Documente Academic
Documente Profesional
Documente Cultură
2010
Original text Jolanta Polk
Teaching English as a Foreign Language,
Dublin, Irlanda.
Teacher training, translation and English Literature,
University of Silesia, Poland.
Nº de Inscripción: 180.758
ISBN: 978-956-8623-66-1
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system,
transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior written permission of the publisher.
La materialidad y fabricación de este texto está certificado por el IDIEM - Universidad de Chile.
Impreso RR Donnelley
CONTENTS
3
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1 2 3
4
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4 5 6
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200
5
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COURSE COMPONENTS
Looking Ahead has been specially written to meet the Unit 1: Communication and Understanding
requirements of the Chilean Reform and with the objective of Unit 2: How Strange How Wonderful!
creating a textbook that will keep students happy and Unit 3: We Are What We Eat
interested when using it. For this reason, the subjects are of Unit 4: Whatever you Do or Make - Do it and Make it Well
special relevance and attraction for young people of this age Unit 5: Life As We Know It
group. The units in the book have been developed around key Unit 6: Traditions, Traditions
issues that have proved to be interesting for our students. The
tasks students carry out are similar to what they do in real life, Each of the four lessons in the six units is divided into the
require that they link new information to previous knowledge following parts:
and provide opportunities for effective communication and
collaboration in the classroom. Set up
To establish the topic of the lesson, motivate students and
The topics chosen range from leisure, food, fashion, music to identify and activate previous knowledge.
more serious subjects such as choosing a profession or thinking
about relationships and the environment. The majority of the Think Ahead
listening and reading texts have been taken from authentic Pre-reading or listening activities that motivate students to
sources; they may have been shortened, but they have not been read or listen, help them to relate the topic to their own reality
simplified or otherwise manipulated. and their previous knowledge, present or activate key
vocabulary, and encourage them to predict and anticipate
Special emphasis has been placed on common values students information.
should pay attention to and develop, such as the respect for
diversity, the protection of our environment, the equality of Go Ahead
genres, the importance of healthy habits, among others. While-reading or listening activities that focus students’
attention and teach them to look for general or specific
Looking Ahead consists of a Student’s Book, a CD and a Teacher’s information, to locate clues, to separate essential from non-
Book. essential information, to discriminate between correct and
incorrect information, etc.
Student’s Book Make Connections
At the beginning of the Student’s Book there is a list of contents Post-reading or listening activities that connect the text with
and a two-page spread to help the students identify the students’ own experiences, give practice on specific grammar
different sections in the book, together with an explanation of points and provide opportunities to develop speaking skills
the symbols used. At the end, there is list of verbs and a (Have a Chat section) and writing skills (Write it Down section)
bibliography for students. following models provided by the texts and other activities.
The Student’s Book is divided into six self-contained units Additionally, in each lesson there is a self-evaluation section -
which, in turn, are divided into 4 lessons of gradually increasing Check it over - to allow students to reflect on their achievements
levels of complexity and difficulty; two of these lessons are and weaknesses in connection with the language skills
based on reading texts and two are based on listening texts. developed in the lesson, and there is also a Fast Check section,
the purpose of which is to allow students to evaluate their
progress on a particular aspect of the lesson and, at the same
time, provide information to the teacher about any points that
the majority of the students have problems with.
6 INTRODUCTION
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At the end of each unit, you can find these three additional HAVE A CHAT
sections:
• Apply your Knowledge offers additional activities that Students read one part of the dialogue and complete the second
synthesise what has been learnt throughout the unit and part with a partner using information provided in the text on
provide a good opportunity for students to consolidate topics page10. Some variations are allowed. Then they listen to the
and language structures. recorded version, check their answers and roleplay it with a
• Check & Correct has a test format covering the four skills and partner.
the language studied in the unit. It helps students to revise
contents and evaluate their performance in the whole unit.
• Final Check offers students a summary of what they have Bear it in mind
learnt in the unit, allows them to reflect on their strengths A section that offers tips to make learning more accessible and
and weaknesses, gives them an idea of their level of contents easier to understand. This section is always short, to
achievement, and guides them to make decisions concerning the point, and strategically placed so as to be a valuable
actions to take in order to improve. It is very important that contribution to the lesson. The tips can be analysed by students
students dedicate some time to this section as metacognition on their own or by the whole class, assisted by the teacher, who
(thinking about thinking) is an important part of the learning should always try to provide and / or elicit examples, as learning
curve. Metacognition helps students transfer knowledge, in context is more effective than learning in isolation.
skills, and abilities acquired in one context to other contexts.
Danger A section with games that help to make the learning process
more entertaining. Teachers should remember that games are
A section that warns students of possible mistakes they could an important part of the teaching / learning process because
make and suggests how to avoid them. Teachers should be they are motivating and help students to sustain the effort of
careful to make it very clear what the mistake can be and what learning a foreign language.
the correct version is. Some authors suggest that exposing
students to errors should be avoided, but awareness can be a
good strategy to prevent mistakes. Digital resource
Both students and teachers can use the web sites suggested to
find additional on-line information related to the subject of the
Mi d a
n T e se r lesson.
A section that provides more information on the main topic of
the lesson and interests students in finding more information on CD
their own, thus encouraging self-study. Teachers should The CD that comes with the book has been recorded with care
remember that when students realise their contribution and and provides both the teacher and the students with a wealth
efforts are seen and recognised, they usually become more of different resources. All the actors who participated in the
committed to - and interested in - improving their work. Mind recording are native speakers of the language required by the
teasers can be quotes, bits of information, questions of interest, characters they are playing; most of them are British, but there
jokes, cartoons and others. are also some other nationalities represented.
INTRODUCTION 7
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The CD includes all the material for the listening tasks in the • A suggested year planning that establishes the relationship
lessons, the oral practice exercises, and the listening component between the contents and the expected learning outcomes
of all the tests (Check & Correct and Extra Tests). and offers a tentative time distribution, resources and types of
This is the icon used in the Student’s Book to indicate that evaluation.
recorded material is used. • Step-by-step lesson notes and suggestions, including ideas to
start each lesson, as well as follow-up activities and
1 This is the icon used in the Teacher’s Book to indicate that suggestions for homework.
recorded material is used; it includes the corresponding • The cognitive abilities to develop in every activity of the
track number. lessons (L.A.).
• Background information related to the information content of
Teacher’s Book the different texts, to help the teacher deal with students’
questions.
To quote Sonia Nieto, Professor of Language, Literacy, And
• Photocopiable observation and evaluation sheets for the
Culture at the School of Education, University of Massachusetts
teacher and the students.
and author of What Keeps Teachers Going? “The Teacher’s Book
• The answers to all the activities in the Student’s Book and in
will provide teachers with encouragement, consolation and
the tests.
sometimes even a pep talk. Whenever new teachers feel worn out,
• Full transcripts of the recorded material: listening texts, oral
disillusioned, frustrated, or ready to quit they should pick up this
practice activities, listening tests.
book! It will give them ideas, inspiration, and hope.”
• One extra test per unit.
• A complete bibliography for the teacher.
The purpose of the Teacher’s Book is to be a useful resource for
• Classification of the activities in the lessons according to their
teachers. Teaching is at times a hard and lonely task, so treat the
level of difficulty, indicated with the following icons:
Teacher’s Book as a friend and use to its full extent. However,
once you have studied it carefully, don’t be afraid to modify it or + Low ++ Medium +++ High
simply ignore some of the suggestions if you know that other • Icons to indicate the language ability to be developed:
alternatives are better or more adequate for your classroom Reading Listening
environment.
Speaking Writing
• One activity for fast learners in each lesson (FL).
This component offers support to the teacher through several
FL
elements.
• An introduction with a description of the course, the
methodology used, suggestions for classroom management,
general methodological suggestions for the activities and to
deal with big classes, description of the course components, etc.
8 INTRODUCTION
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METHODOLOGY
Looking Ahead helps students develop language learning skills to they have to analise how the structure works in English,
carry out specific tasks related to the content. In every lesson, there discovering both use and form and then they do controlled
are tasks which consolidate the linguistic and thematic content. practice exercises where they apply the target structure in
The activities are designed to provide students with the language communicative situations.
and skills they will need in order to complete the tasks successfully.
This approach helps students to see language as a necessary tool,
Vocabulary
and gives the grammatical and lexical content a clear purpose.
The key vocabulary in each lesson is presented systematically in
the Get ready section of each lesson. There are specific
Skills development vocabulary activities in which students are trained to develop
The methodology adopts a three-phase approach with before, effective strategies for learning and keeping clear vocabulary
while and after listening and reading activities. records. A systematic use of dictionaries is encouraged.
The Before Reading / Listening activities provide a setting,
motivation and linguistic preparation, and they activate the
Dictionary work
students’ previous knowledge about the topic of the lesson.
Dictionaries (one language or two languages) are used to look
They motivate students to read or listen and encourage them to
up the spelling and meaning of words, pronunciation, inflected
predict and anticipate information.
forms of words, capitalisation, etymology, word division, and
The Reading / Listening activities focus students’ attention and
much more, depending upon the dictionary.
teach them to look for specific information, find clues and
Some recommended online dictionaries include:
discriminate between essential and non-essential information.
www.merriam-webster.com
The After Reading / Listening activities connect the text with the
www.thefreedictionary.com
students’ own reality, give practice on specific grammar points,
www.dictionary.cambridge.org
and help to develop writing and speaking skills.
INTRODUCTION 9
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10 INTRODUCTION
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• Aural (auditory – musical) students prefer using sound, she uses the information obtained to help students with a specific
rhythm and music. point they have problems with. In each lesson there is one activity
• Verbal (linguistic) students prefer using words, both in speech to evaluate one particular aspect of that lesson, in the section
and in writing. called Fast Check.
• Physical (kinaesthetic) students prefer using movements, There is also overall assessment, periodically, at the end of each
their bodies and their sense of touch. unit, with test format, the Check & Correct section, which includes
• Logical (mathematical) students prefer using logic, reasoning, evaluation activities of all the skills and language studied in the
rules and systems. unit. Teachers should encourage students to correct and mark their
• Social (interpersonal) students prefer learning in groups or Check & Correct themselves, either on their own or in small groups.
with other people. Finally, at the very end of each unit there is a Final Check section,
• Solitary (intrapersonal) students prefer working on their own which guides students to analyse their performance in the whole
and use self-study. unit. All these forms of assessment complement each other.
INTRODUCTION 11
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• Start every lesson in a way that focuses everyone’s attention. The listening exercises require from the students one of the
This creates expectation and prepares students for what is to following tasks:
come. For example, with books closed, write the topic of the • General information (understanding the main points)
lesson on the board and ask some questions about it, show a • Specific information (understanding particular items)
poster / picture related to the lesson, ask who can remember • Cultural interest (generally information about the target
what they did the previous class, etc. language culture)
• Students should not open their books until everyone is paying • Information about people’s attitudes and opinions
attention. • The organization of ideas
• End an activity before students get bored with it. Equally, do • Difference in pronunciation (sometimes minimal pairs)
not hurry the students or end the activity too soon if they are • Sequence of events
obviously enjoying it. • Lexical items (words expressing noise / movement)
• Ask students their opinion. • Structural items (their use and meaning)
• Don’t assume that if one student says they understand, • Functional items (their form and use)
everyone else does.
• Ask (elicit) rather than tell. Students get bored of listening to Where possible and available, teachers can use additional aural
the teacher explaining. Someone in the class will probably material such as songs, extracts taken from the Internet and
know the answer. even films rented from their local video or CD rental shop or
• Don’t ask students to explain difficult things, such as own home stocks.
definitions of words in English.
• Don’t interrupt students during pair / group speaking • Follow the organisation of activities into before, while and
activities to correct their English. It is better to note the main, after listening.
common mistakes, put them on the board and correct them
• Before listening:
with the class at the end.
- Introduce and get students involved in the topic of the text.
• Don’t insist on 100% accuracy all the time. Mistakes are a
Elicit what they know about it and help them relate it to
normal part of the learning process, and a valuable source of
their own experiences. Make use of the illustrations
information for the teacher.
provided and / or use your own.
• Give praise and encouragement, especially to the weaker
- Use this introduction of the topic to present key vocabulary
students. Write positive comments on their work. Let them know
and structures, and write them on the board.
what they are doing well, as well as what they need to improve.
- Invite students to predict the content and to formulate
• Remember that you are the main motivator in the classroom!
hypotheses of what will appear in the text.
- Do these activities quickly and take advantage of the
Some methodological suggestions interest created to continue with the listening activities.
for skill development
• Listening:
Developing listening skills - Play the recording once or twice for students to check their
Listening comprehension is the ability to identify and understand predictions and hypotheses. Accept other information they
what others are saying so it is one of the most important parts of may have gathered, but do not go into details at this stage,
communication. Listening comprehension involves understanding just concentrate on the general idea.
a speaker’s accent or pronunciation, his / her grammar and - Remind students of cognate words. They can identify these
vocabulary, and grasping his / her meaning (Howatt and Dakin). more easily when they listen, which helps comprehension
and aids task realisation.
When using the CD, the teacher should be aware that different
- Read and clarify instructions with the class, and do the
students have different levels of listening comprehension and
different listening activities one by one, concentrating on
might require to listen more times.
12 INTRODUCTION
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the task assigned and checking answers after each - Invite students to predict the content and to formulate
successive listening. Every time students listen to the text, hypotheses about what will appear in the text.
they should have a clear purpose and task, provided in the - Always ask students to have a quick look at the text and
instructions. This will help them to focus their attention and identify the cognate words and the words they already know.
identify the information required. This will help them formulate more informed hypotheses and
- Help students recognise different supporting elements in also help them feel less insecure when facing a new text.
the spoken texts: intonation, voice pitch, pauses, emphasis, - Draw students’ attention to the structure of the text and
background noise, etc. help them notice layout, punctuation, titles, subtitles, etc.,
to identify the type of text they will be reading. This will
• After listening: provide clues to help them understand the text.
- Help students summarise the text orally and / or in writing - Do these activities quickly and take advantage of the
using the models provided. interest created to continue with the reading activities.
- Encourage reinforcement of vocabulary and grammar that
appeared in the text, always using the context and • Reading:
providing further examples or similar contexts. - First ask students to read the text quickly to check their
- Discuss the topic of the lesson. Help students to reflect on predictions and hypotheses. Accept other information they
the contents and highlight the values presented. Make may have gathered, but do not go into details at this stage,
them notice the connections with their own reality. just concentrate on the general idea.
- Make students evaluate their own performance in the lesson. - Remind students of cognate words which they can identify
a. Did their predictions help them understand the text? easily. This will help comprehension and aid task realisation.
b. How did they do in the different listening activities? Present false cognates if there are any in the text.
c. What new words, expressions or structures did they learn - Read and clarify instructions with the class, and do the
in this lesson? Can they use them in other situations? different reading activities one by one, concentrating on the
task assigned and checking answers after each successive
Developing reading skills reading. Every time students read the text, they should have
• Follow the organisation of activities into before, while and a clear purpose and task, provided in the instructions, which
after reading. will help them focus their attention and identify the
• It is important for students to interact with a text before, information required.
during, and after reading by: - Help students recognise different supporting elements in the
- setting a purpose. written texts: text organisation, reference markers, letter
- previewing the text. types, graphic support, punctuation marks, illustrations, etc.
- making predictions. - Remind students of some general characteristics of text
- asking questions. organisation: main ideas are usually at the beginning of
- locating information for specific purposes. each paragraph, connectors give important clues –and
- making connections. indicates addition, but, however indicate contradiction,
because indicates a reason, or indicates alternatives, etc.
• Before reading:
- Introduce and get students involved in the topic of the text. • After reading:
Elicit what they know about it and help them relate it to - Help students summarise the text orally and / or in writing
their own experiences. Make use of the illustrations using the models provided.
provided and / or use your own. - Encourage reinforcement of vocabulary and grammar that
- Use this introduction of the topic to present key vocabulary appeared in the text, always using the context, and
and structures, and write them on the board. providing further examples or similar contexts.
INTRODUCTION 13
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- Discuss the topic of the lesson. Help students to reflect on Oral production should be assessed from three main points
the contents and highlight the values presented. Make shown below:
them notice the connections with their own reality.
- Make use of the activities for fast learners (FL), or of Apply Oral production
your knowledge in the Student’s Book and of the Extra Tests
in the Teacher’s Book to provide further practice in a freer
context. These can be done with the whole class, or with Language knowledge Strategic competence
faster, keener students. Invite them to make comments on
the contents and share them with the rest of the class.
- Encourage students to make use of the Reflections section Topical knowledge
to evaluate their own performance in the lesson.
Language knowledge refers to the use of structures
Developing oral expression (grammar, gender, use of correct pronouns etc).
• At the beginning of the course, prepare a poster / posters Topical knowledge refers to the subject in question (does
with the class, showing the expressions they must use as part student know the subject he is talking about, for example can
of classroom interaction. You may use different colours to he elicit and give information)
classify them into: Strategic competence is the use of language components
a. Greetings: Good morning, good afternoon, hello, hi, good- that enrich oral production (phrasal verbs, interjections,
bye, bye. How are you today? I’m (not) very well, thank accuracy of pronunciation, etc.) .
you. And you? Teach them to address you as Mr. / Miss /
Mrs. / Ms. plus your surname. Developing written expression
b. Asking for help or clarification: How do you say / spell / • Always provide a model for students to follow. Go from
pronounce ...?, Can you help me, please? Can you repeat simple, very guided activities to more complex ones: gap -
that, please? Can you play the recording again, please? Can filling, or exercises in which they put words in order to form
I / we use the dictionary / the computer? Can I work with sentences, short answers to simple questions, using a given
...? Can you tell / give me ...? pattern and substituting certain elements, etc.
c. Expressing feelings: I’m sorry / happy / impressed / tired / • Make students aware of punctuation marks and connectors to
ill / worried. I’d be happy to ... . I like ... . I don’t like ... . I be used.
liked ... . I didn’t like ... . • Check written work while walking around the classroom, or
collect notebooks, or provide the correct versions on the
• Encourage students to use English to do the different board or an on a transparency.
speaking activities that show comprehension.
• Choose relevant parts of the listening texts, especially Written
dialogues, for students to listen, repeat and try to memorise production
and present in front of the class.
• Create a positive atmosphere in the classroom to facilitate
students’ participation in oral exchanges. Language knowledge Topical and language
coherence
Topical knowledge
14 INTRODUCTION
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INTRODUCTION 15
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What we have in common makes us human. Our differences make Education to 4th year of Secondary Education. The Maps can be
us individuals. In a classroom where there is very little or no used in the day to day classroom work to establish the students’
differentiated teaching, only the similarities among students seem position, their differences and their learning needs. Once this
to be the focus of attention. In a differentiated class the common reflection and awareness task is done, it is possible to design a
areas are acknowledged and exploited, and the differences among variety of teaching strategies to cater for the students’needs.
students also become important elements in the teaching –
learning process. Learning progression and diversity
Carol Ann Tomlinson 12 Children’s learning – as shown every day in the teaching process
- shows progressive development as they move up from one
level to the next. Older students generally know more about a
The Chilean Ministry of Education has presented the community subject and show more complex cognitive abilities than younger
with a new curricular tool, the Learning Progress Maps. It is students; when comparing abilities and knowledge of a 4th
possible that the teachers may have a lot of information about Media student with those of a 1st Básica student, it can easily be
them, from different and probably more complete sources than noticed that the former is much more competent than the latter
those provided here 13. This brief and concise document does in all the learning areas. Between these two students, who
not intend to be exhaustive nor replace any of those sources. It represent the extreme levels of achievement during the school
only wishes to present the Maps in a particularly specific cycle, it is possible to distinguish several intermediate stages.
context, that of a very specific training in evaluation for
learning, as in that area they can be very useful in the different On the other hand, children in a particular level make use of
steps of that training. different abilities to understand the same topic, and have
different ways to explain what they understand. There is
This is a brief introduction to the Maps that considers the progression not only from one level to the next; it is normal that
inclusion principle that guides them, the way in which they are in the same class the students are at different levels and show
presented, an example and some details to understand their different degrees of understanding and achievement of the
pedagogical and evaluative usefulness. Rather than theoretical required abilities.
or conceptual details, special importance is given to the
elements that facilitate their use by teachers. However, not all students progress in the expected direction.
Inadequate attention to differences can produce delay in the
Introduction students’ learning. This delay, in turn, has a cumulative effect, it
The Learning Progress Maps have been developed to show tends to increase in the upper levels, and when this happens, its
teachers, students and parents the way in which learning effects are more difficult to revert. Therefore, it is important to
progresses along school life, and especially the expected know the state of students’ learning very well.
direction for each of the areas of the curriculum. They are neither
a new curriculum nor a curricular alternative, but are based on The Learning Progress Maps are a support instrument to
the existing Curricular Framework. Their objective is to describe diagnose achievement and differences among students to help
the types of learning promoted by the Fundamental Objectives them move on in their school work according to the expected
and the Obligatory Minimum Contents, and to indicate the outcomes promoted by the national curriculum; they offer
characteristics of their development from 5th Year of Primary common criteria and language to observe learning.
11 Document prepared by the Unidad de Currículum y Evaluación, Ministry of Education, Chile, 2007.
12 Tomlinson, Carol Ann, Estrategias para Trabajar con la Diversidad en el Aula, Editorial Paidós, Madrid, 2005.
13 The full Maps are published in the web site of the Unidad de Currículum y Evaluación, www.curriculum-mineduc.cl.
16 INTRODUCTION
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Evaluation for Learning in Practice but another part must be the result of the direct participation of
It is important to distinguish Evaluation for Learning as a the students in this process through self-evaluation. In the context
particular model that is different from the traditional of promoting life-time learning, it is more and more important to
interpretations of evaluation. Here is a summary of its main develop in the students the capacity to know how much they have
characteristics. In this conception, evaluation: learnt and the ability to guide and manage their own learning.
• is considered an intrinsic part of teaching and learning. So, what actually happens in the classroom when evaluation is
• requires that teachers share with their students the learning used for improving learning? To begin with the more obvious
achievements expected from them. aspects, the teachers are involved in the collection of
• helps students know and identify the standards they must reach. information about their students’ learning and motivate them
• involves students in their own evaluation. to revise their work critically and constructively.
• provides feedback that tells students what they have to do,
step by step, to improve their performance. The methods to obtain information about the learning are well
• assumes that every student can improve his / her performance. known and they are mainly:
• involves both teachers and students in the analysis and • to observe the students and listen to them when they reason
reflection on the data provided by the evaluation. and describe their work.
• to ask students open questions, inviting them to explore their
This model contrasts with the type of evaluation that, in practice, ideas and reasoning.
means adding evaluation procedures or tests at the end of the • to propose ideas that require students to use certain abilities
programmed units of work. These procedures or tests are separable or to apply ideas.
and independent from the teaching of the unit. The “feedback”is to • to ask students to communicate their ideas not only in writing
get a mark. Although, according to this model, evaluation is a but also through drawings, artefacts, actions, dramatisations
teachers’issue (the State, for example, does not get involved), it and concept maps.
tends to have a summative rather than a formative objective. • to discuss key words and analyse how they must be used.
However, the term “formative”can have several interpretations. Very Of course, teachers can collect this information through the
often it only means that evaluation is frequent in a period of time methods identified above, and then use it to improve learning.
and has been planned together with the teaching. In this sense, The use of this information requires that teachers and students
formative evaluation does not necessarily consider all the features make decisions and act: they must decide on the next steps in
identified as characteristic of Evaluation for Learning. Evaluation can the learning process and help students get started. It is of the
be formative because it helps the teacher to identify areas where utmost importance to remember that it is the students who
more explanation or training are needed. But from the point of view must do the walking; consequently, the students who are more
of the students, their final mark and the comments written on the involved in the process will better understand how to extend
margins of their work, although they may signal their weak and and improve their learning. A plan that involves the students in
strong points, they do not give them clues as to how to progress the judgement of their own work – instead of being passive to
towards the achievement of more and better learning. face the judgements of teachers – has higher probabilities of
raising the learning and achievement standards.
The concept of learning underlying this model is another
distinctive feature. Today’s approach to learning suggests that, This is a different conception of “feedback”. The “food”the teacher
eventually, it is the students themselves who are responsible for offers is a portrait of the objective to reach, of the standard or
their own learning (nobody can learn for them). Consequently, goal towards which the student must aim and which, in this way,
Evaluation for Learning must necessarily involve the students in constitutes a point of comparison for his / her work. The role of
the evaluation process so as to provide information on their the teacher – and what constitutes the core of teaching – is to
performance and guide their efforts to improve. An important part provide the students with the skills and strategies required to
of this information is the feedback the teacher gives the students, take the steps they need to improve their own learning.
INTRODUCTION 17
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Key Principles of Evaluation for Learning be questionable, because different individuals naturally
Evaluation is a process that allows the recollection of evidence evaluate according to their own personal criteria.
on the learning achieved by the students at a given moment. • It must be remembered that evaluation necessarily involves
The object of the evaluation is the work produced by the value judgements. This happens when a teacher assigns a
student, never the student. numerical qualification to a student’s test, and also when
• The key dimensions of learning from the point of view of the concepts are used, for example “poor” or “excellent”, to indicate
learning area and the learning level of the students constitute a student’s level of achievement at a certain moment.
the criteria used for the evaluation of learning. • The teacher must take responsibility for the evaluation
• The criteria must be shared with the students so that they instruments he / she develops and uses with the students; this
know and understand them, and so that they can direct their means that he / she must make sure that they really let him /
work accordingly. her collect information about the learning outcomes defined
• Self-evaluation and peer-evaluation must be done using pre- in the pre-established evaluation criteria.
established criteria. If this does not happen their validity will
What Learning Progress Maps are and what they are not.
They are materials for each area of the curriculum that describe the They do not state that learning is lineal (a sum of specific learnings) nor
usual road followed by students in their learning. They assume that do they propose an exact description of the learning progress that all
progress is the result of maturity and exposure to learning students experience.
opportunities in specific stages of school life.
They express knowledge and abilities, that is to say, the competences They are not an expression of all the knowledge and abilities the
that students typically reach at certain moments of their school life. students can achieve in a specific level.
They indicate what we value as learning goals and the sequence in They are not a new curriculum and they do not assume that all the
which they are achieved; they provide a framework to monitor progress students in the same class should be in the same level of learning.
and to communicate results.
They are presented as concrete descriptions of learning and offer They are not checklists for test correction.
examples of possible achievements in each level.
They provide a guiding framework for teaching: they let users elaborate They are not an instrument to classify students and they do not support a
evaluation tasks that will indicate the level of each student, and specific teaching model to achieve learning.
organise teaching strategies accordingly.
How many LPMs have been prepared? Learning English is a challenging and attractive activity at any
Each area of the curriculum has sub-divisions that represent age, but particularly for young people who see it as a tool to
topics or abilities that must be developed during school life. A access information and technology and as a means of
Map has been designed for each of them. communication with other realities and cultures. Learning
English or any other foreign language, contributes to the
English understanding of the mother tongue, and at the same time it
Our country’s active participation in different areas of the widens the opportunities to access information in other areas
international sphere, together with the changes produced by of study.
globalisation, make the learning of English essential to
successfully face the demands of society in the XXI century.
18 INTRODUCTION
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Presentation of the Maps can be recognised and one or two examples of work done by
The Maps are organised in seven levels that cover students’ students of subsidised schools, with the teacher’s comments that
learning life from 1st year of Primary Education to 4th year of justify what criteria is used to decide that the student is “within”
Secondary Education. Each level describes the expected learning the level. In an appendix, you can find the complete version of the
outcome for two school years. For example, level 1 corresponds tasks from which the students’work was collected. In the case of
approximately to 1st and 2nd Básico, level 2 to the next two English, there is a description of an initial level, before level 3, that
years, and so on. The last level (7) describes a student whose describes a starting situation of knowledge of this language, which
outcome when finishing school is “outstanding”. can be a useful point of reference to describe the learning of
children who do not reach level 3 by the end of 6th Básico. No
All this information can be found in the web site of the Unidad examples of students’work at this level are included.
de Currículum y Evaluación, www.curriculum-mineduc.cl.
Reading Progress Map
Relevant aspects of the Reading Map The aim of the English curriculum is to get students to use and
In concordance with the curricular emphasis aimed at the apply the language in different tasks that imply they can
development of the abilities and the use of language with the understand oral and written texts, and solve simple
purpose of acquiring information and gainning access to other communicative situations orally or in writing. From this point of
cultures and technological advances, grammar is not the focus view, four English Learning Maps have been designed, around
of attention of the Reading Map. Its role as facilitator of the following linguistic abilities:
understanding and communication is acknowledged, but the
role of grammar will become more evident in the Writing Map. • Reading
• Listening
The Reading Map emphasises the importance of working with • Writing
authentic texts as early as possible; their degree of complexity • Oral Expression
increases as students move from one level to the next. By the
end of their secondary school education students should be able The Maps of English have been designed using the international
to read authentic texts of intermediate complexity, which standards of the Common European Framework (CEF) for
implies beginning their learning using simple authentic texts. teaching, learning and evaluating languages, and those of the
Association of Language Testers of Europe (ALTE). CEF level A2 and
The Reading Map does not reject the use of the mother tongue ALTE 1 (Waystage User) are associated to level 4, which describes
as a resource to monitor learning when the situation requires the expected learning achieved by the majority of the students by
that the students show evidence of comprehension and the end of 8th year Básico; level B1 and ALTE 2 (Threshold user)
interpretation rather than oral production. It is a well-known are associated to level 6, which describes the expected learning
fact that students of a foreign language can understand much achieved by the majority of students by the end of 4th Medio.
more than they can express orally or in writing. For this reason,
the answers to the tasks presented as examples in the Map are To describe progress in reading comprehension, the Reading Map
in Spanish. This does not mean that the students are not is organised around two dimensions:
allowed to express comprehension in English or that there is an
intention to work these abilities separately. a. Text-types. In this dimension the progression is given by the
complexity of the topics the students read about and the
In the following pages you will find the Reading Progress Map. It complexity of the language used in the texts. There is
begins with a synthetic presentation of all the level. Then, each progression from concrete to abstract topics, and from
level is presented in detail, beginning with its description, some language expressed in simple sentences to language
examples of performance that illustrate how that level of learning expressed in compound sentences of intermediate complexity.
