English, please!

1
Teacher ’s Guide

EP1-TG-M1ini inc.indd 1 17/12/13 19:57

 English, please! 1
Student’s Book
English, please! 1 fue diseñado en el marco de los
Convenios de Cooperación 127 de 2012 y 751 de 2013 suscritos
entre el Ministerio de Educación Nacional, el British Council
y la Fundación Empresarios por la Educación

María Fernanda Campo Saavedra

Ministra de Educación Nacional

Julio Salvador Alandete Arroyo

Viceministro de Educación Preescolar, Básica y Media

Mónica Patricia Figueroa Dorado

Directora de Calidad de Educación Preescolar, Básica y Media

Judith Yeni Jimenez Torres

Gerente Proyecto de Fortalecimiento al Desarrollo de Competencias en Lenguas Extranjeras

Equipo Técnico
Ministerio de Educación Nacional
Sindy Moya
Carola Gomez Medina
British Council
Katie Potts
Camila Murcia
Fundación Empresarios por la Educación
Sandra Patricia Corzo Delgadillo
Especialista académico
Jan Van De Putte

Autores
Nathalie Ruge, Maya Briggs, Helen Speranza, Luzkarime Calle, Yuddy Pérez, Paola Urueña,
Larissa Tatiana Rico, Nancy Echeverri, Nancy Paola Riascos, María Isabel Gutiérrez, Oscar Hernán
Montoya, María Alejandra Roa, Frank Giraldo, Lizbeth Arévalo, María Eugenia Oviedo Bocanegra.
Consultores académicos
NILE (Norwich Institute for Language Education)
Thom Kiddle, Simon Smith, Rod Bolitho
Ilustraciones y Fotografías
Carátula: David Osorio; Imágenes del libro: P. 199
Coordinación editorial
Ideas Maestras - Ana Julia Mora Torres
Diseño: Paola López Mora. Diagramación: Leidy Sánchez, Diana González Molina.
Edición: Beatriz Henao Zapata, Juanita Navarro Páez, Aylin Aldana.

© Ministerio de Educación Nacional, 2013

ISBN 978-958-691-563-2
Calle 43 No. 57-14 Piso 5. Bogotá D.C. - Colombia
www.mineducacion.gov.co
Citación: Ministerio de Educación Nacional. (2013). English, please! 1. Bogotá D.C. - Colombia
Impreso por Imprenta Nacional de Colombia
Disponible en:
http://www.colombiaaprende.edu.co/lenguasextranjeras
© MEN Colombia

www.mineducacion.gov.co

Todos los derechos reservados

Prohibida la reproducción total o parcial, el registro o la transmisión
por cualquier medio de recuperación de información, sin autorización
previa del Ministerio de Educación Nacional.
Bogotá D. C. – Colombia

EP1-TG-M1ini inc.indd 2 17/12/13 19:57

 “Nuestro propósito es formar ciudadanos competitivos, capaces de
interactuar con el mundo, a través de una lengua extranjera”.

La inversión social a través del acceso a una educación pertinente y de calidad es una
prioridad del Gobierno Nacional. En el Plan de Desarrollo 2010–2014 se considera el
dominio de una lengua extranjera, particularmente el inglés, como un vehículo para
lograr una mayor competitividad del país. Por eso, el Ministerio de Educación Nacional
trabaja en la internacionalización de la educación, como una importante oportunidad de

la agenda internacional del país.

En la política sectorial 2010-2014 “Educación de Calidad, el Camino para la Prosperidad”,
del Ministerio de Educación Nacional, consolidamos una importante estrategia, el
Proyecto de Fortalecimiento al Desarrollo de Competencias en Lenguas Extranjeras,
que busca garantizar que nuestros estudiantes desarrollen mejores competencias
comunicativas en una lengua extranjera durante todo el ciclo educativo, para convertirse
luego en ciudadanos que logren insertarse mejor en el mundo globalizado en que vivimos
y contribuir a mejorar las condiciones de competitividad de nuestro país.

necesario fortalecer los ambientes de aprendizaje de lengua extranjera en el país, lo que

implica impactar todos los aspectos del ciclo del mejoramiento de la calidad educativa.
cuatro ejes (formación
y acompañamiento a docentes, aspectos pedagógicos, evaluación y seguimiento,
y fortalecimiento institucional), que se constituyen en una guía orientadora para la
formulación de proyectos pertinentes y sostenibles, tendientes a mejorar las condiciones
en que nuestros niños y jóvenes aprenden a interactuar en una lengua extranjera.

• Formación y acompañamiento a docentes

El docente, como actor primordial que orienta el mejoramiento de las competencias
de los niños y jóvenes, debe contar con un nivel adecuado de una lengua extranjera
y apropiar prácticas de aula efectivas. De ahí la importancia de ofrecer esquemas de
desarrollo profesional continuo, que respondan a las necesidades reales de los docentes

programas diferenciados, que contemplan no sólo la fase de formación, sino también la

de acompañamiento a la implementación. En esta línea, para el Ministerio de Educación
es igualmente prioritario asegurar la calidad de los nuevos docentes, por lo que de forma
paralela a la formación de docentes en servicio, se adelantan y direccionan proyectos
de fortalecimiento a los programas de licenciatura y a los ciclos complementarios de las
Escuelas Normales Superiores.

• Aspectos pedagógicos

el diseño e implementación de herramientas pedagógicas y materiales didácticos que

buscan mejorar la experiencia de aprendizaje para los estudiantes y facilitar la labor de
enseñanza del docente. Las acciones de este eje se apoyan en el resultado de la formación
y están encaminadas a transformar las prácticas de aula, asegurando la apropiación de
los estándares de competencias y el uso efectivo de material pedagógico.
© MEN Colombia

Al respecto, el Ministerio de Educación ha dado el paso siguiente a la creación de los

Estándares Básicos de Competencias en Inglés, adelantado proyectos de desarrollo de
material propio. Como English, Please!

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 • Evaluación y seguimiento
Asegurar la pertinencia de las estrategias y la sostenibilidad de los proyectos requiere
de un proceso continuo de seguimiento, que inicia con el análisis del contexto y las

la generación de herramientas de medición de impacto. Las acciones de este eje soportan

entonces el proceso de toma de decisiones.
Por un lado, el Ministerio de Educación ha encaminado sus medidas en este eje al
aseguramiento de la calidad, a través del análisis de resultados del componente de
inglés de las Pruebas SABER en los niveles del ciclo educativo en que se evalúa esta área;
y, por otro lado, al seguimiento al impacto generado por los procesos de formación, a
través de la prueba diagnóstica que toman de manera voluntaria los docentes desde el
año 2008.

• Fortalecimiento institucional
Estamos convencidos de que las estrategias concebidas en cada eje serían acciones aisladas
si no se desarrollaran dentro de instituciones (Secretarias de Educación, Instituciones
de Educación Superior y Escuelas Normales Superiores) que hayan tomado la decisión
autónoma y consciente de movilizar a sus comunidades educativas hacia el logro de los
objetivos propuestos en el proyecto. Por eso, las acciones que el Ministerio adelanta
en este eje buscan generar capacidad instalada y fomentar condiciones institucionales
adecuadas para que los proyectos se vuelvan efectivos y sostenibles gracias a la
participación decidida de toda la comunidad educativa.

evidenciado que así como es indispensable desarrollar acciones particulares en cada

una de estas cuatro líneas, también es esencial articular coherentemente las acciones
entre ejes, para garantizar un fortalecimiento integral de los procesos de aprendizaje y
enseñanza de la lengua extranjera.

English, please!

Para el Ministerio de Educación Nacional es un orgullo presentar a la comunidad educativa

English, please!, un proyecto que se enmarca en el eje de aspectos pedagógicos y, a
partir del cual se busca que los docentes y estudiantes del país cuenten con materiales y
recursos didácticos más pertinentes para sus aulas y contextos escolares. Este material
pretende apoyar los procesos de enseñanza y aprendizaje de inglés de estudiantes que
cursan grados 9, 10 y 11 en las instituciones educativas públicas del país.
El proyecto se ha construido a partir del diseño de un programa modelo de inglés de
alta calidad, mediante el cual los docentes puedan transformar su práctica en el aula
y garantizar resultados en los procesos de la enseñanza y aprendizaje de inglés como
lengua extranjera.
En el Ministerio de Educación Nacional creemos que interactuar en inglés es una
competencia básica para que nuestros estudiantes se comuniquen mejor con el mundo y
para que puedan tener más oportunidades de progreso personal y profesional; condiciones
que, sin duda, redundarán en el desarrollo de Colombia.

María Fernanda Campo Saavedra

Ministra de Educación Nacional

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 English, please!

Estimados docentes y estudiantes

El Ministerio de Educación Nacional en el marco del Proyecto de Fortalecimiento

al Desarrollo de Competencias en Lenguas Extranjeras se complace en entregarle
English, please!, una estrategia creada para que los jóvenes colombianos
alcancen mejores niveles de inglés y logren así acceder al mundo globalizado,
identificándose con jóvenes de otros países y contextos, y reflexionando sobre
otras culturas, sociedades y estilos de vida. Esta serie se constituye en un
importante avance para promover en los jóvenes colombianos conciencia
intercultural a través del aprendizaje de la lengua inglesa.

English, please! es una serie de alta calidad desarrollada para los grados 9°,
10° y 11° mediante la cual los docentes pueden transformar los procesos de
enseñanza y aprendizaje de inglés como lengua extranjera y garantizar mejores
resultados. Su sílabo está orientado a los niveles A1 y A2 con exposición
progresiva hacia niveles superiores (B1), especialmente en las habilidades
receptivas. Este sílabo es comunicativo y se organiza por macrotemas (Topic
based syllabus) que permiten un trabajo interdisciplinar con Educación para la
Sexualidad, Educación para el Ejercicio de los Derechos Humanos, Educación
Ambiental y Educación para el Desarrollo de Competencia para la Ciudadanía.

English, please! Está alineado a los Estándares Básicos de Competencias

en Lenguas Extranjeras: inglés (Guía 22) y a los estándares transversales de
competencias ciudadanas con un sílabo cíclico que promueve el desarrollo
de las habilidades de forma integrada para que los estudiantes mejoren su
dominio de la lengua a través del descubrimiento y del uso de estrategias de
aprendizaje efectivas. En la serie, se privilegia el desarrollo de proyectos y la
evaluación mediante portafolios. Su estructura sugerida refleja la organización
del año escolar en las instituciones educativas oficiales, trabajando un módulo
de tres unidades por bimestre con una intensidad de 3 a 5 horas semanales.
Aun así, se espera que los docentes apropien y adapten el plan de estudios a
su contexto particular.

El material comprende el texto del estudiante, la guía del docente, un CD con

actividades de audio, y un componente virtual de ejercicios complementarios
disponible en www.colombiaaprende.edu.co/lenguasextranjeras. El Ministerio
de Educación Nacional le apuesta a este nuevo proyecto pensado, diseñado y
creado por docentes de inglés colombianos de diferentes regiones del país y
dirigido a contextos escolares variados con un interés particular en la inclusión
y la diversidad. Siendo un material que surge de un proceso de investigación
riguroso, se evidencia una pertinencia y aceptabilidad alta dentro de las aulas
colombianas en las cuales fue piloteado. English, please! es una apuesta
pedagógica que le presenta a los docentes un repertorio amplio de opciones
adaptables a los diversos contextos nacionales que busca transformar las
prácticas docentes, y las creencias sobre el aprendizaje de la lengua inglesa
en Colombia.

EP1-TG-M1ini inc.indd 5 17/12/13 19:57

 The methodology in English, please!
The English, please! series has been designed and written by teachers from a range of education
institutions across Colombia. The key principles which underlie the approach and methodology of the
activities, lessons, modules and units are:

▪▪ A topic-based approach to the language ▪▪ A noticing approach to language development

syllabus
▪▪ Learning outcomes based on project
work and language use
▪▪ Learner autonomy through self-assessment
and reflection
▪▪ Integration of transferrable skills
▪▪ Integration of language skills
▪▪ Development of learning strategies
▪▪ A portfolio approach to recording and
awareness of language progress
▪▪ Alignment to national and international
standards

1 A topic - based approach to the language syllabus

A topic-based approach takes themes and topics, rather than language structures, as the starting
point of syllabus design. This aims to provide all learners with a specific and meaningful context
in which to learn language and content. It also gives students the opportunity to learn cross-
curricular content, i.e. content from different school subjects for English language learning. The
macro topics for the English, please! series are educational topics - Teenagers, Globalisation,
Lifestyles and Health, and The Environment - rather than “pop” culture topics, and aim to
challenge learners to see the English language as the means rather than the end of learning.

2 Learning outcomes based on project work and language use

The project work in English, please! (one project per module) provides learners with an end
product to see evidence of their own learning, and teachers with a way to assess progress which
moves away from traditional testing. Project work is learner-centred, motivational, develops
learner autonomy and creativity, integrates the four skills, and involves authentic tasks and
contexts.

3 Learner autonomy through self-assessment and reflection

In addition to the learner autonomy developed through project work, English, please! invites
learners to set goals at the beginning of each module, and assess their achievement of these goals
at the end of the module. Through self-assessment of the key learning outcomes, and reflection
on the transferrable skills used in a module, English, please! helps learners take responsibility for
their own learning.

4 Integration of transferrable skills

Transferrable skills are the abilities and practices learners develop outside the classroom which
support their learning, and the skills they develop inside the classroom which are relevant to other
curriculum subjects and aspects of their personal life. Examples of transferable skills developed
throughout the English, please! series are team work, communication skills, organisational skills,
problem-solving, analytical skills, and proofreading and editing skills.

5 A noticing approach to language development

A ‘noticing approach’ – paying attention to, and having an explicit focus on, language forms
as they occur in graded language input – helps learners internalise language rules, rather than
treating grammar and vocabulary development as decontextualised topics for memorising and
controlled production. It can help learners notice how language is typically used, become aware
of their own use of the target language, give relevance to language points so they recognise them
again when they meet new texts, and help them make discoveries and generalisations about how
language is used. Consequently, learners and teachers are invited to explore the texts in English,
please!, through guided and supported activities, to notice how grammar and vocabulary gives
meaning to language.

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 6
With an explicit focus on how the skills of listening, reading, speaking and writing are used in
combination when we communicate, the English, please! series gives balanced coverage of
the four skills, and also encourages learners not to see the skills in isolation from each other.
Skills are integrated throughout lessons, in project and portfolio work, and in self-assessment of
learning outcomes.

7
Learning strategies are the techniques individual students use to help themselves learn. Learning
about learning is part of the education process and also help learners in other areas of life.
English, please! promotes meta-cognitive strategies, such as planning, peer and self-evaluating
and monitoring language use; cognitive strategies used in actually ‘doing the learning’, such as
guessing words, repeating, learning things by heart, and working out rules; and social strategies,
such as working with others and asking for help.

8
In a portfolio approach to collecting, recording, presenting and assessing their own language
in action, learners and teachers can move away from a traditional approach to testing which
prioritises test preparation and devalues actual language work done inside and outside the
classroom. By creating a language portfolio in each level of English, please!, learners take pride
in the language they encounter and produce, and also have a concrete body of work in which
they can see their own progress and select pieces for teacher and peer assessment.

9
The Ministry of National Education established the teaching-learning standards for foreign
languages (to know what is to be learned and for the learner to know what he/she is able to
learn and able to do with what he/she knows). The standards correspond to levels A1-B2 of the
Common European Framework and include five areas: receptive skills (listening and reading), and
productive skills (writing, spoken monologue, and spoken conversation). The English, please!
series uses the MEN’s Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés
(Guía 22) as a guideline for the syllabus. All the modules and lessons in the series are aligned to
the corresponding standards for each skill.

The series comes in three levels, each with a The following is a visual representation of
Student’s Book, Teacher’s Guide and accompanying the structure of the modules
audio CD and On-line Workbook.

Each level contains four modules. Each module Exploration of topics,

is centred around a different topic on which INTRO language outcomes and
students will complete a project. The modules project
start with an introductory section where students New content
explore the topic, the expected language learning UNIT
Progress on project
outcomes and the project. After that there are 1 (Lessons 1 to X)
PROJECT

three units with a number of lessons. The first

MODULE

two units explore different subtopics in more UNIT New content

2
Progress on project
depth, provide students with activities to acquire
(Lessons 1 to X)
the necessary language and let them work on
aspects of the project. The third unit presents a Review and recycling of
review of the language aspects, gives students the content
UNIT
opportunity to finalise their project and present Completion and presentation
it, and to think back and assess their achievement 3 of project
Self-assessment of language
with regard to the module’s expected language outcomes and project work
learning outcomes.

II

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 In this section, the students explore the topic, the expected language outputs and the project for the
module. It serves the purpose of a “Get Ready” section (see below), but for an entire module. Students
also get the opportunity to start organising their project (see Learning outcomes based on project work
and language use above) and organising their portfolio. It is important for students and teachers to connect
this section with the Self-assessment section of the final unit in the module.

There is a wide range of activity types within

lessons, but you can expect to find the following
sections throughout each unit:

In these activities, students are invited to think

about the topic of the lesson, and prepare for some
of the language they may need to use. This section
provides opportunities for teachers to elicit or teach
vocabulary, initiate discussions, invite students to
share opinions and bring in their knowledge of the
world they live in. Some of these activities may be
supported by use of learners’ L1, as the purpose
is to generate interest in, and awareness of, the
topic. (See Topic-based approach above).

These sections may involve using the skill in

isolation, or in combination with another skill (see
Integration of the four language skills above). For
receptive skills activities, teachers need to decide
whether to pre-teach any of the vocabulary in
the texts, or whether other pre-listening/reading
activities are appropriate to predict context or
content. For speaking activities, teachers will
need to decide on the focus of the activity, e.g.
fluency development or a focus on accuracy, and
instruct/model as appropriate while setting up the
activity. Teachers can also draw attention to Useful
Language boxes and other language content to
support the speaking activity, and encourage use of
English. Teachers will also need to decide the best
interaction patterns for the activity and when to
monitor and correct students’ language. In writing In Focus on Language sections, students work out how language
activities, students practise planning, editing and works by analysing examples of English in context (see Noticing
revising their writing through a process approach, approach above). They discover the language forms and the rules
which teachers will need to guide and support. for themselves with guidance from the teacher. It is important
Teachers need to decide on how much input, that the teacher guides students to notice and then discover how
modelling and feedback to give for writing tasks, language works. Teachers should try to avoid giving grammar rules
and also what form of presentation is appropriate before the activity; draw attention to, and give further examples
– e.g. classroom display, portfolio collection, related to the topic and in context; and give explanations after
or contribution to project work. (See portfolio students have worked independently and with classmates.
approach and project work above).

Ill

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 Although this is presented as the final activity of each of the modules, students and teachers are
encouraged to refer to it on a regular basis as they advance throughout the module. Finally, at the end
of each module, it is important to dedicate some time to a formal reflection on the individual and group
achievements (see Learner autonomy through self-assessment and reflection above). Self-assessment
should be complemented by the final submission of student’s portfolio and the teacher’s assessment of it
(see portfolio approach to recording and awareness of language progress above).

Pronunciation sections invite learners to develop

their receptive awareness of different features
of pronunciation, or to have controlled practice
of their spoken production. Teachers should
draw attention to sounds / features which may
be difficult for learners due to their L1, and give
both individual and choral practice. Teachers
should also revisit these features when they arise
in listening texts or learners’ own language use.

Learning strategies are part of developing

autonomous learning (see Learning strategies
above). The tips included in the lessons provide
students with opportunities to improve their
awareness of how they learn best. Teachers
should explain why these tips are important and
useful and refer to them throughout the course.
Teachers could also invite learners to talk about
what strategies work best for them, and to reflect
on how successful they have been (see Learner
autonomy above).

This part of the lesson is for learners to work

Vocabulary activities help learners develop understanding and
use of key vocabulary from the texts and functional language
for productive use. Teachers should consider different ways
to help students understand new vocabulary such as using
pictures from the lessons; flashcards; realia; translation;
games, pelmanism, bingo, crosswords, word snakes; vocabulary
charts in the classroom; and further practise with the online
activities.
on their projects. One of the aims of project
work is for students to develop teamwork skills
(see Transferrable Skills above). For this to be
successful, students should work in small groups,
roles should be assigned and clear tasks and
deadlines should be given. The teacher’s role
as monitor is important to make sure students
are working on the activities suggested for the
section.

IV

EP1-TG-M1ini inc.indd 9 17/12/13 19:57

 Content

1Module
Teenagers 2
Module
Our Cultural
Heritage

Unit 1 Family Unit 1 Stereotypes and Identity

L1. Family Members .................................... 12 L1. Different Places, Different People ............... 56
L2. What Type of Family is Yours? .................. 16 L2. Defining and Challenging Stereotypes ........... 60
L3. What does Family Mean to You? ................ 21
L3. Expressing My Identity ............................. 65

Unit 2 Friends and School Life Unit 2 Cultural Expressions

L4. My Dream School .................................... 27 L4. Dancing is Part of Our Culture .................... 71
L5. How does it Make You Feel? ........................ 29 L5. Could You Live Without Music? .................. 77
L6. What Kind of Friend are You? ..................... 35 L6. The Magic of Storytelling ........................ 82
L7. A Comic View of My Friends ........................ 37

Unit 3 Around My World Unit 3 Our Culture, Our Identity

© MEN Colombia

L8. Family Life ........................................ 41 L7. Colombia is Culture, Colombia is Passion ....... 89
L9. I Am Who I Am ....................................... 45 L8. Is it Because I am Colombian?..................... 93
L10. Self Assessment .................................... 49 L9. Working on Colombian Culture .................. 95
L10. Self Assessment .................................. 99

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 3Module
Lifestyles
and Health
Unit 1 Food and Nutrition
L1. Food in Colombia .............................. 104
L2. Types of Food ................................... 109
L3. Eating Habits “You Are What You Eat” ...... 114
Unit 2 Lifestyle Habits
L4. Green Lifestyles ............................... 121
L5. Don't Worry, Be Happy ........................ 128
L6. Leisure Activities Then and Now ............ 133
Unit 3 Eating and Lifestyle Habits
Around The World
© MEN Colombia
L7. Lifestyles Around the World .................. 141
L8. Health Campaign for Your Community ..... 150
L9. Self Assessment ............................... 152
EP1-TG-M1ini inc.indd 11
4
Module
Thinking Green
Unit 1 Making My Community Green
L1. Green Areas in My City ....................... 158
L2. Water Resources .............................. 162
L3. Living with Animals ........................... 166
L4. News from Nature ............................. 170
Unit 2 Taking care of the Earth
L5. The Earth is Sick .............................. 174
L6. A View from the Future ....................... 178
L7. Looking for Alternatives ...................... 181
L8. Not Too Little to Help .......................... 184
Unit 3 Environmental Campaigns
and School Projects
L9. Enviromental NGOs and City Projects ........ 188
L10. Environmental School Projects ............... 191
L11. Reuse, Reduce, Recycle........................ 193
L12. Self Assessment ................................. 196
17/12/13 19:57
 Module 1 > Unit 1
Module 1:
TEENAGERS
Module Overview
The main theme of the module
is related to the identity of
teenagers in three different
spheres of their lives: family,
school and friends.
Module Project
Students will work in groups
and each group will have a
representative for each team.
Work on the project is
ongoing throughout the module.
Students will accumulate
products that can go in the
magazine through their work
on the module topics. There
are also lessons specifically
dedicated to working on
the Project, where students
will divide into their Project
groups and work autonomously
according to teacher-approved
plans.
Refer to the self-assessment on
projects on page 44 for ideas
and rubrics on how to assess the
project.
EP1-TG-M1.indd 8
Student Portfolios
Students should keep all written/artistic
work produced in a portfolio. You should
inform them at the beginning of the term
how many pieces of work will be formally
assessed and explain that students
will be responsible for selecting their
“best” work for assessment (see Unit 3).
However, it is important to stress that ALL
work should be handed in. If some work is
produced in groups, it will be necessary to
take a copy for each individual’s portfolio.
Portfolio Assessment: Apart from the
formally-assessed pieces of written
work, you may wish to set up other
criteria for assessment of student
portfolios. For example:
▪▪ Is the portfolio complete?
▪▪ Is it presented in a tidy and
organised way?
▪▪ Is it handed in on time?
Introductory Lesson:
What will we do in English?
Each module in the course book begins
with a 1-hour introductory lesson, which
aims to arouse interest and motivation
for the topics that will be covered and
the Module Project. It also serves the
purpose of familiarising students with
the course book layout.
IN THIS MODULE, YOU WILL…
(3-5 minutes)
Begin by reading through the
unit descriptors with students.
If necessary, use Spanish to help
students understand what the
© MEN Colombia
module is about and what students
will be doing. You could ask one
or two questions to develop
students’ interest, for example:
20/12/13 17:10

What different types of families
are there? What kind of problems
are there at school? What kind of
friend are you?
LOOK AHEAD (8-10 minutes)
This Look Ahead section is 1) for students
to familiarise themselves with the
contents of the module by scanning the
units for specific information;and 2) to
activate prior knowledge on the topics of
family, school and friends with the agree
/ disagree question.
Which Unit do the statements belong to?
This is a very quick exercise that could
© MEN Colombia
be done in pairs or with the whole
class. Students need to match the
statements from the previous exercise
to the relevant Unit, bearing in mind
the title of the unit.
EP1-TG-M1.indd 9
Do you agree or disagree with the
following statements?
▪▪ Read through the statements with
the whole class.
▪▪ Look at the first statement with
the whole class. Ask Do you agree
or disagree. [Note: you may wish
to point out to your students that
in English we say: I agree NOT I
am agree.] Write the following
example of a language frame
on the board: Creating a school
magazine is interesting.
-We agree because we can do
different activities.
-We disagree because it is a lot of
work!
▪▪ Get students to work in pairs. They
should read the statements and
decide if they agree or disagree
with the statements.
Module 1 > Unit 1
▪▪ Get feedback from one or
two pairs.
Answers:
Unit 1: Family
-A typical family in Colombia is
Mum, Dad and two kids.
-Families are stressful.
Unit 2: Friends & School Life
-School years are the best years
of your life!
-Violence has no place at
school.
-It is easy to say “no” to a
friend
Unit 3: Around My World
-Creating a magazine will be
interesting!
-Working in groups is fun!
20/12/13 17:10
 Module 1 > Unit 1

You will also… (3-5 minutes)

Draw students’ attention to the
visual detailing language skills.
You can go through this fairly
quickly, just reading aloud the
skills-based work students will
be doing, or allowing students to
read it for themselves.

Poject School Magazine

(15-20 minutes)
The aim of this introduction to
the project is to familiarise ss.
with vocabulary and features
of magazines. Before this
introduction, you will need to
bring enough magazines for ss. to
look at (or ask ss. to bring them)
and explore magazine features
▪▪ Do the matching exercise in
pairs on different parts of a
magazine to familiarise ss.
with the parts of a magazine
and vocabulary related to
magazines. Conduct feedback.
▪▪ Ask ss. to find two examples of
each of the types of content.
Conduct feedback to make sure
they understand each item.
▪▪ Elicit one or 2 more examples
of each with the whole class.
Write any new vocabulary on
the board. E.g. Visuals: graphs,
polls, pie charts, drawings,
photographs; Interviews,
surveys, quizzes: Interview with
an interesting family, survey on
what friendship means to you.
Articles & Features: stories,
letters, poems, reports, film
reviews, opinion columns or
blogs; Advertising: school
supplies, schools sports, after
school clubs, interest groups,
fundraisers.
▪▪ Hand out the magazines
and tell ss. to look at their
magazines and find examples
of each of the items.
▪▪ Make it very clear who the
audience is, i.e. who will read
the magazine so ss. know
who they are writing for and
a. 7
b. 3
c. 2
d. 8
e. 5
f. 6
g. 9
h. 1
i. 4
Portfolio (8-10 minutes) 1. How many different types of family
do you know?
▪▪ Explain the concept of portfolio work. 2..What do you think are the most serious
ALL work must go in the portfolio, but
problems for students at your school?
only a specified number of pieces will
3. What kind of friend are you?
be assessed.
▪▪ Tell them how many pieces of work ▪▪ In a second column or circle, put the
will be formally assessed at the end title What I want to talk about and ask
of the term. ss. to answer these questions:
▪▪ If you have any time left, ask students 1. What topic related to family do you
to decorate their portfolios, ensuring want to talk about?
that their names, class number and any 2. Write two school problems you want to
other information you think relevant talk about.
are on the front cover. 3. What is one thing you can learn about
▪▪ Tells ss. their first piece of work for the your friends and friendship?
portfolio is: Before, Now and After. ▪▪ Tell ss. to draw another column / circle
with the title: What I learned. Tell them
Self-assessment
not to fill in this part now. Tell them you
© MEN Colombia

▪▪ Draw a chart or another graphic will give them their work back at the
make appropriate decisions end of the module so they can complete
organiser(mind map) for them to
on style. Is it only for students this part regarding the topics of family,
complete. Put the title What I already
or teachers and family or school and friends.
know in one column /circle and ask
community members as well?
the ss. to answer these questions:

10

EP1-TG-M1.indd 10 20/12/13 17:10

 Module 1 > Unit 1

UNIT 1
FAMILY

UNIT THEME
The theme in this unit is families.
The idea is for students to be able
to talk about their relationships
with their families. Students are
introduced to different types of
family and encouraged to say what
kind of family their own is. The
aim is for students to recognise
that there is a wide range of
family structures nowadays in
Colombia and the “normalcy” of
the nuclear family is actually not
that “normal”.

MODULE 1 UNIT 1 OVERVIEW

Lesson Topic Time Language Focus Output

Introductory What will we do in
1 hour
Lesson English?
• Present Simple (be)
Lesson 1 Family members 2 hours • Speaking: say who your family members are
• Possessive’s’
• Speaking: class survey
Types of family
Lesson 2 & • Present Simple • Writing & Speaking: describe your family
Creating a magazine: 3 hours
Project (1) • Vocabulary • Mind-map of magazine contents
first decisions
• Decisions
Lesson 3 What does family mean 3 hours • Vocabulary • Speaking
to you? • Questions • Collage: what family means to me
© MEN Colombia

11

EP1-TG-M1.indd 11 20/12/13 17:10

 Module 1 > Unit 1
Lesson 1:
Family Members
LESSON OVERVIEW (90 minutes)
The main emphasis of this
lesson is on building vocabulary
and confidence. Students will
probably already know some
vocabulary of family members
such as mother, father, brother,
sister, but will be unfamiliar
with other items, such as aunt,
uncle, niece, nephew etc. Drilling
any new language is extremely
important as this will give
students the confidence to carry
out the lesson tasks in English.
IMPORTANT: Ask students to bring
photos of their extended family to
class before the lesson. They need
photos to do Ex.13.
Get Ready!
1. Brainstorm (3-5 minutes)
The purpose of the brainstorm
is to discover how much family
vocabulary students already
know. Draw the brainstorm
circle on the board, and elicit
one or two examples from the
whole class. Give them a strict
time limit (1 minute) to try to
remember all the words they
associate with family. This
brainstorm activity should be
done individually. After one
minute, stop the class.
2. Share your mind-map with a
partner. (5-8 minutes)
▪▪ Organise students in pairs.
▪▪ Explain the activity
clearly, with an example
on the board. Ask the pairs
to share the words they
have on their mind-maps
and categorise them into
FEMALE, MALE, BOTH.
▪▪ After the students have
finished, check the
answers with them.
3. Identify the family members
in this word cloud. Then
12
EP1-TG-M1.indd 12
FEMALE
mother (mum)
stepmum
daughter
grandmother
sister
aunt
niece
granddaughter
MALE
father (dad)
son
stepdad
grandfather
grandson
brother
uncle
nephew
Both
parents
grandparents
grandchild /
grandchildren
siblings
cousin
decide if these words are female, ▪▪ Elicit more family words for extended
male or both. (10-15 minutes). family that your students may need
for describing their own families.
▪▪ Tell ss. to identify the family E.g., how do you say “cuñado”
members in this word cloud. The
(brother-in-law) Be prepared to
purpose of this activity is to expand
answer students’ questions and write
students’ family vocabulary from
the new vocabulary on the board.
the previous two activities. Here,
▪▪ Drill the pronunciation of the words
also, they can check the spelling of
in the word cloud. Use choral
their words. Keep students in their
drilling, get students to repeat each
pairs. Conduct feedback and elicit
word several times, especially the
other vocabulary if necessary, e.g.,
more difficult words to pronounce:
What is the female form of grandson?
daughter, aunt, uncle, niece.
Granddaughter. What is the male
Emphasise the stress in the words
form of stepdaughter? Stepson. What
grandfather, grandmother, stepmother
is the plural for niece and nephew?
(stress on 1st syllable).
Nieces and nephews.
▪▪ Be sure to correct common mistakes: Extra activity: There is a family members’
© MEN Colombia
my fathers, (my parents); ‘relatives’ word search activity at the end of the TG
are ‘parientes’. You can point out with an answer key. You could do it at this
parents is a false cognate. It means point or at the end of the unit or module
mother and father, not parientes. as a review.
20/12/13 17:10

is
are
FOCUS ON PRONUNCIATION
4. Practice saying the members of
the family.
▪▪ The purpose of this activity is for
students to get familiar with the
schwa sound /ə/ at the end of
words. Tell ss. another sound that
is difficult is th -/ð.
▪▪ Have students listen to the
pronunciation of the family
members. Don’t focus their
attention to the schwa symbol or
sound yet.
▪▪ Tell them that there are
differences between the American
and the British pronunciation of
© MEN Colombia
the –er ending sound. Have them
listen again and try to imitate both
sounds.
▪▪ Draw students’ attention to the
Improve your Pronunciation table.
EP1-TG-M1.indd 13
Tell them to look at the symbol and
practice pronouncing the words.
▪▪ You can create a “Phonics Board”
in the classroom and have students
add symbols and sounds as they
study them throughout the course.
FOCUS ON LANGUAGE
5. The Williams Family Tree
(10-15 minutes)
▪▪ Ask ss. to look at the family tree
and then the two examples. Ask ss.
to point to Lucy and Lilly. Then ask:
Is this true? Is Lilly Lucy’s mother?
▪▪ Do the same with the second
example. Ask students if there is
another way to say this sentence
(Sarah and Lauren are Kevin’s
siblings).
Module 1 > Unit 1
▪▪ Draw students’ attention
to the Useful Language box
and make a comparison
between the English
and Spanish structures.
The objective is to draw
attention to the difference
between Spanish and
English, and to the way
we use apostrophe ‘s, in
English.
▪▪ Give more examples with
the whole class.
▪▪ b. Who is it? Explain what a
riddle is (adivinanza). Then
go through the example and
make sure ss. understand it.
6. Look at these sentences and
make a rule about the use of
“is” and “are”.
▪▪ Students work in pairs.
Later, ask the class to tell
you what words should go
in the blanks to create the
language rule.
▪▪ Have students write the
language rule in their
notebooks, with one or two
examples.
7. Work with a partner. Write
Michael’s and Lauren’s
relationships with their
family members.
Tell ss. to work in pairs and
write Michael’s and Lauren’s
relationships with their
family members.
Extra Activity: If you think your
students need more practice
using is/are or possessive ‘s,
ask them to continue working
in pairs. Student A should give
a clue from the family tree
and Student B has to guess the
person. For example:
A: She is Joe’s mother.
B: Lola.
B: They are Lily’s brothers.
A: Peter & Steve.
▪▪ Demonstrate this activity with
one student.
▪▪ Ask another pair of students to
demonstrate another example.
▪▪ Do not let this activity go on
too long.
13
20/12/13 17:10
 Module 1 > Unit 1

Answers:
a. 3
b. 3
c. 4
d. one half sister
e. one niece
f. 3
g. Fabiana
h. Blanca, Jaime, Gustavo, Rosalba Answers:
i. She is not in the photo. a. Auxiliary verbs are different
because questions a-f are in
present simple using do and
questions g-I are present
simple verb to be;

b. does for she, he and it; do for I, you, we and they

SPEAK (5 - 10 minutes)
The purpose of the activity is for
students to be able to personalise
the language they have learnt by
talking about their own families.
▪▪ You can pre-teach prepositions of 10.
Now you practise. Ask about your
8. Read the text and answer place if necessary (at the back/ classmate’s family.
these questions using at the front of the photo; in front
information from the text. of me, behind me, next to me, to ▪▪ As a preparation for the activity
the left , to the right). write a list of the names of the
▪▪ Tell ss. to look at the people in your family, like this:
photo and read the FOCUS ON LANGUAGE (10 minutes) a. Demonstrate this activity by
description. Have them writing on the board the names
answer the questions. 9. Look at the questions in Exercise 8. of members of your own family.
Check they have Ask students to guess who they
▪▪ Have ss. look at the questions in
understood the different are. Say These are members
ex.8 and the examples in the box.
family relationships. of my family. Who is e.g.,
Give them a couple of minutes
Also, emphasise the Juliana? Make ss. ask you yes/no
to answer the questions. Conduct
question forms for asking questions: Is she your daughter/
brief feedback.
about family members. sister/cousin?
▪▪ Go through the table and make
They will need these b. If they can’t guess, draw a
sure ss. understand they have to
for exercise 10. Elicit quick family tree to show the
ask and answer questions. Tell
the meaning of half relationship and elicit the word.
them to use the questions in the
© MEN Colombia

sister,half brother, half c. Ask students to make a list of

bubble to ask for some more
sibling (a sister/brother/ the names of their own family
information.
sibling who has either the members in their notebooks.
They don’t have to ask the same
same mother or the same They should write people who
questions for all the members. Ask
father as you). are couples together on the same
them to mingle.
line.

14

EP1-TG-M1.indd 14 20/12/13 17:10


▪▪ Tell ss. to show their partner their
lists. Tell them to ask and answer
questions about each other’s
family. Try to have ss. work with a
different partner for this activity.
Have the ss. guess the relationship,
or simply ask the question “Who
is...?”
LET’S WORK TOGETHER (30 minutes)
▪▪ This activity is a group activity.
Students create a collage by
selecting the most representative
photos of each member of the group.
Tell them to include the information
(who, when, where) next to each
photo. Ask them to draft and
proofread their texts before they
© MEN Colombia
actually write them on the collage.
EP1-TG-M1.indd 15
Module 1 > Unit 1
▪▪ PREVIOUS PREPARATION REQUIRED ▪▪ Ask students to work with
Ask students to bring in photos the same partner from the
of their families, magazines they previous lesson.
can cut up or printouts from the ▪▪ Student A should show Student
Internet, coloured pens, crayons, B his/her photos and say, eg,
glue, scissors, etc. You will need to Look at this photo. Here are
provide them with poster-sized paper my grandparents. Can you
and tape to paste their work up remember their names?
around the walls of the classroom.
▪▪ ▪▪ Student B should say “Yes,
LINK TO PROJECT WORK - Tell all
I remember. Their names
students that they will be responsible
are...” or “No, sorry. I can’t
for selecting the best collage and/or
remember.”
piece(s) of writing to go in the School
Magazine. The collage that is selected
should be photographed.
PORTFOLIO
▪▪ Try to display students’ work for a
while on the walls of the classroom. In
a subsequent lesson, ask students to
take down their work and make sure
they keep it in their portfolio.
15
20/12/13 17:10
 Module 1 > Unit 1
Lesson 2:
What Type of Family is
Yours?
LESSON OVERVIEW (3 hours)
The focus of this lesson is on
different types of family, e.g.,
nuclear families, single parent
families etc. The reading activity
provides students with “lexical
chunks” or expressions they
may need in order to describe
their own families and their
relationship with their families.
The purpose of this lesson is for
students to realise that there is
no stigma attached to not being
part of a “nuclear” family.
GET READY (10 minutes)
1. Talk to a partner and
ask and answer the
questions.
▪▪ In pairs, ask them to ask
and answer the questions
that relate to the charts.
16
EP1-TG-M1.indd 16
READ (25 minutes)
▪▪ It is important for students to try to
read in English without looking up
every word they don’t know in their
dictionaries. Begin by asking students
to put away their dictionaries.
▪▪ Use L1 if necessary.
2. Look at the information about
families in Colombia. Is it true
about your family?
▪▪ Elicit from ss. where you
usually read or see this type of
information in a magazine, in a
newspaper, or on the news. Go
through each one with them and
elicit and check the meaning of
each item.
▪▪ Ask them to say if it is true for
them and encourage them to
use the vocabulary in the Useful
language box.
3. Match the type of family, the photo and
the description. (10-15 minutes)
▪▪ First, ask students to look at the
pictures of families. Ask general
questions like: Where do you think these
families are from? Do they look happy?
▪▪ Tell ss what their task is: To match the
description, the picture with the type
of family.
▪▪ Do the example as a class. Read
Description 1 aloud to the class. Ask
students to identify any words they
know, especially family words.
▪▪ Draw a table on the board, like the one
on page 17.
▪▪ Ask students if they can guess which
© MEN Colombia
picture matches description 1 (a).
▪▪ Tell them that they were able to
answer even though they didn’t need
to understand all the words.
20/12/13 17:10
 Module 1 > Unit 1

5 2 7

D B F

6 3 4

C G E

Description Words I Know in English Words that look Unknown Word

like Spanish
1. Mum dad sister brother usual, normal, argue (discutir),
child normal parents (check family close to (cer-
meaning for parents, point cano con)
out again it is a false cog-
nate. It is not parientes,
but mum and dad).

▪▪ Explain that even if we don’t know every word, we can still get a good
idea of the meaning, by using pictures, cognates and other clues. There
are many words that are similar in English and Spanish. Do NOT explain any
unknown words at this stage.
▪▪ Ask students to work individually. Tell them to make a similar table in their
notebooks and complete it. Then match the description, the picture and the
type of family.
▪▪ When most of the class has finished, ask them to check their answers with a
© MEN Colombia

partner. Check answers quickly with the whole class.

▪▪ Ask for ss opinions on Description 5. Read “I guess we’re the most usual
kind of family”. Ask: Is this true? What is the most “usual” kind of family in
Colombia? Accept answers in Spanish. Allow some discussion.

17

EP1-TG-M1.indd 17 20/12/13 17:10

 Module 1 > Unit 1

Answers:
we’re really close
died
love us all the same
pregnant
annoys me sometimes
we get on well
raised me
step-mum
half brother

4. Write a word or phrase from the
descriptions that means.
▪▪ Explain to ss. their task is to find a
word or phrase from the descriptions
that means a- j. Explain that the
final column refers to the number of
words in the expression they have to
find in English. Do the first one as an
example for the whole class.
▪▪ This activity guides students to
discover meaning without using
dictionaries. With the help of the
Spanish translation, and because the
texts are short, they should be able
to find the expressions, through a
process of elimination, guesswork
and the words they already know in
5. Check your answers with a partner.
▪▪ Ask students to check with a partner
when they finish.Finally, check with
the whole class. Congratulate your
students on how much they have
been able to understand without
using dictionaries.
FOCUS ON PRONUNCIATION (10 minutes)
6. Improve your pronunciation.
▪▪ Listen to the people describing
their families.Play the sound clip.
Pause after each expression. Ask
students to repeat. Use choral
and individual drilling.
▪▪ Ask ss. if they noticed how some
words are stressed. Read the Improve
© MEN Colombia

English.
your English Pronunciation box.
▪▪ Ask students to work individually. Say
Emphasise that stress patterns are
that if they really don’t know/can’t
the music of English. Listen to (a) and
find any of the expressions, to leave
(b) again, and look at which words
it blank and come back to it later.
are stressed.

18

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 Module 1 > Unit 1

s she

▪▪ Play (a) again. You can clap the stressed words so students can really hear it. My Family
▪▪ Try this webpage for more information on sentence stress: http://www.
hablamejoringles.com/sentence-stress-la-acentuacion-de-las-frases-en- My family is similar to the extended
family in picture___. My parents
ingles/
are divorced and I live with my
mum and my little brother, Julio.
FOCUS ON LANGUAGE (3 minutes) He annoys me sometimes.
7. What is similar and different in the underlined words? My dad got married again and he
has two kids with his new wife, but
This is a quick exercise just to remind ss.of the use of “s” for present simple he loves us all the same.
third person verbs. They should know the rule. Have them complete the rule and I am very close to my mum but I get
check. on well with my stepmother too.

SPEAK (15 mintues)

8. Ask and answer questions about your family type. Describe your relationship with
your family. Use the bubbles below to help you.
▪▪ Ask students to practise. Have them ask and answer questions about their
family type. Tell them to use the bubbles and boxes. Model this with a
© MEN Colombia

student first. Then have them work in pairs.

▪▪ As an extra activity you can ask them to do a writing activity, describing
their family using the words and phrases from the lesson. Here is a model
you can give them.

19

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 Module 1 > Unit 1
Let’s Work Together (45
minutes)
Ss. conduct a class survey to
find out what types of family
are the most common in the
class. Carry out a class survey
by doing the following:
▪▪ Pre-teach the question
they will ask: What type of
family are you from? Drill the
question, until students feel
comfortable saying it.
▪▪ Write the possible answers
on the board: (elicit from
students)
1) Nuclear family
2) Single parent family
3) Extended family (living
with grandparents, other
relatives)
4) Adopted family
5) Big family
6) One child family
7) Other (say what type)
20
EP1-TG-M1.indd 20
a. What type
of family are
you from?
▪▪ Demonstrate the question and
answer with one or two students.
Mime writing their answers on
your paper.
▪▪ Ask them to write a second question
they want an answer to. Tell them
that for practical reasons, it is easier
to give options to students so they
can’t count responses.
▪▪ Ss. need to organise themselves.
Each member of the group has to
interview different classmates. All
classmates need to be interviewed.
This is a mingle activity. Ss need
to stand up and move around the
class, asking their questions.
▪▪ When they are back in their
groups, ask them to total the
number of people in the different
types of families.
Then total the answers to their
second question. Tell them to draw
a chart with the results. They can
use examples in the Get Ready
section on how to show results in
a chart.
▪▪ Conduct class feedback. Make sure
to ask each group for feedback on
a different family type. E.g., Ask
Group A: In our class, how many
people are from a nuclear family?
Ask Group B: How many people are
from a single mother family? etc.
Each group should have the same
answers, so you may find some
disagreement if mistakes have
been made with adding up. Try not
to let the feedback go on too long.
© MEN Colombia
▪▪ Conclusions: Ask groups to reach
a conclusion on the most common
type of family in their class.
20/12/13 17:10
 Module 1 > Unit 1

Answers Exercise 3

Positive concepts:
■ people who give
you advice
■ people you feel
comfortable with
■ people you spend
a lot of time with
■ support and
respect
■ being tolerant
■ people who love
you
■ people who are
always there for
you

Negative concepts
■ problems
■ arguments and
fights
■ an invasion of
privacy
■ aggression and
violence
■ stress!
■ rules, rules and
more rules!

Lesson 3:
What does Family Mean to You?
LESSON OVERVIEW (2 hours 30 minutes)
In this lesson, students are provided
with vocabulary and expressions to be
able to describe their relationships with
their families, responding specifically to
the question What does family mean to
you? They listen to three native speakers
answer three questions. There is a focus on
vocabulary and expressions related to the
topic. By the end of the lesson ss. will talk
about typical family problems and work on
their school magazine.
GET READY (15 minutes)
© MEN Colombia
Ask questions such as: Do teenagers normally See if you can guess the
have good relationships with their parents? meaning of unknown
What are some problems they may have? vocabulary. Remember that
there are many words that
are similar in Spanish and
FOCUS ON VOCABULARY (3 minutes)
English.
1. What does the word ▪▪ Give students a sentence
“family” mean to YOU? Tick the stem on the board … For
words or phrases that are relevant to me, family is …
your concept of family.
▪▪ Ask students to share the
words/expressions they
▪▪ Ask students to work individually. chose with a partner, using
There are no “correct” answers for
the sentence stem.
this activity as it is very personal.
▪▪ Tell them if there are any words/ ▪▪ Together, they should try
to work out the meaning
expressions they don’t understand
to just ignore them for the of any expressions they
moment. don’t understand.

Ask students if they can describe the families 2. Share your concept with a
on the left (eg, happy, loving, they do things partner. Say “For me, family is …”
together) and the families on the right (e.g., . Are there any words you don’t
fighting, arguing, bad relationships). understand?

21

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 Module 1 > Unit 1

Tapescript 3
Frank: Okay, Carlos. Who do you live
with?
Carlos: I live with my mum, my
brother and my father but my
father and my brother they
normally travel a lot, so I just stay
with my mum all the time.
Frank: Okay, Tarek. Who do you live
with?
Tarek: I live with my grandma, my
granddad and my aunt.
Frank: Radha, hello. Who do you live
with, Radha?
Radha: Well, currently I’m living with
my mum and two of my younger
sisters.
R

3. Which words/expressions T

are positive concepts?

Which are negative
concepts? Write them in
your notebook.
▪▪ Remind students to take Radha Carlos Tarek
care with spelling when
they copy the expressions.
▪▪ Conduct a brief feedback
session around the class.
Drill the pronunciation of
any expressions students
have problems with. Some
common pronunciation
problems are: T
- love: the vowel sound R
C
should be pronounced
the same as in “UP”, not
“OF”.
- comfortable: has 3
syllables: COMFOR-TA- Tell them not to panic if they don’t In (b) my mum, sisters. In (c)
BLE. The first syllable is understand all the words. 1.Read the grandma, granddad, aunt.
pronounced to rhyme with topic with them. 2.Look at the pictures ▪▪ Play Audio 3. Pause after Carlos has
“UP” not “OF”. and elicit information from them. 3.Read finished speaking. Ask students if they
- arguments: has 3 the question with them. 4.Make sure heard the key words they had identified.
syllables AR-GU-MENTS. they understand the task. ▪▪ Continue playing the audio.
The second syllable is
4. Listen to Carlos, Tarek and Radha ▪▪ Check quickly to see if students got
pronounced “GYU”, not
talking about their families. the correct answers.
“GU”.
Tell ss. now they will listen 3 times. b. How do Carlos, Tarek and Radha
LISTEN (30 minutes) answer this question: What does
The first time they listen, they can
This is the first listening students will note down their answers in their family mean to you?
do and the tasks have been made notebooks. The second time they can ▪▪ Before playing Audio 4, ask students
deliberately simple: for each of the check answers with a partner and a to read through the summaries and to
three sections, they just have to third time to confirm answers. identify key words. Remind students
identify who says it. The idea here is that these are summaries and not
a. First, listen to them talk about
to build students’ confidence when exactly what they will hear. Key words
who they live with. Write C (Carlos),
listening. could be: Box 1: support group, best
© MEN Colombia

T (Tarek) or R (Radha).Who says this?

