary Tip
a
Remind students that throughout the Yes We Can!
d
Student’s Book there are highlighted words that they
i
Anticipate news content from their structure.
can look up the Glossary. Read the Glossary Tip
b
Anticipate news content from graphic and textual
hi
together in class and discuss the suggestion to help
components. Contrast journalistic news in different
them learn new words. Tell them that some language
rP o
news media.
experts say: A word isn’t yours until you have used it
three times. Ask them if they think this true and why.
How Much Do I Know?
The idea of this section is to activate students’
previous knowledge about the topic related to the Further Practice Poster 4
Social Practice for this unit. Students work in groups
to discuss the questions. Encourage them to give Display Poster 4 and have students look at the
examples to support their answers and, if possible, different types of news there are. Students can work in
to ask other questions. Afterward, students can small groups to talk about the type of news they are
share their answers with other groups. interested in. They should mention where they can find
them. For example; on the Internet, newspapers, TV or
any other sources they can name. This will help them
2 Look at the comparative chart about the activate their previous knowledge about the types of
news and discuss the questions. news there are and the sources where they can get
Explain that the chart on this page compares two them. It is a good opportunity to know about how
articles about phone addiction. Read the chart together news are spread where they live.
and point out the headings. Remind students that their
Product for this unit will be a comparative chart of
news media and that this is a good example to help
them get started.
Unit 4 T37
U4_YWC_TGSec2.indd 37 12/21/18 12:14

3 Read the headlines from the news below and look at the
images in each. With a classmate, guess what the articles are
Teaching Guidelines about. Then read the articles to check your answers.
1
Choose news from headlines and headers. Analyze Conservation News
2
ways to request points of view on news headlines Animals Are
Among The War
to exchange them with others. Anticipate news Casualties In Afric
a
content from graphic components. Compare In 1996, the number
Term
T
of remaining
e rm 1
white rhinos, an
changes posed to describe identical facts. endangered spec
ies in DR Congo, was onal
31,
rds at Garamba Nati
according to the reco after the first Congo
Park. In 1997, one year
r wildlife Animals Die As Result Of War
of rhinos and othe
war, the numbers ated
tically. Figures indic The white rhinoceros, an endangered
3 Read the headlines from the news below and had dropped dras
that Con go had lost
stati
50 percent of its elep
stics also showed that
hant species in Africa, is said to be just one of
several victims of war. In 1996, there were
population. The and hipp os had 31 rhinos in the Democratic Republic
look at the images in each. With a classmate, buffalo
the populations of ly. Only two-thirds of the
decreased significant three-fourths of the
of Congo and, after a year, in 1997, the
number decreased dramatically.
and
buffalo population Today, there are only three white rhinos
guess what the articles are about. Then read hippo population
remained.
ns,
living at a Kenyan reserve.
armed confrontatio
Today, after several white rhinos, which have Half of the population of elephants
the articles to check your answers. there are only thre
to a Ken
e
yan reserve. It is well
has also been lost as a consequence of
armed battles.
been sent animals
ificant number of Records indicate that only two-thirds of
known that a sign g. But
Point out that headlines and pictures, can help us nct due to poachin the buffalo population and three-fourths
are becoming exti r species are becoming of the hippopotamus population have
now , rhin os and othe
the world. survived.
detect what an article is about and decide if we want war casualtie s arou nd
Animals are dying
for many reasons:
to read it or not. Divide the class into pairs and have illegal hunting, war
and pollution, among
them read the headlines and look at the pictures fRead Article 1 again and focus on the
others.
underlined sentences. Discuss which
to decide what the articles are about. (The headlines information is similar in Article 2.
n
mention that certain animals have been endangered by fLook back at the comparative chart on page 37. Discuss the similarities and

ó
differences between these articles.
war.) Ask students how they know that the animals
i
are rhinos. (From the pictures.) Finally, have them
c
d!
check their answers by reading both articles ead
u
to Re
Time to
pp. 43-45
b
Answers: The white rhinoceros are war victims in
r i
Africa.
s t
f Read Article 1 again and focus on the
i
38 Unit 4
d
underlined sentences. Discuss which
information is similar in Article 2.
su
Have pairs read the first article again paying special
attention to the underlined sentences. Then have Time to Read! The World of News
d a
them read the second article and decide which pp. 43-45
i
information is similar to each one. If you feel it is
hi b
necessary, you could do the first one together in class Explain that in the first part of the story they will
as an example before having them work in pairs. For read about the more traditional printed media.
rP o
example: In 1996, the number of remaining white rhinos, Before reading, ask students what they think printed
an endangered species in DR Congo, was 31, = In 1996, media includes. Then invite them to read pages 43
there were 31 rhinos in the Democratic Republic of Congo. to 45 of their Reader. Finally, ask them if they ever
read articles and stories in newspapers or magazines
f Look back at the comparative chart on page or if they know someone who does. You might also
37. Discuss the similarities and differences discuss what some of the advantages of printed
between these articles. media are: You don’t need special equipment or a WiFi
Encourage students to continuing working with their connection. You can read it anywhere at any time.
classmate and apply the comparative chart on page
37 to these two articles. They could also add any
appropriate topics to the comparison chart. As an
option, have the pairs make a chart comparing the
two articles. Walk around the classroom helping out
where necessary. Finally, invite a couple of pairs to
read their chart to the rest of the class.
T38 Unit 4
U4_YWC_TGSec2.indd 38 12/21/18 12:14

4 Read the articles on page 38 again. Then look at the questions below and write
notes to answer them. Write 1, 2, or both, according to which article contains the
information. f Discuss the questions.
Once the students have finished writing their notes,
1. Who or what does
the news involve?
2. What happened? 3. Where did it happen? have them form small groups. Then ask them to
discuss and answer the questions. Encourage them to
express their feelings about the contents of the articles.
erm 1
Term
Product Step 1
T
Article: Article: Article:
Remind students that they will make a comparison
chart for their Product. Invite them to choose a
4. When did it happen? 5. Why did it happen? 6. How did it happen?
classmate to work with on the project. Encourage
them to discuss what topics they are interested in.
You could ask them to suggest possible topics and
write them on the board: pets, endangered species,
environment (pollution), sports, space travel, video
games, teen-related problems, eating healthy, just to
Article: Article: Article: name a few. Then ask them to select one and begin
researching articles about their topic.
n
fDiscuss the questions.

ó
1. Did you find all the answers to the questions in both articles?
i
2. Is the information organized the same way in both articles?
c
3. In your opinion, which article is the best? Explain your answer.
Further Practice
u
Product Step 1
b
In order to give students extra practice, you can
i
In this unit, you will make a comparative chart about two different news articles. Choose
r
a classmate to work with. Discuss which news topics you’re interested in (entertainment,
have them work in pairs to do Activity 4, from page
t
the environment, sports, etc.) and choose one.
39 again. But this time they should use the news on
i s
Unit 4 39
pages 44 and 45 from their Reader. This is a good
d
opportunity for them to analyze and compare two
su
pieces of news from different publications.
Give students enough time to reread the news and
Teaching Guidelines work on the questions. Monitor and provide help.
d a
Finally, have volunteers share their notes with
i
Compare changes posed to describe identical facts. the class.
b
Differentiate ways in which tales and statements
hi
of news main characters are presented. Classify
rP o
resources used to describe main characters, where
the event took place, time, etc.
4 Read the articles on page 38 again. Then

look at the questions below and write notes
to answer them. Write 1, 2, or both, according
to which article contains the information.
Have students read the articles again. Point out that
there is space in each box to answer the questions. At
the bottom of the box they can write in which article(s)
they found the information. This time ask students to
work on their own. However, if you feel it is necessary,
you could do the first one together in class to get them
started: Who or what does the news refer to? To the white
rhinoceros. In which article did you find the information?
Both. Volunteers could read the phrases or sentences in
the articles that answer the question.
Unit 4 T39
U4_YWC_TGSec2.indd 39 12/21/18 12:14

How Am I Doing?
Teaching Guidelines 1. Can you compare two news articles about the same subject?
2. Can you identify information that answers questions such as who, what,
where, when, why or how?
Choose news from headlines and headers. Infer 3. Can you guess the content of the news by looking at the pictures or title?
implicit information from journalistic notes,

making connections between headlines and initial 5 Key words are words that contain the main ideas of a text. Look at the following news
headlines and identify the key words.
paragraphs.
Term
Te rm 1
DJOKOVIC WILL
GUILLERMO DEL TORO TO
RECOVER COMPLETELY
How Am I Doing? DIRECT A NEW FILM NEXT YEAR FROM ELBOW INJURY
The purpose of these questions is for students to

evaluate how well they can now compare news
A YOUNG SCIENTIST
articles about the same subject taken from different R FOR FOODS SUCH AS SLICED BREAD
PROVIDES SHELTE AND SUGARY CEREAL CAN
SS ST UD EN TS
media. Tell them not to worry if they still don’t HOMELE CAUSE CANCER
feel confident about locating and comparing the
information about who, what, where, when, why fLook at the headlines above. Work with a classmate and discuss which article they

correspond to. Justify your answer.
and how. The How Am I Doing? activity is a way for
them to evaluate their progress so far. A 10 percent increase in eating
Louis Tse is now a thermal engineer at
processed foods is associated with a
n
NASA Laboratories. But when he was a
student, he had nowhere to live. 12 percent increased risk of cancer.
i ó
5 Key words are words that contain the main
c
ideas of a text. Look at the following news
u
The former Serbian tennis
The Shape of Water is both a
headlines and identify the key words.
b
champion has had a “small medical
i
sinister monster movie and a intervention” and says he is now
touching fairy tale.
r
ready to compete again.
Before starting, encourage students to look up the
t
highlighted words in the Glossary on page 96. Explain
s
to Read d!
Tiime to
i
that identifying key words is a strategy that will help 40 Unit 4
pp. 46-48
d
them in their reading comprehension and make it
su
easier for them to remember what they read. In the
case of a headline, the key words will help them
quickly understand what the article is about. Time to Read! The World of News
d a
Divide the class into pairs and have them read the pp. 46-48
i
headlines and find the key word(s) in each one. Then
b
Encourage students to read pages 46 to 48 in
hi
check answers together in class. Accept any reasonable
the Reader to learn about more modern ways of
answers or suggest more appropriate ones.
rP o
reading the news. Encourage students to give a
f Look at the headlines above. Work with a couple of reasons why the more modern media are
classmate and discuss which article they preferable: You don’t need to purchase a magazine
or newspaper. The news is up-to-date. Discuss how
correspond to. Justify your answer.
the target audience determines the best place to
Again, invite students to look up the highlighted words publish a news story. You could give some examples
in the Glossary on page 96. Then have the same pairs of target audiences such as teenagers, young
take turns reading the initial paragraphs from four business executives, senior citizens, hair stylists, etc.
articles. Next, ask them to match each headline with and ask students to say which media they think
one of the initial paragraphs and be ready to defend that audience would prefer.
their answers. Check as a class.
Answers: Across: 1. A YOUNG SCIENTIST PROVIDES
SHELTERS FOR HOMELESS STUDENTS 2. FOODS SUCH
AS SLICED BREAD AND SUGARY CEREAL CAN CAUSE
CANCER 3. GUILLERMO DEL TORO TO DIRECT A
NEW FILM NEXT YEAR 4. DJOKOVIC WILL RECOVER
COMPLETELY FROM ELBOW INJURY
T40 Unit 4
U4_YWC_TGSec2.indd 40 12/21/18 12:14

In order to effectively make comparisons, it’s important to not only talk about how two things
are different, but also how they are similar. Here are some phrases that can help you.
Talking about similarities Talking about differences
pronunciation and check fluent oral reading skills.
As ... as Not as … as Ask students if they have any questions about the
This article is as informative as that one! The information here is not as serious as the
Both one in the newspaper. meaning of words. Remind them that they can
In my opinion, both articles are about the
same topic.
Comparative + than
This report is more boring than that one.
look up the highlighted words in the Glossary on
Just like Less + comparative + than page 96 and other words in a dictionary. If there
This article was fun to read, just like the This information is less interesting than the
erm 1
other one. one online. is enough time, you might also want to ask a few
Term
comprehension questions: Where did Tse live when he
was a student? Why did he live there? What did he open in
T
6 Read these two articles about Louis Tse. Then do the tasks below.
October 2016? What meals are served there?

Louis Tse is now a thermal engineer Tse summarized his reasons for
at NASA Laboratories. But when he setting up the shelter by saying: Divide the class into pairs and ask students to do
was a student, he had nowhere to "We're all in school because we
live. When we asked Tse why he lived value education and we know that the tasks below the articles. Remind them to use the
in his car, he answered that he had getting a diploma is necessary if
had two options: go to the nearest you're to open doors for yourself phrases they learned to talk about similarities and
homeless shelter—a two-hour drive in life. That's the mission that
from college—or live in his car. He drives us. There are students differences. Walk around the classroom helping out
chose the car, but to give some who are facing a variety of life
stability to his life he made the car as circumstances, and we want to where needed. Finally, invite pairs to share their
comfortable and homey as possible. help them get to that point."
answers with the class.
Louis Tse was so poor when he study during the academic year.
was a student that he had to live The shelter has nine beds and
in his car. Tse’s kitchen was a bag
where he kept bottled water and
welcomes college students from
the Los Angeles area. Students Time to Read! The World of News
canned foods. His living room for Students interviews applicants
pp. 49-53
n
was the backseat window, where and offers a place to stay for
he hung photos of his family. up to six months. Breakfast and
ó
At night, Tse parked close to an dinner are served family-style
i
open WiFi network so he could do every day. 60 student volunteers
his homework. In October 2016, keep the shelter running day Tell students that the next part of the story features
c
Tse opened a shelter for students and night. “There are many
who are homeless due to the high students who are facing difficult specialized publications. Have them read pages 49
u
cost of education. Students for life circumstances just like I did,
Students provides them with a safe and we want to help them,” to 53. They can discuss what they think the target
b
place to eat, sleep, socialize, and Tse says.
audiences could be for each of these publications.
r i
1. Use the phrases you have learned to compare and contrast these articles. Students could work in groups and list who would
t
!
to Read
Time to
Ti
2. Say which news article you find more interesting and why. pp. 49-53
s
3. Discuss who you think the target audience is. be interested in reading each one. Then encourage
i
Unit 4 41 students to choose the publications they would like
d
to read. Invite members from each group to report
su
back to the rest of the class.
Teaching Guidelines
i d a
Differentiate ways in which tales and statements Further Practice
b
of news main characters are presented. Classify
hi
Students will look back at the pieces of news from
resources used to describe main characters, where
pages 44 to 53 of their Reader. This time, ask
the event took place, time, etc. Exchange points
rP o
them to focus on the headlines and identify the
of view about the same news stories. Compare
key words. Have them work in pairs to do the task.
changes posed to describe identical facts.
Then they should work in small groups to compare
the key words they selected and justify their choice.
Language Awareness Walk around and monitor to provide help if
Draw students’ attention to the tips about making necessary. This will reinforce their understanding of
successful comparisons presented in the chart at the the main ideas of a text by reading headlines.
top of the page. One by one, go over the phrases that
will help them talk about similarities and differences.
Invite volunteers to give more examples of each of
the phrases and write them on the board. Explain
that these phrases will very useful as they work on the
unit’s Product.
6 Read these two articles about Louis Tse. Then

do the tasks below.
First of all, refer students back to the initial paragraph
about Louis Tse on page 40 and call on a student
to read it out loud. Then ask: Who is Louis Tse?
Invite volunteers to read the articles on page 41
out loud. This will be a good opportunity to check
Unit 4 T41
U4_YWC_TGSec2.indd 41 12/21/18 12:14

Product Step 2
Teaching Guidelines You have now read several news articles about the same subject. Now, choose some news articles
from different sources so you can compare them. You can check the news from your Reader, or
go online and check the following link.
Anticipate news content from graphic and textual https://www.dogonews.com/category/world
components. Compare changes posed to describe
identical facts. Exchange points of view about 7 With your classmates, discuss the characteristics of a good news article. Be sure to give
reasons for your answers.
the same news stories. Classify resources used to
Term
T
an interesting headline long text the author’s name basic facts
e rm 1
describe main characters, where the event took
place, time, etc. references to other sources of information nice design lots of pictures
8 Work with a classmate and review these three articles from the unit. Discuss the
characteristics and mark () the boxes according to what you think.
To begin the class, you might want to elicit from Animals Are Among A Young Scientist
Phone Addiction
some pairs what type of chart they decided to use for In Teenagers
The War Casualties Provides Shelter For
In Africa Homeless Students
their Product. You can allow a few minutes for them 1. It has an appealing headline.
to ask questions, ask their peers for advice, or simply 2. It contains useful graphics, such as
photographs.
share their decisions. Encourage discussion and a 3. It includes at least three of these details:
helpful attitude from students. who, what, when, where, why.
4. It includes background information
about the topic.
5. It is interesting to read.
Product Step 2
n
fCompare the articles in a small group and discuss the questions.

By now students have located and read several
ó
1. How are the articles similar? How are they different?
i
articles regarding the subject they chose. Now, it is 2. Which characteristic from the table is the most important?
ad !
c
3. What other characteristics would you add to the table? to Re ead
Time to
time for them to choose some articles from different Ti
p. 54
u
media to compare. Suggest that students go online Product Step 3
i b
and check the link provided to read more articles. Now that you have chosen some news articles in Step 2, prepare a comparative chart.
r
You can use the one on this page as a model, or the one on page 37. You can also check
t
the following link for more ideas.
s
https://venngage.com/blog/6-comparison-infographic-templates/
7 With your classmates, discuss the characteristics
i
42 Unit 4
d
of a good news article. Be sure to give reasons
su
for your answers.
Read the texts in the boxes and explain that they are them to suggest other characteristics to add to the
a
characteristics of news articles. Have students form chart. Recommend that they write their answers and
d
small groups and discuss which of these characteristics comments in their notebook or on a sheet of paper.
i
This will make it easier for them to share the results of
b
are essential to a good article and which are less
hi
important or not necessary. As an alternative, lead a their discussion with the class.
class discussion. You could draw a two-column chart on
rP o
the board with the headings: Necessary, Not necessary.
Product Step 3
Then have volunteers write the characteristics in the
Tell students that it is time to prepare their comparative
correct column. You could also encourage them to add
chart of the articles they selected in Step 2. Remind
other characteristics.
them to use the model charts on this page and on page
8 Work with a classmate and review these 37, but explain that their charts do not need to be
three articles from the unit. Discuss the identical. Nevertheless, recommend that they include
type of media, target audience, presentation and
characteristics and mark (✓) the boxes
design, as well as different aspects related to content.
according to what you think.
Draw students’ attention to the chart below and read
the first column out loud. Make sure students are Time to Read! The World of News
clear about them. Ask them to form pairs and review p. 54
the three articles. They should put a checkmark in the
box under each article if they think it complies with Encourage students to form teams and turn to page
the characteristic. 54 of their Reader. First, they could visit some of the
f Compare the articles in a small group and websites listed. Then have them do the After Reading
activity together. Once they have finished discussing
discuss the questions. the questions, you could call on different students
Invite pairs to form groups and compare the articles. share the results of their discussion. Remind them
First, have them talk about similarities and differences, that the information found in the story will help them
and the most important characteristic. Next, ask prepare and present the unit’s Product.
T42 Unit 4
U4_YWC_TGSec2.indd 42 12/21/18 12:14

Product Step 4
You are now ready to present your comparative chart to your class. Follow the steps below.
1. Check your comparative chart to review the information.
2. With your classmate, decide on how you will present your chart.
3. Use the information on your chart to tell your classmates about the news articles you chose.
Product Step 4
4. Don’t forget to talk about the differences and similarities that you found. It’s time for pairs to present their comparative chart.
5. Ask your classmates if they have any questions.
Go over the steps together in class and clear up
any doubts. Then have them follow the steps and
erm 1
Term
Self-evaluation present their Product to the class. If possible, they
For this questionnaire, use the code to circle the numbers according to your answers. could pass copies of the articles they used and the
T
Then add your answers together to get your score.
4 = I can do it very well.
comparative chart around the class. If not, you may
3 = I can do it with some difficulties. want to display them around the classroom.
2 = I can do it with many difficulties.
1 = I am unable to do it.
1. Can I identify the main idea of a news article?

Self-evaluation
1 2 3 4 In this unit the Self-evaluation is a questionnaire. It is
2. Can I speculate about news content by looking at its headings and pictures?
1 2 3 4 an opportunity for students to evaluate their progress
3. Can I answer basic questions about a news article? by circling the number that best indicates how well
1 2 3 4
4. Can I make a comparative chart?
they can do the things mentioned.
1 2 3 4
5. Can I use expressions to talk about how two things are similar?
Make sure they understand that this is for their
personal use and that they will not be judged by what
n
1 2 3 4
6. Can I use expressions to talk about how two things are different?
they answer.
i ó
1 2 3 4
7. Can I compare and contrast two different news articles?
c
1 2 3 4 Assessment
u
If you scored 16 or lower, remember you can always go back and check the unit again.
Remember that you can use Assessment on page T105
b
You could also ask a classmate to explain the topics you had more problems with.
i
to assess students’ performance in this unit.
tr
Term Assessment
i s
Unit 4 43 Now you can also use Assessment Term 1 on pages
d
T112-T115 to assess students’ performance in this term.
su
Teaching Guidelines
i d a
Contrast journalistic news in different news media.
b
Classify resources used to describe main characters,
hi
where the event took place, time, etc. Differentiate
rP o
ways in which tales and statements of news main
characters are presented. Compare changes posed
to describe identical facts.
Tone and Volume

Before presenting their comparative chart, remind
students that it is important to speak clearly and
to moderate their voice tone and volume. They
shouldn’t yell or whisper, but speak just loud enough
for their audience to hear and understand. You could
write sentences on the board or pass out slips of
paper with a statement on each one. Have students
take turns standing and reading their sentences out
loud. Then ask the class if the tone and volume were
correct or what they could do to improve it.
Unit 4 T43
U4_YWC_TGSec2.indd 43 12/21/18 12:14

5 Improvising a Monologue
Term 2: Unit 5 Environment: Literary and Ludic
Social Practice: Improvise a brief monologue on a Achievements:
subject of interest. • Review genres of monologues.
Improvising a Monologue Communicative Activities: Recreational expression

Product: Game: Improvised Monologues
Reader: Standing Alone
• Present a monologue.
• Encourage feedback.
1 Read the definition of monologues. Then read the fragments of monologues below
and discuss with a partner which type of monologues these are.
A long speech given by a person in a story, movie, play, etc. is known as a monologue. There are several
Social Practice: Improvise a brief monologue on a types of them. Comedic monologues are very popular because they keep the audience laughing. They
criticize everyday situations such as work, school, friends and family in a funny way. On the other hand,
subject of interest. dramatic monologues are a type of poetry. They are ideas from a character in a play or a participant
in a poetry stand without any interruptions. The topics are serious and make the audience reflect deeply
Communicative Activities: Recreational expression upon them. Finally, there are interior monologues. They are normally found in novels and represent
the characters’ thoughts as if they were talking to themselves. It’s like being inside the head of the
Achievements: Review genres of monologues. Plan character! We can follow their experiences as if we were looking through their eyes.
a monologue. Present a monologue. Encourage The brightness
Te
Term
T
feedback. of her cheek
er
e
would shame
rm 2
those stars. It
Product: Game: Improvised Monologues is my lady. Oh,
it is my love!
Reader: Standing Alone Oh, I wish
she knew how
I must be getting somewhere “Good evening, ladies
much I love her.
near the center of the earth. and gentlemen! I just
She’s talking, but she’s
“Wait for me, Mr. White flew into town from
not saying anything. So
Rabbit. I’m coming, too!” Palmdale… and boy, are
The table on this page aims to show students what? Her eyes are saying
n
How curious! I never realized my arms tired! Ha!
something. I will answer
that rabbit holes were so dark… They have terrible
what they will be expected to achieve by the end them. I am too bold. She’s
ó
and so long… and, Oh! This is not talking to me. restaurants in Palmdale.
i
very peculiar… floating book The other day, there was
of this unit. Keep them at ease by explaining Two of the brightest stars
c
shelves… clocks… cupboards… in the whole sky had to
a fly in my soup.
that, throughout the unit, they will learn what a pictures… I must be dreaming. go away on business, and I said, ‘Waiter, what
u
I believe I have been falling for they’re asking her eyes to is this fly doing in my
monologue is and how to improvise one. Continue five minutes, and I still cannot soup?’ And he said, ‘The
b
twinkle in their places until
see the bottom! backstroke.’ Ha, ha, ha!”.
i
they return.
explaining that they will do this step by step, which
tr
will allow them to practice the different stages of their If you want to learn more about monologues for teenagers, visit this link to see
s
some examples https://www.stagemilk.com/monologues-for-teenagers/
product. You might want to go through the table with
i
them or ask them to do it in pairs or small groups. 44 Unit 5
d
1 Read the definition of monologues. Then read
su
the fragments of monologues below and discuss
a
with a partner which type of monologues Poster 5
d
these are.
i
During the explanation in Activity 1, show Poster
b
Start by telling students that they are now going
hi
5 (bottom half) so students can see pictures of the
to learn what a monologue is and what types of different types of monologues. It might be easier
rP o
monologues there are, and then they are going to read for most of them to understand the concept if they
three monologue fragments and identify the type of associate it to a picture or gesture from the actors.
monologue. Read the definition with them, clarifying
any unknown vocabulary. As you read, allow them to
go to the Glossary at the end of the book to look for the
highlighted words. Do any further explanation to make
sure students understand what a monologue is. Then
have them read the fragments in pairs and identify the
type of monologue. Discuss in class and further explain
any doubts students may have.
Answers: (from left to right) interior monologue,
dramatic monologue, comedic monologue
If possible, encourage students to visit the web
page to learn more about monologues for
teenagers and see some examples. You could also
print some examples for students to read them in
groups and identify the type of monologue.
T44 Unit 5
U5_YWC_TGSec2.indd 44 12/21/18 12:16

f Discuss the questions below.
How Much Do I Know?
1. Who’s Alice talking to?
2. Who’s Romeo talking to?
3. Who’s the man talking to?
To activate previous knowledge, and have
4. Did you like any monologue in particular? Why? students reflect on the topic so they can link it
2 Listen to a student improvising
to their own lives, have students work in pairs to
a monologue. Discuss the discuss the four questions in the box. At this point,
questions below. 9
• What type of monologue is it:

allow any answer, as they are linking the new
dramatic, comic or interior?
topic to their own previous knowledge. Let them
• How does she sound:
happy or angry? know that by the end of the unit they will be able
• Is her tone of voice clear?
• Does her use of body language
to expand on their answers.
show her feelings? Why?
Time to Read! Standing Alone
erm 2
Term
Ter
Te
How Much Do I Know? Remind them that all along the unit they will be
Read and reflect on the questions below. reading a text from their Reader Book. In this unit,
1. How often do you think people talk to themselves? Why do you think they do this?
2. When did you last talk to yourself or express your thoughts out loud? they will read about body language and how to
3. Have you seen films that include monologues? What was their purpose?
deliver a great improvised monologue. If time allows,
4. Do you think you could perform a monologue? Why or why not?
n
elicit what they already know about body language
ó
from Unit 2 and write on the board the instances
i
Glossary Tip
of body language they remember or know. Have
c
Once you found the definition for a word
Time
T ime to
to Read!
Read! you didn’t know, include in your notes the
students copy them in their notebooks, as they will
u
example the dictionary is giving. Always
In this unit, you will read a text called Standing Alone, keep an example from a book, magazine or
have to come back to them on page 46.
b
which includes information on body language and tips dictionary you can use as a reference in case
i
that can help you to adjust your body language so that you are not sure how to use the new word.
you deliver a great improvised monologue. Remember
r
Don’t forget to consult the Glossary at the
that you will see this icon that shows which pages back of the book to find the definition for the
t
we suggest you read along the unit. highlighted words in this unit.
s
Glossary Tip
i
Unit 5 45
d
Explain that when they check a new word in a
dictionary or glossary, it is important that they
su
record an example of the word used in a sentence.
Teaching Guidelines Recommend that they get their real examples from
a
dictionaries, magazines or books. This way, they will
i d
Revise genres of monologues. Recognize different types know how to use the word, in addition to knowing
b
of monologues (e.g. comic, dramatic, interior, etc.). its meaning.
hi
Choose genre of monologue. Analyze characteristics
rP o
of chosen genre.
To finish the class, write this link on the board:
https://youtu.be/T0g_SlHEayc. Students should watch
f Discuss the questions below.
this monologue for homework and bring their notes
In order to further dig into the concept of monologue to the next class: What type of monologue is it? Who is
and its different types, have students discuss the the character? How long is her monologue? Was it easy to
questions. Depending on the level of your students, understand? Why?
you can carry the discussion in plenary or you can let
them discuss in pairs.
Answers: 1. To herself and also to Mr. Rabbit, Further Practice
2. To himself, 3. To an audience
To provide students with some useful practice,
2 Listen to a student improvising a monologue. you can ask them to work in groups of three
and practice saying the monologues in Activity 1
Discuss the questions below. 09
aloud. You can remind them of using appropriate
Explain that now they are going to listen to a intonation and voice features. Monitor students
student improvising a monologue. Have them read while you go around the classroom and make sure
the questions so they know what they need to pay they also try to integrate some body language if
attention to during the listening. Play the track twice possible. Time permitting, students can take turns
and have them discuss the questions in plenary or saying the monologues at least once. Depending
in small groups. You can play the track three times on how confident they are, you can encourage
if your students need one more time to be able to them to use their own words to say the monologue.
answer the questions.
Unit 5 T45
U5_YWC_TGSec2.indd 45 12/21/18 12:16

3 Read and listen to a fragment of Hazel’s monologue. Discuss the questions below and
give examples to justify your answers. 10
Teaching Guidelines
“My best friend”
I am Hazel and something horrible happene
d to me at
school this morning. It was so awful!
Value the appropriate type of body language for a Don’t bother asking me about that. Really,
if I have to
think about it, I’ll just get so upset… I won’t
monologue. Talk about how to apply body language or I may just break down and cry.
talk about it
to cause the desired emotions. Well, I’ll just give you a hint; it’s about that
bad friend Leslie; she drives me nuts!
traitor, liar,
On the one hand, she acts like she’s my best

friend. We sit
together at lunch every day and we are always
supporting
3 Read and listen to a fragment of Hazel’s each other in the most difficult situations;
obviously wrong to put my trust in her. She
oh, but I was
knows it’s my
monologue. Discuss the questions below thing to be the class clown. I’m the funny
Doesn’t she know that? Of course she does!
one!
and give examples to justify your answers.

1. What is the monologue about?
10 2. Is she talking about something that happened to her or someone else?
to Read ad!
3. Does she use informal or formal language? Time to
Ti
Explain that they are now going to read and listen 4. Does she talk about her feelings openly?
pp. 55-57
to Hazel’s monologue, so they can answer some
Te
Term
Ter
e
Body language and facial expressions
questions. Ask them to read the questions first and
rm 2
Dos Don’ts
then have them individually read the text. Play the
1. Make eye contact. Look at your audience 1. Look down or into space. If you do this,
track once (twice if needed) and have students discuss in the eye; they will feel more engaged it shows that you are unprepared or not
with you. interested in the audience.
the questions in groups. At this point, they should
2. Fold your arms. This shows that you are not
know they can go to the book’s Glossary section for 2. Open your arms. This posture shows that
enthusiastic about the monologue or that you
you feel confident about your message.
n
the highlighted words, but remind them if you see that are uncomfortable.
ó
students do not work with the glossary. 3. Play with an object. This shows you as
i
3. Smile. This shows you are a credible,
impatient, nervous, and restless and could
confident and trustworthy person.
Answers: 1. About Hazel’s best friend and something
c
distract your audience.
u
she did, 2. To her, 3. Informal language, 4. Yes, she does. 4. Use facial expressions. They can make your
4. Move your legs. This shows that you are
b
audience understand the meaning of your
not prepared or just bored with the whole
i
message. Let your emotions come out while
Language Awareness situation.
r
expressing your ideas.
t
Explain that when it comes to body language and
i s
facial expressions, there are things that you should do
46 Unit 5
d
because they are positive, and things you should not
do because they are negative. Have students read the
su
chart. You can do this in plenary or you can get them
in small groups.
a
Poster 5
i d
If time allows, you can have students open their As you have already explained what the Reader text
hi b
notebooks to the different instances of body language is about for this unit, show Poster 5 so students can
that they recalled from Unit 2. Have them compare see some tips for public speaking. You can also show
rP o
those to the ones in the chart on this page. Then it before you start speaking about the Reader text
have them reflect on which gestures they use in and elicit other tips for public speaking from students.
real life and in what situations. You can do this in At this point, accept any answer from them (as long
plenary or you can get them in small groups. as it makes sense).

pp. 55-57
Explain that the text talks about public speaking (at

this point, you may show Poster 5 for a summary of
public speaking tips). Before reading, ask students
if they have ever had to speak in public in their
mother tongue. Have them explain what they did
and how they felt. Ask students to read pages 55-
57 from the Reader Book. Remind them to check
the words in bold at the bottom of each page, and
solve any other vocabulary doubts as they read.
T46 Unit 5
U5_YWC_TGSec2.indd 46 12/21/18 12:16

f Read Hazel's monologue again and discuss which gestures and body language
she uses.
Product Step 1
Product Step 1
You will participate in a game of improvising monologues. Follow the steps.
1. Choose a topic for a monologue. Explain that now, for the first step of their Product,
2. Make a mind map to organize the ideas in the monologue. Guide yourself with the questions
in the boxes and write some key words (essential ideas) to remember what you want to say.
and so that they are able to socialize it at the
end of the unit, they will participate in a game of
improvising monologues. To do this, they will begin
by taking notes on a topic they choose. You can
tell students they can think of an anecdote about
How did it happen? something personal and memorable, like a trip, a
day they spent with friends or relatives, or perhaps
Who was involved? Where did it happen? how they met their best friend. You can brainstorm
ideas with the class before you give more instructions.
erm 2
Then, have them read the four steps and take a look
Term
at the mind map. Allow them to ask any questions
Ter
Te
Topic they may have about vocabulary or about the
development of the steps. Have them follow them
individually and help them along the process.
n
Why did it happen? When did it happen?
i ó
Further Practice
c
What happened?
u
If you notice that students can complete the mind
b
map confidently, you can ask them to use the notes
i
3. With the ideas in the mind map, make a card with your notes.
r
4. You will make a catalogue of body language for monologues. Think about facial to rehearse the monologue at the end of the lesson.
t
expressions, posture, and hand gestures you can use.
This will build their confidence when they play the
i s
Unit 5 47
game at the end of this unit.
d
Alternatively, you can ask them produce a similar
su
mind map in their notebooks to write notes for
another monologue. If you choose to do this, you
Teaching Guidelines
a
will need to remind students of the notes they
d
prepared separately when they reach the next steps
i
Plan a monologue. of the Product.
hi b
f Read Hazel’s monologue again and discuss
rP o
which gestures and body language she uses.
Have students read the monologue aloud in groups.