INTRODUCTION 19
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b. Reading abilities. This dimension includes the students’ In the light of these dimensions, the Map describes a student’s
capacity to extract specific information, to infer information reading comprehension progress, from the ability to identify some
and to show global comprehension of what they have read. highlighted information, to make simple inferences and state the
The Map describes how these reading abilities become more main topic of a very short, simple text (in level 3), to end up being
complex from one level to the next, and also in relationship able to reach higher levels of inference and deeper understanding
with the increasing complexity of the texts read. of linguistically and conceptually more complex texts. (level 6).
How can one recognise the level of learning? • Invent a title that represents the main idea of the text.
Examples of performance. • Identify words and phrases that give cohesion to the text. For
example: “therefore”, “on the other hand”.
When a student has reached this level, he / she can do the • Identify in the texts the communicative function of compound
following activities: structural patterns, such as the passive voice, conditional
• Select and classify information according to a given category. sentences, relative clauses.
• State details used for describing causes and consequences. • Identify in the text frequent phrasal verbs. For example:
• Relate data and ideas to infer attitudes and moods. “look after”.
• Extract the main idea(s) of the text and list the arguments
that support it / them.
20 INTRODUCTION
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CLASSROOM LANGUAGE
INTRODUCTION 21
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and natural Match information. Express opinions. Lesson 4 Two class periods
phenomena Find specific information. Talk about duration of events. Consolidation One class
Discriminate between correct Refer to personal experiences period + home assignments
and incorrect information. Evaluation One class
period + home
assignments
WE ARE WHAT Reading Discriminate between similar To express thanks and Development
WE EAT Match written and visual clues. sounds. complaints Lesson 1 Two class periods
Healthy eating Summarise texts. Production To express quantities Lesson 2 Two class periods
habits and healthy Find specific information. To talk about preferences Grammar Lesson 3 Two class periods
Unit 3
diet. Listening To talk about quantities The Past Continuous tense Lesson 4 Two class periods
Recipes and Match visual and oral To complete a conversation Relative pronouns Consolidation One class
ingredients. information. and talk about it Countable and uncountable period + home assignments
Find specific information. Functions adjectives Evaluation One class period
To express preferences + home assignments
WHATEVER YOU Reading Identify specific information Development
To express hopes and
DO OR MAKE - To summarise a text Production disillusion Lesson 1 Two class periods
DO IT AND To identify type and source of a text To express hopes and disillusion Lesson 2 Two class periods
To express wishes and regrets
Unit 4
MAKE IT WELL! To find specific information To talk about wishes and regrets Grammar Lesson 3 Two class periods
Jobs and Listening To make complaints Lesson 4 Two class periods
Going to to express future
professions Identify the order of events Functions Consolidation One class
Wish to express hopes and desires
Match oral and visual To refer to personal Would like to… period + home assignments
information experiences Evaluation One class period
+ home assignments
LIFE AS WE Reading Find specific information of views Development
KNOW IT Identify mood of a text Production To express necessity, needs Lesson 1 Two class periods
Different ways of Discriminate between facts To talk about wishes and and wishes Lesson 2 Two class periods
life in past, and opinions regrets To express obligation Lesson 3 Two class periods
Unit 5
present and Match written information and To talk about needs Grammar Lesson 4 Two class periods
future visuals To talk about protecting the The Passive Voice Consolidation One class
Listening Earth Verbs want to, need to, have to, period + home assignments
Identify the tone of a message Functions must, ought to, should Evaluation One class period
Identify speakers To express opinions and points + home assignments
TRADITIONS, Reading Identify speakers To express feelings Development
TRADITIONS Identify the general topic of Production To express duration of events Lesson 1 Two class periods
Celebrations and texts To talk about duration of events Grammar Lesson 2 Two class periods
Unit 6
traditions around Match visual and written text To talk about personal The Present Perfect Lesson 3 Two class periods
the world Follow instructions experiences Use of since, for never, just now Lesson 4 Two class periods
Listening To talk about feelings Reported Speech Consolidation One class
Match oral instructions with Functions The Simple Future period + home assignments
visuals To describe a celebration and Evaluation One class period
Identify time expressions pictures + home assignments
22 INTRODUCTION
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IN THIS UNIT YOU WILL LEARN TO YOU WILL ALSO USE THE FOLLOWING TEXT TYPES
Reading: Scan a text for specific information / Paraphrasing Reading: Announcements / Reports.
information from the text / Complete sentences choosing the Listening: A rap and a poem / A radio programme.
best option. YOU WILL ALSO LEARN
Listening: Identify types of text / Listen for specific Grammar: The Present Continuous Tense / Linking words.
information / Identify sender/transmitter of a message. Vocabulary: Words related to communication and understanding.
Production: Express emotions such as interest, surprise, YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES
sympathy and pleasure / Say why things happen. The importance of communication and respect for other people’s
Functions: Express interest, surprise, sympathy and pleasure opinions and reasons.
/ Express feelings related to a situation / Give reasons.
Development
Lesson 1 two class periods
Lesson 2 two class periods
Lesson 3 two class periods
Lesson 4 two class periods
Apply your knowledge one class period/alternatively homework activity
Check and correct and final check one class period plus some home activity
Continuous / informal Students carry out reading and listening activities, take part in conversations, and produce written texts.
Check it over
Students analyze their performance in the speaking, reading, listening and writing activities.
Self - evaluation
Check & Correct Reading: Students identify type of language and specific information.
Unit evaluation Listening: Students identify type of text, identify and extract specific information.
Language: Students use linking words and relate text and visuals.
Speaking: Students exchange information using the clues provided.
Writing: Students write a paragraph about communication using linking words.
Extra Test Reading: Students identify and extract specific information and discriminate between correct and
incorrect information.
Listening: Students identify specific information and the correct sequence and discriminate between
correct and incorrect information.
Language: Students use the First and Second Conditional structures, Wish + Past Simple Tense and the
Passive Voice.
Speaking: Students exchange information about the role of English in the world.
Writing: Students write a letter requesting information to an International Language School.
PAGE 9 2 ++
SET UP
Ask students to describe the picture. Help them along with
prompts such as: what can you see in the picture? What
The idea of each set up is to prepare students for the linguistic languages do you think they are speaking? If you speak
and extra-linguistic contents of the lesson, cross-checking with another language ask students a question in that language
other curricular areas, identifying weak and strong points to and then ask them if they can understand you.
draw upon or reinforce during the course of the lesson. Answers
Because they speak different languages.
1 + Russian and English
They should switch to the same language.
This is a cross-curricular activity that students might have
seen or will see in the Lenguaje y Comunicación lessons. To 3 +
identify a communication channel is an important part of This is an exercise that works out well when a digital
the language learning process both in their native tongue resource is available so if the class has access to the Internet
and their target language. try to do this exercise using that resource. Ask them to type
A communications channel refers to the medium used in the symbol and look for the meaning. They will be
to convey information from a sender (or transmitter) to a familiar with some of the symbols such as at @ and
receiver. percentage. You might have to help out with the others.
Answers Answers
1. mobile phone, 2. a letter, 3. conversation / a. at, b. and, c. dollar or peso sign, d. Euro,
voice transmission 4. computer/ web cam e. percentage, f. trade mark
PAGE 10 2 +
WE ARE HAPPY TO ANNOUNCE Tell students to go back to the three
READING messages/announcements and check what they have to do
LESSON 1
to contact the sender of the message.
THINK AHEAD (L.A.: to find specific information in a text)
In this section students get ready for the contents of the lesson, Answers
make predictions and learn key vocabulary and potential a. 1, b. – 3, c. 2.
“danger” zones to look out for.
3 +
Danger
It is important for students to interact with a text before,
This section provides information on common mistakes during, and after reading, listening, or viewing by:
Spanish speakers who are studying English tend to make. • setting a purpose.
They may be false friends (false cognates) or structures • previewing the text.
common in Spanish that students “import” into their target • making predictions.
language or other common errors that occur in English • asking questions.
learning. This section compares two commonly mistaken • locating information for specific purposes.
words: because and why to ask for and give reasons. • making connections.
For more information on the Danger section see page 7 of The following exercise is asking students to predict the
the Introduction. subject of the reading using words they would expect to
find in an announcement of a short story competition.
Bear it in mind (L.A.: to make predictions from context)
Bear it in Mind is an additional tool we have provided to Answers
make learning more accessible and contents easier to May vary.
understand. All Bear it in Mind sections are short and to the
point and strategically placed were we think they will be a PAGE 11
valuable contribution to the lesson. They can be analysed
by students on their own or you can analyse them together GO AHEAD
with the whole class. Always try to provide and elicit
examples as learning in context is they way to go. Danger
For more information on the Bear it in mind section see
The section on this page provides information on false
page 7 of the Introduction.
cognates also known as false friends. Teacher can find a list of
false friends at http://www.miguelmllop.com/glos/index.php
1 + For more information on the Danger section see page 7 of
A message is usually a short communication transmitted by the Introduction.
words, signals, or other means from one person, station, or
group to another. Ask students to read the three messages
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4 ++
Ask students to take a quick look at the text but Visual Logical
concentrate on the form rather than on the content. There Social
are parts of the text that are written in a different colour Memietic Verbal
Aural Styles
and in bold. Can they tell you why a different format is Solitary
used in parts of the text?
Physical
We use bold text
• For emphasis, to highlight important points. Students use the scanning technique in this
• For headline to increase the contrast between headlines exercise. Scanning is a technique often used when
and body text. looking up a word in the telephone book or dictionary. A
• For titles, proper names, or key terms in a manual within student searches for key words or ideas. In most cases, they
a block of copy highlighted with bold for ease in scanning. know what they are looking for and they concentrate on
(L.A.: to find and classify quick information) finding a particular answer. Scanning involves moving the
Answers eyes quickly down the page seeking specific words and
c. phrases. Scanning is also used when first finding a resource
to determine whether it will answer specific questions.
5 + Answers
Title of the
Symbols provide a visual representation of an idea or word competition: of the 2008 William Trevor
in a short and succinct way. Short Story Competition
Try this simple visual exercise to see if students can Winner: Roland Brand
decipher it. It uses both symbols and pictures. 1st runner-up: Jo Campbell
2nd runner-up: Imelda Carroll
Judge 1: Debby Mayne
Judge 2: J.A. Konrad
(L.A.: to apply scanning to get specific information symbols)
Answers
€ - Euro, @ - at Digital resource
Both students and teachers will find an icon with a mouse which
will lead them to additional on line resources related to the subject
6 ++ of the lesson/unit. They can be found throughout the book.
Some students learn better when faced with visual For more information on the Digital Resource section see page 7
techniques but ALL students benefit from a visual display of of the Introduction.
a subject matter. That is why the use of charts, graphs and
diagrams is very important in language teaching. 7 +
Diagrams and charts are very good at showing actions,
Ask students to read the text once more and fill in the gaps
processes, events and ideas.
with the information related to the relevant person.
Underneath we present the general learning styles your
(L.A. to locate and match specific information)
students may fall into. It would help if you could classify your
students (after a few weeks of observation) according to the Answers
a. Jo Campbell. b. Roland Brand. c. Imelda
learning style they are most comfortable with. All styles are
Carroll. d. Roland Brand. e. Imelda Carroll.
describe in detail at http://www.learning-styles-online.com
(L.A.: to apply scanning to get specific information)
8 ++ 10 +
Tell students to first read the options before they go back to the First refer students to the Take a closer look section before doing
text to find the correct answers. Paraphrase is restatement of this exercise. Check both orally and on the board for spelling.
a text or passage, using other words. A paraphrase typically (L.A.: to apply new structures)
explains or clarifies the text that is being paraphrased. For Answers
example, “The signal was red”might be paraphrased as “The a. Ronald’s life is very busy but he finds time to
train was not allowed to proceed.” (Source: Wikipedia). write fiction.
(L.A.: to paraphrase pieces of information) b. Besides €1,000 he also gets a laptop computer.
Answers c. Imelda is a housewife but / and she writes
a. i. b. ii. c. ii. short stories and poetry.
d. Roland doesn’t want to become a professional
writer because he is happy with his career.
9 ++ e. Jo Campbell is from London and she is a
Students read sentences a – d and then try to find the school bus driver.
f. Although she is a school bus driver, she also
corresponding sentences in the text.
dedicates her time to other hobbies. Or
Again, they employ their paraphrasing skills here. Besides driving a bus she also.
(L.A.: to find and paraphrase pieces of information in a text)
Answers
a. He resides in Edinburgh. 11 ++
b. Roland doesn’t want to become a Examine the table provided with students and work out the
professional writer. examples on the board before re-writing the sentences in
c. The William Trevor Competition attracts exercise 9. Once again, you may refer to more examples on
1,000 entries each year. linking words at the website indicated above.
d. Roland is a paediatrician.
(L.A.: to apply new vocabulary and structures)
Answers
PAGE 13 Ronald’s life is very busy. However, he finds
time to write fiction.
MAKE CONNECTIONS Brand is the winner so he gets €1,000.
Imelda is a housewife. In addition she / She
As the title of the section suggests students connect what they have also writes short stories and poetry.
read or listened to in Think and Go Ahead with more specific points Roland is happy with his career so he doesn’t
such as grammar explanations, examples, exercising and testing, want to become a professional writer.
oral and written production and other consolidation activities. Jo Campbell is from London. In addition, she is a
TAKE A CLOSER LOOK
school bus driver./ She is also a school bus driver.
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Topical Knowledge
13 ++ FL
Ask students to describe the three pictures before matching Language knowledge refers to the use of structures
them with the expressions. Once again, use prompts to (grammar, gender, use of correct pronouns, etc).
help them along. Topical knowledge refers to the subject in question (does
(L.A.: to match oral and visual information and provide answers) student know the subject he is talking about?)
Possible answers Topical and language coherence refers to the question
a. We need to put a stamp on an envelope to whether the text makes overall sense and ideas follow in a
send the letter by post. coherent way.
b. I need to stop my car because children are crossing. This is a guided passage where students have to use what they
c. I need to use coins to make a phone call.
have learned in the lesson about linking words / conjunctions.
(L.A.: to consolidate a grammar aspect)
FAST CHECK Answers
(Some variations are allowed.)
14 Hi, my name is Joe and I am new to this short
Each Fast Check has an evaluation scale where score 9 - 10 story writing. I love writing because it is very
is excellent (100%), 6 - 8 quite good (60 to 80%), and 0 - 5 relaxing and it helps me to rest after I come back
from work. Sometimes I am really tired but I write
(0 to 50%), needs reviewing the lesson.
stories anyway. I often read my stories several
Make sure students understand what they have to do, give times and I correct them. It takes time to write but
them time to answer individually and check on the board. I try to write a few sentences every day.
Help students assign themselves a score.
Answers
a. In order to communicate effectively, humans PLAY IT
developed languages, signs and writing.
b. Although sometimes people speak the same A teacher should bear in mind that games are important while
language they cannot communicate. teaching a foreign language because they are motivating and
c. You need to learn English because the world help students to sustain the effort of learning. However, games
is becoming more and more globalised. are the means and not the end – they are simply a way of
d. It is easy to say I love you but more difficult making learning more entertaining. So never treat a game as a
to prove it. time filler or something students should do when you are stuck
e. Besides a laptop the winner also gets a cash prize. for ideas. Each game in this book is here for a purpose and
needs teacher supervision and sometimes prior preparation.
Read the instructions with class and make sure they understand 2 ++
how to apply the rules of normal tic tac toc to this instance. You Tell students to describe the pictures. Help them with
can model one game with a student. prompts such as: what happened to the boy? Why is he
For more information on the Play it section see page 7 of the sad/crying? etc.
Introduction. (L.A.: to connect the topic with previous knowledge)
Answers
CHECK IT OVER! a. 4, b. 1, c. 5, d. 3, e. 2, f. 6.
Students take a fast critical look at what they have learnt in the
lesson in three main areas: 3 +
- Speaking For more information and examples on rhymes teacher can
- Reading visit www.rhymezone.com
- Writing Give some examples of rhymes before doing this exercise such as:
This is a section for the STUDENTS so teacher should intervene Bad – mad, spoke – joke, grass – pass, cat – mat etc. Elicit
as little as possible in this process. more rhymes from students. You might want to read the
three words to students so they can see for themselves
PAGE 16 which ones rhyme and which is the odd one out.
AM I GETTING THROUGH (L.A.: to use previous knowledge)
TO YOU? Answers
LISTENING a. destination – information, b. call - hall,
LESSON 2
c. reach – speech, d. better – letter,
e. code – mode.
THINK AHEAD
In this section, students get ready for the contents of the lesson,
make predictions and learn key vocabulary and potential
“danger” zones to look out for. Digital resource
Both students and teachers will find an icon with a mouse which
Mi d a will lead them to additional on line resources related to the subject
n T e se r
of the lesson/unit. They can be found throughout the book.
This Mind Teaser provides more information on the topic For more information on the Digital Resource section see page 7
of listening. Motivate students to find more reasons for of the Introduction.
listening and more examples. For more information on the
Mind Teaser section, see page 7 of the Introduction.
PAGE 17
4 ++
1 + You might assign this exercise as pair work.
Phrasal verbs are very common in spoken and written English The idea of pair work is to improve listening and speaking
so students need them to understand and speak natural skills by requiring students to exchange information with
English. A good resource on the most common phrasal verbs each other. Pair work should always be accompanied by some
can be found at http://www.phrasalverbdemon.com/list.htm sort of ‘test’to ascertain whether or not information really has
You might want to give more examples to students with been exchanged - in this case checking that students got the
the phrasal verb get through to meaning of the word in the marked blue spaces.
a. Although I tried many times I couldn’t get through to him. (L.A.: to transfer relevant information to a chart or table)
b. When you speak different languages you can’t get Answers
through to people. a. Computer, b. Telephone, c. Speak, d. Letter,
(L.A.: to connect content with previous knowledge) e. Say.
Answers The word in blue is: Poetry
a.
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7 + 2 PAGE 18
Play the recording again so students may take notes of the
MAKE CONNECTIONS
ways of communicating. Check orally.
(L.A.: to locate specific information) TAKE A CLOSER LOOK
Answers
give a speech - sign a sign - write a little rhyme
This section takes a closer look at the use of and the
- make a call - use the telephone - write a letter differences between besides and beside.
- send a little code - type on our computer -
use a fax - send a scooter - say it personally
Bear it in mind
Ask the students to read and discuss the section in pairs,
8 ++ 2
and then elicit comments and conclusions. Encourage them
Ask students to go back to Exercise 2. Tell them to read the to think of other interjections and write them on the board,
expressions aloud. Play the recording again and ask For example: Oh dear (pity), eh? (asking for repetition), er
students to identify the ones that are used in the recording. (hesitation), hey (surprise, joy), hm (hesitation, doubt,
(L.A.: to match written and spoken versions of texts) disappointment), ouch (pain), uh (hesitation), uh-huh
Answers (agreement), etc.
Ah! Hey, look at you! Oh! Well done! Wow, what For more information on the Bear it in mind section, see
a surprise! page 7 of the Introduction.
9 ++ 2
PAGE 19
Before you play the recording again ask students to read
12 +
the instructions well and familiarize themselves with the
adjectives that describe each piece of poetry. Refer students to the TAKE A CLOSER LOOK section before
(L.A.: to identify feelings and emotions / non verbal content) doing this exercise. Students should often copy exercises in
their notebooks as it improves their spelling.
Answers
(L.A.: to apply new vocabulary and structures)
a. cheerful, b. nostalgic
Answers
a. beside, b. besides, c. beside, d. besides,
10 ++ 2 e. besides
Play the recording again and stop frequently to allow students
to take notes and pay attention to the difference in sounds. 13 ++
(L.A.: to discriminate between two similar sounds)
Ask students to read the parts of the sentences then write
Answers them down in the correct from in their notebooks.
Recording I: a. reach, b. feel Check orally.
Recording II: a. will, b. need
(L.A.: to apply new structures)
Answers
11 + 2 a. Although he is good at maths he likes to
There are no good or bad titles in this exercise – accept review before tests.
students criteria but ask them to justify their choices. b. Besides reading and jogging Janis also likes
cooking. Or: Besides reading and cooking
(L.A.: to use personal criteria in choosing a title)
Janis also likes jogging.
Answers c. Grace is buying an economy ticket because
May vary she doesn’t have much money.
d. Juliet knows how to speak French but she
doesn’t know much German.
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14 + PAGE 20
Provide them with the transcript of the first recording (rap). Ask 16 +++ FL
them to practise in pairs and then make a presentation to the This exercise works well as homework or assigned to fast
whole class. Pay special attention to pronunciation and rhythm. learners. Ask students to read the words available and to
(L.A.: to imitate a model and roleplay a text) place them in the correct gaps. Check orally.
(L.A.: to use acquired knowledge to complete a guided text)
HAVE A CHAT Answers
We use various ways of communicating with
15 ++ 3 each other; the most effective are speaking
Review with students the expressions used to express and gestures, but these types of
feelings such as surprise, pleasure etc. Tell them to copy the communication require people to be present
dialogue with the gaps in their notebooks then in pairs fill in in front of each other. The problem arises when
the gaps using the expressions. After this, students check two people are at a distance. The invention of
the telephone makes it possible to
their answers with the recording and role play the dialogues.
communicate even when people are far away
(L.A.: to consolidate a structure or a grammar point) from each other. Unfortunately, this channel
only allows us to use our voice but not images.
TRANSCRIPT - ORAL PRACTICE 3 However, the invention of computers helps us
share a huge amount of information through
a. A: Look at this! My finger is bleeding. other types of data such as written messages,
B: Oh dear! Does it hurt? photos and even videos.
b. A: I scored 7 on my science test.
B: Congratulations! Well done. FAST CHECK
c. A: Jenny is going to London to study English.
B: Oh, how interesting! 17
d. A: 12,790,000 live in Tokyo.
Answers
B: Wow, that’s a lot!
Look Mum, I can ride my bike. Wow, that’s really
great, Annie.
Karen has a really small dog. Wow, how tiny it is!
Danny can’t go to the Oh dear, what a pity.
park with us.
You divide the number by Oh, now I understand.
two and subtract ten.
I can speak Congratulations! You are
Spanish and English! very good at languages.
PAGE 21 PAGE 22
WRITE IT DOWN DECODING WRITING
READING
LESSON 3
18 ++
Teacher should take into consideration that this is Unit 1
THINK AHEAD
–one of the first lessons so he / she should not expect a full
composition. Check and correct grammar and spelling errors. In this section, students get ready for the contents of the lesson,
(L.A.: to write a short text using personal opinions and make predictions and learn key vocabulary and potential
information) “danger” zones to look out for.
Answers
May vary 1 +
You can start the lesson talking to students about different
Mi d a alphabets and the origin of writing.
n T e se r
The first writings were little images that were supposed to
This Mind Teaser provides more information on the topic
show what was described. Later on, people replaced those
of listening. Motivate students to find more reasons for
images by signs that symbolised a sound. The human voice
listening and more examples. For more information on the
is capable of forming about 35 different sounds. So an
Mind Teaser section, see page 7 of the Introduction.
alphabet shouldn’t contain more than 35 letters.
The Phoenicians, who lived in Syria about 3,000 years ago,
PLAY IT were the first to develop a modern alphabet. The Greek
copied the alphabet from the Phoenicians and the Romans
Read the instructions with the class and make sure everyone copied it from the Greek and improved it. This Roman
knows what they have to do. Let them know this game is alphabet is now used almost over the whole world although
similar to “Nervioso” they may be familiar with. there are other types of writing available such as the Cyrillic
For more information on the Play it section see page 7 of the alphabet, the Chinese and the Greek. (source: Think Quest)
Introduction. (L.A.: to connect a topic with previous knowledge)
Answers
CHECK IT OVER! a. 4, b. 3, c. 1, d. 5, e. 2.
Students take a fast critical look at what they have learnt in the
lesson in three main areas: 2 +
• Speaking After you have discussed the meaning and examples of different
• Reading types of writing, talk to students about the meaning of the
• Writing word alphabet. Originally, the word alphabet comes from
This is a section for the STUDENTS so teacher should intervene Greek, from the two first letters of the system of writing - alpha
as little as possible in this process. and beta.
For more information on the Check it over! section see page 7 of Ask students to read the three definitions and choose one
the Introduction. they think is the best.
(L.A.: to connect a topic with previous knowledge)
Answers
a.
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16 + 4 19 +
Students check their answers to Exercise 15 and role play Refer students back to the report on page 23 to see what
the conversation. parts a report consists of. Tell them to make the progress
(L.A.: to role play a dialogue or a conversation) report short and uncomplicated.
TRANSCRIPT - ORAL PRACTICE 4 (L.A.: to expand content and vocabulary)
Answers
Jenna: So, why are we writing the report? May vary.
Robert: Because we want to get a good mark.
Jenna: And do you think we should add lots of pictures? PLAY IT
Robert: Yes, because it makes the report more interesting.
Jenna: Is it better to handwrite it or use a computer? Read the instructions with the class and make sure everyone
Robert: I think a computer is better because it looks tidier. Do knows what they have to do. Revise examples i. and ii. and
we need to go the library or do we use the Internet? motivate students to invent their own codes.
Jenna: Both, I think. When do we need to hand it in? For more information on the Play it section see page 7 of the
Robert: Next Monday. Introduction.
CHECK IT OVER!
17 +++ FL
This exercise should be mainly reserved for fast learners. Students take a fast critical look at what they have learnt in the
Students should copy the paragraph in the notebooks. lesson in three main areas:
(L.A.: to consolidate a grammar aspect, vocabulary and • Speaking
structures) • Reading
Answers • Writing
a. am going, b. am not taking, c. am going, This is a section for the STUDENTS so teacher should intervene
d. am taking, e. am catching, f. am taking, as little as possible in this process.
g. am buying. For more information on the Check it over! section see page 7 of
the Introduction.
PAGE 28 2 +
VISIBLE BODY Answers may vary but the most common gestures are
LISTENING made using hands, head, face and a combination of them.
LESSON 4
You may also ask students or tell them about gestures such
as the curtsey (holding skirts in both hands and bending
THINK AHEAD
your legs at the knees), a bow ( courteous nod of the head
In this section, students get ready for the contents of the lesson, for men), Eskimo kiss (rubbing noses), etc.
make predictions and learn key vocabulary and potential (L.A.: to connect a topic with own experience)
“danger” zones to look out for.
Answers
May vary
1 +
PAGE 29
A gesture is a form of non-verbal communication made
with a part of the body, used instead of or in combination 3 ++
with verbal communication. The language of gesture An idiom or an idiomatic expressions is a phrase where the
allows individuals to express a variety of feelings and words put together have a meaning that is different from
thoughts, from contempt and hostility to approval and the dictionary definitions of the individual words, which
affection. Most people use gestures and body language in can make idioms hard for learners to understand. The
addition to words when they speak (source – Wikipedia) correct use of idioms often indicates the degree to which
To start, use a few gestures such as clapping, lifting up your students master a given language.
thumb up or down and ask students what they mean. Useful information and hundreds of idioms can be found at
(L.A.: to connect topic with previous knowledge) http://www.usingenglish.com/reference/idioms
Answers (L.A.: to connect a topic with own experience)
a. Palm up towards students Answers
b. Wave your hand towards yourself with the a. - v, b. – iii, c. – iv, d. – ii, e. – i
palm towards you
c. Nod your head up and down
d. Move your head from left to right or the opposite 4 +
e. Hold your open palm on your stomach and Body language is a term for communication using body
bend forward movements or gestures (see exercise 1) instead of, or in addition
f. Index finger on your lips to, sounds, verbal language or other communication. It forms
g. Wave your hand
part of the category of paralanguage, which describes all forms
h. Put your index finger on your temple
of human communication that are not verbal language. This
includes the most subtle of movements that many people are
not aware of, including winking and slight movement of the
Mi d a
n T e se r eyebrows. In addition, body language can also incorporate the
This Mind Teaser provides more information on the topic use of facial expressions. More information on paralanguage can
of communication. Motivate students to find more be found at http://en.wikipedia.org/wiki/Paralanguage.
information on telepathy and share it with their It is important for students to interact with a text before,
classmates. For more information on the Mind Teaser during, and after reading, listening, or viewing by:
section, see page 7 of the Introduction. • setting a purpose.
• previewing the text.
• making predictions.
• asking questions.
• locating information for specific purposes.
• making connections.
In this exercise, students predict information that the text
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GO AHEAD
6 + 5
TRANSCRIPT- VISIBLE BODY 5 Ask students to read the three options and then choose the
kind of programme they think the recording is.
John: To begin with, let me tell how happy I am to have (L.A.: to identify the type of recording)
with us two very important figures from show Answers
business. Welcome Andrew Remington, drama A radio interview – c
teacher from the Royal Shakespeare Company and
Gina Radcliff, a young but already successful actress.
Andrew: Thank you, John. I’m also glad to be here because it’s 7 ++ 5
such a famous show and you have so many listeners. Tell students to pay special attention to specific information
Gina: Same here. It’s a pleasure. they are asked to locate such as feelings, who expressed
John: The topic of today’s show is body language – them and how (what kind of expressions were used). Then
something that both of you use a lot in your profession. tell them to write down the information in the chart in
Andrew, as an expert, can you tell us more about it? their notebooks.
