All Ready Teachers Guide 2

Teachers Guide
Jimena Lizalde
Fanny Riva Palacio
Margarita Prieto
Liliana Alcntara
Angela Hewitt
Lizalde Riva Palacio Prieto Alcntara Hewitt
Teachers Guide
Our components:
Student Book
Teachers Guide
Reader
Class Audio CD
Teachers Guide
Jimena Lizalde
Fanny Riva Palacio
Margarita Prieto
AR_CACD2 on body
Liliana Alcntara
Teachers Guide
Angela Hewitt
Our components:
Student Book
Teachers Guide
Reader
Class Audio CD
Star Donaghey
Mickey Rogers
Yvonne Maruniak
Paloma Varela
Annette Flavel
Frances Carmichael
der
Rea
Reader
Student
Book
English
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der
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Reader
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English
Star Donaghey
Mickey Rogers
Yvonne Maruniak
Paloma Varela
Annette Flavel
Frances Carmichael
Reader
Reader
Teachers Guide
Student Book
Star Donaghey
Mickey Rogers
Yvonne Maruniak
Paloma Varela
Annette Flavel
Frances Carmichael
Star Donaghey
Mickey Rogers
Yvonne Maruniak
Paloma Varela
Annette Flavel
Frances Carmichael
Student
Book
English
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Teachers Guide
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Star Donaghey
Mickey Rogers
Yvonne Maruniak
Paloma Varela
Annette Flavel
Frances Carmichael
5/22/13 4:12 PM
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English
5/22/13 4:34 PM
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English
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Jimena Lizalde
Fanny Riva Palacio
Margarita Prieto
Liliana Alcntara
Angela Hewitt
English
Teachers Guide
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All Ready!
Teachers Guide 2
Texto, diseo e ilustracin D.R. Macmillan Publishers,
S.A. de C.V. 2012
Texto: Jimena Lizalde, Fanny Riva Palacio, Margarita Prieto, Liliana
Alcntara, Angela Hewitt
Formal Assessments: JoAnn Miller
Macmillan es una marca registrada
All Ready! es una marca registrada de Macmillan Publishers,
S.A. de C.V.
Primera edicin 2012
Macmillan Publishers, S.A. de C.V.

Insurgentes Sur 1886
Col. Florida, CP 01030
Mxico, D.F.
Tel: (55) 5482 2200
elt@grupomacmillan.com
www.grupomacmillan.com
www.macmillan.com.mx
www.macmillanenglish.com
Directora Editorial: Julie Kniveton

Publisher: Andreina Espaa
Gerente de Operaciones Editoriales: Elisa Pecina
Gerente de Diseo: Mnica Prez
Commissioning Editor: Adriana Alcal
Content Editors: Gael Ollivier, Catalina Hernndez, Hilda lvarez
Editores: Nagchielli Rico, Nuria Villarreal
Diseadores: Ana Castillo, Alejandro Flores, Berenice Gmez,
Itzel Lpez
Miembro de la Cmara Nacional de la Industria

Editorial Mexicana
Registro Nm. 2275
Concepto de portada: Alejandro Flores

Diseo de portada: Alejandro Flores
Concepto de diseo: Alejandro Flores, Berenice Gmez
Diseo y formacin: Black Blue, Victor Martnez, David Nieto
Martnez, Margarita Torres,
Ilustraciones: Flix Len
Ilustraciones Student Book: Tania Jurez, Flix Len, Luis
Montiel, Antonio Rocha
Fotografa de portada Student Book: Glow Images
Fotografas Student Book: Glow Images p 19 (4); Photolibrary p 19
Ilustraciones Reader: A corazn abierto/Marcela Gmez, Marcos
Gnzalez, Alejandro Herreras, Nora Milln, Manuel Molohua
Fotografa de portada Reader: Photolibrary
Fotografas Reader: Archivo Digital pp 33, 111 (3); Getty Images
p 7 (2); Glow Images pp 33, 111 (2); Photolibrary pp 33, 85, 111;
Photostock p 7
Impreso en Mxico
Prohibida la reproduccin o transmisin parcial o total de esta obra

por cualquier medio o mtodo o en cualquier forma electrnica o
mecnica, incluso fotocopia, o sistema para recuperar informacin
sin autorizacin por escrito de la editorial.
Todos los derechos reservados conforme a la ley.
Esta obra se termin de imprimir en noviembre de 2013

2017 2016 2015 2014 2013
10 9 8 7 6 5 4 3 2 1
ISBN de la serie: 978-607-473-329-7

Teachers Guide 2 ISBN: 978-607-473-334-1
Class Audio CD2 ISBN: 978-607-473-340-2
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Contents
Introduction page 5
Yearly Planner page 11
Assessment Guidelines .... page 21
Unit 1 . page 23
Learning Environment 1
Social practice: Understand and convey information about
goods and services.
Specific activities: Offer and understand suggestions in order
to purchase or sell a product.
Social practice: Read and understand different types of literary
texts distinctive of English-speaking countries.
Specific activities: Read fantasy literature and describe characters.
Continuous and Global
Assessment Chart . page 48
Unit 2 . page 49
Social practice: Understand and write instructions.
Specific activities: Understand and compose instructions about
facing an environmental emergency.
Social practice: Interpret and convey information published
in various media.
Specific activities: Script dialogues and interventions for a silent short film.
Unit 3 . page 75
Social practice: Participate in language games to work with
specific linguistic aspects.
Specific activities: Participate in language games in order
to recognize rhythm, stress and intonation of sentences.
Social practice: Read and rewrite informative texts from a particular field.
Specific activities: Rewrite information to explain how a machine
or device works.
Familiar and Community
Literary and Ludic
Formation and Academic
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Unit 4 . page 101

Social practice: Understand and incite oral exchanges
regarding leisure situations.
Specific activities: Share personal experiences in a conversation.
Social practice: Understand and express differences and similarities
between cultural features from Mexico and English-speaking countries.
Specific activities: Read short literary essays in order to compare cultural
aspects from English-speaking countries and Mexico.
Unit 5 . page 127

Social practice: Produce texts to participate in academic events.
Specific activities: Write diverse points of view to participate
in a round table.
Social practice: Interpret and convey instructions found in daily life.
Specific activities: Provide and understand instructions for the
performance of daily life activities.
Glossary .. page 153

Formal Assessments ..... page 154
Audioscripts ....... page 164
Answer Key for Reader Comprehension Questions ... page 171
Answer Key for Self-Tests . page 173
Answer Key for Formal Assessments .... page 174
Bibliography for Teachers .. page 175
Tracklist ........ page 176
Literary and Ludic
7/17/12 9:48 AM
Macmillan Publishers, S.A. de C.V., 2013.
Introduction
Introduction
How All
All Ready!
Ready! works
works
How
Components
Components
in All
All Ready!
Ready! 22
in
All Ready!
Ready! isis aa brand
brand new
new secondary
secondary school
school course
course which
which has
has been
been designed
designed both
both
All
as
a
stand-alone
course
and
to
follow
on
from
the
Im
Ready
primary
course.
as a stand-alone course and to follow on from the Im Ready primary course.
All Ready
Ready helps
helps students
students consolidate
consolidate their
their knowledge
knowledge of
of English
English and
and the
the social
social
All
practices
developed
in
the
previous
stages
of
their
education,
and
acquire
new
practices developed in the previous stages of their education, and acquire new
knowledge
and
skills
to
help
them
take
their
English
to
the
next
level.
knowledge and skills to help them take their English to the next level.
For students
students
For
Star Donaghey
Mickey Rogers
Yvonne Maruniak
Paloma Varela
Annette Flavel
Frances Carmichael
Student Book
The aim
aim of
of the
the All
All Ready!
Ready! series
series isis to
to expose
expose students
students to
to aa variety
variety of
of real
real life
life
The
communicative
situations
specifically
selected
to
reflect
the
social
practices
of
communicative situations specifically selected to reflect the social practices of
the English
English language.
language. This
This approach
approach isis very
very much
much task-based.
task-based. ItIt does
does not
not simply
simply
the
rely on
on language
language analysis,
analysis, but
but rather
rather seeks
seeks to
to make
make learning
learning meaningful
meaningful by
by having
having
rely
students apply
apply new
new language
language to
to the
the completion
completion of
of tasks
tasks or
or the
the development
development
students
of products.
products. At
At the
the same
same time,
time, this
this approach
approach encourages
encourages students
students to
to not
not
of
only develop
develop their
their communication
communication skills,
skills, but
but also
also the
the general
general learning
learning skills
skills or
or
only
competencies they
they will
will need
need in
in life.
life.
competencies
The communicative
communicative focus
focus of
of the
the All
All Ready!
Ready! series
series isis text-based.
text-based. Students
Students will
will
The
work
extensively
on
the
production
of
oral
and
written
texts
with
the
intention
work extensively on the production of oral and written texts with the intention
of improving
improving their
their knowledge
knowledge of
of different
different text
text genres,
genres, and
and producing
producing texts
texts for
for
of
specific
communicative
situations,
that
are
both
coherent
and
cohesive,
and
specific communicative situations, that are both coherent and cohesive, and
Reader
that follow
follow grammar,
grammar, punctuation,
punctuation, and
and spelling
spelling conventions.
conventions. In
In addition
addition to
to this,
this,
that
students
will
develop
skills
to
allow
them
to
revise
and
repair
their
written
and
students will develop skills to allow them to revise and repair their written and
oral texts
texts to
to help
help them
them deal
deal with
with communication
communication breakdowns.
breakdowns.
oral
Student
Book
English
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Star Donaghey
Mickey Rogers
Yvonne Maruniak
Paloma Varela
Annette Flavel
Frances Carmichael
der
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Reader
Student Book
Book
Student
Structure
Structure
AllReady!
Ready!22 consists
consistsof
offive
fiveunits,
units,each
eachone
onedivided
dividedinto
intotwo
twosocial
sociallearning
learning
All
environments.
Each
environment
is
made
up
of
two
lessons
of
6
pages
each,and
and
environments. Each environment is made up of two lessons of 6 pages each,
a
product.
The
product
is
the
final
task
to
the
lessons
and
aims
for
students
to
a product. The product is the final task to the lessons and aims for students to
createaalinguistic
linguisticproduct
productthat
thatshows
showsthat
thatthey
theycan
canperform
performthe
thesocial
socialpractice
practice
create
and
specific
activities
of
the
learning
environment.
The
product
is
done
overthree
three
and specific activities of the learning environment. The product is done over
stages
which
have
students
plan,
do,
and
share
and
are
covered
in
4
class
periods.
stages which have students plan, do, and share and are covered in 4 class periods.
5/22/13 4:14 PM
For teachers
teachers
For
Teachers Guide
Jimena Lizalde
Fanny Riva Palacio
Margarita Prieto
Liliana Alcntara
Angela Hewitt
Teachers Guide
The lessons
lessons themselves
themselves are
are divided
divided into
into five
five stages
stages of
of language
language development.
development.
The
These stages
stages are
are not
not explicitly
explicitly shown
shown in
in the
the Student
Student Book,
Book, but
but are
are clearly
clearly
These
indicated in
in the
the Teachers
Teachers Guide:
Guide:
indicated
Our components:
Student Book
Teachers Guide
Reader
Class Audio CD
Stage 1:
1: II know:
know: Each
Each lesson
lesson begins
begins with
with an
an activity
activity designed
designed to
to activate
activate
Stage
students prior
prior knowledge
knowledge of
of the
the specific
specific topic
topic covered
covered in
in the
the lesson.
lesson.
students
Stage 2:
2: II build:
build:This
This stage
stage exposes
exposes students
students to
to the
the target
target language
language of
of each
each
Stage
lesson in
in aa realistic
realistic context
context with
with realistic
realistic activities.
activities.
lesson
Stage 3:
3: II think:
think:This
This next
next stage
stage focuses
focuses the
the students
students attention
attention on
on the
the target
target
Stage
language
in
an
active
way,
helping
them
to
notice
patterns
and
formulate
rules
language in an active way, helping them to notice patterns and formulate rules
about
correct
usage.
about correct usage.
Stage 4:
4: II practice:
practice: This
Thispenultimate
penultimatestage
stagegives
givesthe
thestudents
studentsthe
theopportunity
opportunityto
to
Stage
test
out
their
conclusions
from
the
previous
stage
through
a
variety
of
controlled
test out their conclusions from the previous stage through a variety of controlled
activities.
activities.
Stage 5:
5: II can:
can:Finally,
Finally, students
students are
are given
given the
the opportunity
opportunity to
to apply
apply and
and
Stage
personalize
their
new
language
and
knowledge
in
different
contexts
in
order to
to
personalize their new language and knowledge in different contexts in order
produce
their
own
language.
produce their own language.
Teachers Guide
Student Book
Star Donaghey
Mickey Rogers
Yvonne Maruniak
Paloma Varela
Annette Flavel
Frances Carmichael
Star Donaghey
Mickey Rogers
Yvonne Maruniak
Paloma Varela
Annette Flavel
Frances Carmichael
Reader
Reader
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Student
Book
English
5/22/13 4:12 PM
English
5/22/13 4:14 PM
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Mickey Rogers
Yvonne Maruniak
Paloma Varela
Annette Flavel
Frances Carmichael
55
11/14/13
3:51AM
5/22/1311:45
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5/20/13
Each unit begins with an introductory spread which clearly sets out its activities, social
practices, and aims so that students have a clear idea of what is expected of them. In
addition, there is Glossary at the back of the book to supplement the lessons.
The Product lessons that come at the end of each learning environment follow a similar
format to the lessons themselves:
Stage 1: I get ready: Students activate their schemata on the topic.
Stage 2: I plan: The initial planning stage where students decide how to distribute
tasks, required material, etc.
Stage 3: I do: This consists of the specific activities needed to develop with the product.
Stage 4: All ready to share: Students share their product with the class. It includes
Check the Chart! or Useful Expressions boxes.
At the end of each product, there is an I learn table so students can self-assess their own
performance throughout the products process.
Familiar and
Community
Environment
Literary
and Ludic
Environment
To further help guide both teachers and children through All Ready! 2, a series of icons
and features visually indicate the different elements present in each lesson.
Icons:
Learning environment icons:
These show the learning environment that provides the learning context.
Blue Familiar and Community Environment
Pink Literary and Ludic Environment
Yellow Formation and Academic Environment
Listening icon:
This indicates when there is audio support to accompany the activity.
Formation
and Academic
Environment
00
Audio
Competencies icons:
As previously mentioned, All Ready! places great emphasis in developing students
competencies in tandem with their communication skills. The following icons appear
alongside activities so that both teacher and students can see which competency is
being promoted.
Learn: Indicates activities which promote lifelong learning, learning autonomy,
and learning strategies.
Think: Indicates activities which develop critical thinking such as analyzing,
categorizing, sequencing, and reflecting.
Me: Indicates activities which help students understand themselves, their
decision-making processes, and promote self-awareness.
Collaborate: Indicates activities which involve cooperative work and develop
effective communication and social skills.
Act: Indicates activities which create a social and global awareness of the world
today.
Reader icon:
This icon indicates when to use the Reader which accompanies the Student Book.
Glossary icon:
This icon refers students to the Glossary at the back of the book and aids them in
the learning of new words. The word and meaning will help them understand and
remember the new words more effectively.
7/17/12 9:48 AM
Features:
There is a Glossary for each unit that gives meanings of key vocabulary items, helping
students develop basic dictionary skills that promote autonomous learning.
The Self-Test section provides an opportunity for students to reflect on their learning in each
unit and what they can do with the language they have acquired. It includes an answer key.
The Worksheet section consists mainly of graphic organizers and templates for the students
to use during class. The teaching notes indicate when and how to use them. For more
information, see the Helpful ideas for using All Ready! section on pages 8-9.
The Verb list contains a list of irregular verbs found in the Student Books in their infinitive,
simple past, and past participle forms.
The Audioscript section contains scripts for all the listening activities covered in the Student
Book. Refer students to this section whenever you want them to do different activities with the
audioscript.
The Bibliography for Students provides a list of reference materials for students to research
and expand their knowledge on the topics seen in All Ready!
Yearly Planner
Teachers Guide
Unit 1
less quickly; the least , the most quickly); adverbs: of degree
(very, too, rather); sentence types: declarative, interrogative,
imperative, exclamative.
goods and services.

Specific activities: Offer and understand suggestions in order to
Achievements:
purchase or sell a product.
Can anticipate central sense and main ideas from known oral
Structures and Sample Language: verbs: modals (should, shall);
Teaching notes
Can distinguish main ideas within oral exchanges.

Can seek confirmation in an oral exchange.
intonation, pauses; connectors; adjectives: qualifying,
Can produce expressions to argue or object.
comparative, compound (fifteen-minute process, two-wheel
Can adjust tone, rhythm, and intonation when composing
vehicle); comparative structures (as as ; like; more slowly,
Lesson 1
This guide provides step-by-step comprehensive teaching notes on how

to cover the material in the Student Book. Each corresponding unit of the
Teachers Guide is clearly sub-divided into learning environments, lessons,
and even classes, so that the teacher knows exactly what to do and when to
do it.
Lesson Stages
Class 1
I know
Class 2
I build
Class 3
Activity 6
Activity 7
Activity 8
Activity 9
I think
Lesson Stages
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
I build
I think
Activity 9
Activity 10
Activity 11
Activity 12
Class 7
I practice
Class 9
Collaborate
Reader
Competencies
Developed
Act
Think
What Should I Buy?
Pages 7-19
I can
Lesson Stages
Think
Learn
Activity 13
Activity 14
Activity 15
Activity 16
Activity 17
Me
Catalogue of Goods
I get ready
Stage 1
I plan
Stage 2
I do
Class 10
Learn
Pages 7-19
Student Book
I know
Product 1
Think
What Should I Buy?
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Activity 15
I can
Class 8
Competencies
Developed
Activity 2
Activity 3
Activity 4
Activity 5
Class 4
Class 5
Reader
Activity 1
I practice
Lesson 2
oral texts.
Student Book
Class 6
The lesson notes follow the previously mentioned five-stage language

development plan. Similarly, product lessons are clearly based on the
aforementioned four-stage plans. Both of these lesson types begin with a box
which clearly sets out the lessons performance indicators and the required
materials before the lessons begin, and the lesson notes contain key features
like answer keys and competency icons.
expressions.
verb forms: subjunctive: (she suggests he buy ); acoustic

features: tone (courteous, serious, etc.), rhythm, speed,
Stage 3
All ready to share
Stage 4
I learn
Class 11
Self-Test: page 166 of the Student Book
Class 12
Formal Assessment: page 154 of the Teacher's Guide
11
7/17/12 9:46 AM
Other useful sections in the teaching notes include:

Unit 1
Yearly Planner: Five two-page spreads, one for each unit, which clearly
indicate what the teacher needs to cover in each class period. It lists the
Student Book activities, the chapters of the Reader, the competencies to be
developed, and the stages covered in each lesson.
Lead-in: This section begins every class and serves as a warmer activity
to get the students involved and interested before the main part of the
lesson begins.
Lead-in
Class
Choose two random objects in the classroom which

look completely different. Ask students to find as many
similarities as they can between the two objects.
Stage 1: I know
02
1 Listen to the conversations and number
the pictures in the order you hear them.
To activate previous knowledge, tell students about the
last thing you bought, where you bought it, and whether
it was cheap or expensive. Then ask students these
questions: What was the last thing you bought? Where
did you buy it? Was it expensive? Allow different students
to tell you about the things they bought.
Ask students to open their Student Books to page 8
and draw their attention to the illustrations. Ask: Who
are they? Where are they? What are they going to buy?
Elicit answers. Tell students they will listen to different
conversations and that you want them to pay attention
to all the sounds they hear, to identify the place where
the conversations are taking place.
Ask them to close their eyes. Then play the CD and
pause it after the first conversation. Ask: Who was
speaking? Are they friends? This will allow them to
distinguish the attitudes of speakers and the relationship
between them. Then ask: Where are they? to distinguish
sounds which allow the identification of the place
where a dialogue occurs. Repeat for the other three
conversations. Then explain that they will listen to the
conversations again to number the pictures in their
Reader box: This is a set of instructions on how to present and carry out
the activities related to the Reader (indicated in the Student Book by the
Reader icon). These boxes also give ideas for a variety of reading strategies.
Alternative Activity box: This offers the teacher an alternative way to
conduct an activity.
Lesson 1
Performance Indicators:
Activate previous knowledge.
Distinguish the attitudes of speakers and the
relationship between them.
Distinguish sounds which allow the identification
of the place where a dialogue occurs.
Detect rhythm, speed, and intonation.
Choose word repertoire relevant to a suggestion.
Formulate, accept, or reject suggestions.
Context clues: sounds, turns of participation,
relationship between participants, attitudes, etc.
Acoustic features: tone, rhythm, speed,
intonation, pauses.
Recognize subject matter, purpose, and intended
audience.
Determine sequence of enunciation: description.
Listen to suggestions about the purchase or sale of
a product.
Student Book
p. 8-13
Distinguish forms of expressing suggestions.

Adverbs of degree.
Locate and comprehend information.
Structure of dialogue: opening, body, and closure.
Adjectives: qualifying, comparative.
Comparative structures.
Formulate questions and answers to understand
a dialogue.
Establish linguistic resources to link the sentences in
a suggestion.
Connectors.
Detect expressions to argue or object.
Foster courtesy within interpersonal relationships.
Show assertiveness during decision-making.
Materials:
Reader, Audio CD
White sheets of paper
Student Books in the order they hear the conversations
as they listen. Play the CD. Have students exchange
books with a classmate and explain they will listen to
the conversations once more to check their classmates
answers. Ask them to mark the wrong answers in their
classmates books, but not to correct. Play the CD. Then
have students return the books to their classmates to
make the necessary corrections. Play the CD once more
if it is necessary for students to correct their answers.
Listening to the conversations more than once will also
allow students to detect rhythm, speed, and intonation.
Answers: a 3; b 1; c 4; d 2
Alternative Activity: Have students work in pairs
and choose one of the situations using the illustrations
in their books on page 8 as reference. Ask them each to
choose a character and to reproduce the conversation
between the people in the picture they chose. By doing
this, students will choose word repertoire relevant to
formulate, accept, or reject suggestions. Then ask for
volunteers to come to the class and perform their
conversation. This will allow students to distinguish
context clues: sounds, turns of participation, relationship
between participants, attitudes, etc.
Encourage students to emphasize these acoustic
features: tone, rhythm, speed, intonation, pauses. Allow
different students to come to the front and perform the
conversations. You can have the rest of the class vote
for the best performance.
Time: 15 minutes
24
AR_TG2_pp023_048_U1.indd 24
7/15/11 9:06 PM
7/17/12 9:48 AM
Classroom Management box: This gives methodological or class management suggestions,

designed to anticipate problems in the classroom and /or help the class run more smoothly in
general.
Remember: This feature prompts the teacher at the end of a class about the material required
for the next class.
Cultural Note box: This provides useful cultural information related to the subject being
covered or the language being taught.
Teachers Reflection Tool box: This, which appears at the end of each learning environment
and lists the learning environments achievements in the form of can do statements, and it
provides the teacher with an opportunity to reflect on what students have covered in class.
Assessment tools: The Assessment Guidelines section at the beginning of the book offers a
detailed explanation of the different types of assessment provided in All Ready! 2, including
assessment rubrics. After each unit there are Continuous and Global Assessment Charts to
record students progress, which are linked to the attitudes and values of the language and the
social practices. Finally, at the end of this Teachers Guide, there are two-page Formal
Assessments for each unit, which cover the students language knowledge and skills.
Bibliography for Teachers: This is a list of reference materials for teachers.
Glossary: This provides a comprehensive list of ELT terms used in the teachers notes or that
are essential to the successful implementation of All Ready! 2.
Audioscripts: A copy of all of the scripts for all listening activities is provided at the back of
the Teachers Guide.
Answer Keys: There are answer keys for the Readers Comprehension Questions and the
Formal Assessments.
Other resource material:

Audio CD
The Audio CD contains the listening activities from the Student Book. The recordings
are read by both native and non-native English speakers. The tracks are indicated in both the
Student Book and the Teachers Guide.
The Readers
The All Ready! Readers are specifically designed to complement the Student Book. Given the
text focus of All Ready!, the Readers are an essential tool to help students develop their reading
skills and text knowledge.
The Readers consist of three main sections:
Narrative texts
These are original fiction and provide opportunities for students to read and discuss stories
related to cultural, literary, and everyday topics, with illustrations that are closely related to
the text.
Informative texts
These are non-fiction texts that help students learn about the world around them. They contain
factual texts and support cross-curricular content.
7/17/12 9:48 AM
Comprehension Questions and Glossary

texts, followed by a glossary designed to help comprehension during the
reading process.
Helpful ideas for using All Ready! 2

Developing Writing Skills
All Ready! 2 focuses heavily on developing students text skills, both
through their ability to understand different texts and to produce them.
Students have begun to develop an understanding of different text types
and are becoming aware of concepts such as purpose, structure, genre,
and tone, both in their own language and in English. However, if this
receptive understanding of written language is to become a productive
ability, students will need the help, support, and guidance of their
teachers.
All Ready! 2 provide activities designed to improve and
practice students writing skills, but there are a whole host of other
activities available to the teacher which can be integrated into classroom
activities to further develop students knowledge and abilities, many of
which require little or no preparation.
At word level, drawing students attention to spelling patterns and
strategies (i before e except after c; when to double consonants when
adding -ed or -ing to verbs, etc.), provides students with the tools to
construct the basic building blocks of any text. It is also advisable to
sensitize students to recognize different parts of speech (nouns, verbs,
adverbs, etc) and their syntactic functions, as this will improve their
accuracy. One simple but effective activity that can be included in virtually any lesson is
having students find examples of the part of speech being studied in each lesson, for example,
prepositions. Another is helping students build word families for high frequency vocabulary
which occurs in the lessons, for example, success (n) succeed (v) successful (adj), by having
students come up with sentences for each different part of speech in the family.
Similarly, there is an abundance of useful sentence-based activities available to the teacher;
again, many require little extra work on the part of the teacher. Sentence dictations can be very
useful in helping students understand the difference between what they hear and what they
write, and can be done collaboratively (with pairs or groups of students comparing after each
listening and peer correcting) so that the focus is on the students learning from each other. In a
similar vein, giving students sentences from their written homework and having them work in
groups to try and find and correct the mistakes can be a very useful sensitizing activity. To make
things easier, the teacher can indicate where the mistakes are and focus on common global
mistakes made by the students rather than using specific examples from individual students and
risking potential embarrassment for the student concerned.
With paragraph and complete text activities, once again, noticing exercises, such as identifying
all the linking words / phrases in a text can be very useful for building student text knowledge,
and simple activities can be created by photocopying texts and deleting the linking words you
want to practice. Similarly, giving students individual sentences from a text or paragraph and
having them work together to decide on a logical order can promote concepts such as how to
produce coherent arguments or main ideas and supporting details.
Moving on to creativity, it is often at the idea stage where students fall

short with writing. Techniques such as brainstorming, using visual aids,
collaborative and chain writing (where students take turns to write
sentences in a text) are all ways of making sure that students dont get
stuck on what to say. In addition, remember that while students may
now be able to recognize certain text types, they probably still have very
little experience in actually producing them. Make sure that they have
the scaffolding they need by always having a model text so that students
are clear on what they have to produce. The first few times the students
are attempting a certain text type, text templates which clearly show the
paragraph structure, with sentences prompts for students to complete (In
my opinion, ; etc.) provide students with a framework to borrow for
future texts of their own.
Remember that students learn quickly, but also forget quickly, and the
best way to ingrain good writing practices in students minds is to do
activities often so that they become second nature and can be applied by
students outside the classroom.
Using Songs
All Ready! 2 makes use of songs for a number of different reasons. Apart
from the typical language focus exercises (complete the missing words,
guess the new vocabulary from context, put the words or sentences in
the correct order, listen and correct the mistakes, mime the actions,
etc.), songs can provide a platform for a number of other language and
competency-based activities.
To begin with, songs can be used as a means of teaching values and
provide contexts for looking at social issues, by having students reflect
on the themes they cover, such as sadness, friendship, and family. In
addition, songs can serve as a platform for speaking and writing exercises.
Depending on the song, it may be possible for students to develop roleplays between the different characters in the song or for students to write
additional verses or continue the story. They can even be asked to write
letters or e-mails to the people in the song, giving advice, or to rewrite the
song into a story. The list goes on and on.
One thing is certain, songs are an excellent way to engage students
interest in English or in a specific topic, and with a little thought, can
often be the vehicle for many interesting activities.
Graphic Organizers
Graphic organizers, which are found in the Worksheet section of the
Student Book, integrate visual and verbal elements of learning. They
benefit both left and right hemispheres of the brain, and are designed
to help students organize and make sense of information and create a
connection between different ideas through visual means.
Graphic organizers can be used in all stages of the lesson, for instance,
when brainstorming or when organizing information, and they can be
used individually or in groups. They are particularly useful in activities
that require critical thinking skills and promote creativity by encouraging
students to look at information in new ways. They also promote learner
autonomy by giving students the means to organize their newly acquired
knowledge in ways which are meaningful to them.
10
7/17/12 9:48 AM
Yearly Planner
Unit 1
L earning Environment 1
less quickly; the least , the most quickly); adverbs: of degree
(very, too, rather); sentence types: declarative, interrogative,
imperative, exclamative.
goods and services.

Specific activities: Offer and understand suggestions in order to
Achievements:
purchase or sell a product.
Can anticipate central sense and main ideas from known oral
Structures and Sample Language: verbs: modals (should, shall);
expressions.
verb forms: subjunctive: (she suggests he buy ); acoustic
features: tone (courteous, serious, etc.), rhythm, speed,
intonation, pauses; connectors; adjectives: qualifying,
comparative, compound (fifteen-minute process, two-wheel
Can adjust tone, rhythm, and intonation when composing
vehicle); comparative structures (as as ; like; more slowly,
Lesson 1
Lesson Stages
Class 1
I know
Class 2
I build
Class 3
I think
I practice
Class 4
I can
Lesson 2
Lesson Stages
I know
Class 5
I build
Class 6
I think
Class 7
I practice
Class 8
Product 1
Class 9
Class 10
I can
Lesson Stages
oral texts.
Student Book
Reader
Competencies
Developed
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Think
What Should I Buy?
Learn
Pages 7-19
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Activity 15
Collaborate
Student Book
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Reader
Competencies
Developed
Act
Think
What Should I Buy?
Pages 7-19
Think
Learn
Activity 13
Activity 14
Activity 15
Activity 16
Activity 17
Me
Catalogue of Goods
I get ready
Stage 1
I plan
Stage 2
I do
Stage 3
All ready to share
Stage 4
I learn
Class 11
Class 12
11
7/17/12 9:48 AM
Unit 1
Achievements:
Literary and Ludic
Can use strategies to support the comprehension of
Social practice: Read and understand different types of
narratives.
literary texts distinctive of English-speaking countries.
Can anticipate central sense and main ideas from some
Specific activities: Read fantasy literature and describe
details.
characters.
Can distinguish between explicit and implicit information.
Structures and Sample Language: adjectives: qualifying; verb
Can formulate and answer questions to distinguish and
tenses: past and present perfect; adverbs: of time (yet,
verify specific information.
already); verb forms: gerund, past participle; conditionals (if
Can describe characteristics and abilities.
she were , she would ); direct and indirect speech.
Lesson 3
Class 13
Class 14
Lesson Stages
I know
Activity 1
I build
Activity 2
Activity 3
I think
Class 15
I practice
Class 16
I can
Lesson 4
Lesson Stages
I know
Class 17
I build
Class 18
I think
Class 19
I practice
Class 20
I can
Product 2
I get ready
I plan
I do
Class 22
All ready to share
Class 23
12
Lesson Stages
Class 21
Class 24
Student Book
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Activity 15
Activity 16
Student Book
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Reader
Competencies
Developed
Me
Act
Think
The Five Joaquins
Learn
Pages 20-32
Act
Act
Reader
Competencies
Developed
Collaborate
Think
The Five Joaquins
Pages 20-32
Activity 14
Activity 15
Activity 16
Activity 17
Learn
Learn
Collaborate
Act
Activity 18
Comic Book
Stage 1
Stage 2
Stage 3
Stage 4
I learn
7/17/12 9:48 AM
Unit 2
Achievements:
Can clarify the meaning of unknown terms in order to
Social practice: Understand and write instructions.
broaden and refine their vocabulary.
Specific activities: Understand and compose instructions
Can understand and point out the order of the
about facing an environmental emergency.
components, useful information and main ideas of an
Structures and Sample Language: sentence types; adverbs: of
emergency manual.
time (for, since), of sequence (after, firstly, next); abbreviations
Can write and classify sentences in order to create
(ASAP, S.O.S.); pronouns (who, whom, etc.) and relative
instructions sequences.
adverbs (how, why, when, where); prepositions (by, about,
Can remove, add and / or edit an instruction manual.
for, in, into) and prepositive phrases (at the end of, in front of).
Lesson 1
Class 25
Lesson Stages
I know
Activity 1
I build
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Class 26
I think
Class 27
I practice
Class 28
Lesson 2
Class 29
Class 30
I can
Lesson Stages
I know
I build
I think
Class 31
I practice
Class 32
I can
Product 1
Student Book
Lesson Stages
Competencies
Developed
Me
Think
What to Do in an
Emergency
Pages 33-45
Learn
Collaborate
Student Book
Reader
Competencies
Developed
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Think
What to Do in an
Emergency
Learn
Pages 33-45
Act
Act
Instruction Manual
Class 35
Stage 1
Stage 2
Stage 3
Stage 4
I learn
Class 36
Class 33
Class 34
I get ready
I plan
I do
Reader
All ready to share
13
7/17/12 9:48 AM
Unit 2
L earning Environment 2
Achievements:
Can anticipate central sense and main ideas from
Social practice: Interpret and convey information
previous knowledge and non-verbal communication.
published in various media.
Can compose expressions to produce oral exchanges.
Specific activities: Script dialogues and interventions for a
C
an provide examples to main ideas during an
silent short film.
oral exchange.
Structures and Sample Language: connectors; verbs: modals
C
an rephrase expressions produced during an
(would, could, need to).
Lesson 3
Class 37
oral exchange.
Lesson Stages
I know
I build
Class 38
I think
Class 39
I practice
Class 40
Lesson 4
I can
Lesson Stages
I know
Class 41
Class 42
Class 43
Class 44
Product 2
I build
I think
I practice
I can
Lesson Stages
Reader
Competencies
Developed
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Think
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Learn
Silent Story
Pages 46-58
Me
Activity 12
Activity 13
Activity 14
Activity 15
Collaborate
Learn
Student Book
Reader
Competencies
Developed
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Activity 15
Think
Silent Story
Pages 46-58
Collaborate
Act
Collaborate
Script
Class 47
Stage 1
Stage 2
Stage 3
Stage 4
I learn
Class 48
Class 45
Class 46
I get ready
I plan
I do
All ready to share
Student Book
14
7/17/12 9:48 AM
Unit 3
Achievements:
Literary and Ludic
C
an distinguish the stress of specific parts of sentences.
Social practice: Participate in language games to work
C
an read and write sentences to practice rhythm,
with specific linguistic aspects.
intonation and stress.
Specific activities: Participate in language games in order
C
an contrast the stress of words, both on their own and
to recognize rhythm, stress and intonation of sentences.
within sentences.
Structures and Sample Language: sentence composition;

punctuation: apostrophe (He didnt, Ive); upper and
lower case letters; diphthongs: (oi, ou, au).
Lesson 1
Class 49
Lesson Stages
I know
I build
Class 50
Class 51
Class 52
Lesson 2
Class 53
I think
I practice
I can
Lesson Stages
I know
I build
I think
Class 54
Class 55
Class 56
Product 1
Class 57
Class 58
Class 59
Class 60
I practice
I can
Lesson Stages
I get ready
I plan
I do
All ready to share
Student Book
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Think
Lets Communicate
Collaborate
Collaborate
Reader
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Learn
Pages 59-71
Activity 13
Activity 14
Activity 15
Activity 16
Student Book
Competencies
Developed
Reader
Competencies
Developed
Me
Think
Learn
Lets Communicate
Pages 59-71
Think
Learn
Activity 13
Activity 14
Activity 15
Activity 16
Activity 17
Collaborate
Act
Hangman Game
Stage 1
Stage 2
Stage 3
Stage 4
I learn
15
8/31/12 6:58 PM
Unit 3
phrasal verbs (set upon, get about, etc.); adverbs: of the
sentence (too, either, etc.); syntactic features of the English
Social practice: Read and rewrite informative texts from a
language: split infinitive [to + word(s) + verb]
particular field.
Specific activities: Rewrite information to explain how a
Achievements:
machine or device works.
C
an choose and paraphrase sentences.
Structures and Sample Language: comparatives (more
C
an organize and link main ideas and the information
slowly, less quickly, etc.), superlative adverbs (the least ,
which explains them, in a diagram.
the most quickly, etc.); verb forms: modals (can, could);
Can rewrite sentences in order to give explanations.
connectives (in order to, so that, so/such that); verbs:
Lesson 3
Class 61
Lesson Stages
I know
I build
Class 62
I think
Class 63
I practice
Class 64
I can
Lesson 4
Class 65
Class 66
Lesson Stages
I know
I build
I think
Class 67
I practice
Class 68
I can
Product 2
Lesson Stages
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Activity 15
Activity 16
Activity 17
Me
Act
Teen Geek
Think
Learn
Pages 72-84
Collaborate
Student Book
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Activity 15
Activity 16
Activity 17
Competencies
Developed
Reader
Competencies
Developed
Reader
Think
Teen Geek
Pages 72-84
Learn
Act
Poster about the Operation of a Machine
Class 71
Stage 1
Stage 2
Stage 3
Stage 4
I learn
Class 72
Class 69
Class 70
I get ready
I plan
I do
Student Book
All ready to share
16
7/17/12 9:48 AM
Unit 4
time always, never, sometimes, etc.); connectors (so, nor).
Achievements:
Social practice: Understand and incite oral
Can seek confirmation.
exchanges regarding leisure situations.
Can enunciate personal experiences spontaneously.
Specific activities: Share personal experiences in a
Can organize sentences in a sequence.
conversation.
Can adapt verbal and non-verbal behaviors to a specific audience.
Structures and Sample Language: verbs: modals
Can anticipate central sense and main ideas to sustain a conversation.
(would, used to), causative (have/get); adverbs: of
Can use direct and indirect speech while sharing personal experiences.
Lesson 1
Class 73
Lesson Stages
I know
I build
Class 74
I think
Class 75
I practice
Class 76
Lesson 2
I can
Lesson Stages
I know
Class 77
Class 78
I build
I think
Class 79
I practice
Class 80
Product 1
Class 81
Class 82
Class 83
Class 84
I can
Lesson Stages
I get ready
I plan
I do
All ready to share
Student Book
Reader
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Activity 15
Activity 16
Activity 17
Activity 18
Activity 19
Activity 20
Activity 21
Activity 22
Student Book
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Activity 15
Activity 16
Activity 17
Activity 18
Competencies
Developed
Think
Learn
Sharing Our Lives

Through Language
Think
Pages 85-97
Learn
Collaborate
Reader
Competencies
Developed
Me
Think
Sharing Our Lives
Through Language
Learn
Pages 85-97
Think
Collaborate
Autobiographical anecdote
Stage 1
Stage 2
Stage 3
Stage 4
I learn
17
7/17/12 9:48 AM
Unit 4
(good-looking, well-dressed); adverbs: of time (never, always,
Literary and Ludic
sometimes, often); nouns: irregular plurals
Social practice: Understand and express differences and

similarities between cultural features from Mexico and English-
Achievements:
speaking countries.
Can differentiate examples and explanations from
Specific activities: Read short literary essays in order to compare
Can formulate and answer questions about literary essays.
Structures and Sample Language: antonyms; verb tenses:
Can compare information, using antonyms.
progressive forms, past, present; adjectives: compound
Can compose sentences to describe cultural aspects.
Lesson 3
Class 85
Lesson Stages
I know
I build
Class 86
I think
Class 87
I practice
Class 88
I can
Lesson 4
Lesson Stages
I know
Class 89
I build
Class 90
I think
Class 91
I practice
Class 92
Product 2
I can
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Activity 15
Activity 16
Activity 17
Activity 18
Activity 19
Activity 20
Competencies
Developed
Learn
Think
Learn
An Aussie in the Land
of the Aztecs
Think
Pages 98-110
Learn
Me
Student Book
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Activity 15
Activity 16
Activity 17
Activity 18
Activity 19
Reader
Reader
Competencies
Developed
Think
Think
An Aussie in the Land
of the Aztecs
Pages 98-110
Act
Class 95
Class 96
Class 94
Lesson Stages
I get ready
I plan
I do
Student Book
Comparative Chart
Stage 1
Stage 2
Stage 3
Stage 4
I learn
Class 93
18
main ideas.
cultural aspects from English-speaking countries and Mexico.
All ready to share
7/17/12 9:48 AM
Unit 5
Achievements:
Can use various strategies in order to point out information
Social practice: Produce texts to participate in

academic events.
containing individual points of view.

Can select and organize information in order to write
Specific activities: Write diverse points of view to
sentences containing individual points of view.
participate in a round table.
Can write paragraphs that express individual points of view.
Structures and Sample Language: synonyms; connectives
Can solve doubts and provide feedback in order to edit
(because, if, unless, although, in spite of); conditionals (If
individual points of view.
we were , we would; If they do , they will ).
Lesson 1
Class 97
Lesson Stages
I know
I build
Class 98
Class 99
Class 100
Lesson 2
I think
I practice
I can
Lesson Stages
I know
Class 101
I build
Class 102
I think
I practice
Class 103
Class 104
Product 1
I can
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Activity 15
Activity 16
Activity 17
Activity 18
Reader
Competencies
Developed
Think
Think
Learn
Know Your Rights!
Pages 111-123
Think
Learn
Collaborate
Student Book
Reader
Competencies
Developed
Act
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Activity 15
Activity 16
Activity 17
Activity 18
Activity 19
Think
Learn
Know Your Rights!
Pages 111-123
Learn
Me
Collaborate
Class 107
Round Table Discussion

Stage 1
Stage 2
Stage 3
Stage 4
I learn
Class 108
Class 105
Class 106
Lesson Stages
I get ready
I plan
I do
Student Book
All ready to share
19
7/17/12 9:48 AM
Unit 5
(should, must); adverbs: manner; verb forms: imperative; connectors;
prepositions (in, to, at, on).
Social practice: Interpret and convey instructions
Achievements:
found in daily life.
Can adjust volume intonation and tone to emphasize
Specific activities: Provide and understand instructions
or alter instructions.
for the performance of daily life activities.
Can understand and request instruction to carry out an activity.
Structures and Sample Language: determiners: quantifiers
Can compose sequences of enunciation to provide instructions.
(some, any, few) , articles (a, an, the); nouns: count and
Can use linguistic resources to ensure the
non-count; verb tense: simple present; verbs: modals
comprehension of instructions.
Can produce instructions spontaneously.
Lesson 3
Class 109
Lesson Stages
I know
I build
Class 110
I think
Class 111
Class 112
Lesson 4
I practice
I can
Lesson Stages
I know
Class 113
Class 114
Class 115
Class 116
Product 2
Class 117
I build
I think
I practice
I can
Lesson Stages
I get ready
I plan
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Activity 12
Activity 13
Activity 14
Activity 15
Activity 16
Reader
Competencies
Developed
Act
Think
Watch Out!
Learn
Pages 124-136
Think
Learn
Collaborate
Student Book
Reader
Competencies
Developed
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Activity 6
Activity 7
Activity 8
Activity 9
Activity 10
Activity 11
Think
Think
Watch Out!
Pages 124-136
Learn
Activity 12
Activity 13
Activity 14
Activity 15
Activity 16
Collaborate
Activity 17
Activity 18
Me
Activity 19
Poster with Instructions to Carry Out Daily Life Activities
Stage 1
Stage 2
Class 119
Stage 3
Stage 4
I learn
Class 120
Class 118
I do
Student Book
All ready to share
20
7/17/12 9:48 AM
Assessment Guidelines
All Ready! 2 offers different types of assessment tools related to the learning process that are used to
systematically gather evidence over time and in different ways.
Continuous and Global Assessment Charts.

The chart at the end of unit is designed for both continuous and global assessment. Continuous assessment
focuses on the students attitudes and values, on learning to be through the language. Global assessment
focuses on the final outcome of the unit.
Assess each social environment by making one photocopy per student and filling in each column with the
assessment criteria provided in the chart.
Continuous Assessment
Continuous assessment focuses on the students attitudes and values, on learning to be through the language.
Global Assessment
Global assessment focuses on the final outcome of the unit easily assess each social practice by using the
assessment guidelines. Descriptions of the achievements for each learning environment (LE) are given at the
beginning of each unit, and charts at the end of each unit allow you to keep a record of both students continuous
progress and the global outcome of each one.
48
All Ready! 2
Unit 1
Continuous and Global Assessment Chart

Continuous Assessment LE 1
Is aware of the
use of language
to promote,
accept, and
reject
suggestions
Student's Name
Understands and
uses courtesy
expressions
when interacting
with others
Is confident
when making
decisions
Realizes the part

that imagination
and creativity
have when
interpreting
reality
Is aware of
language and
literature as
a means to
represent reality
Global Assessment
Understands
and conveys
information
about goods
and services
Finds through
literature
pleasure and
enjoyment in
reading
Reads and
understands
different types
of literary texts
from different
English-speaking
countries
Formal Assessment
Fill in each performance indicator using the abbreviations below
Formal assessment is a means to provide both corrective and enrichment activities for students who need
them. Use the tasks in each learning environment to assess student's comprehension of the newly acquired
language. Photocopiable formal assessments are provided at the back of the Teachers Guide. They cover a
General Comments
variety of evidences
of students learning. Use them after students have completed the corresponding learning
environments in each unit in order to check their understanding; allow adequate time for them to work on each
assessment. The answer key is on page 174.
Unit 1
w
Assessment Criteria
Formal Assessment
Unit 1
Name:
Formal Assessment
Name:
VERY GOOD = VG
GOOD = G
NEEDS IMPROVEMENT = NI
1 Listen to the conversation and circle T for True or F for False.
(3 points, 1 each)
1 Read the story and answer the questions.
(6 points, 2 each)
The learner acknowledges the main idea and details from a
The learner attempts to acknowledge the main idea and
The learner fails to understand the main idea and details
My grandfather told me his father had met Joaquin Murrieta, the famous outlaw. One day when
1 They are playing soccer.
T F
variety of oral and written texts by using his/her knowledge
details from a variety of oral and written texts.
from a variety of oral and written texts.
my
grandfather
was
a
boy
he
was
taking
care
of
his familys sheep in the mountains. He was sitting
2 They are looking at a menu.
T F
under
a
tree
watching
the
sheep
when
a
man
suddenly
appeared.
My
grandfather
looked at him
of the world.
The learner demonstrates some understanding
The learner demonstrates little understanding
3 They want soda.
T
F
and asked, Where did you come from? The man laughed and said he was thirsty. My grandfather
offered him some water. When the man left, he toldof information from different texts.
my grandfather never to be afraid of Joaquin
The learner understands and uses information from
of information from different texts.
Murrieta. He said Joaquin never forgot a favor.
2 Listen to the conversation and answer the questions.
(3 points, 1 each)
different texts.
The learner needs some teacher support to produce
The learner finds it difficult to produce coherent texts.
1 What was his grandfather doing in the mountains?
1 What shoes does the second boy want?
.
The learner produces coherent texts, which respond to
coherent texts.
The learner shows little interest in differences between his/
.
2 Which are more expensive, Roadrunners or Rickie tennis shoes?
.
personal, creative, social, and academic aims.
The learner is aware of the differences between their own
her own and foreign cultures.
2 What did Joaquin Murrieta want?
.
3 Where are Roadrunners made?
.
The learner shows respect for the differences between his/
and foreign cultures.
The learner shows little interest in expressing opinions and
3
Why
shouldnt
the
grandfather
be
afraid
of
Joaquin
Murrieta?
3 Read the advertisements and complete the sentences.
(10 points, 2 each)
The learner shows some interest in expressing opinions and
judgments about relevant and everyday matters.
.
Comet bike
Pegasus bike
The learner expresses opinions and judgments about
The learner shows little interest in participating in different
19 speed bike
19Mountain bike
2 Write the correct form of the verbs.
(8 points, 2 each)
relevant and everyday matters.
The learner shows some interest in participating in
communicative situations.
Maximum speed up to 25 Km/hr
Maximum speed up to 45Km/hr
Weight: 20kg
Weight: 16kg
The learner participates in different communicative
different communicative situations.
because
The learner demonstrates little improvement in
Mary said she 1)
worried
she has two exams tomorrow. She
Brand new. Only $2,500
Six months old. Only $2,600.
Contact Beto Palacios 3546-4459
Contact Pablo Suarez 6454-6698
situations appropriately.
The learner demonstrates some improvement in identifying
maintaining communication.
wished that she could 2)
more. If I 3)
A: How much is the Pegasus?
The learner maintains communication, identifies ruptures
ruptures in communication and uses strategic means to
The learner needs permanent teacher support to work.
Mary, I wouldnt 4)
to the movies tonight.
than the Comet and its 2)
B: Its $2,600. Its 1)
and uses strategic means to re-establish it when required.
re-establish it when required.
The learner edits his/her classmates and own texts with the
The learner needs some teacher support to edit his/her
3 Circle the correct words.
(4 points, 1 each)
A: Thats right. The Pegasus is as 3)
as the Comet.
correct grammar, spelling, and punctuation.
classmates and own texts with the correct grammar,
A: 1) Have / Had you ever been to the city?
B: Its 4)
than the Comet too. I think it will go 5)
than the Comet.
spelling, and punctuation.
B: Yes, I have. We 2) had / have lived there for six months when we had to move because my
02
02
(be)
(study)
(be)
(expensive)
(go)
(old)
(tall)
5/4/12 7:09 PM
(light)
(fast)
father found a better job here. He 3) cant / couldnt find a job there. He 4) has / had looked
Photocopiable D.R. Macmillan Publishers,

S.A. de C.V., 2012. Only for teaching purposes.(4 points, 1 each)
4 Write the correct phrases from the box.
I suggest
Lets
Thats a good idea
Why dont you
A: 1)
B: Great. We can make some money.
2)
write an advertisement.
A: 3)
you ask your father first.
B: 4)
(2 points, 1 each)
thin
girl
small
short
Score: (
/ 20 points)
Photocopiable D.R. Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes.
AR_TG2_pp153_163_Formal Assessment.indd 154
blond
Score: (
154
for a job for months.
4 Describe this superhero. Use the words in the box.
sell your old bike, Andy?
/ 20 points)
5/4/12 5:25 PM
155
5/4/12 5:25 PM
21
7/17/12 9:48 AM
Self-Assessment (Self-Test and Can do

Checklist)
Encourage self-assessment, as it gives students an
opportunity to reflect on their own learning and helps
them understand that learning is a process. At the end
of each learning environment, have students go to the
Self-Test for that unit and learning environment, and
have them answer the test. Check answers and take
this opportunity to review any language or structures
on page 173 of the Teacher's Guide. After the Self-Test,
direct students to the unit opener and have them check
the boxes for the Can do statements in that learning
environment. It is also important to start the unit by
showing students what objectives will be covered and
Product: I learn section

Students can monitor their own progress after completing the product in this section. Remember that it is
very important to guide students to build up self-awareness so that they are able to objectively assess their own
performance. Ask students to evaluate their performance (teamwork, attitude, contributions, and self-esteem)
in the development of the product. It will help them gain confidence in their own ability to learn, a sense of
achievement, and self-esteem. Some students might be very harsh in their self-evaluation; be ready to give them
positive feedback on this topic.
Reflection on Teaching
Teachers are also given an opportunity to reflect on their teaching and on students achievement.
Teachers Reflection Tool
My work in this social learning environment has
facilitated the learning process of the class so students:

known oral expressions.
Can adjust tone, rhythm, and intonation when
composing oral texts.
22
8/2/12 12:18 PM
Unit 1
Learning Environment 1:
Social Practice: Understand and convey information

about goods and services.
Specific Activities: Offer and understand
suggestions in order to purchase or sell a product.
Product: Catalogue of Goods
At the end of this learning environment students will:
predict message and main ideas from known

conversation phrases.
differentiate main ideas within conversations.
confirm information during conversations.
produce phrases to buy and sell products.
speak softly and slowly or louder and faster when
having a conversation.
Literary and Ludic
Social Practice: Read and understand different

types of literary texts distinctive of English-speaking
countries.
Specific Activities: Read fantasy literature and
describe characters.
Product: Comic Book

At the end of this learning environment students will:
use strategies to build comprehension of texts.

recognize message and main ideas from details.
differentiate between explicit and implicit
information.
ask and answer questions to differentiate and check
information.
talk about characteristics and abilities.
23
7/16/11 4:52 PM
Unit 1
Lesson 1
Distinguish the attitudes of speakers and the
relationship between them.
Distinguish sounds which allow the identification
of the place where a dialogue occurs.
Detect rhythm, speed, and intonation.
Choose word repertoire relevant to a suggestion.
Formulate, accept, or reject suggestions.
Context clues: sounds, turns of participation,
relationship between participants, attitudes, etc.
Acoustic features: tone, rhythm, speed,
intonation, pauses.
audience.
Determine sequence of enunciation: description.
Listen to suggestions about the purchase or sale of
a product.
Lead-in
Class
Choose two random objects in the classroom which

look completely different. Ask students to find as many
similarities as they can between the two objects.
Stage 1: I know
02
1 Listen to the conversations and number
the pictures in the order you hear them.
To activate previous knowledge, tell students about the
last thing you bought, where you bought it, and whether
it was cheap or expensive. Then ask students these
questions: What was the last thing you bought? Where
did you buy it? Was it expensive? Allow different students
to tell you about the things they bought.
and draw their attention to the illustrations. Ask: Who
are they? Where are they? What are they going to buy?
Elicit answers. Tell students they will listen to different
conversations and that you want them to pay attention
to all the sounds they hear, to identify the place where
the conversations are taking place.
Ask them to close their eyes. Then play the CD and
pause it after the first conversation. Ask: Who was
speaking? Are they friends? This will allow them to
distinguish the attitudes of speakers and the relationship
between them. Then ask: Where are they? to distinguish
sounds which allow the identification of the place
where a dialogue occurs. Repeat for the other three
conversations. Then explain that they will listen to the
conversations again to number the pictures in their
Student Book
p. 8-13
Distinguish forms of expressing suggestions.

Adverbs of degree.
Locate and comprehend information.
Structure of dialogue: opening, body, and closure.
Adjectives: qualifying, comparative.
Formulate questions and answers to understand
a dialogue.
Establish linguistic resources to link the sentences in
a suggestion.
Connectors.
Foster courtesy within interpersonal relationships.
Show assertiveness during decision-making.
Materials:
Reader, Audio CD
Student Books in the order they hear the conversations
as they listen. Play the CD. Have students exchange
books with a classmate and explain they will listen to
the conversations once more to check their classmates
answers. Ask them to mark the wrong answers in their
classmates books, but not to correct. Play the CD. Then
have students return the books to their classmates to
make the necessary corrections. Play the CD once more
if it is necessary for students to correct their answers.
Listening to the conversations more than once will also
allow students to detect rhythm, speed, and intonation.
Alternative Activity: Have students work in pairs
and choose one of the situations using the illustrations
in their books on page 8 as reference. Ask them each to
choose a character and to reproduce the conversation
between the people in the picture they chose. By doing
this, students will choose word repertoire relevant to
formulate, accept, or reject suggestions. Then ask for
volunteers to come to the class and perform their
conversation. This will allow students to distinguish
context clues: sounds, turns of participation, relationship
between participants, attitudes, etc.
Encourage students to emphasize these acoustic
features: tone, rhythm, speed, intonation, pauses. Allow
different students to come to the front and perform the
conversations. You can have the rest of the class vote
for the best performance.
Time: 15 minutes
24
7/15/11 9:06 PM
Reader
What Should I Buy?
p. 7-16
To activate previous knowledge, ask students the

following questions:
How often do you go shopping?

What products do you like buying?
Are fashion brands important to you when you buy?
What factors do you take into account when you buy:
price, where products are made, materials they are
made of, etc.?
Do you buy things because everyone has them?
Do you look for information about products on the
Internet before buying them?
Do you buy things online?
Ask students to open their Readers to page 7 and
flick through the pages of Chapter 1, exploring the
pictures. Have different students describe what they see.
To recognize subject matter, purpose, and intended
audience, ask the following: What do you think the text is
about? Where can you find information like this? Who
would read or look for this kind of information? Then
draw their attention to the title of the story and ask again:
What do you think the text is about? Elicit answers. Then
ask students to get in pairs and to take turns reading the
pages of the story. Have them refer to the Glossary when
they find new words and to use their dictionaries if
necessary. Walk around the class and monitor.
Ask random pairs of students comprehension
questions, to make sure they are following the reading.
When most students have finished reading, ask for
volunteers to say what the main ideas of the reading are
and if they agree with them. Encourage the rest of the
class to agree or disagree with the ideas and to say why.
Then ask students to answer the Comprehension
Questions individually. Make sure they understand all
the questions. If necessary, go over the questions with
the class before asking students to answer them, to
clarify their meaning. Walk around the class and monitor.
Then ask students to share and compare their answers
with a classmate. Conduct a whole class check, reading
the questions aloud and having different students read
the answer to each of the questions. Ask if the rest of
the class agrees or disagrees with the answers and to
add relevant information if necessary.
Then ask students to complete Activity 2. Go over
the statements with the students, to make sure they all
understand them. Then ask them to circle T or F
individually. Walk around the class, monitoring and
helping if necessary. Ask students to share and compare
their answers with a classmate. Check answers as a
whole class activity reading the statements aloud and
having students say the answers in unison.
Check answers in the Reader Answer Key on pages
171-172 on the Teacher's Guide.
emember Next class students will need: white

sheets of paper.
Lead-in
Class
Ask for a volunteer to come to the front of the class and

think of a person, place, or thing. The rest of the class
has to guess the answer by taking turns asking yes/no
questions only, until someone guesses correctly or until
20 yes/no questions have been asked. If after the 20
questions students have not guessed the word, the
student at the front says what it was. If someone makes
a mistake in forming a question, other students can
help turn it into a proper question. Repeat with as many
volunteers as time allows.
Stage 2: I build
2 Read the descriptions of these teenagers
shopping habits. Circle T for True or F for False.
This activity allows students to determine sequence of
enunciation. To activate previous knowledge, ask
students if they receive an allowance, how often they
receive it and what they usually spend it on. Allow
different students to answer. Ask students to open their
Student Books to page 8 and explain that they are going
to read the descriptions of some teenagers shopping
habits. Ask for volunteers to read each of the descriptions
and have the rest of the class follow the reading in
their books. If no one volunteers, read the descriptions
yourself. After each description, ask comprehension
questions: Whats the teenagers name? How old is he/she?
Does he/she receive an allowance? Does he/she save
money? What does he/she like to buy? Elicit answers
from students. Then go over the statements with the
students, to make sure they all understand them and
ask them to answer T or F. Allow them to refer to the
descriptions if necessary. Have students share and
compare their answers with a classmate. Check answers
as a whole class activity by reading the statements aloud
and having students say the answers in unison.
Answers: 1 F; 2 T; 3 T; 4 T; 5 T
Alternative Activity: Ask students to work in pairs
to write the description of their partners shopping
habits using the descriptions in their books on page 8 as
a model. Ask them to interview each other to gather the
necessary information for their descriptions and to
write them down on a sheet of paper or in their
notebooks. Allow time for students to do this. Walk
around the class, monitor and help if necessary. Ask for
volunteers to share their partners descriptions with the
rest of the class.
Time: 15 minutes
25
7/15/11 9:06 PM
3 Listen to the conversation and

complete the information.
In this activity, students will listen to suggestions
about the purchase or sale of a product and allow them
to distinguish forms of expressing suggestions. The
conversation emphasizes the use of adverbs of degree.
Have students turn to page 9 and draw their attention to
the illustration. Ask: Where are they? What are they going
to buy? Elicit answers. Then tell them they are going to
listen to the conversation among the teenagers. Ask
them to listen carefully first, for the main ideas, without
writing. Play the CD. Ask comprehension questions:
What are the boys talking about? What are they going
to buy? What are the girls going to buy? What are they
going to do before making a decision? Allow different
students to give the answers and encourage the rest of
the class to add relevant details or important information.
Then tell students they are going to listen to the
conversation again, and ask them to follow the reading
in their books and complete the information as they
listen. Play the CD. Ask students to share and compare
their answers with a classmate. Check answers as a whole
class activity by playing the CD once more, stopping
after each answer for students to check or by reading
the incomplete sentences aloud and having the students
say the answers in unison.
03
Answers: 1 3,000; 2 two; 3 5,000; 4 impulsive;

5 bicycle; 6 jeans; 7 blouse
4 Answer the questions with Yes or No.
Go over the questions with the students to make sure
they understand them. Ask students to answer the
questions with Yes or No, individually. Then ask them to
share and compare answers with a classmate. As a whole
class activity check answers by having different students
read the questions and answers. Have the rest of the
class agree or disagree with the answers.
Answers: 1 No; 2 No; 3 Yes; 4 Yes; 5 Yes
Stage 3: I think
5 Listen again and complete the
organizer with expressions from the
conversation.
This activity helps students develop thinking skills by
having them locate and comprehend information and
categorize it. It also allows them to recognize structure
of dialogue: opening, body, and closure.
Draw students attention to the organizer and elicit
from them the kind of information the words opening,
body, and closure refer to. Then explain they are going
to listen to the conversation again and that they have to
listen carefully for expressions they can include in each
03
of the lines of the organizer. Ask them to follow the

conversation by reading it from Activity 3 and to
underline the expressions they can use as they listen to
them. Play the CD. Allow time for students to write the
expressions on the organizer. Then have them share
and compare answers with a classmate. Check answers
as a whole class activity by having different students
read the expressions they wrote in each category, and
having the rest of the class agree, disagree or add
additional expressions.
Answers: Opening: Look at these bicycles, Pedro!

How much money do you have? Body: I suggest you
get the titanium bicycle. Anita says that I should buy
the Lucci jeans. Why dont you get the less expensive
jeans and a pretty blouse too? Closure: Lets go to
Manchesters before we make a decision. They have
clothing and bicycles there. Thats a good idea. When
are we eating?
sheets of paper.
Lead-in
Class
Give each student a blank sheet of paper or ask them to

use a blank page in their notebooks. Choose a random
object e.g., a paper clip. Give students the name of the
object or write it on the board. Then ask them to list as
many uses as they can think of for the object, apart from
its obvious one (attaching paper for a paper clip.) To
make it more challenging, give students a limited amount
of time to make their list. Then have different students
read the uses they wrote for the object. Have the rest of
the class agree or disagree with them.
6 Look at these phrases and underline the

descriptive words. Circle the word(s) that
show comparison.
This activity emphasizes the use of adjectives: qualifying,
comparative and comparative structures. Ask students
to re-tell the main ideas of the conversation among the
teenagers they listened to in the previous class. Then
ask them to open their Student Books to page 10 and
draw their attention to the phrases. Ask them to underline
the descriptive word in each one (adjectives) and to circle
the words that make comparison (as as, more ...). If
necessary, remind students that adjectives are words
whose main role is to qualify a noun or noun phrase,
giving more information about the object signified;
and that comparative structures are used to compare
the differences between two nouns.
Answers: underlined: impulsive; lighter; resistant;
circled: as impulsive as; lighter; more resistant than
26
7/15/11 9:06 PM
7 Put the phrases under the correct heading.

