Ingles Profesor 2.pdf

TEACHER’S BOOK Lina Alvarado Jantus

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN

TEACHER’S BOOK

English

º

Medio

TEENS CLUB Lina Alvarado Jantus

Teacher of English Instituto Profesional Chileno-Británico

© Ediciones R&B Teen Club 2º Medio Teacher’s Book 2015 Reedición Nº de Inscripción: 235.004 ISBN: 978-956-8694-43-2 Original text

© Lina Alvarado Jantus Teacher of English Instituto Profesional Chileno-Británico

Original illustrations Design

Ediciones R&B® Ediciones R&B®

English Editor Designed by Layout by Proofreading Illustrations Production Recording engineer Recording Producer Photos

Marián González del Fierro María Jesús Moreno Guldman Marcia Gutiérrez Pavez Nicholas Gunn Fernando Santander Tiozzo Ediciones R&B Ignacio Arriagada Maia Rodrigo González Díaz 123RF Stock Photos

2014 © Ediciones R&B Teen Club 2º Medio Teacher’s Book Nº de Inscripción: 235.004 ISBN: 978-956-8694-34-0 Original text

© Lina Alvarado Jantus Teacher of English Instituto Profesional Chileno-Británico

Basado en Teen Club 2º Medio: 2010 Ediciones R&B® Nº de Inscripción: 183.658 ISBN: 978-956-8694-09-8 Original text

© Lina Alvarado Jantus Teacher of English Instituto Profesional Chileno-Británico

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Impreso en RR Donnelley. Se terminó de imprimir 4.200 ejemplares en el mes de enero de 2015.

CONTENTS PLAN OF THE BOOK ................................................................. 4 DESCRIPTION OF THE COURSE ............................................... 6 Student’s Book ..................................................................... 6 CD - ROM .............................................................................. 6 Teacher’s Book ..................................................................... 6 Reading Booklet ....................................................................7 Workbook .............................................................................7 TEENS CLUB METHODOLOGY.................................................. 8 Learning strategies ...............................................................8 Skills development ................................................................8 Communicative skills ............................................................8 Language structure ...............................................................8 Vocabulary ............................................................................9 Learning styles ......................................................................9 Large classes .........................................................................9 Pairwork and groupwork ......................................................9 Assessment ...........................................................................9 Self-assessment ....................................................................9 Photocopiable Evaluation Instruments .................................9 Avoid this mistake! ...............................................................9 COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES ....................................................................10 TEACHING STRATEGIES FOR SKILLS DEVELOPMENT ...... 11 Reading comprehension strategies .....................................11 Listening and Speaking Strategies ......................................12 Writing strategies ...............................................................13 INTEGRATING THE FOUR SKILLS IN THE ENGLISH CLASSROOM ..........................................................................14 Using literature in the language classroom .........................14

UNIT 1: STUDENT LIFE.......................................................... 18 Extra Test ................................................................................ 33 Answers to Extra Test .............................................................. 36 UNIT 2: CHALLENGES .......................................................... 38 Extra Test ................................................................................ 51 Answers to Extra Test .............................................................. 54 UNIT 3: ARTS AND ENTERTAINMENT ................................ 56 Extra Test ................................................................................ 72 Answers to Extra Test .............................................................. 75 UNIT 4: HOW ABOUT WORKING? ....................................... 78 Extra Test ................................................................................ 89 Answers to Extra Test .............................................................. 92 QUESTION BANK ...................................................................94 Unit 1: Student life ..............................................................94 Unit 2: Challenges ...............................................................94 Unit 3: Arts and entertainment ..........................................95 Unit 4: How about working? ...............................................96 Answers to Question Bank...................................................97 WORKBOOK ANSWERS ..........................................................99 Unit 1: Student life ..............................................................99 Unit 2: Challenges ...............................................................99 Unit 3: Arts and entertainment .........................................100 Unit 4: How about working?..............................................101 THEMATIC INDEX .................................................................102 BIBLIOGRAPHY ....................................................................103 Additional Bibliography ...................................................104 Web pages ........................................................................104 Additional audiovisual resources.......................................104

THE SOUNDS OF ENGLISH .....................................................15 CLASSROOM LANGUAGE .......................................................16 ORIENTATIONS TO DEVELOP CRITICAL THINKING ...........17

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PLAN OF THE BOOK

UNIT

4

UNIT

STUDENT LIFE

CHALLENGES

6 - 31

32 - 53

Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 BEFORE YOU START . . . . . . . . . . . . . . . . . . . . . . . . . 8 Lesson 1: Our School . . . . . . . . . . . . . . . . . . . . . . . 10 Reading: Read an extract from a short story . . . . . . . . . . . . 11 Language Spot: Talk about actions that used to happen. . . . . . . 13 Listening and Speaking: A dialog about past habits . . . . . . . . . . . . . . . . . . . 14 Writing: A paragraph about past habits . . . . . . . . . . . . . . . 15 Lesson 2: Who had more fun?. . . . . . . . . . . . . . . 18 Listening: A conversation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Language Spot: Talk about things that were happening in the past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Oral Practice: Describing people’s actions in a photo. . . . . . . . 22 Reading and writing: An extract of a short story . . . . . . . . . . . . . . . . . . . . 23 Take Action!: A report about people’s activities . . . . . . . . . . . . . 25 YOUR ENGLISH IN ACTION . . . . . . . . . . . . . . . . . 26 UNIT CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BEFORE YOU START . . . . . . . . . . . . . . . . . . . . . . . . Lesson 1: Extreme challenges . . . . . . . . . . . . . . Reading: Sports advertisements . . . . . . . . . . . . . . . . . . . . . . . Language Spot: Talk about things you have done . . . . . . . . . . . . . Listening and Speaking: Reporting ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Writing: Write a personal report about an exciting experience . . . . . . . . . . . . . . . . . . . . . . . . . . Lesson 2: Swim your own race . . . . . . . . . . . . . . . Listening: Listen to a radio interview . . . . . . . . . . . . . . . . . . . . Language Spot: Expressing desires . . . . . . . . . . . . . . . . . . . . . . . . . . . Oral Practice: A dialog expressing desires and hopes . . . . . . . Reading and writing: Read and write piece of news . . . . . . . . . . . . . . . . Take Action!: A sports advertisement . . . . . . . . . . . . . . . . . . . . . . YOUR ENGLISH IN ACTION . . . . . . . . . . . . . . . . . UNIT CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

COMMUNICATIVE TASKS FILE ............................100

THEMATIC INDEX ....................................................... 107

32 34 36 37 39 40

41 42 43 44 45 46 47 48 50 53

UNIT

UNIT

ARTS AND ENTERTAINMENT 54 - 77

Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BEFORE YOU START . . . . . . . . . . . . . . . . . . . . . . . . Lesson 1: Let’s turn on the TV! . . . . . . . . . . . . . . . . Reading A TV guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Language Spot: Use connectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Listening and Speaking: A monolog about favorite TV program . . . . . . . Writing: A TV guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lesson 2: Teens’ art work . . . . . . . . . . . . . . . . . . . . . Listening: A report about an artistic event . . . . . . . . . . . . . . Language Spot: Report what other people said . . . . . . . . . . . . . . . Oral Practice: Telling what other people said . . . . . . . . . . . . . . . Reading and writing: Ekphrastic poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . Take Action!: A dialog about a free time activity . . . . . . . . . . . . YOUR ENGLISH IN ACTION . . . . . . . . . . . . . . . . . UNIT CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

LANGUAGE REFERENCE ............ 108

54 56 58 59 61 62 63 64 65 67 68 69 71 72 74 77

HOW ABOUT WORKING? 78 - 99

Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BEFORE YOU START . . . . . . . . . . . . . . . . . . . . . . . . Lesson 1: Breaking frontiers . . . . . . . . . . . . . . . . . . Reading Voluntary work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Language Spot: Express obligation and necessity (must / have to / need to). . . . . . . . . . . . . . . . . . . . . Listening and Speaking: A dialog about a job . . . . . . . . . . . . . . . . . . . . . . . . . Writing: An application form . . . . . . . . . . . . . . . . . . . . . . . . . . Lesson 2: Making a difference . . . . . . . . . . . . . . . . Listening: A radio advertisement . . . . . . . . . . . . . . . . . . . . . . . Language Spot: Expressing possibilities (may / might). . . . . . . . . Oral Practice: Dialogs about possibilities . . . . . . . . . . . . . . . . . . . Reading and writing: Poems about volunteering . . . . . . . . . . . . . . . . . . . Take Action!: A job leaflet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . YOUR ENGLISH IN ACTION . . . . . . . . . . . . . . . . . UNIT CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

VOCABULARY ................................ 109

78 80 82 82

84 86 86 88 89 90 91 92 93 94 96 99

BIBLIOGRAPHY.............................. 110

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DESCRIPTION OF THE COURSE Teens Club has been written for teenagers in their second year of secondary school. The main objective of Teens Club is to appeal to teenagers by providing them with materials related with their own reality. The different topics in Teens Club have been selected to give students the opportunity for cross-curricular and cross-cultural work so that they can learn about life and the world at the same time as they learn English. Through guided questions and simple discussions, students are encouraged to express and hold their opinions on issues that concern their lives and the world around them. As it is important for students to ‘learn how to learn’, Teens Club has been designed especially to provide students with opportunities to experiment, use their learning styles and develop a variety of language learning strategies which will suit each of them. COURSE COMPONENTS Teens Club consists of a Student’s Book, a Workbook, a Reading Booklet, a Teacher’s Book and a CD-ROM.

Student‘s Book The Student’s Book is divided into 4 units, each one based on a different topic: Unit 1: Student life Unit 2: Challenges Unit 3: Arts and entertainment Unit 4: How about working? Each unit has lessons that integrate the four skills. In different parts of a lesson, a Useful ExpressionsSpot can be found, which presents commonly used expressionsthat students can employ in dialogs and conversations and there is also a Strategy Spot to help students comprehend and use the language. Together with this, a Let´s Check section can be found to allow students evaluate their progress on a particular aspect of the lesson. At the same time, this section provides information to the teacher about any points with which most of the students have problems. At the end of each unit, there are three additional sections: • Unit Check. It is a final test which covers the four skills and the language studied. It helps students revise contents and evaluate their performance through the whole unit.

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• Project. It gives students the opportunity to apply what they have learned throughout the unit and integrate it with other school subjects. • Real Life Spots. They allow students to make connections between the topic of the lesson and the real world, and may bring a bit of humor to the class. They also provide them with useful additional information. Teachers should encourage students to make the most of these spots and search for further information or connections with the topics on their own. Finally, students can practice oral communication using a special bank of communicative activities which they will find in the final pages of the book: • Communicative Tasks File. This section is meant to make students practice the vocabulary of the unit and some useful expressions and to improve their fluency through simple picture description. Teens Club also includes a Game Spot section in some of the lessons. Games are highly motivating, since they are amusing and, at the same time, challenging for students; they provide an opportunity to use language in real contexts, and they also encourage and increase cooperation.

CD-ROM The CD-ROM includes all the material for the listening tasks in the lessons, the oral practice exercises, the reading texts (including the Reading Booklet), and the reading and listening components of all the tests (Unit Check and Extra Tests). 1 This is the icon used in the Student’s Book to indicate that

recorded material is used. 1 This is the icon used in the Teacher’s Book to indicate that

recorded material is used; it includes the corresponding track number.

Teacher’s Book This component offers teacher’s support in several different ways: • An introduction with a description of the course, the methodology of the text, suggestions for classroom management, general methodological suggestions for the activities, description of the course components. • Information on the advantages of using literature in the teaching of English as a second language. • Classroom language (which can also be found in the CD). • Indications of estimated time, materials and evaluations for each lesson.

• Step-by-step lesson plans and suggestions, including ideas to start each lesson, as well as follow-up activities and suggestions for homework. • Background information related to the information provided in the different texts, to help the teacher deal with possible questions from the students. • A section called Error Alert!, which provides information about mistakes students are likely to make, and additional exercises to practice specific points. They are shown in the Teacher’s Book as part of the guidelines for the activities in which they may occur. • Photocopiable observation and evaluation sheets for the teacher and students. • The answers to all the activities in the Student’s Book, Workbook, and tests. • Full transcripts of the recorded material: listening texts, oral practice activities, listening tests. • One extra test per unit. • A complete bibliography for the teacher. • Classification of the activities in the lessons according to their level of difficulty, indicated with the following icons: + Low ++ Medium +++ High • Icons to indicate the language ability to be developed • A Question Bank, supporting material for the teacher, to clarify and encourage reflection and discussion, exercise, monitor, and reinforce the student’s learning process.

Reading Booklet Extra reading texts are presented in a beautiful booklet, to encourage students to read at home or outside of the classroom. The booklet also includes open questions for each text, as a means of developing critical thinking. It can be also be used as complementary reading during the class.

Workbook This includes a selection of exercises divided by unit and lesson, designed for language practice, so that the student will develop problem-solving skills. Icons used in the Student’s Book:

READING

AND WRITING

A short section with extra practice focused on reading comprehension and writing skills. LISTENING AND SPEAKING

A short section with extra practice focused on listening and speaking skills. ORAL PRACTICE

Activities based on a listening text, aimed at practicing oral skills, pronunciation, fluency and intonation. FAST LEARNERS

Activities for faster students. They can also be used with all students, if the circumstances allow it. REAL

LIFE

SPOT

Interesting bits of information on the topics of the lesson. GAME

SPOT

Section designed to motivate you with different games. LET’S CHECK These short evaluation activities allow you to analyze your performance. You complete the tasks within a time limit and check your points. Key

Word

Spot

Special glossary that helps you with the key words in the text you are going to read or listen to. Useful Expressions Spot

Commonly used expressions that students can use in dialogs and conversations. Strategy

Spot

Strategies that help you comprehend and use the language. TAKE ACTION!

Hands-on activities to consolidate the contents covered in the unit.

LET’S READ! This icon indicates the connection of an activity with complementary work on the Reading Booklet.

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TEENS CLUB METHODOLOGY Teens Club helps students develop language learning skills to carry out tasks related to the content. In every lesson, there are tasks which consolidate the linguistic and thematic content.

Learning strategies In the field of language learning, there has been a change of paradigm over time: from the early focus on the product of language learning (linguistic or sociolinguistic competence) to a greater emphasis on the processes and the characteristics of language learning strategies. These learning strategies have been defined as those specific actions, behaviors, steps, or techniques that students (often intentionally) use to improve their progress in developing language skills, and that can facilitate the internalization, storage, retrieval, or use of the new language. Training students to use these strategies properly can help them become better language learners. Along the same line, research evidence has shown that “whether it is a specific conversation, reading, writing, or other class, students need to constantly monitor and evaluate the strategies they develop and use; and they need to be aware of the nature, function and importance of such strategies”. (Graham, 1997, p. 169). One way to foster strategy use in the classroom is to consider them in the lessons. For this purpose, Teens 1 has incorporated various ways in which students can learn the language by modeling, practicing or presenting different strategies, in order to appeal to a variety of learning styles. These are presented in the Strategy Spot boxes, which highlight specific strategies and guide students to use them for developing different skills and tasks. For detailed information about learning strategies, see Appendix Teaching Strategies for Skills Development on Page 11.

Skills development At the beginning of each unit, the book presents activities aimed at activating previous knowledge (sections Getting Ready and Before you start). The purpose of these sections is that students can know what information they need in order to face the new contents successfully, and also to activate the knowledge previously acquired, and practice it through interesting activities related to the contents that will be covered. The methodology adopted through the lessons is a three-phase

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approach consisting of before, while and after listening and reading activities. The Before Reading / Listening activities provide a setting, motivation and linguistic preparation; they activate previous knowledge about the topic of the lesson, motivate students to read or listen and encourage them to predict and anticipate information. The Reading / Listening activities focus students’ attention and instruct them on how to look for specific information, find clues and discriminate between essential and non-essential information. The After Reading / Listening activities connect the text with the students’ own reality, provide them with practice on specific grammar points and help them develop writing and speaking skills.

