Teacher’s Guide
Jimena Lizalde Fanny Riva Palacio Margarita Prieto Liliana Alcántara Angela Hewitt
Lizalde • Riva Palacio • Prieto • Alcántara • Hewitt
Teacher’s Guide
Our components: • Student Book • Teacher’s Guide • Reader • Class Audio CD
Teacher’s Guide Jimena Lizalde Fanny Riva Palacio Margarita Prieto
Teacher’s Guide
• Student Book • Teacher’s Guide • Reader • Class Audio CD
English
Star Donaghey Mickey Rogers Yvonne Maruniak Paloma Varela Annette Flavel Frances Carmichael
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Lizalde • Riva Palacio • Prieto • Alcántara • Hewitt
Teacher’s Guide
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Student Book
Star Donaghey Mickey Rogers Yvonne Maruniak Paloma Varela Annette Flavel Frances Carmichael
Reader
der Rea Reader
Donaghey • Rogers • Maruniak • Varela • Flavel • Carmichael
Star Donaghe y Mickey Rogers Yvonne Maruniak Paloma Varela Annette Flavel ael Frances Carmich
Teacher’s Guide
Student Book
English
English
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English 4733334_AR_TG1_CON_Cover_bn.indd 1
Jimena Lizalde Fanny Riva Palacio Margarita Prieto Liliana Alcántara Angela Hewitt
English Teacher’s Guide
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All Ready! Teacher’s Guide 1 Texto, diseño e ilustración D.R. © Macmillan Publishers, S.A. de C.V. 2012 Texto: Jimena Lizalde, Fanny Riva Palacio, Margarita Prieto, Liliana Alcántara, Angela Hewitt Formal Assessments: JoAnn Miller Macmillan es una marca registrada All Ready! es una marca registrada de Macmillan Publishers, S.A. de C.V. Primera edición 2012 Directora Editorial: Julie Kniveton Publisher: Andreina España Gerente de Operaciones Editoriales: Elisa Pecina Gerente de Diseño: Mónica Pérez Commissioning Editor: Adriana Alcalá Content Editors: Gael Ollivier, Catalina Hernández, Hilda Álvarez Editores: Nagchielli Rico, Nuria Villarreal Diseñadores: Ana Castillo, Alejandro Flores, Berenice Gómez, Itzel López Concepto de portada: Alejandro Flores Diseño de portada: Alejandro Flores Concepto de diseño: Alejandro Flores, Berenice Gómez Diseño y formación: Black Blue, Victor Martínez, David Nieto Martínez, Margarita Torres Ilustraciones Student Book: Ben Camberos, Antonio Rocha Fotografía de portada Student Book: Glow Images p 4 Fotografías Student Book: Archivo Digital p 154; Getty Images p 154; Latin Stock p 154; Photolibrary p 154 (2) Ilustraciones Reader: Citlalín Arcos, A corazón abierto/Marcela Gómez, Estudio GAM/Daniel Garza, Gustavo Rodríguez, Alejandro Galván, Félix León, Richard Zela Fotografía de portada Reader: Glow Images p 4 (2) Fotografías Reader: Getty Images pp 23, 75, 101; Photolibrary p 127 (4)
Macmillan Publishers, S.A. de C.V. Insurgentes Sur 1886 Col. Florida, CP 01030 México, D.F. Tel: (55) 5482 2200
[email protected] www.grupomacmillan.com www.macmillan.com.mx www.macmillanenglish.com Miembro de la Cámara Nacional de la Industria Editorial Mexicana Registro Núm. 2275 Prohibida la reproducción o transmisión parcial o total de esta obra por cualquier medio o método o en cualquier forma electrónica o mecánica, incluso fotocopia, o sistema para recuperar información sin autorización por escrito de la editorial. Todos los derechos reservados conforme a la ley. Impreso en México Esta obra se terminó de imprimir en noviembre de 2013 2017 2016 2015 2014 2013 10 9 8 7 6 5 4 3 2 1
ISBN de la serie: 978-607-473-329-7 Teacher’s Guide1 ISBN: 978-607-473-333-4 Class Audio CD1 ISBN: 978-607-473-339-6
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Contents Introduction ………………………………………………………… page 5 Yearly Planner ……………………………………………………… page 11 Assessment Guidelines ……………....…………………………… page 21
Unit 1 …………………………………………………………………… page 23 Learning Environment 1 Social Practice: Understand and convey information about goods and services. Specific Activities: Provide and be provided with information about performing a community service. Learning Environment 2 Social Practice: Read and understand different types of literary texts from English-speaking countries. Specific Activities: Read classic tales and write a short story based on them. Continuous and Global Assessment Chart ……………………....................................…… page 48 Unit 2 …………………………………………………………………… page 49 Learning Environment 1 Social Practice: Understand and write instructions. Specific Activities: Write instructions to use a bilingual dictionary. Learning Environment 2 Social Practice: Interpret and convey information published in various media. Specific Activities: Exchange opinions regarding the contents of a radio program. Continuous and Global Assessment Chart …………………………………………………… page 74 Unit 3 …………………………………………………………………… page 75 Learning Environment 1 Social Practice: Participate in language games to work with specific linguistic features. Specific Activities: Participate in language games to recognize and understand future tense in forecasts. Learning Environment 2 Social Practice: Read and rewrite informative texts from a particular field. Specific Activities: Compose notes to describe the components of different human body systems in a chart. Continuous and Global Assessment Chart …………………………………………..……… page 100 Familiar and Community
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Literary and Ludic
Formation and Academic
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Unit 4 ………………………………………………………………… page 101 Learning Environment 1 Social practice of language: Understand and incite oral exchanges regarding leisure situations. Specific activities with the language: Exchange likes and dislikes in a dialogue. Learning Environment 2 Social practice of language: Understand and express differences and similarities between cultural features from Mexico and English-speaking countries. Specific activities with the language: Read and perform songs in order to recognize human values in English-speaking countries and Mexico. Continuous and Global Assessment Chart ………………………………………………… page 126 Unit 5 ………………………………………………………………… page 127 Learning Environment 1 Social practice: Produce texts to participate in academic events. Specific activities: Rewrite information to explain a graphic presentation. Learning Environment 2 Social practice: Interpret and convey instructions found in daily life. Specific activities: Understand and express warnings relative to public places. Continuous and Global Assessment Chart ………………………………………………… page 152 Glossary ………………………………………………….…………. page 153 Formal Assessments …………………..….……………………….. page 154 Audioscripts ……………………………………………………....... page 164 Answer Key for Reader Comprehension Questions ……..…. page 171 Answer Key for Self-Tests………………………………………….. page 173 Answer Key for Formal Assessments .…………………………... page 174 Bibliography for Teachers …………….…………………………. page 175 Tracklist ………………………………………………………......….. page 176
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© Macmillan Publishers, S.A. de C.V., 2013.
Introduction How All Ready! works
For students Star Donaghey Mickey Rogers Yvonne Maruniak Paloma Varela Annette Flavel Frances Carmichael
Donaghey • Rogers • Maruniak • Varela • Flavel • Carmichael
The aim of the All Ready! series is to expose students to a variety of real life communicative situations specifically selected to reflect the social practices of the English language. This approach is very much task-based. It does not simply rely on language analysis, but rather seeks to make learning meaningful by having students apply new language to the completion of tasks or the development of “products.” At the same time, this approach encourages students to not only develop their communication skills, but also the general learning skills or competencies they will need in life.
Components in All Ready! 1
Student Book
All Ready! is a brand new secondary school course which has been designed both as a stand-alone course and to follow on from the I’m Ready primary course. All Ready helps students consolidate their knowledge of English and the social practices developed in the previous stages of their education, and acquire new knowledge and skills to help them take their English to the next level.
Student Book
English
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Student Book
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Star Donaghey Mickey Rogers Yvonne Maruniak Paloma Varela Annette Flavel Frances Carmichael
der Rea Reader
The communicative focus of the All Ready! series is text-based. Students will work extensively on the production of oral and written texts with the intention Reader of improving their knowledge of different text genres, and producing texts for specific communicative situations, that are both coherent and cohesive, and that follow grammar, punctuation, and spelling conventions. In addition to this, students will develop skills to allow them to revise and repair their written and oral texts to help them deal with communication breakdowns. 4733365_AR_R1_CON_Cover.indd 1
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Structure
• Student Book • Teacher’s Guide • Reader • Class Audio CD
The lessons themselves are divided into five stages of language development. These stages are not explicitly shown in the Student Book, but are clearly indicated in the Teacher’s Guide:
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Stage 1: I know: Each lesson begins with an activity designed to activate students’ prior knowledge of the specific topic covered in the lesson. Stage 2: I build: This stage exposes students to the target language of each lesson in a realistic context with realistic activities. Stage 3: I think: This next stage focuses the students’ attention on the target language in an active way, helping them to notice patterns and formulate rules about correct usage. Stage 4: I practice: This penultimate stage gives the students the opportunity to test out their conclusions from the previous stage through a variety of controlled activities. Stage 5: I can: Finally, students are given the opportunity to apply and personalize their new language and knowledge in different contexts in order to produce their own language.
Teacher’s Guide
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Our components:
Jimena Lizalde Fanny Riva Palacio Margarita Prieto Liliana Alcántara Angela Hewitt
Lizalde • Riva Palacio • Prieto • Alcántara • Hewitt
Teacher’s Guide
For teachers Teacher’s Guide
All Ready! 1 consists of five units, each one divided into two social learning environments. Each environment is made up of two lessons of 6 pages each, and a product. The product is the final task to the lessons and aims for students to create a linguistic product that shows that they can perform the social practice and specific activities of the learning environment. The product is done over three stages which have students plan, do, and share and are covered in 4 class periods.
Star Donaghey Mickey Rogers Yvonne Maruniak Paloma Varela Annette Flavel Frances Carmichael
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Each unit begins with an introductory spread which clearly sets out its activities, social practices, and aims so that students have a clear idea of what is expected of them. In addition, there is an a Glossary at the back of the book to supplement the lessons. The Product lessons that come at the end of each learning environment follow a similar format to the lessons themselves: Stage 1: I get ready: Students activate their schemata on the topic. Stage 2: I plan: The initial planning stage where students decide how to distribute tasks, required material, etc. Stage 3: I do: This consists of the specific activities needed to develop with the product. Stage 4: All ready to share: Students share their product with the class. It includes Check the Chart! or Useful Expressions boxes. At the end of each product, there is an I learn table so students can self-assess their own performance throughout the product’s process.
Familiar and Community Environment
Literary and Ludic Environment
To further help guide both teachers and children through All Ready! 1, a series of icons and features visually indicate the different elements present in each lesson.
Icons: • Learning environment icons: These show the learning environment that provides the learning context. Blue – Familiar and Community Environment Pink – Literary and Ludic Environment Yellow – Formation and Academic Environment • Listening icon: This indicates when there is audio support to accompany the activity.
Formation and Academic Environment
00
Audio
• Competencies icons: As previously mentioned, All Ready!, places great emphasis in developing students’ competencies in tandem with their communication skills. The following icons appear alongside activities so that both teacher and students can see which competency is being promoted. Learn: Indicates activities which promote lifelong learning, learning autonomy, and learning strategies. Think: Indicates activities which develop critical thinking such as analyzing, categorizing, sequencing, and reflecting. Me: Indicates activities which help students understand themselves, their decision-making processes, and promote self-awareness. Collaborate: Indicates activities which involve cooperative work and develop effective communication and social skills. Act: Indicates activities which create a social and global awareness of the world today.
• Reader icon: This icon indicates when to use the Reader which accompanies the Student Book.
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• Glossary icon: This icon refers students to the glossary at the back of the book and aids them in the learning of new words. The word and meaning will help them understand and remember the new words more effectively.
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Features: There is a Glossary for each unit that gives meanings of key vocabulary items, helping students develop basic bilingual dictionary skills that promote autonomous learning. The Self-Test section provides an opportunity for students to reflect on their learning in each unit and what they can do with the language they have acquired. It includes an answer key. The Worksheet section consists mainly of graphic organizers and templates for the students to use during class. The teaching notes indicate when and how to use them. For more information, see the Helpful ideas for using All Ready! section on pages 8-9. The Verb list contains a list of irregular verbs found in the Student Book in their infinitive, simple past, and past participle forms. The Audioscript section contains scripts for all the listening activities covered in the Student Book. Refer students to this section whenever you want them to do different activities with the audioscript. The Bibliography for Students provides a list of reference materials for students to research and expand their knowledge on the topics seen in All Ready!
Teacher’s Guide Teaching notes This guide provides step-by-step comprehensive teaching notes on how to cover the material in the Student Book. Each corresponding unit of the Teacher’s Guide is clearly sub-divided into learning environments, lessons, and even classes, so that the teacher knows exactly what to do and when to do it. The lesson notes follow the previously mentioned five-stage language development plan. Similarly, product lessons are clearly based on the aforementioned four-stage plans. Both of these lesson types begin with a box which clearly sets out the lesson’s performance indicators and the required materials before the lessons begin, and the lesson notes contain key features like answer keys and competency icons. Other useful sections in the teaching notes include: Yearly Planner: Five two-page spreads, one for each unit, which clearly indicate what the teacher needs to cover in each class period. It lists the Student Book activities, the chapters of the Reader, the competencies to be developed, and the stages covered in each lesson. Lead-in: This section begins every class and serves as a warmer activity to get the students involved and interested before the main part of the lesson begins. Reader box: This is a set of instructions on how to present and carry out the activities related to the Reader (indicated in the Student Book by the Reader icon). These boxes also give ideas for a variety of reading strategies. Alternative Activity box: This offers the teacher an alternative way to conduct an activity.
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Classroom Management box: This gives methodological or class management suggestions, designed to anticipate problems in the classroom and / or help the class run more smoothly in general. Remember: This feature prompts the teacher at the end of a class about the material required for the next class. Cultural Note box: This provides useful cultural information related to the subject being covered or the language being taught. Teacher’s Reflection Tool box: This, which appears at the end of each learning environment and lists the learning environment’s achievements in the form of can do statements, and it provides the teacher with an opportunity to reflect on what students have covered in class. Assessment tools: The Assessment Guidelines section at the beginning of the book offers a detailed explanation of the different types of assessment provided in All Ready! 1, including assessment rubrics. After each unit there are Continuous and Global Assessment Charts to record students’ progress, which are linked to the attitudes and values of the language and the social practices. Finally, at the end of this Teacher’s Guide, there are two-page Formal Assessments for each unit, which cover the students’ language knowledge and skills. Bibliography for Teachers: This is a list of reference materials for teachers. Glossary: This provides a comprehensive list of ELT terms used in the teacher’s notes or that are essential to the successful implementation of All Ready! 1. Audioscripts: A copy of all of the scripts for all listening activities is provided at the back of the Teacher’s Guide. Answer Keys: There are answer keys for the Reader’s Comprehension Questions and the Formal Assessments.
Other resource material: Audio CD The Audio CD contains the listening activities from the Student Book. The recordings are read by both native and non-native English speakers. The tracks are indicated in both the Student Book and the Teacher’s Guide.
The Readers
The All Ready! Readers are specifically designed to complement the Student Book. Given the text focus of All Ready!, the Readers are an essential tool to help students develop their reading skills and text knowledge. The Readers consist of three main sections:
• Narrative texts These are original fiction and provide opportunities for students to read and discuss stories related to cultural, literary, and everyday topics, with illustrations that are closely related to the text. • Informative texts These are non-fiction texts that help student’s learn about the world around them. They contain factual texts and support cross-curricular content.
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• Comprehension questions and glossary These are found at the end of each text in both the narrative and informative texts, followed by a glossary designed to help comprehension during the reading process.
Helpful ideas for using All Ready! 1 Developing Writing Skills All Ready! 1 focuses heavily on developing students’ text skills, both through their ability to understand different texts and to produce them. Students have begun to develop an understanding of different text types and are becoming aware of concepts such as purpose, structure, genre, and tone, both in their own language and in English. However, if this receptive understanding of written language is to become a productive ability, students will need the help, support, and guidance of their teachers. The lessons in All Ready! 1 provide activities designed to improve and practice students’ writing skills, but there are a whole host of other activities available to the teacher which can be integrated into classroom activities to further develop students’ knowledge and abilities, many of which require little or no preparation. At word level, drawing students’ attention to spelling patterns and strategies (i before e except after c; when to double consonants when adding -ed or -ing to verbs, etc.), provides students with the tools to construct the basic building blocks of any text. It is also advisable to sensitize students to recognize different parts of speech (nouns, verbs, adverbs, etc) and their syntactic functions, as this will improve their accuracy. One simple but effective activity that can be included in virtually any lesson is having students find examples of the part of speech being studied in each lesson, for example, prepositions. Another is helping students build word families for high frequency vocabulary which occurs in the lessons, for example, success (n) succeed (v) successful (adj), by having students come up with sentences for each different part of speech in the family. Similarly, there is an abundance of useful sentence-based activities available to the teacher; again, many require little extra work on the part of the teacher. Sentence dictations can be very useful in helping students understand the difference between what they hear and what they write, and can be done collaboratively (with pairs or groups of students comparing after each listening and peer correcting) so that the focus is on the students learning from each other. In a similar vein, giving students sentences from their written homework and having them work in groups to try and find and correct the mistakes can be a very useful sensitizing activity. To make things easier, the teacher can indicate where the mistakes are and focus on common “global” mistakes made by the students rather than using specific examples from individual students and risking potential embarrassment for the student concerned. With paragraph and complete text activities, once again, noticing exercises, such as identifying all the linking words /phrases in a text can be very useful for building student text knowledge, and simple activities can be created by photocopying texts and deleting the linking words you want to practice. Similarly, giving students individual sentences from a text or paragraph and having them work together to decide on a logical order can promote concepts such as how to produce coherent arguments or main ideas and supporting details.
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Moving on to creativity, it is often at the idea stage where students fall short with writing. Techniques such as brainstorming, using visual aids, collaborative and chain writing (where students take turns to write sentences in a text) are all ways of making sure that students don’t get stuck on what to say. In addition, remember that while students may now be able to recognize certain text types, they probably still have very little experience in actually producing them. Make sure that they have the scaffolding they need by always having a model text so that students are clear on what they have to produce. The first few times the students are attempting a certain text type, text templates which clearly show the paragraph structure, with sentences prompts for students to complete (In my opinion, …; etc.) provide students with a framework to “borrow” for future texts of their own. Remember that students learn quickly, but also forget quickly, and the best way to ingrain good writing practices in students’ minds is to do activities often so that they become second nature and can be applied by students outside the classroom.
Using Songs All Ready! 1 makes use of songs for a number of different reasons. Apart from the “typical” language focus exercises (complete the missing words, guess the new vocabulary from context, put the words or sentences in the correct order, listen and correct the mistakes, mime the actions, etc.), songs can provide a platform for a number of other language and competency-based activities. To begin with, songs can be used as a means of teaching values and provide contexts for looking at social issues, by having students reflect on the themes they cover, such as sadness, friendship, and family. In addition, songs can serve as a platform for speaking and writing exercises. Depending on the song, it may be possible for students to develop roleplays between the different characters in the song or for students to write additional verses or continue the “story”. They can even be asked to write letters or e-mails to the people in the song, giving advice, or to rewrite the song into a story. The list goes on and on. One thing is certain, songs are an excellent way to engage students’ interest in English or in a specific topic, and, with a little thought, can often be the vehicle for many interesting activities.
Graphic Organizers Graphic organizers, which are found in the Worksheet section of the Student Book, integrate visual and verbal elements of learning. They benefit both left and right hemispheres of the brain, and are designed to help students organize and make sense of information and create a connection between different ideas through visual means. Graphic organizers can be used in all stages of the lesson, for instance, when brainstorming or when organizing information, and they can be used individually or in groups. They are particularly useful in activities that require critical thinking skills and promote creativity by encouraging students to look at information in new ways. They also promote learner autonomy by giving students the means to organize their newly acquired knowledge in ways which are meaningful to them.
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Yearly Planner
Unit 1
Learning Environment 1
Achievements:
Familiar and Community
•C an identify subject matter, purpose and intended audience.
Social Practice: Understand and convey information
•C an predict central sense from words and expressions similar to
about goods and services.
those of the native tongue.
Specific Activities: Provide and be provided with
•C an distinguish expressions during oral exchanges.
information about performing a community service.
•C an recognize the composition of expressions during oral
Structures and Sample Language: structure of dialogue;
exchanges.
connectors (if, then); modal verbs (Can you …?,
•C an produce expressions to provide information.
What can …?, You can…)
•C an adjust volume and speed when constructing oral texts.
Lesson 1 Class 1 Class 2
Class 3
Lesson Stages I know I build
I think
I practice Class 4
I can Lesson 2 Class 5
Lesson Stages I know I build
Class 6
I think
I practice
Product 1 Class 9
Class 10 Class 11 Class 12
I can Lesson Stages
Reader
Competencies Developed
Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8
Act Think Let’s Go to Boulder
Pages 7-16
Student Book
Learn Act
Activity 9 Activity 10 Activity 11 Activity 12 Activity 13
Think Collaborate Reader
Competencies Developed
Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10
Class 7
Class 8
Student Book
Think Let’s Go to Boulder
Pages 7-16
Think Learn
Activity 11 Activity 12 Activity 13
Collaborate The Acting - out of a Dialogue
I get ready I plan
Stage 1 Stage 2
I do
Stage 3
All ready to share
I learn
Stage 4 Self-Test: page 166 of the Student Book Formative Assessment: page 154 of the Teacher’s Guide
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Unit 1 Learning Environment 2
Achievements:
Literary and Ludic
• Can use known comprehension strategies.
Social practice: Read and understand different types
• Can recognize central sense from some details.
of literary texts from English-speaking countries.
• Can formulate and answer questions in order to locate
Specific activities: Read classic tales and write a
specific information.
short story based on them.
• Can express personal reactions to literary texts, using
Structures and Sample Language: graphic and text
known oral expressions.
components (bold, italics, title, subtitle); elements in
• Can retell events using images.
narrative (setting, character, events, conclusion, climax);
• Can organize sentences into a sequence of actions.
general ideas and specific information; simple past, past continuous
Lesson 3
Class 13
Class 14
Lesson Stages I know I build
I think
Class 15
I practice Class 16
Lesson 4
I can Lesson Stages
Class 20
I can
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Pages 20-29
Think
Activity 12 Activity 13 Activity 14 Student Book
Learn
Act Reader
Competencies Developed
Act
Lesson Stages
Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15
Me
The Silkies
Learn
Collaborate Think Broodsheet Book Stage 1
I plan
Stage 2
All ready to share
Think
Pages 20-29
I get ready I do
12
Learn The Silkies
Activity 2 Activity 3
I practice
Class 23
Act
I build
Class 19
Class 24
Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11
Collaborate
I think
Class 22
Activity 1 Activity 2
Competencies Developed
Activity 1
Class 18
Class 21
Reader
I know Class 17
Product 2
Student Book
Stage 3 Stage 4 I learn Self-Test: page 167 of the Student Book Formal Assessment: page 155 of the Teacher’s Guide
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Unit 2 Learning Environment 1
Achievements:
Formation and Academic
• Can locate and read the definitions of words both in
Social practice: Understand and write instructions.
English and Spanish.
Specific activities: Write instructions to use a bilingual
• Can understand the use of upper case letters, lower
dictionary.
case letters and abbreviations in a dictionary.
Structures and Sample Language: parts of speech (noun,
• Can complete and compose sentences in order to organize them into a sequence from a model.
verb, adjective, adverb, pronoun, preposition, conjunction, interjection); imperative; connectors
• Can remove and / or add information to edit an instruction manual.
Lesson 1 Class 25 Class 26
Class 27
Class 28
Lesson Stages I know I build
I think
I practice I can
Lesson 2 Class 29
Class 30
Lesson Stages I know I build
I think
Class 31
I practice
Class 32
I can
Product 1 Class 33
Class 34 Class 35 Class 36
Lesson Stages I get ready I plan I do All ready to share
Student Book Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7
Reader
Introduction to Using a Bilingual Dictionary
Pages 33-42
Activity 8 Activity 9 Activity 10 Student Book
Reader
Activity 1 Activity 2 Activity 3
Competencies Developed
Think Learn
Competencies Developed Think
Activity 4 Activity 5 Activity 6 Activity 7 Activity 8
Think Introduction to Using a Bilingual Dictionary
Pages 33-42
Learn
Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Instruction Manual Stage 1 Stage 2 Stage 3 Stage 4 I learn Self-Test: page 168 of the Student Book Formal Assessment: page 156 of the Teacher’s Guide
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Unit 2 Learning Environment 2
Achievements:
Familiar and Community
• Can identify words used to link ideas.
Social practice: Interpret and convey information
• Can detect speech register.
published in various media.
• Can compose expressions to produce opinions.
Specific activities: Exchange opinions regarding the
• Can answer questions to express opinions or points
contents of a radio program.
of view about the contents of an oral text.
Structures and Sample Language: radio program structure;
• Can expand main ideas in an oral exchange.
speech register; modals (should, might, could, can)
Lesson 3
Lesson Stages
Class 37
I know
Class 38
I build
Class 39
I think
I practice Class 40
I can Lesson 4 Class 41
Class 42
Class 43
Class 44
Product 2 Class 45
Class 46 Class 47 Class 48
Lesson Stages I know I build
I think
I practice
I can
Lesson Stages I get ready I plan I do All ready to share
Student Book
Reader
Competencies Developed
Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10
Think On the Radio
Pages 46-55
Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Student Book Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11
Reader
Me
Competencies Developed
Think Learn On the Radio
Pages 46-55 Think
Activity 12 Activity 13 Activity 14 Activity 15 Activity 16
Me Collaborate Plenary
Stage 1 Stage 2 Stage 3 Stage 4 I learn Self-Test: page 169 of the Student Book Formal Assessment: page 157 of the Teacher’s Guide
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Unit 3 Learning Environment 1
Achievements:
Literary and Ludic
•C an recognize future verb forms within sentences.
Social practice: Participate in language games to work
•C an classify sentences by the types of future verb form
with specific linguistic features.
found in them.
Specific activities: Participate in language games to
•C an compare sentences that express future situations to
recognize and understand future tense in forecasts.
ones which express past and/or present situations.
Structures and Sample Language: future tenses (will,
•C an formulate and answer questions in order to understand forecasts.
going to)
Lesson 1 Class 49
Lesson Stages I know I build
Class 50
Class 51
Class 52
Lesson 2
Class 53
I think I practice I can Lesson Stages I know I build I think
Class 54
Class 55
Class 56
Product 1 Class 57
Class 58 Class 59 Class 60
I practice
I can
Lesson Stages I get ready I plan I do All ready to share
Student Book Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Student Book
Learn Are You Playing or gaming?
pages 59-68
Activity 9 Activity 10 Activity 11 Activity 12
Think
Collaborate
Competencies Developed
Reader
Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8
Competencies Developed
Reader
Learn
Think
Think Are You Playing or Gaming?
pages 59-68
Activity 13 Activity 14 Activity 15 Activity 16 Activity 17 Forecasts Stage 1 Stage 2 Stage 3 Stage 4 I learn Self-Test: page 170 of the Student Book Formal Assessment: page 158 of the Teacher’s Guide
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Unit 3 Learning Environment 2
Achievements:
Formation and Academic
• Can answer questions in order to give a
Social practice: Read and rewrite informative texts from a
description.
particular field.
• Can rewrite and compose sentences.
Specific activities: Compose notes to describe the
• Can organize terms and descriptions into a table.
components of different human body systems in a chart.
• Can compose sentences in order to write notes.
Structures and Sample Language: simple present;
• Can verify spelling conventions in order to edit
demonstratives (a, the); present passive; countable /
notes.
uncountable nouns
Lesson 3 Class 61
Lesson Stages I know I build
Class 62
I think
Class 63
I practice
Class 64
Lesson 4 Class 65
I can Lesson Stages I know I build
Class 66
Class 67
Class 68
Product 2 Class 69
Class 70 Class 71 Class 72
I think
I practice
I can Lesson Stages I get ready I plan I do All ready to share
Student Book Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17 Activity 18 Student Book
Competencies Developed
Reader
Learn Think
An Amazing Journey
pages 72-81
Think Learn Collaborate Competencies Developed
Reader
Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16
Think An Amazing Journey
pages 72-81
Act Learn Think
Collaborate Charts of Human Body Systems
Stage 1 Stage 2 Stage 3 Stage 4 I learn Self-Test: 171 of the Student Book Formal Assessment: page 159 of the Teacher’s Guide
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Unit 4 Learning Environment 1
Achievements:
Formation and Academic
•C an recognize the speakers and listeners behavior that
Social practice of the language: Understand and
supports the construction of meaning.
incite oral exchanges regarding leisure situations.
•C an request further information.
Specific activities with the language: Exchange
•C an compose sentences.
likes and dislikes in a dialogue.
•C an formulate questions to solve doubts.
Structures and Sample Language: sentences using “like”;
•C an anticipate sense to strike up a dialogue.
infinitive and gerund to talk about likes and dislikes; question tags
Lesson 1 Class 73
Class 74
Lesson Stages I know I build
I think Class 75
I practice Class 76
Lesson 2
Class 77
I can Lesson Stages I know I build I think
Class 78
Class 79
Class 80
Product 1
I practice
I can Lesson Stages
Class 81
I get ready I plan I do
Class 82
All ready to share
Class 83 Class 84
AR_TG1_pp001_022_Prelims.indd 17
Student Book
Reader
Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12
Think
Teenagers are the Future of the World
Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10
Think
Pages 85-94 Learn
Activity 13 Activity 14 Activity 15 Student Book
Competencies Developed
Me Collaborate
Reader
Competencies Developed
Think
Teenagers are the Future of the World
Pages 85-94
Learn Collaborate
Activity 11 Activity 12 Activity 13 Activity 14
Me
Activity 15 Activity 16
Collaborate
Interview Stage 1 Stage 2 Stage 3 Stage 4 I learn Self-Test: page 172 of the Student Book Formal Assessment: page 160 of the Teacher’s Guide
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Unit 4 Learning Environment 2
Achievements:
Familiar and Community
• Can link main ideas in songs.
Social practice: Understand and express differences and
• Can formulate and answer questions about the
similarities between cultural features from Mexico and
treatment of information.
English-speaking countries.
• Can compare information using known expressions.
Specific activities: Read and perform songs in order to
• Can sing verses and choruses of songs.
recognize human values in English-speaking countries and
• Can detect rhythm, speed and intonation of songs.
Mexico. Structures and Sample Language: text arrangement (verses, stanzas, chorus); simple past, past progressive; antonyms
Lesson 3 Class 85
Class 86
Class 87
Class 88
Lesson Stages I know
I build
I think
I practice I can
Lesson 4
Lesson Stages I know
Class 89
Class 90
I think
Class 91
I practice
Class 92
I can
Product 2
Lesson Stages
Class 93
I get ready I plan I do
Class 94
All ready to share
Class 95
18
I build
Class 96
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Student Book
Reader
Competencies Developed
Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17 Student Book Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17 Activity 18 Activity 19
Summer Music Camp
Pages 98-107
Think Learn
Collaborate
Reader
Competencies Developed Think Me
Summer Music Camp
Learn
Pages 98-107 Collaborate
Collaborate Recital
Stage 1 Stage 2 Stage 3 Stage 4 I learn Self-Test: page 173 of the Student Book Formal Assessment: page 161 of the Teacher’s Guide
7/17/11 2:10 PM
Unit 5 Learning Environment 1
Achievements:
Formation and Academic
• Can identify and distinguish types of sentences that express main
Social practice: Produce texts to participate in
ideas within paragraphs, using previously established goals.
academic events.
• Can use various strategies in order to point out relevant
Specific activities: Rewrite information to explain a
information.
graphic presentation.
• Can select information in order to rewrite and paraphrase
Structures and Sample Language: relative pronouns (who,
sentences.
which, what); phrasal verbs (wipe out, take care of, find
• Can organize sentences to make a paragraph.
out, etc.); present and past passive; connectors (therefore,
• Can point out and solve doubts in order to edit notes.
so, because, and, also, as well as)
Lesson 1 Class 97
Lesson Stages I know I build
Class 98
I think Class 99
I practice Class 100
I can Lesson 2
Lesson Stages I know
Class 101
I build Class 102
I think Class 103
I practice
Class 104
Product 1 Class 105
I can Lesson Stages I get ready I plan I do
Class 106 Class 107 Class 108
AR_TG1_pp001_022_Prelims.indd 19
All ready to share
Student Book Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17 Activity 18 Activity 19 Student Book
Reader
Competencies Developed
Act
Think
Learn Back to Basics
Pages 111-120
Think Learn
Reader
Competencies Developed
Activity 1 Activity 2 Think Activity 3 Activity 4 Activity 5 Activity 6 Think Activity 7 Activity 8 Activity 9 Back to Basics Activity 10 Pages 111-120 Activity 11 Learn Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17 Activity 18 Activity 19 Oral Presentation about a Science topic Stage 1 Stage 2
Learn
Stage 3 Stage 4 I learn Self-Test: page 174 of the Student Book Formal Assessment: page 162 of the Teacher’s Guide
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Unit 5 Learning Environment 2
Achievements:
Familiar and Community
• Can adjust volume, tone, and intonation to emphasize
Social practice: IInterpret and convey instructions
warnings.
found in daily life
• Can understand conditional and non-conditional
Specific activities: Understand and express
warnings.
warnings relative to public places.
• Can request information to confirm the understanding of
Structures and Sample Language: first conditional (If there
warnings.
is a stop sign, you must stop); imperative; connectors (if, in
• Can indicate causes and effects on warnings.
case, in case of); modal (must)
Lesson 3 Class 109
Class 110
Lesson Stages I know I build
I think Class 111
I practice Class 112
I can Lesson 4
Lesson Stages I know
Class 113
I build
Class 114
Class 115
Class 116
Product 2 Class 117
Class 118 Class 119 Class 120
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I think
I practice
I can Lesson Stages
Student Book
Reader
Activity 1 Activity 2
Think
Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8
Think Learn Watch Out!
Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17
Pages 124-133
Learn Think
Collaborate
Student Book
Reader
Competencies Developed
Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14
Watch Out!
Learn
Pages 124-133 Learn
Activity 15 Activity 16 Activity 17 Activity 18
Act Oral Announcement of Warnings
I get ready
Stage 1
I plan
Stage 2
I do
Stage 3
All ready to share
Competencies Developed
Stage 4 I learn Self-Test: page 175 of the Student Book Formal Assessment: page 163 of the Teacher’s Guide
7/17/11 2:10 PM
Assessment Guidelines All Ready! 1 offers different types of assessment tools related to the learning process that are used to systematically gather evidence over time and in different ways.
Continuous and Global Assessment Charts The chart at the end of unit is designed for both continuous and global assessment. Continuous assessment focuses on the student’s attitudes and values, on “learning to be” through the language. Global assessment focuses on the final outcome of the unit. Assess each social environment by making one photocopy per student and filling in each column with the assessment criteria provided in the chart.
Continuous Assessment Continuous assessment focuses on the student’s attitudes and values, on “learning to be” through the language. Global Assessment Global assessment focuses on the final outcome of the unit easily assess each social practice by using the assessment guidelines. Descriptions of the achievements for each learning environment (LE) are given at the beginning of each unit, and charts at the end of each unit allow you to keep a record of both student’s continuous progress and the global outcome of each one.
Formal Assessment Formal assessment is a means to provide both corrective and enrichment activities for students who need them. Use the tasks in each learning environment to assess student’s comprehension of the newly acquired language. Photocopiable formal assessments are provided at the back of the Teacher’s Guide. They cover a variety of evidences of students’ learning. Use them after students have completed the corresponding learning environments in each unit in order to check their understanding; allow adequate time for them to work on the assessment. The answer key is on page 174. Unit 1
Formal Assessment
Unit 1
Learning Environment 1
1
04
Listen to this conversation and answer the questions.
. .
3 Where does the pathway for skateboarders take you?
.
5 What can you do at the Mall?
. d
b
The Sun and the Wind had a discussion. They couldn’t decide who was stronger. The Sun thought he was the strongest. The Wind knew the Sun was wrong. Obviously the wind was stronger.
(5 points, 1 each)
One day they saw a man walking in the countryside. He had a heavy coat. “Now we can discover who is stronger,” said the Wind. “Which one of us can make that man take off his coat?” The Sun agreed.
1 “You can see the doctor now.” c
2 He said, “Do you want pepperoni on that? 4 I want to send this package to my uncle.
e
(14 points, 2 points each)
The Sun and the Wind
.
4 Where do they have teen rock dances?
3 I love to go to the library. It’s very quiet.
Learning Environment 2
1 Read the story and match the sentences to the elements in the narrative and text components.
(5 points, 1 each)
1 What did Marco and the Mayor talk about? 2 What didn’t they talk about?
2 Match the sentences to the pictures.
Formal Assessment
Name:
Name:
The Wind began to blow and blow. Then it made rain and cold, but the man pulled his coat around him. He didn’t take it off. Now it was the Sun’s turn. It got hotter and hotter and the man took off his coat. The Sun had won.
a
5 My sister exercises at the Sports Club.
1 The Sun and the Wind _____
3 Write the conversation in order. Two are examples. Can you help me? Dallas. How many stamps do I need for this package? I need to weigh it first. Where are you sending it? Is that in Texas? Yes, it is. Yes, what can I do for you?
2 Somewhere in the countryside in the past _____
(5 points, 1 each)
3 The Sun and the Wind had a discussion. _____ 4 The Sun made the man take off his coat. _____
A: B:
Dallas
5 The Sun won. _____ 6 The Sun and the Wind. _____
A:
7 The Wind tried to make the man take off his coat. _____
B:
a) conclusion b) event 1 c) event 2 d) event 3 e) main characters f ) setting (time and place) g) title
A:
2 Circle the correct words.
B: A:
Yes, it is.
4 Unscramble the sentences.
(6 points, 1 point each)
A man 1) walked / was walking in the countryside. The Sun and the Wind
(5 points, 1 each)
2) saw / was seeing him. The Wind 3) tried / was trying to remove his coat. The man 4) didn’t take / wasn’t taking his coat off. The Sun 5) started / was started
1 a pharmacy / an aspirin, / go to / If / need / then / you /
to shine. It 6) got / was getting very hot when the man finally took his coat off.
2 a large / or a small / box / Do / want / you / ? 3 buy / can’t / here / stamps / You / 4 a doctor / at / can / see / the hospital / You / 5 can’t / doctor / see / The / today / you /
Score: ( Score: (
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/ 20 points)
/ 20 points) Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes.
Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes.
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155
5/4/12 5:04 PM
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Self-Assessment (Self-Test and Can do Checklist) Encourage self-assessment, as it gives students an opportunity to reflect on their own learning and helps them understand that learning is a process. At the end of each learning environment, have students go to the Self-Test for that unit and learning environment, and have them answer the test. Check answers and take this opportunity to review any language or structures key in on page 173 of the Teacher’s Guide. After the Self-Test, direct students to the unit opener and have them check the boxes for the Can do statements in that learning environment. It is also important to start the unit by showing students what objectives will be do this.
Product: I learn section Students can monitor their own progress after completing the product in this section. Remember that it is very important to guide students to build up self-awareness so that they are able to objectively assess their own performance. Ask students to evaluate their performance (teamwork, attitude, contributions and self-esteem) in the development of the product. It will help them gain confidence in their own ability to learn, a sense of achievement, and self-esteem. Some students might be very harsh in their self-evaluation; be ready to give them positive feedback on this topic.
Reflection on Teaching Teachers are also given an opportunity to reflect on their teaching and on students’ achievement.
Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so students:
– Can identify subject matter, purpose and intended audience. – Can predict central sense from words and expressions similar to those of the native tongue. – Can distinguish expressions during oral exchanges. – Can recognize the composition of expressions during oral exchanges. – Can produce expressions to provide information. – Can adjust volume and speed when constructing oral texts.
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Unit 1 Learning Environment 1: Familiar and Community
Learning Environment 2: Literary and Ludic
Social Practice: Understand and convey information about goods and services.
Social Practice: Read and understand different types of literary texts distinctive of English-speaking countries.
Specific Activities: Provide and be provided with information about performing a community service. Product: The Acting-out of a Dialogue At the end of this environment students will:
• identify the main idea, purpose and the type of message formal or informal. • be familiar with English words that are similar to my first language. • ask, give, obtain and confirm information during conversations. • recognize how to open and close conversations. • produce phrases to give general and specific details. • speak softly and slowly or louder and faster when having a conversation.
Specific Activities: Read classic tales and write a short story based on them. Product: Broadsheet Book At the end of this environment students will:
• use basic learning skills to build comprehension. • recognize main ideas and message from some details. • ask and answer questions to find specific information. • express personal feelings about literary texts using known conversation phrases. • talk about events using images. • put sentences in a sequence.
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Unit 1
Lesson 1
Performance Indicators: – Activate previous knowledge. – Discriminate ambient sounds and background noise. – Recognize subject matter, purpose and intended audience. – Listen to dialogues related to the provision of a community service. – Distinguish the relationship between participants. – Differentiate speakers and turns of participation. – Identify form of communication. – Differentiate speech register. – Locate key words. – Recognize the behaviors of speakers and listeners which support meaning. – Distinguish between intonation and attitude. – Distinguish composition of expressions. – Reflect on how information is organized.
Lead-in
Class
Introduce yourself to students pointing to yourself and saying Hello! I’m (name), I’m (age) and I’m (nationality). Ask students to write their name, age, and nationality on a folded slip of paper and put it at the front of their desk. Then go around the classroom saying to students Hello! I’m (name), I’m (age) and I’m (nationality). Point to students’ slips of paper and elicit the information from them.
Stage 1: I know 02 1 Number the pictures in the order you hear them. To activate students’ previous knowledge, describe your neighborhood. Include the words supermarket, library, sports club, hospital, and playground in your description. Then ask: Is there a supermarket/library/sports club/ hospital/playground in your neighborhood? Ask for volunteers to describe these places. Then ask: What do we do at the supermarket/library/sports club/hospital/ playground? Elicit answers from students. To discriminate ambient sounds and background noise, tell students you are going to play the CD and that you want them to concentrate on listening to all the sounds and noises they hear. Ask them to close their eyes. Play the CD; ask them to open their eyes and ask for volunteers to describe what they heard and to say where they can hear those sounds.
Student Book
p. 8-13
– Organize sentences to establish turns of participation. – Determine sequence of enunciation. – Adjust volume and speed within dialogues. – Compose sentences to provide and be provided with information. – Read sentences to practice pronunciation. – Intervene pertinently during oral exchanges. – Foster confidence within interpersonal relationships. – Include relevant details and interesting information during an exchange. – Identify structure of dialogue. – Establish the relationship between participants. Materials: – Reader, Audio CD – White sheets of paper, a toilet paper roll
Ask students to open their Student Books to page 8 and look at the pictures. Ask for volunteers to describe them. Then tell students that they have to number the pictures in the order they hear them. Ask them to listen first, without writing. Play the CD once again. Give students some time to order the pictures. Play the CD again for students to check their answers. Ask them to compare with a classmate.
Answers: a 3; b 5; c 1; d 2; e 4 2 Label the places in Activity 1 using words from the box. Go over the words in the box with the students, say them aloud and have them repeat after you to practice pronunciation. Ask students to write the names of the places on the spaces provided using words from the box. Have them exchange books with a classmate to compare and check their answers. Answers: a playground; b sports club; c supermarket; d library; e hospital
Alternative Activity: Draw students’ attention to the words in the box. Ask for volunteers to spell them. The rest of the class gives thumbs up if the words are spelled correctly or thumbs down if they are not. Time: 10 minutes
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Reader
Let’s Go to Boulder
p. 7-16
Ask students to open their Readers to page 7 and flick through the pages of Chapter 1 focusing on the pictures. Have different students describe what they see. To recognize subject matter, purpose and intended audience, ask the following questions:
– What do you think the text is about? – Where can you find information like this? – Who would read or look for this kind of information? Draw students’ attention to the first paragraph on page 7 and read it aloud. Ask students if they have ever used the Internet to find out about cities or towns. Tell them they are now going to learn about Boulder and the community services it offers. Read the second paragraph on page 7 aloud making sure the students follow the reading. Ask questions to increase students’ interest in the information: What’s the name of the city? Which country is it in? What do you think it was like in the 1800s? What were the first services offered? Ask for volunteers to read the information on the next pages. Ask comprehension questions after each page. If no one volunteers, continue the reading yourself, having students follow the reading in their books and asking comprehension questions to make sure they follow the reading. When appropriate, draw students’ attention to the Glossary at the bottom of the page and make sure students understand the meaning of the words. When the reading is finished, ask: What are the community services Boulder offers today? and allow different students to talk about them. To include relevant details and interesting information during an exchange, encourage the rest of the class to add ideas when appropriate. Then tell them to work in pairs in Activity 1 page 17. Walk around the classroom, monitor and help students if necessary. Allow enough time for students to complete the activity. Check answers orally, having students answer in unison. Individually, ask students to complete Activity 2. If necessary, read the questions aloud to make sure students understand them. Allow time for them to write their answers. Walk around the classroom, monitor and provide help if necessary. Ask students to raise their hand when they finish. When most of them have finished, ask them to share and compare their answers with a classmate. Then ask for volunteers to read their answers aloud, and ask the rest of the class to agree or disagree with the answers. Check answers in the Reader Answer Key on page 171 of the Teacher’s Guide
Alternative Activity: Draw a two-column table on the board and label the columns My Community and Boulder respectively. You can have students draw the table on a blank sheet of paper in their notebooks. Ask students to work in pairs and think about the services their community offers. Elicit some ideas from them and copy them in the My Community column you drew on the board. Then ask them to compare the services Boulder offers with the services that are offered in their community and have them think about the following questions: Are they the same? Are they different? Which ones do they think are the most important for a community? What other service(s) would they like to have in their community? Time: 15 minutes
Classroom Management: Peer correction is a classroom technique where learners correct each other rather than the teacher doing this. It is a useful technique as learners can feel less intimidated being helped by others in the class. It is useful in that it means involving the whole class in the moment and it also allows the teacher to check what the rest of the class knows. Asking students to agree or disagree with their classmates’ answers is a way of promoting peer correction among students.
Lead-in
Class
Say Hello to several students. Ask students to greet each other. If necessary, explain How are you? I’m fine.
Stage 2: I build 03
3 Listen and circle T for True or F for False.
Ask students to open their Student Books to page 8 and draw their attention to the picture in Activity 3. Ask: Who are they? Where are they? What are they talking about? To listen to dialogues related to the provision of a community service and distinguish the relationship between participants, tell students that they are going to listen to the conversation between the people in the picture. Ask them to listen carefully. Play the CD pausing if necessary to make sure students are following the dialogue. Ask comprehension questions at different points if needed: Why is the boy talking to Mr. Burns? What’s the name of the community they are talking about? What community services does the town offer?
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Have students read the statements, making sure they all understand them. Play the CD once again, and ask students to circle T or F as they listen. Have them compare and check their answers with a classmate. Then, as a whole class activity check answers orally having students answer in unison.
Answers: 1 F; 2 T; 3 T; 4 T Classroom Management: To extract meaning from a listening text, students need to follow three basic steps. First, figure out the purpose of listening: activate background knowledge of the topic in order to predict or anticipate content and identify appropriate listening strategies. Second, attend to the parts of the listening input that are relevant to the identified purpose and ignore the rest: this selectivity enables students to focus on specific items in the input and reduces the amount of information they have to hold in short-term memory in order to recognize it. Third, check comprehension while listening and also when the listening task is over: monitoring comprehension helps students detect inconsistencies and comprehension failures directing them to use alternate strategies.
Stage 3: I think 04 4 Listen to the conversation and complete the sentences. Draw students’ attention to the picture on page 9. To establish the relationship between participants, ask: Who are they? Where are they? What are they talking about? To differentiate speakers and turns of participation, tell students that they are going to listen to the conversation between the people in the picture. Ask them to listen carefully. Play the CD pausing if necessary to make sure students are following the dialogue. Ask comprehension questions at different points if needed: What are they talking about? What things for young people do they talk about? To identify form of communication and to differentiate speech register, ask students if they remember the conversation between Marco and the Mayor. Then draw their attention to the sentences in Activity 4. Read the first questions aloud and then ask students to complete the two sentences individually. Have them share and compare their answers with a classmate. Then read the two sentences aloud, having students answer in unison.
Answers: 1 formal and courteous; 2 informal
and casual
Cultural Note There are unwritten rules that are followed when speaking a language that are often referred to as “register use”. In English, formal language or register is used when interacting with older people, with strangers, and at the workplace with higher rank co-workers. Informal language or register is used with family, friends, and in general with people we know well. In most Spanish-speaking countries, the difference in register is made through the use of usted and tú.
5 Match the places to the community service they offer. Go over the places with the students. Ask: What do we do in the library/music shop/post office/pharmacy/ sports club? To locate key words and make sure students understand the phrases, ask for volunteers to read the phrases aloud and ask: What word represents the key action in the phrase? Elicit send, borrow, buy, play tennis, swim and go from students. If no one volunteers, read the phrases yourself and then ask the question. Ask students to match the places to the community service they offer. Have them share and compare their answers with a classmate. Check answers orally by reading the phrases aloud or asking for volunteers to do it and have the rest of the class complete them with the appropriate place in unison. Refer students to the Glossary on page 156 to clarify the meaning of words. Answers: 1 c; 2 a; 3 b; 4 e; 5 d
Lead-in
Class
Say My name is (name). What’s the question? Elicit What’s your name? from students. Ask two students to stand up. Explain that you’ll be giving the answer to a question and say What’s the question? The fastest student to respond correctly wins and remains standing up. The other student sits down and a new student stands up. Repeat several times with different students. Some possible answers are: I’m (number) years old. I’m from (country). I have a (brother/ sister). I like (food/drink). My favorite singer is (name).
6 Read the underlined expressions in each conversation and decide which ones ask for help and which ones offer help or information. Ask students to open their Student Books to page 10 and look at the first picture on page 10. Ask: Who are they? Where are they? What are they talking about? Elicit answers. Then have them read the first conversation in silence. Explain new vocabulary if necessary. To recognize the behaviors of speakers and listeners which support meaning, ask them to read the underlined expression again and ask: Which ones ask for
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help? Which ones offer help or information? Elicit answers. Make sure students understand the difference between asking for something, offering help, or information. Repeat with the other two pictures and conversations.
Answers: 1 ask for help: Can you help me? Offer help
or information: Yes, what can I do for you? What kind of music would you like? You can find it here in the pop music section. 2 ask for help: Is that in English? 3 ask for help: How many stamps do I need for this package? Offer help or information: Yes, how can I help you? We need to weight it first. Where are you sending it?
Alternative Activity: Examine the pictures together with students. To distinguish between intonation and attitude, ask for volunteers to act out the conversations. Encourage them to get involved in their role and to use appropriate intonation. Have the rest of the class vote for the best performance. Then ask them to focus on the underlined expressions in their book and in pairs, decide which ones ask for help and which ones offer help, or information. To check their understanding of the difference, ask: Which ones ask for help? Which ones offer help or information? and elicit answers. Time: 15 minutes 7 Read the conversations in Activity 6 again. Write the offers and requests under the correct heading. Having students classify and categorize expressions to clarify their meaning and sense helps them develop critical thinking. Draw the table on the board and go over the headings with the students to make sure they understand how they are different. Then ask students to work in pairs and to read the conversations in Activity 6 again. To distinguish composition of expressions, have them write the underlined expressions under the correct heading. Allow enough time for students to do this. Walk around the class, monitor and help if necessary. When most pairs have finished, ask them to share and compare their answers with another pair of students. Then ask for volunteers to come to the board and write the offers and requests on the table you drew. Have the rest of the class decide if the offers and requests are placed under the correct heading. Answers: Asking for help or clarification: Can you help me? Is that in English? Seeking information or confirmation: What kind of music would you like? Is that in English? How many stamps do I need for this package? Where are you sending it? Offering help: Yes, what can I do for you? Yes, how can I help you? Asking for or offering detail: You can find it here in the pop music section. Where are you sending it?
8 Complete the sentences. Ask students to think about the conversations they have heard so far, including Marco’s, and to complete the sentences on page 11 individually. Ask them to share and compare their answers with a classmate to foster confidence within interpersonal relationships. Then ask for volunteers to read the complete sentences and have the rest of the class agree or disagree with the answers.
Answers: 1 service; 2 formal; 3 informal; 4 help; 5 clarification; 6 details; 7 information; 8 help Classroom Management: Encourage students to show approval and appreciation for their classmates’ efforts and performance. The more you do it, the more they will do it spontaneously. emember Next class students will need: a toilet paper roll.
Lead-in
Class
Take a toilet paper roll and take several squares of toilet paper. Then hand the roll of toilet paper to a student and ask him to take more than two squares. The student then passes the roll to a classmate. After everybody in the class has some paper, have students count the squares they have and explain they will have to tell as many things about themselves as squares of toilet paper they have.
Stage 4: I practice 9 In pairs, decide which expressions come first, second, and at the end of the conversation. Then write the conversation in order. Students open their Student Books to page 11 and get in pairs. To reflect on how information is organized, ask them to look at the sentences in Activity 9 and decide which expressions come first, second, and at the end of the conversation. Once they have decided the order, to organize sentences to establish turns of participation, have them write the conversation in order on the space provided. To adjust volume and speed within dialogues, ask for volunteers to act out the conversation and have the rest of the class compare and check their answers. Answers: A = Hi, David. What are you doing? B = I’m trying to find information on the Internet. A = On the Internet? I want to invite you to the movies. B = That’s great, but I have to finish this project on Egypt for tomorrow. A = If you need information about Egypt, you should go to the library. Our librarian is very helpful. B = Really? What’s her name? A = Mrs. Smith. Come with me, I’ll introduce you to her. B = That sounds good, let’s go.
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Cultural Note To train students to intervene pertinently during oral exchanges, it is important for them to become aware of the fact that communication is the activity of conveying information and that it involves multiple turn-taking. The communication process is complete and successful once the receiver has understood the sender. Therefore, communication involves the use of active listening expressions such as Really? or the repetition of part of the information the sender mentions, in order to show the information has been received and understood.
10 Divide the conversation into opening, body, and closure. To determine sequence of enunciation and identify structure of dialogue, draw students’ attention to the three boxes and remind them that texts and conversations have an opening, a body, and closure. Have them look back at the conversation in Activity 9 and divide the conversation. Ask them to share and compare their answers with a classmate and for volunteers to read the information in the different boxes. Answers: Body: I want to invite you to the movies.
That’s great, but I have to finish this project on Egypt for tomorrow. If you need information about Egypt, you should go to the library. Our librarian is very helpful. Really? What’s her name? Mrs. Smith.
11 Write the services each place provides. Draw student’s attention to the example. Ask: What service does the post office provide? Elicit the answer. To help students locate key words, have them write the service each of the places provides. Ask the question: What service does the (place) provide? and elicit answers from students. Ask them to share and compare their answers with a classmate and for volunteers to read their answers. Have the rest of the class agree or disagree with the answers. Answers: 2 Library: lend/read books; 3 Sports Club: play basketball or swim; 4 Music shop: buy music; 5 Pharmacy: go for/buy/get medicine
Stage 5: I can 12 In pairs, take turns saying the sentences. Then match the expressions below to make appropriate suggestions. This activity promotes the development of collaboration skills, fosters confidence within interpersonal relationships
and raises students’ awareness of multiple turn-taking during oral exchanges. Have students read the sentences in silence and ask them if there are any new words. If so, explain their meaning and model their pronunciation. Ask students to get in pairs and take turns saying the sentences. Walk around the class, monitor and check pronunciation. Draw their attention to the expressions and ask them to match them to make appropriate suggestions. Ask for volunteers to read the suggestions aloud. Have the rest of the class agree or disagree with the answers. Refer students to the Glossary on page 156 to clarify the meaning of words.
Answers: 2 If you need stamps, then go to a post office. 3 If you need a book, then go to a library. 4 If you want a new CD, then go to a music shop. 5 If you want a magazine, then go to a book store. 6 If you need an aspirin, then go to a pharmacy.
Alternative Activity: To read sentences to practice pronunciation, have students take turns saying the sentences and giving the appropriate answer. Walk around the class monitoring. Make sure students are using the appropriate intonation for questions and answers and correct pronunciation if necessary. Time: 10 minutes 13 Write the suggestions in Activity 12 and add two of your own. To compose sentences to provide and be provided with information, have students write the suggestions in Activity 12 and elicit two more from them. Walk around the class, monitor and help if necessary. Ask students to share and compare their answers with another classmate and for volunteers to read aloud the sentences they added. Answers: 2 If you need stamps, then go to a post office. 3 If you need a book, then go to a library. 4 If you want a new CD, then go to a music shop. 5 If you want a magazine, then go to a book store. 6 If you need an aspirin, then go to a pharmacy. 7 Answers may vary. 8 Answers may vary. Classroom Management: Providing students opportunities to personalize language, use their own ideas, and language resources makes the learning process more meaningful and effective.
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Unit 1
Lesson 2
Performance Indicators: – Activate previous knowledge. – Identify pertinent speech register based on the addressee. – Clarify the meaning of words by using a bilingual dictionary or from their context. – Recognize the behaviors of speakers and listeners which support meaning. – Distinguish composition of expressions. – Distinguish sentence types. – Differentiate speakers and turns of participation. – Adjust volume and speed within dialogues. – Predict central sense from words and expressions that are known and/or similar to those in the native language. – Compose sentences to provide and be provided with information. – Establish tone and intonation of sentences.
Lead-in
Class
Give a word to a student to spell it. A second student should say a word beginning with the last letter of the word given. The game continues until someone makes a mistake: pronouncing the word incorrectly, spelling it incorrectly or saying a word that has already been said. The student that makes the mistake is out. The last student remaining is the winner. Or, you can stop the game whenever you consider appropriate.
Stage 1: I know 1 Match the expression to the person who normally says it. Ask students to open their Student Books to page 14 and explore the photographs. Holding your book at the front of the class, point to each of the different photos and ask Who is he/she? Where is he/she? Elicit answers from students. To activate previous knowledge, ask students if there are places like these in their neighborhood and allow some students to talk about them and describe them. Then ask them to read the expressions in silence and to let you know if they find new words. Explain their meaning if necessary. Then have them match the expressions to the appropriate pictures. Conduct a whole class answer check by saying the number of the expression and having students give you the letter of the pictures in unison.