Andrew: Well, I’m a little worried about the word expert. But (L.A.: to identify speakers and expressions)
yes, it’s true - I know what body language is and Answers
how to teach actors to use it.
John: Expert or not – tell us how you use it in the theatre Feeling Speaker Expression
or in real life. Surprise Gina I also find it surprising
Andrew: Well, first of all a few statistics - scientists say that Pleasure / happiness John Let me tell you how
body language makes up 55% of our communication. happy I am
Voice tone is 38% and spoken words only 7%. Andrew I’m also glad
John: How interesting! Gina It’s a pleasure.
Gina: Yes, I also find it surprising. But I must say that when Worry Andrew I’m a little worried
we first start our acting classes we don’t use too many Interest John How interesting!
words. We use facial expressions and non-verbal clues.
You know, we’re preparing a new play and on
PAGE 30
Wednesday all the actors are meeting to discuss how to
express anger, fear or boredom using just their faces. 8 ++ 5
John: So, what else are you doing to prepare for the play? Ask students to read statements a – d before listening to
Gina: Several things. For example, we’re interviewing the recording again. Tell them to write the correct answers
people about their gestures and the facial expressions in their notebooks and check orally.
they use to express feelings. We’re going into the (L.A.: to discriminate between correct and incorrect information)
streets to look at people’s reactions at different events. Answers
And soon others are meeting with psychologists to a. False. (Andrew is a drama teacher), b. True,
discuss communication through body language. c. True, d. True
9 ++ 5 11 ++
Read the sentences with the alternatives with the class. Students look at the pictures and read the captions below
Then play the recording again. them then write the full sentences using the Present
(L.A.: to discriminate between similar sounds) Continuous tense. Check orally.
Answers (L.A.: to apply a new structure in an exercise)
a. expert, b. find, c. play Answers
a. Juliet is meeting Peter at the train station.
b. Karin is going to a concert tomorrow.
MAKE CONNECTIONS c. Ken and Lucy are getting married in June.
d. Mr and Mrs Livingstone are buying a new
TAKE A CLOSER LOOK house.
This section looks at a more specific use of the Present
Continuous tense with special emphasis on using it for 12 ++
arrangements – events that take place in a near future Refer students to the TAKE A CLOSER LOOK section on page
according to a plan made by two or more people. 13 for a review of connectors.
(L.A.: to consolidate a language point and connect it with
Bear it in mind previous knowledge)
Answers
Ask the students to read and discuss the section in pairs, and then
a. He knows about body language because he
elicit comments and conclusions. Encourage them to think of other is a drama teacher.
expressions we use to express feelings, and write them on the board. b. They use different costumes in the play and
For example: What a pity – How wonderful! – How awful! , etc. they use make-up. Or
For more information on the BEAR IT IN MIND section, see page Besides using different costumes they also
9 of the Introduction. use make-up.
c. Lisa likes playing the guitar but she doesn’t
have time to practise. Or
PAGE 31 Although she likes playing the guitar Lisa
10 + doesn’t have time to practise.
d. You can use the telephone and / but you
Refer students to the TAKE A CLOSER LOOK section before can use the fax machine if you prefer.
doing this exercise. e. Besides doing the interviews they are also
(L.A.: to apply new structures and vocabulary) meeting with psychologists.
Answers
a. When are all the actors meeting?
b. When are some actors interviewing people? PAGE 32
c. Who is meeting with psychologists?
HAVE A CHAT
13 ++ 6
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14 + 6
CHECK IT OVER!
Students practise in pairs, repeating after the recording.
Check orally. Students take a fast critical look at what they have learnt in the
(L.A.: to imitate a model and role-play a dialogue) lesson in three main areas:
• Speaking
15 ++ FL • Reading
• Writing
This exercise can be assigned to Fast Learners. Give enough
This is a section for the STUDENTS so teacher should intervene
time to complete the exercise. Check orally.
as little as possible in this process.
(L.A.: to consolidate a grammar aspect)
For more information on the Check it over! section see page 7 of
Answers the Introduction.
a. They are going to the cinema after school.
b. My boss is meeting some important people
tomorrow. PAGE 34
c. She is taking her English exam next month.
d. The salesman is visiting a new client on Monday. APPLY YOUR KNOWLEDGE
FAST CHECK The purpose of this section is to put the different elements of
the unit together and check if they have been learnt.
16 The exercises have been structured to let students “gather”
Answers together the subject matter of the unit and try it as a whole.
What is Becky doing I’m not sure. I think she is This is also a place where teachers can see what the outcome /
on Monday? going to a party. impact of the unit as a whole has been.
Is he flying to New York or Neither – he is going to 1 ++
Washington? San Francisco.
Tell students to study the picture very carefully and to pay
Are they getting Yes, in June or July I think.
attention to all the details. Then ask them to copy
married soon?
Why is Dell meeting Because he doesn’t sentences a. – i. in their notebooks and connect the
Tom at the station? want to take a taxi. phrases using non-verbal information from the picture.
Who are you meeting My friends – Karen and
after school? Sharon
PAGE 36
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After completing most of our investigation we can now report Language extinction may also occur if a natural disaster or
that most languages spoken in the world today are not static, genocide destroys a whole population of speakers. Alternately,
meaning that they change with the times, can incorporate new people may live in areas where two languages are spoken and
words, and can take words from other languages. We can also gradually one becomes the language of choice while the other
confirm that a language can be considered alive when the dies off.
population that speaks it as a primary means of
communication remains.
1 Read the text and decide if these statements are true or 2 Read the text again and answer the following questions.
false. Correct the false statements. (5 points) (5 points)
a. Languages are static and don't change with time. a. In what way can a language change?
b. An extinct language is a language that is not spoken by b. When can a language be considered alive?
anyone any more. c. Which are the extinct languages mentioned in the text?
c. Italian comes from an extinct language. d. What can cause the extinction of a language?
d. The origin of English is Anglo-Saxon with some French e. Are some extinct languages still in use? How?
words.
e. Sometimes a language dies because people choose to
speak another language.
PHOTOCOPIABLE
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5 3 4
Listen again. Number each verse in the order hear it.
(5 points)
SPEAKING
a. We all spit out a Babel of tongues 8 Complete these dialogues with the appropriate question.
b. And we don't really listen.
Then role play them with a partner. (8 points)
c. And, if by chance, we get this far
d. But we shut off what's most important a. A: What colour ________________________?
e. We all speak without any meaning B: She's painting her room green.
b. A: Where ____________________________?
LANGUAGE B: Jordan and his friends are playing football in the park.
6 Choose one linking word to join the sentences. (4 points) c. A: Why _____________________________?
B: She's not eating because she is not hungry.
a. They are buying new curtains and / because they want d. A: When ____________________________?
to redecorate the living room. B: We're planning to meet after the class.
b. You need to take a bus but / and a train to get to the
beach.
c. I like orange juice but / because I don't like apple juice. WRITING
d. I got a really good grade on my test because / and I 9 Write a short report on the unit and your progress. Include
studied really hard.
points such as: (8 points)
7 Match the sentences (a.- d.) with the pictures. (1 - 4) - what you studied.
(4 points) - how much you learnt.
- what your strong / weak points are.
a. He can't hold the ice-cream.
b. Can you pass me the hammer please?
Your 1 - 14 15 - 32 33 - 46
c. Congratulations! You can ride really well.
result: Not too good Acceptable Great!
d. He can't find his glasses.
PHOTOCOPIABLE
2. a. It can incorporate new words, and can take words from LANGUAGE
other languages. 6. a. because; b. and; c. but; d. because
b. A language can be considered alive when the population that 7. a. - 2; b. - 3: c. - 4; d. - 1
speaks it as a primary means of communication remains.
c. Latin, Coptic and Anglo-Saxon. SPEAKING
d. Language extinction can occur if a natural disaster or 8. You can assign points according to these criteria:
genocide destroys a whole population of speakers. 8 - 10 points: student can ask questions with correct
e. Yes. Some people use them in ceremonies. pronunciation, normal hesitation and no grammar mistakes.
5 - 7 points: student can ask questions with correct
LISTENING - ARE WE TALKING? pronunciation and a minimum of hesitation and grammar
TRANSCRIPT 8 mistakes.
We all talk at the same time 3 - 4 points: student can ask questions with appropriate
We all move our lips together pronunciation, but hesitates and makes some grammar
We all speak but do not think mistakes.
We all close our ears 1 - 2 points: students can't ask questions, hesitates a lot
And we don't really listen. and makes a lot of grammar mistakes.
We all speak without meaning
We all say words that make no sense WRITING
We all take pleasure in sounds 9. You can use the Writing Rubric on page 160 of this book, or
We all close our eyes you can assign points according to these criteria:
And don't look at who is speaking. 8 - 10 points: student can write a coherent paragraph,
using correct linking words and without grammar or spelling
We all make bird-like noises mistakes.
We all transmit along the same wavelength 5 - 7 points: student can write a coherent paragraph, with
We all spit out a Babel of tongues linking words, in good English, with a minimum of grammar
But we can't decipher the message or spelling mistakes.
Of interrupted communication. 3 - 4 points: student can write a short paragraph, but can't
We all understand we need lips use linking words properly and makes grammar and spelling
We all know we need ears mistakes.
We need mouths to say the words 1 - 2 points: student can't write a coherent short
But we shut off what's most important - paragraph, and makes a lot of grammar and spelling
Human communication mistakes.
We all know we need to talk -
beginning with the eyes
later with our lips
And, if by chance, we get this far
we may even touch - using our hearts
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IN THIS UNIT YOU WILL LEARN TO YOU WILL ALSO USE THE FOLLOWING TEXT TYPES
Reading: Complete charts and tables using specific information Brochure / Film script
/ Complete booking forms / Identify the origin of texts. Book extract / Report
Listening: Match titles with items of news / Complete charts YOU WILL ALSO LEARN
and tables with specific information / Match information with Grammar: Modal verbs may/might / The Past Continuous tense
correct alternatives. Vocabulary: Related to strange and wonderful events and
Production: Personal opinions and ideas / Referring to phenomena
personal experiences. YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES
Functions: Express opinions / Talk about duration of events / Respecting different opinions and experiences
Refer to personal experience.
Development
Lesson 1 two class periods
Lesson 2 two class periods
Lesson 3 two class periods
Lesson 4 two class periods
Apply your knowledge one class period/alternatively homework activity
Check and correct and final check one class period plus some home activity
Didactic resources and methodology tips
• If available, use of complementary material such as English language newspapers and magazines, cut-
outs or on-line media print-outs. If possible, use local resources such as local/community/school radio or
bulletins in Spanish to define communication functions.
• Useful materials for this unit are:
1. Dictionaries
2. Glossaries
3. Definitions
4. printed handouts
5. A real tourism brochure either in Spanish or English
6. Notes (can use coloured postits for parts of the body exercise)
7. Books in English - for example if available “The Wizard of Oz.” It can be also downloaded for free at
http://www.literature.org/authors/baum-l-frank/the-wonderful-wizard-of-oz. it is also recommended
that students watch the movie available from Blockbusters or Bazuca.
8. Films and magazine articles about twisters and similar natural phenomena. The full script of the
movie Twister is available at http://www.geocities.com/Hollywood/Set/1243/script.htm
• Teachers should prepare the lesson beforehand given that thorough prior preparation allows them to
create some useful ideas. It is their chance to make the class entertaining and to involve students in the
learning process.
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Continuous / informal Students carry out reading and listening activities, take part in conversations, and produce written texts.
Check it over Students analyse their performance in the speaking, reading, listening and writing activities, and decide if
Self - evaluation they need more work, if they did ok or if they did really well.
Check & Correct Reading: Students classify the best icon according to the reading and identify specific information.
Unit evaluation Listening: Students discriminate sounds and identify the correct sequence of events.
Language: Students use say or tell, Question Words, the Past Continuous Tense and May/Might.
Writing: Students write a short weather report.
Speaking: Students express their opinions about some pictures.
Final Check Students analyse their performance in the unit, give themselves points according to the frequency with
which each criterion is observed and identify their situation.
Extra Test Reading: Students identify specific information and discriminate between correct and incorrect
information.
Listening: Students relate information and discriminate between correct and incorrect.
Language: Students use May / Might and the Past Continuous Tense.
Writing: Students write five suggestions about their city.
Speaking: Students express their opinions about some pictures.
PAGE 41 3 ++
SET UP
Students try to find spelling mistakes / typos in the
sentences
1 + Answers
Ask students to read sentences a. - e. and come up with a. tourists
the correct information. Offer prompts such as: is there a b. hurricane
d. two
hotel where you live? Is there a camping site?
Answers
a. harbour / pier / dock / port 4 ++
b. hotel, hostel, cottage, B & B, etc. Ask students what synonyms and antonyms are. Antonym -
c. camping site
word opposite in meaning to another. Fast is an antonym
d. information / tourist office
e. park, forest, etc.
of slow.
f. restaurant, cafe, etc. How do they understand this sentence: what is the synonym
of an antonym?
A synonym of an antonym is for example the word opposite.
2 + Answers
Students match the sentences in Exercise 1 with the clever - stupid, correct - wrong, familiar -
corresponding pictures. strange, heavy - light, ordinary - wonderful,
Answers persistent - sporadic
a. - 2; b. - 6; c. - 3; d. - 5; e. - 1; f. - 4.
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2 +
Digital resource The Lord of the Rings is an epic fantasy novel written by
Both students and teachers will find an icon with a mouse which the English philologist J.R.R. Tolkien. The story began as a
will lead them to additional on line resources related to the subject sequel to Tolkien’s earlier, less complex children’s fantasy
of the lesson/unit. They can be found throughout the book. novel The Hobbit (1937), but eventually developed into a
For more information on the Digital Resource section see page 7 much larger work. It was written in stages between 1937
of the Introduction. and 1949, much of it during World War II. The three parts are
1. The Fellowship of the Ring
PAGE 42 2. The Two Towers
WELCOME TO NEW ZEALAND 3. The Return of the King
READING The trilogy was later filmed and directed by Peter Jackson
LESSON 1
(mainly on new Zealand locations).
(L.A.: to connect content with previous knowledge)
THINK AHEAD
Answers
In this section, students get ready for the contents of the The Lord of the Rings
lesson, make predictions and learn key vocabulary and
potential “danger” zones to look out for.
3 ++
1 + Ask students to read the table and indicate the duration of
each event. After, tell them to write full sentences
A concept/word map is a diagram showing the
following the examples provided. Check orally. You can also
relationships among concepts/words. Concepts are
ask questions about other events such as their lunch break,
connected with labelled arrows, in a downward-branching
the break between classes, winter holidays etc. linking the
hierarchical structure. They can be simple or complex.
questions to their personal experience.
When building or completing a concept map students
(L.A.: to use information from a chart to do a task)
should ask the following questions
• What is the central word, concept, research question or Answers
problem around which to build/complete the map? A class lasts 45 minutes.
Our summer holiday lasts two months.
• What are the concepts, items, descriptive words or
A pop concert takes / lasts 2 hours.
telling questions that we can associate with the It takes 10 minutes to eat a pizza. Eating a pizza
concept, topic, research question or problem? takes 10 minutes.
Read the words with the class and ask them to classify
them using the diagram provided.
Ask students to choose two words from each heading and 4 +
write sentences illustrating their meaning. If you have a real brochure (ideally in English) students
(L.A.: to classify lexical contents) could use photocopies to identify different parts and
Answers predict which ones they think they will find in the text
Places: ballroom, golf course, highway, hill, hotel, they are about to read.
restaurant, sheep farm, swimming pool, village. (L.A.: to predict contents of a text using provided
Things we do: dance, drive, skydive, stay, travel, information)
use, visit. Answers
People: chef, guide, life-guard, manager, maid, May vary
receptionist.
PAGE 44 8 ++
Ask students to read the text once again before doing the
GO AHEAD exercise. Check their answers orally.
(L.A.: to discriminate between true and false information)
Mi d a
n T e se r Answers
This Mind Teaser provides information on the word holiday. a. False. It is located 3 miles from Hobbiton.
Motivate students to find more interesting bits of b. True
information on other compound words, like birthday, c. False, it takes the chef 25 minutes to prepare
eyebrow, handbag, newspaper, skateboard, tablecloth, any dish.
walking stick, etc. For more information on the Mind Teaser d. True
e. False. Children may use the mini-golf course.
section, see page 7 of the Introduction.
f. False. People can book on line, by phone, fax
or letter.
5 +
Students read the text (brochure) on page 43 and check
MAKE CONNECTIONS
their predictions.
(L.A.: to validate predictions) As the title of the section suggests students connect what they
have read or listened to in Think and Go Ahead with more
Answers
a., b., c., d.
specific points such as grammar explanations, examples,
exercising and testing, oral and written production and other
consolidation activities.
6 ++ For more information on the Make connections section see
Students first read questions a – f and then go back to the page 7 of the Introduction
text trying to find specific information needed to answer
the questions. 9 ++
(L.A.: to find specific information in a text) Ask students to fill in the form with their own or a friend’s
Answers personal details. Check either orally or on the board.
a. The Hobbiton tour takes 1.5 hours. (L.A.: to use personal information to complete a task)
b. The additional tour might take 45 minutes.
Answers
c. It takes the chef 25 minutes to prepare any
Will vary from student to student.
dish.
d. The car journey from Auckland to Hobbiton
takes 2 hours. PAGE 45
e. It takes more time to get to Hobbiton by train.
f. It takes 4 hours to get to Hobbiton by coach. 10 ++
Help students with prompts such as: Do you know the cost
of the holiday? Do you know how long you can stay? Then
7 ++ tell them to write three questions they would like to ask
Ask students to read the text again and then fill in the form the manager. Check orally.
with the correct information. (L.A.: to express their own ideas following a model)
(L.A.: to find and classify specific information) Answers
Answers May vary
a. Chef, b. Manager, c. life-guard, d. maid,
e. guide, f. receptionist
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HAVE A CHAT
Danger
Draw students’ attention to this section and encourage 14 ++
them to give examples with the collocations provided. Ask students to read the different options to celebrate their
Examples: school anniversary. Which ones do they like? Why? Ask
I try not to tell lies. them to justify their choice. Then, in pairs they use the
My mother says her prayers every night. expressions in the bubbles, the suggestions in the box and
Paul is always telling silly jokes, etc. their own ideas to make a dialogue.
For more information on the Danger section, see page 7 of (L.A.: to express their own opinions following a model)
the Introduction. Answers (variations are allowed)
A: We have different options. For example, we
might go to the seaside on a trip.
11 ++ B: We might but it depends on the weather.
Refer students to Danger section before exercise. A: Or we might have a picnic.
(L.A.: to consolidate a grammar aspect) B: Yes, but a picnic also depends on the
weather.
TAKE A CLOSER LOOK
A: Or we might organise a music and dance
This section explains the use of the modal verbs may / show.
might. You may want to do this additional exercise before B: Actually, it’s a great idea.
referring students to Exercise 12. A: Alternatively we might also do a cooking
Suggestions: competition.
B: Not really, we need too many ingredients
Ask students about the things they may do / might do in
and they are expensive.
the near future, on their holiday etc A: So, what’s the best option?
You can find more information/exercises on may / might at B: The best idea is the music and dance show.
http://www.englishgrammarsecrets.com/maymight/menu.php
15 +
12 + Ask students to read the expressions in the bubbles. Do
Refer students to Take a Closer Look before doing the exercise. they understand them? In which situations would the
Remind them not to write in the books. Check answers orally. students use them? Ask for examples. Finally tell them to
(L.A.: to consolidate a grammar aspect ) match them with the pictures.
Answers (L.A.: to consolidate a new structure)
a. may, b. might, c. may, d. might Answers
a. - 2, b. - 3, c. - 1
13 ++
Tell students to work in pairs and write the completed 16 ++ FL
sentences in their notebooks. Check orally. In pairs students read the expressions in the chart under
(L.A.: to consolidate a grammar point and lexical content) both headings: event and duration. Tell them to go on to
Answers the dialogue and read the parts provided. Then using the
a. The class might organise a party or a picnic. information from the chart answer the questions.
b. You might want to study gastronomy or (L.A.: to practice a new structure and vocabulary applying
marketing. to a task)
c. My friend might go to Arica or Calama.
d. Petrol prices may increase or decrease.
e. We might see the film Benjamin Button on
Saturday or Sunday.
17 + 9
Students take a fast critical look at what they have learnt in the
Students listen to the recording to checking their answers. lesson in three main areas:
Then they role play the dialogue. • Speaking
(L.A.: to imitate a pronunciation and stress model) • Reading
Answers • Writing
See transcript. This is a section for the STUDENTS so teacher should intervene
as little as possible in this process.
TRANSCRIPT - ORAL PRACTICE 9
For more information on the Check it over! section see page 7 of
the Introduction.
Gordon: So, how long does it take to get to the airport from
your house?
PAGE 48
Susan: It takes around 50 minutes.
Gordon: And what’s the duration of the flight from THE STRANGE THINGS WE DO
Manchester to London? LISTENING
LESSON 2
Susan: The flight is more or less 1 hour and 10 minutes.
Gordon: And then how long is the bus ride from the airport
Bear it in mind
to your uncle’s house?
Susan: The bus ride takes approximately 45 minutes. Ask the students to read and discuss the section in pairs,
Gordon: So how long does the whole trip take? and then elicit comments and conclusions. Encourage them
Susan: It is about 2 hours in total. to mention typical spelling mistakes in Spanish. For more
Gordon: Wow! That’s really long! information on the Bear it in mind section, see page 7 of
the Introduction.
FAST CHECK
THINK AHEAD
18 In this section, students get ready for the contents of the
lesson, make predictions and learn key vocabulary and
Make sure students understand the code provided.
potential “danger” zones to look out for.
(✔ = weak probability, ✔✔ = strong probability).
1 +
Answers
a. may, b. might, c. may, d. might, e. might Ask students to read the three definitions and choose the
one they think is the best description of the word TYPO.
(L.A.: to use personal knowledge / experience)
WRITE IT DOWN Answers
c.
19 ++
(L.A.: to write a short paragraph using previously learnt
structures and vocabulary) 2 ++
Answers Refer students to the Bear in Mind section and ask them
May vary why they think spelling is or isn’t important. Are they good
at spelling? Can they recommend ways of improving their
spelling? Do a quick spell-it test in Spanish saying a few
words and asking them to spell it correctly.
Give a point or a good mark for detecting the spelling
errors in the exercise.
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said. We also think that it’s possible smart birds This type of exercise is usually best done at the end when
like Yosuke might help Mr. Deck in his typo students have familiarised themselves with a recording.
eradication campaign! However, you might need to play the recording twice more
for them to complete the task. Always remember that
5 + 10
student’ listening skills are different and while some get
Students listen to the recording and check their predictions things quite quickly others need more time.
in Exercise 4. (L.A.: to listen for specific information to complete a task)
(L.A.: to validate predictions) Answers
Answers a. hear / news,
clever, incredible, positive, smart, typical, b. necessary / write,
unusual. c. possible / right,
d. name / street,
e. opinion / incredible,
6 ++ 10
f. birds / eradication.
Generally, a title or a heading is a very brief summary of a
paragraph or a full text. Summarising is an important skill
which is often used when researching, gathering or presenting MAKE CONNECTIONS
information and here the process is done in reverse - students
As the title of the section suggests students connect what they
must match the “summary”(title/heading) with the
have read or listened to in Think and Go Ahead with more
corresponding text. Tell students to concentrate on the key
specific points such as grammar explanations, examples,
aspects of each program. For example: what is the key aspect /
exercising and testing, oral and written production and other
main subject of paragraph 1? The summary / tile / heading /
consolidation activities.
title of the program must be related to the above.
For more information on the Make connections section see
(L.A.: to summarise a text or a recording)
page 7 of the Introduction
Answers
First item: a. Second item: d.
7 ++ 10
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10 ++ Answers
Refer students back to the beginning of the lesson and ask a. Maybe Geraldine is in the library. It is
possible Geraldine is in the library
them to read aloud the expressions that express an opinion.
b. Maybe his telephone is disconnected. It is
The ask them to read statements a. - f. and identify the ones
possible his telephone is disconnected.
that express an opinion. Tell them to justify their choice. c. Maybe my boss is in another office. It is
(L.A.: to apply previous knowledge and consolidate a possible my boss is in another office.
language aspect) d. Maybe/it is possible we will travel to Greece
Answers next year.
b, c, e. e. Maybe I will get/it is possible I will get a
haircut tomorrow.
11 ++
Students may work in groups. Check their answers orally. 14 ++
(L.A.: to apply previous knowledge) Before asking them to do this exercise on their own
Answers practise short answers for a while telling students to ask
a. erasing, b. master, c. policeman, d. positive you questions which you should answers:
It’s possible, I might, etc. Then change roles and you ask
them questions.
TAKE A CLOSER LOOK (L.A.: to practice a how structure)
This section deals with modal verbs to express possibility. Answers
For more in-depth information on may and might we a. It might be, b. They might be, c. They may
have, d. It might, e. It might.
recommend that you visit
http://www.englishgrammarsecrets.com/maymight/menu.php
WRITE IT DOWN
PAGE 51 15 +++ FL
12 ++ Allow sufficient time check on the board asking different
Refer students to Take a close Look before doing the students to write their opinions of the two items of news.
exercise. Ask the rest of the class to copy the one they most agree with.
(L.A.: to consolidate a grammar aspect and new vocabulary) (L.A.: to express personal opinions in writing)
Answers Answers
a. Tina and Leo may be getting married soon. Will vary
b. It might be John’s book.
c. Laura might not come to school today.
d. They may not like this kind of food. HAVE A CHAT
e. It may be Stewart.
16 ++
Ask students to read the options in the bubbles and
13 ++ sentences a. -d. and write complete sentences with a
Refer students to Take a close Look before doing the partner.
exercise. This exercise is the reverse of Exercise 12 on the (L.A.: to express personal opinions following a model)
same page. Answers
(L.A.: to consolidate a grammar aspect and new May vary
vocabulary)
17 + 11 PAGE 54
Students listen to the recording and compare it with the TWISTER, TWISTER
recording. After they role play it in front of the class. READING
(L.A.: to follow a pronunciation and stress model in a LESSON 3
conversation)
Answers THINK AHEAD
See transcript. In this section, students get ready for the contents of the lesson,
make predictions and learn key vocabulary and potential
TRANSCRIPT - ORAL PRACTICE 11
“danger” zones to look out for.
a. It seems to me that this unit is really easy!
b. I think that ice-cream is better than chocolate.
c. It seems to me that everybody loves Maroon Five. Mi d a
n T e se r
d. According to many experts English is the most important
This Mind Teaser is a joke that makes use of the saying,
language in the world.
“It’s raining cats and dogs”. Motivate students to read it on
e. In my opinion people shouldn’t smoke in public places.
their own and share what they understand in their groups.
f. Everybody looks thin in black clothes.
For more information on the Mind Teaser section, see
page 7 of the Introduction.
FAST CHECK
Danger
18
You may want to refer students back to TAKE A CLOSER Draw students’ attention to this section and invite them to
LOOK before doing the exercise, especially those who found read the examples aloud. For more information on the
modal verbs particularly difficult. DANGER section see page 7 of the Introduction.
Answers
a. They might, b. It’s possible, c. We might 1 +
have, d. Maybe not, e. They might be.
Write the words on the board in the form they are written
in the book. Tell students that all the words are related to
PLAY IT
the weather and climate.
Ask them if they can define the difference between climate
Read the instruction with the class. Make sure they understand and weather
that all the words appeared in the lesson and that they can use climate n. The meteorological conditions, including
each letter on the computer screen only once. temperature, precipitation, and wind, that characteristically
prevail in a particular region
CHECK IT OVER! weather n. The state of the atmosphere at a given time and
place, with respect to variables such as temperature,
Students take a fast critical look at what they have learnt in the moisture, wind velocity, etc.
lesson in three main areas: (L.A.: to find the meaning of key lexical items)
• Speaking Answers
• Reading ice, climate, humid, wind, fog
• Writing
This is a section for the STUDENTS so teacher should intervene
as little as possible in this process. 2 ++
For more information on the Check it over! section see page 7 of Students match the words in Exercise 1 with their
the Introduction. definitions in Exercise 2.
(L.A.: to match the meanings of key lexical item)
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Answers 5 +
a. i. clouds - -3, b. - ii. lightning - 4, c. - iv. snow - 2, Ask students to quickly read the three texts and check their
d. - iii. rain - 1.
predictions in Exercise 4. Ask them to make new sentences
with the given words.
3 ++ (L.A.: to validate predictions)
Students describe the pictures and identify the names. Answers
Then they match the pictures with what the instruments break (breaking), cyclone, instrument
do. Ask students if they have ever seen such instruments, (instruments), noise, roar, storm.
do they have one at home?
(L.A.: to relate visual and non-visual clues)
6 +
Answers
1 - c, 2 - a, 3 - b, 4 - d. Ask students to identify the sources of the three texts. How
do they know? Is it the format, the vocabulary, etc?
(L.A.: to identify the source of reading text)
PAGE 55 Answers
4 + a. II, b. I, c. III.
It is important for students to interact with a text before,
during, and after reading, listening, or viewing by: 7 +
• setting a purpose. Ask students to read the three texts again quickly but this
• previewing the text. time paying special attention to the places.