They can take turns doing this to practice using some
body language and facial expressions. Encourage
them to do this and also to discuss which may be more
suitable to convey the situation. You can ask one or
two students to read the monologue aloud to the class
to wrap this activity up.
Unit 5 T47
U5_YWC_TGSec2.indd 47 12/21/18 12:17

4 Read and listen to the second part of Hazel’s monologue. Now identify the beginning,
middle and end of the monologue. 11
Teaching Guidelines I mean, listen to this joke: Why did the I’m never ever for as long as I live, even if I live
skeleton not go to the party? Cause he had to be 100, ever going to talk to Leslie again!
nobody to go with!! See? Funny, right? Oh! It’s Leslie. Hello…
Analize characteristics of chosen genre. Define I know! What?! You got backstage tickets to Ed
Well… Leslie stole my joke and told it to a Sheeran? Get out! Of course I would love to
strategies to monitor speech. Choose proper group of third graders; she tried to be so go with you! Oh my gosh, I’m so excited!
funny! Everyone in second grade knows that Leslie is the best friend one could ever have!
conversations. joke is mine! Ed Sheeran!
f Listen to some extracts from the monologue again and pay attention to the phrases
4 Read and listen to the second part of Hazel’s below. Discuss how Hazel sounds when she says them. 12
monologue. Now identify the beginning,

Well, I’ll just give you a hint;
middle, and end of the monologue. 11 She acts like she’s my best friend.
Explain that now they will read and listen to the oh, but I was obviously wrong to put my trust in her.
second part of Hazel’s monologue. Have them read the I mean, listen to this joke...
sentences individually. Play the track twice. They can Well... Leslie stole my joke and told it to a group of third graders.
Te
Term
Ter
e
identify the parts of the monologue (beginning, middle
rm 2
and end) as they listen or afterwards. Play it once more Paraphrasing and use of fillers
if your group needs it. Remind them to look up the Paraphrase
Do not spend too much time thinking about one word or phrase. If you do not remember a word
highlighted words in the Glossary and help them with in English, try to say a similar thing in a different way. Use synonyms and phrases, such as:
any other unknown word. It’s some kind of…, It’s a thing for…, I was like…, etc.
Use fillers
n
f Listen to some extracts from the monologue It is natural to hesitate while you are speaking. You can sound more natural using fixed
ó
expressions to fill these moments of empty silence: Huh , uh, erm, um, well, so, like, I mean…,
ci
again and pay attention to the phrases You know… It’s, um, really more normal than you think.
below. Discuss how Hazel sounds when she
u
f Now that you read about paraphrasing and fillers, identify these strategies in Hazel’s
monologue.
says them.
b
12
i
If you want to know how to improve your storytelling techniques, visit this link
r
Ask students to read the sentences. Then tell them https://www.thoughtco.com/storytelling-improv-games-2713209
to Read ad!
t
Time to
pp. 58-59
you will play these extracts from Hazel’s monologue
i s
one more time and that they have to pay attention to 48 Unit 5
d
how Hazel sounds when she says those sentences. The
su
intention is to draw students’ attention to strategies
used by Hazel to paraphrase and organize their ideas
using fillers in between one idea and another. Yet, do If possible, encourage students to visit the web
a
page to learn how to improve their storytelling
d
not explain these strategies yet since they will go back
i
to Hazel’s monologue after reading about paraphrasing techniques.
hi b
and the use of fillers. Have them discuss in groups or,
depending on the level of the class, in plenary. Time to Read! Standing Alone
rP o
Language Awareness pp. 58-59
Explain that improvising can be nerve-wracking, but Explain that now they will have to read about how
that there are certain strategies that they can use to to organize ideas and materials as well as how to
improve their public speaking for a monologue. Have use good body language. Before they open their
them read the sheet of paper about paraphrasing books to read, elicit from them ways to organize
and the use of fillers. Have them not only read the the information and materials and good body
explanation but also practice with sentences of their language instances. Write them down on the board
own. They can go back to Product Step 1 and use their so they can compare with the reading. Have them
notes to make up sentences and practice these strategies. read pages 58 and 59 and share their opinions
f Now that you read about paraphrasing and about it in groups.
fillers, identify these strategies in Hazel’s
monologue.
Tell students they now have to identify paraphrasing
and fillers in Hazel’s monologue. Have them go back to
the extracts they listened to and read, and recall the use
of those strategies. Help them as needed. You can model
an example so they know exactly what to look for.
T48 Unit 5
U5_YWC_TGSec2.indd 48 12/21/18 12:17

5 Read another monologue and identify the following.
• Type of monologue
• The structure: beginning, middle and end
themselves thinking about how each part may sound.
• The speaker’s feelings Then have them work in pairs to read the monologue
• Language strategies such as fillers or pauses
aloud conveying those different feelings in their speech.
W ell, I really miss Toby. I can’t believe

Mom made us give him away to my
cousins. I knew she didn’t really like him. But How Am I Doing?
now we’ve moved so far away and I don’t
know if I’ll ever see him again.
Have students get in their Product teams and
I mean, he was deƤnitely smart, and I
wouldn’t have changed him for any other dog work on the questions. You can establish a game-
in the world. Toby was supposed to be the
whole family’s dog, but he was really mine,
type dynamic: give them 2 minutes to answer
you know? Who did he wait for after school? each question in their groups and them have
Me! And when anyone threw his ball, I was
the one he always brought it back to. And at each group share their answers with the rest of
night, it was always my bed he slept in. So
before we moved here, Mom found out we the class. Help them as needed, especially with
erm 2
weren’t allowed to have any pets. It’s, um…
the last two questions, and allow for students or
Term
really sad.
groups to give respectful feedback to each other.
Ter
Sometimes I dream about Toby. He has his
Te
ball in his mouth, and he’s… like… looking
for me. And I’m saying, “Here, Toby. I’m right
here.” But he doesn’t hear me, and he can’t
see me, and I’m saying, “I’m right here. Toby.
I’m right here.” And then, I don’t know, I
guess I wake up... I don’t know if Toby dreams Further Practice
about me.
n
To finish up, you can ask students, now that they
i ó
f Discuss with a partner how the speaker would sound (sad, happy, excited, angry, etc.). have read the monologue in Activity 5 aloud, to
Then read the monologue aloud.
c
remember the most important details the boy
u
How Am I Doing?
Discuss in your Product team.
mentions and say the monologue without reading
b
it aloud, only using the information they can recall.
i
How many different types of monologues do you know now? Can you remember
r
some of their characteristics? Is body language important for eliciting emotions?
Have you decided what type of monologue you would like to use in your Product? By doing this, students will get some useful practice
t
Do you have some topics in mind already?
before they participate in a game of improvised
i s
Unit 5 49 monologues.
Teaching Guidelines
su d
i d a
Revise monologues. Recognize genre. Analyze
b
characteristics. Identify strategies to monitor speech
hi
(e.g. paraphrase, fillers and pauses). Identify emotions
rP o
or feelings. Practice saying a monologue aloud.
5 Read another monologue and identify the

following.
Explain that they are going to read another
monologue. Have them look at the picture and guess
what it could be about. Ask them to individually read
the four bullets so they know what to pay attention
to as they read. Have them read the monologue and
identify type of monologue, structure, speaker’s feelings
and language strategies. Remind them to use the
Glossary at the end for the highlighted words. Have
them discuss in groups or, depending on the level of
the class, in plenary.
f Discuss with a partner how the speaker would

sound (sad, happy, excited, angry, etc.). Then
read the monologue aloud.
Tell students they are now going to focus on the
speaker’s feelings and how they are conveyed in a
monologue. Have them reread the monologue to
Unit 5 T49
U5_YWC_TGSec2.indd 49 12/21/18 12:17

6 Choose one of the monologues from this unit and perform it in small groups. There
are some suggestions.
Teaching Guidelines • Read the monologue you chose.
• Don’t try to memorize it; just remember important details.
• Consider body language (facial expressions and posture).
Present a monologue. Encourage feedback. • Consider the tone and volume of voice to express appropriate emotions.
f Use the following rubric to reflect on your performance and your partners’.
6 Choose one of the monologues from this unit

How did you feel about... Comments
and perform it in small groups. There are
some suggestions. 1. the structure of the monologue?
Was there a beginning, middle and end?
Explain that they are going to perform a monologue.
Ask them to flip through the pages of Unit 5 and
choose one of the unit’s monologues. Ask them to 2. use of body language?
Did you use appropriate gestures to
form groups (different from their Product teams). show emotions?
Have them read the suggestions on this page and ask
Te
Term
Ter
e
you any questions before their monologue rehearsal.
rm 2
3. voice projection?
Where you clear and was the volume
appropriate according to the topic?
Poster 5
4. use of fillers as part of improvisation?
Keep Poster 5 up as they rehearse so they have a Did you use fillers or pauses to organize
n
your ideas as you spoke?
reference for the key aspects of public speaking.
i ó
5. confidence?
f Use the following rubric to reflect on your
c
How did you feel improvising a
u
monologue?
performance and your partners’.
i b
Tell students that after performing their monologue,
r
ead!
t
to Re
they will have to reflect on their performance. Explain Time to
Ti
pp. 60-64
s
that this will help them with the socialization of the
i
product at the end of the unit. Have them read the 5 50 Unit 5
d
items in the rubric and write comments about their
su
monologue performance and speaking in public.
Have them do it individually first and then share
a
within their team. Then, you can have some groups
i d
share with the rest of the class.
hi b
rP o
pp. 60-64
Ask students to finish reading the text in their

Reader book. Explain that these pages have
suggestions for good body language. After reading
these pages, and to serve as practice for their
Product, ask them to take a few sentences from any
of the monologues in the Student’s Book unit and
practice saying them with good body language,
that is, have them repeat the sentences with good
eye contact, good posture, good movement,
adequate gestures, adequate voice, the right facial
expressions and including their audience. Walk
around monitoring and helping them improve their
body language for public speaking.
T50 Unit 5
U5_YWC_TGSec2.indd 50 12/21/18 12:17

Product Step 2
Now you are ready to improvise a monologue. answer the questions and then they can compare and
Get together in small groups and collect all the
cards that you created in Product Step 1. Decide discuss their performance in pairs. Students could
which rules you will follow to play. For example,
you may want to use a die or a coin to take turns, hold a class discussion at the end and brainstorm
or simply decide in the moment who is the next to
improvise a monologue.
ideas for improvement for each of the boxes.
Assessment
Self-evaluation
In this assessment rubric, mark () the boxes that best describe what you can do
after this unit. T106 to assess students’ performance of this unit.
I need improvement Positive Very positive
I cannot identify different types I can often identify different I can always identify different
of monologues. types of monologues. types of monologues.
erm 2
I cannot paraphrase I can sometimes I can always paraphrase
Term
someone else’s monologue paraphrase someone else’s someone else’s monologue
Ter
using my own words without monologue using my own using my own words without
Te
memorizing it. words without memorizing it. memorizing it.
I can rarely use appropriate I often use the appropriate I always use the appropriate
vocabulary related to the vocabulary related to the vocabulary related to the
topic of the monologue and topic of the monologue and topic of the monologue and
it is often limited. rarely make mistakes. never make mistakes.
n
I can speak loudly and
I cannot speak loudly nor I can speak loudly and clearly
ó
clearly in a monologue but
clearly in a monologue. in a monologue.
i
with a little hesitation.
c
I do not make gestures I make gestures and facial I always make gestures
u
nor facial expressions to expressions to emphasize my and facial expressions to
b
emphasize my ideas in a ideas in a monologue most of emphasize my ideas in a
i
monologue. the times. monologue.
tr
If you marked many boxes in the “I need improvement” column, don’t forget you can
always ask your teacher to guide you. You could ask a classmate for help as well.
i s
Unit 5 51
Teaching Guidelines
su d
i d a
Present a monologue. Encourage feedback.
Product Step 2
rP o
At this point, tell students that they are ready to
improvise a monologue. Have them get into their
Product teams and take out the cards they created
in Product Step 1. Then give them some minutes to
decide on the rules they will follow to play. You can
hi b
do this in plenary. Give them some ideas, too, like
using a die or a coin to take turns. Have all groups
perform their monologues and give mainly positive
feedback. Tell them one thing they could improve.
Remind them to use all the tips they read in Standing
Alone in their Reader Book.
Self-evaluation
Students will evaluate their own performance
according to the rubric in the self-evaluation boxes.
You could read through the boxes with the class
before they begin, to make sure everyone understands
the items. Students should work by themselves to
Unit 5 T51
U5_YWC_TGSec2.indd 51 12/21/18 12:17

x xxxxxxxxxx
6 Looking Inside Machines

Social Practice: Paraphrase information to explain the operation Achievements:
of a machine. • Select and review materials.
Looking Inside Machines Communicative Activities: Search and selection of information

Product: An infographic about a machine
Reader: Stephanie’s New Camera
• Read and understand information.
• Write information.
• Edit texts.
1 Read the informative text and identify the parts that explain how remote controls
work.
Social Practice: Paraphrase information to explain
the operation of a machine.
Communicative Activities: Search and selection M ost remote controls use infrared
light to send signals to an
of information electronic device, such as a television,
DVD player or stereo. A remote control
is a type of transmitter. It sends out
Achievements: Select and review materials. Read pulses of infrared light in binary code.
Te
Term
T
Each binary code represents a different
and understand information. Write information.
er
e
command, such as Power On/Off,
rm 2
Edit texts. Volume Up, Play, Change Channel,
and so on. The electronic device has a
receiver that transforms the pulses into
Product: An infographic about a machine electrical signals. The electrical signals
travel to a microprocessor, which
Reader: Stephanie’s New Camera carries out the command. Because
remote controls use a type of light, it
is necessary to point them directly at
the receiver in order for them to work.
n
As with any type of light, however, the
These first two pages of the unit have as an objective
ó
infrared signal can also be reflected by
i
mirrors or similar surfaces.
c
achieve by the end of it. Encourage students to
u
understand that throughout the unit, they will
b
fRead the text again and analyze it using the questions as a guide.

i
follow several steps to create an infographic about a 1. Does the text provide technical or general information?
r
2. What is the purpose of the image in the text? Does it add any additional information?
t
machine of their choice, describing its parts and how 3. Who might be interested in reading this type of text?
s
it works. You might want to go through the table with
i
the students or ask them to do it in pairs or small
d
52 Unit 6
groups. Some possible questions for students to reflect
su
on and get interested in the topic are:
1. Do you use machines every day? Which ones? this text. Now have students identify which parts of the
a
text offer explanations. You may guide them by saying
d
2. Do you know how the machines you used are
i
called in English? that they should only focus on the parts that refer to
b
the operation of a remote control, and leave out all the
hi
3. What do you do if you don’t know how a
machine works? additional details. For example: “It sends out pulses of
rP o
infrared light in binary code.” is an explanation of how
1 Read the informative text and identify the remote control works, but “Each binary code represents
parts that explain how remote controls work. a different command, such as Power On/Off, Volume
Up, Play, Change Channel, and so on.” isn’t, as it
describes a binary code which is additional information.
Write “remote control” on the board. If possible, elicit
ideas on what it is and what it is for. They can use the  Read the text again and analyze it using the
images on the page to help them. It is important for the questions as a guide.
development of the Social Practice for this unit to begin Students work in the same pairs, or change partners.
to encourage students to explain things in their own They read the text once more and analyze it in detail.
words. Ask: How is it possible that it works remotely (without Check the answers as a class and encourage some
being attached to a cord)?. After listening to all answers, individual students to refer to key words that may justify
tell students to read the text in silence or aloud. The their answers. If necessary, explain what “technical”
important thing is for them to identify the purpose of means (specialized information). Students reflect on
this text: To understand how a simple machine works. When how the image helped them learn about the device.
the purpose is clear, you may call students’ attention to Finally, take some time to reflect on the characteristics
the highlighted and deduce what they mean. They can of informative texts. You may ask questions such as:
guess their meaning from the context of the paragraph Does the author of the text expresses feelings or facts? Is the
or by referring to images. If they still have doubts, they text about real or unreal objects? Is the text about imaginary
can ask a classmate for help or look up the words in the situations?, etc.
dictionary of their choice. In the Glossary on page 97,
they will find the meaning of the selected words from
T52 Unit 6
U6_YWC_TGSec2.indd 52 12/21/18 12:20

2 Look at the infographic below and do the tasks.
How Much Do I Know?

Remote controls send
infrared signals to a receiver
in an electronic device. The idea of this section is to activate students’
the Social Practice for this unit. It is a diagnostic
The pulses of infrared evaluation for them to begin reflecting on how an
light are transformed by a
receiver, which then sends the infographic may help them explain how certain
information to a microprocessor.
machines work. Students get into small groups to
go through the questions.
This information can have different
commands, such as Turn On / Off or
Volume Up.
A remote control is a Time to Read! Stephanie’s New Camera
type of transmitter that
erm 2
sends pulses of infrared
Term
light. It’s necessary to point a remote
In Unit 6, students will be able to discover more
Ter
about a machine, its parts and how it works by
Te
control at the device in order to send
1. Compare the infographic with the a command, or you can bounce it off
informative text in Activity 1. a reflective surface, such as a mirror. reading the text Stephanie’s New Camera. Draw
Which is easier to understand? Does
the infographic contain similar How Much Do I Know? students’ attention to the title and ask: Do you know
information to the text in Activity 1?
Is it written in the same way?
Discuss the questions. what a camera is? Have you used one? Do you think
1. Do you know how most machines work?
you can learn how to use one after reading the story?
n
2. Discuss the purpose of the images in
2. Do you find it easy to explain how things work?
both texts.
ó
3. Do you like learning about how things work? Elicit answers and then ask students to read the
i
Time
T ime to
to Read!
Read
ad! information in the box to check their predictions.
c
Glossary Tip
Make a chart with days of the week,
u
In this unit, you will read a text called Stephanie’s
from Monday to Sunday. Write one new
New Camera. Jenny and Stephanie love photography.
word from this unit in each column. Once
b
Stephanie just got a new camera and Jenny will
it is ready, practice the words you have
i
explain to her how it works. In this text, you will find
written in each day. Spaced repetition will
information on how to explain the operation of a
r
consolidate words since you are using them
machine. Remember that you will see this icon that
Further Practice
t
constantly. You can erase the words you
shows which pages we suggest you read along the unit.
can remember without problems, and keep
s
writing more in your word calendar.
In order to prepare them for the Social Practice in
i
this unit, you can have students get in pairs and
d
Unit 6 53
make a list of machines they may be familiar with
su
and use every day. If necessary, encourage them to
2 Look at the infographic below and do the look for information in books, magazines, or online.
a
Then, have them try and give a brief explanation
tasks.
i d
(paraphrase) about how they think these machines
Focus students’ attention on the page. Tell them it is
b
work. At the end, you can ask some students to
hi
an infographic and write infographic on the board. present their ideas to the class.
Elicit from students what they would say the elements
rP o
of an infographic are. Do you use few or many images
To conclude the overview of the unit, students can do
in an infographic? Do you find long paragraphs or brief
the following:
information? Discuss as a class, in which situations an
infographic would be useful (to get a quick idea of a 1. Share their views on the topic with the class: How do
topic, to summarize and present information clearly and they feel about the topic and the Social Practice?
memorable when they study or give a presentation, etc.). 2. Go through the Glossary Tip box with students.
Make sure it is clear how to apply this tip to
Glossary Tip enriching their repertoire of words.
You can tell students that a good way to learn new 3. Help them form teams in which they would like
vocabulary is to keep a list of words plus the date to prepare their Product and make a list of things
they encountered them. They can practice these necessary for each Product Step to be developed.
words each day and use them constantly. Remind You can decide on what your class can do as you
them to consult the Glossary on page 97. know them best; you can also divide the class into
three groups and have each group do one task.
Unit 6 T53
U6_YWC_TGSec2.indd 53 12/21/18 12:20

3 Read the information about infographics. Then discuss the advantages and
disadvantages of using them.
Teaching Guidelines
Establish a relation between texts and images. d!

to Re ead
Time to
Ti
pp. 65-67
It only takes 150
Humans are visual milliseconds
creatures. 70% of to process
Poster 6 your sensory receptors
are in your eyes.
information and
attach meaning
to it.
To begin the class and show students a different
Keep in mind that On the Internet,
example of an infographic, display Poster 6. Ask in order to make people only read
an infographic, 28% of the words
them how many elements of an infographic they can you must first do on the page.
Advantages
enough research
detect immediately: a title, images, short texts. You to be able to
compile facts
can have them analyze the poster more deeply: Can
you identify the purpose of the infographic easily?
and information.
This can be done of
Te
Term
T
by going to the
Infographics
er
e
What helps you? Finally, students can work in pairs library or looking Images are more
rm 2
information up on engaging. When there
or small groups, get close to the poster and observe the Internet. is color in a document,
people are more
the structure of the descriptions (headings in bold, willing to read it.
verbs in simple present, symbolic images, etc.) You
can leave the poster on the wall to serve as reference Additionally, Images help clarify
80% of people messages – that
while they are reading Stephanie’s New Camera.
n
remember means a message
information with an image
ó
if there is is clearer to
i
an image understand.
3 Read the information about infographics.
c
attached to it.
Then discuss the advantages and
bu
disadvantages of using them.
r i
It is important for students to reflect on how an
t
4 Use the model of the infographic above to write
how remote controls work in your own words.
s
infographic works and how important visual elements
i
are to convey a message. This way, they will feel
d
54 Unit 6
more confident when they start making their Product.
su
Why are the images the main part of any infographic?
Allow a couple of minutes for students to reflect on
Time to Read! Stephanie’s New Camera
a
the question in pairs or small groups. Then they
d
read the information on the infographic. Encourage pp. 65–67
b i
them to write a list of 2 or 3 advantages and 2 or 3
hi
disadvantages. Monitor and, finally, check as a class. This reading is very useful for students to get
familiar with cameras, its parts and how they
rP o
4 Use the model of the infographic above to operate. Students should remember, that they
write how remote controls work in your own can either use the glossary, guess the meaning
from context or images, or ask a classmate or you
words.
for help. They can read the first three pages as a
Students recall how information is presented in class and then reflect in groups: What are cameras
an infographic (briefly and clearly, using key words). for? Is there any technical word related to cameras
For students to be able to do the task, it might be mentioned? Which one? Do you know what it means?
necessary to recall what a synonym is: a word or Elicit answers and check as a class.
phrase that means exactly or nearly the same as
another word or phrase. To paraphrase information
(to explain it in one’s words), synonyms are very
useful. For example, in the infographic, it says “Keep
in mind that ...” Students could say it differently using
a synonym: “ Remember that...”
You may want to give them another example, or just
allow them to do the task. If it’s possible for them to
use the Internet, it would be worth recommending an
online thesaurus https://www.thesaurus.com/browse/.
If access is not possible, they could use one from a
school library.
T54 Unit 6
U6_YWC_TGSec2.indd 54 12/21/18 12:20

5 Read another informative text about how a calculator works. In your own words,
explain the following points.
1. How numbers are displayed. 2. How numbers are stored. 3. How calculators do math. should not only try to guess the meaning (or look it up
in the Glossary), but also suggest a synonym if possible
Inside a Calculator another register. When you hit the equals key (=), the
When you push a button or key on a calculator,

calculator will perform the chosen operation on the
contents of the two registers and display the result.
(push the button - click on the button).
1
it makes contact with a sensor. A circuit board
How Does a Calculator Do Math?
detects this contact and lights up the appropriate
number on the screen or display. The calculator is Calculators use binary code to do math. Binary  Read a summary of the first paragraph of the
programmed to light up certain lines to create code is made up of the numbers zero and one. A
each number. calculator interprets all our commands in a pattern text. Then discuss the questions.
If you press more numbers, the display will keep of 0s and 1s. Transistors (like little switches) inside
3
showing them until you press one of the operation
keys (such as +, –, x, ÷). When you do this, the
a calculator are turned on or off to create a binary
record of the numbers that we enter. The calculator
Tell students that a summary is a brief statement or
2
calculator stores the number in a small memory
called a register. As you enter a second number, the
reads the binary code of the transistors and then
displays it on the screen in the form of a decimal
restatement of main points. Here they will see a model
circuit board will display it as before and store it in number (0–9).
summary of the first paragraph in the text in Activity
fRead a summary of the first paragraph of the text. Then discuss the questions.
5. Ask students to scan the notes and say which
text they refer to. Tell students to work individually
and read the information carefully to complete the
Notes: Paragraph 1
erm 2
Summary
task. Then ask them to work in pairs to discuss the
Push button – makes
Term
contact with sensor. When you press a questions. Monitor and provide help as necessary.
Ter
button, it makes contact
Te
with a sensor. Then a Finally, check as a class. You can go further and
Circuit board – lights up circuit board lights up the
numbers on screen. numbers on the screen. ask students to explain, in their own words, what a
summary is.
1. Do the notes include the most important information in the first paragraph in Activity 5?
 Write notes and paraphrase the rest of the

2. A summary contains the most important information about a text. Is the summary above
n
complete and clear?
text in Activity 5.
ó
Paraphrasing is using your own words to express someone else’s message or idea. When we
i
paraphrase, we must be careful to maintain the ideas and meaning of the original source.
Encourage students to work in pairs and complete the
c
When you paraphrase, remember these tips:
• Read the original text two or three times until you understand it well.
task in their notebooks, following the model in Activity
u
• Make a list of the main ideas and look for unfamiliar words.
b
• Use the main ideas to rewrite the information you read. 5. Remind them that these notes would be intended
i
• Create sentences using your own words. Use synonyms, too. Remember that a synonym is one of two
r
or more words that have the same or nearly the same meaning in some or all senses. for a summary, so they have to include key ideas from
t
fWrite notes and paraphrase the rest of the text in Activity 5. the text. Encourage them to paraphrase when possible.
s

i
Once they have finished, they share their notes with
d
Unit 6 55
a classmate and give each other feedback to improve
their texts. Finally, have some volunteers share their
su
notes with the rest of the class. Provide general feedback
Teaching Guidelines on how to improve their work.
i d a
Activate previous knowledge. Paraphrase
b
information. Evaluate main ideas and information Further Practice Poster 6
hi
complementing them. If you’d like to give students more practice with
rP o
paraphrasing information on how machines work,
Write "machines", in the middle of the board. You have them look at the poster for Unit 6 again. In
may ask a volunteer to suggest a name of a machine, small groups, let them decide if all the information
or you can have a class vote on which machine you presented is essential, or if it’s possible to leave
want to write about. It should be something students some out. After students have decided, tell them to
know a lot about so that the activity is meaningful. create a summary that contains the most important
Then invite students to create a mini infographic information from the poster. You can have them look
about this machine in their notebooks or on pieces back at the student’s notes on page 55 for reference.
of paper. Once they have finished, they can share Have your students present their summaries to the
their work with another pair or group. If you consider class - they can even vote on the best summary and
appropriate, members of different groups can explain why they chose it.
recreate ther work on the board remind students
5 Read another informative text about how a

calculator works. In your own words, explain
the following points.
If available, show students a calculator and ask: What is
this for? How does it work? If you don’t have one, draw
one on the board. Listen to some ideas. Then students
read the text individually. You can also read it as a class
and point out the highlighted words. This time, they
Unit 6 T55
U6_YWC_TGSec2.indd 55 12/21/18 12:20

6 Use your notes to draw additional lines and add more information about how a
calculator works.
Teaching Guidelines
A processor chip processes the binary
code and converts the information.
Explain technical terms. Paraphrase information.
Order and link ideas in a diagram. Promote
feedback between students.
After the chip does the calculation,
the result appears on the screen.
Poster 6
Students work in pairs and go back to Activity 5 on Each button has a signal.
page 55. They read the text quickly and identify the The signals are in binary code.
technical terms. Ask them which sources they would

use to find their meaning (bilingual and monolingual
Te
Term
Ter
e
ead!
dictionaries, encyclopedias, the Internet, etc.). If you to Re
Time to
rm 2
Ti
pp. 68-70
consider it suitable for further practice, you may

display Poster 6 for students to identify technical
terms useful to describe a camera.
fExchange your infographic with another pair of classmates. Use these questions as a

guide to give them feedback.
n
6 Use your notes to draw additional lines and 1. Is the infographic complete? 2. Is the information clear?
ó
3. Are the technical words used appropriately?
add more information about how a calculator
i
Product Step 1
c
works.
u
Form your Product teams and write a list of machines that you would like to know about
Focus students’ attention to the infographic that how they work. Then choose one and research how it works. You can use the Internet,
b
instruction manuals, encyclopedias or your physics textbooks. Take notes about the
i
describes a calculator. You may want to elicit what they essential information you need to know that you will use later to make your Product.
tr
have learned so far about calculators (if necessary, We can recommend this link for more information on different machines.

https://www.thoughtco.com/six-kinds-of-simple-machines-2699235
s
refer them to page 55). Then tell students that they
i
are going to complete the infographic using the
d
56 Unit 6
information they compiled on page 55. Have them
su
work in pairs to complete the task. Encourage students
to paraphrase and write relevant information, so
They can decide in which teams they will work.
a
that they can have a clear and effective infographic.
d
Encourage them to look at Poster 6, go through the
i
Remind them to use the appropriate technical terms
unit to select a simple machine, or choose any other
b
when appropriate. You can give some examples first,
hi
they find interesting. Have students find information
as it is important to prepare students to develop their
about the machine they chose and make notes as they
Product. Monitor and provide help as necessary.
rP o
did on page 55. If possible, encourage them to visit the
 Exchange your infographic with another pair recommended website. They can also visit the school
of classmates. Use these questions as a guide library or search information in books or magazines, or
to give them feedback. even ask other people.
Just as students have practiced in previous activities,
students will now check their classmates' work and give Time to Read! Stephanie’s New Camera
them feedback on how to to improve. Have students pp. 68–70
work in small groups to complete the task. Monitor
and check. When students have finished, you may Students read pages 68 to 70 as a class and then
want to invite volunteers to the front to share their reflect in groups: Can you explain how a camera works?
corrected infographics. Encourage them to explain Which technical terms about cameras did you find on
what they had to change or add in order to improve these pages? How do images help you understand the
their infographic. process? Elicit answers and check as a class.
Product Step 1
At this point, students have had enough practice
reading and understanding how some machines work,
that they are ready to go through the first step of their
Product.
T56 Unit 6
U6_YWC_TGSec2.indd 56 12/21/18 12:20

7 Read the text. Then use your own words to tell a partner how a blow dryer works.
pairs to complete the task. You may want to give an

1. A blow dryer transforms electrical
energy into convective heat. example before students start. Monitor and provide
2. When electrical energy is supplied to a
motor inside the blow dryer, the motor
help. Next, have pairs share their answers with other
spins a fan. pairs. Finally, check as a class by asking a volunteer
3. The electrical energy also passes
through the thin wire coil of the to go to the front and write the text correctly on the
element, and the element heats up.
4. The movement of the fan draws air board.
through the intake of the blow dryer
and pushes it out of the barrel.
 Read the text again. Then do the tasks
5. The holes in the inlet are covered by a
safety screen that prevents other objects
(such as your hair) from being sucked
below.
into the blow dryer.
6. When the airflow generated by the fan
Tell students they will select and write information
travels over the heating element, the
air heats up.
to use while preparing their infographic in their
Product team. Remind them to pay special attention
to spelling and punctuation, as well as to text order.
erm 2
fRead the notes a student wrote to prepare an infographic. Analyze the notes with the help

Term
of the questions below. Finally, have some volunteers share their work with
Ter
the rest of the class. Provide feedback and encourage
Te
Blow dryer
y
students to make the necessary improvements.
the electriciti pawers the motor and 1. Are the words spelled correctly?
this spins a fan. 2. Is the punctuation correct?
The fan generates eir flow 3. Is the information ordered in a logical sequence?
How Am I Doing?
The holes are covered by a safety 4. Can you remove any unnecessary information or
n
screen that prevents your hair add other useful information?
from being sucked. Students should take some time to do their
ó
5. Can you simplify any of the language?
i
evaluation. It is important that they reflect on
c
fRead the text again. Then do the tasks below.