Before ss. listen, go through the
Listening Tips. Explain this in L1
if necessary. Go through the steps
with them with this listenng.
▪▪ Ask them to identify Key Words
that they already know.
For example, in (a) key words
would be mum, brother, father.
friends, always there for me. Box 2:
blood ties, mum, dad, brother, cousins,
classmates, love and support. Box 3:
support network, comfortable.

22

EP1-TG-M1.indd 22 20/12/13 17:10


R
T
C people who love you and they
does
do
they
▪▪ Play Audio 4 all the way through
without stopping.
▪▪ Ask students if they managed to do
the task. Ask if they would like to
hear it again. Play the audio again if
necessary.
▪▪ Check answers quickly by asking, for
example, Who says “Family is like a
support group?” Who says “Family is
more than just blood ties”?
c. How do Carlos, Tarek and Radha
answer: Do you get on well with your
family? Who says this?
▪▪ Before playing audio 5, ask students
to read through the task and identify
key words. This time, ask them if
they can identify key words on their
© MEN Colombia
own. They should also read through
the Useful Vocabulary box which
gives them some key expressions in
Spanish.
EP1-TG-M1.indd 23
Module 1 > Unit 2
Tapescript 4
Frank: Okay. And what does family
mean to you?
Carlos: Well, family … besides people
who are - you know - your mum,
your dad, your brothers, your
sisters, aunts, cousins …it’s also
people who are there for you,
support you. Pretty much, it’s
people who love you and they’re
always there to give you advice.
Frank: So you’re saying that it’s not
only about blood ties?
Carlos: Yeah, it’s important to know
that … we also spend time in a
school a lot, and in other places
and … other classmates they’re
your family too because they’re
the people you spend a lot of time
with.
Frank: What does family mean to you,
Tarek?
Tarek: Family is a support network of
people who are always going to be
there for you when you need them,
when you have any problems. You
feel comfortable approaching them
and talking about your life.
Frank: Okay. Radha, what does family
mean to you?
Radha: Well, to me it’s kind of like a…
support group, in some ways. It’s
a support group as well as… in my
case it’s like a big part of my best
friends because that’s what I find
in most of my family. I always find
support and stuff and well, they’re
▪▪ Tell students you will play the audio always there for me, actually, and
twice. The first time, they should just … yeah, well, I don’t know. To me
try to answer Excercise 4c. This audio that’s what family would be.
is much longer than the other two, so
tell ss this is longer and they have to
listen until the end. If necessary, you
can stop it the second time after each
person has spoken.
▪▪ Let them check their answers with
a partner and listen one last time
before getting feedback.
SPEAK
6. Read again the problems that Carlos,
Tarek and Radha have with their Tapescript 5 on next page
families.
Conduct a brief class discussion. Get
opinions from different students.
Encourage ss. to answer using the
language frame.
23
20/12/13 17:10
 Module 1 > Unit 2

Tapescript 5
Frank: Okay. And Carlos, do you get
on well with your family?
Carlos: We definitely have a very
special tie between us. Even though
we’re all far away and we’re always
used to being not close together,
when we are together it’s always
like a lot of support and respect and
love. Of course, we have our fights
over things like messy rooms, and
washing dishes, and things like that,
but other than that, it’s all great.
Frank: Okay, Carlos. Thank you very
much. And Tarek, do you get on well
with your family?
Tarek: Generally, I do, but I think
there are some times when they
expect a little more of me than I’m
willing to give, especially in like
the social side of things. My family
are very close but I like to be on my
own, especially when I’m at home, I
like to be in my room doing my own
things. So there’s always problems
with that because they say that I
always go home to eat and sleep and
that’s it. And I don’t talk to them, I
come home late, leave the next day
and don’t spend enough time with
them. And I don’t tell them about
my life. Because they all talk to
each other about their lives, but I
don’t like to.
Frank: Okay, Tarek, thank you very
much.
Tarek: Thank you.
Frank: Okay, Radha. Do you get on
well with your family?
Radha: Yes, I do. Actually. Of course,
some more than others, in different
contexts…
Frank: Can you tell us a little bit 8. Talk to your partner about your family ▪▪ Model the exercise with one of the
more? students before they work in pairs.
relationships. (...)
Radha: Well for example, with my
Dad, we haven’t exactly lived with ▪▪ Explain to ss. they will speak to a LET’S WORK TOGETHER (30 minutes)
him a lot and so, with him it’s partner about their family relations.
actually difficult. Tell them to use the bubbles and ▪▪ Explain that this is a group activity.
The year that I lived only with him, Useful Language box to help them. They have to organise themselves and
actually helped me grow a lot. the way they will work to produce
The questions are the same questions
It helped me to become more
they will ask in their interview. Who an interview page for their school
autonomous and everything.
Because my mum, she’s more like, do you get on well with in your magazine.
you know, she always wants you to family? Who are you close to? What ▪▪ Tell them that in groups they have
be under her skirt and she always problems do you have at home? What to prepare an interview about family
wants to be involved in EVERYTHING. annoys you or upsets you? What does for the school magazine. They have
I mean it’s a good thing that she family mean to you? to interview several people so each
always wants to be there, but ▪▪ Set this speaking activity up carefully. group member should interview a
sometimes it’s a bit suffocating Before getting students to speak to different person. Some topics they
because sometimes she can each other, read through and drill the can ask about are: a) who they live
underestimate you. Sometimes she with, b) their family, c) who they get
pronunciation of the expressions in the
thinks you can’t do things on your
© MEN Colombia

Useful Language box. on well with, d) what family means

own… so with her it’s a bit difficult.
Frank: And your sisters?
Radha: I get along with them great,
actually I don’t really have any
problems with them.
▪▪ Remind students also of the
expressions in Vocab Activity 1.
▪▪ Ask them to just think quietly for a
few minutes about what they want to
say.
to them and e) what typical problems
they have at home. But tell them
they are also free to ask different
questions about family.

24

EP1-TG-M1.indd 24 20/12/13 17:10


▪▪ Encourage them to present their
interview in a visually attractive format
for the magazine. They should look at
examples from magazines. Tell them
to choose an interesting title for their
magazine interview page and also visuals
related to the interviews.
LET’S WORK TOGETHER (60 minutes)
▪▪ The aim of this Let’s Work Together is to
make decisions regarding the name of the
magazine, a slogan, and front cover design
by the end of this session. Another aim is
for ss. to learn to work in groups, assign
roles and responsibilities, and achieve
group objectives. You also need poster-
sized paper, markers and tape or blu-tak to
© MEN Colombia
paste them on the walls.
▪▪ Remind them of the magazine features in
lesson 1. Review the items and vocabulary
from that lesson.
EP1-TG-M1.indd 25
▪▪ Ask the ss. to design the front cover of
the magazine, including the name of
their magazine, a slogan and the layout
of the front cover on poster-sized paper.
(15-20 mins.)
▪▪ Tell ss. to paste their work on the wall.
Tell them to walk around and take notes
on the ideas and designs they like most.
(5-10 mins.)
▪▪ Ask ss. to organise themselves in their
groups. Tell them each member will
have a specific role and responsibility.
Tell them to make decisions as follows:
(15 mins.)
a. This is the first time students will
work in their Project groups. Ask them
to appoint a CHAIR (GROUP LEADER), a
GROUP SECRETARY, A PRESENTER and a
TIMEKEEPER. Explain that these roles are
not fixed for all project work, but can be
re-elected for each project class. Each
time they work in their Project Teams,
the first thing they should do is elect
people for these roles.
Module 1 > Unit 2
* The CHAIR is responsible for
making sure every member of the
group has a chance to speak and
making sure that the group stays
focused on the topic.
* The SECRETARY is responsible
for keeping notes on any decisions
made. Emphasise the importance
of writing decisions in a folder/
notebook for their team. These
notes can be in Spanish.
* The PRESENTER is responsible
for presenting the group’s work to
the whole class. Presenters should
use poster paper and write large
enough so the whole class can
see.
* The TIMEKEEPER is responsible
for ensuring that decisions are
made within the time limit
allowed.
b. Give each group a few
minutes to elect these important
members.
c. Each group has to compare
their notes and decide on the best
cover page, name and slogan.
Set a time limit of 7 minutes.
Allow discussion within groups in
Spanish.
▪▪ Monitor the groups to make sure
they are on task, but do not
intervene in their discussions.
▪▪ Give the groups a warning when
they have only 1 minute left.
Stop the discussions strictly in
accordance with the time limit
you set.
▪▪ As a whole class, ask the
presenters of each group to
present options to the whole class
in order to reach final decisions
on: a) the name of the magazine;
b) a slogan for the magazine; and
c) the layout of the front cover
design. (10 mins.)
▪▪ Voting should be done quickly with
a show of hands. Do not allow
disagreement or discussion of the
options presented by each group.
As far as possible, allow the
Presenters to lead the vote – try
not to get involved yourself.
▪▪ The Secretaries of each Project
Team should keep a note of
the final decisions made by the
whole class.
▪▪ Congratulate the class on
finishing an important stage
in the creation of their school
magazine.
25
20/12/13 17:10
 Module 1 > Unit 2

UNIT 2
FRIENDS AND SCHOOL LIFE

UNIT THEME
The theme in this unit is friends
and school. The idea is for
students to be able to talk about
some school situations that are
not as pleasant as they would like
them to be. Also, students are
encouraged to talk about their
dream school and the ways to
overcome school issues. The aim
is for students to think critically
about their school context.

MODULE 1 UNIT2 OVERVIEW

Lesson Topic Time Language Focus Output

Subject vs verb
Lesson 4 My dream school 2 hours Will Writing: Manifestos about your dream school
Vocabulary
Lesson 5 & How does it Vocabulary: Adjectives to Writing: A poem
3 hours
Project (2) make you feel? express feelings Project: Designing the front cover of the magazine
Wh- & Yes/no questions
What kind of Speaking: Asking and answering questions
Lesson 6 2 hours Vocabulary
friend are you? Writing: A survey
A comic view of
Lesson 7 2 hours Vocabulary Writing: A photo story or comic
my friends
© MEN Colombia

26

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 Module 1 > Unit 2

e
b
d
a

SPEAK
2. Speak to a partner. Which
of the ideas do you think
are most relevant in YOUR
school? Rank them 1 to 5,
from the most relevant to
the least relevant. (3-5 min)
▪▪ The purpose of this
activity is to have students
▪▪ Without focusing too much on analyze the situations
Lesson 4:
grammar, you can ask students and relate them to their
My Dream School school context.
the following questions to raise
awareness on how the statements ▪▪ Ask students the question:
LESSON OVERVIEW “Is # 3 necessary in this
have been written (language):
The emphasis of this lesson is mainly on school?” Repeat the same
- Look at the characters’
promoting students’ critical thinking skills as process with the others.
statements. Is the dream school real
they learn new language. Students will have ▪▪ Pair students up. Ask
or imaginary? - What verb do we use
the chance to talk and write about their them to do activity
to show this?
ideal school. In order to do that, they will SPEAK. Give them the
- In each case, there is an affirmative
discover the use of will and won’t. Some of instructions in English.
and a negative sentence.
the discussion might happen in Spanish, but Focus their attention to
- How do we construct the
make sure you encourage students’ use of the Useful Language box.
affirmative sentences?
English at all times, providing the language Tell them they can use the
- Which word do you need to make a
support they might need. expressions in the box to
negative sentence?
interact in English. Give
GET READY ▪▪ The idea is for students to use some them three minutes for the
oral language and activate possible
1. Match the pictures below with what discussion.
vocabulary and grammar. Give them
© MEN Colombia

the characters are saying. (8-10 min) ▪▪ Ask volunteers to give

2 minutes to do the exercise. Ask
their answers. Encourage
▪▪ Ask students to describe the pictures. individuals to give answers.
the use of English
You can ask them questions about ▪▪ There are suggested answers, and give feedback on
the pictures to help them produce however, they may vary. pronunciation.
language.

27

EP1-TG-M1.indd 27 20/12/13 17:10

 Module 1 > Unit 2

FOCUS ON LANGUAGE / WRITE

3. Underline the subjects
and circle the verb phrases
in the sentences 1 to 5.
(2-3 min)
▪▪ The purpose of this
activity is to help
students gain awareness
of the different parts
of speech; in this case,
subject and verb.
▪▪ Ask a volunteer to read
the Useful Language
box. After the student
has read, give students
a simple statement
(perhaps about a dream
school) and ask them
to identify subject and
verb; the idea is for
students to be prepared
for the next activity.
4. Look at the sentences
below. What is the
difference between the two
of them? (1-2 minutes)

Elicit from a volunteer what

they think the difference
between them is. Once
they have said it, write a
reminder on the top of the
board: will not = won’t.

5. Write statements following
the example. Imagine the
statements will be part
of your dream school. (5
minutes)
Let the students do the
exercise by themselves.
Monitor to check students
are on task.
WRITE
6. Work with a partner
and write four more
statements for YOUR
dream school. You can use
a combination of negative
and positive statements.
Provide them with as much
support as they need for building
their sentences coherently.
▪▪ Tell sudents to brainstorm the
situations that they would like to
change in their school and write
about their dream school.
▪▪ Have students look at the
examples in the textbook. You
can do a number of things with
the examples in step # 6, which
depend on your group:
- Review the grammatical
construction of the statements.
- Ask students to react to the
statements: Do you agree or
disagree?
- Ask students to say whether
LET’S WORK TOGETHER (15 minutes)
▪▪ Have students read the meaning of
manifesto. Ask instruction-checking
questions. For example: Are you going
to include opinions in your manifesto?
Yes. What kind of sentences are you
going to include in your manifesto?
Sentences with will e.g. We will all
live in harmony).Will the manifesto
be about rules in your house? (No, It is
about school situations)
▪▪ They have 15 minutes to write
the manifesto, putting their ideas
together.
▪▪ Provide students with feedback on
language and on meaning. Encourage
them to use their own ideas, rather
© MEN Colombia

than those stated in the examples in

▪▪ The purpose of this
activity is to help
students develop their ▪▪
writing skills.
they are relevant or not for
their school.
As a way to support students, you
can collect ideas from them and
write them on the board.
the textbook.
▪▪ When students are reading each others’
manifestos, ask them what they think
about the documents.

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In this case, students will be
encouraged to react to what they are
reading. They can do this either in
Spanish or in English. Set a time limit
for this activity.
▪▪ From the manifestos on the wall,
as a group, make one manifesto for
the magazine. Ask students for the
reasoning behind their choices.
OPTIONAL ACTIVITIES:
▪▪ Ask students to speak the manifesto
with intonation. You can record these
and play them in other lessons as a
way to remind students of their dream
school.
▪▪ Collect student errors from the
© MEN Colombia
manifestos and share them with the
group so that everyone benefits.
▪▪ Conduct a discussion: Are these
statements possible in your school?
What is needed to get there?
EP1-TG-M1.indd 29
Module 1 > Unit 2
c
GET READY
1. Read the poems. Then,
match them with the
corresponding pictures.
▪ ▪ Use this activity to try
to relate the content
of the poems to
students’ personal lives.
Remember to encourage
comprehension rather
than just guessing. Have
students support their
answers with parts of
the texts.
▪▪ Have students look at the
pictures and elicit as much
language as possible. You
can do this by:
- Asking display questions:
Is it a boy or a girl? Does
s/he feel happy or sad?
- Asking authentic
questions: What do they
▪▪ Expand the topic by asking students do? What do you think
to think of their dream country. This
happens to them?
might lead them to other specific
▪▪ Students have probably
vocabulary but encourages meaningful
worked on learning how
language use.
to make questions in
▪▪ Read your own statements for a dream English. If this is so, think
school. Students listen to you and write of the questions which
down what they hear. This gives them could be asked about
the chance to listen to more language these poems.
and respond to in your opinions. ▪▪ The poems students
will read are about
school issues. Students
Lesson 5: should focus on the
How does it Make You Feel? message of the poems
and they should not feel
LESSON OVERVIEW constrained by language
This lesson focuses on understanding and details. For example, lips
writing a poem. Students will be exposed is not an important word
to authentic language related to feelings, in the second poem.
and they will learn adjectives to describe Just as in the previous
exercise, students must
feelings and emotional states.
focus on messages.
29
20/12/13 17:10
 Module 1 > Unit 2

c
c b, a
a c,b, a
b

2. Read the poems again.

Complete the following
statements with A, B, or C.
(5 minutes)
▪▪ In this exercise, students
will focus on more
specific aspects of the
poems. Elicit five words
for you to translate.
Since this is a reading
comprehension activity,
they should not focus on
grammatical issues.
▪▪ Ask students to focus on
the example and infer what
they are going to do. You
can elicit the instructions
instead of giving them.
2. c
▪▪ Give students five minutes 3. a
to do the task. They can 4. e
use the dictionary for this. 5. b.
▪▪ Ask volunteers for
answers. If you consider
it necessary, ask students
why they made the
choices they made. ▪▪ Ask for volunteers or choose ▪▪ Group students, making sure there is
▪▪ Hint: Don’t tell students students randomly. In question one for each poem. Have them report on
there are statements a, they can answer in English. the poem they read and monitor their
for which more than one Feedback given to students in participation and use of English. Go
option is possible. This this case should be on content around the classroom to see if students
can emerge as they do not on use of language. are on task.
the task. ▪▪ Question b can be answered in 5. Poets use language to communicate
English as well. Remember they ideas and feelings. The poems you read
3. Now choose ONE of the should use the language chunks
poems and read it again have different messages. Look at this
presented in the coursebook. part from the poem Why me?
to yourself. Answer
▪▪ Finally, question c can be
these questions in your
answered in L1.
▪▪ This activity helps students understand
notebook. (5-10 minutes) the purpose of texts.
▪▪ Since students are going OPTIONAL ACTIVITY: ▪▪ Ask ss. to give their opinions. There
to read one of the poems ▪▪ For this activity, students need is no correct answer. Ask them to
of their choice, they support for their speaking say why. They can use L1 to give
should feel fine about it. production. Ask them to focus on the their reasons and you can help them
express these in English.
© MEN Colombia

However, try to have an Useful Vocabulary box. Explain the

equal number of students
for each poem. This is
important for optional
activity below.
box and practise pronunciation and
intonation of the phrases.
▪▪ Hint: Always give students a reason
for reading. You can tell them to
read the instructions and answer
the question: How many parts of the
body can you find in the poem?

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 Module 1 > Unit 2

WRITE

7. Now you are going to write

your own poem. (15-20 min)
p
n
n
p p
▪▪ This may be the first
n n time your students have
n n written a poem in English.
p p Be sensitive to this and
n p
encourage their creativity.
▪▪ Direct students to the
choices for their poems.
▪▪ Direct students to the
frames given to them (This
poem is about my…). That
will become their first line.
▪▪ Guide students through
the other questions and
5.a. These are some statements taken from ▪▪ It is always a good idea to frames. At this point,
the three poems. Match statements 1 to give them examples that are they can use the simple
5 to the purposes a to e. (3-4 min) connected to the content of the sentences they have just
lesson. written.
▪▪ Ask students to analyze the example ▪▪ IMPORTANT: If you notice
(1) and say why they think that is the ▪▪ Direct students to the
examples to make sure all of that students are having
answer. a hard time organizing
▪▪ Explain the activity. Tell students that them understand what to do.
Ask students to do the task and their ideas, help them
they need to match the sentences make choices and keep
with the purpose of the writer. focus only on what they have
to do: Underlining and circling sentences to simple
▪▪ Have students share their answers with language. The point of
a partner and discuss any differences. adjectives.
the poem is to express
Then, check as a whole class. ▪▪ You can display the poem on a something in English.
piece of cardboard on the board ▪▪ Once they have completed
WRITE and have different students all the frames, ask students
6. Look at the poem below. (1-3 min) stand up and circle/underline to complete them with
the adjectives according to the more simple sentences
▪▪ Remind students what an adjective is. instructions, using different color
You can write a simple sentence on the in exercise d. They can
© MEN Colombia

markers. use them anywhere their

board and tell them to point to the
adjective (e.g. In my school, there are a poems; this should be done
lot of patient and nice teachers). so the spirit of student
choice is kept.

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 Module 1 > Unit 2

PORTFOLIO
Congratulate students on writing a poem.Give students feedback on language.
When you give the poems back, tell students to revise their poems. Keep feedback
positive and constructive whenever possible. Tell students to put both versions in
their portfolio.
OPTIONAL ACTIVITY:
Students should be invited to perform their poems for the class. If they are
willing, they should be given time to practice and to check pronunciation of
individual words, using the dictionary indicated.

LET’S WORK TOGETHER

1. Which job belongs to which team? Write E (Editing), DP (Design &

Production) and A (Advertising).
▪▪ Ask students to work in pairs. The Spanish is given, so they will have no
© MEN Colombia

problems understanding the language. In their notebooks, ask them to

write just the number of the sentence and the abbreviation for the team.
▪▪ Conduct a quick feedback session with the whole class.

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 Module 1 > Unit 2

2. Put each team’s jobs in the correct order. 3. It’s time to choose your team.
▪▪ Put each team’s jobs in the correct order. Keep the students in pairs. Ask them Read the short descriptions
to make a three-columned table in their notebooks and to write the complete below and make a decision.
sentence in the correct column. There may be some differences of opinion about ▪▪ Either put students in
the correct order and this is perfectly acceptable. Below are answers according groups or invite them to
to how the project has been designed. form their own groups.
▪▪ Tell them that within their
groups, each member will
have a special responsibility
Editing Team Design & Production Team Advertising Team
and they will choose which
Create a design for the team they would like to be
Decide what type of articles/ Plan an advertising
magazine, including front cover part of: Editing, Design and
content you want in the magazine. campaign.
etc. Production or Advertising.
Motivate your classmates to Decide what photos or images Get sponsors for the ▪▪ Tell them to draw a chart
contribute to the magazine. should go with the articles. magazine. in their notebooks with
the names of the group
members and the teams
© MEN Colombia

Create posters to
Select/Write the content articles. Print the magazine.
advertise the magazine. they belong to. Ask ss. to
Carry out presentations give you a copy of their
Edit the content so it is in perfect charts.
Distribute the magazine. which promote the
English.
magazine.

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 Module 1 > Unit 2

Tapescript 6
Laura: You have to look at this
quiz they’ve got in my mum’s
magazine.
Mike: Yeah, go on! What’s it about?
Laura: Well, the title is “Are you
a good friend?” Are you brave
enough to try?
Mike: I have to go out in a minute.
How many questions are there?
Laura: Only five. Number one. How
many friends do you prefer to
have? A. one or two B. three to
five. C. about ten D. as many as
possible.
Mike: Well, let’s think about that one.
I would say I have about 3 or 4
good friends and I’m pretty happy
with that. Next?
Laura: Right. Number 2. When was
the last time you forgot a friend’s
birthday? I never have…This year…
Once many years ago…I do it quite
often…Those are the choices.
Mike: Definitely … first answer for me.
Laura: Oooh! You liar! You forgot mine
and that was only 6 months ago.
Mike: [laughs] Hmm, I forgot about
that. I forgot Jamie’s and Helen’s
this year too.
Laura: Ha! No doubt what answer I’m
going to put for that one! Number
three. Have you ever called a
friend of yours at 3 in the morning
just to chat? And the choices are
… never, once or twice, quite
often … and the last one is … night
time is for sleeping. And that’s
definitely the one you should pick,
sleepyhead.
Mike: No way! I’ve spoken to Helen
till the early hours on many
occasions … last year when she had Laura: So ... that’s answer C? 4. It’s time to PLAN. Here are some of
all those problems at school… it Mike: That’s what I said! The answers are the the decisions you need to make and
was me talking to her every night same! I will listen to them, but also give
actions you need to take. Organise
for a week. advice, so it’s really the second answer.
the information in your teams and
Laura: Okay, okay I was just teasing Laura: Okay, last question.
Mike: I’m happy to hear it. complete the chart for your team.
you. I think we can put you down
for “often, don’t you think? Laura: How often do you think about your ▪▪ Tell ss. before starting work on
Number 4. Do your friends come to friends? Throughout the day… Every day… the magazine they need to plan.
you when they want cheering up, Rarely … Only when you need them.
Explain they have to work in teams
some good advice, or someone to Mike: This is officially the worst magazine quiz
ever!
and make decisions by the end
listen to them?
Mike: What a terrible question! Those Laura: C’mon Mike. This is the last question. of the lesson on the points. Tell
last two options are pretty much Mike: I think about all of you every waking them they have to present their
the same, don’t you think? moment of every single day. All day! Every plans to the class at the end, so
Laura: Look! I don’t write the day! That’s my answer. Now, I have to go they need to organise their ideas
questions. C’mon. Just give me out. I’ll see you tonight. and presentation so it is clear for
an answer. I think you’re getting Laura: Give me a serious answer or I can’t get everyone.
nervous. You’re giving all the the proper results. ▪▪ Once the teams are ready, guide
wrong answers. Mike: Well, I’m going to have to leave without them through the planning stage.
knowing whether I’m a good friend or not.
© MEN Colombia

Mike: Very funny! Okay – I’d say Help students with language when
people come to me more often See you at 7.
Laura: All right. Bye!
necessary. They can discuss in
when they’ve got a problem as
they know I’ll give them good
Spanish but their final products
advice. should be in English. Make notes of
what students decide.

34

EP1-TG-M1.indd 34 20/12/13 17:10


X X
X X
Lesson 6:
What Kind of Friend are You?
LESSON OVERVIEW
The focus of this lesson is on friendship.
Students will be exposed to language
that will serve as model for their
output task: They will write a survey
and ask and answer questions orally,
which will also support work on falling
and rising intonation in wh- and yes/no
questions.
GET READY
1. Answer these questions with a
partner. (2-4 minutes)
▪▪ Ask students to work in pairs to
© MEN Colombia
answer the questions.
▪▪ Draw their attention to the
Useful Language box. Tell them
to use the expressions in the
box in their answers.
EP1-TG-M1.indd 35
4. Listen to the conversation
2 listening.
1 man and 1 woman.
Yes.
Informal.
5. Listen to your teacher and
X
LISTEN
2. You are going to hear some people
talking. Listen and answer these
questions. (3-5 minutes)
Tell students to focus on the 4
questions (a to d). Make sure they
understand the questions, as this
PRONUNCIATION
will help them focus while listening.
Check answers with the class.
3. Listen again and tick the specific
topics they talk about. (3-5
minutes)
▪▪ Ask students to look at the topics
in the box. Elicit the meaning
of words and provide them with
translations or definitions for
words they do not know.
▪▪ Collect answers and give
feedback.
Module 1 > Unit 2
again and circle the word
they use. (5 minutes)
▪▪ Notice that this time they
will need to follow speech
and focus on a word only.
This will help them feel
more relaxed during the next
▪▪ Play the listening one more
time and elicit answers
from students.
write down the questions
you hear under the correct
category. (5-10 minutes)
▪▪ Students should feel
comfortable listening to
your voice in English. They
will write the categories in
their notebooks and leave
six lines to write the Wh
and Yes-No questions.
▪▪ Tell students you will
dictate the complete
questions, one by one. They
should listen to the entire
question and write down
what they hear.
▪▪ After you have dictated all
six questions, elicit them
from students one by one
to check.
▪▪ These are the questions you
will dictate:
- Do you study in a rural or
urban school?
- Who is your best friend?
- How many friends do you
have?
- Do you have many friends?
- What do you like to do at
weekends?
- Do you have a best friend?
▪▪ The purpose of this activity
is for students to get familiar
with the difference in
intonation between wh- and
yes/no questions.
▪▪ For the pronunciation activity,
students first listen to you and
then repeat the questions.
▪▪ Have students do this activity
in their notebooks.
▪▪ Encourage them to write one
question for each pattern.
See next page
35
20/12/13 17:10
 Module 1 > Unit 3

PRONUNCIATION
▪▪ They should be about
friendship and, hopefully,
including the auxiliary do.
However, this should not be a
constraint.
▪▪ Students will work in pairs
asking and answering their
questions.
▪▪ Draw students’ attention
to the Improve Your
Pronunciation box to check
their comprehension of
YES/NO and WH- question
intonation patterns.

OPTIONAL ACTIVITY:
For support, you can do a number
of things you consider effective
for this class:
▪▪ Ask students to ask you the Answers:
questions and tell them to Do you have
focus on how you answer many friends?
them. Who is your
▪▪ In pairs, give them some best friend at
school?
sample answers for them to
Where do you
associate to the questions in like to go with
their notebooks. your friends?
▪▪ Record your voice, giving the
answers for the six questions
you dictated. Students listen
and associate the answers they
hear to the questions they
wrote. Their answers don’t
have to be elaborated as they
are practicing questions.

FOCUS ON LANGUAGE (8-10 min)
So far, your students have
been exposed to language
implicitly; they have not studied
grammatical structures. However,
they are already incorporating
grammatical elements in
their language knowledge (or
reinforcing some they already
know).
8. Unscramble the following
words to form questions.
(...)
▪▪ The purpose of this activity
is to have them notice how
questions are formed.
▪▪ Tell them to look at the order of the
questions in exercise 7 if they need
help.
▪▪ Then, pair them up to complete the
rules. Provide help if needed, but
remember that students should do most
of the work, so that they can practice
the noticing of the language form.
▪▪ This activity should not take very
long as the only problem is the
missing auxiliary ‘do’. This is a
mistake many Spanish speakers
make. Give students two minutes
to find the mistakes and correct
the questions. Then, ask them to
compare answers with a partner.
WRITE (8-10 min)
▪▪ Help them focus on the topics that are
recommended in the textbook, but also
topics they would like to include in
their survey. This is known in Colombia
as a chismógrafo.
▪▪ Tell students to look at the quiz
example to get an idea of what they
are expected to produce. Also, remind
them that the listening activity was
based on a similar quiz.
▪▪ Monitor whether students are actually
creating questions by themselves
and not merely repeating the ones in
the notebook. If they are doing so,
ask them to write new questions by
themselves.
SPEAK
© MEN Colombia

▪▪ Ask students to work 9. Work with a partner and design a 10. Work with another pair and ask your
individually to unscramble survey about friendship. questions to one of them.
the words and form ▪▪ Students will work in pairs to design ▪▪ Group students in fours so they
questions. six questions about friendship. can ask and answer each others’
questions.

36

EP1-TG-M1.indd 36 20/12/13 17:10


▪▪ Finally, tell students to keep their
surveys in their notebooks and put
a copy in their portfolios. This is a
product you might want to consider
for assessment.
▪▪ If there is time, have students
walk around the classroom and
ask questions to one, two or more
individuals. This will give students the
needed practice to develop their oral
fluency in English.
© MEN Colombia
EP1-TG-M1.indd 37
Lesson 7:
A Comic View of My Friends
LESSON OVERVIEW
The focus of this lesson is on problems, such
as peer pressure, in friendship. Students will
read a comic strip and develop the strategy
of guessing meaning from context. They will
also create their own comic strips about
a problem in friendship that is relevant to
their lives.
GET READY
1. Look at the images. (...) (2-4
minutes)
▪▪ The purpose of this activity is to
activate students’ prior knowledge
on the topic of comics and relate it
to the topic of friendship.
Module 1 > Unit 3
▪▪ Tell students to look at the
images. Ask them to answer
the question orally: What do
you think the lesson is going
to be about? Then ask them
to write their ideas in their
notebooks.
2. Work with a partner. (...).
▪▪ Pair students up. Try to
vary the interaction and
grouping patterns.
▪▪ Ask them to tick as many
things as they want in
Activity 2.
▪▪ To support vocabulary, you
can redirect students to
the images or show some
images you may have at
school. It’s not necessary to
translate words or phrases
such as speech bubbles.
In fact, they can easily be
drawn on the board.
▪▪ In this activity, there are
no wrong answers. Students
can tell you in Spanish why
they made their choices.
3. Answer the questions with
your partner.
▪▪ Tell students to either write
their answers following the
chunks provided (Yes, I like
comics because…) or directly
use oral language to do so.
▪▪ Make sure they use the Useful
Vocabulary box. They can
look up the meaning of words
in a monolingual or bilingual
dictionary, or you can elicit
the meaning from students
themselves.
READ
4. Read the photo story. What is
the topic presented in it?
Use the images to explore
language by asking display or
referential questions as you
think necessary. Some ideas
are: What are they doing?
Are they doing something
wrong? What is wrong? Is this
something you would like to
have in your dream school?
37
20/12/13 17:10
 Module 1 > Unit 3

5. What should Jay do?

Choose the best piece of
advice for her. (10-15 min)
▪▪ Individually, students
will choose the best
advice for Jay. A number
of options are possible
(or all of them!). Some
options, however, are
more logical than others.
The idea here is that
students demonstrate
that they understood the
language in the photo
story and react to it either
in English or Spanish
(preferably the former).
▪▪ Do not focus too much
on the grammar of this
X
exercise. Address quickly
the use of should to give
recommendations and
advice.
X
6. Read Part two of the Photo
Story and answer these X
questions below.
Ask students to react to the
story. Does this happen at
their school? The story can
help students remember - In the sentence where it appears, 8. Jay talked to the school psychologist
ideas from the lessons about does the word have a negative or a about her problem. This is what she
their dream school. positive connotation? told her: (...)
- How do the characters’ faces ▪▪ Tell students to read what the
FOCUS ON VOCABULARY
help you? psychologist said to Jay. Ask them if
7. In the context of the photo - What words in the a to c options they agree with her.
story: have the same meaning in English ▪▪ Tell them to go over a and b
and Spanish? individually. Monitor their work and
▪▪ In this activity, students - Which option is more obvious for provide help as needed.
will be practicing a the context of the story? ▪▪ Pair students up to do exercise c.
learning strategy, which is ▪▪ Give students five minutes to do Make sure you give an example
guessing the meaning of the multiple-choice vocabulary before they start working by
words based on context. exercise. themselves. Ask a volunteer to read
To familiarise students
▪ ▪ At the end of the exercise, the first problem: “I don’t have any
with this strategy if they friends”
collect answers from students
do not know it, work
through an example. Help
and ask them what strategies ▪▪ Write “What should Jay do?” on
they used to understand the
© MEN Colombia

students with clues such the board. Elicit answers from the
words. Finally, encourage students. Answers may include:
as the ones below:
students to continue using - She should join a sport.
- What kind of word is
strategies for understanding
it? Is it a verb, noun, - She should go out more.
vocabulary without using Spanish
pronoun, or adjective? - She should start talking to their
as a first resource.
classmates more.
38

EP1-TG-M1.indd 38 20/12/13 17:10


LET’S WORK TOGETHER
1. Watch a video about how to create
a comic script. Watch and answer
these questions in your notebook (10
minutes)
▪▪ The first activity that students will
do while watching the video is visual
rather than oral. In other words,
they will not necessarily have to
understand what they hear to answer
the questions. However, they will be
exposed to English, which can help
them for the next task.
▪▪
For question b, you probably need
to ask students to think back to the
characteristics they studied at the
beginning of lessons 8 and 9.
© MEN Colombia
▪▪ Play the video and let students answer
as you wish: individually or in pairs.
▪▪ Link to the video: http://www.ehow.
com/video_6198364_make-own-
cartoon-comic-strip.html
EP1-TG-M1.indd 39
3. In pairs design your photo
2. Take notes about the materials and
steps. You will need this for the next
activity. (5-10 minutes)
▪▪ The second time they watch and
listen to the video, you can facilitate
the task by asking students to
predict how they will complete the
spaces. This is, of course, another
learning strategy which you can
emphasize in the lessons you teach.
▪▪ Collect answers from students and
make sure they understand how to
make a comic strip or photo story.
▪▪ As a way to consolidate the
listening task, you can tell students
that they will design their own
comic strip or photo story. You can
ask them the questions below:
- What characters would you like
to include?
- How many panels will you design
as a group?
Module 1 > Unit 3
story or comic for your
Magazine Project.
▪▪ Students will now start
writing their own comic
strips or photo stories.
Encourage them to do a
good job and help each
other with language and
design issues (drawing, for
example).
▪▪ Help students with the
speech or thought bubbles
(statements that will be
written in the bubbles).
Guide them to use
language they have studied
in other lessons. This is
the perfect opportunity
for students to go back
over what they have
learned with you and use it
creatively. If they are stuck
on words, they can write
them in Spanish and then
translate them into English
with the help of a bilingual
dictionary.
▪▪ The whole design and
writing of the comic strip
depends on several factors
such as how students are
doing with the module so
far, the project, or the
present lesson. However,
it’s important to tell
students that the comic
strip / photo story is a
product to be evaluated
and used in the magazine.
If there is no time to
design the comic strip /
photo story in its entirety
in this lesson, then ask
students to focus on what
the characters will say
only. The design aspect,
students can do later as
outside-class work or in
another lesson.
▪▪ Once students have finished
their comic strip / photo
story, they can share it
with others and read and
comment on each others’
comic strips.
39
20/12/13 17:10
 Module 1 > Unit 3

UNIT 3
AROUND MY WORLD

UNIT OVERVIEW
Unit 3 is a review of the
topics, language and skills
covered in module 1. The
unit is divided into 3 lessons,
approximately 6 hours
each. Lessons 8 and 9 are
review lessons and lesson
10 is project work and
self-assessment. Lessons 8
and 9 aim at consolidating
students’ skills and reinforce
knowledge of topics covered
in this module. In Lesson 10
students do project-related
activities so they have time
to complete their project
and present them during this
lesson.

MODULE 1 UNIT3 OVERVIEW

Lesson Topic Time Language Focus Output

Lesson 8 Family Life 4 Simple Present Writing a paragraph about family
hours
WH questions Project decisions on: resources, magazine
content, and ads campaign

Lesson 9 I Am Who I Am 4
hours
Lesson 10 Project Work / 3
Self Assessment hours
© MEN Colombia

40

EP1-TG-M1.indd 40 20/12/13 17:10

 Module 1 > Unit 3

▪▪ Ask one of the students to read

statement “a” aloud. After
finishing, ask the whole class
to identify the image that best
matches the statement. Ask
students to identify key words
in each statement.
▪▪ Tell students to match the other
d/c a e images and descriptions. When
Answers:
a. There are
they finish, check the exercise
three people in and ask students to tell you the
this family. key words in each statement.
b. I think they are
mother, and READ (40 minutes)
two children: a
daughter and a
b d/c f 3. Read the text “My Older
son. Brother”.
c. They are a
single parent ▪▪ If you have a brother, show
family. students a picture of him.
d. They get Talk about him. Describe him
along so well
physically and his personality.
because they
support each Tell them to identify positive
other and they and negative characteristics of
look happy your brother.
together.
▪▪ Tell students to answer 5
questions about brothers and
sisters. (a-g). Answers may
vary. Then, ask them to ask
those questions to two more
classmates: Do you have brothers
or sisters? Are they younger or
older than you? What do they
do? What do they do in their
free time? What do you like
and dislike about siblings? How
well do you get along with your
siblings? Would you like to have
siblings?
LESSON 8: Family Life 1. Look at the picture and answer the ▪▪ Tell students to write two things
LESSON OVERVIEW questions. they and their classmates like
and dislike about siblings.
The focus of this lesson is on recycling Individually students should give you
vocabulary about family issues. Students the answers to questions a-d. These ▪▪ Write the title of the text on
will be exposed to different activities questions are relatively easy in order the board. Ask students to
which will contribute towards the design to raise students’ confidence before predict what the text is about.
of the output task: writing about their own the main task of this lesson. Ask Write those predictions on the
families. In addition to this lesson there is students to match the pictures with the board. Tell students to read the
project work related to Phase 2. descriptions in the sentences below. text individually and compare
Clarify the link with the previous GET what they find in the text and
GET READY (20 minutes) their predictions.
READY activity.
▪▪ Show images of different groups of ▪▪ Ask students to read the text
people. Include various types of family, 2. Match the images with the again taking into account
groups of friends, groups of professions. statements below.
the terminology they do not
▪▪ Ask students to classify those images ▪▪ Ask students to mention some family know and help them clarify
into groups. Tell students to come up characteristics from the images in unfamiliar words.
with words for each group. the exercise. Eg: What kinds of family ▪▪ Ask students to read and
▪▪ Focus on the family group. Elicit are in the different pictures? Can identify the sentences that:
© MEN Colombia

vocabulary related to families:
a. What are some different family types?
b. What members are there in a family?
c. What are some characteristics of
parents, siblings, and children in the
family?
you mention the different family
members in each picture? What kind
of relationship do you think they have?
Encourage students to speak in English
even if they need to use some words in
Spanish.
describe the characteristics of
the older brother, the activities
the older brother does and the
things Santiago likes and dislikes
about his brother.
41

EP1-TG-M1.indd 41 23/12/13 13:04

 Module 1 > Unit 3
4. Are the sentences T(True)
or F(False)? Tick the correct
answer.
This activity is designed to
check reading comprehension.
If students understand the text
correctly; they will tick the
statements without difficulty and
fairly quickly. Suggest to students
that they should try not to look
back at the text while ticking the
correct statements.
5. The questions below are all
jumbled up. Put them in the
correct order. Then answer
them.
▪▪ Be ready to review how to
organise a WH question. Help
your students by eliciting or
showing them a clue in each
sentence, i.e. that the first
word in each sentence is
the one which begins with a
capital letter, in this case it is
the “WH” question word.
▪▪ Use the QUASM formula to
remind students about the
way questions are made:
What does Santiago think
about his family?
-Question: Who, what, when,
where, etc.
-Auxiliary: do, does.
-Subject: person (Santiago)
-Main verb: think, play, sleep,
etc.
▪▪ Before students start writing,
go through the example given
in the Student’s Book with
the class. Elicit or remind
students about the need to
use ‘s’ at the end of the verb
in the third person singular
of the present simple. Focus
on the words in bold and ask
students if they remember
how this rule works.
▪▪ Tell students you will read
some statements and
they will stand up if the
statements are correct,
and raise their hands if
the statement is incorrect
regarding the use of the
third person singular. Some
statements could be:
-The teacher get up early in
the morning (Incorrect)
-Does your mother work
every day? (correct)
42
EP1-TG-M1.indd 42
x
x 5
x 3
x
2
x
1
x
4
Answers:
x
a. How old is
Andrés?
b. What are
Andrés
hobbies?
x
c. What
more does
Andrés
enjoy?
d. What does x
Andrés and
his friends
do?
x
x
x
-Does your brother sleeps 10 hours This strategy will help them to
every day? (incorrect) understand the conversation. You can
-My father don’t take a nap after also suggest focusing on how many
lunch (incorrect) people are interacting.
LISTEN (30 minutes) ▪▪ Talk with your students and share
ideas about what they understood.
6. Discuss with your classmates and Next time ask students to complete
teacher.
the exercise in pairs.
If appropriate, provide students a ▪▪ Encourage students to keep a record
model for speaking by talking about of the activity as it will be helpful for
your own family experiences. This future exercises.
strategy should also increase students’
8. Circle the option which completes the
confidence to speak about their own
sentence according to the audio text.
families.
Ask students to listen to a
7. Listen to the conversation conversation about families. Ask
between Santiago, his teacher and
them to read the statements before
classmates. (...)
© MEN Colombia
listening. Check vocabulary and
▪▪ Ask students to read the statements practise pronunciation. Play the
before starting the audio.The first audio three times. Tell students not
time you play it, ask them to pay to answer the questions the first
attention to the context of the time they listen. the questions.
recording.
20/12/13 17:10
 Module 1 > Unit 3

Tapescript 7
parents family
live problem T: Hi class
annoy name SS: Good morning teacher
T: Well, who can tell me what date it is
today? Yes, Elizabeth please tell me
Elizabeth: Today Monday February 4th
T: Well done Elizabeth Today is February
4th and according to our schedule…
today we have a short test.
SS: ohh nooo
T: don’t be worried you already know
the topic and it’s easy
Santiago: Jaa claro no ve que es sobre
lo de la familia cierto teacher
T: Santiago, you’re right but remember
this is an English class so please try
to speak in English
Santiago: bueno teacher
T: But before the test we are going to
practise speaking about our families
and some of the questions I ask will
Answers 11: be in the test so pay attention
1. you would - Stefanie: teacher can we take notes?
would you
2. annoying me -
T: Of course and you can also use your
annoys me notes in the exam. Ok… Ok let’s
3. will to respect - start… First question what does
will respect family mean to you?
4. you have any- Karen: teacher my family is everything
thing - Do you
in my world. I can’t imagine being
have anything
5. What are there without my family.
any - are there T: well done Karen let’s look at the
any second question. How do you get
6. should to help - along with your family? Please
should help
Samuel
7. should no -
should not Samuel: My friends and I get along
8. should get well really well.
on - should get T: Samuel could you check your answer, I
on well am asking about families so again How
do you get along with your family?
Samuel: uhmm pues I don’t get along
Tell them to try to understand the ▪▪ Ask students to read the words. Elicit well with my family, es que peliamos
general idea of the audio text. The from them examples or definitions of mucho teacher
second time they listen, tell them each of the words to clarify meaning. T: Well done thank you, third question,
to answer the questions and let Use concept questions to check who do you live with?
them listen a third time to confirm understanding of the words. Tell them Santiago: Teacher me please
T: Ok
their choices. to give examples of each of the words.
Santiago: At home, there are only a few
▪▪ Tell students to complete the of us: my mother, my brother, my
WRITE (1 hour 15 minutes) statements with the appropriate word. grandma, and me.
9. Unscramble the words in the box. Monitor while they write. T: Very good thank you for your answer
next question, who in your family do
▪▪ Ask some volunteers to read the
Ask students to divide into groups you get on with best? Why?
statements aloud.
of three. Tell them to unscramble Elizabeth: My brother and I have a very
as many words as possible in one 11. There are ten language mistakes in special relationship. I love him loads!
minute. Check words, clarify the following interview about study T: and the last question before the quiz.
Please, talk about one member of
vocabulary and ask students to time. Find them and correct them.
your family.
use the words in context by asking
Ask students to read the conversation Stefanie: Teacher me please
questions such as: T: Ok Stefanie
about study time and identify 10
-How old are your parents?
© MEN Colombia

language mistakes. Tell them to pay Stefanie: My aunt is the prettiest

-What annoys you about your family?
-Which type of family do you have?
10. Look at the word cloud. Put the
words in the correct space to
complete the statements.
woman in the world, I love my family
attention to questions, the way we
T: Thanks Stefanie but now the review
give recommendations, the expressions
time has ended, please everybody
we use to talk about ideal situations. take a piece of paper and write
Ask them to identify the lessons where these questions.
these language topics are presented.

43

EP1-TG-M1.indd 43 20/12/13 17:10

 Module 1 > Unit 3

12. Use the words in the box

above to write a short
paragraph talking about
your family.

▪▪ Before asking students to

write, draw a mind map
about good friends.
▪▪ Ask them to brainstorm ideas
about the topic.
▪▪ Tell them to identify the
most important idea from the
brainstorming, some details
and the conclusion. Support
them by asking leading
questions such as: what is
the most important aspect we
want to highlight? what are
some examples that support
the most important aspect;
what can we conclude about
good friends based on the
examples or description?
▪▪ Clarify the characteristics of
each part of the paragraph.
▪▪ Ask students to write the
paragraph about their
families using first a mind
map, identifying the most
LET’S WORK TOGETHER (60 minutes)
1. Work in your teams. Your teacher will give you a plan to carry out
Phase 2 of the school magazine project.
Tell ss. it’s time to act and present some of the actions they need to take
for launch day. Give each team their tasks from page 53 of the TG. Tell
them to complete the chart. Page 53 of the TG has a short description of
their tasks.
EDITING TEAM:
Before asking students to write the Editor’s Letter, show them a model
to work on. Remind students to keep in mind a paragraph structure
including: date, greeting, body, conclusion, closing and signature while
they are writing. It can be as long as they want. Work with the team
checking and editing magazine content.
DESIGN TEAM: Work with the team to make the decision about financial
resources needed for the magazine and also about the final layout and
© MEN Colombia

important idea they want to

highlight and the details that distribution of information in order of importance inside the School
support that main idea. Magazine.
▪▪ At the end, ask them to write
the conclusion.

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 Module 1 > Unit 3

Lesson 9:
I Am Who I Am

GET READY (15 minutes)

1. Talk to a partner.
Discuss the questions. You can
bring some phrases related to
the pictures to paste on the
board and help students make
sentences to talk about the
images.

READ (30 minutes)

2. Read the story.

Depending on the economic situation of your particular school:
▪▪ Ask students to read the
extract from the text once.
a. Students can ask other students for money to get raw material to produce ▪▪ Encourage students to guess
the project. The idea is students can show a draft of the School Magazine the meaning of any new
and offer a copy of it to their classmates in return those students will words in the four readings,
receive a copy of the final version of the School Magazine. and/ or ask guiding
questions for them to guess
b. Students can talk with parents and different members from the school
the meaning.
community to offer them the opportunity for their announcements to be
included in the School Magazine in return for sponsoring the project. ▪▪ Also, tell the students to
check the Useful Language
c. Students can speak to the principal about the aims of the project in order
box to look for the meaning
to persuade them to provide resources to print the magazine.
of words as well.
d. Before the printing stage, students can make a list of people interested in ▪▪ Write the 5 W’s of a story:
buying the magazine. Students can borrow money for printing and after who? what? when? where?
selling the magazine they can recover their costs. why? to help students get
the main idea of the text.
© MEN Colombia

ADVERTISING TEAM: Work with the team checking and editing the ads ▪▪ Ask them to tell you the
promoting the School Magazine before students paste them around the words and phrases from
school. Make sure this team has a space to work and the resources they the text that answer those
need (Projector, microphone, speakers…) for the project launch and also questions.
do not forget to enter the presentation in the shool schedule.