• making predictions. Students use the scanning technique in this
• asking questions. exercise. Scanning is a technique often used when
• locating information for specific purposes. looking up a word in the telephone book or dictionary. A
• making connections. student searches for key words or ideas. In most cases, they
The following exercise is asking students to predict the know what they are looking for and they concentrate on
words they could find in a text about natural phenomena. finding a particular answer. Scanning involves moving the
Ask students to draw on their previous knowledge and the eyes quickly down the page seeking specific words and
context. phrases. Scanning is also used when first finding a resource
(L.A.: to make predictions from context) to determine whether it will answer specific questions.
Answers (L.A.: to scan a text for specific information)
May vary. Answers
Text I - Oklahoma, Text II - Kansas, Text III -
Kentucky.
PAGE 55
GO AHEAD 8 ++
Mi d a Ask students to read the texts again and match and classify
n T e se r the information in the corresponding column.
This Mind Teaser explains how we measure and classify (L.A.: to identify and classify specific information)
the intensity of tornados. Motivate students to read it on Answers
their own and share what they understand in their groups. a. - II, b. - I and II, c. - II, d. - III, e. - III.
For more information on the Mind Teaser section, see
page 7 of the Introduction.
9 + 11 ++
Ask students to scan the texts again and find synonyms of Ask students to go through TAKE A CLOSER LOOK before
the word twister. doing the exercise. Check orally.
(L.A.: to apply scanning to find specific information) (L.A.: to apply new grammar structure)
Answers Answers
hurricane, thunderstorm, storm, cyclone a. was holding, b. was opening, c. were going
PAGE 58 12 ++ FL
Ask student to write the full sentences in their notebooks.
MAKE CONNECTIONS Check orally.
As the title of the section suggests students connect what they (L.A.: to apply a new structure in a task)
have read or listened to in Think and Go Ahead with more Answers
specific points such as grammar explanations, examples, a. Belinda was sitting in the armchair watching
exercising and testing, oral and written production and other TV.
consolidation activities. b. Glenn was eating a sandwich and drinking
For more information on the Make connections section see milk.
page 7 of the Introduction c. The scouts were packing their backpacks.
10 ++ WRITE IT DOWN
This exercise requires that students use their own criteria
so the answers might differ from student to student. Why 13 ++
do they think person X might say the following words? Writing is a very subjective exercise and teacher must take
What do they base their opinion on? this into consideration when grading a paper or a
(L.A.: to match written information with personal opinion) composition. Pay attention to common errors, correct spelling
Answers and check that the structures and vocabulary are correct.
a. Jo’s father, b. Dorothy, c. Professor Jones (L.A.: to write a paragraph using vocabulary provided)
Answers
May vary
TAKE A CLOSER LOOK
This section deals with the Past Continuous tense and its PAGE 59
from and uses.
HAVE A CHAT
Draw students’ attention to the form.
14 ++ 12
Affirmative Negative Interrogative Go through the words in the box with students. Do they
I was singing. I was not singing. Was I singing? understand them all? If not, ask them to use a dictionary or
You were singing. You were not singing. Were you singing? explain. Tell them to complete the conversation and then
We were singing. We were not singing. Were we singing? check with the recording.
They were singing. They were not singing. Were they singing?
(L.A.: to complete and role play a conversation using a
He was singing. He was not singing. Was he singing?
model)
She was singing. She was not singing. Was she singing? Answers
It was singing. It was not singing. Was it singing? See transcript
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FAST CHECK
2 ++
16 Tell students to take a close look at the two pictures. There
are questions to help them describe / tell a story about the
Answers
pictures. You can add other questions to the list such as
a. ii, b. i, c. i, d. i, e. i
where do you think the people were going / coming from?
Do you think they are happy / sad / frightened etc?
Mi d a
n T e se r (L.A.: to express personal opinion and describe a situation)
A proverb is a short, traditional saying that expresses some Answers
obvious truth or familiar experience; adage; maxim. Ask May vary
students if they know any proverbs in English or Spanish
and if any of them are related to the weather of climate.
PAGE 61
A great list of English proverbs can be found at
http://www.learn-english-today.com/Proverbs/proverbs.html 3 ++
First ask students to tell you the meaning of the 7 words. If
they don’t know them ask them to use dictionaries or
CHECK IT OVER! explain the meaning of the words. Ask them to give you
examples of the words in sentences. Finally, ask them to
Students take a fast critical look at what they have learnt in the
find the words in the word search puzzle.
lesson in three main areas:
(L.A.: to identify the meeting of key lexical items)
• Speaking
• Reading
• Writing
This is a section for the STUDENTS so teacher should intervene
as little as possible in this process.
For more information on the Check it over! section see page 7 of
the Introduction.
HOW STRANGE! HOW WONDERFUL! 59
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a n o d a f f j t y d s CONVERSATION II
d b x i t m v f m y f h General: So, tell us captain. What did you see?
c d p q w x a z c s h o
Pilot: Sir, it was an object that was not a commercial or a
r g l s ñ r w z f g o c
military plane.
e h p n c y e v i d b k
General: Who or what do you think it was?
a a v r s b t e u n c e
t m i j u r l k y b g d
Pilot: Sir, in my opinion it was an extraterrestrial vehicle
u a s x e x c i t e d q and its crew. I think they were from a planet
r f r i g h t e n e d t technically more advanced than we are.
e h k p z s c a r e d l General: Please tell us where you saw it.
Pilot: I could see it to the right of my aircraft, some three
metres from the wing. From my position I could see
4 + it wasn’t moving or advancing.
Tell students to take into consideration the whole context General: How do you know?
of the lesson before answering questions a and b. Pilot: Because the turbine at the top wasn‘t turning.
(L.A.: to predict using previous knowledge and context) General: Where you scared?
Answers Pilot: Not really scared. I was amazed. Besides, I didn’t have
May vary time to be frightened. It stayed still for a minute,
accelerated and then disappeared from my sight. But I
personally think their intentions were peaceful.
GO AHEAD Source of conversation II
Astronaut Gordon Cooper addressing a U.N. panel discussion on UFOs and
TRANSCRIPT - EYEWITNESS REPORT 13 ETs in New York, 1985
CONVERSATION I
Jill: You won’t believe what I saw on my holiday! 5 + 13
Gerry: Let me guess. You saw a ghost. Play the recording once and ask students to validate their
Jill: Laugh all you want, but I saw it with my own eyes in predictions.
the forest. (L.A.: to check predictions)
Gerry: What were you doing in the forest? Answers
Jill: I was walking down the path near our camping site looking May vary
for berries because we had nothing to eat for dessert.
Gerry: And?
Jill: Suddenly I felt that something was watching me. I 6 + 13
mean, really observing me. How do students know that the people in the recording are
Gerry: Let me guess. It was Clark - your husband. talking about a personal experience? Ask them to read the
Jill: Don’t be silly. Clark wasn’t looking at me because he four options and choose the ones they think are the best.
was cooking lunch at the time. Besides, I only felt it. (L.A.: to identify personal opinions and experiences)
Then, the creature started to move and I could see it, Answers
and it was huge, black and hairy. a, c.
Gerry: Probably an escaped dog.
Jill: No, it wasn’t walking on all fours like a dog but
PAGE 62
standing on two legs! From where I was hiding it
looked human but covered in hair. I am still shocked. It 7 ++ 13
was the Sasquatch! First students read the instructions to the exercise with all
the options. Then play the recording again. Tell them to
write the correct option in their notebooks. Check orally.
(L.A.: to identify and locate specific information)
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Answers PAGE 63
I: a. ii, b. ii, c. ii, d. ii.
II: a. i, b. i, c. ii, d. ii. MAKE CONNECTIONS
As the title of the section suggests students connect what they
8 ++ have read or listened to in Think and Go Ahead with more
specific points such as grammar explanations, examples,
Listening comprehension has several stages and one of
exercising and testing, oral and written production and other
them is the discrimination between similar sounds. There
consolidation activities.
are several strategies to improve aural comprehension and
For more information on the Make connections section see
some of them are offered below to be used as
page 7 of the Introduction
complementary exercises both with recorded messages or
texts read out by the teacher.
(L.A.: to discriminate between similar sounds) TAKE A CLOSER LOOK
Activities to develop auditory discrimination skills This section deals with the Past Continuous with a special
1. Listening to the sound of real objects with eyes closed. emphasis on the form of the tense in the negative and
Children guess and name. interrogative forms.
2. Sound bingo – listening to sounds on tape and covering
the correct picture.
3. Odd one out – ask the pupils to identify the sound that 10 ++
is not part of a group of sounds, eg. dogs barking, pig Refer students to the Take a Closer Look section before
grunting, cow mooing, musical instrument playing. doing the exercise.
4. Musical discrimination – discriminating between (L.A.: to apply a new structure)
loud/quiet, high/low, fast/slow notes. Answers
5. Clapping or tapping rhythms – you can use pupils’names
Affirmative Negative Interrogative
and polysyllable words. This activity can be linked with
picture-noun recognition. Pupils can work in pairs, using I was walking I wasn’t walking Was I walking down
picture-noun cards – take turns to clap syllable beats and down the street. down the street. the street?
She was speaking She was not Was she speaking
choose the picture-noun card to match the number of beats. to me speaking to me to me?
6. Same/different 1 – ask the pupils to listen to sets of two They were They were not Were they having
everyday sounds and identify those that are the same having dinner. having dinner. dinner?
and those that are different.
7. Same/different 2 – ask the pupils to listen to sets of two
words and identify those that are the same and those 11 +
that are different, eg. bat/bat, bat/bet. Ask students to read the main sentences paying attention
Answers to the phrase word in bold and tell them to ask questions
a. ghost, b. path, c. dessert, d. guess, e. human about that part. Check orally.
(L.A.: to consolidate a new structure)
Answers
9 + a. I was walking down the path in the forest.
Play the recording again and ask students to write the Where were you walking?
correct answers in their notebooks. b. The strange creature was standing.
(L.A.: to identify specific information) What was the strange creature doing?
Answers c. Clark was cooking lunch in the camp.
b and d Where was Clark cooking lunch?
PAGE 64 15 +++ FL
12 ++ This exercise requires some additional language knowledge
Ask students if they know the meaning of the word and understanding.
synonym. And if they know what an antonym is. If not, Answers
explain. Ask them to give examples. a. iv, b. i, c. ii, d. iii
Synonyms - two words that can be interchanged in a
context are said to be synonymous relative to that context.
FAST CHECK
Antonym - A word having a meaning opposite to that of
another word. 16
There is a very good resource on synonyms to be found at
Answers
www.synonym.com
a. They were trying to get out of the plane.
(L.A.: to consolidate lexical items) b. The author was signing autographs for her fans.
Answers c. Brendan was helping his brother with his
aircraft - aeroplane, creature - beast, huge - homework.
immense, observe - watch, scared - frightened d. Were you talking on the phone a moment ago?
e. Sarah’s parents were getting ready for the trip.
HAVE A CHAT
PAGE 65
13 ++ 14
WRITE IT DOWN
Read the instructions or ask different students to read them
aloud. Tell students to work with a partner and fill in the 17 ++
gaps in the conversation. Play the recording so that students
First ask students to identify the objects and the things they
can check their answers. Some variations are allowed.
do. Refer them back to Exercise 4 on page 54 for examples.
(L.A.: to participate in a guided dialogue)
(L.A.: to write instructions following a model)
Answers
See transcript Answers
Clock: an instrument for measuring and
showing time in hours, minutes and seconds.
14 Ruler: an instrument for measuring length or
TRANSCRIPT - ORAL PRACTICE
for drawing straight lines.
Scales: an instrument for weighing people or things.
Anne: How tall do you think it was? Calendar: a page or series of pages to measure
Jill: I think it was more than two metres tall. the passing of time in days, weeks and months
Anne: Do you believe it was human? of a year.
Jill: No, I believe it was not human.
Anne: What was it then, in your opinion?
Jill: In my opinion it was the Sasquatch. CHECK IT OVER!
Students take a fast critical look at what they have learnt in the
14 + 14 lesson in three main areas:
• Speaking
Students role play the conversation in Exercise 11 imitating
• Reading
the recording.
• Writing
(L.A.: to participate in a guided dialogue imitating a model)
This is a section for the STUDENTS so teacher should intervene
Answers as little as possible in this process.
May vary
For more information on the Check it over! section see page 7 of
the Introduction.
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PAGE 66 PAGE 68
64 UNIT 2
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READING - HE DID IT! consumers. Hotz was able to unlock 500 hours developing his technique.
the device so that he can use it on his Hotz is going to be freshman at the
A New Jersey teenager has figured out family's T-Mobile service. Rochester Institute of Technology this
how to make Apple's iPhone available Although T-Mobile is the only other fall.
on other wireless services besides service besides AT&T's that is
AT&T, removing a major frustration for compatible with the implement in the
thousands of consumers. In an U.S, overseas users are likely to find
exclusive interview on CNBC, 17-year- their services compatible.
old George Hotz revealed his Hotz isn't the only one to have
motivation for unlocking the device: claimed to unlock the piece of
"It was fun! This was a good use of the equipment. A group calling itself
summer holiday," he said during the iPhoneSimFree also says it has hacked
live interview Friday afternoon. "I the multi-media device.
became obsessed with unlocking this The teenager, who posted his
thing." achievement on his blog Thursday,
When Apple introduced the iPhone in said unlocking the iPhone is
July, it made the device available only complicated, takes about two hours
on AT&T's wireless service, prompting and requires skill with both soldering
widespread complaints among and software. He estimated he spent
1 Read the text and find the answer to these questions. LISTENING -BEWARE OF LONDONERS!
(4 points)
4 Listen to the recording. What kind of programme
a. What was George's motivation for unlocking the
iPhone? is it? (2 points)
b. How long did it take him to unlock the iPhone? a. A television sports programme.
c. What was the major frustration for consumers? b. Television news.
d. What were the services compatible with the iPhone in c. A television talk show.
the U.S? d. A television weather report.
2 Read the text again and find at least three words that can 5 Listen to recording again. What do the numbers
replace the word iPhone. (3 points) mentioned in it refer to? Match the two columns. (5 points)
LANGUAGE
7 Complete the following sentences about yourself,
expressing different degrees of possibility. (4 points)
b. People shouldn't drive their cars when they drink
a. I _______________ marry a millionaire. alcohol.
b. I _______________ grey hair when I'm older.
c. I _______________ in the same city all my life.
d. I _______________ Chinese next year.
WRITING
9 A friend from abroad is visiting your city next weekend.
Write a list of possible places / things he / she may / might d. I really love hot dogs
visit / do. (8 points)
PHOTOCOPIABLE
Your 0 - 14 15 - 33 31 - 46
result: Not too good Acceptable Great!
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IN THIS UNIT YOU WILL LEARN TO YOU WILL ALSO USE THE FOLLOWING TEXT TYPES
Reading: Match written and visual clues / Summarise texts / Brochure / Interview / Restaurant reviews / Tale
Find and classify specific information YOU WILL ALSO LEARN
Listening: Match visual and recorded information / Listen Grammar: Past Continuous tense / some / any / much / many /
for specific information / Discriminate between similar sounds a little / a few / Relative pronouns - that, which, who, where, when
Production: Talking about food preferences / Expressing Vocabulary: Vocabulary related to healthy eating habits,
opinions and ideas about eating out / Talking about actions in ingredients and eating out
the past using the Past Continuous YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES
Functions: Expressing quantities / Expressing preferences / The importance of a healthy diet
Expressing thanks and complaints
Development
Lesson 1 two class periods
Lesson 2 two class periods
Lesson 3 two class periods
Lesson 4 two class periods
Apply your knowledge one class period/alternatively homework activity
Check and correct and final check one class period plus some home activity
Continuous / informal Students carry out reading and listening activities, take part in conversations, and produce written texts.
Check it over Students analyse their performance in the speaking, reading, listening and writing activities, and decide if
Self - evaluation they need more work, if they did ok or if they did really well.
Check & Correct Reading: Students identify general information and discriminate between correct and incorrect information.
Unit evaluation Listening: Students extract specific information and identify the correct sequence of events.
Language: Students use relative pronouns, expressions of quantity and the Past Continuous Tense.
Writing: Students write questions for an interview.
Speaking: Students role-play a conversation.
Students analyse their performance in the unit, give themselves points according to the frequency with
Final Check
which each criterion is observed and identify their situation.
Extra Test Reading: Students identify specific information and discriminate between correct and incorrect
information.
Listening: Students relate and discriminate between correct and incorrect information.
Language: Students use may / might and the Past Continuous tense.
Writing: Students write five suggestions about their city.
Speaking: Students express their opinions about some pictures.
SET UP PAGE 74
STAYING HEALTHY -
1 KEEPING FIT
The pictures show a part of a fruit or vegetable. Can students READING LESSON 1
name them? A fun alternative is to bring a bag with several
THINK AHEAD
fruits or vegetables (carrot, apple, tomato etc) and ask
students to put their hand in and touch the fruit / vegetable In this section, students get ready for the contents of the
and name what they are touching. Alternatively a “smelling” lesson, make predictions and learn key vocabulary and
exercise can be set up where a student is blindfolded and has potential “danger” zones to look out for.
to smell ketchup, vinegar, mustard, juice, etc.
Bear it in mind
Students express their preferences for the fruit / vegetables
in the pictures. Tell them to use expressions such as I like / I Ask the students to read and discuss the section in pairs.
prefer / I hate, etc. For more information on the Bear it in Mind section, see
Answers page 7 of the Introduction.
1. bananas 2. apple 3. kiwi 4. cucumber
5. water melon 6. orange 7. onion 8. carrots Mi d a
n T e se r
This Mind Teaser provides information on vitamins and
2 minerals. Ask the students to read and discuss the section
Go through the list with students to check their vocabulary in pairs.
comprehension. Ask them to work in pairs and copy the For more information on the Mind Teaser, see page 7 of
pyramid in their notebooks, using their previous the Introduction.
knowledge / opinions.
Answers
On page 97 of the Student’s Book
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See notes on summarising in Exercise 5. Gloria: Which do you prefer, fish or chicken?
(L.A.: to summarise a text) You: I prefer chicken.
Answers Gloria: So do I. But do you like fried chicken or roast
May vary chicken more?
You: Definitely fried chicken.
Gloria: And would you rather eat pizza or a salad?
8 + You: Mmm, I’d rather have pizza any time!
Read the questions with the class. Encourage them to Gloria: Me too, but it’s not very healthy. And which one do
answer them in their notebooks and then read the text you like better: fizzy drinks or juice?
again to check and correct their answers. Check orally. You: I’m afraid my diet isn’t very healthy - I love fizzy drinks.
(L.A.: to find specific information)
Answers
a. Because it is a meal that gives us energy for PAGE 77
the day. 10 + 17
b. You can invite a group of friends.
c. Your body needs protein, carbohydrates, fat After they finish answering the questions students check
and vitamins and minerals. their answers with the recording and then role play the
conversation for the class.
(L.A.: to imitate a model of pronunciation)
MAKE CONNECTIONS TAKE A CLOSER LOOK
Students connect what they have read in the previous sections
with more specific points such as grammar explanations, This section deals with relative pronouns which, that, who,
examples, exercising and testing, oral and written production where and when.
and other consolidation activities. You will find useful information on relative pronouns and
For more information on the MAKE CONNECTIONS section see their comparison with Spanish equivalents at
page 7 of the Introduction. http://spanish.about.com/library/beginning/aa-beg-
pronouns-relative.htm
HAVE A CHAT
11 ++
See notes on page 7 of the Introduction.
Ask students to read the text carefully before filling in the
9 ++ gaps. Tell them to pay attention to what they have learnt in
Ask students to work in pairs. They read the questions the TAKE A CLOSER LOOK section. Check orally and correct
provided and answer them using their personal preferences, mistakes.
always paying attention to what Gloria is saying. (L.A.: to consolidate a grammar aspect)
(L.A.: to use a new structure in a guided dialogue) Answers
Answers who – which – that – which – which – who –
See transcript. where
PAGE 78 PAGE 79
12 ++ PLAY IT
Ask students to describe the pictures. Then they finish the
See notes on page 7 of the Introduction.
captions using their own ideas and their previous knowledge.
You can organise this game as a competition within the groups
(L.A.: to apply a new structure and key lexical items)
or as a whole class competition.
Possible answers
a. A bakery is a place where bread is sold.
b. A chef is a person who makes food in a CHECK IT OVER!
restaurant.
c. Sushi is a type of food which is served cold. Students take a fast critical look at what they have learnt in the
d. I prefer snacks that look and smell nice. lesson in three main areas:
- Reading
- Speaking
FAST CHECK - Writing
This is a section for the STUDENTS so teacher should intervene
13 as little as possible in this process.
Make sure that students review the contents of the lesson For more information on the CHECK IT OVER! section see page
before doing this exercise. 7 of the Introduction.
Answers
A doctor is a person you see when you are not PAGE 80
feeling very well.
Your body needs nutrients that can be found in EDIBLE ART
certain foods. LISTENING
LESSON 2
Francisca is a school bus driver who drives a
big yellow bus. THINK AHEAD
Catalina is a computer engineer who is
preparing new software for schools. In this section, students get ready for the contents of the
Breakfast is a meal that gives you energy for lesson, make predictions and learn key vocabulary and
the day. potential “danger” zones to look out for.
1 +
WRITE IT DOWN
Write a long list of ingredients on the board including all
14 ++ FL the foods that students can see in the picture. Ask them to
read the list aloud and indicate which of the foods in the
Tell students to copy the paragraph with gaps in their
list can be seen in each of the three pictures.
notebooks. Tell them to study the words provided and
(L.A.: to use previous knowledge and personal experience)
make sure that they understand them all. Tell them to fill
in the gaps, and ask fast learners to read the whole Answers
paragraph to a partner. Check orally. May vary
(L.A.: to complete a written paragraph using provided vocabulary)
Answers
First, you need a metal pot which you fill with
hot water. Put the pasta into the water, which
must be boiling. Prepare the sauce: slice some
fresh mushrooms, fry them for two minutes in
olive oil and add cream. When the paste is “al
dente” drain it and mix with the sauce. Sprinkle
Parmesan cheese on top.
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PAGE 81
Bear it in mind
See notes on page 7 of the Introduction. GO AHEAD
Read this section with the class and elicit the Spanish TRANSCRIPT - EDIBLE ART 18
equivalent of the expressions and more examples. Write
them on the board. Reporter: When I look at your food portraits and your food
Other examples of food expressions are: collages, Carl I wonder why you only work with food.
He was always buttering the boss up hoping for promotion Carl: I am a photographer and I work with real objects. I
(= to flatter someone to try and get their favour or don’t really paint; it’s not my cup of tea. When I was
friendship). a child, my father was a chef in an Italian
Their new album sold like hot cakes (= to sell quickly). restaurant and he let me play with pizzas making
I really enjoyed the film; it was just my cup of tea (= olives eyes, mushroom noses, using a slice of tomato
something one enjoys or does well). or a little cheese and spaghetti for the hair. It was
great fun. I spent a lot of time playing with food in
2 ++ dad’s restaurant. And when I grew up I understood
that food’s an important part of our lives. Just think
Tell students to read the list of ingredients. Explain the about it! We eat so much food during our lives!
vocabulary. Tell them to read questions a. - e. Call their Food’s as important for us as water and air.
attention to the expressions how much / how many. Can Reporter: So, everything you can see in your photographs is
they identify when we use each of them? made of real food? Can we eat it?
(L.A.: to identify specific information) Carl: The process of making my food photos is very
Answers long. I work really fast because, as you know, food
We need 1/4 cup of lemon juice. gets spoiled. A lot of images that I make can take
We need 2 tomatoes.
a few days to complete and photograph so no,
1 tablespoon is required.
you cannot eat my fish seascape because I built it
We need 1 green pepper
A little oregano to taste is necessary. three days ago and you know that three-day old
fish can be bad for your stomach.
Reporter: When exactly did you start working with food?
3 ++ Carl: I started many years ago and quite by accident. A
Ask students to guess Brown’s reasons for becoming a food supermarket asked me to make a Christmas
artist. Do not check answers at this point. picture. And once I started I didn’t want to stop!
(L.A.: to predict the subject of a listening text) Reporter: Do you have many clients?
Carl: Yes, much of my work, for example collages and
landscapes is for food manufacturers, shops and
restaurants.
Reporter: Any plans for the future?
Carl: I have a few plans. For example, I’m planning to
make a picture of the Mona Lisa with pasta shapes
and a mosaic with many pieces of fresh fruit.
Reporter: Is it difficult?
Carl: Not at all. It’s a piece of cake!
4 + 18 PAGE 82
Play the recording once and ask students to find out the
MAKE CONNECTIONS
reason why Carl Brown became a food artist.
(L.A.: to validate predictions) Students connect what they have read in the previous sections
Answers
with more specific points such as grammar explanations,
c. Food is an important part of our lives. examples, exercising and testing, oral and written production
and other consolidation activities.
For more information on the MAKE CONNECTIONS section see
5 ++ 18 page 7 of the Introduction.
Ask students to name all the 10 food items in the pictures.
Tell them to write them in a list in their notebooks and TAKE A CLOSER LOOK
then play the recording again. Students tick the items they
hear in the recording. This section explains the difference between countable and
(L.A.: to match visual and recorded information) uncountable nouns. Comprehensive information and
Answers exercises on both can be found at
pizza – olives – mushrooms – tomatoes http://esl.about.com/od/grammarforbeginners/a/g_cucou
(tomato) – spaghetti – fish nt.htm
Bear it in mind 8 +
See notes on page 7 of the Introduction. Ask students to list the food items in their notebooks. Then
Read this section with the class and elicit examples or the tell them to classify them as countable or uncountable.
Spanish equivalent of each form of art. (L.A.: to match key lexical items with visual clues)
Answers
Countable: eggs, oranges, melons, hot dogs,
6 ++ 18
lemons
Students read the list of art forms (a. – h.) then listen to Uncountable: milk, juice, ice-cream, ketchup,
the recording again ticking the words they hear. fish, mayonnaise
(L.A.: to listen for specific lexical items / to relate written
and spoken version of words) PAGE 83
Answers
a. collage, c. landscape, d. mosaic g. seascape
9 ++
Refer students back to the TAKE A CLOSER LOOK section
before doing the exercise.
7 ++ 18
(L.A.: to consolidate a language point and connect it with
Students first read sentences a. – d. with the two options previous knowledge)
then listen to the recording again. Answers
(L.A.: to discriminate between correct and incorrect a. a few; b. much; c. little; d. a little
information)
Answers
a. ii ; b. i; c. i ; d. ii
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PAGE 85 PAGE 86
PLAY IT EATING OUT
READING
Tell students to get into groups, identify the food in the LESSON 3
pictures and then try to find the words in the puzzle.
Answers THINK AHEAD
The words are: BEANS – FRUIT – MEAT – NUTS In this section, students get ready for the contents of the
– VEGETABLES – BREAD – YOGURT – CEREALS – lesson, make predictions and learn key vocabulary and
RICE – CHEESE – SWEETS – EGGS – FISH – MILK potential “danger” zones to look out for.
– OIL – PASTA
+ + + + + V B + + + + + + 1 +
+ + + + P E + + + + + + + Ask students to read the titles of the books then look at the
E C I R A G B R E A D pictures. Ask them to identify the “key” words that will
+ + + N S E + + + + + M + help them do the task.
+ L S + T T L N + + + I + (L.A.: to use personal experience / previous knowledge)
+ + I + A A I + U + + L +
Answers
+ C + O E B + U + T + K + a. 1; b. 2; c. 4; d. 3
+ + H R + L + T R + S + +
H + E E + E + R + F + + +
S C + + E S + U + + + M + 2 +
I + + + + S + G + + E + + Talk to students about going to a restaurant. Have they
F + E G G S E O + A + + + ever been to any? Have they ever seen any restaurant
S T E E W S + Y T + + + + reviews? Where?
(L.A.: to relate the topic to their own reality)
Answers
CHECK IT OVER! b., c., d.
Students take a fast critical look at what they have learnt in the
lesson in three main areas: 3 +
- Reading Students read the conversation first silently and then in
- Speaking pairs, aloud. What are the two people talking about? How
- Writing do they know? What are the key words that indicate it?
This is a section for the STUDENTS so teacher should intervene (L.A.: to relate topic and previous knowledge)
as little as possible in this process.
Answers
For more information on the CHECK IT OVER! section see page They are talking about booking a table in a
7 of the Introduction. restaurant.
4 +
It is important for students to interact with a text before,
during, and after reading, listening, or
viewing by:
• setting a purpose.
• previewing the text.
• making predictions.
• asking questions.
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Danger 7 +
Ask students to read the reviews again and find and copy
Help students notice the difference between this use of the
the description of each restaurant into their notebooks.
word too and the examples mentioned in the Bear it in
They underline key words such as checked tablecloths,
Mind section. Elicit examples and write them on the board.
transparent fish, etc. Then they match the written
For more information on the Danger section see page 7 of
information with the pictures.
the Introduction.
(L.A.: to match written and visual information)
Answers
5 + Picture 1 - El Mariscal; Picture 2 - Dolce Vita;
Picture 3 - The Crazy Cows
This is a rather long text so it might take students a while
especially if there are several words they don’t know.
Before doing any exercise in the GO AHEAD section make 8 ++
sure that students understand the new key vocabulary For this exercise the students must use some analytical
appearing in the text. skills and discrimination criteria. Allow enough time to
(L.A.: to validate predictions) complete. Check orally.
Answers (L.A.: to synthesise content using textual and lexical clues)
Mentioned: atmosphere, food, price, service.