This activity helps students develop critical thinking skills
by asking them to categorize phrases with comparative
structures. Draw students attention to the headings and
the examples in the table. Go over them with students
and make sure they all understand them. Clarify if
necessary. Then ask students to classify the phrases by
putting them under the correct heading. Allow time for
them to do this. Walk around the class and monitor.
Ask students to share and compare answers with a
classmate. Check answers as a whole class activity by
having different students read the phrases they put
under each of the headings. Have the rest of the class
agree or disagree.
Answers: Comparing Two Things, Actions or People:

Marcelo has been saving faster than Pedro. Marcelo is
older than Sandra. Comparing Two Equal Things,
Actions or People: Marcelo isnt as impulsive as Pedro.
8 Complete the table.
Draw students attention to the illustrations. Hold your
book at the front of the class and point to the first pair
of things. Ask: What are they? How are they different?
Elicit new and old from students. Repeat with the next
two pairs of things. Elicit expensive/cheap and big from
students. Then draw their attention to the table and
explain the rules for using comparative adjectives.
Have students complete the table as you explain each
of the rules. Refer students to the Glossary to clarify
the meaning of words if necessary.
Rules to Form Comparative Adjectives
As is used when there is no difference between the
objects being compared.
Than is usually used after the comparative adjective.
er is added to
cold =
Winter is colder
the end of a
colder
than summer.
one-syllable
tall =
Most basketball
adjective
taller
players are taller
than me.
er is added to the early =
I came home
end of an adjective
earlier
earlier than my
with two syllables, happy =
sister.
if the word ends
happier
I am happier now
in y.
than last year.
More or less is used difficult = The last test was
for adjectives that
more /
more difficult
have two or more
less
than the test
syllables, if the word difficult
today.
doesnt end in y. modern = Our generation
more /
is more modern
less
than our parents
modern
generation.
expensive My car is less

= more /
expensive than
less
my sisters car.
expensive
For adjectives that nice =
The beach is
end in e, only r
nicer
nicer than that
is added to the end safe =
park.
of the adjective.
safer
Airplanes are
safer than cars.
For adjectives that big =
My house is
end with a
bigger
bigger than my
consonant + vowel hot =
sisters house.
+ consonant, the
hotter
The summer is
last consonant is
hotter than the
doubled.
winter.
Answers: One Syllable Comparative Adjectives:
newer than, taller than, bigger than; Two or More
Syllables Comparative Adjectives: more careful than,
more dangerous than, more interesting than;
No Difference between Things or People: as nice as, as
beautiful as, as difficult as
9 Complete the sentences using
information from Activity 8.
This activity promotes life-long learning strategies and
autonomous learning by having students make conclusions
about how language works and is used. Ask students
to look back at the table in Activity 8 and to use the
information in it to complete the sentences. Allow time
for them to do this. Walk around the class, monitor and
help if necessary. Have them share and compare their
answers with a classmate and check answers as a whole
class activity by reading the sentences aloud and having
students say the answers in unison.
Answers: 1 Adjectives; 2 er; 3 more; 4 than
sheets of paper.
Lead-in
Class
Write five random words on the board: an adjective,

a color, a place, a name, and a thing. Tell students the
words are answers to questions and ask them to think
of possible questions for each of the answers. You can
have students write the questions on a blank sheet of
paper or in their notebooks, or simply say the questions
aloud. If you ask students to write the questions, have
them share and compare answers with a classmate and
then ask for volunteers to read their questions aloud.
To make it more challenging, give students a limited
amount of time to think of possible questions for each
of the words.
27
7/16/11 4:53 PM
Stage 4: I practice
complete it.
This activity will allow students to identify language
used to formulate questions and answers to understand
a dialogue and to detect expressions to argue or object.
The audioscript emphasizes the use of connectors to
allow students to establish linguistic resources to link
the sentences in a suggestion. Ask students to open
their Student Books to page 12 and draw their attention
to the illustration. Ask: What do you think the girls are
going to do? Then tell them they are going to listen to
the conversation among the girls. Ask them to listen
carefully first, without reading or writing.
Play the CD. Ask students what are the main ideas
of the conversation among the girls. Allow different
students to answer. Then tell students you are going to
play the CD again and that this time they have to
follow the conversation in their books and complete it
as they listen. Play the CD. Then have students share
and compare their answers with a classmate. Check
answers as a whole class activity, reading each of the
incomplete sentences aloud and having students say the
answers in unison. Alternatively, have students listen
again and look at the audioscript on page 184 of their
Student Books to check answers.
04
Answers: 1 $450; 2 blouse; 3 jeans

04
11 Listen again and answer the questions.
Tell students they are going to listen to the conversation

again and that they have to answer the questions. Go
over the questions with the students before playing the
CD to make sure they all understand them. Clarify if
necessary. Then play the CD and ask students to listen
without writing. Once the recording is finished, give
students time to answer the questions. Have them share
and compare their answers with a classmate. Check
answers as a whole class activity by reading the questions
aloud and having different students read their answers.
Have the rest of the class agree or disagree, and to add
any relevant details or information.
Answers: 1 How much is the blouse at Manchesters?

2 Ill think about it. Let's get some food. Im starving.
3 Theyre talking about buying blouses and jeans.
4 Casual
12 Read the advertisements and complete
the sentences.
Ask students to work in pairs. Draw their attention
to the advertisements and explain they are going to
use the information in them to complete the sentences.
Allow time for students to read the information and
complete the sentences. Walk around the class

monitoring and helping if necessary. Then have students
share and compare their answers with another pair of
students. Check answers as a whole class activity by
asking for volunteers to read each of the sentences with
the answers. Have the rest of the class agree or disagree.
Answers: 1 $1,500; cheaper than; 2 40 Km/hr, fast

as; 3 17; 4 30 Km/hr; 5 $2,200, more expensive
Stage 5: I can
13 In pairs, take turns asking your
classmate questions about the two bicycles
using the comparative adjectives in the boxes.
This activity helps students develop collaboration skills
and fosters courtesy within interpersonal relationships.
Ask students to work in pairs and to decide who will be
Student A and B. Then explain they have to take turns
asking each other questions about the two bicycles using
the adjectives in the boxes. Have them refer to Activity 12
if necessary. Allow time for students to do this. Walk
around the class, monitor and help if necessary.
Answers may vary.
14 Now use your answers to discuss

which bicycle is the best to buy. Make
suggestions to your classmate using
comparative adjectives in the boxes in
Activity 13.
This activity helps students develop collaboration skills
by having them make a decision together. It also allows
students to show assertiveness during decision-making
situations. It will also get them to choose word repertoire
relevant to a suggestion and to formulate, accept, or
reject suggestions. Explain that now they have to decide
which bicycle is best to buy, based on the answers to the
questions they asked in Activity 13. Have them use the
example phrases as a model. Walk around the class,
monitor and help if necessary.
15 In pairs, practice your conversation.
This activity allows students to take on a speaker role
to enact a dialogue with the help of a script and to seek
the confirmation of information in a dialogue. Ask
students to practice their conversation in pairs. Walk
around the class, monitoring and making corrections if
necessary. Then ask for volunteers to come to the front
and perform their conversation. Have the rest of the
class vote for the best performance.
28
7/15/11 9:06 PM
Unit 1
Lesson 2
Performance indicators:
Recognize subject matter, purpose and intended audience.
Select and adjust verbal and non-verbal behaviors
targeted at a specific audience.
Distinguish attitude of speakers and the relationship
between them.
Identify function of pauses, rhythm, and intonation.
Recognize strategies to emphasize meaning.
Construct expressions to offer alternatives to
suggestions.
Lead-in
Class
Say sentences or statements aloud and tell students to

stand up if the statements are true for them. Possible
sentences are: My name starts with E. I have a brother.
I dont like chocolate. You can change the instruction
and say: Touch your nose if you agree with the statement
or jump if you disagree.
Stage 1: I know
1 What kinds of products do you look at in
catalogues? Make a list.
To activate previous knowledge, write the word catalogue
on the board and ask students what kinds of catalogues
they know (print, online, for beauty products, shoes,
clothes, furniture, etc.) To recognize subject matter,
purpose, and intended audience, ask students who the
different catalogues they are familiar with are aimed at
(women, housewives, men, teenagers, etc.) and why they
think companies promote the use of catalogues. Then ask
them to open their Student Books to page 14 and draw
their attention to the illustration. Ask: What kind of
catalogue do you think it is? Allow different students to
give ideas. Then draw their attention to the questions in
the activity. Read them aloud and have different students
say if they have ever bought a product through a catalogue,
what theyve bought, and the reasons why they have or
have not bought products through catalogues.
Answers may vary.
Student Book
p. 14-19
Include relevant details and interesting information

in a suggestion.
Employ strategies to emphasize meaning.
Verbs: modals (should, shall).
Come up with expressions to argue or object about
the purchase or selling of products.
Verb forms: subjunctive.
Sentence types: declarative, interrogative, imperative,
exclamative.
Materials:
Audio CD
Stage 2: I build
05
2 Listen and repeat the jazz chant.
This activity will allow students to select and adjust

verbal and non-verbal behaviors targeted at a specific
audience. The chant emphasizes the use of comparative
structures. Draw students attention to the illustration
and ask for volunteers to describe it. To activate previous
knowledge, ask students how many of them have a bicycle.
Ask how many of them ride bikes to school. Ask them to
describe their bicycles. Then ask them if theyve ever
heard jazz music and what they know about it. Then
draw their attention to the title of the song. Have
students brainstorm the names of two-wheel vehicles.
Ask: What two-wheel vehicle is the chant about?
Tell students they are going to listen to the jazz
chant and ask them to follow it in their books. Play the
CD. Check for any new vocabulary. Refer students to
the Glossary to clarify the meaning of words if
necessary. Ask comprehension questions: What kind of
bicycle does the singer have now? What kind of bicycle
does he want? Then tell students they are going to listen
to the chant again and ask them to repeat it. Play the
CD. Make sure all students are repeating.
Cultural Note
Tell students that jazz is a musical tradition and
style of music that originated at the beginning of the
20th century in African-American communities in the
Southern United States from a confluence of African
and European music traditions. From its early
development until the present, jazz has incorporated
music from 19th and 20th century American popular
music. The word jazz (in early years also spelled jass)
began as a West Coast slang term and was first used to
refer to music in Chicago in about 1915.
29
7/15/11 9:06 PM
3 Read the chant again and circle T for True or

F for False.
Ask students to read the chant again and circle T or F.
Walk around the class and monitor. Ask students to
share and compare their answers with a classmate.
Check answers as a whole class activity, reading the
statements aloud and having students say the answers
in unison.
Answers: 1 T; 2 T; 3 T; 4 F; 5 T
06
4 Listen to the conversation and answer
the questions.
This activity will allow students to distinguish attitude
of speakers and the relationship between them, detect
expressions to argue or object, and identify function of
pauses, rhythm, and intonation. Draw students attention
to the illustration. Ask: Who are they? What are they
talking about? Elicit answers. Then explain they are
going to listen to the conversation between the people
in the illustration. Ask them to listen carefully to
determine the relationship between them and the main
ideas of their conversation.
Play the CD. Ask comprehension questions: What is
the relationship between the speakers? Whats the name
of the phone the son wants? Why does he want this phone?
Is the father going to buy him the phone? Tell students
they are going to listen to the conversation again and
that they have to answer the questions as they listen. Go
over the questions with students before playing the CD,
to make sure they all understand the questions and the
options. Clarify if necessary. Play the CD. Then ask
students to share and compare their answers with a
reading the questions and having students say the
answer they chose for each in unison.
Answers: 1 b; 2 c; 3 a
Lead-in
Class
Ask for volunteers to come to the front of the class.

Give the student at the front an adjective. Explain that
they have to act it out for the rest of the class to guess
it. No speaking allowed by the student doing the acting.
Mix easy and difficult adjectives for students to act out.
why. Allow different students to answer the questions.

Then ask them to open their Student Books to page 15
and draw their attention to the graphic organizer. Explain
they are going to listen to a conversation and that they
have to write the suggestions they hear. Before playing
the CD, ask students what they think the conversation
is going to be about, based on the image of the graphic
organizer. Elicit answers. Then ask students to listen first,
without writing, and to pay attention and listen for
suggestions. Play the CD. Ask students how many
suggestions they can remember from the conversation.
Play the CD one more time, asking students to write the
suggestions they hear in the correct place in the organizer
as they listen. Ask students to share and compare answers
with a classmate. Check answers as a whole class activity
by asking students to read the suggestions they wrote
aloud. Have the rest of the class agree or disagree.
Answers: Suggestions: I suggest you try the steak

and potatoes, sir. May I suggest that you try a
Caesars salad to go with that? Why: Why dont we
try something new? Lets: Lets just get a hamburger.
Cultural Note
There are a number of formulas used when making
suggestions in English. Here are some of the most
common: Why dont you/we ? You/we could
Lets What about ? How about ? I suggest/May I
suggest
6 Look at the sentences and answer the

questions.
Have students look at the sentences and work in pairs
to answer the questions. Allow time for them to do this.
Walk around the class, monitor and help if necessary.
Ask students to share and compare their answers with
another pair of students. Then check answers as a
whole class activity by reading the questions aloud and
having different students give the answers to each of the
questions. Have the rest of the class agree or disagree
with the answers, but make sure they all finally agree
with the correct answers.
Stage 3: I think
Answers: 1 One is a sentence, the other one is a

question. 2 Yes, they are both suggestions. 3 Answers
may vary; 4 Courteous
5 Listen to the conversation and write the

suggestions you hear.
To activate previous knowledge, write the word
suggestions on the board. Elicit the meaning from
students. Ask them when they ask for and make
suggestions. Ask them who in their close circle of friends
and family they go to when they need suggestions and
7 Underline the words that compare three or

more things or people.
Remind students that to compare three or more things
or people we use the superlative form of adjectives. Go
over the rules to form superlative adjectives with the
students if necessary, or elicit the rules from them. Then
ask them to look at the sentences and underline the
07
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7/15/11 9:06 PM
words that compare three or more things or people.

Have students share and compare their answers with a
having volunteers say the words they underlined. Have
the rest of the class agree or disagree.
Rules to Form Superlative Adjectives
Short Adjectives
One-syllable adjectives
Two-syllable adjectives ending in y
Normal rule: add est
Variation: if the adjective ends in y,
just change the y to i
Variation: if the adjective ends in e,
just add st
Variation: if the adjective ends in
consonant, vowel, consonant, just
double the last consonant
Long Adjectives
Two-syllable adjectives not ending
in y
All adjectives of three or more
syllables
Normal rule: use most
old, fast
happy, easy
old = the oldest
happy = the
happiest
late = the latest
big = the
biggest
modern,
pleasant
expensive,
intellectual
modern = the
most modern
expensive = the
most expensive
Answers: 1 the largest; 2 the newest; 3 the most

fantastic
Classroom Management: We can use superlative
adjectives when talking about three or more things
(not two things.) As with comparative adjectives,
there are two ways to form superlative adjectives:
Short Adjectives: add est; Long Adjectives: use most.
We also usually add the at the beginning.
8 Look at the sentences below. Check (3) the
ones which compare things and people and
cross out (7) those which compare actions.
Ask students to read the sentences and to identify
which ones talk about and compare things and which
ones talk about and compare actions. Ask: Which ones
compare things? Elicit answers and ask students to
check them. Then ask: Which ones compare two actions?
Elicit answers and ask students to cross them out.
Answers: check (3): 2, 4; cross out (7): 1, 3
Alternative Activity: Ask students to read the

sentences on page 16 and identify the things and actions
each one talks about (things: communication device,
phone; actions: speak, think.) Then ask them to check
the sentences which compare things and cross out those
which compare actions. Have them share and compare
answers with a classmate. Check answers as a whole class
activity by having students read aloud the sentences they
checked and the ones they crossed out. To guide students
to reflect on their learning and consolidate it, ask them
the following questions: Why did you organize the
sentences like that? What do you think the purpose of this
activity might be? What have you learned from this
activity about comparative structures?
Time: 15 minutes
sheets of paper.
Lead-in
Class
Divide the class in groups of four. Give each group a

blank sheet of paper or have them work in their
notebooks. Tell students you are going to give them a
certain amount of time (2-3 minutes) to find an item
within the classroom that begins with each letter of the
alphabet, in order. Have them write down the names of
the items on the sheet of paper or their notebooks.
They cannot reuse an item more than once. At the end
of the time given, ask each team how far they got (to
which letter) and then go through the alphabet asking
each team what they have for each letter. The team to
go furthest in the alphabet wins.
9 Rewrite the sentences from Activity 8 under

the correct heading. Add one of your own.
This activity helps students develop thinking skills by
asking them to categorize parts of text. As a quick review
from the previous class, elicit from students examples of
sentences that compare actions and things. Write some
of the examples on the board. Then ask them to give
examples of sentences that compare three or more things
or people. Write some examples on the board.
Ask students to look back at the sentences in
Activity 8, and draw their attention to the headings in
the table. Ask students to rewrite the sentences under
the correct heading and to add one more sentence of
their own to each. Allow time for them to do this. Walk
around the class, monitor and help if necessary. Ask
students to share and compare answers with a
classmate. Then ask different students to say which of
the sentences from Activity 8 they wrote under each
heading and have the rest of the class agree or disagree.
31
7/16/11 4:54 PM
Then ask different students to read the additional

sentence they wrote and to say under which heading they
wrote it. Have the rest of the class agree or disagree.
Answers: Compare Things: Its the most modern and

complete communication device. Its the cheapest
phone of its kind. Compare Actions: Please speak more
slowly. You need to think more carefully about this.
10 Complete the organizer.
Graphic organizers are helpful for students because
they visually represent abstract concepts such as ideas
or feelings. Write the words short, shorter, shortest on
the board. Ask students to look at them and elicit from
them what they notice. Then draw students attention
to the graphic organizer. Go over the headings with the
students and elicit from them what the function of each
part of speech is: adjectives qualify nouns or noun
phrases; adverbs modify any part of speech other than
a noun; the comparative form is used to compare two
things; the superlative form is used to compare three or
more things. If necessary, remind students how adverbs
are formed. Then ask them to complete the organizer.
Allow time for them to do this. Copy the headings of
the organizer on the board in the form of a table. Ask
classmate and then ask for volunteers to come to the
board and complete the table for the rest of the class to
compare and check their answers.
Answers:
quickly, more quickly, the most quickly. Ask students to

look at them and elicit from them what they notice. If
necessary, explain that to make a comparative of an
adverb you add more to the adverb and to form the
superlative of an adverb you add the most. Ask students
to complete the rules, based on what theyve learned
from the previous activities. Allow them to refer to the
activities if necessary. Then ask them to share and
compare answers with a classmate. Check answers as a
whole class activity orally by reading the sentences aloud
and having students say the answers aloud in unison.
Answers: 1 three; 2 -est; 3 most; 4 -ly; 5 more;

6 the most
Stage 4: I practice
12 Put the conversation in order.
Ask students to work in pairs. Explain that they have
to read the conversation and put it into the correct
order. Allow time for students to do it. Walk around
the class, monitoring. Have students share and compare
their answers with another pair of students. Check
answers orally as a whole class activity by calling out
the numbers aloud and having different students read
the corresponding sentence. Have the rest of the class
agree or disagree. Then ask for volunteers to act out
the conversation, reading it in the appropriate order.
Answers: left column: 5, 1, 4, 6, 2; right column: 3,
8, 7, 9
Adjective Adverb
Comparative
Superlative
near
nearly
nearer
nearest
fast
fast
faster
fastest
light
lightly
lighter
lightest
slow
slowly
slower
slowest
Classroom Management: Most adverbs are

formed by adding ly to their corresponding
adjectives. Examples are: kindly (kind), slowly (slow),
hardly (hard), sweetly (sweet) etc. If the adjective ends
in y, replace it with i and then add ly. If the
adjective ends in able, ible, or le, replace the e
with y. If the adjective ends in ic, add ally.
Exception to the rule: fast = fast, which is both an
adjective and an adverb.
This activity promotes the development of learning
skills by having students create a written summary of
information. Write on the board the words quick,
Lead-in
Class
Simply ask students: What made you smile today? Then

let them tell you about the things that have made them
smile throughout the day.
13 Complete the conversation using words

from the box.
This activity allows students to recognize strategies to
emphasize meaning. Go over the words in the box with
students and elicit their meanings. Then draw their
attention to the illustration and ask: What are they doing?
Allow different students to give ideas. Then explain
they are going to read the conversation and that they
have to complete it using words from the box. Ask
classmate. Then have different students read each of
the complete sentences. Have the rest of the class agree
or disagree with the answers. Then ask for volunteers to
come to the front and act out the conversation. Youll
need two volunteers to perform the dialogue.
Answers: 1 catalogue; 2 accessories; 3 old bike;
4 give; 5 blouses; 6 jeans; 7 newer
32
7/15/11 9:06 PM
Alternative Activity: Explain there are four types of

sentences: the declarative sentence makes a statement;
Today is a beautiful day. the interrogative sentence asks
a question; Hello, How are you? the exclamatory
sentence is a statement that shows strong emotion; and
the imperative sentence gives a direction or a command;
Pick up the trash! Ask students to identify these types of
sentences in the conversation.
Time: 5 minutes
Stage 5: I can
14 Give suggestions for buying or object to
buying the products.
This activity will allow students to construct expressions
to offer alternatives to suggestions. Ask students to work
in pairs. Explain that they have to choose one product
and that they have to give three suggestions to buy or
object to buying it. Draw their attention to the first
illustration and the examples provided in it. Make sure
they understand what they have to do. Then have them
decide which one of them is going to give suggestions
for buying the product and which one of them is going
to object to buying it. Once students have decided their
roles, give them time to think about their suggestions
and objections. Then ask for volunteers to share them
with the rest of the class. Have them tell the class which
product they chose and to give the suggestions to buy it
and the objections not to. Have the rest of the class
agree or disagree with the suggestions and the objections
and to add some others if possible. Repeat with other
products and pairs of students.
Answers may vary.
15 Invent detailed information about the

products and offer alternative products to buy.
This activity allows students to include relevant details
and interesting information in a suggestion and to
employ strategies to emphasize meaning. Draw students
attention to the table and elicit from them the names of
the products. Then draw their attention to the example.
Explain that they have to invent detailed information
about each of the products to make them look attractive
and worth buying, and that then they have to offer
alternatives to buy a different product, as shown in the
example. Allow enough time for students to think about
the information they want to include and to write it
down in the spaces provided. Then ask for volunteers to
share interesting details about each of the products, as
well as possible alternatives to buy a different one. Have
the rest of the class share any other interesting details or
possible alternatives.
Alternative Activity: Introduce the use of the modal

verbs should and shall and the subjunctive form of
verbs. Shall is used to indicate future action. It is most
commonly used in sentences with I or we, and is often
found in suggestions, such as Shall we go? Should is
most commonly used to make recommendations and
suggestions or to give advice. The subjunctive form is
used to emphasize urgency or importance, or to make
suggestions. It is used after certain expressions: I suggest
that Is it essential / important that He / She / They
recommended that The subjunctive is formed with
the simple form of the verb. The simple form is the
infinitive without to.
Ask students to come up with expressions to argue
or object about the purchase or selling of products by
using should, shall and the subjunctive when they write
the possible alternatives to buy a different product in
Activity 15 on page 19. E.g. I think you should buy ...
Why don't you buy ...? Then ask them to get in pairs and
take turns giving the interesting details about the
different products and the possible alternatives to buy
a different product that they wrote.
Time: 15 minutes
16 Write a conversation giving suggestions or
objecting to the purchase of a product.
In this activity students will come up with expressions
to argue or object about the purchase or selling of
products, Ask students to work in pairs. Draw students
attention to the conversation and explain they will be
completing it by giving suggestions or objecting to
purchase a product, according to the cues provided.
Allow time for students to complete the conversation.
Then ask for volunteers to stand up and act out their
conversations. Have the class vote for the conversation
that included the best positive details, the best objecting
details or the best possible alternative.
Answers may vary.
17 Do you think you are a compulsive

shopper or a responsible shopper?
Allow time for each student to think about their answer.
Ask for volunteers to stand up and give specific
examples to support their answer.
Answers may vary.
Answers may vary.
33
7/18/11 12:12 PM
Unit 1
Product 1 C
atalogue of Goods
Select goods which will be included in the catalogue.
Design the catalogues format and illustrate its products.
Compose the suggestions about the products
included in the catalogue.
Lead-in
Class
Divide white sheets of paper into four and cut out the
squares. Give each student a blank square and explain
they are going to write fortune cookie messages on
them. Ask them to write short simple messages like:
You will go to the cinema; You will meet a famous
person; You will get three CDs for your birthday. Once
students have written their messages, ask them to fold
their papers and put them in the plastic bag. Shake the
bag a little bit to mix all the messages. Then walk
around the class having each student pick out a piece of
paper. Make sure they dont pick out the one they
wrote. If they do, allow them to put it back in the bag
and take out a different one. Ask students to read their
messages and share them with other classmates. Ask
them if they think the prediction in the message is likely
to happen to them and why or why not.
Stage 1: I get ready

1 Work in groups of four or five students. Make
a list of the selected products that you will
include in your catalogue.
Tell students they are going to design and illustrate a
goods catalogue. Ask them to brainstorm different
kinds of catalogues they know. Then ask them to get in
groups of four or five students and to select the goods
which will be included in the catalogue by making a list
of the products they want to include in their catalogue,
writing them in the spaces provided. Tell them they can
write more products than spaces in their books if they
want to.
Stage 2: I plan
2 Plan your catalogues format. Group the
products by similarities and give each
product a number and price.
Ask students to group the products they listed in
Activity 1 under the categories in the table in their
books. Then ask them to give each product an
identification number and to set a price for each
of them. Allow time for students to develop this.
Student Book
p. 20-21
Practice the enunciation of suggestions, using the

catalogue as a guide.
Present the catalogue to a previously selected audience.
3 Decide on the size and number of pages of

your catalogue.
Tell students they can make a four-page catalogue or an
eight-page catalogue. Ask them to decide what number
of pages is more appropriate for them to have, based on
the number of products they want to include in it. To
decide on the size of their catalogues, explain to students
they will fold horizontal sheets of paper or cardboard.
Demonstrate how this will work by holding a blank
sheet of paper or a piece of cardboard horizontally and
folding it in half.
Once students have decided the number of pages
and size of their catalogues, tell them they can draw the
products, photograph them and then stick the photos
in their catalogue, cut them out from magazines and
stick them in the catalogue or download the pictures
from the Internet, print them and then stick them in
the catalogue. Allow students time to decide how they
want to go about illustrating their catalogue. They will
illustrate their catalogues during the next class, so students
need to decide who has time to find the images of the
products on the Internet or take pictures of the products
and print them.
4 What materials do you need?
Once students have decided how they want to illustrate
their catalogues, ask them to think about what materials
they will need to design the catalogues format and
illustrate its products. Have them write the list of
materials in their books, in the spaces provided.
Stage 3: I do
5 Compose the suggestions about the
products included in your catalogue.
Tell students that for each of the products in their
catalogues they have to compose at least one suggestion
for buying it. Draw their attention to the example sentence
in their books and tell them they can use it as a reference
for the suggestions they are going to write. Guide students
to choose one or two products each and write the
suggestions for each of them, so that time is spent more
effectively. Give them time to write their suggestions,
and walk around the class, monitoring and helping if
34
7/15/11 9:06 PM
necessary. Once students have finished, ask them to check

each others suggestions for spelling and grammar. Have
them check the chart to revise suggestions and comply
with grammar, spelling, and punctuation conventions.
emember Next class students will need: a plastic
bag, white sheets of paper or white cardboard, colored
pencils, colored markers, flip pens, scissors, glue, old
magazines.
Class
Lead-in
Ask students to stand up and hold hands forming a

chain. The first and last students in the chain will only
be holding one classmates hand. The rest of the
students should be holding two classmates hands, one
on each side. Explain that the object of this activity is to
see how quickly they can heart beat. They pass the
beat by squeezing the hand to the right after they
receive it from the left. Have them start on your count
of three and ask the last student in the chain to shout
Done! when he receives the squeeze. To make it more
challenging, time the activity and ask students to repeat
and go faster every time.
Stage 4: All ready to share

6 Illustrate your catalogue. Write your own
suggestions to present it.
In this activity students will design the catalogues
format and illustrate its products. They will also
practice the enunciation of suggestions, using the
catalogue as a guide. Ask students to work in the same
groups as the previous class and explain that they will
now put their catalogues together, illustrate them, and
write their suggestions for each of the products.
Remind students they had already decided the
number of pages for their catalogue during the previous
class and that they have to fold horizontal sheets of
paper or cardboard to make their catalogues. Allow
time for students to put their catalogue together. Then
give them time to illustrate it or stick their photos or
magazine cut-outs on it. Remind them to include the
identification number for each of the products and
their prices.
Then have students look back at the suggestions

they wrote in Activity 5 and ask them to complete or
improve them using the useful expressions in the box.
Then give them time to write their suggestions for the
products included in their catalogue. Once they have
finished, explain they will present their catalogue to
their classmates. Ask students to practice the
enunciation of suggestions, using the catalogue as a
guide. Encourage all students in the groups to
participate and read suggestions from their catalogues.
7 Present the catalogue at the front of the class

and make suggestions about what to buy.
Ask for volunteers to come to the front to present their
catalogues to the rest of the class and to try to convince
them to buy one of their products by enthusiastically
reading the suggestions they wrote for each of the
products. Ask students to look at the Useful Expressions
box in their books before coming to the front to present
the catalogue to a previously selected audience. Have
the rest of the class listen and say if theyd buy any of the
products from the group and why or why not. Repeat the
presentation with as many groups as time allows.
I learn
Ask students what they can do now that they couldnt do

at the beginning of the learning environment and listen
to their responses. Encourage them to identify the
activities that they found especially helpful during the
process of making the product. Then have them answer
the I learn box. Explain that its purpose is to assess their
performance while making the product in order to
improve weaknesses and reinforce strengths during the
process. Briefly have them discuss their responses to the
self-assessment in groups or with the rest of the class.
Give positive feedback for their effort and progress.


known oral expressions.
Can adjust tone, rhythm, and intonation when
composing oral texts.
To formally assess this learning environment go to page 154.
35
7/15/11 9:06 PM
Unit 1
Lesson 3
Clarify the meaning of the word with the use of a
bilingual or English dictionary.
Read fantasy narratives.
Recognize events in paragraphs.
Identify elements in narrative: characters, events,
narrator, etc.
Detect words and expressions used to describe
characters physical features.
Use different comprehension strategies (e.g.
re-reading, self-questioning, vocabulary, text
arrangement, etc.)
Express personal reactions about a text.
Conditionals.
Distinguish implicit and explicit information.
Lead-in
Student Book
p. 22-27
Formulate and answer questions to determine

characters abilities.
Direct and indirect speech.
Recognize actions used as names or as
characteristics / qualities.
Determine subject matter, purpose, and intended
audience.
Complete sentences based on the characters actions.
Form paragraphs from sentences.
Differences between British and American variants
(-ise, -ize ogue /-og o, -our)
Homophones.
Materials:
Audio CD
Pictures of people from magazines, white sheets of
paper, and an empty bag
Class
Tell students they will be describing and guessing objects

through sensory descriptions. Ask for a volunteer to
come to the front of the class. Either assign an object to
the student or allow him/her to select an object. This
student must now give one sensory description of the
object: I see something _____, or I taste something
_____. The student will give five descriptions in total,
one for each of the senses, and cannot say the name of
the object. The rest of the class has to guess what the
object is based on the sensory description of it.
Stage 1: I know
1 Imagine that you have superpowers.
What are they?
This activity promotes self-awareness and allows
students to understand themselves better. To activate
previous knowledge, elicit from students the names
of superheroes and the superpowers they have. Write
some examples on the board. Then have students
imagine they have superpowers. Ask them what
superpower they have and why they like them. Allow
different students to share their ideas with the class.
Answers may vary.
Alternative Activity: Have students imagine they have

a superpower and decide which superpower they have.
They can choose only one. Then ask them to conduct a
quick class survey to find out which superpowers their
classmates have chosen by asking them: What superpower

do you have? Have them interview at least 10 of their
classmates to find out what superpower they chose. Ask
them to take notes of the superpowers their classmates
mention on a blank sheet of paper or in their notebooks.
Allow a couple of minutes for students to have the chance
to interview at least 10 other students. Then ask students
to analyze the results of their survey by saying which one
is the most common superpower among the classmates
they interviewed (the one that more classmates
mentioned) and which one is the least common
superpower (the one the least classmates mentioned.)
Then have them conclude which ones are the most and
least popular superpowers in the class.
Time: 20 minutes
Stage 2: I build
In this activity, students will read a fantasy narrative.
Elicit the meaning of the word skateboard from students
or ask them to clarify the meaning of the word with the
use of a dictionary. Draw students attention to the title
of the story and the illustration and ask them what they
think the story is about. Allow different students to share
their ideas with the class. Then ask students to get in
pairs and to take turns reading the paragraphs of the
story. Ask them to underline any new words they find
and to try to guess their meaning from context. Write
the words championship, dream, helmet, neighborhood,
and trophy on the board. Ask students to refer to the
36
7/16/11 4:55 PM
Glossary on page 157 at the back of their Student Books

and look up the meaning of the words. Walk around the
class as students read, monitoring and correcting
pronunciation if necessary. Then ask them who the
main character of the story is and ask students to
describe him. Allow them to look back at the story to
detect words and expressions used to describe
characters physical features. By doing this, students
will re-read the first paragraph of the story. Then ask
them what the main event is in each paragraph of the
story. Allow different students to answer and have the
rest of the class agree or disagree.
To identify elements in narrative, have students
answer the questions. Allow time for them to do this, as
you walk around the class and monitor. Ask students to
share and compare their answers with another pair of
students. Check answers as a whole class activity by
reading the questions and having different students read
their answers. Have the rest of the class agree or disagree
with the answers. Then allow students to express
personal reactions about a text by asking: What do you
think about the story? Is there anything you can learn
from the story? Did you like it? Why or why not? Allow
different students to express their thoughts and opinions.
clause is formed with if + subject + simple past verb.

The main clause is formed with the subject + would /
could + verb. A second conditional sentence consists of
two clauses, an if clause and a main clause. Draw
students attention to the sentences and have them
notice the two clauses. Then ask students to read the
first sentence and ask them what it means by reading
the two options. Have students write T for the option
that expresses the correct meaning of the clause and F
for the one that doesnt. Repeat with the second
sentence. By doing this, students will distinguish
implicit and explicit information.
Answers: 1 a F, b T; 2 a T, b F, 3 F
sheets of paper and an empty bag.
Lead-in
Class
Answers: 1 The story is about a boy who found a

magic skateboard. 2 Answers may vary. 3 Its a
fantasy story. 4 George is the main character.
5 George was a 14-year-old boy who studied in
middle school; if my grandfather were here, he
would be very proud of you, he said. I know he is,
said George smiling.
Ask for two volunteers to come to the front of the class.

Student A begins to pantomime an action, for example
brushing teeth. Student B asks: What are you doing?
Student A must answer with an action that looks nothing
like what he is doing, for example combing hair. Student
B now begins to comb his hair. Now the cycle repeats,
and Student A asks: What are you doing? The class
watches until one of the following mistakes is made:
a student takes too long to think of an action, or a student
says the action that he is doing. When the students in
front of the class make a mistake, they are sit down and
replaced by another pair.
Cultural Note
Stage 3: I think
Reading for pleasure is an activity that is commonly

taken for granted. Although many readers are initially
interested in developing their reading skills for very
practical reasons, teachers have an ideal opportunity to
introduce their learners to a range of experiences,
including fiction and non-fiction, travel writing, graphic
novels, etc. Reading improves the way our brains actually
work and opens our minds to acquire cultural knowledge
about different places, traditions, languages, etc.
Encourage students to read in English outside the
classroom and promote extensive reading. Extensive
reading is the free reading of books and other written
material that is not too difficult or too easy. Extensive
reading is sometimes called Free Voluntary Reading.
4 Circle the part of the sentence that

expresses an unreal condition.
Elicit from students the use of the second conditional and
how the clauses are formed. Then ask them to open their
Student Books to page 23 and read the sentences. To
formulate and answer questions to determine the unreal
conditions, ask: Does George have healthy feet now? Can
he run now? Does he have superpowers now? Elicit No
from students. Explain that the fact George does not
have healthy feet, cant run and does not have
superpowers makes each of the sentences unreal. Ask
them to circle the part of the sentence that shows that
the sentence is unreal. Point out that the if clause can
come at the beginning or end of the sentence.
3 Look at these conditional sentences and

write T for True and F for False.
Explain that the second conditional is a structure used
for talking about situations or conditions in the present
or the future which are not real or wont happen. The If
Answers: circled: 1 If George had healthy feet;

2 if he could run; 3 If George had superpowers
37
8/31/12 7:03 PM

This activity helps students consolidate their learning by
completing the table with their conclusion and noticing
how language is used. Ask students to complete the rule in
the table. Read the incomplete sentence and elicit the word
conditional from them. Then draw their attention to the
example in the table and the structure used to form the if
clause and the main clause in conditional sentences. Ask
them to look at other sentences in Activities 3 and 4 to
confirm that the structure is followed in all cases. You can
ask for volunteers to give additional examples of
conditional sentences of their own, following the structures
for if clause and main clause in the table.
Answer: 1 conditional
6 Read the sentences and answer the question.
This activity emphasizes the use of direct and indirect
speech. Draw students attention to the information
in column A. Ask them what they notice about the
sentences. Make sure they are aware of the quotation
marks and the fact that what the person says is quoted
word for word. Explain that saying exactly what
someone says is called direct speech. Then draw their
attention to column B. Ask them what they notice
about the sentences. Make sure they are aware there are
no quotation marks and that the verbs are in the past.
Explain that reporting what a person said is called
indirect speech. Then have them answer the question.
Answer: 1 B
Classroom Management: Saying exactly what
someone has said is called direct speech (sometimes
called quoted speech). What a person says appears
within quotation marks (...) and should be word for
word. Indirect speech (sometimes called reported
speech,) doesnt use quotation marks to enclose what
the person said and it doesnt have to be word for word.
In reported speech the tense usually changes. This is
because when we use reported speech, we are usually
talking about a time in the past (because obviously the
person who spoke originally spoke in the past.) The
verbs therefore usually have to be in the past, too.
7 Write D for Direct speech and I for Indirect
speech.
Ask students to read the sentences and decide if they
are direct or indirect speech. Allow time for them to do
this. Walk around the class, monitoring. Ask them to
share and compare answers with a classmate. Check
answers as a whole class activity by reading each of the
sentences and having the students say the answer for
each in unison.
Answers: 1 D; 2 I; 3 D; 4 I
Alternative Activity: Divide white sheets of paper
into four and cut out the pieces. Give a piece of paper
to each student and ask them to write one sentence
about their likes or dislikes, e.g., I like chocolate, or I
dont like coffee. Ask students to fold their papers and
put them in the bag. Shake the bag a little bit so that all
the papers will mix. Then walk around the class, having
each student take out a piece of paper. Make sure they
dont take out their own. If they do, allow them to put it
back in the bag and take out another one.
Ask each student to read the sentence on their piece
of paper. While they do it, write the following on the
board: Someone wrote that he Tell students that now
they have to report the information in their papers by
saying: Someone said that he + information from
sentence; E.g., Someone wrote that he didnt like coffee.
Ask for volunteers to begin reporting the information on
their papers. If no one volunteers, start with the first
student on the right side of the room and have the
student behind him continue, and so on. If a student
makes a mistake, encourage the rest of the class to help
them transform the sentence into a correct one. You can
ask students to try to guess who wrote the sentences.
Time: 20 minutes
This activity allows students to consolidate their
learning by having them complete rules. Ask students
to read and complete the rules. Have them refer to
Activities 6 and 7 if necessary to help them reach
conclusions. Then ask for volunteers to read the rules
aloud and have the rest of the class agree or disagree.
Answers: 1 report; 2 past

Classroom Management: Lifelong learning is
the lifelong, voluntary, and self-motivated pursuit of
knowledge for either personal or professional reasons.
As such, it not only enhances social inclusion, active
citizenship, and personal development, but also
competitiveness and employability. The term recognizes
that learning is not confined to childhood or the
classroom, but takes place throughout life and in a
range of situations. Learning can no longer be divided
into a place and time to acquire knowledge (school)
and a place and time to apply the knowledge
acquired (the workplace.)
emember Next class students will need: pictures
of people taken from magazines.
38
7/15/11 9:06 PM
Lead-in
Class
Take two pictures of people and show them to the

students. Explain that students are going to role play
the two people having a conversation, in pairs. The
topic is free but may be suggested by you (e.g. old
person, young person talking about fashion). Ask for
volunteers to come to the front and role play.
Stage 4: I practice
9 Read the story in Activity 2 and match
the questions to the paragraphs that give
the answers.
In this activity, students will use different comprehension
strategies and will recognize events in paragraphs. Ask
students to go to page 22 and skim and scan the story in
Activity 2. Allow time for them to do this and then ask:
What is the main idea of the story? What are other key
ideas? Allow different students to give answers. Then ask
them to come back to page 25 and read the questions.
Have students match the questions to the paragraphs that
give the answer. They can scan the story to check their
answers. By doing this, students will formulate and answer
questions to determine characters abilities and actions.
Have students share and compare their answers with a
reading the questions aloud and having the class say the
letter of the corresponding paragraph in unison.
Classroom Management: Skimming is used to
quickly identify the main ideas or other key ideas in a
text. Scanning is a technique used to search for key
words or specific information.
Alternative Activity: Write the words knew and

new on the board. Explain that homophones are
words which sound the same but differ in spelling. Ask
students to think of other words that are homophones.
If they cant give other examples, here are some: sea/
see; wood/would; right/write; steel/steal; witch/which;
no/know. Then write the words flour and flower on the
board. Ask: Are they homophones? Have students say
the words aloud and decide if they are or not. Other
possible examples for students to decide if they are
homophones or not are: here, hair; poor, pour; lane, line.
Time: 10 minutes
10 Write what you liked and didnt like about The

Magic Skateboard. Then share with a classmate.
In this activity students will express personal reactions
about a text. Have students reflect about The Magic
Skateboard. Ask them to think about what they liked
and didnt like about the story and to write their ideas
in the spaces provided. Allow time for them to do this.
Walk around the class, monitoring and helping if
necessary. Ask students to share and compare their
answers with a classmate. Then ask for volunteers to
share their ideas with the rest of the class.
Answers will vary.
11 Read the text and complete the sentences

below using reported speech.
In this activity students will recognize actions used as
names or as characteristics/qualities. They will also be
identifying elements in narrative: characters, events,
narrator, etc. To activate previous knowledge, write the
word comic on the board. Elicit its meaning from students.
Ask them if they have ever read a comic book and which
one. Allow different students to answer and tell the rest of
the class about the comics theyve read. Then draw
students attention to the title of the story and ask them
what they think it is going to be about.
Draw their attention to the illustrations. To
determine subject matter, purpose and intended
audience, ask: What kind of text is this? Elicit the word
comic from students. Ask them what a common topic in
comics is (superheroes) and what kind of audience are
comics are aimed at. Elicit answers. Then have students
read the text in their book. Ask the following
comprehension questions: What is the girls problem?
What superpower does Superteen have? Elicit answers.
Then ask them to complete the conversation using
reported speech. By doing this, students will complete
sentences based on the characters actions. Remind
students that in reported speech the verb tense changes
to the past if necessary. Ask them to share and compare
answers with a classmate. To check answers, ask for two
volunteers to be Sandra and Mary and to read the
conversation aloud. Have the rest of the class agree or
disagree with the words used to complete the sentences.
Answers: 1 was; 2 couldnt; 3 would; 4 was; 5 was;
6 was
Cultural Note
A comic is a graphic medium in which images
convey a sequential narrative. The sequential nature of
the pictures, and the predominance of pictures over
words, distinguishes comics from picture books. Most
comics combine words with images, often indicating
speech in the form of word balloons. Words other than
39
7/16/11 4:56 PM
dialogue, captions for example, usually expand upon the

pictures. In 1837, The Adventures of Obadiah Oldbuck
was published by Switzerlands Rudolphe Tpffer and it
is considered the earliest known comic book.
12 Complete the sentences with would, or

could, and the correct form of the verb.
Draw students attention to the title of the story and the
illustration. Elicit from students or explain the meaning
of daydreaming if necessary. Ask them what the girl is
thinking about. Then draw their attention to the sentences
and ask them what kind of sentences they are. Elicit
conditional sentences from students. Remind them of the
rules to form conditional sentences if necessary. Ask them
to complete the sentences using the appropriate form of
the verbs in parentheses. Allow time for them to do this.
Walk around the class, monitoring. Then ask students to
share and compare their answers with a classmate.
Stage 5: I can
13 Read the story and complete the bubbles.
In this activity students will read fantasy narratives. Have
students open their Student Books to page 27. Draw
their attention to the illustrations and have different
students describe them. Ask them what they think the
story is about. Have them get in pairs and read the story,
one paragraph each student. Ask them to underline any
new words they find and to use their dictionaries to
clarify their meanings if necessary. Allow time for
students to read the story and then ask the following
comprehension questions: What is the girls name? Where
did she live? What was she always wishing for? What was
her neighbors name? Why was she special? Then explain
that they have to complete the speech bubbles in the
illustrations using information from the story, with what
each of the characters is thinking or saying. By doing
this, students will be using direct and indirect speech.
Answers: 1 were, would look; 2 were, would call;

3 would, called; 4 went, would ask
Possible answers: 1 If I had some money, I could

buy pretty dresses. 2 Why are you sad? 3 Because my
father is poor and couldnt buy me things.
Alternative Activity: To practice the use of the second

conditional, ask the students some of the following
questions: What would you do if you met the president?
What would you do if you saw the most handsome guy/
beautiful girl walk by the classroom? What would you do if
you could speak perfect English? What would you do if you
found a thousand pesos on the street? What would you do
if your best friend forgot your birthday? Allow time for
students to think of their answers and then ask for
volunteers to share their answers with the class. Ask as
many questions as time allows, so different students get to
share their ideas, participate, and practice the formation
and use of the second conditional. Encourage students to
use complete sentences when answering, so that they get
to form both the if and the main clause.
Time: 5 minutes
Cultural Note
emember Next class students will need: pictures

from magazines.
Lead-in
Class
Bring in pictures from magazines, postcards, etc.

Volunteer students choose a picture and make up a
story about it. This can also be just a simple description
if students are shy, and the rest of the class can help
complement the story.
Write the words neighbor and neighbour on the

board. Explain that there are a few differences between
American and British English for the spelling of certain
words. Most words ending in an unstressed our in
British English (e.g., colour, flavour, honour, neighbour,
rumour, labour, humour) end in or in American English
(e.g., color, flavor, honor, neighbor, rumor, labor, humor).
14 Some cultures believe in magic more

than others. What are your country's beliefs
about magic?
Tell students that we consider magic as the art of
altering things either by supernatural means or through
knowledge of occult natural laws unknown to science.
Elicit from students magic local customs or traditions
they have in their locations.
15 Complete the sentences.
In this activity students will complete sentences based on
characters actions. Ask students to complete the sentences
with the appropriate form of the verb in parenthesis. Have
students share and compare their answers with a classmate.
Answers: 1 could; 2 had, could; 3 would give;
4 wouldnt have; 5 was
16 Write an ending for the story.
Have students write a possible ending for the story in
the space provided.
40
7/18/11 12:19 PM
Unit 1
Lesson 4
Listen to others opinions to recognize different
interpretations.
Read fantasy narratives.
Identify elements in narrative.
Recognize events in paragraphs.
Identify letter groups in beginnings and endings
of words.
Clarify the meaning of words with the use of a
bilingual or English dictionary.
Express personal reactions about a text.
Form paragraphs from sentences.
Colophon: publishing house, year, location, etc.
Lead-in
Class
Explain to students that they are going to tell someone

to ask someone else to do something. By doing this,
they will be practicing indirect requests. Give them an
example: (Student A), please tell (Student B) to brush
her teeth. Student A asks the question to Student B,
who then performs the action. Then Student B makes a
request to a third student and so on. Continue with as
many students as time allows.
Stage 1: I know
1 Do you prefer to read books or comics? Why?
This activity allows students to develop introspective
and self-reflective capacities. To activate previous
knowledge, ask students what the differences are between
a book and a comic. Allow different students to answer
and have the rest of the class agree, disagree or add
relevant information. Then ask: What do you prefer to
read, books or comics and why? By doing this, students
will listen to others opinions to recognize different
interpretations. Again, allow different students to express
their opinions.
Answers may vary.
Classroom Management: To help you identify if

your students have a strong intrapersonal intelligence,
look for the following characteristics of this type of
intelligence: good at analyzing their strengths and
weaknesses, enjoyment in analyzing theories and
ideas, excellent self-awareness, and clearly understand
the basis for their own motivations and feelings.
Student Book
p. 28-33

characters physical features.
Verb tenses: past and present perfect.
Adverbs: of time (yet, already).
Verb forms: gerund.
characters.
Describe physical characteristics, abilities, and
actions to discover characters.
Materials:
Reader
White sheets of paper, pictures from magazines,
an empty bag, random school objects
2 What is your favorite book, comic, or movie?
Talk about it.
Ask students to get in pairs and tell each other what their
favorite book, comic, or movie is and why. Allow time for
them to discuss. Walk around the class, monitoring and
correcting pronunciation if necessary. Then ask for
volunteers to share their favorites with the class.
Answers may vary.
Alternative Activity: Have students conduct a class

survey to find out what is more popular among their
classmates: books, comics, or movies. Ask students to
interview at least 10 other classmates, asking questions
like Do you have a favorite book / comic / movie? Which
one is it? Ask students to make notes of their classmates'
answers on a blank sheet of paper or in their notebooks.
Then ask them to analyze the information they collected
and decide what is more popular among the class. You
can have them make a graph of the information, too, and
display the graphs on the classroom walls.
Time: 20 minutes
Reader
The Five Joaquins
p. 20-29
In this activity students will read a fantasy narrative.

Ask students to open their Readers to page 20. Elicit
from them what the title and author of the story are.
Ask them to flick through the pages of the story and to
tell what they think the story is about. Allow different
students to express their ideas. Then ask them what
characters they can identify through the pictures of the
story. By doing this, students will identify elements in
41
7/15/11 9:06 PM
narrative. Then ask for volunteers to read the text in

each of the pages of the story and have the rest of the
class follow the reading in their Readers.
Ask comprehension questions after every page to
make sure students are following the reading. If
necessary, draw their attention to the Glossary at the
bottom of the page to clarify the meaning of words.
Then ask students to get in pairs and answer the
comprehension questions. Allow time for them to do
this. Walk around the class, monitor and help if
necessary. Then have students share and compare their
answers with another pair of students. Check answers
as a whole class activity by reading the questions aloud
and having different students read the answers to each
of the questions. Have the rest of the class agree or
disagree with the answers. Still working in pairs, ask
students to continue with Activity 2 and circle the best
option to complete the sentences. Allow time for them
to do this. Walk around the class, monitoring. Have
students share and compare answers with another pair
of students. Check answers as a whole class activity by
reading the first part of the sentences and having
students say the option that completes it in unison.
Stage 2: I build
3 Number the paragraphs in the correct order.
Ask for volunteers to retell the events of the story of The
Five Joaquins. Have the rest of the class add important
information or relevant details to reconstruct the story.
Then ask them to read the paragraphs individually and
silently. Ask them to recognize and underline the main
events in each paragraph. Walk around the class as
students read, monitoring and helping if necessary.
Then ask them to number the paragraphs in the correct
order. Have them share and compare their answers with
a classmate. Check answers orally, as a whole class activity.
Answers: a 2; b 3; c 1
Classroom Management: Sorting is any process
of arranging items in some sequence and/or in different
sets, and accordingly, it has two common, yet distinct
meanings: 1. ordering: arranging items of the same
kind, class, nature, etc. in some ordered sequence,
2. categorizing: grouping and labeling items with
similar properties together (by sorts.)
4 Label the paragraphs in Activity 3 with the
correct heading.
Go over the headings with the students and make sure
they understand them. Clarify if necessary. Then ask
them to label each paragraph with the correct heading.
Have them share and compare answers with a classmate.

Check answers orally, as a whole class activity.
Answers: a Joaqun finds something unusual in the

mountain. b Joaquin meets the ghost of his great
grandfather. c Joaquns story may or may not be true.
Alternative Activity: To identify letter groups in
beginnings and endings of words, write the words scale,
skin, sled, smog, snap, spot, stove, and swan on the board.
Explain that blends are two or three consonants that are
blended together. Ask several volunteers to come to the
board and circle the initial blends sc, sk, sl, sm, sn, sp, st,
and sw. Encourage students to share their observations
about the blends and ask: How are these blends the same
and different? (The first letter is "s" in all the blends; the
second letter varies.) Read the words, emphasizing the
two consonant sounds heard in each blend. Have
students read the words aloud. Then ask them to open
their Reader to the story of The Five Joaquins and scan
the text to underline all the words they can find that have
these consonant blends. Have volunteers read aloud the
words they underlined and have the rest of the class add
others that are not mentioned.
Time: 15 minutes
sheets of paper and pictures from magazines.
Lead-in
Class
Show students one of the pictures from magazines you

have and ask them to write down on a white sheet of
paper or in their notebooks the first thought that
crosses their minds when looking at the picture: what it
reminds them of, how it makes them feel, anything that
comes to their mind. Then ask for volunteers to share
their thoughts with the rest of the class. Repeat with a
couple more pictures.
5 Read the article and in pairs, share

your opinion.
This activity allows students to develop introspective
and self-reflective capacities by having them express
personal reactions about a text. Ask students to work in
pairs and read the article on page 29 of their Student
Books. Remind them they can refer to the Glossary at
the back of their books to clarify the meaning of these
words: abilities, adventure, balconies, citizens,
earthquake and gold. Allow time for them to read. Walk
around the class, monitoring and helping if necessary.
When students finish reading, ask them to exchange
opinions about the article with their partner. Then ask
for volunteers to share their opinion with the rest of the
42
7/15/11 9:06 PM
class. Allow different students to do this, so that students

listen to others opinions to recognize different
interpretations. Then read the questions aloud and allow
different students to give answers. Have the rest of the
class agree, disagree or complement the answers.
Answers may vary.
Alternative Activity: For the development of writing

skills and to have students form paragraphs from
sentences, have students write a short paragraph with
their opinion about the article on a separate sheet of
paper. Then ask them to exchange papers with other
classmates to share their opinions.
Time: 10 minutes
Stage 3: I think
6 Label the book with the words.
In this activity students will identify colophon: publishing
house, year, location, etc. They will also develop thinking
skills by analyzing and labeling. Draw students attention
to Activity 6. Go over the information with the students.
You can have volunteers read the information. Then ask
them to label the book with the appropriate words.
Allow time for students to do this. Walk around the class
and monitor. Then have students share and compare
answers with a classmate. Check answers as a whole
class activity, holding up your book at the front of the
class and pointing to it and having students say the
corresponding labels in unison.
Answers: clockwise from top: 1, 6, 7, 8, 5, 4, 3, 2
7 Underline the adjectives that qualify
and describe.
Remind students or elicit from them the use of adjectives.
To detect words and expressions used to describe a
characters physical features, ask students to open their
Student Books to page 30 and read the sentences first.
Then ask them to underline the adjectives that qualify and
describe. Allow time for them to do this. Then ask them
to share and compare answers with a classmate. Check
answers orally, as a whole class activity, by reading each
of the sentences aloud and having different students say
which words they underlined.
Answers: 1 tall, strong, handsome; 2 chubby, long,
curly; 3 tall, thin, blue; 4 many, nervous; 5 kind,
beautiful
8 Complete the rule.
Ask students to complete the rule and to say the word
they used to complete it aloud and in unison.
Answer: 1 adjectives
Alternative Activity: To identify letter groups in
beginnings and endings of words, ask students to think
of words ending in ank. Write them on the board. If
they cannot think of any, write the following words on
the board: tank, bank, thank. Then ask students to
think of words ending in xt. Some example words are:
text, and next. Remind students that blends are two or
three consonants that are blended together. Encourage
students to share their observations about the blends
and ask: How are these blends the same and different?
Read the words, emphasizing the two consonant
sounds heard in each blend. Have students read the
words aloud. Then ask them to open their Student
Books and go to the article on page 29 and scan the text
to underline all the words they can find that have these
consonant blends. Have volunteers read aloud the
words they underlined and have the rest of the class add
others that are not mentioned.
Time: 15 minutes
Classroom Management: Phonics usually refers

to a useful strategy in the learning and teaching of
reading. It involves supporting learners to recognize
basic letter-sound relationships in English words
and to apply this knowledge in reading and spelling.
Phonics mainly is about learning the basic letter-sound
relationships. It involves the learning of pronunciation
and spelling rules but not all English words follow
spelling rules. To expand and reinforce junior
secondary students phonics knowledge and skills,
encourage them to read aloud texts with multi-syllabic
words and to use accurate spelling in writing.
emember Next class students will need: an
empty bag and random school objects.
Lead-in
Class
Put random objects into an empty bag. Give students

three minutes to brainstorm all the adjectives they can
remember from the top of their heads. Put the bag
with the objects on a table in front of the class. Ask for
a volunteer to come to the front of the class and pick
out and object from the bag, but the rest of the class
can not see what it is. He has to describe the object
using as many adjectives as he can for the rest of the
class to guess what it is. Repeat with other volunteers if
time allows.
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7/15/11 9:06 PM
9 Write present perfect or past perfect next to

the sentences.
This activity emphasizes the use of verb tenses: past
and present perfect, and of adverbs or time. Ask
students to open their Student Books to page 30 and
draw their attention to the sentences and ask them
what they notice about the verbs. Explain that we use
the present perfect to indicate that something in the
past is connected to something in the present, with a
repeated activity before now, with for or since for an
activity or action that starts in the past and continues
into the present. When we speak in the past perfect, we
are talking about at least two events in the past. We also
use the past perfect to indicate actions that happen
repeatedly in the past. Perfect tenses are formed by the
appropriate tense of the verb to have plus the past
participle of the verb.
Ask students to look at the sentences again and to
identify which ones are written in the present or past
perfect. Allow time for them to do this. Walk around
the class and monitor. Then ask students to share and
compare their answers with a classmate. Check answers
as a whole class activity, reading each of the sentences
and having the students say the corresponding verb
tense in unison.
Answers: 1 present perfect; 2 past perfect; 3 present
perfect; 4 present perfect; 5 past perfect
This activity consolidates learning by having students
apply what theyve previously learned and use it in a
new and concrete situation to solve a problem that
has a single or best answer. They will be concluding
about the rules for verb tenses: past and present tenses.
Ask students to go over the rules in the table and to
complete them with the name of the appropriate verb
tense. Check answers orally.
Answers: 1 past perfect; 2 present perfect

Alternative Activity: Write ing on the board. Ask
students what verb tenses use ing endings (present and
past progressive.) Explain when a verb ends in ing, it
may be a gerund or a present participle. It is important to
understand that they are not the same. When we use a
verb in ing form more like a noun, it is usually a
gerund: Fishing is fun. When we use a verb in ing form
more like a verb or an adjective, it is usually a present
participle: Anthony is fishing. I have a boring teacher. Ask
students to open their Readers to the story of The Five
Joaquins, and to scan it for words ending in ing. Then
have them identify if the these words are used like nouns,
verbs, or adjectives.
Time: 10 minutes
11 Underline the words that indicate the

ability the subject has or had.
This activity allows students to detect words and
expressions used to describe character. Go over the
sentences with the students and ask them to identify
words that indicate ability. Have them underline the
words and ask if the subject has or had each of the
abilities. Ask them how they can tell the difference (use
of can and could). If necessary, explain that can is an
auxiliary verb, a modal auxiliary verb. We use can to: talk
about possibility and ability, make requests and ask for or
give permission. The structure of can is: subject + can +
main verb. The main verb is always the bare infinitive
(infinitive without to.) Could is an auxiliary verb, a modal
auxiliary verb. We use could to: talk about past possibility
or ability and to make requests. The structure of could is:
subject + could + main verb. The main verb is always the
bare infinitive (infinitive without to.)
Answers: 1 could fly; 2 could jump; 3 could appear;
4 can do; 5 can hear
This activity helps students consolidate life-long
learning. Ask students to complete the sentences with
the appropriate word. Check answers orally.
Answers: 1 can; 2 could

Classroom Management: Learning during the
6-24 age group primarily takes place in educational
institutions, from primary and secondary to tertiary
levels. Family life, social organizations, religious
institutions, and mass media can also play a role in
non-formal and informal learning during this time.
The objective of learning in this period is the holistic
development of learners in five aspects, namely:
physical, intellectual, social capacity, emotional and
mental development.
Stage 4: I practice
13 Rewrite letter as if you were Joaquin
Murrieta.
Have students rewrite the letter in first person in the
space provided in their books. Allow time for them to
do this. Walk around the class and monitor. To check
answers, ask for a volunteer to read the complete letter
and have the rest of the class agree or disagree with the
order of the paragraphs.
44
7/15/11 9:06 PM
Answers: I have decided to never go back to mining.

It is too painful for me. I have decided to become an
outlaw and rob the gold and silver that is transported
from the mines to the banks in the cities. I am not
interested in keeping the money, so I have begun to
give it out to the poor people. Many people in
California and Mexico have started calling me the
Mexican Robin Hood.
Lead-in
Class
If you have a large class, divide it into two or three

teams. Then say a word or a sentence, depending on the
level, for the students to spell. Students should spell it
correctly with not even one mistake. The team that has
the most points is the winner.
14 Work in pairs. Describe the physical

characteristics and abilities of these
superheroes.
This activity promotes the development of collaboration
skills by having students work with a partner. Students
will describe physical characteristics, abilities, and
actions to discover characters. Draw students attention
to the first illustration and the example conversation on
page 32. Refer students to the Glossary to clarify the
meaning of new words. Have them notice that the
information to describe the superhero appears beside
the illustration and that the idea is that they use it to have
a short conversation about the superhero. Go over the
example conversation on page 32 and explain how to
take turns describing the physical characteristics and
abilities of the superheroes, using the example
conversation as a model and the cues provided in their
books.
Answers: 1 What does Zenda Zentry like? 2 Shes a
short thin girl with large almond shaped green eyes.
3 Well she turns flies into fire, or ice. 4 It magically
freezes things out.
Classroom Management: Interpersonal skills
include the ability to read and manage the emotions,
motivations, and behaviors of oneself and others
during social interactions or in a social-interactive
context. Collaboration means cooperative interaction
between two or more individuals working together to
solve problems, create novel products, or learn and
master content.
15 Complete the interview using the correct
form of the verb.
Draw students attention to the illustration and elicit from
students what is happening in it. Then have them read the
introduction to the activity (the interviewers first lines)

and explain they have to complete the interview using the
appropriate form of the verbs in parentheses. Have the rest
of the class agree or disagree with the verb forms used.
Answers: 1 been; 2 had; 3 rescued; 4 saved; 5 used; 6 see

16 Write a conversation and act it out.
Ask students to work in pairs. Explain that they are now
going to interview the superhero Zenda from Activity
14. Have them choose which part to play. They will
interview each other. Ask them to first think of the
questions they want to ask the superhero. Allow them
to use the information in Activity 14 and the interview
in Activity 15 as references if necessary. Once they have
written their questions, have them interview each other
and write the conversation in the spaces provided.
Answers may vary.
Cultural Note
There are certain implicit rules that every
interviewer has to follow: 1) Prepare your questions in
advance. 2) Be prepared to e-mail your questions to the
interviewee in advance. 3) Remember that the interview
is about the interviewee, not about you. 4) Interact with
the interviewee. 5) Use the interviewees responses to
keep the interview on track. 6) Always thank the
interviewee for his time when the interview is over.
Stage 5: I can
17 Circle the correct word to complete
the story.
Ask students to read the story individually and silently
and to complete it by circling the correct word in each
case. Refer students to the Glossary if needed. Walk
around the class, monitoring. Ask students to share and
compare answers with a classmate. Check answers as a
whole class activity, orally.
Answers: 1 arrived; 2 had; 3 had; 4 had; 5 screamed
18 Answer the questions.
Have students skim and scan the story once more to
answer the questions. Allow time for them to do this.
Walk around the class and monitor. Have students
share and compare answers with a classmate. Check
answers as a whole class activity by reading each of the
questions aloud and having different students read their
answers.
Answers: 1 big and black; 2 tall and thin;
3 beautiful; 4 She could fly. 5 a fantasy
45
7/17/11 1:22 PM
Unit 1
Product 2 Comic Book
Select and read a fantasy narrative.
Determine the episode(s) to be related in the
comic book.
Design a format for the comic book, defining spaces
for dialogues and descriptions.
Lead-in
Class
Ask students to get in groups of four or five. Explain

that they are going to think of and write down on a
blank sheet of paper or in their notebooks, their top ten
tips for a given topic. Possible topics are: What are your
top ten tips for staying healthy and happy? Making and
keeping friends? Getting good grades? Learning English?
Give them a few minutes to come up with their top ten
tips on a given topic. Then ask for volunteers to read
their top ten tips on the given topic and have the entire
class vote on the best top ten tips.