Communicative skills Most students evaluate their own language ability based on how well they can speak. Speaking activities are present in Teens Club right from the start, and they are integrated with the other skills to encourage communication. Even in the first stages of learning, with only a limited knowledge of vocabulary and structures, students want and are able to communicate. The speaking tasks give students an additional opportunity to use new language in the context of a ‘real life’ task, carried out in pairs or in groups, and following models provided. Writing is approached as a process, so as to make students aware of the steps that need to be taken when writing, such as making lists, drafting, and discriminating between main and secondary ideas. The activities are also an integral part of each lesson, with a variety of tasks students must accomplish during the class or as homework, with varying degrees of support and guidance.

Language structure In Teens Club, grammar is approached in a clearly structured, yet meaningful way. Students are presented with an inductive task in a section called Language Spot, in which they have to figure out how the structure works in English, discovering both the use and the form. Then, they complete controlled practice exercises, where they apply the target structure in communicative situations.

Vocabulary The key vocabulary in each lesson is presented in the Key Word Spot. There are vocabulary activities through which students develop effective strategies for learning and keeping vocabulary records. A systematic use of dictionaries is encouraged.

Learning styles Learning styles is about developing students’ awareness of how they learn and how they develop their learning strategies, to become more effective and independent learners. Teachers should encourage students to analyze their learning process, making them think about the problems they have faced and how they could improve their performance. This is continuously supported throughout Teens Club’s units and lessons.

Large classes Large mixed-ability classes are a reality teachers have to face every day. Grouping is one technique that is used to reduce the negative effects of this situation. When the class is divided into smaller units, many learning activities can be undertaken. This implies a different role for the teacher; this does not mean that he / she will become less active in the classroom, but that he / she will not be the center of the activities. Teachers who monitor, encourage and participate in different classroom groups are even more active than traditional teachers. By re-organizing the classroom to allow more opportunities for communicative interactions and activities, students will be in a better position to practice and acquire the foreign language.

Pairwork and groupwork One of the ways of giving students the time they require to practice a language in class is by forming groups or pairs. This helps teachers to individualize their learners, provides opportunities for sharing experiences, and it may also help teachers to accommodate learner differences by varying student roles. Teachers must bear in mind that this type of work encourages students to share their skills and knowledge, and to learn from each other. It also increases students’ involvement, active participation, and a positive attitude.

reinforce social and communicative skills required to work with other people. The teacher should take an active role in group and pair formation, and students should take different roles each time.

Assessment In Teens Club, self-assessment takes place in each lesson. This is done through the Let’s Check and Unit Check sections, where students evaluate themselves to become aware of their progress, and in the Project section, where they analyze their performance and make decisions concerning steps they can take to improve.

Self-assessment In Teens Club, self-assessment takes place in each lesson, so that students have the opportunity to reflect on their progress and their main problems. This type of assessment helps students to become more efficient learners, as well as make them feel more responsible for their own learning. This is done through the Let’s Check and Unit Check sections, where students evaluate themselves to become aware of their progress.

Photocopiable Evaluation Instruments The Teacher’s Book offers a selection of rubrics and evaluation sheets that the teacher can use in different situations, with different purposes and with different students. The labels and criteria can be adapted to the class situation, the topics covered, the number of students, etc. They can be used by the teacher to evaluate students, or by students to evaluate themselves and / or their peers. The teacher may use the results of these evaluation instances as part of the final mark of students, as long as they are informed of the system applied.

Avoid this mistake! Teens Club provides the teacher with help in connection with common mistakes students might make, together with additional exercises to practice these specific points. They are shown in the Teacher’s Book as part of the guidelines for the activities in which they may occur.

It is important to share with the students the importance of these activities, because they give them an opportunity to

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COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES The restructured version of the Common European Framework of reference for language learning, teaching and assessment represents the latest stage in a process which has been actively pursued since 1971 and owes much to the collaboration of many members of the teaching profession across Europe and beyond. The Common European Framework of Reference for Languages (abbreviated as CEFR or CEF) is a standard, international scale of levels for language learning. One of the aims of the Framework is to help describe the CEF band

C Proficient user

B Independent user

A Basic user

CEF level

hours

levels of proficiency required by existing standards, tests and examinations in order to facilitate comparisons between different systems of qualifications. For this purpose the Common Reference Levels have been developed. Ideally a scale of reference levels in a common framework should meet the following criteria. The table below shows the three bands and six levels of the CEF, together with the approximate hours required to achieve each level and what a person is able to do with the language at each level. level descriptor (ability at this level)

C2

Mastery or Proficiency

C1

Effective Operational Proficiency or Advanced

800

• • • •

B2

Vantage or Upper Intermediate

600

• Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. • Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. • Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

B1

Threshold or Intermediate

400

• Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. • Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. • Can produce simple connected text on topics which are familiar or of personal interest. • Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

*A2 Way-stage or Elementary

200

• Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). • Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. • Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

*A1 Breakthrough or Beginner

1000+

• Can understand with ease virtually everything heard or read. • Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. • Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations. Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.

• Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. • Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. • Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

* The levels A2 and B1 correspond to the target levels for 8th grade and 12th grade in the national Curriculum. Adapted from: Verhelst, N., Van Avermaet, P., Takala, S., Figueras, N., & North, B. (2009). Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge University Press.

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TEACHING STRATEGIES FOR SKILLS DEVELOPMENT

While reading • Evaluate predictions and revise them as needed. • Connect the meaning of one sentence to the meaning of another; use background knowledge to try to clarify the meanings of words and phrases. • Interact with the text; ask questions about its content and reflecting on its ideas. • Focus the attention on the reading goals. • Reread a passage before going on. • Summarize the content of a passage as they read it. • Make inferences as they read. • Create mental images, or visualize a setting, event, or character to help understand a passage in a text. • Monitor comprehension as they read. • Rephrase a passage in their own words. • Look up the meanings of difficult words.

After reading • Think about, or reflect on what they read. • Mentally summarize major points or events in the text. • Go to other sources to find additional information about the topic of the reading. • Talk with a classmate about which strategies they used and why they used them.

Making connections

• Preview the text by looking at the title, headings, and images. • Recall prior knowledge; think about what they already know about the topic of the text. • Set goals for their reading. Note the structure, or organization of the text, and create a mental overview or outline of the text to help decide whether it is relevant to their goals. • Predict what the text will be about by using prior knowledge.

Predicting

Before reading

What do you think will happen next? Based on the material you’ve looked over before reading, what can you predict… What does this title / heading / picture make you think? Although the author hasn’t told it, what do you think about…

Questioning

Strategies can help students become better readers if they • use different strategies before, during, and after reading, • use strategies whenever they read • think about how strategies can help them

Does this remind you of something? Has this ever happened to you? Do you know someone like him / her? Are you like this character? What do you already know that will help understand what you’re reading? Does this information confirm or conflict with what you’ve read in other sources?

What is the author saying? Why is that happening? Why did this character…? Is this important? How does this information connect with what you have already read?

Monitoring

Comprehension strategies are conscious plans or procedures that are under the control of a reader, who makes decisions about which strategies to use and when to use them to get meaning from text.

The following chart shows examples of questions teachers can use to help students develop reading comprehension strategies while they read.

Is this making sense? What’s going on here? What have you learned? Do you need to reread? What does this word mean? What text clues help you fill in missing information?

Visualizing Summarizing

Reading comprehension strategies

This story is mainly about… How is the story organized? The author’s most important ideas were… How does the text organization help you? What are the key words? What are the pictures/scenes in your mind? What do you hear / taste / smell or feel? What do the characters, the setting, and the events of the story look like in your mind? Can you picture this new information?

Adapted from: Capistrano Unified School District. (2003). Student Reading Comprehension Strategies. Retrieved from: http://www.readinglady.com/mosaic/ tools/Student%20Reading%20Comprehension%20Strategies%20explanation%20 from%20Leslie.pdf

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Listening and Speaking Strategies Listening strategies are techniques or activities that contribute directly to the comprehension. In the Pre-listening stage, students need to understand how to recognize the purpose of the listening message, and make connections about the topic or tone to tune in as preparation for processing the information. Teachers can use directions, vocabulary competition, film watching, or description of drawing sketches to tune their brain in the second langue listening.

On the other hand. The teaching of speaking involves more than just providing them with speaking fluency practice. Teachers need to focus on skills and strategies that will help students negotiate meaning and communicate effectively with other people. These strategies help all students improve their language development in a supportive, encouraging way. • Model language by saying aloud and writing the ideas and concepts you’re teaching. • Have students retell stories aloud.

In the While listening part, the teaching task will mainly focus on note taking skills. EFL learners need to be taught and encouraged to actively think about what they’re listening to. In order to teach EFL learners to think when listening, focusing on note-taking skills is a good way of helping learners to concentrate and to look for clues in what they’re listening to.

• Teach choral speaking and reading.

After listening, students need to act upon what they have heard to expand their thinking.

• Correct content, not grammar. To model proper grammar and syntax, restate or rephrase students’ questions or statements.

Here are examples of strategies to help develop students’ listening comprehension.

• When asking questions, give choices for the answer.

Before listening • Think of what they already know about the topic of the recording. • Anticipate what will come. • Evaluate which listening strategies will serve best in the particular situation. • Predict what the speaker(s) might say.

While listening • Figure out the purpose for listening. • Listen carefully to the speaker. • Attend to the parts of the listening input that are relevant to the identified purpose and ignore the rest. • Listen for more information that the speaker tells about an idea.

After listening • Think about what they have listened. • Monitor their comprehension and the effectiveness of the selected strategies. • Evaluate if they they achieved the listening comprehension goals. • Evaluate if the combination of listening strategies selected was effective.

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• Sing or read songs. Children can bring in a favorite song to perform alone or as a group, but make sure you have heard the song first and can approve it. • Have students read and perform Readers Theater scripts.

• Encourage students to describe, summarize, define, contrast, and compare by modeling. Be sure to show and not just tell when teaching a new concept, idea, or vocabulary.

Writing strategies For a second language learner, writing is an extension of listening and speaking. Therefore, students must be provided opportunities to build, extend, and refine oral language in order to improve written output.

Step

Actions

Tips and instructions

1. Prewriting

Prewriting is forming ideas and planning how to present information. This is the planning phase of the writing process, when writers brainstorm, research, gather and outline ideas, often using diagrams for mapping out their thoughts.

• Use brainstorming or create a graphic organizer. • Observe, imagine, interview. • Gather the information.

2. Drafting

Drafting is creating the first version of a paragraph. This step turns prewriting ideas into sentences. Writers create their initial composition by writing down all the ideas in an organized way.

• Use three or more important ideas from the prewriting and add specific, interesting details. • Develop complete sentences. • Add supporting details. • Don’t worry about making mistakes – just get your ideas down on paper.

3. Revising

Revising is changing, • Read carefully to make sure taking out, or adding the wording is clear and words to make complete. meaning more clear. • Ask yourself: The goal of this phase Is my message clear? of the writing process is Did I include enough to improve the draft. information? Did I accomplish my purpose?

4. Editing

Editing is correcting spelling, punctuation, and grammar errors. At this point in the writing process, writers proofread and correct errors in grammar and mechanics, and edit to improve style and clarity.

• Read it aloud to yourself. • Ask a friend/ peer to listen to your work. • Use a checklist to check capitalization, punctuation and spelling. • Have another writer’s feedback.

5. Publishing

Publishing is making a final copy. In this last step of the writing process, the final writing is shared with the audience.

• Submit to the teacher/ peers /editors / etc. • Send it to interested / individual groups. • Display it in your

A great deal of research on writing highlights the fact that this skill is rarely done in isolation, but is virtually always done in response to source texts (Cumming, Kantor, Powers, Santos, & Taylor, 2000; Hale et al., 1996; Hamp-Lyons & Kroll, 1996; Horowitz, 1991; Leki & Carson, 1997; Weigle, 2002). That is, students are rarely asked to write essays based solely on their background knowledge; before they write on a given topic they are expected to read, discuss, and think critically about that topic and the type of text they are expected to produce. Currently there is general agreement that reading and writing are both fundamental cognitive processes that depend upon cognitive activities such as selecting important information, organizing and retrieving information, summarizing or consolidating information, and so forth. Thus, instruction in reading and writing becomes an important aspect of enhancing students’ skills. Recently, writing instruction has moved from a product orientation to a process orientation that stresses response during writers’ planning, drafting, revising, editing and publishing. Fundamental to this process is writing for real purposes and audiences, students’ sharing of ideas and written work, students’ ownership of their topics, frequent writing opportunities, and opportunities for extended writing. It is also important for students to view their own writing published, informally or formally. This provides them with a purpose to planning their texts, as well as purposes for drafting and revising (since their work will be “public”, they experience the need to shape the work to best represent their own goals). The writing process involves a series of steps to follow in producing a finished piece of writing. Every writer follows his or her own writing process. Here are the five steps in the Writing Process and some useful tips and instructions to use with your students.

Adapted from: The 5-Step Writing Process: From Brainstorming to Publishing. (n.d.) Retrieved from: http://www.liferichpublishing.com/AuthorResources/General/5Step-Writing-Process.aspx#sthash.1xrD4Dgq.dpuf

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INTEGRATING THE FOUR SKILLS IN THE ENGLISH CLASSROOM Skills integration generally refers to linking the traditional four skills of language learning: reading, writing, listening, and speaking in the context of a lesson. An integrating approach for the development of communicative skills in the classroom is highly recommended for acquisition because, as skills are integrated in the classroom, the relevant knowledge of the foreign language is taught in a coherent, meaningful way. In everyday life, there are many situations in which we use more than one language skill. For this reason, integration is concerned with realistic communication. When teachers integrate skills in a lesson, they are able to teach the foreign language at a discourse level. At this level, language is presented to students through texts which are whole units of communication (either spoken or written) rather than separated segments or parts they must analyze in isolation. Skills integration allows students to process language by: contextualizing, interpreting, exploring, analyzing, experiencing, challenging, confronting, assimilating, practicing and sharing the new information. In addition, an integrating approach has a positive impact on the classroom atmosphere, creating a relaxed environment and fostering motivation and active engagement. Forms of integration There are two general forms to integrate skills in the classroom: • Simple integration. It is the easiest form of integration. In this type of lesson, a receptive language skill serves as a model for a productive language skill. Example: A reading activity which provides a model for a writing task, a listening comprehension activity which guides students to oral production. • Complex integration. In this form of integration, skills are integrated around a theme. The specific distribution of skills integration in the lesson will depend on the target topic. Example: A pre-reading discussion of the topic to activate schemata, followed by listening to a series of informative statements about the topic or passage to be read. While reading, teacher focuses the lesson on a certain reading strategy (for instance, scanning). After reading, students react by writing a paraphrase of a section of the reading passage and making a comment. Adapted from: Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy2nd Ed., New York: Pearson Education.

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Using literature in the language classroom

When students are faced with reading literature, an extensive list of reading sub-skills are applied: • deducing meaning and use of unfamiliar words; • understanding explicitly stated information; • understanding information which is not explicitly stated; • understanding conceptual meaning; • understanding relations between the parts of a text through lexical cohesion devices; • understanding cohesion between the parts of a text through grammatical cohesion devices; • interpreting text by going outside of it. The methodological implications of the use of literature in the language classroom are: • EFL classroom strategies such as cloze, rewriting, prediction activities, role playing are adapted and adopted to teach literary texts in the language lesson; • text manipulation (e.g., rearrangement and dramatization); • two-way channel of teacher-student communication and pair/ group work, in order to achieve more self-sufficiency. • literature favors students’ development of creative and interpretative skills. The following is a three-stage framework proposed as a working model for the presentation of literary texts in the language classroom: • Framing (thematic preparation): turning students‘ attention to the content or theme of the text. Also, it will focus on distinguishing prose from poetry. • Focusing (engaging): the designed activities which lead them to understand the text and to interpret it for the purposes in hand. • Diverging (moving on): leading students into parallel activities of various kinds, e.g., role play, transfer to other text-types, creative writing, etc. Adapted from: Mirzaei, A., & Domakani, M. R. (2008). The Theory and Practice of Bringing Literature into the EFL Classroom.