Answers
Not mentioned: guests, menu selection.
a. El Mariscal
b. The Crazy Cows
6 ++ c. El Mariscal and Dolce Vita
d. The Crazy Cows
Students read the reviews again and complete the chart e. The Crazy Cows
with the correct information. You can explain the different f. Dolce Vita
parts of a meal such as appetiser, main course, dessert, etc. g. El Mariscal
before doing the exercise. h. Dolce Vita
(L.A.: to identify main idea and supporting information)
9 + 11 +
Do not expect a long speech from students - just a few Refer students to TAKE A CLOSER LOOK before doing this
words with the correct answer will do, but encourage fast exercise.
learners to support their answers. (L.A.: to practise a new structure)
(L.A.: to comment on a text) Answers
Answers a. Yes, there is; b. Yes, there are; c. Yes; d. There
El Mariscal (great location, exceptional are some buiscuits but there aren‘t any sweets;
selection of ingredients, excellent food, e. Yes, there is; f. Yes
impeccable service; food well-cooked; the
mussels were delicious and fresh; lovely
dessert; delicious meal) 12 +
Again, make sure that students understand the differences
between the use of some and any.
PAGE 89
(L.A.: to practise a new structure)
MAKE CONNECTIONS Answers
a. some, any; b. some, some; c. any, some, any
10
Students connect what they have read in the previous
sections with more specific points such as grammar PAGE 90
explanations, examples, exercising and testing, oral and HAVE A CHAT
written production and other consolidation activities.
For more information on the MAKE CONNECTIONS section See notes on page 7 of the Introduction.
see page 7 of the Introduction.
TAKE A CLOSER LOOK 13 + 20
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14 + 20 PAGE 92
Play the recording to allow students to check their answers. LET’S DO IT ALL TOGETHER
Ask a few pairs to role play the dialogue in front of the class. LISTENING
LESSON 4
(L.A.: to imitate a conversation model)
Danger
FAST CHECK
See notes on page 7 of the Introduction. You can brainstorm
See notes on page 6 of the Introduction. a few more uncountable nouns and encourage students to
15 find out what word is used to indicate a quantity.
Examples:
Answers
a. any, any; b. some, some, some News an item of news
Furniture a piece of furniture
Water a glass of water
PAGE 91
Mi d a
WRITE IT DOWN n T e se r
See notes on page 7 of the Introduction.
16 ++
Invite students to read the expressions in pairs and identify
To make it easier for students first talk to them about their their meaning.
experience with restaurants. Have they been to any? What
kind? Fast food or a traditional restaurant? Ask them if they THINK AHEAD
liked the experience and why.
In this section, students get ready for the contents of the
(L.A.: to write a paragraph following a given model)
lesson, make predictions and learn key vocabulary and
Answers potential “danger” zones to look out for.
May vary
1 +
PLAY IT Write a list of food items on the board such as: cheese,
ham, jam, bread, chocolate, etc. and ask students: how do
Read the instructions with the class. Make sure students
we normally eat these food items? Do we cut them? Do we
understand the meaning of the word bet. You can write two
divide them into smaller pieces?
other sentences on the board and demonstrate how to play
Then refer students to the pictures, ask them to identify
with one or two students.
the items and to say how we can divide each of them.
(L.A.: to use previous knowledge to match visual clues with
CHECK IT OVER! written information)
Students take a fast critical look at what they have learnt in the Answers
1 - bread - loaf or slice; 2 - cake - piece or slice;
lesson in three main areas:
3 - wheat / oats - grains; 4 - cheese - slice
• Reading 5 - salt - pinch, grain; 6 - sugar - spoonful,
• Speaking grains; 7 - rice - grains, handful
• Writing 8 - ham - slice, piece
This is a section for the STUDENTS so teacher should intervene
as little as possible in this process.
For more information on the CHECK IT OVER! section see page
7 of the Introduction.
Stress
In words of more than one syllable, there will be one Narrator: An old man was walking through the countryside
syllable which is more heavily stressed than the others. We when he came to a village. He didn’t have any
say that this syllable carries the primary stress (e.g. money so he decided to ask a villager for some food.
colourful). In some longer words, other syllables may carry
secondary stress.
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Man 1: Dear me! I’m poor myself; I can hardly feed my Ask students to read the three options before playing the
own family. recording again. Ask them to substantiate their opinion.
Narrator: But the old man was smart so he went to the A moral is a message conveyed or a lesson to be learned from
village square and pulled a large pot from his bag. a story or event. The moral may be left to the hearer, reader
While he was doing this the villagers came out of or viewer to determine for themselves, or may be explicitly
their houses. Why was he filling the pot with water, encapsulated in a maxim. As an example of the latter, at the
they asked? And why was there a stone in the pot? end of Aesop’s fable of the Tortoise and the Hare, in which the
And why was he lighting a big fire under the pot? plodding and determined tortoise wins a race against the
Woman 1: Silly man. You can’t cook a stone. much-faster yet extremely arrogant hare, the moral is “slow
Old Man: I’m preparing a delicious stone soup which I’ll be and steady wins the race”. In some cases the moral may not
happy to share with you. Why don’t we put a piece be explicitly given but it is quite obvious from the story.
of carrot or an onion into the soup to make it nicer? (L.A.: to find specific information)
Man 2: Yes, a piece of carrot is a good idea. Answers
Narrator: One by one the curious villagers were brining bits b.
of vegetables to add to the pot.
Man 1: Here, a small slice of meat.
Woman 2: And a handful of rice. 7 ++ 21
Narrator: The man was stirring and tasting the soup and Play the recording again and give students time to take notes.
the villagers watched. . (L.A.: to search for specific expressions)
Old Man: The Stone Soup is ready. Bring your cups and Answers
bowls and enjoy a tasty and nutritious meal. Thank you anyway!
There is enough for everybody. How can we express our gratitude?
Man 2: How can we express our gratitude? Thanks so much! Thanks so much!
Woman 1: A thousand thanks for the delicious soup! A thousand thanks for the delicious soup!
Narrator: As night was falling the grateful villagers
returned to their homes and the old man walked 8 + 21
away smiling under his breath.
Discuss the six pictures with the class or ask students to
describe them in their groups. Which picture is the
Source: Adapted from “The 20th Century Children’s Book
beginning of the story? Then play the recording again and
Treasury to Read Aloud”
ask students to put the pictures (1 – 6) in the order the
by Janet Schulman
events happen in the story.
(L.A.: to match visual and spoken clues)
Answers
2 – 3 – 6 – 5 – 4 – 1.
PAGE 94 Answers
While he was lighting the fire under the pot
9 ++ 21
the villagers brought different vegetables.
Tell students to copy the sentences into their notebooks. When he walked into the village the villagers
Read the sentences aloud and emphasise the parts in were closing doors and windows.
italics. Then play the recording again, once or twice, for While the soup was cooking the old man was
students to choose the correct option. telling them a story.
(L.A.: to discriminate between similar sounds / words) While he was talking they were all listening
attentively.
Answers
When he finished cooking they were all
a. something to eat; b. I’m poor; c. a stone;
standing in line with plates and bowls.
d. to share with you; e. There is
Bear it in mind 11 ++
Ask the students to read and discuss the section in pairs. Refer students back to the TAKE A CLOSER LOOK section.
Elicit and give more examples and write them on the board. They must pay special attention to the form of the Past
For more information on the Bear it in Mind section, see Continuous tense.
page 7 of the Introduction. (L.A.: to consolidate lexical and grammatical content)
Answers
a. were you doing / was looking.
MAKE CONNECTIONS b. was the doctor operating / he was putting away.
c. was looking.
Students connect what they have read in the previous sections d. was crossing.
with more specific points such as grammar explanations,
examples, exercising and testing, oral and written production
and other consolidation activities. 12 ++
For more information on the MAKE CONNECTIONS section see Refer students back to Exercise 1 in this lesson. You might
page 7 of the Introduction. want to review these words before they do the exercise.
(L.A.: to consolidate key words)
TAKE A CLOSER LOOK Answers
a. iii; b. ii; c. i; d. ii, ii
This section provides information on the Past Continuous
tense. More information at http://www.englishpage.com/
verbpage/pastcontinuous.html PAGE 96
HAVE A CHAT
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Amy: So what were you doing yesterday when I called? Students take a fast critical look at what they have learnt in the
Helen: I was walking in the park with Jimmy, my little brother. lesson in three main areas:
Amy: But I called later on and you were still not in. • Listening
Helen: I was doing some shopping at the supermarket. • Speaking
Amy: Were you buying stuff for your birthday party? • Writing
Helen: No, I was buying some detergent. This is a section for the STUDENTS so teacher should intervene
Amy: Oh, I see. And why was your little brother crying as little as possible in this process.
when I arrived? For more information on the Check it over! section see page 7 of
Helen: He was crying because he fell into the mud in the park! the Introduction.
PAGE 98
14 + 22
Students listen to the recording and practise the conversation. APPLY YOUR KNOWLEDGE
They role play the dialogue in front of their classmates.
(L.A.: to imitate a model conversation)
The purpose of this section is to put the different elements of
PAGE 97 the unit together and check if they have been learnt.
The exercises have been structured to let students “gather”
FAST CHECK together the subject matter of the unit and test it / try it as a
whole. This is also a place where teachers can see what the
15 outcome / impact of the unit as a whole has been.
Answers 1
a. when; b. when; c. while; d. while; e. when
Possible answers
Stella was eating a sandwich while Edna and
WRITE IT DOWN
Robert were dancing. Deborah was standing
next to the window when Tony took the
16 + picture, etc.
Students read the questions and look at the pictures. They 2
answer the questions in their notebooks and develop a Answers
passage. a. Stella was wearing a red dress.
(L.A.: to write a passage following specific guidelines) b. I think Greg was drinking (students’own ideas)
Answers c. Edna, Robert and George were enjoying the
May vary party.
d. Jimmy was getting bored with the party.
e. It was Duncan’s party - he was opening the
17 ++ FL presents.
Using personal experience and offering own ideas, fast
learners ask two more questions similar to the ones in the
3
model provided in Exercise 16. They could be things like: Answers
What were you doing when I called you last night? What a little / some baking powder, a little salt, a few
was your dad watching when you arrived home yesterday? seconds, a lot of tiny tea biscuits, any sugar, a
(L.A.: to relate content, previous knowledge and own little / some jam.
reality)
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WRITING
10. Answers will vary, so check individually.
You can use the Writing Rubric or you can
assign points according to these criteria.
7 – 8 points: student can write four questions
about his / her favourite recipe, using the
correct language structures and without
grammar or spelling mistakes.
5 – 6 points: student can write three
questions about his / her favourite recipe,
using the correct language structures, with a
minimum of grammar or spelling mistakes.
3 – 4 points: student can write one or two
questions about his / her favourite recipe,
using correct language structures, but makes
grammar and spelling mistakes and makes no
use of textual references.
1 - 2 points: student can write questions
about his / her favourite recipe, he / she
doesn’t use the correct languages structures,
and makes a lot of grammar and spelling
mistakes.
SPEAKING
11. Chef A: How much time do we have to cook?
Chef B: About 2 hours. The guests are coming
at around 9 p.m.
Chef A: How many people are coming?
Chef B: Ten, five men and five women.
Chef A: How long is the party going to last?
Chef B: I’m not sure but I think until midnight.
Chef A: So we will need to book a cab to take
us back to the hotel.
Chef B: How far is the hotel from here?
Chef A: Only about 20 blocks.
Unlike other cookbooks published by the same publisher, However, there is much more on the negative than on the
“The Essential Eating Well Guide” is a disappointment. positive side. The appearance of the cover of the book offers
nothing to tempt the reader to explore its pages. The colours
On the positive side, the recipes include useful features such are monotonous and uninteresting. The pages of the book
as notes on preparation time, start to finish time, and special are smudged and dark and look as if they were photocopies.
tips. And, as the title suggest, the book is dedicated to The stars used for the difficulty of the dish (1 star for easy, 3
healthy eating and has each dish marked with the calories, for medium and 5 for very difficult) do not really match the
cholesterol, carbohydrates, protein, fibre and sodium complexity of preparation. In general, the recipes are a
content. And for the reader searching for dishes appropriate repetition of what we saw in other books by the publisher.
for specific diets such as low carbohydrate, high fibre, etc., There is no innovation, no imagination and above all, they
there is a handy “Healthy Weight-Loss Index” that allows the use the same old ingredients!
reader to easily locate dishes that match their dietary
objectives and needs. And finally, which I find most notorious, is the price of the
book. It is outrageously expensive. To be honest, in my
opinion as a professional cook, I would not buy the book for
anything in the world. It’s a total waste of your money.
1 Read the text and choose the correct answer for each 2 Read the text again. Write three positive and three
question. (3 points) negative comments on the guide. (6 points)
a. What kind of text is it? Positive:
i. A report. a. __________________________________
ii. A review. __________________________________
iii.A letter. b. __________________________________
__________________________________
b. What is the writer’s opinion of the book? c. __________________________________
i. It is a very good and informative book. __________________________________
ii. It is a complete waste of the reader’s money.
iii.It has some good and some bad parts. Negative:
a. __________________________________
c. What is the writer’s profession? __________________________________
i. He / she is a journalist. b. __________________________________
ii. He / she is a publisher. __________________________________
iii.He / she is a chef. c. __________________________________
PHOTOCOPIABLE
__________________________________
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LISTENING – THE SMELL OF SOUP 6 Complete these sentences with a little, a few, much, many,
3 Listen to the story and choose the best answer. or a lot of (6 points)
(6 points) a. There isn’t ____________ bread in the cupboard.
a. What did the poor man have? b. I need _____________ tomatoes but only
i. Soup. __________ lemons.
ii. Bread. c. How ____________ hot dogs are you going to eat?
iii.Nothing. d. I always drink coffee with __________ milk for
b. What kind of food did he see in the restaurant? breakfast.
i. Soup. e. My mother didn’t prepare ___________soup. She
ii. Meat. didn’t know you were coming.
iii.Bread.
c. Why did he hold his hand over the soup? 7 Complete each sentence with the correct relative pronoun.
i. To get a little bit of steam. (5 points)
ii. To warm his hand.
iii.To make the restaurant owner angry. a. I’m reading a book ___________ is very interesting.
d. Where did the restaurant owner take the poor man? b. That’s the house _____________ my mother was
i. To court born.
ii. To another restaurant c. My brother has a friend ___________ is from Brazil.
iii.To his house d. Carbohydrates and vitamins are nutrients ________
e. What did the judge do with the coins? our body needs.
i. She gave them to the restaurant owner. e. I always eat snacks in the middle of the morning
ii. She made a noise with them. __________I make a break.
iii.She gave them to the poor man.
f. What was the payment for the smell of the soup? SPEAKING
i. The sound of money. 8 In pairs, ask and answer questions about the ingredients
ii. A few coins. you need to prepare these two Chilean dishes.(10 points)
iii.There was no payment.
Sopaipillas Chilean-Style Beans
4 1 cup boiled 2 cups beans
Listen again. Number these events in the order they
mashed pumpkin 2 cups sweet yellow pumpkin
happened. (4 points)
1/3 a butter stick 2 cups corn kernels
a. The poor man ate the bread that smelt of soup. 1/4 cup water 2 lts. water
b. The restaurant owner took the man to court. 1 teaspoonful salt 2 tablespoonfuls oil
c. He saw a pot of soup in a restaurant. 1/4 cup milk 1/2 cup chopped onion
d. A poor man had only a piece of bread to eat. 1 kg. flour 2 garlic cloves
1/2 teaspoonful 1 tablespoonful paprika
LANGUAGE baking powder 1 green pepper
5 What was Jennifer doing when Jim took these photos in
Europe? Write sentences in the Past Continuous Tense.
(5 points) WRITING
a. walk around London 9 Write a short review of a restaurant you know. It can be a
PHOTOCOPIABLE
b. go to the top of the Eiffel Tower fast food restaurant or any other restaurant. (10 points)
c. take a tour of Barcelona
d. eat hot dogs in Berlin Your 1 - 19 20 - 40 41 - 55
e. visit the Kremlin in Moscow result: Not too good Acceptable Great!
IN THIS UNIT YOU WILL LEARN TO: YOU WILL ALSO USE THE FOLLOWING TEXT TYPES:
Reading: Summarise a text using questions / Summarise a News-based anecdotes / Instructions / A myth / An interview / An
text using headings / Identify type and source of text / Scan advertisement
a text for specific information to complete a task YOU WILL ALSO LEARN:
Listening: Follow oral instructions to complete the order of Grammar: Going to to express the future / The use of wish / The
events / Match oral instructions with visual clues / Match a use of would like to
cause and effect in a recorded text / Identify specific Vocabulary: Make vs. do / Vocabulary related to professions and
information to fill in a graphic organiser work / Giving and following instructions for different machines
Production: Suggestions and replies / Plans for the future / YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES:
Talking about wishes and regrets / Making complaints The importance of doing a job well
Functions: Referring to personal experiences / Expressing
hopes and disillusion / Expressing wishes and regrets
Development
Lesson 1 two to three class periods
Lesson 2 two to three class periods
Lesson 3 two to three class periods
Lesson 4 two to three class periods
Apply your knowledge one class period/alternatively homework activity
Check and correct and final check one class period plus some home activity
Continuous / informal Students carry out reading and listening activities, take part in conversations, and produce written texts.
Check it over Students analyse their performance in the speaking, reading, listening and writing activities, and decide if
Self - evaluation they need more work, if they did ok or if they did really well.
Check & Correct Reading: Students locate missing information, relate text and visuals and identify specific information.
Unit evaluation Listening: Students discriminate sounds and extract specific information.
Language: Students going to, make/do and wish to express desires.
Writing: Students write wishes for the future.
Speaking: Students role-play a dialogue.
Students analyse their performance in the unit, give themselves points according to the frequency with
Final Check
which each criterion is observed and identify their situation.
Extra Test Reading: Students identify the general content, extract specific information and discriminate between
correct/incorrect and not mentioned information.
Listening: Students identify specific information and relate Speakers and speeches.
Language: Students use make/do, wish/would like to and going to.
Writing: Students write about the things they make/do well and about the things they wish/would like to
make/do well.
Speaking: Students exchange information about the things they make/do well and about the things they
wish/would like to make/do well with their partners.
PAGE 105 2
SET UP
Pair work. Students read the first definition in the chart
and then write similar definitions for the remaining
professions. Tell them to copy the chart in their notebooks.
1 Check orally.
Ask students who they consider “a professional”. What Possible answers
qualities must a professional have? Tell them to identify the Driver - a person who drives vehicles.
professions (pictures 1 – 5) and the situations (pictures 6 – Electrician - a person who works with electricity.
Engineer - a person who works with
10). Ask them to match the professionals and the
machinery.
situations.
Farmer - a person who works on a farm
Answers growing plants and breeding animals.
1 – 7; 2 – 10; 3 – 9; 4 – 6; 5 – 8 Hairdresser - a person who looks after and cuts
our hair.
Reporter - a person who reports news stories.
Translator - a person who translates words
from one language into another.
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PAGE 106 You can find several great adjective exercises on the site
DO IT WELL - MAKE IT BIG including word maps such as the one below that can be
adapted to several situations, for example adjectives to
READING
LESSON 1 describe your country, adjectives you would use to describe
your best friend, adjectives that describe what things
Mi d a sound / look / smell or taste like. The central oval is used
n T e se r
for the heading and the numbered ovals for the adjectives.
This Mind Teaser provides information on the Guinness
World Records. Motivate students to find more interesting
1
cases of world records at
http://www.guinessworldrwecords.com
8 2
For more information on the Mind Teaser, see page 7 of
the Introduction.
7 3
Danger
The difference between do and make is very important and
a source of many mistakes on the part of students. Teacher 6 4
can find more information as well as a full list of
expressions with do and make at 5
http://www.learnenglish.de/grammar/doormake.htm
For more information on the Danger section, see page 7 of
the Introduction. 2 +
Ask students to read sentences a. – d. and identify those they
THINK AHEAD believe refer to personal experiences. How do they know?
In this section, students get ready for the contents of the (L.A.: to use previous knowledge and personal experience)
lesson, make predictions and learn key vocabulary and Answers
potential “danger” zones to look out for. a., c. They are in the first person singular. They
use the pronoun I.
1 +
Ask students what we use adjectives for. Tell them to give you 3 ++
examples or write a list of words (adjectives, nouns, adverbs Ask students to describe the two pictures. What kind of
etc) on the board and ask them to identify the adjectives. story do they think they depict? What is unusual about the
Then ask them to place the adjectives in the box along the pictures? Do not check answers at this point.
line according to size (from smallest to biggest). (L.A.: to predict contents from visual clues)
For information on adjectives see
http://www.enchantedlearning.com/grammar/partsofspe 4 ++
ech/adjectives Make sure that students study the Danger note before
(L.A.: to use previous knowledge) doing this exercise. Check orally.
Answers (L.A.: to identify special collocations)
microscopic, diminutive, tiny, small, substantial, Answers
big, huge, a. make; b. doing; c. done; d. doing, make
Digital resource
See page 7 of the Introduction.
6 + 10 ++
Students identify the source and type of the two texts. In this case the teacher can use the star diagram to make
How can they validate their decision? Does the headline the task easier and more graphic for students.
help them to decide? Why? Star diagrams are a type of graphic organiser that
(L.A.: to identify type and source of a written text) condense and organise data about multiple characteristics
Answers of a single topic. Star diagrams are useful for basic
b. brainstorming about a topic or simply listing all the major
traits related to a theme.
For example, a star diagram can be used to create a graphic
7 +
display describing all you know about an animal (how big
Students read the four options then go back to the texts it is, where it lives, what it eats, how it breeds, etc.) A star
and choose the best answer. diagram can also be used to describe the key points of a
(L.A.: to get general information) story or event, noting the 5 W’s: who, when, where, what,
Answers and why.
b.
8 ++
Who
The teacher should be aware that there are different types
When Where
of reading and they serve different types of purposes. Story
Intensive reading - understanding every word that is read.
Extensive reading - trying to get the main idea of a text.
Scanning - looking for specific information in a text What Why
Skimming - or speed reading used to quickly identify the
main ideas of a text.
(L.A.: to scan a text for specific information)
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To make it simpler for the students you can make the star 11 +
organiser like this (making it big enough to write in). Make sure that students understand and can use the
structure before going to the exercise.
(L.A.: to apply a new grammar structure)
Answers
a. is going to be; b. are going to eat; c. is going
to share; d. is going to take part
12 ++
Read the questions with the class and revise the
Students write their questions in the ovals around the topic
information in the TAKE A CLOSER LOOK section. Check
of the story.
answers orally.
(L.A.: to summarise a text using questions)
(L.A.: to consolidate a structure and lexical items)
Answers
Answers
Story I Story II Will vary, but check that the structure is used
correctly and that the answers correspond to
Who? Mrs. Hallet and her Ken Crouch the questions.
family
When? Today In two days' time
What? A giant scone Fly in a chair tied to 13 +
Where? Torquay / Torquay 150 huge party Suffixes are an important part of language learning. They
Food Festival balloons are used to form new words and denote knowledge of the
Why? A dream, a wish Oregon, USA.
language. A suffix is an affix that is added to the end of a
A childhood dream
word that conditions its usage or meaning.
PAGE 109 A comprehensive list of suffixes and examples can be found
at http://www.learnenglish.de/grammar/suffixtext.htm
MAKE CONNECTIONS
(L.A.: to consolidate key lexical items)
Students connect what they have read in the previous Answers
sections with more specific points such as grammar baker - holder – creator – farmer –
explanations, examples, exercising and testing, oral and correspondent – owner – reporter
written production and other consolidation activities.
For more information on the MAKE CONNECTIONS section
see page 7 of the Introduction. 14 ++
Ask students to read the example before doing the
TAKE A CLOSER LOOK
exercise. Students re-write the sentences in their
This section deals with the going to + infinitive structure to notebooks. Check orally.
express future actions. More information on the structure (L.A.: to consolidate a structure following a model)
plus some exercises at http://www.englishclub.com/ Answers
grammar/verbs-m_future-gt.htm a. We’ve got to / We have to wash our car.
b. We’ve got to / We have to hurry up.
c. You’ve got to / You have to tell the truth.
Bear it in mind
d. Ken’s got to / Ken has to shoot 50 balloons.
Ask the students to read and discuss the section in pairs
and then elicit comments and conclusions. Encourage them
to mention other professions, identifying the suffix.
17 + FL Students take a fast critical look at what they have learnt in the
The two texts are told from the point of view of the two lesson in three main areas:
protagonists – they express personal experiences. Tell • Reading
students to pay attention to the first person singular, • Speaking
personal adjectives such as I, my, etc. • Writing
(L.A.: to summarise texts that express personal This is a section for the STUDENTS so teacher should intervene
experiences) as little as possible in this process.
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PAGE 112 For example: if you rub a match against the side of a box it
will either light or not.
FOLLOW THE INSTRUCTIONS
Multiple causes leading to one event - in which
LISTENING
LESSON 2 multiple causes have one effect (a fishbone diagram can be
used for these).
THINK AHEAD Cause
In this section, students get ready for the contents of the Effect
lesson, make predictions and learn key vocabulary and Cause
potential “danger” zones to look out for.
For example: A glass will break (effect) if you drop it or hit
it against something.
1 + Chain of events - in which one event causes another,
Following instructions in any language is an important which triggers another, etc., like the domino effect.
part of our personal and professional lives. Instructions are Cause Effect/Cause Effect/Cause Effect
given to us on a daily basis - we need to know how to use a
machine, how to complete a form, how to prepare a recipe, In this exercise students can apply what they have learnt in
how to do homework. Students will use these skills in any other subjects or what they know from personal
language they speak so it is important that they learn how experience.
to follow instructions. (L.A.: to connect a topic and previous knowledge)
(L.A.: to match visual clues with written instructions) Answers
She presses the button on the microwave. The
Answers
machine starts working.
a. ii. – iii. – i.
I dial a number. John answers the telephone.
b. ii. – iv. – i. – iii.
Susie turns the taps on. Water comes out.
I put a card into the slot. Money comes out.
2 ++ George turns the light on. The room gets brighter.
Talk to students about the cause and effect relationship.
You can use some of the graphic organisers provided below PAGE 113
to practise. 3 +
Cause and Effect diagrams, also called sequence of events
diagrams, describe how events affect one another in a process. Students read the dialogues and express their opinions based
The student must be able to identify and analyse the on what they know or are aware of. Help them notice the
cause(s) and the effect(s) of an event or process. In this difference between hope / expectation (you want something
process, the student realises how one step affects the to happen) and regret (you feel sorry about something that
other. This type of diagram is very useful in science happened or not happened; you did or didn’t do).
projects, for example, and it would help students to learn (L.A.: to use personal opinions and previous knowledge)
the different types. Answers
Disjointed events - in which each cause has one effect. a. hope / expectation; b. regret;
c. expectation; d. regret
Cause Effect
For example: if you press the P key on the keyboard the
4 +
computer will type the letter P.
One cause leading to various events - in which one It is important for students to interact with a text before,
cause has multiple effects. during, and after reading, listening, or viewing by:
• setting a purpose.
Effect
• previewing the text.
Cause • making predictions.
Effect
• asking questions.
• locating information for specific purposes. Man: Yeah, it does look like a dog!
• making connections. Instructor: You can draw eyes, a nose and a mouth and
In this exercise students use various clues to establish / you’ll get a really dog-like face!
guess the subject of the listening text. Do not check Woman: What are we going to do next class? Hopefully a
answers at this point. more complex design.
(L.A.: to predict the subject of a listening text using various clues)
GO AHEAD 5 + 26
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Answers 11 ++ 26
Order 1st 2nd 3rd 4th 5th 6th Read the questions with the class and encourage students to try
Instruction b f c e a d and answer them in their groups from what they remember.
Picture 1 6 5 3 4 2 Play the recording again for students to check their answers.
(L.A.: to get specific information)
Answers
a. Origami. b. China. c. Buddhist monks.
d. Not to do anything complicated.
8 ++ 26
Ask students to read the words in the box then play the 12 + 26
recording again. Tell them to write the words that the Refer students back to Exercise 3 before listening to the
person uses to give the instructions. recording again.
(L.A.: to listen for specific information) (L.A.: to find specific information)
Answers Answers
first, next, now, then, finally I hope; Oh dear
10 ++ 26
Danger
Ask students to read the part of the sentence provided before
playing the recording again. Check their answers orally. Draw students’attention to this section and elicit more
(L.A.: to listen for specific information) examples from them. If they like listening to songs in English
Answers
they may have heard expressions like: I’m gonna tell her,she’s
a. I hope that you are all going to enjoy today’s gonna leave me, they’re gonna be sad, etc. Draw a chart with
lesson. two columns on the board and ask students to write the
b. Can you tell us about the origin of origami? examples on the left column; ask different students to write
c. I’m going to show you some basic shapes. the correct sentences on the right column.
For more information on the Danger! section, see notes on
page 7 of the Introduction.
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3 ++ PAGE 120
The relationship between words and meanings is
extremely complicated, and belongs to the field of GO AHEAD
Semantics. Traditionally, grammarians have referred to the 5 +
meanings of words from two points of view: Students read the text once and check their predictions in
denotation: the literal meaning of the word Exercise 4
connotation: an association (emotional or otherwise) (L.A.: to check and validate predictions)
which the word evokes
Answers
Please study the following example of three connotations: May vary
Negative: There are over 2,000 vagrants in the city.
Neutral: There are over 2,000 people with no fixed
Bear it in mind
address in the city.
Positive: There are over 2,000 homeless in the city. See notes on page 7 of the Introduction.
All three of these expressions refer to exactly the same Read this section with the class before doing Exercise 6.
people, but they will invoke different associations in the Elicit more examples and write them on the board in two
reader’s mind: a “vagrant” is a public nuisance while a columns: Headings and Titles.
“homeless” person is a worthy object of pity and charity.