1 Work in groups. Decide on the story you will
read to make your comic book.
Ask students to work in groups of four or five. Explain
they are going to make a comic book based on a fantasy
narrative. Draw attention to the book covers on page 34
of their Student Books and have them notice that each
one corresponds to a different kind of fantasy narrative:
science fiction, ghost stories, fairy tales, legends, and
science fiction, respectively. Ask them if they know any
stories with the characteristics and characters shown on
the covers of the books. Elicit answers. Then ask students
to decide if they want to invent a new story for their comic
book or use one that has already been published. Give
them some time to do this.
Then ask them to decide which kind of fantasy story
they want to write: science fiction, ghost story, fairy tale,
monster story, legend, etc. Based on their decisions, tell
them they have to select and read a fantasy narrative:
either the one they are going to base their comic book on,
or one of the same kind of fantasy narrative as the one
they want to write. They can do this by going to the library
or looking for a story on the Internet. Or, you could preselect a few stories from the library or the Internet and
bring them to class for students to choose one and read it.
Then ask them to think of the main ideas or key
events they want to include in their story and the
characters in it, and write them down on a separate
sheet of paper or in their notebooks. Advise them not
to make their story too long when they write it.
Student Book
p. 34-35
Adjust the information to write the dialogues.

Compose brief descriptions of the characters and
the events.
Revise the writing of dialogues and descriptions in
the corresponding spaces of the comic book and
illustrate them.
Alternative Activity: Ask students to draw a concept
map with the main ideas or key events of their story
and the characters involved for them to have as
reference when they write it.
Time: 5 minutes
Classroom Management: Concept maps are

a pictorial way of constructing knowledge and
organizing information. They help the student
convert and compress a lot of seemingly disjointed
information into a structured, simple-to-read, graphic
display. The resulting visual display conveys complex
information in a simple-to-understand manner.
Stage 2: I plan
2 Decide on the number of pages your comic
book will have.
Ask students to use their notes or their concept maps
to decide how many ideas or key events they want to
include in every page of their comic book to guide their
decision on the number of pages their comic book will
have. Remind them that text in comic books is really
short and that pictures and illustrations are the most
important components in comic books. Explain that
they will be creating their comic books from a template
in the Worksheets section of their Student Books, on
pages 176-177. Have them refer to the template so they
get an idea of the amount of space they will have. If
necessary, ask students to refer to the comic book pages
in the unit, to see how pages are divided and how
spaces are divided between text and illustrations.
3 What materials do you need? Make a list.
Have students think of the materials they will need to
create and illustrate their comic books and to make the
list in the space provided in their books. Tell them they
can either draw or color the pictures themselves or they
can cut out pictures and illustrations from magazines,
or that they can download images and pictures from
the Internet to stick them in their books. Students will
46
7/15/11 9:06 PM
be illustrating their books during the next class, so they

will have time to look for pictures and illustrations.
Stage 3: I do
4 Divide the story into episodes. Decide how
much of the story you are going to tell on
each page and on each panel.
In this activity students will determine the episodes to
be related in the comic book and will design a format
for the comic book, defining spaces for dialogues and
descriptions. Ask students to think about how they can
divide their story into episodes and to decide how much
of the story they are going to include on each page and
each panel.
emember Next class youll need: white sheets of
paper, colored pencils or markers, flip pens, glue,
pictures from magazines.
Lead-in
Class
Ask for a volunteer to come to the front of the class and

stand facing the board. Draw a letter on the students
back and make sure the rest of the class understands
which letter it was. The student at the front has to
write a word with the letter he felt. The class gets to say
if the letter and word are correct. Then the student at
the front draws a letter on another students back and
so on. Repeat with as many students as time allows.
5 Give brief descriptions for the characters

and the events.
In this activity students will adjust the information
to write the dialogues and compose brief descriptions
for the characters and the events. Ask students to work
in the same groups as last class and decide what the
characters in their comic book will look like plus give
short descriptions of them and the events. They can
write down their ideas on a separate sheet of paper or
in their notebooks.
6 Go to the Worksheets section on pages
176-177 and use the template to design your
comic book.
Ask students to go to the Worksheets section on pages
176-177 and use the template to design their comic.
They can also use white sheets of paper if they want to.
Remind students that the narrative goes at the bottom
of the panels and those illustrations can include speech
bubbles with dialogues. A few sentences in the panels
will give their comics the main idea, since they are
going to combine them with illustrations.
7 Write the dialogues for each panel into

speech bubbles and the narrative parts into
captions. Then illustrate your comic.
In this activity, students will revise the writing of dialogues
and descriptions to comply with grammar, spelling, and
punctuation conventions and incorporate the dialogues
and descriptions in the corresponding spaces of the comic
book and illustrate them. Have students write the dialogues
and the narrative on a separate sheet of paper or in their
notebooks before copying it into their comic book. Once
students have written their drafts, have them refer to the
chart to check their dialogues and narrative for grammar,
spelling, or punctuation mistakes. Once they are sure the
text is appropriately written, have them copy it into their
comic book and illustrate it.

8 In groups, rehearse and present the
dramatized reading of the comic book.
In this activity students will rehearse the dramatized
reading of comic books to revise comprehension. Have
students rehearse the dramatized reading of the story.
Then ask for volunteers to present the dramatized
reading of the comic book to the rest of the class. You
can have the class vote for the best story, the best
dramatization, or the best illustrations.
I learn

to their responses. Encourage them to identify the
activities that they found especially helpful during the
process of making the product. Then have them answer
the I learn box. Explain that its purpose is to assess their
performance while making the product in order to
improve weaknesses and reinforce strengths during the
process. Briefly have them discuss their responses to the
self-assessment in groups or with the rest of the class.
Give positive feedback for their effort and progress.

Can use strategies to support the comprehension

of narratives.
some details.
Can distinguish between explicit and implicit
information.
Can formulate and answer questions to distinguish
and verify specific information.
Can describe characteristics and abilities.
47
7/15/11 9:06 PM
48
5/4/12 7:09 PM
Is aware of the
use of language
to promote,
accept, and
reject
suggestions
Realizes the part

that imagination
and creativity
have when
interpreting
reality
Finds through
literature
pleasure and
enjoyment in
reading
Reads and
understands
different types
of literary texts
from different
English-speaking
countries
Global Assessment
Understands
and conveys
information
about goods
and services
Is aware of
language and
literature as
a means to
represent reality
GOOD = G
coherent texts.
Is confident
when making
decisions
Understands and
uses courtesy
expressions
when interacting
with others

VERY GOOD = VG
of the world.
different texts.
w
Assessment Criteria
General Comments
Student's Name
All Ready! 2
Unit 1
Unit 2
Social Practice: Understand and write instructions.

Specific Activities: Understand and compose
instructions about facing an environmental emergency.
Product: Instructions to face an environmental
emergency
At the end of this environment students will:
learn more words to increase my vocabulary.

know the elements of an emergency manual.
write instruction sequences.
edit an instruction manual.
Learning Environment 2 :
Social Practice: Interpret and convey information

published in various media.
Specific Activities: Script dialogues and
interventions for a silent short film.
Product: Script for the dubbing of a silent
short film
anticipate main ideas.

write expressions for a dialogue.
include examples in a dialogue.
use different words in a dialogue.
49
7/16/11 4:59 PM
Unit 2
Lesson 1
Identify purpose and intended audience.
Select emergency manuals based on their graphic and
text components.
Predict contents from graphic components.
Identify abbreviations and clarify the meaning of
unknown terms to refine vocabulary.
Read emergency manuals.
Reflect on the use of images and / or illustrations.
Recognize text organization (e.g. the sequence of
steps or instructions).
Identify specific language that is used to describe the
steps to follow.
Observe the arrangement of text components.
Lead-in
Class
Write on the board the following heading: Natural

Emergencies. Form groups of four. Ask students to write
all the words they can think related to the heading. Have a
volunteer from each group write the words on the board.
Correct any spelling mistakes.
Stage 1: I know
1 Answer these questions.
Ask students to open their Student Books to page 38.
Direct their attention to the two signs. Ask them: What
are these signs for? (to warn people in case of a fire, or
an earthquake). Have students work in pairs. Ask them
to take turns to discuss the questions. Then, ask them
to join another pair and discuss their answers. Walk
around the classroom and encourage students to use
only English. Help them with any difficult vocabulary.
Answers may vary.
Cultural Note
It is very important to understand the emergency symbols.
There is an international language of graphical symbols.
There are different international symbols. For example:
fire alarm call point, emergency exit, evacuation assembly
point, general warning signs, etc. Graphical symbols are
vital to give information when written words are not
adequate. An international organization provides people
all over the world with a coherent set of graphical symbols
to help overcome language and other barriers. These
symbols convey important messages about health and
safety related warnings, prohibitions, and mandatory
actions, among other things.
Student Book
p. 38-43
Anticipate the central sense based on the subject

matter and activating previous knowledge.
Remove, add and / or change information to improve
a text.
Arrange steps in a sequence according to the order of
the procedure.
Language as a means to prevent and face problems.
Materials:
Reader
Colored pencils or makers
Ten simple sentences about any emergency studied in
previous classes.
Ten revision questions about previous classes or unit.
Reader
W
hat to Do in
an Emergency
p. 33-42
Ask students to open their Readers to page 33 and read

the title to predict the contents of the text: What is the
text going to be about? Have students flip through their
Reader and look at the pictures. Select any page with
images or pictures and ask students to describe them.
Have students express their ideas freely. Help them with
any difficult vocabulary.
Ask students to read pages 33-42 silently. Have them
underline the unknown words and elicit them. Help
students infer the meaning of the words by explaining the
steps: they have to read the paragraph, identify the
unknown word, read the previous word and the word that
is next to that word; identify the part of speech (identify if
the word is a noun, adjective, adverb, verb, conjunction,
etc.), think about the context and, finally, try to infer the
meaning. Explain that, once they have decided on the
meaning of the word, they can verify the meaning by
checking their bilingual dictionaries. Once students have
inferred the meaning of the words, ask them to read the
text again and answer the following questions: What is the
chapter about? (natural emergencies, emergency
instruction manual). What is the first natural emergency
the text talks about? (Earthquakes) What is the earthquake
instruction manual for? (planning for an earthquake and
what to do during an earthquake).
Classroom Management: Make sure you set the

classroom rules in advance. This may help you to
have control of your group, especially when your
students work in pairs or groups. To set up the rules
50
7/15/11 9:11 PM
you can involve your students to create them. To do

so, you can form groups of three. Have each group
come up with a list of characteristics of a good
student. Give the groups 10 to 15 minutes to create
their lists. Then bring together the groups to share
and create a master list of the qualities of a good
student. Finally, use those characteristics as the
material for creating your class rules.
Lead-in
Class 2
Explain students that they are going to play Hangman.

Tell them they have to choose words related to natural
and home chemical emergencies (earthquake, flood,
hurricane, fire, etc.).
Divide the class into pairs (A and B). Explain that
the object of the game is to guess the word that their
opponent has chosen before the body on the gallows is
complete and they are hung.
Ask A Players to select a word and write it down on a
sheet of paper and to make sure B Players do not see it.
Then, ask A players to write down a blank line for each
letter of the word on a different sheet of paper. Ask them
to draw a gallows (like an upside-down letter L) next to
the blank lines, and to show this paper to B Players.
Have B Players name different letters of the alphabet
that may fill in the blanks. Explain that if a guess is
correct, the letter is written in the appropriate blank(s).
Explain that each time B Players guess a letter
incorrectly, A Players will draw a part of the body onto
the gallows (start with the head, then the body, arms,
and legs). If B Players guess the word before their body
is complete, they win the round and get a point. In the
next round the players will switch roles.
Stage 2: I build
2 Read this information from an emergency
procedures manual and answer
the questions.
Point to the text and ask students the following: Whats
the text about? (Its an emergency procedures manual).
Ask them: Have you ever read a similar emergency
procedures manual in your neighborhood, or school? To
have students identify purpose and intended audience,
identify information based on their graphic and text
components, as well as predict contents from graphic
components, have students read the information from
an emergency procedures manual, and answer the
questions. To check answers, have different students
read the question and the answer. Correct any mistakes.
Answers: 1 Everybody; 2 By reading an emergency
procedures manual; 3 Earthquakes, fire, floods and
hurricanes, home chemical emergencies; 4 An

introduction and a list of abbreviations and symbols
Alternative Activity: Ask students to go around

the school and find different symbols for emergencies.
Tell them to make a plan of their school and mark
the emergency symbols. Then, have them compare
their plans.
As a follow-up activity you may have a class discussion
about the emergency signs in their school. Have students
discuss if they think those signs are enough in case of an
emergency, or if they think it is necessary to include more
signs. Ask students which signs would need to be
included in this case (fire alarm call point, emergency
exit, evacuation assembly point, etc.).
Time: 15 minutes
Stage 3: I think
3 Read the excerpt in Activity 2 again
and label with the words from the box.
To identify abbreviations and clarify the meaning of
unknown terms to refine vocabulary, write some
abbreviations on the board: asap, EMS, EMT, ARC, IRC
and elicit their meaning (as soon as possible, emergency
medical service, emergency medical technician,
American Red Cross, International Red Cross). To
recognize text organization and identify abbreviations
and clarify the meaning of unknown terms to refine
vocabulary, explain students that they are going to read
the excerpt in Activity 2 on page 38 again in their
Student Book, and label it with words from the box.
Remind students that this is an activity that they have
to complete individually. It is important that they get
used to analyzing the information before they complete
the activity. This type of activity contributes to develop
critical thinking and the only way students will do it is if
you encourage them to think and reflect on the
different aspects they are exposed to. When they finish,
have students compare their answers with a partner
before you check answers as a class.
Answers: 1 title; 2 introduction; 3 symbols; 4 subtitle;
5 page number
4 Read this extract about an emergency and
circle T for True or F for False.
Go over the statements with the students. Make sure they
understand the meaning of bullets, bold, italics. Clarify
any doubt. To read emergency manuals, observe the
arrangement of text components and reflect on the use of
images and / or illustrations, students read the extract
about an emergency and choose the correct option. Have
volunteers read answers out loud to the rest of the class.
51
7/15/11 9:11 PM
Refer students to the Glossary to clarify the meaning

of words.
Answers: 1 T; 2 F; 3 F; 4 T; 5 T
5 Match the instructions to the pictures.
Point to the pictures on page 39 in the Student Book
and have students describe each of them. Go over the
instructions with the students. Make sure they
understand the meaning of flood, throw away, dirty
flood water. Then, have students match the instructions
to the pictures. After that, ask them to compare their
answers with a partner. Check answers as a class by
asking the whole group to read the answers out loud.
Then, have students discuss if they have ever been in a
similar emergency and have them share
their experience.
Answers: 1 e; 2 f; 3 c; 4 a; 5 d; 6 b
Alternative Activity: Ask students to investigate
about the last natural emergency or emergencies that
have happened in their community. Tell them to
describe the emergency and to explain what happened
to the population. Ask them: How did help arrive?
(Some neighbors / friends / firefighters came and
rescued the people in danger.) Who helped your
community? (The government / other people sent food,
clothes and medicines to the community.) Ask students
to make notes in their notebooks and bring some
pictures about the natural emergency for the next class.
Time: 20 minutes
6 Look at the instructions and pictures in
Activity 5 again and answer the questions.
Point to the pictures in Activity 5 on page 39 in the
Student Book and have students describe them. Ask
students how the text components are arranged. To
have students identify specific language that is used to
describe the steps to follow instructions and to observe
the arrangement of text components, have them look at
the instructions and pictures in Activity 5 and answer
the questions. Walk around the classroom and give help
where necessary. Have students compare their answers
with a partner. Check answers as a class by asking
volunteers to read the questions and answers out loud.
Answers: 1 Because it is the title and it is important
information. 2 to emphasize their importance; 3 in case
you; 4 that the statement is very strong; 5 sequence
Reader
W
hat to Do in
an Emergency p. 33-42
Ask students to open their Readers to page 33 and have

them read the title silently. Then ask them what the text
is about. Ask students to read the instructions and
underline the words that determine the sequence of
steps. Have them make a list of the words in their
notebooks. After that, ask students to go to pages 40
and 42 to continue in the same manner. Once they have
finished, ask students to compare their answers with a
partner. Have some volunteers write their lists on the
board. Make sure they all understand the importance
of sequence words that help students to understand the
order of the text.
Have students turn to page 43 of their Readers
and look at the Comprehension Questions. Check
answers in the Reader Answer Key on page 171 of the
Teachers Guide.
emember Next class you will need: ten
simple sentences about any emergency studied in
previous classes.
Lead-in
Class 3
Divide the class into two teams. Explain to your students

that they are going to play The Sentence Game. Tell
them that you are going to write half a sentence on the
board and they are going to complete it. Write the first
half of the sentences you prepared one by one. Have
members of each team take turns to come up to the
board, read a sentence each and complete it. The
student who completes the sentence correctly gets a
point for his team. Choose vocabulary seen in the
previous classes since this may help students to practice
language already learned.
7 Read the excerpts from the manual and

write the meanings of the underlined words or
phrases.
and go over the instructions with them. Make sure they
understand that they have to read the excerpts from the
manual and then write the meanings of the underlined
words or phrases by inferring the meaning of the words.
Explain the steps to them. First, ask students to read
the sentence and identify the words they want to infer
the meaning of. Then, ask them to identify the part of
speech (identify if the word is a noun, adjective, adverb,
verb, conjunction, etc.). Next, have students read the
words before and after the word they want to infer the
meaning of. Then have them analyze the context and
decide on the meaning of the word. Finally, tell your
52
7/15/11 9:11 PM
students that they can use their Glossary on page 158 to

check their answers.
Answers may vary.
8 In pairs, say how you knew the

meaning of each word in Activity 7. Use the
ideas in the sticky note.
Divide the group into pairs. To activate the central
sense based on the subject matter and activating
previous knowledge, have students complete the
Activity 8 on page 41 in their Student Book. Walk
around the classroom and listen to some of the
students answers. This type of activity will help the
students to reflect on their own learning process and
the way they use different strategies. This may also
contribute to help them become autonomous learners.
Answers may vary.
Alternative Activity: Ask students to work in groups

of four. Ask them to open their Readers to chapter 3
and have group members read one of the following
pages each: 35, 37, 39, 41 (Earthquakes, Fire, Floods and
Hurricanes, and Home Chemical Emergencies). Explain
that each member of the group has to read his page,
underline the words he does not know and infer their
meaning. Then, have group members check the
meaning of the words in their dictionaries. After that,
ask them to read their text again and make a couple of
drawings to represent it. Finally, ask each member of
the group to show his pictures to the other members
and to explain what their page was about. (p. 35:
Important information on planning for an earthquake;
p. 37: Important information on planning for a fire
emergency and three instructions about what to do in
case of a fire; p. 39: Important information on planning
for a flood; p. 41: Important information on how to
prevent home chemical emergencies.) Go around the
classroom and give help where needed.
Time: 15 minutes
9 Circle the best option.
Ask students to read Activity 7 on page 40 in their
Student Book again and ask them the following: What
did you do to find the words in the dictionary? Which
problems did you face when looking up the words in the
dictionary? Then, go over the statements with the
students and have them circle the best option. Have
different students read their answers to the rest of the
group. Then, have students reflect on the way they
looked up the words in their dictionaries. Ask them:
What did you do? Which problems did you face? Many
times some of the problems students face is that they
do not find some words. They may think those words

are not in their dictionaries. However, sometimes this is
a problem of not knowing how to be effective
dictionary users.
It is important to teach students how to use a
bilingual dictionary because that will help them become
autonomous learners. It would be advisable to devote
some sessions to teach them different strategies on how
to use the dictionary. The first activity you can have
with your students on how to use their dictionaries,
could be an activity designed especially to make
learners understand how their dictionaries work and
then help them to get used to the features of their
dictionaries in order to get the most out of them.
Explain that bilingual dictionaries are essential tools
for foreign language learners. But using them correctly
requires more than just looking up a word in one
language and picking the first translation. In English,
many words have more than one possible meaning and
sometimes this may be confusing for students. Students
have to know first all the dictionarys features, the parts
of speech, pronunciation, translations, as well as
examples. You can also explain to them that one of the
most relevant differences between a dictionary written
for native speakers of English and one written for
language learners is that the definitions in the learners
dictionary are written using restricted vocabulary. This
may help learners to understand the meaning of the
words. Remind students that one of the difficulties
when looking up a word is that in English the same
word can be different parts of speech.
Answers: 1 dont; 2 try
Stage 4: I practice
10 Read the instructions for another
emergency and number them.
To recognize the organization of an instructions
manual, have them read the instructions and number
them. Ask students to look at the pictures and read
each of the statements. Elicit the connectors of
sequence (first, after that, etc.) and have students
identify them. After that, ask students to number the
instructions. Do not check the answers yet.
11 Check your answers with a partner
and make any necessary corrections in
your numbering.
Collaborative activities are essential in the learning
process. It is important that students understand that
when they collaborate they learn more and they
contribute to everybodys learning process. With this
type of activities students gain from everybodys efforts.
Students can recognize that all group members share a
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7/17/11 1:24 PM
common objective, and realize that their performance

is caused by themselves and by their group members.
Collaborative activities promote student learning and
academic achievement. This will increase student
retention, will enhance student satisfaction with their
learning experience, and will develop students social
skills. They will also promote students self-esteem.
Ask students to work with a partner. Have them
compare their answers on page 42 in their Student Book
and make any necessary corrections. Walk around the
classroom and make sure their answers are correct. This
activity may help students to practice how to remove,
add and / or change information to improve a text; as
well as arrange steps in a sequence according to the
order of the procedure.
Answers: a) 2; b) 4; c) 1; d) 3
emember Next class you will need: ten revision
questions about previous classes or unit. Students will
need: white paper, colored pencils or markers.
Lead-in
Class 4
Divide the class into two teams. Explain students that

they are going to play the Revision Football Game.
Divide each team into pairs. Ask students to look
through the lesson and previous unit and to prepare 6-8
revision questions to ask the other team. Elicit or give
examples of the kinds of questions they can ask related
to the language: How do you spell ? How do you say
in English? Whats the opposite of ? Have students get
ready the answers to the questions they prepare. Have
your own set of revision questions ready, in case you
need to help your students.
Set a limit of five minutes and monitor the
students carefully as they prepare and write their
questions. Once they are ready, ask teams to take
turns to throw a question to the other team. Each
team scores a goal every time the other team cant
answer one of their questions.
Stage 5: I can
12 Look at the pictures from a different
manual. Write the instructions in the box
under the correct pictures.
and direct their attention to the pictures. Have students
describe each of them: What happened to the boy?
What are they doing? Where are they? Do you think they
are doing the right thing? Why? Why not? Go over the
instructions in the box with the students and make sure

they understand all of them. Ask students to go to their
Glossary at the back of the book on page 158 if they
have any vocabulary questions. Finally, have students
write the instructions under the correct picture.
Answers: a) Once the persons arm is raised, give a pain
reliever like aspirin. b) Then, put an ice cube on the
area of the sting to cool it. c) First, put a tourniquet on
the arm or leg above the sting. d) Finally, take the victim
to the hospital. e) Next, raise the arm or leg above the
heart.
13 Number the instructions in Activity 12 in the

correct order.
To arrange steps in a sequence according to the order of
the procedure, have students number the instructions
in Activity 12 on page 43 in their Student Book. First, ask
students to read the instructions. Next, have them look
for any sequence word that may help them to
understand the order of the sentences. And finally, have
them number the instructions. Do not check the
answers yet.
14 Compare your answers with a partner.
Ask students to compare their answers with a partner
on page 43 in their Student Book. Ask them to give
arguments for their answers. Have students decide on
the correct answer before making any changes. Walk
around the classroom to make sure everybody has the
correct answers. Finally, have some volunteers read the
answers out loud for the rest of the class to check.
Answers: a) 3; b) 4; c) 1; d) 5; e) 2
Alternative Activity
Ask students to form groups of four and ask them
about a similar situation: Have you or a member of your
family ever been in a similar situation? If so, where did
it happen? What did you do?
Ask students to discuss any information they know
about natural emergencies in their community. Tell the
groups to select the best information from each student
and prepare a one-page instruction manual for the
class. Explain that the manual is going to be very useful
in case they face a similar situation. Have students put
their page on a wall in their classroom. Finally, have
students look at the manuals on the walls and vote for
the best one.
Time: 15 minutes
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Unit 2
Lesson 2
Broaden, explain and / or exemplify steps.
Read to revise punctuation and spelling conventions.
Verify the order in the sequence of sentences.
Write steps in simple and complex sentences.
Arrange steps in a sequence according to the order of
the procedure.
Identify the purpose and the intended audience.
Select emergency manuals based on their graphic and
text components.
Observe the arrangement of text components.
Recognize text organization (e.g. the sequence of
steps or instructions.).
Identify specific language that is used to describe the
steps to follow.
Lead-in
Class
Explain students that they are going to say a chant.

A chant is the rhythmic speaking or singing of
words or sounds often on one or two pitches called
reciting songs.
Elicit the words related to natural emergencies
(earthquakes, fire, floods and hurricanes) and manmade emergencies (home chemical emergencies).
Paste the flashcards or cutouts on the board in rows to
show the order of the chant.
Click your fingers and set up the rhythm of the
chant. Repeat the chant with the students once or
twice: Earthquake - earthquake - hurricane - floods;
hurricanes - chemical emergencies - fire. This activity
can help students to improve their pronunciation.
Stage: I know
1 Circle the things that you think could cause
an emergency.
Direct your students attention to the pictures. Point to
each picture and elicit the names of the objects (gas
heater, river, refrigerator, medicine, snake, bottles of
water). Read the instructions along with the students
and allow them to work individually.
Elicit answers from different students. Have them
explain how the things in the pictures can cause an
emergency and the type of emergency. Also, have
students explain how they think they can prevent
the emergency.
Answers may vary.
Student Book
p. 44-49
Compose sentences.
Enlist words that determine the sequence of steps.
Recognize suffixes and prefixes.
Act in a supportive and responsible manner with the
group and community.
Materials:
Reader, Audio CD
A blank world map
Colored pencils or markers
Material from research about what communities or
people can do to help cities of regions that have been
affected or hit by a hurricane.
Flashcards or cutouts (earthquakes, fire, floods and
hurricanes, and home chemical emergencies)
Reader
W
hat to Do in
an Emergency
p. 33-42
Divide the class into pairs. Ask students to open their

Readers to page 33 and ask them to read pages 33-42
again. Ask students to make a multiple choice quiz
about what to do in case of an emergency. Write an
example on the board:
1 In case of an earthquake:
a) use the elevators.
b) go outside your house.
c) pick safe places in every room in your house.
Once students have finished writing their quizzes,
have them exchange their quizzes with their partner.
Tell students to answer their partners quizzes and
compare them. Walk around the class to help students
to answer the quizzes.
Stage 2: I build
2 Listen to a recording of emergency
instructions and answer the questions.
Write on the board the following questions: What do
you do in case of an emergency? Who do you call? Elicit
answers from different students.
and go over the questions as a class. Play the CD and
ask students to answer them. Ask students to find key
words that can help them answer the questions. You
may have to play the CD more than once. Check
answers as a class by asking different students to read
the answers out loud.
08
55
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Answers: 1 a; 2 b; 3 a; 4 a; 5 a
Cultural Note
Every country in the world has a special emergency
number. In the United States and Canada it is 911, in
the United Kingdom it is 999, in Australia it is 000, in
the countries of the European Union it is 112, in Mexico
it is 080. Dialing those numbers is an immediate way to
contact local emergency services (law enforcement, fire
or medical). This emergency service is a team of
professional men and women who are on call 24 hours
a day, 7 days a week, 365 days a year. These people are
trained to assist in getting emergency help to you as
quickly as possible.
3 Listen again and complete the

sentences with words from the box.
Have students read the words in the box. Make sure
they all understand that the words they are reading are
sequence words. Explain that sequence words show the
order in which events happen. Ask them to read the
statements. Play the CD and ask students to complete
the Activity 3 on page 45 in their Student Book. Check
answers as a class by asking different students to read
the answers out loud. Notice that in some cases, there is
more than one possible answer. Alternatively, have
students listen again and look at the audioscript on
page 185 in their Student Books to check their answers.
08
Answers: 1 First; 2 Then; 3 Next; 4 Finally;
5 after that
Lead-in
Class 2
Explain students that you are going to give them a

series of instructions and ask them to perform the
actions in the instructions. Explain that they cant write
down anything. Have students pay attention, memorize
the instructions and then perform the actions. Give
your students an example: First open your students
book to page 53. Then, take out your pencil. Next, open
your Readers to page 20. Finally, put your Student Book
in your schoolbag.
Stage 3: I think
4 Read these two sentences and
underline the subject and circle the verb.
Write on the board the following two sentences: Some
students like to study in the morning. John and George
play basketball every afternoon. Have students copy
the sentences in their notebooks and ask them to
underline in yellow the subject or subjects and in green
the verb or verbs. Make sure students understand that
these are examples of simple sentences, therefore,

there is a subject, a verb, and each one expresses a
complete thought.
Now, write the following sentences on the board:
When Linda handed in her homework, she forgot to give
the teacher the last page. The teacher returned the
homework after she noticed the mistake. Have students
copy the sentences in their notebooks again and ask
them to underline in yellow the subject or subjects and
in green the verb or verbs. Do the same on the board
and circle When and after.
Ask students to compare these two last sentences
with the previous ones and elicit the difference. Explain
that the last two examples are complex sentences. Tell
students that a complex sentence has an independent
clause joined by one or more dependent clauses. A
complex sentence always has a subordinator such as
because, since, after, although, when or a relative
pronoun such as that, who, or which.
and direct their attention to the sentences. Have students
underline the subject and circle the verb. Allow them to
compare their answers with a partner. To check answers,
have two students write the answers on the board.
Answers: 1 subject: you; verb: should put; 2 subject:

You, your family; verb: should make, need to
5 Read these sentences and write S for Simple
or C for Complex.
Elicit some examples of simple and complex sentences
similar to the examples from the previous activity and
write them on the board. Have students work in groups
of three and ask them to copy the sentences in their
notebooks. Then have them underline the subjects and
circle the verbs. Next, have students write if the
sentences are simple or complex by writing an S for
simple and a C for complex next to each one. Have
them give reasons for their choices.
Have some students do the activity on the board to
check. After that, read the instructions out loud with
your students and have them complete the Activity 5 on
page 46 in their Student Book. Check answers as class
by asking the whole group to read the answers out loud.
Answers: 1 S; 2 C; 3 S; 4 C; 5 C; 6 S; 7 C; 8 C
6 Read the sentences in Activity 5 again
and underline the words that connect two
ideas in the complex sentences.
Have students read the sentences in Activity 5 on page
46 in their Student Book again and underline the words
that connect. To check answers, ask volunteers to read
the sentence and say the word that links the two
sentences.
Answers: 2 before; 4 If; 5 If, first; 7 after; 8 When
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7/17/11 1:28 PM
7 Complete the sentences with words

from the box.
Write on the board the following two sentences:
Swedish is very difficult. If you study German, Swedish
wont be difficult to learn. Ask students which is a
complex sentence and which is a simple sentence. Ask
students how they can distinguish a complex from a
simple sentence. Then, ask students to read the
instructions and have them complete the sentences on
page 46 in their Student Book. Tell them to do this
activity individually. It is important to make students
understand that this type of activities will help them
become autonomous learners. Some benefits of
autonomy are transferable skills, confidence building,
independence fostering, creativity support, and taking
responsibility for their own learning. It also helps them
to become actively engaged in their learning and to be
prepared to consider different approaches to problem
solving.
Answers: 1 Simple; 2 Complex, connectors; 3 sequence
emember Next class students will need: a blank
world map, colored pencils or markers. Ask students to
investigate what communities or people can do to help
cities of regions that have been affected or hit by
a hurricane.
Lead-in
Class 3
Divide the class into two teams. Explain to students that

they are going to participate in a writing-spelling contest.
Make a list of words from this unit (e.g. hurricane,
earthquake, fire, etc.) or from previous ones. Say a word.
Ask each team to send a representative to the board to
write it. Explain that if the word does not have any
spelling mistakes, the team gets a point. The team with
the most points at the end of the contest, is the winner.
Stage 4: I practice
8 Complete the tables with words from
the box.
Make sure all students understand what a complex and
a simple sentence is before they read the instructions
for this activity. Write on the board the following
sentences: It is important to know what to do before an
emergency happens. Plan a safe place outside for
everyone to meet after you escape from a fire. When you
are outside, go to your safe meeting place. Ask
volunteers to go to the board and underline the
connectors (what, after, when).
Ask students to open their Student Books to page
47. Then, go over the words in the box with your
students. Elicit the type of words: What are these
words? Make sure they all understand the difference

between connectors and sequence words (a connector
is a word that is used to join words or sentences,
sequence words show the order in which ideas are
presented). After that, ask students to complete the
tables and ask volunteers to read the answers out loud
to check as a class.
Answers: Sequence Words: First, Finally; Connectors:

when, while, where, how, who
9 Combine the pairs of simple sentences to
make complex sentences. Use the connectors
in parentheses and the correct punctuation.
Write the following on the board: When you are in a
flood, try to stay calm. The teacher returned the
homework after she noticed the error. Ask students to
read both sentences and explain why in one sentence
there is a comma in the middle, and why the second
sentence does not have one. Make sure they understand
that when a complex sentence begins with a subordinator
(when, after, if ) a comma is required at the end of the
dependent clause. When the independent clause begins
the sentence with subordinators in the middle as in the
second example, no comma is required. Tell students
that complex sentences help to broaden, explain and / or
exemplify steps.
Go over the instructions with the students and have
them complete the activity. To check answers, ask
different students at random to write the answers on
the board. Ask students to read the sentences out loud
in order to check punctuation and spelling conventions
and verify the order in the sequence of sentences.
Answers: 1 When you are in an emergency, try to stay
calm. Try to stay calm when you are in an emergency.
2 After you escape from a fire, call the fire department.
Call the fire department after you escape from a fire.
3 In an earthquake, do not try to leave the building
while the building is moving. 4 If there is a flood, do not
enter the water. Do not enter the water if there is a
flood. 5 Read instruction manuals before an emergency
happens. Before an emergency happens, read
instruction manuals.
10 Complete the sentences with words from
the box.
Direct students attention to the words in the box. Ask
them if they are connectors or sequence words
(connectors). Have students complete the sentences
with the words. Go around the classroom and give help
where necessary. Now students should be able to
complete the activity by themselves. If you detect that
there are some students who do not understand the
way the connectors are used, you should prepare some
extra exercises and do a remedial class with the group.
57
7/15/11 9:11 PM
It would be a good idea to make the stronger students

help the weaker students.
Answers: 1 and; 2 Before; 3 After; 4 If; 5 when; 6 If

11 Rewrite the instructions in Activity 10 in
logical order.
To write steps in simple and complex sentences, have
students rewrite the instructions in Activity 10 on page
48 in their Student Book in a logical order. Tell them to
pay attention to punctuation and to the spelling of
words. Ask students to complete the activity. Monitor
and check their sentences and have them correct any
mistakes. Then, ask some students to write the answers
on the board for everybody to check.
Answers: 1 If you live on the coast, you have to know
what to do when a hurricane comes. 2 If you think a
hurricane is approaching, listen to the radio for
emergency instructions. 3 Before the hurricane arrives,
put tape on your windows in the shape of an X to
prevent glass explosions. 4 If the civil authorities order
an evacuation in your area, never try to stay in your
house. 5 Leave town or go to a designated shelter, and
stay there during the hurricane. 6 After the hurricane
ends, you can return to your house. Check carefully for
structural or electrical damage.
12 Work in groups and discuss what
communities or people can do to help cities
or regions that have been affected or hit by
a hurricane.
Divide the class into groups of five students. Ask
students to take out what they researched about this
topic. Let them discuss and share their information.
Ask them to write some sentences to review the
information. It is important to make students
understand that this type of activities will help them
become autonomous learners, with all the benefits that
this will represent for them.
It is important that whenever you ask your students
to do some investigation or complete an activity at
home, you make sure they understand the instructions
and know exactly what to do. Sometimes, students do
not do the homework or do something different
because they do not understand the instructions. It is
worth taking five minutes before finishing your class to
explain the homework. It is also important to make
sure students know when the due date is. It is even
better if you write it on the board and you have them
copy it in their notebooks.
Answers may vary.
Alternative Activity: Ask students to investigate why

and how hurricanes are formed and where they hit
more frequently. Have students bring their investigation
to class. Ask them to buy a world map and bring it for
the next class and to bring colored pencils or markers.
Make sure all your students have their world map and
their investigation. Write the following instructions on
the board:
Color the most affected areas by hurricanes in
America red. (Color the areas around the Caribbean
Sea and the Gulf of Mexico, red.)
Europe blue.
Color the most affected areas by hurricanes in Africa
green. (Color the areas in Africa near the Arabian
Sea, green.)
Color the most affected areas by hurricanes in Asia
purple. (Color the areas around the South China Sea,
the Sea of Japan and the Bay of Bengal, purple.)
Oceania orange. (Color the areas around the South
Pacific Ocean, orange.)
Once they have finished, ask students to compare
the different continents and find out where hurricanes
hit more frequently. Choose students at random to
explain why they think those areas are more affected by
hurricanes. They may use the information in their
investigation as cues to explain to the class.
Time: 20 minutes
Cultural Note
A prefix is a letter or group of letters added to the
beginning of a word to make a new word: In the word
unhappy, un- is a prefix added to happy. Un- is a Latin
word for not. A suffix on the other hand is a letter or
group of letters added to the end of a word to make
another word. The suffix ness added to the end of the
word happy creates the word happyness. A good
knowledge of English prefixes and suffixes will help
students increase their English vocabulary without
constantly having to look up words in their dictionaries.
Lead-in
Class 4
Divide the class into large groups and ask the groups to
sit in circles. Explain to your students that they are
going to play Telephone. Whisper (as if it were a secret)
an instruction to one student: Close the door and open
the window. Explain and demonstrate that the student
should whisper the instructions to the student next to
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7/15/11 9:11 PM
him clockwise, and so on around his circle. Ask

students to make sure the instructions are kept as a
secret until they get to the last student in their circle.
Have the last student repeat the instructions out loud
and then do the action or actions. If he does it correctly,
the group shouts: Hurray!
Stage 5: I can
13 Match the parts of the instructions for what
to do in case of a snake bite. Write sequence
words or connectors in the blanks.
Ask students the following questions: Have you ever
been bitten by an animal? What did you do? Where
were you? Who was with you? Elicit answers from
different students. Ask students to open their Student
Books to page 49.
Have students read the parts of sentences and match
them to give complete instructions. You can help them
by eliciting the sequence words and writing them on
the board (first, then, next, after that, finally). Then ask
students to write the sequence words in the blank
spaces to order the instructions. To check answers as a
class, have students read the answers out loud and
correct any mistakes together.
Answers: 1 If (d); 2 Next (a); 3 When (b); 4 Finally (e);
5 Then (c)
Cultural Note
Ask students to work in groups of three. Ask
them to think about the information available in their
communities in case of a similar emergency: Is there an
emergency phone number? Is there a local hospital
where they can go? Is the hospital close or far from the
houses? Then, have a whole-class session and find out
students information.
14 Write the sentences in Activity 13 under the

corresponding illustrations.
Ask students to look at the pictures and have different
students describe each picture. Then, ask students to
write the sentences in Activity 13 on page 49 in their
Student Book under the correct picture. Allow
students to compare their answers with a partner and
ask them to correct their partners sentences. Explain
to your students that the first step is to read the
sentences and find the mistakes they might have.
To train them to correct mistakes, write some
incorrect sentences on the board: Before you are bitten by
a snake, try to keep calm. Ask some students to come up
and underline the mistakes. Have students correct them.
After that, have students read their partners
sentences and correct them. Walk around the classroom
and give help where necessary. Once they have finished
correcting their partners sentences, ask students to
exchange their Student Books and rewrite the
sentences. Have students ask you if they have any
doubts. Clarify any doubts.
Peer review is an important element in the writing
process. It encourages students to work collaboratively.
It also makes them take an active role in the learning
process. You have to train your students to correct their
peers writing tasks. On the other hand, teachers should
train students to read their own work critically. This
may help them to make corrections and changes with
or without guidance.
Answers: 1 When you are bitten by a snake, try to
keep calm. 2 If the bite is on your hand or arm, keep it
below heart level. 3 Then, take off any rings or tight
clothing near the bite because it might swell. 4 Next,
make a splint to help immobilize the area of the bite.
5 Finally, get medical help ASAP because a snake bite is
a serious emergency!
Classroom Management: It is advisable to use a

rubric (an instruction sentence about the specific
criteria) when setting a writing task. With a rubric,
students will know in advance the elements that you
are going to take in consideration when correcting the
task. There are different types of rubrics. However,
the best thing to do is to create your own rubric,
according to your students needs and write it on the
board. In the rubric you can include grammar,
vocabulary, coherence, or cohesion.
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7/16/11 5:00 PM
Unit 2
Product 1 Instruction Manual
Choose and read the instruction manual.
Choose an environmental emergency and look for
information on how to face it.
Order the sequence of instructions and illustrate them.
Edit the instructions to write the final version of the
instruction manual.
Agree on a design to display the instruction manuals
in a bulletin board.
Lead-in
Class 1
Ask students to stand up. Explain that you are going to

say an instruction and everybody has to perform the
instruction. Say your instructions very fast. The student
who makes a mistake has to sit down.

1 Make a list of potential environmental
emergencies in your area.
Explain students that they are going to prepare an
instruction manual to face an environmental emergency
in their community.
and write a list of potential environmental emergencies
in their area. Then have them compare their lists with a
partner. Ask some of the students to write environmental
emergencies from their lists on the board. Have a
whole-class discussion about their lists, and have them
reach an agreement on the potential environmental
emergencies in their area.
Stage 2: I plan
2 Work in groups and share your notes with
your classmates.
Divide the class in groups of four students. Ask students
to share their lists with their classmates and make sure
they all speak English. Encourage students to read their
lists to their partners instead of only giving their
partners their notebooks to read.
3 As a group, choose one of the emergencies
and write notes about what to do.
Have a whole-class discussion to choose one of the
emergencies they mention on their lists. Then explain
that each student has to look for information about
what to do in case of the environmental emergency
they have chosen.
Student Book
p. 50-51

Write steps in simple and complex sentences.
Draw instructions to confirm understanding.
Mark and solve questions.
Remove, add and / or change information to improve
a text.
Write final version.
4 Find out more about what to do in the

emergency and add information to your
notes.
Ask students where they can find the best sources of
information for that type of information (governmental
offices, international organizations, etc.). Explain that
when your students are looking for material, they have to
read the information first. Then, they have to select the
most relevant points in the information, and make notes
in their notebooks. Explain that it is not acceptable if
they search for the data on the Internet and then simply
copy and paste it on a document. Remind your students
that they can use their dictionaries if they need to look
up the meaning of unknown words.
5 Distribute in your group the actions to make
the instruction manual.
Ask students about an instruction manual: What are
the parts of an instruction manual? Have them open
their Reader and see the information on Chapter 3
about What to Do in an Emergency. Explain that they
have to make a list of the actions they need to perform
to make the instruction manual and then distribute
those actions among their group. Tell them that it is
important to take into consideration everybodys skills
when they decide who will perform the actions. Some
students are good at writing, some others at drawing,
and some others at collecting information. Students
work better when they do an activity that they feel
more confident at.
After they have distributed the actions, tell students
they have to decide on the material they will need to
make their instruction manual.
emember Next class students will need: their
notes, magazine or newspaper cutouts, glue, scissors,
colored pencils or markers.
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7/15/11 9:11 PM
Lead-in
Class 2
Describe a picture in detail and ask your students to

draw everything you say: There are many houses, most
of the windows are broken And there are
Then, have students name the natural emergency it
represents. The student who guesses correctly, is
the winner.
Stage 3: I do
7 Use your notes to write instructions for what
to do if the emergency happens. Remember
to use sequence words and connecting
words when necessary.
Have students work in the same groups from the
previous class. Ask them to open their Student Books
to page 51. Then, have them read the information they
gathered for their instruction manual and decide which
points are the most relevant. Ask them to include these
points in their instruction manual. Have students write
the information and tell them not to forget to use
sequence words and connectors. Walk around the
classroom and give help where necessary. Have
students check spelling and punctuation. Check their
sentences and make corrections if necessary.
8 Check and edit your instructions.
To edit the instructions and to write the final version of
the instruction manual, have students check their
instructions. Tell them that they have to read their
information and decide if their steps are in the most
logical order. They have to check if the sequence words
and connectors are correct; and if there are any spelling
and grammar errors. Monitor and read their
information. Clarify any grammar or spelling doubts.
9 Use the worksheet on page 178 in the
Worksheets section to write the instructions
and draw pictures.
To agree on a design to display the instruction
manuals in a bulletin board, ask students to open their
Student Books to page 178 in the Worksheets section
and have them write the instructions and draw the
pictures. Allow them to use cutouts from newspapers
or magazines.
To teach students how to make drafts of their
writing tasks you may do the following: Write a correct
sentence on the board. Then write a similar sentence,
but incorrect. Then, have students compare the correct
and the incorrect sentences. It is important to keep in
mind that when you read your students written work
and you come across common mistakes, remedial work
will then be necessary. You can prepare a special
session where you show the sentences with mistakes

produced by the students and then ask students to
correct them under your supervision.

10 Find out if you can put up your
worksheets on the bulletin board for all the
students to read.
Explain to the class that they have to ask for the
principals permission to display their worksheets on the
bulletin board so all the students in the school can read
them. It would be advisable that each working group
chooses a representative. Explain that they have to show
their principal their instruction manual and explain what
it is for. Make sure students understand that they have to
convince the principal that the information in the
manual is relevant for the school community.
I learn
Ask students what they can do now that they could not
do at the beginning of the learning environment and
listen to their responses. Encourage them to identify
the activities that they found especially helpful during
the process of making the product. Then have them
answer the I learn box. Explain that its purpose is to
assess their performance while making the product in
order to improve weaknesses and reinforce strengths
during the process. Briefly have them discuss their
responses to the self-assessment in groups or with the
rest of the class. Give positive feedback for their effort
and progress.
Can clarify the meaning of unknown terms in order

to broaden and refine their vocabulary.
Can understand and point out the order of the
components, useful information and main ideas of an
emergency manual.
Can write and classify sentences in order to create
instruction sequences.
Can remove, add and / or edit an instruction manual.
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Unit 2
Lesson 3
Recognize subject matter, purpose and
intended audience.
Establish genre.
Establish settings where the actions take place.
Recognize non-verbal communication.
Recognize the relationship between scenarios,
actions and sounds effects.
Determine the intention of actions.
Reflect emotions and experiences of people and
their culture.
Recognize structure.
Formulate and write questions and answers to
understand the contents.
Distinguish different characters.
Anticipate central sense and main ideas from
Write dialogues and interventions.
Include examples, relevant details and interesting
information in a dialogue intervention.
Lead-in
Class
Write on the board the following headings: Home /

School / City / Town. Explain to the students that they
have five minutes to write as many words as they can
under the correct heading. Tell them to start when
you say: Go! and stop writing when you say: Stop!
Find out who can write more words without any
spelling mistakes.
Stage 1: I know
1 Look at the pictures and answer
the questions.
Direct the students attention to the pictures. Have
them describe the actions and characters in each of the
pictures. Encourage shy students to participate. Have
two students read the questions out loud. Elicit answers
from different students and help them with any
difficulties in vocabulary.
Answers: 1 In a park or the street; 2 Answers may vary.
Student Book
p. 52-57
Answer questions to describe motivations, hopes,

aspirations and / or ambitions.
Clarify the name of unknown objects, actions or
concepts with the help of a bilingual dictionary.
Adjust volume and speed.
Appreciate cultural expressions particular to
English language.
Acknowledge values and behaviors particular of
English-speaking countries.
Materials:
Audio CD
20 construction paper cards
White paper or construction paper
Colored pencils or markers
A list of ten review vocabulary words from previous
lessons or units
20 teacher-made word cards with vocabulary about
movies from the lesson
Reader
Silent Story
p. 46-55
Ask students to open their Readers to page 46. Have

students flip through the story and look at the pictures
to predict what the text will be about. Listen to their
opinions and write their predictions on the board. To
teach students how to adjust volume and speed, read
out loud with proper inflection and intonation, read
page 46 out loud and have students read along with
you. Then, divide the class into pairs. Have students
read out loud Chapter 4. Ask them to take turns in their
pairs to read a page each. Next, ask what the story is
about and let students confirm if their predictions
where right or wrong.
Reading out loud helps students to practice
pronunciation, rhythm, stress and intonation. It is
useful because the more models of fluent reading the
students hear, the better.
emember Next class you will need: 20 construction
paper cards, a list of ten review vocabulary words from
previous lessons or units.
Lead-in
Class 2
Prepare a list of ten review vocabulary words. You can

take them from the Reader Glossary on pages 57-58.
Write each of the words on two small cards. That
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means writing the word twice, once on each card.

Organize the cards in two sets of identical words.
Divide the class into two teams. Give a set of words to
each team. Call out a word. Have a student from each
team stand up and run to the blackboard. Ask them to
write a sentence using their word. The winner is the
student who writes a correct sentence first.
Classroom Management: Recycling vocabulary

in the class is very important. We cannot assume that
once a new word has been taught, it has also been
learned and will be remembered. To recycle
vocabulary you can put cards with new vocabulary
words on the board every week. Make sure you
frequently substitute old vocabulary cards with new
ones. Spend a few minutes reviewing vocabulary
every class.
Make a new vocabulary card for each new word.
Write the new word on the front of the card and have
the students draw something on the back of the card
to help them remember.
Stage 2: I build
2 Listen to the conversations and match
each conversation to the genre.
Draw on the board a mind map. In the centre of it write
the word: movie. Ask students to copy it in their
notebooks. Ask them to write as many words related to
movies as they can in the mind map.
Elicit different movie genres from your students
(action, horror, romance, comedy, drama, documentary,
etc.). Ask some students to come up to the board to
write them.
52. To recognize subject matter, purpose and intended
audience and establish genre, play the CD and ask
students to match each conversation with the genre.
You may have to play the CD more than once. Pause
after each conversation to give students time to
complete the activity.
Remind students that it is not necessary to
understand every single word from the CD. It is
important to explain that successful comprehension is
not total comprehension. This means, that students can
be competent listeners even when they understand less
than 100 percent of what is said. A student who tries to
understand every single word that is said to him could
be frustrated and this would have an impact on his
motivation. Finally, have some volunteers read their
answers out loud to check.
09
Cultural Note
To help students appreciate cultural expressions
from different countries, tell them how the movies
industry developed.
Many scientists and inventors observed the visual
phenomenon that a series of individual pictures created
the illusion of movement when they were set into
motion. A number of simple optical toys and
mechanical inventions related to motion and vision
were developed in the nineteenth century. These
motion pictures were the precursors of the modern
movies industry.
The movies, as we know it today, run at a rate of 24
frames per second creating the illusion of movement. A
frame-rate of less than 16 frames per second can only
be seen as flashing images.
Stage 3: I think
09
3 Listen again and answer the questions.
Call your students attention to the pictures in

Activity 2. Have students describe them. Elicit details
and ask questions similar to the following: Where are
the people? What are they doing? Are they happy or sad?
Help students with any difficult vocabulary. Use these
pictures to introduce vocabulary they dont know
(haunted house, persecution, break up).
Go over the instructions and the questions with
your students. Explain that it is important to listen not
only to the words, but also to the sounds. This may help
them to understand and to have students establish
settings where the actions take place, recognize non
verbal communication, recognize the relationship
between scenarios, actions and sound effects. Play the
CD again and have students answer the questions.
Check answers with the class. Ask different students to
read the answers and say what clues helped them to
identify each genre.
Answers: Conversation 1: 1 in a TV show; 2 Two
friends are talking about people who are alike. 3 The

laughter gives you a hint they are in a sit-com.
Conversation 2: 1 In the street; 2 Two men are chasing a
car in the street. 3 The sounds tell you they are driving a
car in the street. Conversation 3: 1 Probably inside a
house; 2 A couple is having love problems. 3 They build
the atmosphere of romance. Conversation 4: 1 In a
haunted house; 2 Two teenagers enter a haunted house
and they encounter something scary. 3 They make you
imagine the scene and make it more explicit.
Answers: Conversation 1: d; Conversation 2: a;

Conversation 3: c; Conversation 4: b
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4 Choose the correct completion for

each sentence.
Ask the students which movie genres they remember
and write the names of the genres they mention on
the board.
One of the ways you can promote critical thinking is
to ask questions to your students regularly, to explore
different dimensions of their thinking: their reasoning,
data interpretation, deductions, conclusions, and so on.
To determine the intentions of actions and establish
genre, have students choose the best option to complete
the sentences.
Allow students to compare their answers with a
partner. Have them say what clues helped them identify
each genre or refer them to the Glossary on page 159.
Ask some volunteers to read their answers out loud.
Answers: 1 a; 2 b; 3 a; 4 a
Reader
Silent Story
p. 46-55
Divide the class into groups of three or four students.

Ask them to open their Readers to page 46 and elicit
the name of the story (Silent Story). Have students
choose one of the dialogues on pages 47, 48, or 49 and
ask them to write more lines to add to the stories.
Explain to your students that they are going to act
out these dialogues. Have them assign the roles to the
group members and then practice their dialogues.
Suggest the inclusion of sound effects. Finally, ask your
students to act out the dialogues in front of the class.
Help students to check their writing and also with the
oral part when they prepare their dialogues. Correct
pronunciation mistakes, intonation, stress and rhythm.
You may encourage them to invite students from other
groups to see their performance.
5 Read the character descriptions and the

lines from four scenes from a romantic movie.
Write the names of the characters on the lines
you think they say.
Ask students to form groups of three. Tell them they
are going to talk about their favorite movies and their
favorite characters. Demonstrate the activity by naming
your preferences: My favorite movie is My favorite
character is
Next, read the instructions along with your
students. Before they start answering the exercise, make
sure they all understand what they have to do.
To reflect emotions and experiences of people and
their cultures, have students read the character
descriptions and write the names of the characters on
the appropriate lines. To check the answers, have
different students read the dialogues and the answers.

Correct any mistakes.
Answers: 1 Jason, Neil; 2 Neil, Susan, Molly; 3 Molly,

Neil, Molly; 4 Susan, Jason
Alternative Activity: Divide the class in groups of
four students. Assign the part of a different character
from the scenes in Activity 5 to each group member.
Have students rehearse the dialogue. Ask the different
groups to act it out in front of the class.
To answer questions to describe motivations, hopes,
aspirations and / or ambitions, you can have another
variation of this activity. Divide the class in pairs or
groups of four. Give each student a character from
Activity 5 in secret. Give yourself a character to model
the activity and ask students to describe you: Can you
describe me? Elicit answers from different students. Ask
students to write a description of each of the characters
from Activity 5. Go around the classroom and give help
where necessary. Then, have them compare their
descriptions with a partner. Have some students read a
description of a character.
Time: 15 minutes
Lead-in
Class 3
Divide the class in two teams. Explain to your students

that they are going to play Character Charades. Ask
students to think of a character from a famous movie.
Have team members take turns to act out parts of the
movie or lines from the character. Have both teams
guess who the character is. Tell your students they can
only ask Yes / No questions, for example: Is he a man?
Is she a woman? Is he young? Is she old? The team that
guesses correctly asking the least number of questions
is the winner.
6 Look at these scenes from a movie and

number them in the correct order.
To recognize the structure and sequence of movie clips,
ask students to open their Student Books to page 54 and
direct their attention to the pictures. Have students
describe each picture. After that, ask them to number
the scenes in the correct order. Check answers as a class.
Have different students read the answers out loud.
Alternative Activity: Ask students to work in pairs.
Explain to them that each pair has to write a script
using the pictures. Monitor and give help where
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7/15/11 9:11 PM
necessary. Correct any mistakes. Then, have different

pairs act out their script in front of the class.
Time: 15 minutes
Cultural Note
To acknowledge what the structure of movies is, you
can explain the structure of a movie to your students.
The usual movie structure has three parts: beginning,
middle and end. The author Syd Field mentioned that
the movie structure is composed by three acts.
Act I the setup, makes the first quarter of a
screenplay. It contains what is called an Inciting
incident and the Plot point #1. A Plot point is an
event that changes the plots direction, leading to a new
act on the screenplay.
Act II the confrontation, makes the next two
quarters of the movies. It has a Midpoint and the Plot
point #2.
Act III the resolution, makes the final quarter of
the movies and has its climax.
7 Read the questions and match them to

their function.
Have students work in pairs. Ask them to take turns
to ask and answer questions to describe motivations,
hopes, aspirations and / or ambitions about the scenes
from Activity 6. Give an example: How does the girl feel?
Have students give as many details as they can. To
formulate and write questions and answers to
understand the contents, have students read the
questions and match them with their function. Check
answers with the class by asking different students at
random to read the answers out loud.
Answers: 1 c; 2 c; 3 a; 4 c; 5 b
8 Work in pairs. Answer the questions above
about the movie clips in Activity 6.
Ask students to work in pairs. Have them read the
movie clips in Activity 6 again. Tell them that they have
to answer the same questions from previous activity
with the information from those movie clips. Ask some
volunteers to read the answers to the rest of the class.
It is important that after a speaking activity you give
feedback. Feedback includes correcting students as well
as offering them an assessment on how well they have
done. The way we assess and correct students will
depend not only on the kind of mistakes they make
(and the reasons for them), but also on the type of
activity the students are taking part in.
Answers: 1 The oil in the pan is going to get too hot.
2 A girl is cooking in the kitchen when her phone rings.
3 She could use an extinguisher to put out the fire.

4 The oil in the pan has caught fire. 5 Answers may vary.

from the box.
Direct the students attention to the Reflection Box.
Have students work individually and ask them to
complete the sentences with words from the box.
This type of activity is an opportunity for students
to find out how well they have understood the new
concepts. This is why it is very important that students
complete the activity by themselves. Walk around the
classroom and give help where needed. Then, have
students compare their answers with a partner. Select
students at random and ask them to read their answers
out loud to check as a class.
Answers: 1 whats, ask, predict; 2 middle; 3 romance,
horror, drama; 4 Characters
Stage 4: I practice
10 Read these sentences from the dialogues
and write the genre of each one.
Elicit different movie genres. Have students read each
dialogue and write their genres. Have students read the
answers out loud.
Next, have students work in pairs to practice acting
out the dialogues. Monitor and correct any
pronunciation mistakes. To do so, you can model the
word or words that students have mispronounced and
then have them repeat several times.
Answers: 1 action; 2 romance; 3 horror; 4 comedy
Ask them to read the dialogues in Activity 10 and
choose one of them. Then, ask students to write the rest
of the story in form of a dialogue. Walk around the
classroom and give help where necessary.
Check the students new dialogues and correct
any mistakes. Remember to give feedback to your
students whenever you correct their writing tasks. This
means, making suggestions, and indicating where
improvements might me made for content, grammar,
spelling and punctuation.
After that, have your students choose a character
from their dialogues to play his role. Ask students to
practice in their pairs and to pay special attention to
pronunciation, intonation and stress. Have the different
pairs act out the dialogues in front of the class. Finally,
have the class vote for the best dialogue.
Time: 20 minutes
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11 Match the dialogues in Activity 5 with the

movie scenes.
To anticipate central sense and main ideas from previous
knowledge and non-verbal communication, direct the
students attention to the pictures. Have them describe
each of the clips. Explain to your students that they have
to match the dialogues in Activity 5 to the movie clips in
this activity. Before they read the dialogues in Activity 5
again, ask them if they remember what those dialogues
were about. Ask them to describe the actions in the clips,
how many characters are involved, etc. Check answers
with the class.
Answers: 1 Dialogue 2; 2 Dialogue 1; 3 Dialogue 3;
4 Dialogue 4
emember Next class students will need: colored

pencils or markers, white paper or white construction
paper. You will need: 20 word cards with vocabulary
about movies from previous lessons.
Class 4
Lead-in
Tell students they are going to play Picture Charades.

Divide the class in teams of four students.
Have a student pick up a card from the ones you
prepared. Ask him to come up to the board to draw a
picture that represents the word. Have the other members
of his team try to guess the word and spell it correctly
before one minute has passed. Ask the other teams to time
the moment the card is picked, and stop the game after
one minute has passed. If any of his teammates guesses
the word and spells it correctly, their team gains a point
and can continue picking up cards. If they dont guess
correctly, the next team gets the chance to play.
Stage 5: I can
12 Work in pairs. Read the summary of a
movie and imagine one of the scenes. Draw
the scene on the poster.
Point to the picture and have students tell you where
they see this type of information (at the movies or in
movie reviews). Ask students to read the summary of a
movie and explain that they have to draw a picture to
represent it.
To clarify the name of unknown objects, actions or
concepts, ask students to check their bilingual
dictionaries. Tell them that when they come across a
word that they dont know and they consider essential
to understand the text, they can look it up in their
dictionaries. Remind students of the importance of
reading all the word definitions and decide on the best
definition according to the context.
After they finish drawing, let them present their
drawings to the class.
13 Was it easy for you to draw the

scene? What can you do to improve your
artistic skills?
Ask these questions to the class. Remind students that
this type of activities create immediate reasons for
using language in a fun way apart from developing
visual observation, motor skills and cooperative skills.
Art allows for personalization and the development
of individual creative thinking skills.
Answers may vary.
14 With your partner, write the dialogue

for the scene you drew on the poster.
Ask students to work in pairs. Explain to your students
that they are going to write the dialogues for the scene
they drew in Activity 12.
First, ask students to make a mind map with the
information from Activity 12. After that, have students
use the information from the map to write the dialogue.
Elicit the first two sentences of the dialogue and write
them on the board as a model. Remind your students
that they have to write the names of the characters
too. Walk around the classroom and give help
where necessary.
Answers may vary.
15 Check your dialogue for errors.