THE SOUNDS OF ENGLISH The consonants in the table are the consonant phonemes of British and American English. Consonant sounds /p/ /b/ /t/ /d/ /k/ /g/ /f/ /v/ /θ/ /ð/ /s/ /z/ /ʃ/ /ʒ/ /h/ /tʃ/ /dʒ/ /m/ /n/ /ŋ/ /l/ /r/ /j/ /w/

put, supper, lip bit, ruby, pub two, letter, cat deep, ladder, read can, lucky, sick gate, tiger, dog fine, coffee, leaf van, over, move think, both the, brother, smooth soup, fussy, less zoo, busy, use show, washing, cash leisure, vision home, ahead chair, nature, watch jump, pigeon, bridge man, drummer, comb no, runner, pin young, singer let, silly, fall run, carry you, yes woman, way

The vowels in the table above are the vowel phonemes British English. All long vowels are followed by colons /:/. Most of the differences between British and American English are to do with the quality and length of the vowels. The most significant differences are explained in the foot notes. Vowel sounds /ɪ:/ /ɪ/ /e/ /æ/ /ɑ:/ /ɒ/ /ɔ:/ /ʊ/ /ʊ:/ /ʌ/ Br/ɜ/ Am/ɝ/ /ə/

eat, sleep silly, baby, it, swim edge, lead apple, man father, calm, *1can’t, *2car *3 odd, want or*4, daughter, more put, full shoe, suit under, enough, butter earn, bird, occur above, support, possible, Africa, mother

*1

In American English, this is pronounced with vowel /æ/. Before /nt/ /f/ /s/, as in can’t, half, grass, bath.

*2

In American English, the r after a vowel is pronounced.

*3

This vowel is not found in American English. Instead it is pronounced as /ɑ/.

*4

In American English, the r after a vowel is pronounced.

/eɪ/ /aɪ/ /ɔɪ/ /ɪə/

ache, pay I’m, right oil, noise ear, here

ɛə ʊə aʊ əʊ

air, dare pure, tour out, cow own, coat

* In American English, the final r is typically pronounced. Adapted from: Yule, G. (2010). The Study of Language, Fourth Edition. New York: Cambridge University Press.

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CLASSROOM LANGUAGE 1 Greetings

• Good morning. / Good afternoon. / Hello. / Hi. • Good bye. / See you tomorrow. / See you later. • Have a nice weekend. / Enjoy your holiday. 2 Moods and feelings

A: How are you today? B: I’m fine. / I’m great. / OK. / Very well, thank you. / I’m not very well. / I have a problem. / I’m feeling down. / I’m sad. 3 Asking for clarification

• Can you repeat that, please? • Can you say that again, please? • Sorry. I’m afraid I didn’t understand. • Can you help me with this exercise, please? 4 Encouragement

• Well done! / Good! / Excellent! / Good work! / Congratulations! • Do it more carefully. / Say it again. / Try to correct that, please. • Not too bad. / You’ll do better next time. / Keep trying! 5 The date

A: What day is it today? B: It’s Monday. / It’s Tuesday. / It’s Wednesday. / It’s Thursday. / It’s Friday. / It’s Saturday. / It’s Sunday. A: What’s the date today? B: It’s (Monday) March 9th. / It’s (Monday) 9th March. 6 The weather

A: What’s the weather like today? B: It’s sunny. / It’s cloudy. / It’s hot. / It’s cold. / It’s nice and warm. / It’s nice and cool. / It’s raining. / It’s snowing. 7 The time

A: What’s the time? / What time is it? B: It’s one o’clock. / It’s two o’clock. / It’s three o’clock. / It’s ten o’clock. / It’s twelve o’clock. A: What’s the time? / What time is it? B: It’s quarter past nine. / It’s half past ten. / It’s five past eleven. / It’s ten past twelve. / It’s twenty past one. / It’s twenty five past two. A: What’s the time? / What time is it? B: It’s quarter to eight. / It’s twenty five to nine. / It’s twenty to ten. / It’s ten to three. / It’s five to four.

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8 Some commands and instructions

• Answer the questions. • Be quiet. • Check your answers. • Check your predictions. • Close the door. • Come to the board. • Compare your answers. • Complete the paragraph. • Copy the instructions. • Discuss the ideas in your group. • Do Exercise 1. • Do not write in your book. • Fill in the blanks. • Find examples in the text. • Find the cognates in the text. • Listen to the recording. • Look at the pictures. • Look up these words in the dictionary. • Make a list. • Make some notes. • Match the pictures. • Name three activities. • Open your books. • Pay attention, please. • Put the pictures in order. • Read the instructions. • Select the correct answer. • Silence, please. • Sit down. • Stand up. • Talk to your partner. • That’s all for today, thank you. • Work in groups of four. • Work with your partner. • Write the sentences. 9 Turn taking and permission

• Can I talk to you after the class? • Excuse me, can I say something? • Excuse me; can I leave the room for a minute? • May I go to the bathroom? • It’s your turn. • Sorry, it’s my turn.

ORIENTATIONS TO DEVELOP CRITICAL THINKING Recent research has shown that, in general, students who develop critical thinking skills are more able to achieve better marks, become less dependent, create knowledge, evaluate, and change the structures in society. Teachers’ questions constitute a central aspect to develop students’ critical thinking. These are examples of questions and tasks that consider the different levels of thinking proposed in the New Bloom’s Taxonomy (Anderson et al., 2001). Skill Remembering

Understanding

Apply

Analyze

Evaluate

Create

Key words

Questions

Examples of tasks

Remember, repeat, identify match, What / How / Where is…? reproduce When / How did …happen? How would you explain / describe…? How would you show…? Who / what were the main…? What are the …? What is the definition of…? Describe, explain, paraphrase, give How would you classify…? examples, infer, interpret, predict, How would you compare / contrast…? summarize How would you rephrase the meaning of…? What is the main idea of…? What can you say about…? How would you summarize…? Demonstrate, dramatize, illustrate, How would you use…? show, use What examples can you give… How would you solve the…? What have you learned about…? What would result if…? Compare, contrast, critique, What are the parts / characteristics of…? discriminate, show in a diagram, Why do you think…? select What is the theme…? What conclusions can you draw…? How would you classify…? What evidence can you find…? What is the relationship between…? Discuss, justify, evaluate, monitor, What is your opinion of…? check, confirm What would you recommend…? How would you rate / evaluate…? How would you support the view…?

Answer questions Discriminate between true and false information Name… Recite a poem

Design, create, elaborate, generate, plan

Write an article about… Write a song… Dramatize…

How would you improve…? What would happen if…? What alternative can you propose…? How could you change the plot / plan…? What can you predict…?

Classify the … Elaborate a list of the main ideas Compare two characters of the story.

Read a paragraph. Check and correct a text written by a classmate.

Read and identify authors’ points of view about global problems. Determine the character’s motivation in a story.

Evaluate the arguments in favor / against … Justify the idea that…

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UNIT STUDENT LIFE In this unit you will: • read a piece of literature • read an e-mail • listen to a dialog about activities in the past You will learn how to: Reading • scan a text to validate predictions • infer meaning of words from the context • localize specific information

Listening • identify general information • discriminate between correct and incorrect information • identify specific information Language • use the structure used to / didn’t use to, to express past habits • use the Past Continuous Tense

Development • Preparation for the unit: two hours • Lesson 1: six hours • Lesson 2: six hours • Consolidation and evaluation activities: four hours

Speaking • ask and answer questions about past habits • talk about school life in the past Writing • complete a summary of a story. • write an e-mail about student life You will also: • develop respect and admiration for older people • show respect and acceptance of other people’s opinions.

• Workbook: two hours • Reading booklet: two hours • Extra test: two hours

Didactic resources

• Complementary material such as articles from magazines, Student Forum chats. • Pictures of teenagers provided by the teacher and by students to illustrate the diversity of teenage cultures. • Supporting material such as lists of adjectives, dictionaries, glossaries, definitions, printed handouts, library material, etc. Methodological • Teachers should prepare the lessons beforehand considering that a thorough prior preparation allows them to think of and apply some suggestions useful ideas. It is their chance to make the class entertaining and to involve students in the learning process. • Teachers are advised to use a variety of resources throughout the book. Evaluation

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Types of Evaluation Indicators Continuous / Informal Students complete reading and listening activities, take part in conversations, and produce written texts. Unit Check Reading: Students find specific information and discriminate between correct and incorrect information. Listening: Students find specific information, discriminate between correct and incorrect information and identify sequence of information. Language: Students use used to and the Past Continuous tense. Speaking: Students talk about past habits and routines. Writing: Students write a paragraph explaining how life has changed. Project Students consolidate their learning. Extra Test Reading: Students find specific information and discriminate between correct and incorrect information. Listening: Students identify specific information and discriminate between correct and incorrect information. Language: Students use used to and the Past Continuous tense to express past experiences. Writing: Students write a short paragraph describing their school. Speaking: Students exchange information about past and present pastimes.

UNIT 1

STUDENT LIFE

PAGE 6

GETTING READY Read the name of the unit and start a conversation with the students about the topic. Tell the students to look at the pictures on Page 7, and then answer the questions. Check orally. Then, ask them to list things or activities that are related to their student life and write them in their notebooks. Elicit their ideas and write some on the board. Allow the use of Spanish, if necessary. Check in groups.

PAGE 8 BEFORE YOU START

on the board and ask the rest to identify what type of events the sentence refers to.

PAGE 9 LESSON 2

WHO HAD MORE FUN?

Before starting this unit, you need to know: • vocabulary related to habitual and free time activities.

1 Explain to students that the people in the

pictures are remembering what they used to do when they were younger. Ask them to complete the dialogs with their own ideas and using the pictures as clues. Then, ask them to practice the dialogs with their partners. Answers

Answers will vary Explain that this section will contain activities meant to revise and activate previous knowledge that is necessary to understand the content of the unit. LESSON 1

OUR SCHOOL

Before starting this unit, you need to know: • the Simple Present and Simple Past tenses.

1 Tell students to have a look at pictures

1 – 6, and ask them to identify the names of the activities in the boxes. They are all related to school life. Answers

1: English class. 2: Summer camp. 3: Lunch at school cafeteria. 4: fifteen-minute recess. 5: Physical education class. 6: Field trip.

2 Ask students to read sentences a – d and

decide what they refer to, according to the tense and the expressions of time used. Answers

a. – iii. b. – i. c. – ii. d. – iv. Extra! After they finish, students can work in pairs and practice writing more examples of each type of sentences. Invite some pairs to write an example

PAGE 10 LESSON 1 READING

Time

OUR SCHOOL 6 class hours.

Objectives Listen, read and identify main ideas and specific information in a piece of literature about school life in the past. Listen to a conversation about past and present habits. Exchange information about past and present habits. Write an e-mail describing student’s school. Use used to to express past habits and routines. Materials CD, Tracks 10, 11, 12. Reading booklet, p. 3 Your English in Action, Student’s Book, p. 26, Ex. 2, 3 Workbook, pp. 2, 3, 4, 5 Evaluation Let’s Check, Student’s Book, p. 14 Strategy

Spot

This strategy raises students’ interest in the topic and also encourages them to be imaginative. Remember to tell them that ‘particular’ has nothing to do with private schools.

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BEFORE READING 1 + Draw students’ attention to the pictures at

the top of Page 10. Ask them to identify the place where the children are. Guide them so as to make clear that they are at school, but in the past. Have them notice the details, such as clothes and elements in the classroom.

2 ++ Read the questions with the class and,

then, ask students to answer them in pairs or small groups. Then, invite some of them to share their comments with their classmates.

3 + Ask the students to have a look at the

extract they are going to read. Tell them to decide what kind of text they think it is, and where it was taken from. Do not check their predictions at this stage. Give students some background information about novels. Novels: They are defined as a long prose narrative that describes fictional characters and events in the form of a sequential story.

4 ++ Tell students to think about what the

text will be about. Brainstorm some ideas, and then ask them to write them on their notebooks. Then, ask them to compare their ideas with their partner’s. Check orally and on the board, and ask them to support their ideas.

AVOID THIS MISTAKE! Explain that there are also false cognates, which are words that mean something different although they look or sound very similar to a word in Spanish. Examples: ordinary means común y corriente, not ordinario / mal educado. Additional exercise Write a list of ten false cognates in your notebook.

5 +++ Draw students’ attention to the

pictures. Then, ask them to read the words in the Key Word Spot and match them with the pictures. Check orally. Allow the use of a dictionary, only if necessary.

20

UNIT 1

Then, ask students to create a definition poem in pairs. Explain to them that in order to build it they have to follow these steps: Line 1: name the word. Line 2: describe it. Line 3: tell where it would be found. Line 4: tell more about it. Line 5: use emotion words to tell how you feel about this. Line 6: explain why you used the emotion on line 5. You can give an example of your own to show students how this activity works and the fun it involves. Answers mice - 6. red-poll - 8. ladder - 3. usher - 7. musket - 4. inkwell - 2. knapsack - 1. gig - 5. AVOID THIS MISTAKE! Some common nouns in English have irregular plural forms (e.g. mouse – mice). Make sure your students understand the importance of using the right plural form, because, otherwise, it may lead to basic mistakes. Ask the students to focus on the word children and ask them if this noun corresponds to the plural or singular form. Additional exercise Write the plural form of these nouns. a. Mouse: __________. b. Sheep: __________. c. Foot: ___________. d. Tooth: ___________. e. Man: ___________. f. Leaf: ____________.

PAGE 11

READING

10

Background information Charles Dickens (7 February 1812 - 9 June 1870), was one of the most popular English novelists of the Victorian era, as well as a vigorous social campaigner. His admirers praise his mastery of prose, his endless invention of unique, clever personalities, and his powerful social sensibilities. Many of Dickens’s novels first appeared in periodicals and magazines in serialized form-a popular format for fiction at the time - and for this reason, Dickens often composed his works in parts, in the order in which they were meant to appear. Such a practice lent his stories a particular rhythm, punctuated by one minor

STUDENT LIFE

“cliffhanger” after another, to keep the public looking forward to the next installment. Best-known novels: Oliver Twist, A Christmas Carol, A Tale of Two Cities, David Copperfield, among others. Adapted from: Charles Dickens – Biographical information. (n.d.)Retrieved June 19, 2013, from http:// www.victorianweb.org/authors/dickens/

Victorian England The term Victorian describes things and events in the reign of Queen Victoria. This complex, paradoxical age saw great expansion of wealth, power, and culture. It was characterized by rapid change and developments in nearly every sphere - from advances in medical, scientific and technological knowledge to changes in population growth and location. Over time, this rapid transformation deeply affected the country’s mood: an age that began with confidence and optimism leading to economic boom and prosperity, eventually gave way to uncertainty and doubt regarding Britain’s place in the world. Adapted from: Victorian political history. (n.d.) Retrieved June 21, 2013, from: http://www. victorianweb.org/history/index.html Strategy

Spot

Through this strategy, students demonstrate they can identify the main topic of a text. Tell them to be prepared to give concrete examples to support their ideas.

PAGE 12

6 + Tell the students to read the text and check their ideas and predictions in Exercises 3 and 4. You can also use the CD and make them listen to the recorded version of the story. Answers 3. d. 4. instruments - masters - Latin - dictionary - mathematical - musical - vacations - excursions - matters.

7 ++ Read questions a. – f. with the class

and make sure students understand the type of information they will need to answer.

Tell students to read the text again, this time more carefully. Tell them to answer the questions and then check answers orally. Answers a. They used to keep red - polls, linnets, canaries and white mice. b. It mistook his way, fell into an inkwell, was dyed black and drowned. c. The usher. d. He used to take pedestrian excursions. e. He used to come in the sunniest weather with a handleless umbrella. f. A serving man.

8 ++ Tell students to get in pairs. One

has to retell the story and the other one has to make notes and check if they have missed any points. Check fluency and pronunciation.

More! You can ask the more advanced students to correct the false statements and then share their answers with their classmates.

9 +++ Ask the students to read the text

once more, find the words in bold and identify their meaning. Emphasize the importance of looking at the words in their context, not in isolation, as this will help them guess their meaning. Answers

a. - iv. b. - iii. c. - ii. d. - v. e. i.