(L.A.: to identify the connotation of key lexical items)
6 ++
Answers
Positive: chief, favour, fine, smart. Generally, a title or a heading is a very brief summary of a
Negative: lie, naïve, terrible, vengeful. paragraph or a full text. Summarising is an important skill
Neutral: weight, apple, basket, quiet. which is often used when researching, gathering or
presenting information and here the process is done in
reverse - students must match the “summary” (heading)
4 ++ with the corresponding text. Tell students to concentrate
It is important for students to interact with a text before, on the key aspects of each paragraph. For example: what is
during, and after reading, listening, or viewing by: the key aspect / main subject of paragraph I? The title must
• setting a purpose. be related to it.
• previewing the text. (L.A.: to identify and summarise main idea and supporting
• making predictions. information)
• asking questions. Answers
• locating information for specific purposes. a. is not used; b. Paragraph III; c. Paragraph II;
• making connections. d. Paragraph I.
In this exercise students use lexical clues to establish / guess
the subject of a lesson. Do not check answers at this point.
(L.A.: to predict contents from key lexical items) 7 ++
Ask students to read the three sentences (a. – c.) before
going back to the test. Ask them if they can support their
Digital resource answers with additional information.
See notes on page 7 of the Introduction. (L.A.: to match information using textual clues)
Answers
a. (3); b. (2); c. (1); d. (4)
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8 +++ 10 ++
Students will need to apply some analytical skills to do this Again, students must resort to their analytical skills.
task. Make sure that you help them out if they have trouble Analytical skill is the ability to visualize, articulate, and
finding the correct answer. Provide other examples on the solve complex problems and concepts, and make decisions
board. that make sense based on available information. To test for
(L.A.: to identify textual references) analytical skills one might be asked to look for
Answers inconsistencies in an advertisement, put a series of events
a. i, b. i, c. ii, d. i in the proper order, or critically read an essay. In this
exercise students must try to think like the protagonist and
use a given structure to express their thoughts.
9 ++ (L.A.: to apply a language content)
Ask students to substantiate their answers. If , for example Possible answers
they think that according to the author Zeus is unforgiving, a. i, b. i, c. i, d. ii
how have they arrived to this conclusion? Work a little with
synonyms to show similarities and also give more
examples of positive, negative and neutral connotations. 11 ++ FL
(L.A.: to identify tone and opinion) See notes on analytical skills in Exercise 10 above.
Answers (L.A.: to apply analytical skills)
a. i, b. i, c. i, d. ii Answers
a. Atlas; b. Zeus; c. Hercules
PAGE 121
PAGE 122
MAKE CONNECTIONS
12 ++
Students connect what they have read in the previous sections
Refer students to the TAKE A CLOSER LOOK section where
with more specific points such as grammar explanations,
they can find more information.
examples, exercising and testing, oral and written production
(L.A.: to practise and consolidate a structure)
and other consolidation activities.
For more information on the MAKE CONNECTIONS section see Answers
a. wish I had
page 7 of the Introduction.
b. wish I lived
TAKE A CLOSER LOOK c. wish I understood
d. wish I was
See notes on page 6 of the Introduction. e. wish I knew
This section provides additional information on the use of
wish to express wishes and regrets. Danger
More information and exercises on the use of wish can be
found at http://www.eslbase.com/grammar/wish See notes on page 7 of the Introduction.
Juliet: I have to make a telephone call. Play the recording with pauses for students to repeat and
Steve: Who are you going to call? imitate pronunciation, intonation and accentuation. Give
Juliet: Sarah, she has not made a decision them a few minutes to practise in pairs and then invite
about the party yet. some students to role play the conversation in front of their
Steve: Don’t worry. You know that whatever classmates.
she does she always does her best.
(L.A.: to imitate a conversation model)
Juliet: Yes, but time’s running out and I can’t
make exceptions for anybody. She has
to make up her mind. PAGE 123
Steve: It’s going to be OK. You made the plans
FAST CHECK
for the party a long time ago and
everything else is going fine. 17 ++
Juliet: I’m sure you’re right. Hey, can you do
me a favour? (L.A.: to review a new structure)
Steve: Sure. Answers (some variations are allowed)
Juliet: Can you make the arrangements for a. wish I had one.
the party balloons and the flowers? b. wish it was the weekend.
Steve: Don’t worry. I will do all the work! c. wish I could speak the language.
d. wish it was warm and sunny.
e. wish it was lunchtime.
15 ++ 28
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PLAY IT 3 ++
It is important for students to interact with a text before,
See notes on page 7 of the Introduction.
during, and after reading, listening, or viewing by:
• setting a purpose.
CHECK IT OVER! • previewing the text.
• making predictions.
Students take a fast critical look at what they have learnt in the
• asking questions.
lesson in three main areas:
• locating information for specific purposes.
• Reading
• making connections.
• Speaking
In this exercise students use provided statements (which
• Writing
they read and discuss) to establish / guess the subject of
This is a section for the STUDENTS so teacher should intervene
the text they are going to listen to. Do not check answers
as little as possible in this process.
at this point.
For more information on the Check it over! section see page 7 of
(L.A.: to predict the subject of a listening text)
the Introduction.
II Answers
Interviewer: Good afternoon. Interview I Interview I
Dani: Hi, there.
Interviewer: Would you like to take a seat and tell us about Name Carly Dani
yourself? Surname Martinez Blake
Age 25 20
Dani: Well, I’m Dani Blake, I’m 20 and I’m a
Current Workplace Law firm Dental surgery
receptionist in a dental surgery.
Languages English and Spanish English
Interviewer: Do you speak any foreign languages?
Skills/ duties Answer the telephone Greet patients, indicate
Dani: Oh, gosh no. I just speak English. I want to politely, keep the visitors’ the treatment room,
learn French but I have very little time and I’m book, basic computer keep reception area tidy,
also quite useless at languages! skills, issue security show dentist patient
Interviewer: What are your duties at the surgery? passes, provide files information dentist
information to visitors, of his/her appointments
Dani: I’m normally up to my ears with work! I say
take telephone messages
hello to the patients when they come in and I
tell them where a specific treatment is, for
example where to go to get a filling, you 6 ++ 29
know? Or that the x-rays are in another What is the general tone of the two interviews? Can they
building and things like that. identify who in general speaks a more or less formal
Interviewer: Anything else? language? Ask students which terms in the two interviews
Dani: Yes, I tell the dentist where he can find indicate that they use either formal or informal language.
patients’ files and what appointments he has. (L.A.: to identify the tone and type of language of a
And I also make sure the reception is kept listening text)
clean and tidy.
Answers
Interviewer: Why do you wish to change jobs?
Interview II is more informal than Interview I.
Dani: Because I want something more interesting. Dani says:
Hi there.
Oh, gosh no.
4 + 29 I’m quite useless at languages.
Students listen to two interviews and validate their I’m normally up to my ears with work!
predictions in Exercise 3. Ask them to list the duties in their I say hello to patients
You know?
notebooks.
(L.A.: to check and validate predictions)
Answers 7 ++ 29
a., c., e., f., g., h., i.
Ask students to first read the sentences and pronounce the
two words given as options or alternatively you pronounce
5 ++ 29 them for the students. Then play the recording. Remind
Play the interviews again. Students fill in the chart. Check them not to write in their books.
answers on the board. (L.A.: to discriminate between similar sounds / words)
(L.A.: to identify and organise specific information) Answers
a. ad; b. law; c. skills; d. useless
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See notes on page 6 of the Introduction. They are not going to rent a limousine.
14 ++ They are not going to go on a honeymoon.
Students may use some of the questions asked by the They are not going to invite people they don’t like.
They are not going to worry about problems.
interviewers in the listening texts. Check orally and tell
them to ask a partner the questions. 2
(L.A.: to write sentences following a provided example)
Answers
Answers
Will vary - students follow the provided
May vary
example.
3
CHECK IT OVER!
Answers
Students take a fast critical look at what they have learnt in the If you are going to do something make sure
lesson in three main areas: that you do it well!
• Listening If you are going to drive make sure you don’t
drink any alcohol.
• Speaking
If you are going to travel abroad don’t forget to
• Writing take your passport.
This is a section for the STUDENTS so teacher should intervene If he is going to keep shouting at me I will just
as little as possible in this process. leave the room.
For more information on the Check it over! section see page 7 of If John is going to come to the party I am
the Introduction. definitely not coming. I can’t stand him!
If she is going to study languages she should
watch foreign films.
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4 II
Answers Welcome to ITC customer service. If you’d like the instructions in
I wish I had a different name. English, press 1. For instructions in Spanish, press 2. If you’d like to
I wish I was smaller / shorter. get the assistance of an operator, press 3. If you want to make a
I wish I lived in the city. call, first pick up the receiver. Wait for the dial tone. Put coins into
I wish I had more free time. the coin slot or dial your card access number. Then dial the
I wish they lived closer. number of the person you wish to call. If you are going to call a
I wish I could go to the concert. number abroad please make sure you dial the country code and
the city code first. When you have finished, just hang up. Thank
PAGE 132 you for using ITC.
4. 31
CHECK & CORRECT
a. cash machine
This is an opportunity to re-examine difficult questions and fit all b. payphone
c. a bank
the main pieces of the puzzle together into one coherent picture.
d. phone company
Here the Teacher can also look for errors and wrong conclusions.
This is an extra opportunity to correct them before moving on to 31
the subsequent unit. Please refer to the Evaluation table and 5.
indicators at the beginning of this unit (Teacher’s Book). a. pick up the receiver.
b. wait for the dial tone.
READING – MAKING A CURANTO c. put coins into the coin slot or dial your card
1. a. (3); b. (4); c. (5); d. (1); e. (2) access number.
2. a. The Plaza de Armas d. dial the number of the person you are calling.
b. The Central Market e. dial the country code and the city code.
c. Boat tour f. hang up.
d. Viña del Mar
e. Valle Nevado LANGUAGE
3. a. 56 kilometres. 6. a. Who is Jackie going to visit in Torquay?
b. 160 metres long. b. Where is Torquay?
c. 5,000. c. How is she going to get there?
d. 5 tons. d. What is she going to buy?
e. Why is going to buy a present?
LISTENING - HOW TO USE IT f. Where are they going to have lunch?
TRANSCRIPT 31
7. a. do, b. do, c. making, d. making
I
Welcome to the Western bank. If you wish to use the machine, 8. a. to be; b. I had; c. she was; d. to make
you need a bank account and a debit or credit card. This card
will permit you to apply for a code number, also known as a
PIN. To start with, insert the card into the slot provided and
press the buttons equivalent to your PIN number. Look at the
screen and choose the language you wish to use. Then look at
the screen again and select one of the available operations
which include the following: you can withdraw money, deposit
a cheque, or check your bank balance. If you are going to
deposit a cheque make sure you type in the correct bank
account number.
WRITING
10. Answers will vary. Check each paragraph using
the Writing Rubric or you can assign points
according to these criteria.
7 – 8 points: student can write sentences about
the things he / she wishes, using the correct
language structures and without grammar or
spelling mistakes.
5 – 6 points: student can write sentences
about the things he / she wishes using the
correct language structure, with a minimum of
grammar or spelling mistakes.
3 – 4 points: student can write sentences about
the things he / she wishes using the correct
language structure, but makes grammar and
spelling mistakes.
1 - 2 points: student can’t write a paragraph
about the things he / she wishes, he / she
doesn’t use the correct language structure, and
makes a lot of grammar and spelling mistakes.
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When you are an elderly person and your children are adults you
obviously want the planet Earth to be the same as it was when
you were young. Can it be achieved? What are the things that you
can do to help save our planet? There are many things that you
can do – some of them simple and some of them more difficult.
For example, you can plant a tree in your garden or a nearby
park, you can recycle the trash you throw away every day, you
can use less water, and you can protect the wildlife around us.
And whatever you do, put your heart into your actions.
Besides all this you can think about your carbon footprint, Biodiesel is simple to use, biodegradable, non-toxic, and
meaning how your everyday activities affect our planet or, in essentially free of sulphur and aromatics. Biodiesel is made
other words, how much your activities - such as moving from through a chemical process where glycerine (a valuable by-
place to place, eating and washing - damage Earth. The next product that can be sold to be used in soaps and other
time you use your car or take a bus to school or work, ask yourself products) is separated from the fat or vegetable oil. When we
what you can do to make a smaller impact on our planet. use biodiesel we can be sure that it is going to be better for the
environment because it is made from renewable resources and
Scientists say that very soon we are all going to use an has lower emission compared to petroleum diesel.
alternative fuel called biodiesel. Biodiesel is the name of a
clean burning fuel produced from domestic, renewable So remember, write up an action list and do the right thing for
resources. It contains no petroleum, but it can be mixed at any our planet – your children and grandchildren will be really
level with petroleum diesel. thankful.
1 Read the text once. What is its general topic? (1 points) 3 Read the text once more. Are these statements true (T),
a. The impact of fossil fuels on the environment false (F) or not mentioned (NM)? (5 points)
b. The production, use and advantages of biodiesel a. Biodiesel is another name for petroleum.
c. Why we should protect the environment b. It is simple to use and it is not toxic.
c. Brazil is the largest producer of biodiesel.
2 Read the text again. Find four actions you can take to d. The use of biodiesel helps to protect the environment.
protect our planet. (4 points) e. In the near future we are all going to use biodiesel.
a. __________________________________
b. __________________________________
PHOTOCOPIABLE
c. __________________________________
d. __________________________________
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IN THIS UNIT YOU WILL LEARN TO YOU WILL ALSO USE THE FOLLOWING TEXT TYPES
Reading: Identify and establish the mood of a text / Anecdotes / A song / A newsletter / An article with predictions.
Differentiate between fact and opinion / Match written and YOU WILL ALSO LEARN
visual clues / Discriminate between correct and incorrect Grammar: The Passive voice / Want to, need to, have to, would like
information. to / Modal verbs should, ought to, must / Similarities and differences
Listening: Identify the tone of a recorded message / between must/have to.
Identify speakers. Vocabulary: Words related to lifestyles and making a living /
Find specific information. Words related to life in the future.
Production: Express opinions and personal points of view / YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES
Talk about wishes and regrets / Tell people what you want Different lifestyles and why we should respect them.
and need / Talk about how to protect our planet.
Functions: Express opinions and personal points of view /
Express necessity, needs and wishes / Express obligation.
Development
Lesson 1 two to three class periods
Lesson 2 two to three class periods
Lesson 3 two to three class periods
Lesson 4 two to three class periods
Apply your knowledge one class period/alternatively homework activity
Check and correct and final check one class period plus some home activity
Continuous / informal Students carry out reading and listening activities, take part in conversations, and produce written texts.
Check it over Students analyse their performance in the speaking, reading, listening and writing activities, and decide if
Self - evaluation they need more work, if they did ok or if they did really well.
Check & Correct Reading: Students identify specific information and infer meaning from the context.
Unit evaluation Listening: Students identify and extract specific information.
Language: Students use the Passive Voice and modal verbs.
Writing: Students write a short paragraph about likes, obligations and necessities.
Speaking: Students role-play dialogues from visual clues.
Students analyse their performance in the unit, give themselves points according to the frequency with
Final Check which each criterion is observed and identify their situation.
Extra Test Reading: Students identify source of the text, relate information and infer meaning from the context.
Listening: Students identify specific information and discriminate sounds.
Language: Students use modal verbs, the Passive Voice and the definite article the
Writing: Students write a short report on a person’s lifestyle
Speaking: Students exchange information about the things they have/would like/need to do.
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11 ++ 14 + FL
Before doing this exercise it is very important that students Offer a few examples on the board before doing this exercise.
study the Danger section on this page plus you should They use a calculator to do this maths exercise.
provide more examples on the board. Remember, what is A calculator ___________________
obvious and easy for a teacher may not necessarily be so for A calculator is used to do this maths exercise.
the students. Always give plenty of examples in context They buy 10 eggs to make a big omelette.
that are easily comprehensible to students. 10 eggs are bought to make an omelette.
(L.A.: to apply new knowledge to a task) (L.A.: to consolidate a structure using provided clues)
Answers Answers
Adjective: a., b., d. a. A lot of money is spent by tourists in that city.
Passive Voice: c., e., f. b. These texts messages are generally written by
my father.
c. Ancient tombs are often discovered by
12 + archeologists.
Ask students to study the chart, select five values from it d. Millions of bars of chocolate are eaten every
(for example: orange juice in January, strawberry juice in day.
March, etc.) and write five sentences in their notebooks.
Check orally.
(L.A.: to apply a grammar structure to a task) HAVE A CHAT
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wish she wasn’t. I have to get in touch with her Students listen to the first part of the program and check
to tell her I’m sorry . their predictions.
Presenter: If she’s listening, what do you want to tell her? (L.A.: to check and validate predictions)
Frank: If she’s listening I’d like to tell her that I need her. Answers
And I miss her. If she’s listening I have to tell her a.
to think of the things and places we both
remember.
Presenter: And the song you’d like to dedicate to her?
6 + 34
Play the recording a second time after students have read the
Part II questions. Stop the CD if students so request to take notes.
Frank: ‘In my Life’ by the Beatles. Answers
Presenter: Here we go, then. a. At one minute past midnight.
b. For people who can’t sleep or are sorry or
Song need to say I love you.
c. He only has 15 seconds.
There are places I’ll remember all my life,
d. If she’s listening he’d like to tell her that he
Though some have changed
needs her and that he misses her. If she’s
Some forever, not for better listening he has to tell her to think of the
things and places they both remember.
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7 + 34 Answers
Play the recording again and give students time to complete Nostalgic
the sentences.
(L.A.: to find specific information) PAGE 146
Answers 10 ++ 34
a. … I’m sorry through a song.
b. ….how much I care about her. Read the sentences with the class. Then play the recording
c. …to tell her I’m sorry. again.
d. …and places we both remember. (L.A.: to discriminate between similar sounds / words)
Answers
a. life; b. you; c. new; d. affection
8 + 34
13 ++ 35 16
Ask students to name the people, places and things in the Answers
pictures then read Diana’s questions. Initially they use the a. i.; b. ii.; c. i.; d. ii.; e. ii.
visual clues to answer the questions but then they may use
personal preferences to answer them.
PAGE 149
(L.A.: to practise a conversation model using visual clues)
Answers WRITE IT DOWN
See transcript
17 ++
35
Once again discuss with students the situation where they
TRANSCRIPT - ORAL PRACTICE have a problem or an argument with a friend. Ask them if
they should stay angry with their friend or if they should
Diana: If you were a famous pop star, who would you like to be? try to make up. Why?
Mark: I would like to be Joe Jonas. Tell them to write no more than 3 sentences referring to
Diana: When you finish school where would you like to live? their experience and the actions they would take. You can
Mark: I would like to live in New York. ask them to go back to exercise 1 on page 144.
Diana: What do you want to eat, pizza or pasta? (L.A.: to write a paragraph expressing personal opinions / ideas)
Mark: I want to eat pasta.
Answers
Diana: Do you have to study chemistry or physics?
Will vary.
Mark: I have to study chemistry.
Diana: To make a brownie, do I need milk or water?
Mark: You need to use milk. PLAY IT
Students listen to the recording, imitate and role play the CHECK IT OVER!
conversation.
(L.A.: to imitate a model of pronunciation) Students take a fast critical look at what they have learnt in the
lesson in three main areas:
• Speaking • Listening • Writing
This is a section for the STUDENTS so teacher should intervene
as little as possible in this process.
For more information on the CHECK IT OVER! section see page 7
of the Introduction.
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PAGE 150 2 +
LIFE AS WE KNOW IT Ask students to look at the graph / organiser. How is it
READING divided? What are man-made structures? Can they give an
LESSON 3 example? Then tell them to look through the list of names
in the box. Do they know all of them? If not, help them out
THINK AHEAD or assign this list beforehand for research at home. Finally
In this section, students get ready for the contents of the ask them to classify the words in their notebooks under the
lesson, make predictions and learn key vocabulary and correct heading.
potential “danger” zones to look out for. (L.A.: to classify information in a graphic organiser)
Answers
1 + Man-made, modern: Mount Rushmore, Niteroi
Bridge, The Channel Tunnel, The Eiffel Tower,
Ask students to look at the pictures and identify the famous The Empire State Building, the Entel Tower, The
landmarks. Provide extra information to help them along. National Stadium, the Statue of Liberty, The
(L.A.: to use previous knowledge or experience) Tinguiririca Bridge, the Yangtze River dam.
Man-made, ancient: Buckingham Palace, The
BACKGROUND INFORMATION Alhambra, The Colosseum, The Forbidden City,
The Eiffel Tower is an iron tower built in 1889 on the Champ de The Sphinx,
Mars beside the Seine River in Paris. Named after the designer and Natural, water: the Bio Bio River, the Maipo
engineer Gustave Eiffel the tower has become a global icon of Canyon, the Nile, the Pacific Ocean.
France and is one of the most recognizable structures in the world. Natural, solid: Easter Island, San Cristobal hill,
the Antarctic Peninsula, the Atacama Desert,
Buckingham Palace is the official London residence of the
the Central Valley, the Moon.
British monarch. Located in the City of Westminster, the palace
is a setting for state occasions and royal hospitality, and a major
tourist attraction. It was built in 1703. PAGE 151
The Colosseum, originally the Flavian Amphitheatre, is an
elliptical amphitheatre in the centre of the city of Rome, Italy, Bear it in mind
the largest ever built in the Roman Empire. It is one of the
greatest works of Roman architecture and engineering. It was Ask the students to read and discuss the section in pairs,
built in the first century AD. and then elicit comments and conclusions. Encourage them
The Moscow Kremlin usually referred to simply as The to mention more examples. For more information on the
Kremlin, is a historic fortified complex at the heart of Moscow, Bear it in mind section, see page 7 of the Introduction.
overlooking the Moskva River. It is the best known of Kremlins
– or citadels and includes four palaces, four cathedrals, and the
enclosing Kremlin walls. The complex serves as the official
residence of the President of Russia.
Manhattan is one of the five boroughs of New York City,
located primarily on Manhattan Island at the mouth of the
Hudson River. Manhattan is the most densely populated county
in the United States, with 70,595 residents per square mile
(27,267/km2). It is also one of the richest counties in the United
States, with a 2005 personal per capita income above
US100, 000.
Source: Wikipedia
3 + 7 ++
It is important for students to interact with a text before, Ask students to read each paragraph where the words in
during, and after reading, listening, or viewing by: bold are and write what they refer to.
• setting a purpose. (L.A.: to recognise textual references)
• previewing the text. Answers
• making predictions. a. Paragraph I
• asking questions. it - refers to the newsletter.
• locating information for specific purposes. him - refers to Professor Gellibrand.
• making connections. b. Paragraph II
In this exercise students use their personal experience and it - refers to planet Earth.
the context to predict lexical content. Do not check answers c. Paragraph III
they - refers to buildings made of wood.
at this point.
(L.A.: to predict lexical contents of a text from context)
8 +
GO AHEAD Students read the statements and try to decide if they are
true or false. Then they read the text again to check their
4 +
answers. You can ask the keener students to correct the
Ask students to read the brochure and check their false statements.
predictions listening the words in their notebook. (L.A.: to discriminate between correct and incorrect
(L.A.: to check and validate predictions) information)
Answers Answers
Will vary. a. True; b. False (within a hundred years);
c. True; d. False (wolves, lions, foxes and bears
5 ++ will be the master species); e. True.
You have already discussed with students different
important landmarks - now ask them to locate four in the
text. Two of the six are not mentioned. MAKE CONNECTIONS
(L.A.: to look for and locate specific information in a text) Students connect what they have read or listened to in the
Answers previous sections with more specific points such as grammar
Mentioned: 1 The Eiffel Tower, 3 The Kremlin, explanations, examples, exercising and testing, oral and written
4 Buckingham Palace, 5 The Empire State production and other consolidation activities.
Building. For more information on the MAKE CONNECTIONS section see
Not mentioned: 2 Basilica of Saint Peter in page 7 of the Introduction
Rome, 6 Tower Bridge in London.
9 ++
6 ++ Refer students back to the Bear it in mind section on
Students must pay attention to the information before and page 151 before doing this exercise.
following the gaps. Check orally. (L.A.: to consolidate a language structure)
(L.A.: to match information to context)
Answers
a. – ii, b. – ii, c. – ii, d. – ii, e. – i, f. - ii
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and the view of the Pyrenees was spectacular! Ask students to look carefully at the pictures – what are
At the beginning of the journey there was a the key elements in each? For example “bridge” in picture
quick stop over in Rio de Janeiro; I had really 1. What does the man want / wish to do?
hoped to see the Amazon but unfortunately it (L.A.: to match textual and visual information)
is in another part of Brazil.
Possible answers
New York is spectacular. This afternoon we had
See transcript.
a quick walk in Central Park and tomorrow we
are planning to visit the Statue of Liberty. If we
have time we will also see the Empire State 36
TRANSCRIPT - ORAL PRACTICE
Building.
I am staying at a little hotel called the Madison a. A: Well, we definitely have a problem.
which is located on the corner of 42nd Street B: Yeah, I wish there was another way of crossing this river.
and 5th Avenue.
b. A: Isn’t this weather awful?
That’s’all for now. Send my love to mum and dad. B: Yes! How I wish I could go swimming, even in this rain!
Your brother
Richard c. A: Are we going to have some water melon?
B: We can’t at the moment. We need a knife.
TAKE A CLOSER LOOK
d. A: Which of the toys would you like to have?
This section deals with modal verbs must (to express B: I want to have the one on the top shelf, please.
certainty), might (to express possibility), should and ought
to (to express suggestions / recommendation). 13 +
Students check their answers listening to the recording.
10 + Remember that there might be significant differences
Ask students to describe the pictures in their groups and between the recording and students’ answers – reassure
then read the sentences with them. Check answers orally. them that as long as their option is grammatically and
(L.A.: to match visual and written clues to consolidate a contextually correct, their answers are acceptable.
new structure) (L.A.: to imitate a model of conversation)
Answers
a. – 1, b. – 4, c. – 2, d. – 3 FAST CHECK
14
11 + FL
Answers
Tell students to read the sentences with both options and a. must, b. ought to, should, c. might, d.
choose one that best fits the situation. should, ought to, e. must
(L.A.: to match information)
Answers
a. – i, b. – i, c. – i.
WRITE IT DOWN 2 +
This is a very popular children’s song. It tells the story of
15 ++ Noah’s ark and how the animals entered it to get out of the
This is an ideal exercise for homework. Make sure that rain. If you know the music, sing it with students.
students have enough time to do some research. They may (L.A.: to identify general comprehension of a poem)
choose any city in the world or describe the place where Answers
they live. May vary
(L.A.: to write a description)
PAGE 157
CHECK IT OVER!
3 ++
Students take a fast critical look at what they have learnt in the Ask students to look at the information in the boxes –
lesson in three main areas: explain any vocabulary they might not understand. What is
• Speaking • Reading • Writing their opinion of the situations? What should we do if we
This is a section for the STUDENTS so teacher should intervene live in space?
as little as possible in this process. (L.A.: to discuss a subject offering personal opinions)
For more information on the CHECK IT OVER! section, see page 7 Answers
of the Introduction. May vary
PAGE 156
4 +
LIFE AS IT WILL BE
It is important for students to interact with a text before,
LISTENING
LESSON 4 during, and after reading, listening, or viewing by:
• setting a purpose.
THINK AHEAD • previewing the text.
In this section, students get ready for the contents of the • making predictions.
lesson, make predictions and learn key vocabulary and • asking questions.
potential “danger” zones to look out for. • locating information for specific purposes.
• making connections.
In this exercise students use their personal experience and
1 + the context to predict the subject of a listening text. Do not
Ask students to talk about the four pictures. How do we check answers at this stage.
know that they refer to the future? Do the objects in the (L.A.: to predict lexical contents from context)
pictures commonly exist in present life? Do they think that
life in the future will be better or worse? Why?
(L.A.: to use personal experience / previous knowledge to GO AHEAD
discuss a subject) TRANSCRIPT - LIFE AS IT WILL BE 37
Answers
May vary Teacher: Children, do you know what Noah’s Ark was? Have
you ever heard about it?
Charles: It’s a story about and old man who lived many years
ago and who saved all the animals on earth from a
flood.
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maybe for a nuclear war or for any other A proverb is a simple and concrete saying popularly known
catastrophic event. and repeated, which expresses a truth, based on common
Louise: And if we prepare well can we save the planet? sense or the practical experience of humanity. They are
Teacher: I don’t know. But we must do something to prevent often metaphorical. A proverb that describes a basic rule of
the disaster. You know what the old proverb says: conduct may also be known as a maxim.
“Better to be safe than sorry”. Some common English proverbs are:
Dan: So, what can we do? A fool and his money are soon parted.
Teacher: Well, Swedish scientists say that the best way to Actions speak louder than words / voice.
prepare for a catastrophe is to store food in case a Beggars can’t be choosers.
tragedy happens. We must have enough food to Home is where the heart is.
survive. (L.A.: to listen for specific information)
Anne: But there are millions and millions of people in the Answers
world! Can we store enough food for everyone? c. (Spanish equivalent: más vale prevenir que curar).
Teacher: Probably not, but again it’s better to have something
than nothing. What the Swedish scientists are doing
PAGE 158
is this: they are preparing a very cold chamber in a
cave in a remote Arctic mountain. The cave is called 7 + 37
the Doomsday Vault. Doomsday in old English means Ask students to name the six vegetables in the pictures and
‘Judgement day’. This chamber, which looks like a list them in their notebooks. Then play the recording again
long tunnel, is very big and it can store 4 million and tell them to tick five vegetables mentioned in it.
seeds, from most of the plants on our planet. This (L.A.: to match specific information with visual clues)
way, if a cataclysm happens, humans will have some Answers
seeds such as corn, potatoes, tomatoes, beans and beans – 1, corn – 2, potatoes – 4, rice – 5,
rice, to grow and have food again. tomatoes – 6. Not mentioned: cucumber – 3.