Rewrite it with any necessary corrections.
Then act out the scene for your class.
Monitor and help students to check their dialogues for
mistakes. Explain to them that they have to take into
consideration grammar, vocabulary, coherence or
cohesion, spelling, and punctuation. Remind your
students that they can use their dictionaries to check
the spelling of words.
Once they have corrected their mistakes, have
students rewrite the dialogues. After that, have students
practice to act out their dialogues in front of the class.
Finally, have different pairs come up to the front to act
out their dialogues.
emember Next class you will need: a set of nine
comprehension questions about the story in Chapter 4
of the Reader, Silent Story.
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7/15/11 9:11 PM
Unit 2
Lesson 4
Organize sentences into sequences.
Recognize modal verbs.
Read dialogues out loud in order to adjust verbal and
non-verbal communication and according to a
specific audience.
Use linguistic resources to link sentences and / or
reformulate expressions in a dialogue or intervention.
Suggest sentences to compose dialogues
and interventions.
Include examples, relevant details and interesting
information in a dialogue or intervention.
Lead-in
Class
Explain that your students are going to play Tic Tac Toe.
Divide the class in two teams and ask students to
choose if they are going to be noughts (0) or crosses ().
Draw a grid of nine squares on the board and write a
number from 1 to 9 on each square. Prepare your nine
questions about the story in Chapter 4 of the Reader,
Silent Story and set one question for each number.
Have teams take turns to choose a number from the
grid. Ask them to read the question corresponding to that
number. Explain that students have to give a correct
answer to the question to get a point for their team. Ask
them to mark the number on the greed with a nought or a
cross. Finally, make it clear that the team with three marks
in a horizontal, vertical, or diagonal row wins the game.
Stage 1: I know
1 Say what emotion the mime artist is
expressing in each picture. How did you know?
Point to the pictures and have students say what
emotion the mime artist is expressing in each picture.
Elicit answers from different students. Have them say
how they know which emotion is being expressed. Have
different students give possible answers and then check
answers as a class.
Answers: sad; happy; excited; confused
Stage 2: I build
2 Look at the picture and answer
the questions.
Ask students the title of the story in Chapter 4 of the
Reader, Silent Story and elicit the story of the two
main characters.
Student Book
p. 58-63
Dub dialogues and interventions.

Materials:
Reader, Audio CD
A movie, TV program or documentary sequence
A DVD player or VHS player to play the movie.
Nine comprehension questions about the story in
Chapter 4 of the Reader, Silent Story

58. Direct the students attention to the picture of Nick
and Tricia and have them describe it. After that, go over
the questions with the students and have them answer
individually. Ask students to discuss their answers with
a partner before you check the answers together as
a class.
Answers may vary.

Explain to the students that they are going to look at
the picture again and invent a dialogue between the two
characters. Go around the classroom and give help
where necessary. Tell the students that when they
finish, they have to practice acting out the dialogue.
Then, ask different pairs at random to act it out in front
of the class.
Time: 15 minutes
Reader
Silent Story
p. 46-55
Have students work in pairs. Ask them to take turns to

read the conversation between Nick and Tricia on
pages 50-52 out loud. Have students choose the
character whose lines they want to read. Ask students
to open their Readers to page 50 and let them start their
reading. Monitor and check pronunciation, volume and
speed. When they are done for the first time, have them
switch roles. Monitor and give help where needed.
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10
3 Listen and check your ideas.
To organize sentences into a sequence, play the CD and

have students listen and check their answers from
Activity 2. You may have to play the audio more than
once. Elicit answers from different students.
Listening activities might be difficult for many
students. Listening is also a tiring activity because
students have to listen to and interpret unfamiliar
sounds, lexis and syntax for a period of time, at a pace
set by someone else.
Answers: 1 Yes, they do. 2 He doesnt understand why

she was watching him. 3 She doesnt understand why he
was doing strange things.
4 Number the sentences from their
conversation in the correct order.
Ask general comprehension questions about the
dialogue: Why is Tricia watching him? What question
did Nick ask Tricia? Go over the sentences from the
dialogue with the students. Make sure they understand
them. Next, ask students to read the whole dialogue,
and number the sentences in the correct order. Check
answers together as a class by having a student write
the answers on the board. After that, ask students to
write the dialogue in the correct order in their
notebooks.
Have students work in pairs. Ask them to practice
the dialogue. Go around the class and if you listen to
common mistakes in pronunciation, intonation or
stress, make some notes. Finally, have a whole-group
feedback session. Model the correct question or answer
and have students repeat.
Answers: a 9; b 4; c 8; d 3; e 2; f 5; g 7; h 1; i 6
Cultural Note
An important factor to communicate better is to
appreciate cultural expressions particular to English
language. When we understand the other culture, we
respect their differences and similarities. It is important
to promote this among students. They have to
understand that even though we dont agree with other
people, we have to respect their ideas.
Lead-in
Class 2
Divide the class in two teams. Explain students that

they are going to participate in a mime contest. Ask
team members to take turns to mime some actions,
pretending they are mime artists. Ask the class to clap
to each performance to vote for the best one. The team
with the best performances is the winner.
Stage 3: I think
5 Look at these extracts from Tricia and
Nicks conversation and follow the instructions.
Make sure students understand the difference between
modal verbs. Write some of these examples and elicit
what they are used for. Can is used to express ability
(I can swim), opportunity (I can stay with my cousin in
Cancun), request (Can I borrow your pencil?),
permission (I cant go out after 9 oclock on weekdays),
and to show possibility or impossibility (James can
become a scientist). Have to is used to express certainty
(The answer has to be correct), necessity, (The coffee
has to be hot) and obligation (I have to pass the exam).
Would expresses desire, polite requests and questions,
opinion or hope, wish and regret (I would like to go to
the cinema tonight). Should is used to make
recommendations or give advice. It can also be used to
express obligation as well as expectation (You should
visit the museum).
59. Ask them to read the extracts from Tricia and Nicks
conversation. Then, have them read the instructions
and complete the activity. Tell them this activity should
be done individually. Allow them plenty of time.
Monitor and make sure everybody is answering the
activity. Check answers with the class by eliciting the
answers from different students.
Answers: circle: 3 Can, 4 would, 5 want; underline:
1 could, 6 shouldnt; draw a square: 2 have to
Classroom Management: There are different
ways to assess speaking projects. You can asses them
individually, with interviews, oral presentations,
questionnaires, demonstrations, and portfolios.
6 Read the dialogues that Tricia and Nick are
inventing and match them with the pictures.
Direct students attention to the pictures and ask them
to describe each one. Have students pay special
attention to face expressions and identify gestures: Look
at his face. Is he happy or sad? Look at his hands. Does
he look confused? Ask students to read the dialogues
and match them with the pictures. Have the whole
group read the answers out loud. Ask them to explain
how they know which image corresponds to each
dialogue: Which gestures helped you to choose the
correct picture?
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Classroom Management: There are different

kinds of portfolios: 1 work portfolios include course
contents and final products of specific assignments;
2 presentation portfolios include the best assignments
from students and are part of a presentation;
3 assessment portfolios include a testimony of what
students learned during the course.
Some of the advantages of using portfolios are that
they help to make the students' learning progress and
process visible and noticeable. They also add to the
learners motivation and improve their ability to
communicate in different languages. Portfolios help
learners to reflect their objectives, their ways of
learning and their success in language learning. They
are efficient tools to plan the students learning and
encourage students to learn autonomously.
For speaking activities, you can record the
performances of the students with a video camera, a
cell phone or any other voice audio device. Keeping
record of their speaking work will help students to
follow their own performance and will motivate them
to see their advance.
emember Next class you will need: a DVD or a
cassette with a movie or a TV program or documentary
sequence and a DVD player or VHS player.
Lead-in
Class 3
Select a movie, TV program or documentary sequence

that shows a large number of objects, people or
includes many actions. It shouldnt be longer than three
minutes. Allow students to view the segment once and
ask them not to take any notes. Divide the class into
groups of four or five students. Ask students to write a
list of as many objects, people or actions from the scene
as they can remember. Play the scene again using still
frames to check the students items on their lists.
Students will score one point for each correct item and
lose one for any item on the list that is not in the scene.
Alternative Activity: Choose a segment of a movie.

Make sure the segment has two or more different
characters performing an action or some actions while
they are talking. Play the sequence without any sound.
Have students work in groups of three or four and ask
them to write a dialogue for the segment they saw.
Then, have students act out their dialogues in front of
the class.
Time: 15 minutes
Reader
Silent Story
p. 46-55
Ask students to open their Readers to page 46. Divide

the class into pairs. Ask students to read the story again
and discuss with their partners the unfamiliar words,
events or concepts. Have students use their dictionaries
to look up unknown words. Walk around the classroom
and give help where necessary.
Then, ask students to go to the board and write all the
unfamiliar words. Next, ask them to organize those
words in lexical sets. A lexical set is a group of words
with the same topic, function or form. Tell the students
that there are different ways to organize their lexical
sets. Write an example of a lexical set on the board:
mime, Marcel Marceau, body language, silent.
Have students turn to page 56 of their Readers and
look at the Comprehension Questions. Check answers
in the Reader Answer Key on pages 171-172 of the
Teachers Guide.
Stage 4: I practice
7 Read this conversation that Tricia and Nick
invented. Number the sentences in the
correct order.
Direct their attention to the picture. Ask students to
guess the conversation: What do you think the children
are talking about? Are they angry or happy? Are they
friends? Where are they? Explain that this is a
conversation that Tricia and Nick invented. Ask
different students to read the sentences. After that,
have students number the sentences in the correct
order to form a dialogue. Have different students read
the answers out loud to check answers as a class.
Answers: 6; 2; 5; 1; 7; 3; 4
8 Write down the conversation in Activity 7.
Give each character a name.
Have students read the sentences in Activity 7 again.
Elicit the first and second sentences and write them on
the board. Ask students to complete the conversation in
their notebooks individually. Ask them to write a name
for each character. Monitor and check any spelling
mistakes. After they have finished, ask volunteers to
read their conversations out loud.
9 Read the conversation with a partner.
Remember that these speakers are children.
Divide the class into pairs. Read the dialogues out loud
in order to adjust verbal and non-verbal communication
according to a specific audience (children). Then, have
students read the conversation in pairs. Go around the
classroom and correct any pronunciation, stress or
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7/17/11 1:30 PM
intonation mistakes. If you detect any common

pronunciation problems, have a whole-class feedback
pronunciation session when students finish reading the
dialogues. Model the sentences or phrases and have
students repeat them several times.
10 What phrase is used to show respect

and to avoid a problem or conflict?
Read the conversation in Activity 7 again. Be sure to give
the appropriate intonation to the whole conversation.
Stress the sentences where the conflict is growing: You
should give it to me! I dont want to give it to you, and I
dont have to give it to you! Stress the expression that is
used to show respect and how it should be pronounced:
Would you please let me play with the ball? We could
share it. Finish reading the conversation and ask students
the question in the rubric.
Elicit other examples of phrases to show respect and
avoid a conflict: Would you please lend me your pen?
Ask students in which situation they would use them.
Answer: Would you please let me play with the ball?
We could share it.
11 Complete the dialogue with the sentences

in the box.
Go over the sentences with your students. To use
linguistic resources to link sentences, and / or formulate
expressions in a dialogue or intervention, have students
read the dialogue and complete it with the sentences in
the box. There might be some words they dont
understand. Let students use their Glossary on page 159
and share their vocabulary words. If the whole class
shares the same doubts, write their findings on the
board for everyone to see. To check answers as a class,
have the boys read part A and the girls read part B out
loud.
Answers: Too bad. You missed a really good game.
What was the final score? I dont want to miss the next
game. When is the next game anyway? I dont think I
have to work on Saturday.
12 Act out and say the dialogue (dub) with a

partner. Use appropriate body language.
Ask students if they know the meaning of dub. Elicit
answers from different students. Divide the class into
pairs and have students practice saying the dialogue.
After that, ask students to act out the dialogue in front
of the class. Have them use appropriate body language.
Next, ask students why body language is important and
elicit answers from different students.
The reason why body language is important is that
it helps recognize the significance of non-verbal
gestures and it can help us understand our own feelings
or the feelings of others. Learning to interpret body

language correctly can prevent misunderstandings.
Body language can convince others to accept what we
have to say. Interpreting body language will improve
our successful interactions with everyone around us.
Demonstrate the activity with one of the students.
Go around the classroom and make sure they are using
body language to act out the dialogue.
Classroom Management: The previous activity

could be used as part of the students portfolio. You
may ask students to record the dialogue. In a portfolio
you can include different things, like CDs and DVDs.
Decide in advance the assignments to be included.
Make sure your students understand the assignments
and establish deadlines. It is also important to explain
to your students the criteria to grade the portfolios.
Cultural Note
Dubbing
Automated dialogue replacement (ADR) is the name of
the process of re-recording the original dialogue after
filming. The reason for this is to obtain a cleaner and
more intelligible dialogue track.
In a conventional movie production there is a sound
mixer who records dialogue during filming. The actor
is shown the specific scene with the original sound.
Then, he will try to recreate the performance as closely
as possible. The clip and sound will loop and the actor
will repeatedly say the lines while watching the scene.
The most suitable version will be the final version of
the scene.
Lead-in
Class 4
Explain to your students that they are going to play

Sentence Hangman. Choose some sample sentences
from this lesson in advance. Divide the class into two
teams. Draw a gallows on the board. Write down a
blank line for each word in the sentence you chose next
to it. Write one or two words of the sentence on the
corresponding spaces. Have teams take turns to guess
words to complete the sentence. If a word is guessed
correctly, the teacher writes it in the appropriate blank.
If a word mentioned is not part of the sentence, the
teacher draws a part of the body onto the gallows (start
with the head, then the body, arms, and legs). The
teams get a point for each word that they guess
correctly. The game stops when the body in the gallows
is completely drawn. The team with the most points
wins the game.
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Stage 5: I can
13 Look at the pictures of Nick and Tricia
miming different situations. Match the pictures
to the situations.
Ask students to open their Student Books to page 62 and
have them cover the text below the pictures. Point to the
pictures and ask students to explain each scene: What is
the scene about? Next, ask students to write in their
notebooks a description for each scene. Then, explain to
your students that they have to match the pictures to the
situations below. Check answers together as a class. After
that, ask students to compare the descriptions they wrote
with the answers and find out how accurate they are.
Answers: 1 b; 2 c; 3 d; 4 a
14 Choose one situation from Activity 13 and
write the dialogue.
Divide the class into pairs. Explain to your students that
they are going to choose a situation from Activity 13
and write a dialogue to go with it.
Give students some time to decide on the situation
they want to write about. After that, ask students to
make some notes. Tell your students they may organize
their notes as a spidergram or as a mind map. Once
students have their notes organized, ask them to start
writing the dialogue. Elicit an example of a short
dialogue and write it on the board as a model. Walk
around the class and give help where necessary.
Ask students to exchange their dialogues and
correct another pairs dialogue. Next, have students
give back the dialogues they corrected and check the
corrections on their own dialogue. Ask them to rewrite
it in their books.
This activity may allow students to include examples,
relevant detail, and interesting information in
a dialogue.
Before they do the next activity, have students
read the dialogues out loud in pairs, in order to adjust
verbal and non-verbal communication according to
the audience.
Next, ask the teams representatives to act out their

dialogues in front of the class. After all teams have
participated, ask each team to write a secret vote in
writing to decide on the best three performances and
the best three dialogues.
Time: 20 minutes
Alternative Activity:
Project work
Ask students to investigate about the dubbing industry
in your country and to prepare a brief description of it.
Explain that this information is to be included on a web
page about the different industries in Mexico.
Form groups of three or four students. Ask students
to get information from different sources (Chambers of
Commerce, Governmental Offices, etc.). Have students
get the information, read it carefully, and select the
most relevant points. Once they have gathered all
the information, ask students to decide on the
information to include. Next, ask them to write their
description. The description has to be short and the
information relevant.
Time: 20 minutes
Classroom Management: Projects may also be

useful to assess students. Projects focus on applying,
not giving, specific knowledge or skills. Projects also
focus on improving student involvement and
motivation in order to foster independent thinking,
self-confidence, and social responsibility. When
students are doing a project, they solve a practical
problem over a period of several days or weeks.
Answers may vary.
15 In pairs, act out and dub the dialogue.

Divide the class in teams of four. Explain to the students
that they are going to take part in a competition and
that they are going to act out and dub the dialogue.
Have each team read their dialogues and decide
which dialogue they are going to dub and who is going to
act it out. Let students practice as much as possible. Go
around the classroom and correct any pronunciation and
intonation mistakes.
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Unit 2
Product 2 Script
Select a silent short film.
Observe the scenes and choose one.
Suggest and compose the dialogues and / or
the interventions of each character.
Organize in a text the dialogues and / or the
interventions of the scene.
Revise that structure of dialogues and
interventions complies with grammar, spelling,
and punctuation conventions.
Lead-in
Class
Divide the class into two teams with the same amount
of players. If there is an odd number of students in the
class, ask a student to be the teacher's "helper". Line up
the players and whisper a message (or have your helper
whisper a message) to the first person of both teams.
The game starts the moment both players know the
message. Have each player whisper the message to the
player behind him and so on, until the last player gets
the message and says it out loud. Explain that the last
player in the line who says the message first (correctly),
gets a point for his team. If you want and if you have the
time, ask the first student of each team to change to the
last place in line and start the game over with the
second student, now the first one in line.

1 When you watch a movie, do you prefer to
read subtitles or have it dubbed?
Write the following questions on the board: When you
watch a movie, do you prefer to read subtitles or have it
dubbed? Why? When you were a child, did you use to
watch movies with subtitles, or dubbed? Was it easier to
understand the movie with subtitles or dubbed?
Next, have students discuss the questions in groups of
four. Ask them to give arguments for their answers. Walk
around the class and make sure they are all speaking
English. Have a speaker from each group share the
conclusion of their discussion with the rest of the class.
Alternative Activity: Find out your students
preferences. Ask students to make a class survey and
find out how many students prefer to read subtitles and
how many prefer to watch dubbed movies.
Time: 10 minutes
Student Book
p. 64-65
Put together a script which contains the dialogues

and / or interventions corresponding to
the scene of the short film.
Associate the writing with dialogues and /
or interventions.
Practice the reading aloud of the script.
Carry out a dubbing.
Stage 2: I plan
2 Work in groups. Choose a movie or TV
program that you have all seen. Then choose
a scene.
Write on the board the following headings: Movies / TV
Programs. Explain to the students that they have to
write down a list of movies and TV programs they
remember well. Ask them to write the names under the
corresponding heading. It could be one of the most
recent movies or TV programs.
Divide the class in groups of three or four students.
Ask students to compare their lists and then choose one
of the movies or TV programs that all the members of
their group have seen.
3 Complete the information form about the
scene you chose.
Once they have chosen a movie or a TV program, ask
students to choose a scene. After that, tell them to
complete the chart with the information of the scene
they have chosen. Go around and give help where
necessary and make sure they are all completing the
chart with the appropriate information.
4 Decide who in your group will take each
role in the scene, who will be the director,
and who will dub the scene.
Next, ask each group to decide who will take a role in
the scene, who will be the director, and who will dub
the scene.
Finally, ask them to make a list of materials (clothes,
objects for sound effects, props, etc.).
emember Next class students will need:
objects for sound effects, clothes and props to dub
a silent movie.
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Class 2
Lead-in
Divide the class in groups of five or six students. Ask

students to write a question related to a movie. Write
an example on the board: Who is the main character in
the movie ? Ask students not to show their questions
to their partners but to take turns asking questions in
their groups. The student who answers more questions
in their group is the winner.
Stage 3: I do
6 Use the information in the form to write a
script for the scene.
To suggest and compose the dialogues and / or the
interventions of each character, and to associate the
writing with dialogues and / or the interventions, have
students work in the same groups of the previous class,
to use the information in the form to write a script.
Monitor and help students in case they need it. Explain
to your students that they can use their dictionaries to
look up the meaning of unknown words.
7 Check your grammar, spelling and
punctuation and make any necessary
changes. Rewrite your scene on a clean
sheet of paper.
To revise that structure of dialogues and interventions
complies with grammar, spelling and punctuation
conventions, have students check their dialogues.
Ask groups to exchange their dialogues. Then, have
students correct the dialogues from the other groups.
Remind students that they have to read each sentence
carefully and ask them to make the corrections very
clearly when they find a mistake. Once students have
finished correcting, ask them to give the dialogues
back. Then, ask students to read the corrections and
ask for clarification when necessary. After that, have
students rewrite their dialogues on a clean sheet of
paper. Walk around the classroom and give help
where necessary.
8 Practice acting out and dubbing the scene.
Have the different groups practice acting out their
dialogues and dubbing the scenes. Help them with any
pronunciation problems. Monitor and correct any
pronunciation, intonation and stress mistakes.
Classroom Management: It is important to

promote respect among your students. Explain to
your students that it is imperative to listen carefully
when other students are participating in the class.
This is the root of mutual respect in the classroom. It
is also very important to remind students not to
criticize or judge other people.
To keep control of the classroom, you must know
what you want, what you expect from your students
and you must communicate your expectations to
them. Besides, you should have a system of rewards
and consequences which are fairly and consistently
carried out. Remember to always treat your students
professionally and with respect. Never allow your
anger at a student's misdeeds to ruin your good
judgement. Keep in mind that good lesson planning is
essential for good discipline.
I learn
Ask students what they can do now that they couldnt
and progress.

Can compose expressions to produce oral exchanges.
Can provide examples to main ideas during an
oral exchange.
Can rephrase expressions produced during an
oral exchange.

9 Act out and dub the scene for your class.
Ask the different groups to act out and dub the scenes
in front of the class. Have students vote for the best
dialogue. You may encourage them to invite students
from other groups to see their performance.
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74
5/4/12 7:10 PM
Is aware of
the use of
language to
prevent and
face problems
Behaves in a
responsible
way within his /
her school and
community
Realizes that
language is a
means to
reflect peoples
emotions,
experiences
and cultures
Appreciates
cultural
expressions
particular to
English
language
Is aware of
values and
behaviours
particular of
English
speaking
countries
GOOD = G
coherent texts.
Interprets and
conveys
information
published in
various media
Global Assessment
Understands
and writes
instructions
Uses language
as a means to
protect his / her
physical
well-being

VERY GOOD = VG
of the world.
different texts.
Assessment Criteria
General Comments
Student's Name
All Ready! 2
Unit 2
Unit 3
Literary and Ludic
Social Practice: Participate in language games to

work with specific linguistic aspects.
Social Practice: Read and rewrite informative texts

from a particular field.
Specific Activities: Participate in language games in

order to recognize rhythm, stress, and intonation of
sentences.
Social Activities: Rewrite information to explain

how a machine or device works.
Product: Hangman Game
Product: Poster about the operation of

a machine or device
At the end of his environment students will:
At the end of his environment students will:
distinguish the stress of specific parts of sentences.

read and write sentences to practice rhythm,
intonation, and stress.
contrast the stress of words, both on their own and
within sentences.
choose and paraphrase sentences.

organize and link main ideas and information which
explains them in a diagram.
rewrite sentences in order to give explanations.
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Unit 3
Lesson 1
audience.
Determine which graphic and text elements construct
a word game.
Recognize the function of graphic and text components.
Define the number of words used in each sentence.
Identify participants and the role they play (e.g.
coordinator, players, etcetera).
Determine the number of players and their turns to
participate.
Recognize steps taken by a player and detect the
order to follow.
Lead-in
Class
Welcome students to the classroom. Write the word

games on the board and invite students to add the names
of games, for example, Bingo, Concentration, etc. Invite
them to use the first letters of the games to come up with
a word, then create an acrostic puzzle. Make sure that
all students have the opportunity to participate.
Stage 1: I know
1 What is the difference between these
games?
Students study the pictures and identify the games by
their names. Write the names of the games on the
board as they are mentioned: Crossword puzzle, Jigsaw
puzzle, Hangman, Bingo, and Hopscotch, and briefly
discuss how each game is played. Ask leading questions
about each game, such as: What materials do you need
to play? How many people can play? What are the basic
rules of each game?
Ask students to identify the differences between
the games. They should use this information to make
comparisons. Divide the class into nine groups and
assign each group two games to compare using a Venn
diagram. The game combinations are as follows:
(1) Crossword puzzle - Hangman, (2) Crossword puzzle
- Bingo, (3) Crossword puzzle - Hopscotch, (4) Jigsaw
puzzle - Hangman, (5) Jigsaw puzzle - Bingo, (6) Jigsaw
puzzle - Hopscotch, (7) Hangman - Bingo, (8)
Hangman - Hopscotch, (9) Bingo - Hopscotch.
Use the combination Crossword puzzle - Jigsaw
puzzle to create a Venn diagram as an example for the
groups to follow. Ask students to identify the
similarities: can be played by one person, they are both
Activity Book
p. 68-73
Recognize rhythm, stress, and intonation in sentences.

Read a list of sentences out loud to practice rhythm,
stress, and intonation.
Acoustic features and sentence composition.
Language as a means to assist in the enjoyment of
schoolwork.
Language as a means to compete with respect.
Materials:
Reader, Audio CD
Cards for the Syllable Ranking, a sticky note for
each student
puzzles, etc. Then ask students to identify the

differences: crosswords use words, have clues, you need
a pen, etc.; jigsaws: have pieces, there arent any clues,
etc. Once students have seen the example, give each
group three minutes to make their diagrams. Each
group then shares their diagram with another group.
Answers may vary.
2 Which ones are language games?

Ask students to identify which of the games from
Activity 1 are language games. Elicit the answers: Bingo,
Hangman, and Crossword puzzles. Elicit the similarities
between them to determine which elements make up a
language game (you must use verbal clues and words to
solve them).
Reader
Lets Communicate
p 59 - 62
To recognize the subject matter, purpose, and intended

audience, read the title: Lets Communicate and have
students predict what the text is about. Instruct students
to open their Readers to page 59 and encourage them to
do a picture walk through the pages of Chapter 5.
Encourage students to explore the glossary and ask
them if the text is fiction or non-fiction. Once you have
established that it is non-fiction, elicit whether it is
from a guidebook, an instruction manual, a textbook, a
catalogue, or an extract from an encyclopedia. Students
should come to the conclusion that it is an expository
(non-fiction) text about effective communication, and it
could be from a textbook or encyclopedia.
Ask students what they think makes an effective
communicator. Elicit several factors and encourage
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7/15/11 9:25 PM
students to look at the headings in bold in the Reader to

help them with ideas: pronunciation, intonation, word,
stress, rhythm, etc.
Modeled reading: Read pages 59-63 out loud, using
appropriate inflection, pauses, and tone. At the end of
each page, ask questions so that students search for the
answers in the text, for instance, What does the listener
do? Do words in English have accents? What is the
difference between content words and function words?
Draw a large spidergram on the board with the word
communication in the center. At the end of each
section in the Reader, stop and add new information
to the organizer.
Shared reading: Ask students to work in pairs and
take turns reading one or two pages out loud to each
other. Encourage them to tell each other something new
they learned from what they read at the end of their turn.
Encourage students to look through the pictures on
pages 63-68 and predict what will come next in the text.
Stage 2: I build
3 Read the rules of this game and answer
the questions.
Elicit the materials for Hangman; ask students if they
already have them. Have Students open their Activity
Books to pages 68-69 and read the text silently. Then
ask them to work in pairs and Student A reads the step
while Student B mimes it. Then they read it again,
switching roles.
Answers: 1 To complete a sentence; 2 two; 3 A player
tries to guess a letter in the sentence, writes it in the
correct position, and if the letter doesnt appear the
other player draws one element of the hanging figure
and writes the letter in the letter bank. 4 A: Draws a
hook, a row of dashes, writes the letter, draws one
element of the hanging figure, completes the diagram.
B: Guesses a letter in the sentence, continues and says
another letter, completes the movie title. 5 five;
6 Answers may vary.
Lead-in
Class
Ask students to open their Readers to page 63 and elicit

their predictions from the previous day. Have students
read the instructions for the three different pronunciation
games mentioned on pages 63-68.
To determine which elements make up language
games, draw a large triple Venn diagram on the board
and write the title of each game in one of the circles.
Elicit that they are all language games and write that in
the center intersection. Then elicit the materials (cards,
gallows and dashes, mood cards) used in each one and
the purpose.
Stage 3: I think
4 Label the graphic components of the
game. Then answer the questions.
To recognize the function of graphic and text components,
have students label the diagram. Encourage them to
label the graphic components individually and to check
their answers with a partner. Refer students to the
Glossary on page 160 to clarify the meaning of words.
Once they have both agreed on the correct labels,
students should work together to answer the questions
and work out the incomplete movie title.
Check answers as a class by nominating students to
share their responses. Students sharing answers should
be asked to explain their conclusions in detail. Ask
questions, for example, How did you come to the
conclusion that there can only be six incorrect guesses?
A volunteer can then come to the board and draw the
body parts in sequence, counting them simultaneously,
to demonstrate his / her thought process to the class.
Repeat this process of asking the stronger students to
elaborate on their answers for the movie title and the
missing letters until everyone agrees and understands
how they reached their conclusions.
Answers: 1 Player A can guess six times incorrectly;
2 Pirates of the Caribbean; the letters i, e, and a were
missing.
5 Answer the questions.

Ask volunteers to read the four questions out loud to the
class. The first question asks the students to define the
number of words used in the movie titles. Emphasize
that each word is a different color and elicit the answer:
five. The second question requires students to use
critical thinking to recall commonly used three letter
words. If necessary, provide clues: one of the words
begins with the letter t. Give students two minutes to
brainstorm the possibilities in groups of three and then
share their words with the class.
Students should recall from Activity 3 that at least
two players are needed to play the game. Elicit alternative
ways of playing the game with more than two players.
Explain that almost every game has some strategy
that can be used to the players advantage and Hangman
is no exception. Part of the strategy in Hangman is to
guess letters that are most frequently used, hoping they
will be part of the answer. Ask your students which
letters they think are the most commonly used. A leading
question to help them would be to ask them what almost
every word in the English language has: vowels. A few
exceptions to this idea are the words fly, try, dry, etc.
If time allows, students can try to think of other
words that dont use vowels, as this is a useful strategy
for Player A to use when thinking of words to use for
the game.
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Movie: Harry Potter and the Deathly Hallows

Answers: 1 there are five words in the title; 2 the words
could be the and and; 3 at least two players are
needed; 4 Answers may vary (vowels are good first
guesses).
Cultural Note
It is interesting to note that both English and Spanish
share the same most commonly used letter, E.
The five most frequent letters in English are: E, T, A,
O, and I, followed by N. The three least frequent letters
are: Z, Q, and X.
The five most frequent letters in Spanish are: E, A,
O, S, and R, followed by N. The three least frequent
letters are: K, W, and X.

Ask students to use what they have learned so far and
what they know about games in general to complete the
text using the words provided in the word box. Share
answers as a class.
If time permits, ask students to choose their favorite
game or sport and apply the principles of the text to
explain the game they chose. If they choose soccer, for
example, students explain that the objective of soccer is
to score goals and review the basic rules of the game.
They would elaborate that soccer is played in teams and
that it is mostly for entertainment. Students can then find
a partner who chose a different game and compare notes.
Answers: 1 objective, rules; 2 individually, teams; 3 fun
7 Circle the correct option.
Ask students to work in groups of three and recall the
definition of intonation. If necessary, refer them back to
page 63 in the Reader to remember that intonation
helps show the meaning of a word by using different
tones while speaking.
Instruct students to work with a partner to choose
the objective of each game. Check answers with the class.
Answers: 1 a; 2 b; 3 b; 4 a
8 Unscramble the sentences.
Tell students to work in pairs to complete this exercise.
If necessary, ask leading questions such as the following:
Where do you find the rules? How many players do you
need? What shouldnt you forget? Once partners have
finished answering, they should check their answers
with another pair to verify their responses.
Answers: 1 The rules are written on the box. 2 Two or
more players are needed. 3 Throw the dice and move the
counters. 4 Dont forget to have fun.
emember Next class you will need: the cards for

the Syllable Ranking.
Class
Lead-in
Play Letter Stop: In this variation of the game, students

draw six columns: one for the letter of the alphabet, and
the other five for words with two, three, four, five, six or
more letters. Demonstrate how it is played by
nominating a student who will call out Stop as you
silently go over the letters of the alphabet. When they
call out Stop, you say the letter of the alphabet, for
instance, M. Students should try to write a word in each
column. Give them one minute to write words, then
nominate a student to run though the alphabet silently
and another to call out Stop.
Stage 4: I practice
9 Listen to the rules of a game and
number them in order.
11
2
letters
3
letters
4
letters
5
letters
me
men
made
model
mountain
do
did
done
dairy
different
Letter
6 or more
letters
To recognize the steps taken by a player and detect the

order to follow, tell students that they will listen to a
recording of the rules of a game called Categories. Ask
students to open their Student Books to page 71 and
to silently read the ten steps listed for the game which
are shown out of order. As the recording plays, students
must recognize the steps taken by a player and detect
the order they follow by numbering the steps in the
order they hear them mentioned.
At the end of the recording, call on a student at random
to read the sentences out loud, in order. Alternatively,
have students listen again and check their answers with
the audioscript on page 186 in their Student Books.
Answers: 7, 6, 1, 4, 5, 2, 9, 3, 8
Reader
Lets Communicate
p. 59-62
Have students turn to page 69 of their Readers and look

at the Comprehension Questions. Check understanding
and ask them to work in pairs and answer the questions.
another pair of students. Check answers as a whole class
activity by reading the questions aloud and having
different students read out their answers. Have the rest
of the class agree or disagree. Check answers in the
Reader Answer Key on page 172 of the Teachers Guide.
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10 Listen to two people playing the

game and underline the stressed words.
Write the following four questions on the board: What
is the capital of Australia? What is the official language
of Australia? Is the city of Sydney in the North of
Australia? Does it snow in Australia in the winter?
(Canberra, English, no, no respectively.) Just for fun,
ask students if any of them know the answers to any of
these questions. Write any correct response next to the
question it corresponds to. Instruct students to answer
in complete sentences.
Inform students that they will listen to two fourteenyear-old teens playing a quiz game. Explain that the
teens are asking and answering questions for the quiz
game, and they stress certain words and syllables that
emphasize the information being asked / answered. It is
important to note that even though some sounds are
stressed, the language still sounds natural.
When the recording has finished playing, confirm
correct answers that were given for the trivia questions
before listening to the recording again to clarify the
missing answers. Then ask volunteers to come to
the board and underline the stressed syllables in the
questions and answers written there. Make sure that
the class agrees with their classmates responses.
12
Answers:
A: What is the capital of Canada?
B: The capital of Canada is Ottawa.
A: What is the official language of Canada?
B: C anada has two official languages: English
and French.
A: Is the city of Vancouver in the North of Canada?
B: No, it isnt. Its in the West Coast.
A: Does it snow in Toronto in the winter?
B: Yes, it does.
Stage 5: I can
11 Work in pairs. Complete the activity
for Syllable Ranking.
Prepare one card per student with one, two, or three
syllable words.
One syllable words: pledge, fudge, solve
Two syllable words: orange, aspects, paper, social,
creature
Three syllable words: alternate, monitor, operate,
energy, employee, Japanese, volunteer, Canadian,
evaporate, conditioner, memorial
Give each student a card and ask them to line up at
the front of the class. Instruct students who think they
have a word with three or more syllables to gather at
one end and students who think they have a word
with one syllable at the other end. The students in the
middle should have two syllable words. Now ask

students to form circles according to the number of
syllables in their words and look at the words of the
other students in their group. They should determine if
their word has more or fewer syllables and move to
another group if necessary so that in the end the
students are distributed in three circles according to the
number of syllables the word on their card has. As each
students word is read, they should comment on where
they believe the stressed syllables are in their word.
Once the class thinks they are correctly grouped,
have them read the words off one by one. Make any
necessary changes regarding the students placement or
the stressed syllables as you monitor and check.
Answers: (listed from least to greatest number of

syllables) one or two syllables: PLEDGE, FUDGE,
SOLVE, ORange, ASpects, PAper, SOcial, CREAture;
three or more syllables: ALternate, MOnitor, OPerate,
Energy, emPLOyee, JapanESE, volunTEER, CanAdian,
evAporate, conDItioner, meMORial
Note: EmploYEE is an alternate way of stressing
the word.
13
12 Listen and check your answers.
Once students return to their seats, have them open

their Student Books to page 72 and record their
answers. After writing their answers, students should
listen to the recording to verify them. They should then
compare their responses with a partner.
emember Next class each student will need:
a sticky note.
Lead-in
Class
For this activity, you will need one sticky note per
student. Write the name of a game on each note making
sure they are the games mentioned in this lesson. Use a
different game for each note. Place a sticky note on the
back of each student. Play music or clap as students
move around the classroom; when the music or
clapping stops, they must work with the person next to
them. The participants have to figure out what game is
on their note by asking their partner three yes or no
questions, for example, Is it played in teams? Is it a
word game? Once the students questions have been
asked and answered, they can make a guess as to which
game it is. If the student is correct, they move the sticky
note to their chest and become a consultant who then
gives clues to those still trying to figure out their
identities. If the student isnt correct, they must find
a new partner and repeat the process.
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13 Read the rules for this game and complete

the sentences.
Nominate students to read the rules of the game out
loud to the class. Read the four opening statements and
ask students to work with a partner to finish the
statements using the information from the text.
Answers: 1 to guess a category; 2 to listen to
Player As clues in order to guess the category (must use
complete sentences to guess the category); 3 in groups;
4 Answers may vary.
14 Make a list of categories to play the game.
Remind students that language is also a means to assist
in the enjoyment of schoolwork. As a class, brainstorm
different categories that can be used to play the game
and write them on the board. Use the ideas mentioned
in the text and their opposites (things that fly vs. things
that swim / movies for teenagers vs. movies for kids,
etc.) Students should be encouraged to come up with
unrelated categories as well, to make the game more
challenging (activities for girls vs. activities for boys,
clothing items, school supplies, etc.). Students should
keep the categories they come up with a secret until
they are paired with a partner, to give them an
advantage over their opposing team.
15 Work in pairs and write example sentences

that fit each category.
Working with the same partner from the Lead-in,
students should use the list on the board to write
example phrases that fit each category. For example, the
category Animals that Swim might have sample phrases
or sentences such as: animals with fins, animals with
flippers, animals that live in the ocean, fish that you eat
swimming, etc. Once students have finished, they
should read their list of phrases out loud to check for
comprehensibility and correct any mistakes in spelling
or grammar.
16 Exchange cards with another pair
and play Categories.
Assign two pairs to play Categories together. Teams
take turns saying single words: dolphin, whale, shrimp,
humans, dogs, turtles, etc. until the other team guesses
the category: Animals that Swim, or until they give up
and ask for a new category. The team that can guess the
most categories wins. Remind students to complete
with respect.
Alternative Activity: Ask students to perform a
Game Day where they can play Crossword puzzle,
Jigsaw, Puzzle, Hangman, Bingo and Hopscotch.
For this activity you will need students to form 5
teams and prepare the games for the rest of the class.
This activity will take about 2 hours to be prepared
and performed.
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Unit 3
Lesson 2
Distinguish stress of pronouns and / or contractions in
sentences.
Recognize rhythm, stress, and intonation in sentences.
Guess, infer, and discover sentences to practice rhythm.
Read sentences out loud to practice rhythm, stress, and
intonation.
Suggest and complete sentences.
Compose sentences.
Break up sentences to observe the difference in word
stress, when forming a sentence and when isolated.
Lead-in
Class
Write the word communication on the board and

explain that it is the topic for Lesson 2. Nominate a
student and have him / her call out something related
to the topic, for example, talking to a friend. The
student can nominate another classmate who then says
something they know about communication, for
example, writing an e-mail. Students who have already
mentioned something about the topic should not be
nominated again. This activity is designed to activate
prior knowledge but it can be recycled later in the
lesson to check for understanding. Consider repeating
this activity at the end of the lesson to review the
concept.
Stage 1: I know
1 Look at these words for one minute. Work in
pairs and say the words you can remember.
Discuss strategies students use to remember words, for
example, for remembering countries, state capitals, etc.
Explain that they will have to remember some words,
and they should use an appropriate strategy.
Tell students to open their Student Books to page 74.
Explain that after one minute they will be asked to
close their books and instructed to remember as many
of the words from Activity 1 as possible. In order to be
successful at doing this task, students should devise
a strategy to remember the words. Set a timer for sixty
seconds and tell students to use the strategy that they
think will help them the most.
When the timer set in the previous activity goes off,
ask students to close their books and find a partner. As
one student dictates the words, the other student can
record them on a piece of paper. Once the first student
has said all of the words he / she can remember, the
partners should switch roles. After both students have
had a chance to say all the words they can, have them
Activity Book
p. 74-79
Dictate sentences.
Recognize sentence composition.
Punctuation: apostrophe.
Acoustic features.
Language as a means to participate in activities of
common interest among students.
Materials:
Reader, Audio CD
Timer, 10 sheets of different colored paper
open their books again to page 74 and compare the list

written by their partners to the original list they had to
memorize. Students should pay special attention to the
words they couldnt remember.
Classroom Management: Developing memory

strategies will help students learn more effectively.
Some strategies are: using visual images to illustrate
words, or creating a story using specific words and they
are are far more effective than simple repetition.
2 Do you have a good memory? What
kinds of activities do you think help develop
or improve your memory?
Have students work in pairs and brainstorm activities
that help develop or improve their memory, for
instance, missing items types of games; finding
differences in pictures, sets of words, or words that
sound different; memory or concentrationgames; using
different senses.
Have students work in pairs or trios, and make a
scrambled sentence game for three five-word sentences
using strips of paper and writing one word on each
strip. Have them exchange sentences with another
group and put the sentences together. Then have them
turn the strips face down and see if they can remember
the sentences. Remind students that fun is an important
element of learning.
Stage 2: I build
3 Read the extract and circle T for True and F
for False.
The word communication should still be written on the
board. Underneath it, write the phrases Hint One, Hint
Two, and Hint Three. Have students open their Student
Books to page 74 and nominate students to take turns
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7/15/11 9:25 PM
reading the text out loud. At the end of each paragraph,

ask questions so that students search for the answers in
the text, for instance, Why is pronunciation important?
What is the first hint given? What are the second and
third hints given? Verbally summarize each of the three
hints as a class and write an example of each on the
board (Hint 1: whatcha, Hint 2: gonna / wanna, Hint 3:
Ive / Id, Ill / cant / wont, dont / havent).
Ask students to read the four questions and answer
them together as a class, taking the time to find the
information in the text that corresponds directly to the
question. Note: Students might remember from Lesson
1 that t is the second most commonly used letter in the
English language, but it is possible for a sound to be
eliminated frequently when saying a word out loud.
Cultural Note
A contraction is a word or phrase that has been
shortened by dropping one or more letters. The word
contraction comes from to contract, to squeeze together
and it describes words that have been squeezed
together (or made shorter) by omitting letters. In
writing, an apostrophe takes the place of the missing
letters. An apostrophe () looks like a curved comma
that is placed after (not above) lowercase letters like a,
e, m, or n. Contractions make conversations seem
friendlier and more accessible. However, they are often
not appropriate in formal written English.
Sometimes contractions can be confused with
homophones: your vs. youre, or theyre vs. their.
Answers: 1 T; 2 T; 3 T; 4 T
emember Next class you will need: 10 sheets of
different colored paper.
Lead-in
Class
Ask students where theyd like to go for vacation if

given the choice. Students should form complete
sentences using either wanna or the contraction Id and
write their destination on a piece of paper (Id like to go
to the Bahamas or I wanna go to Disneyworld). Once
they have all written their sentences they should go
around the room until they find someone who chose
the same destination or a place close by. This is a fun
way to find a partner for a class so that students arent
always working with the same person.
Cultural Note
Wanna and gonna are frequently used in colloquial
speech. These are the most frequent reduced forms;
hafta (for have to) is the third most common.
Stage 3: I think
4 Look at the table and notice which letters
have been eliminated to make each
contraction.
Instruct students to open their Student Books to page 74.
Read the contractions chorally and elicit examples of
each one used in a sentence: Ive been to Guadalajara.
Id like to travel more. I cant stop laughing. I wont
watch TV tonight, etc. The context of the example is not
as important as ensuring that students are using the
contractions correctly. Write the examples on the board
both in their full forms and contracted forms. Have
students read them out loud chorally so that they may
distinguish the stress of pronouns and / or contractions
in the sentences.
After discussing the examples, ask students to
identify the letters that are eliminated from the full
forms to form the contractions. Ask four volunteers to
take turns coming to the board to draw a line through
each letter that is eliminated in the contraction they are
assigned, for example, I have. Make sure that students
note the letters that are eliminated in their Student
Books.
Answers: ha, woul, no, ill
5 Look at the table again and answer
the questions.
Look back at the board at the letters that have lines
drawn through them. Ask students if they notice
anything in particular that these letters have in common.
Brainstorm ideas as a class and, if necessary, provide
leading questions such as the following: Are the first
letters eliminated? Are the last letters eliminated? Elicit
the answer that the commonality shared among the
eliminated letters is their position: affirmative contractions
lose letters between the pronoun and the auxiliary, and
negative contractions lose letters between the auxiliary
and the negative particle. When question words are
followed by is or are, the first letter of is or are is
eliminated (whats = what is).
Now, ask students to address the two questions
presented in the activity. Ask the class to work in groups
of three to determine their answers. Once they have
reached their conclusions, students should compare
their answers with another group and discuss their
responses. Monitor the class and provide individual
help where necessary. Check answers as a class to
confirm that everyone agrees on the same answers.
Answers: Affirmative - The contraction takes place in
the last word. Negative - The contraction takes place
in the last two words.
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Write the two sentences I LOVE dogs and I love DOGS
on the board and ask a student to read them out loud
using the different intonations as shown. Discuss both
sentences and their different meanings. The first
implies that the person speaking doesnt just like dogs
but LOVES them. The second implies that the person
speaking only likes DOGS, not cats or any other animal /
pet. After making this analysis, answer the first
question from the activity as a class.
Erase the board and write the two sentences Ive
been there and I havent been there on the board. Again,
discuss both sentences and their differences. Elicit the
answer that one is an affirmative statement and the
other is negative. Ask students to use this information
to answer the second question in their Student Books.
Write the following three contractions on the board:
Ill, Im, and Id. Elicit and write the full forms of the
contractions on the board: I will, I am, and I would. Ask
students how many syllables there are in each of the
three verbs that were contracted (one syllable) and
answer the third question as a class.
Ask students if a contraction can be made with only
one word. Allow them to think about it with a partner
for a moment and elicit the response that, no,
contractions must have at least two words.
Elicit the number of words represented by wanna
(two) or gona (two).
Finally, ask students to consider the last question
with a partner. Encourage them to use the information
from Activity 3 to help them reach the correct
conclusion. Monitor conversations and check the
answer as a class.
Answers: stress, meaning, positive, one, two, eliminate

7 Match the contractions to the full words.
Call three students to the front, and tell them they are
going to form a contraction: each student represents
a letter, and the letter that is eliminated has to crouch
down, the other two remain standing. Say Im, so the
two students on the end remain standing and the one
in the middle (representing the letter a) crouches down.
Continue with four or five more contractions, calling
different students to the front.
Have students open their Student Books to page 76
and match the contractions to the full words. Then
nominate individual students to answer each question,
one by one. Once the class has the answers for the
exercise, divide them into ten groups and assign each
group a contraction from the list. To compose sentences,
instruct each group to come up with at least three
sentences using the contraction they were assigned.
Elicit the number of words represented by wanna (two)
or gonna (two). Monitor and provide individual help
when necessary. To dictate sentences, have two groups

get together and dictate their sentences to each other,
saying the full form while the others write down the
contractions. Ask each team to write their best example
sentence on a sheet of colored paper and put it up on
the classroom wall. Have students walk around and
read the sentences.
Answers: 1 f; 2 i; 3 b; 4 a; 5 e; 6 h; 7 d; 8 g; 9 c
Stage 4: I practice
8 Complete the sentences with some of the
contractions from Activity 7.
After seeing examples for each of the contractions in
the last activity, students should complete the sentences
in Activity 8 individually. Instruct them to refer back to
the contractions from the last activity to fill in the
blanks. When they have finished, tell students to switch
Student Books with the person who sits next to them
for a peer-review. Students then check the work of the
other student for errors. Write the answers on the
board as you review them so they can check for
apostrophe placement, spelling, etc.
Answers: 1 Im; 2 didnt; 3 Whats; 4 Shes; 5 isnt;
6 Theres
Lead-in
Class
Have students play Two Truths and a Lie. Ask them to

write three statements using contractions on a piece of
paper; two should be true statements and one should be
false; for example: Ive been to Egypt, Im a Libra, and Id
like to have a pet iguana. When they have finished
writing their statements, divide students into small
groups. Students should take turns reading their
statements out loud to their group, who then must
determine which statement is the lie. Encourage
students to write two statements that seem unlikely to
make it more challenging to guess the lie!
9 Listen to the sentences and

underline the part that is stressed. Then
answer the questions.
Write the following sentence twice on the board: I like
him and I like him. Now read the first sentence out loud
to the class using intonation as indicated: I like HIM.
Elicit which word is being stressed (him) and underline
it in the first sentence on the board. Next, read the second
sentence out loud to the class using the new intonation
indicated: I like him. Elicit which word is being stressed
(I) and underline it in the second sentence on the board.
Ask the class to read both sentences in chorus to practice
rhythm, stress, and intonation.
14
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To guess, infer, and discover sentences to practice

rhythm, stress, and intonation, ask the class what the
difference in meaning between the two statements is.
Begin by analyzing the first statement. Try asking what
is being clarified in the statement. Elicit the answer that
the speaker likes one person in particular (out of
several). Repeat the analysis for the second statement.
Elicit the answer that the person who is making the
statement is clarifying that she is the one who likes him.
Divide the class into two teams and assign one the
stressed subject (I), and the other the stressed object
(HIM). Ask them to stand up when they hear the sentence
stressed. Say the sentences several times, varying the stress.
Incorporate I LIKE him (nobody stands).
To recognize rhythm, stress, and intonation in
sentences, and distinguish stress of pronouns and / or
contractions in sentences, divide the class into six groups
(for example, by rows). Write the sentence I dont think
she should get the scholarship on the board and explain
that it can be stressed in different ways. Assign a stressed
word to each group. Say the sentence, first stressing it
in order and then in different ways, and students stand
when they hear their word stressed.
To break up sentences to observe the difference in
word stress when forming sentences and when isolated,
write one word from the sentence on eight squares of
paper, fold them, and pass them around to students in
different parts of the classroom. Have students hand them
to another classmate while you clap or play music.
When the music or clapping stops, the students who
have the folded papers must read out the isolated words.
Then have them read out the full sentence on the board,
stressing their word. Repeat several times to have them
notice the difference when reading words vs. reading
the whole sentence.
Tell students that they are going to hear a recording
of a person saying this sentence several times, but
stressing a different word each time so that the meaning
of the sentence changes. Students must underline the
word being stressed in each sentence so that they may
observe the difference in word stress, both when
forming a sentence and when isolated.
Play the recording once so students write their answers
in their Student Books. Play the recording a second time
and point to the word being emphasized on the board
so that students can listen to the change in intonation
and check their answers.
Finally, tell students to work in groups of three to
answer the four questions presented below the
statements. Encourage them to use page 61 in the
Reader for help. Check answers as a class.
Answers: a) I; b) scholarship; c) should; d) dont;

e) she; f) get; 1 Each sentence has the same word order.
2 The meaning changes in each depending on the
stressed word. 3 content words - think, get, scholarship;
4 function words - I, dont, she, should, the
Write the phrases content words and function words on
the board and ask a volunteer to recall what they saw
in the Reader about the difference between the two types
of words. Elicit the answer that if you remove the function
words from a sentence, you will still understand it, but if
you remove the content words, you will not understand
it. Content words help us form a mental image, while
function words help us make grammatically correct
sentences. Summarize this idea by writing the word
essential next to the phrase content words and the word
non-essential next to the phrase function words.
Tell students to complete the sentences in this
activity about the general rules used for sentence stress.
They should answer individually and check their
answer with a partner. In case two students disagree on
the answers, ask them to justify their answer using the
information from the Reader and the Student Book
until they can decide among themselves which answer
is best. Monitor and provide help when necessary.
Answers: 1 sentence, 2 stressed, 3 not stressed

15
11 Listen to these native speakers using
contractions and say what the conversation is
about. Work in pairs.
Tell students to take a minute to study the pictures of
the two people. Working with a partner, students
should quickly discuss what they might be talking about
and make their prediction.
When the recording is over, elicit the predictions some
pairs made. Did any of the pairs guess correctly that the
two teenagers were discussing their weekend plans and
catching up since the last time they saw one another?
Answer: Ken and Tracy were discussing their weekend
plans and Ken was talking about her sister and brother.
12 Listen again to the conversation and

complete what each person is doing.
Test the students listening skills by asking them if they
remember what each person mentioned in the recording
was doing (or going to do). If they remember, have them
jot down the answer. Play the recording a second time
to fill in the missing information that they dont remember
or didnt hear the first time.
Have students listen again and look at the audioscript
on page 187 in their Student Books to check their
answers.
15
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Answers: Tracy: is going to a school dance; Ken: is at

the beach; Jessica: is single; Chris: is going to Orlando to
take an acting course; Peter: is studying
Alternative Activity: To practice fluency and
pronunciation, ask students to listen to the
conversation and repeat the lines.
Have them repeat without reading.
Time: 5 minutes
Lead-in
Class
Divide students into groups of four; have each group

make eight squares of paper and write a different
contraction on each one. The squares are placed face
down and they take turns turning the one on top over and
saying a sentence with the contraction. The student whose
turn it is to say the sentence must stand and say it.
Stage 5: I can
13 Read the sentences and write the full form
for each one.
Call out either a contraction or the full form, and have
students respond chorally with either the full form or
the contraction.
Have them read the sentences and then write them out
in full. Ask them to identify the s that is not a
contraction (brothers is a possessive).
Answers: 1 I have not seen you in ages. 2 No, she is
not. She is still single. 3 Im going to the school dance.
4 Yup, she is now into acting. 5 Well, it is my brothers
beach prom night party.
14 Read the sentences. Match the sentence
to the meaning, based on the sentence stress.
Point out that sometimes we stress particular words in
a sentence to express a special meaning. For example,
in I dont think she should get the scholarship it is pretty
clear that the speaker thinks someone else should get it.
Have students open their Activity Books to page 78 and,
in pairs, read the sentences, stressing the words in bold.
After each pair has read through the different sentences
and has answered the ones they feel comfortable doing,
analyze each sentence as a class.
Erase the line under the whole sentence and
underline only the word dont to analyze the second
sentence. Ask leading questions such as What is the
opposite of dont? (do). If the sentence said I do think
the person making the statement is clarifying his / her
position as being positive rather than negative, so we
need the explanation that shows the speaker is

clarifying that he / she is not positive.
Have students continue the process of discussing
possible answers as a class until they have all the answers.
To read sentences out loud to practice rhythm,
stress, and intonation, write the sentence on the board
and divide the class into the same six groups as the
previous day. Point to the word that should be stressed
and the corresponding group stands up and says the
sentence with the appropriate stress.
Divide students into groups of four. Students make
seven squares of paper with the sentences a g, mix
them up, and place them face down, and then take turns
saying the sentence with the appropriate stress.
Answers: 1 e; 2 g; 3 d; 4 c; 5 a; 6 f; 7 b
complete the sentences.
Play the recording a final time for the class so that they
can complete the dialogue with the correct
contractions.
15
Answers: havent; gonna do; Were; Thats; doesnt;

Hes gonna; hes gonna; hes
16 Act out the conversation. Remember to

use the right stress and intonation.
When they have finished with Activity 15, instruct
students to read the dialogue out loud with their partner,
switching between the roles of Ken and Tracy. Monitor
the classroom and ask several volunteers to act out the
dialogue for the rest of the class at the front of the room.
Give students a few minutes to finish rehearsing and
get them to take turns acting out the dialogue. Remind
them that intonation is very important and enjoy
the performances.
17 Are intonation and stress important in
other languages? What else is it important to
keep in mind when speaking to people from
other countries or cultures?
Have students discuss stress and intonation, comparing
some common differences between English and their
native language, and other languages, such as French or
Russian. Elicit common pronunciation problems for
English language learners, for instance, adding an e to
words beginning with a consonant cluster with an -s
sound (estudent). Encourage students to make a list of
three things they will keep in mind when speaking English.
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Unit 3
Product 1 Hangman Game

Student Book
Determine the number of teams, the players, and
turns of participation.
Establish rules for the Hangman game.
Propose and select, secretly among the teams, a list of
sentences with different rhythms, intonation, stress,
and with / without contractions.
Lead-in
Class
Play a regular game of Hangman to get students

thinking about the game. Choose words to review the
previous two lessons and to prepare students for the
product. Examples might include the words intonation,
stress, syllable, contractions, and rhythm.

1 Check ( ) the rules for Hangman.
Nominate a student to read the different rules listed
and ask, Which rules are specifically used for Hangman?
Have students work in pairs and check the boxes that
are for the Hangman game. Monitor and check.
Ask students to put the rules in order. First, elicit
how this game is different from the Word Hangman, and
then, to establish rules for the Sentence Hangman game,
elicit any missing rules. Ask students to refer back to
page 68 in their Student Books to review the full rules
of the game.
Answers: Draw a gallows. Draw dashes for the words
in a sentence. Use capital letters to indicate stress. You
can guess the sentence even if you dont have all the
letters. Draw one element of the hanged man diagram.
Write the letter in the correct position. Guess the
complete words.
Stage 2: I plan
2 In groups, brainstorm six topics.
To determine the number of teams, elicit the number of
players for this game. Count the number of students in
the class and divide by the number suggested by the
students (limit it to two or three per group at the most).
Use that number to count off students until each one is
assigned a number. Tell the ones, twos, threes, fours,
fives, etc. to get together into their new groups. Each
group will play against another group.
p. 80-81
Write the sentences.

Revise the sentences comply with grammar, spelling,
and punctuation conventions.
Read the sentences out loud at the end of each round
to practice their intonation, rhythm, and stress.
In their groups, students then brainstorm six topics

that they would like to use for the Hangman game.
Examples could include: clothes, movies, food, games,
sports, etc.
3 Select three topics.

Have students choose three of the six topics and write
them on the corresponding lines.
4 Brainstorm a list of words with different stress
related to the topics. Mark the stressed
syllables with capital letters.
Have students look at the examples on page 80 and then
brainstorm different words that relate to each topic and
mark the stressed syllables with capital letters. Remind
them to write down content words so that they can be
stressed in sentences to create different meanings: nouns,
verbs, adjectives, adverbs, and pronouns. Write the parts
of speech on the board so that they can refer back to
them throughout the brainstorming process.
5 Write a list of contractions you can use.
Students should also remember and use as many
contractions as possible. Remind them that contractions
can be used with different pronouns: Id, Shed, Theyd,
etc. and both in the affirmative and the negative (Ive,
I havent). Encourage them to look through previous
activities in the Student Book and in the Reader for
additional help.
6 Write a list of sentences that have different
rhythm, intonation, and stress. Be sure to
include some contractions.
Write the examples provided in this activity on the
board to review with the students, clarifying the
changes in meaning.
To propose, select, and write secretly among the
teams, a list of sentences with different rhythms,
intonation, stress, and with / without contractions,
students should write the sentences they will need to
play the game using the topics, contractions, and stress
the words they decided on earlier to use in the game.
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7 Revise the sentences.

To revise that the sentences comply with grammar,
spelling, and punctuation conventions, have students
exchange sentences and use the check list to see if the
sentences contain the necessary information, if they are
clear and easy to understand and if the words are
spelled correctly, and if the grammar is correct.
8 You are going to work in pairs and play

against another team. What materials will you
need? Make a list.
The last step before playing the game is for students to
determine the number of teams, the players, and turns
of participation. Make a tournament roster (a list
which gives details of the order in which teams will
participate) so that each team competes. There should
be eliminations in each round until the two best teams
play each other for the Sentence Hangman
Championship Title.
12 Go around and read your classmates

sentences.
Since not all teams will play each other, it is important
for them to circulate the classroom to read the
sentences that the other teams created.
Lead-in
Class
Write questions on small cards. Shuffle the cards and

give each student one. They must read their question out
loud and answer it in ten seconds. Then they walk to
the front of the room and sit in a circle. This game will
help students know something interesting about their
classmates. Once they are all sitting on the floor, ask
them to remember what their classmates said.
Stage 3: I do
9 Play Sentence Hangman against a
classmate from a different team.
Use the roster created during the last class to begin the
tournament. Teams will have to take turns fulfilling
the roles of Player A (those who draw the dashes) and
Player B (those who guess the sentences). Teams can
either go back and forth until one team loses or play
best of three, whichever time allows. Winning teams
advance to the next rounds until the final two teams
play for the Championship Title.
11 Put the sentences up around the

classroom.
When the teams have finished playing, the sentences
should be placed around the classroom in a prominent
place for the other teams to see.
I learn

and progress.

Can distinguish the stress of specific parts of

sentences.
Can read and write sentences to practice rhythm,
intonation, and stress.
Can contrast the stress of words, both on their own
and in sentences.
10 At the end of each round, read the

sentence out loud with correct rhythm, stress,
and intonation.
At the end of each round, students read the sentences
out loud to practice their intonation, rhythm, and
stress. Students should try to describe the changes in
meaning according to the changes in intonation.
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Unit 3
Lesson 3
Recognize text organization.
Reflect on the use of images and / or illustrations.
Read texts.
Clarify technical terms with the use of a bilingual
dictionary.
Point out main ideas and information that broadens
them.
Answer questions to confirm understanding (e.g.
What is it? What is it for?, etc.).
Lead-in
Class
Ask students to stand up. Explain that you will call out an
action that they have to mime. Examples of movements
to call out are shooting a jump shot, running through
tires, batting a baseball, serving a tennis ball, downhill
skiing, spiking a volleyball, swinging a golf club, throwing
a football, juggling a soccer ball, shooting an arrow,
swimming underwater, dunking a basketball, etc.
Classroom Management: Neurons in the brain

need oxygen in order to obtain energy. The brain
consumes about 25% of the bodys oxygen intake, and
classrooms are often closed, stuffy spaces. Physical
activity helps bring oxygen to students brains after
they have been sitting for long periods of time, and it
will help students concentrate on the task at hand.
Stage 1: I know
1 What sports can you see in the pictures?
Ask them to identify the sport shown in each picture
and to name the equipment necessary to do each sport.
Elicit the name of each sport and write it on the board:
skateboarding, surfing, paragliding, and in-line skating.
Refer students to the Glossary on page 161 to clarify the
meaning of words. Write the name of the equipment
next to each sport mentioned: skateboard, surfboard,
harness, and rollerblades, respectively. Of course, it is
essential to use the necessary protection, such as
helmets and elbow and knee pads, when appropriate.
After naming the sports shown in the photos, ask
students to identify similar sports. Skateboarding
and surfing are similar to snowboarding, paragliding
is similar to parachuting, in-line skating is similar to
roller-skating or skiing, etc.
Student Book
p. 82-87
Identify graphic resources used to explain the operation

of a machine or device (e.g. numbers, panels, etc.).
Word repertoires suitable for this practice of language.
Comparative and superlative adverbs.
Connectives (so that, in order to, so, etc.).
Language as a means to have access to technological
information.
Materials:
Reader, Audio CD
A fork, a tissue, and a hair brush
Answers: Each picture is of a teen doing different
activities: skateboarding, surfing, paragliding, and inline skating.
Cultural Note
Skateboarding began in the late 1940s / early 1950s in
California when surfers wanted something to ride on
the streets. They began by putting roller skate wheels
on the bottom of boards and eventually companies
started producing the modern skateboards that we know
today. Skateboarding can be a recreational activity, an
art form, a job, or a method of transportation. Today
there are nearly 20 million skaters in the world, with
three-quarters of them being male.
2 Do you think you have the personality

to do extreme sports? Why or why not?
Ask students to work in groups of four and rank the
sports they brainstormed in Activity 1 from the least to
the most dangerous, and then discuss whether they would
like to participate in the thrills and risks of any of these
extreme sports. Explain that they must give reasons for
wanting to participate or not, and that both are valid.
Reader
Teen Geek
p. 72-81
To identify purpose and intended audience, read the title:

Teen Geek and have students predict what the text is
about. Explain that the word geek is used to describe an
expert in technology. Instruct students to open their
Readers to page 72 and encourage them to do a picture
walk through the pages of Chapter 6. Elicit what the
differences are between the skateboard on page 75 and
page 80 (the first is a solar skateboard which uses
modern technology; the second one has no wheels).
To reflect on the use of images and / or illustrations,
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ask them to discuss the other illustrations in pairs. Have

students look at the pictures for recurring characters
(the four friends); encourage them to predict the plot
from the illustrations.
Modeled reading: Read the first sentence of each
paragraph on pages 72-76 out loud, using appropriate
inflection, pauses, and tone. Pause, and have students
read the rest of the paragraph and raise their hands as
soon as they finish so you can continue with the next
paragraph. At the end of each page, ask questions so
that students search for the answers in the text, for
instance, What is the YI Fair? What is the name of Kims
middle school? How does he get to school? Write the four
characters names at the top of the board and form four
columns. At the end of each section in the Reader, stop
and add new information to the characters mentioned
to create profiles for each of them.
Shared reading: Ask students to work in pairs and
take turns reading the pages 77-81 out loud to each
other. Encourage them to underline unknown
vocabulary and to clarify terms with the use of a
bilingual dictionary. When they have finished reading,
have students explain how the story ended. Students
should also comment on the additional information
they read in the last pages of the story that can be
added to the character profiles on the board.
To recognize text organization, draw a chain on the
board and have students take turns writing the events
inside the chain links: Kim meets his friends at school,
he proposes registering for the Young Inventors Fair,
they set up their stand, Arthur gives the demo, the Sen
Skateboard wins, Kim proposes a new project.
see in each of the four pictures. Instruct the class to

individually label the instruction with the appropriate
picture. Have different students take turns reading out
the instructions as the whole class mimes the actions.
Answers: First picture: To go down, lower your arms.