LET’S READ! Invite students to read an extract from a novel which narrates the experiences of a famous school boy (Tom Sawyer) on Page 4 of the reading booklet. Encourage them to answer the questions that will help with comprehension and make them reflect upon the topics. You can use the CD to allow students to listen to the recorded version of the poem while they are reading.

Background information The Adventures of Tom Sawyer by Mark Twain is an 1876 novel about a young boy growing up along the Mississippi River. Mark Twain (1835 – 1910) was a talented writer, speaker and humorist. He grew up in Hannibal, Missouri, and would later use that location as the setting for two of his most famous works, Huckleberry Finn and Tom

21

Sawyer. He started his career as a typesetter at a newspaper, worked as a printer, then as a riverboat pilot and then turned to gold mining. When he failed at gold mining he turned to journalism and it was during that time that he wrote the short story that would launch his career, The Celebrated Jumping Frog of Calaveras County. Source: American Literature – Mark Twain. (n.d.) Retrieved June 25, 2013, from: http://www.americanliterature.com/ author/mark-twain/bio-books-stories Strategy

Spot

Tell your students to focus on each character and make a written or mental list of all the characteristics mentioned in the text.

10 ++ Ask students to copy the diagram in their notebook. Have them complete it with characteristics of the school described in the text and some from their own school. Then, draw the diagram on the board and check orally. You can ask some students to come to the board.

PAGE 13

LANGUAGE SPOT Used to

This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary related to the text. The activities are meant to promote independent learning, so help, guide and check them, but do not provide them with the answers. 1. Ask the students to revise the sentences from the text. 2. Tell them to identify which of the sentences refer to: a. a particular situation in the past b. a past habit or routine Answers: a., b. - past habit or routine. c., d. - a particular situation in the past.

22

UNIT 1

3. Tell the students to complete the general rule. Answers: When we want to talk about past habits, we use used to + the infinitive of verbs. 4. Ask the students to go back to the text, find and copy one more example of each type of Past tense. Possible answers The railroad came and overthrew it. The masters trained the boys. He had a good knowledge of boys. He mended whatever we broke and made whatever we wanted. I recall one white mouse who used to live in the cover of a Latin dictionary. He always used to call at parents’ houses. He used to take pedestrian excursions. He used to go to see his father at Chipping Norton. There was a fat master who used to come in a gig. There was a little French master who used to come in the sunniest weather with a handleless umbrella. AVOID THIS MISTAKE! Used to / didn’t use to places the action in the indefinite past, as a habit. The Simple Past places the action at a point in time that needs to be specified; it does not convey the idea of a habit. Additional exercise Complete these two dialogs. Use the Simple Past or used to / didn’t use to. 1. A: Please tell me about your childhood interests. B: I _________________chess. (play) A: That’s interesting. And now? B: I prefer to play sports. 2. A: What did you do last week? B: I _________________chess. (play) A: Oh, when? B: On Friday, at the local club.

11 ++ Help students notice that all the

sentences refer to students’ habits in the past, therefore they will need to use used to / didn’t use to. Check answers on the board.

STUDENT LIFE

Answers a. didn’t use to go. b. used to have. c. In the past, students didn’t use to have computers at school d. For math lessons, children used to use frames with colored wooden beads, much like an abacus. e. Children used to study math, reading dictation, etc. f. Paper was expensive, so children didn’t use to have notebooks. g. Students used to write on slates with slate pencils.

PAGE 14

LET’S CHECK 12 The purpose of this section is to allow

students to check and revise their progress and, at the same time, provide the teacher with information about any points that most students may have problems with. Make sure they understand what they are expected to do and give them enough time to answer individually. Then, check on the board, to allow students to correct their work and assign themselves a mark according to the scale. The students complete the paragraph with used to and didn’t use to. Possible answers

In the nineteenth century in Britain, families didn’t use to send their children to school. They used to have teachers at home. Children used to study Latin and Greek, they didn’t use to write on paper and they used to use an abacus to multiply and divide. Girls didn’t use to go to school; they used to stay at home. They used to learn subjects like French, music and sewing. Nineteenth century students used to obey their teachers and they used to show respect for them at all times.

LISTENING AND SPEAKING

13 +

11 Ask students to listen to the dialog in silence and match the questions to the answers. Then, ask them to act out the dialog in pairs. Check with the whole class.

More! Use this short conversation for shadow reading. Ask students to listen to the recording and read

the conversation aloud, trying to imitate the speed and rhythm of the speakers on the recording. Procedure: 1. Teacher plays the recording / reads the text aloud and students follow, marking the text for stress. 2. Teacher plays the recording / reads the text a second time and the students mark for linking. Individual chunks that show good examples of linking or problematic pronunciation can then be drilled. 3. Students practice pronunciation by reading the text on their own before the teacher plays the recording / reads the text aloud again, as they listen. 4. Then, students read the text with the recording / teacher and they have to start and finish at the same time.

TRANSCRIPT

11

A: Do you think you have changed since you became a teenager? B: Absolutely! I think I’ve changed a lot. To begin with, I used to like cartoons, but I don’t like them anymore. A: Do you still do the same kind of activities? B: Not at all! I used to stay at home on weekends, but now I prefer going out with my friends. A: What about sports? Do you still play football? B: No, I used to play football, but now I play basketball. How about you? A: When I was a child, I used to listen to Britney Spears. B: And now? A: I prefer Alicia Keys or Rihanna. Useful Expressions Spot

Draw students´ attention to the expressions in the box and tell them that they appeared in the recording. Remind them to have a look at those phrases when they act out the conversation.

PAGE 15

14 ++ Tell students to work in pairs, and

compare how their lives have changed. Individually, they copy the chart in their notebook and complete it with their past and present habits related to: school activities, free time activities, interests, favorite food, music, games, etc.

23

Have the pairs compare the information in the charts and ask them to choose the items they agreed on. Then, ask them to complete the paragraphs in their notebooks.

15 ++ Using the information they collected

in Exercise 14, tell students to rewrite the dialogue, changing the underlined parts with facts that are true for them, but also adding more information about themselves. Check orally.

16 +++ Encourage your students to practice

and then role play the dialog they wrote. Check how confident they feel, and invite them to role play it in front of the class or in front of small groups.

Strategy

Spot

Before your students ask you about pronunciation, write some of the words that you think they will have problems with on the board. Model the pronunciation of these words and ask them to practice saying them aloud.

WRITING

10

17 + Ask students to have a look at the text they are going to read, and tell them to choose an alternative. Make sure they justify their answers. Give students some background information about the types of texts, so as to guide them: Short story: a piece of fiction, briefer and usually less detailed than a novel. E-mail: Short for Electronic mail. It is used to contact people through the Internet. Very similar to a letter. Advertisement: Any public notice, as a printed display in a newspaper, short film on television, announcement or radio designed to sell goods, publicize an event, etc. They are usually accompanied by images of products. Tell them to look at the layout and distribution of the paragraphs, so that they can get the answer by looking at the text, and encourage them to explain their answers. Then, make sure they read it. Answers a. - iii. b. – iii.

24

UNIT 1

Key

Word

Spot

Tell students to study the words in the Key Word Spot. Ask them to use only one word in an example of their own. Then, keeping the words in mind, encourage students to predict what the text will be about.

PAGE 16

18 ++ Tell students to read the text again, this time more carefully. Ask them to find the answers to questions a. – e. Answers a. In Chile. b. In Washington D.C., in the USA. c. No, (he doesn’t). Background information USA educational system Nursery School This is a school for children between the ages of three and five, staffed by qualified teachers and other professionals who encourage and supervise educational play rather than simply providing childcare. Primary School In the United States, the term Primary School is used, in a general way, to describe a school housing the primary grades, usually meaning kindergarten (ages five to six) to fourth, fifth, or sixth grade (ages 10 to 11), though this is more commonly referred to as an Elementary School. Junior High Middle School is often used instead of Junior (High) School when demographic factors increase the number of younger students. Middle Schools are usually grades 6, 7, and 8 (i.e. around ages 11 – 14), varying from area to area, and also according to population vs. building capacity. High School In the United States a high school is an upper secondary school which educates children from grade nine through grade twelve, from the age of 14 or 15 to 17 or 18.

STUDENT LIFE

College In general use, a college is an institution between secondary school and university, either a sixth form college or a college of further education and adult education. University This is an institution of higher education and research, which grants academic degrees in a variety of subjects. A university provides both undergraduate education and postgraduate education.

19 Ask students to write new questions in their

notebooks, following the examples in Exercise 18. Check orally and on the board.

PAGE 17 20

+ Organizing. Tell your students that, in

order to write the reply, they should organize its content first. Tell them to consider the points in the list given.

21

++ Drafting. Invite students to write a draft

22

++ Editing. Tell them to use the Editing

23

using the ideas they wrote in Exercise 20. Checklist to edit what their partners have written. Encourage them to pay real attention to details.

+++ Writing. Students have to write the

final version of the e-mail. Invite them to send their e-mails to a friend through the Internet or on paper.

FAST LEARNERS 24 Motivate fast students to work in pairs to look at the picture of a classroom 200 years ago, and find elements that do not correspond to the period. Ask them to describe it using They didn’t use to… / They used to…

PAGE 18 LESSON 2 LISTENING

Time

WHO HAD MORE FUN? 6 class hours.

Objectives Listen, and identify main ideas and specific information in a conversation about past personal experiences. Read a piece of literature about past experiences. Exchange information about different events in the past. Write an imaginary end for a story. Use the Past Continuous tense. Materials CD, Tracks 13, 14, 15, 16. Reading booklet, p. 3 Your English in Action, Student’s Book, p. 26, Ex. 1, 3 Workbook, pp. 6, 7, 8, 9 Evaluation Let’s Check, Student’s Book, p. 22 Strategy

Spot

This strategy will raise students’ interest in the topic. Let them share some experiences or anecdotes about their grandparents.

BEFORE LISTENING 1 + Introduce the topic of the lesson with a

general conversation about your students’ last weekend activities. Then, tell them to look at the pictures and choose the ones that are true for them, and write sentences in their notebooks. Ask them to write some questions about the pictures too, and check them orally, so that the rest of the class can answer them. Examples: I went to a party and I watched TV. Tell students to read the instruction and draw their attention to the form of the question. Ask one of them to read it aloud. Say the answer: In Picture 1, the teenagers were riding a bike. Motivate different students to ask and answer about the rest of the pictures and then ask them to write the questions and answers in their notebooks.

25

Answers 1. 2. 3. 4. 5. 6. 7.

They were riding their bikes. They were chatting with friends. They were dancing. They were listening to music. They were having a picnic. He was watching TV. She was playing the piano.

2 + Invite the students to share and compare

the sentences they wrote with their partners. Check orally.

3 ++ Ask students if they know what their

grandparents used to do when they were teens. Tell them to look at the pictures again and choose the activities they think they used / didn’t use to do, and write them in their notebooks. Do not check their answers at this point. Tell students that they can ask their grandparents at home, to check their answers, and report their findings the following class.

4 ++ Tell students to look up the words in the Key Word Spot in a dictionary. Ask them to write the meaning in their notebooks. Then, ask students to add the type of word to the meaning (for example n - noun, v - verb, a adjective, etc.). Answers attend - asistir. dark - oscuridad. dorm - (American English / informal for dormitory) - dormitorio en un colegio. AVOID THIS MISTAKE! Attend is false cognate (word that means something different although it looks / sounds very similar in Spanish). It means asistir, not atender.

PAGE 19

5 +

13 Explain to the students that they are going to listen to a conversation between a teenager, Laura, and her grandmother. Tell them to listen and identify what they are talking about. Answers

b.

6 ++

13 Refer students to the notes they took in Exercise 3, and ask them to listen and compare. Play the recording again. Answers

She used to ride a bike, she used to have picnics and she used to play the piano. She didn’t use to chat with friends, she didn’t use to go to discos, she didn’t use to listen to music, and she didn’t use to watch TV.

7 ++

13 Ask students to copy the chart in their notebooks, and then check or cross what they think Laura’s granny used to / didn’t use to do. Ask students to listen again and check how many correct answers they got. Answers

Sleep at school ✔. Play the piano ✔. Watch TV ✘. Listen to music ✘. Read ✔ Have a picnic ✔. Ride bikes ✔. Play cards ✔. Go out alone ✘. Have boyfriends ✘. Return home late from parties ✘.

8 +++

13 Read sentences a. – g. with the class. Play the recording again for the students to identify the order in which they appear. Check answers orally.

Answers a. 7, b. 4, c. 3, d. 5, e. 1, f. 7

LISTENING Strategy

PAGE 20 Spot

Here, students will have an idea of what comes next.Using this strategy, it will be easier for them to concentrate on details and answer the questions.

26

UNIT 1

9 ++

13 Read the phrases with the class and tell them to try to remember or guess who said them, Laura or her grandmother. Play the recording again for students to check their answers. Check orally.

STUDENT LIFE

Answers a. Granny. b. Laura. c. Granny. d. Laura.

10 +++

13 Ask students to listen again and answer the questions in their notebooks. Allow them to work in pairs. Check orally and on the board. Answers

a. From Monday to Friday b. No, she attended a girl’s school. c. Yes, it had a garden with trees and a fountain. d. She used to read, play cards, and play music.

TRANSCRIPT 13 Laura: Granny: Laura: Granny:

Laura: Granny:

Laura: Granny:

Laura: Granny: Laura: Granny: Laura: Granny:

Look, Granny, I found some old photos. Let me see... These are my classmates and me! Wow! Where were you? What were you doing? I think we were in our old school. In those days my parents were living out of the city, so I always stayed at school during the week. On weekends, I returned home and stayed with my family. It was a school for girls only; we didn’t use to attend mixed schools. What was the school like? It had a large garden with a lot of trees. In the middle of the garden there was a beautiful fountain. Our teacher took this photo while we were singing in the music room. Can you see the piano behind us? I learned to play it when I was your age. How about the rest of the school? Were there any dorms? Of course! There were many students who used to stay at school during the week. The only bad thing was that I was afraid of the dark and we had to turn the lights off at nine every night! What? When did you watch T.V. then? We never watched T.V. or listened to the radio or to music. Life was really different then; we always spent our free time reading, playing cards, playing music. I see. What else was different? A lot of things! We always returned home early from parties, and we never went out alone with our boyfriends. We didn’t use to have boyfriends at all! At least, I suppose you could go to the cinema! Oh! Yes. And we always rode our bikes and had picnics when the weather was nice.

LET’S READ! Invite students to explore a literary text related to the topic of the lesson. Ask them to read the poem on Page 3 of the reading booklet, and then answer the questions that will help understand better. You can use the CD to allow students to listen to the recorded version of the poem while they are reading.

Strategy

Spot

This strategy will demonstrate how much students understood. After doing Exercise 10, ask them to report the conversation to their partner paying attention to what their classmates say and compare it with what they say.

11 +++ In their groups, the students reflect on

the conversation they listened to, and answer the questions. Invite some groups to share their comments with their classmates. Draw students´ attention to the expressions in the box below and ask them to use those phrases when they are talking in groups.

PAGE 21

LANGUAGE SPOT The Past Continuous

These activities are meant to promote independent learning, so help, guide and check them, but do not provide them with the answers. 1. The students study the sentences from the recording. 2. They choose the alternative they think is correct. Answers: b. 3. The students copy and complete the general rule in their notebooks. Answers: We use the Past Continuous to express a continuous action that happened in the past. We use the Simple Past tense to express a specific action that happened in the middle of the long action. We can join the two ideas with when or while.