How Am I Doing? the strategies that will enable them to make
u
1. Write notes on the essential information to Discuss the questions.
prepare an infographic about how a blow an infographic. Ask students to work in pairs
b
1. Why are infographics useful?
i
dryer works.
2. Where can you find information and answer the questions. As further practice,
r
2. Paraphrase your notes to use them to make an infographic?
encourage them to say if they have seen
t
in an infographic. Check spelling, punctuation 3. What is paraphrasing?
and logical order of information.
s
infographics in their every day lives (on the street,
i
at the market, in magazines, etc.).
d
Unit 6 57
su
Teaching Guidelines Further Practice
d a
Have students look at page 68 in their Reader again.
i
In pairs, students will write notes about how a camera
b
Read to check spelling and punctuation. Edit texts.
hi
works. Once they have finished writing their notes, they
Develop final versions.
will exchange them with another group. Now, students
rP o
must edit their classmates’ notes - be sure to have them
7 Read the text. Then use your own words to tell pay attention to spelling and punctuation. After that,
a partner how a blow dryer works. students will create a final version of their notes that
Ask students to read the text. Encourage them to say they can use to paraphrase how a camera works.
what a blow dryer is and if they have used one. If
necessary, have them look at the picture and infer
the use of that machine by analyzing how its name
is formed (blow and dryer). Students work in pairs
to to read the text in the infographic. Is it easy to
understand? Which words could they replace by
synonyms? They should tell each other how a blow
dryer works using a thesaurus if possible or asking
you or their peers for help.
 Read the notes a student wrote to prepare

an infographic. Analyze the notes with the
help of the questions below.
Remind students that in order for information to be
clear, spelling and punctuation should be correct.
Also, encourage students to say if texts in infographics
are wordy or precise. Then ask students to work in
Unit 6 T57
U6_YWC_TGSec2.indd 57 12/21/18 12:20

8 Compete the infographic with the information you wrote. Draw the missing pictures.
Teaching Guidelines
Establish relation between texts and images. Change

and add information. Paraphrase information.
Develop final versions.

pp. 71–73
Encourage students to summarize what they have
Te
Term
Ter
e
learned about the use of a camera and its parts
rm 2
through the story. Remind them to check pages
68-70 if they want to remember all the important
details. Then students read pages 71 to 73 as a
class. Then reflect in groups: Which other important
n
functions does a camera have? Could you explain what to Re ead!
Time to
Ti
ó
the icons mean? (Have them point at the icons on page pp. 71-73
i
Product Step 2
71 and explain their meaning). What should you do if
c
Get together in your Product teams. Use your notes and the information you have researched to
you want to take a picture of an animal running? What
u
plan your infographic. Remember to paraphrase your ideas. Decide on the graphic resources you
are going to use in your infographic. You can draw pictures, use magazine cutouts, etc. When you
b
is a closeup? Elicit answers and check as a class. are ready, make a clean version of the infographic. You can show it to an adult to make sure the
i
information is clear.
tr
If you have access to Internet, you can go online to review different infographics

8 Complete the infographic with the information to get more ideas.
s
https://www.pinterest.com.mx/lybberte/infographics-student-examples/?lp=true
i
you wrote. Draw the missing pictures.
d
58 Unit 6
Write “blow dryer” on the board. Ask students if
su
they remember what this word refers to (a machine
they learned about in the last session). Elicit what parts
a
a blow dryer has; if necessary, refer students to the Product Step 2
i d
picture in Activity 7. Now encourage them to take Students are now ready to do Step 2 of their Product.
b
out the notes they wrote for the last activity on page In Step 1, they selected a machine and researched
hi
57. Ask them to read their notes and explain to a information to describe its parts and how it works. Now
classmate how a blow dryer works. Once they have students can use their notes to make their infographic.
rP o
reviewed the information they complete the task with Remember to put up Poster 6 for students to be
the same pair. Tell them to use their notes. You may exposed to some models. If possible, they can go online
want to recall as a class what the characteristics of an and get some more inspiration for their infographic.
infographic are (the information should be organized, They should make a draft of the infographic first on
clear, relevant and brief, and the pictures should illustrate a piece of paper. Then they should go through their
the information clearly). Have them check other notes and write the steps to add to their infographic.
infographics they have used throughout the unit or They make sure the steps are written correctly and
put up Poster 6 for them to see how the information that they explain how their machine works while using
is paraphrased and organized, and how pictures are clear and short sentences. Once they have agreed
related to the information. Monitor and provide help on the text, they can draw the final version and add
if necessary. When students have finished, tell them to the illustrations. Encourage them to be as creative as
work in pairs and share their work. Encourage them possible so that their infographics can be useful for
to give each other feedback to improve clarity, as well others to learn about how each machine works.
and punctuation and spelling. Tell them to make the
necessary changes.
T58 Unit 6
U6_YWC_TGSec2.indd 58 12/21/18 12:20

Product Step 3
ad
ead !
to Re
Time to
Ti
p. 74
1. Take a few minutes to rehearse the presentation with your team.
2. Be ready to answer any questions from your classmates. If possible, bring the machine
you described in your infographic to demonstrate how it works.
3. While presenting, speak clearly and confidently.
Product Step 3
4. When your peers are presenting, listen carefully and take notes to give them feedback. Before students present their infographics, they should
5. Give and accept feedback respectfully.
6. If possible, display your work around the school for other students to learn about
take a few minutes to rehearse presenting them. It
different machines. is important that they decide who is going to say
which part. If they have brought the machine, they
Self-evaluation should make sure everything is ready to make it work.
For this anecdotal record, reflect on your infographic and your presentation. Remind them to breathe deeply before speaking and
Write your conclusions.
to speak slowly and clearly. Their peers should listen
1. Information about my team and our infographic.
respectfully and take notes, so that they are able to
• The number of classmates in my team was...
give feedback. The most original and well-prepared
• The machine we talked about in the infographic was...
infographics can be displayed around the school so
erm 2
Term
2. Comments about our infographic.
that other classes can see them.
Ter
Te
• The clarity of our infographic was...
• The explanation of our infographic was... Self-evaluation

• The main strength of our presentation was... Students will evaluate their own performance
• The main strength of our infographic was... according to the rubrics in the self-evaluation chart.
n
• The things we need to improve on are... You could read through the chart with the class before
i ó
• The easiest thing to do in our infographic was... they begin to make sure everyone understands the
c
• The most difficult thing to do in our infographic was...
questions. Students should work by themselves to
u
answer the questions and then they can compare and
b
If you think your infographic or presentation were not clear enough, keep in mind
i
that you can always ask your classmates to tell you what you can do to improve.
discuss their performance in the same small groups
r
Asking your teacher is a great idea, too. in which they shared and created their infographic.
s t
Students could hold a class discussion at the end to
i
think what they can do next time to improve.
d
Unit 6 59
Assessment
su
Teaching Guidelines
a
i d
Establish relation between texts and images. Change
b
and add information. Paraphrase information.
hi
Explain technical terms. Paraphrase information. p. 74
rP o
Develop final versions. To finalize the unit, you may want to wrap up the
class by asking students to do the activities on
page 74 of their Reader. It will be a good way to
continue helping students get familiarized with how
Poster 6
machines work. They can do the activity in groups.
Remind students they have been learning about Encourage them to visit the school or local library
cameras in the story Stephanie’s New Camera. Put or visit the links to the further reading.
up Poster 6 and ask students to explore it and say
what new information regarding camera functions
it provides. Then have them work in pairs to explain
to each other what icons they see in the poster and
what camera functions they represent. Ask them if
they think the icons are clear enough or how they
would improve them.
Unit 6 T59
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7 Sharing Personal Experiences
Social Practice: Comment own and others’ Achievements:
experiences in a conversation. • Listen and revise conversations about personal experiences.
Sharing Personal Experiences Communicative Activities: Exchanges associated

with information of oneself and others
• Understand general sense, main ideas and details.
• Share personal experiences in a conversation.
Reader: The Anne of My Dream
1 Look at the pictures and discuss the questions as a class.

Social Practice: Comment own and others’
experiences in a conversation.
Communicative Activities: Exchanges associated
with information of one self and others
Achievements: Listen and revise conversations
Te
Term
T
about personal experiences. Understand general
er
e rm 2
sense, main ideas and details. Share personal
experiences in a conversation.
Reader: The Anne of My Dream
1. What are they celebrating?
n
2. How are they celebrating?
ó
3. How do you celebrate this occasion?
i
Encourage students to take a look at the chart at the
c
2 Listen to the phone conversation and explain how Alan’s celebration is
top of the page and discuss its contents with them. In different from or similar to the way you celebrate. 13
u
this unit, students will be exchanging anecdotes with
b
f Listen again and analyze Sara’s and Alan’s reactions. 13
i
their classmates, having as models several examples 1. What is Alan’s reaction when Sara says ”Happy Birthday“?
r
2. How does Sara feel about forgetting Alan’s birthday?
t
in the book. These first activities and pictures will 3. How does Alan feel about his party?
s
serve as an engaging introduction to the topic, since
i
it is likely that all your students have celebrated their 60 Unit 7
d
birthdays somehow or have gone to some of their
su
friends’ parties. By the end of the unit, students will
be able to give details of the personal experiences track once or twice and have students take notes if
a
they share, but they might actually try to do this from necessary. Then, encourage students to tell you the
i d
the start. You can prompt them to speak by asking characteristics of Alan’s celebration, and write some
b
questions such as: When was the last time you went to a key words on the board. You can ask some students
hi
party? What was the occasion? Where did this party take to compare their own birthdays to Alan’s. Help them
place? Who was there?
rP o
with any vocabulary problems.
1 Look at the pictures and discuss the  Listen again and analyze Sara’s and Alan’s
questions as a class. reactions. 13
Invite students to look at the pictures and describe Have them read the instructions and questions in
what they see in them. Ask them to say what they pairs, to prepare before the listening. Encourage them
all have in common. Then, you can have volunteers to remember the answers to the questions from the
read the questions, one by one, and have a group previous listening but let them know that you will
discussion. You can also write the word birthday on the play the track again. Elicit some answers from the
board and make a mind map with all the words and class. To carry on speaking, you could ask students
ideas students come up with. Alternatively, they can how they would feel in Sara’s or Alan’s place.
be the ones coming to the board to complete the mind
map. For the third question (How do you celebrate this
occasion?) you can ask students to share with the class
what they did in their last birthday, specifically.
2 Listen to the phone conversation and explain

how Alan’s celebration is different from or
similar to the way you celebrate. 13
Tell students that they will now listen to Alan talk
about his birthday experience with Sara. Play the
T60 Unit 7
U7_YWC_TGSec2.indd 60 12/21/18 12:21

the rest of the class. You could also divide the board in
3 There are important differences between a phone conversation and a face-to-face
conversation. Mark (✔) the characteristics of each one. two sections and make a mark for each classmate who
Words Visuals Voice Face
Body
Presence prefers a certain type of interaction.
language
Face to face
Telephone How Much Do I Know?
f Reflect on how you prefer to share your anecdotes, In this section, students will put to the test their
face-to-face or over the phone.
previous knowledge related to the Social Practice
of this unit, which is commenting personal
experiences in a conversation. To start, you could
ask a volunteer to read the questions in the
How Much Do I Know? box. Elicit the definition of
anecdote and have students discuss the questions.
erm 2
Then, elicit some opinions from them.
Term
Ter
Te
How Much Do I Know?
Discuss the questions and share your answers. Time to Read! The Anne of My Dreams
1. Do you usually share anecdotes?
2. What kind of situations do you share?
3. Who do you share them with?
Remind students that, as in every unit, they will be
n
4. What other ways do you use to share anecdotes?
reading a text that will complement the activities
i ó
Glossary Tip in this book. This time, the story will be The Anne
c
If you find a word you don’t understand,
Time
T ime to
to Read!
Read! asking your teacher is always a good of My Dreams. You can mention that they will read
u
option. However, always make sure to
In this unit, you will read a text called The Anne ask for the definition and an example. a conversation between a young girl and a very
b
of My Dream. After reading Anne Frank’s Diary, a Learning a definition helps you think
i
girl dreams of Anne, who shares her experiences
through a very interesting conversation. Remember
in English instead of translating. famous Anne, who will be sharing her story. You
r
Throughout this unit, there are some
that you will see this icon that shows which highlighted words that are defined in could ask students to brainstorm all the “Anne’s”
t
pages we suggest you read along the unit. the Glossary at the back of the book.
s
they know or, depending on your context, ask them
i
Unit 7 61 who Anne Frank was and if they have read her diary.
Teaching Guidelines
su d
Glossary Tip
a
Remind students that throughout their journey
d
learning English they will find words they will not
i
Listen and revise conversations about personal
b
know the meaning of, but this should not stop them.
experiences.
hi
Ask them to read the Glossary Tip and look for the
words they do not know in their book’s Glossary or in
rP o
3 There are important differences between a monolingual dictionary.
a phone conversation and a face-to-face
conversation. Mark (✓) the characteristics of
each one. Further Practice
Have a volunteer read the contents of the chart aloud To provide students with some initial practice sharing
and elicit the definitions or a brief explanation of the personal anecdotes, you can ask them to think of a
concepts in it from your class. Give students some memorable situation or experience they can share with
time to check the appropriate boxes and elicit the their classmates. Then, you can ask them to take some
correct answers from the class. notes that they can use when they share the anecdote.
 Reflect on how you prefer to share your Yet, encourage them not to write complete sentences
as they may end up reading them aloud and that’s not
anecdotes, face-to-face or over the phone.
the point. With the notes, ask students to get together
You can rearrange the class so that a pair gets together in groups of three or four to share the anecdotes.
with another one. Invite students to discuss their You can demonstrate the activity with one group
preferences. Remind them that they should give reasons encouraging those listening to you to show interest and
for their opinions. You could offer an example: I prefer ask questions when relevant. While students work in
sharing my anecdotes over the phone if I do not know the groups, go around the classroom and monitor them.
person well because I get nervous and my body language You can assist them whenever necessary.
shows it! Once enough time has passed, you might have
a member of each team share their conclusions with
Unit 7 T61
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4 Look at the pictures and answer the questions.
Teaching Guidelines
Analyze use of connectors to link ideas. Contrast

sequences of enunciation.
4 Look at the pictures and answer the

questions.
Ask students to analyze the pictures and questions
on their own for a while. Then, get them in teams 1. What dates or occasions do you celebrate at school?
to have them discuss their thoughts. You can ask 2. Do you usually have festivals?
students to come up with a list of all the celebrations f Listen and mark (✔) what the anecdote is about. Then discuss the questions. 14
that they have at their school or maybe even in their 1. Students gave each other presents.
Te
Term
Ter
e
2. They participated in a music contest.
communities, such as a parade for a local tradition.
rm 2
3. They organized a craft exhibition.
You could make a complete list together with the • Do you think this type of events are interesting, exciting, challenging, etc.? to Re
Tiime to
d!
ead
pp. 75-78
ideas from everyone in the class. • Would you like to participate in one?
 Listen and mark (✓) what the anecdote is When sharing an anecdote or participating in a conversation we use time sequencers.
We use time sequencers to say in what order or when things happen.
about. Then discuss the questions. 14
n
When: introduces the first of two actions. / First: introduces the first of a series of actions
(2 or more) / After: introduces the second of two actions. / Then: signals that a new event
ó
is being described. / Finally: marks the end of an event or a progression of actions.
c i
To make this activity easier, you can have them 5 Read some key events of María’s anecdote and identify the purpose of the words in bold.
u
underline the key words in each of the statements and
b
We worked really hard. First, we bought or borrowed some instruments. Then we chose the
focus on these when listening. Play the track and give
i
name for our band, and finally we started rehearsing.
r
them some time to choose an answer. Then, you can f Mark (✔) the function of the words in bold.
t
have them check their answers with a classmate. Still
s
They connect ideas. They describe a sequence. They show time.
i
in pairs, ask students to answer the questions at the 62 Unit 7
d
bottom. For the first one, encourage them to come up
su
with more words to describe these kinds of events or to
talk about one they attended. Then, have them discuss
their reasons for wanting or not to participate in an Time to Read! The Anne of My Dreams
d a
event like the one on the track. Elicit different opinions. pp. 75-78
b i
Language Awareness
hi
We recommend asking students which famous
Direct students’ attention to the note in blue. Tell person they would like to interview. They are going
rP o
them that the information regarding time sequencers to read about a dream about an interview with
will be useful for the next activity and for sharing Anne Frank, a famous girl from the past. You could
their own anecdotes. ask them if they know what important historical
event occurred when Anne Frank was alive (World
5 Read some key events of María’s anecdote War II). Consider reading page 75 out loud and
and identify the purpose of the words in eliciting why they think the author says Anne’s story
bold. is “sad, scary and beautiful.” Students then read
You can ask a volunteer to read the short paragraph pages 76 to 78 of the story.
for the class. Have students work in pairs to discuss
how the words in bold work in the sentences. Refer
them to the note in blue above if they need help.
 Mark (✓) the function of the words in bold.

Give students some time to mark the correct option.
Check the answer together with the class. You might
elicit some other words that have the same function,
such as next, afterwards, in the end, etc.
Answer: They describe a sequence.
T62 Unit 7
U7_YWC_TGSec2.indd 62 12/21/18 12:21

6 Predict what you think happened the day of the contest.
f Listen and check your predictions. Say what happened and how María felt. 15 happened. Tell the class that they will check who got it
f Look at the extract from María’s anecdote. Say what the purpose of the underlined right in the next activity.
words is.
We were very nervous, but we really wanted  Listen and check your predictions. Say what
to win, so we decided to start with a song that
was very popular at the time. Then I realized happened and how María felt. 15
everyone was looking at me, and I just froze...
Play the track and ask students to focus on what
happened and on María’s feelings. Play the track
When telling and anecdote we use words such as like, and, but, or so to join two parts
of sentences. These words can be used to give more information, give reasons, give again if you think it is necessary. Ask some students to
results or give alternatives.
share their answers. Then, you could ask the class: How
would you feel participating in a music contest? Would you
Product Step 1
be nervous, excited, scared, etc.? Why?
In this unit, you will have a conversation to share an anecdote. Think of an anecdote you would
like to share with a classmate. Complete the chart with the details.  Look at the extract from María’s anecdote.
erm 2
Term
Additional details Say what the purpose of the underlined
Ter
Event/occasion When Key events (feelings, people
Te
involved, place, etc.)
words is.
Direct students to the speech bubble. Ask a volunteer
to read the fragment aloud. Have students discuss in
pairs or small teams what they think the underlined
n
words are for. To make this clearer, you can ask
i ó
another student to read the same extract, only this
c
time omitting the underlined words.
bu
Language Awareness
r i
Tell students that it is always important to link ideas
t
using connectors; otherwise, one might end up
i s
Unit 7 63 sounding like a robot! Encourage them to read the
d
explanation of these connectors in the note in blue.
su
You might further ask them to identify the function of
these words, for example, you could ask them which
Teaching Guidelines
a
word offers an alternative (or), etc.
i d
Anticipate general sense and main ideas. Analyze use
b
of connectors to link ideas. Include details in main Further Practice
hi
ideas, specifying time, place, and way in which the Before students work on the first step of the Product,
rP o
events occurred. you can ask them to take turns saying Maria’s
anecdote. This will help them build some confidence
when sharing personal information (as in this case
Poster 7 they’re not sharing any of their own) and feel more
comfortable. This can be particularly helpful if you
Direct them to the different questions there that
have shy students.
should be answered when telling an anecdote. You
might have a volunteer give you a quick example
of an anecdote answering all these questions.
Alternatively, you can use the poster to set Activity Product Step 1
6: you could ask students to answer those questions This is a great moment for your students to begin
based on María’s anecdote on page 62 to working on the unit’s product, since they already have
recapitulate and predict the details of what might the bases to identify the components of an anecdote.
have happened the day of the contest. Remind them that for the product, they will be having
a conversation in which they share an anecdote of their
6 Predict what you think happened the day of own, so they can start thinking about the one they
the contest. would like to use. Invite them to think of all the details
Organize the class in pairs. Give them some minutes to they would like to include when sharing their anecdote;
discuss the possible outcomes of the music contest María they can use the chart for this purpose. If they cannot
participated in. At the end of the activity, you could have decide on an anecdote yet, allow them to fill in the
some students share their predictions and ask the class chart with a few options.
to vote for the one they think was most likely to have
Unit 7 T63
U7_YWC_TGSec2.indd 63 12/21/18 12:21

How Am I Doing?
Teaching Guidelines 1. Can you identify an anecdote in a conversation?
2. Is it important to keep a logical sequence to describe events? Why?
Value the effect caused by non-verbal language.

7 Listen to the anecdote and read along. 16
Analyze choice of expressions and repertoires used.
Ask questions to get more information and check BILL: Hey, Tom! BILL: Oh, so what happened?
TOM: Hi, Bill! TOM: John scored the first goal,
understanding. Use strategies to give the floor BILL: I heard you made the and then we all started to feel
better. I even scored a goal at
to others. soccer team. Congratulations!
the end.
TOM: Thanks, Bill! I’ve already
played my first game. BILL: And did you win?
BILL: Really? When? TOM: Yes! And what about

you? Are you still in the
How Am I Doing? TOM: Last weekend.
BILL: How was it?
science club?
BILL: Yes, but I’m also going to
TOM: It was fantastic. My try out for the chess team. Oh,
Have students work in pairs to peer-assess their whole family came to watch. I have a class!
I was pretty nervous, but I
TOM: Me, too. Bye!
progress and understanding of the unit’s contents guess we all were.
Te
Term
T
BILL: See you later, Tom!
er
e
so far. Encourage them to not only answer the
rm 2
questions with a yes or no, but rather showing why
they answered that way, for instance, by providing
examples or giving definitions.
n
7 Listen to the anecdote and read along. f Observe the phrases in bold. Underline them using the color code.
ó
Starting a conversation
i
16 Keeping a conversation going
c
Ending a conversation
Tell the class that they will be listening to an anecdote
u
to Re ead!
Time to
Ti
pp. 79-81
as they follow along in their books. Before you play
b
f Discuss the questions as a class.
i
1. How does Tom sound when telling his anecdote?
the track, encourage students to check the Glossary to
r
2. What’s Bill reaction? Is he interested, excited, indifferent?
t
look up the meaning of the highlighted words. Play
s
the track and have students read the conversation.
i
64 Unit 7
d
You might ask some volunteers to role play the
dialogue placing emphasis on their pronunciation and
su
intonation. You could also ask some comprehension
questions to check that everyone understood the details Time to Read! The Anne of My Dreams
a
of the conversation.
d
pp. 79-81
i
 Observe the phrases in bold. Underline them
hi b
using the color code. You could have students answer the following
questions before continuing the story: Who
rP o
Invite students to work with a classmate for this part
was Hitler? Who were the Nazis and who did they
of the activity. Have them identify all the phrases in
persecute? Why did Anne and her sister have to leave
bold in the conversation and underline them according
school? Students should read pages 79 to 81. Anne
to the part of a conversation in which they are used.
was now living in the Annex. You might want to
Check the answers as a group. You can then encourage
ask what life for Anne and her family was like there.
students to share other phrases that they know to start
Students can discuss in groups what they think
a conversation, keep it going, or end it.
about Anne’s life in the Annex and how she must
 Discuss the questions as a class. have felt. They can talk about how writing a diary
Ask two students to read the questions. Elicit some helped her feel less lonely.
answers from the class. Remind them to justify their
thoughts. You can encourage them to keep discussing
by asking: Is the tone of voice important to keep the
interest of the listener in an anecdote? How else can you
keep your listener’s attention?
T64 Unit 7
U7_YWC_TGSec2.indd 64 12/21/18 12:21

It can be difficult to keep a conversation going. Even if you understand what the other
person is saying, you may not know how to answer or ask for more information. Here are
some useful phrases you can use when it's your turn to speak. meaning of the highlighted word. Then, have them
Showing interest in what the Showing How you feel about share with a partner the information they got from
Greeting
person is saying what you hear
Hello / Hi / What's up? / How Right /Sure /Really? / How awful! / You are joking!
the text. You can encourage them to discuss not only
are you? / Fine, thanks. And Lucky you! / Oh, no! / What a pity! / what it was about, but also how they people in the
you? / Not bad. That sounds great!/
Oh, fantastic! conversation felt and what expressions they used to
Give an opinion when asked Looking for words Ending a conversation show this.
Sorry? I didn’t get that. / I’m Well, let’s see…/ Ok / Bye now. / I have to run! /
sorry, could you repeat that?
/ I really don’t understand.
So, what I was saying.../ Um. Talk to you later / I’ll call you
later.
 Look back at the dialogue and underline the
information you can change to make up a
new anecdote.
8 Read the conversation and discuss with a classmate what the anecdote is about.
Have students keep working in pairs to underline
OSCAR: Sam, what are you going to do SAM: Not really. It was boring, and the the details or expressions that could be changed in
erm 2
on your birthday? power went out for an hour so there
was no music. the dialogue to make up a new anecdote. Let them
Term
SAM: I don’t know yet. I want to do
something different from last year. OSCAR: You’re joking. realize that they can even modify the event. Invite
Ter
Te
OSCAR: What did you do last year? SAM: No, I’m telling you. After a
SAM: I had a party at my cousin’s house. while everybody left! them to come up with ideas to replace the things they
OSCAR: Really? Was it good? OSCAR: What a pity!
underlined.
 Practice your conversation with your
f Look back at the dialogue and underline the information you can change to make up
classmate. Remember you can use useful
n
a new anecdote.
phrases to show interest.
ó
f Practice your conversation with your classmates. Remember you can use useful phrases
i
to show interest.
Once students have decided what they want to
c
change in the conversation above, encourage them
u
Product Step 2
b
In Step 1 you chose an anecdote to share with your classmate. Now, prepare a list of questions to practice talking about this new anecdote with
i
you may ask your classmate during the conversation when sharing anecdotes. The questions or
their partner. Instead of reading their conversation,
r
phrases you learned will help you keep the conversation going.
t
invite them to try to make it flow naturally, using the
i s
expressions they have already seen to keep it going.
Unit 7 65
d
You can have some volunteers come to the front and
share their conversations with the whole class, which
su
can then give constructive feedback.
Teaching Guidelines
i d a
Ask questions about how the ideas and people can Product Step 2
b
be represented in different ways. Analyze choice of After having done Step 1 of the product, students will
hi
expressions and repertoires used. Ask questions to be more familiar with the kind of information that
get more information and check understanding.
rP o
they are going to share and, therefore, the one they
Use strategies to emphasize the meaning. will be listening to as well. For this part of the product,
encourage students to think of questions that they
Language Awareness could ask their partners to show interest in what they
Direct students to the chart with different phrases are saying. Remind them that they might want to
to use in a conversation, particularly when sharing know more details or how their classmate felt while the
or listening to anecdotes. Let them know that it is event he or she describes happened. Invite them to go
important to be respectful and show interest in what through the unit to get some ideas of what they could
the other person is saying. Asking further questions ask. Once they have their lists of questions ready, you
shows that the listener is paying attention and cares might ask them to share them and complement them
about what is being said. They can also share how with ideas from their classmates.
they feel about what they hear by using expressions
to show surprise, empathy, etc. Ask some volunteers
to read the contents of the chart and elicit more
examples for each box.
8 Read the conversation and discuss with a

classmate what the anecdote is about.
Ask students to read the anecdote individually.

Remind them to check their Glossary to look up the
Unit 7 T65
U7_YWC_TGSec2.indd 65 12/21/18 12:21

9 Listen to an anecdote and complete the mind map. Then compare with a
classmate.
Teaching Guidelines 17
Where? When? What happened first?
Anticipate general sense and main ideas. Analyze use

of connectors to link ideas. Compose statements and
sort them into a sequence. Include details in main
ideas, specifying time, place, and way in which the
Telling an
events occurred anecdote
How did What happened
people feel? at the end?
Who?
Poster 7
Ask students to remind you of the contents of Poster
7 and display it for the class. Let them know that it is
Te
Term
T
important to tell anecdotes in the correct verb tense;
er
e
As you know, an anecdote is an account of an event that has already happened. When
rm 2
otherwise, the story might become confusing. Draw we tell anecdotes, we usually narrate them in the past. The simple past allows us to
describe actions that took place at a specific time in the past.
students’ attention on the question When? and ask:
What do all these possibilities have in common? Elicit f Look at the extracts from the conversation in Activity 9. Then Identify and underline
the past events of the anecdote.
that all anecdotes happen in the past, so that is the
After we went to bed, in the We were terrified, but finally We laughed a lot and then
tense they should be using. Give a time setting and middle of the night, Lisa we told each other to be went back to bed. But we
n
woke me up. She told me she brave and check it out. We had to get up just a few
ask random students to share an anecdote with the
ó
could hear footsteps. took a flashlight and opened hours later to pack, so we
i
the door. hardly slept that night.
class of something that happened then. For example,
c
if you say last month, a student might say: Last month
u
Product Step 3
I had an English test and got a 10!
i b
Look back at Step 1. Organize the information of your anecdote
r
in a mind map, like the one in Activity 9. Remember to include
9 Listen to an anecdote and complete the mind
t
the relevant past events and words to connect ideas.
s
map. Then compare with a classmate.
i
66 Unit 7
d
17
su
Ask students to look at the mind map carefully to
know the information they are going to need to fill it
 Look at the extracts from the conversation
a
in. Have them realize that these questions are quite
in Activity 9. Then identify and underline the
d
similar from the ones on Poster 7. You could play the
i
track once and have them get together in pairs to past events of the anecdote.
hi b
complement each other’s mind maps. Alternatively, Before starting this activity, you could ask students
you can play the track twice so that everyone gets what they remember from the anecdote in Activity
rP o
a chance to fill in their own maps and only then 9. After they share some ideas, have them read the
compare these with a partner. To check, you could extracts from the conversation. You can ask them to
draw the map on the board for students to come to it work individually and then check with a partner if they
and fill it there. underlined all the past events mentioned there. Do not
Language Awareness forget to direct them to their Glossary in case they want
to look up the meaning of the highlighted words.
Invite students to read the information in blue. Elicit
the importance of knowing how to conjugate verbs
in the simple past to share an anecdote. To practice
Product Step 3
these, you might do a game-like, yet meaningful,
Tell students that they are closer to presenting their
activity in which you say a verb in simple form and
products, so they should organize their anecdotes
encourage students to share a very brief anecdotical
better. For this purpose, encourage them to go back
sentence with it, for which they will have to use
to the chart they completed in Step 1. If they had not
the past. For example, if you say eat, students can
decided on an anecdote yet, tell them that now is the
say something like Last weekend, I ate two whole
moment to choose one. Based on the information they
hamburgers and felt terrible afterwards! You can throw
wrote on the chart, encourage them to create a mind
a small ball to a student for him/her to answer and
map similar to the one in Activity 9 on this page. Yet,
throw the ball again to someone who will have to
do not limit their creativity! Encourage them to add
use the same verb. After three or four students have
other categories to their maps if they wish. Monitor to
participated, you can change the verb.
check that they are using the appropriate verbs and
linking words in their mind maps.
T66 Unit 7
U7_YWC_TGSec2.indd 66 12/21/18 12:21

Product Step 4
• Review the information from Step 3. Self-evaluation

• Get ready for the conversation to share
your anecdote with your classmate. The observation guide that is part of this self-
• Remember to look at the questions you
prepared in Step 2.
to Re
Time to
Ti
pp. 82-86
ad!
ead evaluation activity will help students realize the
• Work with your classmate and carry strengths and areas of opportunity that their partners
out your conversation.
have when carrying out a conversation, which will
Self-evaluation
also help them reflect on their own. Furthermore,
students will become aware of how much of a good
In this observation guide, write what your classmate said when sharing his or
her anecdote. listener they are. They should fill the guide with the
Classmate’s name:
information provided by their classmates. If they
My classmate’s anecdote was about:
are unable to answer something, remind them that
When did my classmate’s anecdote happen? they are already familiar with some expressions to
The phrase he/she used to start the anecdote was: ask for clarification or repetition. At the end, have
erm 2
My classmate used the sequence words:
students read the recommendations below. The idea
Term
The phrase(s) he/she used to keep the conversation going were:
Ter
is that students help each other improve by sharing
Te
The phrase(s) he/she used when he/she didn’t understand were: constructive feedback.
To show how he/she felt, he/she said:
He/She ended the conversation with the phrase:
Time to Read! The Anne of My Dreams
pp. 82-86
n
He/She can improve on:
ó
If you had trouble identifying what the anecdote was about or the expressions
i
your classmate used, you could ask him or her to help you review them once more.
Before reading, you could ask if anyone knows
c
Going over the unit again is also a good option.
what happened to Anne Frank. Students then
u
If your classmate had troubles sharing the anecdote correctly or using the correct
expressions, you could help him or her this time. Don’t forget that you can also
read pages 82 to 85 and see if they were right. We
b
ask your teacher to help both of you.
i
suggest that you ask students to form groups and
tr
answer the following questions: Do you think that
s
Anne was brave? Does anyone in the class keep a diary?
i
Unit 7 67
d
What do you do when you feel sad, scared or lonely?
One member of each group could write down the
su
responses and report them back to the rest of the
Teaching Guidelines class. Finally, you could ask students to read the
a
After Reading task on page 86 and keep a diary
i d
Include details in main ideas, specifying time, place, for two weeks. They could report back to the class
b
and way in which the events occurred. ask questions about how easy or hard it was and whether they
hi
to get more information and check understanding. would like to continue.
rP o
Use strategies to give the floor to others. Generate
alternatives to share identical experiences to different Assessment
people. Express personal experiences using direct and Remember that you can use Assessment 7 on page
indirect speech. T108 to assess your students’ performance in this unit.
Term Assessment
Now you can also use Assessment Term 2 on pages
Product Step 4 T116-T119 to assess students’ performance in this term.
Have students gather all the information they have
compiled throughout the unit to present their products.
Set the class in pairs or have them choose the person
they want to work with. Motivate shy students to
participate; make them feel that your class is a safe
place. Once the pairs are ready, encourage students to
begin their conversations, using the expressions they
have learned and the anecdote they chose in Step
3. Remind them to take a look at the list of questions
they wrote in Step 2 in order to keep the conversation
going, show interest, and obtain more details from
their partners’ anecdotes.
Unit 7 T67
U7_YWC_TGSec2.indd 67 12/21/18 12:21

8 Comparing Cultural Aspects
Term 3: Unit 8 Social Practice: Read short literary
ry e
essays
ssay
ssayss in
in o
order
rder
rd
der tto
o Achievements:
A chi
hievem
hi mentts:
contrast cultural aspects. • Review short literary essays.
Comparing Cultural Aspects Communicative Activities: Understanding oneself

and others
Product: A comparative chart
• Read and understand general meaning, main ideas and
details of literary essays.
• Describe and compare cultural aspects.
Reader: Market Day
1 Read the title of the essay and predict what it is about.