Second picture: To go up, raise your arms. Third
picture: To go less slowly, bend your knees. Fourth
picture: To go more slowly, straighten your knees.
Stage 3: I think
16
4 Listen to Kim explaining to Arthur how
to use the skateboard and number the
instructions in Activity 3. Then answer the
question.
Instruct students to stand up. Call out the instructions
and have students mime them. When you call out go
higher, all the students in the classroom should raise
their hands in the air. Shout out go faster and, with their
hands still in the air, they should bend their knees.
Students should only lower their hands when you say go
lower and they should keep their knees bent until you say
go slower. Try these commands in different sequences
until the class gets the hang of each command and
moves in unison.
Play the audio so students listen to Kim explaining
how to use the skateboard. Students number the
instructions in the order they hear them. Check
answers as a class when the recording has finished
playing and discuss the question about how the
illustrations help students understand the instructions.
Answers: 4, 1, 2, 3
Classroom Management: Visual literacy is a key
element in building knowledge. Students should reflect
on the role of the illustrator and how his / her
imagination and techniques express the authors message,
and how the use of images and / or illustrations help
explain all kinds of different information, from scientific
facts to imaginary creatures, from main ideas to tiny
details, etc.
Stage 2: I build
3 Write the instruction under each picture.
Explain that the skateboard didnt move all by itself.
Arthur had to perform specific movements in order to
control the height and speed of the board. Nominate
students to read the instructions out loud to the class.
Then nominate different students to describe what they
emember Next class you will need: a fork,

a tissue, and a hair brush (or similar items that are
easily obtainable and have different purposes).
Lead-in
Class
Divide the class into groups of four, and explain that each
member of the group is going to read the part of one of
the characters. Have them open their Readers to page 75,
and explain that, in their groups, they are going to read
what each character says, using appropriate intonation and
gestures. They will only read what is in quotation marks,
not the text. For example, they do not read said Cole.
Have students read the text silently and define who
is speaking in each case. Then, in their groups, students
read page 75 and the first three exchanges on page 76.
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Classroom Management: Readers Theater is an

activity in which students read directly from scripts or
dialogues in a text, to narrate a story or part of a story.
Since it is a reading activity, students do not memorize
their lines, but they are asked to use intonation and
gestures that are appropriate for their character. Readers
Theater is a fun, entertaining, easy, and dynamic way
to build readers fluency.
16
5 Listen again to the conversation and
Nominate students to take turns describing the four
illustrations in the activity. Ask students to try to name
the objects before listening to the recording. To clarify
technical terms with the use of a dictionary, encourage
them to look up the words in the Glossary on page 161.
Play the recording and have students write the correct
answer for each question. Check the first three answers
as a class and discuss the last two questions as a group.
Does most of the class have the same answers for the last
two opinion questions?
What is the general consensus among the class
regarding Kims invention? How many students in the
class would like to have one of his skateboards? Discuss
the concept of foreshadowing, events that provide clues
about what will happen next, and have students identify
the foreshadowing in the audio (Arthur keeps talking
about how he wants to go fast and Kim keeps warning
him to take it easy). The foreshadowing clues lead us to
believe that Arthur is going to fall because he is going
too fast.
Answers: 1 Kim and Arthur are talking about Kims

new skateboard. 2 A mind reading helmet, a skateboard
without wheels, a sensor worn on the wrist and a solar
panel on the skateboard. 3 The board is controlled with
the helmet that interprets messages sent by your brain.
4 Answers may vary. 5 Answers may vary.
Alternative Activity: Have students prepare the
conversation in teams and perform it from memory in
front of the class.
Time: 20 minutes
6 Read the examples. Then match the
questions to the answers.
To answer questions to confirm understanding, present
the following items to the class: a fork, a tissue, and a
hair brush. Hold up the fork and ask the class: What is
it? Elicit that it is a fork. Now ask the class: What is it
used for? Elicit that it is used to eat. Now hold up the
tissue and ask: What is it and what is it used for? Elicit
that it is a tissue and that it is used to blow your nose.
Finally, hold up the hair brush and ask the same two
questions. Elicit that it is a hair brush and that it is used
to brush your hair.
Ask students to use some of their own objects and
to ask these two questions to their classmates. Students
then answer questions to confirm understanding (What
is it? What is it for? / It is a pen. It is used for writing.)
Students then answer the two questions in the
activity and verify their answers with a classmate.
Answers: 1 b; 2 a
7 Read the sentences and check ( ) the
best option.
To point out main ideas and information that broadens
them, write the following sentences on the board: In order
to brush your hair, you need a hair brush; We use a fork
to eat so that we dont get our hands dirty; and Tissues
are used for blowing your nose. Begin by asking the class
if the underlined expressions are used for comparisons,
to show purpose, or to contrast two things or ideas.
Elicit the answer that they are used to show purpose.
Next, circle the words that come immediately after
the underlined expressions in each sentence (brush, we
dont get our hands dirty, blowing) and elicit if brush is
a noun, a verb, an -ing form of the verb, or a sentence.
Elicit the answer a verb and repeat the process for the
other two sentences.
and compare the examples on the board to the
examples in their Student Book to verify and reinforce
these concepts. Refer students to the Glossary on page
161 to clarify the meaning of words. They should check
the best answer.
Answers: 1 purpose; 2 verb or -ing verb; 3 a noun;
4 a verb or -ing verb
8 Read these sentences and circle the
correct option. Then circle the word that goes
after slower and more slowly.
Write the following two statements on the board: He
sneezed loudly. He then blew his nose even more loudly.
Statements such as these are memorable and grab
students attention. Underline the words loudly and
more loudly and ask students to identify the difference
between them. Ask what loudly describes and elicit the
answer how he sneezed. Then ask what more loudly
describes to elicit the difference in volume between his
sneeze and his nose blowing. It compares one action to
another. Tell students that these two words are adverbs.
Write quietly, carefully, softly, happily, frequently,
efficiently on the board and elicit the ending (-ly). Remind
students that adverbs usually end in -ly, although there
are a few exceptions: fast, hard, etc.
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Run through a list of -ly adverbs and have students

call out the comparative form, for example: softly (more
softly), carefully (more carefully), etc. Then point out
that the adverbs that do not end in -ly form the
comparative with -er.
Draw three columns on the board and write a list of
adverbs in the middle column, and write a plus (+) sign
above the right-hand column. Invite volunteers to write
the comparative with more. Then write a minus (-) sign
above the left-hand column and invite volunteers to
write the comparative with less.
Have students open their Student Books and read the
three sentences in the activity and the statements that
follow. Students then work individually to circle the
word that makes the statement true. Students should
then answer the questions and compare their responses
with a partner. Check answers as a class.
Finally, ask students to circle the words that appear
after slower and more slowly. Monitor and check.
Answers: 1 the board; 2 adjective; 3 how fast the

board moves; 4 slower; 5 adverbs, verbs
9 Use the words in the box to complete
the sentences.
Students should use the information from the previous
activities to complete the sentences. Students work in
pairs to decide the correct responses and then check
their answers with another pair. Monitor and check
each groups answers.
In their groups, have students write an example that
demonstrates the rule shown in each sentence. Monitor
and provide help when necessary. If time permits, ask
groups to share some of their examples with the rest of
the class.
Answers: object, adverbs, purpose
Lead-in
Class
Call pairs up to the front of the class to play Charades.

Whisper a statement that uses an adverb to compare
the actions of the two students to both of them and
have them act it out for the class to guess. For example,
Student A walks less quickly than Student B. Student A
then walks very slowly while Student B walks quickly.
Divide the class into two teams and instruct them to
use answers that employ the verb + more / less + adverb
+ than formula in order to earn a point. If necessary,
write the formula on the board to help them form their
answers. Play as long as necessary for the class to get
the general idea of how to form these sentences.
Some suggestions are: Play a guitar loudly; Ride a
bike slowly; Whistle happily; Swim noisily; Write angrily;
Jump slowly; Write slowly; Throw a ball energetically; etc.
Stage 4: I practice
10 Compare basketball players with soccer
players. Write complete sentences.
Write some of the answers from the lead-in on the board:
Student A plays the guitar more loudly than Student B;
Student B writes less quickly than Student A, etc. Ask
students to identify each statement as positive or negative.
Remind students that the positive comparisons use the
word more and negative comparisons use the word less.
Students must then use this information to fill in the
missing words in order to write complete sentences
using the information already provided.
Have students work in pairs to complete the activity.
Check answers as a class and ask if they agree with the
final statements.
Answers: 1 Basketball players play more energetically
than soccer players. 2 Soccer players run more quickly
than basketball players. 3 Basketball players run more
slowly than soccer players. 4 Soccer players play less
quietly than basketball players.
11 Put the pictures in order to show the
instructions.
Ask students who has used a blender, a microwave, and
other common kitchen appliances, ask how they learned
to operate them. Then ask students what they generally
do when they use a new appliance: whether they read
the instructions, ask someone who knows how to use it,
or dive right in and start experimenting.
Ask students if they have used an electric can
opener. To identify graphic resources used to explain
the operation of a machine or device, have students
open their Student Books to page 86 and, in pairs,
figure out the correct sequence of the instructions.
Once they have numbered the pictures, they should
compare their responses with a partner.
12 Number the instructions and complete
them, using in order to and so that.
Ask students to recall what part of speech follows the
phrases in order to (a verb) and so that (a noun). Refer
students to the Glossary on page 161 to clarify the meaning
of words. Instruct them to use this information to answer
the blanks in the exercise. When they have finished filling
in the blanks they should use the information from the
previous exercise to place the steps in the correct order.
Ask students to work individually and answer the
activity. When most of the students have finished, ask
for a volunteer to read the first step with the answer.
Ask the class if they agree with the answer provided.
If the answer is correct, nominate a different student
to read the next step. If the answer is incorrect, discuss
why and elicit the correct answer from another student.
Check each of the answers using this process.
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Answers: In order to; 3 so that; 5 so that; 4 In order to;

1 In order to; 2 in order to
13 Look at the picture and answer the

questions. Then write two sentences
comparing it to a traditional device.
Divide the class into small groups. Ask them to study
the picture in Activity 13 for a minute and discuss what
they think it is in their groups. Students should jot
down notes and be prepared to explain their ideas. Ask
students to invent a name for the object depicted, for
example, FlowerPower and describe what its purpose is.
Elicit different names and purposes from several of
the groups. Then have students answer the questions in
their Student Book. Monitor and check.
To use comparisons as writing strategies, have
students write two sentences comparing the solarpowered recharger to a traditional recharger. Remind
them to use comparative adverbs.
Answer: an artificial sunflower with a solar panel and
electrical outlets on the stem to recharge electrical devices.
14 Listen to Arthur and Chris and put the
instructions in order.
Instruct students to listen to Arthur and Chris as Arthur
tells Chris how to use Kims skateboard. Before playing
the recording, review the six statements by reading them
out loud as a class so that students know what to listen
for. They should write the numbers 1 through 6 in the
boxes in the order in which they hear them.
Have students listen again and look at the audioscript
on page 188 of their Student Books to check their answers.
17
Answers: 3, 6, 2, 5, 4, 1
Lead-in
Class
Divide the class into groups of four, and explain that

each member of the group is going to read the part of
one of the characters. Have them open their Readers to
page 75, and explain that, in their groups, they are going
to read what each character says, using appropriate
intonation and gestures. They will only read what is in
quotation marks, not the text. For example, they do not
read said Cole.
Have students read the text silently and define who

is speaking in each case. Then, in their groups, students
read page 75 and the first three exchanges on page 76.
Elicit how their reading this time was compared to the
previous one.
Stage 5: I can
15 Choose two instructions and illustrate them.
Read the instructions out loud to the class and instruct
them to individually choose a set of two instructions
and illustrate them. The three sets would be 1 and 2, 3
and 4, or 5 and 6. The audio recording revealed that
Arthur was telling Chris how to operate the skateboard,
so consider asking students to turn to pages 72, 75, 77,
and 78 in the Reader to look at the illustrations of what
Chris looks like. Students would then draw Chris as the
person using the skateboard in each illustration. She
wears casual clothes (jeans, t-shirt and tennis shoes) and
has dark hair, blue eyes, and always wears a baseball cap.
Answers may vary.
16 Find two classmates that illustrated

the other instructions and work as a group to
describe how to use the skateboard.
Once students have finished making their individual
illustrations, have them stand up and move around the
room looking for two students who illustrated the other
sets. Among the three students, there should be six
illustrations in total. Students orally describe each of
the six different instructions using language to
appreciate the usefulness of technologic progress.
Monitor conversations.
17 In groups, compare the Sen Skateboard to
a regular skateboard.
When the groups have described how to use the Sen
Skateboard, they should compare it to a regular
skateboard. How are the two skateboards powered?
Which skateboard seems more attractive? Which one
would most likely cost more? Present questions to the
students to consider during their discussions. Monitor
the classroom to ensure students stay on task.
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Unit 3
Lesson 4
Identify graphic resources used to explain the operation
of a machine or device.
Select information to explain how things work (using,
for example: be able to).
Use a flow chart to order and link ideas and
explanations.
Write main ideas.
Complete a flow chart with notes that explain main ideas.
Use comparisons as writing strategies.
Use graphic organizers to link illustrations and text.
Verify the order of sentence sequence.
Add, remove, and / or change information.
Lead-in
Class
Have students take out a sheet of paper and explain that

they will have to listen closely and do exactly what you
say. Have them close their eyes and keep them closed,
and tell them that no questions are allowed. Instruct
students to fold the paper in half and rip off a corner, fold
it in half again, rip a corner off, fold in half a third time
and rip a corner off. Students can now open their eyes
and see that there are many different shapes of paper:
although everyone followed the same steps they didnt
execute them exactly the same because the instructions
were not detailed enough and there was no visual input.
If time permits, the class can try the activity again,
but this time with their eyes open and more detailed
instructions (for example, fold the paper in half and rip
the corner in your right hand along the fold). At the end
of the second try, the shapes should be more similar.
Ask the class what made the biggest difference between
the first and second tries. Elicit that visual input was
key as well as more explicit instructions.
Stage 1: I know
1 Look at these manuals. What do they have
in common?
Elicit what kind of instruction manuals or how-to books
or videos students have read / looked at: for video games,
for cars, for computers, exercise, for creating a web page,
for using a smart phone, how to get along with your
brother or sister (for laughs), how to make candles (or
any other popular local crafts). Elicit whether they
prefer reading a manual or watching a video.
Write the word manual on the board. Elicit common
characteristics: images, step-by-step instructions. Elicit
Student Book
p. 88-93
Adjust language in accordance to the intended

audience and purpose.
Write final version.
Verbs: phrasal verbs.
Verb forms: modals (can, could).
Language as a means to promote feedback as a
fundamental aspect of the learning process.
Materials:
Reader, Audio CD
Different types of bread cut into bite-sized pieces
(wheat, white, rye, sourdough, banana, French,
cinnamon, raisin, etc.), a blindfold
what each of the images is a manual for: a paper airplane,

a recipe, and a videogame.
Classroom Management: Students learn in many

different ways, by seeing, by listening, and by doing
things. Although most students will favor one or two
learning styles, it is important for teachers to
incorporate all three learning styles to keep their class
flowing smoothly.
Visual learners are those who learn best by seeing
things. They like quiet classrooms because background
noise distracts them. They like charts, graphic organizers,
and color. They use highlighters, and like to circle and
underline words so they can see them more clearly.
Auditory learners learn by hearing things. They
find it easy to hear changes in pronunciation and
stress. They like to read out loud, give oral reports,
and they notice sound effects in movies. They follow
verbal instruction better than written ones.
Kinesthetic learners are those who are hands-on,
they learn by doing things. They find it difficult to sit
still, and are good at sports. They prefer to study with
others and to manipulate materials. They also use
highlighters, and like to circle and underline words,
because this involves movement.
2 Which one do you think is easier to
understand? Why?
Ask students to look at the manuals one more time and
decide which one seems easiest to understand. Take a
class vote by calling of each manual by name and asking
students to stand for the one they think is the easiest.
After the vote, nominate a student who voted for the
videogame manual and ask them to explain why they
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voted the way they did. Repeat this process for the
recipe and the toy manuals as well, by nominating a
student who voted for that particular manual and
asking them to explain their choice. Discuss.
answers. Have the rest of the class agree or disagree.

Check answers in the Reader Answer Key on page 171 of
the Teachers Guide.
Answers may vary.
Cultural Note
Stage 2: I build
Different countries prepare other kinds of bread,

with different types of flour. Although most bread is
made with wheat flour, rye bread is popular in some
European countries. French bread is popularly known
in Mexico as a baguette. Ancient cultures prepared
flatbreads (the tortilla is a type of flatbread). Some
breads are made for special occasions: Rosca de Reyes,
Pan de Muerto. Mexico has an enormous variety of
sweet breads. In general, fresh bread is prized for its
aroma, texture, and appearance, and almost everyone
has a favorite type of bread.
3 Read the description of a machine and

Ask students to predict what product is being reviewed
on the web page, and ask if any of them have ever made
bread at home. Elicit the general idea about what steps
are involved in making bread and how long it takes. Ask
students why freshly baked bread tastes better than
packaged bought bread and share responses. Elicit their
favorite kind of bread: conchas, chilindrinas, cocoles,
orejas, etc.
Divide the class into pairs, assign each pair a word
or phrase from the text, for instance, rye bread, freshly
baked warm loaf, push-button control panel, crunchy,
etc., and have students open their Student Books to
page 88 and skim the web page for specific words. Have
them look for those words in their Glossary on page
161. As a group, discuss some of the phrases mentioned
in the text and what some of the more specialized
phrases mean: fruit-and-nut add-in signal bell, a
viewing window, a removable lid, a nonstick baking pan,
etc. Have students write the words in two columns: one
for types of bread and ingredients, and the other for
machine components.
Read the text out loud to model correct pronunciation.
Ask questions so that students have to review the text
to find the answers, such as, What types of bread can
this machine make? What are the special features of the
machine? What does George have to say about the bread?
Ask students to work in pairs and answer the questions
on page 89, using complete sentences.
Answers: 1 for baking bread; 2 bake several types of
bread, cinnamon rolls, dinner rolls, etc.; 3 You couldnt
enjoy freshly baked bread without spending hours baking.
4 The opinions are positive.
Reader
Teen Geek
p. 72-81
Have students turn to page 82 of their Readers and look

at the Comprehension Questions. Check understanding
and ask them to work in pairs and answer the questions.
another pair of students. Tell students that feedback is
fundamental aspect of the learning process. Check
answers as a whole class activity by reading the questions
aloud and having different students read out their
Lead-in
Class
Bring in different types of bread cut into bite-sized

pieces (wheat, white, rye, sourdough, banana, French,
cinnamon raison, etc.) and a blindfold. Ask for a
volunteer to come to the front of the room to try the
different breads. The trick is he / she will be blindfolded
and must guess which bread they are eating based on
flavor only! This is a good activity to build vocabulary
as you should write the names of the different breads
on the board before beginning the tastings and review
the characteristics of each of them. Let several students
try tasting the bread blindfolded to see who has the best
taste buds!
Stage 3: I think
4 Read the instructions and match them to
the illustrations.
Elicit the meaning of key words: plug, press, timer, dry
ingredients, liquid ingredients, setting, flashing zeros.
To identify graphic resources used to explain the
operation of a machine or device, divide the class into
groups of three or four. Have students take turns reading
the instructions to one another and pointing to the
illustration they think matches the instruction. Team
members agree, or disagree and make corrections, in
order to link the illustrations and the text. Check
answers as a class.
Answers: 1 c; 2 e; 3 f ; 4 b; 5 a; 6 g; 7 d
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5 Complete the flow chart for the bread

baking machine with information from
Activity 4.
Mix the flour and
the ingredients.
Make the dough.
Put the dough in

the machine.
Press the button

to start it.
Your bread
is ready!
Ask students What does an instruction manual

explain? to elicit the steps or stages in using a machine,
in other words, what you have to do first, next, and so
on. Elicit the type of graphic organizer that best
represents these steps: a spidergram, a flow chart,
a Venn diagram, or a cycle.
To select information to explain how things work
and to use a flow chart in order to link ideas and
explanations, and to use graphic organizers to link
illustrations and text, have students open their Student
Books to page 90, and elicit the type of organizer
(a flowchart). Ask students to complete the flow chart.
Monitor and check. Point out that the arrows show the
direction of the process.
Elicit what happens when a flow chart does not fit in
a vertical (or horizontal) line (it snakes around on a page,
from left to right, downwards, then right to left, etc.).
Answers: 1 Mix the flour and the ingredients. 2 Make

the dough. 3 Put the dough in the machine. 4 Press the
button to start it. 5 Your bread is ready!
6 Look at the flow chart in Activity 5 and
check ( ) the best definitions for it.
Elicit what each organizer is used for, for example, a
spidergram is used for brainstorming, a Venn diagram to
compare and contrast, a cycle to show a series of events
that are repeated, and a flow chart represents steps in a
linear structure. Elicit other types of organizers and what
they are used for. For instance, examples images with
labels are diagrams of the body, or of the planets.
Have students work in pairs, analyze the statements,
and check the ones that define a flow chart. Have pairs
get together to check their answers.
Answers: A flow chart shows steps for making

something. A flow chart is a diagram that shows how
steps in a process are connected.
7 Read the examples and answer the
questions.
Write the phrase I can on the board and ask students
to think about things they can do now that they couldnt
do when they were only two or three years old. Ask
them to make a list using complete sentences and
compare it with a partner. Examples: I can tie my shoes,
I can read and write, I can get ready for school in the
mornings, etc.
Add the phrase I could and ask students to make
a list of things they could do back then that they cant
do now and compare with a partner. Examples: I could
make a mess and not have to clean it up, I could take
naps whenever I was tired, I could go to Kindergarten,
etc. Throughout this activity partners should help one
another by reading each others sentences to revise
punctuation and spelling conventions.
Tell students to look at the two statements in the
activity and answer the questions individually. Monitor
and provide help when necessary.
Alternative Activity: Have students choose another
process and create a flow chart.
You can have some other examples on the board,
such as, pizza, hamburger, etc.
Time: 15 minutes
Answers: 1 can; 2 could
8 Circle T for True and F for False.
Write the following verbs on the board: turn, count,
wake, and elicit what each one means (turn: to make
a circular movement; count: to say numbers, wake: to
stop sleeping). Then write the following example on the
board: Turn on the light. Explain that in this sentence
turn does not mean to make a circular movement and
explain that it is a phrasal verb. Point to the word turn
and elicit the part of speech: verb. Point to the word on and
elicit the part of speech (preposition) and the meaning
(touching the top side of a surface). Help students
conclude that most phrasal verbs consist of a verb and a
preposition, that when they are placed together they take
on a new meaning different from the meanings the two
words have individually, so we can say that they act as
one word.
Add a second example to the board: Turn the light on.
Explain that both of these examples have the same meaning
so the phrasal verb is called a separable phrasal verb.
Erase the board and write the sentence I ran into
the wall. Ask students to identify the phrasal verb in the
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statement (ran into) and ask if it is separable or nonseparable. Ask the question: Can you say I ran the wall
into? Elicit the answer (no) and explain that when the
phrasal verb cannot be separated it is known as a nonseparable phrasal verb. Ask students if they can think of
any other phrasal verbs and share examples as a class.
Finally, instruct students to use the information they
just learned to correctly answer the three True or False
statements about the examples from Activity 8. Students
check answers with a classmate.
Answers: 1 T; 2 F; 3 F
Lead-in
Class
Play a game of Charades with the students. Divide the

class into two or three teams. Teams nominate a person
to act out the phrasal verb for them to guess. Whisper
phrasal verbs in the students ear and have them act it
out. Start with easy ones like turn on (they would then
turn on the light until their team says turn on). Other
phrasal verbs could include: throw away, put away,
wake up, roll over, hang up, etc. The team with the most
correct guesses wins.
Stage 4: I practice
9 Match the meanings of the phrasal verbs.
Write the following phrasal verbs on the board: go on,
put off, give back, come across, get over, hold on. Say a
sentence with the synonym of each one: We cant
continue any more, Clara cant delay studying for the
test, etc. and ask students to guess the phrasal verb that
can be used instead.
Instruct students to open their Student Books to
page 91. Write the phrasal verbs from the exercise on
the left side of the board and ask for volunteers to go
to the board to write a sentence using the phrasal verb.
Examples: I put the milk in the refrigerator; I can count
on you to tell the truth; I wake up early; Turn on the
radio; Plug in the fan. Now that the class can see the
phrasal verbs in context it should be easier for them to
match them to their meanings. Ask them to work
individually and check their answers with a partner.
Now ask students to think of other phrasal verbs in
teams / pairs. One easy way to do so is to encourage
them to think of the opposite action shown in the
examples. For instance, put in - take out, wake up - fall
asleep, turn on - turn off, etc. Another method is to
think of new prepositions using the same verb: put in,
put away, put down, put up, put through, etc.
Cultural Note
Just like contractions, phrasal verbs help language
learners sound more natural. Phrasal verbs are fixed
combinations; their meaning sometimes cannot be
guessed from their parts. One might get the idea of take
off from the example Clara took off her sweater, but not
from The plane took off on time, or Put your pencils
down vs. Youre always putting me down.
Phrasal verbs are also grouped into separable and
non-separable, for example, She put out the light vs. She
put the light out.
Phrasal verbs can frequently be introduced through
an authentic text, which links them thematically.
Answers: 1 d; 2 c; 3 a; 4 b; 5 e
10 Complete the rules.
Working with the same partner as in the previous
exercise, instruct students to look back at the previous
activities in order to complete the rules about expressing
abilities and phrasal verbs. Encourage students to work
independently but check answers as a class to provide
feedback and clarify any doubts.
Draw a line on the board that represents time. Write
the word can at the right end of the line and the word
could at the left end of the line. Ask students which
time is represented by can. Elicit the answer the present
and do the same for the word could. Elicit the answer
the past and ask students to provide some examples of
sentences using can and could.
Review the rules for phrasal verbs by reading the
rule aloud and pausing at the blank. Let students
answer the blanks in chorus before finishing reading
the rule.
Answers: present, past, verbs, different

11 Read the sentences and add a time
phrase from the box.
Draw a horizontal line on the board. Write the word
present on one side and past on the other. Call out the
following time phrases from the box: before, nowadays,
hundreds of years ago, these days, in the present day,
these days, and many years ago and ask the students to
identify the location of each phrase: hundreds of years
ago, many years ago, before, today, nowadays, in the
present day. Point out that some time phrases indicate
different times and some indicate the same time.
Have students read the sentences and decide whether
they are about the present or the past and add a suitable
time phrase.
Answers may vary.
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12 Complete the sentences with can, cant,

could, or couldnt.
Remind students about the time difference indicated by
can and could. Ask students to work with a partner to
complete the sentences from the activity with the correct
time phrase and verb. Check answers with the class.
13 Write two more sentences with can and
could comparing the past and the present.
Have students work in pairs and choose a topic such as
television, computers, cell phones, etc. and ask students
to base their sentences on one of these topics, using can
and could. Explain that we often use wither people or
the pronoun one in generalizations: Many years ago,
people / one could watch videos on VCRs (video cassette
recorders). Nowadays one can watch them on highdefinition TVs. Encourage students to include the time
expressions from the previous exercise to make their
sentences more interesting.
Ask students to get together with two other pairs
who chose a different topic and share their sentences.
Class
Play a game of Think of Five with the class. Have students

form teams of six; they take turns thinking of a category
and then they must all write down five words related to
that category. The first person to have five words calls
out Five, and everyone stops writing. They then compare
lists; points are only given for original words. Some
categories: phrasal verbs, types of bread, words used in
instructions, contractions, words that are stressed on the
last syllable, etc.
Stage 5: I can
14 Underline the phrasal verb and match it
with the meaning.
Call out the first part of the phrasal verb, for example,
carry, and ask students to call out the preposition that
follows: out. Repeat with the other phrasal verbs. Have
students open their Activity Books to page 92 and ask
for a volunteer to identify the phrasal verb in the first
sentence, then have students underline the phrasal
verbs in the other sentences.
Once all of the phrasal verbs have been identified
and underlined, have students match them to their
corresponding meanings. Monitor and check.
Answers: 1 c; 2 e; 3 f; 4 a; 5 d; 6 b
Answers: 1 S; 2 N; 3 N; 4 N; 5 N; 6 S
16 Work in pairs. Read the instructions for an
electronic reader and organize them into steps.
Write Steps 1-8 down the left side of the board. Ask for
a volunteer to come to the board to write down the first
step. The student should then write in the first space:
Press the menu button. Ask another volunteer to write
the second step on the board, and point out that the
second sentence has two steps. Have students work in
pairs and complete the steps in their Activity Books.
Answers:
Answers may vary.
Lead-in
15 Write the phrasal verbs from Activity 14. Then

write S for Separable and N for Non-separable.
Finally, write the phrase carried it out on the board and
ask if the phrasal verb is separable or non-separable
(separable). Remind students that if they can put the
word it between the verb and the preposition, then it is
separable. Instruct them to work with a partner to
finish labeling the phrasal verbs as separable or nonseparable. Check answers as a class.
Step 1 Press the Menu button.

Navigate to Settings by moving the 5-way
Step 2
controller down.
Step 3 Press the 5-way controller to select.
Select view next to Wireless Settings to
Step 4
display a list of detected wireless networks.
Step 5 Connect to a network.
Step 6 Enter the password (if required).
Step 7 Choose Submit.
Step 8 The reader will connect to the wireless network.
17 Complete the flow chart in the Worksheets

section on page 179.
To use graphic organizers to link illustrations and text,
and to complete a flow chart with notes that explain
main ideas, have students work in pairs and transfer the
steps onto the flow chart on page 179. Elicit which
format is easier to understand: the paragraph on page
93, or the flow chart.
18 How do you think electronic readers
help the environment and the world?
Have students get together in groups of three and
discus the question. Do they use an electronic reader?
Do they read longer texts on their computer / laptop?
Will books ever disappear or stop being published?
What will happen to libraries in the future? Encourage
students to share their ideas with another group.
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Unit 3
Product 2 P
oster about the operation
of a machine
Choose a machine or device.
Search and select information from various sources.
Write the explanations about its operation.
Add illustrations to the explanations.
Lead-in
Class
Play the Price Game as a class. Before the game begins

write each students name on a piece of paper and mix
them up in a box. Randomly choose three contestants
to start the game by drawing their names from the box.
Have them go to the front and display a product, or its
picture, and read the product description.
Next, the three contestants each make a guess at
how much the product costs. They should write their
guess on a piece of paper without showing the other
contestants the amount they have chosen. Give them
one minute to think about their guesses. After the
minute is up, have each contestant read their guesses
out loud. Announce the real price. The closest guess,
without going above the price, wins. The winner moves
on to sit as a finalist and another student comes in as
the third contestant.
This warm up will introduce students to new
vocabulary, product descriptions, and characteristics
which they will need for the product from this lesson.

1 Which machines do you use at home?
Ask for volunteers to identify the machines shown in
the four pictures (a washing machine, an iron, a hair
dryer, and a cordless phone). Elicit other electrical
devices that students have at home. Students should
remember several from the lead-in. Examples:
coffeemaker, blender, computer (laptop), radio, television,
curling iron, printer, toaster, juicer, etc.
Stage 2: I plan
2 Work in groups. Select a machine.
Randomly select groups of three. To choose a machine
or device, tell students to get together with their new
Student Book
p. 94-95
Edit the explanations and write a clean copy on a poster.

Materials:
Ten products (or pictures of products) commonly
found at home, and information about their prices
group members to choose one of the products from the
previous activity or lead-in and sign-up for it, that is, to
write the product they choose on a sheet of paper that is
passed around to each group, so that groups dont repeat
the same product. This will ensure less repetition and
more interest in the presentations.
3 Check ( ) the information you are going to

include in the poster.
Write the checklist from Activity 3 on the board and
discuss it using a sample product that none of the group
chose (to be fair). The class should provide information
for each of the components listed on the board. For
example, if the sample product is a coffeemaker, ask
students what kind of instructions they need to include.
Elicit a list of parts (filter, pot, brewer), necessary
materials (ground coffee and water; disposable filter
optional), and a step-by-step guide that explains how to
load and program the machine to brew.
Ask students what kind of graphic elements they
might include for a coffee machine to show how to
program the coffee machine to begin brewing early in
the morning so that the coffee is ready as soon as you
get out of bed. Discuss the different kinds of photos,
illustrations, labels, and headings that are necessary to
make the information clear.
Have students open their Activity Books to page 94
and check the information they will include for the product
they chose. Monitor and provide help when necessary.
4 Search for and select information for
your poster.
To search and select information from various sources,
ask students to bring instruction manuals they have at
home, or find information on the Internet, in the library,
in magazines, newspapers, or any other source with
relevant information. Once students have compiled
enough information they should start to organize their
ideas and discard the information they wont need.
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5 What materials will you need? Make a list.

Now that students know what information they want to
convey, they should consider the materials they will
need. Each group will create a poster with their products
instructions so create a graphic organizer on the board
beginning with the word poster. Students should volunteer
ideas about what is needed to create a poster and you
should write their suggestions on the board in an
appropriate place on the graphic organizer. Examples:
markers, pens, pencils, colored pencils, tape, scissors,
a ruler, etc.
8 Add illustrations to your poster.

To add illustrations to the explanations, now that
students have all the information and visual aids they
need, they should assemble their poster and they must
add illustrations to the explanations.
Remind them that posters should be visually
appealing and that its crucial to have a clear, legible
title that quickly transmits the main idea to the
audience.
6 Decide on the sequence of the instructions.

As a group, students should decide the order in which
to present the instructions. Emphasize that instructions
should be short, easy to understand, and written in
complete sentences.
9 Display your chart for the class to read.

When teams have finished creating their posters, they
should be shared with the rest of the class and displayed
in a prominent place in the classroom.
Lead-in
Class
Play Charades with the students using Household

Products as the theme. Divide the class into two or
three teams. Teams then nominate a member to act out
the product the teacher tells them. Whisper a product
into the students ear and let them mime using the
product. Someone acting out a hair dryer will run their
fingers through their hair, turn their head upside down
so their hair hangs down, etc. the team with the highest
number of correct guesses wins.
Stage 3: I do
7 Write notes to explain the information in
the chart.
To write the explanations about its operation, students
should write notes and / or captions under illustrations
and photos to explain the information that is being
displayed as well as write the explanations about their
products operation. Some diagrams are tricky to
understand or interpret and may need clearer labeling,
explanation, or elaboration. Ask students to consider
these points as they create their posters. To edit the
explanations and write a clean copy on a poster, when
they have finished writing their notes they should edit
the explanations and write a clean copy on a poster.
I learn
and progress.

Can choose and paraphrase sentences.

Can organize and link main ideas and the information
that explains them in a diagram.
Can rewrite sentences in order to give explanations.
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AR_TG2_pp075_100_U3.indd 100
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Realizes that
games are part
of school
activities
Reflects on the
usefulness,
benefits, and
risks of
technologic
progress
Learns that
feedback is an
important
aspect of the
learning process
Participates in
language
games to work
with specific
linguistic
features
Reads and
rewrites
informative
texts from a
specific field
Global Assessment
Learns to
compete with
effort and
respecting his /
her classmates
GOOD = G
coherent texts.
Learns to
participate in
common
activities with
his / her
classmates
Is aware of the
importance of
language as a
means to have
access to
scientific and
technologic
information

VERY GOOD = VG
of the world.
different texts.
w
Assessment Criteria
General Comments
Students Name
All Ready! 2
Unit 3
Unit 4
Social practice: Understand and incite oral

exchanges regarding leisure situations.
Specific activities: Share personal experiences in
Literary and Ludic
Social practice: Understand and express differences

and similarities between cultural features from Mexico
and English-speaking countries.
Product: Autobiographical Anecdote
Specific activities: Read short literary essays in

order to compare cultural aspects from Englishspeaking countries and Mexico.
Product: Comparative Chart
be able to seek information.

talk about personal experiences.
order sentences.
know how to use verbal and non-verbal language
depending on who I talk to.
understand the main idea to keep up a conversation.
use direct and indirect speech to talk about my
personal experiences.
a conversation.
tell the difference between examples and explanations

from main ideas.
ask and answer questions about literary essays.
use antonyms to compare information.
make sentences to describe cultural aspects.
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Unit 4
Lesson 1
Revise personal experiences in a conversation
working from context clues, with the teachers
coordination.
Listen to personal experiences in a conversation (e.g.
special occasions: anniversaries, birthdays, etc.).
Recognize non-verbal communication.
Clarify meaning of words from their context or by
using an English dictionary.
Distinguish composition of expressions used to share
Identify the form of communication.
Anticipate central sense and main ideas.
Class
Lead-in
Greet the class, look at your watch and tell students: Its
four oclock (give a wrong time); see if anybody reacts.
Then tell them you said a white lie. Explain that white lies
are minor lies which could be considered to be harmless.
Ask: How many white lies have you told today? Look
around and see their reactions. Elicit from students some
white lies. Do not force participation. Ask students to get
in pairs with the person next to them and discuss for a
couple minutes what white lie they said and what its
purpose was. This activity is aimed to activate students
schemata on human communication.
Stage 1: I know
1 Write the information in the correct order.
Discuss what kind of diagram theyre looking at (a
timeline). Ask: Where can you find timelines, what are
they used for? (museums, text books, etc., they are used
to show events along a period of time). Get a volunteer
to read the instructions. Model the activity and ask
which date of those provided on the list is closer to
today. Elicit the answer (yesterday). Then ask students
to look at the four periods of time in their book and
decide in which order they happened.
Answers: 2; 4; 3; 1
Reader
S
haring Our Lives
Through Language
p. 85-94
To anticipate the central sense and the main ideas of

the reading, write the word communication on the
Student Book
p. 98-103
Understand central sense, main ideas and some

details regarding personal experiences in a
conversation, with the teachers guidance.
Recognize words used to link ideas.
Use expressions and linguistic resources to restore
communication.
Organize sentences into a sequence.
Employ expressions to offer turns of speech.
Materials:
Reader, Audio CD
A hat or a bag and small pieces of paper
board and ask students to brainstorm and take notes of

all the possible concepts they can think of, related to it.
Divide students into groups of three and ask them to
organize their ideas into a spider map. Have two or
three teams share with the class how they put the
information together. Call students attention to the
different ways people communicate: oral, written,
through gestures, attitudes. Lead a small class
discussion on which is the most important form of
communication.
Tell students to open their Readers to page 85. Ask
them to look at the title and focus on the subtitle. and to
speculate what the reading will be about. Elicit from the
class what their ideas on the topic of the reading are.
Students should find it easier to participate since theyve
brainstormed some ideas related to the topic. Remember
that oral communication should always take place in an
environment of respect for everyones opinions.
Tell students that you will share the reading as a class.
Ask them to underline any words they find difficult.
Then, begin reading the introduction and when you have
finished ask a volunteer to read the second paragraph.
Appoint a different student to read each paragraph.
When the class has reached the subtitle Writing,
make a pause and clarify words that students havent
understood so far. Write them on the board and ask
students either to try to get the meaning from context
or to look the words up in the Glossary. This should
take only a couple of minutes.
Continue with the reading to the end of the text,
and, once youve finished, repeat the process of going
through the vocabulary.
Then, have a brief discussion about the real need to
have a cell phone. Ask: Is it real that people must be
communicated all the time? Do you believe cell phone
companies have made people depend on that need?
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Read the seven comprehension questions on page 95

and ask students to answer them in pairs. Check answers
in the Reader Answer Key on page 172 of the Teacher's
Guide.
Cultural Note
In the USA people use the term cell phone when referring
to a portable telephone. In the UK, they are called mobile
phones.
Stage 2: I build
2 Read the letter and answer the questions.
Divide the class in groups of three. Ask students to
open their Student Books to page 98 and take a look at
the pictures. Ask them to predict the topic of the
reading based on the images; this is intended to help
students get a better understanding of the text by
anticipating central sense and main ideas. Ask: Who
do you think is having a birthday party? and discuss
briefly. Then have a volunteer read the instructions
and the three questions below. Draw students' attention
to the format of the text to identify the form of
communication being used. Elicit what kind of text it is
(informal letter). Next, have two volunteers read the
letter (each one a paragraph) out loud. This letter will
help students revise personal experiences.
Check comprehension by going through the
questions below. Start by asking the answer to the first
one: Who wrote the letter?; verify students hypothesis
made at the beginning of the activity. Ask students how
they know who the author is. Insist on the fact that
every piece of writing has a different format, and letters
display the authors name at the end. Direct students
attention to the letters under the signature: XXOO. Can
anyone tell you what that means? (hugs and kisses).
Answers: 1 Serenas grandmother (Grandma); 2 To
wish Serena a happy birthday and to find out what she
bought with the money. 3 She describes the type of cake
and number of candles, she also mentions she never
bought toys.
3 Look at this text and answer
the questions.
Ask students to look at the image: What is it? (an
internet chat). Tell them to compare the expression
used to say goodbye in the chat and the one used in the
letter to Serena from Grandma. Help students notice
the difference between the way a letter is composed
and the way friends write in a chat. Which clues help
you identify different types of texts? State that both
written texts are ways to share personal experiences.
Ask students: Who likes to chat on the internet or

smartphone? and lead a brief discussion about the pros
and cons of virtual chatting vs actual face-to-face
communication (on-site vs. long distance communication).
Ask: What communication problems can you face when
chatting? Bring students to the topic of the importance
of collaboration with a speaker to achieve successful
communication and the need to use expressions and
linguistic resources to restore communication. When
talking face-to-face there are more strategies available
for speakers to achieve successful communication.
Investigate the strategies students use to repair
communication. For example, while chatting on the
internet (long distance); what happens if someone takes
too long to answer a message on the chat? You wonder
if he has left the chartroom. Possible strategy to repair
communication: Whenever someone has to interrupt a
chat conversation for a moment, he lets the other person
know by typing a short phrase like AFK, meaning, away
from the keyboard. Have a volunteer read the activitys
instructions and the three questions below. Ask
students to go quickly though them. Check answers as
a class.
Answers: 1 About what Ben did last weekend. 2 Ben;

3 Chat conversation
Lead-in
Class
Ask four volunteers to come to the front and form two

teams. Tell them they are going to play Word Tennis
using words related to forms of communication. This
is a good idea to review the previous class. Give students
a couple minutes to browse through the Reader in order
to refresh vocabulary. One team starts by saying an
activity, such as texting and the next team has to
respond with an answer like painting in caves. The two
teams go back and forth, saying one item at a time until
one team cant think of a word. After the first two
groups play, call another four students to form two new
teams of two and play again.
18
4 Listen and order the conversation.
Have students look at the scrambled conversation and

the pictures of the two girls. Before playing the CD, ask
students to read the sentences of the conversation in
small groups. Can they make out the main idea? What
are the girls talking about?
The aim of this activity is to introduce students to the
revision of personal experiences in a conversation with
the teachers coordination. Help students use context
clues and sentences types to understand the framework.
Before asking students to number the conversations,
start by reading the first line of the conversation (Sally:
Hi, Becky!) asking if they can guess the next line in the
conversation. The answer is Hi, Sally! in the right column.
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That will be easy to guess because of the greeting. Make

clear how the numbering of the conversation is supposed
to be. The next (number 3) will be on the left column.
Numbering the sentences will help students reflect on
the sequence of enunciations (greeting, ideas, and
farewell).
Play the CD for students to number the conversation
as they listen to it. Expect to play the recording up to
two more times for students to complete and check
their own answers.
Answers: Sally 5, 1, 3, 9, 11; Becky 4, 10, 8, 6, 2

5 Answer the questions with information from
Activity 4.
Divide the students in pairs. Read the questions out
loud and give them a couple minutes to discuss the
answers. Write on the board likes and dislikes. Elicit
from student what these words mean and which is
positive and which negative. Then, ask them how they
would classify the personal experience they just listened
to. Did the girl liked the movie or not? Ask your students
if anyone has had a similar experience.
Answers: 1 Becky and Sally; 2 They are friends.
3 Beckys experience about going to the movies.
4 a negative experience
Stage 3: I think
6 Circle the words that express how
often the activities were carried out.
Ask students to read the sentences and tell you where
they were taken from (Granmas letter to Selena on
page 98). Read the instructions and the first sentence
emphasizing the word always. Elicit from students which
word shows how often the strawberry cake was eaten in
parties. Have students finish the activity on their own.
Answers: 1 always; 2 used to; 3 sometimes;
4 sometimes; 5 never
7 Match the columns.

Read the frequency words on the left column and
explain that students must match them to their
definitions in the other column. Have student match
the two columns and when they have finished, check as
a class. Ask a few volunteers to provide real life
examples using these words.
Answers: 1 c; 2 b; 3 a
8 Read again the sentences in Activity 6 and

circle T for True and F for False.
Read the instructions out loud and ask students to
answer. Since theyve already gone through the letter on
page 98, they should be able to do this activity in a very
short period of time. The sentence that might prove a
bit more challenging is number three. You can ask
students to go back to the letter on page 98 and underline
used to and would. Then, read the sentences that use
those verbs and help students reflect on how they
describe habitual actions in the past.
Answers: 1 T; 2 F; 3 T
Have a volunteer read the instructions and the first
sentence. Help students distinguish the composition of
expressions used to share personal experiences. Elicit
the answer from students and let them answer on their
own the rest of the sentences. When they have finished,
check as a class.
Answers: 1 sometimes, never; 2 used to; 3 past

10 Look at the pictures and discuss which
ones show a way to keep a conversation
going on.
Ask students to look at the pictures and analyze them.
Tell them to focus on the body language, like facial
expression, arms, and hands positions. Guide students
to recognize how these gestures, (non-verbal
communication) together with the words, are used to
help speakers convey ideas. Explain that non-verbal
communication is a very important part of face-to-face
communication. Showing a positive attitude towards
the speaker will help communication flow. It is
important to help student develop the skill to adapt
verbal and non-verbal behaviors to a specific audience.
Besides a correct attitude, it is also important to employ
verbal expressions to keep a conversation going. Read
the speech bubbles out loud and ask students which
pictures use expressions to offer turns of speech and
keep the conversation going. Ask them to explain their
answers and think about the strategies they use in their
first language to offer turns of speech.
Answers: 1; 2; 5; 3; 6 (Picture number 4 portrays a
body gesture which shows lack of interest.)
Cultural Note
Turn taking refers to the different intervention speakers
make during a conversation. It is important that
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when to finish their turn in spoken discourse. Turn

taking is marked throughout a conversation by different
verbal and non-verbal signs.
11 Complete the organizer with

Ask students to analyze the drawings on the organizer.
Ask: Why do you think theres a hand on the right and
an open mouth on the left? What kind of sentences do we
have on the right side? What kind on the left side?
Have students complete the organizer (but not the
labels on top). Refer students to the Glossary on page
162 to clarify the meaning of words. Advice them to go
back to Activity 10 to find the answers.
Answers: Uh-huh; Really?; Whose party did you go
to?; What movie did you see?
Lead-in
Class

Ask: Do you remember who wrote this letter? Why did
she write it? Divide the class into pairs. Ask students to
underline all the verbs they can find in the letter. Then,
tell them to read the text to each other, but they should
not read the verbs, instead they have to say blip, as they
do in television when someone says a bad word. Give
students an example and read: I blip you blip a very
Happy Birthday, my dear. I blip when I blip a girl
This activity will help students activate their reading
speed when speaking.
12 Label the organizer with verbal and nonverbal strategies.

Read the instruction and elicit from students which side
of the organizer refers to verbal communication and
which to non-verbal. Student will probably do this
activity very fast, so ask them to brainstorm other types
of non-verbal communication that show a person is
listening and want to hear more of the story. Some
ideas are: covering your mouth when something seems
terrible; laughing, scratching your head, etc.
Answers: 1 non-verbal; 2 verbal
13 Underline the question that helps you get
more information (details).
Have a volunteer read the instructions and ask students
to focus on the left column of the organizer. Tell
students that whenever we ask a question our intonation
goes up. Stress the importance of formulating questions
to clear any doubts, broaden information and confirm
comprehension during a conversation. Elicit the answer
from the class.
Answer: 2
In pairs, ask students to fill in the blanks with what they
have just learned about keeping conversations going.
Check answers as a class.
Answers: 1 non-verbal; 2 information

emember Next class you will need: a hat or a bag
and small pieces of paper, one for each student.

Stage 4: I practice
15 Order the conversation.

Have students open their Student Books to page 102.
Read the instructions and explain that this is a
conversation that must be put in order. Get a volunteer
to read the first speech bubble out loud. Then, ask
another student to read the following one. Elicit what
the main idea is (sharing experiences about vacations).
In pairs, have students organize the sentences into
a coherent sequence. Remind them about the natural
parts of a conversation. Check answers as a class, and
then have a pair of volunteers act out the conversation
in the correct order.
Answers: 1; 3; 6; 5; 2; 4; 7
16 Complete the sentences about the
frequency of Selenas grandmother activities.
Write the word always on the board. Give a personal
example with always: e.g., I always take the bus to work.
Then write on the board the word sometimes and elicit
an example from the students. Repeat the procedure
with never. Ask students to fill in the blanks and then
check answers as a class.
Answers: 1 always, 2 sometimes, 3 never
Alternative Activity: To provide further practice for
frequency words, you can play a game called Truth or
Not. Divide the class into two teams. If space allows, ask
students to form a line (one line per team). One by one
the members of each team come to the front. Each one
will say a sentence using sometimes, always, or never.
For example: I never eat bananas. The contrary team
has to guess if the sentence is True or False, but only one
guess is allowed. A point is awarded for each correct
answer.
Time: 5 minutes
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17 Complete the text using phrases from

the box.
Read the words in the box. Remind students about
useful expressions that help listeners show interest
and carry on a conversation. Remind them that
collaboration in a conversation is usually natural and
often involves non-verbal language, like nodding, or
looking at people in the eye. These strategies motivate
the speaker to keep on sharing and to achieve
successful communication.
Ask students to work with a partner and complete
the sentences. Then check answers as a class. Model the
reading so students can detect the proper rhythm and
intonation used. Instruct students to practice in pairs
giving an adequate intonation to each expression.
Stage 5: I can
Answers: Really?; Oh no!; Thats good.
20 Write the sentences with information about

how you used to spend your weekends when
you were younger.
Ask your students to think about their childhood. Ask
them: What was your favorite color when you were five
years old? What was your favorite food? Try to think of
your first memory, how far can you really remember?
Is it a memory or are you influenced by anecdotes your
parents share? Make sure they feel comfortable telling
you their stories, it always helps if you share with
them a little of your own memories. Give an example:
I always walked to school because it was near my
house. After a short time, ask students to complete the
sentences in Activity 20.
Lead-in
Class
Write on the board My favorite moment was when

This activity is intended to promote a spontaneous
sharing of personal experiences in a conversation, with
the teachers coordination. Pass around the small pieces
of paper and ask students to copy the sentence and
finish it with their own favorite moment. Ask them to
be concise because they do not have lots of space.
Collect the pieces of paper in the hat or bag and mix
them up, then ask a volunteer to pull one piece of paper
out. Read what is says, and ask students to guess who
wrote it. The person who guesses correctly can ask
some follow-up questions to the owner of the paper.
Only pull five or six pieces of paper out, do not read
them all, but do make sure students ask follow-up
questions to the persons who had their piece of paper
drawn out of the hat or bag.
18 Underline the best option.

Explain to students that they must complete the
conversation by choosing the best option available.
Ask students to look at the pictures, and then advise
them to read the whole conversation, before doing this
activity.
Answers: used to be; was; put; happened; caught;
started; evacuated; came; used to go.
Alternative Activity: If time allows, give a few
minutes for students to act out the conversation in pairs
and switch roles. You can also ask for volunteers to act
it out in front of the class. Insist on the right intonation
in questions.
Time: 10 minutes
19 Complete the conversation with follow-up

questions.
Before you start this activity, ask students if they have
had embarrassing or funny situations happen to them
on their birthdays. If students do not share anything,
ask questions like: Has anybody thought it was your
sister / brothers birthday instead of yours? Have two
people ever showed up with the same present? Then read
the first conversation out loud with a volunteer. Elicit
from the volunteer which word fits best in the blank.
Ask students to complete the activity.
Answers: 1 was; 2 did you; 3 was
Answers may vary.
21 Work in pairs. Use the information in

Activity 20 to tell your partner about your
weekends.
Divide the class into pairs. This activity is aimed to
encourage students to share personal experiences. It is
a good idea to be the first one to share, this gives
students an idea of what you expect them to do and it
also gives them a few seconds to insert themselves in
their past. Monitor pairs as they compose sentences to
share their personal experiences.
Answers may vary.
22 Use follow-up questions to get more

details. Remember to use verbal and
non-verbal strategies to keep the
conversation going. Exchange roles.
Still in pairs, ask students to pause and instruct them
to use follow-up questions to get more details. When
learners are encouraged to talk about themselves it is
easier for them to find the language to respond to the
questions.
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Unit 4
Lesson 2
Listen to experiences.
Include details to main ideas.
Share personal experiences in a conversation, with
the teachers coordination.
Formulate questions to clear any doubts, broaden
information and confirm comprehension.
Compose sentences to share personal experiences.
Convey personal experiences using direct and
indirect speech.
Lead-in
Class
Write on the board a, e, i, o, u and read the vowels out

loud; ask students to repeat after you. Spell your name
in English and while you do so write it on the board.
Ask students to take out a piece of paper and get in
pairs to dictate to each other their names and last
names. Give them a few minutes and then ask them to
spell different words. It is very common for students
to get the vowels mixed up (specially i - e). This activity
will help students reinforce their knowledge about
acoustic features of the vowels.
Stage 1: I know
1 Decode the message.
Ask students: How many letters does the English
alphabet have? (26, remind them we never count ch or
ll in English). Then, ask them if they know which is the
twelfth letter (L), advice them not to write the alphabet
down and just try to count in silence.
Have students open their Student Books to page
104. Instruct them to look at Activity 1. Read the
instruction and elicit from students what they are
supposed to do. Ask: What is the chart for? What are
you supposed to do with it? Explain that the chart gives
a code to answer the activity. Suggest students to look
for all the gaps that have number 12 and to fill them in
with letter L. Give a couple minutes for students to
finish answering and then ask a volunteer to reveal the
hidden message to the class. Lead a brief discussion on
how exactly we share our lives through language.
Answer: Language helps me share my life.

Student Book
p. 104-109
Use strategies to emphasize meaning (e.g. rephrasing,

adjusting volume and / or speed, negotiating
meaning, etc.).
Start a conversation
Enunciate personal experiences spontaneously.
Materials:
Reader, Audio CD
Colored pens and pencils
Stage 2: I build
2 Read the blog and answer the questions.
Tell students to look at the text and picture and tell you
what kind of text it is (an Internet blog). Do they know
the celebrity portrayed on it? He is a famous English
footballer (David Beckham). Ask students to look for
the author of the text (Annie). Ask them: Do you think
this is a special report, a piece of news, or some other
kind of text? Instruct students to explain their answers.
Explain that this text contains an anecdote. An anecdote
is a short story that is usually amusing and portrays a
real life experience. What do students think the
anecdote will be about?
Ask students to read in silence and underline unknown
words. Once theyve finished, ask them to go back to
the text and look again at the words they underlined.
Ask them to erase the line under those words they can
make out from context. The remaining unknown words
can be looked up in the dictionary and then checked as
a class. Verify that students understand the central
sense, main ideas, and some details regarding personal
experiences in a conversation. Focus on question
number 3 and direct students' attention to the utterances
written in brackets. Ask if anyone knows what this means
(that a persons words are being quoted).
This form of speech is called direct speech because it
is stating directly what someone said. Help students
notice how we use the verb said before the quoted speech.
The quotation marks meant that we are repeating the
exact same words someone said.

Answers: 1 in a public place; 2 Annie was invited to a
BBQ where she would meet David Beckham, she spoke
with him for a while without realizing she was talking
to a celebrity. 3 E.g., Beckham said Good-bye, it was
nice talking to you. 4 Answers may vary.
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Alternative Activity: Lead a brief discussion on

anecdotes about meeting a celebrity. Encourage
students to share personal experiences. What
happened when they meet that famous person? Were
they excited, surprised? Has anyone met a celebrity
without recognizing him or her? Has anyone in the
class met a famous footballer? Who would students like
to meet the most?
Remember that whenever we ask students to share
personal experiences, we need to be extremely
respectful. In such occasions, avoid heavy linguistic
correction in order to foster a feeling of confidence and
achievement in students while they are expressing
themselves in a second language.
Time: 10 minutes
3 Listen to the story. How many parts are
there to a personal anecdote?
To anticipate the central sense and main ideas of a
conversation, have students read silently the questions
on this activity. Explain to student that these questions
refer to the different parts of an anecdote. Give an
example by analyzing Annies anecdote with this
information. Ask: Whats the scene of Annies anecdote?
Where was she? Who was she with? Elicit the answer
from students, in this case, A community celebration (a
BBQ) in a park and she was with a friend waiting for
David Beckham to show up. Repeat procedure with the
other questions. Ask students if they have any predictions
about the anecdote. Point out that not having any
context clues (images, headings, etc.) makes it difficult
to anticipate meaning. Reinforce the idea that paying
attention to contextual clues can help them increase
their understanding of different texts. Have students
turn to page 106 and look at the picture of the children
in the swimming pool, tell them that picture is related
to the anecdote they are going to listen to. Ask them if
they can now make some predictions about the anecdote.
Play the CD so that students can listen to the
experience being told. Give a couple minutes for
students to complete the information. Play the CD a
second time and tell students to go to page 188 of their
Student Books to read the audioscript; then check
answers.
19
Answers: 1 The main character was on a family
vacation; he was in an hotel. 2 He couldnt go into the

pool because he was too young and his brothers were
teasing him, so he tried to get past the security fence
and his head got stuck. 3 Possible answer: Because he
got himself trapped, and that was a highly unlikely
thing to happen.
4 Has something similar happened to

you? How did you feel when it happened?
The object of this activity is for students to enunciate
personal experiences spontaneously. Ask students to
share their anecdotes orally; they should not be writing
anything at this stage of the class. Divide the class in
small groups and instruct students to tell each other
their anecdotes. Remind them about the elements of an
anecdote. Students can choose which anecdote was the
funniest, the scariest, the most unexpected, etc. in their
group. If time allows, each group can chose one
anecdote to share with the rest of the class.
Answers may vary.
Lead-in
Class
Make a list of words that may be associated with colors:

sky, grass, snow, love, hate, anger, happiness, fire, water,
stop, go, coffee, sandwich, mayonnaise, ketchup, house,
car, baby, etc. Bring the list to the class and write it on
the board, make sure students understand the words.
Then erase the information from the board.
Explain to students that you are going to dictate
some words but they cannot write them; instead they
must draw or simply use a color so they can remember
each word. Before you actually start the activity give
them an example. Say: If I say apple you may simply
draw a red circle, if I say banana you may draw a
crooked yellow line.
Start dictating the words, relatively fast. Then, when
you have finished dictating, ask students to exchange
their notes with the person sitting next to them and
write what was dictated. Give them only a minute to do
this; no talking is allowed. Ask students to check how
well they could understand their partners coding. If
students have any questions about how to spell a word,
encourage them to look it up in the dictionary.
Explain to students that matching a word with an
image is a good learning strategy to retain new words.
This activity is aimed to reinforce vocabulary through
the use of clues, as well as triggering students imagination
so they can organize information into smaller bits instead
of memorizing huge lists of random words.
Stage 3: I think
5 Check (3) the phrases used to start an
anecdote.
The aim of this activity is to explore and reflect on
different ways to start a conversation related to an anecdote.
Ask a volunteer to read out loud the instructions and the
options below. Point out that the instructions say the
phrases in plural, which means there is more than one
option. Elicit from students which phrases are used to
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begin telling an anecdote and to give you an example of

each one. The only phrase that is not customarily used
to tell anecdotes is Once upon a time which is an
expression used to begin a fairytale or legend.
Answers: 1; 3; 4
Alternative Activity: Write on the board the
following list of expressions to help students tell
an anecdote.
1 Introducing the story:
Ill never forget
Did I ever tell you
2 Specifying the people involved:
My mother and I
I was with
3 Giving details about what happened:
I said
Suddenly
4 Giving details about the place:
(where)
I was at
This happened at
5 Giving time details about the time:
Last week
A couple of years ago
It happened when
Practice the phrases by playing Crazy Stories. Divide
the class in small groups and sit them in circles. If moving
students around the classroom isnt easy, the groups
will be formed by each row of seats. Every group has to
create a crazy anecdote. A member of the group starts
the story by using one of the phrases and an idea of his
own. Then, using another phrase, each student follows
the idea with a new idea, and so on. This is lots of fun.
Time: 20 minutes
6 Look at the sentences below. What

is different?
Ask students to look at the sentences for a minute.
Then read the first sentence on the left, He said,
Goodbye, it was nice talking to you. Make a gesture
conveying that Goodbye, it was nice talking to you, has
quotation marks. Then, read the first sentence on the
right side without making any gesture. Ask: What is the
difference between these two sentences? Point out that
we use double quotation marks ( ) to enclose a direct
quotation (what someone says).
Have a volunteer read the second sentence on the

right. Elicit what happened to the verb (going to changed
to was). Explain that when the quotation marks were taken
away, the form of speech changed to indirect, and the
verb became past.
Answers: Sentences on the left have quotation marks.