27

4. Ask students to write a true sentence, indicating what someone else was doing when they left home. For example: When I left home this morning, my father was sleeping. AVOID THIS MISTAKE! We can use the two conjunctions when or while to join a Past Continuous and a Past Simple action / event but we must be especially careful with the use of while. While always precedes the continuous action, for example: While I was doing my homework the phone rang. BUT NOT: I was doing my homework while the phone rang. However, when can precede either clause, for example: I was doing my homework when the phone rang. Or: When I was doing my homework the phone rang. Additional exercise Fill in the gaps using the Past Continuous tense. a. What _____you_____when I phoned yesterday? (do) b. _____ you______TV when it happened? (watch) c. What_____you_____at the party? (wear) d. When I_____John in town yesterday, he______ for some groceries. (meet, shop) e. Mary______for me when I______. (wait, arrive)

12 ++ Refer students to the LANGUAGE

SPOT. Ask them to complete the sentences a. – d. using the Past Continuous forms of the verbs in the boxes, according to the visual clues. Tell the students to pay particular attention to the use of was and were. Answers

a. was eating b. was studying c. were playing d. were dancing

PAGE 22

LET’S CHECK 13 The purpose of this section is to allow

students to check and revise their progress and, at the same time, provide the teacher

28

UNIT 1

with information about any points that the students may have problems with. For more information on LET’S CHECK see Page 8 of the Introduction. Answers The students copy and complete the sentences in their notebooks using the Past Continuous or the Past Simple, and their own ideas. Then, they correct their work and assign themselves a mark according to the scale. ORAL PRACTICE

14 +

14 Tell students that now they are going to listen to a conversation between a teenager, Charlie, and his father. They are talking about the father’s activities when he was a child. Play the recording once for students to follow the conversation in their books, and then play the questions and answers one by one for students to listen, repeat and imitate pronunciation, and intonation.

TRANSCRIPT 14 Charlie: Father: Charlie: Father: Charlie: Father: Charlie: Father:

Who are the people in this photo? They are my friends and me when we were students. What were you doing? We were dancing. I think it was my best friend’s birthday party. Who was your best friend? My best friend at school was called Sam. We used to do our homework together. Do you have any special memories of your school days? I remember that we always studied in his room while we were listening to music.

15 ++ Play the recording again and ask

students to repeat each sentence, so as to check pronunciation, Then, in pairs, students practice and then role play the dialog in front of their classmates. Make sure they take turns to be Charlie and the father and that they use the expressions in the box. You can play the recording again for them to listen and repeat.

STUDENT LIFE

Extra! Ask students to bring some old photos, and ask questions about the people in them. You can use the questions in the dialog in Exercise 14 as a model.

PAGE 23

READING AND WRITING

15

16 ++ Literary texts, especially short stories,

are valuable sources for language. Students find stories easy to access and can discover more about the world and foreign cultures that they are curious about. They enjoy learning the language, because they can think and exercise their imagination freely when reading stories. Explain to the students that they are going to read an extract of a short story. If it is necessary, provide some background information about the author.

Additional information Roald Dahl (13 September 1916 – 23 November 1990) was a British novelist, short story writer, poet, fighter pilot and screenwriter. Born in Wales, to Norwegian parents, Dahl rose to prominence in the 1940s, with works for both children and adults, and became one of the world’s best-selling authors. He has been referred to as “one of the greatest storytellers for children of the 20th century. His short stories are known for their unexpected endings, and his children’s books for their unsentimental, often very dark humor. His works include James and the Giant Peach, Charlie and the Chocolate Factory, Matilda, The Witches, Fantastic Mr Fox, The Twits, George’s Marvellous Medicine and The BFG. Taken from: Roald Dahl biography. (n.d.) Retrieved July 3, 2013, from: http://www.roalddahl.com/

Before reading the text, ask students to have a look at the pictures that illustrate the story and invite them to make predictions about the content of the story. Extra! Encourage students to choose three words from the Key Word Spot and think of examples where they use the words in completely different contexts.

Answers Enlightened (adj.): having practical, modern ideas and ways of dealing with things. Clutch (noun): the part of a car or truck that you press with your foot when you change gear (= part that controls how fast the wheels turn). Lean (verb): to move the top part of your body in a particular direction. Brake (noun): a device for slowing or stopping a vehicle, wheel, shaft, etcetera. Steering wheel (noun): a wheel that you turn to control the direction of a vehicle. Slam (verb): to close with great force, or to make something close with great force. Hedge (verb): a row of bushes growing close together often used to divide land into separate areas.

17 ++ Invite students to read the extract and

validate or correct their predictions. You may use the CD to allow students to listen to the recorded version of this text.

Extra! You can use part of the recording for “shadow reading”.

PAGE 24

18 ++ Ask students the following questions, orally.

Answers a. Why did the author describe that morning as ‘amazing’ (line 1)? b. In what year did this story take place? c. Why was it unusual for a driver to crash his/ her car in those days? Encourage discussion. Then, ask them to write three questions of their own, and ask them to their partners. Check orally and on the board.

19 +++ Now, ask students to imagine the end of the story, writing some sentences to describe the events. Check orally and using the board for vocabulary, if necessary.

20 +++ Ask students to answer the questions and predict the ending of the story.

21 ++

16 Play the recording or make students read the final part of the story. Ask them to compare the text with the endings they had imagined.

29

PAGE 25

TAKE ACTION! The activities in this section are meant to provide students with the opportunity to synthesize, consolidate, and revise what they have learned in the unit. They allow them to reflect on their achievements. Explain to the students that the task to be completed is a short paragraph describing two events that were happening at the same time in the past. Read the instructions aloud, and make sure everybody understands the instructions. Ask the students to read the questions carefully and then write their answers in their notebooks. Walk around the classroom to check that they use the correct verb forms and that the information they provide is plausible. In pairs, students ask each other the questions. Ask them to find out as much extra information as possible. (Who were you with? What was your mother / sister / brother doing?, What time was it?, etc.) Explain to your students that they must use their partner’s information to write a short paragraph. Make sure you give students enough time to complete the task. You can also treat this exercise as homework, and give it an extra mark. On the day they bring their work, encourage students to report their findings to their classmates.

PAGE 26 YOUR ENGLISH IN ACTION

This section provides additional exercises that offer a good opportunity for students to consolidate content, vocabulary and language structures of the lessons. You can choose to do some of the activities at the end of a lesson, or you can do them all at the end of the unit. If you don’t have much time, you can assign them for homework and check answers the following class.

30

UNIT 1

1 Motivate students to collect some old family

photos. Tell them to describe what the people were doing when the photos were taken. Then, ask them to use all the information to complete the dialog and to practice it in pairs. Go around the classroom checking their work.

2 Motivate students to find out what’s wrong

with the classroom in the picture. Tell them to identify all the elements that don’t belong to our time, and then write the corresponding sentences, following the example. Answers

Nowadays, we don’t use inkwells. We use pens. Nowadays, we don’t use slates. We use notebooks.

PAGE 27

3 Ask students to try to solve the puzzle about present and past pastimes and activities, in pairs. After that, ask them to choose their favorite activity from the puzzle and write a short paragraph about it, explaining why they like it. Check orally and on the board. Answers 1. Marbles. 2. Comic 3. Kite 4. Yoyo 5. Stamp collection (down) ; Skipping rope 6. CD 7. Computer game 8. Scooter 9. Hoop

4 Ask students to create their own dialog about

past and present habits using what they have learned in the unit. Help them if necessary. Then, encourage them to perform the conversation in front of the class.

PAGE 28 UNIT CHECK

The purpose of this section is to help them revise contents and evaluate their performance in the whole unit. Read the instructions and make sure

STUDENT LIFE

all the students understand what they are expected to do in each activity. Encourage them to give honest answers, in order to detect their strengths and weaknesses. Check students’ results and revise any points in which they had problems.

PAGE 29 Answers READING - COMPARING SCHOOLS

17

1 a. He attends a High School for boys and girls. b. Twenty. c. At 3:30.

We have lunch at school and we also have two fifteen-minute recesses in the morning. After lunch, we usually do extracurricular activities; I like these better than the rest of the classes. Last semester, we prepared a play and I acted as a film producer. It was great and I really enjoyed it. I hope you’ll like the photos of the presentation. I’m sending them as soon as I can. Write back soon! Alan LISTENING - GRANDPA’S SCHOOL DAYS

4

2 a. Alan and Mark’s schools are very similar. (different) b. He usually goes to school by bus. (He usually walks) c. After school, Alan and his friends always go swimming. (He does extra-curricular activities) d. Alan likes maths a lot. (He still doesn’t like it) e. Last semester, Alan took part in a video project. (He acted in a play)

3 Answers will vary. TRANSCRIPT

18

Hi, Mark! Thanks for your e-mail about your school life. My school is totally different from yours, so I’m going to tell you about it. I go to a High School very near my house, so I usually walk. The school is over 200 years old and, in the past, it used to be a school only for boys and very strict. Now there are a lot of girls and we get along very well with them, but it’s still strict. There are only twenty students in each class, so our teachers know us very well. We work very hard and the school day is long. It starts at 8:30 and ends at 3:30. We usually have a lot of homework, but we all help each other and we’re good friends. We wear a uniform, and I think it is a good idea because you don’t have to waste time thinking about clothes every day. We do the same subjects as you; biology is my favorite; I love going to the lab and doing experiments! Perhaps I’ll become a biologist in the future. I’m afraid I’m not good at Mathematics. Last year, I had to do the afterschool remedial program. Fortunately, my grades are better now, but I still don’t like it.

18 a. wore. b. Saturday. c. music. d. ruler. e. 40.

5

18 a., c., e.

PAGE 30

6

18 a.(G) b. (G) c. (D) d. (G) e. (D)

TRANSCRIPT

18

David:

Grandpa, do you remember anything about your school days? Grandpa: I still remember we wore bright blue and yellow uniforms, even when we went to school on Saturday mornings. David: Did you always go to school on Saturdays? Grandpa: Yes. Saturday morning classes were compulsory. I hated those classes, but I did what I was told. I respected my teachers and now, 50 years later, I still remember what they taught me. From them, I learned to love music and literature. David: What do you remember about the lessons? Grandpa: Teachers were very strict. They were always standing at the front of the class while we worked. When we did something wrong, they hit us on the back of our hands with a ruler. I also remember that the food at school was terrible, but we had to eat everything, you couldn’t leave anything on your plate. I still remember when I went to high school for the first time. There were more than 40 children in my class and one teacher, but we didn’t have problems. On one occasion, one boy was sent to the principal’s office because he was making noise in class. David: Oh, Grandpa! All I can tell you is that things are certainly very different now!

31

LANGUAGE

WRITING

7 a. didn’t use to. b. used to. c. used to. d. didn’t use to. e. didn’t use to.

8 a. Anna was having a bath when the

telephone rang. b. Philip was changing money when his father came into the bank. c. The children were playing football when it began to rain. d. They were swimming when the sharks attacked. e. My parents were walking down the road when they met me.

SPEAKING Task

Score Language Score

Appropriate questions and answers to exchange information about life 100 years ago. Mostly appropriate questions and answers to exchange information about past and present pastimes and favorite activities. A few questions and answers to exchange information about past and present pastimes and favorite activities. Very poor questions and answers to exchange information about past and present pastimes and favorite activities.

32

3

Practically no language mistakes.

1

Interaction

Score

Fluid interaction, good pronunciation, no hesitation.

1

Your Score

Task

Score

Language

Wrote the paragraph and provided all the required information. Wrote the paragraph and provided most of the required information.

3

Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes.

2

Score Product Score 1 1

Wrote the paragraph but only provided some of the required information.

1

Some grammar or vocabulary mistakes.

1

Tried to write the paragraph but didn’t provide the required information.

1

A lot of grammar or vocabulary mistakes.

0

Correct spelling and format. A few spelling mistakes and slightly incorrect format. Several spelling mistakes and rather incorrect format. A lot of spelling mistakes and incorrect format.

Your Score

1 1

1

0

PAGE 31 PROJECT

Very few language mistakes.

1

1

Some language mistakes.

1

A lot of language mistakes.

2

UNIT 1

Fluid interaction, a few pronunciation mistakes, a minimum of hesitation.

1

1

Fluid interaction, some pronunciation mistakes, some hesitation.

1

0

Interaction affected by pronunciation mistakes and a lot of hesitation.

0

The purpose of this section is that students apply what they have learned in the unit and integrate it with other school subjects. Make sure they read the instructions carefully and understand what they are supposed to do. Give them enough time to do the project and to present it to the class. COMMUNICATIVE TASK FILE

Ask students to go to the Communicative Tasks File section at the end of the book. Encourage them to work in pairs and take turns to describe the pictures of two different schools. Motivate them to use the expressions as they speak and identify the similarities and differences. Then, elicit student’s ideas as a class and have groups report the similarities and differences they found.

STUDENT LIFE

EXTRA TEST UNIT 1 READING - VICTORIAN SCHOOLS

19

Many children in Victorian England would never go to school. Nannies used to look after them, and a governess used to teach the children at home. Then, when the boys were old enough, they would go away to a public school such as Eton or Rugby. The daughters used to stay at home and learn singing, piano playing and sewing. At school, children would often be scared of their teachers because they were very strict. Children as young as thirteen helped the teacher to control the class. In schools before 1850 you would see a single teacher instructing a class of over 100 children with the help of pupils called “monitors”.

The teacher gave the command, and all the children opened their books. At the second command they began copying sentences from the blackboard. Victorian lessons concentrated on Reading, Writing and Arithmetic. Children used to learn to write on slates. Paper was expensive, but slates could be used again and again. Children used to bring sponges to clean them. Older children learned to use pen and ink by writing in “copybooks”. Teachers used to give dictation, reading

strange poems which the children had to spell out correctly. The pupils used to use an abacus to help them with their math. Children would have to pass inspections in math, reading and writing before they could move up to the next class or “standard”.

33

PHOTOCOPIABLE MATERIAL •

• TEENS CLUB 2º MEDIO

Lessons used to last from 9am to 5pm, with a two hour lunch break. Because classes were so large, all the pupils had to do the same thing at the same time.

1 Read the text quickly. What type of text is it?

1 pt.

a. A short story. b. A piece of news. c. An extract from a book.

2 Read the text again and find the following information. a. b. c. d.

The name of two public schools: _______________, ____________________ Time at which classes started and ended: _______________ , ____________ Name of students who helped teachers: ____________________ Subjects that students learned: ___________, ____________, ____________

3 Read the text once more. Are these statements true (T) or false (F)? a. b. c. d. e.

4 pts.

5 pts.

____ All children in Victorian England went to school. ____ Girls only learned singing, sewing, and playing the piano. ____ Classes had a lot of students. ____ Victorian lessons concentrated on three areas of learning. ____ Students used to use a calculator in math classes.

LISTENING – GRANDPARENTS’ GAMES 4

20 Listen to the recording. Who are the speakers?

1 pts.

a. A girl and her grandparents. b. A girl, her mother and her father. c. Three friends.

5

20 Listen to the recording again and choose the correct alternative. a. b. c. d.

6

We loved playing chess / chase. I fell down the stairs / tree and really hurt my knees. We used to invent stories / tales about princesses. We used to have drawing / rowing competitions.

20 Listen to the recording once more and check (✔) the activities that are mentioned.

PHOTOCOPIABLE MATERIAL •

• TEENS CLUB 2º MEDIO

Activity

34

4 pts.

Climbing trees Collecting stamps Drawing pictures Listening to music Playing football

UNIT 1

5 pts.

STUDENT LIFE

LANGUAGE 7 Complete the following dialogue with used to or didn’t use to, and the verbs in brackets.

5 pts.

Susan: How was your life different when you were younger? Pete: It was very different! To begin with, I _____________ (a. not watch) TV at night, and I _________________ (b. play) outside with my friends. Susan: What kind of music did you use to like? Pete: I ________________ (c. like) pop music. Susan: Did you use to read books? Pete: No, I ________________ (d. read) books, I ____________ (e. read) comics.

SPEAKING 8 In pairs, exchange information about how your life has changed since you were younger. Take turns to ask and answer questions about your past and present pastimes, and favorite activities.

5 pts.

WRITING 9 Write a short paragraph about your school. Include the following information:

5 pts.

• kind of school. • age and gender of students who attend. • subjects you learn. • time you start and finish classes. • kind of activities / sports / workshops you like most. • any other interesting information you want to add. 35 pts. TOTAL 19 - 27 Very good!

28 - 35 Excellent!

• TEENS CLUB 2º MEDIO

10 - 18 Good!