Student Book
p. 14-19
– Language as a means to access public service. – Locate key words. – Choose word repertoire relevant to an exchange. – Include relevant details and interesting information during an exchange. – Read sentences to practice pronunciation. – Use pertinent speech register based on the addressee. – Start a dialogue with the help of written guidelines. – Foster confidence within interpersonal relationships. – Ask and answer questions to acquire and understand information. – Differentiate speech register. – Adjust volume and speed within dialogues. Materials: – Audio CD – White sheets of paper and markers
2 Match the signs to the places where you may see them. To activate previous knowledge, hold up your book at the front of the class, point to each different sign and ask: What does it mean? Where do you see this sign? Elicit answers from students. If necessary, explain the meaning of the signs, model the pronunciation and have students repeat after you. Then have them match the signs with the places you may see them. Ask them to share and compare their answers with a classmate. Then conduct a whole class check by asking: Where can we find a (sign name) sign? Elicit the names of the places from students. Ask students what other signs they can see in schools, restaurants, parks, libraries, and hospitals in their community, and have them come to the front and draw the signs on the board. Guide students to recognize signs such as don’t run, do not step on the grass, no littering, etc. Answers: 1 a; 2 c; 3 e; 4 d; 5 b Alternative Activity: After the matching task, students could make up their own signs on blank sheets of paper and share them with the rest of the class. Have them guess what the sign stands for and where they could find it. Time: 15 minutes
Answers: 1 b; 2 c; 3 d; 4 a
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Stage 2: I build 05 3 Listen to the hip hop song about communities while you read along. Then answer the questions. Have students close their Student Books. Ask them what kind of music they like. Allow different students to answer. Then ask them if they like hip hop and to tell you why or why not. Ask them if they have a favorite hip hop song or singer and to tell the rest of the class what the song is about or why they like the singer. To identify pertinent speech register based on the addressee, ask students if their parents like hip hop music and to say why or why not. To differentiate speech register, ask them who hip hop music is aimed at and what kind of language hip hop musicians use: formal or informal. Then tell them they are going to listen to a hip hop song about communities. Ask them to listen carefully for the general message of the song. Play the CD and ask the following comprehension questions: What names of places/people/services did you hear? What is the main idea of the song? Tell students they are going to listen to the song again, but that this time they are going to follow the lyrics. Have them open their Student Books to page 15, and ask them to underline all the new words they find as they listen to and follow the song. Play the CD. To clarify the meaning of the words they underlined, ask other students if they know the meanings or have them clarify the meaning of the words by using the Glossary or from their context. Once all new vocabulary is clarified, tell students they are going to listen to the song again and follow it in their books to answer the questions. Go over the questions with the students and make sure they all understand them. Clarify if necessary. Play the CD. Encourage students to sing along if they want to. Then ask them to work in pairs and answer the questions orally. Allow time for them to do this, as you walk around the class and monitor. Then have them share and compare their answers with another pair of students. Read each of the questions aloud and allow different students to give answers for each. Have the rest of the class agree or disagree with the answers.
Answers: 1 your local Hip Hopper; 2 Yes; 3 No; 4 No; 5 Answers may vary. Classroom Management: Songs that work best in the English language class are almost invariably those that produce some sort of response to the music. Songs with a good story line or a message make a good choice because students can then agree or disagree on the general idea or what happened, and perhaps why it happened.
Some possible follow up activities for songs are: writing a letter or a mobile phone message from one of the characters in the song to the singer, drawing a storyboard to reconstruct the text with pictures, or having students add to the lyrics of the song. emember Next class students will need: white sheets of paper and markers.
Lead-in
Class
Give each student a blank sheet of paper, or they can work on a blank page in their notebooks. Ask for a volunteer to come and sit at the front of the class. He describes a person known by everybody and the rest of the class has to draw the person being described. Once the student finishes describing the person, students show their drawings to the rest of the class and guess who the person is. Repeat with a couple more volunteers if time allows.
4 Listen to the conversations and answer the questions. This activity allows students to identify form of communication: face to face and by telephone. Draw students’ attention to the first picture on page 16. Ask: Who are they? Where are they? What are they talking about? Elicit answers. To recognize the behaviors of speakers and listeners which support meaning, tell students that they are going to listen to the conversation between the people in the picture. Ask them to listen carefully. Play the CD. To differentiate speech register, ask: Was the conversation formal or informal? Elicit answers. Have students answer the questions in Activity 4 individually. Then go to the second picture and repeat the procedure. When they finish answering the questions, explain they will be doing peer correction: ask students to exchange books with a classmate. Explain they are going listen to the conversations again, to check their classmate’s answers. Ask them to mark the right answers with a small tick and the wrong answers with a small cross. Play the CD and have the students check answers as they listen. Have students return the books to their classmates. Then read each of the questions aloud and have the class give the answers in unison for students to make corrections if necessary. Refer students to the Glossary on page 156 to clarify the meaning of words. 06
Answers: 1 a They are at the pharmacy. b The boy; 2 a telephone; b Because her cat can’t get down from
the tree.
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Classroom Management: To help students become aware of their mistakes and the correct answers, it is always a good idea to simply indicate where the error is and encourage them to try again and make corrections, rather than give the correct answers right away.
Stage 3: I think 5 Read these extracts from the conversations in Activity 4. Write A for Affirmative sentences, Q for Questions and N for Negative sentences. Having students analyze and think about different sentence types promotes the development of thinking skills. Write the words affirmative, questions, and negative on the board. Ask students if they understand what the words mean. Explain if necessary. To distinguish the composition of expressions and sentence types, ask them how they differentiate sentences from questions, and affirmative from negative sentences. Possible answers are: questions end with a question mark, the particle not is present in negative sentences, etc. Allow some students to give the answers and give example sentences. Write some of the example sentences on the board to emphasize the differences and make sure that all the class agrees and can differentiate the sentences. Then ask students to open their Student Books to page 16. Ask them to read the extracts from the conversations in Activity 5 and write A, Q or N. Have them share and compare their answers with a classmate. Then read each of the extracts aloud and have the class give you the answers in unison. Answers: 2 Q; 3 A; 4 N; 5 A; 6 Q 6 Read the conversation and label its parts using words from the box. Elicit from students the meanings of the words in the box. Clarify if necessary and make sure all students understand them. Then ask them to describe the picture. Ask: Who are they? Where are they? What are they talking about? Tell students they are going to read the conversation between the people in the picture and that they have to label its parts using words from the box. Allow time as you walk around the class monitoring and helping students if necessary. Ask them to share and compare their answers with a classmate. Answers: 1 Introduction; 2 General Information; 3 Detailed Information; 4 Conclusion
Alternative Activity: To differentiate speakers and turns of participation, ask students to work in pairs and act out the conversation. Encourage students to get involved in their roles and to adjust volume and speed within the dialogue. Then ask for volunteers to come to the front and perform the dialogue. Have the rest of the class vote for the best performance. Time: 20 minutes 7 How do you say the sentences in Activity 6 in your own language? To predict central sense from words and expressions that are known and/or similar to those in the native language, ask students work in pairs and decide how they would say the sentences in Activity 6 in Spanish. Allow time for students to think and decide; then ask them to practice the conversation with their partner in Spanish. Encourage them to make the conversation sound as natural as possible. Walk around the class, monitoring. Then ask for volunteers to come to the front and perform the dialogue in Spanish. Ask the rest of the class to follow the conversation in their books, making sure the sense and meaning of the sentences is the same in English and Spanish. Answers may vary.
Lead-in
Class
Choose a word which is long, difficult and unknown to the students and write it on the board. In pairs and without using a dictionary, students have to write down a definition for the word. Allow them time to think and write their definition. Then ask for volunteers to read their definitions aloud. Then the class votes for the definition they think is the correct one. Read the correct definition for the word aloud or have students look the word up in their dictionaries for the correct definition. Repeat with other words if time allows.
8 Read the sentences. What do you notice about the word order? Ask students to open their Student Books to page 18 and draw their attention to the example sentences. Ask: Which is an affirmative sentence/negative sentence/question? Elicit answers. Then ask different students to tell you what they notice about the word order in the sentences. E.g., affirmative and negative sentences always begin with the subject. Questions begin with an auxiliary verb, etc. If necessary, copy the sentences on the board and help students notice the different features of each sentence. Make sure the rest of the class agrees with the observations.
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Classroom Management: The inductive approach to teaching language starts with examples and asks learners to find rules. Under this approach, language is acquired by a process of observation, hypothesis and experiment. The main objective is to help learners to notice for themselves how language is typically used. Learners are encouraged to focus on a particular feature of language, identify instances of the feature, make discoveries and articulate generalizations about its use. 9 Write the sentences in Activity 8 in the correct place in the table. This activity promotes the development of learning skills and autonomous learning. To help students distinguish composition of expressions, go over the labels in the column with the students. Then ask them to look back at the sentences in Activity 8 and to write them in the correct place in the table. Then ask them to share and compare their answers with a classmate. Also walk around the class and check answers to make sure all students have completed the table correctly. Answers: Subject + auxiliary + verb (Affirmative): You can get cough medicine at the pharmacy. Auxiliary + subject + verb (Interrogative): Do you want a small or a large box? Subject + negative auxiliary + verb (Negative): You can’t buy stamps at the library. Alternative Activity: Ask students to copy the table in Activity 9 of their Student Book in their notebooks and to add two more example sentences to each category. Then have them share and compare their sentences with a classmate. To establish tone and intonation of sentences, ask for volunteers to read their example sentences aloud and have the rest of the class call out if the sentences are affirmative, negative, or questions. Time: 10 minutes
Stage 4: I practice 10 Unscramble the sentences. Make sure students understand the meaning of the word unscramble. Explain if necessary. Have them open their Student Books to page 18 and draw their attention to the pictures. Ask different students to say the names of the things they see in the pictures and ask: Where can you find (object)? Elicit the names of the places. Then have students unscramble the sentences individually. Allow time for them to do it, as you walk around the class monitoring. When they finish, ask them to exchange books with a partner and explain that
they will be checking their classmates’ work. Ask for volunteers to come to the board to write and read the unscrambled sentences aloud. Have the rest of the class agree or disagree with the word order and check the answers of their partner’s book by making a mark if the sentence needs correction. Then have them return the books to their classmates and allow time for them to make corrections to their sentences if necessary.
Answers: 1 You can find CDs at the music shop. 2 You can have lunch at the restaurant. 3 You can take classes at the school. 4 You can go running in the park. 5 You can see a doctor at the hospital. Alternative Activity: Ask students to choose two services and write two more sentences in their notebooks, one for each service of things you can do there. Then ask them to share and compare answers with another classmate and ask for volunteers to read their sentences aloud. Time: 5 minutes
Classroom Management: Effective writing depends on one’s ability to structure and organize words and sentences into a meaningful whole. One of the first steps for teaching writing is to use sentences whose words have been scrambled for students to become aware of how writing is organized. This makes the internal structure (syntax) of the sentences the immediate problem for the student to solve.
Lead-in
Class
Ask for a volunteer to come to the front of the class and act out an activity that all students are familiar with e.g., cooking. The rest of the class has to guess what that student is doing and say the action word aloud. The student who guesses first comes to the front of the class and acts out another activity. Repeat with different students if time allows.
11 Read the list of community services. Write what you can do there using words from the box. This activity asks students to compose sentences to provide and be provided with information. Have students open their Student Books to page 19 and draw their attention to the words in the box. Make sure students can locate key words for actions and understand the meaning of each of them. If explaining is necessary, ask other students to act out the actions for the rest of the class to guess their meaning or explain meanings
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yourself. Then go over the list of community services and elicit from students what they can do in each of them by asking: What can you do at the (place)? Then ask them to write what can be done in each place in the spaces provided, using words from the box. Walk around the class, monitor and help if necessary. Call the names of the community services aloud and have different students read what they wrote. Have the rest of the class agree or disagree with the answers.
Answers: Answers may vary but suggestions include: 2 You can go running. 3 You can have lunch. 4 You can borrow books. 5 You can buy CDs.
Stage 5: I can 12 In pairs, choose a community service. Write the expressions you need to start a conversation, find information, and end the conversation. Ask students to name the different community services they know aloud. Write them on the board. Get students in pairs and ask them to choose a community service. Ask them to open their Student Books to page 19 and draw their attention to the table. Help them notice the kind of language used when starting a conversation, and to find information at a library. To help students use language as a means to access public service, ask them to think what expressions they would use to have a similar conversation related to the community service they chose, and what information they would ask for. Then guide students to complete the conversation in the chart and select either a restaurant or music shop. By doing this, students will choose word repertoire relevant to an exchange. Allow some time for students to think and then ask them to write the expressions they need to start a conversation, find information and end the conversation related to the service they chose. Allow time for students to write the sentences, walk around the class monitoring and helping if necessary. Ask them to read the expressions they wrote and have other students that chose the same service add more or complement the expressions. Repeat for other services. Make corrections if necessary.
13 Write your conversation and practice it with a classmate. Draw students’ attention to the example. Have them read it in silence and then ask for volunteers to read it aloud. In pairs, ask them to write a conversation related to the community service they chose in Activity 12, using the expressions they wrote to help them start the dialogue with the help of written guidelines, and using the example as a model. By doing this, students will be composing sentences to provide and be provided with information. Encourage them to include relevant details and interesting information when they write their conversation and to use pertinent speech register based on the addressee. Allow enough time for students to write the conversation. Walk around the class, monitoring and helping if necessary. To read sentences to practice pronunciation and to foster confidence within interpersonal relationships, ask students to practice the conversation and take turns playing the roles. Encourage them to adjust volume and speed within the dialogue. They will also be asking and answering questions to acquire and understand information. Walk around the class, monitor and correct pronunciation if necessary. Call out the name of a service and have students raise their hands if they chose it. Ask for volunteers to come to the front and act out their conversation. Have the rest of the class give volunteers a round of applause after they finish performing. Repeat for other services. Answers may vary.
Classroom Management: As teachers we need to encourage students to speak in a variety of different situations, and hence help them to learn to speak with confidence. The effective use of role-plays can add variety to the kinds of activities students are asked to perform. It encourages thinking and creativity; it lets students develop and practice new language and behavioral skills in a relatively safe setting, and can create the motivation and involvement necessary for real learning to occur.
Answers may vary.
Cultural Note In very formal exchanges How may I help you? or What can I do for you? are used. Can I help you? is more informal than the previous two.
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Unit 1
Product 1 A cting-out a Dialogue
Performance Indicators: – Choose a classmate to act out a dialogue about providing services. – Choose the community service about which information is to be exchanged. – Decide roles and turns of participation.
Lead-in
Class
Student Book
p. 20-21
– Compose the sentences to provide and be provided with information. – Revise that the sentences are understood when spoken and listened to. – Practice enunciation. – Perform the dialogue.
Stage 2: I plan
One student begins a sentence by saying only one word. A second student must say a word which continues the sentence. A third must continue, and so on, until someone says a word that does not fit syntactically or grammatically. If the sentence comes to a logical end without error, the next student may say period and begin a new sentence with a new word. You may suggest a topic to get things started.
2 Work in pairs. Decide what you need from the service that you chose. Draw students’ attention to the examples and ask them to decide what information they need from the service they chose. To help them, ask questions like: What information can you ask for? What can you buy or get there? What else can you do there? Elicit answers. Give them enough time to think as you walk around the class, monitoring and helping if necessary.
Stage 1: I get ready
3 What materials do you need? Make a list. Have students think again about the final product for acting-out a dialogue. Have them think about the materials they might need in order to be able to act out the dialogue including paper to write it down and materials such as pen or pencil, markers, etc. Ask them to make the list of materials in their books, in the space provided. Then have different students share their lists of materials with the rest of the class.
1 In pairs, choose one of the community services. Have students open their Student Books to page 20 and ask: What is the final product of this unit? Elicit from students what they think they have to do and the steps they have to follow in order to be able to act out a dialogue. Explain that they are going to act out a dialogue about the providing of a community service. Ask them to choose a classmate to work with and act out a dialogue about providing services and to sit in pairs. Then ask them to choose the community service about which information is to be exchanged from the options in the box. Give them some time to think and decide which one to choose. Then give each pair of students a blank sheet of paper and a marker and ask them to write their names and the name of the service they chose on it. Collect their papers for the next class. Classroom Management: Quick ways to pair students are: asking them to find someone whose name or last name starts with the same letter as theirs; finding someone whose birthday is during the same month as theirs; finding someone whose favorite food is the same as theirs.
Stage 3: I do 4 Decide which questions to ask. In their pairs, have students read the questions provided in silence and decide which ones they can use in their dialogue. Make sure they understand the meaning of all of them. If necessary, explain meanings or ask students to do it. Allow time for students to read the questions and decide which ones they can use. Have them underline the questions they want to include in their dialogue. Walk around the class, monitoring and helping if necessary. 5 Discuss your possible answers and offer more detail. Here is some useful vocabulary. In their pairs, have students discuss possible answers for the questions they chose in Activity 4. Ask them to refer to the examples provided and to circle the words they can use in their dialogue. Allow time for them to
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choose the words. Walk around the class, monitoring and helping if necessary. emember Next class students will need: the students’ sheets of paper with their names and the name of the community service written on them, white sheets of paper, markers, and tape.
Lead-in
Class
Ask students to stand in line along the walls in the class and give the student in the front of the line a marker to write on the board. Then write with your finger a letter on the back of the student at the end of the line. That student then writes the word he thinks you wrote on his back on the back of the student in front of him and so on. The student with the marker tries to guess the letter and writes a word that begins with that letter on the board.
6 Write out your dialogue with a proper ending. Follow the examples below. Have students work with the same partner they worked with during the previous class. Have them open their Student Books to pages 20-21 and go over Activities 1-5 quickly, to remember all the sentences, questions, words and expressions they had chosen for their dialogue. Give them a couple of minutes to do this. Then, draw their attention to the possible endings in Activity 6. Have them read them in silence, making sure they understand all of them. Provide explanations and clarify if necessary. Have students choose one ending they think they could use in their dialogue. Allow them time to do this, as you walk around the class, monitoring and helping if necessary. Then ask students to put everything together to write their dialogue: the questions, the answers, the ending and to compose the sentences to provide and be provided with information. Have them write their dialogue in their notebooks. Encourage them to add relevant details or information. Walk around the class monitoring and helping if necessary. Classroom Management: Students can take a lot of time writing. If necessary, set time limits for writing activities, so students don’t get distracted and use time efficiently. 7 Decide roles and turns of participation. Ask students to decide what role each of them is going to play when performing their dialogue and the appropriate turns of participation. Give them some time to do this, as you walk around the class, monitoring and helping if necessary.
Stage 4: All ready to share 8 In pairs, practice the dialogue and act it out in front of your group. To revise that sentences are understood when spoken and listened to and to practice enunciation, ask students to practice their dialogue in their pairs. Encourage them to adjust volume and speed, use the appropriate tone and intonation for questions and answers, and adopt the appropriate attitude. Walk around the class, monitoring and helping students with their pronunciation and intonation if necessary. Draw students’ attention to the useful expressions chart and ask for volunteers to come to the front and perform the dialogue. Encourage them to use some of the questions from the useful expressions chart. Have them bring the sheet of paper with their names and the community service they chose written on it and display it on the board or a wall. Have as many pairs of students as time allows come to the front and act out their dialogue. Encourage the rest of the class to show appreciation and respect for their classmates’ performance. Then have students vote for the performance they liked the most and have them tell you why they think it was the best.
I learn
Ask students what they can do now that they couldn’t do at the beginning of the learning environment and listen to their responses. Encourage them to identify the activities that they found especially helpful during the process of making the product. Then have them answer the I learn box. Explain that its purpose is to assess their performance while making the product in order to improve weaknesses and reinforce strengths during the process. Briefly have them discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress.
Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so students:
– Can identify subject matter, purpose and intended audience. – Can predict central sense from words and expressions similar to those of the native tongue. – Can distinguish expressions during oral exchanges. – Can recognize the composition of expressions during oral exchanges. – Can produce expressions to provide information. – Can adjust volume and speed when constructing oral texts.
To formally assess this learning environment go to page 154.
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Unit 1
Lesson 3
Performance Indicators: – Activate previous knowledge. – Determine subject matter, purpose and intended audience. – Identify the author. – Use different comprehension strategies. – Recognize graphic and text arrangement. – Predict contents based on graphic and text components. – Identify explicit information to find key events. – Recognize central sense from key events. – Determine order and number of key events. – Arrange events in a sequence.
Lead-in
Student Book
p. 22-27
– Complete sentences with verb forms that express continuous and past actions. – Express reactions and personal opinions about events. – Identify differences between British and American English (-our/or). – Identify text components. – Revise adverbs of time. – Identify elements in narrative: characters, events. Materials: – Audio CD – White sheets of paper, colored pencils or markers
Class
Ask a volunteer to leave the classroom. While the student is out of the room, the other students change their sweaters, shoes, coats and so on. Bring the student who went out of the classroom back inside. He has to guess the differences.
Stage 1: I know 1 Do you know this legend? In pairs, discuss what you can remember about the story. To activate previous knowledge, write the word legend on the board. Elicit from them the meaning of the word and ask them if they know any. Allow students to tell you about the legends they know. Have them open their Student Books to page 22 and draw their attention to the illustration. To predict contents based on graphic and text components, ask: Do you know this legend? Who are they? Hold up your book at the front of the class and point to the sword, ask: What is it? Explain or elicit from students the meaning of the word sword. Encourage students to tell you what they know of or have heard about King Arthur and Merlin’s legend. Cultural Note The following text is a quick summary of the legend of King Arthur. Arthur was the first-born son of King Uther Pendragon and heir to the throne. However, these were very troubled times and Merlin, a wise magician, advised that the baby Arthur should be raised in a secret place and that no one should know his true identity. As Merlin feared, when King Uther died there
was great conflict over who should be the next king. Merlin used his magic to set a sword in a stone. Written on the sword, in letters of gold, were these words: Whoever pulls this sword out of the stone is the rightful King of England. Of course all the contenders for the throne took their turn at trying to draw the sword, but none could succeed. Arthur, quite by chance, withdrew the sword for another to use in a tournament. Following this he became King of England.
Stage 2: I build 2 Read the extract and circle T for True and F for False. Draw students’ attention to the illustrations in Activity 2. To determine subject matter, purpose and intended audience ask: What kind of book is it? Elicit answers. To identify text components and to identify the author, ask What’s the title of this story? Who’s the author? Elicit answers. Then make them notice that this story is an extract, taken from another story. To use different comprehension strategies, ask them to skim the text to quickly identify the main idea in silence. Elicit the main idea from students. Ask: What kind of information is it? Elicit answers. Then ask them to read the extract again, individually and in silence. Ask them to underline any new words they find and explain their meaning when students finish reading. Then ask them to read the questions. Make sure all students understand them and clarify if necessary. Then ask them to circle T for True or F for False. The questions will help them recognize graphic and text arrangement. Allow time for them to complete the
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activity as you walk around the class, monitoring. Have students exchange books with a classmate to share and compare their answers. Then, as a whole class activity, check answers orally, having students answer in unison.
Answers: 1 T; 2 F; 3 F; 4 T; 5 T Classroom Management: Skimming is used to quickly identify the main ideas of a text. Skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time. Scanning is a technique often used when looking up a word in the telephone book or dictionary. One searches for key words or ideas. In most cases, one knows what to look for, and therefore concentrates on finding a particular answer. Scanning involves moving our eyes quickly down the page seeking specific words and phrases. Scanning is also used when first finding a resource to determine whether it will answer specific questions. When scanning, look for the author’s use of organizers such as numbers, letters, steps, or the words: first, second, or next. Look for words that are printed in bold-face, italics, in a different font size, style, or color. Sometimes the author will put key ideas in the margin.
Stage 3: I think 3 Skim the text to find the general idea of each paragraph. Have students turn to page 23. Draw their attention to the shield and explain that they have to skim the text to quickly find the general idea of each of the paragraphs and write it in the space provided. By doing this, students will be making use of different comprehension strategies. Allow time for them to do this. Walk around the classroom and monitor. Then ask for volunteers to say what the main ideas are. Have the rest of the class agree or disagree. Refer students to the Glossary on page 157 to clarify the meaning of words. Answers: 1 There was a sword stuck in a stone. 2 Arthur pulled Excalibur out of the stone. 3 Arthur became the King.
4 Scan the paragraphs to find the specific information below. Draw students’ attention to the questions and make sure they all understand them. Explain that they are now going to read the text again, individually and in silence, to specifically look for the answers to the questions. By doing this, students will be identifying explicit information to find key events and recognizing
central sense from key events. Allow time for them to do this, as you walk around the class and monitor. Then have them share and compare answers with a classmate. Check answers orally, asking for volunteers to read them. Have the rest of the class agree or disagree. Then ask students what they think about this legend. Allow different students to express their reactions and personal opinions about the events.
Answers: 1 The Archbishop of Canterbury; 2 Whoever pulls this sword out of the stone is the rightful King of England; 3 Sir Kay; 4 His sword; 5 Excalibur; 6 Arthur; 7 Because they didn’t want a young king; 8 When he was the only one to pull out the sword. emember Next class students will need: white sheets of paper, colored pencils or markers.
Lead-in
Class
For a quick review of adverbs of time, draw a time line on the left side of the board with the days of the week, Monday through Sunday. Next to it write the following words in the form of a list: every day, once a week, twice a week, sometimes, never. Then ask: How often do you read? Have them use the information on the board as reference for their answers. Then ask: What kinds of books do you usually read? Elicit answers from different students. Then ask: What’s your favorite book/tale/ story? Allow different students to answer the question and encourage them to say why that particular book/ tale/story is their favorite. Then write the words favorite and favourite on the board. Explain that there are a few differences between American and British English in spelling of certain words. Words ending in an unstressed -our are British English (e.g., colour, flavour, honour, neighbour, rumour, labour, humour). Words ending in -or are American English (e.g., color, flavor, honor, neighbor, rumor, labor, humor). The pronunciation of the words is the same, or nearly so.
5 Match the sentences to the elements in narrative and text components. Elicit from students the key events of King Arthur’s legend. Then ask them to open their Student Books to page 24. This activity will allow students to determine the number and order of key events in a text. Ask students to get in pairs and explain that they have to match the sentences to the elements and text components. Make sure all students understand the sentences and the elements in the right column. Refer students to the Glossary on page 157 to clarify the meaning of words. Allow time for students to complete the activity as you walk around the class, monitoring. Then have students share and compare their answers with another pair of
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students. Then, as a whole class activity, check answers orally, reading the sentences aloud and having students say the corresponding text component in unison.
for volunteers to read the sentences and say the tense they are in. Have the rest of the class agree or disagree with the tenses.
Answers: 1 d; 2 g; 3 b; 4 e; 5 a; 6 f; 7 c
Answers: 1 past simple; 2 interrupted past; 3 past simple; 4 past simple; 5 past continuous; 6 past simple; 7 interrupted past
Alternative Activity: Have students conduct a class survey to find out how often their classmates read books, what the most popular type of book is among the class, and which ones are their classmates’ favorite books/ stories/tales. Write the questions: How often do you usually read? What kinds of books do you usually read? What’s your favorite book/tale/story? on the board for students to use as reference. Have each student interview five other classmates and collect the information on blank sheets of paper or their notebooks. Walk around the class, monitoring. Time: 20 minutes 6 Complete the sentences using words from the box. Draw students’ attention to the words in the box. Make sure they all understand their meaning and explain if necessary. Explain they have to complete the sentences using words from the box. Make sure they understand the sentences. Refer students to the Glossary on page 157 to clarify the meaning of words. Allow time for them to complete the activity as you walk around the class, monitor and help. Then ask for volunteers to read each of the completed sentences aloud and have the rest of the class agree or disagree with the words used. Answers: 1 title; 2 character; 3 setting; 4 events; 5 development 7 Write the correct tense after each sentence: past simple, past continuous, or interrupted past. Draw students’ attention to the example sentences. Ask them how they know the sentences express past simple, past continuous or interrupted past. If necessary, remind them of the differences between these three tenses: the simple past is used to talk about actions that started and ended in the past; the past continuous is used to talk about actions that started in the past and continued to happen for some time in the past; the interrupted past refers to actions in the past that were suddenly interrupted by another event. Have them work in pairs to analyze the sentences and write the correct tense after each. Allow time for them to do this as you walk around the class, monitoring and helping if necessary. Then ask students to share and compare their answers with another pair of students. Check answers orally, as a whole class activity, asking
Classroom Management: Critical thinking is the process by which our brains collect evidence, analyze the content of this evidence, evaluate assertions made by the evidence and then draw our own conclusions. In other words, it is the ability to think by ourselves. It is something that we can train students to do and help them move towards becoming self-directed learners. Core critical thinking skills include observation, interpretation, analysis, inference, evaluation, explanation, and meta-cognition. A critical thinker can interpret and understand information, solve problems, make decisions based on evidence and is someone who collaborates and cooperates.
Lead-in
Class
Ask one student to say the beginning of a sentence in a story form, for example: Once there was a boy aloud. The next student will have to repeat that phrase and complete it: Once there was a boy whose name was John. In this way students keep building up a story as well as remembering what the previous sentences were. The student who forgets a line will leave the game and the next student will have to start a new story. This game not only improves students’ memory but also encourages them to be creative in storytelling.
8 Complete the sentences using words from the box. This activity promotes life-long learning strategies and autonomous learning. Ask students to look back to Activity 7 and revise the sentences and the tense each one is written in. Have students recall orally when each of the tenses is used (the simple past is used to talk about actions that started and ended in the past; the past continuous is used to talk about actions that started in the past and continued to happen for some time in the past; the interrupted past refers to actions in the past that were suddenly interrupted by another event). Then ask them to complete the rules using words from the box. Allow time to complete the sentences. Ask students to share and compare their answers with a classmate. Check answers orally, as a whole class activity, reading the sentences and having students say the words they used to complete them in unison.
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Answers: 1 past simple; 2 past continuous; 3 interrupted past Classroom Management: Learning skills or strategies are approaches applied to learning. They are generally critical to success in school, are considered essential for acquiring good grades, and are useful for learning throughout one’s life. They are discrete techniques that can be learned, usually in a short time, and applied to all or most fields of study. 9 Number the events from the story in the correct order. Ask different students to describe each of the pictures by asking some of the following questions if necessary: Who is it/are they? Where is he/are they? What is he/ are they doing? By doing this, they will be identifying elements in narrative: characters and events. Allow different students to give the answers. Then have students number or arrange the events in a sequence. Check answers orally, as a whole class activity. Answers: a 4; b 2; c 1; d 3 Alternative Activity: Ask for volunteers to narrate the sequence of events in the appropriate order, and encourage them to add relevant information and details if possible. Have the rest of the class vote for the best narrative. Time: 15 minutes 10 Underline the actions in past simple and circle the actions in past continuous. Ask students what the difference between the past simple and the past continuous is. Ask for volunteers to give the answer and provide examples if possible. Refer students to the Glossary on page 157 to clarify the meaning of words. Write their answers on the board for the class to use as future reference during the activity. Then ask for a volunteer to read the extract. If no one volunteers, read it yourself. Have the rest of the class follow the reading in their books. Encourage the use of appropriate intonation and speed. Explain that they are going to read the extract again, individually and in silence and that they have to underline the actions in the past simple and circle the actions in past continuous. Allow time for students to do this, as you walk around the class monitoring. Then ask: What actions did you underline? What actions did you circle? Have different students give the answers and the rest of the class agree or disagree. Answers: underlined: couldn,t, came out, saw, was, told, was; circled: were trying, were fighting
Stage 4: I practice 07 11 Listen to the story and complete the text using words from the box. Have students go to page 26. Go over the verbs in the box and make sure all students understand them. Clarify meanings if necessary. Have different students describe the pictures and ask the class what they think the story is about by reading the title and the subtitle to identify text components. Explain they are going to first listen to the story. Ask them not to write and listen carefully following it in their books. Play the CD. Ask what the main idea of the story is and elicit answers from students. Ask students to listen to the story again and this time to complete the text using words from the box as they listen. By doing this, students will be completing sentences with verb forms that express continuous and past actions. Play the CD. Play the CD one more time if necessary. Then ask students to exchange books with another classmate and tell them they are going to listen to the story one more time, to check their classmate’s answers. Ask them to draw a small check mark if answers are correct or a small cross if they aren’t. Play the CD. Have students give the books back to their classmates and make the necessary corrections to their answers. You can re-check answers orally, as a whole class activity, reading the sentences aloud and having the students complete them with the appropriate verb in unison. Refer students to the Glossary on page 157 to clarify the meaning of words.
Answers: 2 visited; 3 gave; 4 was crossing; 5 was feeling; 6 wanted; 7 looked; 8 saw; 9 was looking 10 were; 11 let go; 12 attacked; 13 lost; 14 took Alternative Activity: Ask students if they had heard a story like this one before. Allow students who have to tell the class about it. Time: 10 minutes emember Next class students will need: white sheets of paper.
Lead-in
Class
Give each student a blank sheet of paper or they can work in their notebooks. Explain that you are going to give them a topic and that they have to write as many verbs as they can, related to the topic, in one minute. Say: Things we do with our feet/mouth/hands and give students exactly one minute to write all the verbs related to this topic.
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12 Complete the organizer. To identify explicit information to find key events, ask for volunteers to retell the key events of the story The Dog and the Shadow. Then have students work in pairs and look back at the story in Activity 11, and ask them to skim it and scan it quickly. Then explain they have to complete the organizer. Allow time for students to do it, as you walk around the class and monitor. Have students share and compare answers with another pair of students. Then have different students read their answers aloud and ask the rest of the class to agree or disagree with them.
Answers: Title: The Dog and the Shadow; Main Character: Jojo; Event 1: The butcher gave him a bone. Event 2: He saw a bigger bone reflected in the water. Event 3: He attacked the reflection.
Stage 5: I can 13 Read the fable and complete the organizer. Write the word fable on the board. Elicit from students its meaning or explain it if necessary. Ask students if they know any fables and if they do, allow them to tell the class about them. Then draw their attention to the title and subtitle of the fable in their Student Books page 27. To identify text components, ask: What’s the title/subtitle? What do you think this fable is about? Allow different students to express their ideas. Then ask them to read the fable individually and in silence and to underline any new words they find. Explain meanings after they finish reading. Then ask them to complete the organizer. Walk around the class, monitoring and helping if necessary. Then ask for volunteers to read the answers aloud and have the rest of the class agree or disagree. Refer students to the Glossary on page 157 to clarify the meaning of words.
Answers: Climax or turning point: Venus threw a mouse into the room. Title: The Cat-Maiden; Subtitle: Can people change? Main characters: Jupiter, Venus; Other characters: maiden; Event 1: Jupiter and Venus argued. Event 2: Jupiter sent a magic spell turning a cat into a beautiful girl. Event 3: The girl chased a mouse. Conclusion: Nature can’t be changed. Cultural Note A fable is a short story in prose or verse that features animals, mythical creatures, plants, inanimate objects, or forces of nature which are given human qualities. It illustrates a moral lesson, which may at the end be expressed explicitly in a maxim.
14 Skim and scan the fable again and answer the questions. Go over the questions with the students and make sure they all understand them. Clarify if necessary. Ask students to skim and scan the fable to answer the questions. By doing this, they will be making use of different comprehension strategies. Allow time for them to do both. Then have them share and compare answers with a classmate. As a whole class activity, check answers orally by reading the questions and having different students give the answers. Ask the rest of the class to agree or disagree, or to share their answers. Answer: 1 The maiden was eating a piece of cake, when suddenly she saw a mouse. 2 True nature will always come out.
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Unit 1
Lesson 4
Performance Indicators: – Activate previous knowledge. – Express reactions and personal opinions about events. – Rewrite key events. – Predict contents based on graphic and text components. – Arrange sentences to conform events. – Arrange events in a sequence. – Determine order and sequence of key events. – Complete sentences with verb forms that express continuous and past actions, with the use of conventional writing. – Use different comprehension strategies. – Establish forms that express continuous or past actions.
Lead-in
Class
Divide the board into two by drawing a vertical line in the middle. Divide the class into two teams. Have teams pick a team leader to go to the front of the class. Give each team leader a marker. Explain that the leaders will have to write all the words they know beginning with a letter you will say aloud, on the count of 1, 2, 3, Go! Team members can help their leader by shouting out words and by writing words in big letters on paper and holding it up for leader to see. Stop with 10, 9, 8 ... 0, Stop! The team leader who writes the most words correctly will earn one point for his/her team.
Stage 1: I know 1 Check (3) the fairy tales you know. Work in pairs, choose one tale and write what you remember about it. Write the words fairy tale on the board. Ask students if they know what they mean and allow different students to share their ideas with the class. If they don’t know what the words mean, explain their meaning. Then ask students to mention the names of characters of fairy tales they know and have different students tell you about the characters and the fairy tales to activate previous knowledge. Then ask them who their favorite fairy tale character is and why. Ask students to open their Student Books to page 28. Draw their attention to the pictures and elicit from them who the characters are and what fairy tale they belong to. By doing this, students will be identifying elements in narrative. Then ask them to work in pairs and choose the tale they like the most and write the key events they
Student Book
p. 28-33
– Understand and pertinently contribute in discussions. – Foster respect towards others’ opinions. – Identify elements in narrative. – Identify subject matter, purpose and intended audience. – Rewrite sentences to conform key events. – Identify explicit information to find key events. – Recognize central sense from key events. – Arrange events in a sequence. – Retell events from illustrations. Materials: – Reader, Audio CD – White sheets of paper remember about it in the space provided. Allow time for them to do it, as you walk around the class, monitoring and helping if necessary. Ask for volunteers to read aloud what they wrote. Make sure all fairy tales are mentioned. If not, elicit from students what the fairy tale that was not mentioned is about. Answers may vary.
Cultural Note A fairy tale is a type of short narrative that typically features such folkloric characters as fairies, goblins, elves, trolls, dwarves, giants, or gnomes, and usually magic or enchantments. These stories may be distinguished from other folk narratives such as legends (which generally involve belief in the veracity of the events described) and explicitly moral tales, including beast fables. Fairy tales are found in oral and in literary form. Fairy tales are intended for an audience of children as well as adults.
Stage 2: I build Reader
The Silkies
p. 20-29
Ask students to open their Readers to page 20 and flick through the pages of Chapter 2, exploring the pictures. Have different students describe what they see. Ask the following:
– What do you think the text is about? – Where can you find information like this? – Who would read or look for this kind of information?
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By doing this, students will be identifying subject matter, purpose and intended audience and predicting content based on graphic and text components. Draw students’ attention to the title of the story and the first paragraph on page 20 and read them aloud. Ask them to follow the reading in their Readers. Make sure they understand the meaning of the words seals, souls and drowned. Ask them if they found any other new words and explain their meaning. Tell them they are now going to read one of the legends about The Silkies. Ask for volunteers to read each of the pages of the story and have the rest of the class follow along in their Readers. If no one volunteers, continue the reading yourself. Ask questions after each page to check for comprehension, and check for new vocabulary. Refer students to the Glossary when appropriate. When the reading is finished, ask students what they think about the story. By doing this, they will be expressing reactions and personal opinions about events. Allow a couple of students to share their ideas with the class. Then ask them to go to page 30 and get in pairs. Explain they have to answer questions 1 to 6, and that they can look back at the story if necessary. Make sure all students understand the questions and allow time for them to answer them. Walk around the class, monitoring and helping. When most students have finished, ask for volunteers to read the questions and give the answers. Have the rest of the class agree or disagree. Then ask students to complete Activity 2 by circling the correct answer. Make sure all students understand the questions and allow time for them to answer them. Walk around the class, monitoring and helping if necessary. When students finish, have them compare and check their answers with another pair of students. Then, as a whole class activity, check answers orally, having students answer in unison. Check answers in the Reader Answer Key on page 171 of the Teacher’s Guide.
Alternative Activity: To raise students’ interest in the story they will be reading, hold up your Reader at the front of the class and show students the first page of the story. If necessary, walk around the class so all students get to see the illustration. Ask them to describe it. Repeat with all the illustrations, helping students with new vocabulary if necessary. Then ask for volunteers to predict what the content of the story is, based on the graphic components. Then proceed with the reading. Time: 10 minutes 2 Match the sentences to the pictures. Ask for volunteers to say the key events of The Silkies aloud and encourage the rest of the class to add important
details to each one. Then have them open their Student Books to page 28 and draw their attention to the table. Explain they have to match the sentences to the pictures. Make sure all students understand the sentences. Clarify if necessary. Allow time for students to complete the activity and then have them share and compare their answers with another classmate. Allow them to make corrections if necessary. Then, as a whole class activity, check answers orally by reading the sentences aloud and having students say the letter of the corresponding picture in unison.
Answers: 1 c; 2 a; 3 e; 4 g; 5 d; 6 f; 7 b; 8 h
Lead-in
Class
Write your name across or down on the board being sure not to crowd the letters. Students take turns coming to the board, saying their name, and writing it across or down, overlapping one letter that is already on the board. It’s usually best if you allow students to volunteer to come up rather than calling on them in case a letter in their name isn’t on the board yet, although the last few students may need encouragement if they’re shy.
3 Number the events in the correct order. Ask for volunteers to retell the key events of The Silkies. Encourage the rest of the class to add relevant details or information. Then ask students to open their Student Books to page 29 and have them read the sentences in silence. Make sure they all understand them. Then ask them to number the events in the correct order. By doing this, students will be arranging events in a sequence and can also determine order and sequence of key events. Allow time to complete the activity. Walk around the class monitoring. Then have students share and compare their answers with another classmate. Check answers orally as a whole class activity, having different students read each of the events in the correct order. Have the rest of the class agree or disagree with the sequence of events. Answers: left column = 4; 7; 5; 2; 6; right column = 9; 1; 3; 8
Stage 3: I think 4 Check the story of The Silkies in Activity 3. Write a cross (✗) next to the things you didn’t like and a check mark (3) next to the things you liked. This activity will help students understand themselves and their ability to make decisions as well as promote self-awareness. Refer students to the Glossary on page 157 to clarify the meaning of words, if necessary. Explain they are going to reflect about the sentences and
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express their opinions about them by marking the things they liked and didn’t like about the story. By doing this, students will be expressing reactions and personal opinions about events. Allow time for students to do this, as you walk around the class and monitor. Ask students to share their answers with another classmate and tell each other why they liked and didn’t like the things they marked. This will foster respect towards others’ opinions. To get a general idea of how the class feels towards the different events, read the sentences aloud and ask students who wrote a check mark next to them to raise their hand. Allow students who wrote cross next to the events to explain why they didn’t like them and promote a class discussion, so that students have the opportunity to understand and pertinently contribute in discussions. Answers may vary.
Alternative Activity: To find out the events most students liked and didn’t like, draw a three column table on the board. Write numbers one to nine in the first column. Each number corresponds to a sentence from the activity. Then label the other two columns with a happy face for like and a sad face for didn’t like. Ask students to raise their hands if they liked each of the events and count the number of hands. Write the number in the like column. Do the same for didn’t like. Then analyze the information with the students: Did they like more events than ones they didn’t like or vice versa? Which event did the most students like/didn’t like? Time: 15 minutes 5 Check the story of The Silkies in Activity 4 again and answer the questions. Have students refer to Activity 4 and re-read the sentences. Then draw their attention to the example questions and answers. Read the first example aloud, as students follow along in their books. Make sure they understand the question and the answer. If necessary, explain that when asking for reasons, questions begin with Why …? and answers include because, which shows the reason for a situation. Explain they have to answer the questions, giving reasons. Allow time to answer the questions, as you walk around the class, monitoring. Guide students to refer to the story in Activity 4 if necessary to complete their answers. Then read the questions aloud and have volunteers say the answers aloud. Have the rest of the class agree or disagree with the answers. Answers: 2 it wanted to go with its seal mom; 3 Because he didn’t want to harm the seals; 4 the tide was rising very quickly; 5 he was looking for clams
6 Skim The Silkies again and complete the organizer with the key events from the story in Activity 4. This activity helps students develop thinking skills by having them complete a graphic organizer. Ask students to take out their Readers and have them skim the text. By doing this, they will be making use of different comprehension strategies. Then ask them to open their Student Books to page 30 and draw their attention to the organizer. Explain they have to complete it with the key events from the story in Activity 4. By doing this, they will be rewriting sentences that conform key events. Allow time and walk around the class monitoring. Have students share and compare their answers with a classmate. Answers may vary.
Classroom Management: Graphic organizers are visual representations of knowledge, concepts or ideas. They are known to help relieve learner boredom, enhance recall, provide motivation, create interest, clarify information, assist in organizing thoughts, and promote understanding. emember Next class students will need: white sheets of paper.
Lead-in
Class
Give students a piece of white paper and ask them to write down their name and two facts of your choice (such as a favorite fruit and sport). Have everyone wad the pages into “snowballs” and toss them around for a few minutes. On your signal, everyone should unwrap a snowball, find the person who wrote it, and ask one or two more facts. If time allows, ask students to introduce the person they interviewed to the rest of the class. Remember that each student will need to ask one person the questions and be asked questions by a third person.
7 Match the words to the descriptions. This activity promotes life-long learning, learning autonomy and the development of learning strategies. Ask students to read the words and the definitions in the table and make sure they all understand them. Clarify if necessary. Then have them match the words to the descriptions. To check answers, say each of the words aloud and have the class read the corresponding description in unison.
Answers: 1 b; 2 c; 3 a
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Alternative Activity: Books closed. Write the words events, conclusion and climax or turning point on the board. Ask for volunteers to come up with possible definitions for each of them and have the rest of the class choose the definitions they think are more appropriate. Then ask them to open their Student Books and draw their attention to the definitions. Have them compare the definitions they gave with the ones in their books. Then have them match the words to the corresponding description. Time: 10 minutes
Stage 4: I practice 8 Read The Silkies in Activity 4 again. Write complete sentences about the events you liked or didn’t like from the story using words from the box. In this activity, students will express reactions and personal opinions about events and will complete sentences with verb forms that express past actions, with the use of conventional writing. Ask students to go back to Activity 4 and go over the sentences again. Then draw their attention to the words in the box, go over them with the students and make sure they all understand their meaning. Clarify if necessary. Then ask them to complete the information with their personal opinions about the events by writing sentences using words from the box. Allow time for them to do this, walk around the class and monitor. Then ask students to share and compare answers with a classmate and ask for volunteers to share their sentences with the rest of the class. Answers may vary.
Alternative Activity: Have students conduct a class survey to find out which was the event that most students liked and which was the one that most students didn’t like. Time: 15 minutes 9 Write the sentences under the correct heading. Write the words cause and effect on the board and elicit their meaning from students. Then draw their attention to the graphic organizer and read the first two examples: Cause and Effect. Have students read the second example provided in the Effect section and ask them to find a possible Cause to that Effect from the sentences in the box and write it down in the Cause section. Repeat the procedure for the third example in the Cause section. Ask students to choose the appropriate Effect from the sentences in the box. Then allow them to complete
the rest of the activity individually, by choosing the appropriate Cause for each of the Effects. Allow time for students to do this, as you walk around the class monitoring and helping if necessary. Have students share and compare answers with a classmate and as a whole class activity, check answers orally.
Answers: Cause: Billy saw little bubbles in the sand, Billy heard a loud cry from behind the rocks. Effect: He ran to the rocks and saw a large seal on the small beach. It began to cry. Alternative Activity: Books closed. Write the title of the two stories that appear on the Student Book page 31 Activity 10 on the board and ask students if they have ever heard any of them. Translate the titles into Spanish if necessary (Jack y las habichuelas mágicas, El patito feo), for students to make the connection with what they know about them. Have volunteers retell the main events of each of the stories and ask the class to tell which story they like the most out of the two and why. Allow different students to express their opinions. Time: 10 minutes 10 Circle the correct option. Have students turn to page 31. Draw their attention to the title of the first story. Explain the meaning of the word beanstalk and ask students if they’ve ever heard the story. If they have, allow them to tell the rest of the class what they know about it. Then draw their attention to the illustration. Ask: Who are they? Where are they? What are they doing? By doing this, students will predict content based on graphic and text components. Then explain that they are going to read part of the story and that they have to circle the correct option in each sentence to complete it. Make them notice that the options they have are all verbs in the past simple and past continuous. If necessary, review with students when each of the verb tenses is used. Say: past simple for actions that started and ended in the past, past continuous to explain that someone was in the middle of something in the past and interrupted past when we are in the middle of something and suddenly another thing happens. By doing this, students will establish forms that express continuous and past actions and complete sentences with verb forms that express continuous and past actions. Allow students time to read the sentences and circle the correct option. Walk around the class, monitoring and helping students with new vocabulary if necessary. Then have students share and compare their answers with a classmate. Conduct a whole class answer check by reading the sentences aloud and having students call out the verb they circled to complete each sentence in unison.
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Repeat the entire procedure for the other two stories. Refer students to the Glossary on page 157 to clarify the meaning of words.
Answers: Jack and the Beanstalk = 2 had; 3 took; 4 was walking, wanted; 5 sold; The Ugly Duckling = 1 was sitting; 2 was waiting; 3 hatched; 4 took
Lead-in
Class
Write out series of categories like professions (doctor, bus driver, etc.), animals, foods, actions (fishing, haircut, etc.) on the board. Then ask students to get in pairs. One student chooses a word from one of the categories and draws it, and the other student guesses the word. Next turn, the guesser draws and drawer guesses.
Stage 5: I can 11 Read the story and write the correct tense of the verb in each parenthesis. Ask students to read the title of the story and to tell you if they’ve heard it before. If they have, allow different students to tell the rest of the class about it. Explain they are going to read the story and that they have to complete it by writing the correct form of the verb in parenthesis. Ask students to read the story individually and in silence once without trying to complete the sentences, and focus on underlining any new vocabulary they find. Go over the new words with them, or ask them to go to the Glossary to look up the meanings. Then ask them to read the story once more, and to complete the sentences with verb forms that express continuous and past actions, with the use of conventional writing. Ask them to share and compare answers with a classmate, and make corrections if necessary. Then ask them what they think about the story and if they can learn anything from it. Allow different students to express their reactions. Answers: 2 invited; 3 offered; 4 found; 5 were eating; 6 had; 7 was beginning; 8 didn’t want; 9 ran; 10 explained; 11 decided; 12 stayed. 12 In pairs, complete the paragraphs according to the events in the story. This activity promotes cooperative work and develops effective communication and social skills. Draw students’ attention to the illustrations. Ask: What place is this? Elicit answers. Then ask students to get in pairs and explain they have to rewrite the paragraphs according to the place or setting they belong. By doing this, students will rewrite key events. Have students share and compare their answers with another pair of students.
13 Answer the questions about the story in Activity 11. Go over the questions with the class, making sure all students understand them. Clarify if necessary. Then ask students to answer the questions and allow them to refer back to the story in Activity 11 if necessary. By doing this, students will be identifying explicit information to find key events and recognizing central sense from key events. Allow time for students to answer the questions. Have them share and compare their answers with a classmate. Check answers orally, reading each of the questions aloud and having different students say each of the answers aloud. Have the rest of the class agree or disagree with the answers. Answers: 2 The city; 3 Answers may vary. 4 The City
Mouse went to the country to visit the Country Mouse. 5 Answers may vary. 6 The Country Mouse went to the city. 7 The City Mouse took the Country Mouse to dangerous places. 8 There is no place like home. It is better than you think.
14 Complete the organizer with information from the story in Activity 11. This activity promotes the development of thinking skills. Ask students to complete the cause and effect organizer with information from the story. Allow time for them to do it as you walk around the class monitoring. Then have them share and compare answers with a partner and check answers orally as a whole class activity. Answers: b They had to escape. c They had to run for their lives. d The City Mouse yelled, “Stop, it’s a trap!” 15 In pairs, rewrite the story of The City Mouse and The Country Mouse. Write a different ending to the story. Ask students to work in pairs, and to think about and agree on a different ending for the story. Allow time for them to do this. Then ask them to rewrite the story and give it the ending they discussed. By doing this, students will be rewriting key events, arranging events in a sequence and rewriting sentences to conform key events, as well as arranging sentences to conform events. Walk around the class and monitor as students do this. Ask for volunteers to share their stories with the rest of the class. Have the class vote for the ending they like the most and ask them to explain why they think it was the best ending, so that students understand and pertinently contribute in discussions. Answers may vary.
Answers may vary.
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Unit 1
Product 2 Broadsheet Book
Performance Indicators: – Select and read a classic story. – Determine which the key events are. – Compose and arrange the sentences based on key events. – Revise the sentences to comply with grammar, spelling and punctuation conventions.
Lead-in
Class
Draw on the board as many objects as the letters that make up your name. The name of each object should begin with one of the letters of your name. Then ask students to tell you the names of the objects you have drawn and you write them next to each object. Then tell them to put the first letters of each object in the correct order so as to form your name. Finally, have students choose a word they all know, and do the same on a blank sheet of paper or in their notebooks. Ask them to exchange their paper with another student and to take turns saying the names of the objects, checking with their partner that they’ve named the objects correctly, and writing the words next to each object to discover the original word.
Stage 1: I get ready 1 Work in pairs. Choose a story or classic tale you like. Draw students’ attention to the name of the product and explain the term broadsheet or have them find its definition in their dictionaries. Explain that they will be writing a broadsheet book, based on a classic tale of their choice, and that they will be donating it to students from basic education’s lower grades. Ask them to work in pairs and think about all the tales and stories they read in Lesson 4, and to choose their favorite story or the one they consider has the most educational message. Allow students to look back at the different stories and re-read them if necessary. By doing this, students will select and read a classic story. Allow time for students to think, discuss, and choose.
Stage 2: I plan 2 Decide on the important events of the story. Working in pairs, ask students to decide on the important events of the story and to write them down on a blank
Student Book
p. 34-35
– Put together and illustrate the broadsheet book. – Rehearse the oral reading out loud of the text and practice pronunciation. – Read the book out loud and donate it to students from basic education’s lower grades.
sheet of paper or in their notebooks. By doing this, students will determine which are the key events.
3 Decide how many pages you will use for your book. Demonstrate how they will be making their books by folding a cardboard in halves, vertically. Show them that each folded cardboard equals four pages for their books. Take various folded cardboards and place them into each other, forming a book, and hold it at the front of the class for all students to see what their books will look like. Ask them to think and decide how many pages they will need for their book, based on the number of important events they wrote down in the previous activity. Then hand out the cardboard to the students, for them to fold it and make their books, with the appropriate number of pages. Ask them to write their names with pencil and small hand writing on their books, and collect them for the next class. 4 What materials do you need? Make a list. Ask students to think about what materials they will need to write and illustrate their books. Have them make the list of materials on the spaces provided.
Stage 3: I do 5 Complete the organizer on page 176 in the Worksheets section with the text components and key events of the story you chose. Have students go to page 176 in the Worksheets section. Explain they are going to use the graphic organizer to draft their story. Go over the text components with the students, eliciting from them the information they have to include in each case. Allow them time to complete the organizer with the information of the story they chose. emember Next class students will need: white sheets of paper, cardboard, colored pencils, colored markers, flip pens, scissors, eraser, ruler, black yarn, and perforator.
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Lead-in
Class
Hand out two small pieces of paper to each student. Ask them to write a different aspect of their lives most people in the class don’t know about on each piece of paper, for example, I have a dog named Biffie, I am allergic to apples, etc. Have them deposit their folded papers into a plastic bag. Then ask for a volunteer to come to the front and draw two papers out of the bag, making sure he does not draw his own. The student then reads aloud one of the facts and tries to guess who the author is. The rest of the class must remain silent but also try to guess who the author is. The student then reads the second fact aloud. The authors of the two facts then have to stand up, without speaking, and the class has to guess which fact was written by whom.
6 Compose and arrange sentences based on the key events. Try to include these elements. Ask students to open their Student Books to page 34 and draw their attention to the post-its. Explain that they have to compose the sentences for their books based on the key events they included in Activity 5, and that they should try to include the information on the sticky notes. Go over the information on the sticky notes with them, to make sure they understand all the possible information that can be included in their stories. Clarify if necessary and allow them to go back to Activity 5 if they need to remember the key events they wrote. Have them write their sentences on blank sheets of paper or in their notebooks. Before proceeding to the next activity, go over the chart with students to make sure the sentences they wrote comply with grammar, spelling and punctuation conventions and that the story is clear. 7 Write your sentences on the pages of the broadsheet book and illustrate them. Give students their blank books and ask them to leave the front page blank for now, since they will be creating a cover for their books later on. Ask them to write the sentences they composed in Activity 6 on the corresponding pages of their books and to illustrate each of the pages of their broadsheet book. Guide each of them to choose different sentences to write and illustrate. 8 Put the pages of your broadsheet book together. Design a cover for your book with the names of the authors. Ask students to design a cover for their book that includes the title of their story, their names as authors, and an illustration. Allow time for them to do this. Once they finish, ask them to put the pages of their books together and use a perforator to make a series of
holes in the middle part of their books. Then have them sew the book using the yarn, so the pages of the book will stay together. Demonstrate how to do this by making holes on a folded cardboard, passing the yarn through the holes and making a knot.
Stage 4: All ready to share 9 In pairs, take turns reading the broadsheet out loud to practice pronunciation; change your speed and intonation to make your story more interesting. Draw students’ attention to the useful expressions chart and encourage them to use some of those expressions to present their story to the class. Ask students to take turns reading their story. Monitor and correct pronunciation when appropriate. By doing this, you will give students the opportunity to rehearse the oral reading out loud of the text and practice pronunciation. Then ask for volunteers to come to the front of the class to show their books and read their story. Ask the rest of the class to applaud volunteers for their performance. 10 Find a primary group to read your book to and donate it to them when you finish. Have each pair of students select a primary group to read their book to and help them arrange a reading session for this group. Explain that they will read the book out loud and donate it to the students from the basic education’s lower grade they selected after the reading.
I learn
Ask students what they can do now that they couldn’t do at the beginning of the learning environment. Have them answer the I learn box. Explain that its purpose is to assess their performance while making the product in order to improve weaknesses and reinforce strengths during the process. Briefly have them discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress.
Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so students:
– Can use known comprehension strategies. – Can recognize central sense from some details. – Can formulate and answer questions in order to locate specific information. – Can express personal reactions to literary texts, using known oral expressions. – Can retell events using images. – Can organize sentences into a sequence of actions.
To formally assess this learning environment go to page 155.
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Realizes that language is a means to access a public service.
Understands and knows when and how to take part in a discussion.
Is respectful towards his/her classmates’ opinions.
Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes.
Understands and conveys information about goods and services.
Reads and understands different types of literary texts from different Englishspeaking countries.
Global Assessment
NEEDS IMPROVEMENT = NI • The learner fails to understand the main idea and details from a variety of oral and written texts. • The learner demonstrates little understanding of information from different texts. • The learner finds it difficult to produce coherent texts. • The learner shows little interest in differences between his/ her own and foreign cultures. • The learner shows little interest in expressing opinions and judgments about relevant and everyday matters. • The learner shows little interest in participating in different communicative situations. • The learner demonstrates little improvement in maintaining communication. • The learner needs permanent teacher support to work.
Fill in each performance indicator using the abbreviations below
Is aware of language as a means to carry out enjoyable activities.
GOOD = G • The learner attempts to acknowledge the main idea and details from a variety of oral and written texts. • The learner demonstrates some understanding of information from different texts. • The learner needs some teacher support to produce coherent texts. • The learner is aware of the differences between their own and foreign cultures. • The learner shows some interest in expressing opinions and judgments about relevant and everyday matters. • The learner shows some interest in participating in different communicative situations. • The learner demonstrates some improvement in identifying ruptures in communication and uses strategic means to re-establish it when required. • The learner needs some teacher support to edit his/her classmates’ and own texts with the correct grammar, spelling, and punctuation.
Learns how to participate in a conversation.
Grows in confidence interacting with his/her classmate.
Continuous Assessment LE 2
Continuous and Global Assessment Chart Continuous Assessment LE 1
VERY GOOD = VG • The learner acknowledges the main idea and details from a variety of oral and written texts by using his/her knowledge of the world. • The learner understands and uses information from different texts. • The learner produces coherent texts, which respond to personal, creative, social, and academic aims. • The learner shows respect for the differences between his/ her own and foreign cultures. • The learner expresses opinions and judgments about relevant and everyday matters. • The learner participates in different communicative situations appropriately. • The learner maintains communication, identifies ruptures and uses strategic means to re-establish it when required. • The learner edits his/her classmates’ and own texts with the correct grammar, spelling, and punctuation.
w Assessment Criteria
General Comments
Student’s Name
All Ready! 1 Unit 1
Unit 2 Learning Environment 1: Formation and Academic Social Practice: Understand and write instructions. Specific Activities: Write instructions to use a
bilingual dictionary.