Frank: But what if the seeds go bad?
Teacher: Well, the seeds are stored at temperatures of minus
18ºC so they might last hundreds, even thousands of 8 ++ 37
years. And even if the cooling systems fail, the Ask students to read sentences a. – e. and then listen to
temperature in the frozen mountain will never rise the recording again. Who said the statements? Check orally.
above freezing and this way the seeds will be safe. (L.A.: to identify speakers)
You see? Just like the animals in the ark.
Answers 11 +
a. One of the students. Ask students to observe the picture and the parts with the
b. One of the students.
arrows. Can they name all the parts and provide the correct
c. The teacher.
information for each box after they have listened to the
d. One of the students.
e. The teacher. recording several times?
(L.A.: to match visual and recorded information)
Answers
9 ++ 37 a. Doomsday Vault
Students first read the sentences, copy them into their b. Rice, beans, potatoes, tomatoes, corn
notebooks with the corresponding gaps then listen again c. A remote Arctic mountain
and fill in the gaps with the corresponding information. d. 4 million seeds
(L.A.: to match information)
Answers 12 ++
a. We have to prepare for global warming,
Divide the class into small groups and separate them
maybe for a nuclear war.
b. Swedish scientists say that the best way to
physically from each other (at different desks). Tell the
prepare for a tragedy is to store seeds. groups to read and discuss the two questions them. Ask
c. They are preparing a very cold chamber in a them to write the findings in a notebooks and then read
cave in a remote Arctic mountain. them out to the rest of the class. Where the answers similar
d. This chamber, which looks like a long tunnel, / different? How?
is very big and it can store 4 million seeds. (L.A.: to discuss a subject using own experience and
previous knowledge)
Answers
10 + 37
May vary
Read the questions with the class and then play the
recording again. Check answers orally.
(L.A.: to get specific information) PAGE 160
Answers TAKE A CLOSER LOOK
a. Swedish
b. Judgement day This section provides information on the forms, uses and
c. Hundreds, or even thousands of years. differences and similarities between must and have to.
PAGE 159 13 +
First refer students to the TAKE A CLOSER LOOK section.
MAKE CONNECTIONS Provide more examples if necessary.
Students connect what they have read or listened to in the (L.A.: to practise a new structure)
previous sections with more specific points such as grammar Answers
explanations, examples, exercising and testing, oral and written a. have to
production and other consolidation activities. b. has to
For more information on the MAKE CONNECTIONS section see c. must
page 7 of the Introduction d. must
e. do you have to
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14 ++ FAST CHECK
Ask students to look at the five traffic signs – they are
quite common on all the roads around the world. Ask them 16
to describe the actions a driver or a pedestrian must take if Answers
he or she sees one of them. She has to answer the phone and write down
(L.A.: to practise a new structure using visual clues) messages.
Answers She has to buy food at the supermarket.
a. You must stop She has to check all the doors before going to bed.
b. You must go in a specific direction. She has to clean and tidy up.
c. You must slow down. She has to feed the cat.
d. You must keep to the right. She has to phone her grandparents.
e. You must yield or give way. She has to switch off lights before going to bed.
She has to take out the rubbish.
She has to take the dog out for a walk.
PAGE 161 She has to water the plants.
HAVE A CHAT
’ WRITE IT DOWN
15 ++ 38
Students take a fast critical look at what they have learnt in the
Elizabeth: So, what do you think we should do?
lesson in three main areas:
Howard: We must use less energy.
• Listening • Speaking • Writing
Elizabeth: And what could we do at school?
This is a section for the STUDENTS so teacher should intervene
Howard: I think we could recycle soft drink cans.
as little as possible in this process.
Elizabeth: How about planting trees in the school garden?
For more information on the CHECK IT OVER! section see page 7
Howard: First we have to collect some money.
of the Introduction.
Elizabeth: Do you think we could prepare an ecological
newsletter?
Howard: Good idea, but we have to find someone to write it. PAGE 162
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4. a. Cirrus. b. Nimbus. c. Cumulus and stratus. 3 - 4 points: student can role-play dialogues
d. Alto. using visual clues with appropriate
pronunciation, but hesitates and makes some
LANGUAGE grammar mistakes.
5. First, all unwanted paper is collected in big 1 - 2 points: student can't role-play dialogues,
cardboard boxes. he / she hesitates a lot and makes a lot of
Second, the boxes are collected by a charity grammar mistakes.
truck and taken to the paper recycling plant.
Then, the paper is mixed with water and WRITING
chemicals and converted into a pulp. 10.Answers will vary. Check each paragraph using
Next, water is removed from the pulp. the Writing Rubric or you can assign points
After, colouring and hard parts are removed according to these criteria.
from the pulp. 7 - 8 points: student can write a paragraph
Finally, the pulp is converted into sheets of paper. about the things he / she must / should / need
6. a. Mount Everest is the highest mountain on to do, using the correct language structures
earth, and the highest mountain range in and without grammar or spelling mistakes.
the world is the Himalayas. 5 - 6 points: student can write a paragraph
b. Loch Ness is a famous lake in Scotland. about the things he / she must / should / need
c. The longest river in Chile is the Bio Bio. to do using the correct language structures, with
d. Easter Island is in the Pacific Ocean. a minimum of grammar or spelling mistakes.
e. The shoe shop is in Elm Street. 3 - 4 points: student can write a paragraph
about the things he / she must / should / need
7. a. We ought to buy a swimming suit for to do using correct language structures, but
Gabriella. She might also like a tennis makes grammar and spelling mistakes and
racquet. makes no use of textual references.
b. We ought to buy a detective book for 1 - 2 points: student can write a paragraph
Diana. She might also like a set of brushes about the things he / she must / should / need
and paints. to do, he / she doesn't use the correct
c. We ought to buy a classical music CD for languages structures, and makes a lot of
Becky. She might also like a theatre ticket. grammar and spelling mistakes.
8. a. You have to put a stamp on the envelope.
b. He must hurry if he wants to catch the train.
c. You must call the doctor. FINAL CHECK
Sometimes, when people travel, the strangest things can Cassandra Grant, 29, who paid £220 for her Flybe ticket, said:
happen to them. If you travel you must be prepared for “20 minutes outside Paris, the captain said, ‘ I cannot land in
whatever comes your way. You may, for example, remember these conditions. To land now I would need level 2
the story of the heroic pilot who landed his airplane in the qualifications and I only have level 5. I urgently have to fly
Hudson River saving hundreds of lives. Or the story of a
Uruguayan rugby team whose plane crashed in the Andes and back to Cardiff. I couldn’t believe it! I expect an airline pilot to
who waited to be rescued for nearly 40 days. Many of them have every qualification possible, and then a few more,”
died but some were saved and their story was filmed. Cassandra said. “But I must say that he was very apologetic
with the passengers”, she added.
But the latest news is quite strange and we want to share it
with our readers who might appreciate the humour of the Flybe said that they fully supported their pilot: “He has been
situation. recently transferred from a Bombardier Q300 to a Q400
aircraft. He’s not yet completed low visibility training to land in
A British pilot flew 80 passengers from Cardiff, UK, to Paris, such conditions. Actually, he acted according to the correct
France, and then told them: “I am really sorry but I must turn procedures. Landing in difficult conditions without the correct
back - I’m not qualified to land.” qualifications might lead to the suspension of his licence.”
The pilot took the decision after thick fog cut visibility to 700
metres at Charles de Gaulle airport and he told passengers he
could not land the aircraft in such conditions as he did not have
adequate training. So, the pilot and passengers flew the 300
miles back to Cardiff airport.
1 Read the text once. Where would you expect to find a text 2 Read the text again. Identify what the numbers in it refer to
like this? (1 pt.) (7 points)
a. In a scientific magazine. 300 The price of a flight from Cardiff to Paris.
b. In a training manual for pilots. 220 The required level of qualifications to land in fog.
c. In newspaper gossip column. 2 The number of passengers on board the flight.
d. In a brochure advertising Flybe flights. 80 The type of aircraft the pilot was flying at the
time of the incident.
5 The distance between Cardiff and Paris.
20 The time left before landing in Paris.
PHOTOCOPIABLE
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3 Read the text once more. Find words in the text that 7 Complete these sentences about your obligations for
correspond to these definitions. (4 pts.) tomorrow using the verbs in the box. (5 pts.)
a. showing extreme courage (adj.)
• be • finish • get up • phone • return • walk
b. having passed the exams or completed the necessary
training (adj.) a. __________________ at 8 a.m.
c. feeling or showing you are sorry for doing something b. __________________ to school with my brother.
wrong or causing a problem. (adj) c. __________________ a science project.
d. the official or formal order or way of doing something. d. __________________ home by 6 p.m.
(noun) e. __________________ in bed by 10 p.m.
LISTENING - VIRUSES
8 Insert the definite article the where necessary. (4 pts.)
4 Listen to the conversation between a teacher and a
student and answer the questions. (5 points) a. What is the highest mountain range in the world? I
think it’s _________ Himalayas.
a. What are viruses? b. ______ Villarica Lake is in the south of _____ Chile.
b. How big are they? c. When I was 18 years old I crossed ______ Atlantic for
c. What do we need to see them? the first time in my life.
d. How do we know we have been attacked? d. ______ Amazon is the biggest river in the world.
e. What do viruses do in our bodies?
SPEAKING
5 Listen to the recording again and choose the correct 9 Ask and answer these questions with your partner. Then,
alternative. (5 pts.) change roles and ask and answer the questions changing
a. They are the dangerous electronic bugs / buds. the underlined parts. (10 pts.)
b. They are the living things that can make you sleep / sick. a. What would you like to do after school?
c. They are so timely / tiny that you need to use a b. What do you need to use to make a chocolate cake?
microscope to see them. c. What do you want to eat for dinner?
d. We can now see them magnified hundreds / thousands d. What do you have to do this weekend?
of times.
e. How do they make us live / sick? WRITING
10 Choose one of the people below and write a paragraph
LANGUAGE
about what you think their lifestyle is like. (10 pts.)
6 Use these prompts to write sentences in the Passive Voice.
(5 pts.) a. A famous pop star
b. A hermit
a. Don Quixote de la Mancha / write / Miguel de Cervantes c. A volunteer in Africa
b. The Eiffel Tower / build / Gustave Eiffel
c. World War II / win / the allies
d. America / discover / Christopher Columbus
e. Mona Lisa / paint / Leonardo da Vinci
PHOTOCOPIABLE
Your 1 - 21 22 - 44 45 - 56
result: Not too good Acceptable Great!
IN THIS UNIT YOU WILL LEARN TO Functions: Referring to the duration of events / Expressing
Reading: Identify the general topic of different texts / obligation / Expressing interest, surprise, joy / Making predictions
Match visual and written information / Fill in a graphic for the future
organiser with specific information / Follow directions to YOU WILL ALSO USE THE FOLLOWING TEXT TYPES
draw a picture An email / A Christmas carol / An advertisement / A website entry
Listening: Match oral instructions with visual clues / / A magazine interview / A lecture
Identify expressions referring to the duration of events / YOU WILL ALSO LEARN
Identify speakers / Complete a gap exercise with specific Grammar: The Present Prefect Tense / The use of since, for, never,
words ever, just now / Reported Speech / The Simple Future Tense
Production: Express personal opinions and ideas about Vocabulary: Vocabulary related to holidays, festivals and
traditions and celebrations / Talk about cultural differences in celebrations / Vocabulary related to different cultures
your country / Express interest, surprise, happiness in YOU WILL PAY SPECIAL ATTENTION TO THESE VALUES
different situation / Offer predictions for future events Why we should respect and follow traditions
Development
Lesson 1 two to three class periods
Lesson 2 two to three class periods
Lesson 3 two to three class periods
Lesson 4 two to three class periods
Apply your knowledge one class period/alternatively homework activity
Check and correct and final check one class period plus some home activity
Continuous / informal Students carry out reading and listening activities, take part in conversations, and produce written texts.
Check it over Students analyse their performance in the speaking, reading, listening and writing activities, and decide if
Self - evaluation they need more work, if they did ok or if they did really well.
Check & Correct Reading: Students relate and identify specific information.
Unit evaluation Listening: Students identify and extract specific information.
Language: Students use the Present Perfect, the Future Simple, and the Reported Speech.
Writing: Students write a short description of a picture
Speaking: Students role-play mini-dialogues expressing feelings.
Final Check Students analyse their performance in the unit, give themselves points according to the frequency with
which each criterion is observed and identify their situation.
Extra Test Reading: Students identify general information, infer meaning from the context and discriminate
between correct and incorrect information.
Listening: Students identify type and purpose of the text and discriminate sounds.
Language: Students use the Simple Future, the Present Perfect and the Reported Speech.
Writing: Students write a short report on their experiences.
Speaking: Students exchange information about their predictions for the future.
SET UP
Camel races are an important tradition in Arab countries
such as Qatar, Saudi Arabian and others.
1
Talk to students about your and their traditions. What are 2
they? Is celebrating a birthday a tradition? How about the Ask students which of the activities in the pictures are
school anniversary? What other traditions do they have? universal traditions and which ones are not? Which ones
Are all traditions the same? Do all regions, countries, cities are Chilean traditions?
etc have the same traditions? Answers
Ask them to look at the pictures and match the traditions May vary
with their names.
Answers
1 – c, 2 – b, 3 – h, 4 – a, 5 – e, 6 – f, 7 – d, 8 – g 3
Ask students to read the list of sentences and in pairs
discuss the ones they think are important reasons for
BACKGROUND INFORMATION keeping traditions.
Guy Fawkes Night (also known as Bonfire Night, Cracker
Answers
Night, Fireworks Night, Bonny Night) is an annual
May vary
celebration on the evening of the 5th November,. It
celebrates the foiling of the Gunpowder Plot of the 5th
November, 1605, in which a number of Catholic conspirators,
including Guy Fawkes, were alleged to be attempting to
blow-up the Houses of Parliament, in London.
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PAGE 170 4 ++
LET’S CELEBRATE Students look at the four pictures. Do they know what kind
READING of celebrations / traditions they represent? They then make
LESSON 1
predictions about the subject of the text they are about to
read. Do not check answers at this point.
Mi d a
n T e se r (L.A.: to make predictions from context and visual clues)
This Mind Teaser provides more information on the topic
of listening. Motivate students to find more reasons for PAGE 171
listening and more examples. For more information on the
Mind Teaser section, see page 7 of the Introduction. GO AHEAD
5 +
THINK AHEAD Students read the texts on pages 172 and 173 to check
In this section, students get ready for the contents of the their predictions in Exercise 4.
lesson, make predictions and learn key vocabulary and (L.A.: to check and validate predictions)
potential “danger” zones to look out for. Answers
1 Diwali; 2 St. Patrick’s day; 3 Christmas;
1 + 4 Halloween
Students read the three definitions and match them with
the correct words. 6 +
(L.A.: to define the meaning of key lexical items) Students identify the type of texts they have just read. How
Answers do they know? Is it the choice of vocabulary? Is it the form
a. – iii; b. – i; c. - ii the text is presented or other clues they can name?
(L.A.: to identify type of text)
Answers
2 +
a. – IV, b. – I, c. – II, d. – III
Students read the list of words in the box, say them aloud
and identify the ones that sound or look similar to the
words in Spanish. When practising cognates always make 7 +
sure that students understand their meaning and that they Tell students to look for key words in each text such as :
are not false cognates (false friends). festival, celebration, etc. to support their answers.
(L.A.: to identify cognates) (L.A.: to define the general topic of several texts)
Answers Answers
celebrate, colloquial, comfort, decorate, a.
ignorance, remotely, victory
8 ++
3 ++ Ask students to read the three sentences and then match
Ask students to form pairs. They must take turns to read a them with the pictures. Again ask them to identify the key
question from A and the partner must try to find an words. (marching band, lamps, light, witch)
answer in B. Check orally. (L.A.: to match written and visual clues)
(L.A.: to use previous knowledge to form dialogues) Answers
Answers 1 – b, 2 – c, 3 – a
a. – iii; b. – i; c. – ii
9 ++ Answers
Ask students to copy the chart in their notebook then go a. favourite; b. popular; c. costumes; d. tradition
back to the text. They must fill in the columns with correct
information from the text. PAGE 173
(L.A.: to place information in a graphic organiser)
Answers MAKE CONNECTIONS
Which text mentions 1 2 3 4 In this section students connect what they have read or
the participation of a family member? ✔ listened to in the previous sections with more specific
points such as grammar explanations, examples, exercising
the name of a goddess? ✔
and testing, oral and written production and other
the name of a saint? ✔
consolidation activities.
the reason for the celebration? ✔ ✔ For more information on the MAKE CONNECTIONS section
the exact date and time of the celebration ✔ see page 7 of the Introduction
TAKE A CLOSER LOOK
10 +
This section deals with the Present Perfect tense, its forms
First give students a few examples of colloquial expressions and uses.
against formal ones. More information and exercises on the Present Perfect tense
Colloquial expressions are similar to slang, but tend to be can be found at http://www.englishpage.com/verbpage
more universal, whereas slang can often be limited to a /presentperfect.html
particular social group. For more information on the Take a Closer Look section see
Examples: page 7 of the Introduction.
What’s up mate? = Hello, how are you today?
We’ re just hanging around = we are not doing anything
special right now. PAGE 174
Wanna go to a party? = Would you like to go to a party? 12 ++
(L.A.: to identify colloquial language in a text)
Ask students to read the page from the passport – both
Answers dates and countries and then read questions a. – h. Stress
The email uses the following colloquial expressions: the importance of not giving the dates when using the
anything spooky = anything scary
Present Perfect tense. We use specific dates with the Past
a blast = a wonderful time
I could burst like a bubble = I am very happy
Simple tense.
yummy things = delicious food Examples:
kids = children He has visited the USA.
goodie bags = bags with nice things He visited the USA in 1998.
sweeties = sweets (L.A.: to practise a new grammar structure)
Answers
Danger a. No, he hasn’t.
b. No, he hasn’t.
See notes on page 7 of the Introduction. c. Yes, he has.
d. No, he hasn’t.
e. Yes, he has.
11 + f. Yes, he has.
Ask students to copy the sentences into their notebooks. g. Yes, he has.
Copying is very important as it let’s students practise their h. He has been to five countries.
spelling.
(L.A.: to match information)
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6 + 42
9 + 42
Ask students to describe each picture - do they know these Read the questions with the class and encourage students
traditions? Then play the recording again and ask them to to try and answer them from what they remember of the
identify the correct tradition the speakers talk about. text. They can do this in pairs or small groups. Then play
(L.A.: to identify specific information in a recorded text and the recording again for them to check and complete their
match it with visual clues) answers.
Answers (L.A.: to listen for specific information)
a. ii (tattoing) Answers
b. i (the machi) a. Polynesian symbols and figures from their
c. ii (the cult of the Pacha Mama) legends.
b. The cleaning of channels.
c. When your mind’s not well then your body
PAGE 178
suffers too.
7 + 42
11 + 13 + FL
Students will need to analyse the three different options Play the recording several times; once or twice for students
before they choose the correct one. Ask them to read the to check their dialogues and then with pauses for them to
questions/statement and then try to match the second imitate pronunciation, intonation and accentuation. Give
part. Do they go together well or not? Ask them to say pairs a few minutes to practice the conversation and then
them aloud. invite some pairs to role play it in front of their classmates.
(L.A.: to apply analytical skills to complete a task) (L.A: to imitate a model conversation)
Answers
a. iii; b. iii; c. i; d. ii; e. i
FAST CHECK
PAGE 180 14
Answers
HAVE A CHAT
a. I have known Sebastian since primary school.
b. We have discussed the plans for the party
12 + 43
for five weeks.
Ask students to consider what they have heard in the c. This festival has been very popular with
recorded text and also use their own ideas to complete the school children for a long time.
conversation. Tell them that their answers may be different d. We have looked for the information since
from the recorded version. the teacher gave us the questions.
(L.A.: to use own ideas and gather information to complete e. Frances has studied Spanish for two years.
a conversation) f. Peter has done karate since he was a little boy.
g. Harry and Kim have been on the island for
Answers
three weeks.
See transcript
h. Tammy has played chess since she was 12.
i. Rick has lived in Japan for two months.
j. My parents have worked in the same school
since they finished university.
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PAGE 181 1 +
WRITE IT DOWN
Review prepositions of place with students and explain the
ones that are new to them. Remember that it is a part of
15 ++ speech that is often quite difficult to master Point out the
Ask students to do some Internet / library research before main differences with Spanish.
completing this task. Check compositions for spelling and More information with pictures on prepositions can be found
grammar. at http://www.learnenglish.de/PictureIt/
(L.A.: to write a paragraph on one of the topics of the lesson) prepositionsplace.htm
(L.A.: to use previous knowledge to describe visual clues)
Answers
May vary Answers
1 – far from, 2 – in front of, 3 – behind,
4 – under, 5 – between, 6 – in, 7 – on, 8 – near,
9 – above, 10 – in the middle
PLAY IT
5 ++ 9 +
Students first read the definitions and then the words in Ask students to read the questions then go back to the text
the box. Explain any vocabulary they are not familiar with and find the answers. Ask them to write the answers in
in the definitions. Then ask them to match the definitions their notebooks then check orally.
with the words. (L.A.: to find specific information)
(L.A.: to match key lexical items with definitions) Answers
Answers a. He is a famous decorator; b. Wallpaper;
a. – interior decorator; b. – architect; c. – house c. Because he has been named Decorator of
painter; d. – carpenter; e. – landscape artist the Year; d. No, he will not.
10 +
6 ++
(L.A.: to make predictions based on previous information ) Ask students to copy the rectangle in their notebooks but
It is important for students to interact with a text before, to make it bigger – it can even take half a page of their
during, and after reading, listening, or viewing by: notebooks. Tell them to then find the corresponding
• setting a purpose. information to complete the picture – colour of the walls,
• previewing the text. the position of the furniture, etc. Ask them to compare
• making predictions. their picture with the plan on page 187 of their book.
• asking questions. (L.A.: to follow written instructions to complete a picture)
• locating information for specific purposes. Answers
• making connections. See page 187 of the Student’s Book
In this exercise students use all the previous information in the
lesson and the visual clues they have seen so far to predict the
subject of a text. Do not check answers at this point. MAKE CONNECTIONS
In this section students connect what they have read or
PAGE 185 listened to in the previous sections with more specific
points such as grammar explanations, examples, exercising
GO AHEAD and testing, oral and written production and other
consolidation activities.
7 ++ For more information on the MAKE CONNECTIONS section
Students read the text once and check their predictions. see page 7 of the Introduction
Ask them to list the words in their notebooks. Check orally.
(L.A.: to check and validate predictions)
HAVE A CHAT
Answers
Painter; landscape artist; carpenter; decorator 11 ++
Give students more examples of situations where they
8 + could use the expressions in the bubbles: what would you
Ask students to pay attention to the two parts of the text say if I told you that my mother is coming to visit me from
marked in different colours. Why are they different? Canada? I’m so glad! My little dog had an accident and is
(L.A.: to identify text markers) now in hospital. How awful! etc.
(L.A.: to complete a dialogue using expressions of interest,
Answers
One part is an interview written in Direct surprise, etc.)
Speech and one part is an article written in Answers
Reported Speech. See transcript.
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PLAY IT 1 +
Students first read the definitions and then the words in
Read the instructions with the class. Give students a few
the box. Explain any vocabulary they are not familiar with
minutes to make their drawings and write a description of the
in the definitions. Then ask them to match the definitions
drawing, including as many details as possible. Then they work
with the words.
in pairs and take turns to describe their drawings for their
(L.A.: to match key lexical items with definitions)
partners to draw. Once they have finished, they compare
Answers
drawings and comment on similarities and differences.
linguist – b. native speaker – c. polyglot – a.
WRITE IT DOWN 2 +
16 ++ Ask students to describe the pictures and tell you where the
people are. What are the most important elements in the
Ask students to choose one or two passages from the text pictures? You can write a list of countries on the board and
and change them into Direct Speech to add to the interview. ask students what languages are spoken in those countries,
Check students’work as you walk around the classroom. at the same time practising the Passive Voice. For example:
(L.A.: to consolidate a structure through a writing German is spoken in Germany.
assignment) English is spoken in Australia.
(L.A.: to match visual and written clues using previous
CHECK IT OVER! knowledge and experience
Answers
Students take a fast critical look at what they have learnt in the
1 Josette is from Paris; she speaks French.
lesson in three main areas:
2 Natalia is from Moscow; she speaks Russian.
-Speaking 3 Luigi is from Rome; he speaks Italian.
-Reading 4 Ly-Sen is from Beijing; she speaks Chinese.
-Writing
This is a section for the STUDENTS so teacher should intervene
as little as possible in this process. PAGE 189
For more information on the CHECK IT OVER! section see page 7 3
of the Introduction. Read the instructions with the class. Ask them to work in
pairs, take turns to read the words aloud and discuss the
PAGE 188 answers to the questions.
CHANGING LANGUAGE (L.A.: to identify cognates and false cognates)
LISTENING Answers
LESSON 4 All the words look or sound similar in Spanish.
They are cognates.
Mi d a These two words are false cognates. Lecture
n T e se r
looks similar to the word lectura in Spanish,
See notes on page 7 of the Introduction. but it is a presentation on a given subject
delivered before an audience or a class, as for
THINK AHEAD the purpose of instruction. Question is similar
to the word cuestión, which is one of the
In this section, students get ready for the contents of the
meanings of this word, but it also means
lesson, make predictions and learn key vocabulary and pregunta, in which case it is a false cognate.
potential “danger” zones to look out for. Answers will vary, but accept any
approximation that uses at least two of the
words in the box.
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Lecturer: You’re right. I’m glad you all agree. Language is a Sudents listen once to check and validate their predictions.
living means of communication. And today I’m (L.A.: to check and validate predictions)
going to talk about the changes which we, Answers
linguists, think will take place in English. We think b.
that the language once used by great writers such
as Shakespeare, Dickens and, more recently, J.K.
Rowling - the author of Harry Potter - will look
completely different in a very short time. Let’s call
this new language: Panglish.
6 ++ 45 8 ++ 45
Ask students to copy the chart into their notebooks and Ask students to copy the sentences with the corresponding
read carefully the part on the left that lists the ways we gaps into their notebooks. Ask them to read each sentence
speak English now. It would help if they said the words aloud and guess what kind of word they think should go
aloud. Play the recording again and ask them to fill in the into the gap and pencil it in; then play the recording again
chart with the corresponding changes in the future. and ask them if they guessed right. If not, what word did
(L.A.: to listen for specific information) they write after listening? Check orally.
Answers (L.A.: to listen for specific words)
Answers
Now In the future a. Is language alive or not?
“th”in this z b. We think that the language once used by
“th”in think s great writers such as Shakespeare, Dickens
and, more recently, J.K. Rowling will look
Information Informations
completely different.
Furniture furnitures c. By 2010 around two billion people will
He runs He run speak English as a second language.
She walks She walk d. Linguists say the new language will lose
Friend frien some of the English sounds which non-
Send sen native speakers find difficult to pronounce.
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10 ++ 13 ++
Tell students to look at the pictures. Which ones do they Ask students to work in pairs. One will be the fortune teller
think will come true about them in a few years time? and the other a client. The client reads the questions and
Which ones would they like to be true? Ask them to write 5 the fortune teller tries to give him / her an answer.
sentences predicting their future. Check orally. Encourage them to use their imagination to answer and
(L.A.: to write predictions using visual clues and personal not to worry if their answers are different from the
experience) recording – they are supposed to use their own ideas.
Answers (L.A.: to prepare a conversation using a new structure and
May vary own ideas)
Answers
May vary
11 ++ FL
For an adult text messages might seem like a foreign
language; however, young people use texting as a way of 14 + 46
communicating in a fast and easy way. There are more than Play the recording once or twice for students to check and
1,000 text messaging abbreviations and it is important to compare their answers. Later play the recording with
remember that different chat abbreviations are used by pauses for students to repeat each exchange. Give pairs
different groups of people when communicating online. some time to practise their conversations; encourage them
Here are some examples. Write them on the board and ask to use their own answers, but try to imitate pronunciation,
students if they know what they mean. intonation and accentuation.
?4U I have a question for you (L.A.: to imitate a model conversation using personal
121 One-to-one (private chat initiation) information)
MNSG Mensaje Answers
BBS Be back soon See transcript.
DUR Do you remember?
(L.A.: to decipher a message in modern code / slang)
Answers
Sorry for not answering before. Yes. I’d love to
see you face to face. I see that you like chatting
too. Be back tonight. See you soon.
Client: What will I study after I finish school? Read the instructions with the class and make sure everyone
Fortune-teller: I can see in my crystal ball that you will study knows what they have to do. You can brainstorm ideas with the
languages. whole class and write them on the board or encourage the
Client: Will I travel a lot in the future? groups to do this before they write their cards. Emphasise the
Fortune-teller: Yes, you will travel to all the continents. importance of being respectful of classmates at all times.
Client: Will I meet some important people there? For more information on PLAY IT on page 7 of the Introduction.
Fortune-teller: Yes you will but I can’t see them too well in
the crystal ball. CHECK IT OVER!
Client: Will I meet someone who will love me very much?
Students take a fast critical look at what they have learnt in the
Fortune-teller: You will meet a wonderful woman.
lesson in three main areas:
Client: And how about my future job?
-Speaking
Fortune-teller: You will become a tourist guide.
-Reading
Client: Do you think I will be rich?
-Writing
Fortune-teller: No, you will not have too much money.
This is a section for the STUDENTS so teacher should intervene
Client: Just one more question, will people in the
as little as possible in this process.
future be immortal?