PHOTOCOPIABLE MATERIAL •

0-9 Keep trying!

35

ANSWERS TO EXTRA TEST UNIT 1

READING - VICTORIAN SCHOOLS

19

1 c. 2 a. False. b. True. c. True. d. True. e. False. 3 a. Eton, Rugby. b. 9 am, 5 pm. c. Monitors. d. Reading, Writing, Arithmetic.

LISTENING - GRANDPARENTS’S GAME

4

20 b.

5

20 a. chase. b. tree. c. stories. d. drawing.

5

20 Climbing trees ✔ Playing football Listening to music Playing hide and seek ✔ Drawing pictures ✔ Taking photographs Wearing costumes ✔ Collecting stamps Telling jokes ✔

TRANSCRIPT

20

Girl: So, grandpa, what games did you use to play? Grandpa: I remember when we were children we loved playing ‘Chase’ because we had a big garden and we could climb trees or run around as much as we wanted. We used to play for hours. I remember one day I was trying to impress my friends when I fell out of a tree and really hurt my knees! Girl: And you, granny? Granny: We couldn’t play out of the house, so I remember my sister and I used to do a lot of things at home. We used to invent stories about princesses and princes. We used to play ‘Hide and seek’ when we visited our cousins. They had a huge garden with a tree. Girl: Grandpa, what did you do when you couldn’t play outside? Grandpa: When it was raining, we used to stay at home and have drawing competitions; you know, see who could draw the best picture. Girl: What about you, Granny? Granny: Well, I didn’t like drawing very much, but I loved to stay at home and dress up in costumes.

36

UNIT 1

Girl: Did you ever jump rope? Granny: Yes! I think it was my favorite game. We had songs that we used to sing while we were jumping. Grandpa: I used to jump too, but not so much. Our favorite pastime was telling silly jokes. We used to see who could tell the best one. Girl: Don’t you think things have changed a lot? These days, we spend a lot of time playing computer games or chatting! LANGUAGE

7 a. didn’t use to watch. b. used to play. c. used to like. d. didn’t use to read. e. used to read.

SPEAKING

8 In pairs, the students exchange personal

information, taking turns to ask and answer questions about past and present pastimes and favorite activities. Make sure they use the structures used to, didn’t use to correctly. Assign points according to these criteria: Task

Appropriate questions and answers to exchange information about past and present pastimes and favorite activities. Mostly appropriate questions and answers to exchange information about past and present pastimes and favorite activities. A few questions and answers to exchange information about past and present pastimes and favorite activities. Very poor questions and answers to exchange information about past and present pastimes and favorite activities.

Score Language Score Interaction Score 3

Practically no language mistakes.

1

Fluid interaction, good pronunciation, no hesitation.

1

2

Very few language mistakes.

1

1

1

Some language mistakes.

1

Fluid interaction, a few pronunciation mistakes, a minimum of hesitation. Fluid interaction, some pronunciation mistakes, some hesitation.

1

A lot of language mistakes.

0

Interaction affected by pronunciation mistakes and a lot of hesitation.

0

1

Your Score

STUDENT LIFE

WRITING

Notes

8 Explain to the students that they must write

a short paragraph about their school. Read the instruction with the class and make sure they understand what they have to include. Assign points according to these criteria:

Task

Score Language Score

Product

Score

Wrote the paragraph and provided all the required information.

3

Practically no grammar or vocabulary mistakes.

1

Correct spelling and format.

1

Wrote the paragraph and provided most of the required information. Wrote the paragraph but only provided some of the required information. Tried to write the paragraph but didn’t provide the required information.

2

Very few grammar or vocabulary mistakes. Some grammar or vocabulary mistakes. A lot of grammar or vocabulary mistakes.

1

A few spelling mistakes and slightly incorrect format. Several spelling mistakes and rather incorrect format. A lot of spelling mistakes and incorrect format.

1

1

1

1

0

Your Score

1

0

37

UNIT CHALLENGES In this unit you will: • read a piece of news • read some sports advertisements • listen to a radio program • listen to personal reports You will learn how to: Reading • scan a text to validate predictions • distinguish general information • locate specific information

Listening • identify purpose of a text • identify speakers • relate speakers and speech Language • use the Present Perfect tense • use wish to express desires and hopes Speaking • ask and answer questions about experiences and challenges

Writing • write a short personal report • write a paragraph about wishes and hopes for the future You will also: • develop respect for disabled people • develop respect and acceptance of other people’s opinions

Development • Lesson 1: six hours • Lesson 2: six hours • Consolidation and evaluation activities: four hours • Workbook: two hours • Reading booklet: two hours • Extra test: two hours Didactic • Complementary material such as articles, magazines and students Forum Chats resources • Pictures of young people provided by the teacher and the students, to illustrate different types of challenges met by different types of people • Support material such as lists of adjectives, dictionaries, glossaries, definitions, printed handouts, library material, etc. Methodological • Teachers should prepare the lessons beforehand considering that a thorough prior preparation allows them to think of and apply some suggestions useful ideas. It is their chance to make the class entertaining and to successfully involve students in the learning process. • Teachers are advised to use a variety of resources throughout the book. Evaluation

38

Types of Evaluation Indicators Continuous / Informal Students carry out reading and listening activities, take part in conversations, and produce written texts. Unit Check Reading: Students find specific information and discriminate between correct and incorrect information. Listening: Students find specific information and discriminate between correct and incorrect information. Language: Students use the Present Perfect tense and wish to express desires and hopes. Speaking: Students talk about experiences and personal challenges. Writing: Students write a paragraph about wishes and hopes and a short report about a personal experience. Project Students consolidate their learning. Extra Test Reading: Students identify the type of text, find specific information, and discriminate between correct and incorrect information. Listening: Students identify specific information and discriminate between correct and incorrect information. Language: Students use the Present Perfect tense to complete a paragraph. Writing: Students write a short paragraph about their plans and hopes for the future. Speaking: Students exchange information about their past experiences.

UNIT 2

CHALLENGES

PAGE 32

GETTING READY 1 Ask students to read the list and check the

things they have already done. Elicit their answers to allow them to compare the results with their classmates. You can also ask them to identify the points that would represent a challenge for them, or ask them to list them in order of priority, and explain why.

2 Ask students to work in pairs and talk about their most important personal challenge for their future. Then, ask them to make a list and present it in front of the class. Encourage them to use the example as a model and to explain the reasons for their choices. Check orally and on the board.

3 Tell students to look at the pictures on Page

33, and then answer the question. Elicit their opinions and ask them to support them.

PAGE 34 BEFORE YOU START

Explain to students that this section will contain activities meant to revise and activate previous knowledge that is necessary to understand the content of the unit. LESSON 1

EXTREME CHALLENGES

Before starting this unit, you need to know: • Vocabulary related to sports • The Past Simple tense

1 Ask students to complete the dialog with the present or past form of the verbs between parentheses.

Answers Kathy: What do you do on the weekend, Mark? Mark: I usually go to the park with my best friend. He rides his bike and I ride my skateboard. Kathy: Cool! And what about last weekend? Did you go to the park? Mark: Yes, we went with some school friends, too. What about you, Kathy? What did you do? Kathy: Last weekend, I didn´t go out because I studied for the History test on Monday. Mark: Oh! You missed an amazing bright weekend!

2 First, ask students to read the adjectives in

the boxes. Tell them to look up the unknown meanings in a dictionary. Then, have students look at the pictures and define each type of experience by a word. Then, ask them to organize them in their notebooks, from weakest to strongest and positive and negative. Ask them to share their opinions about the sports, stating if they would like to practice some of them. Check orally.

PAGE 35 LESSON 2

SWIM YOUR OWN RACE

Before starting this unit, you need to know: • The Future tense

1 Explain to students that the lyrics of the song express a list of purposes for next year. Ask them to read it and fill in the blanks with the purposes in the boxes. You can stream the song on the Internet and let them listen to it to check. Answers will change / will pull up / will clean / will read / will keep up / will learn / will spend/ will pay / will file / will call / will say / will tell / will say

2 Ask students to write a list of things they

would like to do in the future in their notebook. It can be the next year or when they leave school. Check on the board.

39

PAGE 36 LESSON 1 READING

Time

EXTREME CHALLENGES 6 class hours.

Objectives Listen, read and identify main ideas and specific information in some sports advertisements. Listen to personal reports about challenging experiences. Exchange information about experiences and challenges. Write a short personal report about an extreme experience. Use the Present Perfect tense, since and for. Materials CD, Tracks 21, 22 Reading booklet, p. 6 Your English in Action, Student’s Book, p. 48, Ex. 1. Workbook, pp. 10, 11, 12, 13. Evaluation Embedded evaluation, Student’s Book, p. 37, Ex. 8, 9, 10 Let’s check, Student’s Book, p. 41, Ex. 15 Let’s Check, Student’s Book, p. 41

BEFORE READING 1 + Start by drawing students’ attention to the name of the lesson and the photographs on Page 36. Ask them to match the words in column A to the ones in column B, to form the names of the sports, and then match them with the pictures. At this stage, you may need some background information.

Answers Bungee jumping - 4. Hang gliding - 3. Ice climbing - 2. Mountain biking - 5. Wake boarding - 1. Wingsuit flying - 6. Background information Bungee jumping is an activity that involves jumping from a tall structure while connected to a long elastic cord. The tall structure is usually a fixed object, such as a building, a bridge or a crane; but it is also possible to jump from a movable object, such as a hot-air-balloon or a helicopter.

Hang gliding is an air sport in which a pilot flies a light and un-motorized foot-launchable aircraft called a hang glider. Most modern hang gliders are made of aluminum or composite-framed fabric. Pilots usually control the aircraft by shifting body weight, but other devices, including modern aircraft flight control systems, may be used. Ice climbing is the activity of ascending inclined ice formations. Usually, ice climbing refers to roped and protected climbing of features such as icefalls, frozen waterfalls, and cliffs and rock slabs covered with ice refrozen from flows of water. Ice climbing is broadly divided into two spheres, alpine ice and water ice. Water ice is usually found on a cliff or other outcropping beneath water flows. Alpine ice is frozen precipitation whereas water ice is a frozen liquid flow of water. Both types of ice vary greatly in consistency according to weather conditions. Mountain biking is the sport of riding bicycles off-road, often over rough terrain, whether riding specially equipped mountain bikes or hybrid road bikes. Most mountain bikes share similar characteristics that underscore durability and performance in rough terrain: wide, knobby tires, large frame tubing, front fork or dual suspension shock absorbers. Mountain biking is broken down into four categories: cross country, downhill, free ride, and trials / street riding. Wakeboarding is a surface water sport which involves riding a wakeboard over the surface of a body of water behind a boat or Cable System. It was developed through a combination of water skiing, snowboarding and surfing techniques. Wingsuit flying is the art of flying the human body through the air using a special jumpsuit, called a wingsuit that shapes the human body into an airfoil which can create lift. The wing suit creates the airfoil shape with fabric sewn between the legs and under the arms. It is also called a birdman suit or squirrel suit.

2 ++ Tell students to work in pairs and

discuss what the pictures have in common. Answers

They are all extreme sports.

40

UNIT 2

CHALLENGES

PAGE 37

Answers

3 ++ Elicit students’ ideas about zorbing, free

bouncy: something that moves up and down; (que rebota) glide: move with a smooth, quiet, continuous motion, fly without power; (planear) roller coaster: a track at an amusement park that goes up and down and that people ride for fun and excitement; (montaña rusa) steep: something that rises and falls quickly, not gradually; (empinado/a) steer: to control the direction in which something moves; (dirigir, conducir) strap: a strip of flexible material used for fastening, securing, carrying, or holding on to; (correa) toggle: a narrow piece of wood or plastic attached to a garment, pushed through a loop to act as a fastener; (broche)

running, kite surfing and paraskiing. Read sentences a – e with the class and tell them to choose the ones they think are true. Do not correct their answers at this stage.

4 ++ Draw students’ attention to the photos

on Page 38. Tell them to answer the two questions in pairs. Invite some pairs to share their comments with the rest of the class.

Strategy

Spot

This strategy will raise students’ interest. Ask students to discuss the questions in pairs or groups of three.

5 + Ask students to have a quick look at the text on Page 38, and identify all the cognates. Then, tell them to write all the cognates related to the topic in their notebooks, and identify some information about each sport. Invite some students to write their lists on the board. Answers I. experience, crossing, sport, videos, exercise. II. sport, France, recently, popular, use, meter, boat. III. ski, mountain, air. IV. Impossible, air, using, special, use, point, altitude, planned, control, normal. V. imagine, hour, sport, meter, sphere, colors, passing, uncontrollably, machine, containing, liters AVOID THIS MISTAKE! A false cognate is a word that means something different, although it looks / sounds very similar to a word in Spanish. Examples: Large means grande, not largo (long). Line means cuerda in this context, not línea.

6 + Ask students to tell you what the title of

the text means. Invite them to use the dictionary to find the meaning of the words. Check orally and on the board.

READING

21

7 + Ask students to read the text quickly and

check their predictions in Exercises 3 and 4. Answers

In Exercise 3, c. and d. are true.

8 ++ Tell students to read the text again to match the photos and the descriptions. Check on the board. Answers Photo 1 - II Photo 2 - IV Photo 3 - I Photo 4 – V Photo 5 - III.

9 ++ Invite your students to read the text

again. Then, ask them to write the name of the sport (a - e) that corresponds to each description (I - V). Answers

a. - V b. - IV c. - III d. - II e. -I.

10 ++ Invite students to read the text and

practice the dialog in pairs. Then, encourage them to replace the underlined information with their own ideas. Go around the classroom checking their work. Help them if necessary.

41

PAGE 39

LET’S READ! Invite students to read the biography of Richard E. Byrd, which narrates the experiences of a naval officer and adventurer who made history, by being the first man to fly over the South Pole, on Page 6 of the reading booklet. Encourage them to answer the questions that will help them with comprehension and make them reflect upon the topics. You can use the CD to allow students to listen to the recorded version of the text, while they are reading.

You may need to provide your students with some background information. Background information Richard E. Byrd, in full Richard Evelyn Byrd, (born Oct. 25, 1888, Winchester, Va., U.S.—died March 11, 1957, Boston), U.S. naval officer, pioneer aviator, and polar explorer best known for his explorations of Antarctica using airplanes and other modern technical resources. He was a pioneering American aviator, polar explorer, and organizer of polar logistics who specialized in feats of exploration. Aircraft flights, in which he served as a navigator and expedition leader, crossed the Atlantic Ocean, a segment of the Arctic Ocean, and a segment of the Antarctic Plateau. Byrd was a recipient of the Medal of Honor, the highest honor for heroism given by the United States.

Taken from: Ommanney, F. (n.d.). Richard E. Byrd. Retrieved July 14, 2013, from: http://global.britannica. com/EBchecked/topic/87026/Richard-E-Byrd

11 ++ Invite students to form small groups and answer the questions. Encourage them to take notes and share their ideas with the rest of the class.

Strategy

Spot

Encourage students to express their opinions about the topic. Remind them they need to justify their opinions, giving reasons they can take from the text.

42

UNIT 2

LANGUAGE SPOT The Present Perfect

This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary related to the text. The activities are meant to promote independent learning, so help, guide and check, but do not provide them with the answers. Answers: 2. a. ii, b. i, c. ii. 3. We use the Present Perfect tense to refer to an indefinite time in the past. We use for to express for how long something has lasted (a period of time). We use since to indicate when something started (a point in time).

PAGE 40

12 ++ Refer students to the information in the

LANGUAGE SPOT. Ask them to put the verbs in brackets in the Present Perfect tense, and complete with since or for. Tell them to write the sentences in their notebooks. Invite some students to write the sentences on the board, to allow the rest to check their answers. Answers

a. I have practiced snowboarding since I was a little child. b. My sister has been into parachuting for more than five years. c. My friends and I have played in the football school team since we started school. d. Has your best friend studied English for six months? Strategy

Spot

You may ask a student to follow the model on Page 37 with you. As you do this, you may ask the rest of the class about what changes they would make and what they would keep from the model.