Product: Instruction manual to learn how to use a bilingual dictionary
Learning Environment 2: Familiar and Community Social Practice: Interpret and convey information published in various media. Specific Activities: Exchange opinions regarding the contents of a radio program. Product: Plenary
At the end of this environment students will:
At the end of this environment students will:
• find and read definitions of words in English and Spanish. • understand how abbreviations, upper and lower case letters are used in a dictionary. • write sentences and organize them into a sequence. • edit an instruction manual.
• identify linking words. • identify formal and informal language. • write sentences to give my opinions. • answer questions to express my opinion. • explain main ideas orally.
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Unit 2
Lesson 1
Performance Indicators: – Select bilingual dictionaries. – Identify purpose and intended audience. – Recognize graphic and text components. – Identify text organization. – Point out sections assigned to each language. – Locate and recognize the number of entries (word lists) and the way to designate them (e.g. bold typefaces.) – Identify entries and subentries. – Examine numbers and special characters and determine their use. – Establish type of word from an abbreviation. – Understand the use that is given to lower and upper case letters. – Classify types of words in a table. – List abbreviations. – Locate words in English and in the native language in a dictionary upon their reading aloud.
Lead-in
Class
Ask the students to sit in groups of five. Ask them to say something interesting about themselves one by one. Explain that after the first student has said something, the next person should continue: This is Juan and he likes soccer. My name is Linda and I am 13 years old. It’s a chain and the students have to repeat what the last students have said about themselves.
Stage 1: I know 1 Answer these questions. Ask students to open their Student Books to page 38. To select bilingual dictionaries, direct students’ attention to the pictures and ask them: What are these books? When do you use them? What is the difference between these two dictionaries? Do you use dictionaries? What types, and in what situations? Elicit answers from different students. Encourage them to speak only in English by helping them with any difficult word. Answers may vary.
Student Book
p. 38-43
– Read word definitions in English and in your own language. – Use language as a means to search and obtain information. – Locate types of words in a dictionary. – Recognize graphic and text components. – Write a list of textual components. – Locate words in English and in your own language in a dictionary upon their reading aloud. – Establish subject matter and intended audience. – Search and obtain information. Materials: – Reader – Students' own bilingual dictionary – A list of 10-15 words (verbs, nouns, adjetives and adverbs)
Stage 2: I build Reader
Introduction to Using a Bilingual Dictionary
p. 33-42
Ask students to open their Readers to page 33. Have them read the title and flip through the text. Ask them what the text is going to be about. Discuss whether the text is narrative or informative. Discuss purpose and intended audience. Encourage students to use only English. Then, read out loud with proper intonation and ask students to follow along silently. Stop after page 33. Ask students what the text is about and if their predictions were right or wrong. To establish subject matter and intended audience, read page 34 and ask them: What is the main difference between a monolingual dictionary and an English-Spanish dictionary? Then, have students work in pairs and ask them to read pages 35 to 42. After that, ask students to summarize the main ideas of the text. Finally, have some students explain what the organization of a dictionary is. It is important that every time your students take part in a speaking activity, they know what they are going to do. It is important to give clear instructions. You may have to give the instructions two or three times before starting the activity. Then, check understanding by asking a student to explain what they have to do. Also, it is very important to convey a sense of progress and achievement to your students. Make
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sure you let them know how well they are progressing. Classroom speaking activities can be used to assess your students. However, always let your students know when they are being assessed.
Cultural Note All over the world, there are several countries where their inhabitants are forced to become bilingual. In America, Canada is one of the examples. Canada is a country with two official languages (English and French). Belgium is another example. The official languages are French and Dutch. emember Next class students will need: their own bilingual dictionary. You will need to select ten words from the dictionary.
Lead-in
Class
Divide the class into two teams. Explain to students that they are going to participate in a contest to. Select ten words from the dictionary. Five in Spanish and five in English. Write the first word on the board as well as the abbreviation of the part of speech you want them to find. The team that gets the correct meaning and writes it on the board gets a point.
Classroom Management: You can use different strategies to organize the groups. For example, you can put weaker and stronger students together, so the more fluent students can help the less fluent. The weaker students will benefit from the help they get. 2 Look at the book pages and answer the questions. To identify purpose and intended audience, ask students: What is the main difference between a bilingual dictionary and a monolingual dictionary? Elicit answers from different students. Ask students to open their Student Books to page 38. Point at the first picture and ask: What type of book is this? Do the same with the next picture. Next, ask students to describe each of the two pages: What do you see? Is this in English or in Spanish? What symbols can you see? What abbreviations can you see? What is the meaning of these abbreviations? What do the symbols next to the words represent? Ask students to go over the book pages and write a list of textual and graphic components. Have different students read their lists to the rest of the group. Have students look again at the book pages and answer the questions. Check answers
with the class by asking different students to read their answers out loud.
Answers: 1 Yes, because on one section it has the words in English and its meaning in Spanish and on the other it has the words in Spanish and its meaning in English. 2 Both pages are part of the same book but from different sections. 3 People that would like to know the meaning of words.
Stage 3: I think 3 Read the two dictionary pages in Activity 2. Choose the best option. With this activity students will recognize graphic and text components, as well as recognize the number of entries. Ask students to open their bilingual dictionary. Have them flip through it and talk about the different features they see in their dictionaries. Ask students to open their Student Books to page 39. Then, have students read the statements. Tell them that before they answer the statements, they have to look in their dictionaries, or check in their Readers. Allow them plenty of time to complete the activity and have them do it individually. This activity will help students to develop critical thinking. It is important that they analyze the statements, before they answer them. Then, have students compare their answers with a partner. Check answers with the class by asking students to read the answers out loud. Correct any mistakes. Divide the class in groups of three and have them discuss the aspects they reflected on with this activity. Then, have a speaker from each group share their conclusions with the rest of the class. Answers: 2 b; 3 b; 4 a; 5 a; 6 b; 7 a; 8 b
Lead-in
Class
Divide the class in two teams. Number the students in each team and explain that this is the order in which they should come to the board. Draw a line down the center of the board to separate the space for each team. Explain that the object of the game is to write a word on the board for each letter of the alphabet as fast as they can. Tell your students that all books and dictionaries must be closed during the game and that teams are not allowed to write the same words for any letter. Tell your students that there can only be one student at the board from each team at a time. The next student can only come to the board once the previous student is in his place again. Start the game by saying: Number ones. Are you ready? Go! Stop the game as soon as one team gets to the end of the alphabet. Score the game by counting the number of words for each team and deduct points for spelling
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mistakes. The team with the most correctly spelt words is the winner.
4 Read these dictionary entries and answer the questions. To read word definitions in English and Spanish, ask students to open their Student Books to page 40. Have students work individually. Point to the first dictionary entry and have them describe it. Elicit answers from different students. This is an opportunity for students to develop critical thinking because they think by themselves by carefully examining various ideas and arriving at their own conclusions. Explain to students that they have to analyze the dictionary entries before they answer the questions. Tell them that they may also check their Readers (Chapter 3) to clarify any doubt. Give them plenty of time to answer the questions. Have some volunteers read the answers to the class. Correct any mistakes. Refer students to the Glossary on page 158 to clarify the meaning of the words. Answers: 1) 1 three; 2 explain the meaning; 3 They are
different examples. 4 the part of speech; 2) 1 Because they are different parts of speech: one is a verb and the other one, a noun. 2 It is the same. 3 garden center, gardener, gardening; 3) 1 They are different parts of speech and have different meanings. 2 noun; 3 It is a proper noun.
5 Read the dictionary page and complete the table. Ask students to open their dictionaries. Have them find the page with the numbers, symbols, and abbreviations (not all dictionaries have them). If their dictionaries do not have this page, ask them what other information they can find in their dictionaries. Explain to your students that this an important page because it will help them to understand information from the dictionary like numbers and special characters, list of abbreviations, upper and lower case, etc. Point to the dictionary page on the Student Book and interpret the different parts of the page. To have students identify text organization, ask them to skim through the page and classify the types of words in the table. Allow them to compare their answers with a partner. Ask some students to write the answers on the board and correct any mistakes together as a class. Answers: &; Ω; >; XIV; sb; pl; sth Alternative Activity: Form groups of three. Have students open their dictionaries and look at the different sections. Ask them to write a list of the different features and of the different subjects these features will be useful for. Time: 10 minutes
Cultural Note A bilingual dictionary gives words in two languages. Each language is grouped alphabetically in separate halves of the book, with translations in other language. Bilingual dictionaries are available in number of formats, and often include grammar references, lists of phrases, usage and style guides, and verb tables. A monolingual dictionary defines words and phrases instead of translating them. Bilingual dictionaries often include idiom finder, word families and prefixes and suffixes. For an English learner it is advisable that at the beginning he uses a bilingual dictionary. Later, as he makes progress, he can gradually start using a monolingual dictionary.
6 Complete the list of dictionary components with words from the box. Call students’ attention to the activity. Have them read the words and ask them where they can find these types of words. Elicit some answers. Ask students: Why is it important to learn how to use a dictionary? Ask them if they have ever analyzed their dictionaries the way they are analyzing them now. Guide students to use a dictionary. This will help them to develop strategies to become autonomous learners. Ask students to find the “How to use this dictionary” section at the beginning of their dictionaries and discuss why that section is useful. Have them complete the activity. Check the answers by asking the whole class to read the sentences out loud. Answers: 2 symbols, abbreviations; 3 Spanish, English; 4 Guide words; 5 part of speech; 6 pronunciation; 7 Illustrations 7 Match the parts of speech to their definitions. Write the following on the board: Rita is a good student and an excellent athlete. She always trains in the afternoon. Ask some volunteers to underline the noun, verb, adjective, adverb, pronoun, conjunction: Rita (noun) is (verb) a good (adjective) student and (conjunction) an excellent (adjective) athlete. She (pronoun) always (adverb) trains (verb) in the afternoon. Have students give a definition of each part of speech. Clarify any doubts. Write other examples of parts of speech or sentences on the board to analyze preposition and interjection. Then, ask students to open their Student Books to page 42. Have them match the parts of speech with the definitions. Check answers with the class by asking them to read the definitions out loud. When working with multiple-choice or short-answer activities, don’t go over the answers yourself. Ask students to go over the content in pairs and to discuss why they
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selected the answers they did. Ask them to share the answers with other pairs when they get them right. When they don’t get them right, ask students to determine the correct answer by a process of elimination. Explain to students they can always ask questions during these smallgroup discussions.
Answers: 1 e; 2 g; 3 f; 4 h; 5 a; 6 c; 7 b; 8 d Alternative Activity: Ask students to take out their dictionaries. Write the name of a part of speech (noun, verb, adjective, adverb, pronoun, preposition, conjunction, interjection) on the board. Ask students to open their dictionaries and to look up the parts of speech. Go over that entry and elicit the different parts of the entry. Take advantage of the examples used in the dictionary to explain the meaning of the parts of speech. Time: 15 minutes emember Next class you will need: a list of 10-15 words (verbs, nouns, adjectives and adverbs). Class 4
Lead-in
Draw a grid on the board. Write the words Verb, Noun, Adjective and Adverb across the board. Write your list of words down the left side of the board. Tell your students that they have five minutes to look up the words in the dictionary and classify them. Explain that when you say Start! they have to start looking up the words. The first student to complete the table is the winner.
Stage 4: I practice Reader
Introduction to Using a Bilingual Dictionary
p. 33-42
Ask students to open their Readers to page 36. Start by reading aloud with proper inflection and intonation the information about entries. Let students follow along silently. Stop after you have read the page and ask a volunteer to write the entry (English-Spanish) on the board. Ask for another volunteer to label it. Ask students to go to page 42 of the Reader. Call your student’s attention to the Spanish-English entry and let them write the example on the board and label it. Ask students what they think the differences between both entries are. Encourage them to use only English as a means to search and obtain information. Have students turn to page 43 of their Readers and look at the first part of the Comprehension Questions. Check understanding and ask them to work in pairs
and answer the questions. Ask students to share and compare their answers with another pair of students. Check answers as a whole class activity by reading the questions out loud and having different students read out their answers. Have the rest of the class agree or disagree. Check answers in the Reader Answer Key on page 171 of the Teacher’s Guide.
8 Label the parts of the dictionary entry with the words in the box. Go over the words in the box with the students. Have them explain what those words mean. To identify entries and subentries, have them label the parts of the dictionary entry with the words in the box. Read the answers and have them correct any mistakes. Refer students to the Glossary on page 158 to clarify the meaning of words. Answers: 1 headword; 2 pronunciation; 3 part of speech; 4 translation; 5 phrase 9 Read the dictionary entries and find the information. Ask students to open their Student Books to page 43. Call your students’ attention to the words on the entries. To locate words in English and in their native language in a dictionary, have students complete the activity by reading the entries. To locate types of words in a dictionary, elicit the different parts of speech of each of the words and their different meanings. Go over the statements with students. Finally, have students read the statements and answers out loud to check. Different students prefer different techniques to store vocabulary, and it is important that teachers encourage students to find out what works best for them. Each of these techniques involves cognitive processing rather than rote memorization. Students can store vocabulary by lexical sets. This facilitates cognitive processing and allows students to internalize words in a coherent way. Lexical sets are made up of sets of semantically, functionally or syntactically similar items (fruits: apple, banana, grapes, etc.). Answers: 1 ensucié; 2 noun; 3 seguidas; 4 solidified
Stage 5: I can 10 Read the newspaper article. Find the meanings of the underlined words in the entries in Activity 9 and complete the table. This section allows students to put into practice language seen in the previous classes. It also allows students to locate words in English and in their own language in a dictionary upon their reading out loud.
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Call students’ attention to the picture and have them say what type of text it is (a newspaper). Ask them to mention some characteristics of newspapers. Have students read the text and look up the words in their dictionaries. Then ask them to complete the table. Have students compare their translations with a partner and to read out loud the parts of speech to confirm their answers. Ask some volunteers to read the answers out loud to the rest of the group.
Answers: somber: adjective, sombrío; some: adverb,; unas; somehow: adverb, de alguna manera; soft drink: noun, refresco Alternative Activity: As a follow-up activity, and to practice dictionary skills, ask students to read the following article about Dogs. You might write it on the board or bring it to class in sheets of paper. Ask them to find the meanings of the underlined words in the English-Spanish dictionary. Then, they will draw a table similar to that of Activity 10 (Word, Part of Speech, Translation) and complete it. Time: 25 minutes Dogs: Man’s Best Friend Do you have a dog? Is it a big Alsatian or perhaps a cute poodle? The two may be very different but in fact all dogs are related to wolves. Wolves first came into villages thousands of years ago looking for food and people began to feed and train them. The animals were used mainly for guarding, collecting sheep and hunting. So began the special relationship between dogs and humans. Although there are many kinds of working dogs (for example guard dogs, sheepdogs, guide dogs and sniffer dogs), most people have dogs as pets. All over the world dogs can be seen with humans – perhaps sitting on a motorbike in Brazil, eating in a restaurant in France and wearing children’s clothes in Thailand. The following story shows the special relationships that dogs have with us and an example of the different roles dogs play in our lives. Fragment retrieved from http://www.onestopenglish.com
Answers: noun, lobos; verb, alimentar a alguien; noun, relación; noun, perro ovejero; Adverb, quizás
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Unit 2
Lesson 2
Performance Indicators: – Comprehend the instructions to use a bilingual dictionary with the teacher’s guidance. – Establish the number of instructions or steps. – Arrange the sentences in a logical sequence. – Select bilingual dictionaries. – Identify text organization. – Classify types of words in a table. – Locate words in English and in their own language in a dictionary upon their reading aloud. – Arrange sentences in a logical sequence. – Read to revise punctuation and spelling conventions. – Remove and / or add information.
Lead-in
Class 1
Ask students to stand up. Tell them that you are going to play Simon Says. Explain to your students that you are going to give them instructions to do various actions, and that they must imitate your actions when you say: Simon says … and give the instruction. For example: Simon says take out your Student Books; Simon says: put away your History book, etc. Explain that when you don’t say: Simon says … before giving the instructions, they must not do anything or they will be eliminated from the game and will have to sit down.
Stage 1: I know 1 Where would you find these instructions? Ask students to open their Student Books to page 44. Have students look at the different texts and ask them what they have in common (they are different instructions to give an order, directions, information, an order). Go over the sentences with the students and ask them in which situations they would hear these instructions. Have them discuss their answers with a partner. Have a general discussion with the class to listen to the students’ different points of view. Answers may vary.
Stage 2: I build 2 Read the manuals and choose a heading for each from the box. Ask students to read the first text. Have them underline the connectors. Make them aware that those connectors mark a sequence. Ask them to read the text individually and then elicit the main ideas and key words. Ask some students to write a key word on the
Student Book
p. 44-49
– Write a final version. – Read word definitions in English and in their own language. – Edit instructions with teacher’s guidance. – Use language to favor cooperation and integration in school work. – Verb form: imperative. – Connectors. Materials: – Reader – Students' own bilingual dictionary
board. Do the same for the second text. Make sure students understand the differences between both texts. Tell them that they can check the meaning of words in their bilingual dictionaries. To comprehed the instructions to use bilingual dictionary with the teachers guidance, go over the instructions with the students. Make sure they understand them by asking different students to paraphrase the instructions. Have students read and choose a heading for each text and write them down on the board next to the key words.
Answers: 1 Finding Out How to Translate Spanish Words to English; 2 How to Find the Translation of an English Word Classroom Management: It is always helpful to introduce a text before starting to work on it. Get students into the right mood for the particular text they will read and make them feel interested in reading it. Have a look at the tasks you want to set and ask a question or two to make the text relevant, like: What would you do if … ? before students start reading.
Stage 3: I think 3 Read the manuals in Activity 2 again and circle the best option. To establish the number of instructions or steps, have students read the texts in Activity 2 again and circle the best option. Have them work individually and give them plenty of time to complete the activity. This is a good opportunity for them to develop critical thinking. They can look back at the key words they wrote on the
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board from Activity 2 to confirm their answers. Check the answers by asking different students at random to read a sentence out loud. Correct any mistakes.
Answers: 2 a; 3 b; 4 b; 5 a; 6 b
Lead-in
Class 2
Explain to students that they are going to participate in an action race. Divide the group in two teams. Ask students to sit in two lines with a chair by each team. Put a chair at the other end of the room. Ask the first student from each line to stand next to his team’s chair. Give an instruction, for example: Raise your hands. Explain that the first two students must raise their hands, go the chair on the other side of the room and touch it. Tell students that they must come back and sit down in their team’s chair. The first student to sit down, gets a point for his team.
4 Underline the imperative verb in each sentence. Say an instruction and write it on the board: Don’t open your books. Explain to students that you can use the imperative form to give an order, to give a warning, an advice, an instruction, or to make a request. Elicit more instructions and write them on the board. Ask students to identify the verb in each sentence and underline them. Go over the sentences with the students and have them identify the one that goes first. Ask students to open their Student Books to page 46. Ask them to complete the activity. Allow them to compare their answers with a partner. To check the answers, have some students write the verbs on the board. Answers: 1 find; 2 locate; 3 Do not assume; 4 look Cultural Note In English, the imperative form is used when giving instructions or orders. It is also very common in written instructions. We do not need to use the subject. The sentence is started with the verb or verb phrase and “don’t” is used for the negative form. For example: Sit down!; Open the Student Book to page 30! To use the negative form add the word “don’t” before the infinitive without to. For example: Don’t bring food to the class. Don’t open the window. To make a request or petition, we put it at the beginning or end of the imperative sentence (positive or negative). Use a comma if “please” is at the end of the request. Don’t use a comma if “please” is at the beginning of a request. For example: Don’t open the door, please. Please bring the books. There is only one imperative form for both you singular and plural. For example: Hurry up!; Take the first left, go straight on and the supermarket is on …
5 Read the manuals in Activity 2 again. Underline all the connectors and circle all the imperative verbs. Ask students to open their Readers to page 41. Elicit some imperative verbs and some connectors of sequence and write them on the board. Ask students to read the texts in Activity 2 to recognize the imperative verbs and the connectors. Ask them to underline all the connectors and circle all the imperative verbs. Give them plenty of time to complete the activity. Have volunteers read the answers to the rest of the class. Refer students to the Glosary on page 158 to clarify meaning of words. Answers: Manual 1 Underlined: First; Second; When;
Third; Circled: find, use; locate; read; Do not assume, look; Manual 2 Underlined: First; Next; When; First; Then; If; Finally; Circled: find, be, Turn; Look; do; look; decide; look; look; decide
6 Classify the imperatives from the text in Activity 4 in the table. Write on the board the following phrases: Do not copy …, Check with a partner …, Listen to the audio …, Don’t talk during … Have different students complete each phrase to form a sentence. After that, ask students which one is an imperative phrase in affirmative, which one is in negative. Ask students to identify all the imperative verbs from the previous activity (the verbs they circled). Then, ask students to classify them in affirmative and negative and to write them in the corresponding column in the table. Finally, have students complete the table on the board to check as a class. Answers: Affirmative Imperative: find; locate; look; Negative Imperative: Do not assume 7 Complete the table with phrases from the box. Write on the board the following phrases: Do not take out your dictionaries … / Then, … / Turn to page … / After you have finished, … Ask students to complete each phrase to form a sentence. Ask students which one is an imperative phrase and which one is a connector. Ask students to open their Student Books to page 47. Go over the phrases with the students and have them complete the table. To check answers, have students classify the words in the table on the board and ask them to correct any mistakes. Answers: Imperative: Check the spelling.; Be careful to …; Watch out for …; Choose the best …; Don’t forget to …; Don’t worry about …; Connectors: After that, …; Second, …; Then, … ; Finally, …; After you do that, …
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Classroom Management: Activities that involve tables, figures or graphic organizers are often integrative. That is, there are several skills involved to complete them. Students have to make inferences and reorganize the information. 8 Circle the best option. Ask students to read the title and to tell you what the activity is about. Tell them they have to complete the activity by choosing the best option. Also tell them that if they have any doubts they can go back to the previous activities and clarify some of the concepts. This activity is important because it will help them to develop autonomous learning. Go around the classroom and give help where necessary.
Answers: 1 the simple verb; 2 don’t; 3 Do not; 4 is not; 5 a conector+ an imperative verb; 6 both ways
Lead-in
Class 3
Have students stand up. Invent a simple sequence of instructions. For example: Open your books to page …, Take out a blue pen. Take out your bilingual dictionary. Tell the instructions to the students and have them respond by miming what is asked in the instruction.
Stage 4: I practice 9 Number the instructions in order. Ask students to open their Student Books to page 48. To have students order the sentences in a logical sequence, go over the sentences with them. First, make sure students understand the sentences. Give them plenty of time to read them. Then, have students complete the first one together before you ask them to read the activity. Go around the classroom and help students with any difficult word or concept. Finally, write the answers on the board and have students check their answers. Refer students to the Glossary on page 158 to clarify the meaning of words. Answers: 3; 5; 6; 1; 4; 2 10 Write a connector or phrase from the box in front of each instruction in Activity 9. Go over the connectors in the box with your students. Make sure they all understand them. Remind students that their sequence words do not have to match exactly because after that and then have the same meaning. Have them go over the instructions from activity 9 and write a connector or phrase in the appropriate place. Give help where necessary.
Reader
Introduction to Using a Bilingual Dictionary
p. 33-42
Ask students to take out their Readers. Ask students how many sections a bilingual dictionary has. Elicit answers from the students and write them on the board. Ask them to open their Readers to Chapter 3, page 33. Organize the class in teams of four or five students and tell them to flip through the chapter and write down how many sections it has. When they are finished, elicit some answers. To identify text organization, ask students how they recognized the sections (by the titles and subtitles). Organize the class again in pairs. Tell students they have to read the complete chapter and write in their notebooks how a bilingual dictionary is organized according to the chapter. Suggest students to take turns while reading. Monitor the activity and correct pronunciation when needed.
Answers: According to the chapter, a bilingual dictionary is basically divided into two big sections: Spanish-English, English-Spanish. Within each of these two sections there are guide words and entries in each page. Each entry has different sections like: headword, part of speech, pronunciation, translation, phrases, etc. Besides, some bilingual dictionaries also include symbols and abbreviations. 11 Compare your answers with a classmate. Have students work in pairs to check their answers. Then, have some volunteers write the answers on the board. Answers may vary.
Classroom Management: Pair work will increase the chances for students to practice English, create a positive classroom atmosphere, develop students’ lifelong learning skills, as well as social skills. To handle pair work effectively, teach students how to work as a pair by modeling paired discussion with another student, give clear instructions, make sure the students understand what they are supposed to be talking about, make sure everyone is quiet and is listening before taking feedback, set a limit of time, use a timer to show how time is going, use a warning signal before the end, so students know they have to finish talking, use another agreed signal to stop.
Answers: after that; next; finally; first; when; then
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Lead-in
Class 4
Divide the class in groups of four or six. Explain and demonstrate to your students how to say an instruction, for example: Close your books. Then have the next student repeat the instruction and add one of his own. Ask students to continue in the same way around the group. If a student does not remember the sentence, he will say: Help! Then, other members of the group will remind him of the sentence. Ask students to try and make their “chains” as long as they can.
Stage 5: I can Cultural Note The role of translation in the classroom has been debated extensively. Truth is to say, translation as a skill is part of the day-to-day reality of the professional development in our country. Most students have done it empirically, although it is indeed a skill that has to be taught and learned. That’s why the use of a bilingual dictionary as a tool is so important. Translation should be used to encourage the innate ability of assimilate a second language through the processing of their mother tongue. The dictionary usage is a good way to ease the cultural shock of new vocabulary and build learning skills in students.
12 Use this dictionary excerpt to complete the translation of the phrase. Write on the board the following sentence: In the XVIII century there were not cars. There were only carriages. Some of them were very fancy. Ask students to read the sentence. Have them look at the underlined words and name the parts of speech. Ask students to look up those words in their dictionaries. Remind them to read all the definitions and then select the most suitable, according to the context and part of speech. Guide students’ attention through the dictionary page. Elicit the type of dictionary. Ask students to open their Student Books to page 49. Tell students they have to complete the activity by looking up the phrase in the dictionary. Go around and give help where necessary. Alternative Activity: Ask students to take out their bilingual dictionaries. Explain to the students that they have to be able to look words up quickly. Ask a volunteer to come to the front. Ask the class to dictate the alphabet to the volunteer student. Tell him to write the alphabet vertically down the middle of the board. This is for students to refer to during the activity. Dictate the group
words you would like them to work on for example: after, ask, answer, addition, almost. Divide the class in groups of three. Tell them to put the words in alphabetical order. The first team to finish raise their hands. Dictate a new group of words and repeat the same procedure. Time: 15 minutes
Answers: addition; after; almost; answer; ask 13 Compare your answers with a classmate. Have students work in pairs to compare their answers from Activity 12. Monitor. Have some volunteers write the answers on the board. Monitoring gives you the opportunity to take notes about pronunciation, vocabulary and grammar points that are causing difficulty and to check how the students are dealing with the activity. Whenever you monitor, do it discreetly and be ready to encourage students. Also, give help where necessary, but don’t make the students feel you are watching them too closely. While the students are doing an activity walk slowly around the classroom and listen to their conversations. You can also sit down if there are enough chairs. However, try to sit in the background or the students will direct their conversation to you. Be ready to stop any students from monopolizing the conversation and to encourage and praise students when appropriate. Take a piece of paper and write down errors. After the activity, be ready to give feedback. Answers: gear; verb; to be geared to/toward sb/sth; estar dirigido a alguien/algo Classroom Management: Cooperative learning methods can lead to increased achievement in students. Peer learning is effective to teach social skills and favors cooperation and integration in school work. Use a variety of activities to make students improve their understanding of the subject. Each member of a group should be responsible not only for learning but also for helping his teammates learn. This is how the atmosphere of achievement is created. 14 Write the steps you followed to look up the word gear in Activity 12. Ask students to write the steps they followed individually. Have them edit their instructions. Monitor and help them to edit the instructions. Then, have students re-write their instructions.
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After that, ask students to work in groups of three to compare their instructions and to discuss them. Have some volunteers read their instructions out loud to the rest of the group.
Answers: 1 Read the sentence. 2 Open the dictionary and look up the word. 3 Read the different definitions and decide on the one I need. Alternative Activity: To write steps followed in a sequence, a diagram can be a helpful tool. Text diagrams are intended to display the structure of the ideas presented. This tool will help students to realize how all the parts of the text contribute to it as a whole and how to arrange sentences in a logical sequence. Have students write the steps they followed to look up the word in a dictionary, by using a diagram like this: Time: 10 minutes
Read the sentence
Open the dictionary and look up the word.
Read the different definitions and decide on the one you need.
Classroom Management: Writing is one of the most difficult skills for language learners. It might be terrifying for many students to write because they do not feel confident with the language. It is important to keep in mind that writing is a process.To help students to become confident writers we can do the following: 1) Give enough informatio n to the students. They need to understand clearly what we want them to do and they need, also, to be absolutely clear about the topic. 2) Help them when needed. If students need specific language to complete a writing task we need to give it to them. This may involve offering them phrases, part of sentences or words. 3) Suggest ideas for their writing task. There are some steps that teachers can teach their students to follow what might help them to develop the writing skill: 1) Make a plan: In this step, students have to generate ideas. Students decide what order to put their ideas in, and how best to present the information. One of the first things they have to take into consideration is to realize who they are writing for. We can have them
answer the following questions: Who are you writing for? What are you talking about? What do you want to include in your writing task? Which is the best order to include the information? What comes first? What comes next? What comes at the end? 2) Draft: Once they have made their plan, they write their first draft. 3) Edit: After they have written their first draft, they check for grammar, vocabulary, punctuation and spelling mistakes and make corrections always with your guidance. 4) Rewrite: They write the final version.
Reader
Introduction to Using Bilingual Dictionary p. 33-42
Ask students to take out their Readers. Have them skim quickly the whole Chapter 3. Elicit the subtitles from the chapter and write them on the board. Ask students what each subtitle refers to. Elicit the general ideas of the whole chapter. Allow students to express their ideas freely. Then ask students to open their Readers to page 33. Divide the class into small groups. Have students read out loud in their groups to check inflection and intonation. After finishing reading, ask students to answer the second part of the Comprehension Questions on page 43. The information from this chapter will be very useful for the product intended for next class.
emember Next class students will need: their bilingual dictionaries.
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Unit 2
Product 1 Instruction Manual
Performance Indicators: – Distribute among teams the actions necessary to make an instruction manual. – Select and explore bilingual dictionaries. – Determine the words, definitions and abbreviations the instruction manual will refer to.
Lead-in
Class 1
Divide the class into two groups. Tell your students they are going to participate in a dictionary contest. Tell them that you are going to write a word and a part of speech on the board. Example: dangerous - adj. Explain that a student from each team has to find the correct meaning in Spanish and write it on the board. Make a list of words and parts of speech from words that are unfamiliar to students. If the meaning of the word is correct, the team gets a point. The team that accumulates the most points is the winner.
Stage 1: I get ready 1 What dictionary do you use for English class? Divide the class in groups of five or six students. Write on the board the following questions: What dictionary do you use in for English class?, Is it useful?, Why or why not? Ask students to take out their own dictionaries and flip through them. 2 Is it useful? Why or Why not? Ask more questions like: Has your dictionary been useful in other subjects?, What dictionary feature has been the most important to answer the activities? Have them discuss the questions in their groups. Find out your students’ opinions by asking a speaker from each group to share their answers with the rest of the class.
Stage 2: I plan 3 Work in groups of five. Divide the class in groups of five students. Explain to students that they are going to work on their first product of this unit: an instruction manual on how to use a Bilingual Dictionary. 4 Distribute in your group the actions to make the instruction manual. Tell students that they have to discuss and decide on the actions they have to perform to make the instruction manual.
Student Book
p. 50-51
– Write the instructions. – Order the sequence of instructions. – Edit the instructions and make a clean copy as the final version of the instruction manual. – Put the instruction manuals on a visible place, so they can be read. Explain to students that they have to open their Readers (pages 33 to 42) to check some information about bilingual dictionaries. Ask students to distribute the actions.
5 What materials do you need? Make a list. Ask students to make a list of materials they need (sheets of paper, colored pencils, markers, etc.). Go around the class and make sure everybody participates in the activity. emember Next class you will need: a list of words in English which have more than one part of speech as form. Students will need: white sheets of paper, a stapler, markers or colored pencils, a black felt pen or pen.
Lead-in
Class 2
Divide the class in groups of four students. Write on the board a word which will generate several forms. For example, the word work can be both a verb and a noun. Make a list of words in advance. Ask students to work in groups and find at least one example of each part of speech in their dictionaries to complete the word family web.
Stage 3: I do 6 Draw the dictionary pages on a white sheet of paper. Have students work in their groups from the previous class. Ask students to open their Student Books to page 50. Ask them to revise the different actions they will follow to write the instruction manual. Explain to students that they have to draw the dictionary pages on a white sheet of paper. Tell them that they can open their bilingual dictionaries and their Readers on Chapter 3. Have them include both sections (the English and the Spanish sections). Walk around the classroom and give help where necessary.
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7 Copy the entries into the correct dictionary pages. Use alphabetical order. Explain to the students that now they have to copy the entries into the correct pages. Remind them that it has to be in the same way as in a dictionary: in alphabetical order. Answers: English-Spanish section: beautiful, eat, fast, freckles, Spanish-English section: chiste, correr, feliz, llorar 8 Choose two entries from Activity 7, one English-Spanish and the other Spanish-English. Write them on a white sheet of paper. Ask students to look at the dictionary entries in Activity 7. Have them choose an entry from the English-Spanish section and another from the Spanish-English section. Then, ask students to write the entries on a white sheet of paper. 9 Draw lines to the different parts of the entry and label them. Ask students to choose one of the entries and label it with its parts: entry, part of speech, translation, pronunciation, etc. Have students do the same with the other entry. 10 Make a list of important symbols and abbreviations in a bilingual dictionary and write it down on a different sheet of paper. Have students remember what they discussed about the important features of their own dictionaries. Ask them again: Which of these features help you for other subjects? Ask students to write the useful symbols and abbreviations on a separate sheet of paper for them to consult. 11 Write the instructions to find translations and meanings in the correct order in your manual. Ask students to read different instructions from previous activities and the Reader chapter. Help them to summarize their own version of the instructions on how to find a translation. Monitor and check their dictionary pages. 12 Re-read to revise punctuation and spelling. Remind them that when they finish, they have to check the punctuation and spelling of their summary.
13 Remove and / or add information to improve the text. Have some students read their instructions out loud to the rest of the class. Ask other students what improvements can be made to their classmates’ texts. After having had their feedback, ask students to write a final version on a sheet of paper. 14 Take all the sheets of paper and staple them to make the manual. Finally, have students take all the sheets of paper and staple them to make the manual. Before you move into the next step, make sure all the groups have finished their manuals.
Stage 4: All ready to share 15 Display your manual for the others to read. Ask the different groups to display their manuals in the classroom. Then, have the different groups read their manuals out loud. Finally, vote for the best manual. I learn Ask students what they can do now that they couldn’t do at the beginning of the learning environment and listen to their responses. Encourage them to identify the activities that they found especially helpful during the process of making the product. Then have them answer the I learn box. Explain that its purpose is to assess their performance while making the product in order to improve weaknesses and reinforce strengths during the process. Briefly have them discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress.
Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so students:
– Can locate and read the definitions of words both in English and Spanish. – Can understand the use of upper case letters, lower case letters and abbreviations in a dictionary. – Can complete and compose sentences in order to organize them into a sequence, from a model. – Can remove and / or add information to edit an instruction manual.
To formally assess this learning environment go to page 156.
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Unit 2
Lesson 3
Student Book
Performance Indicators: – Establish subject matter purpose and intended audience. – Listen to a radio program. – Differentiate voices, ambient sounds and sound effects. – Discriminate advertisements from program contents. – Identify rhythm and speed. – Distinguish intonation and tone of presenter and other participants. – Differentiate parts of a program. – Understand central sense and main ideas of a radio program. – Predict central sense from words and expressions that are known or similar to those in the native language. Class
Lead-in
Have students stand up. Tell them that you are going to mime a word and they have to say the word. Make a list of five words in advance. Use different words like verbs, adjectives, objects, etc.
Stage 1: I know 1 Answer these questions. Divide the class in groups of three. Ask students to open their Student Books to page 52. Go over the questions with them. Ask your students to take turns to ask and answer the questions. Go around and listen to some of the students’ answers. Then, have students join another group and compare their answers. Find out the students’ preferences. Answers may vary.
Reader
On the Radio
p. 46-55
Ask students to open their Readers to page 46. Ask them to look at the pictures on pages 46 and 47 and predict what the text will be about. Read from page 46 to page 49 out loud with proper tone and inflection. Have students read silently along with you. Then, have them work in pairs. Ask them to read from page 46 to 48 and confirm if their predictions were correct or wrong. Then, have them go over the questions on page
p. 52-57
– Detect speech register. – Determine the relationship between sound effects and contents. – Distinguish behaviors adopted by speakers to support meaning construction. – Identify words used to connect ideas. – Formulate questions (e.g. What is it about? What happens in it? Who takes part in it?, etc.) – Determine the tone and intonation of a sentence. Materials: – Reader, Audio CD
56, read the text again and answer them. After that, tell them to continue reading from page 49 to 55 and have them re-tell the story to his partner. Remind them that they can use their dictionaries to find the meaning of words they do not know and that it is a good idea to keep a glossary in their notebooks. Check answers in the Reader Ansers Key on page 173.
Lead-in
Class 2
Tell your students that they have to go around the classroom and find a partner who listens to the same radio station as they do. Elicit some of the questions they may ask: What radio station do you listen to? Which is your favorite radio station? Which is your favorite radio program? Once they have found a student who likes the same radio stations, have them talk about the programs they listen to.
Alternative Activity: Draw a grid on the board. Write: Find someone who … across the board. Then write a series of statements concerning the likes of students down the left side of the board. Ask students to copy the table on a sheet of paper. After that, have students go around the class. Ask them to find classmates who have likes or dislikes similar to theirs. After they have completed their table, ask students to draw a graph of the most popular and / or unpopular radio station in the class. Time: 15 minutes
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Stage 2: I build 08 2 Listen to a radio program and match the questions to the answers. Ask students: What is your favorite radio program? Why is it your favorite? What are its main features? Elicit answers from different students. Ask students to open their Student Books to page 52. To establish subject matter and intended audience, go over the questions with the students. Play the CD and have students match the columns. You may have to play the CD more than once. Check the activity with the class by asking some volunteers to read the answers out loud. Alternatively, have students listen again and look at the audioscript on page 183 in their Student Books to check their answers. When learning to listen to English, students are actively engaged in constructing meaning and making sense of what they hear. To determine the relationship between sound and contents, they use language, their knowledge of the word, and clues provided by the context, for example: their expectations about the intentions of the speaker, the predictions about what they will listen to, the way the speaker uses his voice, the reason and purpose for which they are listening, and other features in the immediate environment which help them understand like pictures, sounds effects, etc. Language learners need plenty of opportunities to listen to language in meaningful contexts. Through listening, students become familiar with the sounds, tone, rhythm, and intonation of English.
Answers: 1 b; 2 d; 3 a; 4 c 08 3 Listen again and circle T for True or F for False. Ask your students to open their Readers to pages 50–51 and ask them to mention the different parts of the program (greetings, presentation of participants, advertisement). To distinguish behaviors adopted by speakers to support meaning construction and speech register, ask students: How many participants are there in the program? Do they speak fast, or slow? Is it clear what they say? Elicit answers from the whole group. Have them point out examples of each one in the text. Ask students to open their Student Books to page 52. To differentiate parts of a program, distinguish intonation and tone of presenter and other participants, play the CD and have students circle the correct option. Have volunteers read the answers out loud.
Answers: 1 T; 2 T; 3 F; 4 F; 5 F
4 Underline the correct completion for each sentence. Ask students what the radio program they listened to in the previous activity was about. To understand the central sense and main ideas of a radio program, play the CD again. Have students listen to the radio program. Ask them questions about the radio program. Elicit answers from different students. Have students open their Student Books to page 53 and read the questions. Make sure they understand them and have students choose the correct option. Write the answers on the board for everybody to check. Answers: 1 a; 2 b; 3 b; 4 b; 5 b Alternative Activity Ask students to skim through the text to look for key words (teen, advice, parents, listen, young people, good choices, etc.). Then have students explain the meaning of them in their own words. Time: 5 minutes 5 Read the program’s scripts and check the answers in Activities1-4. Ask students what the word script means. Allow them to express the ir ideas freely. Have them read the program’s script to check the answers to Activities 1-4. Remind them that it is not important to understand every single word in a text. Explain that they can infer the meaning of some words through the context. Give them enough time to complete the activity. Allow them to compare their answers with a partner.
Lead-in
Class 3
Write on the board the following headings: Radio / Teenagers. Give your students five minutes to write as many words as they can under the correct heading. Tell them that it is not allowed to open their dictionaries, Student Books or notebooks. Say: Start! for them to start writing. Say Stop! for them to stop writing. Find out who has more words without any spelling mistakes.
Stage 3: I think 6 Read the excerpt from another radio program. Circle the best option. Ask students to open their Student Books to page 53. Have them read the text in Activity 5 and underline the words that the host uses to welcome his guests. Have them also
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say how many participants take part in the program. To discriminate advertisements from program contents, ask them if there are any advertisements, or if the program is interactive. Have students go to page 54 and read the title of the text in Activity 6. Ask them what type of text it is. Have students read the statements and then have them predict the central sense from words and expressions they know or that are similar to those in their own language. Have students circle the best option. Check answers with the class by asking volunteers to read the answers out loud. Many students find reading difficult because they may think they don’t have enough vocabulary words to understand. This is the reason why many students use their dictionaries constantly when they read. It is important that students understand that although it is important to learn how to use their dictionaries, they shouldn’t look up every single word they don’t understand. Students who keep looking up new words read much less effectively because they constantly interrupt the reading process. To train your students to depend less on the dictionary, teachers can include an extensive reading program in their classes. This is one of the most effective ways of improving vocabulary. Teachers can provide a program of organized vocabulary development to show students how the vocabulary or the language is structured and how words relate to one another (collocations, phrasal verbs).
Answers: 1 family members; 2 is; 3 supervise; 4 talk to her parents; 5 has 7 Work in pairs. Explain to your classmate how you chose your answers. Divide the class in pairs. Ask students to take turns to explain to their partners why they chose their answers. Have them also formulate questions about the program: What is it about? What happens in it? Who takes part in it? etc. Giving arguments contributes to develop critical thinking. In addition to a good lesson plan, effective classroom management is essential to fulfill learning objectives. Room arrangement is also important, although good classroom arrangement is not a guarantee of good behavior. However, poor planning in this area can create conditions that may lead to problems. Some of the things to keep in mind are: the teacher must be able to observe all students at all times and to monitor work and behavior. Frequently used areas of the room should be accessible, students should be able to see the teacher and the presentation area without having to turn or to move. Besides, commonly used classroom materials like books and students reference materials should be easily available.
Alternative Activity: Graphic organizers are a good tool to teach critical thinking. They enable students to use creative processes to make sense of information. Draw a star organizer on the board to fill out with the information from the script. Time: 15 minutes
When? What?
Why? Story
Where?
Who?
Answers: What? It is a teen radio program. Where? On the radio. The program is about relationships with friends, it is interactive. When? It does not say Why? Jennifer called because she has problems with her parents. Who? There are three people involved: the host, the caller and a guest speaker. 09 8 Listen to the radio program and answer the questions. Tell your students that they are going to listen to a radio program. Ask them to read the questions first. Then play the CD for students to answer the questions. Check answers with the class. Finally, have students look at the audioscript on page 165 in their Student Books to confirm their answers.
Answers: 1 three; 2 more; 3 similar; 4 the one from Activity 5; 5 The speakers talked with different tones and speeds, sound effects; 6 teenagers Classroom Management: In order to develop critical thinking, students can use a mind map. Mind maps enable students to use creative processes to make sense of information. You can ask students to draw a mind map to complete while listening. Foster note-taking in all listening activities.
Answers may vary.
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9 Complete the table by comparing characteristics of the two radio programs. Go over the instructions with the students. Make sure they all understand what to do. Tell the students that you are going to play the CD and listen to the radio program from the previous activity. Play the CD again and have students complete the table. Have some students write the answers on the board. 09
Answers: Program 1: non-interactive; formal; no music; sound effects; adult products; Program 2: interactive; informal; music; sound effects; teen products 10 Check (✓) the characteristics that makes a radio program interesting for teenagers in each pair of sentences. Have students read the sentences. To promote selfreflection, have students answer the activity individually. Check answers with the class and make sure students understand how to detect speech register and determine the relationship between sound effects and contents. Answers may vary.
Alternative Activity: This is an example of activities to help students develop their intrapersonal intelligence. Have students draw two columns on a sheet of paper. Ask them to write one of the following headings in each column: Things that I am good at. Things that I am not so good at. Ask students to think about themselves and to complete the columns. Then, have students discuss their ideas with a partner. Finally, have a whole-class session and find out your students’ general strengths and weaknesses. Time: 10 minutes
Lead-in
Class 4
Divide the class into groups of six or eight students. Explain to your students that you will say a word and ask a student from each group to say a word beginning with the last letter of the word given. Tell them that another student from each group should say a word beginning with the last letter of the last word, and so on. This word game is called Word Chain. The game continues until someone makes a mistake. When someone does, you can start the game again. Go around the classroom and listen to the different groups.
Stage 4: I practice 11 Read the scripts and find at least one example of each of the expressions. Ask students to open their Student Books to page 56. Have them read the scripts and ask them questions about them: What is the program about? Who participates in the program? Is it interactive? What type of language do they use? Go over the scripts to identify words used to connect ideas and have students underline them. Ask students to complete the activity. Then, ask them to compare their answers with a partner. Go around the class and give help where necessary. Write the answers on the board and tell your students to correct any mistakes. Answers: 1 Hey! Kids; 2 You are in the air, so go ahead. 3 What do you mean? 4 You might try negotiating with them. 5 And it’s better than not going to the mall at all, isn’t it? Alternative Activity: Write the scripts on a sheet of paper and divide them by speaker. Photocopy the sheet of paper and cut it into pieces (by speaker). Divide the class into groups of three, to define the sequence of enunciation. Hand out a script to each group and ask students to order it in the correct sequence. Ask them how they came up with the correct order. Ask your students to pick each one a character from the script and read their parts out loud to the group. After they have finished this activity, ask students to answer Activity 11. Time: 10 minutes
12 Complete these sentences with words from the box. To identify words used yo connect ideas, go over the words from the box with your students. Have them complete the sentences with these words. If necessary, go back to the scripts in previous activities before completing the activity to check any doubts. Go around the classroom and give help where necessary. Ask volunteers to read the answers out loud. Answers: 1 This, Welcome; 2 When; 3 might; 4 What; 5 could; 6 while; 7 isn’t it?
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Stage 5: I can 10 13 Listen to another radio program and answer the questions. Have students read the questions. Tell your students that they are going to listen to a new radio program. Ask them to take notes in their notebooks while they listen. Play the CD for students to answer the questions. You may have to play the CD more than once. Check answers with the class.
14 Listen again and circle the best option. Have students read the statements. Before listening to the CD again, ask students to check if they can answer this activity with their own notes from the previous activity. They might as well remember key words from the audio. Play the CD from the previous activity again and have them confirm their guesses. Have the class read the answers out loud.
Answers: 1 teens; 2 relationships between brothers and sisters; 3 yes; 4 informally
Answers: 1 is; 2 brothers and sisters; 3 sister; 4 solution; 5 likes
Reader
10
On the Radio
p. 46-55
Ask students to take out their Readers to page 46. Tell students to skim through Chapter 4 to find how many characters there are in the story (there are three: Andrea, Matt and Jill). Divide the class in teams of four. Ask students to read out loud the chapter within the team. Each member of the team is going to read one of the characters, including the narrator. To encourage the use of speech register, tell them to give each character a specific tone of voice or characteristic according to his / her personality. They might read the scripts using different voices and characterization, too. Monitor the activity and help students with their pronunciation when needed. Encourage their proposals. After they have read it once, tell them they are going to write the script of the story. Explain that they have to write a radio script about the story of these teenagers. Ask them to fill out the following outline: Title of the story:
Location:
Main characters:
Important events: • • •
Classroom Management: One of the most difficult things for students when they are listening to an English text is to distinguish sounds because some sounds do not exist at all in their own language. Understanding intonation and stress is also difficult and interferes with the students’ understanding of spoken English. It is important to expose students to different stress, speed, voices, ambient sounds, sound effects, intonation and rhythm patterns because the patterns of spoken English are so varied. 15 Complete the sentences with the words in the box. Go over the words with the students and make sure they understand them. Elicit one example with each of the words like: What do you think? Write the words on the board and have students complete the sentences. Have some volunteers read the answers out loud. Determine the tone and intonation of sentences by reading the script and have students repeat. Answers: 1 Good morning; 2 This is; 3 Go ahead; 4 think; 5 could
Using the information above, guide students to write their scripts. Monitor the activity and when they are ready, ask volunteers to read it out loud.
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Unit 2
Lesson 4
Performance Indicators: – Language as a means to recognize the influence of media in everyday life. – Answer questions to express opinions. – Recognize and use modals. – Read opinions. – Determine tone and intonation of sentences. – Formulate questions. – Establish rules of participation for an exchange of opinions. – Foster respect and attention towards the opinions of others. – Compose and write opinions to support their oral production.
Lead-in
Class
Divide the class into groups of four. Play Hangman with words related to mass media. Make a list in advance (e.g. newspaper, magazine, Internet, television).
Stage 1: I know 1 Discuss the question. Write on the board: Ads. Ask students what the word means and where we can find ads (radio, TV, Internet, magazines, newspapers). Elicit answers from different students. Divide the class into groups of five and ask students to open their Student Books to page 58. Have students discuss the questions in their groups and give reasons for their answers. Then, have a speaker from each group share their answers with the rest of the class. Ask each group to make a graph in their notebooks with their classmates’ opinions. Answers may vary.
Classroom Management: You can use different techniques to group your students. One of these is to make groups from a mix of weaker and stronger students. In such groups the more able students can help the less fluent, and both stronger and weaker can benefit from the experience. Collaborative work promotes learners’ confidence. It also creates a better atmosphere in the classroom.
Student Book
p. 58-63
– Syntactic differences between British and American varieties. – Define sequence of enunciation. – Include relevant details and interesting information in an opinion. – Begin an exchange. – Distinguish behaviors adopted by speakers to support meaning construction. Materials: – Reader, Audio CD – A list of words to play Hangman – A sheet of paper with useful expressions to give opinions about a radio program.
Stage 2: I build 2 Listen to the radio program and complete the evaluation form. To express students’ opinion, direct your students attention to the evaluation form in this activity. Have students identify the form and ask them: Why are evaluation forms used? (to distinguish the good from the bad features of something in order to improve it.) Have students express their ideas freely. Have them read the questions and make sure they understand them. Pay special attention to some features like the call-in segment, listeners, and guests. Clarify any doubts. Play the CD and have students answer the questions. Then, ask students to form groups of three and have them compare their answers. Finally, have different groups read their answers. 09
Answers: 1 Yes, it does. 2 Yes, there is. 3 Yes they are. 4 Yes, she does. 5. Yes, it is. 6 It has a call-in segment. 3 Listen again and answer the questions. Have students read the questions. Ask them what the audio from the previous activity was about. Tell them they are going to listen to the same program again, and they are going to answer the questions. Play the CD and give them enough time to answer the questions. Then, have students compare their answers with a partner to read other oponions. 09
Answers: 1 Her parents always say no when she wants to go to the mall with her friends. 2 Answers may vary. 3 Answers may vary.
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Alternative Activity: Diagrams are organizers that can be useful to take notes while listening and define the sequence of enunciation. Using this diagram for one text, students can easily add more ideas or key words to the diagram and associate words. Ask students to draw a diagram with the information from the audio track to help them associate the information. Time: 10 minutes Guest speaker
Jennifer
It's common
Problem
Negotiate
Parents
Teenagers should not hang out at the mall alone
Reader
On the Radio p. 46-55
Ask students to open their Readers to page 46. Ask students the following: Who are the main characters in the story? What is the story about? Where does the story take place? Elicit answers from different students. Divide the class in groups of three. Tell the students that they have to read the story again. In their groups they have to re-tell the story. Go around the classroom and make sure they are all reading and discussing about the story. Next, tell them that they have to read page 55 and discuss about the proposals to improve the radio program. To compose and write opinions to support their oral production, tell them that they have to write at least three different proposals to improve the radio program. Tell them those proposal have to be different from the ones in the story. Tell them they can use their dictionaries to check the spelling for words. Monitor, and help them with language or vocabulary. Correct any mistakes. Then, ask the groups to join another group and discuss their new proposals. Tell them that in the groups of six, they have to come up with a new proposal, and include the points of view from the two groups. Then, have the different groups read their proposals to the class. Vote for the most interesting proposal.
Lead-in
Class 2
Divide the class into two teams. Write a sequence of familiar words on the board following a 1, 2, 1, 1 pattern, e.g. boots, shoes, boots, boots … Read the sequence rhythmically. Encourage students to join in and supply the last two missing words. Repeat the procedure with a
different word sequence from the same semantic group. Ask the students to copy and complete the word sequences in their notebooks. Check the answers by asking your students to read the word sequences. Ask them to invent and write the first five words of one or two more sequences using familiar vocabulary from the same semantic group. They can either follow any of the patterns you have introduced or they can create a new pattern.
Stage 3: I think 4 Read these sentences and underline the word in each that gives a suggestion or advice. Write the following sentences on the board: You should exercise more. You might try to talk to your sister. You could study more. You shouldn’t fight with your brother. Have students read the sentences and elicit the words that give advice. Underline them. Ask students which words give a strong advice and which words are used to make a suggestion. Make sure students recognize the meaning of each of the modal verbs and their degree. Ask students to open their Student Books to page 59 and have them read the sentences. Ask them to continue in the same manner. Refer them to the Glossary on page 159. Then, have students complete the activity. Check answers as a class by asking your students to read the words out loud. Answers: 1 should; 2 might; 3 could; 4 shouldn’t 5 Read the sentences in Activity 4 and answer the questions. Write the words advice and suggestion on the top half and on the bottom half of the board. Draw a line that goes from one to the other. Ask students to go over the sentences from Activity 4 and analyze them. Have students write the sentences on the board according to their degr ee. After checking with the whole class, ask students to answer the questions in this Activity. Ask some volunteers to read the answers to the rest of the class. Answers: 1 2 and 3; 2 1 and 4 6 Listen to people giving opinions about a radio program. Circle P for Positive opinion and N for Negative opinion. Write on the board the following: I liked the music. / I didn’t like the speaker. The ads were for adults. / The ads weren’t for teenagers. Have students explain the difference between the two pairs of sentences (the first sentences in each pair are affirmative, the second ones are negative). Elicit other sentences using the negative form. Go over the instructions in this activity with the students. Have them 11
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read the sentences and ask them to go to their Glossary at the back of the book if they have any vocabulary questions. Play the CD. Have your students pay attention to the way people talk in the audio. Ask them to distinguish who sounds disappointed, who sounds bored and who sounds enthusiastic. Play the recording again for students to complete the activity. You may have to play the recording more than once. Have students compare their answers with a partner. Then, elicit the answers from different students.
Answers: 1 N; 2 P; 3 N; 4 N; 5 P; 6 P 7 Work in pairs. Take turns reading the opinions in Activity 6 using the appropriate intonation. Have students work in pairs. Explain to your students that they have to read the opinions in Activity 6 out loud to a partner. Demonstrate the activity by reading the sentences with the appropriate intonation according to the CD. Ask partners to listen closely to check any pronunciation mistakes. Go around the classroom and correct any pronunciation and intonation mistakes. It is not advisable to interrupt students while they are doing a task. Be clear with the instructions, set a limit of time for the activity, and at the end, give the appropriate feedback.
Reader
On the Radio
p. 46-55
Ask students to open their Readers to page 53. Read the dialogue out loud with the appropriate intonation. Ask your students to go to page 54 and continue in the same manner. Ask comprehension questions like: Who liked “Teen Talk”? Who liked “Teens in the 21st Century”? What features did you like most / least? Write the answers on the board. Have students underline the expressions of like and circle the expressions of dislike. Read both pages once more giving extra emphasis to the negative or positive intonation of the dialogue. Have students work in pairs and practice reading the dialogues. Monitor around the class to check they are using the correct intonation. Have students turn to page 56 of their Readers and look at the Comprehension Questions. Check understanding and ask them to work in pairs and answer the questions. Ask students to share and compare their answers with another pair of students. Check answers as a whole class activity by reading the questions out loud and having different students read out their answers. Have the rest of the class agree or disagree. Check answers in the Reader Answer Key on page 171 of the Teacher’s Guide.
8 Complete the sentences with positive or negative. Call students’ attention to the box and have them complete the ideas. Tell them that they can use their dictionaries to check the meaning of words they don’t know. Ask two students at random to read the answers. Answers: positive; negative
Lead-in
Class 3
Write on the board the following: interesting, fun, awesome, formal. Ask students to write the opposites (not interesting, boring, horrible, informal). Tell your students that they cannot use their dictionaries or open their Student Books. Ask them to say Finish! when they are done. The first student that completes the activity, without any mistakes, is the winner.
Stage 4: I practice 9 Match the questions to the answers. Ask students what radio programs they have listened to recently. Use the questions from this activity to elicit more information from your students. Write a couple of examples on the board. Elicit more questions from students to practice how to formulate questions. Once your students feel comfortable with the questions, divide the class into pairs and let students ask the questions to their partners. Have students open their Student Books to page 60. Have them match the questions to the answers. To check answers, ask the boys to read the questions and the girls, the answers. Correct any mistakes. Answers: 2 e; 3 d; 4 a; 5 f; 6 b Cultural Note A basic difference between British and American English is the difference between possessive constructions. British English uses the expression Have you got a notebook? While American English uses Do you have a notebook? Students might find these two varieties in movies, music or texts. Have them practice both and explain this is an example of a regional variation from English language.
10 Write the words in the box in the correct columns in the table. Write on the board the following: I think the music was boring. In my opinion the ads are interesting. I think the caller speaks too fast. Ask students about the radio programs they listened to before. What do you think
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about the music? What do you think about the ads? What do you think about the callers? What do you think about the guest speakers? Elicit answers from different students. Go over the words in the box with your students. Explain that they have to complete the table with these words. Tell them that they have to read the different sentences from left to right and give them plenty of time to complete the activity. Walk around the classroom and help where necessary. Have some volunteers copy the table on the board to check.
Answers: I think; the advertisements, the music, the program, was / wasn’t, spoke; interesting, boring, interactive, fast Alternative Activity: Have students copy the table in Activity 10 on a separate sheet of paper. This table can be used as a reference of useful expressions for the dialogues they will be practicing to give opinions about a radio program. Time: 5 minutes 11 Complete the conversation with the appropriate words and phrases from the table in Activity 10. Have students read the dialogue. Tell them that they have to complete it with words from the box in Activity 10. Monitor and help students where necessary. Check answers with the class by writing on the board the missing words. Then, read the conversation out loud with the help of a volunteer. Model the pronunciation and intonation of the sentences. Divide the class into pairs and ask students to practice the dialogue. Ask some volunteers to come to the front to read their dialogues. Answers: interesting; too; boring; advertisement; interactive; was; clearly emember Next class students will need: a sheet of paper with useful expressions to give opinions about a radio program.
Lead-in
Class 4
Divide the class into groups of four or five students. Tell your students that they have to write a short advertisement for a teen radio program. Have each group role-play their commercial. Vote for the best advertisement.