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 Module 1 > Unit 3
3. Answer the questions.
▪▪ Tell your students to
read the four open
questions. Tell them to
answer according to their
personal point of view.
▪▪ Encourage your students
to justify their answers by
providing an example of
some personal experiences.
This can be done orally.
▪▪ Discuss Ramiro’s school
problems with your
students. Use these
questions to discuss the
issues with students:
Are Ramiro’s classmates’
conscious of the
consequences of their
comments? Is there any
real reason to start a school
fight against classmates?
Why? What kinds of thing
make us act differently
from others when facing a
situation similar to the one
Ramiro experienced?
46
EP1-TG-M1.indd 46
▪▪ Advise learners to focus their
answer on the idea of stopping
discrimination at school.
▪▪ You can also suggest to your students
that they create a short role-play
using Ramiro’s situation in which
they provide a solution to his school
problem.
5. Read the recommendations again
4. Imagine you are the girl, Diana.
You want to give him some advice
to help him. Choose three good
recommendations.
▪▪ Tell students to get in pairs. Tell
them to play roles: one is the person
who gives the recommendation
(Diana) and the other one is the
person who receives it (Ramiro). Ask
them to select three good pieces
of advice. Tell them to consider the
reasons why they selected those
recommendations.
▪▪ Remind them of the purpose
of giving advice and the
meaningfulness of giving good
advice to others.
▪▪ Tell some volunteers to read their
choices aloud.
and tick what you think is the best
reaction for Ramiro. (10 minutes)
Ask students about their answers.
Use a short oral survey to identify
what the most common answers
among the students. The teacher can
ask: How many students consider
that recommendation “a” is a good
one? How many of you think that
recommendation “b” is a good one?
© MEN Colombia
If appropriate, recreate the role-play
from the previous exercise by using
the suggested answers.
20/12/13 17:11

6. Select one dialogue from a-f in the
previous exercise. Practise the
dialogue and act it out to the rest of
the class.
Tell the students that they can do this
practice in pairs. They can use the
answers they consider appropriate.
7. Look back Exercise 5. Which are
some expressions you can use to
make recommendations? Write them
in your notebook.
▪▪ Ask students at look at exercise
5 and underline the expressions
that can be used to express
recommendations. Write them on
© MEN Colombia
the board. You can also highlight the
expressions used to thank people
after receiving those pieces of
advice. Practice pronunciation of
those expressions with the students.
EP1-TG-M1.indd 47
8. Write the 3 most common problems
teenagers have at school and at
home. Give 2 recommendations for
each problem.
▪▪ Ask students to select three
problems they have either at
school or at home. Tell them to
write recommendations using a
different expression from the
Useful Language box.
▪▪ Ask some volunteers to read the
problems and recommendations.
Ask the rest of the class to
say if the recommendation
was appropriate or not. If not,
ask them to make a different
recommendation.
Module 1 > Unit 3
LET’S WORK TOGETHER (60
minutes)
▪▪ Continue with the same
strategy you were using in
previous project class lessons.
Keeping the same structure
will help students to develop
the presentation in English as
much as possible.
▪▪ Take one copy of EDIT TEAM,
DESIGN TEAM and ADVERTISING
TEAM PLANS to give them to
students. Phase 3 plans are on
page 50-51.
▪▪ Take some time during the
class to help each team work
on their plan. Ask everybody
in the groups if they know
what their responsibilities
are going to be on the school
magazine launch day.
▪▪ Make sure that at the end
of the class all groups have
everything they need ready to
launch the school magazine
next class.
See next page
47
20/12/13 17:11
 Module 1 > Unit 3

TEAM TASKS
▪▪ EDIT TEAM: Students should give you the final school magazine draft before
printing, reviewing spelling, typing mistakes and punctuation. Students can
send the final version to the design team after you have checked it.
▪▪ DESIGN TEAM: The Design team is now waiting for the edit team’s final
revision. Although the school magazine structure and organisation is
a decision that comes from learners, take a look at the design and if
necessary, give suggestions on how to improve the magazine design. When
students get your approval, they can print the magazine and make the
copies.
▪▪ ADVERTISING TEAM: Take time to listen to students’ presentation, giving
them positive feedback. Walk through the school with the advertising team
to take a look at how the ads were distributed around the school and check
the messages students used to promote their magazine.

2. Next project class is the Launch Day of your School Magazine. Use the plan
© MEN Colombia

above to make sure you and your group are ready for this important day.
Tell ss. to use the chart on p.48 to get ready for launch day.

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 Module 1 > Unit 3

Lesson 10:
Self Assessment (50 minutes)

1. Assessment of your English skills.

The statements are based on the specific skills students should have developed
during this module. Ask students to be honest with their answers. Talk to them
about the advantages of the assessment and how it can help them to reinforce
the areas in which they have weaknesses and to recognize their strengths.

2. Think about your English study skills.

Allow students to think about the strategies they can use to improve their English
skills. Suggest that they think about the learning strategies they use to work
effectively when learning English.
© MEN Colombia

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 Module 1 > Unit 3
PORTFOLIO
1. Look through your portfolio.
Use this checklist to make
sure all your work is
complete. If you worked
with a group, you may have
to get a copy of your group
work.
Students have collected a lot
of material (outputs – final
pieces of work in each lesson)
throughout this module.
Their work has already been
checked in previous lessons.
In this stage students will
choose “X” (The teacher will
determine how many outputs
to assess) pieces of work to
present in revised form.
50
EP1-TG-M1.indd 50
Students should follow the
procedure below to revise their
work and check mistakes.
Students’ work will be assessed
according to the pieces of work
they chose.
Use guiding questions to help
students choose their best pieces
of work:
▪▪ Did you enjoy doing this work?
▪▪ Did you learn anything new?
▪▪ About yourself or about someone
else?
▪▪ How do you feel about this piece
of work?
▪▪ Does it make you feel proud?
▪▪ Did you do a little bit extra than
what the teacher asked for?
3. Now you need to select your best
pieces of work.
Guide students throught the process
of polishing their portfolio before
submitting it. If necessary, give them
suggestions to make it look more
organised.
5. Present your portfolio to your
teacher.
Make sure your students know exactly
what you expect from them. Give
© MEN Colombia
them the assessment criteria before
they submit their portfolio, so that
they know what to include, modify,
and improve in it.
20/12/13 17:11
 Module 1 > Unit 3

3. Project assessment (60 minutes)

▪▪ In this section students will analyse and assess the experience of doing the
project. In this space you and your class will evaluate their performance and
progress on the project work.
▪▪ The section is divided into two stages: individual work first, and group work second.
Encourage students to read each of the questions carefully and to be honest when
giving their opinions. Allow students to take their time to give their answers.
▪▪ Individual stage: Each student should complete the survey alone. Allow students
to answer in Spanish if they cannot express their opinion in English. Ask for
volunteers to talk. Encourage the rest of the class to share, discuss and reflect
on the opinions they hear.
▪▪ Group stage: Ask students to organise themselves in their Editing, Design and
Advertising project teams. If you consider the groups are too big, break them
down into smaller groups of three to four people.
▪▪ Use guiding questions such as: What could be better in the next project? How can
we improve in terms of language learning? What can we do to work better as a
© MEN Colombia

team in the next project?

▪▪ At the end of this activity provide a short summary of the most relevant ideas
and a conclusion. Ask students to keep the project summary and the conclusion
in their portfolios.

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 Module 2

Module 2
My Cultural Heritage

Module Overview (5 min).

Welcome to MY CULTURAL HERITAGE module. This module will look at how people
see each other and will guide students through the concept of stereotypes and
identities as well as some cultural expressions such as dance, music and storytelling.
Introduce Module 2 My Cultural Heritage by focusing on the content cover page
and explaining the topics students will learn about. You can start using the pictures
on the cover page to talk about culture (What are they doing? Where are they
from? What dance are they doing? What elements of culture can you identify in the
picture? What’s the traditional dance in your region?). Ask questions about the title
of the unit (What does it refer to? What do you think the module will be about?).
© MEN Colombia

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 Module 2

Look Ahead
This activity is for students
to explore the content of the
module and to think about their
positions when talking about
some of the topics covered in
Module 2.
▪▪ Have pairs read the
statements and decide
if they agree or not with
each one.
▪▪ Ask students to scan
the module and find
out which unit each
statement belongs to.
▪▪ Review as a class.

Overview chart
Units and lessons Topics Output
UNIT 1 (9 hours) Stereotypes and Identity
Lesson 1 Different Places, Different People A poster
Defining and Challenging Stereotypes
Lesson 2 A post for a bulletin board

Lesson 3 Expressing my identity. A booklet

UNIT 2 (9 hours) Cultural Expressions

Lesson 4 Dancing is Part of Our Culture A poster or a video
Lesson 5 Could You Live Without Music? Opinion paragraph
Lesson 6 The Magic of Storytelling Visual representation of a story.
© MEN Colombia

UNIT 3 (12 hours) Our Culture, Our Identity

Lesson 7 Colombia is Culture, Colombia is Passion A blog entry
Lesson 8 Is it Because I am Colombian? Project
Lesson 9 Self-Assessment

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 Module 2
You will also… (5 min)
▪▪ Write the following sentences
on the board:
- I think ... is going to be
interesting…
- I think ... is going to be
difficult
▪▪ Ask students to read the
information in the diagram and
complete each statement.
▪▪ Review as a class. Have
volunteers share their
information with the class.
▪▪ As they share their
information, elicit and/or tell
the class about some learning
strategies that they might
find useful when working on
the activities students think
might cause them problems
(predicting, understanding
using context…)
54
EP1-TG-M2.indd 54
Project (15 min)
▪▪ This exercise is designed to introduce
the project to students.
▪▪ Go over the information about the
project, offering clarification if
needed. Remember this project is
aimed at developing different team
working skills; so try to take advantage
of all the activities to promote
participation, discussion, decision
making, roles and tasks, assignments,
etc.
▪▪ The success of this activity depends
on the motivation and interest
of students. Encourage them to
participate actively in the preparation,
design and delivery of the product they
will create.
▪▪ Have students work in groups and
decide on roles and responsibilities for
the project.
Portfolio (5 min)
▪▪ Ask students to remind you what a
portfolio is (Module 1). Encourage
them to have attractive and well-
designed products in their portfolio and
to keep it updated.
▪▪ Ask students to answer the questions
on a piece of paper.
▪▪ Encourage them to share their answers
with a classmate.
▪▪ Ask some volunteers to share their
answers with the class.
▪▪ Tell students to keep their answers as
their first product in their portfolio.
© MEN Colombia
20/12/13 20:00
 Module 2 > Unit 1

UNIT 1
STEREOTYPES AND
IDENTITY

UNIT THEME
In Unit 1 students are
exposed to different ideas
on cultural identity and
stereotypes. They are
going to study how people
from different places see
themselves and how they
would like to be seen
by others. Students will
also challenge their own
beliefs about stereotypes in
Colombia and in the world.

The aim is for students to

acknowledge their own
identity and the cultural
differences they will face
in Colombia and around
the world. The unit covers
9 hours of teaching time.
Each lesson covers 3 hours
and each lesson provides
practice and work on
products related to the
module project.

MODULE 2 - UNIT 1: OVERVIEW

Lesson Topic Time Language Focus Output

-Descriptive
adjectives A poster of a
Different Places,
1 3 hours - Words to express Colombian region
Different People
opinion, agreement
or disagreement
A post for a
Giving advice using
Defining and bulletin board
should and shouldn’t
2 Challenging 3 hours with suggestions
synonyms and
Stereotypes to challenge
antonyms
stereotyping
© MEN Colombia

3 Connect oradd
Expressing My A booklet about
3 hours information and
Identity Colombian Identity
express contrast

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 Module 2 > Unit 1

Lesson 1:
Different Places, Different
People United Kingdom Switzerland Mexico United States

LESSON OVERVIEW
This lesson introduces the China France Cameroon Austria
concept of cultural identity and
gives examples of how some
people describe themselves
and their culture. Students
will end the lesson designing
a poster showing their own
cultural identity. In terms of
skills, students will learn how well-organised
X
to identify specific details in X

a listening text and how to X

organise their ideas for writing a X X
paragraph.
X

GET READY (10 min) X X

1. Describe three people in

the picture using words
from the vocabulary box. 2. Write the name of the country for ▪▪ Tell them to concentrate only on
This exercise is a warm-up each flag. Use the words below. important words and to try to write
down everything they understand; even
activity to prepare students ▪▪ Ask students to identify the flag if they only understand a few words.
for the topic. Therefore, there and write the name of the country
are no right or wrong answers. Those words will help them get a
as shown in the example.
general idea of the listening.
▪▪ Start by referring students ▪▪ While checking answers, ask
to the vocabulary list. students what they know about 3. Listen to people talking about
Work on pronunciation each country (Where is it located? themselves. Tick the words you
and meaning of all the What do you know about people hear.
adjectives in the box. from there?...)
▪▪ Remember to stop the audio and
▪▪ Ask students to look at break it down into small sections if
the pictures and try to LISTENING TIP (3 MIN) your students find it very difficult
describe 3 people using to understand.
the words in the box. ▪▪ This tip will help you reduce your ▪▪ Explain to the students that they
Read the example and students’ anxiety when listening.
remind students to use are going to listen to some people
Before the listening exercise, explain
“I think...” since most of talking about themselves. Let
the listening tip to your students.
students listen to the audio and
© MEN Colombia

the descriptions will be Encourage them not to try to

subjective. ask them to tick the words they
understand every single word in the
▪▪ Check answers with the hear, taking into account names,
listening text.
whole class. nationalities, and adjectives
(descriptive words).

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 Module 2 > Unit 1

Tapescript 8
My name is (1) Connie and I am from (2)
Switzerland. I speak German, French,
Italian and Romansch. People percieve
the Swiss as quiet, honest, usually
5 Austria well (3) organised. Sometimes a bit
boring but talkative. People from other
countries can perceive the Swiss as (4)
narrow-minded.
formal
(3)well-organised calm
My name is Jude Tadeus (5) Vega.
narrow- minded.
King is my family name. I am from
(6) Cameroon. We speak French and
English and 250 other local languages.
Cameroonians are usually open to
6 China 3 differences, very (7) welcoming and
France
Luc peace lovers. A general stereotype of
France most African countries is that black
serious
nice people are (8) difficult and that we
dirty
are good talkers. They think we try to
traditional
influence other people with our powers
of persuasion.

My name is (9) Luc. I am from (10)

4 Mexico
Moraima
Mexico
(16) passionate short
4. Read the texts and write the
country in the title. (10 min)
▪▪ Ask students to scan the texts and
find key words that help them
identify the country each person is
from. Ask some volunteers to share
their answers and to support them
with the specific words from the
text.
5. Listen again and number the texts.
(10 min)
▪▪ Tell students to focus their
attention on the order in which
each person speaks. Play the audio
again if necessary.
▪▪ Give students some time to
© MEN Colombia
2 Cameroon
Vega.
Cameroon
(7) welcoming
difficult
6. Listen and fill in the gaps to
complete the texts. (10 min)
Play the audio again. Tell students
that this time they will focus their
attention on the missing words in
the texts to try to identify them.
Tell your students that some missing
words are names, nationalities,
or adjectives. Give students some
time to compare answers with a
classmate before you check them
with the whole class.
France. French people are often very
friendly and (11) nice. Some people
think that the French are (12) dirty
and that they smell bad. However,
we are proud of our cultural
heritage.
My name is (13) Moraima. I am from
Chihuahua (14) Mexico. People from
Mexico are generally really happy. We
like to celebrate with our families.
I think Mexican food is fantastic and
you can find it all over the world. The
perception that other people have
about Mexicans are that we are (15)
short, (16) passionate, we all wear big
hats and we live surrounded by cacti.
My name is Bernhard, I am from
Austria, from a small town of 4500
people. I speak German. I think that
Austrians are conservative, (17)
formal, laid-back and (18) calm.
People from other countries generally
associate Austria with music, history
and tourism.
My name is Chow Wan. I am
from China. The Chinese can be
hardworking and (19) serious people.
We don’t usually like to make jokes.
People think that we are boring and
(20) traditional. As with other young

compare answers with a classmate people, Chinese teenagers want to

before you check them with the show who they are. We are original.
whole class.

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 Module 2 > Unit 1

FOCUS ON VOCABULARY

7. Classify the adjectives from

the texts into these three
columns.
honest - peace lovers laidback - bad - lazy quiet - conservative
friendly - good talkers original - talkative
Based on the previous activity,
ask students to identify and
classify the adjectives in
the text in one of the three
columns: positive, negative,
neutral. Go over the example descriptions
and explain the three Verb to be
(is/are)
categories. It would be good if before
you provide them with other
examples. Have students
compare their answers with tolerant
a classmate before you check an organized person
boring
them with the whole class. African people

FOCUS ON LANGUAGE (17 min)

The focus of this section is using

descriptive adjectives to talk about
identities. Remember the course
book has been designed to help
students discover grammar (Noticing
approach). Allow students to work
on their own, compare ideas with a
partner and finally check as a whole
class. Guide students to notice or
find out how descriptive adjectives
are used.

8. Look at the sentences and

work on the activities below.
▪▪ In this exercise students
will discover the language
10. Write a short paragraph to describe
focus of the lesson. Give
students some time to
answer the questions
based on what they are
discovering.
▪▪ Check answers as a class.
Don’t lecture them about
the form and use of
descriptive adjectives.
Extra explanation should
be given only if you
notice they have language
difficulties in exercise 8.
9. Find the mistakes in the
use of adjectives in the
sentences and correct them.
young people in your city. Use adjectives
from this lesson. (20 min)
▪▪ In this exercise, students will
produce their own language
based on the topic, vocabulary
and language studied so far. Ask
students to look at the prompts
given in the box and start writing
their own paragraph.
▪▪ Encourage them to use their
dictionaries if necessary, and to
look at the texts in exercise 4
as examples to write their own
paragraphs. Remind them to read
the information in the Useful
Language box in case they have
▪▪ Monitor students’ work, offering
content and language support. After
they finish, ask them to share their
paragraphs in groups and then, ask
some volunteers to read their own
paragraphs.
PRONUNCIATION
11. Practise the pronunciation of the
words.
a. Listen, repeat and practise saying
the words with the /u:/ sound.
▪▪ The purpose of this activity is to
practise the pronunciation of the
long vowel sound /u:/.
▪▪ Encourage ss to read the
© MEN Colombia

questions related to the use of

▪▪ Have students find and descriptive adjectives. pronunciation tip and explain
correct the mistake in each them the usual spelling of the
sentence. Ask volunteers to words with this long vowel sound.
explain their answers.

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 Module 2 > Unit 1

b. Do you agree or disagree

with your partner’s opinion?
Use the expressions below to
express your opinion.
▪▪ Tell your students that
when you talk to other
people about different
topics, you can express
your opinion and also
agree or disagree.
▪▪ Draw students’ attention
to the box with the
expressions and work
on pronunciation and
meaning with them.
▪▪ Encourage discussion
among them. Walk around
the room monitoring
their work and offering
language help if needed.
▪▪ Ask some volunteers to
share their opinions and
discuss with the whole
class.

LET’S WORK TOGETHER (30 min)

▪▪ In this section, students

▪▪ Play the audio and have
students listen to the words
and practise saying them.
▪▪ You can play the audio and
pause after every word and ask
them to repeat each one.
b. Which word does not have the
/u:/ sound.
▪▪ Have students work this
activity in pairs. Check answers
as a whole class emphasizing
the pronunciation of the words
that do not have the long /u:/
sound, since most learners tend
to mispronounce them.
12. Share with a parner.
© MEN Colombia
▪▪ Ask students to read the
instruction and check if they
understand the activity.
▪▪ Read the example and ask
some questions to check
students’ comprehension (Who
is the person talking about?,
What does he/ she think
about “Santandereanos”?
▪▪ Give the groups some time
Which words did he/she use to
describe them?)
▪▪ Tell your students to plan
their ideas first. Ask them to
▪▪ Have students work on
write their ideas on a piece of
paper.
▪▪ Encourage students to use
language to speak even if they
▪▪ Ask students to walk
will produce their own
language based on the
topic, vocabulary and
language learnt in the
lesson. Ask students to
work in their project
teams and choose a region
in Colombia they would
like to describe. Make
it clear they should not
tell the other groups the
region they have chosen
because the groups will
have to guess and find
out which region they are
describing.
to brainstorm and organize
their ideas before they
work on the poster.
their posters and display
them on the classroom
walls.

need to stop and plan again

a. Talk about how you see people around the room and try
what they are going to say.
from the different regions to guess the region each
Colombia. group described.

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 Module 2 > Unit 1
Lesson 2:
Defining and Challenging
Stereotypes
LESSON OVERVIEW
The aim of this lesson
is to enable students to
recognise similarities as well
as differences in cultures.
Students will learn and use
more adjectives to describe
people and they will have the
chance to think about different
stereotypes. By the end of this
lesson, students will be able
to identify stereotypes and to
give advice on how to challenge
them.
60
EP1-TG-M2.indd 60
GET READY (20 min)
1. Answer the following questions.
▪▪ Draw students’ attention to the
picture on beside the text. Ask
students to create an identity for
the girl (name, age, place where
she lives, place where she studies,
grade) and write all the information
on the board.
▪▪ Ask students to work in pairs
to answer the questions. Check
answers as a whole class. Encourage
participation and discussion about
3. Work with a partner. Answer the
why she could be stereotyped.
LISTEN AND READ (20 min)
2. Read and listen to the poem. How
does the author feel?
▪▪ This is a warm-up exercise to
introduce the concept of stereotype
in context. Go over the vocabulary in
the box before students work on the
activity.
▪▪ Ask students to underline the words
and expressions they are familiar
with while they read and listen to the
poem.
▪▪ Ask students to tell you what the
poem is about and how the author
feels. Encourage them to support
their answers with information from
the text.
following questions:
© MEN Colombia
▪▪ Have students work in pairs. Give the
students some time to think, share
ideas and take some notes about the
questions.
20/12/13 20:00
 Module 2 > Unit 1

Being friendly or
happy happy
Someone who is
very confident,
lively and likes
social situations
Calm and not worried

Not depending on the

other people

Calm or relaxed

extrovert
näive
independent
lazy

happy

▪▪ It also provides students

with the opportunity to
think and share their
▪▪ Write these sentence starters on the ▪▪ Encourage them to look up the knowledge and perceptions
board to help students express their new words in the dictionary. about the different
ideas: “I think the author…”, “I think ▪▪ Work through the first exercise characteristics of people
the message of the poem is…”, “I with the whole class as an from different regions
like… because…”. example. of Colombia, as well as
their perceptions about
▪▪ Monitor students while they work, 5. Work with a partner. Complete stereotypes in the country.
offer content and language support these sentences using some of the
when needed.
▪▪ Before students start
adjectives given in the chart. (15 their speaking task,
▪▪ Ask some volunteers to share their min) remind them that there
answers with the rest of the class. are different strategies
Have students identify and complete
to facilitate speaking
FOCUS ON VOCABULARY the sentences with the adjectives
production. Ask them to
given in the chart. Then, ask your
4. Use your dictionary to complete the look at the speaking tip
students to share which of the
vocabulary chart. (15 min) provided in the box.
previous characteristics apply to
▪▪ Give students some time
▪▪ Ask the ss to look at the table them.
to read the questions,
with the vocabulary to describe 6. Talk with a partner. (15 min) plan and organise. Then,
characteristics of people. ask them to share their
© MEN Colombia

▪▪ The main purpose of this speaking

▪▪ Tell them that they need to find activity is to stimulate students’ ideas and practise their
the meaning, the synonym or the creativity and active language use. speaking. Check answers
opposite to the given words. with the whole class.

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 Module 2 > Unit 1
They don’t like people make generalizations or judgements based on the way they look and their lifestyles.
READ
7. Read the following text and
answer the question: What do the
teenagers in the text think about
stereotypes? (20 min)
▪▪ Have students read the different
opinions young people have about
stereotypes. Encourage your
students not to stop at the words
they may not know, but try to
get a general idea of the short
paragraphs provided.
▪▪ Ask students to support their
answers with information from
the text.
62
EP1-TG-M2.indd 62
8. Look for the bold words in the text.
Match them with their meanings.
▪▪ Ask students to scan the text
and identify the words that are
highlighted. Write them on the
board.
▪▪ Ask students to read the reading
tip and explain the importance
of understanding the meaning of
unknown words by looking at the
context in which they are used.
▪▪ Encourage students to read
the texts again, paying special
attention to the context in
which the highlighted words are
used and match them with their
© MEN Colombia
corresponding meanings.
20/12/13 20:00
 Module 2 > Unit 1

e
f
a
c
b

they all steal, carry knives and they are trouble makers.

teenagers are positive people and do

amazing things.

In my opinion

should stop

shouldn’t
believe
I think

▪▪ Give students some time

to answer the questions
individually based on what
they are discovering. Then,
give them the chance to
▪▪ Give students some time to check ▪▪ Allow students to work on their own, compare answers with a
answers with a classmate before compare ideas with a partner and
partner.
you check them with the whole finally check as a whole class.
▪▪ Check answers as a class.
class.
10. Complete the sentences from the 12. Talk with a classmate
9. Read the text again and answer texts about Joshua, Dean and Fay. about stereotypes of
these questions. (15 min) (15 min) young people in Colombia.
▪▪ Tell your students to read the
questions and take some time ▪▪ Ask students to find the sentences ▪▪ Make sure students work
to think, plan and organise their in the text in exercise 9 and with a different classmate
answers. Then, encourage them to complete the sentences. Write this time. Encourage
participate in a group discussion. them on the board and underline students to speak about
the answers (in my opinion, stereotypes focusing
FOCUS ON LANGUAGE (20 min) should stop, shouldn’t believe, on the use of different
and I think) expressions to give
▪▪ The aim of this exercise is to help opinions and should to
students learn how to give opinions 11. Answer the following questions. give advice.
and suggestions. Remember the
▪▪ In this exercise students will ▪▪ Monitor students while
© MEN Colombia

course book has been designed to help they talk. Give them
discover the language focus of the
students discover grammar (Noticing individual support with the
lesson.
approach). language they might need
to complete the task.

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 Module 2 > Unit 1
LET’S WORK TOGETHER
(30 min)
▪▪ The purpose of these written
exercises is to consolidate
understanding of students’
concepts of stereotypes and to
encourage them to challenge
those stereotypes.
▪▪ Tell your students that they
are going to create and
decorate a bulletin board
with different opinions and
pieces of advice to challenge
stereotypes in Colombia and
to foster respect for people’s
differences and lifestyles.
64
EP1-TG-M2.indd 64
1. Work on the following activities
with your project team.
a. Have students work in their
project teams and choose a
region or region in Colombia
whose people are stereotyped
(Pasto, Pereira, Atlantic
Coast…). Clarify there also
positive stereotypes that
they can challenge. For
example: not only Paisas are
hardworking in Colombia.
b. Before asking students to
work on exercise b. go over
the writing tip. Explain to
your students that organising
information graphically will
help them when writing.
Then, ask them to look at the
graphic organisers provided
in the book, draw them in
their notebooks and plan their
writing there.
▪▪ Monitor students’ work, making
sure they are all using a graphic
organiser to plan their post.
2. Write your opinions and suggestions
about stereotyping. Post your
opinions and advice on the Bulletin
Board. Be ready to present them to
the group.
▪▪ Ask students to write their opinions
and suggestions, check spelling and
punctuation and have them ready
to be posted.
▪▪ Encourage your students to
decorate their bulletin post and
then, work with the whole class to
create the bulletin board together.
© MEN Colombia
20/12/13 20:00
 Module 2 > Unit 1

61 22
Africa English

13 8

Europe

1 Bengali

--- --- 4
--- --- 3
--- --- Portuguese

Race, color, height, size,

languages they speak, etc.
8 (Ni-hao, hello, etc.)
8 different nationalities, see table.

Lesson 3: Make them aware of the fact that ▪▪ Draw the chart on
Expressing My Identity the title and the pictures can help the board, encourage
them predict the information they students to listen for the
LESSON OVERVIEW will find in the video. specific information they
▪▪ Have students work with a need.
In this lesson students will express and ▪▪ Ask some volunteers to
describe identity and cultural aspects classmate and predict what the
answers to the questions could be. complete the chart on the
of their country. Students will also board.
identify and use some connectors to add Ask some volunteers to share their
information and to express contrast. predictions with the whole class.
▪▪ Play the video to be found on 3. Answer the following
questions: (15 min)
GET READY YouTube https://www.youtube.
com/watch?v=FtYjUv2x65g ▪▪ Have students work in
1. Look at the title and the picture ▪▪ Tell students to check their pairs and discuss the
below from the video “If the world answers. questions about the
were a village of 100 people”. video.
LISTEN ▪▪ Check answers as a whole
(15 min)
class.
2. Watch the video again and complete
▪▪ Show the picture of “If the World
© MEN Colombia

the chart. (10 min)

Were a Village of 100 people” or
show a frozen image of the video. ▪▪ Ask students to complete the chart
Go over the listening tip with your as they listen.
students.

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 Module 2 > Unit 1
SPEAK
4. Role play. Choose two
people from the video and
get to know each other. (15
min)
Ask students to work in pairs
and create a dialogue based
on the prompts given.
A possible dialogue:
A: Good morning. Ni-hao.
B: My name is Wai. How are
you?
A: Fine thanks. My name is
Jason. I am from the
USA. Where are you
from?
B: I am from China. The
United States is a very
big country. People there
are very creative.
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EP1-TG-M2.indd 66
A: Thanks. I know that people from
China are very honest.
B: Thank you James. I have to go.
Goodbye
A: Bye Wai.
READ
5. Answer these questions with a
partner. (10 min)
Encourage students to work with a
partner on the pre-reading questions
about Turkish people. Expand this
exercise providing students with
some extra information about Turkey.
Answers may vary.
6. Read what Mehmet says about
people from his country. Are the
sentences below true (T) or false
(F)? Correct the false information
(15 min)
▪▪ Ask students to read the
statements and predict if they are
true or false before they read.
▪▪ Ask students to read and confirm
their predictions.
▪▪ Have students work in pairs to
check their answers and to correct
the false information.
▪▪ Check answers with the whole
class.
Answers
c.Turkish food is varied and delicious.
d. In general, they don’t read much.
Young people prefer reading on the
internet.
e.People from the countryside especially
© MEN Colombia
are not attached to religious rules.
20/12/13 20:00
 Module 2 > Unit 1

T
F
F
F
T

R
O B E H A V E
P L
P V A L U E D
R X
W E L C O M I N G
S N
S G
E
F R E E D O M

FOCUS ON VOCABULARY 8. Talk to your partner. What do you

7. Read the text again and complete
the crossword. Match the definitions
with the highlighted words in the
text. Use a dictionary if necessary.
(20 min)
▪▪ Ask your students to work in pairs.
Ask them to read the definitions
carefully and to try to find a word
in bold in the text that could mean
the same. Remind them of the
importance of understanding the
context in which the word is used.
© MEN Colombia
know about these cultures: Chinese,
Africans, Europeans, Argentinians?
▪▪ Have students work in pairs. Ask
them to choose a culture and talk
about the things they know about
them. Model the activity with a
student: “I know the Chinese are
very smart. They like to eat rice
and they speak Chinese.”
9. Listen and repeat the words with
the sound /i:/
▪▪ Practise the pronunciation of the
words given with the CD and point
out to the students some common
words that have this vowel sound.

You can give some examples from

the pronunciation tip.

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 Module 2 > Unit 1
FOCUS ON LANGUAGE (5 min)
10 - 11. BUT, AND, ALSO.
▪▪ Practise the pronunciation
of the words in the
exercise.
▪▪ Give students some time
to work on the exercise.
Have them share answers ▪▪ Go over the box with the
with a classmate. Then,
play the audio again for
students to confirm their
answers.
▪▪ Encourage students to
practise the pronunciation
of the words in the
sentences.
▪▪ Ask your students to go over
12. Look at these sentences
from the text. Complete
the chart with the
function of the underlined
words (add information or
contrast ideas).
▪▪ The purpose of this activity
is to give students the
opportunity to discover ▪▪ Monitor students while they are
grammar without
an explicit grammar
explanation from the
teacher.
68
EP1-TG-M2.indd 68
piece pizza
police
TV
Chinese
Add information
Contrast idea
Add information
and
but
and
and
but
13. Complete the following sentences
students and ask them to analyse with but, and or also. (10 min)
the sentences taken from the
previous text. Encourage them to ▪▪ The purpose of this activity is
answer the following questions for students to consolidate the
individually: What differences do appropriate use of the words to
you find in the sentences? What are connect ideas BUT, AND, ALSO by
the functions of the words AND, completing five sentences.
BUT, ALSO?
WRITE
the box again and next to each
sentence to complete the chart,
14. Write 5 sentences about Turkish
and Colombian people. Use the
writing whether the words
ideas below. Remember to use
“and, but, also” are used to add
“and” “but” and “also”. (15 min)
information or contrast ideas. For
example; I am from Turkey and ▪▪ This exercise is for students to
I speak Turkish and English (add practise the language of the
information). lesson. Give them some time to
© MEN Colombia
think and organise their ideas.
working on the exercise. Then, ask ▪▪ Have students compare their
them to compare their inferences answers in pairs and then check
and ideas with a partner, and finally answers with the whole class.
check answers with the whole class.
20/12/13 20:00

▪▪ Useful language in case they need
any extra help. Avoid giving extra
explicit grammar explanations.
Ask students to give you extra
examples to help the students who
have not understood yet.
Possible answers:
People from Turkey speak Turkish
and Kurdish, but Colombians speak
Spanish.
People from the Coast speak fast,
but people from the Paisa Region
speak slowly.
Turkish people and Colombian people
like to watch TV.
15. Write a short text about Colombia.
© MEN Colombia
You can use the expressions and
vocabulary given in the text about
Mehmet “Who we are – What we do”.
Explain to a foreigner: (20 min)
EP1-TG-M2.indd 69
▪▪ Ask students to write a similar
text to Mehmet’s text, but about
Colombia.
▪▪ Tell them they can use all the
language studied in the lesson.
▪▪ Students need to be aware that
the reader of the text is a person
from another country. Make sure
students use adequate sentence
structure, connectors and
punctuation.
LET’S WORK TOGETHER
Assign pairs to start designing a booklet.
▪▪ Read the instructions with your students
and make sure they all understand them.
▪▪ Encourage your students to use sentences
and pictures that are very representative
of Colombian culture.
▪▪ Monitor their work, offering language
help when they need it.
Module 2 > Unit 1
LOOK BACK
▪▪ The aim of this activity is to
give students the chance to
review and reflect on what
they have learnt in this unit.
▪▪ Ask students to take
some time to complete
the chart and then, share
the information with a
classmate.
▪▪ Ask some students randomly.
Take advantage of this
opportunity to help students
to recognise their favourite
learning style and to think
about learning strategies
that could be helpful to learn
English.
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20/12/13 20:00
 Module 2 > Unit 2

UNIT 2
CULTURAL EXPRESSIONS UNIT 1
STEREOTYPES AND
UNIT THEME IDENTITY
The theme of this unit is
culture. Students will be able
to talk about their cultural UNIT THEME
traditions as regards dance, The theme in this unit is
music and storytelling. This Stereotypes and Identity.
unit introduces different types Students will be able to
of dances, music and stories talk about their cultural
and encourage students to differences regarding
express their opinion about personal characteristics.
them. The aim of the lesson They will also express their
is for students to recognise opinion of different people
different cultural backgrounds and they will be aware
and identify their own cultural about cultural differences.
values in order to share them
with others.

MODULE 2 - UNIT 2: OVERVIEW

Language
Lesson Topic Time Output
Focus
Descriptive
Dancing is part How to
1 3 hours adjectives.
of our culture paragraph
Comparatives
Like, hate,
Opinion
love, enjoy +
Could you live Paragraph
2 3 hours ing
without music? Expressing an
ed/ing
opinion
adjectives
Regular-
The magic of
3 3 hours Irregular verbs Short story
© MEN Colombia

storytelling
Past simple

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 Module 2 > Unit 2

3. Listen to music for the

dances in the pictures.
Write the number next to
the picture in the order you
hear them.
▪▪ Ask students to listen to
the music of the dances,
ask them to write down
the number in which each
dance appears.
belly dance ballet
4 2 READING (8-10 minutes)
Warm up, pre-reading activity

4. Classify each dance into

these categories:“Urban
street dance” or “Ballroom
salsa dance”
6 tango 1
▪▪ Tell students to read
the names of the dances
and decide if the dances
belong to the Urban street
dance category or to the
Ballroom dance category.
cumbia dragon dance
5 3
Answers: hip-hop, reggaeton
and breakdance belong to
the Urban street dance
category. salsa, the waltz
and tango belong to the
Ballroom dance category.

5. Read the ads, then answer

the questions.
▪▪ Refer students to the
school dance ads. Have
students discuss which
Lesson 4: ▪▪ Explain to students that they will look school they would like to
Dancing Is Part of Our Culture at some pictures and they have to write attend and which dances
down the names of the dances below they would like to learn.
each picture. Ask students to share
LESSON OVERVIEW
Possible answers: what they know about the
In this lesson students will identify the dances and where they
They are dancing a traditional dance.
names of some dances of the world. They come from.
They are dancing to music from
will also learn about dances from their
different parts of the world. Possible answers:
regions and give their opinions about
them. In addition, students will practise Do you know how to dance
how to give instructions to teach a
2. Answer the following questions. any of these dances? Yes, I
Colombian dance. ▪▪ Ask students to work in pairs to know how to dance Bolero,
answer the questions you move your feet and
GET READY (3-5 min) hips, and you dance with a
Possible answers: partner.
1. Look at the pictures and match -Where do these dances come from?
them with the names of the dances. Belly dance is from Arab countries, Which dance would you like
ballet is from Europe, etc. to learn to dance? I’d like to
▪▪ The purpose of this activity is to learn to dance Hip Hop.
-Which dances do you dance with
© MEN Colombia

activate the vocabulary to be used

a partner? Which dances do you
relating to different dances from
dance in a group?
around the world.
Belly dance is danced alone or in a
▪▪ Elicit what the lesson is about group.
(dancing). Salsa is danced with a partner.
Where do these dances come
from? Reggaeton comes from
Puerto Rico, the Waltz comes
from Austria, the Lambada
comes from Brazil, etc.

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 Module 2 > Unit 2

Tapescript 14
Carlos: Hi, Claudia. You look happy.
Claudia: I am! Carlos, I’ve got some
great news! exciting
amazing
Carlos: Oh, what?
elegant expressive
Claudia: Well, you want to keep fit.
Right? energetic graceful

Carlos: Yes, definitely. boring

Claudia: There´s this (1) amazing
dance school for all of us to keep
fit.
Carlos: That sounds (2) exciting !
Would you like to learn to dance
merengue?
Claudia: I don’t think so. I think amazing
exciting
merengue is (3) boring and
too slow. You only move your boring
feet and arms from side to
side, back and forth. I want to energetic
learn to dance something (4)
energetic. graceful
expressive
Carlos: Let’s see… what about
learning to dance mambo, you
sway your hips while moving
forward and backward, I think it
is (5) graceful. elegant
Claudia: So do I! I think the mambo
is a very (6) expressive dance
but I want to learn something
modern. Ermm …..What dance
do you think Danny would like
to learn?
Carlos: He loves jumping, bouncing
but he doesn’t know how to
make a spin. He also loves
listening to Daddy Yankee and 50
Cent, so I think any urban street
dance is good for him. 6. Choose the adjectives that match 7. Read the dialogue and complete
each description. it with one of the adjectives from
Claudia: Do you? I think he would
be more interested in learning
Exercise 6.
something (7) elegant like the ▪▪ Guide students through the
waltz because he is going to a 15 completion of this exercise. Read ▪▪ Ask students to work in pairs to
birthday party in a months time. each sentence and help students read and complete the dialogue
Carlos: I don’t think he likes any match the descriptions with the using the correct adjectives.
ballroom dancing. correct adjectives. Make sure Remind students to read the
Claudia: Well, then we all go for students understand what each dialogue again after they have
urban street dancing. You know adjective means. used all the adjectives to make
some people say that urban sure it makes perfect sense.
street dancing is great to keep OPTIONAL GAME
fit. 8. Listen to the dialogue and check
▪▪ Give students small pieces of your answers.
Carlos: Oh, really? So what are
paper and ask them to write
we waiting for? Have you got a
phone number or website?
sentences about one dance using ▪▪ Tell students that this time they
the adjectives they have learned. will listen to the dialogue. Remind
Claudia: Sure, I’ve got the phone
Put the sentences in a bag. them that this listening exercise
number.
▪▪ Then, ask students to take papers is to confirm their answers and to
© MEN Colombia

Carlos: Let’s give them a call. from the bag and guess who wrote
it.
▪▪ Check whether their guesses are
right or wrong.
make changes if necessary. This
means they should focus on the
specific information they need,
which is the adjectives they used
to complete the dialogue.

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 Module 2 > Unit 2

Tapescript 54

Dances from the world

Claudia wants to learn to dance an energetic dance.
Tango:
A popular dance rhythm from
She doesn’t like Merengue because she thinks it is a boring dance.
Argentina. The basic Tango move is
c. Carlos wants to learn to dance Merengue and Mambo, but a two-step side to side step with the
then Claudia convinces him to learn urban street dances. partner held close.
Waltz:
Because Danny loves jumping and bouncing. A popular dance rhythm from Austria.
The basic Waltz move is a four-step
She thinks Danny would like to learn to dance an dance.
elegant dance like Waltz.
Samba:
A popular dance rhythm from Brazil.
It is a non-partnered dance. The basic
move involves a straight body and the
bending of one knee at a time.
Mambo:
A popular dance rhythm of Latin
America. It is a partnered dance.
The basic move involves forward and
backward steps and swaying of the
hips.
Breakdance:
A modern dance rhythm from The
USA. It is a non-partnered dance.
The basic move is free and includes
physical movements.
Merengue:
A popular dance rhythm of Latin
Dominican and Haitian folk origin, it
is characterized by a sliding step.
Reggaeton:
A popular dance from Latin America.
It is characterized by movements of
the hips according to the beat.
▪▪ Ask students to prepare a similar Bolero:
OPTIONAL ACTIVITY
dialogue following the speaking It is a dance from Spain. Dancers
▪▪ Listen to Track 54 for additional move their feet. It is danced with a
information about dances. frames. Circulate and provide any
necessary help. partner, standing close to each other.
Hip Hop:
9. Answer the following questions. ▪▪ Students then act out the dialogues It is a street dance from The USA. It is
in front of the class. Remind danced alone or in a group.
▪▪ Give students a few minutes to students that when acting out a
answer the questions in pairs. Check dialogue it is important to keep in
answers with the whole class. mind the place where they are and
how the speaker feels.
SPEAK (8-10 minutes) ▪▪ It is also important to use gestures,
expressions and the proper
10. Work in pairs. Student A is Claudia. intonation.
Student B is Carlos. OPTIONAL ACTIVITY
▪▪ Stronger students: students can
▪▪ Read through the expressions write their own dialogues using the If students have access to
presented in the Useful Language expressions in the box and act it out the Internet or camphones or
box and make sure that students in front of the class. mobile phones, ask them to
understand them. Ask students ▪▪ Weaker students: can act out the
© MEN Colombia

record their dialogues.

to check the intonation of every dialogue in exercise 3a.
expression. Direct students’
attention to the ads on page 25
and ask them to choose other two
dances.

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 Module 2 > Unit 2

Tapescript 15
Dialogue 1
A: Listen to this song. I love it!
B: It’s the first time I’ve heard this
kind of music. What’s it called?
A: It’s the Lambada, from Brazil. It’s
very easy to dance.
B: Really? It sounds difficult to me!
I’m not that good at new dances.
A: So, what kind of music do you like
to dance to?
B: Oh, I love breakdance. It’s a lot of
fun!
A: Breakdance? Wow, breakdancing is
much more difficult than dancing
boring, easy, fun, difficult
the Lambada. And the Lambada is
difficult, fun
fun, too!
B: It sounds pretty boring to me. Hip
Hop is more interesting.
A: Well, maybe, but the Lambada is
smoother and livelier than hip hop.
B: Well…each to his own!
DIALOGUE 2
A: Hi, Megan. What did you do last
weekend?
B: I went dancing with my sister.
A: That sounds fun! Where did you go?
interesting boring, elegant, original,
B: We went to a Latino bar.
exciting, horrible graceful, slow
A: Really? What kind of music do they
play there?
B: Well, they play a little bit of more difficult
livelier smoother
everything, but mostly Caribbean. more boring than
A: Ah! I don’t really like Caribbean more boring less original
more elegant graceful
music. I prefer dancing the bolero
more interesting exciting
and the Waltz.
B: Really? The Waltz? Oh my God, the
Waltz is soooo slow. I think the
Waltz is a lot more boring than
the lambada and less original than LISTEN (8-10 minutes) ▪▪ Stronger students: After listening,
Reggaeton, for example. students could identify each
A: No way! The Waltz is much 11. Listen to four teenagers’ opinions adjective and complete the
more elegant and graceful than about dances. Write the adjectives sentences.
Reggaeton. Reggaeton just isn’t they use to describe each dance. ▪▪ Weaker students: The recording
music to me. It’s all about sexual could be played through once
lyrics and sexual movement. It’s
▪▪ Explain to the students that they more and then paused after each
are going to hear four teenagers
horrible! line, allowing students time to
comparing four different dances.
B: That’s not true! Reggaeton can note down their answers. Remind
- Elicit what dances teenagers
have nice lyrics, too. And it is students they must pay attention
like/don’t like.
definitely more interesting and to the key words to complete the
- Predict possible adjectives
exciting than the Waltz. chart.
related to each dance.
A: Sure! If you say so….! Anyway, I
▪▪ Play the first part of the FOCUS ON LANGUAGE (10-15 minutes)
still think that dancing Reggaeton
is nowhere near as beautiful as recording. pause it and go 12. Listen again and complete the
dancing a Bolero. through the first adjective with sentences.
B: Ok…Let’s do something. Next the students. Ask them what form
the adjective has. Play the rest Since stronger students will have
weekend, you come to the Latino
of the recording for students to already completed this exercise, ask
© MEN Colombia

bar with me and I’ll show you!

complete the chart. Check the
A: OK. It’s a deal!
answers. Play the recording again
to clarify the meaning of any new
adjectives.
some of them to say their answers
aloud and explain them. Allow the
rest of the class to complete the task
while the answers are being given.

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slower
happier
noisier
more interesting
more beautiful
more exciting
more attractive
better
worse
13. Read the following sentences and
answer the questions.
▪▪ Give students a few minutes to
read the sentences on their own.
▪▪ Ask one student to read the first
question: Are these sentences
describing or comparing?
▪▪ Draw students’ attention to the
words in bold and explain that
we use adjectives and adverbs
to compare two or more objects,
people, places, animals or things.
▪▪ Remember the course book has
been designed to help students
discover grammar (Noticing
approach), so allow students to
read the rest of the questions in
© MEN Colombia
pairs and answer them. Check
the answers with the whole class.
Make sure students understand
how comparatives are formed.
Give students extra exercises if
needed.
EP1-TG-M2.indd 75
15. Write 3 sentences
SPEAK (8-10 minutes)
16. Work in pairs. Tell your
PRONUNCIATION (8-10 minutes)
17. Listen to Ana and Kate
Possible answers:
b. We add –er.
c. It is necessary to change letter y to i
when making the comparison.
d. The adjective graceful has 3 syllables,
so we add the word more before the
adjective.
e. Good and bad.
14. Complete the table.
▪▪ Ask students to complete
the comparative form of the
adjectives in the table. Copy the
table on the board and ask them
to provide more adjectives to
fill the table.
▪▪ Explain that the adjectives good
and bad are irregular, and their
form changes totally when we
are comparing: good-better /
bad-worse.
▪▪ Give students this additional
information:
Module 2 > Unit 2
To make the comparative
form of adjectives ending
with consonant-vowel-
consonant like big,where
it is necessary to double
the last consonant (big-
bigger).
comparing two dances.
Ask students to share their
answers.
partner about the
comparisons you wrote.
Draw students’ attention to
the expressions in the Useful
Language box. Make sure
they understand the meaning
of each expression.
Optional activity: Ask
students to write down their
opinions about the dances
(one must be true, and two
must be false). Ask students
to form pairs and read their
opinions aloud. They should
take it in turns to guess
which opinion is true.
talking about a dancing
reality show. Circle the
words that are stressed in
each sentence
▪▪ Write a sentence comparing
two dances on the board
as an example. Ask the
students to identify the
stressed syllables and
underline them on the
board.
▪▪ Ask students to listen to
the dialogue and mark the
stressed syllable in each
sentence. Check in pairs
before a whole class check.
▪▪ Focus on the pronunciation
of than /ðən/. Explain to
students that than in its
weak form is unstressed.
Students repeat the
sentences paying attention
to the schwa /ə/ sound.
Play the recording again
and ask the students to
repeat the sentences.
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 Module 2 > Unit 2
WRITE ( 15-40 minutes)
18. Look at the pictures. What
are they dancing?
This section ends with a
writing task. Ask students
to look at the pictures and
predict what the people in
the picture are dancing.
19. Read Danilo’s instructions
on basic salsa steps. Write
the name of each step
below each picture.
Ask students to read
the article on Danilo’s
instructions on how to
dance Salsa. Students
should identify the steps
and write the names of
the steps below each
picture. Check the students’
answers.
20. Read the text again and
number the pictures in
exercise 18
▪▪ Ask students to write the
numbers in the order in
which Danilo explained
each step.
▪▪ Ask students to compare
their answers and to read
the text again and check
their answers.
76
EP1-TG-M2.indd 76
1 back to back 4 dinos
3 cuban 2 side to side
21. Write the words Danilo used to
sequence the instruction.
Ask students to look for the words
that Danilo used to sequence the
instructions. He used: first, then,
second, third, after that.
Give students some more examples
that they might use for their
final task: at the beginning, next,
finally,etc.
LET’S WORK TOGETHER (30-40 min)
A friend is visiting Colombia next
month. He/she wants to learn how to
dance a Colombian dance.
▪▪ Tell students they will choose a
traditional Colombian Dance and write
a paragraph to explain to a friend the
basic steps of this dance.
▪▪ Explain to students that they will
write a process (or how-to) paragraph.
First
Then
second
First
then
third
First
Then
last
after that
Remind students that this kind of
paragraph consists of a series of
connected steps. The steps must be
logical and organized in chronological
order.
▪▪ Ask students to outline the
chronological order in which steps
occur in the dance chosen.
▪▪ Ask students to check sequential words
and thath their steps are connected.
▪▪ Ask students to work in pairs. One
student will read the paragraph while
the other student acts it out. Then
students change roles to check whether
the sequence of movements is clear
and make any appropriate corrections.
▪▪ Tell students they also need to create
© MEN Colombia
a poster or a video explaining the basic
steps of the dance. Remind students to
add a picture of their posters to their
portfolios, or a copy of the written
instruction for the dance.
20/12/13 20:00

Lesson 5:
Could You Live Without Music?
LESSON OVERVIEW
In this lesson students will express their
opinions and feelings regarding music.
They will use descriptive adjectives to
describe their feelings. They will also
practise long vowels. The aim of this
lesson is to enable students to recognise
the types of music they like or do not like
and express their opinions about music in
their regions.
GET READY (8-10 min)
Associating music and feelings.
1. Write a word that you associate
© MEN Colombia
with music that starts with each of
the letters.
EP1-TG-M2.indd 77
▪▪ Pre-teach any vocabulary related
to emotions (amazed, annoyed,
confused, depressed, excited,
interested, bored, moved).
▪▪ Elicit words that start with the
letters of the words MUSIC.
▪▪ Write some of the adjectives
on the board. Ask students to
complete the activity individually.
They can use their dictionaries.
▪▪ Have volunteers share their
answers orally with the class
orally. Write new vocabulary on the
board.
Answers may vary
-moved / magic / marvellous /
meaningful / melody / microphone/
motivating
-unbelievable / unforgettable / upbeat
/ urban / useful /
Module 2 > Unit 2
-salsa / satisfying /
sensational / sentimental /
sound / sing / singer / single
/ stereo
-inspired / important /
incredible
-carnival / cassette / CD /
classical
SPEAK (10-15 min)
2. Walk around the classroom
and ask your classmates the
following questions.
Ask students to draw the
chart in their notebooks and
answer the questions. Then,
tell them to interview three
classmates and write down
their answers in the chart.
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 Module 2 > Unit 2
3. Report your findings to the
class. Use the expressions in
the boxes to help you.
Ask students to make groups
of four to report their
findings. Tell them to join
some students different from
the ones they interviewed.
USEFUL LANGUAGE BOX
(10-15 minutes)
▪▪ Draw students’ attention to the
Useful Language box to notice
the structure of the statements
they will use.
▪▪ Ask a few volunteers to
share their information aloud
using the right structure.
For example: I enjoy dancig
Merengue. I hate dancing
Reggaeton.
78
EP1-TG-M2.indd 78
▪▪ Draw students’ attention to the table
that contains some ways to express
feelings. First, ask students to look at
the happy and sad faces in the table.
Ask them what they think three happy
faces means. Read the expression next to
the three happy faces and explain that
the expression is used when someone
really enjoys something. That is why it
is represented with three happy faces.
Then, ask them what two happy faces
means and read the expression next to
them. Continue until they have told you
what all the faces in the table represent
and they clearly understand what each
expression means.
▪▪ Ask them what they notice about the
verbs in each sentence. Ask them which
verbs end in -S and elicit the rules for
third person singular (he/she/it).
▪▪ Read the adjectives to the right of
each expression in the table. Then use
the example that is under the table to
explain how to use those expressions and
adjectives.
▪▪ Tell students to write sentences in their
notebooks following the example given.
READ (20- 30 min)
4. Read what these people say about
music. What does music make them
feel?
▪▪ Tell students they will read about a
group of youngsters describing what
music makes them feel. Have them
© MEN Colombia
read the four texts and say if they
agree with any of them.
20/12/13 20:01

▪▪ Draw students’ attention to the
reading tip. Ask one volunteer to
read the first part of the tip.
▪▪ Remind students their purpose for
reading this first time is to discover
what music makes these teenagers
feel. Pre-teach the vocabulary
presented in the Useful Vocabulary
box and make sure students
undesrtand their meaning. These
expressions are really important
to uderstand some of the ideas
presented in the texts.
▪▪ After that, tell students to read the
texts and identify information that
can tell them the way music makes
some teenagers feel.
© MEN Colombia
EP1-TG-M2.indd 79
Module 2 > Unit 2
▪▪ X
▪▪ X
▪▪ X
▪▪ X
▪▪ X
▪▪ X
5. Read the texts again. Choose
the best answer to the following
questions.
Ask one volunteer to read the second
part of the tip.
▪▪ Explain that this tip is very
important because it helps readers
locate specific information more
quickly.
▪▪ Use question a as an example.
a. Whose hooby is listening to music?
Students should locate the word
“hobby” in the question, then look
for it in the text and and select the
correct answer. Tell students to use
this strategy to select the answers
for questions b,c, d,e and f. Check
answers with the whole class.
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 Module 2 > Unit 2

motivated, inspired, entertained

pleasing

FOCUS ON LANGUAGE
(20-30 min)
6. Read Paul’s opinion again.
▪▪ Have students focus on
Paul’s text again.
▪▪ Ask students to look for the
boring
answers to the questions in bored

the text.
▪▪ Help students notice the
difference between being fascinated

inspired and something amazing

inspiring. Give these
examples: I feel inspired
depressed
when I hear beautiful depressing
music. / Listening to
beautiful music is inspiring.