CHALLENGES

PAGE 41

LISTENING AND SPEAKING

13 ++ Make students work in pairs. Invite

them to complete the personal reports with the phrases in the boxes. Do not check at this stage.3

LET’S CHECK 15 The purpose of this section is to allow

students to check and revise their progress and, at the same time, provide the teacher with information about any points that most students may have problems with. Check on the board, to allow students to correct their work and assign themselves a mark, according to the scale.

14 +

22 Play the recording. Ask students to listen and check their answers in Exercise 13. Then, encourage them to practice, saying the reports aloud, repeating phrase by phrase. Encourage them to imitate the pronunciation. Check fluency. Answers

I. wanted to try / for more than five years / to look for bigger challenges / dangerous / when you’re riding them / a magical feeling / flying above the ocean / II. very first time / a natural talent / won competitions / recommend it / down the mountain

TRANSCRIPT 22 Speaker 1: I’d always wanted to try it and now I’ve been into it for more than five years. After I started, I began to look for bigger challenges and I decided to try the really big waves. Of course they can be dangerous and you have to concentrate one hundred percent, but it’s worth it for the thrill you get when you’re riding them. It’s a magical feeling, like flying above the ocean, and for those few seconds you totally forget everything else in your life. Speaker 2: I became hooked on this the very first time I tried it. I soon realized I had a natural talent. Since I began, I’ve won competitions and got a bit of prize money. I’d recommend it to anyone. Going down the mountain - plus the beauty of the scenery - is just fantastic.

Answers a. b. c. d. e. f.

Mary Jo has known Philip for seven years. Susan and Carl have been in this school since last year. Nick has played in his band since 2012. I have had my cell phone for ten days. She has lived in this town since she was 12. He has wanted to be a doctor since he was a child.

WRITING 16 + Organizing. Tell your students that, in

order to write the paragraph, they should first organize their ideas in the diagram.

17 ++ Drafting. Invite students to write a draft using the ideas from Exercise 16.

18 ++ Editing. Tell them to use the Editing

Checklist to edit what they have written. Encourage them to pay real attention to details and make a list of frequent mistakes. Help them in this process.

19 +++ Writing. Students have to write the

final version of the paragraph. Invite them to read their paragraphs aloud.

FAST LEARNERS 20 +++ Motivate fast learners to read the

report to a classmate without mentioning the activity, and see if he / she can guess it.

43

PAGE 42

1 + Ask the students to reflect on the LESSON 2

LISTENING

Time

SWIM YOUR OWN RACE 6 class hours.

Objectives Listen, read and identify main ideas and specific information in a radio interview. Read a piece of news. Exchange information about wishes and desires for the future. Write a short piece of news reporting a recent remarkable situation. Use wish to express wishes and desires. Materials CD, Tracks 23, 24, 25 Reading booklet, p. 7 Your English in Action, Student’s Book, p. 49, Ex. 2, 3. Workbook, 14, 15, 16, 17. Evaluation Embedded evaluation, Student’s Book pp. 43, 45, Ex. 6, 7, 8, 9, 14 Let’s check, Student’s Book, p. 45, Ex. 15 Reflection Spot, Student’s Book, p. 45

questions, and then invite them to share their comments with their classmates. Remember that this activity is meant to get the students involved with the topic of the lesson, not to check their English. Allow the use of Spanish if necessary.

2 + Start a class competition! In pairs,

students make a list of people that competed at the last Olympic Games (London 2012). Invite them to go to www.olympic.org, to get some information. Supervise their work at all times. Then, tell them to copy and complete the chart and then compare results with their classmates. Invite some students to copy their lists on the board. You can also assign a prize for the winners.

3 ++ Tell students to study the words in the

Key Word Spot and find their synonyms in the boxes. Then, ask them to provide an antonym for each word and an example of their own. Allow students to use a dictionary if necessary.

BEFORE LISTENING Introduce the topic by drawing students’ attention to the pictures on Page 42. Elicit the information they know about the girl. Strategy

Spot

Apart from getting students interested in the topic, this strategy will get them even more involved, since they will have to focus on what calls their attention about the athlete.

Answers disability - incapacity. disease - illness. spirit - soul.

4 + Ask students to look at the photos of

Natalie du Toit and answer the questions. Elicit their answers orally but do not correct at this stage. Then, ask them to invent two more questions about the pictures and ask them to his/her partner. Check orally and on the board.

PAGE 43

Background information Natalie du Toit (born 29 January 1984) is a South African swimmer. She is best known for the gold medals she won at the 2004 Paralympic Games as well as at the Commonwealth Games. She qualified to compete at the 2008 Summer Olympics in Beijing, becoming the first female amputee swimmer ever to qualify for the Olympics, where she placed 16th in a field of 24 in the 10,000m swim.

44

UNIT 2

LISTENING Strategy

Spot

Students should definitely pay more attention in order to know if their questions are present in the actual interview. Remind them, though, that they will not hear the questions with the exact same words, so prepare them for paraphrasing. You may want to model some examples on the board.

CHALLENGES

5 +

23 Explain to students that they are going to listen to an interview with Natalie du Toit. Ask them to listen and check their ideas in Exercise 4. Answers

a. She’s feeling happy, optimistic. b. She has competed at the Beijing Olympics; she has won a medal.

6 ++

23 Read the question and the possible answers with the class. Tell the students to listen and choose the best answer. Play the recording again. Answers

d.

7 ++

23 Read the halves of the sentences with the class. Make students listen to the recording again and match them. Answers

a. - vi. b. - v. c. - ii. d. - iii. e. - iv. f. - i.

8 ++

23 Read the sentences with the class. Ask the students to listen to the recording again and choose the correct alternative. Play the recording again to check. Answers

a. seventeen b. feel c. UCT d. over e. work

9 ++

23 Tell students to listen once more and number the sentences in the order they hear them. Answers

d: 1, b: 2, c: 3, e: 4, a: 5, f: 6

TRANSCRIPT

23

Presenter: A radio interview with Natalie du Toit, Paralympian, by William Rowland. Please note that the people who recorded the interview are not Natalie and William, but professional actors.

William: Natalie du Toit. When this South-African swimmer’s name is mentioned, you will also hear the phrase “true Olympic spirit. She was a promising swimmer when she lost her leg in a motorcycle accident, when she was just 17. She became the first athlete to qualify for both the Paralympic and the Olympic Games. Tell us, Natalie, when you are up against open competition, do you feel at a disadvantage? Natalie: Not at all. You go out for your race and you’ve got to try your best. It’s important to swim your own race and not someone else’s. William: Besides swimming, do you have time for anything else? Natalie: I have a dog at home, she is nine months old. I spend a lot of time with her, taking her for runs, that sort of thing. I am also a student at UCT and I do motivational speaking. William: Who do you speak to, and what do you tell them? Natalie: My message isn’t about disability, it’s about believing in yourself, setting goals, having dreams. William: One day your swimming will be over. What will you do then? Natalie: I’m going to finish my sports career and carry on with motivational speaking; but my love really lies with genetics. William: Where do you go from here? Do you have further aspirations? Natalie: Definitely! I’d like to find cures to diseases, or maybe to grow an arm or a leg and find out how you can attach it to the rest of the body. The message I wish to get across is: you have to have goals, you have to have dreams. You have to work on what you believe in and you have to believe in yourself. PAGE 44

10 ++ In pairs, ask students to talk about the

interview. Ask them to discuss if they think Natalie represents the “Olympic spirit”. Invite some pairs to share their comments with the rest of the class.

45

PAGE 45

11 ++ Ask students to use the ideas they

discussed in the previous exercise to create a short dialog. Remind them that they can use the example given as a model.

LANGUAGE SPOT Expressing desires

Remember that this section is designed to help students revise or discover a particular grammar structure or any interesting item of vocabulary related to the text. The activities are meant to promote independent learning, so help, guide and check, but do not provide them with the answers. 1. Students read the sentences from the recording. 2. Students revise the sentences and decide what they express. They choose an alternative. 3. Tell students to copy and complete the general rule in their notebooks. 4. Tell students to look over the previous exercises in the lesson and then complete the sentences in their notebooks. Answers: 2. b. 3. We use wish + verb to express hopes and desires for the future. 4. Possible answers: a. Natalie wishes to find cures for diseases. b. Natalie hopes to work with genetics.

12 ++ Refer students to the LANGUAGE SPOT to complete sentences a - e expressing desires. Answers a. wish / hope to win b. wishes / hopes to find c. wishes / hopes to have d. wish / hope to meet e. wishes / hopes to help

46

UNIT 2

ORAL PRACTICE

13 +

24 Play the recording. Ask students to listen to it, paying special attention to the use of wish and hope. Then, play the interventions one by one for students to listen, repeat and imitate pronunciation, intonation and accentuation. Check orally, in pairs. Then, switch roles.

TRANSCRIPT

24

Clare: What will you do when you finish school? Brandon: I am going to study at the university, and continue playing with my band. Clare: Do you have further aspirations? Brandon: Definitely! I hope to finish my studies, and maybe become a famous musician. I wish to play in a great concert. Clare: What’s your message? Brandon: The message I wish to transmit is to work hard and to believe in yourself 14 ++ Tell students to work in pairs. Invite them

to reflect on their future lives, thinking about what they will do when their school days are over. Ask them to write some ideas about their hopes and future aspirations and write a dialog similar to the one in Exercise 13, adding some information and using the expressions in the box. Then, encourage them to practice and role play the conversation in front of the class. Check orally.

Useful Expressions Spot

Draw students´ attention to the expressions in the box and encourage them to use as many as possible when they create their own dialog.

LET’S READ! Invite students to read the biography of Andres Godoy on Page 7 of the reading booklet. Encourage them to answer the questions that will help with comprehension and make them reflect upon the topics. Ask them to explain the connection between this text and the topic of the lesson. You can use the CD to allow students to listen to the recorded version of the text while they are reading.

CHALLENGES

LET’S CHECK 15 The purpose of this section is to allow

students to check and revise their progress and, at the same time, provide the teacher with information about any points that most students may have problems with. Make sure they understand what they are expected to do and give them enough time to answer individually. Then, check on the board to allow students to correct their work and assign themselves a mark according to the scale. Students complete the sentences using the correct form of wish and their own ideas. Answers

Answers will vary.

PAGE 46

READING AND WRITING 16 + Explain to your students that, in this

section, they are going to read a text related to the topic of the lesson. Invite them to have a look at the text and then answer questions a – c. Answers

a. – ii b. – They are both disabled.

17 ++ Additional information Text structure refers to how the information within a written text is organized. Headline: words printed in large letters at the top of a newspaper story that serve as its title. Reporter: a person whose job is to discover information about news events and describe them for a newspaper or magazine or for radio or television. Visual: something that you are shown, such as a picture, film, or map, in order to help you understand or remember information. Quotation: a phrase or short piece of writing taken from a longer work of literature, poetry, etc. or what someone else has said.

Answers Headline: Cristian Valenzuela Wins Gold for Chile Reporter: Daniel Boyle Visuals: Cristian Valenzuela’s photo Quotations: (example) “It hasn’t been easy, but I never stopped dreaming”. Type of text: A piece of news. You can share some background information with your students. Background information Cristian Exequiel Valenzuela Guzmán (born 28 April 1983) is a visually impaired Paralympian with congenital glaucoma. He competed for Chile at the 2012 Summer Paralympics. He won his country’s first Paralympic medal, gold, in the men’s 5,000 meters T11 with a time of 15:26.26. His guide was Cristopher Guajardo.

PAGE 47

18 ++ Organizing. Tell your students that, in

order to write the piece of news, they should organize its content first. To help them do this, you can ask them to think of recent news and to answer to the questions given.

18 ++ Drafting. Invite students to write a draft using the information found and the model on Page 46.

20 +++ Editing Tell them to use the Editing Checklist to edit what their partners have written. Encourage them to pay attention to details.

21 +++ Writing Students have to write the

final version of the piece of news. Invite them to make a newspaper using all the information they can collect.

Extra! Invite students to exchange their pieces of news. Ask some students to read aloud their classmates’ work.

47

1 TAKE ACTION! The activities in this section are meant to provide students with the opportunity to synthesize, consolidate, and revise what they have learned in the unit. They allow them to reflect on their achievements. Explain to the students that the task to be completed is a short paragraph advertising a non-conventional free time activity, like the ones they read in Lesson 1. Read the instructions aloud and make sure everybody understands them. Ask the students to find information about an exciting free time activity, and write a list of the aspects they would like to include in an advertisement. Walk around the classroom to check that they are using the correct verb forms and that the information they provide is plausible. Allow them to use dictionaries to find suitable vocabulary and encourage them to organize useful information in a checklist, so as to keep their work well-organized. Encourage them to be creative. Check students include quotations, date, names, and visual elements. Explain to your students that they must get some illustrations or pictures to add as a visual aid. If possible, motivate the groups to record their ads. If not, inform them that they must appoint one student to read it in front of the class. Make sure you give students enough time to complete the task. You can also treat this exercise as homework, and give it an extra mark. Agree on a date to listen to all the advertisements.

PAGE 48

Answers 1. The correct order of the paragraphs is the following: II. - VI. - VIII. - III. - VII. - I. - IV. - IX. - V.

PAGE 49

2 In pairs, the students think about a person

they admire and they would like to interview. In their notebooks, ask them to write the questions they want to ask him / her and find the information in magazines, newspapers or on the Internet. Then, they role play the interview in front of their classmates.

Extra! If it is too difficult to obtain information about a particular person, they can invent it.

3 Ask the students to look at the pictures and

then write sentences to illustrate each one, as in the example. Check orally. Remind them the use of the Present Perfect tense and the words since and for, and connectors and, or, but.

YOUR ENGLISH IN ACTION

This section provides the student with additional exercises that offer a good opportunity to consolidate content, vocabulary and language structures of the lessons. You can choose to do some of the activities at the end of a lesson, or you can do them all at the end of the unit. If you don’t have enough time, you can assign them for homework and check answers the following class.

48

UNIT 2

26 a. Give students some background information about the type of text. Article: a written composition on a subject, often being one of several, found in a magazine or newspapers. They usually consist of a heading, introducing the topic, are divided into paragraphs and are accompanied by a picture. Ask students to look at the article and circle the main elements (heading, picture, paragraphs, etc), so as to identify its main elements. b. Explain to the students that the paragraphs in this article have been mixed up. Tell them to put the paragraphs in order (I to IX). After they have finished, use the CD to allow students to listen to the recorded version of this text and check their answers.

a. b. c. d. e.

Possible answers Peter has climbed mountains since he was a child. Ana has studied English for three years. Isabel Allende has written a lot of novels since she began her career. Robbie Williams has been at the top for the last ten years. Tomás González has won a lot of competitions since he started doing gymnastics.

CHALLENGES

PAGE 50 UNIT CHECK

LISTENING - HAVE YOU EVER SWUM WITH A REPTILE?

4 Ask students if they like swimming, or if they

Explain to students that the purpose of this section is to help them revise contents and evaluate their performance through the whole unit. Read the instructions and make sure all students understand what they are expected to do in each activity. Encourage them to give honest answers in order to detect their strengths and weaknesses. Check students’ results and revise any points that they have problems with. Give students some background information about types of texts. Webpage: a group of connected pages on the Internet, containing information on a particular subject. Encyclopedia article: a written composition about a specific topic published on an encyclopedia. A newspaper article: a written composition about a specific topic published on a newspaper, usually introduced by a heading, and accompanied by pictures.

PAGE 51 Answers READING - POWERFUL TEEN BREAKS STRONGMAN RECORDS 27

1 a. 2 a. Max practiced baseball and football

b. Three to four hours a day in the gym, watches what he eats and stays away from steroids c. 630 pounds, weightlifting. d. Doing weightlifting for the rest of his life.

3 a. Max Pippa set his record at an Olympic

competition. (at a competition in Kansas). b. He has competed since he was a child. (He has competed for two years) c. He enjoys going out and drinking with his friends. (He prefers picking up stones and tires). d. The competition collected money for children with hepatitis. (The competition collected money for children who are recovering from or are battling cancer).

have ever taken swimming classes, or if they would like to. Then, ask students to listen to the recording and answer the questions below. When they finish the activity, ask them to express their opinion about the teacher’s method.