Classroom Management: Teenagers are very much aware of social status and of group membership. This allows them to be conscious of the perspective of “the other.” Because they develop these concepts, this is a good moment to value difference and to encourage students to get involved with projects that help them become more artistically engaged. On the other hand, prejudiced comments may appear among students while they are sharing their work. Don’t allow these comments to hurt your students. Foster respect and attention towards the opinions of others. Besides, each person has different skills, strengths and weaknesses. Promote frequent displays of art work, encouraging students from different backgrounds and skills to work together.
Stage 5: I can 12 Complete the organizer with the main characteristics of a radio program. Draw on the board a mind map and in the center write: Radio Program. Ask a volunteer to write any ideas that comes to his mind about the topic. Then, ask students to open their Student Books to page 62. Have students complete the organizer of a radio program. Explain that if they do not remember the names of the main features, they can go back to their Reader (Chapter 4) and read the different radio programs or they can look at the board. Have some students share their organizers in groups of five. Answers may vary. 10 13 Listen to the radio program and complete the table. Students listened to this same track before but they might not remember its topic or details. Play the CD once and ask them to write notes in their notebooks. Ask volunteers to write the words or ideas on the board. Ask students to read the instructions of the activity. Play the CD a second time and let students complete the table. Tell them to use the words and ideas on the board if necessary. Let them check their answers in pairs.
Anwers: Station: 68.9; Name of the program: Teens Ask; Time of the Day: morning; Type of Show: talk show; Audience: teens; Callers: yes, two
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14 Complete the sentences with your own opinions of the program in Activity 13. To compose and write opinions to support their oral production, including relevant details and interesting information in an opinion, have students complete the sentences with their own opinions of the program Teens Ask. Answers may vary.
Classroom Management: While some students are motivated to learn, other students need to be motivated. There are several things you can do to motivate your students to learn. You can provide a helpful environment. This means you should greet your students, learn their names, interact with them, show them that you are concerned about them as individuals and about their learning process. Plan your tasks. Activities should have the right amount of challenge for your students (not too difficult, nor too easy). Track your students’ progress. Point out positive achievements and areas of improvement. Promote your students’ self-confidence through different activities. Establish goals for individual students and develop group learning goals for the entire class. Allow your students to set some personal goals as well. 15 Write your own opinions of Teens Ask. Ask students to open their Student Books to page 184 and look at Track 10. Have them read the audio and go through the previous activities to gather information to write. Promote the use of an organizer or mind map to organize their ideas in order to write. Go around the class and help students correct their sentences. Refer students to the Glossary on page 159 to clarify the meaning of words. Answers may vary.
Cultural Note Among English language various syntactic particularities there is an absence of relative pronouns (e.g. The house I lived in. The person I saw yesterday. The school I studied at.) In Spanish we always use the relative pronoun.
establish the rules of participation for an exchange of opinion. Tell them to listen closely to their classmates and take notes of the most important information and ask questions. Elicit questions about likes and dislikes and have them complete the activity with the positive opinions and the negative. Monitor and check any spelling or pronunciation mistakes before they present their summary. Answers may vary.
Alternative Activity: Organize a debate. Debates help students to develop critical thinking and to practice presentation skills. With this kind of activity, students will listen to others’ points of view and will respond to them. Also, students will contemplate multiple views on a controversial issue, will develop oral speaking skills and will develop skills in supporting one’s opinion with facts and examples. Divide the class into two groups. Ask half of the students to stand up in a circle. Ask the other half of the students to stand in an outer circle facing the students in the inner circle. Write the topic of the debate on the board: Does mass media influnce our everyday life? Ask students in the inner circle to take turns to discuss the topic for five minutes. Ask students in the outer circle to observe carefully the discussion and to take notes about any points that are brought up. Once the discussion is over, make pairs with students of the inner and outer circles and have them use their notes to write an editorial opinion expressing a point of view on the issue. Time: 30 minutes
Classroom Management: Assessment is an integral part of the learning process. Assessment should be done with objective criteria and students should be given feedback. Assessment should be done in different ways and contexts. It is important to assess the learning process and critical thinking and not only the information students remember (the final product). You may use different classroom activities (listening, reading, writing, speaking) to assess the process. You may use exams, quizzes, and projects too.
16 In groups of five discuss your opinions. When you finish, present a conclusion to the rest of the class. Divide the class in groups of five. Ask to share their opinions about the program they have just listened and
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Unit 2
Product 2 Plenary
Performance indicators: – Select a radio program. – Decide on the duration of the plenary. – Establish the turns and the duration of each participation. – Compose the sentences to express the opinions about the radio program. – Revise that the sentences are understood when spoken and listened to.
Lead-in
Class
Write on the board the following: Radio programs. Divide the class in groups of four. Ask students to write a list of all the different types of radio programs that they know. Then, have the groups mingle and have them compare their lists and add the type of radio programs they did not include on their lists. Find out how many types of radio programs they included.
Stage 1: I get ready 1 Think of two or three radio programs that you know and complete the form. Ask students to open their Student Books to page 64. Explain that they are going to participate in a plenary about radio programs, and ask them to decide about what programs they will be talking about. Tell them they have to choose two or three different programs and fill out a table. Let them complete the table individually. Alternative Activity: Ask students to get in groups of four, and have them make a list of their favorite radio programs. Then, tell them they have to vote for the most popular program. Explain to the students that they have to listen to the program they consider the most popular within their groups. Ask them to make notes and pay special attention to the host and the interviewees, as well as the advertisements. Ask them to have a discussion about the program and to give their opinions about it. Ask them to discuss the following questions: Did you like it? Why not? What was the section you liked the most? What is the section you liked the least? Did you like the music? Did you like the advertisements? Find out students’ opinions. Time: 15 minutes.
Student Book
p. 64-65
– Practice the stating of opinions. – Establish rules and turns for an exchange of opinions. – Foster respect and attention towards the opinions of others. – Language as a means to transmit and spread information. – Write sentences used by the presenter and / or the participants to support comprehension.
Stage 2: I plan 2 Decide on the duration of the plenary. Divide the class in groups of four or five. Tell students that first they have to complete the information they included in their tables from the previous stage. Then, they have to decide on the duration of the plenary. 3 Work in groups. Choose one program for everyone to listen to. Tell students they have to choose one program from the table in Activity 1 for everyone to listen to. Remind them that they should have completed their table with as much information as possible. 4 Establish the turns and the duration of each participation. After that, groups have decided on the duration of the plenary, have students establish the turns and the duration of each participation. 5 What materials do you need? Make a list. Now that students know how the plenary will run, they should consider the materials they will need to do so. Have them make a list of materials.
Stage 3: I do 6 After you listen to the program, complete the organizer on page 177 in the Worksheets section. Have students work in their groups from the previous activity. Ask students to open their Student Books to page 64 and discuss about the program they listened to. Have them complete the organizer (mind map) on page 177. Monitor and make sure the different teams have completed the organizer.
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Classroom Management: There are different ways to asses students’ performance. A useful way to do it is with portfolios. Portfolios are collections of student work representing a selection of performance. Portfolios are an effective way to get them to take a second look and think about how they could improve future work. Portfolios involve students in their own assessment and help them to understand the aspects they have to work in and will also help them to become more autonomous learners. Portfolios are also very useful because students can have an evidence of their progress. They can also show it to their parents and other teachers. Students can include different activities in their portfolios (writing, oral, projects, etc). At the beginning of the course, decide which are the tasks they will include in their portfolios. For speaking activities, they can record the activities, and keep a CD in their portfolios. For writing activities, decide which compositions, letters or stories will be included. It is important to create a rubric to assess the portfolios and explain this rubric to the students. They have to know beforehand the way they will be assessed. emember Next class students will need: their notebooks with notes from the environment, the mind maps they drew from the scripts and the table with useful expressions.
Lead-in
Class 2
Divide the class into two teams, A and B. Call out a topic of interest to your students (TV, clothes, music, being a man, being a woman, etc.) Ask representatives from each team to take turns to mention an advantage and a disadvange. Have students mention the disadvantage beginning with: Yes, but …
7 In your group, practice and check your opinions. Correct any errors in your sentences. Have students open their Student Books to page 65. Ask them to write their opinions about the program on a different piece of paper. They have written or given their opinions in different activities throughout the unit. Have students flip through the unit to find this information. Walk around the classroom and correct any mistakes. Then, ask your students to correct any mistakes and to re-write their sentences. Revise that the sentences are understandable.
Stage 4: All ready to share 8 Discuss the programs in a plenary. Follow the procedure below. Write on the board the following: Excuse ____ Do _______ mean? Can_______ repeat _____? Can __________________ slowly? Ask students to complete the sentences. The procedure shown in this section of the product is useful to teach turn-taking when giving opinions. Use the useful expressions feature to show your students some expressions for turn-taking and interaction. Go over the procedure with students. Ask them to establish the rules and turns for the exchange of opinions. Help them by modeling how it is done first and then let them practice in small groups before the plenary. Go over the plenary procedure for any last minute planning with the students. Make sure the different teams understand it. 9 Pay attention to the interventions of others and ask questions to obtain further information. Tell them that everybody has to pay attention to their classmates’ interventions and ask questions to clarify or obtain more information. Foster respect and attention towards the opinions of others. I learn Ask students what they can do now that they couldn’t do at the beginning of the learning environment and listen to their responses. Encourage them to identify the activities that they found especially helpful during the process of making the product. Then have them answer the I learn box. Explain that its purpose is to assess their performance while making the product in order to improve weaknesses and reinforce strengths during the process. Briefly have them discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress. Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so students:
– Can identify words used to link ideas. – Can detect speech register. – Can compose expressions to produce opinions. – Can answer questions to express opinions or points of view about the contents of an oral text. – Can expand main ideas in an oral exchange.
To formally assess this learning environment go to page 157.
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Is aware of the use of language to search and obtain information. Is aware of the influence of mass media in daily life.
Shows respect for, and pays attention to his / her classmates' opinions.
Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes.
Understands and writes instructions.
Interprets and conveys information published in various media.
Global Assessment
NEEDS IMPROVEMENT = NI • The learner fails to understand the main idea and details from a variety of oral and written texts. • The learner demonstrates little understanding of information from different texts. • The learner finds it difficult to produce coherent texts. • The learner shows little interest in differences between his/ her own and foreign cultures. • The learner shows little interest in expressing opinions and judgments about relevant and everyday matters. • The learner shows little interest in participating in different communicative situations. • The learner demonstrates little improvement in maintaining communication. • The learner needs permanent teacher support to work.
Fill in each performance indicator using the abbreviations below
Realizes that language is a means of transmitting and sharing information.
GOOD = G • The learner attempts to acknowledge the main idea and details from a variety of oral and written texts. • The learner demonstrates some understanding of information from different texts. • The learner needs some teacher support to produce coherent texts. • The learner is aware of the differences between their own and foreign cultures. • The learner shows some interest in expressing opinions and judgments about relevant and everyday matters. • The learner shows some interest in participating in different communicative situations. • The learner demonstrates some improvement in identifying ruptures in communication and uses strategic means to re-establish it when required. • The learner needs some teacher support to edit his/her classmates’ and own texts with the correct grammar, spelling, and punctuation.
Uses language to learn about language.
Learns to work in cooperation with fellow classmates.
Continuous Assessment LE 2
Continuous and Global Assessment Chart Continuous Assessment LE 1
VERY GOOD = VG • The learner acknowledges the main idea and details from a variety of oral and written texts by using his/her knowledge of the world. • The learner understands and uses information from different texts. • The learner produces coherent texts, which respond to personal, creative, social, and academic aims. • The learner shows respect for the differences between his/ her own and foreign cultures. • The learner expresses opinions and judgments about relevant and everyday matters. • The learner participates in different communicative situations appropriately. • The learner maintains communication, identifies ruptures and uses strategic means to re-establish it when required. • The learner edits his/her classmates’ and own texts with the correct grammar, spelling, and punctuation.
w Assessment Criteria
General Comments
Student’s Name
All Ready! 1 Unit 2
Unit 3 Learning Environment 1: Literary and Ludic
Learning Environment 2: Formation and Academic
Social Practice: Participate in language games to work with specific linguistic features.
Social Practice: Read and rewrite informative texts from a particular field.
Specific Activities: Participate in language games to recognize and understand future tense in forecasts.
Specific Activities: Compose notes to describe the components of different human body systems in a chart.
Product: Forecasts
Product: Charts of the human body systems
At the end of this environment students will:
At the end of this environment students will:
• identify sentences in future tense. • classify different types of future verbs. • compare sentences that express past, present, or future. • ask and answer questions about forecasts.
• answer questions in order to give a description. • rewrite and compose sentences. • organize terms and descriptions into a table. • compose sentences in order to write notes. • verify spelling conventions in order to edit notes.
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Unit 3
Lesson 1
Performance Indicators: – Recognize subject matter, purpose, and intended audience. – Classify sentences according to the future verb form. – Identify sentences that express future situations and conditions, and their composition. – Compare sentences that express future situations to those that express past and/or present situations. – Use of apostrophe in contractions. – Use of language to promote recreational activities.
Lead-in
Class
Have students work in groups of ten; ask them to write one thing that is unique about them that most people don’t already know on a small piece of paper. Examples could be a special talent they possess or an interesting place they have been to. Their papers should be anonymous and placed in a bowl or bag. Have all of the students randomly choose a paper from the bowl and ask questions to try to identify whose paper they chose. After each student has found the owner of their paper, they should return to their seats and take turns reading their paper to the rest of the group and revealing who the paper belongs to.
Stage 1: I know 1 Have you played these games? Ask students to open their Student Books to page 68. Encourage them to first predict what they think the lesson will be about. Elicit the answer games and write the word on the board. Students should then identify each of the four games by name. Ask students to raise their hands if they have played chess. Count the hands raised and write the number next to the game. Repeat this process for the remaining three games and compare their popularity among your students. Briefly discuss each of the games, addressing the basic rules for each game and who plays them. 2 What are your favorite types of games? To use language as a means to promote recreational activities, discuss the differences between board games, video games, card games, word games (crosswords, word searches), guessing games, playground games (hopscotch, tag), etc. and elicit more examples from students. Have students work in pairs and list games they
Student Book
p. 68-73
– Complete sentences with words used in future situations and conditions. – Arrange a sentence sequence expressing future situations. – Write words that express future tense. – Use language to favor learning and feedback. Materials: – Reader, Audio CD
know, then get together with another pair and compare the games. Emphasize that these are all games, and we play games. Invite volunteers to share the names of their favorite games with the class.
Classroom Management: Modeled Reading involves reading out loud to the class on a regular basis, to provide a model for pronunciation of the text and of appropriate reading strategies. For example, stop and “think out loud” to check understanding, finding out the meaning of an unknown word, when confused by something in the text, etc.
Reader
Are You Playing or Gaming? p. 59 – 68
To recognize the subject matter, purpose, and intended audience, read the title: Are You Playing or Gaming? and have students predict what the text is about. Ask students to open their Readers to page 59 and encourage them to do a picture walk through the pages of Chapter 3. Elicit whether the computer on page 59 is modern or not, and how they can tell that it is not modern (it uses bulbs, the telephones are rotary); then, in pairs, ask them to discuss the illustrations. Elicit examples of the questions they are asking each other. Encourage them to explore the glossary, too. Ask students if it is a story, a manual, an experiment, etc. Students should come to the conclusion that it is an informative text about the history of video games. Ask students which video games they have played, and elicit the differences between old games and more modern ones. Give several examples and have students say whether they correspond to older games or more
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modern ones: color vs. black and white, pixels vs. 3-D, type of movement, etc. Modeled reading: Read pages 59-62 out loud, using appropriate inflection, pauses, and tone. At the end of each page, ask questions so that students search for the answers in the text, for instance, How many years ago did A. S. Douglas develop Noughts and Crosses? How was the EDSAC different from computers nowadays? Can you give me examples of how video games influence our clothes or the way we talk? If necessary, model thinking out loud to find the answers: Noughts and Crosses was developed in 1952; that means it was developed __ years ago; EDSAC was a huge computer, what about modern computers, what are they like? Can you carry a computer around? (Yes, a laptop), We use the word huge to describe this computer. What other things are huge?, etc. Draw a large Venn diagram on the board. Have students work in groups of three and show how modern computers are both similar and different from those in the 1950s. Continue in the same way with the other pages. Shared reading: Ask students to work in pairs and take turns reading one or two pages out loud to each other. Encourage them to tell each other something new they learned from what they read, either a new word or new information. Continue with a word game with the in-text glossary words. Encourage students to look through the pictures on pages 63-68 and predict what will come next in the text.
Stage 2: I build 3 Read the extract and answer the questions. Have students open their Student Books to page 68; explain that they are going to read an extract from the Reader. Ask students to recall the first video game created to elicit the answer Noughts and Crosses, a game similar to Tic-Tac-Toe, and ask them how games have changed since then (games have become much more complex). Divide students into small groups of four or five, and ask them to take turns reading the extract and answering the questions on page 69. Refer students to the Glossary on page 160 to clarify the meaning of words. Answers: 1 1952; 2 Gaming will become a more realistic experience. 3 The author says that 3-D game consoles with face-, voice- and gesture-recognizing sensors will make gaming more realistic.
Lead-in
Class
Draw a Tic-Tac-Toe game on the board and review the rules of the game: players take turns marking either an ‘x’ or an ‘o’ in one of the spaces with the objective of getting three in a row either horizontally, vertically, or diagonally. Make deliberate mistakes when giving the rules, encourage students to say the correct rules. Invite two students to go to the board to play the game. Ask students to play a quick one-minute Tic-TacToe game with a partner. Have winners share two things they remember about video games with their partner. Ask students to open their Readers to page 63 and elicit their predictions from the previous day. Have students read the first sentence of every paragraph chorally, then check comprehension. After that, read the rest of the paragraph out loud using appropriate inflection, pauses, and tone. At the end of each page, ask questions so that students search for the answers in the text, and confirm predictions. Encourage them to give their own examples of convergence. Then ask students to work in pairs and take turns reading one or two pages out loud to each other. Encourage them to tell each other something new they learned from what they read, either a new word or new information. Have students turn to page 69 of their Readers and look at the Comprehension Questions. Check understanding and ask them to work in pairs and answer the questions. Ask students to share and compare their answers with another pair of students. Check answers as a whole class activity by reading the questions out loud and having different students read out their answers. Have the rest of the class agree or disagree. Check answers in the Reader Answer Key on page 171 of the Teacher’s Guide.
Stage 3: I think 4 Read the sentences and classify them in the organizer. Write the following three phrases on the board in the order shown: I played video games. I play video games. I will play video games. Ask students to identify a time frame for each of these three sentences. Elicit sample dates for each sentence. To compare and classify sentences that express future situations to those that express past and / or present situations, draw a timeline on the board, marking past, present, and future on it. Elicit the sentence that
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happened in the past and ask a volunteer to write it above the appropriate place in the timeline; then elicit the sentence in the present tense and, finally, the sentence about the future. Then elicit the differences in the verb play and ask three volunteers to go to the board and underline the different forms of the verb. Write the name of the tense above each sentence (played – past; play – present; will play – future). Say other verbs and select random students to give you the three tenses. Instruct students to open their Student Books to page 69. Read each of the statements out loud to the class. To identify sentences that express future situations and conditions, and their composition, ask students to work with a partner to classify them according to whether they are past, present, or future. Monitor and check.
Answers: 1 past; 2 present; 3 future; 4 future; 5 past;
6 present
5 Read the sentences and underline the one that makes a prediction about the future. Read the three statements out loud to the class and ask them to find them in the text in Activity 3. Elicit whether the paragraphs are organized according to time, from past to present. Then ask them to repeat the same process from Activity 4 to identify the tense of each statement by analyzing the context of each one. The first statement talks about a game that was developed in the past. The second statement generalizes how games influence us in the present. The third statement predicts how gaming will change in the future. To identify sentences that express future situations and conditions, and their composition, after analyzing each statement, elicit the auxiliary verb used to make predictions about the future: will. Students should subsequently underline the third statement since it makes a prediction about the future. Answer: 3 6 Listen to this extract from an interview about video games and match the person’s predictions about the future. Elicit students’ own predictions about the future (related to video games or not). Then ask students to read options 1 through 3 and options a) through c) out loud as a class before listening to the audio. Play the interview for the students and ask them to match the predictions according to what they hear on the recording. 12
Answers: 1 c; 2 a; 3 b
7 Look at the sentences in Activity 6 and answer the questions. Write the three sentences from Activity 6 on the board and ask students if they can identify any plans in the sentences (no). Then ask if they can identify any predictions in the sentences (yes). Elicit the difference between a plan (a series of actions that you think about carefully to achieve a goal) and a prediction (something that might happen in the future but we are not certain about). Underline the words that come after will in each of the three sentences. Ask students if the word be is an adjective, a verb, or a noun. Elicit the answer that be is a verb and explain that a verb in its base form always follows the auxiliary verb will. Finally, ask students which statements are affirmative and which one is negative. They should identify the first and third statements as affirmative and the second statement as negative. Ask them what the difference is between affirmative and negative predictions in the future. They should specify that the affirmative statements use will and the negative statement uses won’t. Monitor the class and make sure that students fill in the appropriate answer for all three questions. Answers: 1 b; 2 b; 3 Negative predictions are made
with won’t.
8 Complete the rules. Tell students to work in pairs to complete this activity. Encourage them to use the information they discovered in the previous activities to answer correctly. Check answers as a class.
Answers: 1 predict; 2 affirmative, negative Cultural Note It is common to hear a shortened version of will in spoken English. An example is He’ll be back later. Contractions are the result of combining – and shortening – two words: a pronoun and an auxiliary verb, or an auxiliary verb and not. All contractions have an apostrophe, which is different from an accent. Draw both a large apostrophe and a large accent on the board, and elicit the differences. Point out that both the accent and the apostrophe go in the upper part of a word. An accent looks like a small triangle and goes directly above a vowel, while an apostrophe is curved, like a comma, and goes between letters. While contractions are usually used in informal spoken conversation, written English is becoming more informal (e-mails, notes to friends, etc.) and contractions are often seen in print. The contraction of will not is won’t. What other contractions can students think of?
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Lead-in
Class
Have students work in groups of nine and prepare nine pieces of paper with the following phrases: outlook good, yes, most likely, without a doubt, it is certain, don’t count on it, my reply is no, ask again later, better not tell you now. They should fold them and put them in a bag or bowl. A student from each group asks a question, for example, Will we play video games online? They then take a paper and share the answer with their group.
Stage 4: I practice
9 Complete the text using the correct tense of the verbs. Have students work in pairs and prepare a time line of the history of video games. Monitor and check. Have them show their timelines to another pair. Ask students to open their Student Books to page 71. To complete sentences with words used in future situations and conditions, remind students that we use the auxiliary verb will followed by the infinitive form of the verb to make predictions about the future. Explain that some sentences use the present and past tenses. Encourage students to answer questions individually and check responses with a partner. Monitor and provide assistance when necessary. Refer students to the Glossary on page 160 to clarify the meaning of words. Answers: 1 played; 2 let; 3 will be; 4 carry; 5 had; 6 have; 7 watch; 8 won’t buy; 9 will download 10 Write the sentences in the correct order. Write a scrambled sentence on the board; elicit the first word, then the next, and so on, until the model sentence is correctly written out. Instruct students to unscramble the words to write sentences about the future of gaming. They should be able to arrange the sentence sequence to express future situations. Have them work independently and check answers with a partner. Answers: 1 Gamers will play with people in other countries. 2 You will find interactive games on websites. 3 Students will use e-books in class. 4 Gamers will communicate emotions to in-game characters.
Stage 5: I can 12 11 Listen again to the interview and complete it. Ask students to listen to the interview and complete the missing information. Monitor and check.
Answers: 1 guest; 2 video games; 3 past; 4 online;
5 games;
12 Write three predictions about the future of video games. Students write three sentences from the interview on the previous page to express future tense. Answers: Multi-buttoned video games will be a thing of the past. Online games will rule. Online games won’t be complicated any more. 13 Work in pairs. Discuss the predictions in Activity 12 and add three more. Remind students of the ideas presented in the Reader about the possible future of gaming. If necessary, instruct them to look back at pages 66-68 in the Reader to get ideas about how gaming will evolve. Divide students into pairs. Pairs then compare predictions and discuss three more possible advances or changes in gaming. Students then add their new predictions to their existing list. Monitor and provide individual help. Answers may vary.
Classroom Management: Quick ways to pair students are: asking them to find someone whose name or last name starts with the same letter as theirs; finding someone whose birthday is in the same month as theirs; finding someone who likes to play the same video game. emember Next class students will need: large sheets of paper to prepare their posters in groups of four.
Lead-in
Class
Have each student think of a game that he or she likes to play and write it down on a piece of paper. In pairs, students take turns asking their partner questions until they guess the game their partner is thinking of. They must be yes or no questions; students cannot ask wh- questions.
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Sample questions: Is your game played by more than one person? Is it a board game? Does it require electricity? Is it a brand new game? Partners can ask more than one classmate if time permits.
14 Work with another pair and share your predictions about the future of video games. Tell pairs to join another pair to discuss their predictions. Propose several questions for the new groups to consider. Are their predictions the same? Does one pair have a prediction that the other pair didn’t consider? Are any of the predictions unrealistic? Which prediction is most likely to happen? Monitor group discussions. Classroom Management: Before working on a project, give students a minute or two to think individually about their ideas, then they form pairs to share their ideas and work on their project.
pairs and brainstorm the components of a welldesigned poster; then they get together in teams and write their ideas on the board. Posters should have titles in an easy-to-read font and in an appropriate size. Illustrations should be interesting and placed in a way that draws a person’s attention. The layout should be balanced between images and texts. Before breaking the class into groups, ask leading questions about the steps of creating a poster. What comes first? Deciding on the contents and writing a draft. Second? Editing mistakes and eliminating unnecessary text. Third? Illustrating and preparing the final copy. Have students work in groups of four. Tell them to refer back to the components written on the board to guide them through the creation process. Students should present their posters to their classmates at the end of the class and give an informal explanation of their poster.
15 In groups, make a poster about the future of video games. Ask students to open their Student Books to page 73. To favor learning and feedback, have students work in
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Unit 3
Lesson 2
Performance Indicators: – Identify situations in which forecasts are made. – Listen to the reading out loud of forecasts containing verb forms in future tense. – Classify sentences according to the future verb form. – Create forecasts based on current situations. – Write words that express future tense. – Compose and write questions about future situations. – Complete sentences with the future verb form.
Lead-in
Class
Play Hot Seat: Divide the class into two teams. Have them line up according to their birthdays, from January to December. Team A is the first half of the line, team B is the second half. Toss a coin to see which team goes first. The team who goes first elects a member to go to the ‘hot seat’ where they sit in a chair with their back to the board. The teacher then writes an easy-to-explain word from the Reader Glossary on the board. The team with the person in the hot seat has to help their teammate guess which word is written on the board by giving clues about it. The person in the hot seat must stay there until they guess the right word. Teams take turns, guessing four or five words.
Stage 1: I know 1 Do you read your horoscope? Do you believe that horoscopes can predict the future? Why or why not? Take a class poll to see how many students read their horoscope. Then ask how many believe in the predictions that their horoscopes provide. Hold a class discussion on the subject, addressing why some people follow their horoscopes so closely and why others choose not to believe in them.
Student Book
p. 74-79
– Distinguish graphic and text components. – Write down sentences to write a forecast about a real or fictitious situation. Materials: – Reader, Audio CD – The twelve horoscope signs and their corresponding dates, a coin
2 What is your sign? Write the twelve signs of the horoscope on the board: Aries, Taurus, Gemini, Cancer, Leo, Virgo, Libra, Scorpio, Sagittarius, Capricorn, Aquarius, Pisces. Take a class poll to see what the distribution is among each of the twelve horoscope signs in the classroom. Call out the twelve signs one by one and have students stand up when their sign is named. Count students standing for each sign and write the results on the board.
Stage 2: I build 3 What other things can you make predictions about? To identify situations in which forecasts are made, students should identify other situations in which forecasts are made by naming other jobs that are based on predicting the future. Elicit answers such as sportscasters (predict who will win a game or medal), stockbrokers (predict market fluctuations), fortune tellers (predict life events), and gamblers (predict the winners of races or lotteries). Can the students think of any others to add to this list? Instruct students to look at the two pictures on page 74 of the Student Books and identify them as a cloudy day and a sunny day. Ask them what these two pictures represent to elicit the answer: the weather. Ask students if they know the word for the person who predicts the weather based on scientific facts: a meteorologist.
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Stage 3: I think 4 Read this text and answer the questions. Have students work in pairs and brainstorm words related to the weather. Draw a large raindrop on the board; have students go individually to the board and write a weatherrelated word inside the raindrop: sunny, cloudy, rain, hot, cold, etc. Write the following words on the right side of the board: rain, cold, a storm, curly hair, hail. Ask students to make predictions about the weather in the next few days and ask them what they are basing their predictions on (the meteorologist on TV, the weather in the past few days, their experience, folk sayings and wisdom, etc.). Elicit whether they think folk sayings such as Febrero loco, marzo otro poco are true or not, and elicit what they are based on (probably on observations of the weather). Elicit why these sayings are sometimes just as accurate as weather forecasts by a meteorologist (both are based on observations of weather phenomena). Elicit other folk sayings and write them on the board. Elicit whether these sayings would apply in other parts of the world, for example, in the southern hemisphere or in a place where it is very cold. Instruct students to open their Student Books to page 74. Elicit whether the article is from a textbook, a newspaper, or a magazine. Read the title of the article chorally, elicit the words that are capitalized, and point out that important words (generally nouns and verbs) are capitalized, while the others (prepositions, articles) are not. Read the introductory paragraph out loud, eliciting what is meant by elements (weather conditions). Nominate individual students to take turns reading the numbered text out loud to the class. Ask students to identify what the article talks about. Elicit the answer: tips for predicting the weather. Ask students to read the tips again, silently, then elicit the things that can be observed: dry grass, red sky, a rainbow, etc. Make sure students understand the words. Refer students to the Glossary on page 160 to clarify the meaning of words. Write them on the left side of the board. Ask students to close their books and match the observations to the result. Have students go over the article again and circle the things that can help people predict the weather, and then underline the words that talk about weather. Monitor and check.
Lead-in
Class
Flip a coin that has two distinctive sides (head and tails) and ask students to predict which side will land face up. Before the coin is flipped students should write down their predictions in their notebooks. Have a volunteer flip the coin, and after each flip, have students record whether their prediction was right or wrong. Perform at least five flips and ask students to calculate their guessing average. Did anyone have a 100% accurate prediction average? If so, test their continued accuracy to see how many more consecutive flips they can correctly predict. Be sure to explain that these are predictions of pure chance and most results should be 50-50.
5 Write two things that you will be able to tell your friends after reading the text in Activity 4. Have students open their Student Books to page 74 and re-read the article in Activity 4, quickly, and decide which two predictions they would share with their friends. Have them write two complete sentences conveying the information they will tell their friends. Example: I will tell my friends to look for rainbows in the west for rain. Ask students to compare their sentences with a partner. Monitor the class and provide individual help when necessary. Answers may vary. 13 6 Now listen to the weather forecast and circle T for True or F for False. Ask students to rank the following people according to who thinks weather forecasts are important: a person living in a big city, a fisherman, a farmer, and why it is important for them. Before playing the recording, ask students to read the three statements in the activity. Instruct them to listen to the forecasts and to mark the answers in their Student Books. To listen to the reading out loud of forecasts containing verbs in the future tense play the recording for the class and check answers as a class. Refer students to the Glossary on page 160 to clarify the meaning of words.
Answers: 1 F; 2 F; 3 T
Answers: 1 The article talks about predicting the weather. 2 circled: dry grass, red sky, rainbows, winds, plants, clouds; underlained: rain, cold, storm, low pressure, humidity, hail
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7 Read these sentences. What do you notice? Write the two sentences from this activity on the board. Ask the students if they both state future predictions (yes). Ask what is different about them. Students should be able to see that the first sentence uses the auxiliary verb will while the second sentence uses is going to. Elicit that since Tuesday is a few days away, it is a prediction. Remind them of the coin experiment. Then ask students which sentence they would use if they looked at the sky and saw black clouds and felt a few drops. Explain that when we indicate future based on the present, we use going to, and when we give a general prediction about the weather, we use will. Elicit a few more examples of local sayings with going to, for instance: If scorpions come out, it is going to rain.
Stage 4: I practice 8 Write the correct sentence from Activity 7 under each picture. Nominate a student to describe what they see in the first photo. The student should identify a meteorologist predicting the weather for the next day. Nominate a different student to describe what they see in the second photo. They should describe the sky full of rain clouds. To write words that express future tense, now ask students to work with a partner to identify which sentence from Activity 7 best describes the first photo and which sentence best describes the second photo. Check answers together. At the end of the class, ask students to write down their predictions about what tomorrow’s weather will be like in their notebooks. To simplify the process, provide five options to choose from: sunny, windy, cloudy, stormy, or rainy. Encourage them to use the current weather as an indicator for tomorrow’s weather. Students should write complete sentences to state their predictions. Example: I think it will be sunny tomorrow. Answers: First photo: It will rain on Tuesday afternoon.
Second photo: Look at the sky; it’s going to rain.
Lead-in
Class
were correct as a class. Were these results more or less accurate than those of the coin toss? Discuss the difference between pure chance and educated guesses in relation to making predictions. Write the word weather on the board and invite a volunteer to the board to write a weather condition using one of the letters from weather (for example, windy using the ‘w’). Continue inviting volunteers to the board to add as many weather terms as they can think of, connecting them to an existing word on the board, until a crossword is created.
9 Look at Activity 4 and classify the underlined expressions. Divide the board into two sides. Label the left side as What we think or know will happen and label the right side as What we see as a result of something in the present. Provide the following example to the class: The bell will ring in 15 minutes. Ask students if that statement is something we know will happen or something that will result from what is happening now. Students should identify that this is something we know will happen and should be written in the left column on the board. To classify sentences according to the future verb form, ask students to open their Student Books to page 76. Instruct them to work with a partner to classify the underlined expressions from Activity 4 into the most appropriate category. Monitor and check answers as a class. To compose and write questions about future situations, have students number off from 1 to 4 and write two questions on strips of paper about the weather sayings in Activity 4, or about local weather sayings: What will happen if I see dry grass? They should fold the pieces of paper and take turns drawing them, reading the question out loud, and providing the appropriate answer. Answers: We think or know this will happen: Humidity will make your hair curl. We see this as a result of something in the present: Dry grass means it is going to rain. A red sky during sunset indicates it is going to be cold at night. A rainbow in the west means it’s going to rain. Easterly winds indicate there is going to be a storm. Westerly winds, the opposite.
Ask students to take out their predictions from the previous class. Based on the current weather, how many of them were right? Poll the class to find out how many of them made correct predictions based on yesterday’s observations. Calculate the percentage of students who
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10 Complete the rules. Tell students to use their answers from the previous activity to discover the general rule used for future expressions. They should answer individually and check their answer with a partner. In the case that two students disagree on the answers, ask them to justify their answer to one another until they can decide among themselves which answer is best. Monitor and provide help when necessary.
Answers: 1 will; 2 going to
Stage 4: I practice
the subject of games (they), the second of climate (it), and the third subject is we. Once they make the appropriate matches, students can continue each of the three conversations in their groups. They should try to defend the opinions shown in each response and make another prediction related to the topic. For example: We won’t travel at the speed of light but I think we will have flying cars.
Answers: 1 b; 2 a; 3 c Class
Lead-in
11 Match the sentences to their meanings. Now instruct students to use the rule from the previous exercise to match the two sentences in this activity to their meanings. Have them work with a partner to match the sentences. To complete sentences with future verb forms, have them write another set of sentences and explain their meanings. Examples: May will be a rainy month. I think it is going to rain today. The first example shows a belief that every May is rainy and the other means you can see rain clouds in the sky. Monitor and check answers as a class. Ask volunteers to share their examples with the group. Elicit additional local weather sayings. Answers: 1 b; 2 a 12 Match the two parts of the conversations. Ask students to work in groups of three. They should identify the subject of each sentence to help them match the appropriate response. The first sentence has
Have students take out their Reader and open it to page 59, and number off in groups of three. Student A reads one page, student B another, and student C, a third page. After reading the page in silence, they take turns telling each other about what they read.
Stage 5: I can 13 Read this text and complete the weather on the table. Tell students to open their Student Books to page 77. To distinguish graphic and text components, instruct them to work with a partner to fill in the table with symbols to indicate the weather predicted. Encourage them to divide the text into the three different days mentioned to avoid possible confusion. When pairs are finished they should check their answers with another pair. Groups of four should be able to self-correct this activity. Monitor and provide individual help. Refer students to the Glossary on page 160 to clarify the meaning of words. Answers:
Today N
S
Tuesday E
W
N
S
Wednesday E
W
N
S
E
W
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14 Use the words in Activity 13 to complete the organizer. Working as a class, students should complete the organizer using complete sentences. Draw the organizer on the board and point to the sun symbol. Ask: Where will it be sunny? A volunteer should then dictate a sentence which answers the question about the future situation. Add his / her answer to the organizer on the board. Point to the next symbol and ask for a volunteer to dictate another sentence. Do this for each symbol on the organizer and verify that students are writing the sentences in their Student Books on page 78. Possible Answers: Snowy – It will be cold and snowing in the North. Sunny – It will be sunny and warm in the East. Cloudy – In the West, it will be cloudy on Monday. Stormy – It will be stormy on Tuesday in the West. Windy – It will be windy on Wednesday in the West. 15 Read this two-day weather forecast and complete it with the correct symbols. Instruct students to work individually to draw the appropriate symbol next to each day’s forecast. They should read the forecast carefully as each forecast contains more than one symbol. Have them compare answers with a classmate when they have finished illustrating.
16 Write a two-day weather forecast for the place you live in or a place you know. Have students complete the table about the local weather for the next two days. 17 Write an e-mail to a friend describing the two-day weather forecast. To create forecasts based on current situations and to write down sentences to write a forecast about a real or fictitious situation, students work autonomously to compose an e-mail to a friend describing the forecast from the previous activity. Design several scenarios as a class to provide the context of the e-mail. Example: Your friend is coming to visit you from another country and doesn’t know what to pack for his / her trip. Students should explain the forecast and make packing suggestions. Brainstorm a few ideas and ask students to select one for the context of their e-mail. Monitor and provide individual help. Answers may vary.
Answers: Today Tonight Tomorrow Tomorrow night
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Unit 3
Product 1 F orecasts Student Book
Performance Indicators: – Establish which kinds of descriptions are allowed and which are not to compose the forecast. – Choose a subject to write a current description: one’s self, a classmate, the community, etc. – Write the current description.
Lead-in
Class
Provide each student with a piece of paper to play Two Truths and a Lie. Ask them to write three predictions for their own future; two predictions that they would want to come true and one prediction that they wouldn’t want to come true (example: I will be a millionaire, I will have five children, and I will live in Russia). When they have finished writing their predictions, students should take turns reading them out loud to the class, who then must decide which prediction is a lie. Encourage students to write two predictions that seem unlikely to happen in order to make it more challenging for the class to guess which the lie is!
Stage 1: I get ready! 1 Match the situations in the present with those in the past. Instruct students to open their Student Books to page 80. Nominate a student to describe what they see in the first photo in detail. Once they identify the books, ask them which photo it most closely relates to. The student should recognize that it correlates to the photo of the e-book reader. Ask students to share any thoughts or comments they have on the two photos. Have students work in pairs with the remaining two pairs of photos and discuss which ones refer to the past and which ones refer to the present. Elicit other things that have changed from the past to the present, for example, computers and medicines. Ask students how they imagine these and other things will change in the future. Ask leading questions such as the following: Will we all use e-books in twenty years? Will we still live in cities in 50 years? What will our clothing be made of 100 years from now?
p. 80-81
– Place the current description into a future setting and write it in that verb tense in order to compose the forecast. – Read the forecasts out loud and place them in a visible spot in the classroom.
Stage 2: I plan 2 Work in groups of three. Select a subject to write about. Write the following topics on the board and discuss them as a class: my community, the weather, my classmate, me, and books. For each topic, the class should address possible changes in the future. Write a timeline showing 5, 10, and 15 years from now and ask students how old they will be in 5, 10 and 15 years and how they think each topic will evolve in that period of time. Discuss this first so that they can make the personal reference to the other topics that are more impersonal. After discussing each topic, indicate different parts of the room for the different topics. Point to each of the four corners and assign a specific topic to each. Then assign the last topic to the center of the room. Ask students to move to the indicated place where the topic they want to forecast was assigned. Once students have chosen their topic you can create as many groups of three as necessary for each topic. 3 Make a list of the information you will include in the present setting. Students now work in their groups to make a list of the information they will include in their setting. Ask them to create a graphic organizer with their topic in the center and at least four ideas stemming from the central idea. If they choose weather, they can consider local weather, national weather, global weather and natural disasters. If they chose books, they can consider authors, publishers, readers and the medium (paper versus electronic). As students build their graphic organizers they should remember that they are elaborating what they know about the present situation of their topics. Once their graphic organizers are complete, they can make an numbered list of information, numbering them in order of importance and working from there.
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4 Brainstorm what the future setting will be like. Students should use their list from Activity 3 to create a column titled The Present. Since their list will most likely be written on the left side of the paper, they should use the right side of the paper to make a second column titled The Future. Students should then consider how each item in their list will change in the future and write new notes that correspond directly with their original list. The Future column can be further divided into 5, 10, and 15 years from now for an in-depth analysis or the teacher can specify which of the three time frames should be used if time is a limiting factor. 5 What materials will you need? Make a list. Now that students have considered the future as it relates to their topic, it is time for them to make a preliminary plan for creating their forecasts. How will they present their forecasts to the class? You may choose to limit their presentations to posters or written material but it would be interesting to allow the more extroverted students act out their forecasts. Give students some guidelines that you feel are appropriate considering your time constraints and class structure so that they can prepare a list of materials. emember Next class students need to bring their materials.
Lead-in
Class
Have students create squares from a sheet of paper: each student works with four squares. Have students work in pairs and assign a topic from the Bilingual Dictionary on page 160. Students write the word in English on one square and the word in Spanish on another. Then each pair gets together with another pair that has words from another topic and they play Memory with 16 squares of paper (eight words).
about the future and going to is used when we see an event taking place in the present that will affect the future. As students rewrite the forecast they should consider the following questions: Does it contain the necessary information? Is it clear and easy to understand? Are words spelled correctly?
Stage 4: All ready to share 8 Work with another group. Read your forecasts out loud. Students switch forecasts with another group and perform peer edits. Does the other group have any suggestions to make the forecast better or clearer to understand? Teams share suggestions and take a few minutes to make any necessary adjustments before sharing the product with the class. 9 Place your forecast in a visible place in the classroom. When teams have finished sharing their forecasts with the rest of the class, the forecasts should be displayed in a prominent place in the classroom to make the display visually appealing.
I learn
Ask students what they can do now that they couldn’t do at the beginning of the learning environment and listen to their response. Encourage them to identify the activities that they found especially helpful during the process of making the product. Then, have them answer the I learn box. Explain that its purpose is to assess their performance in the product in order to improve weakness and reinforce strengths during the process. Briefly have them discuss their responses to the selfassessment in groups or with the rest of the class. Give positive feedback for their effort and progress.
Teacher’s Reflection Tool
Stage 3: I do 6 Write a description of the current situation. Tell students to open their Student Books to page 81. Students write a description of the current situation using the list from Activity 4. Remind students that they should have four points to address in their descriptions. Monitor and provide individual help as students write about the present situation of their topic. 7 Write your forecast about the future. After students write their descriptions of the current situation they must rewrite it using future tenses (will or going to). Remind students that will is used for beliefs
My work in this social learning environment has facilitated the learning process of the class so students:
– Can recognize future verb forms within sentences. – Can classify sentences by the types of future verb form found in them. – Can compare sentences that express future situations to ones which express past and / or present situations. – Can formulate and answer questions in order to understand forecasts.
To formally assess this learning environment go to page 158.
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Unit 3
Lesson 3
Performance Indicators: – Identify the subject matter, purpose, and intended audience. – Reflect on the use of images and / or illustrations. – Identify new terms in order to refine and broaden vocabulary. – Instruct students to select information from various sources to write notes. – Point out information. – Organize terms and descriptions on a diagram.
Lead-in
Class
Ask students to stand. Perform a series of stretches with the class. Each movement should be done about five times. Begin by asking them to raise and lower their shoulders, make small forward circles with their shoulders, followed by backwards circles. Then ask students to look from right to left, ceiling to floor, and finally full circles with their head to relax the neck. Students should then stretch the back by interlacing their fingers and pushing their palms facing out in front of them and arching the back. Then students can put their hands on their back pockets and lean back. This will get students focused and help them concentrate on their work.
Classroom Management: Energizers are short activities that involve physical movement. They help build up enthusiasm in the class, and invigorate a class that has been sitting a long time. Research has shown that physical activity increases the flow of blood and increases students’ ability to focus on the lesson.
Stage 1: I know 1 What parts of the body or body systems are these diagrams? To identity the subject matter, purpose, and intended audience, tell students to open their Student Books to page 82. Ask them to identify the organs and systems shown in the pictures and discuss what the purpose of each organ is. The human brain allows us to think, the skeleton allows us to stand and move, the stomach and intestines helps us digest food, and we use our lungs to breathe. After naming the organs, can students name the systems they are part of? The lungs are part of the respiratory system, the stomach and intestines are part of the digestive system.
Student Book
p. 82-87
– Choose graphic resources in order to link the text and images. – Complete sentences in order to describe components. – Use language to promote respect and collaboration at work. Materials: – Reader, Audio CD – A piece of string (about 2 m)
2 What other parts of the body or systems do you know? Write the initial letters for different parts of the body on the board (e.g., b for blood, k for kidney, l for lungs / liver, m for muscle, etc.). Ask students to work in groups of three and brainstorm other organs and systems that they already know about to complete words for as many letters of the alphabet as they can. Classroom Management: In a Picture Walk, the teacher guides students through a text by looking at and discussing the pictures before reading. This helps students focus on the illustrations instead of the text and gives them a point of reference when they actually read the story.
Reader
An Amazing Journey
p. 72-81
Elicit what part of the body a dentist looks at (teeth), continue with a cardiologist (heart), gastroenterologist (digestive system), and other medical specialists. Instruct students to turn to page 72 in the Reader. Ask them to read the title and predict what the story will be about. Do a picture walk to identify the subject matter, purpose, and intended audience. Ask students to find specific elements in the illustrations and elicit who the characters are: Pepe, Karen, and the computer hologram / bright light. Tell students that the computer hologram’s name is Myslim. Read pages 72-75 out loud, using appropriate inflection, pauses, and tone. Ask students to work in pairs and skim the text again and decide on the most important point for each page. Have them get together with another pair and share.
Answers: 1 brain; 2 stomach; 3 skeleton; 4 lungs
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Draw a large T-chart on the board. To identify new terms in order to refine and broaden vocabulary, have students find words that are similar in English and Spanish, for example, biology, molar, canine, saliva, and go to the board and write them on the left side. Then have them find other words that are different, for instance, mouth, lips, tongue, and write them on the right side. Point out that these are all science words; write Science Words at the top of the T-chart. Encourage students to look up the meaning of the words in the Reader Glossary on page 83. Have students, in pairs, read the three pages out loud. One student takes on the role of the narrator, the other one reads what Pepe is thinking (within quotations marks). Monitor and check.
To promote the selection of information from various sources, have students open their Readers to page 76. Read pages 76-77 out loud, using appropriate inflection, pauses, and tone. Ask students to work in pairs and skim the text again and decide on the most important point for each page. Have them get together with another pair and share. Draw a large T-chart on the board. To identify new terms in order to refine and broaden vocabulary, have students find words that are similar in English and Spanish, for example, digestive, acid, intestine, feces, colon, artery, capillary, vein, circulation, and go to the board and write them on the left side. Then have them find other words that are different, for instance, stomach, villi, heart, and write them on the right side.
Stage 3: I think
Stage 2: I build
4 Listen to Myslim and circle T for True and F for False. Instruct students to open their Student Books to page 83. Nominate students to take turns reading the four statements in the activity. Ask each student to guess the correct answer before listening to the recording. Play the recording and tell students to circle the correct answer. Check answers as a class and discuss any surprising information that students discovered from listening to the recording, for example: it would seem that the large intestine would be longer than the small intestine but that is not the case; it is simply wider. Refer students to the Glossary on page 161 to clarify the meaning of words. 15
3 Listen to the conversation and put a cross ( ) under the body part that is not described. Write the following words on the board: heart, stomach, intestine, vein, artery, villi; have students classify them according to whether they belong to the digestive or circulatory system. Then elicit the names of the body parts that are illustrated in Activity 3. To reflect on the use of images and illustrations, elicit how these diagrams are similar or different from the illustrations in the Reader. Inform the class that they will listen to Myslim (computer hologram) explaining parts of the body to Pepe. As they listen they should pay special attention to the body parts that are mentioned so that they can identify the body part that is not described. Refer students to the Glossary on page 161 to clarify the meaning of words. 14
Answer: 2 emember Next class you will need: 2 meters of string.
Lead-in
Class
Ask for two volunteers to come to the front of the class. Ask the first volunteer to stand with his arms outstretched at the sides parallel to the ground. Give the string to the other volunteer and ask them to measure the first volunteer from finger tip to fingertip (use a pen to mark the measurement on the string). Now ask the class if they can guess what this length also measures in the body. Consider students’ answers as a class. The answer is the person’s height. Prove this to the class by asking the second volunteer to use the string to measure the height of the first volunteer. Is the pen mark on the string the same for both measurements? Allow other students to come to the front of the class to test their heights and arm spans.
Answers: 1 T; 2 F; 3 T; 4 F 5 Which part of the body would you like to visit? Ask students to write down the part of the body that they would most like to visit (assuming they were as small as a blood cell and could go anywhere in the body). Nominate a student in class to share the body part he wrote with the class and ask all the other students who wrote the same organ or system to join that student in a discussion about why they chose that body part. Divide the rest of the class into small groups in the same way, according to the body parts / systems they chose, and encourage them to discuss why they made their choice and what they know about the body part/system. Monitor discussions. 6 Look at the diagram and complete the parts of the digestive system. To organize terms and descriptions on a diagram, have students label the parts of the digestive system. Answers: 1 stomach; 2 small intestine; 3 large intestine
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7 Read the texts and write the parts of the body on the note pad. Elicit the names of the body systems in the three diagrams (digestive, respiratory, and circulatory). Elicit the most important information in the first text (the system and body parts). Scan the text as a class to identify the first body part mentioned (stomach). To point out information, instruct students to skim the three short texts individually and to underline or highlight the parts of the body. When they have finished reading they should write the words on the note pad provided. Monitor and check. Explain that when we read texts, we often take notes. Notes are about the most important details. Refer students to the Glossary on page 161 to clarify the meaning of words. Answers: stomach, small intestine, lungs, heart,
artery, vein
8 Read the paragraphs in Activity 7 and answer the questions. Have students read the three texts again and underline the words the, a, and an. Then ask them to circle the words that come after the articles. Once they have circled the words, they should analyze which parts of speech they are (adjective, verb, or noun). Ask students to recall the functions of each of these three parts of speech as a class (an adjective describes the characteristics of a given object, a verb is some action, and a noun can be a person, place, or thing). Students should then answer the questions and compare their responses with a partner. Check answers as a class and identify why each of the words circled are nouns (answer: an organ is considered a noun because it can be classified as a thing). Note: the digestive system and the circulatory system are two instances in the text where the word that comes after ‘the’ is an adjective. These should be considered exceptions as ultimately both instances describe the noun that follows (in this case the systems being mentioned). Answers: 1 c; 2 c 9 Complete the sentences. Students should use the information from the previous activity to complete the sentences. Students work in pairs to decide the correct responses and then check their answers with another pair. Monitor and check each group’s answers. In their groups, have students write an example that demonstrates the rule shown in each sentence. Monitor and provide help where necessary.
Answers: 1 nouns; 2 the; 3 consonant; 4 vowel
Lead-in
Class
Play a Picture word game as a class. Choose words from the glossary on pages 83-84 of the Reader Book so that students may refine and broaden vocabulary. Divide the class into two teams and call one team member to the board. Whisper the word in his ear and give them one minute to draw the picture of the word on the board and to try to elicit the correct answer from his group. If the team has not guessed correctly when the minute has passed, the opposing team has an opportunity to guess the correct answer. Keep score and the team with the most points at the end of the game wins. Suggested words: bones, blood, brain, button, lung, spine, stomach, tongue, tooth. Have students open their Readers to page 79. Read pages 79-81 out loud, using appropriate inflection, pauses, and tone. Ask students to work in pairs and skim the text again and decide on the most important point for each page. Have them get together with another pair and share. Draw a large T-chart on the board. To identify new terms in order to refine and broaden vocabulary, have students find words that are similar in English and Spanish, for example, respiratory, nervous, oxygen and go to the board and write them on the left side. Then have them find other words that are different, for instance, blood, lungs, spinal cord, brain, and write them on the right side.
10 Underline the verbs in each sentence. Then answer the questions. On the left side of the board, write a series of verbs: digest, carry, go, bring, send, have. On the right side, write the objects: oxygen, carbon dioxide, blood, into the stomach, blood. Have students match the verbs to the objects. Emphasize that present tense is used for facts and routines. Have students open their Student Books to page 85. Elicit the sentences that express routines: I eat fruit three times a day. I exercise every day. To personalize this, have students who eat fruit three times a day stand up, and those who exercise every day, too. Then elicit the facts: The stomach digests food. Blood carries oxygen around the body. It goes into the stomach (elicit the word that it represents: food); The lungs bring oxygen into the body. Instruct students to open their Student Books to page 85. Have students underline the verb in each of the sentences. Elicit the difference between The stomach digests food and Lungs bring oxygen into the body: the s for the third person singular. After students identify the verbs, answer each of the three questions as a class. To point out information, explain that when people take notes, they only include the most important information; elicit the most important information in
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The stomach digests food. Circle the three most important words. Write The lungs bring oxygen into the body on the board; again elicit the most important words: lungs bring oxygen. Have students write out two sentences and exchange them with a classmate, who must transform them into notes. Monitor and check.
Answers: underlined: 1 eat; 2 digests; 3 carries; 4 goes; 5 bring; 6 exercise; a 1, 6; b 2, 3, 4, 5; c Food 11 Complete the rules. Elicit what the present tense is used for: facts and routines. Write one of the sentences on the board, accompanied by the formula: subject + verb + complement. Have volunteers go to the board and write out the other sentences together with their formula. Remind them that subject is not a single word, and neither is complement. The subject indicates what the sentence is about or who performs the action, the verb indicates the action, and the complement completes the sentences. Based on what students saw in the previous activity they should have enough information to complete the rules as a class. Write the formula from 2 on the board, subject + verb + complement, and ask the class to provide an example (I drink water every day). Identify the subject (I), the verb (drink) and the complement (water every day). Now erase the word I and replace it with the word He. Ask students to conjugate the verb correctly, according to the new subject he. Elicit the answer drinks and complete the rule for 3 by specifying that we add s when the subject is he, she, or it. Explain that when we have a plural subject, such as lungs, we can use They and we do not use the s.
Answers: 1 habits; 2 present; 3 ‘s’
Stage 4: I practice 12 Complete the information with a, an, or the. Say a word that begins with a vowel (artery), have students repeat chorally: an artery. Continue with other words, mixing words with vowels and consonants: an artery, a vein, etc. Ask students to work individually to read the information and fill in the missing words. Give students a few minutes to complete the activity and then ask for a volunteer to read the first sentence with the answer. Ask the class if they agree with the answer provided. If the answer is correct, nominate a different student to read the next sentence. If the answer is incorrect, discuss why and elicit the correct answer from another student. Check each of the answers using this process.
13 Circle the correct option. Then label the diagrams on page 178 in the Worksheets section. Have students read the sentences silently; elicit the body part each sentences is about. Then instruct students to work with a partner to choose the correct verb form in each sentence. Tell them to pay special attention to the subject in each sentence so that they choose the correct verb conjugation. Do the first one together as a class. Recall that the verb to be is conjugated as are when the subject is they. Allow enough time for students to complete the activity with their partner and check answers as a class. To reflect on the use of illustrations, ask students what would make the sentences easier to understand (diagrams). To organize terms and descriptions on a diagram, and choose graphic resources in order to link the text and images, have students turn to page 178 in the Worksheets section, and, in pairs, label the diagrams. Monitor and check. Answers: 1 are; 2 controls; 3 gets; 4 helps; 5 bring; 1 b; 2 a; 3 e; 4 c; 5 d 14 Label the diagrams. Then complete the text below with information from Activity 13. Read the words in the word box chorally. To organize terms and descriptions on a diagram and complete sentences in order to describe components, have students work in pairs and label the diagrams. Then have them look back at Activity 13 and complete the missing information. Monitor and check. Refer students to the Glossary on page 161 to clarify the meaning of words. Answers: 1 arteries, heart, vein; 2 brain, spinal cord, gets information from the body and sends it instructions; 3 alveolus, lungs, bring clean oxygen into your body; 4 stomach helps digest the food
Lead-in
Class
Play Simon Says by giving commands to the students that are related to the different body parts seen so far in the lesson. The first command should be for them to stand. Then they can do the following commands: point to your brain, make a heart with your hands, rub your stomach, fill your lungs, bend your spine, etc. Students should pay special attention to the action verb (point, make, rub, fill, etc.). If they perform a command incorrectly, they are “out” and should sit down. The last student standing wins.
Answers: 1 an; 2 The; 3 The; 4 The
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Stage 5: I can
Cultural Note
15 Read the statements and circle T for True or F for False. Tell students to open their Student Books to page 87. Nominate a student to read the first statement out loud and ask the class to stand up if they think the statement is true. Count the students and repeat the question for those who think the statement is false. The majority of students should have stood up for false. Confirm this answer, instruct students to check the appropriate box, and repeat this process for the remaining three statements. Continue with other additional statements: The stomach is part of the nervous system. The respiratory system helps you digest food, etc.
Promote respect and collaboration by planning lessons that promote different learning styles to accommodate visual, auditory, and kinesthetic students. Model respect by treating students fairly. As far as possible, try to meet the needs of the individual student. Speak respectfully to them and of them, their parents, and other cultures. Insist on respectful interactions among students.
Answers: 1 F; 2 T; 3 T; 4 F Classroom Management: Spidergrams and other graphic organizers help students group information around a central concept. It is a good idea to use different colors to differentiate the information. 16 Complete this organizer with information about one of the body systems in Activity 14. To organize terms and descriptions on a table or graphic organizer, explain that an organizer is an effective way to take notes. Have students choose a body system in Activity 14 and individually complete the organizer. Have them add a verb to each part of the body system, in order to write notes.
17 Make notes about the body system in Activity 16. To complete sentences in order to describe components, instruct students to select information from the Student’s Book and the Reader. Explain that notes are written using the main ideas: lungs – bring – oxygen. 18 Find a classmate that made notes about another body system and share your information. Tell students to stand up and walk around. After twenty seconds or so, call out “stop.” Students should then compare their notes to the person they are standing next to. If they have two different systems they become partners and sit down in the nearest available seats. Those who are still standing have the same systems and should begin walking around again on your command until you say “stop” for the second time. Repeat this process until students are matched with a partner. Partners should then compare notes, point out information, underline important facts, and use word repertoire suitable for this practice of language. Monitor discussions.
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Unit 3
Lesson 4
Performance Indicators: – Recognize the distribution of graphic and text components. – Recognize text arrangement. – Identify subject matter, purpose, and intended audience. – Recognize description of components. – Choose graphic resources to link text and images. – Write sentences from a model. – Organize terms and descriptions on a table.