For more information on the CHECK IT OVER section see page 7
Fortune-teller: Hmm, I wish I could say they will, but the
of the Introduction.
crystal ball is dark now.
PAGE 194
FAST CHECK
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Peter: Yes, I think they will rescue us soon. READING – ON THE FIRST DAY OF CHRISTMAS
Gregory: Will they call the fire brigade? 1. a. Ten lords a-leaping
Peter: I’m not sure they will call the fire brigade. b. Nine ladies dancing
Gregory: Do you think our families will be waiting for us? c. Four calling birds
Peter: No, I don’t think our families will be waiting for d. Six geese a-laying
us. 2. a. A partridge in a pear tree.
Gregory: Will we be on the 9 o’clock news? b. Three French hens.
Peter: Of course not! We will not be in the 9 o’clock news! c. Two turtle doves.
d. Five golden rings.
e. The swans were swimming.
3 f. The maids were milking.
“Fashion in Ancient Egypt” will take place in March.
LISTENING – THE RIGHT CLOTHES
“What our grandmothers wore” will take place in April and
May. TRANSCRIPT 47
“Dresses from our history” will take place in June.
“Fashion in the early 20’s” will take place from August to Jane: What clothes ought we to take if we visit Easter
December. Island?
“Not just a question of fashion” will be on in September. Ariki: The weather on the Island is generally good but it
In November, there will be “Accessories in Ancient Greece”. rains from time to time. I would suggest that you
In December there will be “Christmas Extravaganza”. take light clothes, a swimsuit, maybe shorts, and a
pair of sneakers or trekking shoes. And take
4 sunglasses and sunscreen to protect your skin from
1. B.F Skinner said that the real question was not whether the sun.
machines thought but whether men did. Millaray: What do original Rapa Nui people wear?
2. Martha Graham said that dance was the hidden Ariki: We usually wear western clothes that we buy on
language of the soul. the island or on the continent but during festivals
3. Maria Montessori said that if help and salvation were to and special holidays we wear traditional costumes
come they could only come from the children, for with feathers in many vibrant and nice colours.
children were the makers of men. Both men and women wear very beautiful
4. J.M. Synge said that a man who was not afraid of the headgear.
sea would soon be drowned. Jane: And if we wanted to visit the south, Millaray?
Millaray: When you visit the south you’d better prepare for
changeable weather. Sometimes it’s nice and sunny
PAGE 196 and sometimes it’s rainy and cold. You ought to
take a sweater and strong boots but you should
CHECK & CORRECT also take a T-shirt and light trousers in case it’s
sunny and warm. And you ought to take an
umbrella if you don’t like the rain.
This is an opportunity to re-examine difficult questions and Jane: What is the traditional dress of your people?
fit all the main pieces of the puzzle together into one Millaray: We still wear traditional clothes every day – not
coherent picture. Here the Teacher can also look for errors only for special occasions. Women wear a type of
and wrong conclusions. This is an extra opportunity to black tunic which is fastened in the middle with a
correct them before moving on to the subsequent unit. type of belt called tralihue. We also wear nice white
Please refer to the Evaluation table and indicators at the or flowery blouses and lots of silver jewellery for
beginning of this unit (Teacher’s Book). special ceremonies.
3. To the south: sweater, boots, T-shirt, trousers, 1 - 2 points: student can’t role-play mini
umbrella. dialogues, he / she can’t express feelings, he /
To Easter Island : shorts, sneakers, swimming suit. she hesitates a lot and makes a lot of grammar
mistakes.
4.
Clothes Mapuche Rapa Nui WRITING
Tralihue ✔ 10. You can assign points according to these
criteria:
Beautiful headgear ✔
7 – 8 points: student can write a short
Clothes made of feathers ✔ description of a picture, without grammar or
Silver jewellery ✔ spelling mistakes.
Flowery and white blouses ✔ 5 – 6 points: student can write a short
description of a picture with a minimum of
LANGUAGE grammar or spelling mistakes.
5. a. How long have you known Greta? I have 3 – 4 points: student can write a short
known her for 7 years. description of a picture, but makes grammar
b. How long have you had this car? It is brand and spelling mistakes.
new! I’ve just bought it. 1 - 2 points: student can’t write a short
c. Have you ever seen such a beautiful thing in description of a picture, he / she makes a lot of
your life? No, this is the first time I have seen grammar and spelling mistakes.
such a beautiful thing.
d. Have you worked with Peter for a long time?
Yes, I have worked with him since 2008. FINAL CHECK
6. a. People will travel by spaceship.
b. People will work fewer hours. This part provides the students with feed-back on how
c. People will live on other planets. much they have learnt and puts them in a position to make
d. Cars will use solar energy as fuel. an assessment of their work. Most learners, by getting
7. a. – i; b. – i; c. i; d. i. involved with evaluation, come face to face with their
8. a. Pearl said she could speak French and learning problems and consciously try to tackle them. Self-
German. evaluation requires of students to be more self-conscious
b. Jenny asked if I wanted to go to the cinema about the changes they are experiencing, motivates them
with her. to form a realistic and honest awareness of their own work
c. Susan asked me what Sonia was saying. and to try to take responsible steps in solving their own
d. The boys said they would play in the park.
problems. Self-evaluation enables the learner to become
an independent learner as well as an independent thinker.
SPEAKING
9. a. – ii; b. – iii; c. – i; d. – iv. Monitor this section of the Unit as it will help you evaluate
You can assign points according to these criteria: the Outcome and the Impact part of the general
7 – 8 points: student can role-play mini evaluation, especially in the Impact part it will show you
dialogues expressing feelings with correct and let you measure students’ attitudes towards what they
pronunciation, normal hesitation and no have learnt.
grammar mistakes.
5 – 6 points: student can role-play mini
dialogues expressing feelings with correct
pronunciation and a minimum of hesitation and
grammar mistakes.
3 – 4 points: student can role-play mini
dialogues expressing feelings with appropriate
pronunciation, but hesitates and makes some
grammar mistakes.
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READING – CHINESE TRADITIONS to have very small feet. Women thought that to be beautiful
they needed to have tiny feet and of course they all wanted to
I.__________________ be beautiful! They got these tiny feet by wrapping tight
In ancient China people generally wore tunics that looked bandages around the feet of little girls, about five or six years
like long T-shirts. Women wore long tunics down to the old. The bandages were so tight they broke the girls’toes and
ground, with belts, and men wore shorter ones down to their bent them under their feet and then they had to walk on
knees. Sometimes they wore jackets over their tunics. In the them like that. For two or three years the girls spent most of
winter, when it was cold, people wore padded jackets over their time crying and then their feet stopped hurting so much.
their tunics, and sometimes pants under them. In early
China, poor people made their clothes from very raw III.____________________________
materials and rich people wore silk. Most people in China, Then in the Yuan dynasty, the Mongols brought cotton to
both men and women, wore their hair long. China. At first, people didn’t want to grow cotton but foreign
invasions destroyed a lot of the mulberry trees that were
II.__________________________ needed to make silk. So Chinese farmers started to grow a
People said that you got your hair from your parents and so it lot of cotton and soon everyone liked cotton better than
was disrespectful to cut it. During the Sui Dynasty, the other materials. Cotton was warmer, softer, stronger, and
emperor decided that all poor people had to wear blue or cheaper. You could make it thin for summer, or you could
black clothes, and only rich people could wear colours. About make thick padded clothes out of it that were warm for
1,100 AD, a fashion started at the emperor’s court for women winter.
1 Read the text about clothing traditions in China. Choose 3 Read the text once more. Are these statements true or
one heading for each paragraph. There is one extra false? (4 points)
heading you do not need to use. (3 points) a. Old China tunics were similar to modern T-shirts.
a. Some really strange traditions. b. It was polite for Chinese people to wear their hair short.
b. Cotton replaces other fabrics c. Small feet were a sign of beauty.
c. Clothing of the last Chinese emperor d. Chinese people started to wear cotton clothes because
d. Clothing in ancient China of the Mongols.
LISTENING – HOW SCARY! 8 Fill in the blanks in these sentences with a word from the
4 Listen to the recording and choose the correct answer box. (4 points)
for each question. (2 points)
• ever • for • just • never • since
a. What kind of text is it?
i. A song.
ii. A poem. a. Have you been here ______ a long time?
iii.A riddle. b. I have lived in this house _______ I was a child.
b. What special occasion was it written for? c. We have ________ read that book.
i. Christmas. d. I have _________ bought a new car.
ii. Easter.
iii.Halloween. 9 Re-write what these people say using Reported Speech.
(4 points)
5 Listen again and identify the animals that are
a. Gemma: “I want a cheese sandwich and a glass of milk.”
mentioned in the recording. (4 points)
b. My friend: “Tom and Mary will not come to our party”
• ants • bats • bears • bees • crows c. The coach: “Louise is training very hard for the final
match.”
• eagles • frogs • mice • owls • scorpions
d. David: “Sylvia can play the piano beautifully”
• serpents • spiders
SPEAKING
10 In pairs, ask and answer questions about predictions for
6 Listen once more and choose the correct alternative.
Chile and for the planet. Use expressions such as I think …
(4 points)
/ In my opinion … / I believe … (10 points)
a. For that is where the wishes / witches live.
b. We can hear / fear music – oh, how scary!
WRITING
c. So we run with all our night / might.
d. Don’t go into the world / wood. 11 Write a short paragraph about things you have / haven’t
done yet in your life. Use time references such as: since, for,
LANGUAGE never, ever, just, recently. (10 points)
7 Complete these short dialogues with an appropriate
question referring to the underlined part. (4 points)
a. When _____________________________?
Gerald will finish school in two months.
b. How many __________________________?
He will then take two months off to rest.
c. What ______________________________?
When autumn starts he will look for a job.
d. Where _____________________________?
He will buy some flowers at the supermarket.
PHOTOCOPIABLE
Your 0 - 19 20 - 39 40 - 50
result: Not too good Acceptable Great!
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EVALUATION INSTRUMENTS
These are assessment tools you can use to measure students’ work.
Applying Evaluation Instruments
They are scoring guides to evaluate a student’s performance based on
The evaluation instruments provided can be used for the following
the sum of a full range of criteria rather than a single numerical score.
purposes:
The evaluation instruments provided here include:
Self- assessment
• Rubrics.
Give copies to students and ask them to assess their own progress
• Questionnaires.
on a task. This should not count toward a grade. The point is to help
• Observation sheets.
students learn more and produce better final products. Always give
These instruments differ from traditional methods of assessment in them time to revise their work after assessing themselves.
that they examine students in the process of learning, clearly
Peer assessment
showing them how their work is being evaluated. They
This takes some getting used to. Emphasise the fact that peer-
communicate detailed explanations of what excellence is
assessment, is also intended to help everyone do better work. You can
throughout a task and provide clear teaching directives.
then see how accurate their feedback is, and you can ask for evidence
The instruments’strength is their specificity, which means that that supports their opinions when their assessments don’t match
individual students can fall between levels, attaining some but not yours. Giving time for revision after peer-assessment is crucial.
all standards in a higher level. While scores can be translated into
Teacher assessment
final grades, we must remind students that not every score “counts.”
When you assess student work, use the same instruments that
These instruments are meant, to inform and improve teachers’ were used for self- and peer-assessment. When you hand the
instruction while giving students the feedback they need to learn marked instrument back with the students’work, they will know
and grow. what they did well and what they need to improve.
These instruments can also be used in peer assessment and then To use the evaluation instruments provided in this section:
used to provide feedback. • Identify the maximum number of points for achieving the highest
Prior to assessment, the evaluation instruments can be used to level of quality and assign a number to the students’performance.
communicate expectations to students. During the assessment The gradations increase/decrease in 1 point.
phase, they are used to easily score a subjective matter. • The last column shows the actual score assigned to this particular
student, based on his her performance. The overall total score is
After an instrument is scored, it should be given back to students to assigned by adding together the scores.
communicate them their grade and their strengths and weaknesses.
Once you have worked out students’scores, you can express them in
Students can use them to see the correlation between effort and gradations. Gradations are the descriptive levels of quality starting
achievement. Sharing the instruments with students is vital as the with the worst quality up to the best quality.
feedback empowers students to evaluate their own work.
Always keep in mind that, however you use them, the idea is to
Advantages of using a variety of instruments: support and to evaluate student learning.
• Teachers can improve their direct instruction by providing focus,
emphasis, and attention to details as a model for students. Here is a description of each of the evaluation instruments:
• Students get explicit guidelines of teacher expectations. Evaluating Listening Comprehension
• Students can use the instruments to develop their abilities. Use this instrument two or three times in a semester to assess
• Teachers can reuse these instruments for various activities. where the students rank within the four categories and to
• Complex products or behaviours can be examined efficiently. determine where the strengths and weaknesses of the class lie.
• They are criterion referenced, rather than norm referenced: (“Did After applying the instrument, ask the students to get in groups
the student meet the criteria for level 4?”rather than “How well and analyse their results. As a class, discuss important points that
did this student do compared to other students?). may help improve listening skills.
• Ratings can be done by students to assess their own work, or by
others (peers, teachers, instructors, U.T.P. people, etc.).
To work out the score of each student identify the maximum show students the instrument beforehand so that they get better
number of points for achieving the highest level of quality and quality work; they know what they are supposed to produce and it
assign a number to the students’performance according to this saves problems afterwards as they can see where they can have
scale. Once you have worked out the score of each student, you can points taken off.
apply this chart to express his/her results: This instrument should also be used after the task is complete, to
1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent evaluate the product, and to engage students in reflection on the
Evaluating Reading Comprehension work they have produced.
The goal of this reading assessment instrument is to determine if To work out the score of each student identify the maximum number
the students have improved their reading comprehension skills. of points for achieving the highest level of quality and assign a
Use this instrument once a month. Once you have applied this number to the students’performance according to this scale. Once
instrument, make the students identify their strengths and you have worked out the score of each student, you can apply this
weaknesses and brainstorm ideas that could help them improve chart to express his/her results:
their performance in the future. 1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent
This instrument also gives the teacher the opportunity to focus Working with others
diagnostic attention on students whose performance is as below You can use this instrument when you assign a project or in
standard. You can reach this conclusion after calculating students’ isolation. It is designed to be applied as peer assessment. It offers
scores and grades and correlating them with the levels stated in the feedback about students’attitude towards their classmates. It can
Progress Map (Page 15 of the Introduction). be a useful source of information for the teacher about individual
You must take into account that the maximum score corresponds to contribution to a final product.
the highest expected results conceived by this teaching proposal for To work out the score, students identify the maximum number of
this level. points for achieving the highest level of quality and assign a
To work out the score of each student identify the maximum number to their partners’performance.
number of points for achieving the highest level of quality and After you have worked out the score of each student, you can apply
assign a number to the students’performance according to this this chart to express his/her results:
scale. Once you have worked out the score of each student, you can 1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent
apply this chart to express his/her results:
1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent Homework
When applying this instrument it, to provide clear expectations to
Project your students. After reading the rubric, students are clear on what
Use this instrument every time students do a project. Each student an acceptable homework assignment looks like.
is evaluated along three dimensions, each having to do with the
student’s contribution to the work, the final product and other The system can improve students’homework skills because
aspects the teacher considers important to assess: how effectively • the teacher gives each student attention about their homework;
the student accomplished his / her responsibilities as a member of • students can see the opportunities to improve their work;
the team or the quality of his / her interactions with the other team • the teacher has the data required to give a “pure”homework
members. grade for homework completion.
These dimensions are assigned a score of 1 through 7; these values You can also include a reward component: students who average a
represent increasing degrees of achievement in each dimension. grade of 3 or 4 for the month, can earn an extra mark on the next
The last column is the actual score assigned the student, based on period.
his / her performance, along the three dimensions. The overall total To work out the score of each student identify the maximum number
score is assigned by adding together the scores corresponding to of points for achieving the highest level of quality and assign a
the three dimensions. number to the students’performance according to this scale. Once you
Writing Rubric have worked out the score of each student, you can apply this chart
You can use it two or three times in a year. This instrument is a to express his/her results:
simplified way to grade a writing assignment. It is important to 1= Unsatisfactory – 2 = Fair – 3 = Very Good – 4 = Excellent
1 2 3 4
motivation of
characters.
Total points
1 2 3 4
Total points
PROJECT
Name(s): Date:
Other:
Total:
Teacher comments:
PHOTOCOPIABLE
Source: http://www.sdst.org/shs/library/resrub.html
WRITING RUBRIC
Criteria Points
1 2 3 4
Main Idea Sentence Unclear and Unclear and Either unclear or Clear, correctly
incorrectly placed; incorrectly placed; incorrectly placed; placed, and is
it is not restated in it is restated in the it is restated in the restated in the
the closing closing sentence. closing sentence. closing sentence.
sentence.
Supporting Sentence(s) Paragraph(s) have Paragraph(s) has / Paragraph(s) has / Paragraph(s) has /
no supporting have one have two have three or more
detail sentences supporting detail supporting detail supporting detail
that relate back to sentence that sentences that sentences that
the main idea. relate(s) back to the relate back to the relate back to the
main idea. main idea. main idea.
Detail Sentence(s) Each supporting Each supporting Each supporting Each supporting
sentence has no sentence has one sentence has at sentence has three
detail sentence. detail sentence. least two detail or more detail
sentences. sentences.
Legibility Writing is not Writing is not Marginally legible Legible
legible. legible in places. handwriting, handwriting,
typing, or printing. typing, or printing.
Mechanics & Grammar Six or more Three to five One or two No errors in
punctuation, punctuation, punctuation, punctuation,
capitalisation, and capitalisation, and capitalisation, and capitalisation, and
spelling errors. spelling errors. spelling errors. spelling.
Total:
Teacher comments:
http://712educators.about.com/od/rubrics/Rubrics_Writing_and_Grading_Rubrics.htm
Help Never offers Some of the time Most of the time All of the time
assistance to offers assistance to offers assistance to offers assistance to
others. each other. each other. each other.
Listen Never works from Some of the time Most of the time All of the time
each other's ideas. works from each works from each works from each
other's ideas. other's ideas. other's ideas.
Participate Never contributes Some of the time Most of the time All of the time
to the project. contributes to the contributes to the contributes to the
project. project. project.
Persuade Never exchanges, Some of the time Most of the time All of the time
defends and exchanges, defends exchanges, exchanges, defends
rethinks ideas. and rethinks ideas. defends and and rethinks ideas
rethinks ideas.
Question Never interacts, Some of the time Most of the time All of the time
discusses and interacts, discusses interacts, discusses interacts, discusses
poses questions to and poses questions and poses questions and poses questions
all member of the to all member of to all member of to all member of
class. the class. the class. the class.
Respect Never encourages Some of the time Most of the time All of the time
and supports the encourages and encourages and encourages and
ideas and efforts supports the ideas supports the ideas supports the ideas
of others. and efforts of and efforts of and efforts of
others. others. others.
Share Never offers ideas Some of the time Most of the time All of the time
and reports offers ideas and offers ideas and offers ideas and
findings to each reports findings to reports findings to reports findings to
other. each other. each other. each other.
Total points
Teacher comments:
PHOTOCOPIABLE
HOMEWORK
1 2 3 4
Assignment Completeness Less than 1/2 of all At least 1/2 of the 9/10 of items All items
items attempted. items attempted. attempted. attempted.
Accuracy Less than 1/2 of all Between 1/2 and 9/10 of items are All items are
items are correct. 9/10 of items are correct. correct.
correct.
Demonstrated Knowledge Response shows a Response shows Shows substantial Shows complete
complete lack of some understanding of understanding of
understanding for understanding of the problem, ideas, the questions,
the problem. the problem. and processes. ideas, and
processes.
Requirements Does not attempt Does not meet the Meets the Goes beyond the
to meet the requirements of requirements of requirements of the
requirements of the the problem. the problem. problem.
problem.
Total points
Teacher comments:
PHOTOCOPIABLE
ORAL PRESENTATION
Non-verbal skills 1 2 3 4
Eye Contact No attempt to look Attention to one Occasionally looks Constantly looks at
at audience, reads particular part of at someone or someone or some
notes all the time. the class; does not some groups during groups.
scan audience. presentation.
Facial Expression Shows a conflicting Occasionally displays Occasionally Gives clues about
expression during conflicting demonstrates content of speech;
entire presentation. expression during conflicting appropriate
presentation. expression during expression.
presentation.
Vocal Skills
Topic Announced Audience has no Vaguely tells Gives some Clearly explains
idea what the audience what explanation of what what the report is
report is about. report is about. report is covering. covering.
Time frame Less than minimum More than Less/ More than Within required
time. maximum time. required time but time frame.
tries to solve it.
Visual Aids Poor, distract Add nothing to Thoughts Enhance
audience, hard to presentation. articulated clearly, presentation,
read / see. but not engaging. thoughts
articulated; keep
interest.
Completeness of Content One or more points Majority of points Most points All points
PHOTOCOPIABLE
Total points
CLASS PARTICIPATION
1 2 3 4
Attendance / Promptness Student is late to Student is late to Student is late to Student is always
class more than class more than class once every prompt and
once a week and/or once a week and/or two weeks and regularly attends
has poor has poor regularly attends classes.
attendance of attendance of classes.
classes. classes.
Level Of Engagement In Class Student never Student rarely Student proactively Student always
contributes to class contributes to class contributes to class contributes to class
by offering ideas by offering ideas by offering ideas by offering ideas
and asking and asking and asking and asking
questions. questions. questions once per questions more
class. than once per class.
Listening Skills Student never Student rarely Student sometimes Student almost
listens when others listens when others listens when others always listens
talk, both in groups talk, both in groups talk, both in groups when others talk,
and in class. and in class. and in class. both in groups and
in class.
Behaviour Student almost Student often Student rarely Student almost
always displays displays disruptive displays disruptive never displays
disruptive behaviour behaviour during behaviour during disruptive behaviour
during class. class. class. during class.
Preparation Student is almost Student is rarely Student is usually Student is almost
never prepared for prepared for class prepared for class always prepared for
class with with assignments with assignments class with
assignments and and required class and required class assignments and
required class materials. materials. required class
materials. materials.
Total points
Teacher comments:
PHOTOCOPIABLE
BEHAVIOUR
1 2 3 4
Total points
Teacher comments:
PHOTOCOPIABLE
EXTENDED-RESPONSE READING
Student uses information from the text to interpret significant concepts or make connections to other
5
situations or contexts logically through analysis, evaluation, inference, or comparison/contrast.
Student partially integrates interpretation of the text with text-based support, also uses relevant and
4
accurate references; some are specific; some may be general and not fully supported.
Student uses information from the text to make simplistic interpretations and demonstrates an
3
accurate but limited understanding of the text.
Student does not address the task, makes little or no interpretation of the text and demonstrates brief
Initial level
or no understanding of the written work.
The aim of this Reading Progress Map is to place students in one of these levels according to their reading skills to generate future
improvements.
See English Progress Map on page 15 of the Introduction.
PHOTOCOPIABLE
Includes a connection between the text and the reader's background knowledge. 5
Attempts to make a prediction or draw a conclusion about the text, includes details that are not explicitly stated. 3
No evidence of inference (making a prediction, interpreting information or drawing a conclusion) about the
Initial level
text, conveys a minimum amount of information about the written work.
Adapted from: the Hill Middle School Staff, Long Beach Unified School District, 1/2000
The aim of this Inference Reading Progress Map is to place students in one of these levels according to their reading skills to generate
future improvements.
See English Progress Map on page 15 of the Introduction.
PHOTOCOPIABLE
QUESTIONNAIRE
Development of Tasks
Total
Total
5 - 10 11 - 15 16 - 20 21 - 25
Teacher comments:
PHOTOCOPIABLE
Notes
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BIBLIOGRAPHY
The following web pages and books have been selected as knowledge, providing textual information to help them to draw
support and extra activities for teachers: conclusions and interpret facts. When working with them, try to
follow the usual steps of before, while and after reading, and
Listening comprehension:
don't forget to give students positive feedback on their work.
• http://www2.gol.com/users/johnm/song-lyrics.htm
• http://www.isabelperez.com/songs.htm Speaking
• http://www.musicalenglishlessons.org/popsongs/ • http://www.onestopenglish.com/section.asp?section
index.htm Type=listsummary&catid=59406&docid=153770
• http://www.saberingles.com.ar/songs/57.html • http://www.eslflow.com/speakingandcommunica
tiveicebreakeractivities.html
• Book, Interchange Third Edition Class Audio, by Jack C. Richards
• http://www.proteacher.com/070001.shtml
(author), Cambridge University Press, 2004.
• http://iteslj.org/c/games.html
• Book, Edutainment: How to Teach Language With Fun & Games
(Paperback) by I. E. Hewitt (author), Delta Systems Co Inc; Bk & • Book, Keep Talking: Communicative Fluency Activities for Language
CD edition (December 1998) Teaching (Cambridge Handbooks for Language Teachers) by
• Book, Classroom Teacher's ESL Survival Kit No 1, by Elizabeth Claire Friederike Klippel, Cambridge University Press, 1984.
and Judie Haynes (authors), paperback, Pearson ESL, 1994. • Book, Communication Games Intermediate by Jill Hadfield,
• Book, Simple Listening Activities, Jill & Charles Hadfield Pearson, 2000.
(authors), Oxford Basics series, Oxford University Press, 2002. • Book, Pronunciation Games, Mark Hancock, Cambridge
University Press, 1995.
Students learn better by listening to songs, videos or audio
recordings. So, it is advisable to work in pairs or small groups and For a successful English speaking lesson it is recommended to
do not forget the three stages (before, while and after listening). show pictures to the class and elicit students' ideas about them
As a consolidation activity and if the text is appropriate, ask by asking and answering questions. Role playing dialogues and
them to sing together. drills may help them to pay attention to the pronunciation and
intonation of words. Give students plenty and different ways of
Reading comprehension:
practicing and encourage them to speak as much as they can.
• http://www.abcteach.com/directory/
reading_comprehension/grades_24/informational/ Writing
• http://www.readwritethink.org/lessons/ • http://esl.about.com/library/lessons/
lesson_view.asp?id=152 bl_guided_writing.htm
• http://www.breakingnewsenglish.com/ • http://www.readingrockets.org/article/5608
0805/080506-cyclone.html • http://esl.about.com/library/lessons/
blwrite_informalletter.htm
• Book, Reading, Writing and Learning in ESL: A Resource Book for
• http://www.englishclub.com/esl-articles/200004.htm
K-12 Teachers (3rd Edition), by Suzanne F. Peregoy (Author), Owen
• http://esl.about.com/library/lessons/
F. Boyle (Author).Allyn & Bacon, Pearson, 2005.
bl_guided_writing.htm
• Book, In the Middle: New Understanding about Writing,
Reading, and Learning (Workshop Series) by Nancie Atwell, • Book, Simple Writing Activities, Jill & Charles Hadfield, Oxford
Heinemann, 1998. Basics series, Oxford University Press, 2000.
• Book, Reading Reminders: Tools, Tips, and Techniques by Jim • Book, Choices, (Writing Projects for Students of Esl), Cambridge
Burke, Boynton/Cook, 2003. University Press, 1999.
Quedó así: Students need to read in a wide variety of genres: Writing is one of the most difficult tasks for for students of
narrative, informational, procedural, biographical, persuasive, English as a foreign language, so it is advisable to offer
poetic; the texts will become part of their background interesting topics that make them want to write.
170 BIBLIOGRAPHY
ZEVAL GUIA ING 2JO (154-172) 4/12/09 15:37 Página 171
Los textos escolares son una importante herramienta para la implementación del currículum en la
sala de clases, constituyen un apoyo estratégico para el desarrollo del aprendizaje y son un recurso
pedagógico utilizado en diversos espacios educativos, tanto dentro del aula como fuera de ella.
En conjunto con los Programas de Estudio y los Mapas de Progreso, buscan apoyar el trabajo docente
el Currículum nacional.
Como es de conocimiento del sistema escolar, a partir de marzo del año 2010, se comienza a
implementar el ajuste al Currículum nacional, que ha actualizado los Objetivos Fundamentales y
Contenidos Mínimos Obligatorios (OF-CMO) de los sectores de Lenguaje y Comunicación, Matemática,
! "
#$
%
&
nuevo sector curricular para el idioma inglés y los OF-CMO de Idioma Extranjero seguirán vigentes
para las otras lenguas.
Este proceso de Ajuste Curricular es parte de una política de desarrollo curricular, a través de la cual
se busca mejorar cíclicamente el currículum, a la luz de lo observado en su implementación y de los
cambios ocurridos tanto en la sociedad como en el conocimiento. En los 5 sectores de aprendizaje
'
'
la extensión del currículum, mejorar su secuencia y articulación entre ciclos (tanto entre básica y
media como con la educación parvularia), visibilizar la presencia de las habilidades y fortalecer la
presencia transversal de las tecnologías de la información.
Es importante destacar que este ajuste al Currículum nacional mantiene el enfoque que orienta las
*
+ Un currículum para la vida, orientado al desarrollo de competencias que son relevantes para el
desenvolvimiento personal, social y laboral de los sujetos en la sociedad actual. En este sentido,
el proceso de ajuste curricular ha buscado reforzar la orientación del currículum, enfocada en
el aprendizaje de conocimientos, habilidades y actitudes que facilitan y son requeridas en el
desenvolvimiento de los sujetos en diversos ámbitos personales, sociales, ciudadanos, laborales
y de estudios.
+ Aprendizajes que buscan contribuir simultáneamente a los propósitos del desarrollo personal
/
/
#
+ Aprendizajes que promueven la formación ciudadana de los alumnos y alumnas para que
participen activamente de la sociedad democrática.
A continuación se presenta un diagrama que representa la relación entre los diferentes instrumentos
www.curriculum-mineduc.cl y www.textosescolares.cl