7. Analyze the following annoying annoyed

sentences. What’s the
difference between the two
sets of sentences?
▪▪ Remember the course book
has been designed to help
students discover grammar
(Noticing approach).
Allow students to read the
sentences on their own,
discuss their ideas with a
partner, and finally check
with the whole class.
▪▪ Guide students to find out
the difference between
adjectives ending with
-ing and adjectives ending
with -ed. Grammar
explanations and rules
should only be used when
necessary to clarify and
make sure all students
have understood. Refer
to the language notes for
additional examples. Ask
students to take notes
in their notebooks. Give
students extra exercises on
the topic if needed.
relaxed
▪▪ -ing adjectives: the commonest -ing
adjectives are: amusing, surprising,
shocking, frightening, interesting,
tiring, boring, annoying, exciting,
amazing
▪▪ -ed adjectives: the commonest –ed
adjectives are: delighted, surprised,
shocked, frightened, interested, tired,
bored, annoyed, excited, relaxed.
OPTIONAL TASK:
Write these sentences on the board and
have students find the mistakes:
-Salsa music is bored. (boring)
-The movie 2012 was very excited.
(exciting)
-I am interesting in learning to dance
breakdance. (interested)
relaxing
8. How do YOU feel about music? (10
minutes).
▪▪ Have students complete the
questions in the questionnaire
individually. Check the answers
with the whole class. Clarify
the meaning of the adjectives if
students have problems.
▪▪ Then, have students answer the
questions about themselves. They
can share the answers with their
partners or as a whole class.
LISTEN (10-15 minutes)
9. Listen to the words and identify the
pronunciation of the long vowels.
▪▪ Play the recording for students
© MEN Colombia

-“Cien años de soledad” is an

to see the difference in the
Language notes: interested book. (interesting)
pronunciation of the words: Bert,
A lot of adjectives are made
bought and Bart.
from verbs by adding -ing
or ed:

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▪▪ Drill the long vowels in isolation (/ɜ:/
/ɔ:/ /ɑ:/) and write them in three
columns on the board. If you think it
will help your students, you could elicit
a few other groups of three words from
the box.
▪▪ Ask students to complete the task and
compare their work with a partner.
▪▪ Explain to students how the sound is
pronounced to make sure they clearly
identify the difference in the vowel
sound and according to that, decide
which words have similar vowel
pronunciation.
OPTIONAL GAME:
Cut up pieces of paper with a word from
the box with each one. Students should
© MEN Colombia
place them under the right heading
depending on the vowel pronunciation.
Prepare this activity as a competition
among groups to see which group can finish
first.
EP1-TG-M2.indd 81
10. Circle the word that has different
vowel pronunciation.
Ask students to listen to the words in
each set and identify the word that
has different vowel pronunciation.
Check answers as a class. After
students have completed the task,
ask some volunteers to read aloud the
three words in each set that have the
same vowel pronunciation.
▪▪ Draw students’ attention to these
rules:
/ɜ:/ = wor, ur, ir
/ɔ:/ = or, war, aw, al, au
/ɑ:/ = ar, alm
Module 2 > Unit 2
LET’S WORK TOGETHER
(20-30 min)
1. Answer the questions.
Allow students a few minutes
to answer the questions.
2. Use your answers to write a
short paragraph. Use words
and expressions from the
texts on pages 32 and 33.
▪▪ Explain that those
questions are the basis
or ‘map’ to create a
paragraph like the ones
they read on pages 32 and
33, where some teenagers
described the way music
made them feel. Tell
them to go back to those
pages to choose some
words or expressions they
might want to use in their
paragraphs.
▪▪ Remind students that to
write an opinion paragraph
they need to write a
topic sentence (either
you agree or disagree
with the issue), reasons
or supporting details and
a concluding sentence
(summarize the main idea
or point of view).
▪▪ Then, have them think
about the reasons why
they feel that way and
ask them to start writing
sentences.
▪▪ Brainstorm useful
expressions for giving
opinions studied in the
previous lessons.
▪▪ Ask students to connect
their ideas to write down
their paragraph.
3. Read your classmates’
paragraphs. Write comments
about their opinions.
▪▪ Display students’
paragraphs in the
classroom or in the hall.
Give each student four
or five small pieces of
paper for them to write
comments about their
friends’ opinions. Draw
students’ attention to
the model presented in
the coursebook. Remind
students to add this work
to their portfolios.
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 Module 2 > Unit 2
Lesson 6:
The Magic of Storytelling
LESSON OVERVIEW
In this lesson students will learn about
myths and legends in Colombia. They
will listen to short stories related to
traditional Colombian culture, identify
main ideas in a short story and talk about
the past.
GET READY (10-15 min)
1. Do you believe in the supernatural?
▪▪ Ask students to match the words
with the pictures that show: a
ghost, a haunted house, a vampire,
a fairy, an elf, and a unicorn.
▪▪ Go over the questions and the new
vocabulary with the students. Ask
them to answer the questions.
82
EP1-TG-M2.indd 82
Suggestion: Show flashcards
or images that help students
understand the questions in the
quiz better.
▪▪ Tell students to check the Useful
Vocabulary box to help them
understand the questions.
▪▪ Ask students to give a point for
each positive (YES) answer they
had.
▪▪ Go over the Your score rubric and
ask students to interpret their
score. Tell them to share their
interpretations with a partner.
▪▪ Ask some students to share their
score with the class and tell them
whether it matches the truth about
© MEN Colombia
them.
20/12/13 20:01

4 1
2 3
2 3
1 4
LISTEN (15-20 min)
2. Read the literary clip box. Can you
name examples of each kind of
story?
▪▪ Ask volunteers to read the literary
clip and provide examples for each
kind of story
Myth: How Elephant got its Trunk.
Legend: La Llorona or The Weeping
Woman.
Fairy tale: Cinderella.
Fable: The Boy Who Cried Wolf.
3. Listen to four extracts from
short stories. Number the stories
according to the order you hear
them in.
▪▪ Show students the pictures, ask
© MEN Colombia
them what they see and what they
think they will hear about.
Suggestion: Introduce key
vocabulary that students might
need for the listening task
EP1-TG-M2.indd 83
(fisherman, alligator, spirit, queen,
blood drops, snow, ebony, paw,
jaw)
4. Which of the stories is a:
▪▪ Play the CD and ask students
to decide whether the listening
extract is a myth, a legend, a fairy
tale, or a fable. Ask students to
explain their answers in their own
words.
▪▪ Suggestion: Go over the concepts
and examples of the 4 types of
literature in the box (literary clip)
SPEAK (8-10 min)
5. What legends about scary creatures
are there in your region?
▪▪ Pre-activity: Ask students whether
they know any legends about scary
creatures in their city or region.
Module 2 > Unit 2
Tapescript 19 A
There was a fisherman named Saulo
who was born in Plato, Magdalena.
Every day after finishing his fishing
he used to spy on women while they
were bathing in the river. One day he
saw a beautiful woman called Roque
Lina. Saulo was convinced he had to
marry her. However, Roque’s father
was opposed to the relationship,
so one day while Saulo was having
coconut rice and rum in a restaurant
nearby the river, he decided that the
only way to be with his love was to
become an alligator.
Tapescript B
At the beginning of time there
was no land and no people. There
was only KS’A’WWALA or the Great
Spirit. KS’A’WWALA lived with other
spirits, but one day KS’A’WWALA and
the other spirits decided to create
some more. They created the spirit
of plants, the spirit of animals and
minerals, and the spirit of the human
being or NASA.
Tapescript C
Once upon a time in mid-winter when
the snowflakes were falling from the
sky like feathers, a beautiful queen
was sitting next to a window that
had a frame of black ebony. As she
was looking through the window,
she pricked her finger and drops of
red blood fell into the snow. The
red colour looked so beautiful on
the snow and the queen thought to
herself: “If only I had a child as white
as snow, as red as blood and as black
as ebony”.
Tapescript D
Once a lion was sleeping when a
little mouse began running up and
down upon him. This soon wakened
the Lion, who placed his huge paw
upon him, and opened his big jaws to
swallow him. “A thousand pardons, O
King”, cried the little mouse. “Forgive
me this time. Let me live and I shall
never forget it. Who knows what I
may be able to do for you some day”.
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 Module 2 > Unit 2

Tapescript 20
While she was drowning her sons she
realised what she had done and tried
to save them, but they were gone.
The next day people found her floating
in the river. She had killed herself.
They wrapped her in white clothes and
buried her next to the river.

Not long after the burial, people

started hearing sounds of moaning
and crying like someone sayng “ My
children”. People have reported that
some children started to disappear
after that.

“Oh, Granny, that’s really spooky!

There are no weeping women around
here, hahahaha!” Catalina simply
laughed at her Granny’s story.

“Well, something is for sure. If

you hear the cries of a woman at
night, get inside the house because
Maria may be around trying to
catch children.” Her granny warned
Catalina.

The next day Catalina went for a walk

along a lonely road near her granny’s
cottage. It was a windy, cold, moonlit
night and suddenly Catalina began F
to hear to the sound of the wind T
T
whistling. As she paid more attention F
to the sound she could hear a loud T
cry in the distance. A cold shiver went T

down her spine. She was terrified!

“That’s Maria”, she thought, “She is
coming for me”. She turned around
and ran like a bee, but suddenly…
SPEAK (8-10 min)
6. Predict scary legends.
▪▪ Ask students to look at the picture
and predict what it is about.
Show the picture of the woman to
students. Ask them how they feel
about the image.
▪▪ Ask one volunteer to read the
listening tip. Explain that making
predictions helps them focus their
minds on a specific topic and helps
them recall what they may already
know about it.
▪▪ Ask students to look at the picture
and think about legends they have
heard where a woman is the main
character. Accept all answers.
7. Read and listen to the first part of a
story.
▪▪ Pre-teach this vocabulary: drowned
(ahogó), dragged (arrastró),
grabbed (agarró), buried (enterró),
found(encontró) saved (salvó).
▪▪ Remind students that in Spanish
the form of these verbs changes
depending on the subject. For
example: They buried her: Ellos la
enterraron. / She drowned them:
Ella los ahogo. / Students will
write down their predictions and a
possible end.
▪▪ Ask students to listen carefuly to
the first part of the story. Since
this first part also appears in the
coursebook, tell students to read
© MEN Colombia

along and try to understand how

the story of the weeping woman
starts. Ask students to predict what
they think will happen next.

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R from TO BE.
I
R
R
R the structure of negative and
I interrogative sentences in
I the past.
LISTEN (15-20 min)
8-9. Listen to the rest of the story. Were
your predictions right?
▪▪ Play the rest of the audio and ask
students to confirm their predictions
written on the table.
▪▪ Play the audio again and ask
students to answer True (T) or False
(F) to the statements about the
story.
FOCUS ON LANGUAGE (15-20 min)
10. Look at these sentences from
A Scary Story and answer the
questions below.
▪▪ Remember we are using a noticing
approach, and therefore you should
© MEN Colombia
allow students to answer the
questions on their own and then
check their answers with the whole
class. Provide any assistance or
give explanations when needed.
EP1-TG-M2.indd 85
Module 2 > Unit 2
Q3: d, e and f. They have a
question mark (?) They begin
with an auxiliary or a WH-
word.
Q4: Verb WAS. (Verb to be in
past tense)
Q5: b. want d. like f. live
Q6: You need the auxiliary
Did for other verbs appart
▪▪ Once students give some
answers, you can reinforce
12. Look at the story again
and write the Simple Past
form of the following
verbs. Write (R) if the verb
is regular, and (I) if it is
irregular.
Answers
▪▪ Ask students to do this
activity based on the
Q1: The sentences are describing events story. Ask students to
in the past. First, because the sentences write the past tense
were taken from a legend that was told
in the past, and second, because of some
form of the verb and
identify whether the
verbs that appear in past form like was and verb is regular (R) or
smiled.
Q2: There are some verbs ending in –ed.
irregular (I)
▪▪ Draw students’ attention
▪▪Some verbs like smiled, grabbed and to the Useful Language
dragged end with -ed. box to see other
▪▪Students may also say that in the verbs examples of regular and
grabbed and dragged one consonant is irregular verbs.
doubled or repeated. Answers
a. arrive - arrived (r)
11. Now, look at these sentences, and
b. sit - sat (i)
answer the questions below.
c. ask - asked (r)
Answers d. dress - dressed (r)
Q1: c. There are no negative auxiliaries e. live - lived (r)
or words (not) or contractions (‘t) f. say - said (i)
Q2: a and b. They have negative g. see - saw (i)
auxiliaries (wasn’t, didn’t- meaning was
not and did not.)
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 Module 2 > Unit 2
READ (15-20 min) 14. Answer the questions to retell the
13. Complete the legend of El
Hombre Caimán. Put the
verbs in parentheses into
the simple past.
▪▪ Before they start
completing the legend
explain to students that
they will use regular
verbs, irregular verbs
and the verb to be.
▪▪ Remind them to re-read
the paragraph when
they have finished and
ask themselves: Does
it sound right? Did I
use the correct form of
each verb? Check their
answers as a class.
86
EP1-TG-M2.indd 86
fell
wanted
bathed
turned
repeated
story in your own words. Use the
words in the Useful Vocabulary box.
▪▪ Tell students they will retell the
story in their own words.
▪▪ To do this, they will use a flow
chart that contains questions they
need to answer in the right order.
Explain that by answering the
questions, they will be explaining
the most important details in the
story.
▪▪ Draw their attention to the Useful
Vocabulary box and tell them those
are key words taken from the story
that will help them retell it.
▪▪ Explain that there are also some
sequencing words that will help
them organise the events they
retell in a chronological order. Read
the words and make sure students
clearly understand what each word
means.
didn’t agree
was went
escaped
PRONUNCIATION (15-20 min)
15. Listen to the pronunciation of the
verbs in past. What is the final
sound?
▪▪ Play the audio for students to
listen to the verbs in simple past.
Ask them to repeat each word,
giving special emphasis to the
pronunciation of the final sound.
▪▪ Help students notice the
pronunciation of regular verbs
ending in -ed.
16. Put the verbs in the right column
according to the final sound: /d/,
/t/, or /id/.
▪▪ Ask students to draw a three-
© MEN Colombia
column table in their notebooks.
Read each word again and ask
students to write each word
where it belongs depending on
the pronunciation of its final
sound.
20/12/13 20:01

/d/ /t/ /id/
dressed
liked
pushed
asked
When students have completed the
table, ask them to read the words
aloud to review their pronunciation.
17. Tick 1, 2 or 3 according to the final
sound.
▪▪ Explain to students that each
number stands for a different
ending sound. 1 stands for the
/d/ ending sound, 2 stands for
© MEN Colombia
the /t/ ending sound and 3 stands
for the /id/ ending sound.
▪▪ Ask students to pronounce the
verb in the past form in each set
and select the correct final sound.
EP1-TG-M2.indd 87
- liked /t/ (1) ▪▪ Explain that those questions
- believed /d/ (2)
- stopped /t/ (1) relatives and to keep track of
- kissed /t/ (1)
- dated /id/ (3)
LET’S WORK TOGETHER
(30-40 min)
Our Literary Heritage
▪▪ This task is very helpful to raise
awareness of the oral tradition and to
promote small group work.
▪▪ Make sure students select an adequate
short story (myth, legend or scary
story) and that it was told by a relative
(parents, gradparents, aunts, uncles,
etc.).
▪▪ Ask students to re-read the questions
they used to retell the story in exercise
14.
Module 2 > Unit 2
can be used to interview their
the key information they need
to be able to share their story
with the rest of the class
▪▪ Remind students they will have
to translate the questions into
Spanish for their relatives, but
then, they will have to use all
the language they have learnt
to put the story into English
and be able to retell it to their
classmates.
▪▪ Ask students to decide what
they will include in the visual
and the way they want to
present it. Ask them to be
ready to tell the story to the
class using the visual they
have created.
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 Module 2 > Unit 3

UNIT 3
OUR CULTURE, OUR
IDENTITY

UNIT THEME
The theme of this unit is
Colombian culture. Students
will be able to talk about some
festivities in different regions
in Colombia, characteristics
of Colombians and some
international even. This
unit reviews different topics
previously taught and gives
instructions and guidelines for
the project work.

MODULE 2 - UNIT 3: OVERVIEW

Lesson 7:
Lesson Topic Time Language Focus Output Colombia is Culture,
A blog entry Colombia is Passion
Colombia is culture, Reviewing through
7 2 hours “Colombian Culture is
Colombia is passion. reading and writing
Passion” LESSON OVERVIEW
Is it because I am Reviewing through Game: “The Cultural In this lesson students
8 2 hours will read and write about
Colombian? listening and speaking Heritage Quest”.
Colombian culture, and
Regular / irregular
Language Revision. 2 hours Review identify some cultural
verbs – Past simple.
elements and regional
9 A video, a comic festivities. Students will
Project work: strip, a drama or a write about Colombian
5 hours All unit language
Colombia is passion. collage to represent culture expressing their
Colombian culture. opinions about a reading
© MEN Colombia

Language focus: Project individual and related to cultural aspects.

Frequency adverbs group assessment.
10 Self Assessment 1 hour
and quality Language and study
descriptors. skills assessment

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 Module 2 > Unit 3

▪▪ Before reading: Tell

students that they will
read a short text about
culture.
▪▪ Ask them to read silently
and compare their
definition of culture with
what is in the text.
Did they find any new
words? Which ones?
▪▪ After reading: Ask
volunteers to give
examples of Symbols,
Heroes, Rituals, and
Values of specific cultures.
For example:
Culture: Wayúu
Symbols: mochilas, mantas
Heroes: The woman plays
an important role, shamans,
putchipu (portadores de la
palabra y resolvedores de
Answers may include the flag, the
anthem, some landmarks conflictos)
Simon Bolívar, the president, soldiers, parents, Rituals:
teachers, grandparents, famous people
Funeral: 2 burials, women
Weddings, funerals, celebrations,
carnivals, festivals have to bathe the dead.
Family, solidarity, love, empathy Weddings: the man has to
pay for the woman.
Values: They defend and
transmit moral, spiritual,
and ethical values from
WARM-UP SPEAK generation to generation.
Cities
Write the word CULTURE on 2. What does culture mean to you?
Urban 4. Complete the following
the board and have students
come up with words that
Literature ▪▪ Students will work in pairs to answer diagram about the culture
Theatre the questions. Address students’ of Colombia or your region.
they associate with culture,
Unique attention to the “Useful Language
and that start with each of
Reading box”. Go through the Useful
the letters as an acronym.
For example:
Expression ▪▪ Tell students that they can take Vocabulary box with students
down notes of their answers. and ask them to say any
▪▪ Ask students to share their answers other similar words they
as a whole-class activity. Write key might know.
GET READY words on the board. ▪▪ Ask students to work
1. Draw pictures or write ideas that OPTION: Write the sentence stems on the in groups of three to
represent your culture. board and ask volunteers to complete complete the diagram
them. about Colombia or any
You can have students work in small subculture in the country.
Examples: Culture is… ; Cultural
groups to brainstorm ideas about how
to represent culture.
elements include…; Some elements of ▪▪ Walk around the classroom
culture are…
© MEN Colombia

and help students with

OPTION: Have students do the vocabulary when needed.
brainstorming/pictures on A0, A1, A2 READ AND WRITE
▪▪ Ask them to use their
pieces of paper (pliego, medio pliego, 3. Read the following text about dictionaries to find
un cuarto) and display them around culture. unknown words.
the classroom walls.

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 Module 2 > Unit 3

5
3
4
1
2

La Feria de Manizales 3

READ (30 minutes) 6. Read the following text.

5. Match the regions with the numbers ▪▪ Before reading: Elicit information
in the map. about the festivals and regions
using the pictures. Ask students to
▪▪ Pre-reading: The focus of this say what they know about those
activity is to become familiar with
festivities.
the names and pronunciation of
the regions in English. Drill the ▪▪ Ask students to draw a two-column
vocabulary emphasising the stress chart in their notebooks. Read
on each word. the first paragraph aloud. Draw
students’ attention to words like
- CarIBbean Region
Manizales, bullfighting, and coffee
- AndEAN Region contest. Explain to students that
- PaCIfic Region by locating some specific words,
- Amazon Region they might get a better idea of
what the whole text is about and
- LLAnos OrienTAles or
therefore completing the task will
OriNOquia REgion
be easier.
© MEN Colombia

TEACHING TIP: Relate the content
of the English class to other areas
of the curriculum to increase
students’ motivation!
▪▪ Ask one student to name the
festival that goes with the
description. Tell students to write
its name on the left under the
heading “ FESTIVALS”.

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Las fiestas de San Pacho
El Festival del Burro (The Donkey Festival)
Festival de la Cultura Wayúu
Festival Internacional del Joropo
▪▪ Instruct them to continue reading
independently and write the names of
the festivals in the chart. When they
have completed with the left-hand
column, tell them to fill the right-hand
column with the name of the region
where that festival is celebrated.
Check students’ answers with the
whole class.
▪▪ Pre-teach this vocabulary:
▪▪ heritage (herencia), parade (desfile/
desfilar), contest (concurso), dress up
(disfrazar), settlement (acentamiento),
handicraft ( manualidad).
▪▪ Students will individually write the
names of the festivals.
THEY CAN DO IT IN SPANISH!
© MEN Colombia
OPTIONAL TASKS:
1. Ask students to think about a festival
they have attended. Ask them to recall
who they were with, what they did,
what they ate, what they saw, etc.
EP1-TG-M2.indd 91
Module 2 > Unit 3
4
5
5
2
This is an opportunity for students to
practise the use of the Simple Past.
2. Ask students to list other festivals they
know that were not mentioned in the tex.
Tell them to write a short paragraph like
the ones on page 92 and 93 to describe
the most important characteristics of
that festival.
3. Ask students to select two of the festivals
they have read about and compare them
using adjectives ending with -ed and
-ing. Ask some volunteers to read their
statements aloud.
TEACHING TIP: Help students use reading
strategies when approaching a text:
- PREDICTING: Using images, titles, and
subtitles to anticipate the content of a
text.
- SCANNING: Reading a text quickly to find
specific information and/or details.
- SKIMMING: Reading a text to find the main
ideas and get an overall impression of the
content of the text.
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20/12/13 20:01
 Module 2 > Unit 3

8. Write true (T) or false

(F) next to the following
sentences about the text.
F
▪▪ Students will answer the T
T
True and False questions
F
based on the reading. T

9. Answer these questions in

your own words. Use the
Useful Language box to help
you.
▪▪ Have students work in small
groups. The purpose of
this exercise is to develop
higher-order thinking skills,
by asking students questions
that involve making
inferences and reading
between the lines.
▪▪ Draw students’ attention to
the Useful Language box.
Elicit some sentences from
volunteers before students
start working in small
groups. You can ask them to
write their answers down as
well.
Possible answers
a. Yes, because the author
speaks using “we” in the
first paragraph
b. The author wrote this
article in order to
promote Colombian
festivals; in order to
inform people around the
world about Colombian
culture; in order to show
positive characteristics Some nice blogs that you can show to Suggest using different brainstorming
of Colombian society. your students, or have them explore techniques: free-writing, clusters, mind
The author wrote the at home are: http://www.bbc.co.uk/ maps, lists of ideas, etc.
article to persuade / to blogs/learningenglish/ - List of adjectives: This can be done
invite people to visit our - http://www.guardian.co.uk/culture/ as a whole-class activity. Have students
country. culture-cuts-blog write adjectives on pieces of paper and
c. Some elements presented - http://enjoy-learningenglish. display them all on a classroom wall for
are: music, dancing, blogspot.com/ everyone to be able to use them.
clothing, religion, - http://seecolombia.travel/ - Research: Students should include
traditions (rituals), etc. blog/2012/07/what-does- information about their own regional
They are all positive. colombia-mean-to-you-a-colombia- culture and two others.
independence-day-special
▪▪ Tell students that they will be writing
▪▪ So, as homework, you can ask students
LET’S WORK TOGETHER (1 hour)
do some research about two other
a blog entry about the culture of
▪▪ Ask students to say what a blog Colombia. They can see some examples
regions, cities, or tribes in Colombia and
is. They can do it in English or in bring the information to class.
of entries in the blogs suggested above.
Spanish.
▪▪ Students might need close guidance TEACHING TIP: Are you a technology lover?
▪▪ The word blog comes from
through the process of writing. Help ▪▪ Use technology in the classroom any
the term “Web log”. A blog
© MEN Colombia

them go through each of the steps
is a website that consists of
suggested in the students’ book:
a set of entries or “posts”,
- Brainstorming: Have students write
typically displayed in reverse
as many ideas as they have about
chronological order.
the elements of Colombian culture.
time you can, your students will love it!
If you are truly technology lover, here
are some ideas for you:
▪▪ Create a class BLOG or a class
FACEBOOK page.
▪▪ Use videos in your class.

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 Module 2 > Unit 3

▪▪ You could also write these

▪▪ Use web chats, text messages, etc.
with your students in class.
▪▪ Explore new (educational) sites
and tools: prezi.com (interactive
presentations), mindmeister.com
(collective mind maps), camtasia
studio (videos using your desktop),
voice thread (discussions using text,
voice, and video), wallwisher.com
(digital bulletin board).
Lesson 8:
Is it Because I Am Colombian?
LESSON OVERVIEW
This lesson will focus on the stereotypes
that Colombians usually get from people
around the world. Students will listen to
© MEN Colombia
sentence starters to guide
the students:
- I think ... is...
- In my opinion, ... is...
▪▪ Have students use the
adjectives in the box to
describe them.
▪▪ Any free answers from
students should be
accepted here.
LISTEN (20 minutes)
2. What are some negative
opinions that people have
about Colombians?
Tell students they will be
listening to people talking
about Colombia. Have them
talk about question 2 in
pairs.
Answer 3:
James has the Possible answers
most negative
opinion about
- Colombia is a violent
Colombia country.
because of - Colombian people are
his father’s
previous bad drug dealers.
M experience in - It is not safe to visit
P the country.
Colombia.
M
D
- Foreigners are kidnapped
J in Colombia.
P
J
J
4. Listen again. Match the
opinions a-h with each
person. Write D (Diana),
P (Philippe), M (Maria) or
J (James) next to each
GET READY! (20 minutes) opinion.
1. Look at the photos. Which
▪▪ Explain to students that
adjectives can you use to describe as they listen, they need
the people in the photos?
to write the first letter of
▪▪ Start revising the vocabulary in the the name of the people
box. You can use a guessing game to talking. Have students
recycle previous vocabulary learnt read all the sentences
and introduce new words for the before they start listening
task: educated, ignorant, tolerant, to the text. You might
intolerant, open-minded. want to do the first one or
▪▪ Have students look at the pictures two with them.
and say if they recognize the people ▪▪ Ask a volunteer to read
in them. Ask them to talk to the the Listening Tip box.
person next to them about what they Have students tell you
know about these people. the key words in each
▪▪ You may want to write these sentence. Ask them to
questions on the board, to give you synonyms or
generate students’ participation:

different people expressing opinions about definitions for these

Colombians and they will orally express Who are they? What do they do? adjectives.
their own opinions about it. Why are they famous?
Tapescript 22 on
next page

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 Module 2 > Unit 3

Tapescript 22

Diana 17, Colombian, born in

Bogotá, living in Europe.

“I think most people think that as

we live in South America we are all
indigenous and we haven’t had the
chance to learn to read and write,
but that’s not true. In Colombia
most people are educated. In fact,
92% of young people know how
to read and write, and do basic
Maths operations. Then Colombians
are very intelligent and not at all
narrow-minded!”

Philippe 18, French, living in

Bogotá.

“I’m French, living in Colombia, and

I have seen many movies that give
the wrong impression of Colombians.
In the films, Colombians are always
cocaine traffickers, aggressive, rude
people from a dangerous country
but that’s not true!. Colombians
are very friendly and helpful. They
also love chatting, they say hello
to their neighbours, taxi drivers,
street vendors, strangers on the bus,
almost anyone and anywhere if time
allows and they feel safe doing it”.

María 19, Colombian living in Cali.

“Well, I think we have a strong spirit

and we all hope to have peace one
day. We are also focused and we
love working. We also love telling
jokes about any subject; we laugh
about almost anything, even about
our lives and the situation in our
country.”
James 15, American living in the
USA.
“I have never been to Colombia
but my father says it is a dangerous
place to visit. My father went
to Colombia once and he had a
bad experience. He says people
aren’t very tolerant. They don’t
like waiting in a traffic jam. They
are impatient and rude with other
people.”
SPEAK (15 minutes)
5-6. Talk to a partner
▪▪ This activity is a post-listening
activity. Have students work in
pairs to say whch opinions from
the listening they think are true or
false about Colombians.
▪▪ They can add their own opinion as
well.
PORTFOLIO (5 minutes):
Remind students to keep their portfolio
updated and include activities that helped
them learn something new.
LET’S WORK TOGETHER (1 hour)
▪▪ Pre-teach: Dice, marker, move
▪▪ Have students work in groups
of four. Give a marker to each
student and a dice to each group.
▪▪ Each student throws the dice
once. The student with the
highest number starts the game.
▪▪ Students take turns to throw the
dice and move the appropriate
number of spaces. Then, they
answer the corresponding
question.
▪▪ Walk around the classroom to
monitor students’ work. Pay
attention to pronunciation and
sentence construction. Give
© MEN Colombia

forward, miss a turn, go back, feedback as needed.

throw again, start again. Option: Give a small present to
- It’s your / my turn. the winner of each group.
- Throw the dice.
- Move... spaces

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 Module 2 > Unit 3

Answers:
a. She is looking for
something.
b. She has a map.
c. Answers may
vary: She is
confused, she
is lost, she is
scared, etc.
d. Answers may
vary: ask for
directions, find a
policeman, etc..

noticed spent
became
tried
decided found
learned

told

was
used
passed fell

Lesson 9: ▪▪ Ask students to predict from the ▪▪ Regular verbs: NOTICE,

picture how the girl might be TRY, DECIDE, USE, PASS
Language Revision
feeling and why. Ask students to ▪▪ Irregular verbs: SPEND,
answer questions in exercise 1 and BECOME, FIND, LEARN,
LESSON OVERVIEW compare their answers. TELL, BE, FALL
This language revision will focus on the
2. Read the text quickly and fill in the ▪▪ Ask students to read the
use of verbs in the Simple Past, making
blanks with the correct form of the text. Ask students in
suggestions and finishing the sequence of
verb in brackets in the past tense. pairs or small groups to
a story. During the lesson students will
complete the text with
read, write, listen and speak about a ▪▪ Before reading, elicit the meaning correct verb tense. Check
love story. of the word “unknown”. Pre-
verb tenses with the
teach other useful words: bench,
GET READY (20 minutes) whole class.
hardware store, human smugglers.
1. Look at the photo and answer the Ask students to read through the OPTIONAL ACTIVITY:
questions. text quickly once and tell you what
the topic is. Ask students to suggest
▪▪ Draw students’ attention to the
Reading Tip box and encourage ▪▪ Discuss questions on Exercise 1. Ask ways to help the girl to get
the use of predicting as a reading students to check whether their back to her country or to
© MEN Colombia

comprehension strategy. predictions were right. help Raul to convince the

▪▪ Ask students to look at the pictures ▪▪ Go to the list of verbs in brackets girl to stay with him.
and say where they think the girl in in the text. Ask students to list
the picture comes from. regular and irregular verbs.

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 Module 2 > Unit 3

Answers 3:
a. He met her on
Tapescript 23 a bench outside
the hardware
store where he
worked.
Raúl: I remember my first date b. Raul couldn’t
with Lian really well. understand Lian
because she didn’t
Susana: How interesting! Were speak Spanish.
c. Raul found a 1
you excited? person who spoke 3
Chinese.
2
Raúl: I was feeling more nervous d. She entered to
Colombia illegally 4
than excited. I knew Lian because she
liked walking around and wanted to make
the American
sitting quietly on a chair in dream true.
the park but I didn’t know e. He used
drawings to
where else to take her. communicate with
her.
Susana: So what happened?
Raúl: I invited her to go up to
Monserrate with me. At first,
nothing happened. We went
up in a cable car. I had a list
of romantic ways to declare
my love to her but the list
was in my pocket and I
couldn’t remember anything
so I kept quiet during the trip
up the hill.
Susana: How embarrassing! X
What happened next?
Raúl: It got even more
embarrassing. I got her an
X
orange juice from a street
vendor and I decided to be X
funny. So I put the ice on a
tray and carried it to Lian
with one hand like a waiter.
Then, I tripped over and I 4. Put the events in the correct ▪▪ Ask students to talk about the
threw the juice all over Lian. order. question.
She was really shocked. You can write a table on the board
▪▪ Ask a student to read the reading for students to write the possible
Susana: Oh no! What a disaster! tip. Tell students that identifying
consequences of both options:
Raúl: I took her home- and I the main parts in a story will help
never had the courage to tell them to understand the plot and ▪▪ Students can work in pairs to
they will be able to retell the complete the table with suggestions
her that I loved her but one
story using their own words. for Raúl.
day Lian…
▪▪ Students read the text carefully 6. Give Raúl five recommendations
and put the events in a-d in the about what he should do in either of
order they happen in the story. the two scenarios.
▪▪ Check students put the events in
the right order and ask volunteers ▪▪ This section aims to practise the
to paraphrase the story using modal verb should and imperatives
3. Read the text again and to give suggestions.
answer the questions. those lines.
WRITE (20 minutes)
▪▪ Read through the example sentences
▪▪ Ask students to read the with the class.
questions first and then go 5. Do you think Raúl should give up ▪▪ Ask the students to quickly find
© MEN Colombia

back to the text and aswer
the questions.
(darse por vencido) and let Lian more examples of should and
travel to the United States or shouldn’t to give advice to someone.
declare his love to Lian and ask her
to stay in Colombia?
▪▪ Ask students to share their ideas in
class.

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LISTEN (20 minutes)
7. Raúl decided to declare his love to
Lian.
▪▪ Explain to students that Raúl and
Lian have already had their first
date.
▪▪ Remind students that Raúl and Lian
do not speak the same language.
Ask them to write ideas about how
things worked on their first date.
▪▪ Elicit information about what
happened and what went wrong on
in their first date.
▪▪ Have students work in pairs and
simulate Raúl’s and Lian’s first
date. They will write the words
each of them said based on the
© MEN Colombia
information in the listening.
▪▪ Ask students to focus on the
sequencing words used in the
dialogue and tick them. Explain
any unknown words.
EP1-TG-M2.indd 97
Module 2 > Unit 3
Sugested answers
Picture 1: They were on the
street. Lian was looking at
Raul from a distance.
Picture 2: Raul and Lian tried to
talk / tried to communicate.
Picture 3: Lian gave Raul a piece
of dessert.
Picture 4: Lian wanted to kiss
Raul, but he didn’t kiss her.
Picture 5: Raul kissed Lian on her
forehead.
Picture 6: Raul gave Lian a ring.
11. Tell your version of the
story of Lian and Raul’s
second formal date to
another group. Use the
pictures, your notes from
exercise 10, the word
bank and the sequence
expressions in the box to
help you.
▪▪ Ask students to order the
8. Listen to the dialogue again and sequence of events to
choose the best answer. describe how Lian and
▪▪ Play the recording one more time for Raúl’s second date went.
students to answer the questions. You may ask students
▪▪ Ask students to read all the to complete the story
with some additional
statements and underline key
events. Students work
words. Then, while listening to the
conversation, ask students to pay in groups to retell the
story of the second date
attention to the words that transmit
to each other. Students
the same ideas.
compare similarities and
SPEAK (50 minutes)
differences between both
9.-10. Look at the picture of Lian and stories.
Raul’s first date. ▪▪ Tell students they can
use the expressions in the
▪▪ Ask students to work in pairs to
describe the pictures in exercise Useful Language box to
tell the story.
9. Then, have students answer the
questions in exercise 10. ▪▪ Have students present
the story on a poster.
▪▪ Ask students to work in pairs.
Students describe the pictures to They can draw a comic
strip with some pieces
each other and identify each picture.
of dialogue from the
Ask students to answer the questions
characters.
about the pictures.
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 Module 2 > Unit 3

LET’S WORK TOGETHER:

COLOMBIA IS PASSION. (5 hours)
Get ready (10 minutes)
▪▪ Go over the instructions. Have
a volunteer read the steps to
follow in this section.
▪▪ Ask students to work in groups
and check the tasks they have
included in their portfolios
and choose the ones that will
help them develop the final
product for the project. It is
very important to clarify that
students can take ideas from
the tasks they had already
completed in the portfolio,
but for the project they have
to develop one of the products
Steps 1- 2 (1 hour 50 minutes)
1. How to present. Choose one of these mediums to present your project outcome.
▪▪ Tell students to discuss and decide what they are going to do to present their
product: a video, a comic strip, a drama, a map/ collage. Have a volunteer read
what each one of these products involves and make sure students understand
what they have to do.
2. Action plan
▪▪ Ask students to agree on details to complete their product: roles, responsibilities
and deadlines.
▪▪ Monitor groups’ work and make sure everyone is working actively to develop the
project.
Steps 3- 4. Prepare & rehearsal time (1 hour)
▪▪ Monitor students’ work. Provide them with help when needed. Check any
pronunciation difficulties and get the attention of the whole class attention
when you find common issues that could help everyone.
© MEN Colombia

suggested there to show 5. Time to present ( 2 hours)

something about their regional
culture compared with another
▪▪ Agree on a schedule for students to present their products. Make sure there
is enough time for each group to present and have general feedback after the
culture or subculture in the
presentations.
country.

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1. ASSESSMENT IN YOUR ENGLISH SKILLS
(1 HOUR)
▪▪ Look back over the module. What have
you learned? Tick the appropriate box.
▪▪ Direct students’ attention to the
box. Point out that it is divided into
skills-reading, writing, speaking and
listening. Students should tick the box
that describes how well they can do
each task.
▪▪ Highlight the importance of being
honest and realistic. Tell them this
activity is not going to be assessed, but
explain its importance.
2. ASSESSMENT OF YOUR ENGLISH
STUDY SKILLS
© MEN Colombia
▪▪ Study skills help you improve in any
school subject. Put some study skills
into practice. Tick ( ) how often you
use these study skills.
EP1-TG-M2.indd 99
▪▪ Direct students’ attention to the box.
Explain that they are not going to
evaluate how well they do a task, but
how often they practise a strategy and
how it has helped them succeed or not
at an activity.
▪▪ Have a volunteer to read the tip and
ask them to think of other strategies on
how to improve their learning process.
▪▪ Ask volunteers to share their answers
and new strategies to improve and give
general feedback encouraging students
to continue using the strategies that
work for them.
▪▪ Focus on their main needs to give them
contextualised feedback and advice.
3. PROJECT ASSESSMENT
▪▪ First individually, then with your
group, assess your performance in
the Project work. Write as much as
necessary.
Module 2
▪▪ Go through each column in
the chart and ask students
what things they consider
could be included there.
Make sure they understand
what they have to do in this
section.
▪▪ After students have
completed their individual
self-assessment, invite
them to get together
with their project
team and do the same
activity to determine the
achievements of the team
and identify aspects to
improve. Make sure that
they make respectful
comments. Put-downs are
not allowed. Advise them
not to concentrate on
mistakes or complaints but
on ways to improve.
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 Module 3

Module 3
LIFESTYLES AND HEALTH

Module Overview
Welcome to the lifestyles and Health module. In this module students will learn about
different eating habits, leisure activities, and lifestyles around the world. They will
also explore the concept of a healthy and green lifestyle. The chart on the next page
summarises the unit topics, lesson topics and students’ production or output throughout
the module.
Introduce MODULE 3 Lifestyles and Health by focusing on the content cover page. Explain
what topics will be covered. You can start asking questions about what they already know
about lifestyles using the pictures on the cover page.
© MEN Colombia

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 Module 3

Overview chart

Units and Lessons Topics Output

UNIT 1 (9 hours) Food and Nutrition
Lesson 1 Food in Colombia and around the World Poster
Lesson 2 Types of Food Radio Announcement
Lesson 3 Eating habits - We are What we Eat Leaflet

UNIT 2 (9 hours) Lifestyles Habits

Lesson 4 Greener Lifestyles Leaflet
Lesson 5 Don’t Worry. Be Happy Radio announcement
Lesson 6 Fitness and Leisure Poster

UNIT 3 (12 hours) Eating and Lifestyle Habits around the World
Lesson 7 Lifestyles around the World Project
© MEN Colombia

Lesson 8 A Health Campaign for your Community Project

Self Assessment

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 Module 3

THE HEALTH CAMPAIGN PROJECT PORTFOLIOS

Read out the project topic for the module, emphasising ▪▪ At the end of each lesson, they will
the aim of the project a campaign and the products produce a text which will go into their
the students will present (a leaflet, poster, and radio portfolio. At the end of the module, they
announcement). will have 6 pieces of work (output) in
their Portfolios and 3 products for their
Elicit from ss. what a campaign is and what is involved
Health Campaign Project.
in a campaign. A campaign is a series of actions
▪▪ Remind the students to answer
intended to achieve political or social change. Give
the questions on a different piece of
examples from Colombia and any local or regional
paper.
campaigns.i.e.in Cali, El Vivo Bobo for road rules; the
▪▪ Tell the students to find or draw a
Desenchúfate TV campaign to have young people go
picture to represent lifestyles and health
to sleep early; the Ni Uno Menos Education campaign
and to keep it as the first piece of work
to have all children studying. The Plan Colombia
in the portfolio.
Segura- Policia Nacional raising awareness of teen safety
issues; El Plan Nacional de Vigilancia Comunitaria por
Cuadrantes regaining, improving and maintaining safety
© MEN Colombia

in the communities. La campaña “A que te cojo ratón”

MEN a través del Programa Nacional de Uso de Nuevas
Tecnologías para el desarrollo de competencias TIC.

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 Module 3 > Unit 1

UNIT 1
FOOD AND NUTRITION

UNIT THEME
In this unit the students will learn
about popular dishes in Colombia,
the ingredients used to make
them, the types of food that are
considered healthy or unhealthy,
and some other key information
about food and nutrition. The unit
covers 9 hours of teaching time.
Each lesson is 3 hours.

MODULE 3 - UNIT 1: OVERVIEW

Lesson Topics Time Language Focus Output

-Some
– Any
Food in A poster about an
Lesson 1 3 hours -Countable and
Colombia international dish
uncountable
nouns
A radio
announcement
Lesson 2 Types of food 3 hours -Imperative forms
about a healthy
dish
© MEN Colombia

-Quantifiers A leaflet about

3 hours
Lesson 3 Eating habits -Adverbs of eating habits in
frequency your class

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 Module 3 > Unit 1

Lesson 1:
Food in Colombia

GET READY (10 minutes)

This is a warm up activity. Ask the
students about their eating habits,
e.g. What is your favourite food?;
What do you eat in the morning?
Do you watch TV while you eat?,
etc.

1. What time do you have these

meals?

Use a clock or watch to

show them that they have
to complete the sentences
with a specific time /hour.
Ask volunteers to read the
sentences out. Model some
examples of saying the time.
Let them ask the questions to
their classmates.