Lead-in
Class
Ask students to stand on lines facing the back of the classroom. The last student in every row whispers a body part into the ear of the student next to them. The student who had the body part whispered to them now passes it to the student next to them in the same way as before, and so on down the team of students. When it gets to the last student to have the word whispered to them, they have to say what they think was whispered to them. If it is correct, then you may do some kind of celebration to reflect the joy of getting it right. On the other hand, it may be the complete opposite, or it may have metamorphosised into something totally unrelated and somewhat baffling.
Stage 1: I know 1 Name the parts of the body you know. Ask students to line up in alphabetical order according to their names (initial letter), then, ask them to share the names of the parts of the body they remember and write a list. Tell them to write as many parts as they can in five minutes. When they have finished, brainstorm their ideas and write them on the board. Answers may vary.
2 In pairs, label the diagram. How many words did you remember? Erase the board and ask students to label the diagram individually, when they have finished, ask them to work in pairs and compare their answers. After finishing that task, ask the pairs to join another pair and compare their answers. This way they would have completed and checked altogether. Check spelling by writing the answers on the board.
Student Book
p. 88-93
– Use language to reflect and act on one’s own and others’ physical well-being. – Rewrite simple sentences about descriptions in a conventional manner. – Add or remove information to improve a text. – Read and revise punctuation and spelling conventions. Materials: – Reader, Audio CD
Alternative Activity: Ask students to stand and walk around the classroom while you play some music. When the music stops, you say a body part out loud and they have to find a partner so as to put these parts together. For example, you say knee and they put knee to knee, etc. Time: 6 minutes.
Stage 2: I build 3 Read Pepe’s textbook. Then match the sentences on page 90. Ask students to open their Readers to pages 76-77 and elicit whether it is a narrative or informative text, and whether the illustrations are realistic or not. Then have them quickly find the following information about the body: size of the stomach, length of the small intestine, and length of the large intestine. Elicit whether they know how many lungs we have. Then ask if they know how many bones we have (if they know the answer, inquire about the number of bones in the spinal column, or in the arms or legs). Finally, write the following numbers at random on the board: 28, 2, 26, 30, 24, 6, 1. Have students open their Student Books to page 89. To recognize text arrangement, distribution, and description of graphic and text components, ask students whether it is a narrative or informative text, and whether the illustrations are realistic or not. Have them point out the images and the headings of each section, and the fact that it is arranged in columns. Read the Your Skeleton section of Pepe’s book out loud. Then ask students to read the section again, silently. Finally, ask them to add up all the bones to see if they are really two hundred and six. Have students write the names of the bones / parts of the body next to the numbers on the board.
Answers: head, face, arm, fingers, waist, leg, knee, foot
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Encourage students to write other random numbers and exchange papers with a classmate who must identify the corresponding part of the body. Read the Your Skeleton section of Pepe’s book out loud. Then divide the class into five parts, and have each part read one of the paragraphs out loud in unison. Elicit the blood cells that carry oxygen, the ones that defend the body against infection, and the ones that help in the clotting process, then elicit whether there are any other numbers mentioned in this part of the textbook (25 trillion, 250 million, nine), and what they refer to. Ask students to answer the questions on page 90. Monitor and check. Refer students to the Glossary on page 161 to clarify the meaning of words.
Answers: 2 f; 3 a; 4 e; 5 c; 6 b Alternative Activity: Take advantage of the activity to review numbers. You can dictate numbers randomly and ask students to write them in numbers and letters. Try to include the numbers in the activity (206, 28, 14, 26, 28, 120). Time: 5 minutes.
Lead-in
Class
Divide students into groups of six or eight; each group should stand in a circle facing each other. Explain that you are going to give commands and they have to follow them. Possible commands: nose to elbow, left hand to right ankle, nose to right knee, right foot to left knee, right hand on neighbors shoulder, etc. Playing this game will help students with vocabulary and balance at the same time! Getting students out of their seats and moving at least once in a class period helps students to get rid of pent up energy.
Stage 3: I think 4 Read the text in Activity 3 and answer the questions. Tell students to go to page 90 in their Student Books and silently read the extract from Pepe’s textbook again. To identify subject matter, purpose, and intended audience, ask the class what the purpose of the text was. Provide options for students to choose from such as narrative or informative. Elicit the answer that it was an informative text. Then ask what kind of information it gave. Students should respond that the information was about the body.
Next, ask students which two body systems were mentioned and allow them time to look back at the text to find the answer. After identifying the circulatory and skeletal systems, open a class discussion about whether or not they find this information interesting. Ask them to explain their positions and to write their answers and opinions in their Student Books.
Answers: 1 b); 2 information about the body; 3 Two systems: the circulatory and skeletal systems; 4 Answers may vary. 5 Read the text again and find the information. Ask students to count their fingers, their eyes, their eyebrows, their arms and legs; then, ask them if these things are easy to count (yes). Continue with the number of bones and the number of blood cells (the latter would be counted according to the number of cells in a certain amount of blood and then multiplied according to the amount of blood in the body). Elicit whether one can count blood the same way one can count bones or body parts (no). Have students discuss how one can count blood (liquid measurements, such as liters or milliliters). Ask students to work individually to answer the questions in Activity 3. Encourage students to answer in complete sentences. When they have finished answering they should check their answers with a partner. Monitor and provide individual help when necessary. Answers: 1 An adult human body has 206 bones. 2 The human body contains approximately five to six liters of blood. 3 There are approximately 250 million white blood cells. 4 There are twenty four ribs. 5 Blood Cultural Note It is important for students to reflect on their own and others’ physical well-being. Discuss the advantages of physical activity, the acquisition of physical skills needed to play a variety of sports, and the ability to relax. Physical activity should be seen as a lifelong pursuit that promotes a healthy lifestyle. You can also discuss sports that are popular in different countries.
6 Read the examples and match them to the correct sentence. Elicit examples of what several parts of the body do, for instance, the heart pumps blood, the stomach digests food, the brain gives instructions to the body, etc. Elicit the components of the sentences (subject + verb + complement).
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Write Blood is pumped by the heart on the board and elicit the difference with the other sentences. Students may notice the inversion of subject and complement, and the fact that the verb is different. Point out that this is the passive voice. Have students open their Student Books to page 91 and answer the questions in pairs. Then have students look at the verb list on page 181 and check the past participles of a number of verbs.
Answers: 1 a; 2 b; 3 a; 4 b 7 Circle the correct option. Using the information from the previous activity students should be able to complete the rule individually or with a partner. Check answers as a class and have them demonstrate the rule with a few examples. Try to come up with more examples with the class until the material seems to be clear to students.
Answers: 1 the receiver; 2 reverse the order
Stage 4: I practice 8 Match the description to the pictures. Elicit what the illustrations represent. Have students match the descriptions to the pictures individually. Check answers as a class. Elicit which items one can count (blood cells, skull bones) and those we cannot (blood). Answers: 4, 2, 1, 3
Lead-in
Class
Play a game of Charades with the students. Give them action words such as pumps, digests, send, carry, etc. that refer to the body parts mentioned in the lesson. Divide the class into two or three teams and elect students to take turns coming to the front to act out the clue given to them. The team to guess the most words correctly wins.
9 Group the parts of the body. Remind students that countable nouns are things we can count, for example, the number of bones, fingers, etc., and uncountable nouns are substances we can’t separate easily into different elements, for example, blood. Instruct students to open their Student Books to page 92. Have students work in pairs and classify the words into two groups. Monitor and check. Refer students to the Glossary on page 161 to clarify the meaning of words.
Answers: Countable: bone, skull, heart, vein, cell, stomach, small intestine, brain, muscle, vertebra, lung, esophagus. Uncountable: blood, bone marrow, urine
Alternative Activity: In order to remind students on countable and uncountable nouns, ask them to raise the right hand every time you mention a countable noun and stand and sit fast if you mention an uncountable noun. Some words could be water, sugar, hair, air, fruit, ham, milk, cheese, computers, students, bread, etc. Instruct students to open their Student Books to page 92. Have students work in pairs and classify the words into two groups. Monitor and check. Time: 10 minutes. 10 Label the parts of the body. Nominate individual students to identify each diagram. Have students work in pairs to complete the labels. Set a time limit to work and then check the answers. Answers: 1 stomach; 2 red blood cells; 3 brain; 4 human bone; 5 arm muscles Alternative Activity: You need two dice and instructions on the board. Write on the board: 1 right hand, 2 left hand, 3 feet; 4 stomach; 5 head; 6 back. You throw the dice and according to the numbers they have to perform an action. For example, 2 / 5 would be to put their left hand on the head of the students next to them. Time: 8 minutes.
Classroom Management: If students are not actively engaged in the lesson, they will become actively engaged in something else – disruptive behavior. 11 Match the sentence halves. Then complete them using the parts of the body in Activity 10. Now instruct students to use the information from the previous activity to complete the sentences. Tell them to work with a partner to first match the sentence halves, paying special attention to matching the subjects in the first halves to the correct verb conjugations in the second halves. To choose graphic resources to link text and images, once the halves are matched students must use the labels from the previous exercise. Check answers as a class and ask students what they notice about all five sentences. Elicit the answer that they are all written in passive voice. Answers: 1 Food is digested by the stomach. 2 Instructions are sent by the brain. 3 Oxygen is carried by the red blood cells. 4 Platelets are made by the bones. 5 The body is kept warm by the muscles.
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12 Read the notes. Write the complete sentences. Have students work in pairs and do a quick review of past tenses and past participles. To write sentences from a model, tell students they are going to read some notes and, based on these notes, they are going to write out complete sentences. Write the first example on the board (Carbon dioxide / carry / blood.) and ask the class how this information can be stated. They should see the example provided in the text and respond Carbon dioxide is carried by blood. Underline the word is and by and explain that they must add the appropriate form of the verb to be and by to show what does the action in order to write the sentences. Have them work in pairs and complete the sentences from the notes. Monitor and check. Have students mix up the sentences, for instance, Carbon dioxide is carried by the spine. In pairs, they tell each other the mixed up sentence, and their partner should correct it. Answers: b) Nutrients are absorbed by the villi. c) Clean oxygen is brought into the body by the lungs. d) The body and the rib cage are supported by the spine. e) Vertebrae are surrounded by a layer of cartilage.
Lead-in
Class
Have students turn to page 82 of the Readers and look at the Comprehension Questions. Check understanding and ask them to work in pairs and answers the questions. Ask students to share and compare their answers with another pair of students. Check answers as a whole class activity by reading the questions a loud and having different students read out their answers. Have the rest of the class agree or disagree. Check answers in the Reader Answer Key on page 171 of the Teacher’s Guide.
Classroom Management: Listening skills are important. Point out that before they listen, they should try to think about what they expect to hear.
Stage 5: I can 13 Listen to Myslim talk about the skeletal system and take notes about the spine and the muscles. Inform students that they will listen as Myslim explains the skeletal system. To rewrite simple sentences about descriptions in a conventional manner, have students listen and take notes. Pause the CD if necessary. After 16
taking notes, ask them to get together in pairs and compare their notes. Answers may vary. 16 Alternative Activity: To help students develop their listening subskills, such as listening for gist, specific information, inferring, predicting, etc; perform the activity this way: Play the audio and ask them to tell you what the general idea is (the skeletal system). Then ask them to listen again and write down as many words as they can related to the systems. In pairs, they discuss the possible meanings or spellings of these words. Then ask them to open their books, listen again, and answer Activity 13 by taking notes on the spine and muscles. In pairs, check the answers. Once they have notes, relate the activity to speaking. Ask them to work in pairs and using their notes paraphrase what Myslim said about both topics. This way they can follow their notes. Monitor and help with pronunciation or lexis. Time: 15 minutes.
14 Listen again to Myslim and label the diagram of the skeletal system. To choose graphic resources in order to link the text and images, students listen again and label the chart of the skeletal system. 16
Answers: 1 ribs / rib cage; 2 vertebrae; 3 spine 15 Add information about another body system. To determine the number of descriptions necessary in relation to images, have students sketch a diagram and label the components of the body system. Alternative Activity: You can suggest your students using a process for adding or removing information to improve the text. Ask them to choose the system they want to talk about; brainstorm words related to the topic and write them down; write sentences using the models of passive voice Object+ be+ past participle+ by + subject. Check any word they do not know in a dictionary or with their partners. Time: 15 minutes.
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16 Work in groups. Complete the information. Tell students to stand up and walk around. After twenty seconds or so, call out “stop.” Students should then compare their diagram to the person they are standing next to. If they have the same systems, they become partners and sit down in the nearest available seats. Those who are still standing have different systems and should begin walking around again on your command until you say “stop” for the second time. Repeat this process until all students are matched to a partner. Pairs then work together to complete information about their body system, writing complete sentences about the labeled diagram. They should then get together with another pair with the same body system, and compare their texts, adding or removing information to improve it, rewriting sentences in a conventional manner, and revising punctuation and spelling conventions. Answers may vary.
Alternative Activity: Have students form an inner and an outer circle. Play music while they walk around in their circles. When the music stops they face a partner (inner and outer circles) and talk about a body part or system you say out loud. They can use their notes. Time: 10 minutes.
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Unit 3
Product 2 Charts of the Human Body Systems
Performance Indicators: – Select a system in the human body. – Search and choose information from various sources. – Select a chart to organize the information. – Write notes to explain the components of the chart. – Use graphic resources to link the components and their notes. – Edit the notes of the chart to write the final version.
Lead-in
Class
Stage 1: I get ready 1 Write the system of the body and two parts of the body. Instruct students to open their Student Books to page 94 and write the name of the system of the body and the parts of the body.
Stage 2: I plan 2 Work in groups. Select a system in the human body. To select a system in the human body, draw a graphic organizer on the board; have students complete it with the names of the different systems. Divide students into groups of three and have them select one of the systems. 3 Search for information from different sources. To search and choose information from various sources, tell students that they will have to search for information from different sources. Have them make a list of sources, and decide who will search for each source. 4 Make a list of the information you will include. Once they have the information, they need to decide which facts they find the most interesting and create a list. This list will be the information that they need to share with the rest of the class during their presentation. Emphasize that it is always a good idea to start off with an attention grabbing fact, something that will surprise their fellow students, so that the class will be interesting in hearing more. Ask each group to identify an attentiongrabbing fact so that they can include them in their presentation to maintain the interest of the group.
Student Book
p. 94-95
– Adjust language in accordance to intended audience and purpose. – Correct mistakes. – Write a final version. – Examine distribution of graphic and text components. – Compose sentence to write notes. – Mark and solve doubts.
5 What materials will you need? Make a list. Now that students know what information they want to convey they should consider the materials they will need to do so. Each group should create a poster so create a graphic organizer on the board beginning with the word poster. Students should volunteer ideas about what is needed to create a poster and you should write their suggestions on the board in an appropriate place on the graphic organizer. Examples: markers, pens, pencils, colored pencils, tape, scissors, a ruler, etc. emember Next class students need to bring their material.
Lead-in
Class
Since students will be working with charts this warm-up helps them recognize the organization of information in rows and columns (lines). Students must be seated in organized rows (at least four by four). Have the front row of students stand. Ask simple questions like What pumps blood through our bodies? Students raise their hands (or blurt out answers) and the first person to answer correctly may sit down. The last standing student’s line (front-to-back) must stand and the game continues until 3-4 rows / lines have played. You can use diagonal rows if the same person gets stuck standing each time. To end, ask a really simple question (e.g. “What’s your name?”) directly to the last student standing. Variation for small group: the whole group stands and may sit one by one as they raise their hands and answer questions.
Stage 3: I do 6 Select a chart to illustrate the information about the body system. To select a chart to organize the information, have students select an appropriate chart (e.g. respiratory system, circulatory system, etc.), examine the distribution of the labels on the chart and label the different parts of the body.
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7 Write notes to explain the information in the chart. To write notes to explain the components of the chart and use graphic resources, students should write notes to clarify information about the part of the body they selected. They must determine the number of descriptions necessary in relation to the images they have chosen and the language in accordance to the intended audience. Ask them to mark and solve doubts. Once they agree on the notes, they should be written out as complete sentences, and punctuation and spelling conventions revised.
Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so students:
– Can answer questions in order to give a description. – Can rewrite and compose sentences. – Can organize terms and descriptions into a table. – Can compose sentences in order to write notes. – Can verify spelling conventions in order to edit notes.
Stage 4: All ready to share 8 Display your chart for the class to read. When teams are finished creating their charts, they should be shared with the rest of the class and displayed in a prominent place in the classroom.
I learn
Ask students what they can do now that they couldn’t do at the beginning of the learning environment and listen to their responses. Encourage them to identify the activities that they found especially helpful during the process of making the product. Then have them answer the I learn box. Explain that its purpose is to assess their performance while making the product in order to improve weaknesses and reinforce strengths during the process. Briefly have them discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress.
To formally assess this learning environment go to page 159.
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100
AR_TG1_pp075_100_U3.indd 100
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Is aware of language as a means to carry out enjoyable activities.
Learns to work in a respectful way and in cooperation with others.
Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes.
Participates in language games to work with specific linguistic features.
Reads and rewrites informative texts from a specific field.
Global Assessment
NEEDS IMPROVEMENT = NI • The learner fails to understand the main idea and details from a variety of oral and written texts. • The learner demonstrates little understanding of information from different texts. • The learner finds it difficult to produce coherent texts. • The learner shows little interest in differences between his/ her own and foreign cultures. • The learner shows little interest in expressing opinions and judgments about relevant and everyday matters. • The learner shows little interest in participating in different communicative situations. • The learner demonstrates little improvement in maintaining communication. • The learner needs permanent teacher support to work.
Fill in each performance indicator using the abbreviations below
Reflects on his / her and others’ physical well-being.
GOOD = G • The learner attempts to acknowledge the main idea and details from a variety of oral and written texts. • The learner demonstrates some understanding of information from different texts. • The learner needs some teacher support to produce coherent texts. • The learner is aware of the differences between their own and foreign cultures. • The learner shows some interest in expressing opinions and judgments about relevant and everyday matters. • The learner shows some interest in participating in different communicative situations. • The learner demonstrates some improvement in identifying ruptures in communication and uses strategic means to re-establish it when required. • The learner needs some teacher support to edit his/her classmates’ and own texts with the correct grammar, spelling, and punctuation.
Enjoys learning.
Learns to evaluate his / her strengths and weaknesses.
Is aware of the importance of language as a means to get to know his / herself and his / her surroundings.
Continuous Assessment LE 2
Continuous and Global Assessment Chart Continuous Assessment LE 1
VERY GOOD = VG • The learner acknowledges the main idea and details from a variety of oral and written texts by using his/her knowledge of the world. • The learner understands and uses information from different texts. • The learner produces coherent texts, which respond to personal, creative, social, and academic aims. • The learner shows respect for the differences between his/ her own and foreign cultures. • The learner expresses opinions and judgments about relevant and everyday matters. • The learner participates in different communicative situations appropriately. • The learner maintains communication, identifies ruptures and uses strategic means to re-establish it when required. • The learner edits his/her classmates’ and own texts with the correct grammar, spelling, and punctuation.
w Assessment Criteria
General Comments
Student’s Name
All Ready! 1 Unit 3
Unit 4 Learning Environment 1: Familiar and Community Social Practice: Understand and incite oral exchanges regarding leisure situations. Specific Activities: Exchange likes and dislikes in a dialogue.
Learning Environment 2: Literary and Ludic Environment Social Practice: Understand and express differences and similarities between cultural features from Mexico and English-speaking countries.
Product: Interview
Specific Activities: Read and perform songs in order to recognize human values in English-speaking countries and Mexico.
At the end of this environment students will:
Product: Recital
• recognize behaviors that help people understand each other in a conversation. • be able to ask for more information. • make sentences. • make questions. • understand what is going on to start a conversation.
At the end of this learning environment students will:
• understand the main idea in a song. • make and answer questions. • use words I know to compare information. • sing a song. • detect important elements tosing a song.
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Unit 4
Lesson 1
Performance indicators: – Revise likes and dislikes in a dialogue, using context clues, with the teacher’s guidance. – Listen to likes and dislikes about leisure activities (e.g. hiking, dancing, singing, painting, etc.) in a dialogue. – Observe and comprehend non-verbal communication. – Identify subject, matter, purpose and intended audience from previous knowledge. – Recognize situations in which likes and dislikes are shared. – Understand central sense and main ideas of likes and dislikes in a dialogue, with the teacher’s guidance. – Anticipate the central sense from known words and expressions. – Reflect on ways to express likes and dislikes. – Establish structure of enunciation.
Lead-in
Class
Activate students’ schemata on the topic of this unit (likes and dislikes) by carrying out a brief discussion on dates related to free time. Write on the board a date like: December 24, February 14, or any other well-known holiday. Tell the students why you like that specific date. Ask if someone knows what “TGIF” means; (they are the initials of a well known phrase in the American culture meaning Thank God it’s Friday). Encourage students to discuss about everybody liking Fridays better than Mondays. Ask students to write days, dates, months, and years with a special meaning to them in their notebooks. At random, ask different students which dates they wrote and why they like them. Then ask if there is a particular day or month they dislike and to explian why.
Cultural Note When writing dates in the United Kingdom the most common use is to write them in this order: day / month / year. For example: 14th of February, 2012. In contrast, in American English the month always comes first and dates are written month / day / year. For example: February 14th, 2012.
Stage 1: I know 1 What are these texts? What are they used for? Have students open their Student Books to page 98. Ask students to identify the topic of the reading
Student Book
p. 98-103
– Identify words used to link ideas. – Recognize behaviors adopted by speakers to give further detail and confirm comprehension. – Organize sentences in a sequence. – Compose sentences to express likes and dislikes. – Use linguistic resources to confirm comprehension. – Recognize points of view in favor or against. – Use language to socialize and foster interpersonal relationships. – Use language to share common interests. – Convey likes and dislikes in a dialogue with teacher’s guidance. – Revise sentence types. – Recognize question tags and connectors (and, but). Materials: – Reader, Audio CD (subject-matter) and who they believe the intended audience is. Ask: What kind of texts are these? Where can we find them? Have you ever tried any of these tests? Do you enjoy taking these tests? Try to elicit as much vocabulary as you can from the students (internet, magazine, psychological, personality, memory quizzes / tests). To recognize situations in which likes and dislikes are shared, tell the students that these tests are similar to interviews.
Reader
T eenagers are the Future of the World
p. 85-94
Have students open their Readers to page 85. Ask for a volunteer to read the title. Brainstorm possible contents of the chapter based on the title. It is important to help students notice that they can anticipate the central sense from known words and expressions. Tell students to look at pages 87-94; then, ask: What is the difference between the first two pages and the other pages? Have students identify the difference in register and point out that when something is written in third person it has a more formal feel opposed to something written in first person. The busybody booklet may grab their attention, but do not let them stay on that page too long; encourage them to browse through the whole reading. Then, ask students to circle any numbers they see and model how they are said before they begin to read. Most language learners tend to pay little importance to the pronunciation of numbers. To observe and comprehend non verbal communication, have students notice the importance of numbers in their daily lives
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and the importance of how numbers are said in English. Certain numbers can be easily expressed with the aid of body language (non-verbal communication) like pointing three fingers to say three. However, it is very important to focus on their correct pronunciation. Tell students to go back to page 85, tell them you will share the reading with them. Read out loud page 85, ask a volunteer to read page 86, and so on. Ask some general questions about the text: Which two specific countries does the text mention? Do you think a teenager wrote this? Make pauses whenever you feel there might be vocabulary that seems challenging for the class. Stop on page 91 and ask students to answer the internet quiz. Finish reading and ask students to reflect on the information given on the text. Ask: Have you ever filled in a busybody booklet? Is there a busybody booklet going around in the classroom? Ask students to answer the Comprehension Questions on page 95. Check answers in the Reader Answer Key on page 172 of the Teacher’s Guide.
Lead-in
Class
Tell students that they are going to play a game called Back Drawing. Divide the class into pairs. One member of each pair must close his eyes. The other student is the artist. Draw on the board simple shapes. The artist should finger trace the same shapes on his partner’s back; the other student should guess what is being drawn. These are some possible shapes to be drawn: a heart, a question mark, a star, a square, a circle and a triangle. Do not write the words on the board, just shapes. Now, move on to numbers. For example: 8, 10, 100. Then make it more difficult, write 20%, 50%. After a short while students change roles.
Stage 2: I build 17 2 Listen to the conversation and number the following sentences in the order you hear them. Have students open their Student Books to page 98 and ask them to look at the pictures. Read the instructions and tell them they are going to listen to a conversation between Fiona and Alicia and that they will be talking about leisure activities. Write leisure on the board, check pronunciation and give examples. Ask students to look the word up in the dictionary if meaning remains unclear. Then ask them to look at the picture of two girls on page 99, ask: Who do you think is Alicia and who is Fiona? What is the girl holding?
What do you think they are talking about? Next, direct their attention to the utterances they must place in order and ask them to read them out loud. The intention of this activity is not for students to memorize the dialogue; it is for students to recognize behaviors adopted by speakers to give further detail and confirm comprehension and agreement. Numbering the paragraphs helps student develop awareness of the structure of enunciation, Hey Fiona is very unlikely to appear at the end of a conversation. Elicit why they only have three sentences in the exercise. Tell them: You will be listening to likes and dislikes about leisure activities. Then, have students close their books and play the CD. Once they have listened, tell them to open their Student Books to page 98 and put the sentences in order. Check answers and make a brief reflection on the importance of sequencing sentences in a conversation, like it is always important to start with a greeting, for example. Refer students to the Glossary on page 162 to clarify the meaning of words.
Answers: 3; 2; 1 3 Listen again and write the name on the quiz. Write T for True and F for False. Ask students to look at the pictures and to describe what kind of text it is. They should easily recognize it as a magazine test or quiz, like the ones they’ve seen in their Readers. Tell them to observe the different categories: indoors, outdoors, technology, sports, and the subcategories under them. Before playing the CD, ask studens to retell the content of the conversation between Alicia and Fiona. Ask: Who answered the test? and have them write the name on the quiz. To recognize points of view in favor and against, direct their attention to the True or False activity. Read the questions together. It is important that you draw students’ attention on how the girls express their points of view in favor and against different leisure activities. Play the CD and have students listen again to the recording to fill in Alicia’s information. Check their answers orally and ask them to think on the activities they like to do in their free time. Question students on their preferences. Students should answer freely; ask about other activities that may not be included. Examples: Do you like skating? Do you like playing video games? Do you like shopping? Do you like to do homework? Do you like helping out with house chores? Refer students to the Glossary on page 162 to clarify the meaning of words. 17
Answers: 1 T; 2 F; 3 T; 4 T
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4 Listen one more time and write the expressions used to confirm that the person is understanding. Ask a student to read the instructions out loud and ask for a volunteer to explain what they have to do. With this small exercise, make sure your students understand what is expected from them, and explain that you’re modeling the activity. Just as you asked them to show you that they had understood the instructions, when people are talking, the speaker expects some cue from time to time from the listener to know that he’s being understood. Elicit what kind of cues students use in their mother tongue. This activity will help students recognize pieces of language that confirm comprehension. Play the CD again and ask students to answer the questions in pairs. Monitor and help students, the answer may not seem so obvious to them, discuss the first one and then elicit the rest of the answers. 17
Answers: 1 OK; 2 That’s true; 3 Right; 4 Oh!
Stage 3: I think 5 Read the sentences and circle the words that follow the verbs. What do these words have in common? What is different? Divide the class into pairs. Ask students to open their Student Books to page 99. Have a volunteer read out loud the instructions; then, slowly read the first two sentences. Ask: What verb do these two sentences share? (like). Then, elicit what is different in each sentence. Both sentences use the verb like, but the first one is followed by an infinitive (to + verb), and the second one by a gerund (-ing). Explain that both sentences have a similar meaning and that both are correct ways to express likes. Then, write the next two sentences on the board and have another volunteer read them. Ask: What do these two sentences have in common? Tell them to underline the action word and then circle the word that follows. Give them a few seconds to reflect on the characteristics of the verb like, when you use this verb you can both have an infinitive or a gerund next to it. Other verbs used to express likes (enjoy, love) will use an –ing word. This will help students reflect on ways to and understand express likes and dislikes. Answers: 1 to read; 2 reading; 3 texting; 4 watching 6 Look at these sentences and answer the questions. Ask for volunteers to read the two sentences out loud and then read the two questions. Have students think of the answers and write them on the board. Advice
students to reflect on what they have seen in Activity 5. Ask students: What is different in the first sentence? (that it is a negative one), this is the clue to answer the next question. Explain that don’t + like is a formula to express dislike and hate is another one. Write them on the board and elicit which might express a stronger dislike. Help students practice composing sentences to express dislike by asking them what kind of food they don’t like and which kind of food they simply hate.
Answers: 1 chatting, spending; 2 dislikes
Lead-in
Class
Brainstorm the name of different activities you can do in your free time and write them on the board. Students can go back to page 98 and check the personality quiz to get some ideas. Ask for volunteers to come to the front and mimic their favorite leisure activity. The rest of the students have to raise their hands and say their guess. When a student guesses right, then he comes to the front and mimics his favorite activity.
7 Underline the question that requires a Yes or No answer. Circle the question that requires you to give information. Ask students to go to page 100. Have a student read the instructions. Then tell them to read silently the two sentences. Ask: What is the difference between the two questions? What is the difference between the two answers? Have students underline the first word in each question. Give them a couple of minutes to do the exercise and then ask students to share their answers and their views in relation to the two types of questions. Ask students to read the questions again and ask: Which of them is useful to obtain more information and details? (the second one). Next, tell students you will go through different kinds of questions. Draw a chart on the board. First, write Closed ended questions and explain that this kind of questions only has two possible answers. Write an example and elicit other examples from students. Secondly, write on the board Open ended questions, and explain that these questions require a more detailed answer. Write the first example and address a student: Where do you live? After the student has answered explain that a yes-no answer was impossible for this question, so the question was open to many answers. Ask students to give you some examples of open ended questions. Finally introduce the concept of question tags. Say: You understand, don’t you? Then, write Tag questions on the board. Explain that these questions
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actually begin with a statement and at the end they have another question (tag) added. Tag questions will be seen later in lesson 2, so don't go into a full explanation at this point.
Answers: 1 underlined; 2 circled 8 Look at these sentences and answer the questions. To identify words used to link ideas, read the two sentences out loud, stressing the connectors and, but. Then, read the questions and ask students to answer them. Check as a class and write examples on the board: I like to exercise, but I don’t like to swim. I like fruits and I like desserts. I don’t eat meat, but I do eat fish. Underline the linking words and ask students to make sentences with their personal information in order to practice. Explain that these words are called linking words or connector because they are used to link or connect two ideas. Answers: 1 and; 2 but Alternative Activity: Ask for some volunteers and tell them that you will play a game. Make all volunteers stand in front of the class, tell them that you will say something true about you using the word but and the following student should repeat your sentence adding his or her own, but using the word and. The following student repeats the two sentences and adds his or her own idea using but, and so on. For example: I like sandwiches, (next student) but I don’t like bananas, (next student) and I like ice-cream… Time: 5 minutes 9 Complete the sentences. This activity is meant to help students reflect and synthesize the different contents seen so far. Help them think on their own, don’t just provide the responses at once. Have a student read the first sentence and elicit the answer from the class. Make them notice that the first sentence refers to positive feelings, as opposed to the second sentence. Students will need to practice using these verbs to be completely aware of the way they are structured. Ask for examples and have students say sentences expressing their likes and dislikes. Divide the class in pairs, ask the students to do the rest of the exercise. When they have finished, have students share their answers.
Alternative Activity: Play a game to help students get further practice on expressing their likes and dislikes. Write on the board the following sentence: I like knitting and cooking, but I don’t like playing video games. Ask for a volunteer to explain which are your likes and dislikes as stated in that sentence. Practice asking the question: Do you like x? Then ask students to follow your model and write a similar sentence expressing their very own likes and dislikes on top of a sheet of paper. Next, tell them they will have five minutes to go around the classroom asking their classmates about their likes and dislike. When the time’s up, ask students to count the number of classmates they wrote on their piece of paper. The winner will be the student who found more classmates with who he or she shares a like or dislike. Time: 10-15 minutes
Stage 4: I practice 10 Listen and check (3) the personality quiz for Ben. Ask students to open their Student Books to page 101 and take a look at the Internet test. Ask them if they believe the test is meant for adults, teenagers, or small children. Have them circle the words that are not clear to them. Probably knitting, texting, surfing, and hiking may be unknown to them. Write them on the board and instead of giving explanations try miming them for students to guess. Then have students work in pairs and play the CD. When the audio is over ask: What kind of things does Ben like to do? Require students to raise their hands to give the answers. 18
Answers: 1 walking the dog; 2 paying basketball or soccer; 3 playing video games
11 Complete Sissy’s personality quiz results with and or but. Elicit the difference between and and but from students, then ask them if they remember what type of words they are and what they are called (connectors). Say something that may point out a situation in which likes and dislikes are shared. For example: I like chocolate and ice-cream, but I don’t like lemon pie. Elicit a situation that may be similar to your example. Then ask them to complete Sissy’s personality quiz on their own, and later to check their answers with the person next to them. Answers: and; and; but; and
Answers: 1 like, hate; 2 –ing; 3 Do, What; 4 details; 5 and, but
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12 Complete the conversation. Follow up the previous activity by asking students if they share Sissy’s likes and dislikes. Encourage students to freely express their points of views on free time activities. Ask: What do you enjoy doing on your free time? To convey likes and dislikes in a dialogue with teacher’s guidance, provide practice by modeling a similar activity on the board. Write this text with information about Ben, leaving the gaps empty: My name is Ben and this is the result of my personality quiz: I like walking the dog (but) I (don’t like) knitting. I like playing soccer (and) I love playing video games. Have different volunteers come to the front to complete the text with the information they heard in the last activity. If necessary, play the CD, track 18 once more to refresh the information. Next, direct students’ attention to the paragraph in Activity 11; tell them that they are going to do this activity using Sissy’s answers, have them do it pairs. When they have finished elicit the answers from the class. Then, ask for a volunteer to be Sissy and another who will be Ben; role plays the conversation. When you have finished, ask students to pair up differently, instead of working with the person next to them it could be the person behind them, then do the role play. Answers: do you like to do; like cooking, drawing; like playing; don’t; you like doing; do; and
Lead-in
Class
Explain to students that they are going to participate in a contest. To use different linguistic resources to confirm comprehension, they will ask each other questions but they cannot answer with yes or no. They can only say of course, that’s true and right (for yes); and, of course not, that’s not true, and wrong (for no). The rule is they can only use each expression once. Nodding, saying aha! or nope is not valid. Let students practice for one minute before they start asking each other questions, but insist they cannot say yes or no.
Stage 5: I can 13 Take the quiz. Check (3) all the activities you like and find out which category fits you best. Have students go to page 102 on their Student Books. Elicit what kind of document they see on the page (magazine personality test or quiz). Then write on the board easygoing, outdoorsy, artsy, techno, social, ask students if they understand what each category means. Ask them to provide examples. Go through the different activities on the quiz and verify comprehension.
Explain that they will take the quiz and that they should check all the activities they like. Once they have finished, ask them to exchange their results with a partner. Students discuss their answers. According to the test, the box with more checks is the category they fit in. Start a class discussion on whether students agree with their category or not, and how accurate magazine quizzes can be. This should prove a very good occasion to help students participate pertinently during an opinion exchange to share common interests. Refer students to the Glossary on page 162 to clarify the meaning of words. Answers may vary.
14 Write a short paragraph about you based on your quiz results. Use Ben’s paragraph as a model. Ask a student to read out loud Ben’s paragraph. Explain that this is first person, and that it is used whenever we need to express our feelings, likes, dislikes, and personal opinions. Ask students to write their paragraph in the space provided expressing their likes and dislikes. In pairs students read each other’s paragraphs. Ask for volunteers to read their paragraph out loud. 15 Work in groups and discuss your likes and dislikes according to the quiz in Activity 13. Ask follow up questions. Ask students to work in groups of three or four; do not accept bigger groups. This activity will be a good opportunity for students to share common interests, socialize, and foster interpersonal relationships. Encourage students to talk about food, celebrities, and habits, like sleeping-in on weekends, or having midnight snacks, for example. You can also help them out by asking what programs they like to watch, or which types of movies they prefer. Insist they express clearly what their preferences are. To revise likes and dislikes in a dialogue, using context clues, with the teacher’s guidance, stress the importance of follow up questions and the natural turn taking when speaking, paying attention and showing interest. Examples of this are: looking at people directly in the eye, giving undivided attention, showing interest with expressions such as OK; interesting; right; Oh! emember Next class you will need: ten to fifteen teacher-made flashcards with pictures or drawings of different occupations.
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Unit 4
Lesson 2
Performance indicators: – Identify speech register. – Convey likes and dislikes in a dialogue with the teacher’s guidance. – Anticipate the central sense to strike up dialogues. – Compose sentences to express likes and dislikes. – Include details in main ideas. – Express point of view in favor and against. – Ask and answer questions to solve doubts. – Use non-verbal communication. – Recognize the appropriate time to interrupt. – Practice and follow rhythm speed and pronunciation. – Start a dialogue. – Practice answer and ask questions to solve doubts. – Establish the structure of enunciation.
Lead-in
Class
Divide the class into two teams and ask them to brainstorm different occupations, write their guesses on the board. Then, ask for a volunteer to pick out a card, but he must not show it. Ask closed ended questions about the occupation. Example: Does this occupation require a uniform? Do they work indoors? Does the occupation require special training? Engage other students to asks questions, but explain that all the questions must be closed ended. Tell them that this was only an example, but that now teams will compete against each other. One student picks out a card; and then his teammates ask up to five questions to guess the occupation. You will need to keep a record of the number of questions they asked. Advise students to take turns when asking questions, it may be very confusing if they all speak at the same time. Also, encourage students to formulate very specific questions to anticipate the central sense of the words since they have no context. Then have the other team play. The team that guessed more words wins.
Stage 1: I know 1 Who are these celebrities? What do they do? What do you think they like doing in their free time? Ask students to open their Student Books to page 104. Give them a few minutes to look at the page. Ask them what they expect the class to be about, if they recognize any of the celebrities on the page. Have a volunteer read the instruction. If a students does know one of the celebrities ask him or her to explain who that
Student Book
p. 104-109
– Recognize acoustic features: pauses, interruptions, rhythm, speed and pronunciation. – Use language to respect the rules of oral exchanges. – Use language to participate pertinently during exchanges. – Recognize syntactic differences between British and American varieties. – Recognize question tags and connectors (because). Materials: – Reader, Audio CD – Celebrities profiles, teacher-made flashcards (occupations), biographies (information about hobbies)
person is. Ask general personal information about the celebrities in the student book, usually students become more eager to share this type of information when they think you do not know who they are. Encourage students to express their points of view in favor or against them, their music, their movies, their life styles, etc. Make a pause and direct students’ attention to the behaviors naturally adopted by speakers when giving further details.
Answers: Fergie; Jaden Smith; Justin Bieber
Stage 2: I build 19 2 Listen to the conversation and match the hobbies to the celebrity. Ask students to pair up with the person sitting next to them. Then, direct student’s attention to the three boxes in the book. Read the instructions and have them silently read through; then, in pairs have them guess which celebrity likes to do the things mentioned there. Elicit ideas and opinions from students; they should express their points of view reacting to what other students have guessed. Play the CD. Tell them to listen to the conversation and then match the columns. When they have finished answering ask some follow-up questions, like: What does Fergie like? Which sports does Jaden Smith like to practice? What instruments does Justin Bieber play? Who were the two people in the second conversation? Did you notice a difference between the two conversations? Do you think you speak differently to people your age and to people who are older than you?
Answers: 1 b; 2 c; 3 a
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Stage 3: I think 19 3 Listen again and write the first sentences used to start each conversation. Ask for a volunteer to read out loud the three sentences of the activity. Play the CD one more time and have the students compare their answers with the student stting behind. To identify speech register, ask students to reflect on how we address, or talk to, different kinds of people (your teacher, your mother, a friend, etc.). To help them distinguish formal language and informal language, using the three sentences above have students place an F in front of what they believe are formal questions and I in front of the informal questions. Next, ask students to share their common interests with the person behind them: Who is their favorite actress, singer, author? Then ask students to share their answers with the class. Interrupt students on purpose when they are talking. For example say: Sorry for interrupting, but was that the actress in X movie? Try to interrupt two or three times, this is to have students recognize when it is appropriate to interrupt a person. Ask them to reflect on it and write on the board when it is appropriate and how to be polite when interrupting. Students may come up with different ideas. To recognize the appropiate time to interrupt, show them these strategies. 1 When the speaker pauses or takes a deep breath: Show your undivided attention, look the speaker in the eye and wait for a natural pause to interrupt. Then say what you need say quickly. 2 After the speaker has finished a thought or a statement. 3 When you need to say something be polite and say something like: Excuse me, we need to go, the bus has arrived. / Sorry for interrupting, would someone like a glass of water? Please continue. To use language as a means to respect the rules of oral exchanges, brainstorm with students how and when we interrupt conversations. Ask for volunters to provide examples.
Answers: 1 Hi. I see you are reading a music magazine. 2 Hi! Can I talk to you about your favorite celebrity? 3 Do you mind if I ask you a question? 4 Label the parts of the conversation with words from the box. To get students to understand the structure of enunciation, ask students to read the conversation silently. Then get a volunteer to read A and another volunteer to read B, they do not necessarily need to have been working together. Then, explain the activity so students can label the conversation on their own. Discuss briefly how this applies when we greet people.
Establish differences between politeness (greeting, and closing a conversation) and impoliteness (not greeting, and cutting off a conversation and leaving rapidly). Check answers as a class.
Answers: 1 opening; 2 body; 3 closure 5 Look at the sentences and underline the reason given in each sentence. Then circle the word that comes before the reason. Have a student read out loud the instructions. Tell students to answer in pairs. Then write on the board the two original phrases that were combined to make that sentence. Write the first as follows: 1 I like Fergie. + She is an amazing singer. Ask for a volunteer to go to the board and do the same with the second sentence: 2 I don’t like American Football. + It is boring. To include details in main ideas, explain that the word because serves to give a reason for someting. In pairs ask students to write similar sentences on their notebooks using because. Have two or three students write their sentences on the board. Answers: underlined: 1 she's an amazing singer; 2 it is boring; circled: because
Lead-in
Class
Greet the class and have students open their Readers to page 93. Lead a short discussion about your students’ own likes and dislikes regarding the topics shown on the year 2000 survey. Ask them questions regarding whether they like or dislike doing these activities; and if they like doing them, for how long do they carry them out? Encourage students to provide descriptions and details by asking questions such as: So you do like reading magazines, what kind of magazines you read? How often do you read them? Is there a special section or author you like? Is there a particular magazine you don’t like? If you like listening to FM radio, what is your favorite station? Is there a radio show you never miss? What is the best pop music radio station? etc.
6 Look at the questions. Circle the open question. Underline the question tag. Tell students to open their Student Books to page 106. Read the instructions and ask a volunteer to read the two questions. Ask students if they can remember what an open question is. Remind them about the clue open; this indicates that the answer is open to many different answers (as opposed to closed ended questions). Ask students to identify and circle the open question. Elicit from students the answer. The open ended question is: Who is your favorite celebrity? This question accepts many possible answers depending on each person’s preferences.
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Then, it is clear that the other question is the question tag but, What is a question tag? Ask students to analyze the question and see if they can remember what you mentioned previously about this kind of questions. Ask: How many parts do you see in the question tag? Help them remember that a question tag refers to a statement followed by a mini-question (question tag). Identify the elements. The statement is: You like Justin Bieber, and the question tag is: don’t you? Ask students to reflect on what function the question tag has. Explain that we use question tags at the end of statements mainly to ask for confirmation. They mean something like: Am I right? or Do you agree? Point out that when the information is affirmative (You like Justin Bieber) the question tag is negative (don’t you?). Ask students to think: What happens when the information is negative (You don’t like Justin Bieber)? In this case the question tag becomes positive (do you?). Provide some practice for question tags. Write a couple sentences on the board like: You like rock,…? You don’t like chocolate,…? You like reading,…? Have some volunteers come to the board and write the question tags. Point out that the comma is an important element to signal the two different parts of these sentences.
Answers: 1 circled; 2 underlined 7 Complete the following sentences. Remember this activity is intended to promote reflection, so you should try to make students arrive to the correct answers thought different means (like explaining, providing examples, and making questions), rather than just give away the answers quickly. Read out loud the first sentence and ask students to freely volunteer to call out the answers to the gaps. Then ask another volunteer to read the second sentence, and another volunteer to read the third one. Give students a few minutes to fill in the gaps on their own. Then have them check their answers with the person next to them.
Answers: 1 middle, end; 2 because; 3 question tag
Stage 4: I practice 8 Listen to the conversation and complete the sentences. Ask students if they recognize the girl in the picture. She is Taylor Swift, a very famous American country singer. Say: Taylor loves playing the guitar. She likes singing in big arenas. Elicit what the listening might be about. Help students anticipate the central sense of a conversation from known words and expressions. The 20
word guitar, for example, will make it easy to predict that the conversation will be about music. Ask students to say a couple sentences about likes and dislikes, and make other students infer what they can talk about according to the presented information. Have students close their Student Books and play the CD. When the recording ends, ask students to open their Student Books to page 107 and to work with the person sitting behind them, to fill in the blanks. You can play the recording again with their books open. Elicit the first answer and write it on the board. Then ask for some volunteers to share their answers on the boards. Refer students to the Glossary on page 162 to clarify the meaning of words.
Answers: isn’t she; singing, dancing; because; she likes hanging out; You like 9 Circle the opening and the closing in the conversation in Activity 8. This exercise is intended to reinforce dialogue structure. Elicit from students if they remember ways to be polite in a conversation. How are you supposed to start? (With a greeting). This would be the opening, that means, a line that literally “opens” the conversation. Then, ask them what happens when all that had to be said, has been said. They close, or end, the conversation. People usually close a conversation by saying goodbye (farewells) and thanking, and by doing this the people taking part in the conversation understand that it has come to an end. Answers: Opening – Hi! Can I talk to you about your favorite singer?; Closure - Oh, cool! Thanks for talking to me.
10 Role play the conversation with a partner. Divide students into pairs. To practice and follow rhythm, speed, and pronunciation, explain they will act out the conversation in Activity 9. Ask students if they would feel more comfortable if they listened again. If so, play the CD once more. This will aid pronunciation. In order to build confidence, ask for a volunteer to act out the conversation in front of the class with you. Tell them they will do the same. After a short while, ask students to change roles so they can practice both conversations. While modeling the conversation, focus on the phonic elements of the text. Bring students' attention to the acoustic features of the dialogue, such as the pauses, interruptions, rhythm, speed, and pronunciation. Explain that to be understood while speaking in any language, you need more than just the correct words and grammar structures. Performance is a very important element of communication. With this in
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mind, act out the dialogue one more time and ask students to explain how these elements can help them improve their ability to communicate in general.
Lead-in
Class
In pairs, ask students to reflect on how much non-verbal communication they use in their daily lives and under which circumstances it occurs. You may need to go again over the concept of non-verbal communication. Ask a student: Can I borrow your pencil? When he gives you one, say nothing and make a thank you gesture with your hand. Did your students understand you were saying thank you? How can they know it? Elicit the answer and practice other common gestures: please, crazy, hello, come, smelly, beautiful, hungry, OK, I’m tired, asking for the bill, etc. Insist on students standing up when they participate so everybody can see them. The main objective is for students to practice non-verbal communication, so have them practice with the student next to them. There should be very little noise in the classroom.
11 Match the following columns. Ask students to open their Student Books to page 108. Ask a volunteer to read the items on the left column out loud, check comprehension and then a different volunteer continues to read the column on the right. Have students match the two columns in pairs. By now, students should easily see how sentences relate as in explanations. The word hiking might be hard to remember. If any student asks you for its meaning, direct them to the dictionary at the end of the book. Check the answers as a class and have students close their books. One member of the team asks questions to the other using the information on the left column. Can the other student remember the reason given in the exercise? This activity will promote language to answer questions and solve doubts, as well as the use of the word because to provide reasons. Answers: 1 c; 2 d ; 3 a ; 4 b 12 Unscramble the questions. To get students to practice question tags, ask students to look at the word in the scrambled sentences. Ask: How do you end a question in English? (with a question mark). How do you start a question in English? (with capital letters; another possible answer, with Wh words). Write their opinions on the board. Then, in pairs, ask them to remember the characteristics of question tags and write them on the board. Point out that this activity has only question tags. Stress the fact that in English an opening question mark is not used (¿), actually write the inverted question mark on the board and then cross it out so they can remember that it doesn’t exist in English.
Answers: 1 You like pop music, don’t you? 2 You are twelve, aren’t you? 3 You can play the guitar, can’t you? Alternative Activity: Once students have unscrambled the words ask them to make closed ended questions using the same ideas as the questions they just unscrambled. Do the first one on the board as an example; the other two questions should be done in pairs. When they have finished ask students to go to the board and write their new question. Example: You like country music, don’t you?, You are fourteen, aren’t you?, You can play the piano, cant’t you? Time:10 minutes. 13 Complete the following questions with question tags. To practice asking and answering questions have students look at Activity 13, then ask a student to read the instructions and have students do the activity in pairs. Check the answer and ask a student directly. You are an only child, aren’t you? The student answers and you ask a follow up question: (assuming he said no) How many brothers and sisters do you have? The student answers. Then, pair students up in a way that they are working with a completely different person. Tell them they are going to ask each other the questions on Activity 13, but adding follow up questions. Answers: 1 aren’t you? 2 don’t you? 3 can’t you? 14 Complete the sentences with information about you. Before students actually do the exercise, ask them about things they like and things they don’t like. You may also try to have them ask you questions of your personal likes and dislikes. Then give them a few minutes to complete the sentences individually, and then share their answers. This is an activity that requires introspection, do not force at any point students to share with the class their answers. Ask for volunteers, but let students know that they are free to share or not their answers. Answers may vary.
Cultural Note When talking about likes and dislikes, students might come up with colors and wonder whether the right spelling is color or colour. Explain that both are correct but that color is the appropriate spelling for American English, while colour is the appropriate one for British English. The same is true for words like favorite and neighbor.
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emember Next class you will need: students to bring information about their favorite celebritys hobbies in English. Really insist that whatever they bring is in English. Celebrity profiles are easily downloaded from the Internet.
Lead-in
Class
Write on the board the following information: Basic rules for living in New York City: 1 You must cross the street at crosswalks. This is called "jaywalking" and it is illegal. 2 Museums are closed on Mondays. 3 You can not ride your bike on the sidewalk. 3 Recycling garbage is obligatory; if you don’t, you get a $500 dollar fine. Ask students to brainstorm in pairs why these rules were imposed and if they make sense. Write down some of their ideas on the board, this is important because it give the students a sense of significance and importance of their views. Ask students if there are any similar rules in their city, if people follow them. This activity encourages students express their points of view in favor and against different topics.
Stage 5: I can 15 Choose a celebrity and write about his or her hobbies and free time. Explain why you like that celebrity. Have students open their Student Books to page 109. Give students one minute to read the information on their favorite celebrity. Ask them to make a mind map with their celebrity’s hobbies. Model the activity and make a mind map with hobbies for your own favorite celebrity. Remember to focus on positive celebrities. To anticipate the central sense to strike up dialogues, explain students that in order to write well, it is important to plan what they are going to write. Some students may bring biographies instead of information about hobbies; this is fine as long as they have enough information to write about. If short of ideas, direct their attention to the various quizzes throughout the lessons. Plenty of free time activities are to be found in there. Once they have done their mind map ask them to write a paragraph. This is a list of important items to keep in mind while writing: 1 title (correct use of uppercase letters),
2 text organization (clear subject and purpose clear; opening, body and closure), 3 vocabulary (varied and new words, linking words and, but), 4 punctuation (correct use of commas and periods), 5 spelling, 6 presentation (neat writing). Ask students to exchange their text with a classmate to proof read it.
Class management: Insist on peer and selfediting. Students learn to edit by focusing on isolated skills like punctuation or capitalization. Then if they feel they can, they should edit spelling. Students are easily discouraged when someone checks their writing, it is important that they feel comfortable with the person that is editing their work. Unfortunately, we as teacher cannot address everything in one assignment, and neither can the students, if you want them to enjoy writing give them a check list of the things you will be looking for in their writings. Explain that the goal involves a process. Additionally, even though their whole life a teacher has evaluated their work, it is very intimidating; the fact that another student is checking their work may make them more confident when they turn in their final writing. 16 Talk about your favorite celebrity with your partner. Use follow up questions and questions tags. Ask students to talk about their celebrity in pairs. If there is time, ask for volunteers to talk about the celebrity they chose in front of the class. Give some kind of incentive to the ones who do, and encourage the group to ask questions and tag questions to the speaker. This activity is also intended to socialize and foster interpersonal relationships by learning to listen and respect the speaker: anticipating the central sense from known words and expressions, learning to give undivided attention, respect the speaker’s points of view, understanding pertinent particiation. As for the speaker, this activity aids student development by practicing how to address an audience: eye contact, a clear voice, appropriate pauses, speed, pronunciation and rhythm, dealing with questions, etc.
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Unit 4
Product 1 Interview
Performance indicators: – Select a leisure activity. – Decide the time, the place, and the duration of the interview. – Compose the questions and the answers about likes and dislikes.
Lead in
Class
Greet the class and yawn without covering your mouth. Wait a few seconds and check how many of your students also yawn; if nobody yawned, yawn again. Then, without saying a word, write the following on the board: Why did more than one person yawn?, Do people yawn only when they are tired?, Is yawning a sign that a person is bored?, Do animals yawn, too? As a group discuss the answer to the four questions.
Stage 1: I get ready 1 Check (3) the activities you like doing in your free time. Ask students to sit according to the first letter of their first name. This may take a while because at school they are usually used to following the first letter of their last name. Give students time and help them out, it may seem like chaos at the beginning, but they will stay in this way the rest of the class – after the yawning you really need to encourage movement. Ask students to open their Student Books to page 110 and have them look at the pictures. Ask them to describe what they see in the pictures and check the ones they enjoy doing. Then ask: What's the name of each activity? Is there someone in the class in Who likes doing one or more of these? Answers may vary.
Stage 2: I plan 2 Work in pairs. Decide on a topic for your interview. Ask students to get in pairs. Explain they are going to work on an interview. Elicit from them which topics they would like the interviews to be about. Write their ideas on the board. Have each pair choose one topic. Some possible topics are: a recent trip, pets, ugly neighbors, parties, recent good movies, gifts every teen likes, greatest dislikes.
Student Book
p. 110-111
– Revise that the sentences are understood when spoken and listened to. – Assign the roles of interviewer and interviewee. – Practice the formulation of questions and their answers. – Carry out the interview. 3 Decide the time, place, and duration of the interview. Most young generation students like to see things at a glance. Write a time table on the board including the titles: Time, Place, Duration, Interviewer, Interviewee. Tell students they can use it if they believe it will help them get better organized. Do not explain the difference between interviewer and interviewee yet, unless students ask. 4 What material do you need? Make a list. Give a few minutes to students to think of whatever material they might need to carry out this task, and to make a list.
Stage 3: I do 5 Compose the interview questions and answers about likes and dislikes (include follow up questions and question tags). Elicit one or two questions students may ask, and then let students work out the rest of the questions on their own. They should come up with at least ten questions. Tell them to look at their Readers (pages 85-94) for ideas. Encourage them to prepare one or two question tags. Model the activity. For example, discuss a recent trip. Ask: Where did you go to? How long did you stay there? What did you like about that place? Topic: Ugly Neighbors. Why don’t you like your neighbors? Are there any other neighbors you dislike? Topic: Parties. Do you like parties? When was the last party you organized? Do like cleaning up after the guest have left? Topic: Recent Good Movies. What types of movies do you like best? Which movies do you dislike and avoid? Topic: Gifts Every Teenager likes. What is the best gift to give a tween? Why do you think they like that so much? Topic: Greatest Dislikes. What is the thing or situation that you dislike the most? Why do you dislike it so much? Do you know anybody does like this either? Students should work in pairs while you monitor from a distance; this means you do go around and check that the work is being done and that it is being done properly, but you are not really teaching – you are guiding. You may bring some type of soft music that
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can be played to relax them. The best type of music for these activities is instrumental, no lyrics. Lyrics make students distracted.
6 Check the questions and answers for spelling and grammar. Ask students to check their punctuation. All questions should start with a capital letter and end with a question mark. Spelling and grammar mistakes should also be addressed; students may use most of the elements in their writing check list as a guide. Also mention that the interview should have an opening, a body, and a closure. Ask students to make sure they include these three elements. 7 Decide who will be the interviewer and who will be the interviewee. Tell students to agree on who will be the interviewer and the interviewee, this time make sure they understand the difference. Tell them next class they will perform the interview in front of the class. Tell them that in real life interviews, interviewers do not read the questions; they simply have notes that remind them what to ask. The interviewee never reads anything. Since this activity is done with the students’ real information, encourage interviewees not to read. Class
Lead in
Ask students to stand up and stretch. Then, tell them they are going to look like if they were frightened. Now say: Look like if you were happy; exited; very tired (they’ll yawn); very sad; thankful; greeting the audience; thanking the audience; the Queen of England; the best students; a famous writer. This activity works better if students can walk around the classroom. The instruction would then be: Walk around like if … The principle behind this type of activity is to build up your students’ confidence level. Many students feel shy or are too self-conscious and prefer not to engage in any activity that makes them feel vulnerable. Engage in creating a nice and confident classroom environment. It is very important that this kind of activities are carried out with respect.
Stage 4: All ready to share 8 Practice the interview for pronunciation and fluency. An interview is a conversational skill; body language (non-verbal communication), facial expressions and other body movements are involved. Participants cannot talk simultaneously. Knowing how to follow turns will improve their social skills. Practincing the
interview will give them as well as a more natural speaking rhythm, accuracy and pronunciation. It also gives the students a natural way to examine what speakers do when being interviewed or when interviewing someone. It seems hard sometimes even for adults to make conversation, yet we constantly expect our students to start up a conversation without any problem. But we have to reember that even in their mother tongue it is not always easy for them to make comments. This is why the brainstorming, the planning and the rehearsing are extremely important. Carrying out the interview gives importance to all the work that they have done, it also develops sensitivity to fellow participants in the interviews. Tell the students they will have ten minutes to practice their interviews. If they have any doubts about the pronunciation, this is the time to check it. Be very strict with the time, all students must get a chance to participate. Direct students’ attention to the Useful Expressions box, they might find language chunks to improve their oral performance.
9 Perform the interview. Students take turns in performing their interviews. Give them feedback, focus on the positive things they did. Encourage the other students to ask questions and discuss different students' likes and dislikes.
I learn
Ask students what they can do now that they couldn’t do at the beginning of the learning environment and listen to their responses. Encourage them to identify the activities that they found especially helpful during the process of making the product. Then have them answer the I learn box. Explain that its purpose is to assess their performance while making the product in order to improve weaknesses and reinforce strengths during the process. Briefly have them discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress.
Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so students:
– Can recognize the speakers and listeners behavior that supports the construction of meaning. – Can request further information. – Can compose sentences. – Can formulate questions to solve doubts. – Can anticipate sense to strike up a dialogue.
To formally assess this learning environment go to page 160.