Two Countries Divided by
Social Practice: Read short literary essays in order to a Common Language
contrast cultural aspects.
A t ¿rst glance, it might seem that the US and the UK have a lot in common:
Introduction
they share a language and several centuries of history. However, after almost
250 years apart, each of the cultures has become unique. Let me tell you about my
Communicative Activities: Understanding oneself experience. I am American, and I came to live in England with my family two years ago
because my father started working at London University. It was surprising to discover that
and others there are a lot of cultural differences.
The ¿rst thing I noticed was the language. In the UK, they drive on the left side of the road.
Achievements: Review short literary essays. Review On one hand they speak the same language; on It is quite strange for those not used to it, and can
the other hand, their accents differ and they use be dangerous when crossing the road. Always
and understand general meaning, main ideas, and different words from us. For example, they don’t remember that the traf¿c comes from the other
say elevator, they say lift, a taxi is a cab and direction!
details of literary essays. Describe and compare French fries are chips (and chips are crisps!). Another thing is the sports. They call soccer
Body
Body
Some people say that British English is more football and it makes much more sense – you kick
cultural aspects. elegant and polite, but they would be surprised to the ball with your foot! They play rugby (I got on
discover that there are many different accents in the team last week!) and cricket, but that is more
the UK – people in the North of England sound boring than anything.
Product: A comparative chart very different from people in the South, and And ¿nally, the TV shows are great! They have
people from Scotland are almost impossible for stuff from all over the world – unlike us who love
Reader: Market Day me to understand! our American shows the most!
n
As you can see, even though both countries share the same language, they are actually quite different.
ó
Te
Term
Ter
e rm 3 Conclusion
i
The first two pages of the unit have as an objective
c
f Read the essay and check your predictions. Then
to show students what they will be expected to discuss the questions and justify the answers.
u
1. What is the topic the author discusses in the essay?
achieve by the end of it. It is important that students
i b
2. What’s the author’s tone: funny or serious?
understand that throughout the unit, they will follow
r
3. What kind of information can you find in the first paragraph?
t
4. What aspects are discussed in the body of the essay?
several steps to make a comparative chart to describe
s
5. Do you agree with the author’s conclusion?
i
and compare cultural aspects. In order to spark
68 Unit 8
d
interest in the topic, you might want to ask them
some questions such as:
su
1. Have you ever visited another country? If you
haven’t, would you like to? students take turns reading different sections. Then
a
check the questions together as a class. Monitor their
d
2. Which countries do you know? Would you like to
bi i
comprehension by asking several students the answer
visit any?
to the same question. You can also encourage them to
3. How are these countries you mentioned similar or
h
reread the text if they didn’t understand some parts.
different to Mexico?
o
Answers: 1. Cultural differences between the US and
Pr
1 Read the title of the essay and predict what UK; 2. Serious; 3. A glance at the topic of the text;
4. Key differences between the two cultures;
it is about.
5. Answers will vary.
In order for students to use their previous knowledge
to recognize the topic and purpose of the text, direct
their attention to the flags pictured in the text.
Ask them if they know which countries those flags
represent. Then have them look at the title of the
text and have them guess what they think the text
will be about. As they read, have them focus on the
labels (introduction, body, conclusion) and have them
discuss what each one is. Remind them to look up any
highlighted words in the Glossary on page 100.
f Read the essay and check your predictions.

Then discuss the questions and justify the
answers.
Give students some time to read the text. Walk
around and monitor if necessary. You can also have
T68 Unit 8
U8_YWC_TGSec2.indd 68 12/21/18 12:23

2 Look at the comparative chart and discuss the questions. How Much Do I Know?
TOPIC THE UNITED STATES THE UK
The idea of this section is to activate students’
Sports soccer football, rugby, cricket
Driving on the right side of the road on the left side of the road
TV just American shows shows from all over the world the Social Practice for this unit. It is a diagnostic
Language English English
evaluation for them to begin reflecting on how
1. Does it include all the information from the essay? similar or different the habits presented in the
2. Does it include facts, opinions or both?
3. Is the author’s opinion mentioned?
texts and the ones in their country are. They also
4. Is the information clearly organized? reflect on where they will be able to research the
f Listen to two students presenting the comparative chart in Activity 2 information that they don’t know. You can also
and discuss the questions. 18
1. Do students read the information from the chart exactly as it is?

give them examples of the points listed if students
2. Do they give their opinion about any of the aspects? are not familiar with them.
3. Do they present the information in order?
How Much Do I Know?
Time to Read! Market Day

1. Have you ever read an essay?
2. What was it about?
3. Have you written a comparative chart?
4. Do you think comparative charts can In Unit 8, students will read a text called Market Day,
help you summarize information?
which will help them analyze cultural differences
n
rm 3 between Mexico and England. You can have
i ó
Term
students reflect on the title and ask questions such

er
Time
T ime to
to Read!
Read
ad!
c
as: Do you think other countries have markets like
Te
e
Glossary Tip
T
u
In this unit, you will read a text called Mark
Market
kett
Wrap up your knowledge! When your list of vocabulary
Day. Amanda, a girl from Great Britain, gets
has become long enough, you can create your own Mexico?
b
lost in La Merced. Jorge, a Mexican boy, helps
crossword in your notebook. That way, you will have
i
her find her way to the hotel, and shows her
the chance to have an entertaining review of all the
about Mexican culture. Remember that you
r
new words you jotted down. Throughout this unit,
will see this icon that shows which pages
there are some highlighted words that are defined
t
we suggest you read along the unit.
in the Glossary at the back of the book.
s
Glossary Tip
i
Unit 8 69 A suggested strategy is to create crossword puzzles
d
with words students have seen throughout the course.
su
That way, students will have the chance to not only
2 Look at the comparative chart and discuss have fun, but to review previous vocabulary and
a
concepts. The highlighted words in this unit can be
d
the questions.
i
found in the Glossary on page 100.
Have students look at the chart and identify what it
hi b
is. Let them know that in this case, the comparative
chart is helping them analyze characteristics of
rP o
various cultural aspects, but it can also be used for
comparing and contrasting in general.
f Listen to two students presenting the

comparative chart in Activity 2 and discuss
the questions. 18
Go over the questions first. Play Track 18. Ask students
which additional cultural aspects are different
according to the audio, despite not being present
in the comparative chart. Play the track again if
necessary.
Unit 8 T69
U8_YWC_TGSec2.indd 69 12/21/18 12:23

3 Read the essay about Japan and the
United States. Identify the introduction,
Teaching Guidelines body and conclusion.
Cultural Differences between
Revise short literary essays. Use previous knowledge Japan and the USA
to recognize topic, purpose, and intended J apan is one of the coolest destinations for
Americans, but there are many differences
However, in Japan, people often live with their
parents until they get married.
audience. Read and understand general meaning, between the USA and Japan that can cause
culture shock.
One possible reason is that Japan is a collectivist
culture, but the USA is more individualistic. In
main ideas and details of literary essays. Answer One example is formality. Japanese people are Japan, people generally ¿nd pride and happiness in
generally more formal and less friendly than the group they belong to, for example, their family,
questions about cultural aspects. Americans. For example, in America it is common school, basketball team or the company they work
for strangers to chat in an elevator and for waiters for. This means that loyalty is important and is
to ask about your day and how you are enjoying rewarded. In the USA, people ¿nd satisfaction in
your food. In Japan, strangers don’t usually talk to their own achievements and focus on their own
each other, and good service is formal and discrete. goals and ambitions. They change jobs more often
And in the USA it is important to leave a tip, but because it suits their own goals or plans.
Poster 8 in Japan, people do not tip, it can even be an insult! Of course, there are also many similarities between
Things can be different in the home, too. In the USA, Japan and the USA; both are very modern countries
it is very common for young people to move out of with a lot of technology. And they share food,
Show Poster 8 and have students look at more their parents’ home when they ¿nish school. fashion and entertainment more and more.
examples of cultural aspects. Have them work in pairs

f Look at the photos and mark () the ones that best illustrate the essay.
and take turns describing what they see. They can
also guess which countries each of these festivities
take place in.
3 Read the essay about Japan and the United
n
States. Identify the introduction, body, and
ó
Te
Term
Ter
e rm 3
conclusion.
c i
On the board, write Introduction, body, and conclusion.
u
Ask them to tell you what they are. If they don’t
b
f Read the essay again and discuss the questions below.
!
to Read
Time to
i
Ti
remember, you can write the purpose of each section 1. Why are Japanese considered to be more formal than Americans? pp. 87-90
r
2. Do young people in both countries leave their parents’ house at the same age? Why?
on the board. They can also look back at the essay
t
3. Which other aspects are contrasted in the essay? Which ones would you add?
s
on page 68. This will help students better understand
i
literary essays. Have them read the text and look up 70 Unit 8
d
any highlighted words in the Glossary on page 100.
su
For fast finishers, you can have them compare the
cultural aspects in the text to Mexico.
Time to Read! Market Day pp. 87-91
a
Answers: Intro: paragraph 1; Body: paragraph 2 and
i d
3; Conclusion: paragraph 4. Ask students whether their parents have ever taken
hi b
f Look at the photos and mark (✔) the ones them on a trip they didn’t want to go on. Then
you can ask these questions: How did you feel? Did
that best illustrate the essay.
rP o
you complain about everything or were you open to
Tell students that in order to make the content of an experiencing new things? Students should read pages
essay clearer, it is sometimes necessary to use images. 87 to 91. Invite students to discuss where Amanda
This makes anticipating the topic of the text easier. was from, where she was, what her attitude was
Have them look at the images and decide which ones and what happened to her. You could even ask
represent the contents of the essay best. them if they have ever gotten lost in a strange
f Read the essay again and discuss the place and how they felt.
questions below.
Remind students that it’s important to reread texts
in order to improve their comprehension of them.
Go over the questions listed with students. Then give
them some time to read the text again. At the end,
you can encourage them to share their questions as a
class or write the answers in their notebooks.
T70 Unit 8
U8_YWC_TGSec2.indd 70 12/21/18 12:23

Read about how you can form questions.
Yes / No Questions f Now, prepare two questions about other
• When we have questions that can be answered with a simple “yes” or “no”, do not start with the
person who does the action, start with the action instead: Are you going to the parade? cultural aspects mentioned in the essay.
• When we have can, write it at the beginning of the sentence as well: Can I come too?
Wh- Questions Students will now use the expressions they have
• When we have questions that cannot be answered with “yes” or “no”, start with a question word learned to ask questions about cultural aspects. As
(who, what, which, how, etc): When are you leaving? I’m leaving on Monday.
• If the question word is at the beginning, we do not use do, does or did after the question word. they do this, walk around and help them if necessary.
Who is coming to the parade?
Which bus goes there?
Have them refer back to the Language Awareness
What happened? section or the phrases you wrote on the board for
further practice.
f Now, prepare two questions about other cultural aspects mentioned in the essay.
1. f Take turns asking and answering the

2.
questions you prepared.
f Take turns asking and answering the questions you prepared.
f Reread the essay and check if your answers are complete and correct.
Have students get in pairs. They will now ask and
answer questions about cultural aspects. If they finish
4 In small groups, talk about the cultural aspects mentioned in the essay on page 70
and compare them to Mexico. quickly, you can even have them ask questions about
the other essay at the beginning of the unit.
Product Step 1
In this unit, you will prepare a chart comparing cultural aspects in your country or f Reread the essay and check if your answers
different countries. Get together in teams. Decide on the cultural aspects about different
countries or regions that you would like to know about. Here are some examples: are complete and correct.
n
*Artistic expressions *Language *Traditions *Cuisine *Sports *Costume and dress
rm 3 Students will now check their comprehension by
ó
*Social organization *Etiquette
i
Term
Write 5 questions about the cultural aspect you chose. rereading the essay. You can even have them point
er
c
Check different sources of information to answer the questions and to take notes.
Te
e
out where they found that information in the text.

T
You could also go online and choose a cultural aspect from the links below to help you.
u
https://www.adventureinyou.com/travel-tips/cultural-differences/
b
https://www.whychristmas.com/cultures/
4 In small groups, talk about the cultural
r i
aspects mentioned in the essay on page 70
s t
and compare them to Mexico.
i
Unit 8 71
d
Have students work with a few classmates. If they
feel comfortable, they can try and imitate the
su
comparative chart on page 69. If not, they can just
Teaching Guidelines talk about the differences between the countries – but
a
remind them they will make a comparative chart with
bi i d
Revise short literary essays. Reread information to similar information.
check comprehension. Read and understand general
h
meaning, main ideas and details of literary essays.
o
Answer questions about cultural aspects.
Product Step 1
Pr
Students will now work in groups in order to start
preparing their comparative chart. Refer them to
Poster 8 the chart on page 69 as a model that they can use.
Have students look at Poster 8 again. Have them get You can also elicit different cultural aspects that are
into pairs and talk about the cultural celebrations bound to be different in several countries. They can
that exist in Mexico. Then they can look at the also follow the links provided to help them.
images in the poster and compare how these https://www.adventureinyou.com/travel-tips/
celebrations are similar or different from the ones cultural-differences/
they celebrate. https://www.whychristmas.com/cultures/
Language Awareness
Tell students that they will now ask and answer some
questions about cultural aspects. In order to do this,
it’s important they know how to structure questions
correctly. Review the two types of questions that can
be asked using the present simple: Yes or no questions,
and open questions. Review the information in the
Language Awareness box with them. You can even
write some different types of questions on the board
and have them analyze the structure in groups.
Unit 8 T71
U8_YWC_TGSec2.indd 71 12/21/18 12:23

5 Read the following essay and propose a title for it.
Teaching Guidelines to Re
Time to
ead!
pp. 91-94
Revise short literary essays. Reread information

F or many years, handicraft-making techniques
have passed from generation to generation,
helping to maintain different ways of expression.
modern materials such as yarns and beads
have replaced them.
On the other hand, Olinalá artisans work in
While some of them have remained somehow the State of Guerrero. Famous for their wooden
to check comprehension. Read and understand intact, there are others that have changed and clay crafts covered in lacquer, they have
through the years to meet today's tastes and adapted their motifs in order to keep up with
general meaning, main ideas and details of interests. the interests of today's customers since most
For instance, in Nayarit, Huichol yarn paintings of the population's income depends on the
literary essays. Create images from what has been and bead work are made with symbols and sale of these handicrafts. People in Olinalá
designs that have been preserved through produce a wide variety of products such as
read. Propose titles for descriptions. Describe and generations. They reflect their beliefs about chests, trays, and the famous small lacquered
the origin of the universe and the boxes, whose decorations are based on nature.
compare cultural aspects. appearance of mankind. Additionally, In conclusion, the maintenance and changes to
they include their deities and rituals. the handicrafts only make these pieces of work
A long time ago, these handicrafts richer, since they include the world views of past
5 Read the following essay and propose a title were made of raw materials like clay,
shells and pigments, but nowadays
and current generations.
for it. f Explain why you chose that title for the essay.
f Read the essay again and complete the mind map with a few notes.
Remind students that it’s important for every essay to
have a title. A title allows for the reader to use their Huich ol Olinalá
previous knowledge in order to anticipate the content

Place of origin
of the text. Have them read the text individually and
look up the highlighted words in the Glossary on page Kind of
100. If students can’t think of a name, refer them to the handicraft
previous essays in the unit and how their titles reflect
n
Material used
ó
the content of the texts. Te
Term
Ter
e rm 3
c i
f Explain why you chose that title for the essay. Motifs
i bu
Students will now get in pairs. They should compare Importance of
r
the people who
t
the titles they came up with – additionally, they can made them
i s
talk about which title they think is best, depending on
72 Unit 8
d
how it reflects the main ideas and details of the text.
su
f Read the essay again and complete the mind
map with a few notes.
a
Tell students that mind maps such as the one on this Further Practice
i d
page can help them prepare a comparative chart. Go You can write the words Huichol and Olinalá
b
over the sections with them together and give them time
hi
on the board. Ask students to think about the
to complete the mind map – then ask them how they information they read in the essay on page 72. As
rP o
could use this information to compare and contrast a class, brainstorm what they remember about
cultural aspects between the Huichol and Olinalá. each handicraft and write on the board next to
the corresponding word. Have them work in pairs
Time to Read! Market Day pp. 92-94 afterwards. Each student should ask his or her
classmate Wh-questions using the information on
Students should read pages 92 to 94. You should the board (Where are Huichol handicrafts from? They
ask a few comprehension questions to open the are from Nayarit). Remind students they can always
discussion: Why didn’t Amanda call her parents to go back and look for information in the essay if
come get her? A: She didn’t have roaming on her cell necessary.
phone and she didn’t know the phone number of the
hotel. Who helped her? A: A boy named Jorge. What did
Jorge offer to do before taking her to the hotel? A: He
offered to show her the market.
T72 Unit 8
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Read the following sentences comparing cultural aspects.
* Huichol and Olinalá are both Mexican handicrafts. own on the board in order for students to feel more
* While Huichol uses yarn and beads, Olinalá artisans work with wood and clay.
* Their motifs can be very different. On the one hand, Huichol’s handicrafts have been preserved through comfortable writing their own examples. If you have
generations. On the other hand, Olinala’s have adapted their motifs to today’s interests.
any fast finishers, you can have them write examples
We use both when we want to express that two aspects have something in common.
We use while to contrast two different aspects at the same time. about the other essays they have seen throughout the
We can also use on the one hand and on the other hand as a way of contrasting two different aspects
as well. (“On the one hand” cannot be used alone, we always complete the comparison with “on the other hand.”
unit in order to compare even more cultural aspects.
However, we can use “on the other hand” by itself.)
f Describe the handicrafts in your town or
6 Now, describe and compare both types of handicrafts and write sentences using region. Compare them with those mentioned
the information in the mind map on page 72.
in the essay in Activity 5.
Using the new language, students will now describe
and compare cultural aspects. Have them work in
pairs and walk around and monitor, correcting them
when necessary and helping them check the proper
forms in the Language Awareness box.
How Am I Doing?
f Describe the handicrafts in your town or region. Compare them with those
mentioned in the essay in Activity 5. This is a good moment for students to do the
n
How Am I Doing? rm 3 assessment task individually. This will let them see
ó
To check your progress so far, circle according to the scale. how much they have learned about describing
i
Term
1 - No, I can't do it. 2 - Yes, but with difficulty. 3 - I'm almost there. 4 - Yes, with no problems.
er
c
cultural aspects and how much more they need
Te
e
1. I can recognize the topic of an essay. 1 2 3 4

T
u
2. I can understand the main ideas of an essay. 1 2 3 4
to know before they are ready. In case they have
3. I can ask and answer questions about the topic of an essay. 1 2 3 4
b
questions, they can ask a classmate, you or go
i
4. I can describe and compare cultural aspects in different countries. 1 2 3 4
r
If you still have doubts, look back at previous pages in this unit or ask your teacher. back to the previous pages in the unit to check.
i s t
Unit 8 73
d
Further Practice
su
You may tell students to work in pairs. Have them
Teaching Guidelines reread in turns the sentences they wrote in Activity 6
a
aloud. Each student then should say if the sentence
i d
Contrast cultural aspects with those described in is describing a similarity or a difference between the
b
the text. Create statements to describe cultural handicrafts (Both handicrafts are Mexican. It is describing
hi
aspects. Analyze characteristics of cultural aspects. something they have in common. / While Huichol
rP o
Describe and compare cultural aspects. handicrafts reflect past beliefs, Olinalá handicrafts reflect
modern motifs. It is describing two different aspects.).
Language Awareness
In order for students to successfully make a
comparative chart about cultural aspects, they
need to be aware of certain expressions they can
use while they’re presenting. Refer them to the
Language Awareness box on page 73 and go over
the information with them. You can even have them
practice using the expressions with other essays they
have seen throughout the unit – or even just compare
everyday aspects, such as their classmates, teachers or
neighborhoods.
6 Now, describe and compare both types of

handicrafts and write sentences using the
information in the mind map on page 72.
Using the new phrases they have learned, students
will now write sentences to compare and contrast
cultural aspects. You can write some examples of your
Unit 8 T73
U8_YWC_TGSec2.indd 73 12/21/18 12:23

Product Step 2 to Re ad!
ead
Time to
Ti
pp. 95-96
Teaching Guidelines In Step 1, you collected information about cultural aspects in different regions or countries.
Now, write sentences describing and comparing the cultural aspects.
Contrast cultural aspects with those described in

the text. Create statements to describe cultural
aspects. Analyze characteristics of cultural aspects.
Describe and compare cultural aspects.
A fun way to keep making comparisons and

describing cultural aspects is to read information
about different countries. If possible, bring magazines
and articles so students can read them in order to get
more information. If you can’t, think of other things
students are interested in. Write these topics on the
board and have students come up with different ways Use your sentences to prepare a comparative chart. You can use the one below as a model.
to describe their similarities and differences.
Country or region Country or region
Cultural aspect
______________________ ______________________
Language
n
Product Step 2 Dress
ó
Te
Term
Ter
e rm 3
i
Students go back to the information they gathered Sports
c
in Product Step 1. Now, they will start to write
u
Traditional dance
sentences to compare and contrast cultural aspects
i b
about the places that they have chosen. Refer them
r
back to page 73 in order for them to see which kinds
s t
of expressions they need to use. Walk around and
i
check their progress. After that, have them look at 74 Unit 8
d
the comparative chart at the bottom of page 74. If
su
they do not have enough space, tell them they can
make a similar one in their notebooks and complete
a
it with the necessary information. Further Practice
i d
You can also have students practice making more
b
comparative charts about different cultural aspects
hi
Time to Read! Market Day pp. 95-96
they have seen throughout the unit – or encourage
rP o
them to make a chart about different towns, cities,
Students should finish the story. Invite them to
or places that they know.
compare Amanda’s attitude at the beginning of
the story with her attitude at the end. Then have
students look back at the story and write down the
comparisons Amanda makes between Mexico and
Great Britain (England).
1. In Great Britain they don’t have raspados.
2. In Great Britain the food isn’t spicy. In Mexico they
add chili to almost everything.
3. In Mexico there are many kinds of fruit, but in Great
Britain there are very few.
4. In Great Britain the houses are cool and flowers last
longer. In Mexico the houses are very warm so some
people buy artificial flowers.
5. Jorge is very sweet and kind. The boys in England just
stand and stare at girls.
Finally, ask students if they think Amanda would like
to return to Mexico.
T74 Unit 8
U8_YWC_TGSec2.indd 74 12/21/18 12:23

Product Step 3
You are ready to present your comparative chart. Follow the suggestions below: Self-evaluation
• Check your chart (spelling, punctuation).
• Rehearse the expressions to compare and contrast. It’s time for students to think about what they have
• Take turns presenting. learned and which aspects they need to improve. In
• Remember to always be respectful when talking about other people’s or country’s traditions.
• If possible, bring something that represents one or both countries/regions. order to help students do this, ask them to evaluate
• Give feedback to your classmates when they present their comparative chart. their progress using the checklist. You can go over any
information they might need help with, or refer them
Self-evaluation
to the pages where they can find the information.
Answer the questionnaire about your performance in this unit by marking () the
corresponding box.
Assessment
I can’t do With some Well. Very well.
How well can I… it. problems. Remember that you can use Assessment 8 on page
1. recognize the topic of an essay?
T109 to assess students’ performance of this unit.
2. form questions about a cultural essay?
3. answer questions about a cultural essay?
4. propose a title for a cultural essay?
5. create a comparative chart about

cultural aspects?
6. describe and compare cultural aspects
n
between two regions or countries?
rm 3
i ó
Term
Don't worry if you marked the boxes that correspond to “I can’t do it” or “With some
problems.” Remember that learning is a process. You can always go back to some
er
c
Te
e
pages in your Student's Book for a revision, or ask your teacher for help.
T
tr i bu
i s
Unit 8 75
Teaching Guidelines
su d
i d a
Evaluate performance. Analyze characteristics of
b
cultural aspects. Describe and compare cultural
hi
aspects.
Product Step 3
rP o
Students will now present their comparative chart.
Remind them that the chart is not the only thing
they have to do – they must also be prepared to
present and talk about the information in the chart.
Give them some time to prepare until they’re finally
ready to go up to the front of the class and present
their chart. You can also provide feedback and give
them comments about what they can improve in
the future.
Unit 8 T75
U8_YWC_TGSec2.indd 75 12/21/18 12:23

9 Participating in a Round Table
Social Practice: Discuss points of view to participate Achievements:
in a round table. • Review texts of civics and ethics education and select
Participating in a Round Table Communicative Activities: Exchanges associated

Product: A round table discussion
information.
• Understand general sense and main ideas.
• Discuss points of view by participating in a round table.
Reader: Animal Rights Debate
1 Look at the pictures and select which ones you think represent friendship. Compare
Environment: Academic and Educational with a classmate and justify your answer.
Social Practice: Discuss points of view to participate

in a round table.
with specific purposes.
Achievements: Review texts of civics and ethics
education and select information. Understand 2 Read the article and identify two ideas you agree with, and two that you
disagree with.
general sense and main ideas. Discuss points of view
“A friend is one who knows us, but loves us anyway.” - Jerome Cummings -
by participating in a round table. Teen Friendship • BeČer self-esteem
Friendships are very important during adolescence. • Longer life expectancy
Product: A round table discussion Teen friendships help young people feel a sense • Lower rates of anxiety and depression
• BeČer cognitive function
of acceptance and belonging. Moreover, teenage
Reader: Animal Rights Debate relationships with peers develop compassion, caring and
empathy. We also know that friendships can also have
How Long Does It Take to Make a Friend?
Why do we make friends with some people and not
n
a negative side. But, most of all, they provide a wide others? Scientists* studied how friendships develop.
range of benefits. As a result, they discovered the key to how to make
ó
Te
Term
Ter
e rm 3 The Benefits of Teen Friendship friends in high school—or in any situation.
i
It’s all about time:
The table on this page aims to show students what Social connections, such as teen friendship, promote
c
positive benefits. • 50 hours of time together to
they will be expected to achieve by the end of These include the following: move from acquaintance to casual friend
u
• 90 hours to go from casual friend to friend
• Higher-functioning immune system
this unit. Keep them at ease by explaining that, • More than 200 hours before
b
• Happier, more optimistic outlook you can consider someone your close friend.
i
throughout the unit, they will dig into the topic of
r
(Adapted from https://www.newportacademy.com/resources/empowering-teens/teen-friendships/)
t
civics and ethics education. You might want to go *Hall, J. A. (2018). How many hours does it take to make a friend? Journal of Social and Personal Relationships.
https://doi.org/10.1177/0265407518761225
s
through the table with them or ask them to do it in
i
pairs or small groups. Also, explain that for this unit, 76 Unit 9
d
they will participate in a debate. Tell them they will
su
learn how to participate in a debate step by step.
Remind them they can use what they already learned
a
about public speaking in Unit 5. Poster 9
i d
1 Look at the pictures and select which ones To activate previous knowledge, show students Poster
hi b
you think represent friendship. Compare with 9 and ask them to discuss in groups what they think
the pictures are about. Help them by saying they can
a classmate and justify your answer.
rP o
review the Achievements list on the page to know
To activate previous knowledge and introduce the what the pictures are about (civics, ethics education
topic, have students individually select the pictures and even teen rights). After a few minutes, have them
they think represent friendship. Make sure they all share their ideas in plenary. At this point, accept
understand what the word means. Then have them any answers, as the objective is to activate previous
work in pairs to compare their selection and talk knowledge.
about their answers.
2 Read the article and identify two ideas you

agree with, and two that you disagree with.
Explain that they are going to read an article about teen

friendship. Ask them to carefully read it so that they can
identify two ideas they agree with and two they disagree
with. Have them mark them in the text or write them
down in their notebooks.
T76 Unit 9
U9_YWC_TGSec2.indd 76 12/21/18 12:24

fTell a classmate about the ideas you selected in the previous text. Use the phrases

below to help you.
I agree… I disagree with this because… I think… 3 Listen to a round table discussion and
3 Listen to a round table discussion and answer the questions as a class. 19
answer the questions as a class. 19
1. Who is the moderator? 2. How many participants are there? Have students read the questions. Since the track is
3. Do they all agree with each other?
long, you can play it all complete or you can pause it
fListen to the participants’ comments from the round table. Tell a classmate who you

agree or disagree with. Explain why. 19 several times depending on the level of your students.
RALPH: I think that friends love us
LINDA: Actually, I disagree. I think there
are friends who love us even if they don’t
You can discuss each answer a bit further to check
sincerely if they accept the way
we are. If they don’t like the way
like some things about us. We need to be
flexible and accept people as they are. As
comprehension: What is the role of the moderator? In a
we are, they’re not our friends. long as we respect each other, it’s OK!
debate, would you prefer to be moderator or participant?
Why? Use these and any additional questions to start
PABLO: I think Linda’s right.
Friendship is a relationship of KARLA: I agree with Pablo. I think that a
expanding their knowledge of debates. This will help
trust and concern for each other’s
feelings. If you care about your
good friend loves you with all your good
and bad qualities. But they don’t need
them in the product socialization.
friends, you respect them and to ignore your weaknesses. Real friends
accept them for what they are. can help you improve and become a
better person.
f Listen the participants’ comments from the
round table. Tell a classmate who you agree
CAMILA: I totally agree
with Karla. You should How Much Do I Know? or disagree with. Explain why. 19
help your friends Answer the questions.
correct their mistakes. 1. Have you ever participated in a round table? For this activity you have the option of playing the
2. Why might people have round table
discussions? track again or having students read the comments on
their own to then agree or disagree with the opinion
n
3. Which topics can you discuss if you
participate in a round table? rm 3
ó
given. You can also model the activity by reading
i
Term
Glossary Tip one comment aloud and then stating your position
er
c
Te
e
Sometimes you don’t have much time

Time
T ime to
to Read!
Read! (whether you agree or disagree and why). Make sure
T
u
to write the definition or an example of
a word when you are in class. Once you
In this unit, you will read a text called Animal Rights
students are clear about justifying their answers.
b
found its meaning, write it next to words
Debate, which includes information about the situation
i
that are similar. For example, writing the
of animals in different contexts, such as the zoo or
r
words you already know like happy, cheerful
medical laboratories. In this text you will discuss points
and joyful next to the new word delighted.
t
of view about animal rights. Remember that you will
How Much Do I Know?