7 Label the box in Activity 6 with direct and
indirect speech.
Ask students to discuss with the person sitting next to
them which sentence in Activity 6 they believe is direct
speech and which one is indirect speech. Ask students to
share their answers. If necessary, go again through the
explanation of how the version is change into past, and
the elimination of the quotation marks. Ask students to
label the box.
Answers: 1 Direct Speech; 2 Indirect Speech
emember Next class students will need: colored
pens and pencils.
8 Listen to the fragments and underline

the words that are emphasized.
Ask student if they remember what was done last class
(discussing personal anecdotes). Have students open
their Student Books to page 106 and ask a volunteer to
read the instructions. Can they identify which anecdote
these lines belong to? The first one comes from the
David Beckham anecdote, and the second one from
that of the boy on a family vacation. Explain you will
play the CD and they need to pay attention to how the
sentences are read. Some words will be emphasized.
Ask: What does this means? Whyt do we emphasize
words while speaking? Explain that it is important to use
strategies to emphasize meaning when speaking. This
means that we add a special feature to some words to
stress their meaning. This stress helps our listener focus
on important parts of our utterances. Some examples of
these strategies are: rephrasing, adjusting volume and / or
speed, negotiating meaning, etc.
Now ask students to underline the emphasized
words. Play the CD and check answers as a class.
Discuss which strategies are used in each case.
20
Answers: 1 in front of me (speed adjustment); 2 Yes!

(volume adjustment)
Read out loud the instructions and read the three
sentences below. Ask students to work in pairs and
choose the best option. Tell them to prepare an
explanation for each choice with their partner.
Elicit the best option for number one. Ask: What
would happen if our voice showed no emphasis when we
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speak? Allow students to give their opinions. Elicit the

answer for number two and ask if they can think of any
situation were emphasis helps understand better or if
intonation changes the meaning of a sentence. Shifting
the intonation of a sentence will definitely alter the
message and it is a strategy commonly used by speakers
to convey a different meaning.
Answers: sometimes; helps; is

10 Complete the table with words from
the box.
Ask students to look at the words in the box. Ask for
volunteers to read the sentences, ignoring the blanks.
Tell the class to use what they have seen in the lesson
so far to answer the questions together.
Dictate the statement to the class and pause at each
blank until a student offers the correct answer.
Answers: 1 direct, indirect; 2 quotation marks; 3 past
Stage 4: I practice
Lead-in
Class
Greet the class and ask students to take out a piece of

paper. Tell them to write a line about an interesting,
exciting, or funny thing theyve experienced, and one
they havent. Divide the class in pairs. Each pair will
take turns explaining the two experiences, but must not
say which one is true and which one is not. The other
student must guess. Ask one or two volunteers to share
their experiences with the class; let students guess which
one is true. Ask students how this experience would make
them feel. Stress the importance of using oral interchanges
as a way to exercise empathy. Explain that empathy
refers to the ability to understand how someone feels
because you can imagine what it is to be like them.
11 Match the parts of the anecdote to the

questions.
Ask students to turn to page 105 to recall the
information they analyzed about anecdotes in Activity
3. They should remember that it is important to define
and understand the information having to do with
when, where, who, why, and what.
Have students turn to page 105 and ask four different
volunteers to read the segments of the anecdote, one at
a time. Monitor comprehension in each paragraph by
asking a another student to paraphrase and explain what
has just been said.
Have students match the parts of the anecdote to the
questions on the other column. Remind students it is
important to think about those questions when sharing
an anecdote, and including details to main ideas.
Answers: 1 a; 2 d; 3 c; 4 b
12 Complete the sentences with direct and
indirect speech.
Elicit from students what is direct and indirect speech,
and to provide an example. Give them a couple of
minutes to answer the activity. Then, check as a class.
Instruct volunteers to write their answers on the board.
It is better to have students write complete sentence with
the answers. Correct punctuation, capitalization, and
spelling if needed. Make sure all the students understand
when to use the past tense. Remind students that they
have a verb list at the back of their Student Book which
they can check in case of doubt or for self-study.
Answers: 1 asked, Are; 2 was; 3 asked me, Does
13 Write the punctuation marks for these
sentences.
Ask students to read the text. Ask them if they notice
something funny about it. Perhaps, they will first notice
that the interrogation mark is missing. Ask: What other
punctuation marks are missing? (periods, comas, and
quotation marks) Then, give them a few minutes to
write these punctuation marks. Copy the text on the
board. Then, ask for a volunteer to write the missing
punctuation marks on the board. Point out that
quotations end with a punctuation mark (comma,
period, exclamation, or interrogation mark).
Answers:
Give me back my coin, said my sister.

I asked her if she was feeling OK.
She looked at me and asked, Whats wrong with you?
14 Read the anecdote and decide what

line best finished it (punch line).
and look at the image; What do they think the anecdote
will be about? Explain that they will read an anecdote in
pairs and should choose what they think is the most
suitable punch line for it. Explain that a punch line is a
funny phrase. Tell students to be prepared to justify
their choice.
After they have read, ask students which is the best
punch line. If the class seems to have chosen very
differently it will be much better. Motivate students to
defend their position in the most respectful way. Insist
that they are not really arguing, they are simply having a
conversation about something they disagree on. An
import stage of conversational development is to
emphasize that responses are the speakers responsibility
and that the courteous answers are sometimes related to
how much empathy we have for others.
Answers may vary.
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Lead-in
Class
Greet the class and write Writing Anecdotes on the

board. Then, ask students to work with the person
sitting behind them to brainstorm and write as many
words as they can, but only using the letters in the two
words written on the board.
The first two minutes they must do the activity
without dictionaries, when the time is up they can take
their dictionaries out and check spelling.
You may, if you wish, change the two key words
(Writing Anecdotes), but remember that any words you
choose must have enough vowels so that students can
come up with more words.
15 Read the text in Activity 14 with different

emphasis.
Model the activity by reading the text first in a very flat
manner and then with different tone and emphasis. Ask
students: Which reading sounded better and which was
easier to understand? Encourage students to read this
text with it different emphasis to make it sound better.
Remind them that emphasis helps put forward
meaning. Ask: How would you read the punch line to
really make it sound funny? Ask students to read the
conversations in pairs and give feedback to their
partner.
17 Think of a funny or embarrassing situation

you experienced and make notes based on
these questions.
In this activity, students will compose sentences to
share personal experiences. Give students a couple
minutes to think on an anecdote they want to share
with the class. Tell them to think about all the details
they will need to tell their anecdote. Tell them to make
notes and write their sentences on a piece of paper or
on their notebooks.
18 Work in pairs. Use the anecdote in
Activity 16 as a model to tell your story to
your classmate.
Divide the class in pairs and ask students to share the
anecdote theyve brainstormed. It is important that
they convey personal experiences using direct and
indirect speech. The main point is to have students
sharing their experiences and practicing their oral
skills. Remind them that it is important that listeners
confirm comprehension with non-verbal forms of
communication like, nodding head; verbal saying
phrases like yes, uh-huh and asking follow-up questions
to get more details.
Stage 5: I can
16 Read the anecdote. Is it funny or
embarrassing? Why?
First ask them to read the anecdote individually and in
silence. Then, tell students to act out the conversation
so they can appreciate the different ways there are to
collaborate in conversations in order to achieve successful
communication. Ask students: How could this type of
incident have been avoided? Formulate questions to
clear any doubts, broaden information, and confirm
comprehension. Elicit students ideas, and emphasize
non-verbal forms of communication; remind them that
looking at someones face and directly into the eyes is
the best way to have a conversation. Encourage students
to explore feelings of empathy that this anecdote might
arise in them.
Answers may vary.
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Unit 4
Product 1 A
utobiographical
Anecdote
Select some personal anecdote.
Compose the sentences to express the personal
experiences.
Revise that the sentences are understood when
spoken and listened to.
Organize the sentences into a text to put together
an autobiographical event.
Lead in
Class
Tell students you will enact a "storm". The idea is to

imitate the sound of falling rain. Begin by rubbing your
hands together, making a swishy sound; ask students to
do the same as you. Once everyone is doing the action,
tell students to continue, but you start snapping your
fingers rhythmically, with a nod tell groups of students
to begin snapping their fingers at the same rhythm you
are doing it, but not all should start snapping their fingers
at the same time. When all the students are snapping
their fingers, slap your hands on your lap as fast as you
can, tell students to follow you. Next, little by little wind
the storm down with the students mirroring your actions:
slow down the slapping on your lap; snap your fingers,
but little by little make it slower; rub your hands
together slower and slower until everything is quiet.
This activity should prepare students to start working
in the product in a relaxed mood.

1 Write the date of these events in your life.
and look at the timeline. Have students think about the
events in their lives that are written in the time line and
to reflect about other import things that were happening
around the same time. Ask them to complete the year
in the required date on the boxes. Ask if theres someone
whos timeline is not organized in the correct order and
to explain why.
Tell students that everybody has a story to tell, people
influence us and we influence people in many different
ways. This project is intended to share personal stories
weve lived, that are amusing, funny and interesting. The
stories in our lives are a very important part of who we are.
Stage 2: I plan
2 Get in teams.
Group students by making them realize some of the
things they share in common, like their zodiac sign,
Student Book
p. 110-111
Practice the enunciation of the autobiographical

anecdote.
Establish the turns of participation.
Have conversations about autobiographical
anecdotes.
birth month, favorite color, etc. Keep in mind that working

with different classmates provides students with the
option of getting to know each other better, widening
their social circle, and showing more empathy to each
other in the future.
3 Select some personal anecdotes.

Ask students to think of two funny or interesting
experiences theyve had. In order to do this they might
need some memory triggers, these are things that set
off our memory in a strong way; they can be songs, smells,
or images. Tell them to think about things and places of
their past. Allow a couple of minutes for them to think in
silence and find the experiences they want to share.
When they have chosen their anecdotes, ask
students to share it briefly with their partner. Tell them
to observe their partners body language to see which
one is more interesting.
Once students have decided which anecdote they will
be writing and talking about, tell them to think about
the things they may need: pictures, a timeline,
souvenirs, drawings, etc. Some student may say that
they only need a pen and paper, this is also acceptable.
Stage 3: I do
5 Compose sentences to express your
personal experience. Use used to or would for
past habits and simple past for past events.
Have students write sentences about their anecdote.
Elicit some examples of the use of used to and would for
past habits and simple past for past events. If necessary,
go back to the beginning of the unit in the Student Book
and review Activity 2 (Selenas Granma birthday memories).
6 Organize your sentences into a text.
Check that the sequence of events in your
autobiographical event is correct.
To begin writing their anecdote, ask students to
structure their paragraphs in a way that the sentence
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holding the main idea is the first one, and the rest of the
sentences give the complementary details. Remind
students that their anecdotes should include enough
information to answer the questions who, what, where,
when, and why. Walk around the class offering help, but
do not stop to check work unless asked to. Remind
students that the punch line is the sentence that states
why an anecdote is funny.
Ask students to exchange their text with a classmate
and to proofread it and give him or her feedback.
7 Practice in your team how to say your

autobiographical anecdote.
As they finish, tell students to practice telling their
anecdote in pairs, without reading the text they wrote.
Try to keep a distance when students are practicing
(unless they call for your advice), so they dont feel too
intimidated by your supervision.
Remind students that emphasis on words and body
language is very important to make themselves correctly
understood.
8 Revise that sentences are understood when
spoken and listened to.
Tell students to give each other feedback on how easy it
was to understand the anecdotes. Peer evaluation is
extremely powerful and makes students aware of their
strengths and weakness as language learners, and it
promotes learning autonomy. Students are not usually
accustomed to giving feedback to each other so it is
very important to stress the positive aspect of peer
evaluation, as a means of helping each other, instead as
a way of judging or criticizing.
Lead in
Class
Greet the class and stand in front of them. Tell them to

stand up too. Ask students to follow your instructions.
Stand in front of the class and perform the following
actions as you say them out loud: Look to the left without
moving your head. Move your body to the right
(without moving your head). Look up. Look down.
Roll your eyes. Touch your ear with your left shoulder.
Touch your ear with your right shoulder. Stick out
your tongue. Touch your nose to your tongue. Sit down.
This brief exercise routine is intended to relax students
and prepare them to start, using facial expressions, and
non-verbal language to tell their anecdotes.

9 Establish turns to share your anecdotes.
Ask students to sit in alphabetical order according to
their first name and then divide the class in groups of
four. The idea is that students work with different
classmates. Have students establish the turns to share
their anecdotes in their group.
10 Share your anecdote with different teams.
Tell students to share their anecdotes in their groups
according to the established turns. Remind them to give
feedback and emphasize empathy.
11 Discuss the anecdotes. Ask your
classmates follow-up questions to get
more details.
Instruct students to ask follow up questions to get more
details and get to know better their classmates thought
their anecdotes.
I learn
and progress.

facilitated the learning process of the class so children:
Can seek confirmation.

Can enunciate personal experiences spontaneously.
Can organize sentences in a sequence.
Can adapt verbal and non-verbal behaviors to a
specific audience.
Can anticipate central sense and main ideas to sustain
a conversation.
Can use direct and indirect speech while sharing
To fomally assess this learning environment go to page 160.
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Unit 4
Lesson 3
Revise short literary essays about cultural aspects of
English speaking countries (e.g. dressing codes, food,
etcetera) with the teachers supervision.
Select texts from their index.
Detect frequently used words.
Determine subject matter, purpose and intended
audience.
Recognize text organization.
Differentiate examples and explanations from
main ideas.
Lead-in
Class
Draw an inverted outline of Australia on the board

(south on top). Tell students to guess what the drawing
represents. After a couple tries, give them a clue by
drawing Mexicos outline upside down. At this point
students will know that your drawing represents some
country outline. Reflect on how our view of the world is
shaped by learned ideas about how things have to be.
Then, re-draw Australias map in the usual position
(south on top) and explain that this is the usual
orientation to represent this country. Do not give away
that the drawing represents Australia since they will
discover it in a minute.
Stage 1: I know
1 Tell your partner everything you know
about Australia.
Tell them to look at the image in Activity 1; What is it?
Can they recognize which countrys map it is? What things
and animals are portrayed in there? Probably the
kangaroo will give a key to students to identify the map as
Australia. Ask: Where is Australia found? Display the
world map in front of the class. Can anyone locate it on
the map?
Encourage students to describe Australia from
geographical, natural, and cultural points of view. Why
are there some grapes there? Because Australia has lately
become a great wine producer. What do the flag reminds
you of? Bring students attention to the colors and explain
that Australia was a British colony and, although now
independent, remains close to that country. The miner
stands for the mining industry, which is another
important economical activity in the country.
Student Book
p. 112-117
Use antonyms to establish comparisons between

cultural aspects from English-speaking countries and
Mexico (e.g. dressing codes or food).
Read short literary essays about a cultural aspect.
Use different comprehension strategies.
Identify sentences used to describe a cultural aspect.
Arrange sentences in paragraphs.
Materials:
Reader
World map, teacher-made cards with animal names
2 Which source of information would you
choose to learn more about Australia? Why?
This activity is intended to help students grow
conscious on how to select texts from their index.
Explain that they will be reading a lot about Australia in
this lesson; elicit which aspects they would be most
interested in and, most important of all, ask: Where can
you find that information? They will possibly mention
the following sources: Internet, books, encyclopedias,
television, magazines, etc. Ask students: What are the
advantages and disadvantages of each different source?
Then, direct their attention to the schools library. Ask
them: How can you choose between several books
dealing with the topic of your interest? Ask them to see
the two books indexes portrayed in the activity and to
analyze their different components. Ask: What kinds of
texts are these? Which one seems more interesting? More
reliable? Which offers you specific information? What
can you expect to find in each book?
Reader
A
n Aussie in the
Land of the Aztecs
p. 98 107
Divide the class in pairs. Ask students to open their

Readers to page 98 and to browse through the pages
without reading to predict what the text will be about.
The object is to anticipate the central sense and main
ideas. Ask students to share their predictions with the
rest of the class.
This text explores differences and similarities
between cultural features from Mexico and an Englishspeaking country, in this case, Australia; it also seeks to
develop acceptance and respect for those differences.
Divide the reading into three parts. First, pre-teach
the following words: shaggy, wheat, drought, plague,
locust, leap, stay-at-home. Write these vocabulary items
on the board, ask students to look them up in the
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dictionary and then tell student to read the first three

paragraphs (pages 98-100). When they have finished, ask
general comprehension questions to help students
determinate subject matter, purpose, and intended
audience. What does Keith do in his free time? What does
his father do for a living? How old was he when he was an
exchange student?
Next, ask students to read the letter Keith wrote to
his girlfriend (page 102). Ask students what the letter
was about; What was the most difficult thing to adapt
to? What difference does he mention about breakfast?
Finally, pre-teach the concept of cultural shock (This
refers to the trouble people have adjusting to a new
culture which is different from their own). Tell students
to read the rest of the text. When they have finished,
ask: What happened when he went to the party? What
surprised Keith the most about the wedding? Why did
Keith enjoy eating barbacoa so much? What two
ingredient has Mexico introduced to the world?
Lead a brief class discussion and encourage students
to express their opinions on the reading. Stress that
learning about cultural differences is an important
point to develop flexibility and value different people
and cultures.
Ask students to answer the comprehension
questions on page 108. Check answers in the Reader
Answer Key on page 172 of the Teacher's Guide.
Lead-in
Class
Explain to students that you will be playing a miming

game. Begin by miming the action of swimming, ask
students to say what you are doing. When a student
says, You are swimming, you say, No, I am playing
golf. Then, explain that the student who said you were
swimming, stands up and mimes to be playing golf, and
so on. Have students get into groups of four. Ask them
to play the game without moving too much around the
room. The only rule is that all verbs must end in ing.
Ideas for miming activities are: shaving, brushing hair,
talking on the phone, tying a shoe lace, singing, dancing,
yawning, scratching, etc.
Stage 2: I build
3 Read Keiths essay. Underline in blue the
aspects of Australian culture. Underline in red
the aspects of Mexican culture.
In this activity students will revise short literary essay
about cultural aspects of an English-speaking country
with the teacher's supervision. Have students open
their Student Books to page 112. Read the title of the
text and ask students what kind of text they think this
is. Then ask: What do you notice about capitalization in
the title? Write the title on the board and point at the
words that are capitalized, then point to the words that

are not capitalized. Ask: Why is this so? Remind
students that the rule for writing titles in English is to
capitalize every word, unless its an article or a
preposition.
Ask students to skim through the text. Remind
students that skimming means reading quickly to get a
general idea of the contents of the text. Set a short time
limit for this task. Elicit which is the main idea (an
Australian exchange student writes about similarities
and differences between school life in Australia and
Mexico). Have students read the essay and circle any
difficult vocabulary they may encounter. Encourage
them to get the meaning from context, as a
comprehesion strategy.
Ask students to read the text again and underline
each countrys cultural aspects; Australias in blue,
Mexicos in red. Check answers as a class. Lead a brief
discussion on how students feel about these differences
and similarities.
Answers: in blue: Australian kids change classrooms.

Play Australian rules football and cricket; in red:
Students remain in their classrooms. Play soccer all
year round.
Cultural Note
Australian Rules Football is probably the most popular
sport in Australia. Despite its name, it is very different
from football as we know it. Players can use any part of
their bodies to manipulate the ball. The main objective
of the game is to pass the ball through the opponents
goal. The game involves a lot of physical contact and
fast movement of both players and the ball.
4 Complete the organizer with

Have students look at the organizer before they fill it in.
Read the instructions and ask a volunteer to explain
how they are supposed to complete the organizer. Ask:
What are the advantages of using this kind of graphics
to organize information? Explain that graphic organizers
are useful tools because they help us organize important
information in a visual way. Additionally, the critical
thinking skills involved in organizing the information
helps the student retain it. This organizer is specially
intended for students to observe the differences and the
similarities between a cultural aspect (school life)
between Mexico and Australia.
Answers: Mexico: 7:00 a.m., 1:00 pm, soccer, strict;
Australia: 9:00 a.m., 3:00 p.m., Aussie rules football
and cricket, relaxed; Both: chat, uniform
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Cultural Note
In Australia, education is compulsory between the ages
of six and fifteen or seventeen, depending on the state
or on the territory. The academic school year begins
generally in January and ends in December. In a broad
spectrum, it takes a child twelve years of schooling to
enter a university program.
Australia is one of the countries with the highest
ranking in education around the world.
5 Check (3) the charts that reflect the content

of Keiths essay.
Have a volunteer read the instruction out loud. Ask
students to look at the pictures and analyze the charts.
Elicit: What are this kind of charts used for? Where can
you find them? Discuss with students what each chart
represents. The only one which is not related to the
content of Keiths essay is the second one; it portrays the
annual divorce rate in Australia and Mexico, data not
mentioned in Keiths essay. The point of this activity is to
help students widen their knowledge about different text
and graphic components. Have students look at all the
graphics on the page (including the Venn diagram in
Activity 4) and ask: Which of these graphics is best to
compare differences and similarities? Listen to students
opinions, and explain why Venns diagram is particularly
useful for comparing differences and similarities.
Answers: 1; 3
Stage 3: I think
6 Read the text in Activity 3 and answer
the questions.
Elicit from students what they remember about Keiths
essay. Ask students to answer the questions in silence.
Advice them to turn back to page 113 if they need more
information.
Check answers as a class. Focus on question number
three; explore with students the importance of
exemplifying main ideas. This activity will help students
differentiate examples and explanations from main ideas.
Explain that an essay is an interpretative or
analytical composition. They are an important part of
students writing development, as well as forming part
of their intellectual knowledge. In the USA, essay
writing is extremely common in high schools. Most
teachers in the USA consider essay writing an important
task because it develops critical thinking, research
skills, and organization of thoughts, among other skills.
Additionally, essay writing helps improve language
skills, and it makes student more aware of the world
that surrounds them; helping them to value different
points of view and ways of being. With this activity
students will have an opportunity to learn, acknowledge

and respect a different culture, as well as, understanding
the central sense and main ideas that the essay delivers.
Answers: 1 Similarities and differences between

Mexico and Australia. 2 school and home life; 3 yes;
4 in an academic setting; 5 for teachers and peers
7 Read the extract. Circle the main idea and
underline the examples.
When students write and their minds rush up to too
many ideas at the same time they usually have run-on
sentences with too many ideas clustered. This activity
will help students identify sentences used to describe
cultural aspects, and recognize text organization.
Explain that focusing on the main idea will help them
arrange their sentences in the paragraph in a logical
way. Tell them that the main idea needs to have a
subject and an opinion. Write on the board Australia
(subject) is a very interesting country (opinion and main
idea). Elicit sentences from the students to exemplify
your main idea. The better they understand how to
identify the main idea, the easier it will be for them to
produce a main idea in a paragraph.
Read the instructions and elicit which is the main
idea, have them circle it, and ask them to underline
the examples.
Answer: Main idea, circled: There are many
similarities in school life between Mexico and
Australia. Examples, underlined: school uniforms,
day broken into lessons marked by the bell.
emember Next class you will need: teacher-made
cards with animal names. The number of cards will
depend on the number of student you have. The goal is
to form groups of 4 participants.
8 Look at these sentences and write past or

present tense.
Have student read the sentences and decide which is
past tense and which is present. To clarify the different
uses of the present tense, remind them that one of its
uses is to describe both habits and routines. Other uses,
which do not appear in this example but may be worth
mentioning, are to indicate thought and feelings and, to
indicate a scheduled event in the near future.
Answers: 1 past; 2 present tense
Tell students to read the sentences in the box. Ask them
what they are about (essays). At this point students
should appreciate the importance of essays as a mean to
convey ideas. Explain that f being familiar with an essays
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structure makes it easier to analyze the information it

contains. Ask students to complete the sentences.
Answers: 1 beginning; 2 examples; 3 present; 4 past
Lead-in
Class
Prepare in advance a set of cards with different animals

on them. Ideas for the animal are: bird, cat, cow, dog,
duck, fish, frog, goose, horse, lion, monkey, mouse, owl,
snake, rooster, sheep, wolf. The goal is to form groups of
four. Each student gets a card with an animal name
written on it. Everyone gets one card and cant show it
to anyone. Then they must set to find their group by
imitating the sound of the animal on their card. For
example, if the card says cat, the student has to meow to
find other fellow cats; when they have found each other
they must seat and work together for the rest of the
class. Make sure all groups have four members.
When groups are formed, ask for them to name
themselves. Say: Those with a cat on their cards are the
cats. Help students focus on irregular plurals. Explain
that usually the plural of a noun is formed by adding an
s; however, there are exceptions that have to be learnt.
Such are fish, sheep (the noun remains identical in the
plural form) and goose-geese, mouse-mice, wolf-wolves.
10 Circle these words in Keiths essay in

Activity 3.
Help students detect frequently used words in Keith's
essay. Ask a volunteer to read the list of words while
you write them on the board. Elicit which ones
students dont understand, but dont clarify them yet.
Tell students to go back to Keiths essay on page 113
and underline the words. Ask different students to read
the whole sentence where they underlined each word.
Ask: What kind of words are these? What are they used
for? Explain that these words are used to establish a
connection between ideas, then explain why you didn't
clarify the words before. Tell students that you want
them to extract meaning from context. Some words
might be harder to understand (e.g., whereas). Ask
students to look them up in their Glossary on page 163
at the end of the Student Book. Encourage students to
give you some examples using these new words with a
different topic. They can compare video games,
movies, etc.
11 Complete the diagram using the
words from Activity 10.
Ask students to complete the diagram with the words
youve just revised in Activity 10. There are two options:
comparing words or contrasting words. Ask them to
focus on the function that each word is performing.
Copy the diagram on the board and ask for two
volunteers to complete it; they may carry their books
with them to copy their answers. Discuss the meaning of

comparing and contrasting. Focus students attention in
everyday situations; How can the actions of comparing
and contrasting help us understand situations better?
Answers: 1 both, in the same way, also; 2 whereas,

while, in contrast, however, nevertheless.
12 Match the antonyms.
Ask students to read the two columns. Ask: What are
these words? What is an antonym? Antonyms are also
called opposites; this term may be easier for students to
understand the concept. Have students match the
columns and check their answers. Explain that
antonyms will be very useful to establish comparisons
between cultural aspects from English-speaking
countries and Mexico.
Answers: 1 c; 2 b; 3 c
Alternative Activity: Help students boost their
vocabulary. Write on the board the following words:
hot - cold, humid - arid, dry - wet, happy - sad, small big, back - front, short - tall, war - peace, love - hate,
silent - loud, dark - bright. Clarify meaning.
Play Memory. Erase one element from each pair,
and then choose one student to give you the antonym
of one of the words. If he answers correctly, he gets to
choose the next player.
Time: 5 minutes
from the box.
To recap what students have learned so far, instruct
them to complete the sentences in Activity 13 using
the information from the previous activities.
Answers: 1 similarities, differences; 2 antonym
Stage 4: I practice
14 Find two sentences containing antonyms
in Keiths essay and write them down.
Tell students they will scan Keiths text looking for the
sentences containing antonyms. Explain that scanning
is a reading technique used to find specific words,
information, numbers, etc. In most cases you know
what you are looking for, so you concentrate on finding
that particular piece of information. Scanning involves
moving your eyes quickly down a page seeking
something specific, you do not read word for word. A
good example of this is when we go to the airport and
we look for a specific flight on the screens, nobody
reads line by line, on the contrary they focus on a
specific city, airline, or time. Elicit other situations
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where scanning is involved, e.g., looking up words in

the dictionary, searching names on a phone book, etc.
Answers: 1 In Australia we play Aussie Rules Football

in the winter and cricket in the summer. 2 In Mexico we
get a lot of homework, while in Australia we only get a
little bit.
15 Complete with words from the box.
Have student look at the words in the box. Then tell
them they must decide what these words are used for.
If they have a hard time remembering this, have student
go to page 115 and read Activity 11 again.
Answers: 1 however; 2 whereas; 3 also; 4 while
Class
Lead-in
Greet the class and ask: Who has a pet? Make some
follow-up questions: What is it? What is it called?
How did you get it? etc.
Ask student to take out a piece of paper, and tell
them that they will not turn it in. Ask students to think
of their favorite animal and write it down. Then, ask
them to think about their second favorite animal, and
then of a third animal they like.
Have student share their preferences and the
reasons with the person sitting next to them. Encourage
them to explain why the like those animals and to
provide examples to main ideas.
16 Underline the best option in Leslies essay.

Have students open their Student Books to page 116 to
read a short literary essay about a cultural aspect. First,
ask student to read Leslies essay individually and in
silence. When they have finished, tell them to work in
pairs and decide which is the best options in each case.
Elicit the answers and write them on the board.
Answers: have; are; see; are; find
17 Read the essay in Activity 16 again and
circle the main idea. Which examples does
Leslie give?
Ask students to identify the main idea and examples of
the essay. Ask: What do you know about Japan? And,
about Japans school life? How does this relate to your
school life? This essay exposes the differences between
two cultures, and it acknowledges the similaraties as
well. Continue promoting an attitude of respect and
appreciation for cultural expressions particular to
different countries.
Answers: Main idea, circled in red: School in Japan
is similar to school in Australia in some ways, but in
others it is very different. Examples: lessons before

lunch and two or three after lunch; after school
activities; the way they see teachers; the way they treat
their teachers; going to school three Saturdays a month.
Stage 5: I can
18 Complete the sentences in Leslies essay
and then write the main ideas and examples.
Ask students to answer individually and then check as
a class. Students should go quickly thought this activity
since it provides further practice to previously seen
topics. Explain that the first part of the text asks
students to use contrasting and comparing words. The
correct use of these words is very important to talk about
cultural differences between countries. The second one,
to recognize the main idea and examples in the essay.
Answers: whereas; while; both; also; Main idea: Last
year I was an exchange student in California, so I will
tell you about the contrast between Mexicos and
Americas school life. Examples: wearing uniforms, the
food, what children like to do during recess?
19 Complete the organizer in the Worksheets

section on page 180 with information about
school life in Mexico and America.
Ask students to complete the Venns diagram found on
page 180 with information from Activity 18. Remind
them that Venns diagram is a great resource to
organize similarities and differences. Ask them: What is
different about this diagram? Does the diamond shape
affect the content? Can they think of different fun and
interesting forms to design a Venns diagram?
Answers: Mexico: Wear uniform. Sell food to students.
USA: Rarely wear uniform. Lunch is provided to the
students. Both: Students love recess, hanging out with
friends. Girls like busybody booklets.
20 Use the different texts in the lesson as

a model to write some sentences describing
important details about your own school life.
Divide students into pairs and have them brainstorm
characteristics about their own personal school life. Tell
them to brainstorm first a list of items theyd like to talk
about. Then, ask them to make a list of items with the
information they have about Australia, USA, and Japan.
Next, ask them to compose sentences to describe these
cultural aspects. Encourage students to revise the unit,
to get information, to scan for particular details they
want to include in their writing. Ask them to
concentrate on the main idea and to provide examples,
as they arrange the sentences in their paragraph.
Answers may vary.
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Unit 4
Lesson 4
Establish links between cultural aspects from
illustrations and key words.
Compare cultural aspects between English-speaking
countries and Mexico.
Propose titles for a description.
Compose sentences to describe cultural aspects.
Make a list of characteristics about a cultural aspect
(ingredients on a traditional dish; clothing for a gala
event, a trip, and etcetera.).
Lead-in
Class
Write on the board the following sentences without the

hyphens. 1 New Zealand is an English-speaking country.
2 Who is a well-known actor in Mexico? 3 In Australia,
many young teenagers have a part-time job. 4 Do you
believe finding a four-leaf clover brings good luck?
5 Green-eyed babies are not very common in Latin
America and Japan.
Divide the class into five teams. Have each team
analyze one sentence and find whats wrong with it.
Give a couple minutes and see if any group has the
correct answer (missing hyphens in compound
adjectives). If no one has guessed, give students a hint
and tell them to focus on the modifying words. Elicit
answers and check as a class.
Explain that a compound adjective is formed by two
or more adjectives that work together to modify the same
noun. Explain that they are visually linked by a hyphen.
Check answers. Have volunter come to the board to add
the hypens.
Stage 1: I know
1 What are these Mexican dishes called?
Which is your favorite Mexican dish?
Explain that every country is famous for certain types
of food and that Mexican food is becoming more and
more popular everywhere in the world. In pairs, have
students identify each dish and discuss with their
partner which one is their favorite and why. Tell the
class that you are going to take a poll and have them
vote for which food is their favorite.
Tell students to raise their hand to indicate which
dish is their favorite when you call out the name of the
dish. Say: Who likes chiles en nogada the most? Raise
your hand! Repeat with the other dishes and discuss the
class; choice.
Student Book
p. 118-123
Describe and compare cultural aspects, with the

teachers coordination.
Use different strategies to write non-frequent words
(e.g. use parts of a word to form new ones, say it out
loud, consult a dictionary, etc.).
Materials:
Reader, Audio CD
World map, colored pens and pencils, small stickers
(one per student)
Cultural Note
In 2010 the traditional Mexican cuisine became
inscribed in the UNESCOs Representative List of the
Intangible Cultural Heritage of Humanity. This is
something to be proud of, for sure. These lists are
established to recognize value and protect important
elements of different cultures. Cooking is an expression
of everyday life, but, more than that, it also peoples
reflects traditions, indigenous ingredients, tastes, and
worldviews. Mexicos cuisine is a rich mixture from
different worlds; many of its culinary techniques are
ancestral and are still reflected in communities
customs and manners. Did you know that half a century
ago the Aztecs already had tamales for breakfast just
like many Mexicans still do nowadays? So, traditional
Mexican cuisine is central to the cultural identity of the
communities that practice and transmit it from
generation to generation. Traditional food is an
expression of our culture that we need to acknowledge,
respect, and preserve.
2 Do you know these ingredients? In which

dishes can you use them?
Elicit which students like to cook and spend time in the
kitchen at home. Explain that chefs in restaurants can
be men or women and that this is an excellent
profession for both genders. Also ask which students
like to go to the grocery store or market; Why is it fun
to go grocery shopping? How do you make a list of things
to buy? Have students work in pairs to complete this
activity. Ask volunteers to share who is the best cook in
their home and what dishes they might make with the
ingredients.
Answers may vary.
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Stage 2: I build
3 Read Keiths text about typical desserts.
Work in pairs to retell the main points.
Ask someone to remind you who is Keith and where he
comes from. Point out that fictional character Keith
grew up in a different culture and that he was surprised
by different aspect of Mexicos culture; can your
students recall which? In this activity students will
revise a short literary essay about one more cultural
aspect of an English-speaking country (Australia) with
your supervision. Ask a couple volunteers to read the
text out loud by paragraphs.
Write on the board: food, typical national desserts,
cooking, wedding, and exchange student. Ask students
to choose the best title for this text. This is a different
comprehension strategy to help students identify what
is the main idea and separate other details from the
theme of the story. Ask students to get in pairs and
choose one country each (Mexico or Australia). Then,
each student retells to his partner all the cultural
aspects he can remember.
Answers: Flan: is a creamy dessert, very typical and is
often served at parties; first introduced by the Spaniards
in the sixteenth century; Pavlova: invented in New
Zealand by a chef to celebrate a visit of the famous
Russian ballet dancer Anna Pavlova; meringue-based;
source of energy.
4 Decide which recipe is for flan and
which is for pavlova. Create a title for the
recipes using words from the box.
Have students look at the text. Ask them to explain
what kind of text it is. Ask: What do you see in these
images? Which one do you think corresponds to each
recipe? Why? Instruct students to explain their
predictions. This will help students establish links
between cultural aspects of desserts from illustrations
and key words. Also, ask if someone knows how to
make a flan, or if their moms prepare this dessert at
home; if so, Can someone share some information about
the procedure with the class? Student who have seen
flan being cooked at home will easily identify the
picture it is; the second one which shows some sugar
being melted into caramel as used in flan.
Ask students to read the recipes and underline
unknown words to use different comprehension
strategies. Before clarifying these words, read out loud
the recipes acting out the actions. For example, when
you say: Beat eggs whites until soft peaks are formed, form
some peaks with your hand, etc. Then ask your
students to look up the words which they still dont
understand in the Glossary on page 163.
Next, tell them to write a catchy title for each recipe.

Discuss the importance of text and graphic elements.
Explain that when we browse through recipes books, as
well as other texts, we often guide ourselves by illustrations
and titles; so it is important to create a good title for the
desserts. Ask students to read the three compound
adjectives in the box. Ask: Can someone explain why
these words are hyphenated? Students should recall this
information from the Lead-in activity. Write on the
board compound adjective, hyphen. Review that a
compound adjective is formed when two or more
adjectives work together to describe the same noun.
These terms use a hyphen to avoid confusion. Point out
that as a general rule a compound adjective uses a
hyphen before a noun (a well-known dessert) but not
when it comes after (The dessert is well known). Have
students look at the compound adjectives in the box.
Then have them create clever titles for the recipes and
write them above the correct recipe.
Answers: Left recipe is for pavlova, right, for flan.

Answers may vary for titles.
5 Write the main ingredients for each dessert.
Complete the lists and write the main ingredients for
each dessert by referring to the recipes in Activity 4.
Ask students to continue working in pairs. Tell them to
compare and contrast the two desserts. This activity is
intended for students to make a list of characteristics
about a cultural aspect like ingredients on a traditional
dish. Ask follow-up questions: What ingredients appear
in both recipes? How many preparation steps are there
in the directions for pavlova? How long is the
preparation time for flan? What is the purpose of the
photographs?
Answers: 1 sugar; eggs; milk; 2 egg whites; sugar;
corn flour
Alternative Activity: Bring a bunch of colored

sticky notes or pieces of colored construction paper.
Use the following colors: red, yellow, white, orange,
green, black, brown.
Divide the class in pairs and give each pair a piece of
colored paper. Give students five minutes to write as
many ingredients and kinds of food as they can think
of. But these ingredients and foods have to be of the
same color as their piece of paper. For example, on a
green piece of paper students can write green foods like
lettuce, spinaches, peas, etc. Encourage students to use
their dictionaries to make their lists as long as possible.
When the times up, collect the pieces of paper.
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Ask your class to choose a number from five to

seven. Ask students to raise their hands to vote. The
chosen number will be the number of ingredients you
will use to create a delicious dish. Choose randomly
that same number of pieces of paper from the heap
(choose different colors), and write the first ingredient
from each piece of paper on the board: that will make
the ingredients list! Expect crazy combinations of
ingredients like milk, meat, honey, green peas, etc. The
object precisely is for students to get creative. In pairs,
they have to discuss and decide what kind of dish can
be prepared with those ingredients. Instruct them to
think of a recipe that incorporates all of the ingredients.
Ask some volunteers to share their ideas with the class.
This activity will boost the word repertoire suitable to
make a list of ingredients of traditional dishes from
different countries.
Time: 10 minutes
Lead-in
Class
Divide the class in six teams to play a game called Fact

or Fib. Explain that fib means a minor lie, while fact
refers to information that is true. Procedure: you are
going to read some statements about Australia. Teams
get one minute to discuss each statement and decide if
it is a fact or a fib. Keep track of the answers on the
board. The team with more correct guesses wins.
These are some examples of true, yet unexpected,
facts about Australia: Sheep outnumber people in
Australia (There are 150 million sheep and only 20
million Australians). When it is summer in Mexico, it is
winter in Australia. Kangaroos are only found in
Australia. Kangaroos cannot move backwards. In
Australia, pancakes are served at dinner rather than
breakfast.
Stage 3: I think
6 Underline the ingredients in the recipes.
and ask: What is the difference between ingredients and
recipes? Where do you find these types of written texts?
Quickly review that ingredient is one of the substances
(foods or liquids) that you use in making a particular
dish. Recipe is a set of instructions with a list of
ingredients for cooking or preparing something,
especially food. Cookbooks contain recipes that are
often handed-down from generation to generation.
Ingredients are nouns, so have students circle the
nouns that are ingredients for each of the dishes. Ask a
volunteer to call out the answers for each recipe.
Reinforce students ability to discuss cultural aspects by
asking them their opinion on these dishes; Who has
eaten one of these dishes? Do you like them? When do

you eat them?, etc.
Answers: Mexican Fried Cookies ingredients: oil,

cookie, sugar, cinnamon; Modern English Chips
ingredients: potatoes, olive oil, salt, paprika
7 Match the adjectives to the dishes.
Ask students to read the adjectives, or words that
modify, on the left column. Review the definition of
each. These adjectives are key words for differentiating
and giving examples for food dishes. Have students
look up the words in their bilingual dictionary and
write the definitions. Ask: Which adjective means
pleasant to smell or taste? (savory). Do you think some
of these adjectives describe both dishes? If so, explain
your reasons why. Have students match the columns.
Give a hint that it is possible for two adjectives to
describe both foods. Ask students to explain their
answers.
Answers: 1 a; 2 a / b; 3 b; 4 a / b
8 Answer T for True and F for False.
Divide the class in pairs and tell them to answer the
questions. Ask a volunteer to write the answers on
the board and have the class compare their results. Lead
a class discussion on which kind of food is eaten in the
traditional festivities of your region.
Answers: 1 T; 2 F; 3 F; 4 T
9 Check (3) the best explanation for
the sentence.
Ask a volunteer to read the phrase and explain its
meaning; Are two actions happening at the same time?
Which? Ask students to choose the best description.
Number two is correct, the actions are happening in
the present, but the number one is more accurate in
that it describes the relationship between the two
simultaneous actions. Explain that to relate two actions
happening at the same time, we use word such as while
or when plus a comma in the sentence.
Answer: 1
10 Complete the sentence.
Ask students to read the rule for the present progressive.
Elicit the answer to fill in the blank: Present progressive)
is formed with am / is / are + verb ending in ____. Tell
students to analyze the sentence in Activity 9 to find
the answer (-ing). Write on the board I, you, he / she / it
/ we / you / they and ask students to recall the
corresponding auxiliaries for each person. Ask some
volunteers to come to the front and write them down.
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When you have a complete list, elicit examples from

students. For example, I am reading a book, etc.
Answer: -ing
emember Next class you will need: a world map.
Lead-in
Class
Display a world map in front of the class. Give students

three minutes to write down all the English-speaking
countries they can think of. When finished, ask a
volunteer to call out the name of a country on their list
and then, ask another volunteer to come to the map
and point it out. If students have trouble coming up
with a list of English-speaking countries, write on the
board this list in alphabetical order: Australia,
Bahamas, Canada, England / Great Britain, India,
Ireland, Jamaica, Kenya, New Zealand, Nigeria,
Pakistan, Singapore, South Africa, United Kingdom,
USA. Challenge students to find these countries as fast
as possible on the map.
Cultural Note
English throughout the world.
Help students acknowledge different cultural
expressions of different countries by learning that
English is spoken as a first language in many countries
around the world. Somehow theres a widespread
notion that English is only spoken in some countries of
Anglo-Saxon tradition, such as the USA, the UK, etc.
But for historical reasons, English is a first language in
many other places, such as African countries, and
throughout the Caribbean and Pacific region, for
example. Isnt it amazing that so many persons around
the world enrich everyday this language with their
different traditions and cultural heritages?
11 Read the text in Activity 3 again and circle

the time adverbs.
Ask a volunteer to read the words in the strip of paper.
Ask: What kind of words are these? (frequency adverbs);
What are they used for? (describing frequency).Tell
students to go back to page 118 and find these words in
Keiths essay. Ask them to copy the complete sentence
in their notebooks. Ask some volunteers to tell you the
sentences where the words are found. Remind students
that finding words meaning in context is an important
comprehension skill to be practiced over and over.
meaning of words. Do not give the exact meaning for
the adverbs yet.
Answers: often; never; always; sometimes; usually

Ask students to reflect on the meaning of the different
adverbs as seen in context in the previous activity. Have
them match the columns and check answers as a class.
Answers: 1 d; 2 c; 3 e; 4 a; 5 b
13 Complete with words from the box.
Ask students to work in pairs and complete the graphic.
Tell them to reflect on which percentage corresponds
to each frequency adverb. Reproduce the graphic on
the board and call different students to complete it with
their answers. Some confusion might arise between the
adverbs often and usually; both words refer to fairly
recurrent actions. However, usually makes a stress on
the recurrence (habit).
Answers: 100% always; usually; often; 50% sometimes;
0% never
Stage 4: I practice
14 Complete the recipe for Chocolate
Mousse with words from the box.
Read the words from the box and ask students if they
understand them all. Do not provide the meaning;
instead teach them another comprehension strategy
called process of elimination. Explain this means using
their logic and prior knowledge to understand the
meaning of knew unknown words by focusing on their
context and ruling out possibilities. Ask students to
quickly scan the text and to tell you what it is about.
Now, it is clear that the vocabulary has to do with
cooking. Tell them to focus on one unknown word from
the box (heat). From the context, chances are that this
word has something to do with an ingredient, a cooking
step, etc. Can they figure out where it fits from the
quick read? Ask students to fill in the blanks
individually. Check answers as a class.
Answers: 1 never; 2 often; 3 eggs; 4 sugar; 5 put;
6 heat; 7 stir; 8 cream
15 Match the columns to form complete

sentences.
Ask two volunteers to help you read the columns.
Instruct students to match the first part of the
sentences to their ending on the right. Advice them
to pay attention to subject and verb agreement,
as well as frequency words.
Answers: 1 e; 2 a; 3 d; 4 c; 5 b
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Lead-in
Class
Divide the class in two teams. Draw a line down the

center of the board and write Team 1 (Mexico) and
Team 2 (English-speaking countries) on either side of
the line. Now ask students to brainstorm as many
cultural aspects as they can think of. Students should
come to the board one by one, like a relay race using the
marker as the baton, and write as many words as they
can on their side of the board. Set an appropriate time
limit (5 minutes) and the team with the most words at
the end of the time limit wins!
16 Complete the organizer with information

from Activity 14.
Divide the class in pairs and ask students to compare
the American chocolate mousse with the Mexican flan.
Instruct students go back to Activity 3 for information
about flan. Ask students to write the information on the
diagram on the correct flag. Direct students' attention
to the differences in the diagrams layout: Is it more or
less attractive? Does it catch your attention better than
the regular diagram with circles? Discuss with students
the importance of visual (graphical) elements of texts.
Answers may vary.
Stage 5: I can
17 Work in pairs. Choose a dish you like and
make a list of the ingredients.
Have student open their Student Books to page 123. In
pairs, have students discuss what their family's favorite
dish is. Ask: Do you know how to make it? Do you
watch or help someone in your family make this special
dish? Have students decide on a dish they both know
how to make and work together to create the recipe. If
they are unsure on how to write the recipes tell them to
look back at the different recipes shown in the lesson.
Instruct them to start by the ingredient list and then to
think about the steps they need follow in order to cook
their dish. If they are not sure about all the ingredients,
encourage them to guess.
18 Write sentences to describe cultural

aspects of the dish you chose.
Instruct students to write sentences to describe some
cultural aspects of their dish. Have students decide if
their dish is usually made at special times of the year,
such as chiles en nogada are part of September and
Mexicos celebration of Independence Day, or if they are
everyday dishes. Ask the following questions to guide
the activity: When is your dish eaten? Are any of its
ingredients found only in Mexico? Is your dish
associated to some special celebration? Is it eaten in
some region of the country more than others? What is
your dishs origin?
Answers may vary.
19 Compare your dish with another pair and

complete the diagram.
Have students work in groups of four to compare and
discuss their dishes including all the cultural aspects,
ingredients, and cooking steps. Students make a list of
the similarities and differences to complete the
diagram. Encourage speaking and a relaxed exchange
of information. When students are done, take a survey of
the dishes students describe. Is there one repeated
among many teams? Lead a brief discussion on which
typical dish Mexicans like the most.
Answers may vary.
Cultural Note
What is the origin of the name Australia? It comes
from the Latin australis, which means southern. This
name was popularized at the beginning of the nineteen
century by a traveler called Matthew Flinders, when
publishing his sea traveling experiences A Voyage to
Terra Australis.
Aussies is the name Australians like to call
themselves. It is believed that it comes from the sound
of the word Australian.
Answers may vary.
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Unit 4
Product 2 Comparative Chart
Select a cultural aspect to compare between Englishspeaking countries and Mexico.
Approach different sources to get information about
the selected cultural aspect.
Choose information about the selected cultural
aspect for both countries.
Compare similarities and differences about the
cultural aspect from the selected information.
Lead-in
Class
Create a crossword diagram on the board as a class. Tell

students that they can only use words related to typical
Mexican and Australian food and dishes. Encourage
them to leaf through the lesson to review ingredients,
etc. Model the Activity. Write the words tamales on the
board and then use the s to write (downwards) the word
savory. Ask students to take turns coming to the board to
add words on the crossword. You can divide the class
into two teams and make this game a competition. The
team with more correct words wins.

1 Write the name of the country under its flag.
Use words from the box.
See how many flags they can correctly identify. Have
students compare their answers with classmates sitting
nearby. Then check answers as a class.
Answers: 1 Brazil; 2 United Kingdom; 3 France;
4 Canada; 5 Japan; 6 Australia; 7 USA; 8 South Africa
2 In which of the countries in Activity 1 English

is spoken as a first language?
Tell students to circle the flags in Activity 1 where
English is an official language. Challenge them to
remember this information.
Answers: the United Kingdom; Canada; Australia;
the USA; South Africa
Stage 2: I plan
3 Get in teams. Choose an English-speaking
country to compare it to Mexico.
Divide the class in groups of four. Make sure each team
elects a secretary to keep track of the teams decisions.
Next have students work together to choose an English-
Student Book
p. 124-125
Re-write the information to complete the

comparative chart.
Elaborate a comparative chart and include
the information.
Revise the writing to be complete and to comply with
grammar, spelling and punctuation conventions.
Display a comparative chart in a presentation.
speaking country to work with. Tell them it is possible

to choose one from those listed in Activity 2.
4 Select a cultural aspect of the Englishspeaking country you chose.

Have students open their Student Books to page 124. Write
on the board sports, holidays, traditional dishes, clothing,
and music. Allow students time to discuss each category
and the different things they involve. Then have students
select which aspect they want to explore for their product.
5 Think of different sources where you can get
information about the English-speaking
country and Mexicos culture.
Besides the Internet, guide students to think about
other sources where they can obtain data for the
comparison chart. Remind them about the importance
of going through indexes to get an idea of the kind of
information they can expect, and then chose which
source of information they want to use.
6 Decide which kind of chart you want to use
to present your information.
So far, students have been using Venns diagram
because it is useful to compare similarities and
differences. Ask: Is there another chart you could find
useful and want to use for your product? Which? Why?
Encourage students to leaf through the Student Book
looking for examples of charts. Ask them to take a look
at the chart on page 123 and ask if they can come up
with interesting ideas to design their chart in a fun way.
Have students record what materials they will need to
make this product. Encourage them to use the bilingual
dictionary as a valuable tool.
emember Next class students will need: the
cultural information they researched about the English
speaking country of their choice and Mexico.
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Lead-in
Class
Divide the class in to groups of three. Ask them to imagine

theres an exchange student coming to the classroom to
study Spanish for a month. He comes from South Africa
and is 15 years old. His name is Elimu. Tell students to
discuss and choose which are the three Mexican cultural
activities Elimu cant miss. Allow groups to share their
choices with the rest of the class. Take notes and have a
small discussion on which is the most representative
Mexican cultural activity in your students' view.
Stage 3: I do
8 Use the sources you chose to find out about
the selected cultural aspects of both the
English-speaking country and Mexico.
Help students organize their reference materials and
have them open their Student Books to page 125. Ask
students to get in teams. Have them divide up the
source material they brought and start taking notes to
select the information they will include in their chart.
9 Chose the most important information about
the cultural aspects in both countries.
Have students analyze the data they have collected and
decide which information is the most important. Remind
them to identify main ideas and examples.
10 Compare similarities and differences
about the cultural aspect from the selected
information.
Have students do a quick check and see if they have
enough information about both countries so they can
compare the similarities and differences between the
two nations. If the chart is one-sided in favor of one
country, it is not too late to fix that. Have students
create a chart that is evenly distributed.
11 Write sentences with the cultural similarities
and differences. Make sure the spelling and
punctuation are correct.
At this point students write their sentences and proofread
them before writing them on the chart. Suggest that
teams divide the proofreading tasks. Someone can
check subject and verb agreement. Someone can check
spelling (encourage the use of the dictionary). Someone
can check punctuation, and someone do a general
reading.
12 Design the chart you are going to use to
compare the information.
Tell students that the secret to successful charts is to
keep them neat. Have students work on creating their
charts and making them as attractive and creative as
they can.
13 Complete the comparative chart with your

selected information.
Have students complete the chart with the selected
information. Remind them to write it clearly and to
copy it carefully. Charts must contain sentences that
are easy to read.
14 Revise that the information is complete
and proofread the text in the chart.
Students exchange their chart with another team.
Mistakes are often easier to catch by someone who
has not seen the text before.

15 Display your comparative chart in your
classroom.
If possible, display the comparative charts on a school
hallway, or hang them on the classrooms walls. If space
is limited, have students display them at their desk.
16 Explain the information you are presenting
on your chart to your classmates.
Students present their charts in teams. Ask students
in the audience to take notes to give feedback to their
classmates.
I learn
and progress.

Can differentiate examples and explanations from

main ideas.
Can formulate and answer questions about literary
essays.
Can compare information, using antonyms.
Can compose sentences to describe cultural aspects.
AR_TG2_pp101_126_U4.indd 125
125
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Is aware of
language as a
means to
develop
empathy
Realizes the
importance of
using language
to share
common
experiences
Is aware of,
and develops
respect towards
differences
between
cultures
Appreciates
cultural
expressions
particular to
different
countries
Is open to, and
values different
people and
cultures
GOOD = G
coherent texts.
Understands and
compares
differences and
similarities
between cultural
features from
Mexico and
English-speaking
countries
Global Assessment
Understands
and participates
in conversations
discussing
leisure activities
Learns to take
part in a
conversation to
achieve
successful
communication


of the world.
different texts.
w
VERY GOOD = VG
Assessment Criteria
General Comments
Student's Name
All Ready! 2
Unit 4
Unit 5
Social practice: Produce texts to participate in

academic events.
Social practice: Interpret and convey instructions

found in daily life.
Specific activities: Write diverse points of view to

participate in a round table.
Specific activities: Provide and understand

instructions for the performance of daily life activities.
Product: Round table
Product: Poster with instructions to carry out daily

life activities
use different strategies to point out information

containing individual points of view.
select and organize information to write sentences
describing my personal opinions.
write paragraphs that express my point of view.
receive and provide feedback for writing points
of view.
understand and request instructions to carry out a

daily life activity.
write instructions.
use different strategies to ensure the comprehension
of instructions.
give instructions to perform daily life activities.
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Unit 5
Lesson 1
Select texts about a topic of Civil and Ethic Formation
from various sources.
Predict subject matter based on graphic components.
Anticipate the central sense through familiar words
and graphic components.
Identify text organization.
Compare personal points of view with main ideas
of a text.
Recognize sentences used by the author to write
personal points of view.
Organize main ideas of a text on a graph and contrast
them with a personal opinion.
Complete sentences to write personal opinions.
Lead-in
Class
Write: UNICEF on the board and ask if any of the students

have heard of the organization. Elicit any information
they know, and write in on the board for reference.
Divide the class into five groups of equal size, and hand
each group one of the prepared balloons with the strips
of paper inside. Each balloon should contain the eight
rights outlined on page 111 of the Reader, as well as
strips of paper with the questions and answers from the
same page. Have students burst their balloons to release
the strips of paper, and organize the questions with the
answers, and the rights. Monitor and check answers
as a class.
Classroom Management: To group students,

tell the class to get in a line according to the first letter
of the street where they live. When everyone is in line,
have them get into groups of five with the people
closest to them. This type of grouping activity can also
be used with birthdays, height, alphabetical order of
students names, their parents names, distance from
their home to school, distance of where theyve been
on vacation, etc.
Stage 1: I know
1 Match the causes to the effects.
and look at the pictures in Activity 1. To have them
predict subject matter based on graphic components,
ask them to describe what they can see. Encourage
them to make sentences using the structures / connectors
Student Book
p. 128-133
Materials:
Reader, Audio CD
A small ball
Cards with sentences using 1st and 2nd conditionals
written on them (20 cards -10 say first, 10 say second)
Sentence stems with the 2nd conditional written on
strips of paper (2 / 3 strips per student)
Five different colored balloons inflated, with strips
of paper inside. Each balloon should contain twelve
strips of paper with the questions and answers and
the eight rights outlined on page 111 of the Reader.
from the lead-in to describe the causes and effects

shown in the pictures (He doesnt learn because he
watches TV all day. He watches a lot of TV; therefore
he doesnt have time to read his books, etc.).
2 Discuss how the boy in Activity 1 could
change the causes and what the new effects
would be.
Ask students to get into groups of four and discuss
what the boy in Activity 1 could do to change each
situation. Explain to students that each group member
needs to participate, and to ensure this, ask each one
of them to give an idea. Have them take turns, and give
them enough time to allow each student a chance to
contribute. Elicit their answers and help with any new
vocabulary. Encourage them to use could when giving
their answers: He could study more. He could eat less
junk food. etc.
Answers may vary.
3 Write an effect for the following situation.

Discuss it with a classmate.
Write: How long do you spend on the computer? What
do you use the computer for? on the board. Give the
class five minutes to walk around the classroom and ask
these questions to as many of their classmates as possible.
Then have them share their answers in pairs. Ask questions
about who spends the longest / least amount of time on
the computer; what the most common uses of the
computer are, what is the most common activity /
website visited, etc. Then ask students to look at the
picture in Activity 3 of their Student Books and
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describe what they can see. Once youve clarified that

the girl is doing a lot of things at once on her computer,
encourage them to give you sentences about the causes
and effects of doing so many things on the computer at
the same time. Ask them if this happens to them too.
Answers may vary.
Stage 2: I build
Reader
Know your Rights
p. 111120
Maintain the five groups from the lead-in. Explain to

students that during the next two lessons they will look
at childrens and teenagers rights. Ask them if they can
think of any, and why its important that young people
have rights. Write Survival, Protection, and Development
on the board, and elicit meanings and examples of
rights which could be covered by each heading.
Have students open their Readers to page 111 and
read the page out loud all together. Then assign each
group a different segment of the Reader, starting from
page 112. Have them read their segment out loud
within their groups. When they finish, tell students to
discuss the different achievements mentioned in their
part of the text. Then ask them to go to page 121 in
their Readers and answer Activities 1 and 2. Tell them
to may need to go back and read the chapter again.
Monitor and provide help. To check answers go to page
172 in the Teachers Guide. After that, ask students
which rights they believe are the most poorly
represented or defended in Mexico. Let them express
their ideas freely. Finally, ask them to get into pairs to
discuss the questions in Activity 3 page 121 of their
Readers. Have some volunteers share their ideas with
the rest of the class.
4 Read the text and label the sections with

against, for, and topic.
Ask students to get into pairs and to brainstorm the
advantages / disadvantages of using the Internet. Then
ask them to share their ideas with the rest of the class
and write them on the board. Direct students to the text
in Activity 4 on page 129 of their Student Books. For
them to anticipate the central sense through familiar
words or graphic components, ask them what they think
the text will be about from looking at the photograph
and the title. Then have them skim the text to get the
main gist. Elicit some key words and write them on the
board (new privacy law / act, personal information,
website operators, parental permission, blocks, digital
world, etc.). Refer students to the Glossary on page 164
to clarify the meaning of words. Elicit from students
where they can find the main ideas of the text (in the
first line of each paragraph). Then have them look for
the main idea of all three paragraphs together (parents
want a new law which controls the information
websites have about their children - paragraph 1;
parents want computers to have more blocks to certain
websites - paragraph 2; and they want to educate
children about website dangers - paragraph 3; Draw
students attention to the three words they will use to
label the text, (for, against, and topic). Explain what
these words refer to and check they understand that for
/ against refer to the proposal of a new law. Then
explain that when we write a text which discusses two
different arguments, there is a certain way in which it is
organized. To identify text organization, tell students to
read the complete text and to choose the correct words
from the box to label it. Check answers.
Answers: 1 Topic; 2 For; 3 Against

5 Read the text in Activity 4 again and
answer the following questions.
Elicit again what supporting ideas refer to (ideas that
give details or examples about, or support the main
idea). Ask students to read the text in Activity 4 again,
and underline the supporting ideas. Point out that when
we write an essay of this type we use our personal ideas
or hypotheses, and then provide information to support
them. For students to recognize sentences written by the
author to express their personal point of view, draw
their attention back to the text and ask them to find an
example of a sentence showing a fact and an example of
a sentence showing an opinion. Ask students to tell you
the difference (a fact has to be supported by a source).
Elicit more sentences showing facts and opinions and
have students tell you the source of the information to
prove that its a fact. Invite volunteers to read out
different sentences and ask students to stand up if they
think its a fact and remain seated if its an opinion.
Encourage them to justify their answers.
Finally, do a quick quiz. Read out different sentences
stating the writers opinion and then ask random students
to give the supporting argument (they can paraphrase
and use the words on the board to help them). Then
have them answer the questions in their Student Books.
Check answers as a class and elicit opinions. If necessary,
write some expressions for introducing opinions on the
board (I think, I feel that, in my opinion , etc.).
Answers: 1 A new law which would control the
personal information about children collected by
websites. 2 If blocks existed, children would have more
protection. 3 Its impossible to control all information
that children put online, therefore children should learn
how to control the information. 4 Answers may vary.
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Lead-in
Class
Write: TV and Radio on the board. Then write: senw,

opas rpoae, iqzu whso, meric otnnrcositercu, risese,
edmocy, vomsie, otsprs, stcrooan, eienastrcudom, theware,
and tylraei whos. Ask students to get into pairs and give
them six minutes to unscramble the words related to
TV and radio and write them out correctly. Have volunteers
come up to the board to write out their answers: news;
soap opera; quiz show; crime reconstruction; series; comedy;

movies; cartoons; documentaries; weather; reality show
Finally, ask students which TV programs they like to

watch, and which ones they dont. Encourage them to
give reasons for their answers.
Stage 3: I think
6 Listen to the radio show and match the
information to make complete sentences.
Ask students if they ever listen to the radio and what
their favorite types of shows are. Explain that they are
going to listen to a radio show, and direct them to
Activity 6 on page 130 of their Student Books. Ask
them to read the causes and elicit possible answers as to
what the effects could be. Then have them read the
effects. Using their previous knowledge and logic, ask
students if they can match the causes and effects before
listening to the radio show. Play the CD and have students
match each cause to the correct effect. Play the CD a
second time if necessary. Check answers as a class.
Alternatively, have students listen again and look at the
audioscript on page 189 in their Student Books to check
their answers.
21
Answers: 1 b; 2 a; 3 d; 4 c
7 Read the information and circle the
phrases that define the cause. Underline
the phrases that are the possible effect.
Tell students to read the subtitles in the text in Activity 7
and elicit what they think the change refers to (the law /
act about information protection for young people on
the Internet). For students to identify patterns of text
arrangement, and causes and effects, remind them of
the sentences used in the previous class for discussing
cause and effect. Ask students to read the first paragraph
of the text and underline the causes and effects. Check
answers. Then have them do the same with the rest of
the text. Ask students to underline the verb in the cause
part of the sentence in red, and the main verb in the
effect part of the sentence in another color. Do the first
sentence together as an example (made, would have to).
Then students underline the rest of the verbs. Check
answers as a class. Elicit the tenses. Point out that in the
first paragraph, the verbs are past simple (put) and then
would + infinitive without to (would have). Elicit the
tenses in the second paragraph and point out that they
are in the present and the future simple (will). Ask them
to look at the sentences again and decide which are
more probable to happen or which would be easier to
achieve; show kids how to handle new technology or pass
a new law. Evidently, the suggestions from the first
paragraph are less probable or harder to make happen.
Therefore, when something is likely to happen we use:
If + subject + present simple; subject, will + infinitive
(without to), write this on the board for reference. Then
write: If I see my friend at school tomorrow, and elicit a
possible ending for the sentence. Ask: Is it likely or unlikely
that Ill see my friend? Explain the meaning of likely.
Encourage volunteers to make different sentences. Then
write: If I see (name of countrys president or a famous
pop or sports star) tomorrow Ask: Is it probable that
you will see them tomorrow? (No). Finally, ask: What
structure would we use? (If + subject + past simple;
subject + would / wouldnt + infinitive without to)
Encourage volunteers to change the first part of the
sentence for the past tense (If I saw ) and then complete
it with various options. Write a couple of the examples
on the board leaving out the comma after the if clause
and the period at the end. Encourage students to tell
you what punctuation is missing and where it goes. Stress
the importance of correct punctuation.
For students to compare personal points of view
with the main ideas of the text, encourage them to say if
they agree or disagree with the points stated in the text
in Activity 7 and briefly justify their reasons. Write a
mixture of sentence stems using If + present simple /
past simple and elicit if they are probable / unlikely
situations. Give students enough time to complete the
activity, and check answers.
Answers: Causes: If we made a new act, If we put more

blocks on web pages, If parents teach their kids how to
handle the new technology, If they show them how to use
the computer; Effects: children under 18 years old would
have to notify their parents and get their permission
before putting their personal information on web pages,
then children would have more protection on the Internet,
they will be more aware of how to protect themselves,
they will not write personal information on websites
8 Match the beginning of each sentence
to the correct ending.
Have students look at the box in Activity 8 and match
the beginnings to the endings of the sentences. Check
answers as a class.
Answers: 1 c; 2 a; 3 b
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9 Read the sentences and answer

the questions.
Students read the sentences in Activity 9 on page 131
of their Student Books. Point to the two questions
below and ask: Which sentence talks about a probable future
result? Which sentence talks about a situation that is not
true or real? Finally, elicit what structures support their
answers. Students answer the questions in their Student
Books. Point out the names of each type of structure
(first and second conditional).
Answers: 1 b; 2 a
from the box.
Have students look at the words in the box and encourage
them to come up with a definition and an example
sentence for each one. Then have them choose the correct
option to complete the sentences in their Student Books.
Ask them to compare their answers with a partner.
Monitor and provide individual help.
Answers: 1 1st conditional; 2 2nd conditional;
Answers: 1 e; 2 b; 3 a; 4 d; 5 c
12 Read the sentences and write 1st for first
conditional or 2nd for second conditional.
Ask students again about how we form the first and
second conditional, and invite two volunteers to write
the structures on the board. Students look at the sentences
in Activity 12 on page 131 of their Student Books and
write 1st if they think its in the first conditional, and 2nd,
if its the second. Monitor and check. When they finish,
invite students to say the first part of the sentence and
choose a classmate to complete it with a different
option than the one written.
Answers: 1 1st; 2 2nd; 3 1st; 4 2nd; 5 1st
Cultural Note
3 1st conditional; 4 2nd conditional
emember Next class you will need: cards with

first and second written on them.
Lead-in
say which tense it is (1 learn present; 2 continue

present; 3 provided past; 4 werent past; 5 werent
past). Then have them match the beginning of each
sentence, or the cause, to the correct ending, or effect.
Check answers.
Class
Divide the class into two groups. Write different examples

of verbs on the board, which can feasibly be used to make
many different sentences either in the first or second
conditional. Give each verb a value, depending on how
uncommon / irregular they are. The verb like is extremely
common and is worth one point, whereas the verb catch
which is not as common, is worth two points. Elicit from
the class how to make the first and second conditional,
and recap with a few example sentences. Place the preprepared cards which say first or second in a shuffled pile
on your desk. Have a member from each group go to
the front and choose a card from the pile. They must then
make up a sentence using the appropriate conditional,
according to their card, and they must use two verbs from
the board. It should be pointed out that more risk = more
points, to encourage the groups to try more complicated
sentences. The rest of the group can help their classmate,
but ensure that they do not make a lot of noise.
Stage 4: I practice
11 Match the causes to the results.
Have students read sentences 1 to 5 in Activity 11 of
their Student Books on page 131. Ask them to underline
the main verb in the first part of each sentence and
The second conditional can be quite tricky to use in

English as it differs from Spanish. Its worth pointing
out to students that the first conditional is formed in
the same way in English as in Spanish. In Spanish
however, the second conditional uses a separate tense;
the subjunctive for the first part of the sentence, in
English, the past tense is used.
13 Unscramble the words to make sentences.