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Unit 4
Lesson 3
Performance indicators: – Revise songs that are particular of English-speaking countries which evidence human values with the teacher’s guidance. – Recognize text arrangements of sounds. – Determine subject-matter, and intended audience. – Understand central sense and main ideas in songs from shared reading, with the teacher’s support. – Read and re-read song lyrics. – Use diverse comprehension strategies (e.g. vocabulary, text distribution, and etcetera). – Clarify meaning of words using an English dictionary. – Make links within the text using implicit and explicit information (e.g. main ideas and details which broaden it; sequence of events, etcetera). – Anticipate content from frequently used or known words.
Lead-in
Class
Walk into the classroom and greet the class with an exaggerated greeting. Then, with your own natural intonation, ask students to brainstorm many English words that are used in their mother tongue (like discman, bullying, etc.) and write them on the board. Next, ask students to repeat the vowels after you a, e, i, o, u, and you should do this in the most exaggerated way you can. Do this a couple of times and explain to students that this is a good way of getting them to start thinking in English. It is also important to tell students that part of this activity is to improve pronunciation, and part of it is to have fun. Start saying the words you wrote on the board with extremely exaggerated facial movements. This is accomplished by stretching out your mouth sideways. Practice and say: You know. Students will probably laugh, however, make them repeat after you. To use language as a means to know about other contexts and cultures, tell students to reflect on which gestures they use in their everyday life. Do they know if those gestures are universal? Ask them what is the gesture for money in Mexico. Do they know what it is like in the USA? (rubbing one’s fingers).
Cultural Note To speak a foreign language implies not only embracing new grammar, new vocabulary, and new cultures, but it also implies learning to use different facial muscles and adopting different ways of being.
Student Book
p. 112-117
– Recognize acoustic features of songs. – Detect rhythm, speed and intonation. – Identify key words in stanzas and chorus. – Distinguish language features. – Listen to songs. – Write down a verse. – Use language to know about other contexts and cultures. – Use language to reflect cultures and ways of being. Materials: – Reader, Audio CD – Five small pieces of paper and five school items (CD, paper clips, pen eraser, one roll of toilet paper, one piece of instrumental music
Explain students that they will perform in a recital at the end of this learning environment, and gesticulating is a good exercise to improve the way we say words. Many singers use different kinds of gesticulating exercises to improve their performance.
Stage 1: I know 1 Unscramble the names of these instruments. Activities in this class focus on experimenting with sounds and using music as a universal motivator. Students of all ages and cultures enjoy music. Lead a class discussion on different kinds of music your students like. Ask: Which Mexican artists and which foreigner artists do they listen to? What is similar about their musical styles? What is different? Musical likes and dislikes is a great way to reflect on cultures and different ways of being, and to know about other contexts and cultures. Have students open their Student Books to page 112 and ask them to look at the pictures. Ask them if they know the names of the instruments, and if anyone plays any of them. Tell students to work with the person next to them and unscramble the names of each instrument. Refer students to the Glossary on page 163 if necessary. Answers: 1 guitar; 2 trumpet; 3 drums; 4 drum; 5 violin; 6 keyboard
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Reader
S ummer Music Camp
p. 98 – 107
Have students open their Readers to page 98. Ask them what the title is and who the author is; write them on the board. Then, ask students to brainstorm what the story will be about and write their ideas on the board under the title. Then, ask them to leaf through the story and look at the pictures. Tell students to work in pairs; write laugh at on the board and elicit what it means, and if students do not know what it means, explain it. Explain that the first paragraph or introduction is important and that the class will discuss it first and then read the whole story on their own. To determine subject matter and intended audience, read the first paragraph out loud having students follow the reading silently in pairs. Then, make a chart for new vocabulary and expressions for the entire story and put it on the board before they continue reading. It is important to give students unfamiliar vocabulary before they read the rest of the story. Interest in a story cannot be taken for granted; this is why giving them some expressions before they read is important. Also, giving them vocabulary before reading serves as a teaser that build up their curiosity. Ask students to read the chapter. When they have finished ask for their opinions. Point out the many cultural elements in the reading, such as, summer music camp, the dorms, etc. These are scenarios that may be very common in the USA, but tend to be unfamiliar in other cultures. This story helps students to reflect on other cultures and ways of being, to know about other contexts and build an acceptance, and finally to respect other cultures as well as their own culture. When they have finished reading, ask if there were any other vocabulary items that needed an explanation. Clarify that in every story there are characters; main and secondary. Elicit what these words mean. A secondary character has a minor role in the story and does not undergo significant change or growth in the story; they have no real impact on the plot and their situation stays substantially unchanged. Usually writers use secondary characters to support the round characters. On the other hand, a main character has more in-depth development. He or she can be identified by specific personalities and qualities and often go through certain changes during the story. Next, ask students to read the whole story silenty. Then, ask students to answer the Comprehension Questions on page 108 in pairs. Elicit their answers. At the end the class, ask students to think about other activities that promote collective efforts that represent artistic expressions. Some ideas are: architecture, mural painting, any type of musical bands, regional dances (voladores de Papantla is a good example), ballet, etc.
emember Next class you will need: a piece of instrumental music that you think is unfamiliar to your students. Class
Lead-in
Greet the class and tell your students that they are going to listen to two minutes of a melody without words. Play the song (the instrumental music that you brought to class) and then tell students to work with the person sitting on their right. Write the following four sentences on the board: 1 Write two or three words that describe the music. 2 If this were the theme for a film, what type of film would it be: spy, romantic, cowboy, children’s film, etc? 3 Where would the film take place? 4 Would it have a happy ending or a sad ending? Ask students to copy the four questions. When they have finished copying, tell them to think about the answers, but they should not write anything yet. Play the music again and at the same time tell students to answer the questions. They may speak to the person they are working with, but they must do it quietly. Elicit their answers, and encourage pairs to share their ideas. This is a highly motivating activity, especially because there are no right or wrong answers.
Stage 2: I build 2 Read the song title and discuss what the song will be about. Ask students to open their Student Books to page 112. Explain that in this lesson they will study song structures in songs particular of English-speaking countries. The first song is called Top Secret Mission. Have a volunteer read the title, Top Secret Mission, and brainstorm what it means. To suggest a more intuitive focus for the song’s title, ask students to consider cognates, combination of sounds, word order, and what each word may suggest. Clarify their thoughts and help organize their information by drawing a mind map on the board. Then, ask a student to complete it with the ideas of the class, but do not tell them where to put each idea. Ask students which of the ideas portrayed in the mind map have to do with values. Even before reading the lyrics, or listening to the song Top Secret Mission students can enumerate a list of values the title suggests to them. A mission is usually related to courage, team spirit, selflessness, trust, etc. Ask them to think of other songs they listen to which title is based on a key word. Start a brief class discussion. Ask: How do songs portray and transmit cultural values? This activity will reinforce students’ ability to anticipate content from frequently used or known words. Explain that analyzing known words and to start building meaning from them is a very useful comprehension strategy.
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3 Use your dictionary to clarify the meaning of these words. Ask students to open their Student Books to page 112 and review the vocabulary words. Write on the board: mission, file, to close in, approach, trench coat, spy, pull off, put something in motion, get in touch, sly, disguise. Ask students to decide what type of words they are and give them options. Point to the vocabulary on the board and say: Is this word a noun, verb, adjective, or adverb? Then, have them look up the words in the dictionary. Get two volunteers to identify the words on the board and encourage them to come up with a mind map. Remind students they can clarify the meaning of words by using the dictionary at the back of their books. Explain to them that looking up for words is one of many comprehension strategies available to them. Reinforce the idea that anticipating content from frequently used or known words is another very useful strategy. 4 Listen to the song and underline the best option. In this activity students will understand the central sense and main ideas in a song from shared reading, with your support. Ask students to open their Student Books to page 113. Tell them to read the lyrics of the Top Secret Mission song in pairs and find out the song’s main idea. They might have some ideas from the brainstorming activity. Ask different pairs to share their answers. Then, ask for five volunteers to help you read the lyrics out loud. Point out that the song has five verses and each volunteer will read one of them. The whole class will read the chorus of the song out loud. Explain that a verse and a stanza are synonyms. When you have finished reading the song, ask students to imagine what the song will be like. Ask: Who sings the song, male or female? How old is the singer? What will the music be like? What kinds of instruments are used? Have students share their predictions with the class. Point out any coincidences they may have; it is possible there may be a relationship in their answers according to gender. Now play the CD and ask students to take notes while listening to the song to compare their predictions with what they hear. This practice will help students link implicit and explicit information. Therefore, students are able to determine subject matter and the writer’s intended audience, message, etc. Speculating on a situation or context activates students to interpret what is heard and makes them feel more confident about their listening comprehension. While students listen, they should re-read the song lyrics to compare their new knowledge with their previous speculations. To finish, have students answer the four questions in Activity 4. If necessary, play the CD one more time. 21
Then, ask student to compare and explain their answers with the class. Point out that depending on someone’s point of view, both options may be correct in some cases.
Answers: 1 espionage; 2 brave; 3 enemy; 4 well 21 5 Listen again and number the pictures in the order you hear them. Ask students to look at the pictures to become familiar with the artwork. Can they recognize the scenes from the song? Play the CD again and have students work in pairs with the student behind them. Ask for volunteers to share their answers. Explain to students that recognizing graphic components in a text can be another way to understand the text itself. Also, establishing a series of events is a good way to make a link between implicit and explicit information.
Answers: 1 d; 2 a; 3 b; 4 c; 5 e 6 Read and recite the lyrics. Then sing along. This activity will help students follow the chorus and recite lyrics. Make students aware of the whispering involved in the words secret mission. Convey what a whisper is and ask: Why do you think the author of the song decided to have those words whispered? Use your whisper voice to ask this question. Lead the students and for the whole song recite the lyrics out loud as a class and remind them to use their whisper voice in the correct parts of the chorus. Focus on the acoustic elements of oral texts. Intonation creates different feeling to utterances and can even affect meaning. Ask students to join you reading the lyrics on page 115, but read the parts of the song as well (title, verse, chorus). Clap when you read the different labels with the parts of the song. When you finish reading the lyrics, elicit from students why you clapped when you read certain words. Direct their attention to the parts of the song. Do they know what a chorus and a verse are? Which is written first? Students interested in music might bring very interest ideas. Allow them to share their knowledge about song writing with the class. Play the CD and have students sing along to help them detect rhythm, speed, and intonation in the song. Encourage them to express their emotions and feelings when singing. 7 Look at the parts of the song and circle T for True or F for False for the statements below. Ask students to think about the meaning of verse and choir. Choir does not appear at all in this unit; however, it is important for Spanish speakers to be aware of the difference. Clarify that chorus is a part of the song, while choir is a group of singers.
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This activity is intended to help students recognize text arrangement of songs. Before you play the song again, ask students to read the questions. In pairs, ask them to predict the answers. Elicit the predictions from students and have them discuss why they chose that answer. Finally, have a volunteer read the three True or False questions. Play the CD and ask the students to share their answers. Ask students to think about their favorite songs. How is their text arranged? Check if the title is often mentioned in the chorus (it probably will). Ask students if this is true only of Mexican pop songs, or if it is a common song structure in Mexico and elsewhere. Direct students attentions to different cultural expressions of songs.
Answers: 1 T; 2 T; 3 T emember Next class you will need: five small pieces of paper and five school objects.
Lead-in
Class
On small pieces of paper, write the names of five items you have in your bag. For example: a pen, a marker, a book, a CD, a clip (pre-teach this word just in case). Write one item name per piece of paper. Fold the pieces of paper and place them on the desk. Greet the class and tell them that you have some secret objects that are extremely important for a “mission.” Ask for five volunteers to come up to the front and have each of them pick a piece of paper from the desk. They should not share what the piece of paper says. Ask the students to stay at the front of the class. Divide the class into two teams. Each team will have two opportunities in a row to guess the secret objects – one opportunity to guess the object and another opportunity to guess which of the students at the front has that object. You can give a point for each correct answer. Emphasize that students can only use question tags, and must start in the following way: The top secret mission includes __________, doesn’t it? Write this tag question on the board for them to use as a reference.
Stage 3: I think 8 Read the lyrics and underline the verbs in the past tense. Have students open their Student Books to page 115. Have a volunteer read the instructions. To identify key words in stanzas and chorus, direct students’ attention to the song Top Secret Mission, then read the first verse. Tell students to underline all the verbs in past they can find. Ask them how they know some of those verbs are
past verbs. If in doubt, students can check their Verb List at the end of the Student Book. Next, ask students to work on their own and finish underlining the verbs. Check answers as a class. Instruct students to come to the board to write the answers.
Answers: approached; reached; pulled; said; was; stepped; flew; landed; put; looked; had; asked; saw; went; heard; knew 9 Look at these verbs from the song. Circle the regular ones and explain how you know they are regular. To distinguish language features, have students look at the verbs and ask: Which of these verbs are regular? Elicit the answer: Those which end in -ed. Then ask them if they can give you examples of irregular verbs. It is OK if they mention the ones that appear in this activity. Ask students if there is a rule to form irregular pasts. (No, they must know the irregular past forms by heart.) Answers: approached; reached; pulled; stepped; landed; looked; asked 10 Read the lyrics and write the words that follow was / were in these sentences. Have a volunteer read the instructions. Then, read the first sentence and elicit the answer. If they do not remember, suggest they turn to page 113 to read the lyrics and find the answer. Tell students to fill in all the blanks according to the songs lyrics. Point out the words with -ing, have students circle them. Direct students, attention to the fact that -ing in the past is used to describe how the ambiance was in general (set the scene), or to talk about an action that was happening when another action interrupted it. Answers: 1 walking down the avenue; 2 were closing in; 3 was rising to my chin
11 Match the sentences with the corresponding diagram. Have students look at the diagrams. Ask them to work in pairs and have a volunteer read the first sentence. Ask: How many situations does sentence number 1 represent? What happened first? What happened later? At some point both situations were happening, weren’t they? Elicit from students that this diagram belongs to the past progressive sentence (interrupted action) as seen in the previous activity. Then, have another volunteer read sentence number two. Ask: How many situations does this sentence represent? (Just one time happening) Afterwards have
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students match each sentence to its diagram. Check as a class and ask for examples of sentences for each diagram to check comprehension of the tenses.
Answers: 1 b; 2 a
12 Complete the rules.
Tell students to read the rules in the box. Give students a couple of minutes to complete the sentences. Check general comprehension of simple past and past progressive by asking students for different examples.
Answers:1 ed; 2 action; 3 -ing emember Next class you will need: one roll of toilet paper.
Lead-in
Class
Greet students and pass around a roll of toilet paper to the class. Ask them to take as many pieces of paper as they want to. Don’t give further explanation. Then, tell students they need to give compliments to different students in the classroom for each square of toilet paper they have. For example: You look great today! I love your shoes! Your hair looks good! That ring is fantastic! You are a very good athlete! You are one of the smartest people I know! I love your creativity!
Stage 4: I practice 22 13 Label the parts of the following song using words from the box. Ask students to open their Student Books to page 116 and take a look at the song A Camping Life. Then, read the first verse, elicit: What is this, a title, a chorus or a verse? Then, ask for a volunteer to read the next part of the song and ask again what part it is. Finish the exercise in this same way until students have labeled all the parts.
Answers: 1 title; 2 chorus; 3 verse; 4 chorus; 5 verse
14 Listen and write the verbs in the past tense. Ask the students if they remember the song Top Secret Mission. Challenge them to see if they remember what goes in the blanks without looking at the lyrics (verbs in past tense). Ask students to sit in pairs and write their guesses with pencil and complete the blanks. Then, play the CD so students can check their answers. 23
Answers: went black; heard; thought; kicked; pulled; said 15 Choose five verbs in the past tense from the song and play Bingo. Ask students to choose five verbs in the past from the song and fill their Bingo card. Explain they must not repeat the verbs. Play verb Bingo. You will call out the verbs in the past from the song randomly and students cross them out on their cards. The first student to cross out all his or her verbs, wins.
Stage 5: I can 16 Write your own verse for Top Secret Mission. In pairs, ask students to write their own verse for Top Secret Mission. Draw attention to the fact that they need be creative as they fill in the key words in the stanzas. What kind of secret mission would they like to be in? Tell pairs to practice reading their verses out loud to make sure they can be later sang to the Top Secret Mission music.
17 Work with a partner and sing the verses you wrote in Activity 16 using the Top Secret Mission music. In this activity your students will perform their verses for the rest of the class. Don’t ask them to come to the front or stand up, as this might be intimidating for them. However, music forms a powerful energy and our students are very young and will benefit from the boost in self-confidence it provides. Encourage students to memorize their song and to perform seating in their place without looking at the lyrics.
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Unit 4
Lesson 4
Performance indicators: – Anticipate content from frequently used or known words. – Formulate and answer questions about dealing with information (e.g. human values). – Compare how values are relevant to English-speaking countries and Mexico to compare the values they address, with the teacher’s guidance. – Listen to songs. – Recognize combinations of words and the sound they represent. – Detect rhythm, speed and intonation. – Follow the chorus and recite the lyrics.
Lead-in
Class
Greet the class and ask them to tear a piece of paper from their notebook. Then, ask them to make a paper airplane. When you have finished, ask students to write their name on the plane. Depending on the space, direct students to throw their airplanes and walk around, or they can throw the airplanes and stay in their places. The first airplane they throw is their own, but they should pick up any airplanes that land near them and throw them as well. This goes on for only half a minute. When the time is up, each student picks up one airplane and checks the name on the airplane they found. Students ask a question about their favorite song to the owner of the paper plane.
Stage 1: I know 24 1 Number the musical genres in the order you hear them. Ask students to open their Student Books to page 118. First, read the instructions. Then, explain the meaning of genre. Elicit examples of genres and write them on the board, including: rock, heavy metal, house, blues, soul, folk, pop, etc. Have students look at the pictures and elicit the genre they see on the page. Then, play the CD so students can number the pictures.
Answers: 1 classical; 2 rock; 3 jazz; 4 country; 5 pop
Stage 2: I build 2 Listen to the song. Complete with words from the box. Have students look at the lyrics of the song in pairs. Ask: What is the song talking about? Help students anticipate 25
Student Book
p. 118-123
– Write down verses and / or chorus. – Perform songs with and without the help of written lyrics. – Recognize acoustic features. – Recognize past tense and progressive form. – Recognize antonyms and compound nouns. – Use language to express emotions and feelings. – Use language to promote collective efforts in a cultural expression. Materials: – Reader, Audio CD – Notebook paper the content from known words. Elaborate on the idea of the song being the one written by the characters in the Reader’s chapter 8. Tell them to look at the words in the box and check that students understand them. All these words relate to feelings. Ask: How do songs help us express feelings? and What type of genre do you think the song will be? Then play the CD and have students complete the lyrics.
Answers: sad; lonely; feel; Okay; worry; worry; difficult; stronger
3 Read the lyrics from Activity 2 and answer the questions. Read the first question out loud, then ask for volunteers to read the other two sentences. Ask students to answer the questions and compare their results with a classmate. Point out that everybody has values. Say: One of the most important things in life is education. Do you think it is a value? What would be another value? Tell students to brainstorm as many values as they can think of. Write their suggestions on the board. If you feel that students may need a little help, you can ask volunteers to come to the front and write what they consider are very important values and explain why. Lead a brief class discussion on values. Ask them to discuss with their partner which two values are the most important for them. Give them a few minutes to think, then ask them which values they think are the most important in their country. Have students answer the questions on page 118 and compare their answers with the person sitting next to them. Answers may vary.
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4 Check the instruments used in the song. In pairs, ask students to choose the instruments used in the song in Activity 2. Then elicit the answers. Pay attention to their pronunciation and correct them if necessary. Ask the class if they know what the last instrument (picture 6) is. It is a bagpipes, used in certain folkloric songs, especially from the Celtic tradition in English-speaking countries such as Scotland and Ireland. Ask: Which instruments are traditional in Mexican music? Answers: 2; 4; 5 5 Work in groups of three. Make and answer questions about what makes you feel happy and what makes you feel sad. This exercise follows up on Activity 3 and is intended for students to formulate and answer questions about values and hypothetical situations. First, ask students to ask each other what makes them feel happy and what makes them feel sad; give them a couple of minutes. Explain to students that our actions, what we say, and what we do are influenced by our values. Ask them to think about the following values and write them on the board: politness, truth, friendship, solidarity. Have them reflect on these four values and ask them to grade themselves using a scale of 1 to 10. This is individual work and is not necessary to share. Explain that behavior is related to values. Tell them to be honest and that you will not be collecting these papers. Explain to them that sometimes we need to choose one value over another value. Give them the following example: You see your neighbors, who are your parent’s age, and greet them. When you are close enough you notice one of them is unzipped and you can see the underpants. Do you prefer to be polite and ignore it because it seems rude and that person will eventually notice it? Or, do you prefer to tell the truth and say it right there in the middle of the street? Ask students to work in groups as three. To use language as a means to express emotions and feelings, let students discuss this situation in their group, and after a few minutes get feedback from them. Have them answer freely and do not judge any of their comments. Tell students that values help us make decisions on many levels. For instance, they are part of our conscience, they are a way to see life and see other people. Values guide how we choose our friends, what we want to study, and how kind we want to be, so they have to be taken seriously. Answers may vary.
Lead-in
Class
Greet the students and ask them to copy the following from the board: You go to the store and you buy two pancakes, one for you and one for your sister. As you are walking back where your sister you drop one and a dog eats it. Read the situation out loud and ask if it is clear to them, then ask students to talk about the situation with the person sitting next to them. The point of this activity is to discuss values; the more they talk about it the better. Then, while they are still discussing write the following on the board: You tell your sister: 1 A dog snatched both pancakes; 2 A dog snatched your pancake and this one is mine; 3 A dog snatched one of the pancakes and this one is yours; 4 Your own idea. As with most moral dilemmas, there is no right or wrong answer, some simply may seem fairer. Have a class discussion about students' views. These type of activities help student build their character; it helps them be aware of who they are and who they want to be, as they explore their personal values.
Stage 3: I think 6 Circle the words that describe feelings in the song lyrics in Activity 2. Have students open their Student Books to page 120. Ask for a volunteer to read the instructions, and then ask them to go back to page 118 and circle the words that describe feelings. Do the first one with them and then have them do it with the person sitting next to them. When students have finished check answers as a class. Answers: lonely; worry (worried); sad; stronger 7 Which feelings are opposites? A good way to teach vocabulary is through opposites. Ask students to determine which of the feelings are opposites, they should do this in pairs. If antonyms are unclear, mimic out the feelings, and then ask for volunteers to do the same to check comprehension or relate students to the lyrics in Activity 2. Elicit from students which adjectives express positive feelings, and which negatives, and why. Write them under two different columns on the blackboard (positive, negative). Answers: happy: sad; angry: glad Alternative Activity: Ask students to brainstorm any other opposites they know. Then, on the board write some adjectives and ask students to figure out their opposites, they may use their dictionary. Say: Find the opposites of: true, new, easy, heavy, many, good, tall, small.
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Write on the board the following words, but this time tell them they have two minutes, suggest they use a dictionary: kind, lazy, sweet, smart, deep, cheap, safe, rude. If for any reason there are not enough dictionaries in the class, make this activity a matching exercise on the board. One column should have the words of the above list and the other column their opposites but in a different order so students can match them. Time: 10 minutes
8 Work in pairs and make a list of values you find important besides friendship. Ask students to remember last class, when you talked about values. Remind them that values are a belief that is meaningful and therefore the person has attitudes that prove they have that value. Divide the class into two teams; have a volunteer of each team come to the front. Explain that they are going to play word tennis. The objective is to call out as many values as students can think of. Give students a couple of minutes to brainstorm or look up values in their dictionaries. Then, by turns, each team will call out a value and their representative will write it down on the board. The first team that runs out of vocabulary looses. Monitor comprehension of the values on the board by asking different volunteers to give examples or explain in them in their own words. Provide help as needed. Then, have students sit in pairs. Tell them to choose three important values they both share and to write them down on their Student Book. Provide an example on the board: respect, companion, loyalty. Refer students to the Glossary on page 163 to clarify the meaning of words. Then ask students to think of some feelings they have regarding those values. Ask: How do you feel about being respected? (happy, safe, content). Have students write these feelings below the values in a second line. Explain that these words that describe feelings are adjectives and that their purpose is, precisely to describe. When I say I feel happy, I am describing something about myself. So, when we talk about our feelings, we are using adjectives. Remind students that it is important to be able to describe both positive and negative feelings, and that to state two contrary feelings we use antonyms. Provide an example and ask: What is the contrary of happy? (sad). Answers may vary.
9 Complete the sentences. Ask a volunteer to read the instructions and the two sentences. Then ask students to do the exercise in pairs. Elicit the answer form the class and make sure they understand the word antonym; students may know the concept, but may not remember the word.
10 Guess the hidden word. Tell students to look at the pictures. Ask students if they remember the names of the instruments on page 119, because that is the key to this exercise. Explain that there is a category of nouns that are compound, or formed by two other nouns. That is, in one noun there can be two or more words joined together. Write the following examples on the board: skateboard, snowboard. Ask: What two words made these two new words? In pairs think of other compound nouns. Students then work in pairs and share their ideas with the class; write them down on the board. If they cannot think of any, without saying a word give them a non-verbal hint of the answers. Act out to be playing a keyboard, and then, bagpipes. Answers: 1 keyboard, 2 bagpipes 11 Complete the sentence. Ask students to fill in the space with what they just learned about compound words. After all of the examples given this should be done in seconds. Elicit the answer from students.
Answer: two
Lead-in
Class
Greet the students and tell them you have worked together for a long time and that you what to find out more things about them. So as a class all they have to do is answer the questions out loud and all at the same time. Each student must answer with one of the option. Then get a volunteer to write the answers on the board. Do the first one as practice. Ask: Would you rather visit the doctor or the dentist? Students should all answer at the same time, some will say doctor and some will say dentist, without using complete sentences. Depending on which option sounds like more people prefer, have the volunteer write it on the board. The questions can range from silly to more serious content. Here are some questions that you can use: Would you rather eat broccoli or carrots? Would you rather watch TV or listen to music? Would you rather have a pet rat or snake? Would you rather beach holiday or a mountain holiday? Would you rather have a cold beverage or a hot beverage? Would you rather be famous for saving someone’s life or for winning a Nobel Prize? Everybody should participate; this exercise helps the shy students speak up because it involves a safe environment, there is no right or wrong answer. Refer students to the Glossary on page 163 to clarify the meaning of words.
Answers: 1 feelings; 2 opposite
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Stage 4: I practice 12 Read the sentences with different intonations to express the emotions in the box. Have students open their Student Books to page 121. Ask a volunteer to read the instructions. Then, read the six words expressing intonation. Students should pair up with the person sitting next to them and practice saying the words. After a few minutes, tell students that you are going to read the sentences expressing the emotions. Focus on the acoustic features of text and how different tones can change the meaning of a sentence. Refer students to the Glossary on page 163 to clarify the meaning of words. 26
13 Listen to the song and complete.
Many of our students have the ability to learn songs faster than anything else, the rhythm and the intonation usually help them to acquire fluency. For a variety of reasons, songs tend to stick in our students minds and become part of them. Unfortunately, sometimes students do not know what they are saying. This activity should help them understand the lyrics and recognize combinations of words and sounds that represent the rhythm. Ask students to quickly look through the song, give them a little time to do this. Play the CD and have students listen to the song and fill in the gaps, when they have finished ask them to look at the song once again and circle any words they do not understand. Elicit the difficult words and write them on the board. Do not be surprised if some students want a translation of the chorus. Explain that this particular chorus is to follow the music, they are nonsense syllables that are wordless vocals, they are not words, there is no meaning; they intend to create the equivalent sounds of an instrument through voice.
Answers: sad; glad; amused; confused; surprised; shy 14 Listen again and act out the feelings as you hear them. Play the CD one more time and encourage students to act out the words. Ask students to close their books. This type of exercise helps contextualize vocabulary and makes it easier to transfer from singing to meaningful referents. 26
15 Underline the compound nouns. Then divide them on the lines below. Ask a volunteer to read the instructions. Then, ask the volunteer to read the words out loud. Then, in pairs ask students to choose the compound nouns. Check as a class. The words are very basic and they should be easy
to identify. Once the compound nouns have been underlined, ask students to divide the words in two and write them down. Ask: Which are the original nouns in the compound nouns? You can ask for three volunteers to make a drawing of the different parts of each compound noun on the board as a way to check the answers.
Answers: 1 police man; 2 bed room; 3 black board
Lead-in
Class
Tell students to open their Readers to page 106 and observe the illustration. Encourage them to retell from memory the story about the friends in the summer music camp. Ask some leading questions like: What is happening in this image? Which characters can we see? Who is your favorite character and why? Discuss with students their impression about this kind of camp and where they think it is taking place. Most students might be persuaded that this summer camp is taking place in some foreigner country (probably the USA), because such kind of thematic summer camps aren’t that common in Mexico. Lead a brief discussion about the attitudes and values of these characters (optimism, enthusiasm, friendship, determination, commitment, discipline, cooperation, etc.) and ask students to make comparisons with Mexican teenagers. Ask them questions like: What do you think Mexican teenagers would do in a similar situation (having to accomplish a team assignment)? What makes two people be “friends”? Do you think the concept of “friendship” is similar in different countries?
Stage 5: I can 16 Work in pairs. Complete the organizer on page 179 in the Activity Worksheets section. Go to the Worksheets section and have students get in pairs. Tell them to think about a song they really, really like and negotiate with their partner to choose only one song. Then, ask them to brainstorm important values in their lives and to discuss with their partners why they chose those values. They can go back to page 120 and check the list of values they wrote. Refer students to the Glossary on page 163 to clarify the meaning of words. 17 Work in pairs to write an original song extract, write a verse and a chorus. Ask students to open their Student Books to page 123. Encourage students to start writing some lyrics of their own based on the song they chose. If they are shy, or if they are having a hard time finding ideas, tell them to start with little variations of the original lyrics, just like they did with the song Top Secret Mission in a previous activity.
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Model the activity and tell them that your favorite song is, for example, Yellow Submarine by The Beatles. Then write the following chorus and verse on the board and sing it using the Yellow Submarine tune (you can ask students to sing along with you): In the park Near my house There’s a boy Whose face I like So I said You wanna play Play with me And we’ll be friends Chorus: See me today And tomorrow If you can We can meet again Have a lot of fun You may not be from the Beatles generation, but this is an all-time favorite and has a catching tune. The idea is to put words together so they can match the tune of a popular song. Check if everybody is coming up with a song and have them practice it in a moderate tone of voice.
18 Practice singing your verse and chorus using the music from your favorite song. If the songs the students chose is not a song in English, it does not affect the activity. Explain that they must not translate the lyrics of the original song, the purpose of the activity is for them to write their own song about friendship, or about a universal value. Encourage students to read the lyrics and sing. Provide positive feedback to help students feel confident and see that it is OK to sing in front of their classmates in the classroom. Students might feel shy about singing in public, but it is important that they gain confidence
because the product of this learning environment is a recital. Ask the class to help the different pairs by humming the tune of the song they are going to sing. You can also ask students to clap and follow the rhythm as a way to participate in each presentation.
19 In small groups, discuss if it was easy to share your feelings. Explain your answer. To promote collective efforts in a cultural expression, get feedback from students. Many of them will be proud of having wrote a song and sharing it with the class. Expressing emotions and feeling is a task that must be done in a safe atmosphere, make sure your students feel comfortable, and also do not allow students making fun of each other. Language environment 2 is about values, so encourage students to demonstrate respect. emember Next class you will need: each student to bring a copy of the lyrics of their favorite song in English.
Classroom Management: Improve your students’ performance at the upcoming recital by reinforcing their sense of confidence and belonging in their group. Remind them the recital is an activity to be greatly enjoyed, not feared. Reassure students that they will be performing in groups, not by themselves, which should greatly reduce the stress of being exposed to the crowd. Let them see that there’s no reason for them to be nervous because you will all be working on creating an environment of respect and cordiality during the show. After each group sings their song, instruct your class to applaud respectfully in recognition of each group’s effort.
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Unit 4
Product 2 Recital
Performance indicators: – Select the songs. – Understand the contents of the song. – Locate key words in the verses and chorus. – Read the lyrics along with the music. – Listen to the song in order to follow the rhythm.
Lead-in
Class
Write the word recital on the board in the center of a mind map and brainstorm ideas to complete it. Review with students that a recital is the act of reciting or repeating something learned or prepared, usually in a public performance. Working in pairs, ask students to brainstorm and write down the different kinds of recitals that exist, such as, ballet, piano, etc. Ask students to call out their ideas and fill in the mind map on the board. Some possible elements to complete the mind map are: poetry, dance, ballet, piano, organ, group, music. Elicit if any students have performed in or attended a recital and to explain the positive moments of their experience. Ask what was positive and what was negative about it, in order to find ideas to create a great class recital!
Stage 1: I get ready 27 1 Listen to the song fragments and describe how they make you feel. Explain that you will play only the first minute of some songs and ask the students to quickly react and describe their emotions for each one. Have students open their Student Books to page 124 to record their feelings in the space provided. Play the CD and ask students to write down the feelings they experience. Then ask: Which song sounds happy and light? Which one features a slower rhythm? Which one has a stronger beat? Which one has an unusual tune? Working in pairs, students discuss the meaning of the word mood and express which song they like best in terms of the rhythm, lyrics, beat, and intonation.
Stage 2: I plan 2 Divide the class in groups. Each group selects one song. Have students divide themselves into groups of four. Have each group select a leader and assign him or her the responsibility to introduce their group’s song
Student Book
p. 124-125
– Intonate the song at the speed of music. – Revise the intonation in English while singing. – Determine the place, date, and audience for which songs will be interpreted. – Use language to promote collective efforts in a cultural expression. at the recital. Then, each team brainstorms favorite songs and negotiates to choose only one.
3 Check that you understand the contents of the song. To understand the contents of the song, locate key words in the verses and chorus. Review important words from the songs on the board. 4 Make a copy of the lyrics. Check unknown words and phrases in the dictionary. Ask students to take out a large, clean sheet of paper. Have students check their lyrics for accuracy by comparing their written version with the printed lyrics. Keep in mind that large classes may experience time constraints and will only be able to use the first minute from each song. Smaller classes may have the time to sing whole songs. 5 As a class, determine the place, date, and audience for which songs will be interpreted. Help guide the class and select a convenient place, date, and audience for the recital. Consider the resources of your school and when in doubt, keep it simple. An organized classroom recital featuring your own students as both the audience and the performers is completely valid. 6 What materials do you need? Make a list. Remind students that they should prepare a Souvenir Recital Program for their performance that can feature their song lyrics inside and the Wh information (who, when, where) on the outside cover. Materials needed for this include items such as, construction paper, notebook paper, pencil, colored pencils, markers, glue or stapler.
Stage 3: I do 7 Circle key words in the verses and chorus. Have students take out their paper with the written lyrics. Ask them to review any difficult words and
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phrases and mark their copy. Have them circle important words and signal what is the chorus so they can find it quickly. On a separate sheet of construction paper, create a cover for your lyrics. Attach your written lyrics inside the cover to use them during the recital.
8 Read the lyrics along with the music. Play each song and read the lyrics out loud along with the music, asking students to follow along. Ask students to mark their copies and indicate when there are pauses or special rhythms made by joining or separating words or syllables. Give examples when possible to reinforce changing rhythms and special intonation. 9 Listen to the song in order to follow the rythm. By now, students should be more comfortable with their song and able to relax and listen and enjoy their song at the speed of the music. 10 Intonate the song at the speed of the music. To emphasize harder beats and special intonation, have students practice humming their song and show the differences with stronger and softer volume in their humming voice. Explain that intonation means the singer uses a characteristic rise and fall of the voice, which can also be appreciated when humming with no lyrics. 11 Revise your pronunciation and intonation in English while singing. Practice for the upcoming recital. Have students check their pronunciation and intonation one more time in preparation for their group recital at the assigned date. Have group members work together and prepare and practice an introduction for their recital. Write these three useful expressions on the board: We are going to sing … This song is about … We like this song because … Have the Master of Ceremony for each group record the answers to these expressions and save them to use in the recital.
Lead-in
Class
Divide the class into their recital groups and explain that they are going to do a five-minute voice warm-up. Start by doing a simple breathing exercise called hissing and ask students to follow as along. First, take a deep
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breath in and then make a hissing sound by breathing outwards until you have expelled as much air as possible from your lungs. Demonstrate that you should not move your shoulders up and down when breathing in. Instead, breathe in using your diaphragm. Repeat several times and then practice doing lip trills and tongue trills. Finish with light humming to conclude this warm-up.
Stage 4: All ready to share 12 Present the recital to the predetermined audience, in the planned place on the planned date. Arrange the class by recital groups and make sure each student has their copy of the lyrics. Introduce the Master of Ceremony for each group and allow time for the group introduction and musical performance. Enjoy the recital. If time allows, ask students to give feedback on the recital and vote for different categories of “winners”. Suggest different categories, such as: The Loudest Singers, The Softest Voices, The Best Introduction, The Best Choreography, etc.
I learn
Ask students what they can do now that they couldn’t do at the beginning of the learning environment and listen to their responses. Encourage them to identify the activities that they found especially helpful during the process of making the product. Then have them answer the I learn box. Explain that its purpose is to assess their performance while making the product in order to improve weaknesses and reinforce strengths during the process. Briefly have them discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback for their effort and progress.
Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so students:
– Can link main ideas in songs. – Can formulate and answer questions about the treatment of information. – Can compare information using known expressions. – Can sing verses and choruses of songs. – Can detect rhythm, speed and intonation of songs.
To formally assess this learning environment go to page 161.
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Learns how to participate in a conversation: listens to his or her classmates and waits for his or her turn to speak.
v
Realizes that language can be used to find out about other people’s culture and way of life.
Uses language to know about other cultures and situations.
Is aware of language as a means to express emotions and feelings.
Learns that language becomes a means to express collective cultural expressions.
Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes.
Understands and participates in conversations discussing leisure activities.
Understands and compares differences and similarities between cultural features from Mexico and English-speaking countries.
Global Assessment
NEEDS IMPROVEMENT = NI • The learner fails to understand the main idea and details from a variety of oral and written texts. • The learner demonstrates little understanding of information from different texts. • The learner finds it difficult to produce coherent texts. • The learner shows little interest in differences between his/ her own and foreign cultures. • The learner shows little interest in expressing opinions and judgments about relevant and everyday matters. • The learner shows little interest in participating in different communicative situations. • The learner demonstrates little improvement in maintaining communication. • The learner needs permanent teacher support to work.
Fill in each performance indicator using the abbreviations below
Learns when to make contributions in a conversation.
Is aware of the importance of using language to establish relationships.
GOOD = G • The learner attempts to acknowledge the main idea and details from a variety of oral and written texts. • The learner demonstrates some understanding of information from different texts. • The learner needs some teacher support to produce coherent texts. • The learner is aware of the differences between their own and foreign cultures. • The learner shows some interest in expressing opinions and judgments about relevant and everyday matters. • The learner shows some interest in participating in different communicative situations. • The learner demonstrates some improvement in identifying ruptures in communication and uses strategic means to re-establish it when required. • The learner needs some teacher support to edit his/her classmates’ and own texts with the correct grammar, spelling, and punctuation.
Realizes that language can be used to discuss common interests.
Continuous Assessment LE 2
Continuous and Global Assessment Chart Continuous Assessment LE 1
VERY GOOD = VG • The learner acknowledges the main idea and details from a variety of oral and written texts by using his/her knowledge of the world. • The learner understands and uses information from different texts. • The learner produces coherent texts, which respond to personal, creative, social, and academic aims. • The learner shows respect for the differences between his/ her own and foreign cultures. • The learner expresses opinions and judgments about relevant and everyday matters. • The learner participates in different communicative situations appropriately. • The learner maintains communication, identifies ruptures and uses strategic means to re-establish it when required. • The learner edits his/her classmates’ and own texts with the correct grammar, spelling, and punctuation.
w Assessment Criteria
General Comments
Student’s Name
All Ready! 1 Unit 4
Unit 5 Learning Environment 1: Formation and Academic
Learning Environment 2: Familiar and Community
Social Practice: Produce texts to participate in academic events.
Social Practice: Interpret and convey instructions found in daily life.
Specific Activities: Rewrite information to explain a graphic presentation.
Specific Activities: Understand and express warnings relative to public places.
Product: Oral presentation about a Science topic
Product: Oral announcement of warnings
At the end of this environment students will:
At the end of this environment students will:
• identify main and supporting ideas in paragraphs. • use different strategies to point out relevant information. • select information in order to paraphrase sentences. • order sentences to make a paragraph. • detect mistakes in my notes and correct them.
• understand and give warnings. • understand different types of warnings. • confirm the understanding of warnings. • explain causes and effects in warnings. • identify types of warnings particular to specific places.
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Unit 5
Lesson 1
Performance indicators: – Identify subject matter, purpose, and intended audience. – Anticipate central sense through familiar words and graphic components. – Detect new words to expand vocabulary. – Use diverse strategies to point out relevant information. – Order words to construct sentences that answer questions. – Paraphrase sentences in order to rewrite them. – Rewrite information to compose sentences, based on a model. – Write notes to fill in cards. – Revise cards to make a graphic presentation. – Examine graphic and text compontents. – Recognize relative pronouns. – Recognize phrasal verbs.
Lead-in
Class
Write: environment in big letters on the board and ask students what the word means to them. Divide them into groups and have them take turns sending a member of their group to the board to write a word beginning with one of the letters from environment. The word they write has to be related to the environment and words cannot be repeated. Help them with environment related words they know in Spanish but not in English yet. After several turns, rub off all the words and tell groups to write down as many as they can remember.
Stage 1: I know 1 Decide if the following pictures represent something that is good or bad for the environment. Have students open their Student Books to page 128. For them to revise a science topic through diverse sources, based on contextual clues and with teacher’s guidance, ask them to identify what they can see in the pictures. Then have them decide if they represent something which is good or bad for the environment by drawing a happy or sad face next to the picture. Encourage students to share their thoughts. Answers: 1 Bad; 2 Bad; 3 Good; 4 Good; 5 Good; 6 Bad 2 Look at the pictures in Activity 1 and label them with the correct topic from the box. Read out the words from the box and check students understand meaning. Then read them out again and
Student Book
p. 128-133
– Recognize differences between British and American variants. – Identify main ideas in paragraphs, with previously established purposes. – Add information to key ideas of sentences to exemplify, support or enrich them. Materials: – Reader, Audio CD – Scrap paper – Cards with a verb, a preposition, or a sentence stem written on them (taken from Activity 13 on page 131 of the Student Book) – Cards with famous objects, places, and people written on them
have students call out a corresponding picture number from Activity 1. Then have them label the pictures in their Student Books.
Answers: 1 atmosphere; 2 animal products; 3 water; 4 crops; 5 atmosphere; 6 crops
Reader
Back to Basics
p. 111–120
Show students the first page of Chapter 9 in the Reader and read out the title: Back to Basics. Ask them what they think it will be about and encourage them to tell you what they think Back to Basics means (returning to where we started). To identify subject matter, purpose, and intended audience have them flick through the chapter and tell you what they think they are (the environment, to inform, young people). Have students turn to page 111 of their Readers and read the introduction together. Ask them to leaf through and tell you the different topics covered. Ask them how each topic is divided (Then and Now). Give students 10-15 minutes to read through pages 111-120. Have students turn to page 121 of their Readers and look at the Comprehension Questions. Check understanding and ask them to work in pairs and answer the questions. Ask students to share and compare their answers with another pair of students. Check answers as a whole class activity by reading the questions out loud and having different students read out their answers. Have the rest of the class agree or disagree. Check answers in the Reader Answer Key on page 172 of the Teacher’s Guide.
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Stage 2: I build 3 Skim the text for the main idea. Then check (3) the picture that best represents the problem described. Ask students to turn to page 128 of their Student Books. Point to the pictures in Activity 3 and elicit what they can see (the Earth seen from space and the melting ice-caps). Read the rubric and elicit the meaning of skim. Explain that skimming is a useful reading strategy to point out relevant information, without reading the whole thing in detail. It means we read quickly over the text to understand the main points. It’s particularly useful when there is a lot of information to read and we don’t have much time, or it isn’t necessary to read the whole text. Tell students not to worry about understanding every word. Encourage them to tell you when they may use skimming in their everyday lives (in a newspaper or magazine article to see if they want to read the whole thing, summaries of film reviews, etc.). For students to anticipate central sense through familiar words and graphic components, have them skim the text and check (3) the picture it refers to. Check answer as a class. Answers: 1st picture: the Earth and the general effect
pollution has on the atmosphere
4 Label the text in Activity 3 with Now, Pollution, and Then. To examine graphic and text components, ask if anything is missing from the text and elicit answers (titles and subtitles). Read the words from the box out loud and tell students to read the text again and write the title and subtitles in the correct places. Check their answers. To recognize textual organization, explain students that the title and subtitles usually give us an idea of what the text and different paragraphs are about before reading. Another useful tip is to read the first sentence of each paragraph and this will tell us what the main idea is. Refer students to the Glossary on page 164 to clarify the meaning of words. Answers: 1 Pollution; 2 Then; 3 Now
Lead-in
Class
Elicit some of the environment words and expressions seen in the previous class and write them up on the board. Let students look at them for a few minutes. Then erase them and have students working in pairs to try and write down as many as they can remember. Tell them that when you say North Pole, they can discuss answers with another pair, in order to try and remember more, but as soon as you say South Pole, they must
work exclusively with their partners again. The first pair to remember the most words after five minutes is the winner.
5 Read the questions and circle the best option for each one. Ask students to open their Student Books to page 129, and have them read through the questions in Activity 5. Check for understanding. Explain that they are going to read the article in Activity 3 again, but this time they need to read it more carefully in order to look for specific information to answer the questions. Give them enough time to read the article and then have them answer the questions in pairs. Check answers. Answers: 1 b; 2 a; 3 a; 4 b; 5 b 6 How do you think the ideas raised in the text in Activity 3 have affected your community? Elicit from students how pollution and other points raised in the article have affected their community and their country: traffic: smog / pollution – In the capital city some cars don’t circulate on certain days, water shortages, etc. Then ask students what we are doing nowadays to help the environment and write down their suggestions on the board. Have them tell you which ones people actually do in their country and community. Ask students to rank the problems in the order they consider to be most serious.
Stage 3: I think 7 Choose a phrase or word from each column to match and make complete sentences. Elicit from students what a noun is and have them give you examples. Write the following sentence parts on the board: Sara is my friend ________ lives in the next street; All the students got on the bus ________ is yellow; All the students got on the bus, ________ is yellow. Elicit the nouns (Sara, friend, street, students, and bus). Then ask students if they know what the missing words are. If they can’t guess, write: which, that, and who on the board. Explain that these words are called relative pronouns and they refer to the preceding noun in the sentence. Invite a volunteer to come to the board and circle the preceding nouns (friend, bus, bus). Have students tell you the difference between who, that, and which. Clarify that who is for people and which and that are for objects, but there is a difference. Point to the comma before which and the absence of the comma in the previous sentence with that, and elicit the difference. Ask: Which sentence suggests there was more than one bus? (The second). Point out that in the first sentence there are many buses and we are specifying which bus (the yellow one). In this case we don’t use a comma and we use that. Point to the second
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sentence and explain there is only one bus but by using a comma we are providing extra information about the bus that is non-specific. Write: A grocer’s is a shop __________ sells fruit and vegetables. Mr. Martínez is a teacher __________ eats ice-cream. Brasilia is the capital of Brazil, __________ is a large country in South America. on the board. Encourage students to complete the sentences using the correct relative pronoun (A grocer’s is a shop that sells fruit and vegetables. Mr. Martínez is a teacher who eats ice-cream. Brasilia is the capital of Brazil, which is a large country in South America.). Have students look at Activity 7 in their Student Books. Direct them to the first column and tell them to underline the final noun in each sentence (air, farms, bucket, food, people). Elicit which one refers to people (the last one). Remind them to look for the commas in the first part of the sentences as this is a big clue. Then ask them to match the sentences with the relative pronouns and the correct second part of the sentence. Monitor and check. Have students read out their answers when they finish.
Answers: 1 Factories put out pollutants into the air, which damage the atmosphere. 2 Animals are produced on industrial farms that are in bad conditions. 3 Collect the cold water before a shower in a bucket, which saves a lot of water. 4 People now buy more local food, which is organic. 5 There are 7,000 million people who inhabit the planet. 8 Which words link the information in the sentences in Activity 7? In pairs have students answer the question. Ask for volunteers to call out the answers. Answers: who, which, that 9 Match the words to the sentence they describe. Ask students to match each relative pronoun with the sentence it describes. Check answers as a class. Answers: 1 c; 2 a; 3 b Ask students to open their Readers to page 111 and to read the whole chapter to themselves. Tell them to underline any important information they didn’t know. Explain that you will play a true or false game. You are going to say statements about the environment and they have to find the information in the text and say if it’s true or false. Divide them into groups of four. Read out random statements and elicit from each group whether they think they are true or false. emember Next class you will need: cards with a verb, a preposition, or a sentence stem written on them
(taken from Activity 13 on page 131 of the Student Book). Make enough copies so that each student has one card.
Lead-in
Class
Write: _________ is someone who _________ on the board and next to it write a list of ten famous people. Then add twenty action verbs corresponding to what those people do: sings, plays football, acts, etc. There should be more than one action verb for each person. Ask students to stand up and say a full sentence including the person’s name, what they do, and to add information to key ideas of sentences to exemplify, support, or enrich them, some extra information: Chicharito is someone who plays football for... Beyonce is someone who sings beautiful songs and dances.
10 Read the text in Activity 3 again and write the verbs which have two parts. Introduce phrasal verbs to expand students’ vocabulary by directing them back to the text in Activity 3 on page 128. In pairs, have them find and write down as many verbs as they can. Find out which pair has the most and elicit if anyone found any verbs with two parts. Write the example on the board. If not, have them look again and perhaps give them the first letters of each word. Explain that there are some verbs which have a verb and preposition and that these are known as phrasal verbs. To detect new words to expand vocabulary, give pairs a couple of minutes to find the other verbs of this type in the text. Walk around and check students understand what they are looking for. Answers: The order may vary: 1 end up; 2 wipe out; 3 bring down; 4 look after 11 Do the verbs in Activity 10 have literal or non-literal meanings? Check your answers in the Glossary on page 164. Write: I get down from the wall; I get down when I fail an exam on the board. Draw an unhappy face next to the second example. Elicit the meaning of get down in both sentences. Check students understand the difference between literal and non-literal meaning. Elicit which has a literal meaning and which has a non-literal meaning (the second sentence with get down is non-literal). Tell students to look at the phrasal verbs in their lists from Activity 10 and decide which ones have a literal meaning and which ones have a non-literal meaning. Check answers. Answers: non-literal: bring down; look after; end up;
wipe out
12 Look at the sentences and circle the best option to complete each one. Refer students back to the phrasal verb and sentence I get down when I fail an exam. Cross out I and write
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Thomas. Elicit the change in form of the verb: gets down. Ask the class if they have to change the preposition down (no). Point out that only the verb form of a phrasal verb changes, not the preposition. Draw students’ attention to the Reflection Box and have them complete it. Check answers as a class.
Answers: 1 two parts; 2 verb changes form; 3 goes first
Stage 4: I practice 13 Choose a phrase or word from each column to match and make complete sentences. Write: discover, leave outside, destroy, reduce, protect, and finish on the board. Check students understand meanings. Explain that each of these verbs matches one of the phrasal verbs in Activity 13. Tell students to match them with the correct phrasal verb. If they need help, a number of the phrasal verbs appear in the text in Activity 3 so students should find the phrasal verbs in the text and see if the new verb fits the context. When they finish, check answers (discover – find out, leave outside – put out, destroy – wipe out, reduce – bring down, protect – take care of, finish – end up). Give out one card with a verb, preposition, or a sentence stem to each student (taken from the sentences from the box on page 131 but divided into separate parts). Have them find the other two people who have the rest of the sentence / phrasal verb to make a sentence. Tell trios to sit down once they have their sentences. They should then put all the papers in a pile and choose a different one and repeat. Ask students to open their Student Books to page 131 and match the words from each column to make complete sentences. Monitor and provide individual help if necessary. Answers: 1 wipe out complete forests; 2 take care of the planet; 3 find out what is wrong; 4 put out the garbage; 5 end up as acid rain; 6 bring down the number of greenhouse emissions 14 Rewrite these sentences using words from Activity 13. Ask students to describe what they can see in the photograph in Activity 14. Tell them to read the first sentence and point out that there are many ways we can say the same thing. Elicit the meaning of eradicate (destroy / wipe out). To paraphrase sentences in order to rewrite them, ask students to rewrite the sentence using a phrasal verb. Elicit answer: wipe out woods. Have them paraphrase the rest of the sentences, and encourage them to check their answers with a partner before giving feedback to the whole class.
Refer students to the Glossary on page 164 to clarify the meaning of words. Answers may vary.
Lead-in
Class
Play tic-tac-toe with the phrasal verbs learnt in the previous class. Draw a grid on the board, and write the following verbs: discover, protect, eliminate, reduce, feel sad, leave outside, care for, finish up, and descend. If necessary, write the first letter of each part of the phrasal verb on the board underneath the verb. Divide the class into two teams, and each team takes a turn to choose a square, give the correct phrasal verb, and make a sentence with it. If they answer correctly they can put an X or a O. The first team to get a line of three wins.
15 Complete the text with the words from the box. Refer students back to the reflection box from Activity 9 on page 130 of their Student Books and remind them when we use that, who, and which. Elicit when we add a comma (when the information is additional / nonspecified). Have them turn to page 132 in their Student Books and read through the text in Activity 15. Students choose the correct word to complete the gaps. Check answers as a class. Ask them which sentence contains additional information (the first). Answers: 1 which; 2 who; 3 that 16 Unscramble the words to make sentences that answer the questions. Elicit from students why we use relative pronouns. Explain that we use them to connect two linked ideas in one sentence because it sounds better than writing two separate sentences. Write: There are 220 million people in Mexico. They need to recycle the trash. I’m going to support the international organization. They plant trees. It’s important to use less water. This helps the environment. on the board. Referring students to the second sentence in each line, ask: Who needs to recycle the trash? Underline 220 million people. Ask: Which organization plants trees? Underline international organization. Ask: How can we help the environment? Underline less water. Explain that these are the nouns that the relative pronouns refer to. Elicit the correct relative pronoun for each set of sentences. Check students can identify which sentence is specifying information and which sentence is adding extra nonspecific information. Explain that we have to replace a word with the pronoun. Encourage them to guess which word will be replaced (they / this). Invite volunteers to write in the correct pronoun. To order words to construct sentences which answer questions, write a
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question with a scrambled answer on the board for students, to unscramble. Encourage them to try and answer the question before unscrambling it. How many people recycle trash? are / trash / 500 / who / million / There / recycle / people /. Students then unscramble the sentences in their books. Walk around and monitor.
Answers: 1 There are around 7,000 million people who inhabit the planet. 2 They eat corn which humans could eat. 3 They filled buckets from a well. Cultural Note Explain to students that not only are there some vocabulary differences between British and American English, but there are also differences in the way that some verbs are conjugated and spelt. So which spelling is correct, cancelled or canceled? Both are, it all depends on where you come from! Cancelled is the British spelling while canceled is the American spelling. The situation is the same with these words: travelled vs. traveled, counsellor vs. counselor, and fulfil vs. fulfill.
17 Rewrite the following sentences. Use the relative pronouns in parenthesis. Have students read the first sentence in Activity 17 and tell you which is the pronoun (who). Elicit which word we replace with the relative pronoun and elicit the subject (they). Refer students back to the model in Activity 16 and have them work together to rewrite the information to compose sentences. Check answers. Answers: 1 There are millions of people on Earth who need to look after the planet. 2 We use new energy sources that include gas and electricity. 3 There are lots of energy sources, which allow us to do things faster. 4 People filled buckets in the past that transported water. 5 The animals eat lots of corn, which humans could eat instead.
Stage 5: I can 18 Read the text and make notes. Have students turn to page 133 in their Student Books and explain that they will read the leaflet, and present the main ideas. They will do this by taking notes and extracting only the most important information. Ask students what part of the text can tell us most about the main topic (the title and subtitles) and explain that we can pick out key words and phrases that act as clues to help us remember the rest.
Elicit what they can tell from looking at the title and subtitles and ask what type of information they think the rest of the text will contain. Explain that one way we can find out the most important points is by understanding the main idea of each paragraph and looking for key words. For students to practice using diverse strategies to point out relevant information, direct them to the first paragraph and ask: What is the main point? (garbage) Tell students to look at the rest of the text and summarize the main points. Write: What, Why, Consequence, and Solution on the board and explain what they mean. Tell students to write key words and add notes to fill in the card provided.
Alternative Activity: Elicit the title and subtitles of the text on page 128 of the Student Book (Pollution, Then, and Now) and write them on the board. Tell students to skim the text and select some of the key words and short phrases. Encourage them to share their answers and write examples on the board. Guide them towards the following: atmosphere, air pollution, gas emissions, acid rain, wipe out forests, carbon dioxide, global warming, reduce greenhouse gases, and natural energy sources. To show students how key words can help them to remember other information, go through each word and encourage them to mention other points raised in the text related to the word. Tell them to skim the text and elicit the main points using a few key words to add notes to fill in the card provided: We have tons of garbage: Advice: separate garbage, wash cans and bottles, reuse, and recycle. Time: 10 minutes Answers may vary.
19 Use your notes to present the information to a classmate. To revise cards to present information to a classmate, ask students to get into pairs, and using their notes from the previous activity, have them take turns to try to reconstruct the text verbally without looking at it, but adding details that their partners give them. Encourage pairs to work collaboratively to reconstruct the text. Walk around the classroom, monitor, and provide help where needed. emember Next class you will need: cards with famous people, places, and objects written on them.
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Unit 5
Lesson 2
Performance indicators: – Activate previous knowledge. – Identify main ideas in paragraphs, with previously established purposes. – Distinguish the types of sentences used to express main ideas and back-up information. – Sort information based on purpose. – Select previously sorted information from a text in order to rewrite sentences. – Add information to key ideas of sentences to exemplify, support, or enrich them. – Order rewritten sentences to articulate them and form paragraphs. – Choose paragraphs with rewritten sentences in order to construct notes. – Read to revise punctuation and spelling conventions.
Lead-in
Class
Play a guessing game using relative pronouns. Write on the board: bathroom, Barack Obama, a pan. Elicit from students how they would describe the three items to someone else without saying the name of the person, place, or thing. Guide them toward making a complete sentence using the relative pronouns who and that. Finally, write the following structures on the board: This is a thing that we use to … This is a place that we visit to … This is a person who … Put a pile of ready prepared cards on the desk at the front of the class, that have the names of well know objects, people, and places on them. Divide the class into two teams. Team members come to the front and choose a card. They have thirty seconds to describe what’s on the card and the rest of their team has to guess. If they can’t guess within the time frame, the other team has an opportunity to answer. Teams score a point for each correctly answered card.
Stage 1: I know 1 Look at the following photographs. What do you think are the causes of these problems? Make a list for each photo. To activate students’ previous knowledge, elicit some of the major problems that the environment is facing: global warming, air pollution, rising sea levels, etc., and write them on the board in a spider gram. If they find it difficult to remember, encourage them to skim through the Reader and call out their suggestions. Tell students to open their Student Books to page 134 and look at the photo. Have them identify the problem in each photo and what they think causes the problem. You may have
Student Book
p. 134-139
– Detect mistakes and correct them. − Recognize passive voice. − Recognize connectors. − Complete sentences with main ideas from the text. − Read to revise punctuation and spelling conventions − Mark and solve doubts. − Use language to take favorable decisions about our environment. Materials: – Reader, Audio CD – List of ten inventions / buildings and the year they were invented or built, and corresponding verbs – Pieces of paper for Bingo
to explain drought. Have students work in pairs, and give them a couple of minutes to think about the answers and make a list for each photo. Encourage them to use full sentences and to use this is because of … this is due to … when explaining reasons for the problems.