This will help you increase your range of
see this icon that shows which pages we suggest you
s
vocabulary by associating new words to
read along the unit.
words you already know.
i
Unit 9 77
d
To continue activating previous knowledge, and
have students reflect on the topic so they can link
su
it to their own lives, have students work in groups
Teaching Guidelines to discuss the three questions in the box. You can
a
also do it in plenary. Have them reflect on the use
i d
Revise texts of Civics and Ethics Education and of a round table discussion, as this will help them
b
select information. Understand general sense and with their Product.
hi
main ideas. Contrast personal points of view with
rP o
main ideas of a text. Think about what you want to
say and how to say it. Time to Read! Animal Rights Debate
f Tell a classmate about the ideas you selected Take some time to introduce this unit’s text in their
Reader, Animal Rights Debate. Explain that the text
in the previous text. Use the phrases below
includes information about the situation of animals
to help you. in different contexts, such as the zoo or medical
Have students share in pairs the ideas they selected laboratories. Explain that they will have to pay
from the text in the previous page. Explain that there special attention to different points of view about
are ways to express agreement and disagreement. animal rights.
Read the phrases and give them some examples so
they know how to use them with their own ideas.
For example, I agree with the idea that friendship helps Glossary Tip
teenagers feel accepted. I agree that friendships are Explain that in this unit, the vocabulary strategy
beneficial. I don’t agree with the idea that you need 200 they should follow is writing down similar words.
hours to become close friends with someone. I think that Write the word delighted on the board. Then, elicit
it can happen in fewer hours as well. Then explain that similar words or give them synonyms (depending on
you can also say I agree with you or I don’t agree with the level of the class) and write them on the board:
you in the conversation or discussion. Have them happy, cheerful and joyful next to the new word
discuss their ideas. delighted. Explain that this strategy will help them
increase their range of vocabulary by associating
new words to words they already know.
Unit 9 T77
U9_YWC_TGSec2.indd 77 12/21/18 12:24

4 Read the text about round tables and decide if the information is clear enough. If not,
ask your teacher.
Teaching Guidelines
A round table is a form of discussion about a specific topic in which the participants
have the opportunity to express their personal points of view and opinions equally.
Define purpose of finding information. That means participants can freely interact with one another and discuss the topic.
This form of discussion allows participants to keep the discussion moving. They can
also give and receive feedback about their topic. A key role in a round table is the
moderator, who is in charge of leading the discussion and making sure everyone
4 Read the text about round tables and decide gets a turn to speak.
A round table can be organized into three stages:
if the information is clear enough. If not, ask 1. Introduction. The moderator introduces the topic, presents the participants and
explains the rules (time each participant has to present, use of materials to
your teacher. support information given, etc.).
2. Development. The participants present their opinion about the topic.
Have students read the text about round tables The moderator guides them.
individually. Remind them to look up the highlighted 3. Conclusion. The participants present their
conclusions. This is the closure of the round
words in the Glossary. Help them with any other words table.
they may not know or, if possible, provide printed or In order to participate in a round table, you
need to look for information about the topic
online dictionaries. of the round table. It is useful to write down
questions about what you do not know
about the topic and what you would like
to know. You can look for information on
the Internet, your school’s library, books,
Poster 9 newspapers or by interviewing people who
know about the topic. The important thing is
Show Poster 9 again and have students choose that the information you get is from a reliable
source. Once you have gathered the information,
one of the pictures and topics. In pairs, they will you need to organize it. You can do it by using
n
index cards to write notes or a notebook.
prepare a very simple introduction, development
ó
and conclusion for the topic they chose. Praise their Te
Term
Ter
e rm 3
c i
efforts, as the unit is just beginning, and give them Product Step 1
u
feedback on how to improve their arguments and Get together in groups of five. Each member will propose a topic they would like ad!
ead
to Re
Tiime to
b
to talk about during a round table discussion. After every member has proposed,
information. When possible, ask their classmates how pp. 97-99
i
the group will decide on one topic to use for a round table discussion.
r
For additional ideas, visit the following link:
they could improve, so they can reflect on it (not just
t
https://teens.lovetoknow.com/High_School_Debate_Topics
accept your recommendations).
i s
78 Unit 9
su d
Product Step 1
Help students get into groups of five for their Product
Time to Read! Animal Rights Debate
a
teams. Have each of the team members propose a
d
topic for a round table discussion and then choose pp. 97-99
b i
one to work with along the unit.
hi
Have students read the title of the text and close
If possible, during Product Step 1, encourage their books. Elicit their opinions about animal
rP o
students to visit the web page to learn more rights: Do animals have rights? Why? What could those
about social debate topics. The list will function be? At this point, do it just as a regular discussion,
as inspiration for the topic they have to choose. not a debate. Then have them read pages 97-99.
or they can also choose one topic from Poster 9. Remind them to look at the Glossary at the bottom
of each page for the meaning of the works in bold.
Encourage them to ask you for the meaning of any
Further Practice other word and help them infer (if possible) from
You can ask students to share the topic of their the context. Afterwards, have students discuss their
round table discussion with the class. They can now opinions about what they read. Also ask, What
start thinking about which sources they can use information in the text is new to you? Did you change
to find information about them. Additionally, you your opinion after reading the beginning of the text?
can make little note cards with topics on them so
students can discuss and start getting comfortable
with expressing their opinions about different topics.
T78 Unit 9
U9_YWC_TGSec2.indd 78 12/21/18 12:24

5 Read the text about teen friendship again and answer the questions.
Title
“A friend is one who knows us, but loves us anyway.” - Jerome Cummings - f Talk to a classmate and say which other
Teen Friendship • BeČer self-esteem
• Longer life expectancy
sources you can use to answer the missing
Friendships are very important during
adolescence. Teen friendships help young
people feel a sense of acceptance and
• Lower rates of anxiety and depression
• BeČer cognitive function
questions. Justify your answers.
belonging. Moreover, teenage relationships How Long Does It Take to Make
with peers develop compassion, caring and a Friend? Ask students to remember why reliable sources and
empathy. We also know that friendships can
also have a negative side. But, most of all, they
Why do we make friends with some people and
not others? Scientists* studied how friendships
information are important. Tell them to mention
provide a wide range of benefits.
The Benefits of Teen Friendship
develop. As a result, they discovered the key to
how to make friends in high school—or in any
several reasons. Then have them work in pairs to
Social connections, such as teen friendship, situation. It’s all about time:
discuss which other sources they can use to answer the
promote positive benefits. • 50 hours of time together to
These include the following: move from acquaintance to casual friend missing questions. Ask them to justify their answers
• 90 hours to go from casual friend to friend
Source
• Higher-functioning immune system
• Happier, more optimistic outlook
• More than 200 hours before and explain the importance of reliable information
you can consider someone your close friend.
(Adapted from https://www.newportacademy.com/resources/empowering-teens/teen-friendships/)

also in their explanations or justifications.
*Hall, J. A. (2018). How many hours does it take to make a friend? Journal of Social and Personal Additional
Relationships. https://doi.org/10.1177/0265407518761225 references
1. What kind of text is it? Product Step 2

2. Where is the information from?
3. Do you think the information is reliable? Why?
At this point, students are ready to look for
4. What other sources are mentioned? information. Have them go back to Product Step
5. Where can you look for information about the same topic?
1 and recall the topic they chose. Then ask them
fLook at the questions below and say which of them are answered in the text.

If possible, identify the information in the text. to look for information about that topic on reliable
1. What do friendships help young people feel? 2. What are some negative effects of friendship? sources and prepare notes in their notebooks or on
n
3. What are some benefits of friendship? 4. How many best friends can you have? rm 3 index cards. Explain that this information they will
i ó
Term
fTalk to a classmate and say which other sources you can use to answer the missing

questions. Justify your answers. be able to use during the discussion.
er
c
Te
Te
u
Product Step 2
b
In Step 1, you chose a topic for your discussion. Now, look for information
i
about the topic. Prepare some notes in your notebook or on index cards to use
r
them during the discussion. This will help you be an active participant in the Further Practice
t
round table discussion. Remember the sources where you can find information.
The text on this page talks about how there’s a
i s
Unit 9 79 certain number of hours required for someone to be
d
considered a friend. Ask students how they feel about
su
this statement. In small groups, let them share and
express their opinions in a similar way to a round
Teaching Guidelines
a
table discussion. Additionally, you can also write
d
other topics on the board for them to talk about in
i
Revise texts of Civics and Ethics Education and select
their groups. Some possible topics are: You can only
b
information. Locate adequate sources. Select, and
hi
have one best friend. You should not criticize your friends.
register information that answers questions. Identify
Friends are just as important as family.
rP o
components involved in the textual organization.
Understand general sense and main ideas.
5 Read the text about frienship again and

answer the questions.
Tell students they are going to reread the text from
page 76 about teen friendship. Ask them to read
the questions before reading the text again. After
they discuss the questions, talk to them about the
importance of looking for reliable information and
sources. As this may be a complex topic for students,
help them arrive to their own conclusions and reflect on
just how important it is for information to be reliable.
f Look at the questions below and say which

of them are answered in the text. If possible,
identify the information in the text.
Have students read the questions and decide which
ones are answered in the text. Then have them answer
the questions with the information in the text.
Unit 9 T79
U9_YWC_TGSec2.indd 79 12/21/18 12:25

6 Listen to the beginning of a round table discussion. Identify the following information.
20
Teaching Guidelines 1. How the moderator begins the round table.

2. The rules of a debate. ad!
ead
to Re
Time to
Ti
3. How he introduces the topic. 03
pp. 100-1
Revise texts of Civics and Ethics Education and 4. How he introduces information to trigger the discussion.
select information. Select, and register information MODERATOR: Hi, everyone. Let’s get started. organization, which asked several teens
As you know, my name is Michael Brandon, their opinion about lying, stealing and
that answers questions. and I will be moderating this round table. To behaving violently. According to the study,
keep our discussion orderly I will ask you to many of them said that those behaviors
make sure you are wearing your name tags are valid and possibly correct in some
all the time, and to raise your hand when cases. In short, they think that
6 Listen to the beginning of a round table

you want to participate. Also remember some things can be wrong, but
that probably we all want to say something, can also be okay depending
so you won’t have more than two minutes on the circumstances.
discussion. Identify the following information. each time you speak. I will tell you when
your time is up. So, as you know, the topic
of our round table today is discussing if
20 some behaviors are ethical or not. And How Am I Doing?
for this purpose I would like to begin by Discuss the questions.
sharing with you the results provided by
Explain that they are now going to listen to the Junior Achievement Worldwide, a nonprofit
1. What are the rules to participate in a round table?
2. What do I need to participate in a round table?
beginning of a round table discussion and that they 3. Where can you get information about a topic?
4. What do you do with the information you find?
have to identify specific information. Have them read
the four questions individually. Play the track once or In order to carry out a round table discussion, there needs to be a moderator. This
is a person who guides the discussion to make sure everyone has a chance to speak.
twice (as necessary depending on your students’ needs) Below are some useful phrases that can be used when moderating a discussion.
and have them take notes or write the answers in their Introducing yourself
Setting the rules of Providing information about
the discussion the topic
notebooks. Remind them to check the Glossary at the
My name is… I will ask you to… The topic for our discussion is…
end of the book for the highlighted words. Allow me to introduce
Make sure that… Today we will be talking about…
n
myself. I am…
Language Awareness I will be moderating this For this discussion, you I would like to start by sharing
ó
Te
Term
Ter
e rm 3 round table. must… information about…
i
Have students read the table in the Language
c
Awareness section. Explain the need for a moderator in fIn pairs, think of other phrases you can use at the beginning of a

u
round table if you were a moderator.
a debate: someone needs to moderate the discussion,
i b
Product Step 3
establish the turns and give the floor. The moderator
tr
Work with your team. Write a phrase that shows the central argument of your
also makes sure everyone has a chance to speak. discussion. Use the language you have learned to help you.
s
Clarify that the moderator needs to be polite at all
i
80 Unit 9
d
times, no matter how heated the conversation is. So,
encourage them to read the expressions in the table.
su
This will be useful for everyone, but especially for
the team member who will act as moderator in the
a
socialization of the Product. Product Step 3
i d
At this point, have them get into their Product
f In pairs, think of other phrases you can use at
b
teams and write one phrase that shows the central
hi
the beginning of a round table if you were a argument of the discussion. Encourage them to
moderator. flip through the unit’s pages, as well as check the
rP o
To make sure everyone participates actively, have Glossary, so the phrase is adequate. If possible,
students work in pairs to think of other phrases the provide printed or online dictionaries.
moderator can use at the beginning of a round table.
Help them as necessary with words they need but may Time to Read! Animal Rights Debate
not know. pp. 100–103
How Am I Doing? Have students read pages 100-103 in their Reader.

At this time, encourage them to pay attention to
Have students work in groups to discuss the four the arguments in the text: Are they just opinions?
questions in the box. You can also do it in as a Do they present any facts? Where did they look for
class. Have them reflect on what they will do with information? Then, after students have answered
the information they have gathered as this will the questions, have them reflect on which type of
help them go over the next step of the Product. argument will be better and why (opinion vs. fact,
reliable source vs. non-reliable source, etc.).
T80 Unit 9
U9_YWC_TGSec2.indd 80 12/21/18 12:25

7 Listen to the second part of the round table discussion as you read along and answer
the questions. 21
f Look at the underlined phrases and decide
MICHAEL: What is your opinion? Yes, Cynthia, and that sometimes circumstances push people to
(1) would you like to begin? do wrong, extreme and inappropriate things. But
I believe that the problem is not whether certain
which of them are used to moderate, agree
CYNTHIA: Yes. Hi, well… (2) In my opinion there are
things that are always unethical, no matter what
the circumstances. (3) For example, I think stealing
things are right or wrong, but what our society
should do to create conditions in which those and disagree. Then look at the phrases on
is always wrong and the same with lying and unethical behaviors are not necessary. I mean
behaving violently. combating poverty and bullying for example.
MICHAEL: Yes, Cynthia.
the next page to check your answers.
MICHAEL: Yes, Dan.
DAN: Hi. (4) I agree with Cynthia in that lying and
acting violently are not correct. (5) However, I
CYNTHIA: (9) I think the point of discussion here is
not what to do, but whether lying, stealing, etc.,
Have students go back to the text and reread the
are right or wrong. And in my opinion they are
believe that circumstances sometimes justify those
behaviors. always wrong. underlined phrases in pairs. Ask them to draw a
MICHAEL: (6) Can you explain that? MICHAEL: James, (10) you want to say something.
JAMES: Yes. Hi, everyone. I would like to ask a
three-column chart in their notebooks and classify
DAN: Sure. In some cases people who are
extremely poor and do not have enough to eat question. What about lying? Is lying always
wrong? What if we lie to someone in order to not
the expressions according to whether they are used to
may try to steal from a store. Or a boy or girl
who is constantly bullied might end up by acting
violently against their aggressors.
make someone feel bad about something?
CYNTHIA: Like what?
moderate, to agree or to disagree. If time allows, have
MICHAEL: Yes, Helen. JAMES: For example, a friend is wearing something
he thinks looks good on him, but you don’t like
groups of two pairs discuss their choices, and then
HELEN: Hi. Look, (7) I understand your point of view,
Dan, but we have to understand that although we it. In order not to hurt your friend’s feelings, you
lie and tell him you like it too. Or if someone is ill
have them check their answers on the next page.
sometimes justify or understand certain behaviors,
it does not make them ethical. For example, if and something bad has happened that you know
you’re being bullied or suffer from extreme poverty will make that person worse if he learns about it.
there are actions you should try before behaving Wouldn’t you tell a lie if the person asked you?
unethically. And would it be wrong?
MICHAEL: (8) Rachel, what is your opinion? MICHAEL: Dan?
DAN: I agree with James. There are instances in
Product Step 4
RACHEL: I understand and partially agree with most
of what has been said here so far, for example, the which lying may not be bad. Have students get into their Product teams and
fact that there are behaviors that are unethical RACHEL: I think so, too.
assign roles and positions. First, have them decide
1. How many participants are there? who the moderator will be. The moderator should
2. What is the moderator’s attitude throughout the discussion?
prepare a list of questions to begin the discussion
n
3. How do the participants sound: enthusiastic, bored, aggressive, polite, indifferent, etc?
rm 3
ó
fLook at the underlined phrases and decide which of them are
and keep it going. Tell this student in each group
i
Term
used to moderate, agree and disagree. Then look at the phrases

to review the expressions on page 80 and the
er
c
on the next page to check your answers.
Te
e
d
Read !
to Re
Time to
Ti additional phrases they wrote in their notebooks.
T
u
p.104
Product Step 4
Next have the rest of the team decide if they are for
i b
Get together with your team and decide on who the moderator will be. He or she should prepare a
or against the argument they chose in Step 3. They
r
list of questions to begin the discussion and keep it going. The rest of the team should decide if they
t
are for or against the argument you chose in Step 3. Write notes to help you.
should then write notes to help them in the defense
s
of their position. Some students might find this
i
Unit 9 81
d
difficult, so help them as needed.
su
To finish the class, tell students to bring all the
Teaching Guidelines
a
information they have been researching about their
d
topic to the next class. They could also bring a list of
i
Revise texts of Civics and Ethics Education and
questions about the round table discussion, so that
b
select information. Select, and register information
hi
you can help answer them.
that answers questions. Think about what you want
rP o
to say and how to say it.
pp. 104
7 Listen to the second part of the round table
discussion as you read along and answer the Have students read the second debate in the
questions. 21 text, on page 104. Ask them to choose the most
Explain that they are going to listen to the second convincing argument to them and to think about
part of the round table discussion. Have them read why it is so convincing. Have them share their
the three questions and play the track once or twice ideas with a partner. Tell them reflecting on how
(depending on your students’ needs) as they read others present their arguments will definitely help
along. At the end, discuss the participants’ attitudes them improve their own arguments in the Product
and have students reflect on the importance of discussion.
attitude in a discussion and when talking to other
people in life in general. Help them realize that a
positive attitude will be always better than a negative
one, no matter the situation.
Unit 9 T81
U9_YWC_TGSec2.indd 81 12/21/18 12:25

During your round table discussion, you will need to use expressions to agree, disagree, and
to keep the conversation going. The chart below has some useful expressions..
Teaching Guidelines
Agreeing Disagreeing Keeping a conversation going
I agree with you. I don’t agree. Would you like to begin?
Understand general sense and main ideas. Think Can you explain that?
I concur. I disagree.
about what you want to say and how to say it. What is your opinion?
We’re on the same page. I’m not sure about that. You want to say something.
Once you finish your round table discussion, it’s important to be able to reach a conclusion.
Write some statements related to civics and ethics Ask yourselves the following questions.
• What was said during the debate? What did everyone say?
on the board. Have volunteers from each team take • How many opinions did you hear? Which was the most common?
turns expressing their opinions for or against. If time • Did everyone have the same point of view at the end, or were there still different opinions?
allows, have classmates agree or disagree. This time,
round table
you can be the moderator yourself so that they have last page of the
8 Listen to the answer
read along and
discussion as you
a model for the Product discussion. the questions.
22
recap
s. I would like to
MICHAEL: Okay guy se write
ussed so far. Plea
what we have disc sen tences
Language Awareness notes by com pleting the followin g
k are the results
of the
with what you thin
Check with students if they need to review the discussion:
ee that…
1. Most of us agr
expressions in the table or if they understood when 2. However, som
e believe that…a
nd
ody thinks that…

they read them for the activity on the previous page. 3. Alm ost eve ryb
Then have them read the second part of the Language
n
Awareness section about conclusions. Read the 1. Are there any clear conclusions?
ó
Te
Term
Ter
2. How would you complete the sentences the
questions with them and brainstorm other possible e rm 3
i
moderator mentions at the end? Look back at the
discussion in Activity 7.
questions they might find interesting. Add them to a
c
list on the board and have them copy them in their Product Step 5
bu
notebooks so they can later apply the questions to their You’re almost ready for your round table discussion.
i
Work on your own and look back at your notes about
ad!
own socialization of the Product at the end of the unit.
r
the topic and the questions you prepared. Make sure to Re ead
Time to
Ti 07
pp. 105-1
t
you have collected enough information so you can
participate actively in the discussion.
s
8 Listen to the last page of the round table
i
82 Unit 9
discussion as you read along and answer the
d
questions. 22
su
Explain they are going to listen to the final part of
a
the round table discussion, and that they will have
Further Practice
d
to complete the sentences the moderator mentions
i
at the end as well as discuss if there are any clear If you’d like to give students more practice with
hi b
conclusions. Have them read the three sentences and sharing their points of view and round table
the two questions. Then play the track once or twice. discussions, have them discuss the topic of the
rP o
To complete the sentences, encourage students to go Reader - animal rights. You can divide them into
back to the discussion in Activity 7. groups or have one large class discussion. Be sure
to assign a moderator so they can have the full
experience. Additionally, you can invite students to
Product Step 5 propose their own topics for discussion.
Tell students they are almost ready for their
round table discussion. Have students review the
information they collected in their notes to make
pp. 105–107
sure it is enough to defend their position (for or
against). Help them as necessary. Have them read pages 105-107, which present
another debate, this time about the use of animals
in laboratory testing. Before they read, ask them
to share their ideas about the topic in groups.
Then give them some minutes to read. Next, have
them discuss the ideas in the text and tell their
team members of their opinion has changed after
reading the arguments and why. Do the After
Reading activity if time allows, or you can do it after
they have socialized the Product so they can better
defend their positions regarding animal rights and
the use of animals to text cosmetics and medicines,
and so they can think about conclusions, too.
T82 Unit 9
U9_YWC_TGSec2.indd 82 12/21/18 12:25

Product Step 6
You are now ready to have your round table discussion. Follow the suggestions below. Self-evaluation
1. Verify the information you collected.
2. Keep your notes ready in case you need them, but don’t read directly from them. As part of the ongoing evaluation, it is time for
3. Get into teams and carry out the discussion. Remember to participate actively and encourage
other students to do so!
students to think about what they have learned. This
is an individual and personal evaluation to help
students realize what they did and can do, and also
Self-evaluation
what they have to work on in the future. Explain that
if any boxes are left unmarked, they should check
Read and mark () the boxes that correspond to your performance throughout
the unit. the notes from the unit and compare them with a
I can find information in texts or other sources.
classmate. Tell them that they should get together
I can share my points of view about texts and other topics.
with a classmate that can help them with any
I know how a round table discussion is held. information they did not understand. Encourage them
I participated actively in the round table discussion. to also form study groups.
I was able to share my points of view during the round table discussion.
I can use expressions to agree or disagree. To finish up the unit, students could take this
I can use expressions to keep a conversation going.
opportunity to express how they feel about the topics
I can identify expressions that a moderator uses during a round table discussion.
their classmates discussed and if they would like to
If you left some boxes unmarked, check your notes from the unit and compare them have another round table discussion about another
with a classmate. Ask your classmates to help you with any information you didn’t
topic. If you consider it necessary, you can talk about
n
understand. You can also make a study group with more classmates to help each
other review. rm 3
this unit’s value one more time and ask students why
i ó
Term
they think it is important to be a good citizen.

er
c
Te
Te
u
Assessment
i b
tr
T110 to assess students’ performance of this unit.
i s
Unit 9 83
Teaching Guidelines
su d
i d a
Discuss points of view by participating in a round
b
table.
rP o hi
Spend a few minutes reviewing students’ materials
and answering their questions about the Product.
Product Step 6
Explain that now students will have to socialize their
product and show everything they learned, step by
step, along the pages of this unit. Give them some
advice from this page and help any team, especially
the first teams to do the discussion, as it may be more
difficult for them. Encourage all students in each
team to participate, and remind their classmates
of giving respectful feedback at the end of each
discussion (only after a warm round of applause).
Unit 9 T83
U9_YWC_TGSec2.indd 83 12/21/18 12:25

10 Making Complaints
Term 3: Unit 10 Environment: Environment: Family and Community
Social Practice: Express complaints about a product. Achievements:
Communicative Activities: Exchanges associated • Listen and review complaints about products.
Making Complaints with the environment

Reader: Surprise!
• Interpret general sense, main ideas and details of complaints.
• Make oral complaints.
1 Listen and say what kind of conversations are taking place. Discuss with a classmate
Environment: Family and Community and give reasons for your answer. 23
Social Practice: Express complaints about a

product.
with the environment
Achievements: Listen and review complaints about
products. Interpret general sense, main ideas and
details of complaints. Make oral complaints.
Reader: Surprise!
f Listen again and answer the questions.
1. What is the woman in Conversation 1 complaining about?
n
2. What is wrong with the customer’s product in Conversation 2?
The objective of the first two pages of the unit is
ó
Te
Term
Ter
3. How does the customer in Conversation 3 sound?
e rm 3
i
4. Are the speakers talking to each other in person, or on the phone?
c
achieve by the end of it. It is important that students How Much Do I Know?
u
understand that throughout the unit, they will read Answer the questions.
b
1. Have you ever complained about a product?
i
about and listen to people making complaints about
r
2. Have you ever complained about a service?
t
a product or service they purchased. 3. What is the best way to complain about something?
i s
The second page features a sample dialogue similar to
84 Unit 10
d
the one students will prepare for the unit’s Product. As
the unit progresses, they will become more and more
su
familiar with the vocabulary and other tools they will
need to make an effective complaint. Answers: Possible answers: 1. The woman contracted
a
Internet service a week ago, but still doesn’t have it.
bi i d
1 Listen and say what kind of conversations 2. It doesn’t work. 3. Very angry. 4. Conversation 1-on
are taking place. Discuss with a classmate the phone. Conversations 2 and 3 –in person.
h
and give reasons for your answer. 23
o
Draw students’ attention to the pictures in activity 1 How Much Do I Know?
Pr
and ask them what they think the audio is about and
This is a diagnostic evaluation and is meant to
how they know. It is about unhapppy customers. The
encourage students to reflect on how much they
body language of the people in the pictures shows that
know about the topic of the unit. Students should
they are annoyed.
do the activity individually and then share their
Play Track 23 so students can listen to the
conclusions with the rest of the class.
conversations. then have them form pairs and discuss
what the dialogues are about.
 Listen again and answer the questions.

Invite students to continue working with the same
classmate. Play the audio again and have them
answer the questions. It would be a good idea to have
them write their answers in their notebook or a least
make a few notes. Go over each question in class and
encourage pairs to share their answers. Remember
to ask the rest of the class whether or not they agree.
Answers may vary in the way they are stated since
students should always be encouraged to express their
opinions in their own words.
T84 Unit 10
U10_YWC_TGSec2.indd 84 12/21/18 12:27

Next, divide the group into pairs. Play the audio
2 Read and listen to someone complaining about a product. Identify the following parts
of the conversation. 24 again and have them identify the parts of the
Greeting Reason to complain Solution and closing conversation. Check in class by calling on several
SALESPERSON: Good morning. How can I help you? pairs to share their answers.
HUMBERTO: Good morning. Last month I bought a pair of tennis shoes from
your online catalog and you sent me a different style. Twice! I got upset, so I
decided to complain in person! I’d like a refund!
 Answer these questions about the dialogue.
SALESPERSON: I understand, but our company policy does not permit refunds as
you can see from this receipt.
Have students continue working with the same
HUMBERTO: I see. However, I think I deserve some compensation for this. classmate. Read the questions out loud to make sure
SALESPERSON: Let me talk to my supervisor to see what we can do.
they are clear. Then ask pairs to answer the questions
SUPERVISOR: Good morning, sir. I apologize for this situation. Unfortunately, the
company policy does not allow refunds. and correct them together in class. The answers may
HUMBERTO: Yes, your colleague told me that.
SUPERVISOR: I can give you the style you ordered online right now. And to
vary in wording but students should understand and
compensate for the inconvenience, I can offer you a 40% discount on express the attitudes and behavior of the supervisor
your next purchase with us. Is that okay?
HUMBERTO: That’s fantastic! Thank you. and Humberto.
f Answer these questions about the dialogue. Answers: Possible answers: 1. Humberto was very
1. How did Humberto sound when he arrived? annoyed/angry. 2. The supervisor was polite, but firm
2. How was the supervisor’s attitude?
3. How did Humberto feel with the solution the supervisor gave him?
about the no refund policy. 3. Humberto was very
pleased with the solution.
Time to Read! Surprise!
n
rm 3
ó
Glossary Tip
i
Term
Be careful! If one of the words in this unit This is a fiction story about an online purchase
er
Time
T ime to
to Read!
Read
ad!
c
sounds similar to a word you know in your
that led to an unpleasant surprise. The story gives
Te
e
first language, look it up in a dictionary

T
u
In this unit, you will read a text called Surprise!
to check that they mean the same thing.
Natalia bought online a book for her father’s
Sometimes words across languages might a good example of what you can do when you
b
birthday. When the book arrives, Natalia is
sound similar, but they have completely
i
very upset. This text will help you express
complaints about a product. Remember that
different meanings! Remember that the do not receive the item you paid for. It also shows
r
highlighted words you find along this unit
you will see this icon that shows which
are defined in the back of the book in
how being polite can lead to more a satisfactory
t
pages we suggest you read along the unit.
the Glossary.
s
solution. This story will be very helpful for students
i
Unit 10 85 as they work on the unit’s Product.
Teaching Guidelines
su d
Glossary Tip
a
Remind students that the Glossary Tips are meant
d
to help them identify, understand and remember
i
Listen and review complaints about products. Analyze
b
new vocabulary. This tip explains to students that
topic and purpose. Contrast attitudes adopted by
hi
although a word in English may be similar to one in
interlocutors. Classify, by their meaning, expressions to
their language, it doesn’t necessarily have the same
rP o
convey emotions when speaking. Clarify the meaning
meaning. One example you could use it the word
of words. Compare expressions to propose solutions.
table (mesa) which is similar to tabla (board). Tell them
that when in doubt it is a good idea to look up the
To start the class, encourage students to talk about word in the Glossary or in a dictionary.
the things they buy most often and where and how
they buy them (online, at stores, using catalogues,
etc.). Then ask if they have ever had any problems
Further Practice Poster 10
with an item they bought and what they did about
it: Did you write a letter of compliant? Did you call on the To provide students with some useful practice and
phone or go back to the store? Did you return the item to wrap up this class, you can display Poster 10 and
the store? Did you ask for a refund? ask students to take turns describing what they see
and imagining possible place, situation, etc. Then,
2 Read and listen to someone complaining you can ask them to come up with a complaint for
about a product. Identify the following parts one of the pictures.
of the conversation. 24
Before beginning, encourage students to look up the
highlighted words in the Glossary on page 102. Then
play Track 24 and invite them to follow along in their
book. You might want to ask a few comprehension
questions like: where does the dialogue take place? What
product is Humberto complaining about? What is his
complaint?
Unit 10 T85
U10_YWC_TGSec2.indd 85 12/21/18 12:27

3 Listen to four people complaining about a product. Write F for face o facce or P for
face-to-face
e to o
phone. 25
Teaching Guidelines
Detect ways to adjust the action of speaking and

listening to complaints. Analyze topic and purpose.
Value the effect of modality of communication.
Detect ways to adjust the action of speaking and
The product stopped The product was The product has not The wrong product
listening. Establish motive or reason for a complaint. working after a few broken or damaged. arrived. was sent.
days.
Compare expressions to propose solutions.
f Discuss the following the questions.
1. What was the most effective way of communication? Why? Read

to Re ad!
Time to
Ti
Time to Read! Surprise! pp. 109-111 2. What are the advantages and disadvantages of each one? pp. 109-1
11
Students should read pages 109 to 111 to discover As you will see throughout this unit, there are different modalities of communication.
When you make an oral complaint, you can either do it face-to-face or on the phone. Each
what the “surprise” was. Once they finish reading, modality has its advantages and disadvantages.
you could ask a few comprehension questions: Advantages Disadvantages
What were Natalia and her mother talking about?
• You can use body language to get
What present did she order? What book arrived? your point across more clearly. • If you’re shy, it can be difficult to
talk face-to-face.
Face-to-face • It is harder to refuse to help a
customer in person. • The person they want or need to
talk to is not there.
n
3 Listen to four people complaining about
ó
Te
Term
Ter
e rm 3 • Your message can be
i
a product. Write F for face-to-face or P for • It is quicker since you do not have
to waste time getting there.
misinterpreted if the other person
c
On the phone can’t see you.
phone. 25 • You can talk to anyone no matter
• There might be technical difficulties
u
where you are.
with the call.
Explain to students that they will listen to four people
i b
complaining about something they bought. They
tr
should listen to decide if each conversation took To learn more about face–to–face communication strategies, go to:
s
https://www.speakconfidentenglish.com/making-complaints/
i
place on the phone or face-to-face (in person in the
86 Unit 10
d
store). Play Track 25 once or twice and have students
write F or P in the boxes to indicate if each person is
su
complaining on the phone or in person. Then correct
language and facial expressions are to getting their
as a class.
a
point across.
d
Answers: F, P, P, F
i
To learn more about face-to-face
b
 Discuss the following the questions.
hi
communication strategies, go to:
Divide the class into pairs and have them discuss and
https://www.speakconfidentenglish.com/making-
rP o
answer the questions. You may find it helpful to play
complaints/
the audio again. Pairs should decide which method
was more effective and got better results. Answers Encourage students to visit the website above and learn
may differ so students should feel free to express more about how to make complaints politely. They can
their opinions. Call on different pairs to give their finds tips to help them with their Product.
answers but allow other students to say whether or
not they agree.
Language Awareness
Complaints can be either oral or written; oral
complaints can be face-to-face or on the phone. Read
the chart together and make sure students understand
the advantages and disadvantages of each one. You
might want to ask which method they would choose.
Ask if they think there are other factors that might
influence their choice such as distance to the store or
office, traffic, how the item was purchased, what type of
item it is. Allow them to use their imagination to come
up with other relevant conditions that could influence
their decision. You might also ask if the language they
use could differ and how important they think body
T86 Unit 10
U10_YWC_TGSec2.indd 86 12/21/18 12:27

4 Read and listen to the extracts from two of the complaints in Activity 3. Then do the
tasks below. 26
5 Read the voice message from costumer service.
I’m calling about a cell phone I bought a camera, but it doesn’t work (…)
that I just bought. The screen I brought it here for repairs two days ago, Then look at the images and tell a classmate
is broken, so I need to return it. and your colleague said it was repaired, but
I am very disappointed. it’s still not working. I would like a refund. what you would say to complain. Use the
1. Identify the reasons for the complaints. phrases from Activity 4 as a model.
2. Observe how the customers expressed their problem.
5 Read the voice message from costumer service. Then look at the images and tell a classmate
what you would say to complain. Use the phrases from Activity 4 as a model.
highlighted word in the Glossary on page 102. Then have
students read the customer service voice message. Ask
“Thanks for calling
customer service. students if they have ever gotten a voice message and
Unfortunately, we
cannot take your how it made them feel. Also, ask them if they found it
call right now. Please
let us know about easy to leave a message. Encourage them to think of some
your problem and
leave your contact
important tips for leaving a message and write them on
information after the
tone. We will get back
the board. These could include: State the problem clearly
to you as soon as and concisely. Be brief. Be sure to give your name and contact
possible.” (Beep!)
information. Be polite. You might also ask them if they are
There might be different reasons for complaining about a product. Here are some examples: more likely to receive a quick and positive response if they
Delivery Food Items you buy are polite.
• The product arrived
too late.
• There was an insect in
my soup.
• The battery charger
is broken.
Next, ask students to form pairs and choose one of the
products pictured to complain about. Have them give each
n
• I got the wrong item. • The coffee/tea was cold. • The coffee maker doesn’t
heat water. rm 3
ó
• The food was cold when I • This is the worst cake ever!
other feedback about how to improve their complaint.
i
Term
received it at home. • I told you I was allergic to • The heel of the boot broke
• The battery charger was almonds and you included off after the first use.
Walk around the classroom helping out as needed.
er
c
Te
e
not in the box. them!