2. Do you have this food or

drink for breakfast, lunch
or dinner? Write B for
breakfast, L for lunch or D
for dinner.
▪▪ Start by asking the students
to look at the pictures
and answer if they eat the
food in the pictures for
breakfast, lunch or dinner.
▪▪ Practise the pronunciation
of these words with the
students. Ask them to listen
to you and repeat.
▪▪ After the students have
completed this task and
practised the pronunciation
of the vocabulary, ask a
few volunteers to share
their answers. Remind them
there are no right or wrong
answers in this exercise.
E.g. I have some beans for
lunch. I have some cheese
for breakfast. I have some
bread for dinner.
3. Write any other food you
would like to add to the list.
This activity contextualises and
personalises the vocabulary
SPEAK (20 minutes)
The aim of these activities is to practise
speaking and the new vocabulary needed
during the lesson. Model how to read the
dialogue. Model the correct intonation
and pronunciation by role playing the
dialogue with a student.
4. Practise the dialogue with a
classmate.
▪▪ Let the students practise reading the
dialogue with a partner. Ask one or two
pairs to read the dialogue aloud.
▪▪ Point out to the students that the
answer to the question “What do you
usually have for breakfast?” includes
“a glass of orange juice”. Draw the
▪▪ Then draw an orange and write this
sentence: I have an orange for breakfast.
▪▪ Ask the students to notice the
difference between these two
sentences. After they have shared
what they think, explain that the
article “an” is used when the word that
follows starts with a vowel. E.g. an
apple, an egg, an arepa, etc.
▪▪ But the article “a” is used when
the word that follows starts with a
consonant. E.g. a tomato, a pear, a
sandwich, etc.
▪▪ Ask the students to give you other
examples. They may decide to use the
vocabulary from exercise 2.
▪▪ Explain also that the article “the” is
never used with names of food.
© MEN Colombia

students are learning. Ask the glass on the board and write this E.g. I eat the rice and the beans.
students to brainstorm the food sentence: I have glass of orange juice INCORRECT
they usually eat. for breakfast. I eat rice and beans. CORRECT

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U C
C U
C U
5. Make similar dialogues about your
breakfast, lunch and dinner with a
classmate.
Give the students 3 minutes to
create their own dialogues. Model an
example first. Monitor and help where
necessary. After the students have
practised their dialogues ask four
volunteers to act out their dialogues.
FOCUS ON LANGUAGE (20 minutes)
Remember the textbook has been
designed to help students discover
grammar (the Noticing Approach). Have
students work individually.
Then they compare ideas with a partner
and finally check as a whole class.
© MEN Colombia
Guide the students to notice or work
out how language works. Explanations
should be only used when necessary to
EP1-TG-M3.indd 105
U love and the food that is healthy to us.
U water? one rice? How can we
C
clarify and make sure all the students
have understood. You can use Spanish
if your students have difficulties
understanding the language focus. Extra
exercises on this topic can be used if
needed for further practice.
6. Look at the pictures and decide
which food can be counted and
which cannot be counted. Write C for
countable and U for uncountable.
▪▪ Bring realia into the classroom to
teach the concept of countable and
uncountable nouns. Bring 3 apples,
rice, beans, bread, 2 mangoes, a
glass of water. Show the objects to
them.
▪▪ Start by counting the apples and
writing how many there are on the
board. Do the same with each item.
Module 3 > Unit 1
Tapescript 24
Hello friends,
My mother usually goes to the
supermarket on Sundays. She buys a lot
of things for me. When she gets home,
she puts everything in the fridge or
in the cupboards. She puts cold food,
many fruits and drinks in the fridge.
There is some fruit in the fridge now:
there are a few apples, many bananas
(they are yummy), and there are
some pears and tangerines which are
my favourite. But, there aren’t any
strawberries because I don’t like them.
There is also some milk and some
yoghurt. There is some ham, chicken
and pork, but there aren’t any salami.
In the cupboard, there is some rice and
spaghetti. There is some bread and
some muffins too. She buys the things I
▪▪ Ask the students: Can I say one
count water or rice? Listen to
their answers. If necessary,
explain that these items are
uncountable and that we need to
count the containers instead, or
just use “some” with them. E.g.
a glass or a bowl of water/some
water: a bowl of rice/some rice.
▪▪ Also explain to students that
even if they feel they can count
bread, they don’t say I have two
breads, but I have two loaves
(pan completo) of bread or two
slices of bread.
▪▪ Ask the students about the food
in the first picture and make
sure they understand why it
can or cannot be counted. E.g.
three fruits or some fruit? The
right option is “some fruit”.
Make sure students notice that
no “s” is added to the word
fruit.
▪▪ Explain that sometimes fruit
can be countable, especially in
American English. E.g. Fruits
are a good source of vitamins.
▪▪ Give them time to complete the
rest of the task on their own.
Check their answers.
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 Module 3 > Unit 1
LISTEN (10 minutes)
7. Listen to Daniel talking
about the food his mother
buys. (...)
▪▪ Ask the students to read
the text silently once.
Read the text and ask them
to repeat it after you.
Check the vocabulary in
each sentence. Play the
recording three times:
the first time for them to
get the general idea; the
second time for them to
complete the exercise; and
a third time to check and
confirm their answers.
▪▪ The purpose of this task is
just to find the differences
between the audio to
the written text. Do not
provide any grammar
explanations about the
words selected.
8. Answer these questions.
Remember this course book
has been designed to help
students discover grammar
(NOTICING APPROACH). Ask
the students these questions
and encourage them to think
about their answers. Grammar
explanations should be given
only if they are necessary.
9. Go back to the words you
identified in exercise 7...
Answers
1. She puts cold food, many
fruits and beverages in the
fridge. The word “many” is not
necessary there because it is
not used with the other items
(parallelism).
2. There are some fruit in
the fridge now. The right
expression will be there
is some fruit in the fridge
now. Remind students that
fruit can be both countable
and uncountable, but that
it is normally uncountable,
especially in British English,
although you can say a piece
of fruit.
3. There aren’t no strawberries.
Double negation. The correct
statement is there aren’t any
strawberries.
106
EP1-TG-M3.indd 106
few
4 and 5. There is also a milk. Milk is
uncountable so the correct statement
is there is some milk.
6. There is some meat, chicken and pork.
The word meat includes chicken and
pork. The correct statement is ham,
chicken and pork.
7. There isn’t no salami. Double
negation. The correct statement is
there isn’t any salami.
8. There is a bread. Bread is
uncountable. The correct statement
is there is some bread.
10. Describe what you see in the fridge.
This activity is intended to increase
the students' vocabulary on the topic
of food and to provide some extra
practice in the use of countable and
uncountable nouns.
Ask the students to write sentences in
their notebooks describing what they
see in the fridge. Draw their attention
to the examples in the book.
fruits, bananas
countable
The uncountable nouns use "are"
and the countable nouns use "is"
The uncountable nouns use "aren't"
and the countable nouns use "isn't"
1 1
2 2
1 2
2 2
1 2
1 3
2
Extra Activity:
You could use pictures for the students
to find the differences and of SOME and
ANY.
IMPROVE YOUR ENGLISH PRONUNCIATION
(30 minutes)
11. Listen to the words and write the
number of syllables you hear.
▪▪ Play the CD. Ask the students to
repeat each word and clap their
hands to help them identify the
number of syllables in each word.
▪▪ Explain to the students that to decide
how many syllables there are in each
word, they have to pay attention
to the pronunciation of each
© MEN Colombia
word rather than to its spelling.
Go through the answers with the
whole class.
12. Underline the stressed syllable.
Explain that in a word with two or
more syllables, one syllable is stressed
20/12/13 23:06
 Module 3 > Unit 1

16. Here is some information

b d
and the other syllables are unstressed
or weak. Use the word apple as an
example. Ask the students to underline
the stressed syllable in each word. Go
through the answers with the whole
class.
about traditional
Colombian foods. Match
the pictures with the
descriptions.
▪▪ The aim of this activity
is to describe typical
dishes in different parts
of Colombia. After talking
about food in general, the
students will be able to
describe Colombian dishes.
Exploit the vocabulary
in the lesson. Ask the
a c students if they have
travelled to different cities
or if they know what food
people eat in different
Colombian cities.
▪▪ Ask the students to look
at the pictures (or bring 4
pictures to class).
- Focus on the pictures
F
and elicit information
T
T
before they read.
T - Ask them to a text
about the dishes before
they read.
- Then, get them to
compare their own
texts with the text in
the book.
- Tell them to underline
the vocabulary they
may not be familiar
with in the text.
- Tell them to guess
the meaning of the
They switch roles so that the other words they underlined
students has a chance to describe his/ using the context and
her fridge too. pictures.
14. Write five names of your favourite 17. Are these statements
food. (...) true or false?

13. Draw some food in a fridge and
compare it with a partner’s fridge.
Ask the students to draw two fridges
on a piece of paper, one on the left
and one on the right.
Tell them to draw food inside the
fridge on the right making sure their
partners do not see their pictures.
When they have finished, ask them
to work with a classmate. One
READ (10 minutes)
student describes his/her fridge
© MEN Colombia
▪▪ Get students to practise the
pronunciation of their words. Monitor
while they work. Help them clap the
number of syllables if needed.
▪▪ Ask for some volunteers to write
their words on the board.
▪▪ Ask the students to practice the
pronunciation of those words in
groups. Focus on the number of
syllables and the stress of the word.
Ask students to answer
true or false to the
statements based on the
information they just read.
18. Read about Tamales. (...)
Ask the students to read
the information in the
box and then use it to
complete the paragraph.

while the other draws the food in
the left fridge. After they have
completed their descriptions, they
compare their pictures and identify
any differences between them.
15. Answer these questions.
This is a pre-reading activity. Give
the students a couple of minutes
to discuss these questions with a
classmate.
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 Module 3 > Unit 1

WRITE (20 minutes)

19. Write about a typical

Colombian dish.

▪▪ Tell the students they

will write about a typical
Colombian dish. Tell them
the purpose of this writing
task is to create a class
recipe book. Remind the
students that writing is a
process and they should
plan their writing.
▪▪ Tell the students the
prompts are there to help
them plan their writing
task. Monitor and help
them while they write.
▪▪ Tell the students to edit
and proofread their
writing, to check their
punctuation – they can look
at the box as a reference.
▪▪ Collect all the students’ work
to create the recipe book.
Create a recipe corner in the
classroom. Ask the students
to show their products.
Vocabulary:
- savoury: made with salt
rather than sugar (opposite
of sweet).
- boiled Corn dough: masa de
maíz cocinado.
- black pudding: type of
sausage made by cooking ▪▪ Tell them to look for key
blood or dried blood with a
1-5. Select a famous dish from around
the world. information about it.
filler until it is thick enough - Where is it eaten?
STEPS FOR THE WRITING TASK
to congeal when cooled - What are its ingredients?
(morcilla). ▪▪ Arrange the students into groups so
that everybody participates and has ▪▪ Look for the flag (its colours and design).
- capers: alcaparras. ▪▪ Describe what it tastes like (delicious,
- tasty: having a good flavour. a specific role within the group.
▪▪ Set a time limit for this activity (2 whether it is savoury or sweet, etc.).
Delicious. Ask the students to brainstorm different
hours) and provide the students
LET’S WORK TOGETHER with a checklist for the task (see words to describe the taste of the food.
attachment). Ask the students to Some words are: delicious, sweet;
(40 minutes)
select the dish to be shared. savoury, crunchy (crujiente), creamy,
In this section in the lesson, ▪▪ Monitor them constantly to support tough (duro), spicy (picante), greasy
the students work on output the groups when help is needed. (grasoso), bitter (amargo). Provide this
tasks for their projects. Most of ▪▪ Remind them they can improve on list of words to the students.
the activities are designed for their work by revising it and editing it. ▪▪ Put everything together on the poster:
them to work in groups so it is ▪▪ Create an International Dishes corner a picture of the dishes, the flag of the
important to promote teamwork. to display their posters. country and the short description.
For the writing activity it would EXTRA INFORMATION (FOOD POSTER)
© MEN Colombia

Keep them if they are needed for the

be very helpful for the students
to use a mind map to organise
health campaign. ▪▪ In any of the activities you may display
▪▪ Ask the students to select a dish. the students’ posters.
their ideas before writing.

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strawberries, pineapple, yuca, lettuce, tortillas
Junk food
▪▪ Take a look at the following web pages
where you can find some examples:
- http://education.scholastic.co.uk/
resources/9121
- http://www.vincentpanzeca.
com/55631/310378/brandingprint/
street-food-around-the-world
- http://blog.grainchain.com/?cat=4
▪▪ There are some tips to design an effective
poster to share with your students:
- Getting your audience’s attention:
make your poster stand out.
- Choose photographs or other visual
materials to include in your poster.
Use an interesting question or title to
get people’s attention.
- Keep it simple: don’t use a lot of
© MEN Colombia
text, use prompts to help you. Use
colour and visual elements. Provide a
webpage for people who want more
information!
EP1-TG-M3.indd 109
Module 3 > Unit 1
food they like the most and
ending with the food they like
the least.
2. Complete these sentences.
Ask the students to look at the
pictures again and complete
these two sentences about
food that is good and not good
for them.
3. Read the two definitions
crisps, hot dog, below. Complete each
lollipops, fizzy
drink, fruit loops
definition with either junk
food or healthy food.
▪▪ Explain the meaning of
healthy and unhealthy or
ask them to look them up.
Healthy food You can reinforce their
knowledge by saying that
junk food is an informal
term for food that is of
little nutritional value.
▪▪ Tell the students there
are studies that say that
unhealthy food alters brain
activity in a way which is
similar to addictive drugs
like cocaine or heroin (Paul
Johnson, Paul Kenny 2008).
Prompt the students to give
more examples of healthy
and unhealthy foods. Read
the good and bad fats box
and check the students
understand the difference.
- Use eye-catching fonts: create your SPEAK (20 minutes)
own fonts for poster design but don’t 4. Choose 6 types of food from
use too many different fonts on a the list below and ask 5 of
poster – it will look messy. your classmates if they eat
- Don’t make one part of the poster too them and how often.
‘heavy’ with information. Decide on
▪▪ Explain what a survey is and
where to write the text and where to
what their task is. Read the
put the pictures.
examples of questions and
PORTFOLIO write them on the board.
Ask a volunteer to read the tip in the portfolio Model the examples with
box. Remind the students to do it. a student. Then organise
the students into groups.
Lesson 2: Monitor them as they do
Types of Food their surveys. Encourage
the students to interact in
GET READY (15 minutes) English.
▪▪ Elicit the use of yes/no
1. Look at the pictures. (...) questions and the use of
Tell the students to look at the pictures
the adverbs of frequency
in the book and make a numbered list studied in the previous
in their notebooks starting with the
lesson.
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 Module 3 > Unit 1

Tapescript 26
PART 1:
FOOD GUIDE PYRAMID BECOMES A
PLATE
Plate= New symbol for Healthy Eating
Goodbye pyramid, Hello plate!
The food Guide Pyramid was the
model for healthy eating in the
United States. But the USDA, the
agency in charge of nutrition suggests
a new symbol: a colourful plate –
called My Plate-. The pyramid had
six vertical stripes to represent the
five food groups and oils: green for B A
vegetables, red for fruits, orange for
grains, purple for meat and beans,
C E
yellow for oils, and blue for dairy.
The “MyPlate” graphic is a circle
divided into 5 sections: 1 for D
vegetables, 1 for fruits, 1 for grains,
1 for proteins, and 1 “cup” on the
right side for dairy. Half of your plate
should be vegetables and fruits: 60% Grains Fruits
Proteins Dairy
in veggies and 40% in fruits. About
Proteins Vegetables
one quarter of your plate should be Proteins
Fruits
grains and one quarter protein. Proteins/Dairy Grains
Each section is a different size and
colour coded: green for veggies, red
for fruits, orange for grains, purple
for proteins, and blue for dairy.

FOCUS ON VOCABULARY (20

minutes)
5. Why is food important for
your body? Match the food
group with the reasons.
▪▪ Ask the students why they
think food is important.
Ask what they think about
healthy and unhealthy
eating. Write their
responses on a web graph
on the board. If they need
more prompting, ask them
if they eat 3 meals a day
and if they eat at specific
times of the day. Ask what
they eat and if they think it
is healthy or unhealthy.
▪▪ Go through the 5 food groups
and ask the students to give
Meat is important because it has
proteins. Build on students’ vocabulary.
Be sure to point out that because is a
linking word. Other linking words you
can point out are and, since, but, for
example, for instance etc.
6. Which food group do these foods
belong to? proteins, vegetables,
grains, fruit or dairy for each example.
▪▪ This exercise reinforces the
vocabulary studied in activity 5. Ask
the students to complete the chart
in pairs or in groups and report their
results to the class.
▪▪ Get the students to report their
answers to you so that they can
practise the pronunciation of the
Remind the students they can identify
the number of syllables a word has by
clapping their hands. They also have
to identify which syllable is stressed
in each word. Tell them it is important
to know this in order to improve their
speaking and to identify words more
easily during listening tasks.
Len - tils Man - goes
Straw - be - rries Pe - pper
Whole - wheat bread
LISTEN
▪▪ This listening is divided into two parts:
the first is about the characteristics of a
food pyramid and a MyPlate symbol.
▪▪ The second part is identifying food items
© MEN Colombia

examples of each. Ask why
milk / meat / eggs / oranges
are good for the body? Give
students some examples:
and organising them into a five food
words. group box. You can do the listening in any
7. Divide the food words into syllables order.
and identify where the stress happens.

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X
X vegetables, fruits, proteins, grains,
chicken
fish
eggs
nuts
black beans oatmeal
peas - lentils brown rice
veggie
burgers
▪▪ Just be sure to pause between one
listening and the next. Another
suggestion is to do the first part as
individual work and the second as a
whole class activity.
8. Read the title “Food Pyramid
Becomes a Plate” and predict what
the text will be about. Then answer
these questions.
▪▪ Write the title on the board and
ask the students to guess what
the listening is going to be about.
Underline the two words: PYRAMID
and PLATE and ask them to say what
the relationship between these two
words and the word FOOD is. Then
encourage them to give the right
© MEN Colombia
answer.
▪▪ Pre-teach these words before the
listening: stripe, graph, circle, half,
one-quarter, section, and portion.
EP1-TG-M3.indd 111
Module 3 > Unit 1
Tapescript 26
PART 2:
Here’s a reminder about what’s
included in the five food groups:
and dairy.
Vegetables: Dark green vegetables
like broccoli, spinach, and lettuce
provide different nutrients. Orange
and red vegetables like yucca,
carrots, and pepper provide your
body with vitamins, minerals and
fibre.
Fruits: pineapples, strawberries,
pears, melon, oranges, mangoes.
Help your body to get fibre,
potassium, vitamins, and
antioxidants.
Proteins: Beef, chicken, fish, eggs,
nuts, black beans, peas, lentils, and
veggie burgers. Protein builds up,
maintains, and replaces the tissues in
cereal yoghurt spinach strawberries your body.
rice cheese lettuce pears Grains: Bread, cereal, rice, tortillas,
tortillas soy milk yucca melon and pasta. Whole-grain products such
pasta
soya
carrots oranges as whole-wheat bread, oatmeal,
pepper mangoes and brown rice are recommended
because they have more fibre and
help you feel full.
whole-meal
bread Dairy: Milk, yoghurt, cheese, and
fortified soy milk. With MyPlate,
the dairy circle could be a cup of
milk, but you also can get your dairy
servings from yoghurt or cheese.
Choose low-fat or non-fat dairy most
of the time.
Adapted from http://kidshealth.org
▪▪ Ask a volunteer to draw those words
on the board. Ensure they understand
these words before they do the
▪▪ Draw “My Plate” on the board
listening.
(see picture on next page) and
9. Listen to the person talking about allow students to draw it in
MyPlate. Write the words in the their notebooks. Listen
correct food group. to the recording again to see
how this picture matches the
▪▪ Draw the students attention to the information they just heard.
LISTENING TIP. Ask them to start
finding words from the list that they
READ (10 minutes)
already know and to put them where
they belong in the chart. Explain 10. Talk with a classmate: Do
that after doing that, it will be easier you have good eating habits?
for them to focus on the words they If so, give some examples.
don’t know where to place. Play the
This is a pre-reading activity.
recording several times for them to
Ask the students to discuss the
complete the chart and a last time to
questions with a partner. It will
check their answers.
help them prepare for the task
that comes later.
111
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 Module 3 > Unit 1

MY PLATE INFORMATION

11. Match the 6 nutritional tips

with the correct title. d a

Explain that the title under b

c
each picture corresponds to
a healthy recommendation. f
Get the students to look at
e
the titles and the picture
that goes with them. Then
they need to read the
descriptions and match them
with the titles.
X
FOCUS ON LANGUAGE (30 min)
In this section, the language
focus or grammar of the lesson
is presented to the students.
Remember to allow them to
explore the language in use and
guide them to discover the rules
(the Noticing Approach).

12. Look at these nutritional

tips. What are they? (...)
▪▪ Ask the students to read
both statements and
decide if they are talking
about an obligation
(something that people
have to do), a prohibition
(something people are
forbidden to do), or advice
or recommendations
(something people should
do).
▪▪ Ask students to think about
this expression: “Enjoy
your food”. Ask them if
they think you are giving a
recommendation, expressing
an obligation or prohibiting
something. Then, encourage
13. Answer these questions.
▪▪ Tell the students to answer
the questions by analysing the
sentences used in exercise 12.
▪▪ After having done the analysis with
the students, tell them that these
sentences are called imperatives
and that we use them to give
recommendations or advice.
Answers:
a. No
b. Infinitive without to
c. Don’t
14. Complete the sentences using don’t
and an expression from the box.
Answers:
b. Eat slowly, chew your food many
times. Don’t eat fast.
c. Use a smaller plate. Don’t eat big
portions.
d. Replace sodas with juice or water.
Don’t drink sodas!
15. Listen and check your answers.
Let the students listen to the
complete sentences for them to
confirm their answers or to make
corrections if necessary.
16. Practise reading the sentences. Pay
attention to the pronunciation of the
/s/ before a consonant.
Draw the students’ attention to
© MEN Colombia

them to identify how we give
recommendations. That is,
using the imperative form.
Check the useful language
box.
Ask the students to read the example words like smaller and slowly.
given (a), and then complete the Use the IMPROVE YOUR ENGLISH
three other statements. PRONUNCIATION box to explain how to
pronounce these words appropriately.

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Grains: breads, tortillas, pastas (noodles,
spaghetti, etc.), cereals, and rice.
Vegetables: broccoli, tomatoes, green
beans, peas, carrots, and many, many
others.
© MEN Colombia
Fruits: apples, peaches, pears, blueberries,
strawberries, raspberries, bananas,
oranges, and many more.
EP1-TG-M3.indd 113
Oils: olive oil, peanut oil, canola oil,
butter, soft tub margarine without trans
fats, and others.
Milk: milk, yoghurt, cheese, and some
milk-based desserts such as pudding and
ice cream.
Meat and beans: meat, poultry, fish, dry
beans, eggs, and nuts.
Taken from choosemyplate.gov
Module 3 > Unit 1
SPEAK
17. Role-play: These students
have some food-related
problems. Give them some
advice.
▪▪ Draw the students’
attention to problem 1,
which is already complete.
Tell them they will work
in pairs to complete the
task for problems 2, 3 and
4. Both students should
read the problem and work
together to give some
appropriate advice. Allow
them some time to practise
their role play. Tell them
they are free to decide how
to present it.
▪▪ TIP: they can do it as
a radio programme,
by phone, or just as a
conversation between
friends. Remember to listen
out for pronunciations
problems.
LET’S WORK TOGETHER
(40 minutes)
▪▪ Go over the steps described
in the course book. Remind
the students to keep in mind
their audience, the purpose
of the announcement and the
specific information it needs to
have. Tell the students that a
frame or model script has been
provided for them to fill in the
information. Let them work
independently.
▪▪ Monitor their work and provide
assistance or give suggestions
when needed.
PORTFOLIO
▪▪ Ask a volunteer to read the tip
in the portfolio box. Remind the
students to do it.
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 Module 3 > Unit 1
Lesson 3:
Eating Habits “You Are
What You Eat”
GET READY (10 minutes)
Ask the students if they understand
the title of the lesson “You are
what you eat”. Ask them what food
they usually have for breakfast,
lunch, and dinner. Revise some of
the food learnt in Lesson 1.
1. What are the dishes below?
Unscramble the words.
Ask the students to look at
the pictures and guess the
names of the food in them.
Ask them to use what they
have learnt about food in
the previous lessons to try
to complete this task. Give
them some time to put the
letters in the right order
to make the names of the
dishes. Check their answers
as a whole class.
2. Ask and answer these
questions with a partner.
Questions a and b are given
for students to practise
using the vocabulary. Have
the students practise the
questions and answers in
pairs. Tell them to use
complete sentences.
114
EP1-TG-M3.indd 114
Green salad Roast chicken
Chicken rice Roast beef
Spaghetti
LISTEN (10 minutes)
3. Listen to what Colin eats every day.
Then match the food to the correct day.
▪▪ Before listening, tell the students to
read the title and predict what food
COLIN eats on Sundays. Revise the
days of the week. Remind ss that
days of the week begin with capital
letters. This is important because in
Spanish capital letters are not used
for days of the week.
▪▪ Tell the students they need to match
the days of the week with the food
Colin eats. Draw their attention to
the Listening Tip. Ask one student to
read it aloud. Practise the correct
pronunciation of the dishes they
will hear during the listening task.
Play the CD about three times for
students to do the matching task.
Fish
Lasagna
Pizza Burger and chips
▪▪ The first time ask the students not to
write anything. Tell them to just listen
and see how much they understand.
After they listen, ask them how many
or which food items they heard.
▪▪ The second time, ask the students to
match the two columns. Get them to
share answers with a partner.
▪▪ Tell them to listen a last time to
check their answers. Give feedback
on students’ participation and to
encourage the ones that felt the
activity was challenging.
SPEAK (20 minutes)
4. Are your eating habits similar to
Colin’s? Do you eat the same thing
© MEN Colombia
every day? Say what you eat during
the week.
▪▪ Read the example aloud.
20/12/13 23:06

f
a
g
b week? We are quite boring I’m
c afraid. We don’t vary our meals
d
e
X
How often you do something
▪▪ Ask the students to practise reading
it as well. Make sure that students
understand the vocabulary. Give
them some time to write about their
eating habits in their notebooks
before sharing their ideas with their
classmates. Then, ask some volunteers
to read their paragraphs.
▪▪ Take notes of the important mistakes
or good examples of language you want
to give feedback on. At the end of the
activity, talk about them and give clear
examples and suggestions.
FOCUS ON LANGUAGE (20 minutes)
Allow the students to work on their own,
then compare ideas with a partner and
© MEN Colombia
finally check as a whole class. Your role is
to guide the students to notice or find out
how language works.
EP1-TG-M3.indd 115
Explanations should be only used when
necessary to clarify and make sure all the
students have understood.
You can use Spanish to explain what
you want them to do if they are having
difficulties understanding the language
focus. Use this as a last resort. They should
be encouraged to discover the answers on
their own. Extra exercises can be provided
if needed for further practice.
5. Read again the example on exercise
4 and answer these questions.
▪▪ Ask the students to read the
example again and find certain
words. Allow them to find
the answers to the questions
independently. Guide them to
discover how frequency adverbs are
used and how to decide which one
needs to be used. Avoid lecturing
them on grammar rules.
Module 3 > Unit 1
Tapescript 28
What does my family eat every
much. We always have Sunday roast
either at home or out. During the
week we eat a lot of meat- I’d say
we have meat about four days a
week. Let me see if I remember …
as I said before it’s roast on Sunday.
I think Monday is always cold meats
like ham or salami. On Tuesdays,
it’s Italian night -we usually have
spaghetti or lasagna or something
like that, and Wednesdays – I
can’t remember what happens on
Wednesday but I think it is green
salad and roast beef. On Thursday,
my mother usually gets paid– so
we always go out for a mixed grill
on Thursday nights as a sort of
treat. Friday is usually fish and
chips, which is our favourite food
of the week. And on Saturdays,
because my mother works all week,
Saturday is cleaning day at home
so we always have something quick
and easy to make like sausage and
mash. And then of course it’s roast
again on Sunday…
▪▪ Give assistance or provide
explanations when needed.
▪▪ Give the students these
additional examples: They
rarely have sausage and eggs.
/ I often eat soup during
the week. / I always have a
Sunday roast.
▪▪ Point out that frequency
adverbs are normally placed
before the verb.
▪▪ Take advantage of the
opportunity to remind students
to use “on” before days of
the week: I never eat chicken
on Saturday. / We always eat
sancocho on Sundays.
▪▪ Ask the students to write down
five types of food and ask a
classmate how often they eat
them. Monitor their work.
Make sure they use frequency
adverbs like always, often,
some times, rarely, and never.
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 Module 3 > Unit 1

SPEAK (20 minutes)

6. Look at this weekly menu

planner. How often do
Andrea and Luis eat those
foods?
▪▪ Elicit the name of the
foods they see in the menu
planner.
▪▪ Read the example and draw
the students’ attention to
the box. Point out that they
only eat donuts once a week.
Explain that since it appears
only once the right frequency
adverb to use is rarely.
▪▪ Draw the students’ attention
to the breakfast column. Ask
them what they notice. Help
them make a sentence like
this: Andrea and Luis always
eat arepa for breakfast.
▪▪ Give the students a few
minutes to continue writing
sentences describing what
they see in the menu
planner.s.
▪▪ Monitor while they work.
Give them time to practise FOCUS ON PRONUNCIATION (10 minutes) 8. Write 5 examples of words that
the dialogues and then ask contain the /ei/ sound and 5 that
four volunteers to act out 7. Listen to your teacher saying the contain the /ai/ sound.
their dialogues. days of the week. Pay attention to
the last syllable. Ask the students to add examples of
▪▪ Help students by asking How
words that have either the /ei/ sound
often do Andrea and Luis eat ▪▪ Let the students listen to the correct or the /ai/ sound. Tell them to write
fish? and so on. pronunciation of the days of the week. the words in their notebooks.
Possible answers: Remind them that even though they
- Andrea and Luis never eat
end with letters “ay”, the sound they 9. Say the following words. Are they in
make is /ei/. Other words like price, correct column? If they are in the
vegetables as a snack.
like, fry, etc have the /ai/ sound. correct column put a tick ( ). If they
- Andrea and Luis always have
scrambled eggs and arepa for ▪▪ Look for more information on these are in the wrong column put a cross (x).
breakfast. useful websites: Get the students to practise and
- Andrea and Luis seldom - www.teachingenglish.org.uk/ monitor while they work. Help them
/ rarely eat sancocho for activities pronounce the words more accurately
lunch. - www.pronunciationtips.com if necessary.
- Andrea and Luis usually eat - www.teachingenglish.org. FOCUS ON VOCABULARY (20 minutes)
© MEN Colombia

soup and rice for dinner. uk/activities/phonemic-

- Andrea and Luis often have chart#comment-17303 10. Do a quick survey about your
ice-cream as a snack. classmates eating habits.

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√
x
√ - 16 out of 40 students like
x vegetables. That’s the
x
√ classmates like vegetables.
√ - 3 out of 40 students never
x
▪▪ Give the students 5 minutes to do
the survey. Ask the students what
type of questions they will use in this
exercise. Write them on the board.
Help them with hints or write the
first question.
▪▪ Ask them to write the other
questions. Examples might be: Do
you eat rice every day? Do you like
vegetables? Do you eat fruit every
day? Do you eat fast food? Do you eat
beans? Do you eat chocolate bars?
▪▪ Focus on the difference between
never and always.
▪▪ Allow the students to work on their
own, then compare ideas with a
partner and finally check as a
© MEN Colombia
whole class.
▪▪ Guide them to notice or find out
how language works.
EP1-TG-M3.indd 117
b e
f d
a c
12. Match the pictures with the
▪▪ Give them time to discover the
rules. If they need more examples,
write some on the board, in context.
Explanations should be only used
when necessary to clarify and
make sure all the students have
understood. You can use Spanish
where they have difficulties
understanding the language focus.
This should be used as a last resort.
Extra exercises can be provided if
needed for further practice.
11. Report the results of your survey.
▪▪ Write down the number of students
in the class. Then, ask the students
to use that number to write
sentences describing their findings.
For example, if the class has 40
students, they could say:
Module 3 > Unit 1
- 40 out of 40 students eat rice
everyday. That is the same as
saying: All of my classmates
eat rice every day.
same as saying Some of my
eat fast food. A few of my
classmates never eat fast
food.
▪▪ Let them continue writng
their sentences based on
your examples. Ask some
volunteers to tell the class
their findings.
statements.
▪▪ This matching activity
helps students to improve
vocabulary and connect
pictures with chunks of
sentences.
▪▪ Ask the students to look at the
pictures and match them with
the statements. Ask them to
review the experience they
had when they were reporting
the results of the surveys in
exercise 11, and how they
used numbers to decide which
frequency adverb needed to
be used. Monitor students’
work and provide assistance
when needed.
▪▪ The focus here is the use of
quantifiers. We use quantifiers
when we want to give
someone information about
the number of something: how
much or how many. Sometimes
we use a quantifier in the
place of a determiner: Most
children start school at the
age of five.
▪▪ When we use quantifiers, the
verb is used in its plural form:
None of the students eat
breakfast at 5am.
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 Module 3 > Unit 1

T
F

F
F

READ
13. Read the information about
students eating habits in
the pie chart. Write True
or False next to each
statement.
▪▪ Reading figures and visual
organisers is a way of
transferring information
from the maths class
into English. If they work
together, this True/False
activity will be easier.
▪▪ Ask the students to pay
close attention to the
information presented in
the pie chart to mark the
statements True or False.

14. Look at the statements and

the bar chart below. Match
a beginning from the first
column with an ending from WRITE (15 minutes) ▪▪ This is a freer activity since it doesn’t
the second column to make have any frames to be completed.
statements based on the
15. Complete the sentences with
information in the chart.
information about your family’s LET’S WORK TOGETHER (40 minutes)
Tell the students that eating habits.
This section has been designed to promote
information can be presented
▪▪ Explain to students that they will team work. Arrange groups in a way that
using different graphs, like the
talk about their families. everybody gets involved and has a role
pie chart from the previous
▪▪ Read the language frames with the within the groups. Set the time limit for
exercise and the bar graph
students to check the vocabulary. this activity and provide students with
they will use in this exercise.
Before asking them to write their a checklist to monitor the tasks. (See
Draw their attention to the
sentences, ask them to brainstorm attachment). Monitor them continuously
total number of students in
names of food: grains, vegetables, to make sure they are developing the
the class to make it easier for
liquids, fast food, and healthy food activities suggested for the section.
them to use the apropriate
to activate prior knowledge and Support the groups when they need help.
quantifiers.
provide vocabulary support for Finally, tell the students to keep their
-50/50 students=all work in their portfolios.
their writing. Set a time limit of 10
-42/50 students=most minutes. Monitor them as they work. This activity is divided into steps because
© MEN Colombia

-25/50 students=several Provide help when needed. it is part of the project.

-12/50 students=some
-8/50 students=a few
▪▪ Tell the students to write two
sentences, similar to the previous
▪▪ After organising the groups, tell them
that the purpose of this activity is to
ones, about any friends, classmates,
develop a leaflet.
or relatives.

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▪▪ Bring examples of different leaflets
that you have collected so that they
can see the different types of leaflet
that they can design.
▪▪ Remind the students of the topic for
the leaflet, which is Eating Habits.
▪▪ Tell them in advance to bring pictures
of food.
INSTRUCTIONS FOR DEVELOPING THE
LEAFLET:
▪▪ Ask each group to select one of the meals
to develop the project. (2 minutes)
▪▪ Ask them to read the 5 interview
questions. Ask them to create 5 similar
questions on the topic (meals) they
have selected. (15 minutes)
© MEN Colombia
▪▪ Tell the students that you will check
their questions (in groups) before they
ask them to their classmates.
EP1-TG-M3.indd 119
▪▪ Give them 10 minutes to mingle and
carry out the questionnaire they have
designed.
▪▪ Ask the students to use any graphic
organiser (pie chart or a bar chart) in
order to show their results.
▪▪ Tell the students to select the pictures
they will use in their leaflet. Tell them
to create a collage.
▪▪ Tell them to create the leaflet using
any of the models you have brought to
the classroom. The more leaflets you
bring the better and easier it will be
for the students to have more variety
and sources to design their own
leaflet.
▪▪ Monitor while they are working (1
hour).
Module 3 > Unit 1
Checklist
1. We read the instructions for
the task. Yes No
2. We understood the task.
Yes No
3. We assigned roles.
Yes No
4. We selected one of the three
meals. Yes No
5. We wrote the questions in
group. Yes No
6. We showed the questions to
the teacher.
Yes No
7. We interviewed 10 classmates.
Yes No
8. We followed the steps in the
guide.
Yes No
PORTFOLIO
Ask a volunteer to read the tip
in the portfolio box. Remind
students to do it.
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 Module 3 > Unit 2

UNIT 2
LIFESTYLES HABITS

UNIT THEME
In Unit 2, the students will learn
about different lifestyle habits.
The topics include health, the
environment and leisure time
activities. The Unit covers 9
hours of teaching time. Each
lesson takes 3 hours.

MODULE 3 - UNIT 2: OVERVIEW

Unit 2 Topics Time Language Focus Output

-Future tense
Lesson 4 Greener lifestyles 3 hours Alternative lifestyles leaflet
-Will

Don’t worry, be -Superlative form A radio announcement about

Lesson 5 3 hours
happy of adjectives teenage problems

Leisure activities 3 hours -Used to for past A poster on leisure activities in

Lesson 6
© MEN Colombia

now and then habits Colombia now and in the past

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Lesson 4:
Green Lifestyles
THEME OVERVIEW
Lesson 4 introduces the topic of green
lifestyles. The students will discuss the
topics of food waste, consumerism and
the problem of rubbish.
GET READY (15 minutes)
1. Do you find this information surprising?
▪▪ Introduce the ideas of rubbish,
food waste and compulsive
spending using the pictures to elicit
information from the students.
© MEN Colombia
▪▪ Ask the students for their opinions.
They can use L1 to answer this
question.
EP1-TG-M3.indd 121
Module 3 > Unit 2
Answers:
(1.2) one point two
kilograms of rubbish / One
point three (1.3) billion
tonnes of food waste /
Thirty-six point five (36.5)
billion pesos.
3. Tick what is true for you.
▪▪ Ask a volunteer to read the
information in the Useful
Vocabulary box. Correct
and drill any pronunciation
issues you can identify.
▪▪ Ask the students to work
individually to choose the
correct option for them.
▪▪ Have volunteers share their
answers with the class.
▪▪ Get students into groups
to calculate the average
2. What do these numbers refer to: amount of rubbish
1.2, 1.3 and 36.5? produced, money spent
and food wasted per group
▪▪ Use the pictures in the book to and report back to the
pre-teach the following vocabulary: class or do this as a whole
rubbish, tonnes, spend money, waste. class activity. Discuss the
results; ask the students for
▪▪ Ask the students to read the boxes
opinions on the topics.
individually and then share ideas
with a partner. EXTRA ACTIVITY:
Encourage the students
▪▪ Ask the students to share their ideas
to keep a waste diary or
with the class. Summarise their ideas.
spending diary for one
▪▪ Drill the pronunciation of numbers. week. Ask them to note
down how much food
▪▪ Put up important words for
they waste / rubbish they
the unit around the room and
throw away in one week/
corresponding pictures. Ask the
how much money they
students to describe the pictures
spend. Then, as a class,
using the words around the room.
analyse the findings and
find ways to reduce their
spending or waste.
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 Module 3 > Unit 2

FOCUS ON VOCABULARY
(35 minutes)

4. Match the pictures with the

j
texts. f

▪▪ Encourage the students

j
to use the vocabulary in
the activity when giving e
answers to these questions
about their personal lives.
Ask the class questions
a d
about the pictures. b
E.g. Do you know what
Mercadolibre is?
▪▪ This is similar to Ebay in
English-speaking countries.
h c g
This is a Latin American
online market where
people can sell, buy or
swap (permutar) used or
new items or services. Ask
them: Do you swap used
things with friends-music
CDs or DVDs, video games?
How do you come to school?
By bike, by bus, on foot.
What does your family do
with organic waste? Do they
recycle things (plastic bags,
bottles, containers:..) ?
▪▪ Encourage the students to
work individually to match
the pictures with the texts.
Tell them not to worry
about new words as you
will clarify them later.
▪▪ Have the students compare
answers in pairs. Then,
check as a whole class. Pay ▪▪ Ask them to agree as a group on 6. Listen to 3 people talking about
special attention to words the best idea to reduce food waste, the things their families will do to
that may be difficulty spending and the amount of rubbish change their lifesytles. Match the
for the students: budget they produce. families with the pictures.
(presupuesto), piggy ▪▪ Tell them to report back using: We Play the recording. Then, ask them
bank (alcancía), compost think the best way to … is… to compare answers in pairs. Finally,
heap (apiladero de abono
▪▪ Compare the answers from the check the answers as a whole class.
orgánico). Use the pictures
different groups.
in the book to teach them. 7. Listen again. Which family will do
▪▪ As a class decide on the best ways
▪▪ Get students to work in to reduce food waste, spending and
the things in the table? (...)
small groups to answer
the questions. Monitor the
amount of rubbish. ▪▪ Ask the students to read the
▪▪ Write up the class ideas on a poster sentences. Make sure they
groups to ensure they are
for the classroom. understand any vocabulary that
speaking and encourage
might be hard such as: throw away
them to use the vocabulary. LISTEN
and second-hand furniture.
▪▪ Give them language frames
to answer: The ideas we 5. Look at the pictures below. What ▪▪ Ask them to predict which
do you think the listening will be statement corresponds to each
© MEN Colombia

liked most are... because...

about? family before the listening and
then have them confirm their
▪▪ Elicit information from the students predictions after they listen.
using the pictures.

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B
C
A
This is a long listening with 3
interviews. You can play the
recording right through or do one
conversation at a time. Play the
recording at least 3 times. Get the
students to check their answers in
pairs before correcting them as a
class.
8. Discuss these questions.
▪▪ Organise the class into small
groups and get the students to the
questions.Write these prompts on the
board for to use to their opinions:
- The ___ family wants to change
their
lifestyle because....
- A benefit is ....
- The change I really like is...
© MEN Colombia
- I think / I don’t think I can change...
▪▪ Go through the questions with the
whole class. Ask volunteers to share
their ideas.
EP1-TG-M3.indd 123
x We’ll exchange our organic
x
x able to swap the eggs from our
x chickens as well.
x
x change.
x that come with organic food,
x ethical benefits as well and
x monetary benefits. We’ll save
x week on food.
Tapescript 30
Who needs supermarkets? Getting rid of
waste. Living for free.
I: Today we will speak to 3 people who
have made some drastic changes
to their lifestyles. We’ll speak
to Paul Gómez, Marie Adani and
Julia Gibbons. Hi Paul. Now as I
understand it, the Gómez family will
live for a year without shopping at
supermarkets. My first question is
why?
P: Good morning Isabel. Well, I guess
we want a change. We’re tired of
spending money on things we don’t
need. Also, there are so many frozen,
processed and genetically modified
foods on supermarket shelves.
We don’t know what we’re eating
anymore.
I: So what is your plan?
Module 3 > Unit 2
P: Well, first, we’ll grow our
own organic food. We’ll grow
vegetables and fruit. We’ll buy
some hens to get eggs. We love
scrambled eggs for breakfast!
I: But what will you do about other
items you can’t grow?”
P: Well, it’s quite easy actually.
vegetables or fruit for essential
items we need. I think we’ll be
I: That’s interesting. There are also
many benefits with this lifestyle
P: Yes, there are health benefits
money…we’ll save about £100 a
I: Well good luck on your new life
Paul. The Adani family have
decided to make a lifestyle
change by recycling as much as
possible. Hello Marie, can you tell
us why your family wants to make
this change?
M: Hi Isabel, well I think we all need
to reduce our ecological footprint
and this begins at home. Our
goal is to reduce our rubbish to
less than 100 grams per week. So
hopefully we’ll be totally waste-
free in 2 years’ time.
I: Wow, totally waste free. Is it
possible to produce no rubbish at
all?
M: We will certainly try. There are
many ways to reduce waste…first,
we’ll try to recycle everything we
can. We’ll recycle bottles, we’ll
recycle paper, containers, bags,
everything.
We’ll only buy products with
recyclable packaging. We won’t
buy any plastic products. For
organic waste we’ll have a
compost heap. We’ll install solar
panels for electricity.
I: Well there are certainly a lot
of benefits with this lifestyle
change. What are some benefits
for your family?
Continues on next page
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20/12/13 23:06
 Module 3 > Unit 2

Tapescript 30
d
M: I guess the most important one
is we’ll reduce our ecological c
footprint –so we are helping
protect the environment and f
e
we’ll save money at the same
time. a
I: Well I wish you and your family all
the best Marie. Our 3rd family is
b
Julia and Bill Gibbons. They’ll try
to live without spending a penny.
They’ll begin by throwing away
their credit cards. Hello Julia,
future
why will you make this drastic
will
lifestyle change? will not- won't
J: Well my husband Bill and I want will - 'll / will not - won't
to stop spending money. We buy
Question word + will + subject + verb + complement
and buy and buy, and most of
the time things we don’t need.
And then we spend all our time
working to pay off our credit
cards.
I: How will you live without
spending any money?
J: There are so many ways to live
for free. For example, we’ll get
second-hand furniture from friends
and family... erm... We’ll carry
out household repairs like rewiring
fuses and plumbing. For food,
supermarkets give away food that
expires so we’ll get our food free.
I’ll swap things on e-bay.
I: Well that sounds very interesting.
J: Yes, it does. We’ll see how we
go. I think we’ll see the benefits
immediately…no more spending,
FOCUS ON LANGUAGE (40 minutes) ▪▪ Then, do feedback with the whole
class and:
no more debts, no more stress. 9. Match the questions with the answers.
I: Well, good luck! a. Make sure the students understand
▪▪ Have the students do the exercise the tense here is future.
Adapted from: Families Living and Loving individually and then ask them to
b. Clarify that the auxiliary verb here
Green Alternative Life Styles February 9, compare answers with a classmate.
is WILL and that it is necessary to
2010 Bonnie Alter online@http://www.
▪▪ Check the answers as a whole class. use the main verb in the infinitive
treehugger.com/culture/families-living-and- form without to.
loving-green-alternative-life-styles.html
10. Look at the sentences in exercise 9 c. Check the negative form: won’t
and answer the questions.
d. Verify contractions: will—’ll and
▪▪ Don’t tell the students any rules will not—won’t
here. Ask them to look at the e. Check the structure for questions:
sentences in the previous exercise Wh + will+ subject+ verb+
carefully to be able to answer the complement?
questions. If you think this might be
hard for your students allow them to 11. Write what these people will and
won’t do.
© MEN Colombia

work in pairs.
▪▪ Set a reasonable amount of time for Ask the students to complete the
the task and monitor the students sentences using the information in
as they work. the pictures.

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Tell them to write one affirmative
sentence and one negative sentence in
the future tense.
Accept answers that make sense. Below
are some simple answers.
Answers
-They’ll ride their bike; they won’t take
the bus.
-He’ll make a budget; he won’t spend
money on unnecessary things.
-She’ll eat small portions; she won’t
waste food.
EXTRA ACTIVITY for students who need
extra practice or who finish quickly:
You can ask the students to come up with
some more examples.
They can go to exercise 4 for more ideas.
© MEN Colombia
Ask them to draw two pictures and to
write the corresponding affirmative and
negative statements.
EP1-TG-M3.indd 125
IMPROVE YOUR PRONUNCIATION
▪▪ Draw the students’ attention to the
Improve your Pronunciation box.
▪▪ Ask a volunteer to read the explanation
in the box.
▪▪ Play the recording and ask the students
to repeat the contractions.
▪▪ Drill individually and chorally. Correct
any pronunciation issues you identify.
12. Write the contracted form in each
sentence.
▪▪ Have the students work individually
on the exercise.
▪▪ Ask volunteers to read their
sentences.
▪▪ Correct any pronunciation issues at
the end of the exercise.
Module 3 > Unit 2
Answers
a. We will grow our own
organic food. We’ll
b. They will grow vegetables
and fruit. They’ll
c. He will also exchange eggs
for other products. He’ll
d. I will not throw away food.
I won’t
e. We will not spend money
on repairs. We won’t
f. They will have a compost
heap for organic waste.
They’ll
13. Will you do these things in
the future? Tick Yes or
No. Complete the answers
about you, then ask a
classmate.
▪▪ Ask volunteers to read the
questions and make sure
everyone understands
them. Drill pronunciation.
▪▪ Monitor the students to
ensure they are using
English to complete the
information in the table.
14. Report your answers to the
class.
▪▪ Ask the students to report
back about their classmate.
Remind them of possessive
adjectives in the box.
They will need to change
the possessive adjective
when reporting on their
classmates.
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20/12/13 23:06
 Module 3 > Unit 2

An attractive
title A call to
action

Pictures

Information or
facts (reasons)

A catchy
message Benefits

Contact
details

LET’S WORK TOGETHER (40 minutes) 3. Design a leaflet to promote an alternative

1. Look at the leaflet below and answer
the questions
▪▪ Discuss the questions as a whole class.
Ask the students to express their
ideas freely. Allow them to use L1 if
necessary.
2. Identify these parts in the leaflet.
▪▪ Ask volunteers to read the list of parts
in the leaflet. Make sure everyone
understand them all.
▪▪ Ask the students to work in pairs to
identify the parts in the leaflet.See
the speech bubbles above for the
lifestyle for people in your neighbourhood.
▪▪ Go through the steps with the students.
Explain that writing is a process. It is very
important that students learn to plan their
writing. Tell the students that part of
the planning process is answering these 3
questions:
- Purpose: Why are you writing? (To inform
people of the benefits of an alternative
lifestyle).
- Audience: Who are you writing for? (Your
neigbourhood).
- Genre: What type of writing is it?
(Leaflet-informative).
▪▪ Emphasise the importance of revising
© MEN Colombia

answers. and proofreading their work. Remind the

▪▪ Go through the answers as a whole students. These are important study skills
class. and they will be asked to practise the skills
and assess their use of them.

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 Module 3 > Unit 2

EXTRA ACTIVITY:
There are some interesting websites for students.
- EcoJoven (http://new.paho.org/ecojoven/index.php/en) is a web site belonging to
the Pan American Health Organization (PAHO) aiming to strengthen leadership and
youth empowerment in the Americas, by leveraging from the new technologies and
forms of communication.
- Freeganism (http://freegan.info/) are people who employ alternative strategies
for living based on limited participation in the conventional economy and minimal
consumption of resources. Freegans embrace community, generosity, social concern,
freedom, cooperation, and sharing in opposition to a society based on materialism,
moral apathy, competition, conformity, and greed.

Videos:
- Freegans and freegansim: http://www.youtube.com/watch?v=4DN19Z0bw4g
- Anti-consumerism. A Freegan story: http://www.youtube.com/watch?v=K5q_
FAxDuWs
© MEN Colombia

- How to be a freegan: http://www.youtube.com/watch?v=TcZYQqsgpSQ

- How to reuse household items: http://www.youtube.com/watch?v=XCmQhwoKb3A

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 Module 3 > Unit 2

Lesson 5:
Don’t Worry, Be Happy

LESSON OVERVIEW
The topic of lesson 5 is happiness,
well-being and health. Pre-teach
these words. Students will read a
text about the happiest countries
in the world and then will look
at some teen health issues and
statistics.

GET READY (15 minutes) F

T

1. Draw a mind map.

▪▪ Do this activity before
students start working on
the activities in the Student's
Book. Draw your own mind
map on the board. Then,
ask the students to think of
the things that make them
happy. Ask them to draw
their own mind maps in their
notebooks.
▪▪ Ask them to share ideas in
pairs and then with the class.
▪▪ Ask them to look at the
pictures and elicit the
following vocabulary: playing
a musical instrument;
playing the drums/bongos/
the guitar; dancing; day
trips to the river/ to the
countryside/ to the beach;
playing a sport/ soccer/
volleyball/ basketball /
roller skating; spending
time/ getting together with
the family...
▪▪ Extra idea: You can use
exercise 1 as a listening
exercise by asking students
▪▪ Use a new page in your notebooks
and draw a circle in the middle of
the page, draw arrows from the
circle to boxes around the circle.
Now write things that make you
happy in the boxes. You can write as
many things as you want. You have 3
minutes).
▪▪ Ask them to share their mind map
with a classmate and then get
feedback. Remember to get students
to ask How do you say …in English?
for words they don’t know.
2. Choose 3 words from the list
below that you think are the most
important for your well-being.
READ (30 minutes)
Reading tip: ask a volunteer to read the
information in the box. Tell students that
this strategy will help them to understand
better when reading. Read the title
and ask students what the cognates are
(planet and results). Ask them to predict
what the reading will be about.
3. Read the World Happiness Report.
▪▪ The text is about the results of
the happiest country for 2012.
Explain that every year, different
organizations do surveys on the
happiest country in the world. See
this web page for more information:
http://www.happyplanetindex.org/
© MEN Colombia

▪▪ Make sure the students understand

to listen and follow these
the words. Then, ask them to ▪▪ Ask the students if they think
instructions. (We are going to
chose the most important for them people in Colombia are happy. Ask
draw a mind map).
and think of reasons why. them to say why.