Answers: factory farms in bad conditions – quantity; drought – climate change; air pollution – carbon dioxide emissions, burning fuels, etc. 2 What do you think the situations shown in the photographs in Activity 1 were like before? Remind students of the texts they read from their Readers in the first lesson and how they were divided into Then and Now. Elicit how the situations were before. To help them, if necessary, write some key words on the board: skies, extreme, blue, clean, local food, rivers, and lakes. Answers: 1 Farms were small and people bought food locally. 2 There were more rivers and lakes. 3 The atmosphere was clean and skies were blue.
Stage 2: I build 3 Skim the text for the main idea. To activate students’ previous knowledge, tell them to look at the pictures in Activity 3 and elicit what they can see. Then tell them to skim the text and summarize each paragraph. Elicit from them where the main ideas of the text appear (in the first line one or two lines of each paragraph). For students to complete sentences with main ideas from a text, write incomplete sentences
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summarizing two main ideas from the text and ask them to complete them in pairs. Check answers. Refer students to the Glossary on page 164 to clarify the meaning of words
4 Read the text in Activity 3 again and write T for True or F for False. Have students read the text in Activity 3 again and answer the sentences in Activity 4 as either true or false. Monitor and check. Answers: 1 T; 2 T; 3 F; 4 T; 5 T 5 Read the text and answer the questions. Tell students to skim the text on page 135 of their Student Books and tell you the main ideas. Encourage them in pairs or small groups to think of a suitable title and share their ideas with the rest of the class (Food / Food production). For students to understand the central sense and main ideas in scientific texts from reading out loud with the teacher’s guidance, invite volunteers to read out loud and pay attention to intonation and pronunciation. When they finish, read the questions with them to check new vocabulary. Then give students enough time to answer the questions. Check answers as a class. Answers: 1 Crops were sown, harvested, and sold locally in the past. 2 Meat lasted a long time. 3 Crops are produced on large, industrialized farms today, and chemicals are used. 4 Answers may vary.
Reader
Back to Basics
p. 111 –120
To use language to take favorable decisions about our environment, elicit simple ways we can help the environment in our everyday lives and jot down suggestions on the board. Then direct students to page 120 of their Readers and look at the things they can do to help the planet. Encourage them to tell you which things, if any, they already do. Allow them a few minutes to look at the tips and then write down a few key words, such as faucets, lights, organic food, etc. and use these as prompts to help them remember more. Then tell the class to close their Readers. Divide them into groups and have them try to remember as many of the tips for saving the planet as they can. Finally, have students think of one point that they do not do that they will try to start doing straight away. Encourage them to explain why it’s important. emember Next class you will need: pieces of paper for Bingo. Prepare twenty irregular and regular verbs that students have difficulty with.
Lead-in
Class
Tell students they are going to play Bingo. Choose twenty irregular and regular verbs that your students generally have difficulties with. Write them on the board and elicit the past tense for each one. Tell students to work in pairs to draw a grid of twelve squares, to choose twelve past tense verbs from the board, and to write them in their Bingo boards. Erase the vocabulary from the board and call out the verbs at random in their infinitive form. If students have the past tense of the verb, they cross it out. The first pair to get a ‘full house’ (when their whole grid is completed), wins.
Stage 3: I think 6 Read the text in Activity 3 again and circle all the verbs you find. Direct students to the text in Activity 3 on page 134 of their Student Books and tell them to circle all the verbs they can find. Check answers. Draw students’ attention to passive verbs. Encourage them to tell you what is different about these. Write two sentences from the text on the board: People worked the land. Crops were sold locally. Explain that the subject in a sentence is the person or thing doing the action. The object of the sentence is the person or thing experiencing the action. Write: Mike ate a hamburger. and elicit the subject (Mike), the verb (ate), and the object (a hamburger). Point to the first sentence in the text and elicit the subject, verb, and object (people, worked, the land). Ask: Who worked the land? (people) Point to the second sentence and ask: Who sold the crops? (people on the farm / workers) Ask if the subject (the people or the person doing the action) in the second sentence is mentioned (no). Ask: Why not? (because it’s not important or it’s quite obvious who does it) We often use the passive to describe processes to avoid repeating the subject of the sentence: The crops were harvested. Then they were stored and sold. Write: The world’s, population is estimated at 7,000 million. These products harm the environment. Ask: What tense is used? (present) Who estimates the number of people? Accept all answers (government organizations, the UN, etc.) What harms the environment? (the products) Elicit in which sentence we know the agent of the action (the second). Elicit why it is not mentioned in the first sentence (because it’s not important). The focus of the sentence is the amount of people in the world. Encourage students to guess why we use the passive (when the agent or person who does the action is not known or not important because the focus of the sentence is on the action). Direct students to Activity 6 on page 136 and elicit an example of a passive verb found in the text in Activity 3. Divide the class into groups and have them fill in the table with the rest of the verbs. Check answers as a class. Refer students back to the example sentences on the board and
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elicit which are in the present and which are in the past. Encourage students to discover how the present and past passive is formed. Students, in pairs, then return to the table in their books and write PR next to present tense verbs and PA next to past tense verbs. Monitor and check.
Answers: Active: polluted (PA), grown (PA), harvested (PA), buy (PR), produce (PR); Passive: burnt (PA), releasing (PR), melting (PR), rising (PR), changing (PR), grow (PR), sprayed (PA) Cultural Note The passive is used for similar purposes in Spanish. Similarly to English, it can be formed using the verb to be, in this case ser / estar and the past participle: El libro fue escrito en 2001. Shakira fue entrevistada en México. However, there are other ways we can use the passive in Spanish using a general ‘they’. Dicen que el calentamiento global es una amenaza para el planeta. Estimaron que el nuevo disco sería un gran éxito. Alternatively, se is sometimes used: Se vende coche, se reveló información acerca del robo.
7 Match the beginning of each sentence to the correct ending. Have students close their Student Books and in groups try to complete the sentences you read out. Read out the first part of each sentence from Activity 7 and encourage students to complete it. Give a point for each correctly answered question. Tell students to look at the Reflection Box on page 136, read through the sentence stems, and choose the correct answer. When they finish, allow students to practice forming the passive. Explain that the passive is often used in news reports. Write: stolen, seen, and left on the board. Elicit the infinitive forms of the verbs. Then write: Somebody saw Robert Pattinson drinking soda at the mall. Somebody stole a car outside school this morning. A boy leaves a computer on the metro. Elicit the objects of the sentences and underline them. Remind students the object goes first in the sentence. Elicit what goes next (verb to be and past participle, followed by the rest of the sentence). Have students make passive sentences. Check answers: Robert Pattinson was seen drinking soda at the mall; A car was stolen outside school this morning; A computer was left on the metro. Answers: 1 c; 2 d; 3 b; 4 a 8 Read the text in Activity 5 again and complete the following table. Tell students to look at the text in Activity 5 on page 135 of their Student Books. Elicit the purpose of using
paragraphs (paragraphs help us organize our ideas when we write a longer text). Each paragraph discusses one of the main ideas of the text. For students to identify the main ideas in paragraphs and distinguish types of sentences used to express the main ideas and back-up information, elicit how the information in a paragraph is organized. Ask students to read the first two sentences of each paragraph and ask if those sentences resume the main idea of the text (yes, they do). Ask: What does the information in the subsequent sentences do? (It supports the main idea with examples and more detail). Read out the first two sentences of the first paragraph and encourage students to provide the supporting information. Direct students to the table on page 136 of their Student Books and have them complete it.
Answers: 1 Main Idea: People worked the land where they lived. Supporting Idea: People ate local food in season and kept animals. 2 Main Idea: There are more people in the world who need more food. Supporting Idea: Food is produced on large, industrialized farms. 3 Main Idea: Crops are grown to provide food for humans and animals. Supporting Idea: Chemical fertilizers and pesticides are used. emember Next class you will need: a list of ten inventions / buildings and the year they were invented, built, etc., and corresponding verbs.
Lead-in
Class
Divide the class into groups. Draw a table with three columns on the board. In one column write ten inventions, in the next, write ten dates (the inventions' date) and in the third column, write the verb in the past participle (discovered, produced, made, established, etc.). The information in each column should be mixed up, so that students have to match them and make complete sentences using the passive.
9 Read the text in Activity 3 and circle the connectors. Have students open their Student Books to page 134 and look at the text in Activity 3. Explain that when we read or write longer texts we need to organize and connect our ideas so it’s clear and easy to understand. There are various ways we can do this. One is using relative pronouns like in the previous lesson, and another is using paragraphs. Another way is using linking words that let us know when we are adding information, giving reasons, or explaining a result. Elicit connectors that students already know for these purposes (and, because, etc.). Have them look at the text and circle other connectors. Answers: as well as; and; as a result; also; therefore; so
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10 Complete the table with the connectors from the text in Activity 3. To sort information based on purpose, encourage students to make sentences using the connectors they found in the previous activity. Then elicit which column they go in, and have students complete the table in Activity 10. Answers: Adding information: as well as, and, also; Cause and effect: therefore, so, as a result 11 Complete the sentences with words from the box. Write: Ana likes chocolate _________ Simon. Ana likes chocolate _________ Simon likes ice-cream. Elicit which sentence can be completed with and, and which can be completed with as well as. Explain that as well as links the same idea, so it can be used in the first sentence because both Ana and Simon like chocolate. However, as well as can’t be used in the second sentence because they are two separate ideas being linked, so we use and. Ask students which of the connectors can be used at the start of a sentence (also, as a result, and therefore). Encourage the class to make some sentences about their classmates using and, as well as, and also. Students complete the sentences in their Student Books with the correct connector. Monitor and check. Answers: 1 as well as; 2 and; 3 Also; 4 As a result / Therefore; 5 because / therefore; as a result; so 12 Look at the sentences and choose the best option to complete them. Have students read the sentences in Activity 12 and choose the correct words to complete the gaps. Check answers. Answers: 1 Main; 2 Supporting; 3 Connectors; 4 join;
5 effect
Stage 4: I Practice 13 Look at the diagram and write sentences about the process. Revise the different forms of the verb to be. Encourage a student to stand up and say the subject pronouns: I, he, she, we, etc. A different student then stands up and says the correct verb form. If they are correct the whole class stands up. Have students stand up and take a step backwards if they want someone to conjugate the verb to be in the past tense. Students look at the pictures on page 138 of their Student Books and describe what they can see. Write the verbs on the board for each picture and elicit the past participle. Write other words that students mention that will be needed to form the sentences:
In Spring, At 2-4 weeks, harvest, etc. Ask: Do we know who does these processes? (No) Is it important? (No) Which tense do we use? (passive) Reinforce the idea that the passive is used when we describe a process. Elicit how we form the present passive (verb to be + past participle). Elicit the first sentence: The land is prepared to sow the seeds. Point out the agreement between the object and the form of the verb to be. Divide students into groups. Invite different group members to make sentences using the words on the board and the correct form of the verb to be to make the passive. Each time they use a word they should cross it out. Groups get a point for a correct sentence. Erase the words from the board and have students write the sentences using the passive voice in their books. Check answers. Refer students to Glossary on page 164 to clarify the meaning of words.
Answers: 1 The ground is prepared for the potatoes. 2 In Spring, the seeds are sown in the ground. 3 At 2-4 weeks, the roots are sprouting. 4 In July, the potatoes are harvested. 5 The potatoes are stored in a barn. 14 Read the text and write MI for Main Idea or SI for Supporting Idea. Ask students what dishes they eat that are made with potatoes. Elicit where potatoes come from and where they are grown now. Students then skim the text and say what it’s about. Encourage them to identify the main idea of the whole text (potatoes are grown all over the world). Use diverse strategies for students to point out relevant information by having them identify the difference between the first and second paragraph (the history of potatoes and potatoes today). Ask which sentences include the main information (the first ones in each paragraph). Invite students to identify supporting information. They have them write MI or SI in the text. To work more with the text, ask students to formulate and write questions concerning the information in the text. They could do this in pairs to collaborate. Check answers. Answers: 2 SI; 3 SI; 4 SI; 5 MI; 6 SI; 7 SI; 8 SI emember Next class you will need: pieces of paper for each student.
Lead-in
Class
Divide students into groups and give them a topic (their town, their country, a famous person, their school, a hobby, a routine, etc.). Give a piece of paper to each member of the groups. Explain that groups should write a sentence about their topic on one piece of paper. Then they should each write a sentence about the topic.
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The sentences should follow on, one from the other, even though they’re on different cards. Groups need to communicate to be able to effectively do this. When they finish writing, they give their cards to another group which then has to arrange them in the correct order.
Stage 5: I can 15 Work in pairs and discuss the questions. Help students develop listening strategies by activating their previous knowledge of the topic and encouraging them to predict the information they will hear by looking at pictures, text clues, and questions. Ask students if they ever buy organic food. If so, What organic products do you buy? Do you think they taste nicer? Ask if they have been to a farm and to share their experience with the class. Explain they are going to listen to an organic farmer talk about his farm. Tell students to look at the table on page 139 of their Student Books. Encourage them to think about the information they will hear before they listen. 16 Listen to the interview with an organic farmer and take notes. For students to sort information based on a purpose, play the CD and tell them to take notes under the two distinct headings of Organic Farming and Factory Farming. Tell them to pay special attention to the information about cotton harvesting as they will need it for the next activity. After the first listening, encourage them to compare their notes with a classmate. Play the CD a second time and have students write notes on their own. Check answers and write any new vocabulary on the board. 28
Answers: Organic Farming: Crops are totally natural,
not sprayed by chemicals or pesticides. Organic farmers concentrate on feeding the soil. Organic Farming is used for medical products, large plants, and making cotton. It is concerned with producing smaller, healthier quantities. Factory Farming: feeds the plants with chemicals, mass quantity Factory farming uses pesticides and chemical fertilizers which can damage health and pollute the environment. Factory farming uses more tractors which cause pollution, not concerned with safety issues.
17 Use your notes from Activity 16 to write a paragraph about the process. Ask students: What are you going to describe? (a process) Which tense should you use? (passive) Divide students into pairs. For students to select previously sorted information from a text in order to rewrite sentences, elicit what they can see in the pictures, and try to relate it with the information they heard in the recording. Ensure they have all the vocabulary. Then have students make a sentence using the first picture
and their notes. If necessary, play the CD one last time so students can pick out the information about cotton harvesting. When they’ve finished, invite a volunteer to come to the board and write down their sentence. When it’s correct, ask students if their sentence was similar. If everyone is on the right track, let them continue, in pairs, to form sentences. Once they finish, encourage the class to stand up and move around checking their sentences with other pairs. To order rewritten sentences to articulate them and form paragraphs, have students arrange their rewritten sentences about the process of cotton farming into a complete paragraph. Ask random pairs to read theirs out loud to the rest of the class. Check answers.
Answers: 1 The tractor turns over the soil and the seed is dropped into it and covered. 2 The cotton seeds are watered. 3 After two months the plant has grown and flowered. 4 The cotton is harvested by a special machine. 5 It is then packed and stored for production. 18 Listen to the interview again and add more information to each stage. Play the CD again and this time have students listen for further information which they can add to their key ideas to exemplify, support, or enrich them. Alternatively, have students listen again and look at the audioscript on page 189 in their Student Books to check their answers. Encourage students to share their answers. 28
Answers may vary.
19 Fill in this index card for one of the stages. Add notes and illustrations to help you. Have students fill in the card in Activity 19 for one of the stages of the cotton production process from Activity 17. Assign the stages so that students don’t copy each other, and so that they will be able to form groups afterwards with each stage of the process. They can add notes and illustrations. When they finish writing their notes, ask them to read to revise punctuation and spelling conventions. Tell them that in order to make it more effective, they need to mark and solve doubts. For this, they can circle their doubts and ask their partners or you to solve them. This also helps them to detect possible mistakes and correct them. Once they have finished marking and correcting, ask them to write the final version of their cards. After that, to revise cards to make a graphic presentation, have them take their cards around the class and find classmates who filled in the different stages in order to make a complete group. Then have them describe the whole process in sequence, using the passive voice. Monitor and check. Answers may vary.
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Unit 5
Product 1 O ral Presentation about a Science Topic
Performance indicators: – Choose a scientific topic to make an oral presentation. – Read and classify the information. – Rewrite the information to make notes for the presentation. – Produce posters with illustrations (photographs, maps, drawings, charts, etc.) to aid the contents of the notes.
Lead-in
Class
Elicit the main threats facing the environment today and write them on the board. Divide the class into four groups and have them stand in lines, one behind the other. Select a threat and call it out. Students should raise their hands and call out vocabulary associated with that word. If they do this successfully the first group member goes to the back of the line. The first group whose members all move once to the back of the line and has the person who began at the front of the class back in that position, wins.
Stage 1: I get ready 1 Look at the list of topics and check (3) the two you feel most interested in. Ask students to open their Student Books to page 140. Tell them to look at the list of topics and choose the two they feel most interested in. 2 Work in pairs and discuss the reasons for your selection. Decide on one topic to research. Encourage students to share their decision from Activity 1 with the class, and try to give reasons for why they chose those topics. Divide students into pairs and have them decide on a topic to research together.
Stage 2: I plan 3 Decide on the sources of information you will use to do your research. Check students understand sources of information. Ask: What was the last project you worked on? Use their answers to help elicit as many different information sources as you can. Ask students to work in their pairs and have them think of the advantages and disadvantages of these sources. Encourage them to share their experiences with the class, and have each pair decide on the sources of information they will use.
Student Book
p. 140-141
– Edit the notes and rewrite them on a card taking into account the letters size so the content can be easily read. – Decide the order in which every chart will be presented with its respective informative card. – Give the presentation to a selected audience in a previously agreed place. – Use language to reach common goals.
4 What materials do you need? Make a list. Write: presentation on the board and elicit materials students may wish to use for their presentation (laptop, black board, pictures, tape, drawings, card, colored pencils, etc.). Students decide on the materials they will need for their presentation. 5 Use the organizer on page 180 in the Worksheets section to make notes about the information researched. Ask students how they plan their written work and what steps they take to plan it well. Elicit why it’s important to plan written work and reinforce the idea that if we plan we can organize our ideas better, which means they will be understood better and more clearly by the reader. It also saves us time as we won’t have to cross things out and rewrite them. We won’t forget important points either. Ask students to find the most important points they wish to include in their research and underline or highlight them. Then, they should use the information to complete the organizer that will help them to organize their ideas better. Monitor and provide individual help. 6 Write three main ideas and three supporting ideas. Elicit how to divide the different points in a text (in paragraphs). Then ask how we can divide paragraphs (main ideas and supporting ideas; elicit a definition of both). Ask: Where does the main idea usually appear in a text? (in the first or first two lines of a paragraph), Where do we put the supporting ideas? (after the main idea) Students then write the main ideas and the supporting ideas in the space provided in note form their Student Book. When they finish, elicit connectors and their uses. Have them insert the appropriate connector between their main and supporting ideas and explain that placing the connectors this way helps with the planning and
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organization of the text. It’s important to monitor and help individual students at this final planning stage before they write their texts.
Stage 3: I do 7 Put your information together in a paragraph. Remember to use the passive and connectors. Recap how to form the passive tense and when it is used (for processes and when we want to focus on the action, also when the agent of the action is unknown, obvious, or unimportant). Invite a couple of students to tell you one of their main or supporting ideas and encourage the class to change it into the passive. Then ask students to get into pairs and change their main ideas and supporting ideas into the passive where appropriate and to put the rewritten sentences in order. Finally, ask them to form paragraphs and connect their ideas and sentences with their chosen connectors. emember Next class you will need: index cards.
Lead-in
Class
Write the name of a famous person on the board. Elicit categories for describing a person: physical appearance, characteristics, birthday, famous for, job, hobbies, likes, doesn’t like, friends, age, etc. Write: This is a person who … on the board and encourage students to make sentences about the person using the structure on the board and additional information. For example: Who knows how to dance? Who can sing? Who has long blond hair? Who has a birthday in October? etc. Once students are confident using the structure, give out sticky notes. Have each student write the name of a famous person or classmate on the sticky note and stick it to a classmates’ forehead. The person wearing the sticky note must not know who is written on their paper. Students then walk around the class and describe the person on the sticky note to the person wearing it. Remind them not to say anything too obvious as this will end the game too quickly.
8 Check the spelling and punctuation. Correct any mistakes. Ask students to open their Student Books to page 141, look over their revised work from the last class, and check punctuation (period, colon, indentation) and spelling. Also have them check the use of lower and upper case letters. Students should detect mistakes in their work, and correct them. They can exchange their work with a classmate for peer editing. 9 Use index cards to make simple notes for reference about your paragraph. Remind students how they expanded notes to make a whole text in Lesson 4. Tell them that they are going to
present their paragraph and ask: What do we have to do? Why do we do this? (make notes which makes the information easier to remember) Elicit how they can reduce their notes (pick out key words and short phrases that sum up the main points). Ask students to convert their paragraph with rewritten sentences into notes on index cards.
10 Add simple sketches to the index cards to help you remember the information. Look at the example provided. Ask students what they can see in the picture in their Student Books (the process of acid rain). Students revise their cards and the information and draw corresponding illustrations to provide a graphic presentation.
Stage 4: All ready to share 11 Use your index cards to present the information to the rest of the class. Tell students they are now going to present their research project to the rest of the class. Direct them to the useful phrases box and go over the expressions with them. Have students incorporate them into their presentations. Allow them a few minutes for one last practice, and then have them present their research projects to the class.
I learn Ask students what they can do now that they couldn’t do at the beginning of the learning environment and listen to their responses. Encourage them to identify the activities that they found especially helpful during the process of making the product. Then have them answer the I learn box. Explain that its purpose is to assess their performance while making the product in order to improve weaknesses and reinforce strengths during the process. Briefly have them discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback of their effort and progress.
Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so students:
– Can identify and distinguish types of sentences that express main ideas within paragraphs, using previously established goals. – Can use various strategies in order to point out relevant information. – Can select information in order to rewrite and paraphrase sentences. – Can organize sentences to make a paragraph. – Can point out and solve doubts in order to edit notes.
To formally assess this learning environment go to page 162.
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Unit 5
Lesson 3
Performance indicators: – Identify subject matter, purpose and intended audience from previous knowledge. – Recognize situations and public places in which warnings are communicated. – Listen to warnings particular to public places. – Establish the reasons for warnings. – Understand conditional and non-conditional warnings. – Recognize sentence composition. – Reflect on the composition of sentences. – Paraphrase the message on warnings. – Distinguish speakers’ attitudes and turns of participation.
Lead-in
Class
To recognize situations and public places in which warnings are communicated, elicit different public places and buildings from students (hospital, church, restaurant, police station, park, school, supermarket, etc.). Try to get as many as you can and write them in a list on the board. Tell the class you’re thinking of one of them and they have to guess where it is. Encourage them to ask closed questions, like: Is it inside / outside? Can I swim there? Is it a building which has / which is …? Can I see a doctor there? Students have to guess the place in less than ten questions. When they’ve guessed, invite a volunteer to think of a different public building or place, and repeat the game. Continue until several students have had a turn.
Stage 1: I know 1 Check (3) the signs that are in your community. Ask students to tell you which of the places and buildings on the board are in their neighborhood; which they use the most and, if they could choose any other amenity or building to be in their community, what would they choose? Tell students to open their Student Books to page 142 and look at the pictures in Activity 1. Elicit what they are (signs), identify them (from left to right; fire extinguisher, first aid, security camera, restroom, no entry, wear hard hats), and have students check (3) the ones in their community. Answers may vary.
Student Book
p. 142-147
– Anticipate central sense from known words and expressions. – Use language to prevent problems. – Use language to respect social norms. – Use language to recognize cultural differences in social norms. Materials: – Reader, Audio CD – 6-10 cards with causes and 6-10 cards with effects – Sets of imperative sentences cut up for jigsaw exercise. There should be five sets of sentences per group.
Reader
Watch Out!
p. 124 –133
To establish the reasons for warnings, encourage students to say why they think we have signs with symbols and why the information isn’t simply written down instead. Have them open their Readers to page 124. Read the title out loud and elicit that we say Watch Out! when we think someone is in danger. Ask students about the last time they went on a school trip and encourage them to share their experiences. Tell students to read page 124 of their Readers. Check their comprehension by asking a few questions: Where are the students going? How would you describe Juan? What does he say when the students get on the bus? Then ask students to look at the pictures. From the pictures ask them to guess where they think students go on the trip, what Juan does during the trip, and if they think there will be any accidents and if so, what type. Then ask students to read the whole story. Go through the pictures again and have them summarize what actually happens on each page of the text. Elicit the warnings and encourage students to call them out. Have students turn to page 134 of their Readers and look at the Comprehension Questions. Check understanding and ask them to work in pairs and answer the questions. Ask students to share and compare their answers with another pair of students. Check answers as a whole class activity by reading the questions out loud and having different students read out their answers. Have the rest of the class agree or disagree. Check answers in the Reader Answer Key on page 172 of the Teacher’s Guide.
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2 Why do different places use signs like these? How do signs help us? To use language to prevent problems and respect social norms, elicit from students the reasons why we use signs (they warn us about dangers and safety rules). Explain that as images they have a quicker and more effective impact than written words. Finally, encourage the class to share their experiences of school trips. Have them tell you of any warnings that signs, their teachers, or people in authority gave them. Ask them if anyone had any accidents. Class
Lead-in
Review the imperative tense with students in the affirmative and negative forms. Introduce some new verbs that are often used in this way. Check students understand when we use this tense (usually to give orders or instructions). Invite a volunteer to the front of the class to call out imperatives randomly. Students either do or don’t do the action according to the command. Alternatively, pair up students and have half of them close their eyes. Their partners have to guide them through the classroom giving them instructions. You can even put some obstacles in the way to make it more challenging. Remember to elicit useful verbs for the activity beforehand.
Stage 2: I build 3 Look at the pictures and predict what each situation is about. For students to identify subject matter, purpose, and intended audience from previous knowledge, have them look at the pictures in Activity 3 on page 142 of their Student Books and identify what they can see. Check if students can remember the sentence stems for giving warnings. Write: Watch out for the _________ ; Don’t _________ ; You must _________ ; You can’t _________ ; You better (not) _________ ; Wear _________ on the board. Tell students they are to imagine that they work in a factory and ask them what warnings they would give to visitors. Encourage them to make sentences using the stems provided. Explain that after Watch out for the _________ we use a noun. When we use the imperative in the affirmative, it can stand alone or we can add information. For example: Walk! or Walk slowly! After the others, we use the infinitive without to. Ask students if they have ever been on a plane, done a bungee jump, or gone paintballing. Have them tell you the instructions and safety rules they heard, or what they would imagine they would hear. Then tell them to imagine they are the people in the pictures; the instructors and the flight attendant. Tell them to get into pairs and to write down a sentence for each using the sentences stems. Monitor and check answers as a class.
Answers: a The boy is about to do a bungee jump.
b The flight attendant is giving safety instructions. c They are going to play paint ball.
29 4 Listen to the information and number the situations in Activity 3 in the order you hear them. If students weren’t able to come up with a lot of the vocabulary associated with instructions for bungee jumping, paintballing, and flying in the previous activity, then you may want to give them some more examples or pre-teach some of the vocabulary from the listening text they are about to hear. For the class to listen to warnings particular to public places, play the CD and have students listen to the information and number the situations in Activity 3 in the correct order. Explain they are listening for the main idea to understand where the situation is taking place. Check answers.
Answers: a 3; b 1; c 2 5 Listen to the information again and write who gives the following instructions. Elicit the people in the three situations. To distinguish speakers’ attitudes and turns on partipation, tell students to read the sentences and think about who gives the instructions. Play the CD again and this time, students link warnings to their written form while listening to them by writing who gives each instruction. Alternatively, have students listen again and look at the audioscript on page 189 in their Student Books to check their answers.Have students, in pairs, practice saying the sentences. Refer students to the Glossary on page 165 to clarify the meaning pf words. 29
Answers: 1 flight attendant; 2 flight attendant; 3 paintball instructor; 4 bungee instructor Cultural Note To use language to recognize cultural differences in social norms, explain that one of the most common differences between American and British English is every day vocabulary. Explain that in the UK, the traditional name for the people who serve food and drinks and are responsible for passenger comfort and safety on airplanes (aeroplanes in British English) are called air hostesses if they are women or air stewards if they are men. In the USA, these people are called flight attendants. Other differences related to transport vocabulary are parking lot and freeway which become car park and motorway in British English.
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6 Why do you think the instructions in Activity 5 are necessary? To anticipate central sense from known words and expressions, have them establish, in groups, the reasons for the warnings in each of the situations (to prevent problems). Then write a new one on the board: You are going to try skateboarding for the first time or You are going to go camping in the forest. Encourage students to take on different roles and think of the warnings they would give if they were the person responsible, or the instructor. Walk around and monitor, helping with vocabulary. Then invite groups to the front of the class to act out their situations. Answers may vary.
Stage 3: I think 7 Read the text. Circle the words that express cause and underline the effects. Ask students to read the text and elicit from them the instructions given using the imperative. To help students identify sentences that express causes and effects in warnings, explain that often it’s unlikely that something dangerous will happen but there is a possibility that it could. Therefore, instructions are given taking that possibility into consideration. Ask them to read the text and ask them what things may happen (you may sleep, you may need to go to the bathroom, there may be an emergency landing). Then ask what happens in these situations and elicit answers (fasten your seatbelt, move around the aircraft, oxygen masks will fall from the overhead compartment). Ask: Which is the cause and which is the effect for the first example? Ask students to circle and underline the appropriate words. Check answers as a class. Then have them do the same for the other examples. Ask: Which expressions can we use to explain the cause? (in case, in case of and if ) Point out that in case and if are followed by the subject and verb, whereas, in case of is followed by the noun. Ask: What expressions can we use to explain the effect? (the imperative and will) Answers: Cause: If you choose to sleep; In case you need to go the bathroom; In case of emergency; Effect: please fasten your seat belt; you may move around; oxygen masks will fall from 8 Complete the table with examples that demonstrate the rules. For students to reflect and recognize sentence composition, have them look at the first sentence in Activity 8 and elicit an example sentence from the text in Activity 7. Do the same with the second and third questions. Check answers. Draw a fire and a person’s head with a thermometer sticking out their mouth on
the board. Have students make sentences using in case, if, and in case of. Answers may vary.
emember Next class you will need: 6-10 cards with causes and 6-10 cards with effects. Sets of imperative sentences cut up for the jigsaw exercise. There should be five sets of sentences per group.
Lead-in
Class
Elicit the structures for describing cause and effect from the previous lesson and write them at the top of the board. Write between six and ten words or phrases in big letters on cards, such as ill, tired, break an arm, forget your homework, fail an exam, rain, etc. Write one effect for each on different cards. Obviously, there is more than one effect, however, the objective of the game is for students to guess the effect. Divide the class into groups. Hold up a card. Allow students a few seconds to think of the effect. Then invite them to make a sentence using the structure (in case of, in case you, if you) and say an effect. Ask them to take turns. The first group to guess the correct effect and make a correct sentence wins a point.
9 Match the signs to what they tell us to do. Ask students to open their Student Books to page 144 and to look at Activity 9. Have them describe the five signs. Encourage them to guess what the signs mean if they don’t already know. Then have them match the signs with what they tell us to do. To help students link warnings to their written form while listening to them, read the warning or instruction and ask them to say the letter of the sentence and the number of sign it corresponds to. For students to focus on understanding conditional and non-conditional warnings, have them compare these warnings with the ones seen in the lead-in. Elicit the difference (in this activity the imperative verb form is used and in the lead-in activity the conditional was used). Encourage students to explain why. Explain the meaning of imperative. Read out the imperatives and have students identify the sign by calling out the letter of the sign: a, b, etc. Finally, write: Walk! Don’t walk! Don’t eat junk food! Be happy! Don’t worry! on the board. Elicit from students which type of word is the first word in an imperative (verb or don’t + infinitive without to). Then have them look at the example imperative commands on the board and elicit the type of word after the verb (adverb, noun, and an adjective). Ask students which command they would say to Juan from the story Watch out! (Don’t worry!). Answers: 1 b; 2 d; 3 a; 4 e; 5 c
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10 Look at the sentences and choose the best option(s) to complete each one. Have students read the sentences in Activity 10 and complete them with the correct answers. Ask them to check their answers with a classmate before checking as a class. Remind them to take care with their punctuation.
Draw students’ attention to the table in Activity 11 and have them write the numbers of the signs in the corresponding column. Check answers as a class. Then have students add their own signs which they’ve seen either in their community or in the Reader for each column.
Answers: 1 positive and negative; 2 infinitive; 3 Imperatives; 4 rules
Answers: Prohibition 3, 7; Caution 1, 6; Safety 2, 4; Information 5, 8; Colors: prohibition = red; caution = yellow; safety = yellow; information = blue
11 Classify the following signs. Then add one more sign to each category. What do you notice about the colors? Elicit some of the safety rules and warnings you’ve seen so far. Draw on the board signs for No parking! Wet floor! Wear a hardhat! Restaurant 5 km and elicit what they mean. Ask: What did we discover in the first lesson was the main aim of signs? (to provide safety rules and warnings) Direct students to the signs on the board and ask if they are all for safety and warnings (no). Then ask: Which are signs for something else? (wet floor and restaurants) Elicit the purpose of these signs (to give information and express caution). You may have to explain the meaning of caution. Ask them to look at the signs on page 145 of their Student Books and have them say what they are for (restroom, no parking, etc.). For students to respect social norms and recognize situations and public places in which warnings are communicated, elicit places where students usually see these signs. Ask students what they notice about the main colors of the signs and how many main colors for signs there are (four). Have students work in pairs to see if they can find a link between the signs in different colors, or explain why some signs have one color and others a different one. Encourage students to share their answers with the class and then explain that in Mexico, red is for prohibition, yellow is for precaution, green is for safety, and blue is for information. Check students understand the meaning of prohibition, precaution, safety, and information. To help them with this, as sometimes the difference between safety and precaution is not clear, write: not allow, prevent something happening, help is available, and amenities on the board. Explain the meaning of these words. Give examples of amenities: restaurants, telephone, tourist information, restrooms, etc. Students match the sign name with the definition. Check answers as a class. So that students can recognize situations and public places in which warnings are communicated, explain that although usually red is used internationally for prohibition and yellow for precaution, different countries may have different colors for other types of signs. Set students a homework task to find out the colors for these signs in three other countries. Finally, point out that some signs have different shapes and see if students can guess the shapes of different types of signs (prohibition / traffic – triangle, safety – circle, precaution – triangle, information – square).
Stage 4: I practice 12 Unscramble the words to make sentences. Write some imperative sentences on the board but with the words jumbled up. Invite volunteers to come to the front and draw a line connecting words to each other in the correct order. Encourage the class to help them, but without speaking. For example, if the student is drawing a line towards the correct word, the class remains silent, but if the student is going in the wrong direction, students tap lightly on their desks. Then hand out the sets of imperative sentences that you already have prepared for giving commands, safety rules, and instructions. Divide the class into groups of five and hand out the cards. Students have to arrange the words in the correct order to make a complete sentence. Alternatively, if there was no time to prepare the cards, write the sentences jumbled up on the board and have groups write them correctly on pieces of paper. Answers: 1 Keep your seat belt on at all times. 2 Look through the safety manual. 3 Decide how many minutes you will play. 4 Wear goggles to protect your eyes. 5 Keep as straight as possible. 6 Relax and have a good jump!
Lead-in
Class
Divide the class into groups. Tell them to think about the different ways that warnings, safety rules, or instructions can be written, and write down ten examples. Walk around the class helping them. Then members of the groups take it in turns to come to the front of the class and draw one of the signs on the board. Members of other groups raise their hands if they can say the warning. There could be various ways of describing the same sign.
13 Rewrite these sentences using the connectors from the box. Write: if, in case, and in case of on the board and have students complete the sentences to identify and practice using the connectives. Then write: When you are hungry … on the board. Invite a volunteer to complete the sentence. Then ask them to transform it using in case or if. Remind them that transforming the
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sentence or writing the same information in a different ways is called paraphrasing. Then have students remind you what word comes after in case of (a noun). Ask students to paraphrase the sentence with in case of. Tell students to look at Activity 13 on page 145 of their Student Books. Ask them to read the sentences and then elicit what word or words the cause begins with in the sentence (when, if, in case of, in case, imperative). Ask them to circle the cause part of the sentence and underline the effect. Monitor while they do this and check answers. Then ask them to paraphrase the messages on warnings in the sentences using words from the box. Check answers.
Answers: 2 If you need / In case you need water,
remove the hose. 3 In case / If someone else turns on the water, hold on firmly to the pipe. 4 If / In case the temperature is hot, put on protective clothing.
14 Complete the sentences and match them to the correct signs. What color are they? Write: NO EATING IN THE CLASSROOM on the board and elicit how we can say this using an imperative (Don’t eat in the classroom.) Explain that often we use No + gerund in written signs instead of using Don’t + verb. Explain that there are also other ways to write warnings. Have students look at the gap fill exercise and the signs and tell them to complete the sentences and match them to the correct signs. Go through the different ways of writing warnings with the class (using No + gerund, describing the situation with a noun, using an imperative or writing CAUTION … followed by a description / noun: CAUTION WET FLOOR). Refer students to the Glossary on page 165 to clarify the meaning of words. Answers: 1 SMOKING a; 2 WEAR c; 3 DOG b; 4 AID d; colors: 1 red; 2 blue; 3 yellow; 4 green 15 Work in pairs. Answer the following questions. Ask students to look at the signs. Write unknown vocabulary on the board such as the verb to speed, CCTV camera, fire extinguisher. Then ask students to answer the questions in Activity 15 in their Student Books, and to write the warnings for the signs. To finish off, have students write one or two signs of their own for school or another place in the community, color them, and present them to the rest of the class.
Answers: 1 Fire Extinguisher; 2 No Parking; 3 Toxic Hazard; 4 CCTV Camera; 5 Don’t Litter; 6 Speed Limit
Stage 5: I can 16 Complete the table. Then draw one more symbol in the last column and complete the information about it. Remind students there are four different categories of signs and elicit their names and examples. Ask students to turn to page 147 of their Student Books. Tell them to look at the left hand column of the table and elicit what color, shape, meaning, and place refer to for the different signs. Next, ask students to look at the features row. Elicit the meanings of the signs. Refer students to the four categories: precaution, prohibition, information, and safety and have them write, in pencil, at the top of each column what the sign refers to. Walk around the class and check students have got this right as this will determine the rest of the information in the chart. Draw a SPEED LIMIT OF 50 km sign on the board. Have students tell you what type of sign it is (prohibition). Elicit the shape, color, and place for this. Direct students’ attention to the meaning column and encourage them to give you examples of how they can write: NO SPEEDING, DON’T GO OVER 50 kmph; IF YOU DRIVE ON THIS ROAD, DON’T GO FASTER THAN 50 kmph, etc. Students then complete the rest of the chart. Finally, students create their own sign and complete the corresponding column for it. Answers: Shape: circle; square; square; triangle; Color: blue; red; blue; yellow; Meaning: Drive in only one direction; In case of fire, use the fire alarm; for hygiene reasons, wash your hands; Caution, guard dog(s); Place: street; inside a public building; restroom; private house / property; Last column: answers may vary 17 Work in pairs. Share tables and compare notes. Have students work with a classmate and compare their tables and notes. Monitor and check.
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Unit 5
Lesson 4
Performance indicators: – Establish sequence of enunciation. – Identify speech register. – Compose sentences to express warnings in public places. – Choose word repertoire aimed towards a specific audience. – Organize sentences into a sequence. – Use non-verbal communication to aid the elaboration of warnings. – Express causes and effects in warnings. – Paraphrase the message on warnings. – Express warnings particular to public places. – Link warnings to their written form while listening to them.
Lead-in
Class
Divide the board in two and have students form two lines in front of it. Tell them to think of as many different public places they can. Hand the first person in each line a marker or chalk and explain they have to go to the board and write the name of a public place, then hand the chalk or marker to the next person in their line, and join the back of the line. Set a time limit. The group with the most public places at the end of the time limit, wins. Words cannot be repeated within the same group, and they must be spelled correctly. When the game has finished, check all students are familiar with the words on the board and that they are correctly spelt.
Stage 1: I know 1 Work in pairs. Discuss the following question. Ask students to open their Student Books to page 148 and identify the public places in the pictures in Activity 1 (school, restaurant, supermarket). Encourage them to tell you what safety measures / warnings are found there. Elicit from students the kinds of professions that ensure that people follow signs in public places. Write the answers on the board. Answers may vary.
2 Match the warning signs to the places in Activity 1. Have students describe what they can see in the pictures in order to express warnings particular to public places. Then have students match the warning signs to the public places in Activity 1. Check answers as a class. Answers: a 1, 3; b 1, 2, 3; c 3; d 1
Student Book
p. 148-153
– Use language to show confidence and assertiveness in the use of English language. – Use language to assume responsibilities in society. Materials: – Reader, Audio CD – Small scraps of paper – A small ball – Cards with different situations / activities related to warnings written on them – News items or topic headings related to problems in society and useful vocabulary (optional if the alternative presentation is to be used) – Colored pencils or markers Cultural Note Explain that in the UK, the person who is responsible for helping school children cross the road safely is called the Lollipop Lady / Man. Explain the meaning of lollipop (round boiled candy on a stick), and ask if they can guess why they are called this. It’s because the sign they use to stop the traffic is shaped like a lollipop!
Stage 2: I build 30 3 Listen to the extract and number the signs you hear mentioned in the correct order. Have students look at the signs in Activity 3 of their Student Books and elicit the different information they are telling us. Explain that they will listen to two different situations with different warnings. To help them establish a sequence of enunciation, they are going to number them in the correct order. Play the CD and have students number the warnings in order to link them to their graphic form while listening.
Answers: 1 Emergency Stop; 2 Use your seat belt. 3 Speed Limit 50 kph; 4 Pedestrian Crossing; 5 One Way Street; 6 Wash your hands. 7 Wear a hairnet. 8 No Cameras 4 Listen to the police off icer talk about the Highway Code and write down the information you hear about the following signs. Write: _ _ _ _ _ _ _ / _ _ _ _ (Highway Code) on the board and play Hangman with the class until they guess the words. Elicit the meaning of Highway Code and who uses it. Have students identify the signs in their Student Books. Have them try to predict the information they might hear 31
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or what the policeman will talk about. Check understanding of the signs in Activity 4 before students listen. Play the CD and ask students to write down the information they hear about the signs. Encourage them to write down as much information as possible. Let them share their answers with the person sitting next to them. Finally, play the CD again for them to check their answers.
Answers: 1 If there is a stop sign you must stop. 2 If there is a red light you must stop. 3 You must keep to the cycle lane. 4 If there is a no entry sign, follow the cycle lane you’re in. 5 You must wear a helmet. 31 5 Listen to the police off icer again and number the information in the correct order. Ask students to read the sentences in Activity 5. Explain that they are paraphrasing what the police officer says, so they may not hear the exact words in the sentences in the CD. Check students remember the meaning of paraphrasing. To organize sentences into a sequence, tell students that they are going to listen again to the police officer, and they are to put the sentences into a sequence by numbering them in the order they hear them. Have volunteers read their answers out loud after they have listened. Correct mistakes.
Answers: 1 Hello everybody, and welcome to our talk on the highway code. 2 We want to explain how to follow the road signs so you are safe. 3 Always wear a helmet and keep to the cycle lanes. 4 When there is a stop sign, you must stop. If you don’t stop you are at risk. 5 You must always wait for the light to be green. 31 6 Listen to the police off icer again and circle T for True or F for False. Write: It’s not necessary to … and You must … on the board. Tell students to imagine they are going ice-skating in the afternoon. Elicit meanings of when we use You must and It’s not necessary (something that is an obligation, something that is not an obligation). Explain that this is another way to give instructions. Have them make sentences using It’s not necessary to … and You must … Have students read the sentences in Activity 6. Encourage them to activate their previous knowledge and to try to guess the logical answers before they listen. Play the CD and have them answer true or false. Check answers as a class.
Answers: 1 F; 2 F; 3 T; 4 T emember Next class you will need: a small ball.
Lead-in
Class
Bring a small ball to class and use it to help revise professions. Students take it in turns to throw the ball
to a classmate and say the name of a profession. The person who catches the ball says the public place where that person works. Students who can’t answer sit down.
Stage 3: I think 7 Read these sentences. Then circle the word if in each sentence and underline the verbs. Write: If you eat a lot of junk food … on the board and elicit what comes next (what happens; you get fat, etc.). Accept different answers provided. Ask: Is you get fat the cause or the effect? (the effect) Elicit the cause (If you eat a lot of junk food). For students to express causes and effects in warnings and identify conditionals, have them look at the sentences in Activity 7 on page 150 of their Student Books and underline the word If. Direct them to the first sentence. Ask: When aren’t you safe? (When / if you don’t wear a helmet.) Elicit which is the cause and which is the effect. Then have students underline the verbs. Elicit which tenses are used after If, and in the second part of the sentence (present). Ask: If you don’t wear a helmet are you safe? (no) Are you sometimes safe? (no) Explain that when we use If and the present tense to describe a cause and the effect is also expressed in the present tense, then the effect is always a result of the cause. Refer them to example sentence: If you eat a lot of junk food, you get fat. Write the following sentence stems: If you don’t do your homework …, If you start a new hobby …, … you fail your exams, … you improve your English. on the board. Ask students to say if each stem is showing the cause or the effect, and if it’s in the affirmative or the negative. Students then complete the stems in pairs. Refer students to the Glossary on page 165 to clarify the meaning of words. Answers: verbs: wear, stop, keep, allow, overtake, pass, are, riding, is, keep 8 Read the sentences and circle the best option to complete each one. Have students look at the Reflection Box in Activity 8 and choose the correct option to complete each sentence. Check answers by asking random students to read their answers out loud. Answers: 1 two parts; 2 if; 3 cause and effect; 4 present; 5 affirmative and negative 9 Underline the modal verbs and circle the infinitive verbs. Ask students if they can remember some of the things the policeman said in the listening activity from the previous class. Encourage them to make example sentences with must. Draw their attention to the sentences in
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Activity 9 in their Student Books. Ask them to underline the modal verb (must) and circle the infinitive verb (wear) in the first sentence. Check answers as a class. Tell students to do this with the remaining sentences. Have them explain what must means (obligation - it’s necessary). Then ask what comes before must (the subject). Ask: What is the subject in these sentences? (you) What must you do at school? Elicit answers using I. Finally, ask them to say if must or the infinitive changes when the subject changes (no).
Answers: Modal verbs: must; Infinitive verbs: wear; keep; wait; follow 10 Complete the sentences with words from the box. Ask students to read the sentences in Activity 10 on page 151 of their Student Books and complete them. Tell them that in order to do this they can refer back to the sentences from Activity 9. Monitor and provide individual help if necessary. Answers: 1 obligatory; 2 subject / verb; 3 infinitive;
4 form
emember Next class you will need: small scraps of paper, cards with different situations / activities related to warnings on them.
Lead-in
Class
Give out small pieces of scrap paper to students and explain they will write stories together. Explain the situation: A new student has started the class and the teacher has asked you to write some information / rules to help them settle in. You are going to read out a phrase and students will complete the first part of the sentence. Say: If you forget … students write this down and complete the first part. If you forget your homework. After that, they will fold over the paper and pass it to the student next to them to complete the sentence: tell the teacher. This will happen for a couple of minutes and then students finally unravel the paper and read the entire story to the class.
Stage 4: I Practice 11 Match the beginning of each sentence to the correct ending. Write: You must eat vegetables. on the board. Ask students to answer: What tense is it referring to? (present). Write: If you go swimming in a public pool … and have students complete the sentence. They will know how to use the simple present, but encourage them to
make the second part of the sentence using must. For example: If you go swimming in a public pool, you must wear sandals. Then have them complete the sentence using the imperative. For example: take a towel, don’t eat just before you swim. Point out the different structures that can be used to describe the effect and write them on the board: you must take a towel / you take a towel / take a towel / don’t forget your towel. Remind them that you must + infinitive can stand alone, but a sentence beginning with If has two parts and we can use must in the second part. Draw a chart with three columns on the board. In the first column write: If you visit Cancun, If you have a dog, You must, If you don’t sleep enough. In the second column write: you feel, visit, you must, wear. In the third column write a uniform to school, feed it every day, Chichen Itza, tired. First, see if students can complete the first part of the sentences with their own ideas. Then, have them come to the board and draw lines linking words from the three columns to make complete sentences. Point out the different structures we can use in the second part of the sentence after If. Ask students to look at the sentences in Activity 11 on page 151 of their Student Books. Have them tell you the verbs in the first part of the sentences. Students then match the two parts of the sentences. Monitor and check answers. Present a situation to students, A neighbor goes on holiday and wants you to look after his cat. Give instructions. Encourage students to give you instructions using the structures on the board. Then give out some cards with activities on them. Tell groups that they have to give instructions to other groups about that situation or activity. The other group has to listen to the instructions and guess what the activity or situation is. They are not allowed to look at the card. Groups get points for correctly guessing the situation and a point for each different structure / sentence they correctly form to describe the situation.
Answers: 1 e; 2 d; 3 b; 4 a; 5 f; 6 c 12 Unscramble the words to make sentences. Elicit the order of words in the sentences using must (subject, must, infinitive, rest of sentence). Invite a volunteer to complete the first question from Activity 12 out loud. Then students, in pairs, complete the rest. Check answers. Answers: 1 You must wear a helmet. 2 You must keep to the cycle lane. 3 You must obey signs. 4 You must keep to the right. 5 You must stop at a red light.
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13 Write warnings for these public places. Tell students to look at the pictures in Activity 13 on page 152 of their Student Books. Ask them to identify the different public places (1 park, 2 cinema, 3 swimming pool, 4 street, 5 restaurant) and have some volunteers say what is happening in each picture. Ask them if the same situation in the cinema (picture number 2) has ever happened to them (Someone talking on their cell phone during a movie). If so, What did you do? Then ask students to get into pairs, brainstorm, and note down things that could happen in these public places if there weren’t any signs giving information or rules, such as the man talking on his cell phone during the movie. Ask pairs to share their notes with another pair. Monitor and help them with any new vocabulary. Brainstorm again the different structures for giving warnings and write them on the board (No + verb + ing, Please don’t … You must … etc.). For students to be able to choose a word repertoire toward a specific audience, ask them if all the structures that they’ve learned can be used in all situations for all people (no). To help students identify speech register, elicit which expressions are more polite or for people we don’t know, and which ones are more direct; which ones are neutral and written for the general public. For example, take the case of someone talking on their cell phone in the cinema. Ask students what they would say if it was a friend of theirs and what they would say if it was a much older stranger. Students in small groups compose sentences to express warnings particular to the public places listed. Encourage them to think of a specific audience to whom they will write warnings. Walk around giving individual help where necessary. Students read their answers out loud and if they wish, they can act them out for the class. You could encourage them to exaggerate very formal or informal situations and add humor to their role-plays. Answers may vary.
14 Read the text and find words related to each topic to add to the organizer. Look back through the unit to add more words. Use the Glossary on page 165. Explain that graphic organizers can help us to visualize and remember new vocabulary. Tell them to read the text in Activity 14 and to look at the graphic organizer. Elicit the categories and have students give you examples, but not from the text. After that, ask them to complete
the organizer, with vocabulary from the text. Encourage students to think of other vocabulary related to the topic which can go under each heading. Then tell them to look back through the unit to add more words, they can also use the Glossary on page 165.
Alternative Activity: Point to the graphic organizer and explain that this is a common way to collect vocabulary and divide it according to categories. This helps us to remember and access new words. Explain that another way, which takes a little more time, is to draw mind maps. Ask students if they like drawing and think they are good drawers. Ask them who draws new words to help them remember and encourage them to share their experience with the class. Tell students that for this activity they are going to draw the new vocabulary. Hand out sheets of paper or tell students to turn to a blank page in their books. Tell them to write the three main headings: Equipment, Signs, and Traffic in three bubbles towards the centre of their page. If they can think of images to represent these headings, they can draw them instead. Then, students search for the vocabulary and draw pictures to represent these words on their paper. When they finish checking the text, have them look back through the unit and the Glossary and draw more words. Encourage them to use colors, different shaped / sized lines, and font to differentiate the categories. When they finish, students walk around the classroom showing each other their pictures and guessing what the other students’ pictures represent. This will help them learn new vocabulary. This type of activity aids memory and can provide a fun way to break up the usual classroom routine. It’s motivating, relaxing, and encourages students to be creative. Time: 10 minutes Answers: Equipment: Highway Code; helmet; Signs: stop sign; red light; green light; Traffic: traffic lights; lane; route; cycle lane emember Next class you will need: news items or topic headings related to problems in society and useful vocabulary. Colored pencils or markers to decorate signs and do mind mapping (optional: If you are going to choose the alternative activity for Activity 17.)
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Lead-in
Class
If students feel comfortable with miming activities, elicit the save the planet tips from page 130 of the Reader. Tell volunteers to mime an action which isn’t environmentally sound (leaving a room and leaving the light on, throwing litter on the street). The rest of the class has to call out warnings or instructions: Don’t throw litter, no throwing litter; you must turn off the lights, if you leave a room, don’t leave the light on, etc.
15 Rewrite these warnings. Ask students the meaning of must (obligation). Ask them: What is the opposite of must? (no obligation). Have them remember when they saw must and find the expression which means the opposite (it’s not necessary to). Write it on the board. Have them think of a public place and say what you must do there and what it’s not necessary to do. For students to paraphrase the messages on warnings, point out that there are many different ways we can express the same idea. Tell them to look at the sentences in Activity 15 on page 153 of their Student Books and ask them what they mean. Ask them to circle the words which express obligation: essential, obligatory, compulsory. Ask what word can we use to replace them (must). Check students remember how to form sentences with must and then have them paraphrase the three sentences. Ask students to check their answers in groups of three. Answers: 1 You must wear a bicycle helmet. 2 You must keep to the right. 3 You must stop at a red light.
Stage 5: I can 16 Work in groups. Make notes about the different ways that you can contribute to making a better society. Think of signs and warnings needed. Ask students to think about the biggest problems in society / the world / their country or things that make them feel angry or sad. This can go from relatively small things such as someone talking on their cell phone in the cinema to dangers to the planet. Revise public places one by one if students are short of ideas, ask them about the last time they were angry or sad in a public place or because of some news they heard. Write ideas on the board. Have them try to express why these
things happen. Students then work in groups and choose one or two topics that are important to them and discuss ways they could help to make a better society. For them to assume responsibilities in society, they should think about signs and warnings needed. Don’t forget to have them consider who their audience is to make the most appealing and suitable signs. Answers may vary.
Alternative Activity: Instead of students brainstorming ideas; bring some contemporary news items or topic headings which suggest problems in society: bullying, pollution, traffic, corruption, etc. and a few brief sentences describing each situation. This way you could incorporate new vocabulary and expressions into the lesson. Alternatively, students could explore one topic but more in depth and assume responsabilities in society. Students then discuss what they could do to help society and what information or warnings they would give. Time: 15 minutes 17 Write warnings using the notes from Activity 16. Ask students to write warnings for the situations discussed in Activity 16 using appropriate language for their audience. For students to use non-verbal communication to aid the elaboration of warnings, they draw signs to symbolize the warning. Encourage them to be innovative and design signs that will be eye catching and memorable. Walk around the classroom and help students with their written work. Answers may vary.
18 Share the warnings with the rest of the class. For students to show confidence and assertiveness in the use of the English language, they walk around the class and share their warnings with the rest of the group. First of all have them show other groups the sign and see if the group can guess what it’s for. Finally, students could vote for the best sign. emember Next class you will need: pictures of different types of everyday signs.
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Unit 5
Product 2 O ral Announcements of Warnings
Performance indicators: – Select a public place. – Compose the sentences to convey warnings appropriate for the selected place. – Revise that the sentences are understood when spoken and listened to.
Student Book
p. 154-155
– Organize the sentences to put together an announcement. – Practice the enunciation of an announcement. – Spread the announcement.
Bring in some different pictures of signs that are different from those that students have seen in lessons, but that they would see in their everyday lives, or which are related to the lesson topics. Divide the class into groups and bring in examples for each group, or alternatively, draw them on the board. On separate pieces of paper, write what they are for. Students have to match the written warnings to the signs. When they are finished, tell them to sit down. Check their answers. The first group to have them all correctly matched is the winner.
theirs is more important than the others. To distribute among groups the necessary actions to elaborate an oral announcement of warnings, divide the class into pairs and tell them to choose two things from the list. Encourage them to say why they think they are the most important and say which public place they would find them in. For students to compose the sentences to convey warnings appropriate for the selected place, have them write two appropriate announcements of warning for them. Remind them to think of who the announcement is for in order use the appropriate structure for the sign to have the most impact. Revise which ways of announcing warnings sound more direct and brief and which are more polite and formal.
Stage 1: I get ready
Answers may vary.
1 Write one sentence about what you have learned about the following things. Divide the class into pairs and tell them to look at the topics on page 154 of their Student Books. Explain what they have to do and elicit some of the structures they should use. Point to one of the signs from the lead-in and have students make example sentences. Students then write a sentence about each of the things listed in their Student Books. When they finish, have them read their sentences out. Have them pair up with a different partner and read out their sentences, their partner has to guess what the topic is.
3 What materials do you need? Make a list. Elicit materials students may wish to use for their oral announcements.
Lead-in
Class
Answers may vary.
Stage 2: I plan 2 Work in pairs and choose two things from the list above. Write two appropriate announcements of warnings for them. Encourage students to remember the different types of signs (information, precaution, danger, safety). Elicit from the class what type of signs they think are the most important and why. Alternatively, you could divide the class into four equal groups and assign each group a topic and have them explain why they think
Stage 3: I do 4 Check the spelling and punctuation. Correct any mistakes. Write: if you forget your homework you can hand it in tomorrow; Danger _________ ; you must bring a pencil to the exam; don’t forget to _________ ; save the planet on the board. Ask students to copy the sentences and ask: What is missing? (punctuation). Have them work in their pairs to write in the correct punctuation, including punctuation marks, full stops, capital letters, etc. If necessary, write the punctuation marks that are missing from the sentences at the top of the board to help them. Check the answers. Explain the importance of putting a comma between the two parts of a sentence in conditional sentences. After exclamations such as danger and imperative tenses, we usually use an exclamation mark. To ensure that sentences are understood when spoken and listened to, tell students to revise their written work and correct any punctuation. When they finish, have them pass their work to another pair to encourage peer editing.
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Answers: If you forget your homework, you can hand it in tomorrow. Danger! You must bring a pencil to the exam. Don’t forget! Save the planet! emember Next class you will need: pictures of different types of everyday signs.
Lead-in
Class
Put the signs on the board from the previous lead-in. Add some more. Divide the class into three groups and have them stand in three lines in front of the board. One group reads out a warning or instruction for one of the signs and the first members in the line for the other two groups, have to go to the board and touch the sign they’re referring to. The first person to touch the correct sign wins a point for their group. The same sign can be described more than once but in a different way. Continue playing until all students have had an opportunity to participate.