Elicit from students the structure of first conditional
sentences and write it on the board. Do the same for
the second conditional. Write a random scrambled
sentence on the board and encourage students, to
unscramble it. Check answers. Have students work in
pairs to unscramble the sentences in Activity 13 on
page 132 of their Student Books. Walk around the class
and give help where necessary. Check answers by inviting
students to write the unscrambled sentences on the
board. Remind them to use the correct punctuation.
Answers: 1 If I were you, I would do my homework.
2 If I studied harder, I would get better grades. 3 If I get
good grades, I will go to college. 4 If I get sick, I will go to
the doctor. 5 If we get the money, we will fix the bicycle.
14 Rewrite the following sentences with If.
Ask students about probable and improbable things
that could happen to them (win a competition; go on
vacation; study hard). Direct them to Activity 14 and
have them read the sentences. For students to identify
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the probable future results or the unreal ones, ask them

to read the sentences in pairs and decide which are
probable and which are improbable. Check their answers
(2 improbable; 3 improbable; 4 probable). Ask them
which conditional we use for probable / improbable
sentences and elicit answer (If ).
Have students write out the sentences in full. Monitor
and check. Finally, ask them to raise their hands if they
remembered to use a comma, and remind them how
important it is to use the correct punctuation.
Answers: 2 If Rachel won the lottery, she would travel

around the world. 3 If Pete had time, he would learn to
play the guitar. 4 If Sammy practices the piano daily,
she will improve.
emember Next class you will need: a small ball.
Lead-in
Class
Tell the whole class to stand up. Take the ball and explain
to students they are going to practice the first conditional.
Say: If I play football later, and throw the ball to a random
student, (a high achiever so that the rest of the class
gets the idea of the game straight away) to complete the
sentence: I will win. They then throw the ball to someone
else who says the second part of the previous sentence
as the first part of the next one: If I win, Ill drink a
soda. They then throw the ball to someone else and that
student does the same: If I drink a soda, I will sit in the
caf. Have the rest of the class listen, and if they hear a
mistake, they should sit down. Continue until most
students have had a turn. If after a few turns playing as
a class, you feel students are quite confident, have them
play the game in groups and walk around and monitor.
Then do the same for the second conditional.
Stage 5: I can
15 Add the correct punctuation to these
sentences.
For students to read to revise punctuation and spelling
conventions write: if we care for the environment we can
try to reduce the effects of global warming on the board.
Ask the class where we put a comma (in between the
two clauses, after the word environment) and ask them
to identify any other detail about punctuation (the capital
letter in If and the period at the end of the sentence).
Have students turn to Activity 15 on page 132 of their
Student Books and look at the four sentences. Ask them
to insert the correct punctuation. Check answers as a class.
Answers: 1 If we dont discriminate against others, we

will all live in harmony. 2 If theres something you want
to change in your community, you will be able to do it if
you really want. 3 If young people become more involved
with solving global problems, this world will be a better
place. 4 If they study high school, they will be able to go
to college to study for a degree.
16 Complete the notes on the text from
Activity 4.
Have students turn to Activity 16 in their Student Books,
and have them look at the graphic organizer for planning
their writing. Elicit the topic that they read about in
Activity 4 (website use for children and teens). Divide
them into groups of four and have them try to remember
the arguments for people who agree, and for people who
disagree with the proposal of a new law. Give them
enough time to complete the activity and to write notes
in their Student Books. Ask students which side of the
argument they agree with, and ask them to think of any
other opinions that they could add. Then tell students
to discuss in their groups what other advantages and
disadvantages there are for the two main ideas proposed.
Have them do this by analyzing each of the arguments:
Educating children to control their access to the internet
is a good idea, but perhaps parents dont know how to
do this. Try to generate as many ideas as possible.
17 Add your personal opinion to the ideas in
Activity 16.
Students will organize the main ideas of a text on a graph
and contrast them with a personal opinion. To do this,
have them select information from the text in Activity 4
and write sentences adding their personal opinions. To
complete sentences to write personal opinions, ask them
to write about the topic and the main ideas in their own
words, and then use supporting arguments from different
sources to support those ideas. This could be a homework
assignment.
18 Work in pairs to share your ideas.
Ask students to walk around the class and discuss their
ideas with a classmate. Have them include other
students' ideas or arguments in their notes. At the end,
have them say which would be the best solution for safe
Internet use.
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Unit 5
Lesson 2
Identify synonyms used by the author to express the
same idea.
Establish connections between personal points of view,
and information that enriches, exemplifies, and / or
explains them.
Select information from a text to write sentences with
personal opinions.
Rewrite main ideas to write opinions; using synonyms.
Lead-in
Class
Ask students to remember which organization helps

defend and protect childrens rights: Unicef. To recap,
ask them some of the questions which they had to match
with the answers in the previous lesson: How many
countries does Unicef exist in? What does it protect
exactly? When did it start? Play some lively music, and
tell students to write down as many childrens rights as
they can remember. Tell them that they can ask
classmates but only when the music stops. When you
start the music again they cannot talk to anyone. After
several minutes, ask them how many rights they
remembered, and check they got the correct ones.
Ask students to say which rights are the easiest to
achieve in their country and which are the most difficult.
Encourage them to give reasons for their answers.
Stage 1: I know
1 What teens rights and responsibilities
are associated with the picture?
Write: Responsibility and Right on the board and elicit
the difference. Then tell students to think about their
school. Write: I have the right to Im responsible for
I have a responsibility to and elicit examples related
to school. Tell the class to get in a line according to their
date of birth. Once they are in line, have students get
into pairs with the people closest to them (the first two,
the second two, etc.).
Tell students to open their Student Books to page
134 and look at the picture in Activity 1. In order to talk
about a civic and ethic formation which involves knowing
and exercising rights and responsibilities, ask students
which rights and responsibilities they think are associated
with the picture. Ask them to write their ideas next to
Student Book
p. 134-139
Compose simple and complex sentences from

personal opinions.
Write a paragraph that conveys points of view from
a model to take part in a round table discussion.
Materials:
Reader, Audio CD
Scrap paper (1 piece per student for the class 2 lead-in)
im-, in-, -ion, -tion, -sion, -er, -or, on large pieces of card
A CD with lively (appropriate) music
the picture. Write: Survival, Development, and
Protection on the board and explain what these
headings mean. Tell students to classify the rights and
responsibilities they wrote down before under each
heading. Check answers.
Answers may vary.
Stage 2: I build
2 Listen to the poem and complete the
missing words.
Elicit any poems that students know. Explain that they
are going to listen to a poem called Word Play by Katy
Milan. Ask them: What is word play? (Its a literary
technique in which the words that are used become the
main subject of the work, in this case the poem.) Play
the CD and have them listen to the poem and identify
what its about. Ask: Does it rhyme? (Yes) Ask what the
poem is showing us (how words can change). Then play
the CD again and have them listen and fill in the gaps to
complete the missing words. Play the CD a third time
for them to check their answers. Alternatively, have
students listen again and look at the audioscript on
page 189 in their Student Books to check their answers.
meaning of words. Elicit the difference between prefix
and suffix, and ask students to read the poem again and
give you examples of both. Write them on the board.
Have them tell you the rule for using in- and im-. Elicit
that we use in- before a vowel and im- before words
beginning with p.
22
Answers: 1 baker; 2 sadness; 3 pollution; 4 profession;

5 inactive; 6 impolite
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Cultural Note
Many modern English words originally come from
other languages. In fact, the majority of English words
have Latin or Greek origins. Latin was the language
spoken by the ancient Romans. When they conquered
most of Europe, Latin spread to these other areas.
Eventually, the Latin spoken in different areas developed
into separate languages, including Italian, French,
Spanish, and Portuguese. These languages are
considered to be similar and share many of the same
words or root words, for example area (its the same in
English, French, and Spanish), paper (paper English;
papel Spanish; papier French). Other similar words
include: agile, compensate, ultimate, and habitual. During
the 17th and 18th centuries, writers and linguists believed
that English was an imperfect language but Latin was
perfect. They therefore made up a lot of English words
from Latin.
Words can be made up of three parts: the root, a prefix,
and a suffix. The root is the part that contains the basic
meaning (definition) of a word. A prefix is a word element
that is placed in front of a root. It changes the words
meaning or makes a new word. A suffix is a word element
that is placed after the root. It changes the words meaning
as well as its function (use).
It helps us understand English better if we know some
of these origins or roots of words. It may be possible
to guess the meaning of an unknown word when we are
familiar with the meaning of its root, prefix, or suffix.
3 Read the sentences about the poem in

Activity 2 and underline the best option to
complete each one.
Have students read the sentences in Activity 3 and
underline the correct answer. Check answers as a class.
Answers: 1 has a rhyme; 2 to form words; 3 the way
words change
emember Next class you will need: im-, in-, -ion,
-tion, -sion, -er, -or, on large pieces of card and scrap paper.
Lead-in
Class
Stick the cards with the prefixes and suffixes (im-, in-,
-ion, -tion, -sion, -er, -or) face down in a grid shape on
the board. Divide the class into groups of four and give
each group a piece of scrap paper. Turn over one of the
cards on the board, and have students write down as
many words with that prefix or suffix as they can think
of. They should think about the words they have seen in
class but also any other words they may know. Ask each
group how many words they wrote, and note down

their scores before turning over the next card. Repeat
until all the cards have been turned over. The group
with the most correct words wins.
4 Read the text. Then complete the table

with synonyms.
Write: sad, brilliant, happy, and tired on the board.
Then write depressed, exhausted, angry, and fantastic.
Ask students which words are synonyms (sad / depressed;
brilliant / fantastic; and tired / exhausted). Check the
meaning of synonym is clear: a word which has the same
meaning as another word. Tell students to read the text
in Activity 4 on page 135 of their Student Books, and to
identify purpose and intended audience, ask them
who they believe the text is aimed at (young people who
need advice). For students to identify patterns of text
arrangement for describing problems and solutions,
elicit what the main problem is, what other problems
occurred, and what the solution was.
To identify synonyms used by the author to express
the same idea, tell students to find two words which
mean the same in the text (dad and father). Ask: Why
do we use synonyms? (To avoid repeating the same word
in a text / conversation, and to make it sound more
interesting.) Ask students to look at the table in Activity
4 and to find synonyms to match the words already
provided. Walk around and monitor, and then check
answers as a class.
Answers: Nouns: dad father; Adjectives: sick ill;
sad unhappy; fast quick; thrilled excited;
Verbs: cease stop; direct guide
Stage 3: I think
from the box.
Have students read the sentences in Activity 5 on page
136 and choose the correct word from the box to
complete the sentences.
Answers: 1 nouns; 2 adjectives; 3 verbs; 4 meaning

6 Alter the words with a prefix or a suffix to
make three new words.
Explain what a root word is (it is also called a base word,
and it is the part of the word that doesnt change). Elicit
the prefixes and suffixes students saw in the previous
class (-ness, -er, or, -tion, -ion) and their purpose
(to transform words). Ask: When do we use -or / -er?
(often for people) Then elicit examples (writer, professor).
Elicit the rule for using in- / im-. Refer students to the
words in Activity 6 and elicit what type of words they
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are (verb, adjective, verb). Ask students to get into pairs

and write down their new words. Elicit answers. Point
out that in this case, verbs transformed into nouns, and
the adjective into a negative adjective.
Answers: discussion; impolite; infection

7 Read the text and write P for Prefix or S
for Suffix.
Direct students attention to the sentences describing
teenage rights in Activity 7. Point out the spaces in the
text and have students decide if the preceding word has
a suffix or a prefix. Students work in pairs to complete
the exercise by writing S or P in the spaces provided.
Check answers.
Answers: 1 S, S; 2 S, S; 3 P; 4 S, P
from the box.
Have students look at Activity 8 on page 137 of their
Student Books and choose the best option to complete
the sentences. Remind them to take care of their
punctuation. Have them check their answers in pairs.
Answers: 1 Prefixes; 2 Suffixes; 3 suffixes; 4 prefixes
Stage 4: I Practice
9 Make new words using the correct prefix.
Check understanding of the words in the box, and elicit
example sentences to demonstrate meaning. Ask what
type of words they are (adjectives). Have students choose
the correct prefix to give each adjective the opposite
meaning, and make a new word. Have them write the
answers in their Student Books and check as a class.
Ask if anyone can think of any other words they know
that begin with these prefixes or end with these suffixes
and write them on the board for reference.
Answers: im-: impractical, impatient, immature;

in-: inactive, inconvenient, inaccurate
10 Add -tion or -sion to each word.
Have students close their Student Books. Write the
words from Activity 10 on the board, but dont include
their endings. Ask students to try and guess them. Once
they have correctly identified each suffix, have them
complete the words on page 137 in their Student Books.
Answers: 1 -tion; 2 -sion; 3 -sion; 4 -tion; 5 -sion; 6 -tion
11 Complete the sentences about each

picture with words from Activities 9 and 10.
Have students look at the pictures in Activity 11. Ask
them to describe the pictures. Then have them work in
pairs to complete the sentences. Check answers.
Answers: 1 impatient; 2 attention; 3 inactive; 4 education
Lead-in
Class
Play Tic-Tac-Toe with synonyms. Draw a grid on the board

and write nine different words taken from the lesson in
each square (ill, fast, guide, unhappy, etc.). Divide the
class into two groups, and explain the rules.
Each group will take it turns to choose a word from
the grid. They have to say the synonym, and make a
complete sentence using the synonym. If they do this
correctly they can put their groups symbol in the square.
The first group to get a line of three wins.
12 Match these words to their synonyms.

Have students turn to page 138 in their Student Books
and look at the list of adjectives in Activity 12. Check
understanding. Write them on the board and give
students a few minutes to look at them. Explain that
they will close their eyes while you erase a word at
random. When they open their eyes they have to guess
the synonym of the word you erased, (not the actual
word itself ). Check that students understand the game.
The first student to guess the missing word must call
out the answer, but they have to answer immediately.
Play a few rounds, and then when you are confident
students have grasped it, ask them to match the
adjectives to the synonyms on their books.
Answers: 1 e; 2 b; 3 a; 4 c; 5 f; 6 g; 7 h; 8 d
13 Write three pairs of adjectives and three
pairs of verbs from Activity 12 in the organizers.
Have students look at the graphic organizers. Ask: How
are they divided? (in verbs and adjectives). Elicit some
examples and the purpose of each type of word. Refer
students to the words in Activity 12. Ask: Are there any
words which could be used as both adjectives and verbs?
Elicit clean, tidy, and shut. It is important to point out
that shut will act as an adjective while clean and tidy
will act as verbs. Have students insert three pairs of
adjective synonyms, and three pairs of verb synonyms
into the organizer. Check answers by inviting students
to write them on the board. Make sure they only write
three pairs in each section. There are more options, but
one space must be left blank for Activity 14.
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Answers: Adjectives: quick fast; sad unhappy;

closed shut; tiny small; sick ill; Verbs: view see;
clean tidy; guide direct
14 Add two more pairs of synonyms from
this unit to the organizers. Use the Glossary on
page 164.
Tell students that they need to add another pair of adjective
synonyms and another pair of verb synonyms to the
organizers in Activity 14, and to do this, they will need
use their Glossary on page 164 of their Student Books.
Give them time to look for the synonyms. Have
students call out their suggestions and explain the
meaning, mime the action, or give an example sentence.
Ask volunteers to come to the board and write their
answers up. Once they have all found them, and agreed,
have them complete the organizers on page 138 of their
Student Books.
Answers: Adjectives: safe secure; Verbs: alter change
15 Rephrase the following sentences using
synonyms.
Direct students to the picture in Activity 15 on page
138 of their Student Books and ask them to say what
they can see. Tell them to look at the sentences which
describe the picture, and to rephrase them using synonyms.
Monitor and check answers by having students read
their rephrased sentences out loud.
If there is time, give out scrap paper and divide
students into groups of three. Tell them to play their own
games of Tic-Tac-Toe. One student is the moderator and
designs the grid, and the other two are the opponents.
Answers: 1 The garden looked very clean. 2 The boy
looked sad. 3 The door to the house was closed. 4 He
looked through a small window ... and surprise!
Lead-in
Class
Explain to students that in todays class they will have

a discussion. Elicit some phrases for introducing an
argument: I think In my opinion Its important /
not important that Its a good idea / not a good idea
Then write on the board: I agree, I disagree, I partly
agree, I think so too, I totally agree and I totally disagree.
Ask: Which phrases suggest strong agreement /
disagreement? Which phrases suggest half agreement?
Write ++ next to the strong agreement expressions.
Elicit from students some controversial topics that are
important to them. If they cant think of any, guide
them with some suggestions (Its necessary to have a
cell phone in life. Schools should open on weekends.
School vacations are too short / long. Its not necessary

to go to college. Students should choose which subjects
they study. Its better to only study something you like.
School uniforms are a good idea. Its not necessary to
study English / history / math etc.). Choose one and
write it on the board. Elicit some arguments, encouraging
students to use the language suggested. Once they have
had a chance to practice some of the expressions, divide
the class into two and choose another statement. Decide
which group will be for / against. Explain that you will
give points for each good argument, and for each time
students use one of the expressions on the board.
Stage 5: I can
16 Write two teen rights that you think
are important.
Write: If children didnt have rights If children were
responsible for If children worked instead of going to
school When children dont have a loving home Its
important to have a nationality because I think its good
that children have the right to an education because
on the board. Tell students to look at the structures. In
the case of the conditional sentences, have them identify
which conditional is used and the tense. For the other
structures explain that we use them to introduce our
opinions. Then, to practice composing simple and
complex sentences from personal opinions, have students
complete the sentences using their own opinions. Its
important to closely monitor this exercise. When they
finish, encourage them to walk around the class and
read each other their sentences. Tell them to write
down the three comments they liked best. Then guide
them to page 111 of their Readers. To have students
select information from a text to write sentences with
personal opinions, have them look over the chapter and
choose two teen rights which they think are important.
Ask them to write down their two chosen rights, with a
brief personal opinion explaining why. Then ask them
to find another student / students who share their
opinions and list as many reasons for their choice as
possible. Then ask students to write the sentences in
their Student Books. Walk around and monitor, giving
help where necessary.
Answers may vary.
17 Rewrite your sentences from Activity 16

using synonyms.
For students to rewrite main ideas to write opinions,
using synonyms, write the rights from the Reader on
one side of the board and underline certain words: get
an education, receive healthcare, have a loving family,
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rest, play and have fun, speak the language and follow
the customs of their parents, to have friends your own
age, to have a nationality, to be treated with respect.
Once students have copied the words down, ask them
to think of different ways of saying the underlined words.
Then write: traditions, caring guardians, country,
respected, go to school, buddies, Spanish, medical attention,
enjoy yourself. Have students match the underlined words
in each sentence with their synonyms (get an education
go to school; healthcare medical attention; loving
family caring guardians; have fun enjoy yourself;
language Spanish; customs traditions; friends
buddies; nationality country; treated with respect
respected). Finally, ask students to rewrite their
sentences from Activity 16 using the synonyms.
Answers may vary.
18 Choose a word with a prefix and a word

with a suffix. Incorporate them into
your sentences from Activity 17.
Elicit the different prefixes and suffixes the students
have seen in previous classes (-sion, -ion, -tion, -er, or,
-ness, in-, im-). Encourage them to remember the new
words they learned by adding prefixes and suffixes
(incapable, impolite, impatient, important, immature,
impractical, inconvenient, inactive, incapable). Have
them make sentences as a class: If students dont have
the right to education, college is inaccessible. Students
then write a sentence using a word with a suffix and a
word with a prefix and incorporate them into their
sentences. Monitor and check students sentences.
Answers may vary.
Cultural Note
A round table discussion is, as the name suggests, a
discussion of a topic which has been decided by all its
members. Members sit around a round table so that
each one has an equal status; no one is at the head of
the table or is seen to be more important than the others.
The idea for a round table discussion comes from King
Arthur, who was King of Great Britain in medieval times
around the late 5th and early 6th century. Many historians
suggest that many of the tales surrounding King Arthur
are folklore and legend, but many literary texts from the
time make reference to him and to the Knights of the
Round Table. One of the most famous stories from this
period is the search for the Holy Grail, which was a cup
used by Jesus Christ at the last supper.
Ask students to talk about legends and folklore from
their own culture or other cultures they know.
19 Work in groups. Share your ideas and

make a list of your groups top five rights.
Tell students that they are going to write a paragraph
that conveys points of view from a model to take part
in a round table discussion. They will use the different
sentences they have written about the two rights which are
most important to them, the sentences they added using
new words formed with suffixes and prefixes, and the
extra arguments they learned from their classmates
when they walked around the classroom. Encourage
them to use some expressions for introducing their
arguments. Write on the board: Its important that
children have the right to and I believe children have
the right to Elicit examples. They could be a noun: Its
important that children have the right to an education.
Or they could be a clause: I believe children have the
right to go to school for free. Then have students begin
their discussion.
Classroom Management: To divide the class into
groups of five, hand a strip of paper to each student.
Each strip of paper will have the names of five of the
Arthurian knights: Sir Lancelot, Sir Galahad, Sir
Perceval, Sir Kay, and Sir Tristan. Have enough copies
of each of these names written on strips of paper so
there is one for each student. Then explain that they
have to form groups so that each member of the group
has a different name and the whole group has someone
with one of these five names. Groups then find each
other and sit down together.
Tell students they have to make a list of their groups
top five rights. Tell them they will have to discuss this
in the same way as in the times of the Knights of the
Round Table. They each put forward the rights they
consider the most important and, to establish connections
between personal points of view and information that
enriches, exemplifies, and / or explains them, have them
justify their choices by explaining why, they believe
that they are more important than the other suggested
options. They do this until the top five rights are
chosen and written in order of importance.
When they finish, encourage a class discussion by
having groups argue why their five rights are more
important than the five rights chosen by another group.
To write a paragraph that conveys points of view from
a model, ask students to write a paragraph about the
two rights they think are the most important. They should
include the description of the rights, and the reasons
why they think they are important. Ask them to use the
text on page 113 of their Readers as a model. This can
be done for homework.
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Unit 5
Product 1 R
ound Table
Discussion
Choose a Civic and Ethic Formation topic to take part
in a round table.
Read texts from various sources.
Contrast the different personal points of view with the
information from the text.
Write personal points of view.
Lead-in
Class
Have students get into groups of five. Write: RIGHTS

on the board and ask them to write it on a sheet of
paper. Explain that as a group they will make a word web.
Have them pass their papers around in their groups,
and brainstorm everything they can think of to do with
rights. Give them five minutes, and then say: Stop! Have
them hand their papers back. Ask for volunteers to
come to the board and share their ideas.

1 Write the topics next to the correct
categories on the poster.
Ask students to describe what they can see in the
pictures in Activity 1 on page 140 of their Student
Books. Elicit that Unicef forms part of the United
Nations (UN). Elicit the main categories of childrens
rights; if necessary write S, P, and D on the board
(Survival, Development, Protection). Once students
identify the categories, ask: What do you need to
survive? What do you need to develop? What do you
need to feel safe? Explain that these three terms cover
all aspects of a childs development, and if one or more
is missing during childhood, a child may not be able to
reach their full potential. Draw a mind map on the
board with three extensions (one for each of the umbrella
terms). Write a selection of jumbled up words relevant
to each category above the mind map: education, illness,
vaccines, inadequate water and sanitation, malnutrition,
child abuse, violence, child marriage, child labor and
exploitation, qualified teachers, standards, drug abuse,
gender equality, etc. Invite students to the board to
match the vocabulary to the correct category. Ask for
a sentence using each example. Have some examples
prepared if needed: Children have the right to be
protected from / to Have them complete the poster.
Answers: Survival Rights: Food, clean water, and
shelter; Development Rights: Education and health
care; Protection Rights: War and crime
Student Book
p. 140-141
Edit the personal points of view and make a clean

version in a notebook, or a card.
Organize the turns and time of participation for
each team.
Decide the place and date the round table of each
team will take place.
Read the points of view to take part in the round
table.
2 Use the information from Activity 1 to find
the synonyms for the following words.
Revise synonyms. Tell students to look at the
information in Activity 1 and to find synonyms for the
list of vocabulary in Activity 2. Refer students to the
Glossary on page 164 if needed.
Answers: 1 clean water; 2 shelter; 3 education;
4 health care; 5 war; 6 crime
Stage 2: I plan
3 Work in pairs. Choose one topic from
Activity 1 and write two points of view about
improving it.
Divide students into pairs. You could do this by handing
out pairs of synonyms on different cards, and students
find the person with the matching synonym. Have them
choose one of the three main topics and write two points
of view about developing it. Encourage them to use the
cause and effect structures theyve already seen: therefore,
because, so, etc. Students pick a topic. Ensure all topics
are covered; make sure students dont all pick the same one.
Answers may vary.
4 Work in groups. Share your ideas from

Activity 3.
Have students find another pair who chose the same
topic, but had different ideas as to how to develop it.
Have them contrast their different personal points of
view with the information from the text, and note down
the new ideas.
Answers may vary.

Tell students to think about the materials they will need
to prepare a round table discussion, and to write them
down. Ask them if they will need any additional
information, and where they plan to get it.
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Stage 3: I do
6 Work in groups. Divide yourselves into those
for, and those against a change. Choose one
person to be the moderator.
Divide students into groups of six and have each group
assign a moderator. Try to ensure that the moderator is
a confident student of high ability, as their role will be
vital. Explain that they are going to hold a round table
discussion about implementing their changes. Refer
them back to the topic from the beginning of the discussion
and tell them to decide who will be for and who will be
against a change. Allow them a few minutes to add some
extra notes to their points of view. As it may be difficult
for them to think of arguments against a change, you could
divide the groups into anthropologists and UN policy
makers. Explain that often anthropologists who live with
different people for many years see that implementing
changes is not as easy as it seems, as many situations
arent simple or straightforward. Policy makers on the
other hand, sometimes try to make a one size fits all
policy and this is difficult when cultures / histories
arent shared. A right to education could mean very
different things in different societies.
Explain that the moderators have to be very strict.
They must take notes of the points that each group
wants to make, and ensure they are followed point by
point and that the discussion does not stray off course.
Above all they must ensure that all participants actively
contribute to the discussion in an equal manner.
7 Use your sentences and put together all the
points for your group's side. Discuss how to
present your information at the round table.
Allow groups time to think about how they want to
present their information at the round table. All members
of each group must contribute. Tell them to think about
which point they want to address first, and then edit the
personal points of view and make a clean version of
their argument. Decide on the place and date of the
round table discussion.
Lead-in
Class
Write: UN on the board, and ask if anyone remembers

what it stands for: United Nations. Give a brief
explanation about the UN. It was founded shortly after
the Second World War in 1945 by 51 countries to promote
peace, friendly relations, and social and economic
development. Now there are 192 member countries.
Write: peacekeeping, peace building, conflict prevention,
humanitarian assistance, sustainable development,
environment and refugees protection, disaster relief,
counter terrorism, promote democracy, human rights,
gender equality, economic and social development,
international health, conquering poverty, hunger and

disease, etc. Check students understand the different
meanings and have them tell you to which category
they refer to (protection, development, or survival).

8 Hold a round table discussion.
Allow students some time to regroup and mentally
note their arguments. Brief the moderators of their
responsibilities (They should indicate who will speak,
indicate if it is someone elses turn to speak, and note
down valid arguments. If a point is not clear then
moderators should tell the student to clarify it. They
ensure everyone has a chance to speak and that views
are respected.).
Before students begin, point out the useful expressions
box on page 141 of their Student Books and remind them
to use them for agreeing, disagreeing, and giving an
opinion. Begin the discussion.
9 When the discussion is over, the moderator
votes on the best ideas.
Allow the moderator a few minutes to collect their ideas.
They recap all the points made during the discussion,
and announce whether the change will happen or not,
based on the strength of the arguments.
I learn
the process. Then have them answer the I learn box on
page 141 of their Student Books. Explain that its purpose
is to assess their performance while making the product
in order to improve weaknesses and reinforce strengths
and progress.

Can use various strategies in order to point out

information containing individual points of view.
Can select and organize information in order to write
sentences containing individual points of view.
Can write paragraphs that express individual points
of view.
Can solve doubts and provide feedback in order to
edit individual points of view.
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Unit 5
Lesson 3
Distinguish speakers attitudes and turns of
participation.
Detect volume, tone, rhythm, speed and intonation.
Recognize represented values.
Anticipate meaning from explicit information.
Recognize words which link ideas.
Identify words that convey undefined quantities.
Use non-verbal communication.
Lead-in
Class
Elicit as many everyday activities as you can from

students, such as daily routines and hobbies. Write
them on the board for reference. Tell students to think
about their usual routine, either on the weekend, or
during the week, and invite volunteers to the front of
the class. Have them say four sentences related to their
routine, three of which are true, and one which is false:
I get up at I get the bus to school On Saturdays I
play football etc. Have the rest of the class listen, and
try to guess which sentence was false. The student who
guesses correctly has the next turn.
Stage 1: I know
1 Look at Pacos morning routine. Do you
follow a similar routine? Do you do anything
out of the ordinary in the mornings?
Have students open their Student Books, look at
Activity 1 on page 142, and say out loud what Paco does
in the mornings. Then have them say which things they
do, and tell you if they do anything that could be considered
out of the ordinary. As a class, decide who has the most
unusual morning.
Answers may vary.
2 Do you think that these routines are

universal? Do you know of any place or area
of the world that follows a different routine?
Give students a few moments to think about the
questions in Activity 2. The answers could vary greatly,
especially if students go to school in the afternoon.
Point out that for many British / European and
American children, Mexico is quite unusual in that
some students attend school in the afternoons rather
than in the mornings. Ask them what other people or
professions may not follow a typical routine and elicit
answers. Ask students if they prefer to get up early and
Student Book
p. 142-147
Materials:
Reader, Audio CD
Food and fruit items or cut-out pictures of food and
fruit items
Colored pencils / markers
Toilet roll
Flashcards or cut-outs of food items in different
places in a kitchen
go to school in the morning, or if they prefer going in

the afternoon. Ask if they think they would like to go to
a boarding school and elicit what they think are the
advantages and disadvantages of such a school.
Answers may vary.
Culture Note
A boarding school is a school where most of the students
study and live at the school. Students bed and board
which mean they sleep there, usually in dormitories (bed)
and the school provides the food (board). Nearly all
boarding schools are private, and students either return
home during the vacations, or on weekends. Boarding
schools date back to medieval times in the United
Kingdom and parts of Europe where students were taught
by monks. Many are single sex. Students can begin from
the age of seven and continue until they are 18. Many
boarding schools flourished in countries run by the
British Empire, so that students whose families lived
abroad in colonies could guarantee their children a
British education, or leave their children in the UK to
study instead of taking them with them. One of the
oldest and most famous boarding schools still running
today is in Winchester, England. Most boarding schools
are very traditional and they feature in many books
and stories.
Reader
The Brothers
p. 124 133
Have students open their Readers to page 124. Read the

title and encourage students to talk about their brothers
and sisters, or people who fulfill a similar role. Write on
the board: boarding school, Paco, rules, Isaas, village,
uniform, responsible, Michoacn, Get up! Get dressed!
Mom, Dad, angry. Ask students to get into pairs and to
discuss how they think these words are relevant to the
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story. Give them a couple of minutes and then have

them share their ideas. Write their thoughts on the
board for reference. Read the story with them and ask if
anyone was correct in their predictions. Ask students to
go to page 134 in their Readers and complete Activities
1 and 2. Monitor and provide help. To check answers go
to page 172 in the Teachers Guide. Finally, ask them to
get into pairs to discuss the questions in Activity 3 page
134 of their Readers. Have some volunteers share their
ideas with the rest of the class.
Alternative Activity: Have students read the whole

story and tell you the differences between Isaas and
Paco. Encourage them to use but to show contrast:
Paco lives at boarding school while Isaas lives at home.
Paco follows rules but Isaas can do what he wants.
After students have made their comparisons, ask them
to underline the dialog parts of the text. As there is little
dialog for Paco, go through his text and encourage
students to think of what he might say, arriving at the
breakfast table, discussing the food, and talking to a
friend. Write down suggestions on the board. Put
students into groups of three, and have them act out
and perform the dialog.
Time: 20 minutes
Stage 2: I build
3 Read the text. Underline what Paco and
Isaas have for breakfast.
Draw some breakfast food items from the text in
Activity 3 on the board to revise vocabulary with
students. Before reading the text, ask students if they
can remember from the Reader what the brothers ate
for breakfast. If not, ask them to say what they think
they ate, and encourage them to give reasons for their
decisions. To anticipate meaning from explicit information,
have students read the text and underline what both
Paco and Isaas have for breakfast. Refer students to the
Glossary on page 165 to clarify the meaning of words.
For students to identify words to convey unidentified
quantities, ask them to use quantifiers: a glass of orange
juice, two slices of toast, some butter, etc. when talking
about the food the boys eat.
Answers: Paco: a glass of orange juice, a boiled egg,
two slices of toast with butter; Isaas: two fried eggs, a
piece of toast, an orange juice
4 Read the text in Activity 3 again and circle
all the food and drink.
Tell students to look at the text in Activity 3 again, and
to circle all the food and drink they can find. Draw two
columns on the board and label them Food and Drink.

Elicit students answers and have them come to the
board and fill in the columns. Play Pictionary using the
different breakfast foods that students have just seen.
Answers: Food: banana; apples; pears; grapes; toast;

cereal; boiled eggs; butter; Drink: milk; orange juice
emember Next class you will need: fruit and
food items, and a toilet roll.
Lead-in
Class
Hand around a roll of toilet paper and tell each student

to take some. When everyone has done this, tell them to
count how many pieces they have. Ask at random and
as students answer have them tell the rest of the class
the same number of things about themselves: The
number of things they reveal will depend on how many
pieces of toilet paper they took. Limit the total in the event
that a student took an excessive amount of the toilet roll.
Alternatively, you could ask students to find a classmate
who took the same number of pieces as them, and to
find out something that they didnt know before.
5 Read the descriptions and draw the things

on the table.
Place some easily recognizable fruit and food items on
your desk and position them so that some are in front
of others, some are to the side, etc. Ask: Wheres the ?
Encourage students to use the prepositions: next to, in
front of, behind, on the side, etc. Check understanding.
Have students turn to page 143 of their Student Books
and look at the sentences and picture in Activity 5. Tell
them that they are going to read the sentences and then
draw the food on the table in the correct position, according
to the description. Ask what they can see in the picture,
and then ask what some means (more than two). Check
that this is clear. Students use non verbal communication
and draw what is described in the sentences.
6 Listen to the conversation and check
(3) what Johnny has for breakfast.
Have students close their Student Books. For them to
distinguish speakers attitudes and turns of participation,
tell them that they will hear a conversation between
Johnny and his dad, and before they listen out for anything
specific, you would like them to listen and think about
what they look like, what their personalities are like,
and what they like and dislike. This way students
approach the listening in a different manner. Play the
CD. Elicit ideas and encourage students to give reasons
for their impressions. Then, tell them to open their
Student Books to page 143, to look at the picture in
Activity 6, and to identify the different foods and drinks
they can see. For students to recognize represented
23
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values, play the CD again and have students listen to

Johnny describe what he has for breakfast. Play the CD
a third time and tell students to answer in their Student
Books. Have them share their answers with a classmate
and play the CD one last time for them to listen again
and check their answers. Alternatively, have students
listen again and look at the audioscript on page 189 in
their Student Books to check their answers.
Answers: orange juice; scrambled eggs; bacon; a banana

7 Use these words to label the food in Activity 6.
Have students look at the word box in Activity 7 and
use the vocabulary to label the different foods and
drinks in the picture in Activity 6. Check answers. Then
tell students to cover up the words in their books and to
test each other on the food vocabulary.
Answers: 1 banana; 2 scrambled eggs; 3 grapes; 4 orange
juice; 5 apple; 6 jam; 7milk; 8 toast; 9 bacon; 10 butter
Stage 3: I think
8 Listen to the conversation from
Activity 6 again and write the words from Activity
7 in the correct place.
Tell students they are going to listen to the conversation
between Johnny and his dad again. Tell them to look at
the quantity words in the food and drink items in
Activity 8. Encourage them to make guesses about the
quantity words and the foods or drinks before they
listen. Play the CD and have students write the answers
in the correct section of the organizer. Play the CD
again if necessary and check answers.
Write: a, an, a few, some, and any on the board. Refer
back to a / an and some and explain that there are certain
expressions we use for singular and plural items. Ask
which word we can use for both when we refer to a
specific item or items. Write _____ apple. _____ eggs.
and encourage students to guess (the). However if we
use the, we are suggesting there is just one apple or one
set of eggs. Explain that when we discuss quantities, its
important to know if they are countable or uncountable.
Elicit the use of some and any (We use some for positive
statements when talking about plural quantities, or
when we use questions to make offers or requests. We
use any for negative sentences and questions). Ask
students to tell you when to use a few and when to use
some (a few is used for countable: a few grapes, and
some is used for uncountable: some scrambled eggs).
Write a list of countable and uncountable nouns on the
board: ham, eggs, cheese, melon, papaya, potato, coffee,
milk, bread, grapes, oranges, orange juice, sugar, butter,
jam, tomato, onion. Tell students to decide whether
they are countable or uncountable. Check answers.
23
Write the following sentences with missing words

on the board: We dont have _________ _________. Do
you want _________ _________? Do we have _________
_________? Im going to have _________ _________ and
_________ _________. Ask students if they can
remember what is being asked / said from the CD. For
students to detect volume, tone, rhythm, speed, and
intonation, play the CD again and ask them to complete
the sentences. Finally, tell them to try and repeat the
sentences copying the same tone, intonation, volume,
and speed as the speakers on the CD. Focus on their
intonation and model the questions, affirmative and
negative statements for them to copy. Point out the
different intonation between questions making a
request or offer, and questions enquiring about
availability.
Answers: an apple; a banana; some scrambled eggs,

orange juice, toast, jam; any milk, bacon; a few grapes
from the box.
Point to the words in the box in Activity 9 and have
students tell you, in their own words, when we use them.
Write the following in a list on the board: apple X, oranges
X, milk, cheese? melon, papaya? grapes? ham X, and a glass
of orange juice. Divide the class into two groups and have
them take turns to choose a word or phrase, and say the
appropriate question, positive, or negative statement.
Give them a point for each correct answer. Check that
students are using the correct intonation and tone,
particularly for the questions. Then have them complete
the sentences in Activity 9 in pairs. Check answers.
Answers: 1 a few; 2 the; 3 an; 4 some; 5 a; 6 any; 7 the
emember Next class you will need: food and
fruit items or cut-out pictures of food and fruit items.
Lead-in
Class
Elicit the difference of when we use a, an, and some.

Reiterate that a is for one item, an is for an item beginning
with a vowel, and some is used if theres more than one,
or for a drink. However, if you say cup of or glass
of , then we use a. Begin by saying: For breakfast I had
an apple. Choose a student to repeat what you said, and
add an item of their own: For breakfast I had an apple,
and some cereal. Then the next student must remember
both items and add another. Continue until someone
forgets an item. Once students get the hang of the
game, form four groups and have them repeat the game
among themselves. Monitor and check that they use the
correct quantities. Then recap the story from the Reader.
Have students open their Readers to page 124 and divide
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the text into five parts. Divide the class into five groups,
and have each student read the text from their groups
section individually. Afterwards ask for volunteers to
summarize their part of the story.
10 Read the text and circle the

prepositions.
Have students turn to page 145 in their Student Books
and look at the text in Activity 10. Ask them to read the
text individually and circle all the prepositions they can
find. Once they finish, ask them to compare their texts
with a partner. Ask students what the function of the
prepositions in the text is: they tell us where things are.
Divide students into groups of five. Hand out some
scrap pieces of paper and tell them they are going to
rewrite the short text. Have them rewrite the first line
of the text, and then after thirty seconds they pass it to
the next group. Groups continue to write one line of the
text until they each have a completed text. Groups then
compare their final text with the original to see whose
was the closest version.
Answers: on; in
Classroom Management: To group students,
create your own jigsaw puzzles! Cut out pictures from
magazines, and cut each picture into however many
pieces according to the number of students you want
in each group. Separate the cut out puzzles from each
other and cut the pieces into different shapes and
sizes. Then jumble up the pieces. Hand out the puzzle
pieces to students. When you want them to form
groups, tell them to find the rest of the pieces of their
puzzle in order to complete it.
from the box.
Bring in some food and fruit items or cut-outs of different
food and fruit items of different quantities and in
different containers. Place them on your desk so that
some items are in their containers, some items are on
the table, or on each other, and some items are next to
each other. Elicit the names of the items and review the
prepositions: in, on, next to. Then tell students to make as
many sentences as possible about the location of the
food items. They should concentrate on the
prepositions rather than quantities: The cereal is in the
bowl, etc. After a while ask students to come to the front
to change the arrangement and repeat the activity. Have
students read the sentences in Activity 11 and choose
the correct preposition.
Stage 4: I practice
12 Complete the sentences about the food
on the table.
Have students look at the picture in Activity 12 on page
145 of their Student Books and say what they can see.
Allow them a few minutes to prepare for this. Encourage
them to use the quantifiers from the box: a few, some,
any, etc. Then ask them to complete the sentences in
the speech bubble. Check answers.
Answers: 1 the; 2 an; 3 a few; 4 a; 5 some; 6 some;
7 any
13 Complete the following sentences with

words from the box. Use in, on, or at.
Have students turn to page 146 of their Student Books
and say when we use the prepositions, in, on, and at.
Check that students understand the household areas
and objects from the box. Then have them read the
sentences and complete them using the household areas
and objects, and the correct preposition. Remind them
to use the correct punctuation. Check answers as a class.
Ask students to write three more sentences each.
They can use either quantifiers or prepositions: The
ham is on the table. There is some water. Check their
sentences, and then hand out strips of paper. Ask
students to write one word from their sentences on
each little strip of paper. They have them shuffle the
words, and give them to a classmate who has to put
the words in the correct order to make a sentence.
Answers: 2 in the trash; 3 on a plate; 4 at the table;
5 in the sink
14 Write a sentence to describe each picture.
Bring in the flashcards or cut-outs showing food in
different places. Show them to students and ask them
to describe where the foods are. Write: There is / are
and elicit possible answers. Check students use the
correct quantifier and the correct preposition. Have
them look at the pictures in Activity 14 and describe
what they see. Then ask them to write a descriptive
sentence about each picture. Monitor and check answers.
Answers: 1 There is an apple on a plate, on the table.
2 There are lots of dirty plates in the sink. 3 There is a
banana on a plate, on the table. 4 There is an egg in
the fridge.
emember Next class you will need: two pieces of
scrap paper for each student and colored crayons.
Answers: 1 in, on, at; 2 at; 3 in; 4 on
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Lead-in
Class
Write on the board: Who eats the most for breakfast?

Who travels the farthest to school? Who wakes up at the
earliest time? Elicit meaning and the appropriate
questions for students to ask each other to find out the
answers: What do you eat for breakfast? Where do you
live? How long is your journey to school? What time do
you wake up? Give students ten minutes to ask as many
of their classmates as possible then have them share the
results with the rest of the class.
Stage 5: I can
15 Work in pairs and tell each other where
the food is.
Write the following words in different places on the
board: a can of, a packet of, a jar of, a jug of, a bag of, a
box of, a glass of, a slice of, a bottle of, tuna, sugar, milk,
water, bread, cereal, sauce, rice, jam, corn, lettuce,
orange juice, coca-cola, butter, eggs, beans. Check for
understanding, and if necessary explain what the
containers are by drawing pictures or showing cut-outs
of them. Have students write down which foods go with
each container. Check answers by having them come to
the board and drawing lines between the food and its
correct container.
Play Bingo for students to practice the containers.
Tell students to draw a grid of nine squares, and in each
square they should write a food item from the lesson.
Read out different types of containers at random. If the
food item they have in their grid matches the container,
then they cross it out. The first student to cross out all
their squares wins.
Ask students to look at the picture in Activity 15.
Have them working in pairs and describing to each
other what they can see. Make sure they use the names
of the containers, the correct quantifier, and prepositions.
Give them a few minutes, then ask them to write four

sentences about the picture, two of which should be
true and two of which should be false. When they are
ready, ask for volunteers to read out their sentences.
The rest of the class should remain seated if the
sentences are true, and stand up if they are false. Let as
many students as possible have a turn so that they feel
comfortable giving descriptions.
16 Work in pairs and follow the instructions on

the role play cards.
Hand out scrap paper to students. Tell them you will
describe a kitchen with food, and they must listen
carefully and draw it. Make sure you already have the
drawing ready to show them later. Describe your drawing:
There is a jug of orange juice on the table. Next to the
orange juice, there is a box of cereal. There is a fridge
next to the table. In the fridge there are some apples and
a few eggs. There is also some ham. Next to the fridge
there is a plate. On the plate is some bread. On the table
there is a fruit bowl. In the fruit bowl, there are some
oranges. Next to the fruit bowl, there is a jar of honey
and a packet of butter. When you have finished ask
students to hold up their drawings and compare them.
Then hold up your own and see how close they were.
Have them point out any differences.
Tell students that they will now do something similar
in pairs. Tell them to pair off and label themselves as
Student A or Student B. Have them look at the
instructions on the role play cards in Activity 16.
Student A will imagine their breakfast table and describe
it to Student B who will draw it. Remind them to use
there is / are, the quantifiers, and the correct container.
Tell students to include at least ten food items. When
they finish, have Student A check Student Bs drawing,
then they exchange roles. Monitor and check.
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Unit 5
Lesson 4
Listen to instructions to carry out activities.
Recognize emotional states from non-verbal
communication.
Listen to instructions particular to daily life.
Identify words and expressions that point out orders.
Compose sentences to give instructions.
Organize sentences into a sequence.
Formulate questions to clarify doubts and
broaden information.
Ask for instructions to carry out an activity.
Give instructions particular to daily life spontaneously.
Paraphrase instructions to ensure comprehension.
Lead-in
Class
Play Simon Says with daily routines to warm-up students.

Ask them to brainstorm as many daily routine activities
as they can: wake up, brush your teeth, shower, comb your
hair, get dressed, have breakfast, listen to the radio, make
coffee, meet friends, catch the bus, etc. Write them on the
board for reference and explain the rules of Simon Says.
When you say Simon Says before the action, they must do
the action. When you just say an action, without Simon
Says, then they mustnt do it. Play a few rounds, and anyone
who doesnt do the correct action, sits down.
Stage 1: I know
24
1 Listen to the instructions and number
the pictures in the correct order.
and look at the pictures in Activity 1. In order to recognize
emotional states from non-verbal communication, ask
them to describe what is happening in the pictures. Tell
them they are going to listen to a recording of instructions
to carry out activities, and they should number the pictures
in the order they hear them. Play the CD and have students
complete the order in their Student Books. Play the CD a
second time if necessary. Have students listen again and
look at the audioscript on page 190 in their Student
Books to check their answers.
Answers: 1 b; 2 c; 3 a; 4 d
2 Listen to the instructions again and
answer the questions to complete the table.
Have students look at the questions in Activity 2. Tell
them they relate to the instructions from Activity 1, and
ask them to look back at the pictures and say who they
think is giving the instruction and where its taking place.
24
Student Book
p. 148-153
Materials:
Reader, Audio CD
Five or six (appropriate) teenage problems written
down on paper. Four pieces of paper for each problem
each with a different piece of advice
Cards with the following adverbs written on; noisy,
happy, slow, quick, clear, loud, beautiful, sneaky,
careful, naughty, beautiful, sad, polite, crazy, cheerful,
correct, angry, patient, bad, shy, and nervous
Cards with a selection of daily routine actions written
on them.
A CD with different genres of (appropriate) music
A small ball
Play the CD again, and students listen and answer the
questions in their Student Books. Check answers as a class.
Answers: 1 teacher school; 2 dad home; 3 mom

home; 4 Answers may vary.
Stage 2: I build
3 Listen to the conversation and number
the instructions in the order they are mentioned.
Ask students to look at the instructions in Activity 3. Ask
them what order they would usually do these routines
in, and write some versions on the board for reference.
Ask them who would usually give these instructions
(parents and teachers). For them to listen to instructions
particular to daily life and to organize sentences into a
sequence, play the CD and tell students to listen and
number the instructions in the order they are mentioned.
Remind them that some of the instructions might not
necessarily be read exactly as they are written, so it is
important that they listen carefully. Play the CD again
if necessary. Elicit answers.
25
Answers: 6; 2; 1; 5; 4; 3
4 Work in pairs and discuss the following
questions.
Have students look at the questions in Activity 4. Ask
for a volunteer to tell the rest of the class what the
difference between an obligatory action or routine and
a recommended one is. Ask them to look at the instructions
in Activity 3 again, and to decide which actions are
obligatory and which are recommended. Have them
share their answers and discuss, as they may not have
the same ideas. Elicit other daily routines or activities
which are obligatory and recommended in their
everyday lives.
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Answers: Obligatory: go to school. All the others are
suggested.
Stage 3: I think
5 Read the text and underline the instructions
and rules.
Ask students to turn to page 149 in their Student Books
and look at the pictures in Activity 5. Ask them to say
what they can see, and ask how they would describe
Paco and his brother Isaas. Elicit that although they are
brothers, the two are very different. Give students time
to read the text. Refer students to the Glossary on page
165 to clarify the meaning of words. Ask: How many
children are in the boarding school? Where do they
sleep? What time does Paco get up? What does Paco
wear to school? What are the differences between Isaas
and Pacos daily routine? To identify words and
expressions that point out orders, ask students to explain
the difference between instructions and rules (rules
usually begin with you must + infinitive;) instructions
use the imperative and are followed by an exclamation
mark. Check students understand the difference
between an instruction and a rule, and then have them
underline them in the texts. Check answers.
Answers: Make your beds, please; You must be
responsible; Everyone must follow the rules; Get up Isaas;
You should get up ten minutes earlier; Get dressed and
comb your hair! You should clean your shoes!
6 Read the text in Activity 5 again and answer
the following questions.
Have students think about the activities from the text in
Activity 5 and elicit which are obligatory and which are
recommended or suggested. Write them on the board
for reference and encourage students to add more. Ask:
For which activities would we use must? (obligatory
ones) For which activities do we use should? (instructions
that are recommended) Write: You must wear a uniform.
and Brush your teeth. on the board. Using students
suggestions have them make sentences using must or
should. Finally, ask: Do we conjugate must? (No, it
always stays the same whoever the subject is.) Then
have students answer the questions in Activity 6 in
their Student Books and check answers as a class.
Answers: 1 They must both go to school. They must
both get up early. 2 He must make his bed, he must be
responsible, he must follow the rules, and he must wear
a uniform. He combs his hair. 3 Answers may vary.
Lead-in
Class
Ask students to get into pairs, decide who will be

Student 1 and Student 2, and stand up facing each
other. Tell them they are going to play the Mirror game.
To start the game, ask: What are you doing? Student 1
has to mime an action (related to daily routines and to
household chores: washing their face). Student 2 must
follow the action as if they were a mirror. Ask again:
What are you doing? This time Student 2 mimes an action,
and Student 1 follows as if they were the mirror.
Continue for five minutes.
7 Read the sentences and underline the

modal verbs. Write O if they refer to obligation
or S if they refer to suggestion.
Read the sentences in Activity 7 and ask students to
identify an example of a modal verb they know (must).
Tell them to look at the sentences again and tell you any
other modal verbs they can find (should). Elicit that we
use should to make suggestions, and elicit how it is formed:
you + should + infinitive. Point out that we use it in exactly
the same way as must, as in it doesnt change with the
subject. Say a few sentences at random: I forgot my
homework. I have a headache. Im tired. I need a holiday.
And have students give you advice using should.
Write on the board: Your friend is going to take an
exam. Ask: What would you tell them about the rules
when sitting an exam? What suggestions would you
make? And again, encourage students to make
sentences using: You must and You should : You
must arrive on time. You must write your name on the
paper. You should study. You should eat before the exam.
Tell a pair of students to leave the room. While they
are out, have the rest of the class think of a situation which
they can describe to the pair when they return, using
must and should: Youre going on holiday. Bring the pair
back in, and without saying what the situation is, the
class must tell them things they have to do and suggest
things to do in the situation: You must buy a ticket. You
must have injections. You should take a swimming
costume. You should buy a guide book. The pair has to
guess from the instructions and advice given to them,
what the situation is. Finally, tell students to underline
all the modal verbs in their Student Books and identify
which refer to obligation and which refer to suggestion.
Check answers as a class.
Answers: 1 should S; 2 should S; 3 should S;
4 should S; 5 must O; 6 must O; 7 must O
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Classroom Management: Many of the activities

or games suppose that students have a small repertoire
of basic language to be able to carry out the activities
successfully with little prompting. However, if you feel
students for whatever reason, dont have enough
vocabulary or structures, you can provide extra support.
For example, in the activity above, prepare the situations
and have them ready, written on cards so the language
students need and will use is more predictable. Before
the students leave the room, write possible verbs and
vocabulary for each situation on the board and add
extra ones. Then students still have to select the
correct vocabulary but its not as difficult as having to
think of words on the spot. As time goes on and
students become more comfortable you can reduce
the amount of extra support available to them.
from the box.
Elicit from students what theyve learned about must
and should. Then tell them to read the sentences in the
Reflexion Box in Activity 8 and complete them with
words from the box. Check answers as a class.
Answers: 1 must; 2 should; 3 Must and should; 4 must
and should; 5 Must, should
9 Write which picture corresponds to each
instruction.
Ask students to look at the pictures in Activity 9 on
page 150 of their Student Books. Encourage them to
guess what is happening in each one. Have them read
the instructions, and then elicit the negative form:
Dont + infinitive. Ask students at random to transform
the instructions into the negative. Then, ask them to
write which picture corresponds to each instruction,
and check answers.
Answers: 1 b; 2 d; 3 a; 4 c; 5 e
Cultural Note
Point out that gender and labor division studies show
that although large numbers of women enter full time
employment, they still do an overwhelming majority of
the household chores. Furthermore, when men do help
at home, they tend to do the more enjoyable or interesting
chores such as playing with children, or outdoor tasks
such as taking out the trash or mowing the lawn. Women
however, do more of the repetitive jobs such as cooking
and cleaning. This is a general international trend,
although figures do vary from country to country.
However, a study at the end of the 1990s showed that
women in the USA still did three times more housework
than the average man, even when they worked full time.
Ask students about the jobs that need to be done

around the house and write them on the board for
reference: cleaning, washing the dishes, washing clothes,
ironing, mowing the lawn, repairs, paying the bills, child
care, cooking. Ask them which household chores they
do, or they help with. Tell them that they are going to
find out if the results of the study still hold true. Ask
them to write down how many hours on each task their
mothers / aunts / grandmothers spend each week, and
then do the same for their fathers / uncles / grandfathers.
Then have them total up the average number of hours
each gender spends on household chores. Ask them to
find out the total sum reached by five other classmates,
and see what their results show. Ask if there are any
tendencies within the class for the number of hours
men and women spend on housework related to how
much paid work they do. Also ask if there are and
tendencies according to the information gathered about
the type of tasks men and women do.
10 Match the beginning of each sentence to

the correct ending.
Have students look at the parts of sentences in Activity
10 and match the beginning of each one to the correct
ending. Check answers.
11 Complete sentences 1-3 with words
from the box. Circle the best option for
sentences 4-7.
Elicit the meanings of adjectives, verbs, and nouns and
have students give you some examples of each. Write
on the board: She writes beautifully. Ask students to
identify the verb (writes). Ask: What is the role of the
word beautifully? (It describes the verb or how something
is done.) Explain that this is called an adverb. Ask them
if they know of any other adverbs, and elicit examples.
Explain that there are many types of adverbs but they
always describe an action (an adverb of frequency tells
us how often we do something). Pick up a book, open it,
and pretend to read it very quickly. Elicit from students
what youre doing (reading quickly). Then walk slowly
across the room and elicit what youre doing (walking
slowly). Explain that students will look at adverbs of
manner which describe the way we do something. Ask:
How do we form an adverb? (add -ly). Write on the
board: loudly and quietly, and elicit the adjectives: loud
and quiet.
Tell students to look at the adverbs in the box in
Activity 11 and identify the adjectives: punctual, quick,
and sneaky. Explain the meaning of sneaky. Tell students
to read sentences 1-3 and choose the adverb which best
completes the gaps. Check answers. Elicit from students
the adjectives which formed the adverbs, and their
spellings. Write them on the board and underline the
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last letters: quick, punctual, sneaky. Elicit the spelling of

the adverbs: quickly, punctually, sneakily. Ask students
what they notice about the spelling of sneakily (added
ily, because the y was changed for an i). Write: slow,
crazy, noisy, violent, happy, and timid on the board and
tell students to change them into adverbs: slowly, crazily,
noisily, violently, happily, timidly. Then, ask students to
read sentences 4-7 and choose the best option to
complete each one. Check answers.
Answers: 1 sneakily; 2 punctually; 3 quickly; 4 actions;

5 ly; 6 keep one consonant before ly; 7 add ily
emember Next class you will need: a CD with

different genres of (appropriate) music, cards with daily
routine actions and adverbs written on them, and five
or six short teenage problems written down on paper
with one piece of advice each. Photocopy the advice so
that each group has one problem and five or six pieces
of advice.
Lead-in
Class
Tell the class that you have moved to a new school and
you dont have any friends. You are very unhappy. Explain
that you need advice from them about what to do. Remind
them of the structures they should use: must / should,
and that must implies stronger advice. Have the class
give you advice. Divide the class into five or six groups
and hand out the teenage problems. Ask each group to
read their problem and the advice and choose the
advice which is most appropriate to their problem.
Then have them guess, from the advice, what the other
problems could be.
Stage 4: I Practice
12 Look at the pictures and write the
corresponding instructions.
Write on the board: Youre late for school. Your shoes are
dirty. Ask students what suggestions or instructions
they could give in these situations. Encourage them
to paraphrase the instructions using should and must to
ensure comprehension. Then, have students turn to
page 151 of their Student Books and look at the pictures
in Activity 12. Ask them what instructions or
suggestions they would give for each picture. Ask:
What modal verb do we use when making suggestions?
What modal verb do we use when something is
obligatory? Check comprehension by asking for the
difference between an obligation and a suggestion.
Have students give example sentences for each picture
using both should and must. Then have them complete
the sentences in their Student Books. Check answers
and clarify if they are suggestions or obligations.
Answers may vary.
13 Read the sentences and complete the

obligations or suggestions.
Ask students to turn to page 152 of their Student Books
and look at the sentences in Activity 13. Check they
understand the first part of each sentence. Then, have
them work in pairs and write the obligation or suggestion
for each sentence using must / should. Walk around and
monitor. Check answers in pairs, and then for students to
give instructions to daily life spontaneously, encourage
them to practice the sentences by changing the
information to personalize it for themselves.
Answers may vary.
14 Complete the table with words from the box.