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X
▪▪ Have the students read the
sentences a,b,c. Make sure they
understand them.
▪▪ Ask them to work individually to
write true/ false and then compare
answers with a classmate.
▪▪ Check the answers with the whole
class.
4. Read the World Happiness Report
5. Tick the correct answer.
again and answer the questions.
▪▪ Ask the students to read questions a
and b first and then scan the text to
find the answers. Tell them to take
notes in their notebooks and compare
their answers with a classmate.
© MEN Colombia
6. Look at this online dictionary entry
▪▪ Then, have the students to think
about question c and encourage
them to share their ideas. Accept
any students’ answers here.
EP1-TG-M3.indd 129
X
Answers
a. - 3 (happiest countries)
- 151 (countries surveyed around the
world)
- 5 (top 5 countries in the list)
Experienced well-being
b. Happy
Planet =
X Life expectancy
Index Ecological fotprint
Tell the students that another way
to work on vocabulary is to find
synonyms for words. Ask them to find
the words in the reading and look at
the context to understand them.
and answer these questions.
▪▪ Ask the students to work in pairs to
answer the questions.
Module 3 > Unit 2
Encourage them to do
as much as they can and
to avoid worrying about
unknown words.
▪▪ Go through the
information in the box
with the whole class.
Clarify any doubts the
students may have and
check for understanding.
Allow them to paraphrase
the ideas or use L1 if
necessary.
7. Go back to the World
Happiness Report. Write
down the words that you
do not understand and look
them up in your dictionary.
Use the tips in the box to
help you.
Bring enough dictionaries
from the library to do this
activity or ask students to
bring theirs from home. Have
the students work in pairs to
do this exercise. Then, ask
volunteers to read out their
answers.
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20/12/13 23:07
 Module 3 > Unit 2

Tapescript 32
Planet Index Results for The World’s 7.3 2.5
Happiest Countries For 2012. For 75.2
the second time, Costa Rica with
6.4 1.8
a population of 4,652,459 people
tops the Happy Planet Index with
the following results: Experienced
Well-being at 7.3; Life expectancy at
79.3 years and its Ecological Footprint
adding up to 2.5 global hectares
(gha) per capita. Vietnam with a
population of 91.519.289 now has a Costa Rica
life expectancy of 75.2; Experienced Costa Rica
Well-being: 5.8 and a remarkable Costa Rica
Vietnam
Ecological Footprint of 1.4 global Belize
hectares (gha) per capita. Colombia
with a population of 45.310.700 has
a well-being rate of 6.4. The country
has taken well-being seriously. In
Bogota, a program in 2004 called
Planning for Happiness, was one of
the first examples of a government
explicitly looking to improve people’s
experienced well-being. Colombia’s
Footprint is almost within one-planet
living at 1.8 global hectares (gha)
per capita. Life expectancy is higher
than the European countries of Latvia
and Bulgaria . Of course instability
and inequality are still problems for
the country. Adapted from: http://www.
happyplanetindex.org/assets/happy-planet-
index-report.pdf

▪▪ Play the listening up to 3 times. ▪▪ Ask the students to compare their

FOCUS ON LANGUAGE
(40 minutes)
8. Listen to the statistics from
the Happy Planet Index.
Complete the chart with the
numbers you hear.
▪▪ Draw the students'
attention to the chart
before they listen. Ask them
what information they have
to listen for in the chart.
Explain the abbreviations
(LE-Life expectancy, etc.).
Read the Listening Tip box
on stress in numbers with
the students. Do this as a
answers in pairs and then get
9. Fill in the gaps using information feedback from the whole class.
from the box in Exercise 8.
▪▪ Go through the rules and ask the
▪▪ Ask the students to read the students to give you extra examples
information in the box and complete on how to use them with other
the sentences with the country that adjectives.If necessary, provide
corresponds. them with some other adjectives to
practise. For example: sad, young,
▪▪ Get the students to compare
answers in pairs and then check with healthy, low, high, fit, fat, friendly.
the whole class.
11. Think about things that make
Colombia an outstanding country
10. Look at the sentences in exercise in South America. Write three
9 and answer the questions. sentences using superlative form.
▪▪ Don’t spend time explaining the Ask the students to work individually.
rules to the students. Allow them Tell them that they can use the
© MEN Colombia

review exercise and remind to work individually to find out adjectives they worked on the previous
students of the stress the answers for the questions by exercise or any other ones. Accept any
patterns. analysing the sentences. correct sentences students write.

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12.6%
18.8%
LISTENING (45 minutes)
12. Read the graph: “Causes
of mortality for Colombian
adolescents” and answer the
questions.
In this activity, the students practise
describing statistics from a graph
showing the causes of mortality
among Colombian adolescents.
Check they understand the useful
language in the box and encourage
them to it in the activity.
13. Listen to the report on Colombian
adolescents and health. Write the
numbers you hear.
▪▪ Explain they will hear statistics on
© MEN Colombia
health issues for young people in
Colombia.
EP1-TG-M3.indd 131
35.5% 45%
5.4% 11.8%
▪▪ Explain that malnutrition is a problem
caused by an unbalanced diet. Refer
back to Unit 1, Lesson 2 – the body
needs proteins, minerals, good fats and
vitamins to function properly. Substance
abuse- you can ask what drugs are most
commonly consumed (marijuana, heroin,
cocaine, crack (similar to bazuco);
obesity is caused by a junk food diet and
sedentary lifestyle (this is one of the
topics of lesson 6).
▪▪ Elicit different types of Colombian junk
food to review unit 1. Eating disorders
(trastornos alimenticios) - anorexia and
bulimia are the most common. Ask ss. if
they know what they are.
▪▪ Anorexia when a person has a distorted
body image and an irrational fear of
becoming overweight and as a result of
dieting, weighs less than 15% or more
below their ideal weight.
Module 3 > Unit 2
Tapescript 33
The most recent health indicators
for young people in Colombia set off
alarm bells. Young people make up
20% of Colombia’s population. A study
recently carried out on Colombian
adolescents say the biggest health
problems are related to alcohol 45% ,
smoking 35.5%, substance abuse 18.8%
(marijuana, cocaine and ecstasy),
malnutrition 12.6% Obesity11.8% and
eating disorders 5.4%.
Adapted and translated from: http://
med.javeriana.edu.co/publi/vniversitas/
serial/V51n1/Universitas%20M%E9dica%20
Vol.%2051%20No.%201/Salud%20de%20la%20
adolescencia..pdf
▪▪ Bulimia is repeated binge-eating
(a feeling that they can’t stop
or control their eating) followed
by episodes of crash diets,
lots of exercise, and purging
(deliberate vomiting).
▪▪ The students listen and
complete the chart in pairs or
groups.
14. Discuss these questions
with a classmate.
Ask the students to work
individually. Then, check
the answers with the whole
class.
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 Module 3 > Unit 2

15. Listen to the radio

announcements and
match the titles with their
corresponding image.
▪▪ Elicit information from the b c a

pictures. Ask the students to

predict what the listening is
going to be about.
▪▪ Have the students listen to
the recording and ask them
to match the pictures with
the titles.

16. Listen again and complete

the chart with the
information you hear.
▪▪ This listening is long and
the information might be a
little hard for students to
understand. If so, you need
to break it down to make it
easier for students.
▪▪ Direct the students’ attention
to the first picture in the
table. Read the first row
(Problem) and have students
predict what the problem
might be. Listen to any ideas
they come up with. Do the
same with the other rows
(Solution and Call for Action).
▪▪ Draw the table on the board.
Play the first part of the
listening: “Smoking wars
on Colombian teens”. Stop
Answers Action: Call your school today. Ask
after each item required in
a. Problem: For many Colombian them to join with the American
the table: problem, solution
teenagers substance abuse is a serious Academy of Family Physicians
and call for action. Ask the
danger to their health. 8.9% consume and Tar Wars in the fight against
students to paraphrase what
marijuana, 4.5% cocaine, 2,2% ecstasy tobacco.
they hear and write the
information in the table. and 2.0% other pills. c. Problem: TV and video games are
Solution: To inform our communities fun, but they don't do the body
▪▪ Encourage the students to any good.
by promoting healthy, active lifestyles
make predictions for the
and remove threats to our well-being. Solution:: You can have just as
second picture. Play the
Action: Learn more about much fun and get healthy by
second part of the listening
Colombia Active and other public getting active. Playing outside can
and ask them to complete
health activities at be just as much fun and is even
the information in the
www.colombiaactnow.com better for you!
table. Ask them to compare
b. Problem: Too many children start Action: Only you can move you.
answers with a partner. If
smoking even before they reach high One hour of activity a day, every
necessary, play the recording
school. day.
again. Do feedback with the
whole class. Solution: Family doctors, nurses, and 17. Discuss with a classmate.
© MEN Colombia

educators go into classrooms to teach

▪▪ Work on the third picture ▪▪ Ask the students to talk about
kids about the dangers of tobacco. It
following the instructions problems young people have in
shows them how tobacco companies
given for the second one. their city and possible solutions.
are really selling their products

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watch TV
exercise
b c
▪▪ Write these prompts to help your
students express their ideas: We
think that the most common problem
young people in this city have is... A
solution for this problem could be...
LET’S WORK TOGETHER (50 minutes)
▪▪ Explain the speaking activity.
▪▪ Stress the importance of an audience
and purpose when producing
language (oral or written).
E.g. their message will be different if
it is for the principal and teachers of
the school or if it is for their peers.
▪▪ Elicit ways it will be different
(register-formal or informal language;
© MEN Colombia
use of slang; greetings and leave
takings…).
EP1-TG-M3.indd 133
go cycling
surfing
the net
a frames given in the task.
▪▪ Explain the model they have to
complete for their announcement
includes writing and part of the
writing process is focusing on these
3 questions:
Purpose: Why are you writing? To
inform people of a health issue and
ask them to learn more about it.
Audience: Who are you writing for?
Your school community.
Genre: What type of writing is it?
Radio announcement-persuasive.
▪▪ Read the tips. Remind them of the
radio announcement they did in
Unit 1 and that this will go in their
portfolio. Remind them that one
part of the final project is a radio
announcement.
Module 3 > Unit 2
Lesson 6:
Leissure Activities Now
and Then
LESSON OVERVIEW
Lesson 6 is about activities teenagers
engage in in their free time. It
explores the issue of sedentary
lifestyles. Students will read a text
about routines, sports and hobbies,
interview their classmates, and
listen to a couple speaking about
lifestyles today and in the past.
GET READY (20 minutes)
1. What do you do in your spare
time? (...)
▪▪ This is a warm up activity
to prepare students for the
lesson. Ask the students
to raise their hands if they
usually listen to music, do
sports, watch TV, etc.
▪▪ Ask the students to stand up
and find out the number of
students who do the activities
in exercise 1. Remember
to give them the language
frames to ask and answer
these questions, eg Do you…?.
Yes, I do / No, I don’t. Let
students report their findings
to the class using the language
2. Look at the pictures (...)
Ask the students to work
individually and then compare
their answers in pairs. Check
as a whole class.
3 - 4. Match the pictures with
the statements.
▪▪ Ask the students to match
the pictures with the
activity. They can practise
the vocabulary of sports
and leisure activities by
playing charades. Ask them
to form groups.
▪▪ Ask one person from each
group to perform one of the
activities. The other students
from the group guess what it
is. Remind them to change the
personal pronoun for he/she/
you depending on the person
who is acting out. Example:
“You are doing aerobics”.
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 Module 3 > Unit 2

Tapescript 34
Smoking Wars on Colombian teens
Too many children start smoking
even before they reach high school.
That’s why the Colombian Parents
Association offers Smoking Wars, a
a national program that’s anti- i
tobacco and pro-health. Smoking f
Wars sends family doctors, nurses, g
and educators into fourth and fifth k
grade classrooms to teach kids about b
the dangers of tobacco. It shows e
them how tobacco companies are c
really selling their products. Smoking
Wars has reached nearly two million
d
school children. Has it reached
h
yours? Call your school today. Ask
j
them to join with the Colombian
Association of Family Physicians,
Schools and Parents in the fight
against tobacco.
Adapted from: http://www.tarwars.org/
PreBuilt/press_release.pdf

Get active
Sure, TV and video games are fun,
but they aren’t doing the body any
good. You can have just as much
fun—and get healthy by getting
active. Warning, Warning! Activity
levels are seriously dropping. Sure,
computer gaming is fun. You get
to jump super high, run crazy fast,
and jump into sweet new worlds—
but that’s only on screen. Playing
outside can be just as much fun—and
is even better for you! So start
getting active and practising your
dance moves and you’ll always be a 5. Put the activities in exercise 4 into ▪▪ Tell them that they have to
winner. Only you can move you. One the correct column. do something similar in their
hour of activity a day. Every day. notebooks. They have to read the
Adapted from: http://www.healthystudy. Ask the students to work individually story and then draw the actions in
org/files/Communications/2-D/B7-03- to put the activities into the correct the order they happen.
1_7F_PAScripts_061507.pdf columns by deciding what sports ▪▪ Allow the students to share their
and activities people do alone, in drawings in small groups. Then,
Colombia Act Now groups or in teams and which are draw a timeline on the board and
For many Colombian teenagers just exercises. This will help them ask volunteers to come to the
substance abuse is a serious danger to infer the grammar rule later in the board, mark and write the activities
their health. The statistics are alarming language focus. on the timeline.
for Colombians between the ages of 10- ▪▪ As an extra activity, they can
24 years old. 8.9% consume marijuana,
READ (15 minutes) create a zig-zag book, a comic
4.5% cocaine, 2.2% ecstasy and 2.0%
other pills. That’s why Colombia Act
story, or a play. Encourage them to
Now is starting a health campaign. Our 6. Read the story of Carlton De be creative and put captions under
goal is to inform our communities by Groot. Draw his daily activities in each drawing.
promoting healthy, active lifestyles chronological order.
© MEN Colombia

and remove threats to our well-being.

Learn more Colombia Active and other ▪▪ Get the students to look at the
public health activities at www.colombia picture below the text before
actnow.com working on the reading activity.

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FOCUS ON VOCABULARY (10 minutes)
7. Find all the sports and activities
in the text. Then organise them in
the chart below. (...)
▪▪ Ask the students to identify the
sports and activities and the verbs
which go before the sport or
activity.
▪▪ Ask the students to read the
statements with examples of the
use of PLAY/DO/GO. Let them
work individually or in pairs to
identify the verbs. Ask them to
draw the table in their notebooks
and complete it. Then, ask
volunteers to report to the class.
© MEN Colombia
Reinforce the rules by eliciting
some more examples from the
students with their own leisure
and fitness activities.
EP1-TG-M3.indd 135
Module 3 > Unit 2
8. Now look at the activities in exercise
4. Say which sports use “play” “go” Useful Vocabulary
and “do” and explain why.
▪▪ With ball games (e.g.
Ask the students to go back to exercises soccer) and board games
3 and 4. Now, ask them to tell you what (e.g. Monopoly), we use
these activites and verb have in common. the verb play.
Elicit the rules. See the information in
the Useful Vocabulary below: ▪▪ With sports and games
which end in –ING (e.g.
sailing), we use go.
Answers
▪▪ With all other activities
- Play: soccer, pool, wheelchair (e.g. aerobics) we use do.
basketball, board games, American
football, computer games.
- Go: swimming, cycling, climbing,
running, sailing.
- Do: pilates, aerobics, karate.
135
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 Module 3 > Unit 2

9. Read the text again. (...)

Ask the students to identify
the language mistakes to
reinforce the use of verbs
PLAY/DO/GO with certain
activities and sports.
Answers:
a. When he plays cards he
loves winning.
b. He goes swimming at the
local pool.
c. At ten thirty he does an
hour of yoga and then
before lunch he goes
running for half an hour.
d. He plays tennis with his
brother and then he goes
cycling.
e. After a very big dinner, he
does karate for an hour.

IMPROVE YOUR ENGLISH

PRONUNCIATION (20 minutes)
▪▪ Ask a volunteer to read the
tips in the box. Explain them
and play the recording. Ask
the students to repeat the
sentences.
▪▪ Now, repeat the sentences
and clap your hands when
saying the stressed words. Ask
the students to repeat the
sentences and clap their hands
as they do this.
10. Practise the pronunciation
of these sentences. (...)
▪▪ Ask the students to work
individually on this exercise.
Play the recording so that
they can check their answers
and then get them to
compare in pairs.
SPEAK (25 minutes)
11. Survey: Who is the fittest person in
your class? Ask different classmates
and write their answers in your
notebook.
▪▪ This section is designed to get the
students to interact with each other.
Give clear instructions. Set a time
limit for the activity and monitor
the students as they interview their
classmates.
▪▪ Remind students that we don’t use
THE with time expressions. Example:
WRONG: I went swimming the last week.
CORRECT: I went swimming last week.
Prompt them to use these questions:
How often do you…? When was…?
When do you…?
▪▪ Give the students some time to
organise their notes.
▪▪ Write these sentences starters on
the board to help the students
report their findings:
*(Name of student) walks more
than a kilometre (frequency
expression)
*(Name of student) last went
(activity) (frequency expression).
*Name of student eats junk food
© MEN Colombia

▪▪ Play the recording again and ▪▪ Ask the students to stand up and ask
check as a whole class. Use these questions to their classmates. (frequency expression).
clapping again when checking Remind them of the order of adverbs *Name of student last (activity) in
the answers. of frequency and expressions of time. (past frequency expression).

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X X
X
X X
12. Make a dialogue about what you
like to do in your spare time and
how often. (...)
▪▪ Ask them to invent a dialogue asking
and answering some of the questions
in the previous activity. You can use
this as an extra activity to give prizes
or participation points.
▪▪ Every time students have a speaking
activity, help them with their
pronunciation. Here, show your
students the importance of sentence
stress.
LISTEN (15 minutes)
13. Listen to two teenagers speaking
© MEN Colombia
about their current and past
lifestyles. Which expressions
from the list did they use?
▪▪ Ask volunteers to read the
expressions in the list.
EP1-TG-M3.indd 137
• in the past
• for hours
• every weekend
X Nowadays, teenagers rarely spend time
▪▪ Drill the correct pronunciation of the
expressions and correct any issues
you identify.
▪▪ Explain the listening task: they have
to circle the adverbs of frequency
and expression of time in the list as
they hear them.
▪▪ Play the listening more than once
if necessary. Get the students to
individually and then compare
answers in pairs.Check as a whole
class.
▪▪ After checking the exercise remind
the students that:
▪▪ *Frequency adverbs usually go
before the main verb. Example: I
usually go hiking once a week.
▪▪ *Time expressions usually go at
the beginning or at the end of the
sentence. For example, He went
jogging this morning. Nowadays,
children love playing video games.
Module 3 > Unit 2
Tapescript 37
Wendy:
Lifestyles have changed a lot; I mean,
today there are a lot of comforts that
people didn’t have in the past. For
example, a long time ago, my mum
used to walk for long hours to get to
school, but now I just walk to the bus
stop on the corner to get the bus.
When my mum was a child, children
used to play board games for hours,
whereas, nowadays, children love
playing on computers or video games
at home. Some years ago, people used
to spend time visiting their friends
or families every weekend. Now,
teenagers go to shopping centers and
chat with friends using electronic
devices all the time.
Christian:
In the past, young people used to spend
their free time with their families.
with their families. For example, in my
spare time, I usually have lunch with
my friends at a restaurant and then we
spend the rest of the day together. In
summer, we always go to the swimming
pool, sunbathe and play with our
friends. In the past, young people used
to be very active, most of them loved
doing exercise. Now, teenagers are not
very active. They don’t do exercise very
often, they prefer watching TV, chatting
online or just listening to music.
14. Listen again and tick the
activities you hear.
Ask volunteers to read the
activities in the list. Drill
for accurate pronunciation.
Get the students to work
individually and then compare
answers in pairs. Conduct
whole class feedback.
15. How have lifestyles
changed? Put the activites
in Exercise 14 in this box.
▪▪ Get the students to work
individually and then
compare answers with a
partner.
▪▪ Ask volunteers to share their
answers.
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 Module 3 > Unit 2
16. Listen again. Who says the
statements below? Write
W for Wendy and C for
Christian.
▪▪ Ask volunteers to read the
activities in the list. Drill
for accurate pronunciation.
▪▪ Ask the students to work
individually and then
compare answers in pairs.
▪▪ Do feedback with the
whole class.
18. Write sentences about your leisure
FOCUS ON LANGUAGE
(30 minutes)
17. Read the sentences in
the previous exercise and
answer the questions.
▪▪ As this section is aimed
at helping the students
discover how language
works, don’t give them any
explanations at this stage.
Allow the students to read
the sentences and work
out the rules individually.
138
EP1-TG-M3.indd 138
C
▪▪ Ask the students to compare their
answers in small groups. Go through
the questions with the students and
clarify any doubts they may have at
this point.
time activites now and in the past.
▪▪ Go through the example with the
whole class. Highlight the use of
present simple for leisure activities
they do now and and used to for
activities they did in the past.
▪▪ Ask the students to write their own
examples. Monitor and help them
with any new vocabulary they might
need.
▪▪ Have volunteers to read their
sentences for the class.
W
C
W
C
LET’S WORK TOGETHER (40 minutes)
1. Research time: look for information
about leisure activities in Colombia
and organise them using this chart.
▪▪ Draw the table on the board. Elicit
some information from the students
and ask a volunteer to write that
information in the table.
▪▪ This section has been designed for
the students to work in groups. They
can develop team work skills by
taking roles. For big groups, organise
them into small groups of 3 or 4.
Allow them time for research and
provide ways for students to record
their findings.
© MEN Colombia
20/12/13 23:07

▪▪ The students complete the table on
Colombian recreational activities.
Apart from providing team work
skills, this section also offers the
opportunity for the students to
develop researching skills.
▪▪ If is possible, ask them to go to a
computer lab or the library to look
for this information.
2. In groups, create your own poster on
leisure activities in Colombia.
▪▪ Ask the students to work in groups
to analyse one recommendation box
and then explain it to the rest of the
class.
▪▪ Monitor them while they prepare
their explanations; also ask them
© MEN Colombia
questions to check if they have
understood what to do.
EP1-TG-M3.indd 139
Module 3 > Unit 2
▪▪ Check the instructions are
clear for everybody and ask the
students to start working in their
groups.
3. Remember.
▪▪ Ask volunteers to read the tips in
this section.
▪▪ Remind the students to use the
tips in the USEFUL LANGUAGE
box to help them while doing the
poster.
▪▪ Monitor their work and provide
them with any support if
necessary.
PORTFOLIO
▪▪ At the end of the lesson, remind
them to put their work in their
portfolios.
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 Module 3 > Unit 3

UNIT 3
EATING AND LIFESTYLE
HABITS AROUND THE
WORLD

UNIT THEME
Unit 3 is a review of the topics,
language and skills covered in
module 3. The unit is divided
into 2 lessons, of approximately
6 hours each. Lesson 7 is a
review and lesson 8 is project
work and self-assessment.
In Lesson 8 the students do
project work related activities
so they have time to complete
their project and present it
during this time.

MODULE 3 - UNIT 3: OVERVIEW

UNIT 3 (12 hours) Eating and lifestyle habits around the world
Lesson 7 ( 6 hours) Lifestyles around the world Project
Lesson 8 ( 6 hours) A health campaign for your community Project
Lesson 9 Self-assessment

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 Module 3 > Unit 3

carrots, fats, diary, Disease, well-being, recycling,

fibre, grains, lasagna, fitness, leisure, sports, carbohydrates, fats,
beans, pear aerobics, swimming obesity, budget,
vitamins, vegetables

5 4 6

3 2 1

Here are some of the words:

side: acompañamiento
raw: crudo
Lesson 7: You can work on this as a class or wrapped in seaweed: envuelto
Lifestyles Around the World have students work in pairs. en algas
chopsticks: palitos chinos
Suggested activity (25 minutes): Hot
communal platter: plato
LESSON OVERVIEW seat. Divide the class in teams and
comunal
Lesson 7 begins with a vocabulary review have one student from each team sit
meat stews: guisos de carne
of the module. Throughout the lesson, the facing the class. The teacher writes a
sunset: puesta del sol
4 skills activities recycle language from word on the board. The student must
units 1 and 2. There is a reading on eating guess what it is. The team members ▪▪ Ask the students to match
habits around the world; a listening about help by defining the word (but without the pictures with the texts.
modern lifestyles; a speaking competition saying the word). Points are given Explain vocabulary when
about favourite dishes; and writing an for each right answer. At the end the needed.
e-mail about Colombian eating habits and group with the most points wins. ▪▪ Compare these habits with
leisure activities. Colombian habits.
2. Look at the pictures. Examples:
GET READY (5 minutes)
▪▪ This activity prepares students for - Colombians eat pizza,
1. Which words do you associate with the reading text. hamburger, chicken,
© MEN Colombia

food, with health or both? ▪▪ Take advantage of this activity fritanga (empanada, papa
to elicit and/or pre-teach any rellena) with their hands.
Ask the students to find words in the
vocabulary they might find difficult Colombians eat tamales off
Wordle and categorise them under
in the text. plantain leaves, etc.
the 3 headings.

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 Module 3 > Unit 3
d
3. Which countries are these continents in?
▪▪ The aim of this activity is to
contextualise the texts that the students
are going to read. Encourage them to
use their prior knowledge and check
answers as a whole class.
▪▪ Ask the students What are the 7
continents? (Asia, Africa, North
America-includes the countries of
Central America-Nicaragua, Mexico,
Belize, Panama, Costa Rica, Honduras,
Guatemala- South America, Antarctica,
Europe and Australia (Oceania).
▪▪ Ask them what they know about the
food in these countries.
▪▪ Ask if they think their food and habits
are similar to Colombia’s.
142
EP1-TG-M3.indd 142
b
c
4. Read about eating habits around the
world.
▪▪ Start this reading activity by going over
the reading tip with your students.
Review the term “cognate”, use the
word “principal” as an example.
▪▪ Do the first text as an example with
the whole class. Ask the students to
underline familiar words and possible
cognates. Then ask some comprehension
questions (e.g. When do people from
Nepal eat meat curry and fried rice? Do
they usually have breakfast?, Do they
use knives, forks and spoons to eat?) Ask
the students to support their answers
with the information from the text.
▪▪ Set a time limit (5 minutes).
© MEN Colombia
▪▪ Ask some questions to check the
meaning of any unknown vocabulary.
20/12/13 23:07
 Module 3 > Unit 3

People eat staple food.
People use different utensils
to eat.
Some people/
Typical Nepalese families do not cultures eat with
have breakfast. their hands, others
Meat is not traditional in all the don´t.
countries. They have different
times to eat.
People eat raw food in some
countries such as in Japan where
people eat raw fish (Sushi)

ACTIVITY IDEAS: Assign different

▪▪ Ask the students to match the texts with the pictures. Check answers as a whole texts to the students and do the
class. Ask the students to support their choices. activity as a jigsaw reading. Get
the students into groups A, B,C and
5. Read the texts again. Find similarities and differences in eating habits D. Ask each group to look for three
between the countries. eating habits in the country they
read about. You can ask them to
look for specific information such
▪▪ Tell the students to find similarities and differences in eating habits. Monitor while
as: How many meals do people
they work. Tell them to pay attention to the type of food and food groups people
have? What’s the staple food
in those countries eat as well as the utensils they use to eat and any special
in the country? What are some
dishes. This will help them identify similarities and differences.
ingredients to prepare that staple
▪▪ You can help your students use learning strategies by underlining similarities and food? What do people use to eat?
differences with different colours. You can also help them by drawing a table on What are some special dishes
the board like this: of the country? Encourage them
to take notes. After they have
Time when they eat finished, group them in a way that
Country Food Utensils Special dishes
breakfast, lunch, or dinner each group has a student with one
of the texts.
© MEN Colombia

Ask the students to share their

information and complete the
chart in groups.

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 Module 3 > Unit 3

Answers Ex 6:
a. False, because
they use knives,
forks and spoons
to eat. True
b. False, tortillas True
are the most
common food
in Costa Rica,
Guatemala,
Honduras, El
Salvador.
c. False, rice is not
a staple food in X
Central America. X
X
f. False they use X
chopsticks to eat.
X
g. False, Nepalese
families don’t
have breakfast.

b c a

Meals are usually served on a communal platter /

People eat Injera at every meal
beans, corn, rice, wheat, flour.
pork, goat, chicken, beef, lamb, veal, chicken.
fish, meat curry, nuts, eggs.

6. Read the texts again. Are these
statements true or false?
Tell the students that after reading
the text they will decide if the
statements are true or false. Ask
them to read aloud the part of the
text that supports their choice.
FOCUS ON VOCABULARY
▪▪ Ask the students to circle the odd
one out in each set. Take advantage
of this activity to tell them that
learning words in lexical groups can
help them to enrich their vocabulary
8. Match the dish with the ingredients.
Ask the students to match the food
with the ingredients. Tell them to look
at the texts in Exercise 4 as reference.

7. Look at these groups of words. 9. From the text, give examples.

Choose the word which is different
in each group. ▪▪ This activity focuses on vocabulary.
Its main purpose is to help the
▪▪ The aim of this activity is to students connect what they have
promote the odd one out within learnt in unit 1 and the information
© MEN Colombia

lexical sets. Its purpose is to help they have in the texts.

students identify and learn words in ▪▪ Ask the students to look for
lexical sets. examples of each category.

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A M
W E A T
d b
g a
▪▪ Check answers as a whole class.
Encourage the students to give you
examples of Colombian food habits
that could go in each category.
10. Complete the words with the
names of these staple foods.
▪▪ Ask the students to complete the
name of the foods.
▪▪ You can play hangman to help
students practise the spelling and
complete the words. After they
complete the names, say them and
ask them to repeat.
11. What food is made from this staple
© MEN Colombia
foods?
▪▪ The focus of this activity is staple
food.
EP1-TG-M3.indd 145
Module 3 > Unit 3
C O N P O A O
E S
Y U A R C E
a e c
e e b
c b a
c e d
e c
h f
▪▪ Start by asking students what staple
food is (principal food or ingredient in
a country's diet). Ask students to do
the matching activity, then compare
answers with a classmate and finally
share answers with the whole class.
▪▪ Ask the students to brainstorm
some characteristics of these staple
foods, and mention some foods that
are made from the staple foods in
the box. This provides them with
vocabulary and helps to reinforce
their knowledge about food.
12. Modern lifestyles and health: match
the words with the pictures below.
Ask the students to match the
pictures with the words in the box.
This will prepare them for the
listening.
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20/12/13 23:07
 Module 3 > Unit 3

Tapescript 38
Jenny
I don’t think it’s difficult to keep
fit and healthy nowadays. We can X
exercise or do lots of fun and X
exciting outdoor activities. I go
X
climbing mountains or cycling with
my friends. I also know a lot people X
who spend their free time watching
X
TV or playing computer games and
if you like that, that’s ok. There’s X

also a lot of criticism about diets X

and food. I don’t know, I think
X
there’s more variety of food today:
there are organic or GM vegetables; X
home-made or fast food, home-made X X
meals or microwave frozen TV meals.
There are still loads of traditional X

restaurants where we can eat or X

there are fast food places. And in
X
the future, there’ll be more variety
of food and we’ll find new ways of
keeping fit. There won’t only be
fast food to eat and we won’t stop
playing sports or being active. I think
we’ll have more choice and it is up
to the individual to decide how they N Y
want to live.
Y N

Pedro N Y

A big risk to living a healthy life is D N

our sedentary lifestyle. A lot of teens
prefer to spend their free time in front
of a computer rather than to take a
walk or play a sport. I see my kids
spend entire days playing computer
games, chatting on the Internet or
on Facebook. So they are moving less
and sitting a lot more than before and
this doesn’t help them keep fit and
13. Listen to two people talking about
healthy. A lot of today’s teenagers will
probably have more problems because
of their diet and lifestyle.
Our eating habits are also a bigger
problem today. As we become busier
at work or school, we don’t have time
for cooking and eating properly. We
turn to fast food or microwavable food
and GM food which aren’t very good
for us. Fast food and frozen TV dinners
are easy and convenient for busy
parents, so they become a big part of
our diet. Who know what the future
will bring. Maybe things will get better
or maybe they’ll get worse.
modern lifestyles, health and
eating habits.
▪▪ Explain that they will listen to 2
people talking about lifestyles today.
▪▪ Play the recording once for the
students to get familiar with the
topic and the listening task. Ask them
to predict the age of the speakers.
Encourage them to pay attention to
what the speakers say and their tone
of voice.
▪▪ Explain the listening task in 13.b.
They have to tick who (Jenny or
Pedro) mentions these things in their
conversation. Go through the list
with them to check they understand
Y N
to share their notes with a classmate
and then to listen to the second speaker
and work on exercise 13b.
a. How old do you think Jenny and
Pedro are? Why?
Encourage the students to answer in
English. However, if you notice they
are struggling with the language, let
them use L1 to answer the question.
The important thing here is that the
students are able to guess their ages not
only because of their voices, but also
the tone and content of what is said.
c. Look at the ideas in the table. (...)
Answers:
- Food: organic food genetically
© MEN Colombia

modified food (in listening) frozen

the vocabulary. food, microwavable food.
▪▪ To facilitate the task, stop the recording - Fitness: outdoor activities, climbing
after the first speaker, ask the students mountains, cycling.

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 Module 3 > Unit 3

short answer to disagree.

Also, the intonation is
different. If the statement
is affirmative, we use an
affirmative short answer
to agree and we use a
negative short answer
to disagree. Here again,
intonation is different.
Examples:
- We probably won’t play
any outdoor sports in the
future.
I agree: No we won’t.
(intonation drops at the
end)
I don’t agree: Yes,we will!
(intonation rises at the
end)
- We will all be unfit.
I agree: Yes,we will!
Are you
(intonation drops at the
Are you end)
Are you I don’t agree: No we,
Do you
won’t. (intonation rises at
Do you
the end)
Do you
do you ▪▪ First ask students to read
Do you the statements and write in
Will you their notebooks A for agree
Do you and D for disagree. Then
Will you
go around the class and
have a student read out
a statement and another
student say if they agree or
not using the appropriate
- Indoor activities: chatting on ▪▪ The statements are in the future short answer.
the Internet, watching TV, using tense. Ask the students these
SPEAK (20 minutes)
Facebook. questions to review: Are these
sentences in the present, past or 16. Interview your friends
d. Do Jenny and Pedro agree with
future? (Future); How do we know using the “Find someone
these statements?
they are in the future? (because of who…” game.
Explain the task and ask them to the use of the auxiliary will); How
▪▪ The students review
answer in pairs. Play the recording do we make negative statements
and practise asking and
a final time for them to check their in the future? (won’t + verb); What
answering questions in
answers and get feedback. is the contracted form of will?(‘ll);
English. First allow them
Look at the question. How is it
to complete the questions
FOCUS ON LANGUAGE different? (inverted order- auxiliary
using the correct auxiliary.
+ subject + verb).
14. Discuss these ideas with a If they have questions, they
classmate. Do you agree or disagree 15. Say if you agree or disagree can go back to unit 1 and 2
with them? using short answers. Look at the where they studied these
examples. questions.
▪▪ Get the students to practise giving
▪▪ Remember to reinforce
their ideas. Remember we say: I ▪▪ Ask the students to work out the
© MEN Colombia

agree NOT I am agree. OR I don’t the quantifiers when they

rule using the examples there.
agree / I disagree NOT I am not report their findings to the
▪▪ RULE: If the statement is negative, class. They can go back to
agree. Make sure you correct the
we use a negative short answer to Unit 1, Lesson 3.
studentsand point this out.
agree and we use an affirmative

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 Module 3 > Unit 3

17. Play the Ambassador

Nomination Game.

▪▪ This game encourages students to

speak. Explain that this game is
called “Ambassador Nomination”.
Ask them if they know what
an ambassador is. Explain that
the role of an ambassador is
to represent their country in a
foreign (another) country.
▪▪ Assign roles to the students:
Ambassadors - their task is to
take the role of ambassadors of
different regions in Colombia
and talk about the food and
lifestyles. Jurors- will be on the
Jury and choose the winner- the
best regional representative.
▪▪ Divide the class into jurors and
ambassadors, or make small
groups of students who then
choose a representative for the
final, which you can then do as
a class.

WRITE

18. Read Aisha’s email. Write a

response to her email. Answer
her questions about Colombia.
Then ask her 3 questions about
lifestyles in Ethiopia.
▪▪ Go through the writing task
with the students. Remind them
there are 2 parts to the task:
1) to answer all the questions
Aisha asks about Colombia and
2) to ask her 3 questions about QUESTIONS
Ethiopia.
▪▪ Ask the students these A B C D
questions to check they Give one reason
Ask your classmate
understand the task: What do why it is important How often do you What are 2 ways you
1 what he/she usually
to eat fruit and play sports? can reduce waste?
you have to write? An e-mail- has for breakfast.
vegetables.
Who do you have to write it to?
What do we call words What are the names Ask your partner What are 3 common
To Aisha. Where is she from?
2 that are similar in of 2 red fruit? Spell what they have for health problems in
Ethiopia. What do you have English and Spanish? them. lunch on Sundays. Colombia?
to write? The answers to her What are the What are 3 different Why it is important What are 3 ways to
questions. And what else do 3 superlative of: big, ways people eat to have a balanced reduce your ecological
you have to write? 3 questions happy, sustainable food? diet? footprint?
to Aisha about Ethiopia. What are 3 activities What are the
What are 3 ways to What are the 5 food
▪▪ Ask the students what we need 4 you do in your free different parts of a
keep fit or in shape? groups?
to include in an email? Subject, time? leaflet?
greeting, body (here, answering Name 2 foods from Name 2 foods from
Describe a healthy Describe a typical
Aisha’s questions and in a new 5 the grains and the fruit, vegetable
example of “My Plate”. Colombian dish.
paragraph asking 3 questions) protein food groups. and dairy food groups.
© MEN Colombia

and an ending. How does Aisha

begin and end her email? Hello
/Love, Aisha.

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 Module 3 > Unit 3

Review Game
Play this game as a final review in
your class.
The last activity is a Blockbusters
game to review the Module.
Explain the instructions:
Questions are on:
Content, language or vocabulary
from the topics of MODULE 3.
Material required: Blockbusters
grid, question and answer sheet for
the teacher.
How to play the game:
Draw the grid on the board. Divide
your class into two teams. One
team needs to connect the top
of the grid to the bottom. The
other team needs to connect the
left-hand side of the grid with the
right-hand side.
The squares contain the questions.
Teams take it in turn to select
a square, the teacher asks the
question for that square, and a
member of the team answers.
The winning team is the first to
complete the connection.
Online version:http://www.
teachers-direct.co.uk/resources/
quiz-busters/quiz-maker.aspx

A1 B1 C1 D1
A2 B2 C2 D2
A3 B3 C3 D3
A4 B4 C3 D4
A5 B5 C5 D5
ANSWERS

A B C D
It provides your body Answers can vary -By buying
What do you usually have for I play sports …once a week,
1 with vitamins, minerals less, by swapping used items,
breakfast? twice a month…
and fibre. by having a compost heap…
Strawberries, 3 health problems are: eating
What do you have for lunch on
2 Cognates watermelon, apples, disorders, obesity and smoking.
Sundays?
cherries… (drug abuse)
Because the body needs
Biggest, happiest, most With cutlery, chopsticks, Varied. By recycling, reusing
3 different things from different
sustainable and their hands and reducing waste.
foods like vitamins and energy.
Title/ heading,
messages, pictures, Answers will vary. Exercise, Fruit, vegetables, grains,
4 Answers may vary
contact information, outdoor activities, walking proteins and dairy.
call for action.
Answers may vary. But must
include a food for each
© MEN Colombia

5 Answers may vary. Answers may vary. Answers may vary.

group: fruit, vegetables,
grains, proteins and dairy.

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 Module 3 > Unit 3

Lesson 8:
Health Campaign For Your
Community

LESSON OVERVIEW
This and the following lesson
are designed for the students to
work exclusively on the project
and self-assessment. They will
present their projects and at the
end, the students will assess their
progress with a self-assessment
questionnaire.

GET READY (10 minutes)

1. Read the leaflet on healthy
lifestyles.
Go through the model of a
health campaign with the
students. Remind them of the
different parts of a leaflet
and review the vocabulary.
Answers:
a. Healthy lifestyles.
b. It helps reduce the risk of
disease, it makes your body
strong and makes you feel
better; They give your body
vitamins and energy, they
prevent diseases; It helps the
planet and helps you save and
enjoy the wonders of nature.
2. Work in groups and answer these
questions.
Ask the students to look at the
leaflet and answer the questions. Get
feedback as a class.
LET’S WORK TOGETHER (6 hours)
▪▪ Explain to the students that they
will work on their health campaign
project for the rest of this lesson.
One important aim of the project
is for students to learn to work in
groups and be responsible for their
own work. Peer assessment plays a
big role here as they are expected to
correct and edit each other’s work.
▪▪ Each output has to be revised by
the group members before the
final draft is made. Decide on the
logistics and timeline of the project.
Here you will have to decide which
lessons are used for each product.
E.g. How many copies of the leaflet
they will need or how copies will be
made; where will they display their
posters; when and where they will
make their radio announcements.
▪▪ Also decide when the students have
to hand in the portfolio and do their
self-assessment.
© MEN Colombia

Remind them to produce 3 pieces of

c. Be active, eat a balanced
work for the project (a leaflet, radio
diet, reduce your ecological announcement and poster).
footprint.

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LET’S WORK TOGETHER
1. Read the project description again.
Read the project description with the
class. Divide the class accordingly into
groups.
2. Leaflet – Checklist
Tell the students to work on their
leaflet. Tell them to look at the
checklist to help them organise their
work. When they have finished they
can go back and tick off the things
they have done.
3. Poster – Checklist
Tell the students to work on their
© MEN Colombia
posters. Tell them to look at the
checklist to help them organise their
work. When they have finished they
can go back and tick off the things
they have done.
EP1-TG-M3.indd 151
4. Radio announcement – Checklist
Tell the students to work on their
radio announcement. Tell them to
look at the checklist to help them
organise their work.
When they have finished they can go
back and tick off the things they have
done. Focus on the tips again and tell
the students. it is very important for
them to practise. You can tell them to
record it for their portfolio if this is a
possible option.
5. Peer editing
▪▪ This is a skill we want students. to
develop in all their classes Tell them.
that editing will help them improve
their work. Explain that Peer Editing
is looking at each other’s work and
giving feedback on it. Remind them.
that this is an important part of the
project process.
Module 3 > Unit 3
▪▪ Explain the instructions for the
peer editing to the students.
In exercise 5.a. guide them
through the task of assigning
roles.
In 5.b. explain the chart-
there are 3 aspects they will
be editing- content, language
and punctuation. Monitor the
students closely to ensure they
work together to assign roles
and then edit their work. Tell
them you will check their work
before they write their final
draft.
▪▪ Launching of the campaign.
Organise the launching of the
health campaign. Organise
time within the lesson for the
students to be able to show
their work. They can do a
presentation or it can be done
in groups where students
walk around and look at each
other’s work. If possible, get
the students to make copies
of their leaflets to give out
to classmates and use the
P:A: system at the school to
make their announcement.
Find another time when the
students. can make their
announcements in public.
151
20/12/13 23:07
 Module 3
SELF-ASSESSMENT
▪▪ This self-assessment section
allows the students to reflect
on their learning process.
It is important for them to
identify what they are good
at and identify areas where
they need to improve. Monitor
them while they are working.
Stress the importance of being
honest and realistic.
152
EP1-TG-M3.indd 152
▪▪ Go through the charts with them. Tell them that this self-assessment focuses on
three aspects: their English skills, study skills and performance in the project. You
may need to help them with the vocabulary. Then give them time to read it and fill it
out individually. Then ask them to work in groups, share their opinions and report to
the rest of the class.
1. Assessment of your English skills. (10 minutes)
Ask the students to check the overview at the beginning of this module. Ask for
volunteers to read each item for the four skills. Now, ask them to look at these
© MEN Colombia
statements, which are the same as the ones in the overview. Tell them they are
going to assess their progress using 3 can do descriptors: I can do this easily; I can
do this with help; I need to work on this. Explain these descriptors in Spanish if
they don’t understand.
20/12/13 23:07
 Module 3

2. Assessment of your English study skills. (10 minutes)

Throughout the module, the students have practised some learning strategies.
Tell your students that now they are going to assess their use of those strategies
according to how often they use them: always, sometimes or never.

3. Project assessment. (10 minutes)

Ask the students to work individually on the part: ME. Ask them to write about their
© MEN Colombia

performance in the project. Ask them to work in the same groups they worked in
for the project. Tell them that now they will assess the performance of the group.

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 Module 4

Module 4:
THINKING GREEN

Module Overview
Welcome to the Thinking Green
module. In this module, we
will work on Colombian natural
resources and environmental
issues, alternatives to help our
environment and projects and
organisations that are working
to help our planet. The aim of
this module is to raise students’
awareness of our natural
resources, problems related
to natural resources, and how
we can help. The chart below
summarises topics, lesson topics
and students’ production (output)
of the module.

Overview chart

Units and Lessons Topics Output

UNIT 1 (9HOURS) MAKING MY COMMUNITY GREEN
Lesson 1 (2hrs) Green areas in my city A leaflet
Lesson 2 (2hrs) Water resources A poster
Lesson 3 (2hrs) Living with animals A discussion
Lesson 4 (2hrs) News from nature A bulletin board
Project (1 hr.)
UNIT 2 (9 HOURS) TAKING CARE OF THE EARTH
Lesson 5 (2hrs) The Earth is sick Role play, poster / or song
Lesson 6 (2hrs) A view from the future Banner or poster
Lesson 7 (2hrs) Looking for alternatives TV advertisement
Lesson 8 (2hrs) Not too little to help Collage or comic strip
Project (1 hr.)
UNIT 2 (12 HOURS) ENVIRONMENTAL CAMPAIGNS AND SCHOOL PROJECTS
Lesson 9 (2hrs) Environmental NGO’s and projects A letter
A research report / proposal for
© MEN Colombia

Lesson 10 (2hrs) Environmental School Projects

a new PRAE
Review (1 hr.) Exercises to revise language and topics
Project (6hrs) Project work An environmental fair
Assessment (1 hr.) Self-Assessment activities

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 Module 4

Introduce Module 4 Thinking Green by
focusing on the content cover page and
explaining the topics students will learn
about. You can start asking questions
about the title of the unit (Why “thinking
green”? What does it refer to? What do
you think the module will be about?) Use
the pictures on the cover page to elicit
from students what they already know
about our natural resources and possible
issues related to them.
IN THIS MODULE YOU WILL…
▪▪ What do you find similar in the three
pictures? (Possible responses: green,
the earth, people with the earth in
their hands).
▪▪ What do you think we are going to talk
about? (The environment).
▪▪ Have students read the topics of each
unit and predict what they will study.
▪▪ Check the answers with the whole class.
After the students read the information
in the diagram, draw the chart below on
the board.
Check answers with the class
OR have class feedback. Have
volunteers share the information
from their charts with the class.
As they share their information,
elicit and/or tell them some
learning strategies that they might
find useful when working on the
activities students think might
cause them problems. (predicting,
understanding using context…)

This section gives students a general

overview of what they are going to study I think… is going to be I think… is going to be
throughout this module. interesting… difficult
Reading
▪▪ Give students the chance to check Speaking
© MEN Colombia

the unit and get a general idea of the

Writing
topics covered.
▪▪ As a warm-up ask students to look Listening
at the three pictures and ask: What Project Work
do you see in the pictures? (Possible Discover and use
responses: hands, the earth, trees,
grass).
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 Module 4

PORTFOLIO: YOUR TURN…

The aim of this activity is to
brainstorm and activate students’
previous knowledge about this
topic.Elicit from ss. what a
portfolio is. Tell them their first
task for their portfolio is the
‘Your turn’ activity. Write the
questions on the board and tell
ss. to answer them.
Additional information: *Natural
resources are materials available
in the natural environment,
sometimes referred to as
primary resources. Examples of
natural resources include water,
air, plants, animals, etc. In
Colombia, there are many natural
resources: petroleum (Casanare),
natural gas(César), coal(La
Guajira, César), nickel(Córdoba),
rubber (Putumayo), gold
(Tolima, Valle, Chocó) silver
(Bolívar) emeralds (Boyacá)
water (Amazon, Magdalena,
Atrato, Cauca, Orinoco), salt (La
Guajira), etc. Natural resources
may or may not be renewable,
which means there is always
a possibility that the universe
will run out of certain kinds of
natural resource at some point.
Taken from: http://answers.ask.
com/Science/Agriculture/what_does_
natural_resources_mean
*Many components of the
environment are in extreme
danger; some of the problems we
are facing are: global warming,
deforestation, air and water
▪▪ The success of this activity depends on the motivation and interest of students. Encourage
them to participate actively in the preparation, design and delivery of the fair.
pollution, overpopulation,
littering, species extinction,
▪▪ Have students work in groups and decide on roles and responsibilities for the fair.
destruction of natural habitat,
▪▪ Promote discussion and decision making among the class.
and destruction of biodiversity. Remind students of the importance of having beautiful and well-made products to show
Adapted from: http://science. in the fair. Tell them to keep it in mind every time they have to work in the “Let’s work
yourdictionary.com/articles/list-of- together section” of the unit.
environmental-problems.html
Wrap-up the introduction of the module by asking students which learning strategies
(study skills) they think they will need in order to do well in this module. Write them
THINKING GREEN PROJECT on the board and elicit and/or give examples of possible activities where they can be
This exercise is designed to useful. Focus on: complete assignments (doing homework will benefit their learning
introduce the project to students. and they will master doubts new material in terms of language and content), ask for
Go over the information from clarification in class (it’s very important to ask and clarify any misunderstandings in class.
the box offering clarification if These doubts might later lead to hinder or might cause fossilisation understanding or
needed. Remember this project to of an error), use new vocabulary (since a lot of the words in the module will be new
is aimed at developing different up students, encourage students to use new words in context), use a dictionary to look
for new words (using a dictionary is a great strategy to check the meaning of unknown
© MEN Colombia

team working skills; so, try to take

advantage of all the activities to words), and speak English in class (This is the only place and time students will have to
promote participation, discussion, practise their English. Encourage them to communicate their ideas in English. Make sure
decision making, roles and tasks they understand this is also a strategy good learners use). Students will be asked about
assignments, etc. the use of these strategies in the self-assessment section of this module.