5 Draw graphics to accompany your announcements. Ask students to open their Students Books to page 155. Review the signs that students saw in lesson 3 and ask what differences there are between signs: colors, shapes, messages, features, etc. Have them tell you the different signs and their corresponding colors, features, shapes, etc. Remind students that they should bear these in mind when designing their graphics of warnings. Elicit what else is important for the design of a warning (that it’s clear what the message is, it stands out, and is memorable). Encourage students to be as imaginative as possible with the actual design. 6 Practice presenting your announcements with the information in the correct order. Point to the pictures at the appropriate times. Ask students what important expressions they learned from the previous product activity for presenting information in class. Direct them to the useful expressions box and go over the expressions with them. Have them incorporate them into their oral announcements. Students then organize the sentences to put together an announcement. Allow pairs some time to practice their presentations. Check students use the correct tone of voice and intonation when announcing their warnings so that they sound credible, by practicing the enunciation of an announcement with them. Remind them they should try not to use their notes when presenting.
Stage 4: All ready to share 7 Use your pictures to present your information to the rest of the group. Have students give their presentations in their pairs, to the rest of the group. 8 Vote on the announcements. Decide on which you thought was the most creative, the most informative, and the best presented. Play a word association game. Select students’ sign presentations representing different topics. Encourage students to say as many words as they can think of for each sign / topic. The class works together and tries to get more words each time. Students stand up each time they have a word to say. The teacher notes down how related many words students think of for each topic, and writes the number on the board. Ask students to vote for their favorite presentations. Suggest three different categories: the most creative, the most informative, and the best presented. You could give students three different colored sticky notes each, one color for each category. Students place their presentations on a table at the front and students place their sticky note next to the one they feel should win. Encourage students to give reasons for their choices.
I learn
Ask students what they can do now that they couldn’t do at the beginning of the learning environment and listen to their responses. Encourage them to identify the activities that they found especially helpful during the process of making the product. Then have them answer the I learn box. Explain that its purpose is to assess their performance while making the product in order to improve weaknesses and reinforce strengths during the process. Briefly have them discuss their responses to the self-assessment in groups or with the rest of the class. Give positive feedback of their effort and progress.
Teacher’s Reflection Tool My work in this social learning environment has facilitated the learning process of the class so students:
– Can adjust volume, tone, and intonation to emphasize warning. – Can understand conditional and non-conditional warnings. – Can request information to confirm the understanding of warnings. – Can indicate causes and effects on warnings. – Can associate warnings to particular situations.
To formally assess this learning environment go to page 163.
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152
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Is aware of the use of language as a mean to learn how to learn. Uses language to prevent problems. Is respectful of social norms.
Takes responsibility in their community.
Is aware of the cultural differences in social norms. Shows confidence in the use of English.
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Produces texts to participate in academic events.
Interprets and conveys instructions in daily life.
Global Assessment
NEEDS IMPROVEMENT = NI • The learner fails to understand the main idea and details from a variety of oral and written texts. • The learner demonstrates little understanding of information from different texts. • The learner finds it difficult to produce coherent texts. • The learner shows little interest in differences between his/ her own and foreign cultures. • The learner shows little interest in expressing opinions and judgments about relevant and everyday matters. • The learner shows little interest in participating in different communicative situations. • The learner demonstrates little improvement in maintaining communication. • The learner needs permanent teacher support to work.
Fill in each performance indicator using the abbreviations below
Takes favorable decisions about the environment.
GOOD = G • The learner attempts to acknowledge the main idea and details from a variety of oral and written texts. • The learner demonstrates some understanding of information from different texts. • The learner needs some teacher support to produce coherent texts. • The learner is aware of the differences between their own and foreign cultures. • The learner shows some interest in expressing opinions and judgments about relevant and everyday matters. • The learner shows some interest in participating in different communicative situations. • The learner demonstrates some improvement in identifying ruptures in communication and uses strategic means to re-establish it when required. • The learner needs some teacher support to edit his/her classmates’ and own texts with the correct grammar, spelling, and punctuation.
Uses language to reach common goals.
Continuous Assessment LE 2
Continuous and Global Assessment Chart Continuous Assessment LE 1
VERY GOOD = VG • The learner acknowledges the main idea and details from a variety of oral and written texts by using his/her knowledge of the world. • The learner understands and uses information from different texts. • The learner produces coherent texts, which respond to personal, creative, social, and academic aims. • The learner shows respect for the differences between his/ her own and foreign cultures. • The learner expresses opinions and judgments about relevant and everyday matters. • The learner participates in different communicative situations appropriately. • The learner maintains communication, identifies ruptures and uses strategic means to re-establish it when required. • The learner edits his/her classmates’ and own texts with the correct grammar, spelling, and punctuation.
w Assessment Criteria
General Comments
Student’s Name
All Ready! 1 Unit 5
Glossary Autonomous learning: A school of education which sees learners as individuals who should be responsible for their own learning. It also helps students develop their self-consciousness, vision, practicality, and freedom of discussion. Cognates: Words in different languages related to the same roots. Collaboration skills: The ability to work successfully with others at school, work, or in life. Cooperative learning: A teaching strategy involving teams in a collaborative environment. Each member of the team is not only responsible for their own learning , but for getting involved with other teammates and creating an environment of achievement. Critical thinking: The process of conceptualizing, applying, analyzing, synthesizing, and / or evaluating information from observation, experience, reflection, or communication. Details: Information that supports or explains the main idea of a text or paragraph. Echo reading or repetition: Reading of a text where the teacher reads a line out loud and students repeat. It is a good way to build pronunciation and expression when reading. Elicit: The action of obtaining information from the students by provoking a response from them. Graphic components: Illustrations, diagrams, maps in a text; and how the text is arranged on the page (layout). Graphic organizers: Diagrams or other pictorial devices that summarize and illustrate concepts and interrelationships among concepts in a text. Inductive approach: A method where learners find out rules through the presentation of adequate linguistic forms in the target language. Inference: It is a logical conclusion reasoned from evidence. For example, if the story reads that a character is crying, you can infer that the character is sad. Intended audience: The readers for whom the author is writing. Intonation: The melodic pattern of connected speech that distinguishes one language from others.
Lifelong learning: The continuous building of skills and knowledge throughout the life of an individual. It occurs through experiences encountered in the course of a lifetime. Main idea: The central idea of a text or paragraph. Metacognition: Also defined as “knowing about knowing.” It includes knowledge about when and how to use particular strategies for learning or for problem solving. Paraphrase: To express what someone else has said or written using different words, especially in order to make it shorter or clearer Plot: The sequence of events in a story. Scaffolding: A supportive framework that teachers give children while they are learning a language. Scan: A reading strategy to seek specific words and phrases. Shared reading: Students, in pairs, take turns reading sections of a text out loud to each other and ask each other questions about what they have just read. Skim: A reading strategy to quickly identify the main ideas of a text. Readers’ theater: A dramatic reading of a text or a section of a text that is written as a conversation, with parts divided among readers. Rhythm: The way some words are emphasized so as to give the effect of regular beats. Speech register: The spoken language used for a particular purpose or in a particular social setting. It also used to indicate degrees of formality. Story / Text structure: A set of conventions that govern different types of texts, such as setting, characters , plot, climax, ending in a narrative text, or instructions and materials in an information text. Syntax: The arrangement of words in a sentence. Turn-taking: The skill of knowing when to alternate speaking in a conversation. Word stress: The relative emphasis that is given to certain syllables in a word by increasing loudness, length, or tone of voice.
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Unit 1
Formal Assessment
Learning Environment 1
Name: 1
04
Listen to this conversation and answer the questions.
(5 points, 1 each)
1 What did Marco and the Mayor talk about?
.
2 What didn’t they talk about?
.
3 Where does the pathway for skateboarders take you?
.
4 Where do they have teen rock dances?
.
5 What can you do at the Mall?
.
2 Match the sentences to the pictures.
d
b
(5 points, 1 each)
1 “You can see the doctor now.” c
2 He said, “Do you want pepperoni on that? 3 I love to go to the library. It’s very quiet. 4 I want to send this package to my uncle.
e
a
5 My sister exercises at the Sports Club.
3 Write the conversation in order. Two are examples. Can you help me? Dallas. How many stamps do I need for this package? I need to weigh it first. Where are you sending it? Is that in Texas? Yes, it is. Yes, what can I do for you?
(5 points, 1 each)
A: B: Yes, what can I do for you? A: B: A: B: A: Yes, it is.
4 Unscramble the sentences.
(5 points, 1 each)
1 a pharmacy / an aspirin, / go to / If / need / then / you / 2 a large / or a small / box / Do / want / you / ? 3 buy / can’t / here / stamps / You / 4 a doctor / at / can / see / the hospital / You / 5 can’t / doctor / see / The / today / you /
154
Score: (
/ 20 points)
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Unit 1
Formal Assessment
Learning Environment 2
Name: 1 Read the story and match the sentences to the elements in the narrative and text components.
(14 points, 2 points each)
The Sun and the Wind The Sun and the Wind had a discussion. They couldn’t decide who was stronger. The Sun thought he was the strongest. The Wind knew the Sun was wrong. Obviously the wind was stronger. One day they saw a man walking in the countryside. He had a heavy coat. “Now we can discover who is stronger,” said the Wind. “Which one of us can make that man take off his coat?” The Sun agreed. The Wind began to blow and blow. Then it made rain and cold, but the man pulled his coat around him. He didn’t take it off. Now it was the Sun’s turn. It got hotter and hotter and the man took off his coat. The Sun had won. 1 The Sun and the Wind _____ 2 Somewhere in the countryside in the past _____ 3 The Sun and the Wind had a discussion. _____ 4 The Sun made the man take off his coat. _____ 5 The Sun won. _____ 6 The Sun and the Wind. _____ 7 The Wind tried to make the man take off his coat. _____
a) conclusion b) event 1 c) event 2 d) event 3 e) main characters f ) setting (time and place) g) title
2 Circle the correct words.
(6 points, 1 point each)
A man 1) walked / was walking in the countryside. The Sun and the Wind 2) saw / was seeing him. The Wind 3) tried / was trying to remove his coat. The man 4) didn’t take / wasn’t taking his coat off. The Sun 5) started / was started to shine. It 6) got / was getting very hot when the man finally took his coat off.
Score: (
/ 20 points)
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Unit 2
Formal Assessment
Learning Environment 1
Name: 1 Read this dictionary entry and answer the questions.
(5 points, 1 each)
1 How many meanings does acercar have in English? 2 How many meanings does acercarse have in English? 3 What does sth mean? 4 What does sb mean? 5 How do you say Come closer in Spanish?
2 Read this dictionary entry and answer the questions.
(5 points, 1 each)
1 How many meanings does long have? 2 What does adj mean? 3 How do you say ¿Cuánto mide la mesa? in English? 4 How do you say Hay pocas posibilidades in English? 5 In the long run means:
3 Label the parts of the dictionary entry with the words in the box. headword part of speech phrase pronunciation translation
(5 points, 1 each)
1 4
2 3
5
4 Underline the imperative verb and circle all the connectors.
(5 points, 1 each)
1 First, find the English-Spanish section of the dictionary. 2 Next, be sure how to spell the word. 3 When you find the correct guide words, locate the English word in the page. 4 Then read all the definitions. 5 Do not assume that the first word you find is the correct one.
Score: (
156
/ 20 points)
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Unit 2
Formal Assessment
Learning Environment 2
Name: 10
1 Listen to a radio program and circle T for True or F for False.
(9 points, 1 each)
1 The program is about relationships with friends.
T
F
2 The program is interactive.
T
F
3 Will has a problem with his parents.
T
F
4 He has to take his brother places.
T
F
5 Marty had a different problem.
T
F
6 Marty’s best friend went with them.
T
F
7 Marty said it’s boring to go with his best friend.
T
F
8 Will doesn’t like Marty’s idea.
T
F
9 Will wants to try Marty’s idea.
T
F
2 Complete this conversation with the words from the box. isn’t it
might
problem
welcome
(5 points, 1 each) what
Host: This is Gerry Kent with Teen Scene. 1) 2)
, Paula! What’s your
?
Caller: When I want to go to the movies with my friends, my parents always say no. Host: You 3)
try talking to them. Ask them, “Can you go to the movies with us?”
Caller: 4) _____________________ do you mean? Host: You invite them to go with you. It’s better than not going to the movies at all, 5)
?
3 Complete this conversation with the words from the box. callers
fast
opinion
relevant
(6 points, 1 each) thought
wasn’t
Martha: So what did you think? Did you like that radio program? Carla: Yeah, I liked it because the 1) Mark: I don’t know. I 2) Rich: In my 4)
were really funny. they spoke too 3) , the host 5)
. prepared. He didn’t
know what to say.
Will: Well, I thought it was 6)
for teenagers.
Score: (
/ 20 points)
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Unit 3
Formal Assessment
Learning Environment 1
Name: 1 Read the text and circle T for True or F for False.
(4 points, 1 each)
The first arcade games appeared in the 1920s, they were simple electro-mechanical devices. In the early 1970s, the first coin-operated video game was created in Japan. Many more games followed, and some of these games became classics. Nowadays there are many other video games you can play at home on your computer. They influence how we talk and how we make friends. You can play them online with your friends, even if they are at their own houses. Online games will continue evolving and will become more and more realistic. They will be 3-D and have voice- and gesture-recognition systems. You’ll be able to interact directly with the characters on the screen.
T T T T
1 Arcade games first appeared in the 1970s. 2 The first coin-operated video games appeared in Japan. 3 There are many different video games today. 4 There will be 4-D games in the future.
2 Answer the questions.
F F F F
(4 points, 2 each)
1 What are video games like today? 2 What will be some of the characteristics of games in the future?
3 Unscramble the sentences.
(6 points, 2 each)
1 Gamers / in the game / interact / the characters / will / with 2 games / in other countries / play / will / with people / You 3 in class / Students / textbooks / use / won’t
4 Match the two parts of the conversation.
(6 points, 2 each)
1 Climate change won’t affect Venezuela.
a) I don’t agree. I think it will change.
2 It will soon start snowing in Caracas.
b) I’m sure it will.
3 The world’s climate won’t be different in ten years.
c) No, it won’t. That’s impossible.
Score: (
158
/ 20 points)
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Unit 3
Formal Assessment
Learning Environment 2
Name: 1 Label the diagrams. brain
(6 points, 1 each) heart
stomach
lungs
ribs
small intestine
1
2
3
4
5
6
2 Read the text and match the sentences.
(6 points, 1 each)
The adult human body has 206 bones. There are 28 bones in the skull, 26 vertebra, 24 ribs, 2 clavicles, and 2 scapulae. There are two bones in the pelvis and 30 bones in each of the arms and legs. 1 One arm has
a) one hundred and twenty bones.
2 There are
b) thirty bones.
3 There are only
c) twenty eight bones.
4 The skull has
d) twenty six vertebra.
5 Your arms and legs have
e) two bones in the pelvis.
6 Your shoulders have
f ) two clavicles and two scapulae.
3 Read the text and circle the answers.
(8 points, 1 each)
This is 1) a / an important organ. It is 2) a / the heart. Blood 3) is pumped / pumped by the heart. This is 4) an / the artery. The heart 5) send / sends blood through the arteries. The lungs 6) bring / is brought oxygen into the body. The veins 7) bring / brings blood with lots of carbon dioxide to the lungs. This carbon dioxide 8) cleans / is cleaned by the lungs.
Score: (
/ 20 points)
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Unit 4
Formal Assessment
Learning Environment 1
Name: 17
1 Listen to the personality quiz for Alicia and check (3) her options.
(4 points, 1 each)
What do you like to do in your free time? 1 Indoors read a book read a magazine clean my room listen to music 2
3
Outdoors
Technology watch TV surf the Internet send e-mails chatting with my friends
4 Sports play soccer play baseball swim play volleyball
take the dog for a walk go to the park go hiking go surfing
2 Circle the best option.
(7 points, 1 each)
A: Do you like 1) listen / listening to music? B: Yes, I do, 2) and / but I don’t like hip hop. A: I love 3) listening / to listen to hip hop 4) and / but I like pop too. B: I enjoy 5) listening / to listen to pop 6) and / because it’s fun. My brother doesn’t like it 7) and / because he’s old. He’s eighteen.
3 Match the questions and answers. 1 Do you like video games? 2 How many games do you have? 3 What kind of games do you like?
(3 points, 1 each) a) Fifty two. b) I like action games. c) Yes, I do.
4 Complete the following questions with question tags. 1 You are a musician,
(4 points, 1 each) ?
2 You like playing the guitar,
?
3 You can play the piano too,
?
4 You don’t like hip hop,
?
5 Circle the closure and underline the opening in this conversation.
160
A: Hi there. Are you busy? B: No, I’m not. A: Can I ask you a question about our homework? B: Sure.
(2 points, 1 each)
A: What is the opposite of abstract? B: Concrete. A: Thanks a lot. See you in class.
Score: (
/ 20 points)
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Unit 4
Formal Assessment
Learning Environment 2
Name: 1 Write the opposites of these feelings. 1 angry
(4 points, 2 each)
2 happy
2 Circle the best option.
(7 points, 1 each)
The man was a 1) drum / spy. He wore a 2) disguise / mission. He wasn’t wearing his 3) file / trench coat. People thought he was a 4) file / policeman. He was in my 5) blackboard / bedroom. He was very 6) angry / happy because I was late. I was playing my 7) guitar / file and singing at the club.
3 Label the parts of the song.
(4 points, 1 each) 1
Top Secret Mission 2
I was walking down the avenue Late last night, When a man approached, With his eyes burning Bright! He reached in his trench coat And pulled out a file. “I hope you like to spy,” He said with a smile!
3
4
It was a mission! A mission! A top secret mission! I’ve got the permission for a top secret mission!
I stepped on a plane And flew across the ocean. I landed on an island And put my plan in motion. Everyone around me Looked pretty scary. I had to get in touch With a man called Harry.
4 Write the correct forms of the verbs in parentheses (past or past progressive). (5 points, 1 each) Then all the lights 1) And the walls 2) Dark ocean water 3) Then everything 4)
(go out), (close in). (rise) to my chin! (go), black!
I heard myself shout! I 5)_________ (know)it was all over and I’d never get out!
Score: (
/ 20 points)
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Unit 5
Formal Assessment
Learning Environment 1
Name: 1 Read this text about the environment. Circle T for True or F for False.
(3 points, 1 each)
The air in our cities is dirty and the sky is often gray. Our air is polluted by car and airplane emissions. Factories pollute the air with smoke and dangerous chemicals. The rain can’t clean our air. It mixes with the pollutants and creates acid rain that can damage plants and buildings. We release carbon dioxide into the air when we burn fossil fuels, like gas, oil, and petroleum. This is changing our climate because these pollutants affect our atmosphere. Now the North and South Poles are melting. People are trying to do something to make the planet better, but it isn’t easy and it might already be too late. T T T
1 Cars and planes pollute the environment. 2 Fossil fuels release carbon dioxide into the atmosphere. 3 The atmosphere isn’t affected by pollution.
2 Unscramble the words to make sentences.
F F F
(6 points, 2 each)
1 affect / . / are / our atmosphere, / These pollutants, / very dangerous / which 2 are / are / millions of people / our environment / There / to save / trying / . / who 3 cleaner energy sources / . / include / solar power / that / use / We
3 Read the paragraph and circle the best options to complete the sentences. (5 points, 1 each) My uncle works on an experimental farm. Animals 1) are bred / bred in good conditions. Students take 2) care of / up them. They study to find 3) down / out about the animals. Some feed them and others clean and take 4) out / up the garbage. They have wiped 5) down / out dangerous insects.
4 Complete the paragraph with the correct form of the words from the box. and
because
(6 points, 2 each)
therefore
The Poles are melting 1)________________ sea levels are rising. The environment is changing 2) _______________________ we need to do something to help. We need to do something 3) _________________ it’s our planet too.
Score: (
162
/ 20 points)
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Unit 5
Formal Assessment
Learning Environment 2
Name: 29
1 Listen to the flight attendant and circle T for True or F for False.
(5 points, 1 each) T T T T T
1 This is flight 676 to Paris. 2 If you are going to sleep, don’t fasten your seat belt. 3 Use your seat belt to protect you from turbulence. 4 Oxygen masks fall from the overhead compartment in an emergency landing. 5 You must read the safety manual.
F F F F F
2 Read the paragraph and circle the best options to complete the sentences. (3 points, 1 each) 1) If / In case of there is a fire, break the glass. In case / 2) In case of you need water, remove the hose. 3) If / In case of high temperatures, put on protective clothing.
3 Unscramble the words to make sentences.
(3 points, 1 each)
1 protect / . / to / Wear / your eyes / goggles 2 Look / manual / . / safety / the / through 3 at all times / door / Keep / shut / the / .
4 Rewrite these warnings using must.
(4 points, 2 each)
1 It is obligatory that you wear protective goggles. 2 Keeping to the right is obligatory.
5 Match the signs with the places where you can find them. a) in a factory 1
b) in a park 2
c) on a street 3
(5 points, 1 each)
d) in a restaurant
e) in an airplane
4
5
Score: (
/ 20 points)
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Audioscripts UNIT 1 02 Lesson 1 / Activity 1 / Page 8 Number the pictures in the order you hear them. 03 Lesson 1 / Activity 3 / Page 8 Listen and circle T for True or F for False. Marco: Thank you for receiving me, Mr. Burns. Mr. Burns: How can I help you? Marco: I’m doing a project at school about our community services. May I ask you a few questions? Mr. Burns: Go ahead, young man. Marco: What type of services do we have here in Greensville? Mr. Burns: Greensville is a small community but we have many services. There are four supermarkets, three schools: elementary, middle school, and high school. The post office is on Main Street, next to the pharmacy, the City Hall is right down town next to the library. Oh, and of course the fire station, we mustn’t forget that or the church. Marco: What services do we have for children? Mr. Burns: Well, we have the Greensville Zoo and Nature Center. Children can visit the animals and also handle and touch baby ducks, rabbits, and so on. There are many playgrounds in the two parks and we have swimming pools at the Recreational Center. Marco: What do we offer Tourists? Mr. Burns: We have many attractions for tourists; there are galleries and art centers, theaters, and excellent cinemas, and of course, the Cosmopolitan Opera in the summer. Marco: Yes, that’s all very interesting but what about services for young people, like me? Mr. Burns: I’m sure that you can find that information. Marco: Yes sir, thank you. Mr. Burns: You are welcome. My assistant will show you out.
04 Lesson 1 / Activity 4 / Page 9 Listen to the conversation and complete the sentences. Alex: Hey Marco! How’s it going? Marco: I just had an interview with the Mayor of Greensville. He gave me some information about services here in town. Alex: Wow! How interesting! Marco: Yeah, he told me everything there is in town for older people, families, and children. Alex: What’s wrong with that? Marco: He didn’t tell me anything about things for young people, man. This report is for our group. Alex: Hey! Don’t worry man; I can tell all about places for us. Marco: Yeah? Like what? Alex: Look over there. It’s the pathway for skateboarders. It will take you to the basketball courts. We play every day! And the Recreation Center has a special day for teen rock dances, they are really good. Remember that the Cosmopolitan Opera House allows Rock bands once a month. Those events are always full. Marco: Yeah, I guess you’re right, let’s go to the mall.
Alex: Yes! There’s the Mall. We all get together there to eat and shop. So, cheer up!
05 Lesson 2 / Activity 3 / Page 15 Listen to the hip hop song about communities while you read along. Then answer the questions. Broadcaster: Community by your local Hip Hopper. Well, hello all you students now listen to me. Go on and hip hop about community. Some people complain about their communities a lot. They get themselves all twisted in a knot. The book in the library that hasn’t arrived, and the government offices only work to 5:00. The doctor’s office is always full, And the pharmacist treats you like a great big fool. You fool, you fool, you great big fool. But don’t forget that when you’re in trouble, The police will be there right on the double. Your cat sitting at the top of a tree, has the firemen on the case until he’s free. He’s free, he’s free, until he’s free. Good friends and people can talk to me, In the space you can find at the library. I like my community with all its craziness, It can offer us all a lot of happiness. Happiness, happiness, a lot of happiness.
06 Lesson 2 / Activity 4 / Page 16 Listen to the conversations and answer the questions. 1 Boy: Excuse me, sir? Man: Yes, what can I do for you? Boy: Can you give me some cough medicine? Man: Do you want a large or a small box? Boy: I don’t want pills. Man: But these have extra vitamin C. Boy: I understand, but I want syrup. Man: Of course, here you are. That will be $5.00 please. Boy: Thank you. 2 Man: This is fire station 67, where is the fire? Girl: There isn’t a fire, sir. Man: What is the problem, then? Girl: It’s my cat. He’s in the tree. Man: Let me guess. He won’t come down. Girl: No! He can’t come down. Man: OK, What’s your address? Girl: 608 Greenhill Road. Please hurry! Man: Don’t worry miss, we will be there in 10 minutes. Girl: Oh, thank you very much, sir. Goodbye.
07 Lesson 3 / Activity 11 / Page 26 Listen to the story and complete the text using words from the box. The Dog and the Shadow How Jojo lost his bone
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Jojo the dog went to visit his local butcher. He visited him every day at exactly 11:00 a.m. because the friendly butcher always gave him a bone. One day the dog was crossing a bridge over a stream with his bone in his mouth. He was feeling happy because it was a very big bone and he wanted to bury it. Suddenly he looked down into the water and saw another dog with a bigger bone. This other dog was looking at him. His eyes were very angry. That other bone looked delicious so, he immediately let go of his own, and fiercely attacked the other dog to get his bone. So, he lost both; the one that he tried to get in the water, because it was a shadow; and his own, because the stream took it away.
UNIT 2 08 Lesson 3 / Activity 2 / Page 52 Listen to a radio program and match the questions to the answers. Speaker 1: Good afternoon, everyone. Today we have Dr. Laura Roberts with some good advice on the topic of “Teens vs. Parents!” Welcome to the show, Dr. Roberts. Speaker 2: Thank you, Jerry. OK. It’s very difficult for teenagers when they don’t want to listen to their parents’ advice anymore. It’s normal for young people to want to start making their own decisions about their lives, but unfortunately, sometimes the choices that teens make are not very good choices. Parents love their children and want them to be happy and safe, so they naturally want to give advice to their teenage children. Many teens don’t like that, and they get angry and argue with their parents. So please take some advice from me. Teens should try to remember that their parents love them and are only trying to help them. Try not to argue with your parents. You should think carefully about what your parents are saying. Maybe you don’t always agree with them, but try to remember that they want the best for you. Mother: Honey, what is that on your new blue jeans? Teenage boy: What? I don’t see anything. Mother: All over the side of your jeans, a big green stain! Teenage boy: Oh, that. I was playing baseball with my friends, and I had to slide into second base. Mother: Oh, well, no problem! Fortunately, I have Stain King Laundry Detergent! No more green stains on your favorite jeans! Teenage boy: Thanks, Mom. I want my jeans to be blue, not green!
09 Lesson 3 / Activity 8 / Page 54 Listen to the radio program and answer the questions. Host: Hey, kids! This is Jason Clark with Teen Talk. Today we have teen counselor Sharon Young, talking about … “When Parents Drive You Crazy!” Welcome, Sharon! Guest speaker: Hey, Jason, glad to be here! Host: OK, here’s our first caller. This is Jennifer in Texas. You’re on the air, so go ahead, Jennifer. Caller: Hi. I have a problem with my parents. When I want to go to the mall with my friends, my parents always say no. They don’t think teenagers should hang out at the
mall. But all my friends go there on Saturdays, and I want to go, too! What can I do? Guest speaker: Jennifer, this is a common problem for kids your age. You want to do stuff with your friends, but your parents don’t think it’s a good idea. So, you might try negotiating with them. Caller: What do you mean? Guest speaker: Well, you could say, “Can I go if you go to the mall, too?” Caller: Oh, I never thought of that! But it’s SO uncool for my parents to be at the mall while I’m with my friends! Guest speaker: But your parents don’t have to be with you and your friends. And it’s better than not going to the mall at all, isn’t it? If you want your parents to be cool, you have to be cool, too. Caller: Yeah, I guess you’re right. I’ll try it! Host: OK, we’ll be back after a short message from our sponsor, The Cool Clothes Store! Girl 1: Hey, look at the cool sandals I just got! Girl 2: Wow! Those are awesome! Where did you get them? Girl 1: At The Cool Clothes Store. They were on sale for $10! Girl 2: You’re kidding. Only $10? Girl 1: Yeah. They’re having a big sale, and everything is 50-75% off. Everything! Girl 2: Wow! I’m definitely going to The Cool Clothes Store! Male voice: Sale ends Saturday.
10 Lesson 3 / Activity 13 / Page 57 Listen to another radio program and answer the questions. Host: Good morning, teens! We’re back at 68.9, Teens Ask with another great show for you! Today we’re going to talk about relationships between brothers and sisters. Call us with your problems or questions, and let’s talk about them! We have a caller on the line! This is Will from Florida. Go ahead, Will, you’re on the air! Caller 1: Hi. Uh, I have a problem with my parents. I have my driver’s license now, and my parents always ask me to take my little sister places. She’s only 12 years old, and it’s really boring! I can never do what I want to do! And my friends laugh at me when I’m with my little sister! What can I do? Host: Wow, that’s a real problem, buddy! What do you think, callers? Can anyone help Will with his problem? We have another caller! This is Marty from California. You’re on the air, Marty! Caller 2: Hi. Yeah, I had the same problem with my parents. I had to take my little sister places, too. So I decided to ask my best friend to go with me sometimes. He’s always happy to go, and it’s more fun that way. Also, now my parents let me use the car more because I’m helping them. Maybe Will could do something like that. Host: So, Will, what do you think of Marty’s idea? Caller 1: That sounds pretty good. I think I’ll try it. Host: OK! Thanks for your great suggestion, Marty! Now it’s time for a break, and when we come back, …
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11 Lesson 4 / Activity 6 / Page 59 Listen to people giving opinions about a radio program. Circle P for Positive opinion and N for Negative opinion. 1 I didn’t like the speaker. She was too formal. 2 The music made it more fun, and that scream was awesome! 3 It was boring because there was no music. 4 The ads weren’t interesting because they were for adults, not teens. 5 The program was interactive, more interesting. 6 The speaker respected teens.
UNIT 3 12 Lesson 1 / Activity 6 / Page 70 Listen to this extract from an interview about video games and match the person’s predictions about the future. Host: Welcome to the Tokyo 2013 Game Show! My name is John Kenzo and I’ll be your host. Here on my right is the famous game designer, Yoshi Suda. Yoshi, can you give us some insights on the future of video games? Yoshi: Well, multi-buttoned video games will be a thing of the past. Online games will rule! Host: But online games are complicated. Yoshi: Online games won’t be complicated any more. They will be user-friendly. Host: Amazing! Any other hot news for this year?
13 Lesson 2 / Activity 6 / Page 75 Now listen to the weather forecast and circle T for True or F for False. Meteorologist: This week will be an interesting week in terms of the weather. Monday will be hot and sunny but that will change on Tuesday. Tuesday and Wednesday will be cloudy and cool and Thursday will be hot again. Friday is the start of the weekend. Let’s cross our fingers and hope it will bring good weather.
14 Lesson 3 / Activity 3 / Page 82 Listen to the conversation and put a cross ( ) under the body part that is not described. Myslim: Once the food is in the stomach, its muscles begin to move. The food is mixed with different acids to break it down. See that lining? Pepe: I think it protects the stomach from the acids. Myslim: That’s right! There are two intestines in the system – the large and the small intestines. The small intestine is not really small; it’s twenty feet in length. It uses the digestive juices to break down the food. See those finger-like things? Pepe: Yes, what are they? Myslim: They’re the villi. They absorb nutrients from the food Wait till you meet stinky! It’s the large intestine. It makes the feces from water, undigested food, and bacteria. It’s only five feet long, including the colon. It’s called the large intestine because it’s wider than the small intestine. It takes about twenty hours for food to pass through it!
15 Lesson 3 / Activity 4 / Page 83 Listen to Myslim and circle T for True or F for False. Myslim: What happens to food after it is eaten? During digestion, food passes through the digestive system. The stomach mixes food with different acids. Then it goes into the small intestine. Did you know that there are two intestines? They are the small intestine and the large intestine. The small intestine is twenty feet long; it is longer than the large intestine. The large intestine is only five feet long, but food goes through it very slowly.
16 Lesson 4 / Activity 13 / Page 93 Listen to Myslim talk about the skeletal system and take notes about the spine and the muscles. Myslim: This is the Skeletal System. Pepe: Cool! A skeleton! Myslim: Right! You know, the bones in your body are very much alive and they’re the ones that give our body its shape. Your body is made up of many different bones. Pepe: How many bones do we have? Myslim: Two-hundred and six! The central support for the body and the rib cage is called the spine. It’s made up of little spongy bones called vertebrae. They’re surrounded by a layer of cartilage that keeps the bones from rubbing against each other. Who do you think is in charge of movement? Pepe: The muscles! Myslim: Absolutely! Your bones need a lot of help in order to move. You have more than 600 muscles in your body. Pepe: That means we have more muscles than bones! Myslim: Right! The muscles keep the body warm, lungs pounding, and intestines in place. You can bend, jump, or stretch and the muscles make themselves larger or smaller. Pepe: Sweet!
UNIT 4 17 Lesson 1 / Activity 2 / Page 98 Listen to the conversation and number the following sentences in the order you hear them. Fiona: Hi, Alicia! Alicia: Hey, Fiona, come and sit over here. How are you? Fiona: Really great! I have the new Teen magazine. There’s a cool personality quiz. Can I ask you some questions? Alicia: Oh! That sounds like fun. Fiona: OK … First of all, what do you like to do in your free time? Alicia: Hmmm. Well, I do my homework … Fiona: Yeah but … that’s not really free time, is it? Alicia: That’s true. Hmmm, I like to read magazines but I don’t have much time. I like to take the dog for a walk. I also enjoy texting with my friends a lot and hmmm … Fiona: Do you like chatting on the Internet? Alicia: I don’t like chatting. I hate spending hours on the computer. Fiona: Right, and what about sports? You play volleyball, don’t you? Alicia: Yes, I do. I love playing volleyball and of course, I love watching TV.
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Fiona: And what TV programs do you like? Alicia: I like science and nature shows. But I also like music video shows. Fiona: Hmmm … let me see. Well, you have some things in different categories. It says here that on the whole you are a pretty well balanced person. Yeah! That sounds like you. Alicia: Oh, that’s nice. Thanks.
18 Lesson 1 / Activity 10 / Page 101 Listen and check ( ) the personality quiz for Ben. Sissy: Hey Ben! Check this out! It’s an online personality test. Ben: Cool! Sissy: I’ll ask you … What do you like to do in your free time? Number one … Do you like … a) doing homework? b) walking the dog? c) knitting? d) surfing the Internet? Ben: Knitting! Are you nuts! I hate that! I like walking the dog. Sissy: Number two … How about … a) cleaning your room? b) playing basketball or soccer? c) drawing? d) texting with your friends? Ben: What’s texting? Sissy: You know, sending instant messages on your phone. Ben: Oh, I understand. What was the question again? Sissy: Do you like … a) cleaning your room? b) playing basketball or soccer? c) drawing? d) texting with your friends? Ben: Easy. Playing soccer or basketball. Sissy: Number three … Do you like … a) watching TV? b) hiking? c) cooking? d) playing video games? Ben: Oh, I love playing video games! Sissy: Let’s see your result … Hmmm, it says you are a bit of a Sport Billy! Ben: That’s me little sis. I’m outta here. Gotta go and play basketball with my friends.
19 Lesson 2 / Activity 2 / Page 104 Listen to the conversations and match the hobbies to the celebrity. 1 A: Hi. I see you are reading a music magazine. B: Hi. A: Who is your favorite singer? B: Fergie, because she is an amazing singer and we like the same things. A: Oh, really? What things does she like? B: She likes fashion, listening to music, singing and watching American Football. A: Do you like American Football? No, I don’t like American Football because it’s boring. But I like fashion, listening to music, and singing. B: That’s interesting.
2 A: Hi! Can I talk to you about your favorite celebrity? B: Yes. A: Hmm. Don’t tell me … Jaden Smith is your favorite celebrity, isn’t he? B: Oh, yeah! He’s a really good actor and he’s very sporty. He enjoys practicing capoeira and kung fu. A: You like martial arts, don’t you? B: Yeah! I like it because it’s a fun way to learn, to concentrate, and get fit. A: Sorry, I interrupted … you were talking about Jaden Smith. B: Well … He also likes playing basketball, baseball, soccer, and he likes hanging out with friends, watching movies, and listening to music. A: You like watching movies and listening to music, don’t you? B: Yes, I do. A: Oh, cool! Thanks for talking to me. 3 A: Do you mind if I ask you a question? B: Go ahead. A: Who is your favorite celebrity? B: I like Justin Bieber because I like his music. Also, we are both musicians. A: You play the guitar, don’t you? B: Yes, I do. So does Justin. He also plays the drums, the guitar, and the keyboards. A: Oh, I didn’t know that. Thanks.
20 Lesson 2 / Activity 8 / Page 107 Listen to the conversation and complete the sentences. A: Hi! Can I talk to you about your favorite singer? B: Yes. A: Hmm. Don’t tell me … Taylor Swift is your favorite celebrity, isn’t she? B: Oh, yeah. She’s a really good singer and she’s very original. She enjoys singing and dancing and she likes playing the piano. A: You like playing the piano, don’t you? B: Yeah! I like it because it’s a fun way to express yourself. A: What else does Taylor Swift like? B: Well … She also likes art. She likes hanging out at art galleries, watching movies and listening to music. A: You like watching movies and listening to music, don’t you? B: Yes, I do. A: Oh, cool. Thanks for talking to me.
21 Lesson 3 / Activity 4 / Page 113 Listen to the song and underline the best option. Top Secret Mission I was walking down the avenue Late last night When a man approached, With his eyes burning bright! He reached in his trench coat And pulled out a file.
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“I hope you like to spy,” He said with a smile! Chorus: It was a mission! A mission! A top secret mission! I’ve got the permission for a top secret mission! I stepped on a plane And flew across the ocean. I landed on an island And put my plan in motion. Everyone around me Looked pretty scary. I had to get in touch With a man called Harry.
Camping near the water! Camping by the sea! Camping by the waterfall! A camping life for me! Don’t forget the tent poles. Don’t forget the string. Don’t forget the little bag You put the tent poles in. Don’t forget the flashlight. Don’t forget my hat. Don’t forget the sleeping bag. Don’t forget the mat. [Chorus] [Repeat verse 1] [Chorus]
[Chorus] “Are you Harry?” I asked a strange looking guy. “Who wants to know?” he said, looking very sly. Then he reached behind his head And pulled off his disguise. When I saw his face I could not believe my eyes! [Chorus] Then all the lights went out, And walls were closing in. Dark ocean water was rising to my chin! Then everything went black! I heard myself shout! I knew it was all over and I’d never get out! [Chorus] I kicked my legs so I was able to float, I was pulled from the water By the man in the boat. “There you are,” he said, “I’ve been looking for you. Are you ready to go on Mission number two?” [Chorus]
22 Lesson 3 / Activity 13 / Page 116 Label the parts of the following song using words from the box. A Camping Life Chorus: Camping near the water! Camping by the sea! Camping by the waterfall! A camping life for me!
At last I’m at the campsite. I take a look around. This is by far The prettiest place That I’ve ever found. And here’s the spot I’ve paid for: It’s worth every cent. But, wait, what’s this? Oh no! I forgot my tent.
23 Lesson 3 / Activity 14 / Page 117 Listen and write the verbs in the past tense. Top Secret Mission Then all the lights went out, And walls were closing in. Dark ocean water was rising to my chin! Then everything went black! I heard myself shout! I knew it was all over and I’d never get out! [Chorus] I kicked my legs so I was able to float, I was pulled from the water By the man in the boat. “There you are,” he said, “I’ve been looking for you. Are you ready to go on Mission number two?”
24 Lesson 4 / Activity 1 / Page 118 Number the musical genres in the order you hear them. 1 2 3 4 5
(Classical music fragment) (Rock music fragment) (Jazz music fragment) (Country music fragment) (Pop music fragment)
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25 Lesson 4 / Activity 2 / Page 118 Listen to the song. Complete with words from the box. When I Feel Sad When I feel sad, When I feel lonely, I pick up the phone And call my friend. However I feel Whatever I say, My friend lets me know That everything’s okay. Chorus: Are you Ok? My friend asks me. Cheer up! Don’t worry! Are you Ok? My friend asks me. Cheer up! Don’t worry! I’ll always be your friend. However I feel, Whatever I say, My friend lets me know That everything’s okay. When something seems Too difficult for me to do And I don’t want to try. Don’t give up! My friend will say And I feel stronger To face the day! Are you Ok? My friend tells me … Are you Ok? My friend asks me … [Repeat verse 2] Are you Ok? My friend tells me …
26 Lesson 4 / Activity 13 / Page 122 Listen to the song and complete. When I Listen to a Song Sometimes I’m happy And sometimes I’m sad. Sometimes I’m angry And sometimes I’m glad. But I always feel happy When I listen to a song! I’m happy when I listen to A song!
Chorus: Shoo be doo ba, Shoo be doo ba ba! Shoo be doo ba, Shoo be doo ba ba! I’m happy when I listen to A song! Sometimes I’m frightened And sometimes I’m amused. Sometimes I’m lonely And sometimes I’m confused. But I always feel happy When I listen to a song! I’m happy when I listen to A song! [Chorus x 2] Sometimes I’m joyful And sometimes I’m surprised. Sometimes I’m nervous I can feel scared or shy. But I always feel happy When I listen to a song! I’m happy when I listen to A song! [Chorus x 2]
27 Product 2 / Activity 1 / Page 124 Listen to these song fragments and describe how they make you feel. UNIT 5 28 Lesson 2 / Activity 16 / Page 139 Listen to the interview with an organic farmer and take notes. Interviewer: Steven Wallace is an organic farmer who has opinions on organic farming. I went to catch up with him on his farm in Missouri. Hi Steven it’s a pleasure to meet you. So, first of all, can you tell us what organic farming is? Steven: Well, organic farming is about growing crops that have not been sprayed by pesticides or other chemicals, and are totally natural. Organic farmers concentrate on feeding the soil so that it has more nutrients, instead of feeding the plant with chemicals. Interviewer: OK. Is it only related to the food we eat then? Steven: No, it isn’t! It’s also related to cotton plants which we use to make our clothes with, to grain plants which is used to feed our livestock, and to plants used for pharmaceutical or medical products! Interviewer: So how exactly is organic farming different from factory farming? Steven: Factory farming is mostly concerned about producing in mass quantity. It uses pesticides and chemical based products which can seriously affect your health. There is nothing natural about it and it is only concerned about numbers, not about safety issues. Organic farming is concerned about producing a healthy, natural product, even though it’s smaller in number.
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Interviewer: How does factory farming affect the environment? Steven: Well, it uses oil to make pesticides and fertilizers which cause contamination, and also they use more tractors because they have more crops so that causes pollution, too. Interviewer: So, all round organic farming is better off. Now, can you tell us about one of the crops you grow? Steven: Yes, how about cotton? Well, first of all, cotton is grown in warm climates. After one crop is cut down the tractor turns over all the soil and it is laid in rows. Then, in the spring, the right amount of seed is dropped in the soil and covered. The cotton seeds are watered. Grass and weeds are pulled out by special machines. After two months the plant has grown and flowered. The flower bursts and cotton appears. The cotton is harvested by a special machine. It is then stored for production. Interviewer: Wow, it sounds fascinating! Steven: It is. Being an organic farmer is the best job in the world! Interviewer: Well, thanks for your time Steve, and good luck for the future. Steven: Thank you. You’re welcome.
29 Lesson 3/ Activity 4 / Page 143 Listen to the information and number the situations in Activity 3 in the order you hear them. 1 Flight attendant: Good evening ladies and gentlemen, and welcome aboard flight 767 to London. May we have your full attention while we explain our in-flight safety instructions. We ask all passengers to keep their seat belts on at all times if possible. If you choose to sleep, please fasten your seat belt over your blanket in case of turbulence. This way we will not have to disturb you. In case you need to go to the bathroom you may move around the aircraft. In case of an emergency landing, oxygen masks will fall from the overhead compartment. Place your own mask before helping others. If you have any further questions you can ask our on board crew or look through the safety manual in the seat pocket in front of you. We hope you have a pleasant flight. 2 Paintball Instructor: Hey there everyone and welcome to Paintball City. Now, some rules before we get going. If you are hit by a pellet and it bursts on your clothes or gun, you’re out. If you are hit by a pellet and it doesn’t break you are not out. Decide how many minutes you will play. In case of tiredness take a break between games to recuperate energy. You must wear goggles to avoid damaging your eyes.
correctly. When you jump, keep as straight as possible. You are allowed to scream if you want. Once you have stopped bouncing, the man at the bottom will grab you and untie you. Have a good jump, and enjoy it!
30 Lesson 4 / Activity 3 / Page 148 Listen to the extract and number the signs you hear mentioned in the correct order. 1 Narrator: When Juan got on the bus he sat behind the driver and immediately noticed a large yellow and red button next to his seat that said EMERGENCY STOP. “That sounds safe,” he thought, and pushed it. An alarm sounded in the bus. “Oops! Sorry,” said Juan, “just checking.” “Put your seat belt on,” moaned the driver “and only press that button in case of an emergency.” On the way to the chocolate factory there were all kinds of road signs. Juan usually rode his bike to school so he was used to reading them. He was worried about so many signs and he wanted to help the driver, “Oh, watch out! Don’t go over the speed limit. It’s only 50 kilometers an hour … Oh, watch out! You have to stop at the pedestrian crossing here. Oh, watch out! You can’t go down there. That’s a one way street.” 2 Narrator: A factory guide pointed out that there were some signs with rules that they would need to follow. “You must wash your hands before we enter the food preparation area. You have to wear a hairnet so that no hair falls into the product,” she said pointing to the caution signs. “There are no cameras allowed inside the factory!”
31 Lesson 4 / Activity 4 / Page 149 Listen to the police officer talk about the Highway Code and write down the information you hear about the following signs. Police Officer: Hello everybody and welcome to our talk on the Highway Code. As you are old enough to ride your bikes around town, we want to explain how to follow the road signs so you are always safe. First of all, you must always wear a helmet and keep to the cycle lanes. If there is a stop sign, you must stop. If you don’t stop you are at risk. You must always keep to the right. If you keep to the right you allow others who are riding faster than you to overtake safely. If there are traffic lights, don’t pass a red light. You must always wait for a green light. Remember to follow the routes carefully. If there is a lane with a No Entry sign, you are to keep to the lane you are in and follow the correct route. Now, we are going to go outside as we have set up a practice area to see how well you ride your bikes and how well you follow the rules! This way please.
3 Bungee Instructor: Before you go on the bungee we will do some safety checks. In case you get nervous, you can’t change your mind! Ha, ha! Only kidding. We will tie the safety harnesses and check that the bands are secured
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Answer Key for Reader Comprehension Questions Unit 1
Unit 2
Unit 3
Chapter 1
Chapter 3
Chapter 5
Activity 1, page 17 1 T; 2 T; 3 F; 4 F; 5 T
Activity 1, page 43 1 It can help you add new words to your vocabulary and learn the meanings of unfamiliar words that you see or learn. 2 symbols and abbreviations; 3 types of words; 4 the user knows that all the words on the page are listed alphabetically between the two guide words. 5 pronunciation; 6 look for extra information like explanations, expressions, and examples that show how the word is used.
Activity 1, page 69 1 A. S. Douglas developed Noughts and Crosses to get his doctor’s degree. 2 All devices are converging. 3 Because the games are becoming a more realistic experience. 4 You will be able to teleport into the digital grid.
Activity 2, page 43 Answers may vary.
Chapter 6
Activity 2, page 17 1 transportation, recreation, food services, library; 2 Answers may vary. 3 You can ride horses. 4 Summer; 5 Answers may vary.
Chapter 2 Activity 1, page 30 1 On an island; 2 She sold some at the fishermen’s market and made clam soup with the rest. 3 Behind the rocks; 4 He took the pup in his arms. Then put the pup down in the water. 5 Because the water tide was rising; 6 Two women. Activity 2, page 30 1 b; 2 c; 3 a;
Chapter 4 Activity 1, page 56 1 d; 2 b; 3 a; 4 e; 5 c Activity 2, page 56 1 radio program; 2 improve; 3 listen; 4 Teen Talk, Teens in the 21st Century; 5 blog Activity 3, page 56 Answers may vary.
Activity 2, page 69 1 T; 2 T; 3 T; 4 F Activity 3, page 69 b Activity 1, page 82 1 He dreamed of an amazing journey inside his body. 2 He “traveled” inside his body. 3 He was studying the human body and fell asleep. 4 Answers may vary. Activity 2, page 82 Answers may vary. Activity 3, page 82 7; 3; 5; 1; 2; 6; 4
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Unit 4
Unit 5
Chapter 7
Chapter 9
Activity 1, page 95 1 53.6 millions; 2 She didn’t use the Internet or cell phone. 3 Now teenagers use mp3 players. 4 Answers may vary. 5 Answers may vary. 6 Answers may vary.
Activity 1, page 121 1 a; 2 a; 3 c; 4 b
Activity 2, page 95 1 F; 2 T; 3 F
Activity 1, page 134 3; 5; 2; 4; 1
Chapter 8
Activity 2, page 134 1 worried; 2 bad; 3 happy
Activity 1, page 108 1 Brenda, Daren, Candice, Evan, and Lily; 2 In a summer music camp; 3 afraid; 4 frustrated; 5 cooperating, brainstorming ideas, jamming together; 6 Answers may vary.
Activity 2, page 121 Answers may vary.
Chapter 10
Activity 3, page 134 Answers may vary.
Activity 2, page 108 1 trumpet; 2 drums; 3 singer; 4 guitarist; 5 bassist
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Answer key for Self-Tests Unit 1
Unit 3
Unit 5
Learning Environment 1 (p. 166)
Learning Environment 1 (p. 170)
Learning Environment 1 (p. 174)
1 a 3b; b 4e; c 5d; d 2a; e 1c 2 a) In a hospital: 2; b) In a library:
1 1 will be / will become; 2 will not
1 1 Carbon dioxide which is released
disappear / will not buy / will buy
into the atmosphere, causes global
3, 1
Learning Environment 2 (p. 167)
1 1 loved; 2 was hunting; 3 stopped; 4 fell; 5 was looking
2 1 was; 2 was building; 3 didn’t look; 4 took; 5 gave
Unit 2 Learning Environment 1 (p. 168)
1 a) Noun; b) verb; c) adjective; c) noun; d) adjective
2 First, open your books to page 45. Then, find Activity 2 and read the text there. Next, complete the missing words. After that, read it again to make sure you did it right. Finally, switch books with a classmate to check your answers.
Learning Environment 2 (p. 169)
1 a) Good afternoon, everyone; Welcome to the show, Dr. Adams; b) Hey, look at the cool sandals I just got!; Awesome!; Hey, Paul, glad to be here!
2 1 d; 2 e; 3 a; 4 b; 5 c
2 1 won’t rain; 2 won’t last;
warming. 2 The air that is polluted
3 is going to rain; 4 is going to
by car and factory gases often looks
snow; 5 will bloom
dirty. 3 Rain which mixes with
Learning Environment 2 (p. 171)
1 1 the; 2 The, removes; 3 An, transports
2 1 Five liters of blood are pumped by the heart in one minute. 2 Eighty percent of the brain is made up of water. 3 More muscles are required to frown than to smile. 4 Two hundred muscles are used when you take a step. 5 Oxygen is carried to the rest of the body by the blood.
pollutants, ends up as acid rain. 4 Acid rain can wipe out entire forests that give us fresh air. 5 People who look after the planet are making great efforts to bring down greenhouse gas emissions.
2 1 because; 2 causing;
3 as well as; 4 so; 5 also
Learning Environment 2 (p. 175)
1 1 C; 2 I; 3 S; 4 P; 5 I 2 1 c; 2 e; 3 a; 4 b; 5 d
Unit 4 Learning Environment 1 (p. 172)
1 1 like; 2 don’t like; 3 enjoy; 4 hate; 5 love
2 1 c; 2 a; 3 d; 4 b; 5 e Learning Environment 2 (p. 173)
1 1 flew; 2 took; 3 was fishing; 4 asked
2 sad, glad 3 title; chorus; verse; chorus
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Answer Key for Formal Assessments Unit 1 Learning Environment 1 (p. 154)
1 1 Services in town; 2 Things for
sure how to spell the word. 3 When you find the correct guide words, locate the English word in the page. 4 Then read all the definitions.
young people; 3 The basketball
5 Do not assume that the first word
courts; 4 The Recreation Center;
you find is the correct one.
5 Eat and shop
2 1 d; 2 c; 3 b; 4 e; 5 a 3 A: Can you help me? B: Yes, what can I do for you? A: H ow many stamps do I need for this package?
B: I need to weigh it first. Where are you sending it?
A: Dallas. B: Is that in Texas? A: Yes, it is. 4 1 If you need an aspirin, then go to a pharmacy. 2 Do you want a large
Learning Environment 2 (p. 157)
1 1 F; 2 T; 3 T; 4 F; 5 F; 6 T; 7 F; 8 F; 9 T 2 1 Welcome; 2 problem; 3 might; 4 What; 5 isn’t it
3 1 callers; 2 thought; 3 fast; 4 opinion; 5 wasn’t; 6 relevant
Unit 3 Learning Environment 1 (p. 158)
1 1 F; 2 T; 3 T; 4 F 2 1 There are many / They influence
2 1 listening; 2 but; 3 to listen; 4 and; 5 listening; 6 because; 7 because
3 1 c; 2 a; 3 b 4 1 aren’t you; 2 don’t you; 3 can’t you; 4 do you
5 underlined: Hi there. Are you busy? circled: Thanks a lot. See you in class.
Learning Environment 2 (p. 161)
1 1 glad; 2 sad 2 1 spy; 2 disguise; 3 trench coat; 4 policeman; 5 bedroom; 6 angry; 7 guitar
3 1 title; 2 verse; 3 chorus; 4 verse 4 1 went out; 2 were closing in; 3 was rising; 4 went; 5 knew
Unit 5 Learning Environment 1 (p. 162)
or a small box? 3 You can’t buy
how we talk / how we make
stamps here. 4 You can see a doctor
friends / You can play them online;
at the hospital. 5 The doctor can’t
2 More realistic / 3-D / have voice-
1 1 T; 2 T; 3 F 2 1 These pollutants, which affect our
see you today.
and gesture-recognition systems /
atmosphere, are very dangerous.
interact with characters
2 There are millions of people who
Learning Environment 2 (p. 155)
1 1 g; 2 f; 3 b; 4 d; 5 a; 6 e; 7 c 2 1 was walking; 2 saw; 3 tried; 4 didn’t take; 5 started; 6 was getting
Unit 2 Learning Environment 1 (p. 156)
1 1 2; 2 2; 3 something; 4 somebody; 5 Acércate
2 1 6; 2 adjective; 3 How long is the table? 4 It’s a long shot. 5 a largo plazo
3 1 headword; 2 pronunciation; 3 phrase; 4 part of speech; 5 translation
4 1 First, find the English-Spanish
section of the dictionary. 2 Next, be
3 1 Gamers will interact with the characters in the game. 2 You will play game with people in other countries. 3 Students won’t use textbooks in class.
4 1 a; 2 c; 3 b
Learning Environment 2 (p. 159)
1 1 heart; 2 stomach; 3 ribs; 4 lungs; 5 brain; 6 small intestine
2 1 b; 2 d; 3 e; 4 c; 5 a; 6 f 3 1 an; 2 the; 3 is pumped; 4 an; 5 sends; 6 bring; 7 bring; 8 is cleaned
Unit 4
are trying to save our environment. 3 We use cleaner energy sources that include solar power.
3 1 are bred; 2 of; 3 out; 4 out; 5 out 4 1 and; 2 therefore; 3 because Learning Environment 2 (p. 163)
1 1 F; 2 F; 3 T; 4 T; 5 F 2 1 If; 2 In case; 3 In case of 3 1 Wear goggles to protect your eyes. 2 Look through the safety manual. 3 Keep the door shut at all times.
4 1 You must wear protective goggles. 2 You must keep to the right. 5 1 e; 2 d; 3 a; 4 b; 5 c
Learning Environment 1 (p. 160)
1 1 read a magazine; 2 take the dog for a walk; 3 watch TV; 4 play volleyball
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Bibliography for Teachers • De Bolt, Virginia, Write! Cooperative Learning and the Writing Process. San Clemente : Kagan Publishing, 1998 • Harmer, Jeremy, How to Teach English. Upper Saddle River, NJ : Pearson ESL, 2007 • Lewis, Gordon, Teenagers. Oxford : Oxford University Press, 2007 • Nuttall, Christine, Teaching Reading Skills in a Foreign Language. Oxford : Macmillan, 2005 • Seymour, David & Popova, Maria, 700 classroom Activities. Oxford : Macmillan, 2008 • Stone, Jeanne M., Cooperative Learning & Language Arts. San Clemente : Kagan Publishing, 1994 • Stone, Jeanne M., Cooperative Learning Reading Activities. San Clemente : Kagan Publishing, 2000 • Stone, Jeanne M., Cooperative Learning Writing Activities. San Clemente : Kagan Publishing, 1998 • Tate L., Marcia, Graphic Organizers and Other Visual Strategies: Engage the Brain. Thousand Oaks : Corwin Press, 2008
Reference Websites For the Teacher • One Stop English: http://www.onestopenglish.com/ Macmillan’s resource site for English language teachers. • Teaching English: http://www.teachingenglish.org.uk/ BBC and the British Council’s site for classroom materials and teacher development. • Adolescent Literacy: www.adlit.org Literacy resources for parents and educators.
For Students Learn English: http://learnenglish.britishcouncil.org/ A site that includes games, songs, stories, listening activities, and grammar exercises. • BBC Bitesize: http://www.bbc.co.uk/schools/ks3bitesize/ A website provided by the BBC, with interactive activities for years 7, 8, and 9 in the English school system. • The Podcast Directory: http//www.podfeed.net A listing of imaginative and informative podcasts with a variety of topics. • Teen Reads: http:// teenreads.com A website with numerous sections to connect teens with the love of reading. • Kids Love to Know: http://www.kids.lovetoknow.com Numerous topics for helping children, parents, and teachers.
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Tracklist Track
Contents
Page(s)
Unit 1 1
Introduction
2
Lesson 1, Activity 1
8
3
Lesson 1, Activity 3
8
4
Lesson 1, Activity 4
9
5
Lesson 2, Activity 3
15
6
Lesson 2, Activity 4
16
7
Lesson 3, Activity 11
26 Unit 2
8
Lesson 3, Activity 2
52
9
Lesson 3, Activity 8
54
10
Lesson 3, Activity 13
57
11
Lesson 4, Activity 6
59 Unit 3
12
Lesson 1, Activity 6
70
13
Lesson 2, Activity 6
75
14
Lesson 3, Activity 3
82
15
Lesson 3, Activity 4
83
16
Lesson 4, Activity 13
93 Unit 4
17
Lesson 1, Activity 2
98
18
Lesson 1, Activity 10
101
19
Lesson 2, Activity 2
104
20
Lesson 2, Activity 8
107
21
Lesson 3, Activity 4
113
22
Lesson 3, Activity 13
116
23
Lesson 3, Activity 14
117
24
Lesson 4, Activity 1
118
25
Lesson 4, Activity 2
118
26
Lesson 4, Activity 13
122
27
Product 2, Activity 1
124 Unit 5
28
Lesson 2, Activity 16
139
29
Lesson 3, Activity 4
143
30
Lesson 4, Activity 3
148
31
Lesson 4, Activity4
149
176
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