T
u
Language Awareness
b
Product Step 1
i
There are many different reasons for complaining
r
So far, you have heard and read expressions we use to complain about a product. Choose a
t
classmate to work with. Think of a situation in which you would have to express a complaint. about a product or service. The Language Awareness
s
Make a list of possible reasons for complaining about the product.
box lists a few examples of statements that could be
i
Unit 10 87 used to complain effectively. Invite volunteers to read the
d
examples out loud in class. This is a good opportunity to
su
check pronunciation and oral reading skills. You could
Teaching Guidelines also encourage students to add more examples of their
a
own. Remind them that these phrases and sentences will
i d
Analyze topic and purpose. Contrast attitudes be helpful in preparing their Product.
b
adopted by interlocutors. Infer general sense.
hi
Establish motive or reason for a complaint. Classify, by
Further Practice
rP o
their meaning, expressions to convey emotions.
Before students work on the Product Step on this page,
you can ask them to choose one of the contexts in the
Language Awareness section: delivery, food or items
Poster 10
you buy. Then, ask them to choose a possible situation
Display Poster 10 and call on students to say what they can complain about. Next, ask them to improvise
is happening in each of the photos. Then cover the a conversation in pairs to complain about a product.
poster. Have them form teams and write down the as You can ask them to pretend it’s a phone conversation
many pictures as they can remember. The team that (if applicable) or if it’s face to face to then use proper
remembers the most is the winner. body language and gestures. Go around the classroom
and monitor them. You can help them with unknown
4 Read and listen to the extracts from two of vocabulary and/or suggestions to sound more realistic.
the complaints in Activity 3. Then do the
tasks below. 26
Divide the class into pairs and have them read the Product Step 1
extracts from two of the complaints they heard in If time permits, conduct a brief review of expressions
Activity 3. Ask them to try to remember which complaint they have heard and read in complaints so far. Then
each one is from before playing the audio. Then ask invite students to choose a classmate to work with on the
them if they can recall how each customer presented his Product. Encourage them to try working with a different
or her complaint. Give them time to discuss and do the partner. Next, tell them to decide upon a product and
tasks. Then Play Track 26 again so they can check their think of possible reasons to complain about it.
answers and modify them if necessary.
Unit 10 T87
U10_YWC_TGSec2.indd 87 12/21/18 12:27

No matter whether you are the customer or the service provider, it is important to be polite.
Politeness is expressed through phrases that are not offensive or aggressive. Observe the
Teaching Guidelines phrases below and notice how you can express the same idea in two different ways.
Polite Impolite
How can I help you? What do you want?
Infer general sense. Establish motive or reason for a I’d like a refund. I want my money back now!
complaint. Classify expressions to convey emotions What seems to be the problem? So? / And?
I’m afraid we’re out of stock. We don’t have any.
when speaking. Contrast attitudes adopted by I’m sorry to say this, but the coffee is of poor quality. This is the worst coffee ever!
Thank you for shopping with us. Have a nice evening. See you.
interlocutors. Choose relevant repertoire of words I apologize for this situation. Not my problem.
and expressions to raise complaints. Contrast May I have a look at the receipt? Your receipt.
Let me talk to my supervisor to see what we can do. Not my problem.
attitudes adopted by interlocutors. Establish motive
or reason for a complaint. Compare expressions to
6 Read a complaint from Activity 3. Then do the tasks below.
propose solutions.
CUSTOMER: Excuse me. Can
you help me?
SALESPERSON: Morning,
Time to Read! Surprise! pp. 112-116 welcome to Video Planet.

What do you want?
CUSTOMER: Morning, I
recently bought a video
game from your online
Students should read pages 112 to 116. Read the catalogue.
e-mails Natalia wrote on page 116 out loud. You SALESPERSON: So?
CUSTOMER: So? Well… you
could ask students if they think Natalia’s complaint sent me the wrong game!
was polite and why they think that is important. SALESPERSON: Well, that’s not
my problem.
n
CUSTOMER: Excuse me!
ó
Te
Term
Ter
SALESPERSON: Yeah, you
Language Awareness e rm 3
i
bought it online, so make
your complaint online.
c
Before going over the chart, encourage students to
u
1. Say whether the salesperson was polite or impolite. Explain why. to Re ead!
look up the highlighted word in the Glossary on Time to
Ti
pp. 112-1
16
b
2. Reflect on the effect the salesperson's answers had on the customer.
i
page 102. Then refer them back to discussions about 3. Replace the underlined phrases. Use the sentences from the chart above as a model.
r
the importance of being polite. Draw their attention
t
f Role-play the new dialogue with a classmate and reflect on the customer’s responses.
Do they match the sentences you replaced? Do you need to change them?
s
to the Language Awareness chart and explain that
i
it contains ways to state a complaint that are both 88 Unit 10
d
polite and impolite. Read each polite expression and
su
its corresponding rude expression out loud. As an
alternative, different students could say and act out
a
each one. Once again, stress how politeness can create
d
good will. If time permits, have students form groups
i
and practice the expressions.
hi b
6 Read a complaint from Activity 3. Then do the
rP o
tasks below.
Remind students that the following is a complaint they
heard in Activity 3. Have them form pairs and do the
tasks below the conversation. They should discuss the
salesperson’s attitude and the effect it probably had
on the customer. Have them talk about what they
would do if they received that treatment and if they
would every buy anything in that store again. Next,
have them replace the underlined sentences using the
phrases from the chart.
 Role-play the new dialogue with a classmate

and reflect on the customer’s responses. Do
they match the sentences you replaced? Do
you need to change them?
Next, have pairs role-play the new dialogue. Explain
that the customer’s answers might not correspond to
what the salesperson says. If that is the case, have
them make the necessary changes. Once their dialogue
works, invite them to perform it in front of the class.
T88 Unit 10
U10_YWC_TGSec2.indd 88 12/21/18 12:27

7 Remember that body language helps you transmit your attitude more clearly. Analyze
the photos below and describe each person’s body language and attitude.
 Choose one of the situations above and role–
play an exchange between the customer
and the salesperson. Think about the body
language that would accompany their
interaction. Then perform the dialogues.
Divide the class into pairs at this time and have
then choose one of the situations above and write
a dialogue. Have them decide what body language
should accompany their dialogue. Give them time to
write and practice their dialogue a few times. Finally,
invite them to perform it in front of the class. Have
the class provide feedback about whether or not the
body language and facial expressions went with what
they said.
f Choose one of the situations above and role-play an exchange between the customer
and the salesperson. Think about the body language that would accompany their Product Step 2
interaction. Then perform the dialogues.
Have students work with a classmate. Tell them to look
n
rm 3 back at the phrases they wrote to complain about a
ó
Product Step 2
i
Term
Get together with your classmate and look

product in Step 1 and make a chart with expressions
er
c
How Am I Doing? they could use to complain about the product they
Te
e
back at the phrases you wrote to complain

T
u
about a product in Product Step 1. Then Discuss the questions.
create a chart with expressions you may
1. Do you find it difficult to make complaints? chose. This would also be a good time for them to
b
use to complain about that product.
i
Remember to use polite phrases. Once you 2. Which is the best way to make a complaint? Why?
think about what body language they will use.
r
have your phrases, think of possible body 3. Is it better to be polite or impolite when you
t
language you could use. complain about a product? Why?
i s
Unit 10 89
How Am I Doing?
d
This is a good time for students to do a mid-unit
su
evaluation. This will help them assess the progress
Teaching Guidelines they have made so far in the unit. They can work
a
on it with the other members of their Product team.
i d
Contrast attitudes adopted by interlocutors. Choose
b
relevant repertoire of words and expressions to raise
hi
complaints. Match register with intended audience.
Classify, by their meaning, expressions to convey Further Practice Poster 10
rP o
emotions when speaking. To provide students with some more useful practice
making complaints, you can display Poster 10 and
ask them to choose any of the situations portrayed
Poster 10 to improvise a conversation and complain about
the given product/service. Alternatively, you can ask
Display poster 10 again and ask students to form
students to choose a second situation from those in
teams. This time ask each team to choose a photo
Activity 7 and role-play an exchange between the
and make up a dialogue about it. Have them
customer and the salesperson. Remind students of the
perform their dialogues for the class.
conventions they have seen so far and the use of body
language. While students work in pairs, you can go
7 Remember that body language helps you around the classroom to monitor their work and assist
transmit your attitude more clearly. Analyze them whenever necessary.
the photos below and describe each person’s
body language and attitude.
Bring up again the importance of facial expressions
and body language to transmit a message more
effectively. Then invite students to study the photos on
their own and make notes about the body language
and facial expressions of the people in each picture.
Ask: Do they look annoyed, cheerful, enthusiastic, bored,
interested, attentive or rude?
Unit 10 T89
U10_YWC_TGSec2.indd 89 12/21/18 12:27

8 Listen and read along. Focus your attention on how the salesperson and the customer
sound.
Teaching Guidelines 27
SALESPERSON: Good morning, sir. How can I help you? CUSTOMER: This is annoying! I would like you to
CUSTOMER: Good morning. I’d like to exchange this exchange it, please.
coffee maker, please. SALESPERSON: I understand how you feel, sir.
Establish motive or reason for a complaint. Choose SALESPERSON: What’s the problem? CUSTOMER: No, you don’t. I’m really disappointed.
relevant repertoire of words and expressions to raise CUSTOMER: It doesn’t heat water. The coffee is cold SALESPERSON: Let me call the manager. We’ll see what
all the time. we can do. Hold on.
complaints. Match register with intended audience. SALESPERSON: Can I see the receipt for your purchase, CUSTOMER: Certainly. You know what? This is making
please? me angry. I don’t want to exchange the coffee
Express complaints and make adjustments to CUSTOMER: I’m afraid I don’t have it. But I’m sure you maker anymore. I want a refund.
improve fluency. Express motive or reason and create can help me solve this problem.
SALESPERSON: Without your receipt, I can’t do
SALESPERSON: OK, sir. We can give you a refund. Just
fill out this form, please.
expressions to propose solutions. anything. I’m sorry. CUSTOMER: Now, that’s what I call good customer
CUSTOMER: Unbelievable! service.
SALESPERSON: I wish I could help you. I can’t do SALESPERSON: Sorry about the inconvenience, sir.
anything without a receipt. CUSTOMER: That’s OK. Thank you.
Time to Read! Surprise! pp. 117-120

f Identify the emotions expressed in the underlined sentences. Justify your answers.
Before students read the last pages of the story, we 9 Listen to some phrases where different emotions are expressed. Repeat them trying to
imitate the same tone. Add suitable body language when you say them.
recommend inviting them to predict its outcome. 28
After reading, students can say whether their Good afternoon.

Welcome to Harry’s Store.
I said I want my money back!
I don’t want a replacement!
predictions were correct or not. Then you could
divide the class into pairs and have students read the Here you are. I brought this extra pair in
case you want to see a different option.
Oh, there aren’t many people before
us. We should be out very quickly.
After Reading task on page 120. They should discuss
questions and write an e-mail to complain about a Product Step 3 Read!
n
to Re
Time to
Ti 20
pp. 117-1
product or service.
ó
Te
Term
Ter
Now, it is your turn to prepare your dialogue about the complaint you have chosen andd
e rm 3
i
prepared. Remember that you may use the different dialogues you have listened to throughout
this unit as a model for your own complaint. Work with your classmate, choose your role and
c
prepare your dialogue. Follow the suggestions below.
8 Listen and read along. Focus your attention
u
If you’re the salesperson… If you’re the customer…
on how the salesperson and the customer
b
► Greet your customer. ► Greet the salesperson.
i
► Listen to the complaint. ► Express your complaint.
r
sound. 27 ► Answer to the problem. ► Try to get a solution to your complaint.
t
► Propose a solution or explain if ► If you don’t get a convincing response, keep trying.
there is nothing you can do. ► Try to reach an agreement at the end.
s
i
highlighted word in the Glossary. Then explain that 90 Unit 10
d
they will listen to an audio about a man complaining
su
about a coffee maker. Call on different students to
read the dialogue out loud. Then play Track 27 and
a
have them listen and follow along. Ask them to pay Product Step 3
d
special attention to the tone of voice used by the
i
Have students work with their Product pair. It’s time
customer and the salesperson.
b
for them to prepare their final dialogue. They should
hi
 Identify the emotions expressed in the use the dialogues from the unit as models. Tell them to
choose their roles (salesperson or customer) and write the
rP o
underlined sentences. Justify your answers.
dialogue. Read the suggestions in the chart out loud to
Draw students’ attention to the underlined sentences make sure students understand everything.
and have them identify the emotions they express. It
might be a good idea to play the audio again so they
and listen to the tone of voice use by the speakers.
9 Listen to some phrases where different

emotions are expressed. Repeat them trying
to imitate the same tone. Add suitable body
language when you say them. 28
Before playing the track, invite students to look up the
highlighted word in the Glossary on page 102. Next,
play Track 28 and ask students to listen to phrases in
the speech bubbles and pay special attention to the
emotions expressed. Have them form pairs and read
the texts in the speech bubbles to each other using the
same tone and adding appropriate body language.
Walk around the classroom listening to the exchanges
and correcting pronunciation when necessary.
T90 Unit 10
U10_YWC_TGSec2.indd 90 12/21/18 12:27

Product Step 4
You are ready to perform your dialogue about a complaint. Work with your
classmate and follow the suggestions below.
• Rehearse your dialogue.
• Remember to use the appropriate tone and body language.
Product Step 4
• Take turns performing your dialogue as a class or with other pairs of students. Tell students that the time has come for them to
• After each performance, give your classmates feedback.
present their dialogue. Give pairs time to rehearse
by reading the lines several times. Be sure they add
Self-evaluation
the appropriate tone of voice and body language for
Ask a classmate how he or she feels about what he or she learned in this unit. each statement.
Mark () his or her answers in this interview.
How do you feel about… Self-evaluation

1. identifying the parts of a conversation about complaints?
This unit’s Self-evaluation is a peer interview. Explain
2. identifying the modalities of communication to make
complaints?
to students that they can use the chart to ask their
3. identifying the reasons for complaining about a product?
classmate how he or she feels about the abilities and
activities mentioned. Have students form pairs or
4. using polite expressions in a conversation about complaints?
small groups and interview each other. This will help
5. using impolite expressions in a conversation about complaints? them identify their strengths and weaknesses.
6. proposing solutions to the complaint about a product? Assessment
n
7. choosing the appropriate body language for making a
complaint about a product? rm 3 Remember that you can use Assessment 10 on page
ó
i
Term
If your classmate answered only with a few faces with sunglasses, help him or her with
er
c
the topics he or she had more problems with. You can also ask your teacher for help, as
Te
e
well as checking the unit again together.

Term Assessment
T
bu
Now you can also use Assessment Term 3 on pages
r i
T120-T123 to assess students’ performance in this term.
i s t
Unit 10 91
Teaching Guidelines
su d
i d a
Establish motive or reason for a complaint. Choose
b
relevant repertoire of words and expressions to raise
hi
complaints. Match register with intended audience.
rP o
Express complaints and make adjustments to
improve fluency. Express motive or reason and create
expressions to propose solutions.
Write a few sentences or phrases on one side of the

board an number them, for example: 1. Unbelievable!
2. It’s snowing! 3. What a day! 4. I just got grades. On
the other side of the board write a list of emotions
with letters: a. sad, b. excited, c. angry, d. worried. Explain
that you will tell a combination of a number and a letter.
They should say the phrase using a tone of voice that
expresses the corresponding emotion. Call out 1b, 2a,
etc. This will help them realize how the tone of voice
can change the emotion the phrase transmits.
Unit 10 T91
U10_YWC_TGSec2.indd 91 12/21/18 12:27

Glossar
sar y
Un 1
Unit page
g 8
page
age 6
depiict v.- to
depict o represent
sent something with
w the
environment n.- the natural features help of pictures: The painting depicted poverty
r the type of soil,
of a place: its weather, and sadness.
plants that grow in it: Many public service
page 11
announcements remind us that pollution is bad
d
for the environment. considerate adj.- thinking about the rights
and feelings of other people: He is always
considerate of other people’s feelings.
c i ó n
tr i bu
di s
health n.- the general condition of the bodyy:
Doing exercise is good for a person’s health.
su
page 7
d a
call a person names idiom.- to use
b i
unpleasant words to describe someone in
hi
order to insult or upset them: The other kids
rP o
used to call Sarah names and she felt sad.
harm v.- to cause hurt, injury, or damage
to someone or something: He would never
intentionally harm his dog.
spread v.- to cause something to become
known by many people: He was spreading liess
about her.
r
unkind adj.- nasty, unpleasant, or cruel: She is
very unkind to other people.
T92 Glossary
Glosario YWC_TGSec2.indd 92 12/21/18 12:00

Glossary
Glossar
G loss rry
y
Un 2
Unit molasses
molass
asses n.-
n a thick,
hick, brown, sweet liquid
li id tthatt
page 17 is m
made
de fro
from raw sugar: His aunt sent
sen him
ab box off molasses
l cookies
ki the
h day
d hihis play
l was
gesture n.- movement of your body that
premiered.
shows or emphasizes an idea or a feeling: The
audience criticized the actor’s lack of gestures
during the play.
posture n.- the way in which your body is
positioned when you are sitting or standing:
Months ago, Sarah attended theater school
and she learned there how to transmit emotions
through her posture.
page 20
bean n.- a seed that is eaten as a
vegetable and that comes from any one
of many different kinds of climbing plants:
n
Unfortunately, the actress dropped a jar full of
i ó
beans in the middle of the scenario.
u c
punch v.- to hit someone or something hard
r i b
with your fifist: Pretending to punch another person
t
on stage is the hardest part of a play for an actor.
r
di s
trick v.- to deceive someone in order to get
something from them or to make them do
su
something: The theater company was sued for
a
tricking costumers into believing the tickets had a
d
discount while the price never changed.
hi b i
unguarded adj.- not protected or watched
over: The usher left the door unguarded and
rP o
some people filtered to the play Les Misérables
foolish adj.- having or showing a lack of without paying for their tickets.
good sense or judgment: It would be foolish to
page 23
ignore the cleverness in Federico García Lorca’s
work. hunter n.- a person who hunts wild animals:
The company specified that the actor chosen for
kick v.- to hit someone or something with
the role of the hunter had to be tall and with a
your foot: The mother explained her kid that the
thick beard.
actors had not kicked each other. It was all part
of acting. rug n.- a piece of thick, heavy material that is
used to cover usually a section of a floor:
fl Rugs
marry v.- to become the husband or wife of
are not normally used as part of the scenography
someone: All Romeo wanted was to marry the
to avoid accidents.
young and beautiful Julieta to spend the rest of
their life together.
r stuck adj.- impossible or unable to move from
a particular position: The young actor was
desperate because he felt he was stuck in small
roles of villains in every play he acted.
Glossary T93

Glossary
Unit 3 hose n.- a long, usually rubber tube that
page 26 liquids or gases can flow through: She was
watering her garden with a hose when she
gas valve n.- a mechanical device that
heard the fire alarm.
controls the flow of gas by opening and
closing: They turned off the main gas valve
before the lava reached their house.
ó n
pan n.- a usually shallow and open metal
i
container that has a handle and that is used
u c
jug n.- a large, deep container with a for cooking or baking: Tom put the frying pan
b
narrow opening and a handle: The jug fell on the stove.
r i
off the table and broke as the earthquake
t
soap up v.- to rub soap over or into
s
intensified.
i
someone or something: In case of a flood,
d
page 27 soap up your hand after touching any object
su
that was covered by water.
appliances n.- a machine that is powered by
electricity and that is used in people’s houses
d a
to perform a particular job: All kitchen,
b i
such as the oven, were out of service after the
hi
earthquake as safety measures.
rP o
floodwaters n.- water that covers an area
during a flood: Many people were forced out of
their homes by floodwaters.
nonperishable adj.- able to be stored for a
long time before being eaten or used: The
students collected nonperishable food to donate
to the people affected by the tsunami.
page 28
advisory n.- a report that gives information
page 31
or a warning about something: We heard a
weather advisory saying that heavy rains are lung n.- either one of the two organs that
expected tonight. people and animals use to breathe air: Avoid
breathing the smoke during a wildland fire in
order to keep your lungs healthy.
T94 Glossary

Glossary
Unit 4 nowhere adv.- not in or at any place: The
page 36 hunters who hurt the rhino were nowhere to be
found.
argue v.- to disagree with someone in words,
often in an angry way: Their neighbors argued shelter n.- a place that provides food and
with each other all the time. protection for people or animals that need
assistance: There are many shelters for elephants
fear n.- an unpleasant emotion caused by
in danger.
being aware of danger: He was trembling with
fear. sinister adj.- looking likely to cause something
bad, harmful, or dangerous to happen: The
researcher n.- someone who studies a subject
hunters looked sinister.
in detail in order to discover new facts or test
new ideas: The researchers found that the use of sliced adj.- a thin piece of food that is cut
smart phones is on the rise. from something larger: Sliced pizza is easier to
eat, but it is not healthy.
revealed v.- to make (something) known: The
researchers revealed the results of their studies on
smart phones.
ó n
widespread adj.- common over a wide area
c i
or among many people: There is widespread
u
interest among teenagers in the use of new
i b
technologies.
tr
page 40
di s
former adj.- used to say what someone
su
or something was in the past: The former
researcher told the newspaper she had received a
a
prize for her investigation. touching adj.- making you feel pity,
i d
sympathy, sadness etc: The story of the injured
homeless adj.- having no place to live: A
b
animal had a touching ending.
hi
homeless man found money on the street, but he
returned it to its owner. page 41
rP o
increase n.- the act of becoming larger or of canned food n. ph.- preserved in a metal or
making something larger or greater in size, glass container: Canned food is easy to carry
amount, number, etc.: There is an alarming around, but not very healthy.
increase in animal deaths around the world.
injury n.- a wound or damage to part of your
body caused by an accident or attack: The
hunters caused a serious injury to a rhino in a
natural reserve.
volunteer n.- able to be stored for a long

time before being eaten or used: Many
volunteers are helping endangered animals.
Glossary T95

Glossary
Unit 5 fly n.- a small insect that has two wings: The
page 44 buzz of a fly makes Rob feel extremely irritated.
backstroke n.- a way of swimming in which a poetry stand n.- a poetry contest where
person floats in the water facing upward while people have individual turns to read out
kicking the legs and rotating the arms: She got loud a poem: The first time Karen took part of
into the pool and began to do the backstroke. a poetry stand, she got very nervous because of
the audience.
thought n.- an idea, plan, opinion, picture,
etc., that is formed in your mind: A sudden
thought occurred to her in the middle of her
monologue and decided to change the script
immediately.
cheek n.- the part of the face that is below
c i ó n
u
the eye and to the side of the nose and
i b
mouth: His cheeks turned red as soon as he
tr
realized there was a large audience outside.
di s
i d a su
hi b
page 46
rP o
hint n.- a small piece of information that
helps you guess an answer or do something
more easily: Her face gave me a hint of what
she was thinking.
cupboard n.- a piece of furniture used for
storage that has doors and contains shelves: page 48
Two cupboards were needed to store all the food backstage n.- behind the stage of a theater:
the movie staff required during the production. After the show, we went backstage to meet the
comedian.
page 49
find out v.- to learn something by an effort:
I’d like to find out more about the school’s
comedy workshop.
move v.- to go to a different place to live:
My mother is a theater actress, so we’ve had to
move twice this year.
T96 Glossary

Glo
Glossar
s ry
Un 6
Unit pattern
patte
ttern n.- th
the regular
egular way in whic
which
page 52 something
so hing happens,
appens, develops p or is don
done: The
Th
iinstructions
i seemedd to ffollow
ll a set pattern.
device n.- an object, machine, or piece of
equipment that has been made for some push v.- to use force to move (someone or
special purpose: The store sells TVs, VCRs an
nd something) forward or away from you: Push
other electronic devices. the button to turn on the computer.
r
mirror n.- a piece of glass that reflects
fl screen n.- the part of a television or computer
images: He saw his reflection in the mirror. that you look at when you are using it: Her
picture appeared on the TV screen.
c i ó n
point v.- to cause the front or tip of
tr i bu
i s
(something) to be turned toward someone or store v.- to put things away and keep them
d
something: They pointed their microphones in until you need them: The solar panels store
su
my direction. energy.
pulse
l n.- an amountt off sound, d lilight
ht or page 57
d a
electricity that continues for a very short
i
spin v.- to turn or cause someone or
b
time: Scientists investigate the light pulses from
ma something to turn around repeatedly: The
hi
distant star.
r airplane’s propellers were spinning.
rP o
page 55 suck v.- to pull someone or something with
circuit board n.- a thing rigid board great power and force into or out of a
containing an electric circuit: Suddenly, the particular place: The fan sucks smoke from
circuit board stopped working and the computeer the air.
r
broke down.
Glossary T97

Glossary
Unit 7 power n.- the electricity that people use: We
page 62 lost power during the storm.
borrow v.- to take and use (something that
belongs to someone else) for a period of time
before returning it: Can I borrow your camera?
craft n.- object made by skillful use of the
hands: The store sells crafts from around the
world.
page 63
freeze v.- to stop moving suddenly and stay
completely still and quiet: She freezes whenever
the teacher asks her a difficult question. page 66
page 64 flashlight n.- a small electric light that can
chess n.- a game for two players in which be carried in your hand and that runs on
n
each player moves 16 pieces across a board batteries: Flashlights are very useful when the
i ó
and tries to place the opponent’s king in a power goes out.
c
position from which it cannot escape: They
bu
meet often to play chess.
i s tr i
su d
b i d a
rP o hi footsteps n.- the sound of a foot making a
step: We could hear the approaching footsteps.
pretty adv.- to some degree or extent but not

very or extremely: The house was pretty big.
score v.- to get points, goals, runs, etc., in a
game or contest: He scored twice in the game.
page 65
pity n.- something that causes sadness or
disappointment: It’s a pity you can’t go. hardly adv.- almost not: I can hardly believe it!
T98 Glossary

Glo
Glossar
s ry
Unit
it 8 page
page 72
p g 68
page
b lief n.-
belief n an
a ide
idea
a th
thatt you believe
belie to be true,
ttrue
e
cricket n.- a game between two teams of especially one that forms part of a system
11 players in which players try to get points of ideas: Many ancient cultures still keep their
by hitting a ball and running between two beliefs.
sets of three sticks: He likes to spend summer
chest n.- a container (such as a box or case)
weekends watching cricket.
for holding things or moving them from place
to place: My grandmother has a large wooden
chest in her closet.
deity n.- a god or goddess: There were many
deities in ancient Greece.
handicraft n.- something that someone has
made in a skillful way using their hands: I
bought a beautiful handicraft when I visited
n
Oaxaca.
i ó
glance n.- a quick look: I took a glance at thee
c
newspaper this morning.
i bu
page 70
tr
collectivist adj.- that makes emphasis on
i s
collective rather than on individual action
d
or identity: Collectivist people care more abou
ut
su
society.
a
culture shock n.- a feeling of confusion,
lacquered adj.- covered with a liquid that
d
doubt or nervousness caused by being in a
bi i
forms a hard shiny surface: That lacquered
place (such as a foreign country) that is veryy
table looks very shiny.
different from what you are used to: Foreign
o h
students often experience culture shock when motif n.- an idea, subject or image that is
Pr
they first come to the U.S. regularly repeated and developed in a book,
film, work of art etc: The motif of creation is
individualistic adj.- that seeks independent
very common in ancient cultures.
course in thought or action: An individualisticc
person refuses to do what everyone else is doing
g. tray n.- a thin, flat, and often rectangular
piece of plastic, metal, wood, etc., that has a
tip n.- an extra amount of money that
low rim and that is used for carrying things:
you give to someone (such as a waitress or
She carried the tray of food to our table.
waiter) who performs a service for you: I gavve
the waitress a generous tip.
Glossary T99

Glossar
sar y
Unitt 9 reliable
relia
eliable adj.-
ad likely to be true or correct: It’ss a
page
page
g 76 rumor,
or,, but
b I heard it from a reliable source.
so
acquaintance n.- someone who is known bu ut page 80
who is not a close friend: She ran into an old
behavior n.- the way a person or animal acts
acquaintance at the grocery store.
or behaves: I’m surprised by her bad behavior
belonging n.- a feeling that you are happy toward her friends.
and comfortable somewhere: I always felt a
name tag n.- a piece of paper, cloth, plastic,
sense of belonging among my friends.
or metal that has a person’s name written
develop v.- to gradually begin to have on it and that is attached to the person’s
(
(something):
thi ) HeH developed
d l d a close
l relationship
l ti hi clothing:
l thi Sh h
She handed
d d outt name ttags for
f people
l
with her. to wear at the debate.
outlook n.- the way that a person thinks
about things: The students all seemed to have
the same outlook.
n
peer n.- a person who belongs to the same
i ó
age group or social group as someone else:
c
American children did less well in math than theeir
bu
peers in Japan.
i s tr i
su d
b i d a
hi
nonprofit fi adj.- not existing or done for the
rP o
purpose of making a profit: fi Schools don’t pay
sales tax on supplies because they have nonprofit
fi
status.
steal v.- to take (something that does not
belong to you) in a way that is wrong or
illegal: Someone stole my bicycle!
page 78 trigger v.- to cause (something) to start
or happen: His action triggered an incredible
feedback n.- helpful information or criticism
response from the government.
that is given to someone to say what can be e
d
done t improve
to i a performance,
f product,
d t page 82
etc.: He asked for some feedback from his friends
recap v.- to give a brief summary of what
to become a better person.
has been done or sa aid before: At the end of
gather v.- to choose and collect (things): She the program, the annnouncer recapped the day’s
has been gathering books for a collection. news.
T100 Glossary

Glossary
Unit 10 page 87
page 85
almond n.- a nut that has a sweet flavor:
allow v.- to permit (something): They don't I don’t like almonds.
allow smoking in this store.
compensation n.- something that is done or
given to make up for damage, trouble, etc.:
She received compensation from the store for the
damage caused to his product.
deserve v.- used to say that someone or
something should or should not have or be
given something: She deserves a better product
than this one.
page 88
policy n.- a way of doing something that
has been officially agreed and chosen by stock n.- the supply of goods available for
a political party, a business, or another sale in a store.: The product you are looking for
n
organization: The company has adopted a strict is out of stock.
i ó
no-smoking policy.
c
page 90
u
purchase n.- something you buy: She paid for form n.- a document with blank spaces for
i b
her purchase and left.
r
filling in information: Just complete the form
t
receipt n.- a piece of paper that you are and return it, please.
i s
given which shows that you have paid for
d
something: Keep your receipt in case you want
su
to bring your product back.
b i d a
rP o hi replacement n.- when you get something
that is newer or better than the one you
had before: We need a replacement for our old
refund n.- an amount of money that is given vacuum cleaner.
back to you if you are not satisfied with the
goods or services that you have paid for:
Return your product within 14 days for a full
refund.
upset adj.- angry or unhappy: I was feeling
upset by the whole shopping experience.
Glossary T101

Name: Assessment 1
1 Complete each sentence with one of the words in the box. /4
don’t could should shouldn’t
Tips for Losing Weight

1. If you want to lose weight, I think you eat healthy food.
2. You also try to do more exercise.
3. In my opinion, you drink a lot of soda.
4. Why you ask your friends to help you?
2 Match each graphic with the advice it illustrates. /6

1. Drink water every day
ó n
2. Eat healthy food
c i
3. Don’t text and drive
i bu
4. Exercise
tr
5. Don’t litter
di s
6. Save water
i d a su
hi b
3 Read the text and answer the questions. /5
rP o
Texting when you’re using your cellphone is extremely dangerous. Many young people
think this is not a problem, but they should know the consequences. James Brock was
driving his car when he decided to send a message to his girlfriend. He sent her a picture
and she replied: “That’s hilarious!” Unfortunately, James didn’t see the car in front of him.
He crashed his car and hurt his leg. When he arrived at the hospital, his parents were very
angry. They asked him how he was feeling, and James responded, “my leg is killing me!”
“I’m sorry, but that’s what happens when you text and drive," his mom told him.
1. What is the text about?
2. Is this text aimed at young people or adults?
3. Did James’s girlfriend think the picture was funny?
4. Why did James crash his car?
5. What did James mean when he said his leg was "killing" him?
T102 Photocopiable
012 ASSYWCTGSec2.indd 102 12/21/18 12:01

Name: Assessment 2
1 Unscramble the questions about the play. Then answer them. / 10
THE MOUSE AND THE LION Adapted from Aesop’s Fable
KID MOUSE: (shouts to someone offstage) I’m the king of the jungle.
Mom, I’m so hungry. Let’s go find some food I don’t eat sunflower seeds.
in the jungle. KID MOUSE: (worried) Gulp!
MOM MOUSE: (calls from offstage) You go, sweetie, So what do you eat?
I’m busy. But watch out for the other LION: Anything that moves, including mice!
animals. They may be hungry, too! KID MOUSE: But I am so small. You won’t even
KID MOUSE: OK, Mom! (sets off foraging) know I’m in your stomach!
Ah, there are some sunflower seeds. LION: Better than nothing!
I’ll eat a few and then take some KID MOUSE: Please, Lion. I promise, if you save
home. (starts eating) me, I’ll make it up to you some day.
LION: Roar! (appears on stage)
n
LION: (laughs, pauses, then laughs again) Ha, ha, ha.
ó
KID MOUSE: Argh! Who’s that?
i
You, Mouse? Help me, Lion? (laughs again)
c
LION: It’s me, Lion. And I’m That’s the best laugh I’ve had in ages. Just for
u
hungry! that I’ll let you go…
i b
KID MOUSE: Well, you’re KID MOUSE: Oh, thank you, Lion. Sunflower
tr
in luck! There are lots of seed?
i s
sunflower seeds here. LION: Roar! (Kid Mouse runs offstage.)
d
LION: Sunflower seeds?
a su
1. go / Mouse / where / ? / food / to find / did
i d
Question:
hi b
Answer:
rP o
2. why / the mother / ? / did / tell / Mouse / to watch out
Question:
Answer:
3. spare / Mouse’s life / Why / Lion / did / ?
Question:
Answer:
4. help / ? / Lion think / could / Mouse / did / him
Question:
Answer:
5. does / What / ? / Lion / normally eat
Question:
Answer:
Photocopiable T103

Name: Assessment 3
1 Number the signs. /5
1. Do not use the elevator. 4. Use the stairs.