Ask students to remind you what adverbs theyve seen
and what their role in a sentence is. Ask: Do they
describe nouns? (No) Do they describe adjectives? (No)
Do they describe verbs? (Yes.)
Elicit as many examples of adjectives as students
remember, including all the ones they have seen in the
unit: noisy, happy, slow, quick, clear, loud, beautiful,
sneaky, careful, naughty, beautiful, sad, polite, crazy,
cheerful, correct, angry, patient, bad, shy, nervous.
Check students understand the meaning of new
adjectives, and ask them to write them down for
reference. Ask for volunteers to give some example
sentences using an adjective from the list. Then ask
them about the rules for forming adverbs: when do we
add ly and when do we add ily? (when the adjective
ends with a vowel consonant or when it ends in y.)
Then have students circle all the adjectives from their
list that end in y, and underline all the adjectives that
end with a vowel consonant. Check answers as a class.
Ask students how to turn adjectives ending in y
into adverbs, (remove the y and add ily). Elicit what
to do for other adjectives, (add ly). Draw two columns
on the board and write the headings as ly and ily.
Have students take it in turns to come to the front, to
transform an adjective into an adverb, and to write it in
the correct column.
Divide the class into two groups. Explain that you
have all the adverbs students have seen in the class
written on cards in one pile, and the daily routines from
the previous lessons written on cards in the other pile.
Groups take it in turns to send a student to the front to
choose a card from each pile. They must mime the action
on the card in the manner of the adverb written on the
other card. It is down to the rest of the group to make
sentence about what they are doing (He is combing his
hair nervously). Actions could include: comb your hair,
brush your teeth, wake up, get dressed, catch the bus,
walk to school, have a shower, polish your shoes, make
some coffee, do your homework, play football, dance, etc.
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Then have students look at the adjectives in the box

in Activity 14 and complete the table in their Student
Books. Monitor and check answers.
Answers: ly: quickly, carefully, beautifully, badly,
quietly; ily: happily, sneakily, naughtily
15 Complete the following text with words

from Activity 14.
Elicit some of the adverbs students saw in the previous
class and write them on the board. Then play the CD
with different genres of music. It should contain a contrast
of music styles, from very soft and slow, to very lively
and fast. Ask students to think of an activity and an
adverb which they would use to describe what each
piece of music makes them think of, or feel.
Tell students to read the text in Activity 15. Ask them
to tell you the verbs around the gaps: leaves to take a
shower, closes the door, showers, did. Elicit which adverbs
from the previous activity could go with these verbs.
Then have students working in pairs to complete the text
using adverbs from Activity 14. Check answers as a class.
Answers: 1 sneakily / quickly / quietly; 2 quietly /
carefully; 3 quickly; 4 badly
emember Next class you will need: a small ball.
Lead-in
Class
Write the word: SPORTS on the board. Ask students to

brainstorm as many different sports as they can, and
then to rank their ten favorite sports in order of preference.
Encourage them to give reasons for their choices.
Explain that they are going to associate words with a
sport. You will say a sport at random and throw the ball
to a student who must mime a specific movement from
that sport, and then throw the ball to another student
who must do the same. Continue until students get the
hang of it and become quicker and quicker.
Stage 5: I can
16 Work in pairs. Look at the picture and
discuss the following questions.
Have students look at the picture in Activity 16 on page
152 of their Student Books. For students to clarify doubts
and broaden information, give them a couple of minutes
to brainstorm swimming and swimming pool vocabulary.
Have them think of clothing, equipment, venue, and
dangers: swimsuit, flip-flops, goggles, cap, slip, wet floor,
deep end, shallow end, etc. Write down all their
suggestions on the board for reference and add more if
necessary. Ask them what modal verb they should use
for rules: must. Then have them answer the questions.
Walk around and monitor answers.
Answers: 1 Juan is at a swimming pool. 2 The pool

rules are on the wall. 3 Answers may vary.
17 Work in pairs. Write rules for the
swimming pool.
Ask students which new sports they would like to try,
and again, encourage them to give reasons. To formulate
questions to clarify doubts and broaden information,
ask students to get into groups of four and discuss the
sports they chose. Elicit possible questions they could
ask and write them on the board: Where can I do it? Is it
expensive? What do I need? Is it dangerous? What must
I do when I do this sport? What are the rules? Leave the
questions on the board for reference. Give students
enough time to discuss, and make sure everybody
participates.
Ask students to think about the possible rules in
a swimming pool, and what they need to consider: the
venue, health and safety, the sport itself, diet, tips, etc.
Have students working in pairs to write down their
rules and suggestions in their Student Books. Walk
around and monitor, checking their sentences and
encouraging reasons for their answers.
18 Share your rules from Activity 17 with
another pair.
Keep students working in the same groups of four that
they formed in Activity 17. One student should ask for
instructions to carry out the activity (swimming) and
the others should oblige with the instructions that they
wrote in Activity 17. Elicit how to form questions
(How do I Am I allowed to Can I etc.). Have
students note down three different rules to the ones
they already have.
19 Do you follow instructions when you
see rules at the pool? Why is it important to
follow rules?
Ask students to reflect on the questions in Activity 19
for a couple of minutes. After that, ask them to get
together with a partner to compare answers. Encourage
them to express their points of view and to respectfully
listen to their partners. Tell them that it is important to
be able to express their own opinions, but it is also very
important to respect others.
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Unit 5
Product 2 P
oster with instructions to
carry out daily life activities
Select a daily life activity.
Compose instructions for the selected activity.
Write the instructions.
Use the poster to provide and follow instructions.
Lead-in
Class
Play Hangman with different sentences for daily activities.

Start by giving students an example, draw the Hangman
diagram and have students guess the letters to complete
the words. Then divide the class into two groups and
tell them to write at least five sentences per group about
their daily activities. Check their sentences are correct.
Then each group takes it in turns to write the dashes on
the board for the other group to guess the letters that
make up the sentences. Repeat various times.

1 Check (3) the activities you do every day
to help at home.
and to look at the picture in Activity 1. Ask them to say
what the girl is doing (ironing). Then ask them to read
the sentences and to check (3) the ones they do at home.
Ask students at random to tell you and the rest of the
class what activities they do, how often they do them,
and if they have rules in their house about household
activities.
Answers may vary.
2 Work in pairs. Use the organizer in the

Worksheets section on page 181 to write other
activities you can do to help at home.
Elicit other household activities: taking out the garbage,
setting the table, feeding the dog, watering the plants
and tending the garden, etc. Have students give their
opinion about which activities they think are the most
and least enjoyable. Encourage them to give reasons for
their answers. Then, guide them to page 181 of their
Student Books to complete the organizer in the
Worksheets section with the new activities theyve
learned. Practice the enunciation of instructions.
Monitor and check.
Introduce different verbs for expressing likes and
dislikes: hate, love, cant stand, dont mind, etc. and write
them on the board for reference. Ask volunteers to use
Student Book
p. 154-155
Revise the instructions are understood when spoken

and listened to.
Practice the enunciation of instructions.
Place the poster in a visible place to use it whenever
instructions must be given.
these new verbs to describe how they feel about certain
household activities or chores. Have the class choose
five activities and write them down in the form of a
questionnaire. Then ask them to ask as many of their
classmates as possible about the activities to find out
which are the most / least popular, or which ones are
most / least done by students at home.
Answers may vary.
Stage 2: I plan
3 Use your notes from Activity 2 to sketch the
outline for a poster of the activities you do to
help at home.
Ask students for ideas as to what daily life activity to put
on their poster, and elicit suggestions. Then ask them to
select a daily life activity each. Encourage them to say
why they feel their chosen activity is the most important.
Then ask them to think about four more household chores,
either the ones they like the best or the ones they feel
are the most neglected and note them down.
Tell students to look at the instructions in Activity 3
on page 154 of their Student Books. Elicit the tense
(imperative). Hand out the poster sized pieces of paper
and tell them to sketch the outline for a poster of the
activity they do to help at home. Remind them that they
have to make helping around the house seem as attractive
as possible. How will they do this? Ask them for suggestions
as to how they can make household activities seem
more enjoyable, and offer some suggestions in case they
need help with ideas (play music, time themselves to try
and do the activity quicker the next time they do it,
sing, remember words in English, etc.). Students plan
the design of their poster and think about the art
work they would like to include. Make sure they dont
write the rules or suggestions yet.
Tell students to think about the materials they will need,
and write a list: magazine cut-outs, colored pencils, markers,
glue, poster paper, etc. Tell them to try and bring as many
resources as they can from home.
150
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emember Next class students will need: materials

to make their posters, magazine cut-outs, colored
pencils, glue, markers, etc.
Class
Lead-in
Elicit the structures used for giving instructions and

making suggestions: must and should. Write some
examples on the board. Say the name of a famous, relevant
person, who has recently been in the news quite a lot.
Encourage students to make suggestions and give
instructions about what they should do, recommendations
for their love life, professional life, personal appearance, etc.
For students to practice the enunciation of instructions,
model the differences in stress and intonation in
sentences using should and must and have students
repeat them. Also point out the silent t in must. Often
in English, the pronunciation is: You mus wash the
dishes. Allow them to practice this until it comes more
naturally to them.
Stage 3: I do
5 Make the poster in real-life size.
Ask students what structures they will use to write their
instructions and suggestions, and elicit must for obligation
and should for suggestion. Remind them to consider things
they can do to make the activity more enjoyable, and
that they should include these tips on their poster. Ask
if these are rules or suggestions: suggestions. To compose
sentences to give instructions for their selected activity,
have students write their rules, instructions, and tips for
making it more enjoyable on scrap paper. Then have
students make their poster. Dont let them write up
their instructions just yet, but they can decide on the
layout, design, and decoration.
6 Check the spelling and punctuation of
your text.
Remind students to check their punctuation and spelling.
Check any queries they have about their work, and once it
is ready, have them add the instructions onto their posters.

7 Work in groups. Share your poster with the
rest of your group.
To form groups of three or four students, use category
cards. Write vocabulary associated with certain categories
on cards: colors, fruits, sea animals, jungle animals,
transportation means, countries, etc. Hand out as many
cards for each category as the number of groups you
require, and tell students to find classmates with words
related to their topic, and to sit with them in a circle.

Keep the category cards as you can use them again for
many different activities, as well as for forming groups.
Students then share their posters with the rest of their
group. For them to use the poster to provide and follow
instructions as well as revise the instructions are
understood when spoken and listened to, they should
hold up their poster and do a mini presentation. Direct
them to the useful expressions box on page 155 of their
Student Books for tips on introducing and talking about
their poster. Make sure they include reasons, and that they
use full sentences.
8 Vote on the posters. Decide on which you

think was the most creative, the best
presented, and the most informative.
Once each member of each group has presented their
poster, they should take a vote on which they believe was
the best poster of the group. Tell them to vote according
to the most creative, the most informative, and the best
presented. The students with the best posters from each
group present them to the whole class.
I learn
to their responses. Encourage them to identify the activities
that they found especially helpful during the process of
making the product. Then have them answer the I learn
box on page 155 of their Student Books. Explain that its
purpose is to assess their performance while making the
product in order to improve weaknesses and reinforce
strengths during the process. Briefly have them discuss
their responses to the self-assessment in groups or with
the rest of the class. Give positive feedback for their
effort and progress.

Can adjust volume, intonation, and tone to emphasize

or alter instructions.
Can understand and request instruction to carry out
an activity.
Can compose sequences of enunciation to
provide instructions.
Can use linguistic resources to ensure the
comprehension of instructions.
Can produce instructions spontaneously.
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152
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Realizes the
need to follow
instructions
GOOD = G
coherent texts.
Understands
and gives
instructions in
daily life
Global Assessment
Produces texts
to participate in
academic
events
Is aware of the
importance of
language as a
means to plan
and organize
Is respectful
and courteous
when giving
orders and
instructions
Learns to
promote
cooperation
and teamwork
Uses language
to promote
respect
towards others
opinions
Is aware of the
use of
language to
learn to live in
a community

VERY GOOD = VG
of the world.
different texts.
Assessment Criteria
General Comments
Student's Name
All Ready! 2
Unit 5
Glossary
Autonomous learning: A school of education
which sees learners as individuals who should be
responsible for their own learning. It also helps
students develop their self-consciousness, vision,
practicality, and freedom of discussion.
Cognates: Words in different languages related to
the same roots.
Collaboration skills: The ability to work
successfully with others at school, work, or in life.
Cooperative learning: A teaching strategy
involving teams in a collaborative environment. Each
member of the team is not only responsible for their
own learning , but for getting involved with other
teammates and creating an environment of
achievement.
Critical thinking: The process of conceptualizing,
applying, analyzing, synthesizing, and / or evaluating
information from observation, experience, reflection,
or communication.
Details: Information that supports or explains the
main idea of a text or paragraph.
Echo reading or repetition: Reading of a text
where the teacher reads a line out loud and students
repeat. It is a good way to build pronunciation and
expression when reading.
Elicit: The action of obtaining information from the
students by provoking a response from them.
Graphic components: Illustrations, diagrams,
maps in a text; and how the text is arranged on the
page (layout).
Graphic organizers: Diagrams or other pictorial
devices that summarize and illustrate concepts and
interrelationships among concepts in a text.
Inductive approach: A method where learners
find out rules through the presentation of adequate
linguistic forms in the target language.
Inference: It is a logical conclusion reasoned from
evidence. For example, if the story reads that a
character is crying, you can infer that the character
is sad.
Intended audience: The readers for whom the
author is writing.
Intonation: The melodic pattern of connected
speech that distinguishes one language from others.
Lifelong learning: The continuous building of skills

and knowledge throughout the life of an individual. It
occurs through experiences encountered in the
course of a lifetime.
Main idea: The central idea of a text or paragraph.
Metacognition: Also defined as knowing about
knowing. It includes knowledge about when and how
to use particular strategies for learning or for problem
solving.
Paraphrase: To express what someone else has said
or written using different words, especially in order
to make it shorter or clearer.
Plot: The sequence of events in a story.
Scaffolding: A supportive framework that teachers
give children while they are learning a language.
Scan: A reading strategy to seek specific words
and phrases.
Shared reading: Students, in pairs, take turns
reading sections of a text out loud to each other
and ask each other questions about what they have
just read.
Skim: A reading strategy to quickly identify the main
ideas of a text.
Readers theater: A dramatic reading of a text or a
section of a text that is written as a conversation, with
parts divided among readers.
Rhythm: The way some words are emphasized so as
to give the effect of regular beats.
Speech register: The spoken language used for
a particular purpose or in a particular social setting.
It also used to indicate degrees of formality.
Story / Text structure: A set of conventions that
govern different types of texts, such as setting,
characters , plot, climax, ending in a narrative text,
or instructions and materials in an information text.
Syntax: The arrangement of words in a sentence.
Turn-taking: The skill of knowing when to alternate
speaking in a conversation.
Word stress: The relative emphasis that is given
to certain syllables in a word by increasing loudness,
length, or tone of voice.
153
5/4/12 5:25 PM
Unit 1
Formal Assessment
Name:
1 Listen to the conversation and circle T for True or F for False.
02
1 They are playing soccer.
2 They are looking at a menu.
3 They want soda.
(3 points, 1 each)
2 Listen to the conversation and answer the questions.
02
(3 points, 1 each)
1 What shoes does the second boy want?
2 Which are more expensive, Roadrunners or Rickie tennis shoes?
3 Where are Roadrunners made?
3 Read the advertisements and complete the sentences.

Comet bike
19 speed bike
Maximum speed up to 25 Km/hr
Weight: 20kg
Brand new. Only $2,500
Contact Beto Palacios 3546-4459

A: How much is the Pegasus?
B: Its $2,600. Its 1)
Pegasus bike
19Mountain bike
Maximum speed up to 45Km/hr
Weight: 16kg
Six months old. Only $2,600.
Contact Pablo Suarez 6454-6698
than the Comet and its
.
(old)
A: Thats right. The Pegasus is as 3)
as the Comet.
(tall)
B: Its 4)
2)
(expensive)
(10 points, 2 each)
than the Comet too. I think it will go 5)
than the Comet.
(light)
(fast)

4
Write the correct phrases from the box.

I suggest
Lets
Thats a good idea
Why dont you
(4 points, 1 each)
A: 1)
B: Great. We can make some money.
sell your old bike, Andy?
2)
write an advertisement.
A: 3)
you ask your father first.
B: 4)
Score: (
154
/ 20 points)
5/4/12 5:25 PM
Unit 1
Formal Assessment
Name:
(6 points, 2 each)
My grandfather told me his father had met Joaquin Murrieta, the famous outlaw. One day when
my grandfather was a boy he was taking care of his familys sheep in the mountains. He was sitting
under a tree watching the sheep when a man suddenly appeared. My grandfather looked at him
and asked, Where did you come from? The man laughed and said he was thirsty. My grandfather
offered him some water. When the man left, he told my grandfather never to be afraid of Joaquin
Murrieta. He said Joaquin never forgot a favor.
1 What was his grandfather doing in the mountains?
.

2 What did Joaquin Murrieta want?
3 Why shouldnt the grandfather be afraid of Joaquin Murrieta?

.
2 Write the correct form of the verbs.
(8 points, 2 each)
Mary said she 1)

worried because she has two exams tomorrow. She

(be)
wished that she could 2)
more. If I 3)
Mary, I wouldnt 4)

(study)
(be)
to the movies tonight.

(go)
(4 points, 1 each)
A: 1) Have / Had you ever been to the city?
B: Yes, I have. We 2) had / have lived there for six months when we had to move because my
father found a better job here. He 3) cant / couldnt find a job there. He 4) has / had looked
for a job for months.
4 Describe this superhero. Use the words in the box.

blond
(2 points, 1 each)
thin
girl
small
short
Score: (
/ 20 points)
155
5/4/12 5:25 PM
Unit 2
Formal Assessment
Name:
1 Read the instructions for an emergency and number them in the correct order.(6 points, 1 each)
What to do in case of a flood

Also, if you are in your car and it is safe, leave it and move to higher ground.
Finally, remember, never try to walk, swim or drive through flood water.
First, make an escape plan in case of a flood.
Listen for emergency information.
Then if you hear a flood is coming, be sure to move to higher ground.
Then when there is the possibility of a flood, turn on the radio.
2 Read the instructions again and answer the questions.
(3 points, 1 each)
1 What should you do to prepare for a flood in advance?

2 What should you do if there is a possibility of a flood?

3 What should you do if you are driving and you see flood water in the distance?

3 Complete the sentences with words from the box.

after
In case of a scorpion sting, 1)
raise it above the heart.
that
finally
(3 points, 1 each)
first
put a tourniquet on the arm or leg above the sting and
2)
put an ice cube on the area of the sting to cool it.
3)
take the victim to the hospital.
4 Combine the pairs of simple sentences to make complex sentences.

Use the connectors in parentheses and the correct punctuation.
1 Try to stay calm. You are in an emergency.
(when)
(8 points, 2 each)
3 An emergency happens. Read instructions

manuals. (before)
2 There is a fire. Do not enter it to save things.
(if)
4 Do not try to enter a building. It is on fire. (while)

Score: (
156
/ 20 points)
5/4/12 5:25 PM
Unit 2
Formal Assessment
Name:
1 Listen to this conversation between Molly and Neil and
circle T for True or F for False.
(4 points, 1 each)
09
1 Molly doesnt love Neil.
2 Neil doesnt have time for her.
3 They went out last night.
4 They havent seen each other for three weeks.
2 Write the correct words from the box.

characters
I like 1)
comedies
(8 points, 2 each)
horror
romantic
movies because they are about love, but my brother likes
2)
movies because theyre scary. I dont like them because the
3)
in them arent realistic. We both love 4)
because
they make us laugh.
3 Complete the conversation with the sentences in the box.
(8 points, 2 each)
Can I ask you a question?

Id like to learn more about mime.
You just have to practice imitating people.
You shouldnt apologize.

A: Excuse me. Im sorry, I know you re busy
1)

B: Sure, but 2)
A: Can I join your drama class? 3)
B: Sure. We meet here every afternoon at five. Mime is easy.
4)
Score: (
/ 20 points)
157
5/4/12 5:25 PM
Unit 3
Formal Assessment
Name:
1 Read the instructions and answer the questions.
(5 points, 1 each)
This is the Princess and the Dragon. Its a fun game review for an exam.
Before you begin to play, draw a Princess on one side of the board. She is tied to a post. Draw six
ropes around her. Then draw a Dragon on the other side of the board. Draw six ocean waves
between them. Make twelve questions from your textbook on pieces of paper.
Form two teams. One team is the Princess and the other team is the Dragon. First, the Princess team
chooses a piece of paper and asks the Dragon team a question. If the Dragons answer correctly,
one wave is erased. If they answer incorrectly, one rope is erased. Then, the Dragons choose a
paper and ask a question. If all the ropes are erased first, the Princess wins and she escapes. If all
the waves are erased first, the dragon eats the Princess.
1 What is the objective of the game?
2 What two figures do you draw on the board?
3 What separates them?
4 What happens if the Princess wins?
5 What happens if the Dragon wins?
2 Write the correct contractions.
(5 points, 1 each)
A: 1)
(what is) that?
B: 2)
(it is) my new phone.
A: I like it. I think 3)
(I will) get one soon.
My sister 4)
(does not) have one.
5)
(she has) asked my parents to buy her one.
3 Listen to this conversation between Tracy and Ken.

Answer the questions.
14
(8 points, 2 each)
1 What is Tracy going to do this weekend?

2 Why is Ken going to the beach?
3 What is Chris going to do?
4 What is he going to do there?
4 Circle the number of syllables in these words have and underline

the stressed syllables.
1 memorial
one
two
three or more
2 orange
one
two
three or more
(2 points, 1 each)
Score: (
158
/ 20 points)
5/4/12 5:25 PM
Unit 3
Formal Assessment
Name:
1 Read the description of this kitchen tool and answer the questions.
(3 points, 1 each)
Save time with this popular kitchen tool. This pressure cooker lets you cook beans in only an hour.
Potatoes cook in ten minutes and chicken in fifteen minutes. You can also use it to make delicious
desserts, like flan.
Some pressure cookers are dangerous, but our pressure cooker has a special valve that prevents
accidents. It comes with a complete recipe book and handy meal suggestions.
1 How long does it take to cook beans?
2 What dessert can you make in it?
3 Why is it safe?
2 Listen to this conversation between Kim and Arthur and circle

T (true) or F (false).
(4 points, 1 each)
16
1 You can ride the Sen Skateboard faster than a normal one.
2 The helmet has special sensors.
3 You straighten your knees if you want to go less quickly.
4 You raise your legs if you want to go up.
3 Circle the correct words. Note the + or - .
(7 points, 1 each)
This machine is designed 1) for / so that you can exercise the muscles you need for skateboarding.
If you use it regularly, you will soon move 2) (+) less / more quickly than you do now. Youll love it,
but 3) for / in order to get the best results, you have to do the exercises 4) (-) less / more quickly
than you think. If you move 5) (+) less / more slowly, you will build more muscles 6) for / so that you
get stronger much faster. 7) For / In order to best results, read the instruction manual.
(6 points, 1 each)
1 Many years ago people

2 Nowadays we
save food.
keep our food in a refrigerator.
3 All we do now is plug it
and it keeps our food cool.
4 Our grandparents had to wake

5 They
early to find food.
only keep some food in their houses.
6 Now we can count
having fresh food in our houses.
a) can
b) could
c) couldnt
d) in
e) on
f) up
Score: (
/ 20 points)
159
5/4/12 5:25 PM
Unit 4
Formal Assessment
Name:
1 Read the anecdote and answer the questions.
(5 points, 1 each)
Youll never believe what happened to me at Marys birthday party at Main Street restaurant last
week. I was eating some nachos and having a soft drink while I was talking to Chuck. He was telling
me a joke and it was really funny. I was laughing and laughing. I laughed so hard I spilled my soft
drink all over the person next to me. I turned around to apologize and when I saw who it was, I
wanted to die. It was Marys father and he was covered with orange soda. I felt horrible.
1 Did the anecdote happen at home or in a public place?
2 What happened?
3 Why was the speaker laughing?
4 Who got covered with soda?
5 How did the speaker feel?
(6 points, 1 each)
When I 1) used to be / was young, I 2) always / never liked going to the doctor. My mother used to
3) take / took me every two months. The only good part 4) used to be / were after we saw the
doctor we 5) never / sometimes had lunch together. I 6) had / used to have a hamburger and a
soft drink.
3 Complete the sentences with the correct form of direct and indirect speech. (3 points, 1 each)
Use the words in parentheses.
The doctor asked me if I 1)
(be) sick. I said, My head 2)
(hurt). Then he asked me, 3)
it
(hurt) here? and I said, yes.
4 Complete the conversation with phrases from the box.

Oh, poor you
Really
(6 points, 2 each)
Did I ever tell you
A: 1)
about the time I broke my arm?
B: No, what happened?
A: I was running because I was late for school. I ran across a street and I didnt
see a car coming. It hit me. I only broke my arm. It really hurt.
B: 2)
A: My teacher.
! Do you know who was driving the car?
B: 3)
A: Yes, he felt very bad.
Score: (
160
/ 20 points)
5/4/12 5:25 PM
Unit 4
Formal Assessment
Name:
1 Read this essay and answer the questions.
(6 points, 2 each)
Last year I went on a student exchange to Australia. I spent two months living with a real Australian
family and attending the local school. It was very similar to here in Mexico. Most students wear
school uniforms and school days are divided into classes by the bell. They also get only a little bit of
homework. Sports are different. In Mexico we play soccer and in Australia, they play cricket in the
summer. In general, I found there are similarities and differences, but I enjoyed the experience.
1 What is the topic of the essay?
2 What are the main cultural aspects in the essay?
3 What differences are there in sports?
2 Read this recipe and underline the ingredients.
Flan
(4 points, 1 each)
Boil the sugar and water together to make the caramel.

Pour it in the molds. While it is cooling, make the custard.
Blend the eggs together and then, add the milk, sugar, and
vanilla. Add the mixture to the caramel in the molds. Bake
for forty minutes.
3 Write the correct words from the box.

both
1)
eggs
(5 points, 1 each)
strict
sweet
way
my mother and my grandmother make flan, but they dont make it in the
same 2)
. My grandmother is very 3)
and she always follows
the recipe. My mother likes to experiment. Sometimes she uses less sugar and the flan isnt
4)
and other times she uses more 5)
and the flan is different.
(5 points, 1 each)
1) When / While Im making flan, my cat is 2) always / never next to me. She 3) liked / likes milk and
I 4) never / usually give her some so she can drink it 5) when / while Im stirring the flan.
Score: (
/ 20 points)
161
5/4/12 5:25 PM
Unit 5
Formal Assessment
Name:
1 Read the text and label it with For or Against.
(4 points, 2 each)
There are lots of discussions on which websites teens should be allowed

to visit on the Internet. Some sites were made for adults and not
teenagers. Many parents worry about social media sites.
Some people argue that social media sites should be limited to people
over eighteen. They say that teens are too immature to know when they
could be in danger of meeting people who want to hurt them.
Other people think social media sites can be useful for teens, but that
adults need to teach them how to use them safely. They say its like
learning how to relate to strangers in the street. Teens need to learn what
they should and shouldnt do on the Internet.
21
2 Listen to the radio show and circle T for True or F for False.
(6 points, 2 each)
1 The show is about parental control of Internet access.
2 Barry thinks we should block all web pages.
3 Katie thinks parents should teach their kids about computer safety.
3 Match the causes to the results to complete the setences.
(4 points, 1 each)
1 If teens learn to use the Internet properly,
a) they wouldnt be protected.
2 If more parents were responsible,
b) their children would be safer.
3 If teens werent taught about Internet use,
c) they will be in danger.
4 If they dont know how to use it safely,
d) they wont be in danger.
4 Complete the text with the words from the box.

attention
education
4)
(6 points, 1 each)
impatient
polite
unhappy
because he doesnt want to miss school. He wants
Mike is ill today. Hes very 1)

to get a good 2)
immature
. His brother Edward is 3)

in class. Hes very 5)
. He doesnt pay
and he doesnt like to wait for things.
He wants them immediately. Both Mike and Edward are very good boys and theyre both very
6)
Score: (
162
/ 20 points)
5/4/12 5:25 PM
Unit 5
Formal Assessment
Name:
1 Read the text and answer the questions.
Larry lives with his grandmother. Hes sitting at

the breakfast table. His grandmother doesnt
have much money, so they dont spend too
much on food. Today, Larry has a glass of milk
and some toast. He remembers when he lived
(3 points, 1 each)
with his parents. They both died in a car

accident. They used to have more money. He
remembers eating eggs and he had butter for
his bread. His grandmother comes into the room
and he smiles at her while he drinks his milk.
1 Why doesnt Larry live with his parents?

2 What is he having for breakfast today?
3 What did he use to have for breakfast?
2 Listen to the conversation between Johnny and his father.

Answer the questions.
(3 points, 1 each)
23
1 What is Johnny drinking?

2 What fruit does Johnny want?
3 What is his father going to have for breakfast?
3 Read the paragraph and circle the best option to complete each sentence. (6 points, 1 each)
Johnny is sitting 1) at / in / on the table. There is 2) a / an / some fruit. Its 3) at / in / on a big dish.
There are 4) an / any / a few grapes and 5) a few / some / the orange juice. The dirty plates are
6) at / in / on the sink.
4 Complete the story with words from the box.

brush
carefully
must
punctually
(8 points, 1 each)
quickly
quietly
shouldnt
wash
Wendy, its very late. You 1) __________________ get dressed and when you finish,
2) __________________ your teeth. You have to arrive 3) __________________.
You cant be late, said Mother. Ken, you 4) __________________ eat so much.
5) __________________ your plate when you finish. Ken 6) __________________ took his dishes
to the kitchen. He didnt want to break one.
Lets go, said Mother. Ken 7) ____________________ picked up his books. Wendy
8) __________________ came running out of her room. She is always late.
Score: (
/ 20 points)
163
5/4/12 5:25 PM
Audioscripts
UNIT 1
02 Lesson 1 / Activity 1 / Page 8
Listen to the conversations and number the

pictures in the order you hear them.
1
A: Look John!
B: Where?
A: On the second page of the menu: double
hamburger with cheese and a side order
of fries.
A: Look, heres another advertisement: 50% off all

bikes at Nartys.
B: Nartys prices are more expensive than Venottos.
A: You are right, lets find Venotto bike stores on
the Internet
Listen to the conversation and complete the

information.
Marcelo: Look at these bicycles, Pedro!

Pedro?

C: Anything to drink?
A: Yes, two sodas.
Pedro: Its been a difficult process. I have 3,000

pesos. Ive been slowly saving for two
B: That sounds delicious. Well have two hamburgers

with cheese and fries.
Pedro: Wow! All of them are awesome.
Marcelo: How much money have you saved,
years.
Marcelo: Yes, saving money isnt a five minute
process but Ive saved faster than you.

Pedro: How much money do you have?
Marcelo: I have 5,000 pesos.
2
A: I really think that Rickie tennis shoes are more
comfortable.
B: Yes, but look at the price. Theyre also more
expensive. I want some Roadrunners.
A: Are they as good as Rickie tennis shoes?
B: Of course, and they arent as expensive.
A: Where are they made?
You are always buying music online.

Pedro: Im not impulsive. Im a rather calm person.

But look at these Venottos.
Marcelo: They have titanium and aluminum.

Pedro: Titanium is lighter and more resistant than

aluminum. I suggest you get the
B: In Mexico! Look at these colors!

A: Well, they are cool maybe
Pedro: Wow! You have much more than I do.
Marcelo: Well, Im not as impulsive as you are, Pedro.
titanium bycicle.
Marcelo: Look at the price! It is too expensive. I need
to think about it.
3
A: Look at these beautiful blouses!
B: Wow, they are very colorful and modern.
A: Just touch the material.
which jeans are better?

Sandra: Anita says that I should buy the Lucci jeans.
They are more beautiful than the Gicci
B: It feels soft!
A: And its cheaper than the blouses at
Manchesters.
B: Well, this is an outlet.
A: Yes, the brands are just as fashionable as in
other stores.
brand.

A: Here we are. This is the section for bicycles.

B: Look at this ad: Beautiful mountain bike for
B: Yeah! But they are really cool!
Pedro: They all look very pretty, Anita
Marcelo: Why dont you get the less expensive jeans

and a pretty blouse too?
Alicia: Thats a great idea!
Sandra: We should all get jeans!

Anita: Lets go to Manchesters before we make

a decision. They have clothing and bicycles
$4,000.00
A: Mountain bikes arent as fast as city bikes.
Anita: They are also more expensive. What do

you think, Pedro?
Alicia: Pedro, Marcelo! Can you help us decide
there.

Pedro: Thats a good idea. When are we eating?
164
AR_TG2_pp164_170_Audioscript.indd 164
5/11/12 10:48 AM
David: And it has the most fantastic camera and

video Ive ever seen!
Listen to the conversation and complete it.

Anita: How much is the blouse at Manchesters?
Dad: On a cell phone? Whats the name of this

wonder machine?
Sandra: Its 450 pesos and its very beautiful.

Alicia: Its too expensive. The one at The Palace is
David: Its the most famous phone in the world! The

Blueberry 1000.
as pretty as that one and is much cheaper.

Anita: I dont know, I also need some jeans.
Dad: And how much does this magic wonder

cost?
Sandra: I suggest you get the jeans at Manchesters,

theyre very fashionable.
David: Its the cheapest cell phone of its kind dad

and it has Internet. Its 1,000 dollars.
Alicia: No, I dont think so. They are too expensive.

I suggest you buy the blouse at The Palace
Dad: Thats too expensive son, why dont you keep

your cell phone in good condition for two
and the jeans at Zears because they would
more years?
look good together.

Anita: Ill think about it. Lets get some food,
David: No, no, no, no dad! You dont understand.

I would be the most popular guy at school,
Im starving.
not to say the happiest.

Dad: Im terribly sorry, but my answer is no. I

suggest you think about this more carefully.
Listen and repeat the jazz chant.

Two Wheel Vehicles
by Joe Venotto
Listen to the conversation and write the

suggestions you hear.
The most dangerous vehicle on the street,
Boy 1: Excuse me, waiter. What are your lunch

specials for today?
As fast as a car, faster than feet.

This two-wheel vehicle must be mine!
Waiter: I suggest you try the steak and potatoes.
So all can say, so handsome, so fine!
Boy 1: Why dont we try something new like the

spaghetti and meatballs?
To school Ill arrive; the fastest of all,

All eyes on me as I walk down the hall.
Waiter: Thats also a very good choice, sir. May I
The only thing is, Ill have to wait
suggest that you try a Cesars salad to go
With my good old bike tied on the gate.
with that?
Boy 1: That sounds delicious!
Boy 2: Lets just get a hamburger, Peter.
Listen to the conversation and answer the

questions.
Boy 1: Well, OK.
David: Hey Dad. I need to show you this catalogue
UNIT 2
of used cell phones.

Dad: Whoa! Calm down son. You already have a
very good one.
David: No, you dont understand, Dad. Its not just
a cell phone, it is the most incredible, the
Listen to a recording of emergency instructions

and answer the questions.

Man: You have reached the Poison Control
most modern and complete communication
Center Emergency hotline. Press
device in the world!
the number corresponding to your

emergency:
Dad: What does this incredible phone do?

David: It has the largest selection of games and the
games are the newest on the market and
Dad: Son, please speak more slowly. You dont
need a phone to play games.
1 snake bite
2 insect sting
3 poisoning
4 skin contact with a chemical
5 burns
165
5/11/12 10:48 AM
Please stay on the line. Poisoning is a serious
Man 1: Yeah! Weve got him now!
emergency, and a poison control expert will assist

you. Be prepared to give the following information
Conversation 3
when the expert comes on the line:
Neil: Whats wrong, Molly? Please tell me.
First, give your name, address, and phone number.
Molly: Oh, I dont know, Neil. I just dont know
Then, tell the expert who took the poison. Give
if this is working.
the age of the person and the symptoms they
Neil: Not working? Why? You know I love you!
have. For example, is the person conscious or
Molly: Do you? You never have any time for me
unconscious? Is the person hot or cold? Is the

person vomiting or coughing?
anymore.
Neil: Molly, thats not true! We went out last
Next, tell the expert what the poison or medicine

was, when the person ingested it, and how much
Saturday, and uh
Molly: Yeah, uh. Apart from Saturday, we havent
they ingested.
seen each other for two weeks! Im just not
Finally, give the expert the information that is on

the container of the poison. It is important to give
happy, Neil.
Neil: Molly, Im so sorry. Ive been really busy with
the name of the substance and the ingredients.
work, but I promise it will change! Please

dont leave me!
Dr. Martin: Hello, this is Dr. Martin. Im going to ask you
Molly: Oh, Neil, I do love you! Can we go
some questions. After that, if necessary,

we will send an EMS unit to your house.
Conversation 4
OK, first,
Teenage boy 1: Ssshhh! Whaat was that?

Teenage boy 2: Nothing, man. Just an owl.
Teenage boy 1: No, man, I heard something else!
Listen to the conversations and match each

conversation to the genre.
Teenage boy 2: I didnt hear anything. Stop being
Conversation 1
Teenage boy 1: There it is again! Listen!
Woman: You know, they say that everyone has a
Teenage boy 2: Oh, wow, that door is opening!
double somewhere in the world someone
so nervous!
Teenage boy 1: Yeah, and somethings coming out!
who looks just like them.

Man: Oh yeah? I wonder who I look like.
Oh no!

Both boys: Aaaaahhhhh!
Woman: Oh, I definitely know who you look like.

Man: Ah, yes, actually, several people have said

that I look like George Clooney.
Woman: Oh, sweetie, you dont look like George

Clooney at all!

Man: Oh. Well, then, who do I look like?
Woman: You look exactly like my mother! If you were

a woman, you could be twins!

Man: Your mother? Oh, great!
Listen and check your ideas.

Nick: Uh, excuse me. Can I ask you a question?
Tricia: Sure, I guess so.
Nick: Why were you watching me?
Tricia: Well, you were doing some strange things,
and it was interesting to watch you. You were
sort of imitating people and talking to yourself.
Nick: Yeah, uh, I guess that looked a little weird.
Conversation 2
Man 1: I see him! Go left, now, now, now!
Sorry. The thing is, uh

Tricia: Oh, you shouldnt apologize! I thought it was
Man 2: Got him! Theres the Mustang!
really interesting. You see, Im taking a class in
Man 1: Go, go, go!
mime, and
Man 2: Hang on!

Man 1: Watch out on your right!
Man 2: Got it! OK, hes behind that truck!
Nick: Youre kidding! Thats why I was doing that

stuff! Im taking a mime class, too!
Tricia: Oh wow! That explains it! You have to practice
imitating people! Oh, my names Tricia.
Whats yours?
166
5/11/12 10:48 AM
Nick: Im Nick. So tell me about your class, Tricia.

Tricia: Well, Im studying literature, and Ive read a
lot about the history of mime, especially in
Greece and England. I want to know more
about it, so I decided to take this class.
Nick: Thats really cool. Im in a drama major, and I
would like to do some mime performances if
I can. Hey, maybe we could help each other,
you know, like practice together. What do
you think?
Tricia: Why not? I think that would be fun!
Nick: OK! Lets start now. Im going to mime a
scene, and you tell me if you can understand
the story.
Tricia: Ready!
UNIT 3
Listen to the rules of a game and number them

in order.
Countries
1 Work in pairs and choose a country.
2 Write ten Wh- or Yes / No questions about the
country on a card.
3 Write the correct intonation pattern for
each question.
4 Use CAPITAL letters to indicate the stress.
5 Write the answer on the back of the card.
6 Get together with another pair that has a
different country.
7 Take turns asking each other the questions. Use the
correct intonation.
8 The other team answers the question.
9 Each team that answers correctly gets 10 points.
Listen to two people playing the game and

underline the stressed words.
A: What is the capital of Canada?
B: The capital of Canada is Ottawa.
A: What is the official language of Canada?
B: Canada has two official languages: English
and French.
A: Is the city of Vancouver in the North of Canada?
B: No, it isnt. Its on the West Coast.
A: Does it snow in Toronto in the winter?

Listen and check your answers.
One or two syllables: orange, pledge, fudge,
aspects, paper, solve, social, creature.
Three or more syllables: alternate, monitor,
evaporate, operate, energy, conditioner, employee,
memorial, Canadian, Japanese, volunteer
Listen to the sentences and underline
the part that is stressed. Then answer
the questions.
1 I dont think she should get the scholarship.
Listen to these native speakers using

contractions and say what the conversation is
about. Work in pairs.
Tracy: How are you doing Ken?
Ken: Hi, Im doing just fine. I havent seenya in
a while.
Tracy: Yeah, its been ages.
Ken: Tell me, what are you gonna do this
weekend?
Tracy: Im going to the school dance. How
about you?
Ken: Were going to the beach.
Tracy: Sounds like fun.
Ken: Well, its my brothers birthday and the whole
family is going.
Tracy: Thats great! So how are they? Hows Jessica?
Does she have a boyfriend?
Ken: No, she doesnt.
Tracy: And what about your brother, Chris?
Ken: Hes great. Hes gonna travel to Orlando.
Tracy: Orlando?
Ken: Yup, hes gonna take an acting course.
Tracy: Whats Peter doing?
Ken: Not much, hes kinda studying.
Tracy: Sure, I get it. Well, it was nice talking to you.
Ken: Nice talking to you, too. Bye!
B: Yes, it does.
167
5/11/12 10:48 AM

Listen to Kim explaining to Arthur how to use the
skateboard and number the instructions in
Activity 3. Then answer the question.

Listen to Arthur and Chris and put the
instructions in order.
Arthur: Look at this, Chris!
Kim: Are you ready for a super surprise?
Chris: Is that Kims new invention?
Arthur: Sure, what is it?
Arthur: Pretty cool, isnt it?
Kim: Its a very light plank. Pretty cool, huh?
Chris: Come on, what is it for?
Arthur: Come on, what is it for?
Arthur: Its for skateboarding.
Kim: Its for skateboarding. Isnt it a dream?
Chris: I dont get it! Where are the wheels?
Arthur: Sweet! But where are the wheels?
Arthur: We dont need them, it flies!
Kim: We dont need them, look!
Chris: Awesome! How do you control it?
Arthur: Awesome! I want to fly too!
Arthur: Through this mind-reading helmet. It has
Kim: OK, but be careful. You have to ride it more
these two sensors that interpret messages
slowly than on a normal skateboard.

Arthur: Are you crazy? I dont want to ride
more slowly!
sent by your brain.

Chris: OK.
Arthur: The sensors send messages to the panel on
Kim: Relax; this board is made from a very light
the skateboard.
material. It looks like it goes more slowly than
Chris: Aha!
the normal ones. But its quicker than the
Arthur: In order to control it you use your knees and
carbon boards. Thats why you need
feet. If you bend your knees to the left, it
to practice!
goes to the left. If you bend them to the right,
Arthur: OK, what do I have to do?

Kim: In order to ride it, the first thing you have to
do is put this on.
it goes to the right. Its a bit like surfing.

Chris: And how do I control the speed?
Arthur: If you want to go more quickly, bend your
Arthur: What is it?
knees more. If you want to go less quickly,
Kim: Its a custom-made mind reading helmet
straighten your knees.
that has a sensor on each side. These sensors
Chris: How do I make it go up or down?
interpret the messages sent by your brain
Arthur: Well, to go up just raise your arms, if you want
and send a signal to these panels on the

skateboard.
to go down, lower your arms. Try it!

Chris: Cool! Its time to fly!
Arthur: Cool! How can I control it?

Kim: In order to control it, you use your knees
UNIT 4
and feet. Let me show you. If I bend my

knees to the left, it goes to the left. If I bend
them to the right, it goes to the right. Its like
Listen and order the conversation.
surfing. If you want to go more quickly, bend
Sally: Hi, Becky!
your knees. If you want to go less quickly,
Becky: Hi, Sally!
straighten your knees.
Sally: Hey, what did you do last week?
Arthur: Got it! Will it fly very high?

Kim: Yeah, like two feet. Thats why I need your
Becky: Oh, you know. Just school and stuff. But I did
go to the movies.
help; I dont know how to skateboard, so its
Sally: Uh-huh, what movie did you see?
really hard for me. Besides, I can only get it
Becky: It was called The Birthday Party.
this high or I fall.
Sally: How was the movie?
Arthur: I see. How do I make it go up or down?

Kim: Well, to go up just raise your arms; if you want
to go down, lower your arms. Try it!
Arthur: Cool! Its time to fly!
Kim: Wait, wait, slow down! Watch out!
Becky: It was terrible. It was about the worst birthday

party ever. It was a really bad movie. My
aunt took me.
Sally: No! My aunt used to take me to the really
bad movies too.
168
5/11/12 10:48 AM
Becky: Really?
their parents and get their permission
Sally: Yes!
before putting their e-mail addresses and
Becky and Sally: Hahahaha!
any other personal information on Internet

web pages. If we put more blocks
on web pages, then children would have
Listen to the story. How many parts are there to

a personal anecdote?
more protection on the Internet.

Show host: Yes, very valuable opinions there Barry.
Youll never believe what happened to me! I was
Thanks. Now Katie, you are against the
about six years old and we were on holiday with
motion. Can you give us your reasons why?

my family.
Katie: If parents teach their kids how to handle
We went to the hotel pool and it had a safety fence
the new technology, they will be more
around it. I was too young to go into the pool and
aware of how to protect themselves.
had to wait for my mom. While I was waiting for
If they show them how to use the
my mom to get ready, my brother and sister were
computer safely, they will not write
teasing me from inside the pool.
personal information on the websites.
Little baby cant come in. Youll be out there
Then it wont be necessary to create a
all day!
new law.
I was mad at them and wanted to go in, so I put my
Show host: Yes, another valuable opinion there, too!
head through the bars and, yes!, my head got stuck
Bit of a difficult one! Well audience,what
and I couldnt get it out. I had to stand there with my
do you think? Send in your vote and
head stuck in the fence until my mom came back
keep listening as we continue to discuss
and got the security guard to cut the fence and get
todays theme: how much control
me out.
do parents need over their childrens

Internet access?
Listen to the fragments and underline the words

that are emphasized.
1 He was sitting in front of me the whole time!
Listen to the poem and complete the

missing words.
2 Yes!, my head got stuck and I couldnt get it out.
Why does write become a writer?

And bake become a baker?
UNIT 5
How does good become goodness?

And sad become sadness?
How does reduce get to reduction?
Listen to the radio show and match the

information to make complete sentences.
And pollute get to pollution?
Show host: Hello, and welcome to the show where
Nor profess before profession!
But aggress doesnt exist before aggression?
parents have the chance to speak and
There are lots of suffixes
share their concerns and worries.
In an extremely long list
Today we are talking about Internet
They add to the end of the word
access and how much control parents
And they go like this.
need to have on what their children see,
read, and reveal on the web. Our first
There are also lots of prefixes
caller is Barry. Hello, Barry! So, what do
That go before the word
you think about controlling how much
Add -im or -in and
personal information our children give on
Say how theyre heard.
the web?
In- before accurate and before active
Barry: Well, if we made a new act, children

under 18 years old would have to notify
Im- before practical and polite,

Make inaccurate and inactive
Impractical, impolite, thats right!
169
5/11/12 10:48 AM
Listen to the conversation and check ( ) what

Johnny has for breakfast.

Dad: Good morning, Johnny! What do you want

for breakfast?
Johnny: Can I have a glass of milk please, Dad?

Dad: Oh We dont have any milk. Do you want

some orange juice instead?
Johnny: OK, then. Can I have some scrambled eggs,

Dad? And do we have any bacon?

Dad: Of course! Coming right up. And here,

have an apple and a few grapes whilst Im
cooking.
Johnny: Oh, no thank you. I will have a

banana though!

Dad: Good. Johnny, can you pass me some

butter from the fridge, please?

Listen to the conversation and number the
instructions in the order they are mentioned.
Mom: Come on Pepe, time to wake up for school.
Pepe: [murmuring]
Mom: Come on. Its 7 oclock. Its time to get up!
Pepe: OK. OK. Im getting up.
Mom: Comb your hair and get dressed, please! Ill
wait for you downstairs.
Pepe: OK, Mom.
Mom: Eat up your cereal.
Pepe: OK, Mom.
Mom: Brush your teeth and were off.
Pepe: OK. Lets go.
Mom: Great! Dont forget your lunch! Its on the
table there.
Pepe: Thanks, Mom.
Johnny: Sure. What are you going to have for

breakfast, Dad?

Dad: Im going to have some toast and

some jam.
Johnny: Mmm, Im so hungry!

Dad: Its almost ready.
Listen to the instructions and number the

pictures in the correct order.
1
Teacher: Arrive to school on time.
2

Dad: Do your homework.
Mom: Take a sandwich for lunch.
Dad: Do sports in the afternoon.
170
5/11/12 10:48 AM
Answer Key for Reader Comprehension Questions

Unit 1
Unit 2
Unit 3
Chapter 1
Chapter 3
Chapter 5
Activity 1, page 17
1 Because fashions are always
changing and prices are different
from store to store. 2 Because
they will continue to buy brands
for many years and become
loyal clients. 3 They are looking
for quality price, and durability
among other things. 4 Research
on the Internet, use Internet sites
to sell or buy things, and classified
ads in the newspapers. 5 From
friends.
Activity 1, page 43
1 Natural emergency and manmade emergency; 2 Under strong
tables or against interior walls;
3 Fire; 4 To be informed about
weather; 5 Home
Activity 1, page 69
1 Stress, intonation and rhythm;
2 The variation in emphasis or
vocal stress on the syllables of
words within a sentence; 3 The
words that have more meaning
content words, and the ones
that have less meaning function
words; 4 It refers to the timing
of sounds and silences when
speaking, and it is produced by
the combination of stressed and
unstressed syllables.
Activity 2, page 17
1 F; 2 T; 3 T; 4 F; 5 T
Chapter 2
Activity 1, page 30
1 Because he already knew how
to charm ladies. 2 He was tall,
strong, and handsome with
flashing black eyes and long curly
hair. 3 Because the newspapers
reported that there was gold in
California. 4 Because a group of
men killed his family and going
back to mining was painful for
him. 5 That he died in a gunfight
near Pacheco Pass in San Benito
County on July 25th, 1853.
Activity 2, page 30
1 a; 2 c; 3 c
Activity 2, page 43
Answers may vary.
Chapter 4
Activity 1, page 56
1 Watch videos of shows by
famous mime artist; Go to see
live shows, Watching people;
2 To watch people having
conversations and try to guess
what they were saying; 3 A
conversation between a mother
and her teenage daughter and a
young man and woman standing
near the fountain. 4 Because she
was taking a class in mime too.
5 She is studying literature and
she has read a lot about the
history of mime. 6 Action and
Comedy movies
Activity 2, page 56
Possible answers: That what we
say is not as important as our
actions.
Activity 2, page 69
1 T; 2 F; 3 F; 4 F; 5 F
Activity 3, page 69
c
Chapter 6
Activity 1, page 82
1 The March issue of Young
Inventors; 2 He showed the
registration form to his friends;
3 Go to the Fair; 4 To present his
invention; 5 Answers may vary.
Activity 2, page 82
4, 1, 2, 6, 5, 3, 7
Activity 3, page 82
Answers may vary.
171
AR_TG2_pp171_176_End matter.indd 171
7/27/11 7:20 PM
Unit 4
Unit 5
Chapter 7
Chapter 9
Activity 1, page 95
1 Sharing our Lives Through
Language; 2 fourteen; 3 To
explain the topic of the paragraph.
4 storytelling, messaging,
chatting; 5 Answers may vary.
6 Answers may vary.
Activity 1, page 121

Rights: To have and education; to
receive health care;
Responsibilities: To make a
difference; to coexist in peace and
harmony
Activity 2, page 95
1 great; 2 low; 3 your life
Chapter 8
1 Lamb (barbacoa)
2 People dont arrive on time
to a party.
3 Possible answers: People in
Australia have toast with butter
and a cup of tea for breakfast.
They also take things to parties.
4 Answers may vary.
5 The school schedule, the classes,
the food, the people, the music.
6 Answers may vary.
1 F; 2 F; 3 T; 4 F

1 T; 2 T; 3 T; 4 F; 5 T
Answers may vary.
Chapter 10
1 Paco goes to a boarding school
in a town two hours away.
2 Isaas stays at home with his
parents. 3 Because he misses his
brother. 4 He promises not to
argue with his brother during the
weekend and to make an effort to
be really nice.
4; 5; 3; 1; 2
Answers may vary.
172
7/28/11 10:29 AM
Answer key for Self-Tests

Unit 1
(page 166)
1 1 cheaper, smaller; 2 more expensive; 3 as heavy, lighter;
4 better
2 1 buy; 2 faster; 3 most expensive; 4 more carefully; 5

lightest; 6 best
(page 167)
1 1e; 2 a; 3 c; 4 b; 5 f; 6 d
2 had, had; 2 hasnt, could; 3 had; 4 can
Unit 2
(page 168)
1 1 After that; 2 First; 3 Next; 4 Finally; 5 Then;
6 Once
2 1 before; 2 If; 3 when; 4 where; 5 and; 6 If

(page 169)
1 1 f; 2 e; 3 a; 4 c; 5 d; 6 b
2 A; C; A; A; B; C
Unit 3
(page 170)
1 1 important; 2 instructions;
3 compete; 4 game;
5 English; 6 Mexican
2 1 1 b, 2 a, 3 c
2 1 b, 2 a, 3 c
(page 171)
1 1 so that; 2 for; 3 In order to; 4 so that;
Unit 4
(page 172)
1 1 Wow!; 2 Oh poor you!; 3 Hmmm; 4 Thats good; 5
Really?; 6 How boring!
2 1 No punctuation marks needed. 2 Excuse me, is this

your cart?; 3 Yes. Why?; 4 Are you sure?; 5
Absolutely!; 6 No problem!
(page 173)
1 1 However; 2 whereas; 3 while; 4 nevertheless;
5 also; 6 In contrast.
2 1 While the cake is cooling off, prepare

the icing. 2 While preparing the icing, never stop
beating the whites. 3 I often cook with my mother on
weekends. 4 Mom sometimes lets me beat the eggs. 5
Never open the oven while the cake is inside. 6 People
in Mexico often eat chilaquiles for breakfast.
Unit 5
(page 174)
1 Answers may vary. The final period in each answer is
important. Sample answers may be:
1 it would help to save the world. 2 I will earn lots of
money. 3 they would be healthier / bored. 4 they would
be safer on the Internet. 5 I will get fat. 6 I would get
better grades.
2 1 inactive, RE; 2 education, RI; 3 vaccinations, RI; 4

illnesses, RI; 5 discrimination, RE; 6 affection, RI
(page 175)
1 1 at; 2 at; 3 On; 4 a; 5 some; 6 any
2 1 must; 2 should; 3 should; 4 must; 5 must; 6 must
5 for; 6 In order
2 1 can, count on; 2 breaking down;

3 carry out; 4 could; coming out.
173
8/31/12 7:24 PM
Answer Key for Formal Assessments

Unit 1
Learning Environment 1 (p. 154)
1 1 F; 2 T; 3 T
2 1 He wants the Roadrunners. 2 The
2 1 romantic; 2 horror; 3 characters;

4 comedies
3 1 Can I ask you a question? 2 You

shouldnt apologize. 3 Id like to
learn more about mime.
Roadrunners are more expensive.
4 You just have to practice
3 They are made in Mexico.
imitating people.
3 1 more expensive; 2 older; 3 tall; 4

lighter; 5 faster
4 1 Why dont you; 2 Lets; 3 I

suggest; 4 Thats a good idea
1 1 He was taking care of his familys

sheep. 2 He wanted some water.
3 Because Joaquin never forgets
a favor.
2 1 was; 2 study; 3 were; 4 go

3 1 Have; 2 had; 3 couldnt; 4 had
4 1 Zenda Zentry is a short, thin girl.
2 She has long, blond hair.
Unit 3
1 1 To review an exam; 2 A princess

and a dragon;
3 Ocean waves; 4 She escapes; 5 It

eats the princess
2 1 Whats; 2 Its; 3 Ill; 4 doesnt;

5 shes
3 1 Shes going to the school dance. 2

Its his brothers birthday. 3 Hes
going to travel to Orlando. 4 Hes
4 1 memorial - three or more;

2 orange - two
1 5; 6; 1; 3; 4; 2
2 1 Make an escape plan. 2 Turn on
1 1 one hour; 2 flan; 3 It has a special
the radio.
2 Never try to drive through it.
3 1 first; 2 After that; 3 Finally

4 1 Try to stay calm when you are in
valve
2 1 F; 2 T; 3 T; 4 F
3 1 so that; 2 more; 3 in order to; 4
less; 5 more; 6 so that; 7 For
4 1 c; 2 a; 3 d; 4 f; 5 b; 6 e
an emergency.
2 If there is a fire, do not enter it to

save things.
3 Before an emergency happens,

read instruction manuals. 4 Do
not try to enter a building while it
is on fire.
1 1 F; 2 T; 3 F; 4 F
you; 3 Really
1 1 A student exchange (in Australia)

/ A comparison (of schools) in
Mexico and Australia; 2 school
going to take an acting course.
Unit 2
3 1 was; 2 hurts; 3 Does, hurt

4 1 Did I ever tell you; 2 Oh, poor
uniforms / school days,

homework / sports; 3 in Mexico,
soccer, in Australia, cricket
2 eggs; milk; sugar; vanilla

3 1 both; 2 way; 3 strict; 4 sweet; 5
eggs
4 1 when; 2 always; 3 likes; 4 usually ;

5 while
Unit 5
1 1 Against; 2 For
2 1 T; 2 F; 3 T
3 1 d; 2 b; 3 a; 4 c
4 1 unhappy; 2 education; 3
immature; 4 attention; 5
impatient; 6 polite
1 1 Because they died in a car

accident. 2 He is having a glass of
milk and some toast. 3 He used to
have eggs, bread, and butter.
Unit 4
1 1 public; 2 He / She spilled his / her

soft drink on someone. 3 Chuck
2 1 He is drinking orange juice. 2 He

wants a banana. 3 He is going to
have some toast and jam.
3 1 at; 2 some; 3 in; 4 a few; 5 some; 6

in
4 1 must; 2 brush; 3 punctually; 4
was telling him / her a joke.
shouldnt; 5 Wash; 6 carefully; 7
4 Marys father; 5 horrible
obediently; 8 quickly
2 1 was; 2 never; 3 take; 4 used to be;

5 sometimes; 6 used to have
174
7/16/11 4:09 PM
Bibliography for Teachers

De Bolt, Virginia, Write! Cooperative Learning and the Writing Process. San Clemente : Kagan
Publishing, 1998
Harmer, Jeremy, How to Teach English. Upper Saddle River, NJ : Pearson ESL, 2007
Lewis, Gordon, Teenagers. Oxford : Oxford University Press, 2007
Nuttall, Christine, Teaching Reading Skills in a Foreign Language. Oxford : Macmillan, 2005
Seymour, David & Popova, Maria, 700 classroom Activities. Oxford : Macmillan, 2008
Stone, Jeanne M., Cooperative Learning & Language Arts. San Clemente : Kagan Publishing, 1994
Stone, Jeanne M., Cooperative Learning Reading Activities. San Clemente : Kagan Publishing, 2000
Stone, Jeanne M., Cooperative Learning Writing Activities. San Clemente : Kagan Publishing, 1998
Tate L., Marcia, Graphic Organizers and Other Visual Strategies : Engage the Brain. Thousand Oaks :
Corwin Press, 2008
Reference Websites
For the Teacher
One Stop English: http://www.onestopenglish.com/
Macmillans resource site for English language teachers.
Teaching English: http://www.teachingenglish.org.uk/
BBC and the British Councils site for classroom materials and teacher development.
Adolescent Literacy: www.adlit.org
Literacy resources for parents and educators.
For Students
Learn English: http://learnenglish.britishcouncil.org/
A site that includes games, songs, stories, listening activities, and grammar exercises.
BBC Bitesize: http://www.bbc.co.uk/schools/ks3bitesize/
A website provided by the BBC, with interactive activities for years 7, 8, and 9 in the English school
system.
The Podcast Directory: http://www.podfeed.net
A listing of imaginative and informative podcasts with a variety of topics.
Teen Reads: http:// teenreads.com
A website with numerous sections to connect teens with the love of reading.
Kids Love to Know: http://www.kids.lovetoknow.com
Numerous topics for helping children, parents, and teachers.
175
8/31/12 7:29 PM
Tracklist
Track
Contents
Page
Unit 1
1
Introduction
Lesson 1, Activity 1
12
14
15
15
Unit 2
44
52
10
58
Unit 3
11
71
12
72
13
73
14
77
15
77
16
83
17
87
Unit 4
18
99
19
105
20
106
Unit 5
21
130
22
134
23
143
176
7/15/11 9:37 PM

All Ready Teachers Guide 2

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All Ready Teachers Guide 2

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Teachers Guide

Lizalde Riva Palacio Prieto Alcntara Hewitt

Donaghey Rogers Maruniak Varela Flavel Carmichael

Donaghey Rogers Maruniak Varela Flavel Carmichael

Delegacin lvaro Obr

Lizalde Riva Palacio Prieto Alcntara Hewitt

Macmillan Publishers, S.A. de C.V.

Directora Editorial: Julie Kniveton

Miembro de la Cmara Nacional de la Industria

Concepto de portada: Alejandro Flores

Prohibida la reproduccin o transmisin parcial o total de esta obra

Esta obra se termin de imprimir en noviembre de 2013

ISBN de la serie: 978-607-473-329-7

Familiar and Community

Literary and Ludic

Formation and Academic

Unit 4 . page 101

Unit 5 . page 127

Glossary .. page 153

Familiar and Community

Literary and Ludic

Formation and Academic

Macmillan Publishers, S.A. de C.V., 2013.

Lizalde Riva Palacio Prieto Alcntara Hewitt

Donaghey Rogers Maruniak Varela Flavel Carmichael

ol. F millan Publishers S.A. de C. gn, 01

less quickly; the least , the most quickly); adverbs: of degree

Familiar and Community

(very, too, rather); sentence types: declarative, interrogative,

Social practice: Understand and convey information about

goods and services.

purchase or sell a product.

Structures and Sample Language: verbs: modals (should, shall);

Can distinguish main ideas within oral exchanges.

intonation, pauses; connectors; adjectives: qualifying,

Can produce expressions to argue or object.

comparative, compound (fifteen-minute process, two-wheel

Can adjust tone, rhythm, and intonation when composing

vehicle); comparative structures (as as ; like; more slowly,

This guide provides step-by-step comprehensive teaching notes on how

The lesson notes follow the previously mentioned five-stage language

verb forms: subjunctive: (she suggests he buy ); acoustic

All ready to share

Self-Test: page 166 of the Student Book

Formal Assessment: page 154 of the Teacher's Guide

Other useful sections in the teaching notes include:

Choose two random objects in the classroom which

Distinguish forms of expressing suggestions.

Classroom Management box: This gives methodological or class management suggestions,

Other resource material:

Comprehension Questions and Glossary

Helpful ideas for using All Ready! 2

Moving on to creativity, it is often at the idea stage where students fall

less quickly; the least , the most quickly); adverbs: of degree

Familiar and Community

(very, too, rather); sentence types: declarative, interrogative,

Social practice: Understand and convey information about

goods and services.

purchase or sell a product.

Structures and Sample Language: verbs: modals (should, shall);

verb forms: subjunctive: (she suggests he buy ); acoustic

Can distinguish main ideas within oral exchanges.

features: tone (courteous, serious, etc.), rhythm, speed,

Can seek confirmation in an oral exchange.

Can adjust tone, rhythm, and intonation when composing

Can use strategies to support the comprehension of

Can anticipate central sense and main ideas from some

Can distinguish between explicit and implicit information.

Can formulate and answer questions to distinguish and

Can clarify the meaning of unknown terms in order to

Can understand and point out the order of the

Can write and classify sentences in order to create

Can anticipate central sense and main ideas from

Can compose expressions to produce oral exchanges.