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 Module 4 > Unit 1

UNIT 1
MAKING MY
COMMUNITY GREEN

UNIT THEME
In Unit 1 students are exposed
to different ideas on making a
community green. They are going
to learn about green areas both
abroad and in Colombia. Water
shortage and contamination,
mistreatment of animals and
news of natural disasters are also
topics covered in this unit.
The aim is for students to
acknowledge what is happening to
the planet and the environmental
situation in Colombia. The unit
covers 9 hours of teaching time.
Each lesson covers 2 hours. The
last hour should be used to work
on the project.

MODULE 4 - UNIT 1: OVERVIEW

Lesson Topic Time Language Focus Output

Green areas Leaflet to promote green
1 2 hours There’s / there are
in my city areas in Colombia
Design a poster about
Uses of Verb +ing forms after
2 2 hours abuses of water at school,
water prepositions & gerund patterns
and ways to stop them
Class discussion expressing
Living with
3 2 hours Present simple passive voice opinions for / against
animals
different topics
News from Environmental news bulletin
4 2 hours Present perfect to report news
nature board
© MEN Colombia

Project Reciclying of previous Environmental fair stage 1

1 hour
work language items Getting ready for the fair

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 Module 4 > Unit 1
Lesson 1: (2 hours)
Green Areas in My City
LESSON OVERVIEW
This lesson introduces the concept
of green areas and gives examples
of these places both abroad
and in some cities in Colombia.
Students will end the lesson by
designing a leaflet promoting
green areas in our country.
GET READY (10 mins)
Ideally students should use
English in this section but if
their language level is not good
enough to do so, they should be
allowed to answer in Spanish but
they should to write or express
their final ideas in English.You
can brainstorm vocabulary by
showing a poster or drawing a
green area and elicit vocabulary
such as: grass, trees, flowers,
fresh air, birds, etc.
Tapescript 39
Green areas in Norwich
So, there are lots of different
green areas in Norwich, ah
probably the main one that
people know about is Chapelfield
Gardens which is very near the
centre of the city.
Chapelfield Gardens is a very
pretty and traditional park.
A lot of people just walk
through it on their way to the
city but we also have a lot of
celebrations there. There’s
live music or free concerts
and partying at weekends and
during other festivals.
In Norwich, there’re lots of small
neighbourhood parks, where
people just take their dogs for a
walk and catch up with friends.
For example, Mousehold Heath is
a big park land on the north side
of the city. There’s a lot grass
and fresh air there.
As you can see, there’s a great
variety of green places in Norwich.
1. Work in pairs. Read the
questions and make some
notes.
Ask students to answer the
2. Share your ideas with the rest of
questions in pairs. Monitor
and support if necessary.
Read the additional
information (next page) to
158
EP1-TG-M4.indd 158
Answers (4)
a. C
Answers (5) b. N
c. M
a. Music, partying,
d. N
green areas, grass,
neighborhood parks.
b. Green areas,
parks.
c. Music.
d. There is/there
are
e. “There is” is used
with uncountable
nouns while “There
are” is used for
countable nouns.
explain to students what a green area LISTEN (10-15 mins)
means. This information does not
appear in the student textbook.
3-4. Sarah lives in Norwich, UK. Listen
to her talking about green areas in
Answers
her city.
a.Green areas or green spaces are the
‘green lungs’ of our towns.
▪▪ Use the pictures here to elicit
information from students about
b.Green areas provide: fresh air, a
these specific green areas. These
place to relax, socialise, play, meet
are green areas in Norwich, a city
with friends, a place for families to
located on the Norwich is on the
take their children or pets.
East of England.
c. Answers will vary.
d. Sample answers: trees, grass,
▪▪ Before starting the listening
task, pre-teach this vocabulary:
flowers.
garden, heath, grass, fresh air,
e. Sample answers: walk, do exercise,
meet and chat with friends, take the
neighbourhood, partying.
dog for a walk, etc.
▪▪ This vocabulary can be pre-taught
by sticking some pictures and word
cards on the board and asking
© MEN Colombia
students to match them.
the class.
▪▪ Tell ss. to read the statements
Encourage students to participate before they listen. This will
using their notes on the questions. prepare them for the listening.
21/12/13 15:37

Answers (7)
a. There’s
b.There is a
c.There’s
d.There is
▪▪ Play the audio more than once if
necessary.
TIP
This learning strategy helps students
use structures and forms in Spanish to
understand how English works. Ask them
to compare the form used here there
is / there are with the form we use in
Spanish to express existence (haber).
Point out that English has both singular
and plural forms for hay -there is a park:
hay un parque /there are many green
zones in Norwich: hay muchas zonas
verdes en Norwich.
FOCUS ON LANGUAGE (5-10 mins)
5. Work individually.
© MEN Colombia
▪▪ Revise this metalanguage with
students before doing the activity:
- Noun: It’s a word used for naming
a person, animal, place, thing, or
abstract idea.
EP1-TG-M4.indd 159
▪▪
IMPROVE YOUR ENGLISH
PRONUNCIATION (5-10 mins)
6-7. Listen to how we say
▪▪ Make students aware of
▪▪ Focus on the form There’s
READ
8. This is a plan of Simón
- A countable noun (or count noun)
is a noun with both a singular and a
plural form, and it names anything (or
anyone) that you can count: trees,
houses, etc.
- A non-countable noun (or mass noun)
is a noun which does not have a plural
form, and which refers to something
that you could (or would) not usually
count: water, air, garbage, etc.
▪▪ Check meaning and form for there’s
and there’re:
- To express existence.
- There + is + uncountable nouns /
countable singular nouns
- There + are + countable plural nouns
▪▪ Ask students to tell you about a green
area near their school and give you
more examples of the use of there is
or there are or negative forms: there
isn’t, there aren’t any....
Module 4 > Unit 1
There’s a park near the school.
In the park, there are trees and
flowers. There’s grass and fresh
air.
Encourage students to share
ideas with the class in English.
these phrases. Notice the
differences.
the use of contractions to
make speech sound natural.
Have them listen and drill
as many times as necessary
to pronounce the words
appropriately /correctly.
[ðeərz] that is the
contracted form of there is
[ðeər ɪz].
Bolívar (...)
▪▪ Tell ss. to look at the
map and ask them if they
have heard of have been
to Bolívar Park in Bogotá.
Elicit the meaning of the
key and tell them to give an
example. Then, ask them to
tell you what there is in the
Park and what you can do.
After a couple of examples,
have them work in pairs to
practise using there is/are
using the park map. Monitor
them while they speak.
Extra activity. For more
speaking practice, use 2
different maps of How many
parks are there? and have
students ask and answer
questions about their parks:
http://www.otraparte.org/
corporacion/boletin/img-
boletin/0069-mapa-1.jpg
http://transeunte2.files.
wordpress.com/2008/01/mapa-
parque-del-cafe.jpg
http://i0.wp.com/
museobolivariano.org.co/
wp-content/uploads/2012/04/
mapa-jardin.jpg
159
21/12/13 15:37
 Module 4 > Unit 1

There’s fresh air everywhere.

a. The park is in the Marroqin neighbourhood in Cali.
There are lots of trees which
are home to a lot of animals and
You can walk and enjoy watching wild amphibians, swim in
there’s a wide variety of birds
the lake and have parties in the hall play in the playground.
living there such as parrots, owls,
eagles and other native species.
There are lots of paths too. Answers (10):
There’s also a lake to swim in, a. playground
b. green lung
a hall to have parties in, and a c. lake
playground for children. d. have fun
e. Wild
f. Native species

There’s fresh air

Green Areas Information
Green areas or green spaces are the
‘green lungs’ of our towns and cities.
They contribute to improving people’s
physical and mental health by providing
areas for informal recreation - walking,
cycling, sitting, sociallising and
children’s play areas - and ‘breathing
spaces’ to take time out from the
stress of modern life. They bring the
countryside into our towns and cities,
and make it accessible from our
‘backdoors’. Green spaces also create
safe and attractive places where people
want to live and businesses invest.
Green spaces are multi-functional;
they are used in many different
ways. They include not only areas
to which the public have physical
access, but also visual access, for
example, in the way green areas
provide settings for buildings,
communities and everyday activities.
These areas include: parks, gardens,
playing fields, children’s play areas,
woods and other natural areas,
grassed areas and cemeteries. Some
of them also have paths, disused
railway lines, rivers and canals.
Students will produce
their own answers but
these are some sample
answers: Because I can
relax, play with my
friends and do exercise.
READ (30 mins)
9. Read about an ecopark in Cali. Then
answer the questions below.
Ask students if they know what an
ecopark is. Elicit vocabulary from
them. Don’t present the vocabulary in
bold in the box.
10. Complete the sentences here using
the words in italics in the reading.
▪▪ Allow students to work on their
own and then compare with a
partner. Finally, check the words
with the whole class.
everywhere!
11. Work with a partner to talk about
these questions.
Encourage students to use
vocabulary in the previous activity
to answer these questions.
TIP
12. Share your ideas. (...)
▪▪ This tip is a learning strategy to
help students develop social skills
and team work. Explain to students
how working with others helps
them develop communication and
negotiation skills. It also prepares
them for real life situations in
which they need to be willing to
© MEN Colombia

Adapted from: http://www. give and receive feedback.

greenspacescotland.org.uk/definition

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LET’S WORK TOGETHER (40-50 mins)
▪▪ In order to promote team work,
arrange the groups combining mixed
ability students.
▪▪ You need to decide how students will
do the research here.
▪▪ Will they bring information from home
(previously set as homework) and then
discuss it in groups?
▪▪ Will they be given the chance to go to
the computer labs for research?
▪▪ Monitor students permanently while
they are working in class to support
students with any language or
vocabulary they may need.
© MEN Colombia
1-2. Work in groups. Find out information
about a park or green area in
Colombia and complete this table in
your notebook.
EP1-TG-M4.indd 161
▪▪ Students are asked to look up
information about a park or green areas
in Colombia. Take
some time to read and research the
topic before class so you can provide
students with the support they need.
- http://www.viajaporcolombia.com/
santander/sitio/bucaramanga-ciudad-
bonita/177.html
- http://www.colarte.com/colarte/
conspintores.asp?idartista=7527
3. Use recycled materials and other
resources to make your leaflet
colourful and attractive.
▪▪ Monitor and help students while
they are designing their leaflets.
Ask them to use recycled materials
or any other resources. Remind
students to use the language box as
a reference to develop the task.
Module 4 > Unit 1
Clarify any doubts
regarding the use of there
is/ there are that students
may still have.
4. Take turns to present your
leaflet to people from other
groups in your class.
Monitor while students present
their leaflet to the class. Make
notes on their performance,
strengths and weaknesses.
Lead collective feedback at
the end of the activity.
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 Module 4 > Unit 1
Lesson 2:
Water Resources
LESSON OVERVIEW (2 hours)
This lesson will help raise awareness on
the uses and abuses of water and what
they can do to improve the situation.
Good websites for teachers: http://water.
org/water-crisis/water-facts/water/; http://
who.int/features/factfiles/water/en/
GET READY (10-15 mins)
1. Discuss in pairs:
Give them a few minutes and then
get feedback from the whole class.
162
EP1-TG-M4.indd 162
2. Do the quiz.
Use this quiz to assess students’ prior
knowledge and raise discussion on
the responsible use of water. Accept
all answers as long as students are
able to support their answers. Some
pictures have been included to help
students understand the meaning of
new words. Give extra explanations
if needed.
READ ( 10 mins)
3. Describe the pictures in pairs. What
do the pictures say about water?
Are these situations common in your
© MEN Colombia
neighbourhood, village or region?
▪▪ Tell ss to describe the pictures in
pairs, what the pictures say about
water.
21/12/13 15:37

T
▪▪ Ask if these situations are common in
their neighbourhood, village or region.
▪▪ Tell them to use the vocabulary in the
box to help them and to complete the
sentences. Point out that these are
examples. When you get feedback,
make sure they use complete
sentences.
▪▪ Make sure students understand the
vocabulary in the box and provide
them with any other words they may
need to talk about the pictures.
TIP
The teacher is a role model for students.
Read the text twice and allow students
to read the text twice as well. Explain
© MEN Colombia
that to fully understand a text it is
important to read a text more than
once; by rereading a text students can
discover new information or clarify
misconceptions.
EP1-TG-M4.indd 163
Module 4 > Unit 1
F
F
F
F
T
F
4. How big is the water crisis? Read
this information.
▪▪ Read the following text aloud.
Stop after each fact to give
students time to reflect on it.
Allow students to express their
opinions on the crisis.
▪▪ Go through the glossary with
them.
5. Answer true (T) or false (F) using
information from the text.
Tell students that supporting their
choices and answers is a habit they
should develop. This helps them
become more conscious of the way
they are learning. Tell students it
is important to explain the answers
they choose and not just select them
randomly without any reasoning.
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 Module 4 > Unit 1

6. Put the 10 letters from the

bank in the empty boxes to
form a message related to v R
water conservation. Cross T
W S
out the letters in the letter Y E
bank as you use them. R C T
▪▪ After students have
discovered the message,
invite them to reflect
on it. The purpose of
this activity is to make
them more aware of
the importance of 3 5
water and our role in its
conservation. Draw a chart
like this on the board to
summarise the message:
1 2 4
SAVE WATER WATER SAVES US

• Enough water for

• Fix leaks home chores
• Take short • Potable water to
showers drink
• Reuse • Clean habitat
water for plants and
animals wasting, washing, exercising, using, taking

without, after, like, against, avoid

▪▪ Ask ss. to discuss in pairs 3
ways to save water and 3
ways in which water saves
us. Get feedback and
write up this chart on the
board. If they don’t have
these answers, elicit them
and write up any new
words on the board (leaks,
reuse, recycle, home
chores, habitat).
READ (15 mins)
7. Read about the ways people
use water. Then match the
pictures with the uses of
water.
▪▪ Students work individually
to match pictures and
sentences and then
compare answers with
a partner. Teacher leads
feedback with the whole
class.
▪▪ Revise the vocabulary
from Exercises 2 and 6:
fix a leak, tap, toilet
8. Look at the pictures again and read
sentences 1, 4 and 5. Are people
using water responsibly? Why? Use
clues from the texts.
▪▪ Ask students to go back and
read the sentences and use the
vocabulary learnt on page 162
to support their ideas. Students’
answers could include these ideas:
In picture number 1, the little girl
is using water responsibly because
she is trying to use a reasonable
(small) amount of water. She is
not wasting it. In picture 4 the
cleaner uses a mop and a bucket.
It means he avoids wasting water
and is reusing the water to
FOCUS ON LANGUAGE (10-15 mins)
▪▪ Remember the textbook has been
designed to help students discover
grammar (noticing approach). Allow
students to work on their own,
compare ideas with a partner and
finally check with the whole class.
Guide students to notice or find out
how language works. Explanations
should be only used when necessary
to clarify and to make sure all
students have understood. If ss.
need more practice, make sure you
give them examples in context and
on the same topic.
▪▪ Use the Useful Language to clarify
what gerund forms mean.
© MEN Colombia

flush...). E.g.: leak, tap. mop the entire floor. In picture

Ask students to read the three, children are using water 9-11. Write the verbs that end
information here and give responsibly because they are using with ing in each sentence.
their opinions about this buckets instead of a hose which
fact. would use more water.

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 Module 4 > Unit 1

Make sure the students know how

to change them into gerund by
erasing the letter “e” and adding
“ing” at the end of the word.
After students have finished,
call on some of them to read the
complete sentences aloud.

Answers (13): WRITE (15 mins)

a. taking
b. to recycle Read the instructions with the
c. to turn off
d. wasting
class. Make sure they are clear
e. to use / to wash about their task. They have to
f. promoting
g. wasting
write a message to help people use
water more efficiently. Tell them
the message includes giving tips.
Tell them the number of tips they
have to write (3 to 5). Tell them to
use the pictures to help them with
some ideas but encourage them to
use their own ideas as well.

LET’S WORK TOGETHER

▪▪ Use the information here to
clarify the concept of verbs and
prepositions to students.
▪▪ Ask students to give you examples
of verbs and prepositions and add
others you consider they will need
for the exercise below. There are
some in the Useful Language box.
- A verb is a word that expresses
action or state of being. For
example: be, throw, cut, save, etc.
The verb is the heart of a sentence:
every sentence must have a verb.
- A preposition is a word that shows
the relationship between a noun
or pronoun and other words in a
sentence. For example: by, at, for,
© MEN Colombia
(25-30 mins)
13. Use the gerund (...ing) or infinitive
form (to ...) of the verbs to
complete the sentences.
Tell ss. after I ‘enjoy’ and ‘avoid’
they need to use -ing form of the
verb. Monitor their work and then
call on students to go to the board
and write their examples.
14. Timothy wants to help people
use water efficiently giving some
tips. You have to help him write a
message (...)
Tell ss. they have to use the
infinitive form (to + verb) or the
gerund (verb + ing form) to complete
▪▪ This section is designed to
promote teamwork. Arrange
groups so that everybody
has a role and participates
in the groups. Monitor them
throughout to support them
when help is needed.
▪▪ Before this lesson starts,
remind students to bring
materials for the posters.
In order to promote team
work, arrange the groups
combining mixed ability
/ mixed language level
students.
▪▪ Revise the Useful Language
and Remember boxes with
students before they start
designing their posters.
▪▪ Ask students to distribute
the work in groups evenly,
so that everyone in the
group has a specific task.
▪▪ Monitor students while
they go around the school
to collect information.
Check that they are using
language forms properly.
Give support when needed.
▪▪ Listen and make notes on
students’ presentations of

without. the sentences. their posters. Give feedback

on their performance,
Notice that the verbs in the bank are strengths and weaknesses.
given in the base form. Lead collective feedback at
the end of the activity.

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 Module 4 > Unit 1
Lesson 3:
Living With Animals
SPEAK (10 mins)
LESSON OVERVIEW (2 hours)
This lesson will help students
2. Work in pairs. Answer the questions.
to become aware of animal
cruelty and abuse. Students will
also learn useful expressions to
express their points of view on
controversial topics.
GET READY (10 mins)
1. Work in groups to complete
the questions.
Ask students to answer the
questions in pairs.
Tell them to match the
pictures of Colombian
animals with the names.
Then have them answer b.
Get feedback.
166
EP1-TG-M4.indd 166
▪▪ Practise pronunciation before ss.
begin ex.2.
▪▪ Read the Improve Your English
Pronunciation box and elicit
examples for each intonation
pattern (1,2,3). Then model each
of the patterns with the example
and drill with ss.
▪▪ Use some bullfighting pictures to
elicit information from students.
▪▪ Ask students for their personal
opinions on the topic
▪▪ Pre-teach the idea of being FOR or
AGAINST an opinion.
kill painful trophy
prize horns cut-off
dead strength
▪▪ Allow students to discuss this in
Spanish if needed but have them
write their ideas in English.
▪▪ Check students understand the
words: bullfighting, to be for and
against. Give language support so that
students can explain their answers.
E.g.: Examples for 2.c (abandoning
dogs and cats in the street; bull
fights-bulls are treated badly; circus
animals- the animals are kept in
cages; zoos - animals are kept in
cages and they are not free.
3. Label the pictures with the
corresponding words from the box.
Allow students to work individually in
© MEN Colombia
the matching exercise and then ask
them to compare their answers with a
partner. Then, check the exercise as a
whole class.
21/12/13 15:37
 Module 4 > Unit 1

F
T
F
T
F

READ (20 MINS) 5. Read the posts again and decide if

the following statements are True
(T) or False (F).
4. Read the posts on a discussion board
about bullfighting. Decide who is Have students read the text again and
FOR or AGAINST bullfighting. work on exercise 5 individually. Then,
ask students to check their answers
▪▪ Ask students questions about the with a classmate. Finally, check the
format of the reading: What kind of
answers and ask students to read the
text is it? Discussion Board.
part of the text where they can find the
Where can you find these texts? (on
information to support their answers.
the internet). What are they about?
(discussions about controversial
6. Who do you agree with? Why? Write
topics).
the sentence that best describes his/
▪▪ Give students time to read and
her position.
check answers individually.
Encourage them to focus on the ▪▪ Encourage students to think
general idea of the message instead critically and take a position on
of worrying about understanding the topic. Encourage students to
© MEN Colombia

every single word. give their reasons in English.

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 Module 4 > Unit 1

c
Tapescript 43 e
a
Charlie: Do you know what I f
d
don’t like about the zoo and b
about the circus? The animals
are locked in cages. It’s sad.
They never feel the earth
under their feet. It’s not a
natural environment.
Joshua: You are right, but on the
other hand, the animals there
receive shelter, food, and
veterinarian care services.
Charlie: Well, I guess the circus
animals do teach people
about what animals are C
capable of. C
Joshua: But wild animals such
J
as lions, tigers and elephants
are also kept in tiny spaces C
and under very inadecuate
J
conditions.
Charlie: That’s true. And I also C
think that the animals are J
trained to perfom tricks. They
are sometimes dangerous. J

Joshua: I think there is evidence

that animals enjoy performing
in places like circuses.
Charlie:That could be, but I
would say that animals are
forced to travel long distances
in those cages and sometimes
they end up getting sick.
Joshua: That’s true. But, what
about the kids. Circus
animals are an opportunity
for children to view and
appreciate the animals. If
they don’t have a circus or
a zoo, they don’t have that
opportunity.
Charlie:Well, I guess you could
say there are good things
and bad things about keeping
animals at zoos or in circuses.
7. Match the words with the
definitions. You can use your
dictionary.
▪▪ Ask students to work
individually and then
check their answers with a
partner. Finally, check as
a whole class.
▪▪ Ask students to discuss the questions
in small groups and then share
their ideas with the whole class.
Encourage discussion. Ask students
to support their answers.
▪▪ Help them to produce complete
sentences and encourage them
to use the words in the Useful
Vocabulary box.
LISTEN (20 mins)
Use the picture here to elicit
information from students about circuses
and what they think of the circuses.
LISTENING TIP
Focus on the importance of reading the
instructions and the questions to get the
NO
NO
Built, trained
Past participle
To be
You can also tell them to take notes while
listening so they can work on the exercise
later.
9. Listen to Charlie and Joshua talking
about the pros and cons of circuses
having animals in their acts.
▪▪ Tell them their task is to listen and
say which of the statements Charlie
or Joshua said.
▪▪ Ask students to read the sentences
before listening.
▪▪ Ask students to work on the task
individually and then compare their
answers in pairs.
▪▪ Play the recording again and ask
students to check again in pairs.
© MEN Colombia

8. Work in pairs. Answer the

following questions.
general idea of the reading and predict ▪▪ Finally, check the answers as a
what it is going to be about. whole class.

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FOCUS ON LANGUAGE (10-15 mins)
Remember the textbook has been designed
to help students discover grammar (Noticing
Approach). Allow students to work on
their own, compare ideas with a partner
and finally check as a whole class. Guide
students to notice or find out how the
language works. Explanations should only
be used when necessary to clarify and to
make sure all students have understood.
Give students extra exercises if needed.
10. Look at some of the arguments for
and against bullfighting and animals
in circuses. Answer the questions.
▪▪ Ask students to read and answer
the questions based on what they
© MEN Colombia
discover.
▪▪ For answer (d) check they know
that the verb form is called past
EP1-TG-M4.indd 169
participle. Revise the verbs list
with them here.
▪▪ For answer (e) check the forms of the
verb to be: is / am / are and when
to use each one of them, reminding
them of singular/plural forms.
11- 14. Check students are using the
correct pattern for the passive
voice. If not, help them and make
notes on the main problems. As
you get feedback, clarify problem
areas. Ask volunteers to write their
sentences on the board and check
them with the whole class.
LET’S WORK TOGETHER
▪▪ Tell ss. they will work in their project
groups and choose either to write a
leaflet or to prepare a presentation
on animals for their stand at the
Environmental Fair.
Module 4 > Unit 1
▪▪ Tell them to follow the steps.
▪▪ Guide your students in this
process step by step.
▪▪ Work on the expressions
given in the boxes. Teach and
practise the pronunciation of
the expressions so ss. can use
them during the discussion
▪▪ Monitor students while they
speak. Encourage the use of
English and correct or help
them when necessary.
1-5. Decide.
▪▪ Check Useful Vocabulary
box with the whole class
and make sure students
know how to use the
phrases learnt.
▪▪ Monitor students while they
work on their own. They
choose a topic and then
they take a position on the
topic. Encourage the use of
the passive voice to write
the three arguments to
support their opinion.
6. Now it is time to organise
your ideas.
Tell ss. it is now time
to organise their ideas.
Make it very clear how
they need to present their
work. Whether it be a
presentation or a written
flyer, they need a title,
introduction, body and
conclusion. If they chose a
presentation, they will need
to give the presentation on
the Fair day. Keep a record
of those ss.
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 Module 4 > Unit 1

d a b C

Lesson 4:
News From Nature

LESSON OVERVIEW (3 hours)

This lesson will familiarise students
with issues related to natural
disasters and other issues that
are causing serious problems to
the planet. They will learn about
environmental news topics and
produce a simple news article.
X
TIP
▪▪ Ask students for the Spanish
equivalent of these words. You
can use the question: How do
you say ___ in Spanish? For
example: contest-contestar, X X
arms-armas, bombs-bombas,
mines-minas, etc. Remind
students about the use of
cognates. Also explain there
are false friends or false
cognates. These are words
that look the same but have 2. Discuss with a partner: What do - rush: fiebre, avalancha
different meanings (library- you know about these topics in - debris: residuos
biblioteca, not librería; Colombia? - increase: aumento
actually-de hecho, not - demise: disminución
Ask students what they have heard
actualmente...).
in the news about these topics. This
▪▪ Tell students that when READ (20 mins)
discussion can be held in Spanish if
reading, it is important to students do not have the language to 3. Read the following newspaper
ask themselves: does it make do it in English. Students can discuss headlines. Work with a partner and,
sense? How is this word these issues even if they don’t watch from each text, select one or two
related to the topic? the news. key words that summarize the text.
Use the first one as an example.
GET READY (10 mins)
USEFUL LANGUAGE Read the instruction aloud and explain
1. Work with a partner. If students do not understand the the activity using the example.
Match the words with the
meaning of the new words provided in
corresponding photograph.
the Useful Vocabulary box, give them the 4. Select the best answer to the
Check the matching exercise. corresponding translation: following questions.
Work on meaning and - phenomenon: fenomeno, evento o
© MEN Colombia

Explain to students that they will learn

pronunciation of the words: situación a test taking strategy. When taking a
drought [drawt], debris [‘debri - phenomena: fenomenos, eventos o test, students should read the question
or deibri] mining[mainiŋ] situaciones very carefully.

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Then they should read all the answers
and eliminate the ones they are sure
are incorrect. For example, in the
first question, students know that the
article refers to climatic changes, not
to people, so they should eliminate
a. They also know that El Niño and La
Niña refer to both drought and rain so
they should eliminate c and circle b as
the right answer.
5. Work in pairs. Describe the pictures.
Then, answer these questions.
Tell ss. to look at the pictures. Elicit
from them the different weather in
each picture. Then have them work in
pairs to discuss the questions.
© MEN Colombia
Check if they understand: weather
(clima) wet (lluvioso), dry (seco),
sunny, (soleado), tornado (tornado).
EP1-TG-M4.indd 171
READ (15 mins)
6. 7. Read the box below and say what
the parts of a newspaper article are.
Tell students that they will read
a newspaper article. Explain that
newspaper articles have a lead that
gives them a general idea of what the
article is about and the rest of the
article gives them specific details. Tell
students by reading the headline and
the lead they can understand the main
idea of a news article. Also explain that
the next text is a summary of the main
ideas of a news article.
TIP
▪▪ When you infer information from a
text, you have to use what you already
know about the topic and what the text
says to make a logical guess.
Module 4 > Unit 1
▪▪ The answer is not given to you
explicitly in the text; we know
that the article is about a
Caribbean city; therefore, we
should eliminate Bogota and
Medellin and circle Cartagena
as the right answer.
8. Work with your teacher and
your classmates to complete
the information about the
article you have just read.
Explain to students that
knowing the structure or
features of a text is extremely
helpful to summarise it. It
gives them specific traits to
focus on and allows students
to use a helpful frame to
discuss its content. Students
should be able to notice that
they fully understand what
the article was about after
identifying and completing this
key information.
Answers:
-Headline: The El Niño
phenomenon will bring drought in
January
-Byline: Agencia de Noticias UN
-Who: The Hydrology Meteorology
and Environmental Studies
Institute (IDEAM)
-What: Report that water sources
and storage will begin to decrease
and we might see water rationing.
-When: August and September of
this year.
-Where: In the whole country
Why: Because of the global
phenomenon El Niño, which means
very dry weather.
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 Module 4 > Unit 1

has endured
have caused

have been

All of them use have or has

FOCUS ON LANGUAGE (15 mins)

9. Complete the following have risen

sentences with information have dried up
from the text. have caused
has affected
Tell students that sometimes
have lost
when they read a text, they has been
have to analyse information
in depth to find answers, but
there are some other texts
in which the information is
so explicit that they only
have to go over the text and
spot what they need, which
is the case in the following
exercise.

USEFUL LANGUAGE
Since the present perfect is a
difficult meaning to understand,
it would be useful to give
students some examples of the
use of present perfect in Spanish
for them to analyse how it works
in English and the role of “have/
has” plus the past participle form
of the verb. Check meaning and
form of this tense. Make sure
students understand the use
of it, asking them to give you
Las fuertes lluvias han causado muchos accidentes.
examples. (See the example on
the right). Hard rains have caused lots of accidents.

12. Complete these sentences

using have + a verb from
the useful language box.
Give students the
opportunity to practise the
strategy with these past
participle forms. Remind
them that at the back of the
book there are more past
participles as a reference for
them to use when needed.
Refer your students to the
online component for further
LET’S WORK TOGETHER
(45 minutes)
In this section students will produce their
own news article based on the topic,
vocabulary and language learnt in the
lesson.
▪▪ Guide your students in this process
step by step. Provide scaffolding
for the activity by showing the 2
models.
▪▪ Look at the examples on page 170 and
LOOK BACK
▪▪ The aim of this activity is to give
students the chance to review and
reflect on what they have learnt in this
unit.
▪▪ Ask students to take some time to
complete the chart and then share the
information with a classmate.
▪▪ Ask some students randomly. Take
advantage of this time to help students
to recognise their favourite learning
© MEN Colombia

the models here for the language to style and to think about learning
practice on reading about strategies that can be helpful to learn
how to save our planet Earth. use in your article.
English.

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 Module 4 > Unit 2

UNIT 2
TAKING CARE OF THE
EARTH

UNIT THEME
In this unit students reflect on
some environmental issues in
Colombia and their possible
consequences in the future if we
don’t help. They will also think
about possible alternatives and
valuable tips to help the planet.
The aim is for students to discuss
national and local environmental
issues and to promote ways to
help. The unit covers 9 hours of
teaching time. Each lesson covers
2 hours. The last hour should be
used to work on the project.

MODULE 4 - UNIT 2: OVERVIEW

Lesson Topic Time Language Focus Output

The Earth is Present Progressive
5 2 hours Role Play, Poster or Song.
Sick Imperatives
A View from
6 2 hours Will for predictions Small Banner or Poster
the Future
Looking for Comparative forms ( more/
7 2 hours TV Advertisement
Alternatives less)
Not Too
8 Little to 2 hours Will for promises and decisions Collage or Comic Strip
Help
© MEN Colombia

Project Recycling of previous language Environmental Fair stage 2.

1 hour
Work items Organising the stand

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 Module 4 > Unit 2
Lesson 5:
The Earth Is Sick
LESSON OVERVIEW
This lesson starts the unit by
raising awareness of the main
environmental issues in the world.
Students will watch and discuss a
video which shows how humans are
destroying forests, water, air and
animals on the planet. They will also
start thinking of possible ways to
help the earth. The pronunciation
section of this unit focuses on stress
and how it changes meaning.
Ideally students should use English
to talk /discuss but if their language
level is not good enough to do so,
they should be allowed to do this in
Spanish but ask them to give you the
final answers in English.
GET READY
1. Look at the 2 images.
▪▪ Ask students to look at the 2
pictures and list as many words
as possible.
▪▪ Ask students to list only
the words related to
landscape forms, animals and
environmental problems.
▪▪ Ask students the following
questions in order to help
students describe the situations
that harm the environment in
the pictures:
-What is happening in the
picture?
-Who’s doing the destroying?
-Does this happen in your city?
-What happens when we destroy
nature? When we pollute rivers?
2. Write the words below in the
corresponding category. Use
your dictionary if necessary.
▪▪ Give students enough time to
find out the meaning of all the
words and to classify them.
Make sure they all know what
the words mean. They will use
them throughout the whole
lesson.
▪▪ To check their answers, you
can draw the same chart on
the board and ask students to
complete it. Ask the group for
feedback.
174
EP1-TG-M4.indd 174
Answers (2):
• Water: streams,
beach, rivers,
throw rubbish,
ocean, tap,
pollute, waste,
contaminate
• Forest:trees,
cut down,
deforestation
• Air:smog,
pollute, con-
taminate
• Animals:hunt,
habitat, kill
▪▪ Give students some time to read and
3. Work in pairs to discuss these
understand the title. Encourage them
questions.
to share their predictions using the
▪▪ Have students look at the picture vocabulary studied in activity 1.
and read the caption. Ask what “get
well soon” means. Check if they 5. Watch the video to confirm your
know when it is used (usually to wish predictions. Were they right?
a person who is sick to get better
▪▪ See Transcript on page 177.
soon).
▪▪ Have students discuss what the ▪▪ Link: http://www.youtube.com/
picture means. Encourage them watch?v=3zyizEz9XUs
to share their opinions on the two ▪▪ Take into account that even though
questions. Check answers as a class. this is a video, the input is reading.
Give students some time to read and
READ understand the message.
▪▪ Have students watch the video and
4. This is the title of the video you are
going to watch. What do you think it confirm their predictions. Don’t
play the whole video at once; it
will be about?
© MEN Colombia
can be overwhelming for students.
▪▪ The aim of this pre-reading exercise Stop the video after some messages
is to help students learn to make are displayed and ask questions
predictions before a listening and/or to help students with general
reading task. comprehension.
21/12/13 15:37

We’re cutting trees
Animals can feel things,
just like humans
▪▪ Ask students to confirm their
predictions.
▪▪ Students might need some help with
the following vocabulary: Speck (a
very small spot or mark); surrounded
(to be all around something or
someone); take back (to return for
exchange); tap water (water drawn
off through taps from pipes in a
house, as distinguished from distilled
water, mineral water, etc.); blame
(to say or think that something or
someone is responsible for a bad
situation); speak up (to say what
you think instead of saying nothing);
pledge (to promise seriously and
publicly to do something); crumble
(to break into very small pieces).
© MEN Colombia
Make sure you stop the video,
ask questions and reinforce the
meaning of the words by providing
explanations and examples.
EP1-TG-M4.indd 175
Module 4 > Unit 2
▪▪ Have students watch the
video and write what the
author was trying to express
Varied answers
with them.
▪▪ Check answers as a
class. Students can write
any sentence using the
vocabulary studied from
simple sentences to complex
sentences depending on
Streams and rivers are People can’t breathe because their level. Praise all the
polluted the air is polluted
sentences. Correct form and
pronunciation.
OPTIONAL ACTIVITY
If you are working without the
video, ask students to imagine
We can make a difference where the author would use the
pictures and why. Ask them to
write what the caption of the
image would be.
7. Read the interview a child
has with an adult (...).
▪▪ Tell students to read the
conversation individually.
▪▪ Ask two students to play
the role of these two
people.
▪▪ Say the following
statements to check
understanding and ask
students to say True or
False according to the
conversation they just
read.
The conversation is
between mother and her
daughter. Mother and girl
EXTRA ACTIVITY are talking about pollution.
The mother is really
If you do not have the resources to play
the video, do the activity as a reading. worried about the planet.
Use copies of the script and have The girl is complaining
students work on the same exercises of about the impact people
predicting and confirming predictions. have on the planet.
You can ask them to read individually ▪▪ Ask students to identify the
or to follow the reading while you read main problems described in
the script aloud. Make sure you stop and the interview.
explain as suggested above. ▪▪ Ask students to read each
of the problems described
6. Look at some images from the video. in the conversation and say
Write some words describing what if they agree or disagree
the video says about each topic. with the opinions given
by the mother and the
▪▪ Before students watch the video daughter.
again, ask them what they can ▪▪ Ask students to give
relate the pictures to. (Possible examples to support their
answers: topics in the video/reading: ideas.
deforestation, pollution, animal ▪▪ Focus on the Useful
abuse, and alternatives). Language box to help
them to agree or disagree.
Practise pronunciation.
175
21/12/13 15:37
 Module 4 > Unit 2

FOCUS ON LANGUAGE
9-10. Complete and match.
▪▪ Remember the coursebook
has been designed to help
students discover grammar An action that has
a longer duration.
(Noticing Approach) Ing
without an explicit
grammar explanation.
Allow them to work on
their own, compare ideas
with a partner and finally
check as a whole class.
▪▪ Ask students to think
about the general message
of the video. Tell them
to complete sentences are polluting
about the message of the
are killing
video and then, give their are throwing
opinions about the best are wasting
thing to do (advice) about are forcing
some situations in the are being
video. Encourage students are using
to refer to the vocabulary
section of the lesson if they
need to.
b
8. Read the sentences in e
the previous exercise and d
a
answer the questions.
f
c
Have students read the
examples and answer the
questions. Do not give a
lecture on grammar rules.
Help them notice the main a. Giving advice
b. Imperative
structure of the sentences
without giving grammar
explanations. Focus on the use
and function of the sentence
rather than on the form. ▪▪ Have students share their examples ▪▪ Tell students to close their books. Say
WRITE with a partner. the sentences given in the exercise
▪▪ To review as a class, have several and ask them to identify the stressed
12. Look at the pictures and students share an example with the word in each of the statements.
write what they would tell us class. ▪▪ Write on the board the statements,
if they could speak. highlighting the stressed word in each
IMPROVE YOUR ENGLISH PRONUNCIATION
▪▪ Have students practise using one. You can either write the word
the language they have ▪▪ Be sure students listen once before in capital letters, circle the word or
discovered. they listen and repeat the sentences. underline it.
▪▪ Model the first example ▪▪ Focus and help them notice the ▪▪ Ask students to listen and repeat.
for them. Ask them to give differences in meaning depending on Tell them to open their books and
you more options. (Possible the word they stress. compare with the statements and
answers: You’re killing ▪▪ Have them practise with a partner choices written on the board.
me. Don’t pollute; You’re and come out with a different ▪▪ Ask students to get in pairs in order to
contaminating my water. sentence where the meaning changes practise stress. Tell them to say the
Don’t throw paper on the depending on the stress. statements from exercise 10, varying
ground…) ▪▪ Check the different examples as a the stress.
▪▪ Encourage students to work class. ▪▪ Ask for some volunteers to read the
© MEN Colombia

individually and to produce statements aloud.

13. Listen to the different stress of the
their own sentences using same sentence. Then, listen and
the vocabulary studied in the repeat.
lesson.

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LET’S WORK TOGETHER
▪▪ In this section students will produce
their own language based on the topic,
vocabulary and language learnt in the
lesson.
▪▪ Guide your students through this
process step by step to provide the
right scaffolding for the activity.
▪▪ Help them to express their ideas in
simple but accurate language.
▪▪ Work on the language given in the
boxes if they need additional help with
vocabulary or language.
▪▪ Monitor while students are talking
to encourage the use of English and
to correct and / or help them when
necessary.
▪▪
© MEN Colombia
Give students a copy of the rubric
chart on page __ for them to complete
during each presentation.
EP1-TG-M4.indd 177
Transcript
We are a speck in this universe
On one little planet, we call earth.
That we’ve managed to corrupt.
At one time, everywhere was surrounded with
beauty.
Let’s take a look at what we’ve done;
What we can’t take back.
Beautiful forests such as this one
Become this, for our own selfish purposes.
Streams and rivers
We pollute with our litter.
Yes, at one time this was all trees.
This is a beach in Haiti.
THERE IS NO TAKING THIS BACK.
70% of our Earth is the Ocean.
And this is what we’ve done to it (2).
What about our air supply?
That can’t last forever either.
Sure can’t. Welcome to Smog Days. ( 3)
Module 4 > Unit 2
Can you even imagine?
Many people around the world
don’t even get to drink clean water,
and in most cases die from it.
And us Americans complain
about tap water?
BE THANKFUL FOR WHAT YOU HAVE
TODAY,
Because you don’t know
what will come tomorrow.
Humans aren’t the only species on
this planet,
What about the animals?
Animals can feel things, just like
humans can.
Is that not obvious?
We could so easily have a balanced
life
of animals, humans, and nature.
why must we kill, not care, destroy,
and be nothing but disastrous to this
world?
Can we blame mother earth for being
mad?
It’s very important though, that you
speak up.
Stand up for what you believe in.
And do whatever you can to make a
difference.
WE MUST ALL COME TOGETHER,
because together we CAN make a
difference. (5)
OPEN YOUR EYES PEOPLE. WAKE UP!
Pledge to this Earth, that we are so
lucky to live on,
To start caring about it, and
everything on it.
before it’s too late.
We don’t have forever, you know.
You can sit around and watch this
world
Crumble to pieces, or you can say
You’re going to do something to help,
But then never do,
OR, you can get active and find
ways to benefit you, your life,
And this world.
Start questioning things. Go outside.
Remember what it feels like to be
alive.
Transcripted from: http://www.
youtube.com/watch?v=3zyizEz9XUs
177
21/12/13 15:37
 Module 4 > Unit 2

Lesson 6:
A View from the Future

LESSON OVERVIEW
This lesson is based on a
post written on a Lookbook
(Facebook) wall by a humanoid
from the future. Students will
read and listen about the possible
consequences our world will face
if we do not take some action
now. Students will review and
practise the pronunciation of
contractions with will, and they
will use the language learnt to 3

write some things they are willing

to do in order to save the planet
2

GET READY

1. Look at the words. 4

▪▪ Ask students to identify the

words in the Tagxedo.
▪▪ Tell them to identify positive 1

and negative words.

▪▪ Ask students to select
individually 5 words that can
describe our planet in the
future.
▪▪ Practise pronunciation and
meaning of the words.
2. Share your ideas with the
class.
▪▪ Ask students to share their
thoughts about the future of
our planet.
▪▪ Write the main ideas given
by students on the board and
ask the whole class for their
opinions about them.
READ
▪▪ Use the picture here to elicit
information from students
about the reading
3. Lily X5 is a humanoid. The message is
not in the right order. (...)
▪▪ Ask students to read the heading here
and ask questions to verify they have
understood it.
▪▪ Sample questions: What kind of
person is Lily?
When was she born? What is her
message about?
▪▪ Then, ask students to read and
organise the text.
4. Listen to LilyX5 reading her message.
Have students listen to the message
and check their answers. Stop the
audio after each paragraph and ask
comprehension questions to ensure a
NOTE
Trash = rubbish = basura
US UK
5. Read Lily’s message again and answer
the questions.
▪▪ Ask students to work in groups, read
the message again, and answer the
questions. Check answers with the
whole group asking them to support
their answers with details from the
text.
▪▪ Ask students to work on the Useful
Vocabulary box individually without
using dictionaries. Have students
compare in pairs and finally check
vocabulary with the whole class.
Work on pronunciation of these
© MEN Colombia

general understanding of the text.

▪▪ Ask students: What does the words.
girl look like? Where do you Answers: ▪▪ Ask students to give you simple
think she lives? The paragraphs are in this order: 3, examples using the words. Help
2, 4, 1 students to communicate their ideas
appropriately.

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 Module 4 > Unit 2

Paragraphs 3 - 2 - 4 - 1
▪▪ Ask students to read
the report written by
Fernando and tell them
to see if Fernando agrees
with their ideas (the ones
breathe you wrote on the board).
pollution
ugly
▪▪ Ask a volunteer to read
highway
the report aloud and tell
wear a mask him to stop after reading
dirty each sentence of the
report. Ask the other
students to say if the
statement read is also
mentioned on the board.
▪▪ Ask students to identify
5 language mistakes in
the following report from
a ninth grade student.
Monitor while they are
working.
▪▪ Check their answers
and write the correct
statements on the board.
▪▪ Ask these questions to
them: Which type of
statements are they?
(predictions) / Do we use
predictions to talk about
past experiences, routines
Answers (9): or possible situations in
a. We’ll the future? (possible
b. won’t situations in the future)
c. you’ll
d. will not
9. Listen to the sentences.
Circle the words you hear.
▪▪ Ask students to brainstorm
FOCUS ON LANGUAGE Answers
some things that will
a. Water, fresh air, flower, trees, birds
happen to Earth if we
7. Read the last section in Lily’s message flying, Earth, sky
don’t take care of it.
on her Lookbook wall. b. Drink, breathe, have, see, will be.
Write those ideas on the
c. Will , won’t
▪▪ Remember the textbook has been d. Won’t
board.
designed to help students discover ▪▪ Highlight the word “will”
e. Future
grammar (Noticing Approach) and tell students to pay
without an explicit grammar attention to the two
8. Think about the future of our planet. ways of pronouncing it
explanation from the teacher. Ask
Identify 5 language mistakes in the
students to work on this section (contracted and long
following report from a ninth grade
individually, then compare ideas form).
student.
with a partner and finally check as ▪▪ Practise with more
a whole class. ▪▪ Ask students to think about the sentences without writing
▪▪ When analysing the sentences future of our planet. them on the board.
together, revise the meaning of ▪▪ Elicit from them predictions about ▪▪ Tell students to listen
this metalanguage: nouns, verbs the Earth. to the sentences and
and auxiliaries. ▪▪ Write their ideas on the board, circle the words they
▪▪
© MEN Colombia

Remind students they have already highlighting the word “WILL” to hear. Ask them to
studied WILL in Module 3. help them notice the uses of this notice the difference in
word. pronunciation when the
word “will” is contracted.

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 Module 4 > Unit 2

SPEAK
10. Work in groups. What will
life be like in 25 years’
time?
▪▪ In this exercise, students
will produce their own
language based on the
topic, vocabulary and
language learnt so far in the
lesson.
▪▪ Brainstorm ideas with the
class about the different
topics here. Example:
- Transportation: cars,
spaceships, trains, etc.
- Food: genetically modified
food, fruit with added
vitamins, etc.
- Clothing: intelligent
clothes, mimetic materials,
etc.
▪▪ Ask students to use the
language (will/ won’t) and
vocabulary from the lesson.
▪▪ Monitor while students are
talking to encourage the
use of English.
WRITE
11. Write a comment in
response to Lily’s message
on her wall. Write about
things you will do to
improve the environment.
▪▪ Students will write using
the language previously
learnt. Brainstorm ideas as
a whole class.
▪▪ Provide students with any ▪▪ Start brainstorming ideas with the whole Finally, students will find out if they
other vocabulary required. class. are eco-friends or not and make a TV
▪▪ Monitor their writing, ▪▪ Ask students to go back and revise both advertisement to promote the use of
offering help and Language and Vocabulary boxes in this environmentally friendly products.
correcting mistakes when lesson. Check language forms (will/
GET READY
necessary. won’t) to reinforce their use.
▪▪ Ask students to check ▪▪ Refer students to Module 3 for the steps 1. Match the products with the
their work in groups, to work on a poster (Unit 1 Lesson 1) pictures.
paying special attention to ▪▪ This activity aims to activate prior
▪▪ Monitor them throughout.
the pronunciation of the knowledge from students about
contractions of WILL. the names of products. Encourage
▪▪ Ask some students to Lesson 7:
students to use their dictionaries to
read their sentences Looking for Alternatives look for the word.
aloud and check meaning
and pronunciation of LESSON OVERVIEW ▪▪ Ask students to look at the words in
the box. Practise pronunciation of the
contractions. This lesson provides students with new
words.
ideas about helping the planet. Students
LET’S WORK TOGETHER will listen to a radio talk show about ▪▪ Tell students to match the name
© MEN Colombia

environmentally and non-environmentally of these products with the correct

▪▪ Have students working with picture.
different classmates this time friendly products and they will compare
to reinforce social interaction some of those products.
skills.

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 Module 4 > Unit 2

d e a c b
Tapescript 48
Reporter: This is Teens Talk and
today, our Street Talk segment is on
How environmentally-friendly are
plastic cup you as a consumer. What products
do teens buy or use and why? Let’s
hear what they had to say:

Teen 1: Me, environmentally-

friendly? Let’s see, well, what do I
buy, mmm.. what I do buy now are
eco-bulbs. I know my parents still
buy conventional bulbs because
they’re cheaper but they’re worse
for the environment. Ecobulbs,
on the other hand, may be more
expensive but they last longer than
6 conventional bulbs so I end up
1 saving and helping the planet.
3

Teen 2: I think I’m environmentally-

friendly… well… sometimes. I
2 hate plastic! I try to avoid buying
5 anything plastic, especially plastic
cups. They are everywhere because
4
they’re cheap and disposable- so
no washing is needed. But I prefer
recycled paper cups any day- they
are actually more expensive but
x they’re biodegradable, -which
x
x x x means they need less time to
x x x decompose and are less harmful for
the environment.

Teen 3: Well, I’m not really

LISTEN
SUGGESTED ACTIVITY: Draw two
columns on the board with the
1-4. Environmentally and non-
headings: environmentally and non-
environmentally friendly products. Bring
two sets of cards to class.
The first set should have the words written
on the cards, and the second exercise with
the corresponding pictures of the words.
Give each student a card and ask them to
move around the classroom looking for their
match. Once they find it, they paste word
and picture in one of the two columns.
Depending on the number of students, you
can have more sets of cards and do the
activity as a competition in groups.
Some common environmental products are
products created to reduce the impact on
© MEN Colombia
environmentally friendly products.
▪▪ Elicit and introduce the vocabulary
from excercise 3; they will need to
use it for the entire lesson.
▪▪ Environmentally friendly products:
eco cleaners, paper bags, shopping
bags, recyclable products, etc.
▪▪ Non-environmentally friendly
products: detergents, plastic
products, sprays, conventional
bulbs, etc.
▪▪ Elicit from students what vox pops
are. (This is when a reporters ask
different people on the street the
same questions to get an idea of
environmentally-friendly. I don’t
think too much about what I buy
and how it affects the environment.
It’s terrible, I know but my mum is
really conscious when she shops.
She checks products to see if , you
know, if they’re toxic or natural
or if the packaging is paper or
plastic. Like some detergents- she
hates the more concentrated ones,
which may be more effective but
they are normally more toxic and
hazardous as well. She usually buys
eco-cleaners because they are less
toxic and healthier and better for
the environment.
▪▪ Stop it after some

the environment and to pollute less while public opinion on a particular topic).
non-environmentally friendly products are ▪▪ Don’t play the whole recording at interactions and ask
those that cause more pollution and more once because it can be overwhelming questions to help students
damage to the environment. for students. with general comprehension.