2. Take cover under a table or desk. 5. Call your local emergency service.
3. Help disabled people if you can.
2 Match the beginning of each sentence with its ending. /5
ó n
1. Drop with your hands.
c i
2. Cover your face the agreed-upon meeting place.
bu
3. Get away from glass push.
tr i
4. Don’t and objects that might fall.
di s
5. Try to go to to the ground.
su
3 Use the prompts to write what to do in case of a bee sting. /5
i d a
1. stinger first remove
2. thoroughly
rP o hi
area
b wash then
3. sting scratch not
4. spot cold compress apply
5. skin 15 minutes leave compress
T104 Photocopiable

Name: Assessment 4
1 Read and number each headline with the type of news that it represents. /5
1. Politics Temperatures at Da Vinci Expo in

2. Sports an all-time high town for the weekend
3. Arts
4. Environment
Local senator runs Showdown between
5. Technology
for president Germany and Brazil
New smartphone to
be announced next month
c i ó n
u
Mason Ramsey: The Newest Internet Sensation
In March 2018, 11-year-old
i s tr i b
Within a few days, videos of Mason went on to perform
d
Mason Ramsey was caught his performance got over 25 at the famous Coachella
su
on camera singing “Lovesick million views. As a result of festival in April 2018. Later
Blues” in a popular his newfound fame, Ramsey that month, he signed a
d a
supermarket. Although Mason made an appearance on the record deal and released
b i
had sung in public before, this Ellen DeGeneres Show. He his first song, “Famous.” It
hi
occasion was special. told Ellen his dream was to has 17 million views so far,
rP o
perform for a big audience and that number is con-
one day. stantly increasing.
Adapted from http://time.com/5225039/walmart-yodeling-boy-video-goes-viral/
2 Read and match the parts of the sentences. /5

1. Before March 2018, Mason had experienced a quick rise to fame
2. After singing at the supermarket he released his first song.
3. Mason told Ellen that he been singing for some time.
4. After playing at Coachella he continues to grow in popularity.
5. His song wanted to play at a big festival.
Photocopiable T105

Name: Assessment 5
1 Read the monologue and answer the questions. /5
I’m very excited! My favorite band is coming to town and the concert is tonight. I’ve
been waiting for this moment for years. I’m going with my best friend, Leslie. She
and I are big fans of theirs. We normally listen to them together on the bus when
we ride home after school, sharing a pair of earphones – one in her ear, the other in
mine. In that moment, we are just two girls listening to their favorite band.
I’m currently sitting in my last class, waiting for the final bell to go off. When it finally
does, I’m going to run out of here and go home. Leslie will catch up with me there, so
we can get ready together. I’m a little worried, though, because my room is a mess.
There’s so much junk on the floor. I don’t want her to see that. I’ll feel embarrassed if
she does!
This concert is very special to me because it’s my first one! Yes, I know what you’re
n
thinking: “You’re 12 years old and you’ve never gone to a concert?” Well, that’s just
i ó
how it is. That’s what makes it even better. My first time will be with my best friend,
u c
seeing my favorite band in the world. I think I’m going to cry tears of joy when the
i b
singer comes out to the stage!
1. Is the writer a girl or a boy?
di s tr
su
2. How do you know?
a
3. What type of monologue is this?
i d
4. How do you know?
hi b
5. What is the topic of the monologue?
rP o
2 Classify the following types of body language when giving a monologue. /5
open arms fidget with an object jiggle legs make eye contact smile fold arms
use facial expressions look down leave long silences use fillers
GOOD BAD
T106 Photocopiable

Name: Assessment 6
1 Read the text and circle T (True) or F (False). /5
How do cellphone cameras work?

If you have an old camera, Cellphone cameras are very Having pictures stored in
then you know they have different. They don’t use numeric form is very useful!
many components. The as
film. Instead, digital cameras You can do all kinds of
most important one is film. are equipped with an imagee things, such as uploading
After you put it inside your sensor. This sensor capturess them to your favorite
camera, you can start taking rays of light and turns themm website or easily sharing
pictures. When you take a n
into electrical signals. When an image with your friends
picture, the light records an the image sensor detects and family. This would be
image on the film. When the picture, it turns the a lot harder if
n
the film is full, you need to information into millions cellphones used
i ó
take it to be developed so of tiny pixels. The sensor film – you’d
u c
you can see all the photos then analyzes the color have to make a
b
that you took. This requires of each pixel and turns it physical copy
tr i
a long chemical process into a number. All of these every time!
i s
in order to take the film numbers are processed by
d
and make it into a real your phone so that they can n
su
photograph. display the final product:
a nice selfie that you took
d a
with your friends.
o h bi i
1. Creating pictures with an old camera is a simple process. T F
Pr
2. Cellphone cameras use film. T F
3. Both old and new cameras still use light to work. T F
4. Image sensors turn information into numbers and pixels. T F
5. Images saved in numeric form have many uses. T F
2 Look at the words from the text and match them with their definitions. /5
1. film To put something on a website.
2. develop To save or keep.
3. pixel A roll of plastic that is sensitive to light.
4. store To reveal images.
5. upload A very small square on a screen.
Photocopiable T107

Name: Assessment 7
1 Use the expressions in the box to respond. /5
Yeah, sure. Congratulations! That’s terrible! You’re joking! Wow, that’s great!
1. Anna didn’t come yesterday because she broke her arm.

2. The concert was great! I got to meet the singer!
3. Could you help Darren with his homework, please?
4. James found the shoe he lost two years ago. Can you believe it?
5. I passed all my classes with good grades!
2 Number the lines of the conversation in order. /5

1 Hello, Diane. Yeah, I like it a lot.
ó n
You’re joking. Not really. But I’m sure I’ll make more soon.
c i
Yes, I did. 12 Right. Bye now.
i bu
Hi, Alice. That’s great. Well… talk to you later.
s tr
I heard you started a new school this year! Do you have any friends now?
di
And do you like it? Of course I’m joking! I have a lot of friends.
a su
3 Circle the correct verb tense in each italic pair. /5
b i d
I grew up in a big city. We stood around feeling foolish and off we went up the
hi
used to spend / spent our since I had no idea how to mountain. I didn’t realize
rP o
vacations at the beach, put up a tent or anything you have to break boots
but I don’t think I had ever else. Finally, everything in before hiking. My feet
seen a forest. So I was was done and we decided were so sore and full of
thrilled when my cousins to go hiking. I was proudly blisters that I had to spend
from the north used to putting / proudly put on my the next three days sitting
invite / invited me on a brand new hiking boots around the camp.
camping trip one summer.
My uncle Bob and my two
cousins picked me up at
the bus station and off we
went to the mountains.
When we arrived, we used
to unpack / unpacked the
car and set up camp.
I pretty much had stood /
T108 Photocopiable

Name: Assessment 8
1 Read the text and circle T (True) or F (False). /5
What makes something Mexican and ways of living over a period of time. While
something else completely British? How is Mexico celebrates the Day of the Dead, the
culture defined? I have been to both Mexico UK celebrates Halloween, just as Christmas
and the UK and believe that culture is not only presents are opened early in the morning of
expressed through the art, theater and music Christmas Day in Britain, but on January 6th
of a country, but through the society’s attitudes, (Epiphany) in Mexico. Our rituals and the way
beliefs, food, annual public holidays and we do things as a country define our culture.
special events. Culture defines a country and Appreciation of both worlds is vital to truly
breathes color and life into a place, illustrating absorb and learn about a new place unlike
what makes the country uniquely itself. your own.
Overall, the culture of Mexico and of the UK
can be summed up in their values, customs
and beliefs, which are shown through their
ó n
annual celebrations, food, art, religion and
1. The author believes that Mexican and British

sh culture are similar.
bu c i T F
tr i
2. The author has visited both places. T F
i s
3. In Mexico people open presents on the morning of Christmas Day. T F
su d
4. British people celebrate the Day of the Dead. T F
5. The author believes that our rituals and customs define our culture. T F
b i d a
hi
2 Unscramble the sentences and questions. /5
rP o
1. when / celebrate / Christmas / ? / do / they
2. presents / open / children / on January 6th
3. the UK / Christmas cards / common / are / in
4. is / the / celebration / ? / when
5. typical meal / for / turkey / a / Christmas / is
3 Match the words with their definitions. /5

1. Leprechauns To represent or demonstrate.
2. Parades Large groups of people.
3. Crowds Mythical Irish creatures who wear green.
4. Halt People marching in a public place.
5. Depict To stop.
Photocopiable T109

Name: Assessment 9
1 Read and complete the text using the words from the box. /5
job afford however look after day off
Rasheed lives in New York. After

school, he has to stay home and
_____________________ his siblings
while his mother works. They can’t
_________ a bigger place, so they live
in a one-bedroom apartment. He wishes
his mom would have a __________ so
they could spend more time together.
ó n
___________, Rasheed studies hard so
c i
that one day he can have a good ______
bu
and help his family. There are many
r i
students like Rasheed all over the world.
s t
People should appreciate what they have
di
and help those who have less.
i d a su
hi b
2 Complete the sentences logically. /5
rP o
1. If it rains tonight,
2. If parents paid more attention to their kids,
3. If I have free time this weekend,
4. If I found a wallet on the ground,
5. If you don’t study,
3 Circle the correct option in each sentence. /5

1. He doesn’t want to go to school why / because some kids bully him.
2. Bullies are aggressive and / but disrespectful.
3. Despite / Although he is tall and strong, some classmates bully him.
4. Talk to your parents however / if you are bullied at school.
5. Bullying will not stop because / unless school authorities do something about it.
T110 Photocopiable

Name: Assessment 10
1 Write the correct complaint under each picture. /5
1 The food is not good 2 Waiting too long 3 The phone doesn’t work
4 Not the right size 5 It’s too hot
c i ó n
u
2 Circle the correct option in each italic pair. /5
i b
SALES CLERK: Good morning, how can I help you?
s tr
SANDRA: Hi, I’d like to make a complain / complaint.
di
SALES CLERK: Oh no, what’s the matter?
su
SANDRA: The shoes I bought are the wrong style. The left shoe is different than the
a
other shoe!
b i d
SALES CLERK: I’m sorry about that. Do you have your receipt / coupon?
hi
SANDRA: No, I seem to have lost it somewhere. Can you still give me my money back?
rP o
SALES CLERK: Unfortunately, our store offer / policy doesn’t allow us to give refunds /
colleagues if you don’t have it.
SANDRA: This is ridiculous! Let me speak to your supervisor. I would like / demand better
service than this!
3 Match the beginning of each sentence with its ending. /5

1. Sorry, I can’t give you that you lost my order!
2. Could I speak to a discount on your next purchase!
3. I can’t believe a full refund, only a replacement.
4. That’s why I demand your manager?
5. If you buy today, we can offer you a free replacement!
Photocopiable T111

Name: Assessment Term 1 (1-4)
Part 1 Vocabulary ( / 15)

Circle the correct option, A, B or C.
1. A … person loves their job. 9. I don’t want more food! I've had …
A friendly A enough.
B passionate B very.
C order C full.
2. I feel … because I don’t have any friends. 10. Don’t … about the exam.
A down A rest
Term
T
B happy B try
erm 1
C hope C worry
3. Math is a … subject for me. It’s difficult 11. It’s hard to pay attention if you have not …
to understand. A shared.
n
A easy B rested.
i ó
B sad C developed.
u c
C hard
12. She doesn’t like that sound. It’s …
i b
4. People run wearing … A irritating.
tr
A sneakers. B funny.
i s
B sandals. C worry.
d
C slippers.
su
13. … means that you feel sick and tired.
5. Please … your toys with Sam. A Broken heart
a
A share B Under the weather
i d
B play C Eat a horse
hi b
C give
14. My shoes are … , so I want to take them off.
rP o
6. People who like the nighttime are … A comfortable
A dark people. B under the weather
B evenings. C killing me
C night owls.
15. Elephants weigh a …
7. This is the best … of my life. A toothpick.
A worry B ton.
B hope C car.
C stage
8. He needs to … better habits.
A develop
B do
C share
T112 Photocopiable
013 ASS_TERM_YWC_TGSec2.indd 112 12/21/18 12:02

Part 2 Grammar ( / 15)

Write the words in the correct order.
1. concert / When / ? / was / the 9. He said he … happy to be there.
A was
B were
C are
2. couldn´t / said / She / come / she / . /
10. Where did the accident … ?
A happened
erm 1
B happens
Term
3. he / ? / did / famous / become / How C happen
11. ... did he get to school? Did he come by car
or by bus?
T
n
A How
i ó
4. have / I / studying / been / here / years / . /
B When
c
2 / for
u
C Where
r i b
Write the correct word in each space.
i s t
5. think / you / What / did / ? / movie / the / of both neither because whereas
su d
12. my father and brother have
brown hair. They look very similar!
d a
bi i
13. I’m tired I didn’t sleep well
6. I told him I … never seen it before. last night.
h
A did
o
14. This shirt is expensive, this one is
Pr
B was much cheaper.
C had
15. my sister nor my mother likes
7. What did you … at the restaurant?
broccoli. They hate it.
A ate
B eat
C eaten
8. She … me the truth.
A told
B said
C say
Photocopiable T113

Part 3 Reading ( / 10)

Read and circle Right, Wrong or Doesn’t say.
Hamlet and The Lion King 4. Hamlet lived in Germany.

Last week I was watching The Lion King at home A Right B Wrong C Doesn’t say
and I noticed that it had many similarities with
Shakespeare's famous play Hamlet. Although 5. Both the uncles are named “Scar.”
Hamlet was written sometime in the year 1600, A Right B Wrong C Doesn’t say
it bears many similarities to the movie. In The Circle the correct option, A, B, or C.
Lion King, Simba has an uncle named Scar, who
Term
T
6. Where was the writer of the text watching

is jealous of his brother. Scar kills Simba’s dad in
erm 1
the movie?
order to achieve his goal of being king. Hamlet,
A At her house.
Shakespeare’s character, also has an uncle
B At a friend’s house.
(named Claudius) who thinks about killing his
n
C At the cinema.
ó
brother to become king.
i
Another similarity is that both Simba and Hamlet 7. What surprised her about the movie?
u c
are forced to leave their home. Simba has to A The director.
i b
leave because Scar tells him it was his fault that B The story.
tr
his father died. Hamlet also has to leave his C The title.
i s
home in Denmark and travel to England. 8. Which aspect of the two stories is different?
d
Both of them also meet good friends along the A The main character’s return to his home.
su
way. While in exile, Simba meets Timon and B The main events that happen in the story.
Pumbaa. Hamlet only has one close friend,
a
C The number of friends the main character has.
d
however. His name is Horatio, and he helps him
i
on several occasions. 9. How does the writer feel at the end?
hi b
In the end, both of them come back to their A She’s angry that ideas were copied.
B She’s bored with both the movie and the book.
rP o
homes and take revenge on their evil uncles.
Simba fights with Scar, who dies at the hands of C She appreciates knowing more about both.
the hyenas. Hamlet returns and kills his uncle, but 10. How does the writer feel about Shakespeare’s
with the help of a sword. plays?
I think it’s nice to know the works that inspired A She doesn’t like them.
famous movies. I like reading Shakespeare’s B She likes them but prefers watching movies.
plays, but I’d rather watch The Lion King! It’s C She thinks they’re better than movies.
much more entertaining.
1. “Hamlet” was written around the year

1600.
A Right B Wrong C Doesn’t say
2. The play’s author is Shakespeare.
3. “The Lion King” is a popular kid’s movie.
T114 Photocopiable

Part 4 Writing ( / 10) Part 5 Speaking ( / 10)

1. Make a list of things that people need to do With a classmate, you are going to talk about
in case of an earthquake. what to do during one of the situations below.
Choose the most important instructions that
2. Write your ideas as instructions. apply to the situation you select.
3. If you wish, you can use the pictures below
to help you with ideas.
Topics:
A What to do for a broken limb
erm 1
B What to do in case of fire
Term
C How to treat a bee sting
T
ó n
Tips:
c i
1. Write down your ideas.
bu
2. Draw a picture with your classmate to
r i
represent the steps.
s t
3. Make eye contact with your classmates
di
and teacher.
a su
Preparation time: 10 minutes.
hi b i d
rP o
Photocopiable T115


Complete the words. Write the correct word in each space.
1. This is what you do with a button: junk candles costume

p . makeup scary
2. A microwave up your 11. I didn’t like that movie. It was very
food. .
3. This is what happens to ice cream in the sun it:
12. Did you see her monkey ?
m .
It was very realistic.
4. This computer has a large
13. If you want to decorate your face, you can
s .
put on .
n
5. Cellphones make many sounds, but they can
14. When there’s no light, people use
i ó
also v __ __ __ __ __ __.
.
u c
b
15. I have to clean the house before the
r i
6. If you put your confidence in someone, it’s Halloween party. There’s a lot of
s t
because you … them. .
i
A fear
d
B trust
su
Te
Term
Ter
C spin
er m 2
a
7. When ringtones or bells make a loud sound,
i d
they …
hi b
A go off.
rP o
B energy.
C boost.
8. Eating well in the morning gives your brain
a…
A screen.
B boost.
C press.
9. Machines require … to operate.
A billions
B waves
C energy
10. The motor causes the fan to …
A spin.
B energy.
C press.
T116 Photocopiable


Write the words in the correct order.
1. We / store / the / Mom / to / with / went / . 9. We … a lot at the restaurant.
A ate
B eats
C eaten
2. to / love / band / this / love / I / . / used
10. She used to … in the USA.
A lived
B live
3. don’t / New / cameras / . / batteries / use C living
11. Where … the party?
A did
n
B happened
ó
4. you / here / ? / around / live / Do
i
C was
u c
Write the correct question words.
tr i b
5. work / cellphones / ? / do / How 12. Q: do you live?
s
A: In Mexico City.
di
13. Q: is her name?
su
erm 2
A: Laura.
Term
a
14. Q: time did you use to
i d
Ter
6. This cellphone … new technology.
wake up?
b
Te
hi
A use
A: I used to wake up at 7am.
B uses
rP o
C have 15. Q: did you arrive late?
A: I’m sorry. There was a lot of traffic.
7. Where does he … ?
A works
B working
C work
8. This place … to be bigger.
A used
B use
C uses
Photocopiable T117


Read and circle Right, Wrong or Doesn’t say. 4. Will didn’t tell his father about the wallet.
WILL: Hey Rachel! Guess what happened to me
yesterday! 5. Will and Rachel will look for lost wallets later.
RACHEL: What? A Right B Wrong C Doesn’t say
WILL: Well, I was walking home from school and
I found a wallet on the street. Circle the correct option, A, B or C, to complete
RACHEL: Really? Did you take the money?
the mini conversations.
WILL: Of course not. You know that wouldn’t
be right! 6. I forgot my favorite sweater at a restaurant!
RACHEL: You know I’m just joking. What did you A I’m so sorry to hear that.
do, then! B Well, let’s see.
WILL: I looked through it to see if there was an C Not bad.
ó n
ID or anything. Luckily, the person had some 7. How was your trip to the mountains?
i
business cards in his wallet. I asked my dad to
c
A Sure, I can go with you.
u
call the number on them so we could get in B Great! But I’m really tired.
i b
touch with the owner. C So, what are you going to do?
tr
RACHEL: Wow, how nice of you, Will!
s
8. She’s having a party at her house and asked
i
WILL: Yeah, my dad and I met the man at a
d
me to invite you.
coffee shop near here to give him back his wallet.
A Oh, so what happened?
su
RACHEL: I bet he was really happy.
Te
Term
Ter
B That’s terrible!
WILL: Yes, he was. And that’s not the end of the
er m 2
a
C Really? When?
story! He was so happy that I had returned his
i d
wallet that he bought me my favorite drink at 9. Can you help me with this assignment?
hi b
the coffee shop. A Of course, hang on.
rP o
RACHEL: Geez, I wish I could find a wallet on the B What about you?
street one of these days. Anyway, we need to C How nice of you!
hurry up and finish eating. Our lunch break is
10. How do you feel today, Rachel?
almost over, and we have to go back to class.
A How awful.
B What a pity!
C Not bad.
1. This conversation takes place at Will and
Rachel’s school.
2. The wallet was old.
3. Rachel wanted Will to keep the money.
T118 Photocopiable

Part 4 Writing ( / 10)

Think about what you did last weekend. Write an email to your best friend describing your activities
to him or her.
c i ó n
tr i bu
di s
su
erm 2
Term
i d a
Ter
b
Te
rP o hi
Part 5 Speaking ( / 10)
Think about one of your favorite characters (e.g. superheroes, characters in a film, TV series
characters). Give a short monologue that reveals more about his / her personality.
Present your monologue to your classmates and see if they can guess who your character is.
Photocopiable T119


Complete the words.
1. A p is a type of rule or 10. Can I make you another … ?

regulation. How about 30%?
A refund
2. A c gives you a discount at
B customer
a store or restaurant.
C offer
3. A r is when the store 11. They were given some … for their bad
returns your money. experience at the restaurant.
4. A c shops at A compensation
a store. B receipts
C damages
n
5. A r is a sheet of paper
12. Let me introduce you to my … , John.
i ó
that serves as proof of your purchase.
He also works here in the store.
u c
Circle the correct option, A, B or C. A customer
i b
B chum
r
6. I’d like to return these shoes, please.
t
C colleague
They’re …
i s
A furious. 13. She was ... that she’d had to wait so long at
d
B upset. the bank.
su
C damaged. A complaint
a
B furious
7. I’m sorry, ma’am. I’m afraid I can’t give you
d
C damaged
i
your money …
hi b
A refund. 14. Hello, I’m calling to … about the service.
B return. A complain
rP o
C back. B complaint
C comply
8. I’m very disappointed with the service.
I’d like to speak to your … 15. The customer who was … got a
A boss. free drink.
B colleague. A upset
C friend. B refund
C colleague
Te
Term
Ter
9. The restaurant doesn’t … us to bring food

erm 3
from outside.
A sell
B allow
C complain
T120 Photocopiable


Write the words in the correct order. 10. If everyone had wings, we could …
anywhere.
1. agree / the / teacher / . / with / don’t / I
A flew
B fly
C will fly
2. too / . / so / I / think
Write the correct word in each space.
despite although unless

however because
3. I’m / to / interrupt / . / sorry
11. She’s saving money she wants
to buy a new computer.
ó n
4. , / In / nice / my / opinion / . / it’s
i
12. being sick, he still came
c
to class.
i bu
13. it was raining, we still went
tr
5. Most / us / of / that / right / he’s / believe / . to the park.
i s
14. Dad said he wouldn’t buy me ice cream
su d
I got a 9 on my test.
Circle the correct option, A, B or C. 15. This is my favorite food. , it’s
d a
6. If you … study, you might not pass. not very healthy.
b i
A hadn’t
hi
B isn’t
rP o
C don’t
7. If we … more bikes, the city would be cleaner.
A using
B used
C uses
8. If I see my idol at the concert, I … scream.
A will erm 3
B can
Term
C do
Ter
Te
9. If it … tonight, the picnic will be cancelled.

A rained
B will rain
C rains
Photocopiable T121


Read and circle Right, Wrong or Doesn’t say.
Helping Others Circle the correct option, A, B or C, to
Kyle Bradley is no ordinary kid. At just 12 years complete the mini conversations.
old, he’s helping hundreds of people who are 6. Hello, I’d like to make a complaint.
in need of clothes. Kyle got the idea to donate A Where’s the boss?
when he noticed that his younger brother was B What seems to be the problem?
growing very quickly and often needed to buy C I’m disappointed.
new clothes. He realized that young kids only
wear their clothes for a short time because 7. I deserve some compensation for this.
they’re in constant development. What fits them A What’s your policy?
one year might not fit them the next! Instead of B Would you like to see our clothes section?
keeping them in a closet forever, Kyle believes C Let me speak to my supervisor and see
n
what we can do.
ó
those clothes should be given to other kids who
c i
can’t afford to buy new clothes all the time. 8. The shirt I bought is ripped.
u
Kyle asked his classmates if they had any A What do you want?
i b
clothes they didn’t wear anymore. Fortunately, B Would you like a replacement?
tr
many of them did. Kyle took the clothes to an C Welcome to our store.
i s
organization called Goodwill, which takes in
d
9 Hello, I’d like a refund.
donations of old clothes and sells them at a very
su
A Do you have your receipt?
cheap price. For just a very small amount of
B That’s terrible!
money, people can buy a lot of clothes.
a
C I feel so upset.
d
After he saw that many people were interested in
i
10. Could you send it by express delivery?
b
helping, Kyle started going to other schools in his
hi
area and donating those clothes too. Thanks to A We don’t allow refunds.
rP o
Kyle, many people without access to expensive B Of course, I’ll send it right away.
clothes can now buy them without having to C Let me apologize.
spend so much money.
1. Kyle lives in a dangerous place.

Te
Term
Ter
2. Kyle’s brother told him to donate clothes.

erm 3

3. Goodwill gives people clothes for free.
4. Goodwill sells toys.
5. Kyle buys clothes from other schools.
T122 Photocopiable

Part 4 Writing ( / 10)

Choose two different places that you know (countries, states, towns, etc). Then use the Venn diagram
to fill in information about the two places. Finally, write a paragraph describing similarities and
differences between both countries.
Place 1 Place 2
Both
c i ó n
tr i bu
di s
i d a su
Part 5 Speaking ( rP o hi
/ 10)
b ✃
You are going to have a round table discussion with your classmates about one of the topics in the
list below. Remember the basic expressions used to give your opinion about something. Make sure to erm 3
give your point of view, but also let your classmates speak!
Term
Topics:
Ter
Te
A How can we help children who don’t go to school?

B What would happen if parents paid more attention to their children?
C Should children under the age of 12 have cellphones?
Photocopiable T123

Answer Key – Term Assessments
Assessment Term 1 Part 4 Writing (10)
Answers will vary. Students should write a list of steps to
Part 1 Vocabulary (15 points)
follow in case of an earthquake. Check that imperatives
1. B are used correctly. Review spelling, grammar, and
2. A coherence.
3. C
4. A
Part 5 Speaking (10)
5. A
6. C Answers will vary. Check that students use suitable
7. C expressions to discuss the steps they need to follow.
8. A
9. A Assessment Term 2
10. C
11. B Part 1 Vocabulary (15 points)
12. A
13. B 1. press
14. C 2. heats
15. B 3. melts
4. screen
n
5. vibrate
ó
Part 2 Grammar (15 points)
i
6. B
c
1. When was the concert? 7. A
u
2. She said she couldn’t come. 8. B
b
3. How did he become famous? 9. C
i
10. A
r
4. I have been studying here for 2 years.
t
5. What did you think of the movie? 11. scary
s
12. costume
i
6. C
13. makeup
d
7. B
8. A 14. candles
su
9. A 15. junk
10. C
a
11. A Part 2 Grammar (15 points)
d
12. Both
i
13. because 1. We went to the store with Mom.
b
2. I used to love this band.
hi
14. whereas
15. Neither 3. New cameras don’t use batteries.
rP o
4. Do you live around here?
5. How do cellphones work?
Part 3 Reading (10 points) 6. B
1. A 7. C
2. A 8. A
3. C 9. A
4. B 10. B
5. B 11. C
6. A 12. Where
7. B 13. What
8. C 14. What
9. C 15. Why
10. B
T124 Answer Key
14 AKSBYWC_TGSec2.indd 124 12/21/18 12:02

Answer Key – Term Assessments
Part 3 Reading (10 points) Part 2 Grammar (15 points)
1. A 1. I don’t agree with the teacher.
2. C 2. I think so too.
3. B 3. I’m sorry to interrupt.
4. B 4. In my opinion, it’s nice.
5. C 5. Most of us believe that he’s right.
6. A 6. C
7. B 7. B
8. C 8. A
9. A 9. C
10. C 10. B
11. because
Part 4 Writing (10 points) 12. Despite
13. Although
Answers will vary: Students write an email to their friend 14. unless
explaining what they did over the weekend. They should 15. However
include a variety of activities written in the simple past
tense. Review spelling, grammar, and coherence.
Part 3 Reading (10 points)
n
Part 5 Speaking (10 points) 1. C
i ó
2. B
Answers will vary: Students will give a short monologue
c
3. B
that describes a famous character or personality. They
u
4. C
should be given some time to prepare their monologue.
b
5. B
i
Have their classmates guess who they’re talking about. 6. B
tr
7. C
s
8. B
i
Assessment Term 3
9. A
d
Part 1 Vocabulary (15 points) 10. B
su
1. policy
2. coupon Part 4 Writing (10 points)
a
3. refund
d
Answers will vary: Students will write a paragraph
i
4. customer describing similarities and differences between two
b
5. receipt countries. They should include cultural aspects, such
hi
6. C as food and customs. Review spelling, grammar, and
7. C
rP o
coherence.
8. A
9. B
Part 5 Speaking (10)
10. C
11. A Answers will vary: Students will have a round table
12. C discussion about one of the three topics on the list. They
13. B should use expressions that convey their points of view
14. A and allow them to respond to others’ opinions.
15. A
Answer Key T125
14 AKSBYWC_TGSec2.indd 125 12/21/18 12:02

Audioscripts
Unit 1 TRACK 4
TRACK 1 1. This is no place to sleep!
NARRATOR: Have you seen a bully at your school? He 2. Has this happened to you?
or she might make fun of someone, frighten or even
3. Don’t worry, you are not the only one.
physically harm the person. Other kinds of bullying
are harder to see, like spreading unkind rumors or 4. What can you do to sleep better?
calling a person names. The good news is that you 5. Remember, sleep more at night, sleep less in class!
can help! If you see any of these problems, don’t
ignore them! Tell a teacher or counselor right away.
Together we can make a difference! TRACK 5
GIRL: Okay, so we’ve prepared a public service
announcement for our community about litter on
TRACK 2 the streets and how this affects everybody during the
1. Fact. People around the world use over 500 billion rainy season. This is our poster. Please, have a look.
plastic bags a year. BOY: And we’ve also prepared a campaign. Listen to
Fact. 13,000-15,000 pieces of plastic are thrown our PSA with some special effects. Ahem, ahem.
into the ocean every day.
GIRL: Oh, no! Not again!
Fact. Plastic causes the death of approximately
n
100,000 sea creatures a year. Plastic. It kills. BOY: What happened?
ó
GIRL: Look, the drains got clogged again. People
i
2. I was 12 when someone called me a pig. My mom
threw garbage everywhere and, after last night’s
c
said my weight was perfect, but I didn’t like my
rain, it is impossible to walk.
u
body. I hated what I saw in a mirror. I started to
b
eat less and less. I counted calories in everything. BOY: We can do something about it. Let me think.
i
I lost 5 kilos and my parents were worried. I lost
r
Oh, I have an idea! Let’s all help and pick up the
t
10 and they were panicking. But I couldn’t stop. I garbage at least once a week. What do you think?
s
wanted to weigh 50 kilos and then 45 kilos. I was
i
GIRL: Good idea! And we can ask our neighbors to
never slim enough... It took me years to recover.
d
help. We should all look after our streets and drains.
I am lucky. Remember - you are more important
su
than this number. BOY: Then, we could all live better! Let’s start today!
3. In the summer, the days are hot. Inside your car, GIRL: Thanks, that’s all from us.
a
the temperature can rise really quickly.
d
When it is 21.1 degrees outside, the temperature
i
in the car gets to 31.6 degrees in ten minutes and
hi b
goes up to 40 degrees in half an hour. Don’t ever
leave your pet in a locked car. Don’t cook your
rP o
dog!
TRACK 3
STUDENT: Hey! Wake up, the teacher is coming!
TEACHER: Mr. Ramírez, wake up! This is no place to
sleep!
NARRATOR: Has this happened to you? Can’t stay
awake in class? Don’t worry, you are not the only
one. Teenagers don’t feel sleepy until late at night,
so when the alarm wakes you up, you’re tired.
What can you do to sleep better? Here are some
tips to help you: What if you avoid drinking soda
and coffee? Coffee has a substance called caffeine,
which keeps you awake. You shouldn’t watch TV
before going to bed either. It emits a blue light that
makes it difficult to fall asleep. You could also take
a shower, put your pajamas on or read 30 minutes
before to prepare your mind for sleeping. Remember,
sleep more at night, sleep less in class!
T126 Audioscript
015 tracks YWC_TGSec2.indd 126 12/21/18 12:03

Audioscripts
Unit 2 RABBIT: Let go, Doll, or I’ll hit you! (waits for a reply
TRACK 6 but doesn’t get one) Let go I say! (hits doll and gets
NARRATOR: (Okay, are we ready all ready to read the his hand stuck) Let go of my hand and foot, or I’ll
play? Let’s begin. Ahem…. It’s night. Naz is on his hands punch and kick you! (receives no reply so punches
and knees outside his house under a streetlamp.) and kicks the doll, and becomes completely stuck)
(Mother and Son appear from behind the tree.)
NAZ: Where could it be? Where could it be?!
MOTHER: Now we’ve caught you, Rabbit!
NEIGHBOR 1: What are you doing, Naz?
SON: And you’ll taste delicious with all those beans
NAZ: I’m looking for something. inside you!
NEIGHBOR 1: I can see that. What are you looking for? MOTHER: Put Rabbit in a bag, and let’s collect some
NAZ: My key. wood for a fire. (Son and Mother leave Rabbit in
NEIGHBOR 1: Let me help. the bag at the front of the stage and exit. Coyote
appears on stage.)
NAZ: Thank you, that’s very kind.
RABBIT: Who’s that walking by?
NARRATOR: (The two continue searching. Another
neighbor appears.) COYOTE: It is I, Coyote. Is that you, Rabbit? What are
you doing in that bag?
NEIGHBOR 2: Hello, neighbors. What are you doing?
RABBIT: The old woman put me in this bag because
NEIGHBOR 1: We’re looking for Naz’s key. Have you
she wants me to marry her daughter.
n
seen it?
ó
COYOTE: Really?
i
NEIGHBOR 2: No, I haven’t, but I’ll help you search.
RABBIT: Yes, but I’m small and ugly, and her
c
NARRATOR: (The three continue searching. Before long,
u
daughter is tall and beautiful.
Naz’s wife comes home from work.)
b
COYOTE: Yes, she’s much too good for you.
i
NAZ’S WIFE: What are you doing?
r
RABBIT: Why don’t you marry her instead? You are
t
NEIGHBORS: We’re looking for Naz’s key.
strong and handsome, and you’d make a much
i s
NAZ’S WIFE: Is this true, Naz? Have you lost your key? better husband than I.
d
NAZ: Yes, dear. COYOTE: Of course, I will.
su
NAZ’S WIFE: Where did you lose it? RABBIT: Help me out of the bag and take my place.
NAZ: In the house. (Coyote unties the bag and lets Rabbit out. Coyote
a
NEIGHBOR 1: In the house? then gets in the bag and Rabbit ties it up.)
d
COYOTE: Now go away quickly before the old woman
i
NEIGHBOR 2: Then why are we looking outside?
comes back. (to self) Stupid Rabbit! (Rabbit exits.
b
NAZ: Because there is more light out here!
hi
Son and Mother enter stage with wood in their arms
NAZ’S WIFE: Ugh. You’re such a fool! and start to make a fire.)
rP o
SON: Ah, what a delicious dinner we’re going to
have!
TRACK 7 COYOTE: (wriggles a little in bag; aside to audience)
"Coyote and Rabbit". Adapted from a Traditional Dinner?
Native American Tale. MOTHER: Yes, I’m so hungry. OK, the fire’s ready. Son,
(Son and Mother are standing beside their bean open the bag and we’ll cook Rabbit!
field.) COYOTE: (aside to audience) Fire? (Son opens bag,
SON: Mother! Mother! Just look at our field! Rabbit Coyote jumps out and runs away.)
has been eating the beans again. Soon there will be SON: (gets a shock) Mercy me!
none left! What are we going to do?
COYOTE: (runs offstage shouting) Rabbit! Rabbit! You
MOTHER: Don’t worry, Son. I know just how to stop tricked me. I’ll get you for this!
him. First, take this doll and cover it with molasses.
Then leave it by the side of the field and we’ll hide
behind this tree.
TRACK 8
(Son covers the doll with molasses and they both
hide. Before long, Rabbit appears on stage.) 1. Don’t worry, Son.
RABBIT: Aha! Those foolish humans have left their 2. Let go, Doll, or I’ll hit you!
beans unguarded again. It’s time for my lunch! 3. Who’s that walking by?
(Rabbit goes toward the field but falls over the doll 4. What are you doing in that bag?
and gets one foot stuck.)
Audioscript T127

Audioscripts
5. Help me out of the bag. TRACK 11
6. She’s much too good for you. I mean listen to this joke: Why did the skeleton not
7. I’m so hungry. go to the party? Cause he had nobody to go with!!
See? Funny, right? I know!
8. I’ll get you for this!
Well… Leslie stole my joke and told it to a group of
third graders; she tried to be so funny! Everyone in
second grade knows that joke is mine!
Unit 5 I’m never ever for as long as I live, even if I live to be
100, ever going to talk to Leslie again!
TRACK 9
“My best friend”. I am Hazel and something horrible Oh! It’s Leslie. Hello…
happened to me at school this morning. It was so What?! You got backstage tickets to Ed Sheeran?
awful! Don’t bother asking me about that. Really, Get out! Of course I would love to go with you! Oh
if I have to think about it, I’ll just get so upset… I my gosh, I’m so excited! Leslie is the best friend one
won’t talk about it or I may just break down and cry. could ever have! Ed Sheeran!
Well, I’ll just give you a hint; it’s about that traitor,
liar, bad friend Leslie; she drives me nuts!
On the one hand, she acts like she’s my best friend. TRACK 12
n
We sit together at lunch every day and we are Well, I’ll just give you a hint… she acts like she’s my
ó
always supporting each other in the most difficult best friend… oh, but I was obviously wrong to put
i
situations; oh, but I was obviously wrong to put my my trust in her. I mean, listen to this joke… Well…
c
trust in her. She knows it’s my thing to be the class Leslie stole my joke and told it to a group of third
u
clown. I’m the funny one! Doesn’t she know that? Of graders.
i b
course she does!
tr
I mean listen to this joke: Why did the skeleton not
s
go to the party? Cause he had nobody to go with!!
i
See? Funny, right? I know!
d
Well… Leslie stole my joke and told it to a group of
su
third graders; she tried to be so funny! Everyone in
second grade knows that joke is mine!
a
I’m never ever for as long as I live, even if I live to be
i d
100, ever going to talk to Leslie again!
b
Oh! It’s Leslie. Hello…
hi
What?! You got backstage tickets to Ed Sheeran?
rP o
Get out! Of course I would love to go with you! Oh
my gosh, I’m so excited! Leslie is the best friend one
could ever have! Ed Sheeran!
TRACK 10
“My best friend”.
I am Hazel and something horrible happened to me
at school this morning. It was so awful!
Don’t bother asking me about that. Really, if I have
to think about it, I’ll just get so upset… I won’t talk
about it or I may just break down and cry.
Well, I’ll just give you a hint; it’s about that traitor,
liar, bad friend Leslie; she drives me nuts!
On the one hand, she acts like she’s my best friend.
We sit together at lunch every day and we are
always supporting each other in the most difficult
situations; oh, but I was obviously wrong to put my
trust in her. She knows it’s my thing to be the class
clown. I’m the funny one! Doesn’t she know that? Of
course she does!
T128 Audioscript

Audioscripts
Unit 7 TRACK 15
TRACK 13 ANA: And what happened the day of the contest?
ALAN: Hello… MARIA: We were very nervous, but we really wanted
SARA: Hi, Alan, it’s Sara. to win, so we decided to start with a song that was
ALAN: Hey, Sara, how are you? very popular at the time. Then I realized everyone
was looking at me, and I just froze. I couldn’t sing or
SARA: Fine, thanks. I’m just calling to wish you even make a sound!
happy birthday!
ANA: Oh!
ALAN: Hmm... Thanks, but my birthday was last
week… MARIA: I know! I just stood there with my mouth
open.
SARA: Oh, I’m so sorry! Anyway, did you have a good
time? ANA: Oh no! What happened next?
ALAN: Yeah, great! First, at school, the whole class MARIA: Cindy and Luis, the other two members of
sang “Happy Birthday.” They bought a cake and the band, started singing. That helped me, and I
we went to the school cafeteria to eat it. And Christi managed to sing along, but I was very embarrassed.
and Tim gave me presents. She gave me a rock CD, I was sure we were going to lose!
and he gave me a video game. ANA: And did you?
SARA: Wow! MARIA: Well, we came in second! Not bad, huh?
n
ALAN: Yes! And we had a really great night, as well.
i ó
My best friend, Nicky, organized a surprise party for
c
me at his house. We had a big pizza and danced for TRACK 16
u
hours. BILL: Hey, Tom!
i b
SARA: Well, that sounds great. TOM: Hi, Bill!
tr
And I’m really sorry that I didn’t remember… BILL: I heard you made the soccer team.
s
ALAN: No problem, Sara, there’s always next year! Congratulations!
di
TOM: Thanks, Bill! I’ve already played my first game.
su
BILL: Really? When?
TRACK 14
TOM: Last weekend.
ANA: Maria, what are we going to do for this year’s
a
BILL: How was it?
festival?
i d
TOM: It was fantastic. My whole family came to
MARIA: I think we should do something similar to
b
watch. I was pretty nervous, but I guess we all were.
hi
what we did at my last school.
BILL: Oh, so what happened?
ANA: What was that exactly?
TOM: John scored the first goal, and then we all
rP o
MARIA: We organized a craft exhibition and a music started to feel better. I even scored a goal at the end.
contest.
BILL: And did you win?
ANA: Really? That sounds great!
TOM: Yes! And what about you? Are you still in the
MARIA: Yes, it was fantastic. Before that we used to science club?
have sports contests every year, but we wanted to do
BILL: Yes, but I’m also going to try out for the
something different.
chess team.
ANA: So what did you do?
Oh, I have a class!
MARIA: I entered the music contest. My friends and I
TOM: Me, too. Bye!
decided to form a band.
BILL: See you later, Tom!
ANA: Wow! What kind of music did you play?
MARIA: Rock. We worked really hard. First, we
bought and borrowed some instruments. Then we
TRACK 17
chose the name for our band, and finally we started
rehearsing. JENNY: Hi, Mike, how are you doing?
ANA: What was the name of your band? MIKE: Fine, Jenny, and you?
MARIA: Children of the Rock. We used to rehearse JENNY: Great! I just got back from summer camp.
every afternoon after class. I was the lead singer… MIKE: How was it?
JENNY: I had an amazing time. We went rock
climbing and did a treasure hunt.
MIKE: Sounds like you really enjoyed it.
Audioscript T129

Audioscript
JENNY: I did, and something very funny happened Unit 8
the last night. TRACK 18
MIKE: Tell me. MARK: Hello. I’m Mark and this is Robert. We read
JENNY: We sat around a bonfire on the beach, and an essay about an American who went to live in
everyone started telling scary stories. After we went the UK. He talks about the differences he found
to bed, in the middle of the night, Lisa woke me up. between the two countries. We’re going to present
She told me she could hear footsteps. a comparative chart that we did based on the
information in the essay. Robert, would you like to
MIKE: She heard footsteps?
begin?
JENNY: She said she did, but I didn’t hear anything,
ROBERT: Thank you, Mark. Well, we found out many
so I told her to go back to bed. Just a few seconds
interesting things. In our comparative chart, we
later, we both heard footsteps—very close to the
included cultural aspects about sports, driving, TV
door! We shouted, “Who’s there?” But nobody
and language. Talking about sports, in the US they
answered.
play football, not soccer. In the UK, they play rugby,
MIKE: What did you do? which is very similar to American football that is
JENNY: We were terrified, but finally we told each played in the US. I like both sports. Cricket is also
other to be brave and check it out. We took a very popular in the UK. I tried to watch a game on
flashlight and opened the door. the Internet and I agree that it is very boring. Your
turn, Mark.
n
MIKE: And…?
ó
JENNY: You won’t believe it! Right when there was a MARK: OK, we also learned that in the UK they drive
i
gust of wind, a branch of a palm tree hit the door of on the left side of the road. You need to be careful
c
the cabin. It sounded like real footsteps! We laughed when crossing a street and check if you have to look
u
right or left. Americans say that Brits drive on the
b
a lot and then went back to bed. But we had to get
i
up just a few hours later to pack, so we hardly slept “wrong” side of the road. Another aspect that we
r
included is entertainment. While the British watch
t
that night.
s
TV shows from many different countries, Americans
i
MIKE: And all because of a tree branch!
prefer to watch their own shows. I personally enjoy
d
watching American TV shows. What about you,
su
Robert?
ROBERT: I also enjoy watching American TV shows.
a
Now, the last cultural aspect we would like to
d
present to you is language. It’s funny that both
i
countries share the same language, but they have
hi b
differences. For example, the British say lift not
elevator, a taxi is a cab, French fries are chips and
rP o
chips are crisps! Some people like the American
accent and some the British accent, but there are
also many different accents in the UK and in the US.
I personally think that the important thing is that
people understand what you are saying.
T130 Audioscript

Audioscript
Unit 9 Worldwide, a non-profit organization, which asked
TRACK 19 several teens their opinion about lying, stealing and
TEACHER: OK, class. Let’s get ready. Please be quiet behaving violently. According to the study, many
and remember to listen to your classmates and of them said that those behaviors are valid and
respect everyone’s points of view. As you all know, possibly correct in some cases. In short, they think
the topic of our round table is friendship. I’d like to that some things can be wrong, but can also be okay
begin with this phrase by Jerome Cummings. Please depending on the circumstances.
listen carefully and then we’ll discuss what you
think. “A friend is one who knows us but loves us
anyway.” TEACHER: Class, remember to take turns. TRACK 21
Who wants to start? Raise your hand, please. MICHAEL: What is your opinion? Yes, Cynthia, would
RALPH: Me! you like to begin?
TEACHER: OK, Ralph. What do you think? CYNTHIA: Yes. Hi, well… In my opinion there are
RALPH: I think that friends love us sincerely if they things that are always unethical, no matter what
accept the way we are. If they don’t like the way we the circumstances. For example, I think stealing
are, they’re not our friends. is always wrong and the same with lying and
behaving violently.
TEACHER: Linda, you raised your hand. Do you agree
with Ralph? MICHAEL: Yes, Dan.
n
DAN: Hi. I agree with Cynthia in that lying and
ó
LINDA: Actually, I disagree. I think there are friends
i
who love us even if they don’t like some things acting violently are not correct. However, I believe
c
about us. We need to be flexible and accept people that circumstances sometimes justify those
u
as they are. As long as we respect each other, it’s OK! behaviors.
i b
TEACHER: Thank you, Linda. Yes, Pablo. What’s your MICHAEL: Can you explain that?
tr
opinion? DAN: Sure. In some cases people who are extremely
s
PABLO: I think Linda’s right. Friendship is a poor and do not have enough to eat may try to
i
relationship of trust and concern for each other’s steal from a store. Or a boy or girl who is constantly
d
feelings. If you care about your friends, you respect bullied might end up by acting violently against
su
them and accept them for what they are. their aggressors.
TEACHER: OK, Pablo. Thanks. Karla, what do you MICHAEL: Yes, Helen.
a
think? HELEN: Hi. Look, I understand your point of view,
d
Dan, but we have to understand that although we
i
KARLA: I agree with Pablo. I think that a good friend
sometimes justify or understand certain behaviors,
b
loves you with all your good and bad qualities. But
hi
they don’t need to ignore your weaknesses. Real it does not make them ethical. For example, if
friends can help you improve and become a better you’re being bullied or suffer from extreme poverty
rP o
person. there are actions you should try before behaving
unethically.
TEACHER: Good point, Karla. Thank you. Camila?
MICHAEL: Rachel, what is your opinion?
CAMILA: I totally agree with Karla. You should help
your friends correct their mistakes. RACHEL: I understand and partially agree with most
of what has been said here so far, for example, the
TEACHER: Thanks, everyone. That was a great
fact that there are behaviors that are unethical
discussion!
and that sometimes circumstances push people to
do wrong, extreme and inappropriate things. But
I believe that the problem is not whether certain
TRACK 20 things are right or wrong, but what our society
MICHAEL: Hi, everyone. Let’s get started. As you should do to create conditions in which those
know, my name is Michael Brandon, and I will be unethical behaviors are not necessary. I mean
moderating this round table. To keep our discussion combating poverty and bullying for example.
orderly I will ask you to make sure you are wearing MICHAEL: Yes, Cynthia.
your name tags all the time, and to raise your hand CYNTHIA: I think the point of discussion here is not
when you want to participate. Also remember that what to do, but whether lying, stealing, etc., are
probably we all want to say something, so you right or wrong. And in my opinion they are always
won’t have more than two minutes each time you wrong.
speak. I will tell you when your time is up. So, as
you know, the topic of our round table today is MICHAEL: James, you want to say something.
discussing if some behaviors are ethical or not. And JAMES: Yes. Hi, everyone. I would like to ask a
for this purpose I would like to begin by sharing question. What about lying? Is lying always wrong?
with you the results provided by Junior Achievement
Audioscript T131

Audioscript
What if we lie to someone in order to not make
someone feel bad about something? Unit 10
TRACK 23
CYNTHIA: Like what?
1. CUSTOMER: I need to speak with your supervisor. It’s
JAMES: For example, a friend is wearing something
been a week and I still don’t have Internet service!
he thinks looks good on him, but you don’t like
it. In order not to hurt your friend’s feelings, you ASSISTANT: Hold on a second, please.
lie and tell him you like it too. Or if someone is ill CUSTOMER: I’ve been on hold for 40 minutes!
and something bad has happened that you know 2. ASSISTANT: Good morning, madam. How can I help
will make that person worse if he learns about it. you?
Wouldn’t you tell a lie if the person asked you? And
would it be wrong? CUSTOMER: Well, you see, I bought this yesterday,
but it is not working at all. No matter what I do it
MICHAEL: Dan? just doesn’t work.
DAN: I agree with James. There are instances in ASSISTANT: Well, you see, that model is not very
which lying may not be bad. good…
RACHEL: I think so, too. 3. CUSTOMER: I want to talk to the supervisor, please!
ASSISTANT: What’s the problem, sir, how can I help
you?
TRACK 22
n
CUSTOMER: I bought this shirt last week, and look
MICHAEL: Okay guys. I would like to recap what
ó
at it!
i
we have discussed so far. Please write notes by
c
completing the following sentences with what you
u
think are the results of the discussion: 1. Most of us
b
agree that… 2. However, some believe that… and. 3. TRACK 24
r i
Almost everybody thinks that… SALESPERSON: Good morning. How can I help you?
t
HUMBERTO: Good morning. Last month I bought a
i s
pair of tennis shoes from your online catalog and
d
you sent me a different style. Twice! I got really
upset, so I decided to complain in person! I’d like
su
a refund!
SALESPERSON: I understand, but our company policy
a
does not permit refunds, as you can see from this
i d
receipt.
hi b
HUMBERTO: I see. However, I think I deserve some
compensation for this.
rP o
SALESPERSON: Let me talk to my supervisor to see what
we can do.
SUPERVISOR: Good morning, sir. I apologize for this
situation. Unfortunately, the company policy does
not allow refunds.
HUMBERTO: Yes, your colleague told me that.
SUPERVISOR: I can give you the style you ordered
online right now. And to compensate for the
inconvenience, I can offer you a 40% discount on
your next purchase with us. Is that okay?
HUMBERTO: That’s fantastic! Thank you.
TRACK 25
1. SALESPERSON: Good afternoon, sir. Welcome to Bolt
Electronics. How may I help you?
CUSTOMER: I bought a camera, but it doesn’t work.
SALESPERSON: I see. Come this way... May I have a
look at the receipt?
CUSTOMER: I don’t have the receipt with me. I think
I threw it away.
T132 Audioscript

Audioscript
SALESPERSON: You don’t have the receipt? Could you TRACK 26
tell me what happened, please? I’m calling about a cell phone that I just bought.
CUSTOMER: I bought this camera two weeks ago The screen is broken, so I need to return it. I am very
and it has already stopped working twice. I disappointed.
brought it here for repairs two days ago and your I bought a camera, but it doesn’t work. I brought it
colleague said it was repaired, but it’s still not here for repairs two days ago, and your colleague
working. I would like a refund. said it was repaired, but it’s still not working. I
SALESPERSON: I’m so sorry for this, sir. Under the would like a refund.
terms of your warranty, we cannot give you a
refund because we need evidence of purchase.
CUSTOMER: Unbelievable! Can I talk to your TRACK 27
supervisor? SALESPERSON: Good morning, sir. How can I help you?
2. CALL CENTER ASSISTANT: Hello, this is customer CUSTOMER: Good morning. I’d like to exchange this
support, Sue speaking. coffee maker, please.
CUSTOMER: Good morning! I’m calling about a SALESPERSON: What’s the problem?
cellphone that I just bought.
CUSTOMER: It doesn’t heat water. The coffee is cold all
CALL CENTER ASSISTANT: I see. the time.
What seems to be the problem?
n
SALESPERSON: Can I see the receipt for your purchase,
CUSTOMER: It’s damaged! The screen is broken,
ó
please?
i
so I’ll need to return it. I’m very disappointed
CUSTOMER: I’m afraid I don’t have it. But I’m sure you
c
because it was a gift for my son’s birthday, and
can help me solve this problem.
u
now I don’t have a present for him.
b
SALESPERSON: Without your receipt, I can’t do
i
CALL CENTER ASSISTANT: I understand how you feel.
r
Please give me the reference number and let me anything. I’m sorry.
t
see if we can send you a replacement by express CUSTOMER: Unbelievable!
i s
delivery. SALESPERSON: I wish I could help you. I can’t do
d
CUSTOMER: Oh, that would be great! Thanks. The anything without a receipt.
su
reference number is… CUSTOMER: This is annoying! I would like you to
3. VOICE RECORDED ON ANSWERING MACHINE: Thanks for exchange it, please.
a
calling the complaints department of BookArt SALESPERSON: I understand how you feel, sir.
d
bookshop. Unfortunately, we cannot take your
i
CUSTOMER: No, you don’t. I’m really disappointed.
call. Please let us know about your problem after
b
SALESPERSON: Let me call the manager. We’ll see what
hi
the tone.
we can do. Hold on.
CUSTOMER: Er…er… My name is Jane Evans and
rP o
er…. I am calling to say I still haven’t received CUSTOMER: Certainly. You know what? This is making
the books I ordered from your website over three me angry. I don’t want to exchange the coffee
weeks ago. I called this number last week and a maker anymore. I want a refund.
colleague of yours told me that they would arrive SALESPERSON: OK, sir. We can give you a refund. Just
by Monday. Well, it’s Wednesday now, and there’s fill out this form, please.
still no sign of them. Can you please check that CUSTOMER: Now, that’s what I call good customer
my order has been sent? Thank you. service.
4. CUSTOMER: Excuse me. Can you help me? SALESPERSON: Sorry about the inconvenience, sir.
SALESPERSON: Morning. Welcome to Video Planet. CUSTOMER: That’s OK. Thank you.
What do you want?
CUSTOMER: Morning. I recently bought a video
game from your online catalogue. TRACK 28
SALESPERSON: So? a. Good afternoon. Welcome to Harry’s Store.
CUSTOMER: So? Well… you sent me the wrong b. I said I want my money back! I don’t want a
game! replacement!
SALESPERSON: Well, that’s not my problem. c. Here you are. I brought this extra pair in case you
CUSTOMER: Excuse me?! want to see a different option.
SALESPERSON: You bought it online, so make your d. Oh, there aren’t many people before us. We
complaint online. should be out very quickly.
Audioscript T133

Glossary Bibliography
Brainstorming: generating ideas centered on a Aga, Gisele (ed.) (2010). Upgrade. Richmond.
particular topic. There is no editing or ordering of these
ideas. They may then be used as the basis for another Benson, Ohil (ed.) (2014). Popular Culture, Pedagogy and
activity such as writing or discussion. It is often very Teacher Education: International PerspectivesRoutledge.
productive as a whole class activity.
Christison, MaryAnn, & Christian, Donna (ed.) (2015).
Conveying meaning: making sure that students Teaching and Learning English Grammar. Routledge.
understand the significance of the vocabulary and
structures they are learning. Meaning can be conveyed Cook, Vivian (2016). Second Language Learning and
through mime, examples or paraphrasing. Language Teaching. Routledge.
Daly, Caroline, & Davison, Jon. (2014). Learning to

Elicitation: having students provide information
Teach in the Secondary School. Routledge.
(vocabulary) to the teacher rather than the teacher
providing it to the students. Elicitation develops a Folse, Keith (2016). Keys to Teaching Grammar to English
learner-centered dynamic, makes learning memorable
Language Learners: A Practical Handbook. University of
because students link new ideas with information
Michigan Press.
they already have, and helps to produce an engaging
environment. Hall, Graham (2011). Exploring English Language
n
Teaching. Routledge.
ó
Functional language: language that is meant to
i
achieve a particular purpose, e.g. a request or a promise. Hinkel, Heli (ed.) (2016). Teaching English Grammar to
c
Speakers of Other Languages. Routledge.
u
Mind map: a diagram (= simple outline) with lines and
i b
circles for organizing information, so that it is easier to Nunan, David, & Richards, Jack (ed.) (2015). Language
r
use or remember.
t
Learning Beyond the Classroom. Routledge.
i s
Monitoring: watching and listening, without interfering Oxford, Rebecca (2011). Teaching and Researching
d
directly, while students are involved in an activity. Language Learning Strategies: Self-Regulation in Context.
su
Note that in monitoring, there are times when a brief Routledge.
intervention is appropriate: to clarify instructions, or to
help students move forward by prompting them with Porte, Graeme. (ed.) (2012). Replication Research in
a
simple questions. Monitoring is an excellent way of Applied Linguistics. Cambridge University Press.
bi i d
finding out what problems students are having so as to
be able to give them feedback. Primary Methodology Handbook: Practical Ideas for ELT
(2014). Richmond.
h
Portfolio: a method of testing where students are given
o
Richards, Keith, Ross, Steven, & Seedhouse, Paul. (2012).
Pr
a grade for a selection of work that they have put
together over time instead of or in addition to grading Research Methods for Applied Language Studies. Routledge.
them simply on a final test.
Scrivener, Jim (2010). Teaching English Grammar: What to
Scanning: a way of reading quickly. Scanning means Teach and How to Teach It. Macmillan.
looking for specific information and is only really
Sundqvist, Pia, & Sylvén, Liss (2016). Extramural English
possible with things that really stand out, such as
in Teaching and Learning: From Theory and Research to
numbers, long words and words starting with capital
letters. Practice. Palgrave Macmillan.
Self-evaluation: having students reflect on and judge

their own progress. Self-evaluation allows students to
discover what they know, what they can do, what they
need, and what they would like to explore.
Skimming: a way of reading quickly. Skimming is

reading through a text very quickly, for example to find
out what each paragraph is about before you look at
comprehension questions, or to check whether the text
is something you want to read or describes something
you really want to buy.
T134 Glossary Bibliography

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INTRO YWC-Secondary TG2.indd i 12/21/18 11:59

Yes, We Can! Secondary Teacher's Guide Level 2

First Edition: 2019

© Richmond Publishing, S.A. de C.V. 2018

Text: Patricia Oliver, Miroslava Guerra, Óscar Aguado, Omar Flores

Illustrations: Diego Llanso p. 22, Gerardo Sanchez p. 58

Photographs: ©AFP p. 72 (LEEMAGE), ©Shutterstock.com p. 72 (A_Lesik)

Images used under license from ©AFP, ©Depositphotos, ©Shutterstock.com,

All rights reserved. No part of this book may be reproduced, stored in a

INTRO YWC-Secondary TG2.indd ii 2/15/19 10:53

Dealing with Everyday Improvising a Comparing Cultural

Problems T6 Monologue T44 Aspects T68

2 Performing a Play T16 6 Looking Inside 9 Participating in a

3 Knowing about Machines T52 Round Table T76

Emergencies T26 7 Sharing Personal 10

4 Reading the News T36 Experiences T60

Glossary for Students T92 Audioscript T126

Assessments Answer Key T124

INTRO YWC-Secondary TG2.indd iii 12/21/18 11:59

About the Program

INTRO YWC-Secondary TG2.indd iv 12/21/18 11:59

INTRO YWC-Secondary TG2.indd v 12/21/18 11:59

INTRO YWC-Secondary TG2.indd vi 12/21/18 11:59

environments. They can do it either according to

INTRO YWC-Secondary TG2.indd vii 12/21/18 11:59

Another section that contributes to students’ knowledge Bibliography

Websites for Students

Digital Learning following website:

accompanying tasks that require students to develop https://www.ready.gov/be-informed

their digital abilities. Unit 2 https://www.npr.org/sections/news/

punch v.- to hit someone or something hard

INTRO YWC-Secondary TG2.indd viii 12/21/18 11:59

INTRO YWC-Secondary TG2.indd ix 12/21/18 11:59

Time to Read (Readers) Digital Component

INTRO YWC-Secondary TG2.indd x 12/21/18 11:59

Environment: Family and Community

Environment: Literary and Ludic

Scope and Sequence xi

INTRO YWC-Secondary TG2.indd xi 12/21/18 11:59

Environment: Academic and Educational

Environment: Family and Community

xii Scope and Sequence

INTRO YWC-Secondary TG2.indd xii 12/21/18 11:59

Environment: Literacy and Ludic

Environment: Academic and Educational

Scope and Sequence xiii

INTRO YWC-Secondary TG2.indd xiii 12/21/18 11:59

Environment: Family and Community

Environment: Literary and Ludic

xiv Scope and Sequence

INTRO YWC-Secondary TG2.indd xiv 12/21/18 11:59

Environment: Academic and Educational

Environment: Family and Community

Scope and Sequence xv

INTRO YWC-Secondary TG2.indd xv 12/21/18 11:59

1 Dealing with Everyday Problems

Dealing with Everyday Problems Communicative Activities: Exchanges associated

fReﬂect on the following questions.

1. What PSAs would be necessary at your school?