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 Module 4 > Unit 2

48

Answers (6):
a. Conventional bulbs
b. Recycled paper cups
FOCUS ON LANGUAGE
c. Eco-cleaners
Remember the textbook has been
designed to help students discover
grammar (Noticing Approach).
Allow students to work on their
own, compare ideas with a partner Answers (7):
and finally check as a whole a. Cheaper, more
expensive, healthier,
class. Guide students to notice kinder
or find out how language works. b. Making comparisons.
Explanations should only be used
when necessary to clarify and Than.
to make sure all students have
understood. Give students extra
exercises if needed.

7. Work in pairs. Read the

sentences in exercise 5
above and answer the
questions.
▪▪ Ask / remind students what
an adjective is before they
start this section. worse
- Adjective: a word better
that modifies a noun or
a pronoun by describing,
identifying, or quantifying
words. An adjective usually
precedes the noun or the
pronoun which it modifies.
For example:
-Big animals
-I live in a calm
neighbourhood.
8-10. Comparatives. SPEAK
-Colombia is a beautiful
country. Draw students’ attention to these 13. Here is the survey that Gregory White
adjectives and their irregular forms. Ask -president of the Friends of the Earth
-I use ecological bulbs at
them to give you some examples using Club-recommended on his website.
home.
them. ▪▪ In this section, students will
-Adjectives here are: big,
calm, beautiful, ecological. produce their own language based
12. Look at the bar chart about the on the topic, vocabulary and
-Ask students to work on products my neighbours use. language learnt in the lesson.
the questions individually, Complete the statements with the
compare with a partner correct words. ▪▪ Do a guessing game (E.g.
and finally check with the Pictionary) to recycle the
whole class. ▪▪ Describe your neighbours to vocabulary studied in the lesson.
your students. For this activity ▪▪ Model the activity by drawing the
-Don’t explain
to be successful, it is important survey on the board. Do the survey
comparative forms.
to mention that you have 10 with a student and write the
Use the questions
neighbours. information on the table.
here to guide students
▪▪ Ask students to look at the chart
to understand how
about the products your neighbours ▪▪ Monitor while students are
© MEN Colombia

comparatives are formed. working on the activity. Note down

use.
For more information, see ▪▪ Tell them to complete the mistakes.
chart on next page. statements with the correct words.

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▪▪ Correct them during the feedback at
the end of the activity.
▪▪ Check the pie chart with students and
elicit the meaning of the expressions.
Remind them if necessary they used
these expressions in module 3.
▪▪ Remind students to use the pie chart
(most, some, none) and information in
the table to complete their reports.
▪▪ Give students a copy of the rubric
chart on page 52 for them to complete
during each presentation
LET’S WORK TOGETHER
Arrange groups so that everybody has a role
and participates in the groups. Encourage
language use and remind students of the
© MEN Colombia
comparative forms if they have forgotten
them. Monitor them throughout to make
sure they are doing the activities suggested
for the section.
EP1-TG-M4.indd 183
Module 4 > Unit 2
The information here will be useful when checking students have understood
how to use comparative forms.
1. One syllable adjectives form the comparative by adding –er.
E.g. Cheap- Cheaper
2. Two-syllable adjectives that end in –y by adding -er.
E.g. healthy – healthier
3. Adjectives that end in –e form the comparative by adding -r.
E.g. Nice- nicer
4. Adjectives with more than two syllables form the comparative with
more.
E.g. Expensive- more expensive.
▪▪ Irregular adjectives.
Good - better bad - worse
▪▪ Remember to use the word than when comparing two things:
E.g. Eco bulbs are cooler than conventional bulbs.
▪▪ Less is used to express little or not very significant difference.
E.g. As they decompose in shorter time, paper cups are less harmful.
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21/12/13 15:38
 Module 4 > Unit 2
Lesson 8:
Not Too Little to Help
LESSON OVERVIEW
This lesson aims to make students
realise everybody can help
to protect the earth. Starting
with the fable titled “Not Too
Little to Help”, students will
reflect on their roles to help the
environment. They will listen
to Lily X5 again. This time she
is giving some advice to help us
take care of our planet. Taking
into account her pieces of advice,
students will come up with
promises to help the environment.
GET READY
1. Read the title of the lesson
again. Think about what it
means. Draw a picture in
your notebook to represent
it. Share your drawing with
a partner.
The title of this unit invites
students to think of the many
ways they, as teenagers, can
help the Earth. They can
guess from this activity that
they are going to explore
ways in which they can get
involved in the protection of
our environment.
READ
2. Read this short fable titled
“Not Too Little to Help”
written by Aesop. Try to
connect this fable to the
issue of taking care of the
3. Work with a partner to answer
Earth.
▪▪ Fables are very useful because
they use fun, entertaining
stories to teach a lesson that
can be applied to our daily
4. Think of ways to save the earth.
lives. This one can be taken
as an allegory where the lion
is the Earth and the little
mouse represents each child
who, although small, can
be extremely helpful when
needed.
184
EP1-TG-M4.indd 184
Answers will vary. Students can draw
whatever they want related to the ways
they can help to save the planet.
3 a.That no
matter how old
we are, there is
still something
that we can do
to help others.
Students can be The Earth
young, but there
Children,
teenagers
are many ways in
which they can
help others that
they might see mIs
as bigger, more
experienced or
more important
than them.
▪▪ Read it aloud to your students, being ▪▪ Get students use expressions from the
careful to change your intonation to Language Box in order to share their
describe how powerful the lion felt, ideas from exercise “a”.
how helpless he thought that the little
IMPROVE YOUR ENGLISH PRONUNCIATION
mouse was at the beginning, and how
the traits of both characters changed Ask students if they can think of more
at the end of the narrative. words with a silent e ( extreme, note,
code, shoe, calculate, reserve…).
these questions. LISTEN
Allow discussion in Spanish, but make 5. Listen to Lily X5 giving some advice
sure they write their answers in to help save the planet. Tick the
English. Check answers as a class. advice you hear.
▪▪ See next page for Tapescript
▪▪ Tell students to match the pictures ▪▪ Ask students to read the ten pieces
of advice that Lily X gives in her
with actions to help Earth.
speech before listening to the text.
▪▪ When you check the answers, use
© MEN Colombia
That will give them clues to listen
some expressions from the “Useful for specific information and prepare
Language Box” to highlight some
them for the vocabulary that will
ways to make suggestions. Ask appear during the listening activity.
students to notice the expressions
you mention.
21/12/13 15:38

X
X difference. If you don’t do anything
X
X
X
6. Match the pictures with the
predictions. There are 2 extra
predictions which do not match any
of the situations.
▪▪ Ask students to look at the
pictures and describe what is
happening. Elicit vocabulary used
in the previous lesson. Focus
on the words: water, garbage,
trees. Tell them to talk about any
of the situations which is also
similar to their contexts (cities,
neighbourhood, school, etc.).
▪▪ Tell them to read the predictions
and match them with the correct
situation. There are extra
predictions which do not match any
© MEN Colombia
of the situations.
EP1-TG-M4.indd 185
FOCUS ON LANGUAGE
7. Talk to a partner and answer these
questions.
The use of “will” is not new for
students. Here they use it to express
conditional (If I recycle, I will reduce
the trash I produce) and to make
promises ( I will recycle cans and
plastic bottles).
Answers
a. It refers mainly to consequences
that will be evident in the future
if we don’t do anything now. The
use of “if” suggest that there is still
something to do to avoid a terrible
future(will).
b. The second question asks me to
make a promise to change the future
of our planet.
Module 4 > Unit 2
Tapescript 50
Dear friends,
I am glad you decided to start
acting. I know you think there is
nothing you can do to help, but
that’s not true. You can still make a
now, the Earth will die. There is still
time. Do not think you are too little
to help. Actually, there are some
simple things you can do now that
will have a big impact on our Earth’s
future. Here is some advice for you.
Save energy by switching off the
lights and fans when you are not
using them.
Separate bottles and cans from the
rest of the trash. Recycle cans and
plastic bottles at home. You can
exchange these materials for money
at a recycle center in your city.
Use water efficiently. Take short
showers and turn off the tap while
you are brushing your teeth or
washing the dishes.
Finally, try to keep your community
clean. You can carry your rubbish
home instead of littering. Set an
example for others to follow.
Will you follow my advice? Will you
listen to the pleas of a dying Earth?
Will you please do something now?
The Earth will be thankful.
LET’S WORK TOGETHER
Give students the opportunity
to select the kind of activity
they feel more comfortable
with. If they are kinaesthetic or
visual, they will enjoy cutting
and pasting paper to make an
attractive display. If they are
verbal-linguistic, they will enjoy
putting dialogues and messages
together to convince others to
save the planet.
Monitor them Environmental
Fair to make sure they are doing
the activities suggested for the
section and support them when
help is needed.
NOTE
Trash = rubbish = basura
US UK
185
21/12/13 15:38
 Module 4 > Unit 2
LET’S WORK TOGETHER
THINKING GREEN PROJECT
▪▪ This lesson is designed to
give you and your students
some time to organise and
make group decisions for the
Environmental Fair.
▪▪ Remember this project
is aimed at developing
different team working skills;
so, try to take advantage of
all the activities to promote
participation, discussion,
decision making, roles and
tasks assignments, etc.
▪▪ Start asking some questions
about the activity: What are
we preparing? (an NGOs),
▪▪ Promote discussion and decision
what is the purpose of the
186
EP1-TG-M4.indd 186
fair? (To make the school community
aware of some environmental issues
and to invite them to become green),
how are we going to do this? (By
showing them our products and
reflections about environmental
issues), what decisions did we make
last time we worked on our project?
(Have students write their answers in
the table)
▪▪ Arrange groups so that everybody has
a role and participates in the groups.
Encourage them to choose a topic
they feel good about, even if you
have not studied it (you will study
Environmental up and organizations
in Unit 3) ideally, each group should
have a different topic to make the
fair more interesting.
making among the class. Have students
look at the pictures to get some ideas,
However, value and accept any ideas
the group comes up with, remember
the project should be based on their
decisions.
LOOK BACK
The aim of this activity is to give students
the chance to review and reflect on what
they have learnt in this unit.
▪▪ Ask students to take some time to
complete the chart and then, share the
information with a classmate.
▪▪ Ask some students randomly. Take
advantage of this moment to help
students to recognize their favourite
learning style and to think about
© MEN Colombia
learning strategies that can be helpful
to learn English.
21/12/13 15:38
 Module 4 > Unit 3

UNIT 3
ENVIRONMENTHAL
CAMPAIGNS AND SCHOOL
PROJECTS

UNIT THEME
In this unit students will learn
about organizations that develop
projects to solve environmental
problems, and to raise awareness
about the need to protect the
place where we live. Students
will read and analyse texts about
NGOs in Colombia and PRAES
(Proyectos Ambientales Escolares)
that are being held at different
schools in our country. Students
will also have the chance to
work on practical activities to
review all the language they
have learned during the entire
module. Furthermore, they will
get together to finalise details
for the presentation of their
projects.

MODULE 4 - UNIT 3: OVERVIEW

Lesson Topic Time Language Focus Output

Letter inviting local
Environmental Verb +ing forms after
NGOs to visit schools and
9 NGOs and City 2 hours prepositions & gerunds
asking about teenagers’
Projects. Present perfect to report news
involvement
Either a research and
report about school PRAES
Environmental
10 2 hours Present simple passive voice that already exist, or the
School Projects
development of a proposal
for a school PRAE
Recycling of previous language
11 Review 1 hour
items
Recycling of previous language
© MEN Colombia

12 Project 6 hours Environnmental Fair

items
Project individual and
Frequency adverbs and quality group assessment
Self-Assessment 1 hour
descriptors Language and study skills
assessment

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 Module 4 > Unit 3
Lesson 9:
Environmental NGOs and
City Projects
LESSON OVERVIEW
In this lesson students will read
about NGOs in Colombia. They
will identify the main goals they
have and the projects they are
currently working on or have
worked on that have been very
important for a community. They
will also learn about an NGO in
England and will compare some
information about both countries,
Colombia and the UK.
GET READY
1. Look at the pictures. (...)
Read this additional
information in advance in
order to be able to explain
to students what an NGO
is and what it does. This
information does not appear
in the textbook.
A non-governmental agency (NGO)
is an organization that operates
without funding from the state.
Environmental NGOs are dedicated
to preserving land, cleaning up
environmental hazards (dangers),
or education. In many cases,
the environmental NGO is a non-profit
organization, which operates solely on
donations from the public or simply
a group of volunteers. They often
perform such tasks as planting trees
to preserve forests or constructing
wildlife habitats to protect
endangered species. They might also
set aside time to pick up trash from
roadways, clean up debris from lakes
or streams, or educate other groups
on the importance of these actions.
An environmental NGO may be a
charitable organization, where funding
may come from private donations or
fundraising campaigns. Leaders of
the independent organization might
solicit donations in person or via the
Internet. They might also conduct
telethons or other special events to
do this.
188
EP1-TG-M4.indd 188
Green Hope
G: To stop deforestation
P: Protection of the
Amazonian forest
Natura
G: To contribute to the
conservation of biological
diversity in Colombia and
to search for sustainable P: Restoration and conservation
alternatives to the use of of the Jaboque wetland as a
natural resources protected green area in our
country.
Pro Aves
G: To study birds and conserve
their habitats
P: Artificial nests
READ Students can read in pairs so that
they can help each other understand
2. Read a brief description of these the text.
environmental NGOs and fill in the
chart. LISTEN
Explain that good readers set a 3. Charlotte works at “The Green House
purpose for reading, based on what Trust”, an environmental NGO. (...).
they know about the genre, what
they learned about the text from
▪▪ This is a predicting activity that
will help students approach the
the GET READY section, and what
listening task. Have students read the
they expect to find out. Students
instructions and ask some of them to
have already looked at the logos of
explain what they are going to do.
each NGO and have brainstormed
possible goals each one has. Have
▪▪ Clarify that not all the sentences are
mentioned in the listening. They need
students set a purpose to read this.
to try to guess which ones are going to
Encourage them to take a look at
be mentioned.
the chart to get an idea of the kind
of information they need to look for. 4. Listen to PART 1 of Charlotte’s
© MEN Colombia
Read the information about Green presentation. Answer these questions
Hope and fill in the first line as an
example for students to continue
▪▪ The same way students set a clear purpose
to read a text, they should set a purpose
working.
to approach a listening activity.
21/12/13 15:38
 Module 4 > Unit 3

Tapescript 51
Hello! My name is Charlotte and I
work for a NGO called The Green
House Trust which is located here in
Norwich, England. I’m the Building
Manager so I look after the building
and after the people and the visitors
who come here. Norwich is a very
old city and lots of the buildings
were built at a time when we did not
really understand what humans were
doing in relation to the environment
and climate change in particular.
c. Because it
was built a So our building is very inefficient in
long time
ago at a time Building Manager terms of energy. We have bought and
when people It is located in Norwich, England renovated our very old building in
were not
concerned The NGO shows people how to alter their buildings to a way that meets the needs of the
about
protecting the reduce the amount of energy that they use twenty first century. People come
environment
Because we can also learn to reduce the amount of CO2 in the atmosphere and stop wasting resources. to the building and we show them
and saving
energy. how they can alter the buildings
where they live so that they can
reduce the amount of energy that
they use, and reduce their bills.
It is important to help people to
understand why we have to reduce
the amount of CO2 in the atmosphere
Bumble grow food, cook
especially in the developed world
bees, honey food, organic where we are wasting resources in an
production growing, learn unprecedented way.
Economic cost, about organic
Tapescript 52
pollinate flowers food, plant
and vegetables. flowers. One of the projects that we are working
on at the moment is related to bumble
bees because they are in decline. In
this country they have never been
particularly important because they
don’t produce honey. We only have
a small variety of bees that produce
▪▪ Ask students to look at the questions ▪▪ Graphic organisers are a very honey so all the scientific evidence is
so that they know which specific useful tool to synthesise relevant based around bees that are obviously
of use to human beings. Wild bees
information to listen for. Also, encourage information from a text and to take
whether they produce honey or not are
them to note down the key words they notes. Completing a graphic organiser
important to the pollination of flowers
hear. Explain that the audio has 2 parts. is a lifelong skill that helps students and all the vegetables that we need to
The questions in this exercise are based to develop better study habits. After live on. So by protecting bees you are
only on PART 1 of the recording. reading the tip, direct students’ not just looking after nature but also
attention to the box on the right and previewing the economic impact of
5. Listen to PART 2 of Charlotte’s ask one student to read the words suddenly having to pollinate our own
presentation. Complete the answers aloud. Learn about organic food and fruit and vegetables without the help
in the following diagram. Use the organic farming: Organic food refers of the bees which would put a huge
words in the word bank. While you to meat that comes from animals that economic cost on the environment. So
we talk to people here about what they
listen, decide where each word are given no antibiotics or growth
can do in their gardens, for example
belongs: on the project side (left) or hormones, and fruits and vegetables
planting flowers to encourage the bees.
on the teenagers side (right). that are produced without using the
most conventional pesticides and Continues on page 191
▪▪ Tell students that they will now listen fertilisers.
to PART 2 of the audio and complete ▪▪ Organic food is produced by farmers
© MEN Colombia

the diagram. Draw students’ attention who emphasise the use of renewable
to the word bank and clarify any resources and the conservation of soil
unfamiliar words. and water to enhance environmental
quality for future generations.

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 Module 4 > Unit 3
6-7. What happens with bees
and pollination in our
country? Read this short
article to find out.
Ask students to read the short
text to understand more about
pollination. Then ask them
to relate what is happening
with bees in Norwich to
what is happening with bees
in Colombia. Use the chart
presented underneath the text
for students to understand
how one situation causes
something else to happen
and how it becomes a cause
and effect chain. Have
students answer the question
about bees in England and in
Colombia.
8. Answer these questions
about yourself. Then,
interview two different
partners to complete the
table.
▪▪ The purpose of this
activity is to have students
interact with their
partners and discuss what
they have learned about
NGOs in this lesson.
▪▪ Have students work
individually to complete
the ME column. Then,
have them walk around
and find two partners
to interview in order to
complete the table.
▪▪ Option: You can arrange
the classroom in a semi-
circle with chairs facing
one another and have
students rotate and switch
partners as you clap. This
can add variety to the
activity.
LET’S WORK TOGETHER
1. Research an NGO in your
city. Answer the following
questions.
3. Choose one NGO and write a
Ask students to research
NGOs in their cities or in
Colombia and answer the
questions.
2. Talk to your partners and
share the information you
collected about the NGOs.
190
EP1-TG-M4.indd 190
Answer 7
Both countries
have done little
research on bumble
bees because they
do not produce
honey. Both
countries need to
understand how
important bees are
for pollination. It is
necessary to raise
bees so they can
pollinate our fruits
and vegetables
or we will have
to pollinate
our own fruits
and vegetables
ourselves.
Once students have answered the Another option is to make posters
questions, use an activity named “stroll, displaying their proposals for NGOs
pair, share”. Students walk around the in their areas. Before students begin,
classroom while listening to soft music. review the parts of a letter, including
When the music stops, students pair up date, salutation, body, closing,
and the information they have share signature. Ask students to follow the
with a partner. model provided in their books.
If they researched the same NGO, they
Lesson 10:
just make comments on it and compare
the information they have. Repeat the Environmental School Projects
procedure about four to five times to
allow students to interact with different
LESSON OVERVIEW
classmates.
In this unit students will read and hear
about PRAES (Environmental School
letter telling them how much you Projects) held at different schools in
appreciate what they are doing for Colombia.
the environment. Throughout the lesson, they will use
© MEN Colombia
graphic organisers to summarise the
Ask students to work in small groups
information provided in the texts and
of three, maximum four, to write a
will become more aware of activities
letter addressed to one of the NGOs
that schools are carrying out to promote
asking how to get involved.
environmental respect.
21/12/13 15:38

GET READY
1. Work in groups. Discuss these
questions.
Take advantage of this section to elicit
information from students.
Ask questions to make them conscious
of the importance of having these kinds
of campaigns in schools. Motivate them
to take an active role by sharing their
comments with the class.
READ
▪▪ Remind students that they don’t
2. Read the text. Then, answer the
questions.
▪▪ Use the pictures here to elicit
ideas from students.
▪▪ Check the vocabulary in the Useful
© MEN Colombia
Vocabulary box to prepare for the
reading.
EP1-TG-M4.indd 191
▪▪ Ask students to focus on the
questions. Ask them to read and
analyse them well before reading
the text. Revise how to set a
purpose for this task.
Example: I know this is an
informational text about PRAES,
so I am going to read it to find out
what PRAES are, why schools do
them and how we can participate
or get involved.
need to know all the to understand
a text. Make sure that they do not
use the dictionary for every word in
the text.
Answers
a. Environmental School Project
(acronym PRAES for Spanish version
(Proyectos Ambientales Escolares)
Module 4 > Unit 3
Tapescript 52
Certainly here at the Green House,
young people have come to us and not
only do they discover about growing
food but they can learn to cook food
and become a part of the process of
working in the kitchen and serving
people in the café. But in their own
lives they’ve gone off to local farms
to grow food and then of course
you get involved in understanding
what’s happening to the food and the
difference between organic food and
organic growing and those intensive
agricultural practices that are part of
the problem.
b. To include environmental
education in the curriculum
for pre-school, elementary
and high school.
c. Diagnose an environmental
problem in the community
and make a proposal
to improve the current
situation.
3. Read the text again. Think
of the Environmental
project that the school
community is running
at Presbítero Bernardo
Montoya High School in
Copacabana.
Guide students through the
completion of the diagram
by inviting them to go back
and mention the problem
described in the text. Give
them time to fill in the top
box. Ask them to list some
proposals mentioned in the
text and give them time to
fill in the box on the right. Do
the same with the Strategies
box and the Results box.
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21/12/13 15:38
 Module 4 > Unit 3

LISTEN

4-7. Eugenia is a school teacher

in Colombia. Her son Gabriel
studies in the same school that
she works at. (...)
▪▪ The listening task here has
been divided into three
sections to allow students to
focus on one set of specific
information at a time.
▪▪ Get students to work with
a partner and look up the
meaning of words they don’t X
know. The purpose of this
pre-listening activity is to
pre-teach some vocabulary X
from the listening that
X
students might find difficult. √
Have students work in pairs
X
to share their knowledge of
the vocabulary and find the
meaning of unfamiliar words.
▪▪ If you feel that students
might need extra help with
other words, pre-teach that
vocabulary as well. For
example: reforest, reuse,
look after. Explain that the
prefix re means again, so
reforest refers to plant trees
again and reuse refers to
using items again.
▪▪ Give students more examples
for them to explain their
meaning. You might include
words like: reread, redo,
reorganise, etc.
▪▪ Play the recording more than
once, if needed, or divide with them to check pronunciation. ▪▪ Allow them to go around the school
the listening into sections. Clarify any unfamiliar words. Then, asking people questions.
▪▪ Tell students that reading the have students work in groups. ▪▪ Promote team work (E.g.: A student
questions and predicting the Monitor while students are talking asks in English while another translates
answers before a listening to encourage the use of English. into Spanish, and another one makes
activity is an effective Don’t interrupt them while they are notes).
strategy that will help them speaking.
▪▪ Note down common mistakes and lead
▪▪ Remember to monitor students while
prepare for the task. doing the activity and provide any
a feedback session at the end of the
SPEAK support needed.
lesson.
▪▪ Use the rubric chart proposed at
8. Discuss these questions in the end of the book to record your
groups. observations. Lesson 11:
▪▪ Encourage students’ Language Revision
LET’S WORK TOGETHER
reflection in this section.
Give students time to read ▪▪ Check the activities as a whole class LESSON OVERVIEW
the questions and brainstorm and make sure they understand the
These exercises review essential content
ideas individually. Focus steps to follow.
© MEN Colombia

and skills in the unit and provide further

their attention on the Useful ▪▪ Then, organise the groups, taking practice. They evaluate students’ readiness
Language box. Go over into account students’ interests in for assessment and enable them to confirm
the language in the box environmental issues. their achievement of the unit’s goals.

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GENERAL RECOMMENDATIONS
▪▪ Have students work individually
to complete the exercises, or, to
save time, you may ask students to
complete the exercises as homework
and go through the answers quickly
next class.
▪▪ Move around the room to offer help
as needed. Go through the correct
answers as a class.
▪▪ Note any areas of difficulty and provide
additional instruction and practise as
necessary.
GET READY
1. Discuss these questions with your
partner.
© MEN Colombia
Use these questions to promote
critical thinking. Ask follow up
questions depending on students’
EP1-TG-M4.indd 193
answers (e.g. Is recycling enough
to make our planet green? How can
a single person protect animals in
danger of extinction? etc.). Encourage
students to give complete answers
using the vocabulary studied in the
unit. Provide help when needed.
2. Read “the Three Rs of Trash” and
answer the questions.
Remind students that it is not
necessary to understand every word
in the reading to understand it.
Have students look at the pictures
and tell you what they mean
and what they remember about
recycling. Encourage them to use
the vocabulary related to recycling.
Have students scan the text for the
specific information asked in the
questions. Go through answers as a
class.
Module 4 > Unit 3
Tapescript 53
Environmental School project
Eugenia: The project at school has
been divided mainly in two different
projects. One of them is reforesting
the stream. We’ve been planting trees
on the side…oh on each side of the
stream. For this, ah, kids had to work
first preparing the seeds and having
the little plants in a greenhouse.
Afterwards, they had the opportunity
to plant each tree and look after it.
Students in this project were very
enthusiastic because they had the
opportunity to see their tree grow.
The other part of the project was
recycling. For this recycling we had
a contest and each class had, ah,
each classroom had three different
rubbish bins. One of them was green,
the other one, mmm blue for plastic
and we had a grey one for paper. Eh,
kids were happy to participate in this
contest because they were supposed
to win, ah, I don´t remember, ah it
was probably some cinema tickets, or
something like that for all the class.
What they did was that if they
recycled, if they placed the rubbish in
the appropriate bin, then, they would
win. Ah, transition kids used to go to
check if the recycling they were doing
was appropriate, and if they were
separating things in the right way.
The other part is that this year, ah,
kinder students, the ones who were
participating in the recycling process
last year, continue working in this
campaign and now they are using the 3
Rs, so we will have one of the students
telling us what these three Rs are about.
Gabriel: Reuse, reduce and recycle
and with plastic we made a pencil
case, a flower and instruments in the
music, music class, so we want that
you do it and probably you can do it, if
you want, with bottles.
Eugenia: Thank you very much!
Gabriel: Thank you very much!
Eugenia: Ok, the nice thing about this
project is that kids have been engaged
with every single thing we’ve done
at school and these little children
are also asking people to reduce,
reuse and recycle at home. They’ve
been doing the campaigns with their
parents, ah, with their classmates at
school because normally the little ones
are the ones who are more interested
in looking after the planet. Thank you
very much!
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 Module 4 > Unit 3

3. Read and answer the

questions.
Remind students that it is
not necessary to understand
every word in the reading
to understand it. Encourage
them to read without looking
up every unknown word in a
dictionary.
Ask them to skim the text
(read it fast to get the
general ideas).
▪▪ Ask students to write the
main ideas. Check as a
class.
▪▪ Read the questions with
students and make sure
they understand all of
them.
▪▪ Have students read the
text again and answer the
questions. Tell them to
underline ideas from the
text that can help them to
answer the questions.
▪▪ Have students check their
answers with a partner light soon put
▪▪ Check answers as a class. law bed no near
Encourage students to see boy cat about
support their answers with air not hit last
information from the text. run day tour now
4. Look back at the text on
page 193.
▪▪ This exercise requires
students to revisit 5. Talk to your partners about the ▪▪ Begin by drawing some symbols on
the text on page 193 information in the reading. Use these the board. Have students think of
and encourages the questions and answers to help you. example words for each symbol.
comprehension of main Vary the interaction pattern for this ▪▪ Make copies of IPA symbol cards and
ideas. activity by asking students to find words.
▪▪ Tell students to pair up, another partner to work with. Tell Give 1 card to each student. Ask
read the three sections students to ask and answer questions students to walk around the room
in the text and come up about what they found interesting, trying to match words and symbols.
with sub-headings for boring, applicable, etc. in the text. ▪▪ Ask students to show the pairs and
each of them. Encourage them to come up with practise pronunciation with the
▪▪ Then, tell them to make more questions to ask their partners. group.
notes of key words in each
▪▪ After students have reviewed the
of the sections. (Words 6. Each word in the box has a different sounds, pair them and ask them to
that contain very important vowel sound. Match the words in
information about the work on the exercise in the textbook.
the box with a vowel sound in the
topic). This will help them chart below. ▪▪ Check answers as a class.
summarise each section
▪▪ The objective of this activity is
© MEN Colombia

easily. Ask students to use

some of those words or to review all the sounds studied
their synonyms to write throughout all the modules.
their summary sentences.

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OPTIONAL ACTIVITY: A LOTTO
PRONUNCIATION GAME
▪▪ Divide the students in your class into
groups of four.
▪▪ Copy one set of WORD CARDS and one
set of LOTTO BOARDS for each group.
▪▪ Make copies of the pictorial rules sheet
and give one to each group.
▪▪ Give out a set of lotto boards and a set
of word cards to each group.
▪▪ They should take a board each and
place the word cards face down in the
middle.
▪▪ The objective of the game is for
students to cover all the symbols on
their lotto boards with matching word
© MEN Colombia
cards.
▪▪ The first player takes a word card,
pronounces the word and shows it to
the group.
EP1-TG-M4.indd 195
▪▪ The player with the matching symbol
on his/her board should ask for the
card and cover the symbol with the
word card.
▪▪ Then it is the next player’s turn to take ▪▪ Check the products they will
and pronounce a word card.
▪▪ The player who covers all his symbols
first is the winner.
▪▪ Monitor the activity to check and
help students with mispronunciation
mistakes.
▪▪ When a student claims to be the
winner, ask him/her to pronounce the
words again.
▪▪ Look at the answer boards for correct
answers.
Module 4 > Unit 3
LET’S WORK TOGETHER
THINKING GREEN PROJECT
▪▪ Students will finalise details
about the fair and present
it to the rest of the school.
During this lesson students will
work in small groups to select
the products they will display
and complete the setting up
of their stands. Students will
demonstrate what they have
learned in creative ways.
▪▪ Remember this project is
aimed at developing different
team working skills.
▪▪ Check each group. Encourage
them to be creative. Have
students look at the pictures
to get some ideas. However,
value and accept any ideas
the group comes up with and
remember the project should
be based on their decisions.
▪▪ Your role here is to be an
observer. Monitor students’
work throughout and give
them support when help is
needed.
display on their stand. Correct
any language mistakes their
products may have before the
fair.
▪▪ Help students rehearse what
they are going to present on
the stand. Check and correct
form and pronunciation.
Encourage students to prepare
notes on cards to help them
remember key points they
want to share about their
stands.
▪▪ Take photos or video record
the event.
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 Module 4

TIP
Remind students they need
to acquire the habit of
stopping, assessing their
work and improving it. At
the end of each module
they should be able to
mention what they learned
well and what they still
need to practise. They will
also verify if the frequency
in the use of some learning
strategies is linked to their
success in certain areas.
Explain these descriptors
in Spanish if they don’t
understand.
Throughout the module
students have practised
some learning strategies.
Tell your students that now
they are going to assess
their use of those strategies
according to frequency:
Always, Sometimes, Never.

SELF-ASSESSMENT
It is important to tell students that self-assessment is a life-long strategy that leads us
to success, in the sense that we learn from our mistakes and find ways to improve our
work. Here students will reflect on the language they learned during the module and
the how they used learning strategies taught.
This section is aimed at providing students with some reflections about their learning
process throughout the module

▪▪ Highlight the importance of being honest and realistic. Tell them this activity is
not going to be assessed, but explain its importance.
▪▪ Direct students’ attention to the second box. Explain that they are not going to
evaluate how well they do a task, but how often they practise a strategy and
how strategies have helped them succeed or not in an activity. Ask volunteers to
share their answers and give general feedback encouraging students to continue
using the strategies that work for them.
▪▪ Focus on their main needs to give them contextualized feedback and advice.
© MEN Colombia

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 Module 4

PROJECT ASSESSMENT

After the fair, take some time to reflect on and evaluate the activity. Allow students
to complete the first part individually. Remind them that the purpose of this self-
assessment is to plan to do things better next time. Encourage them to start thinking
about what they did to help the group. E.g.: “Think about your individual role in the
group and check how well you completed your assignments. Did you bring the required
products with the corresponding corrections? Did you participate actively in the
decoration and setting up of the stand? Did you practise before the fair what you had
to present? Did you speak to your audience clearly and with confidence?”
WHAT CAN I/WE DO BETTER NEXT TIME?
Ask students to brainstorm ideas for future fairs or project displays.
After students have completed their individual self-assessment, invite them to
get together with their project team and do the same activity to determine the
achievements of the teams and identify aspects to improve. Make sure that they make
respectful comments. Put downs are not allowed. Advise them not to concentrate on
© MEN Colombia

mistakes or complaints but on ways to improve.

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 Module 1

RESOURCE MODULE 1

EDIT TEAM
Leader Group: Team Members:

Person(s)
Task Detail Deadline
Responsible

a. Look at the first draft of the magazine produced by the Design Team
b. Assign different people in the group to check each page.
c. Proof-reading
Final check Check spelling Magazine.
Check for typing mistakes
Check punctuation.
All corrections should be finished by the end of the class.

Task: Next a. Assign responsibilities and prepare to: take pictures, make a video, take notes and
project class interview some people (students, teachers, principal, etc.), to have enough content
for the school magazine.

DESIGN TEAM
Leader Group: Team Members:

Person(s)
Task Detail Deadline
Responsible

a. Revise your first complete draft.

b. Assign different people in the group to check each page. Check:
Page numbers
Font size and type for headings, titles, captions are correct
Final check on design
Fit on page.
Images are not distorted.
Any other problems
All corrections should be completed by the end of the class.

a. Make sure you have everything you need to produce the magazine:
Enough paper.
Printer
Final check on resources
Photocopier
Staplers.
b. Double check with class how many copies you need to produce.

Task: Next project class Bring the required number of printed copies of the magazine.

ADVERTISING TEAM
Leader Group: Team Members:

Person(s)
Task Detail Deadline
Responsible

a. Practise your presentations.

Finalise oral presentations
b. Ask members from the other groups and your teacher to listen to you.
for Launch Day
c. Improve your presentation based on their feedback.

Implement poster a. Continue putting up your advertisements.

campaign b. Make sure everybody knows what their roles are on Launch Day.
© MEN Colombia

a. Prepare for your oral presentations of the magazine.

Task: Next project class
a. Put up final advertisements.

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 Module 1

RESOURCE MODULE 1
EDITING TEAM
Group Chair: Team Members:

Person(s)
Task Detail Deadline
Responsible
Editor’s letter This
a. Decide on content for Editor’s letter: Who are we? Where did the idea for the
should address the
magazine come from? What do we want to achieve with our magazine?
main objectives of the
b. Write, edit/revise first draft of letter. Ask your teacher for help.
magazine.
c. Produce final version and give it to Design Team.

a. Topic 1 Text type 1: Liaise with author. Check if there is anything you don’t
understand. Revise/edit content item.
Magazine Content
b. Do the same with Topic 2 Text type 2
c. Give each item to Design Team as it is finalised.

a. All content must be finalised and checked, including Editor’s Letter.

Task: Next project class b. All finalized content must be given to Design Team before next Project Class (Design
Team to set deadline)

DESIGN TEAM
Group Chair: Team Members:

Person(s)
Task Detail Deadline
Responsible
a. Paper
Production resources
b. Printing
What will you need to
c. How many copies will you need?
print your magazine?
d. Financial resources (speak to your teacher)

a. Make any changes to skeleton design based on feedback from the class.
b. Start putting finalised content items in their correct places in the magazine.
Magazine Design c. Make sure you have all the visuals you need.
d. Start putting visuals into correct places in magazine.
e. Speak to Advertising team. Insert sponsored ads.

Task: Next project class a. Magazine first draft must be ready for final editing before next Project Class.

ADVERTISING TEAM
Group Chair: Team Members:

Person(s)
Task Detail Deadline
Responsible
Getting sponsors
Talk to Design Team. Explain who your sponsors are and what they want.

Create poster and other a. Produce posters keeping in mind:main message (check spelling!), images,
adverts. space, font and colour choices
According to your previous plan. b. Look for the most visited places in your school and paste posters there.

Prepare presentations for a. Decide who, how, when and where the school magazine will be presented
Launch Day b. Decide, prepare and practise what you will say on the Launch Day
Where will your distributors presentation.
stand? c. Create a schedule to advertise the magazine orally during breaktime, in
Will you go round all the addition to the posters.
classes? d. Create a roster for distribution of the magazine for LAUNCH DAY and the
© MEN Colombia

When? Break times? week after.

a. All posters must be ready.

Task: Next project class b. First stage of poster campaign should be started.
c. Oral presentations and distribution roster must be ready.

199

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 Module 1

RESOURCE MODULE 1

Family Find

G R A N D S O N I Y N S

B G G C S D I K Y N F I

R R U N C L E K M U M S

O A D A D P O S P S Y T

T N S C O U S I N O G E

H D I U W E H P E N I R

E F B N A M O T H E R X

R A L T N U A W Q X N A

F T I P D K S N I E C E

B H N T R R E H T A F O

Z E G U D A U G H T E R

N R S M N E R D L I H C

▪▪ Aunt ▪▪ Father ▪▪ Nephew

▪▪ Brother ▪▪ Grandfather ▪▪ Niece
▪▪ Children ▪▪ Grandson ▪▪ Siblings
▪▪ Cousin ▪▪ Kids ▪▪ Sister
▪▪ Dad ▪▪ Mother ▪▪ Son
▪▪ Daughter ▪▪ Mum ▪▪ Uncle
© MEN Colombia

200

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 Module 1

RESOURCE MODULE 1

Family Find Answer Key

1 2 3 4 5 6 7 8 9 10 11 12

A G R A N D S O N S

B B G S D I K I

C R R U N C L E M U M S

D O A D A D S T

E T N S C O U S I N O E

F H D I W E H P E N R

G E F B M O T H E R

H R A L T N U A

I T I N I E C E

J H N R E H T A F

K E G D A U G H T E R

L R S N E R D L I H C

▪▪ Aunt (H7) ▪▪ Father (J11) ▪▪ Nephew (F10)

▪▪ Brother (B1) ▪▪ Grandfather (B2) ▪▪ Niece (I8)
▪▪ Children (L12) ▪▪ Grandson (A1) ▪▪ Siblings (E3)
▪▪ Cousin (E4) ▪▪ Kids (B8) ▪▪ Sister (A12)
▪▪ Dad (D3) ▪▪ Mother (G6) ▪▪ Son (D10)
▪▪ Daughter (K5) ▪▪ Mum (C9) ▪▪ Uncle (C3)
© MEN Colombia

201

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 Module 4 > Resources
Unit 3

RESOURCE PAGE 177

Give students a task to do while the others present their products. Ask students to draw a basic rubric chart to complete
during each presentation. Create one with them or use the one below.

Excellent Good Needs work

Content:
• Good and practical recommendations.
• Clear message.
Language:
• Use of vocabulary studied in the unit.
• Use of imperatives.
• Use of stress to emphasise meaning.
Layout:
• Nice and clean presentation.
• Eye-catching product.

Encourage constructive feedback after each presentation starting with what the group did very well and finishing with some
helpful advice to take into account.

RESOURCE PAGE 183

Give students a task to do while the others present their products.
Ask students to draw a basic rubric chart to complete during each presentation. Create one with them or use the one below.

Excellent Good Needs work

Content:
• Good environmentally friendly product.
• Clear description of the product.
• Good comparison with a non-environmentally friendly product.
Language:
• Use of vocabulary studied in the unit.
• Use of comparatives appropriately.
Display:
• Nice and creative presentation.
• Eye-catching product.

Encourage constructive feedback after each presentation starting with what the group did very well and finishing with some
helpful advice to take into account next time.

RESOURCE PAGE 192

Use the rubric provided to record your observations and lead a feedback session at the end of the lesson.

 Discussion Rubric Excellent Good Needs work

Content
• Appropriate comments.
• Respectful answers to other students comments.
Language
• Use of vocabulary studied in the unit.
Active Listening
• Appropriate posture and behaviour, which demonstrate respect
© MEN Colombia

and attentiveness to others.

Encourage constructive feedback at the end of the session starting with what the group did very well language which the students
used well, interesting ideas discussed in the groups...) and finishing with some helpful advice to take into account next time.

202

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 English, please! 1
Teacher’s Guide

Ilustraciones y Fotografías:

P 27, P 29, P 45, P 84: Danilo Ramírez; P37, P 38, P 97: David Osorio L.; Fotocolombia.com/ P 91, P 134: Nora
Múnera J.; P 53, P 161: Lina Vélez O.; P 59, P107, P 128, P 161: Susana Tamayo A.; P 77, P83, P 91 P 107, P122,P
124, P139, P 161: Carlos H. Arango B.; P 59, P122: Eric Bauer.; P 91, P122, P128, P134: Nelson Cárdenas.; P
59: P 91: Luis Alfonso Giraldo.; P 53, P 128: Carlos Mora G.; P 93: Martha G. Pineda; P 107: Gloria Restrepo; P
107; Ramiro Isaza. Wikipedia: Creative Commons License Attribution 3.0 Brazil, P 93: Wilson Dias/Abr; Creative
Commons Attribution 2.0 Generic, P 93: Yonolotengo, Alejandra Quintero Sinisterra; P 65 If the World Were a
Village: Cover of If the World Were a Village: Second Edition written by David J. Smith, illustrated by Shelagh
Armstrong. Text © 2012 David J.Smith.Illustrations © 2002 Shelagh Armstrong. Reprinted by permission of Kids Can
Press Ltd., Toronto, Canada.;P 112, P 113: Choosemyplate.gov.(Teacher’s Guide).; P 172: Paola López M.; P 159:
Fuente: Oficina de Comunicaciones IDRD; P 160: Alzate Vargas, Aura Cristina. Agricultura urbana en el interior del
Eco-Parque Los Písamos. Santiago de Cali: Biblioteca Departamental Jorge Garces Borrero, 2005; P 158: Google
Earthbywiggyretired. P 158: Wikipedia PublicDomain; P 188: www.proaves.org; P 188: Green Hope Colombia
Fundation; P188: Fundación Natura. Shutterstock: Estándar Image License: 3Dmask; aa3; Adam Ziaja; Africa
Studio; al1962; Alaettin YILDIRIM; Alberto Masnovo; Alan Bailey; AlenD; Alexander Bark; alexmillos; AlexussK;
Alhovik; Alice Kirichenko; alterfalter; Anastasiia Kucherenko; Andrea Danti; Andrei Zarubaika; Andresr; Andrey
Arkusha; Andrey Gontarev; Andresr; Andy Dean Photography; Anky; Anna Bolotnikova; Annette Shaff; antart;
AntonioDiaz; aragami12345s; arek_malang; Ariwasabi; Arman Zhenikeyev; ARZTSAMUI; Asaf Eliason; auremar;
B. and E. Dudzinscy; Brandon Seidel; beboy; Bernd Juergens; bikeriderlondon; Bine; bitt24; Blend Images; Bob
Orsillo; Bogdan Wankowicz; bonchan; Bplanet; Brian Goff; brianjsparks; caimacanul; carlo dapino; Chanclos;
chrisdorney; Chris Humphries; Christi Tolbert; Christopher Elwell; Coprid; Corepics VOF; CREATISTA; Christian
Draghici; Christopher Kolaczan; CoraMax; CREATISTA; CURAphotography; D.Shashikant; DALSTOK; Daniel
Korzeniewski; Daniel M Ernst; Daniel Prudek; Darla Hallmark; Davi Sales Batista; Dawn Shearer-Simonetti; Dejan
Lazarevic; Den Sorokin; Denis Cristo; De Visu; Dirk Ercken; djgis; DM7; dotshock; Dooder; DuleS; DVARG; eans;
Edyta Pawlowska; Eider Arevalo; ejwhite; ekler; Elenadesign; ElenaGaak; Elena Elisseeva; Elena Larina; Elena
Shashkina; elnavegante; Elnur; elxeneize; erashov; Evgenia Sh.; F.Schmidt; Feng Yu; ffolas; Filipe B. Varela;
Fotokostic; Fotoluminate LLC; Francesco Carucci; FreshPaint; fuyu liu; FXQuadro; g215; Gajah; gary yim; Gary
Whitton; Gerry Boughan; gillmar; gkuna; Golden Pixels LLC; Goodluz; gosphotodesign; Gouraud Studio; grmarc;
graphic-line; Grasko; Gregory Gerber; grmarc; guentermanaus; Guru 3D; Guy J. Sagi; GVictoria; hans engbers;
haveseen; Hector Conesa; herjua; highviews; holbox; Hong Vo; Hudyma Natallia; IA98; Iakov Filimonov; ifong;
Igor Bulgarin; Igor Zakowski; Ildi Papp; Imageman; Ingka D. Jiw; intellistudies; iralu; ismael lozada photography;
Jacek Chabraszewski; Jason Stitt; javarman; JCC; Jeff Wasserman; Jess Kraft; JoffreyM; Johan Swanepoel; John
T Takai; Jose AS Reyes; Josef Hanus; Jovanovic Dejan; juan carlos tinjaca; Jules_Kitano; Julien Tromeur; Junial
Enterprises; Kamira; Karen H. Ilagan; KateStone; katykin; Kinga; Kirill__M; Kiselev Andrey Valerevich; Kongsak;
Kruglov_Orda; Ksenia Ragozina; Laili; lavitrei; Levranii; lilmallugirl; Lilyana Vynogradova; Lisa F. Young;
Lisovskaya Natalia; little Whale; Lonely; lola1960; Lorelinka; Lorelyn Medina; Lori Martin; Luisa Venturoli; M.
Cornelius; M. Unal Ozmen; Maks Narodenko; Malchev; mangostock; MANDY GODBEHEAR; maraga; MaraZe; Maria
Bell; marco mayer; margouillat photo; Matt Jeppson; matka_Wariatka; Maxisport; Maxx-Studio; Meganeura;
Memo Angeles; Micha Klootwijk; Michal Zieba; milkslik; mitchellsk; Mira Bavutti Deganello; Monkey Business
Images; monticello; mrHanson; mykeyruna; My Life Graphic; Natursports; Navnit; Nayashkova Olga; NesaCera;
Olaf Speier; Olesia Bilkei; Olga Danylenko; Olga Selyutina; ollyy; Omer N Raja; Orla; Pablo Scapinachis; Palis
Michalis; Panu Ruangjan; Paperboat; passpun; patpitchaya; patrimonio designs ltd; Paul_Brighton; Petr Salinger;
Petr Vaclavek; PILart; Pinkcandy; Pixelbliss; piyachatS; pjcross; pkchai; PodPad; Poznyakov; Pressmaster; prudkov;
pseudopixels; R. Gino Santa María; r Maks Narodenko; ra2studio; Radiokafka; Radu Bercan; rafcha; Ralf Gosch;
REDAV; Redshinestudio; Richard Paul Kane; RimDream; Rob Marmion; Roxana Gonzalez; RUSOTURISTO; Sam
Chadwick; Sam DCruz; Samo Trebizan; Samuel Borges Photography; Sandra Gligorijevic; Sarawut Padungkwan;
Sashkin; sdecoret; Serg64; Sergey Nivens; Sergey Novikov; Sergiy Bykhunenko; Shani Rubin; shnjr52; sisqopote;
Smirnof; sohadiszno; Sokolov Alexey; Solovyova Lyudmyla; Sorbis; Sorin Alb; spinetta; Stacy Zalevska; Stephen
Mcsweeny; Stephen Rees; stockcreations; StockLite; StockPhotosLV; stocksolutions; Sunny Forest; sunsetman;
Svitlana-ua; swissmacky; szefei; tacar; Tadas_Naujokaitis; tanewpix; Tatiana Mihaliova; Tatyana Vyc; Texxelart;
Thodoris Tibilis; Timmary; Tomas Urbelionis; Tom Gowanlock; Toniflap; TonyB.; tratong; trubach; Tungphoto;
Urszula Lysionek; V. J. Matthew; Valentina Razumova; Valentyn Volkov; Vectomart; Vhrsti; videodoctor; Viktor1;
Viktor88; Vinicius Tupinamba; violetkaipa; Visaro; vita khorzhevska; Vitaliy Netiaga; Vladimir Melnik; Volosina;
wandee007; Warren Goldswain; Wessel du Plooy; worldswildlifewonders; YanLev; Yayayoyo; YURALAITS ALBERT;
yuris; yusuf doganay; zeber; Zholobov Vadim; Zurijeta

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 English, please! 1

Créditos finales

Agradecemos la participación de las siguientes secretarías de educación,

instituciones educativas, maestros de inglés y estudiantes, durante el proceso de
pilotaje del material, cuyos aportes contribuyeron a lo que es hoy English, please 1!

Secretaría de Educación de Armenia

Institución Educativa Bosques de Pinares
Institución Educativa Camilo Torres
Institución Educativa Ciudadela del Sur
Institución Educativa Normal Superior Quindío
Institución Educativa Teresita Montes
Institución Educativa CASD
Institución Educativa Ciudad Dorada
Institución Educativa Los Quindos

Secretaría de Educación de Quindío

Institución Educativa Jesús María Morales
Institución Educativa Jesús María Córdoba
Institución Educativa La Mariela
Institución Educativa Luís Arango Cardona
Institución Educativa Luis Eduardo Calvo Cano Sede Francisco Londoño de Circasia
Institución Educativa Luis Eduardo Calvo Cano de Circasia
Institución Educativa Santa Teresita de Pijao
Institución Educativa Instituto Pijao

Secretaría de Educación de Bogotá

Institución Educativa Colegio Cundinamarca
Institución Educativa Carlo Federici
Institución Educativa Colegio San José Norte
Institución Educativa Colegio Débora Arango

Secretaría de Educación de Barranquilla

Institución Educativa Humboldt
Institución Educativa Madre Marcelina
Institución Educativa María Cano
Institución Educativa Evardo Turizo
Institución Educativa Colegio Mayor
Institución Educativa Jorge N Abello
Institución Educativa Nueva Granada
Institución Educativa Campito

Fundación Universidad del Norte por su acompañamiento al pilotaje

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