PAGE 52

5

28 a. ___ 3 How long is the crocodile, and how old are your pupils? b. ___ 1 Today, we’re talking to Mr Harold Davies. c. ___ 4 It’s a baby crocodile. d. ___ 5 And what do parents say? e. ___ 2 I just put a crocodile in the pool with my pupils.’

TRANSCRIPT

28

Interviewer: When talking about extreme experiences, can you imagine anything more extreme than swimming with a crocodile? Amazing? Difficult to believe? Today we’re talking with Mr. Harold Davies, a swimming coach from Darwin, Australia, who has found an astonishing new training method to encourage his young pupils to swim faster. Mr. Davies, what can you tell us about your method? Mr. Davies: Oh, I just put a crocodile in the pool with my pupils. Interviewer: How long is the crocodile, and how old are your pupils? Mr. Davies: It is a baby crocodile and it is one meter long. The swimmers, who are between 13 and 19, can see it under the water while they are swimming in the pool. Mr. Davies: It is a baby crocodile and it is one meter long. The swimmers, who are between 13 and 19, can see it under the water while they are swimming in the pool. Interviewer: Do your pupils race the animal? Mr. Davies: No, of course not! The swimmers don’t race the crocodile, which just stays in the shallow water.

49

Interviewer: What do the people think about your method? Mr. Davies: I’ve heard many opinions. Many people say my method is very original, but some people don’t think it’s a good idea. They think it’s cruel and they’ve called the pool manager to complain. Interviewer: And what do parents say? Do they like the idea of their children swimming with a crocodile? Mr. Davies: Well, in fact, parents have been worried because they say it’s dangerous. Interviewer: What do you answer to that? Is it dangerous, Mr. Davies? Mr. Davies: Definitely not. My swimming lessons are safe for both the animal and the swimmers. The crocodile is very friendly. However, I take precautions to protect my pupils. Interviewer: What kind of precautions? Mr. Davies: I put tape around its mouth and cut its claws to be sure. I’ve never had any problems.

6 a. has worked / since b. have lived / for

c. has been / for d. has competed / since e. has lifted / since

VOCABULARY

7 a. iii. b. i. c. ii. d. iv. SPEAKING Score Language Score

Product

Score

Wrote five sentences about the previous conversation.

3

Practically no grammar or vocabulary mistakes.

1

Correct spelling and format.

1

Wrote three or four sentences about the previous conversation. Wrote two sentences about the previous conversation.

2

1

1

A few spelling mistakes and slightly incorrect format. Several spelling mistakes and rather incorrect format. A lot of spelling mistakes and incorrect format.

1

Wrote only one or didn’t write sentences about the previous conversation.

Very few grammar or vocabulary mistakes. Some grammar or vocabulary mistakes. A lot of grammar or vocabulary mistakes.

50

Task

Score Language Score

Product

Score

Wrote five sentences about the previous conversation.

3

Practically no grammar or vocabulary mistakes.

1

Correct spelling and format.

1

Wrote three or four sentences about the previous conversation. Wrote two sentences about the previous conversation.

2

1

1

A few spelling mistakes and slightly incorrect format. Several spelling mistakes and rather incorrect format. A lot of spelling mistakes and incorrect format.

1

Wrote only one or didn’t write sentences about the previous conversation.

Very few grammar or vocabulary mistakes. Some grammar or vocabulary mistakes. A lot of grammar or vocabulary mistakes.

1

1

0

Your Score

1

0

PAGE 53 PROJECT

LANGUAGE

Task

WRITING

1

UNIT 2

1

0

1

0

Your Score

The purpose of this section is that students apply what they have learned in the unit and integrate it with other school subjects. Make sure they read the instructions carefully and understand what they are supposed to do. Give them enough time to do the project and to present it to the class. COMMUNICATIVE TASK FILE

Ask students to go to the Communicative Tasks File section at the end of the book. Encourage them to work in pairs and take turns to describe the pictures that illustrate different extreme sports. Motivate them to use the expressions as they speak and identify the similarities and differences. Then, ask them to take notes of their ideas and prepare a mini presentation about one of the sports.

CHALLENGES

EXTRA TEST UNIT 2 READING

29

How wingsuit flying works If you have ever dreamed of soaring through the air like a superhero, you are not alone. Dreams of flying have captivated human imagination since prehistoric times. For centuries, early flight pioneers tried to achieve this by attaching artificial wings to their arms and backs, but just as the myth of Icarus ended with the Greek hero falling to his death, history books are filled with tales of enthusiastic pioneers leaping from high places, wings spread and plummeting back to the Earth. Today, the dream is a reality. Resembling something between a flying squirrel and a snow angel, the wingsuit allows skydivers and jumpers to leap out into the void, spread their arms, and soar through the air. In a sense, wingsuit flying is a cross between skydiving and hang gliding. Like both of these activities, wingsuit flying requires the flyer to either jump out of an aircraft or off a precipice to achieve a high altitude. While hang gliders can coast in for a safe landing, wingsuit flyers have to deploy their parachutes and float the rest of the way to the ground; they simply can’t reduce their speed fast enough for a safe landing without the use of a chute. But, until the moment they pull their parachute chord, wingsuit flyers can soar horizontally at high speeds and perform aerial acrobatics all while descending at a rate much slower than that of a typical skydiver.

PHOTOCOPIABLE MATERIAL •

• TEENS CLUB 2º MEDIO

Adapted from: Lamb, R. (n.d.) How Wingsuit Flying Works. Retrieved July 15, 2013, from: http://adventure.howstuffworks.com/wingsuit-flying.htm

51

1

Read the text quickly. What type of text is it?

1 pts.

a. A newspaper article. b. A web page. c. An encyclopedia article. d. An extract from a book.

2 Read the text again. Are these statements true (T) or false (F)?

5 pts.

a. ___ Dreams of flying have captivated people’s imagination in the last decade. b. ___ The idea of flying is still a dream. c. ___ Wingsuit flying allows people to float in the air. d. ___ Wingsuit flying combines three sports. e. ___ Wingsuit flyers descend faster than typical skydivers.

3 Read the text again and find the following information. a. The name of a Greek hero. b. The name of an animal. c. The name of two other x-sports.

4 pts.

LISTENING – PAIR RUNNING AT PARALYMPICS 4

30 Listen to the recording. What type of text is it?

PHOTOCOPIABLE MATERIAL •

• TEENS CLUB 2º MEDIO

a. A dialogue. b. A piece of news. c. A survey. d. An interview.

52

5

30 Listen to the recording again and number the sentences in the order you hear them.

1 pts.

5 pts.

a. _____It’s all about teamwork when we sprint. b. _____They broke the Australian record for the 100 meters in their category. c. _____What are your plans for the future? d. _____So team spirit is essential in your activities. e. _____Breaking a record is the highlight of my sporting career.

6

30 Listen once more and choose the correct alternative. a. Paul Harpur was blinded in a train accident at 14 /15. b. They broke the Australian record for the 100 / 200 meters in their category. c. He gets up at 5 / 6 am, three times a week. d. He doesn’t care about winning / running.

UNIT 2

4 pts.

CHALLENGES

LANGUAGE 7 Complete the following paragraph about Matt Bradley. Use the Present Perfect of the verbs in brackets.

5 pts.

Matt Bradley is only 15 years old but he’s already very, very rich. For the last two years, Matt (a. manage) _________________ a football website for 12 - 16-yearolds. “I (b. love) ______________ football since I was a little boy, so I decided to make a website especially for people of my age.” Since Matt started the “Football OK!” website last year, more than 20,000 people (c. visit) ___________ it. He is not the same person he was three years ago. Since then, he d. (meet) ______________ a lot of interesting people on the website and he (e. travel) ______________ all over the world.

SPEAKING 8 In pairs, exchange information about past experiences.

WRITING 9 Write a short paragraph about your plans and hopes for the future, after you finish school. Use hope and wish to express your ideas.

0 - 12 Keep trying!

13 - 21 Good!

22 - 29 Very good!

5 pts.

35 TOTAL

30 - 35 Excellent!

53

PHOTOCOPIABLE MATERIAL •

Example: Have you ever _______________? Yes, I have. No, I haven’t / No, I have never________.

• TEENS CLUB 2º MEDIO

5 pts.

ANSWERS TO EXTRA TEST UNIT 2

READING

29

1 b. 2 a. False. b. False. c. True. d. False. e. False.

3 a. Icarus. b. Squirrel. c. Skydiving, hang gliding.

LISTENING 4

30 d.

5

30 b., e., d., a., c.

6

30 a.14. b. 100. c. 5. d. winning.

TRANSCRIPT 30 Announcer: Paralympian Paul Harpur was blinded in a train accident at 14. Mark Whitman is his guide runner. The pair have competed together since 2010. They recently competed in the 200m and 400m at the Commonwealth Games, where they broke the Australian record for the 100 meters in their category. Today, he’s talking to Rachel Griffiths, our sports specialist. Interviewer: Congratulations, Paul. Your determination and dedication to running have helped you write your name in the Australian record books. Paul Harpur: Breaking a record is the highlight of my sporting career. Interviewer: Tell us a little about Mark Whitman, your guide runner. Paul: I have no real impressions of Mark. I don’t know what he looks like. Interviewer: What is the role of the guide runner in a competition? Paul: It’s all about teamwork when we sprint. Mark becomes the eyes. I can feel the bend coming before he says it; I can feel his movements and what they mean. If I had to change guide runners, it would be like learning to walk again.

54

UNIT 2

Interviewer: What are Mark’s virtues as a guide runner? Paul: It’s really hard to find someone who is as committed as Mark. He studies exercise science at the University and trains full time with me. He gets up at 5am, three times a week, comes to the gym, and trains with me. There’s no monetary benefit, except the occasional prize. He doesn’t care about winning. He just cares about doing the best we can. Interviewer: So team spirit is essential in your activities. Paul: Absolutely! Interviewer: And how do you view your relationship with Paul, Mark? Mark: I’m responsible for him on the track. We run together in perfect rhythm, so it’s as if there’s only one runner. We do so well because he knows he’s not going to run into anything. Interviewer: What are your plans for the future? Paul: After every competition, we have a discussion about whether we’ll go on. After this? I make no commitments and Mark makes no commitments. We’ll just see. LANGUAGE

7 a. has managed. b. have loved. c. have visited. d. has met. e. has traveled.

SPEAKING

8 In pairs, the students ask and answer

questions to exchange information about their experiences. Make sure that they change roles. Assign points according to these criteria:

CHALLENGES

Task

Score Language Score Interaction Score

Student can ask 3 appropriate questions and answers to talk about personal experiences. Student can ask 2 mostly appropriate questions and answers to talk about personal experiences.

Practically no language mistakes.

1

Fluid interaction, good pronunciation, no hesitation.

1

Very few language mistakes.

1

Fluid interaction, a few pronunciation mistakes, a minimum of hesitation.

1

Student can ask afew 1 questions and answers to talk about personal experiences.

Some language mistakes.

1

1

1

A lot of language mistakes.

0

Fluid interaction, some pronunciation mistakes, some hesitation. Interaction affected by pronunciation mistakes and a lot of hesitation.

Student can ask very poor questions and answers to talk about personal experiences.

Your Score

Notes

0

WRITING

9 The students write a short paragraph (100-

120 words) about their plans and hopes for the future. Make sure they use hope and wish to express their ideas correctly. Assign points according to these criteria: Task

Student can write a coherent short paragraph about plans and hopes for the future. Student can write a coherent short paragraph about plans and hopes for the future. Student can write some pieces of information about plans and hopes for the future. Student can write only very few pieces of information about plans and hopes for the future.

Score Language Score

Product

Score

3

Practically no grammar or vocabulary mistakes.

1

Correct spelling and format.

1

2

Very few grammar or vocabulary mistakes.

1

A few spelling mistakes and slightly incorrect format.

1

1

Some grammar or vocabulary mistakes.

1

Several spelling mistakes and rather incorrect format.

1

1

A lot of grammar or vocabulary mistakes.

0

A lot of spelling mistakes and incorrect format.

0

Your Score

55

UNIT ARTS AND ENTERTAINMENT In this unit you will: • read selections pieces of poetry • read a TV guide • listen to a journalist’s report • listen to personal opinions You will learn how to: Reading • recognize the general content of a text • relate text with visuals • discriminate between facts and inferences

Listening • relate speakers with speeches • discriminate sounds • infer information from pattern of voice Language • use the reported speech • use conjunctive connectors

Writing • write a poem inspired by a work of art. You will also: • reflect on the importance of art and entertainment in our life • develop acceptance and respect for everyone’s tastes and opinions

Speaking • talk about entertainment • report what someone says

Development • Lesson 1: six hours • Workbook: two hours • Lesson 2: six hours • Reading booklet: two hours • Consolidation and evaluation activities: four hours • Extra test: two hours Didactic • Complementary material such as articles, magazines and students Forum Chats resources • Pictures of young people provided by the teacher and the students to illustrate different types of challenges met by different types of people • Support material such as lists of adjectives, dictionaries, glossaries, definitions, printed handouts, library material, etc. Methodological • Teachers should prepare the lessons beforehand considering that a thorough prior preparation allows them to think of and apply some suggestions useful ideas. It is their chance to make the class entertaining and to involve students in the learning process. • Teachers are advised to use a variety of resources throughout the book. Evaluation

56

Types of Evaluation Indicators Continuous / Informal Students carry out reading and listening activities, take part in conversations, and produce written texts. Unit Check Reading: Students find and extract specific information to complete sentences. Listening: Students find specific information and identify the order of information. Language: Students report what someone said and identify the meaning of vocabulary related to arts or entertainment. Speaking: Students express opinions and talk about TV programs. Writing: Students write a paragraph about a topic related to arts or entertainment. Project Students consolidate their learning. Extra Test Reading: Students identify the type of text, find specific information, and discriminate between correct and incorrect information. Listening: Students match speakers and opinions in a recording. Language: Students use conjunctive connectors and report what other people said. Writing: Students write a short description of TV programs. Speaking: Students give a short presentation reporting the characteristics of the last movie they saw.

UNIT 3

ARTS AND ENTERTAINMENT

PAGE 54

GETTING READY 1 Tell students to look at the pictures on

Page 55. Then, ask them to identify the art forms in the pictures. Remember that this is an open activity, so if students can justify their answers, they are correct. Example: Harry Potter is an example of literature, because it was originally a book by J.K. Rowling.

2 Tell students to write the name of a famous person related to each area in Exercise 1. Help them out by giving them some extra information about artists, especially Chilean artists.

3 Ask students to copy and complete the word

maps in their notebooks. Allow them to work in groups, so that they can share information and complement their work.

PAGE 56 BEFORE YOU START

Probable Answers I would recommend a love movie / comedy, such as (personal examples), to the girl in picture 1 {because she loves romances, beautiful sceneries, a bit of humor, and happy endings.} I would recommend a sports program, such as (personal examples), to the woman in picture 2 {because she loves physical activities}. I would recommend cartoons, such as (personal examples), to the boy in picture 3 {because he is a little boy and he can only watch TV in the afternoon}.

2 Make students connect the sentences in

Boxes A and C using a connector from Box B. Ask some of them to read the sentences aloud, in order to check. Answers

a. I like watching the news, because I like being informed. b. My favorite program is on now, but I have to do my homework. c. Brian doesn’t like basketball, but he loves watching it on T.V. d. Mom doesn’t feel well, so I’ll turn down the T.V. a little bit. e. Comedies and animal programs are really funny. f. Brenda loves documentaries because she can learn and have fun at the same time.

PAGE 57 Explain to students that this section will contain activities meant to revise and activate previous knowledge that is necessary to understand the content of the unit LESSON 1

LET’S TURN ON THE TV

Before starting this unit, students need to know: • Vocabulary related to TV programs • Connectors and, because, but, so

1 Have students analyze what each person

says, carefully. Then, ask them to recommend a type of TV program according to their preferences. Invite some students to express their opinions, following the pattern. Example: I would recommend , such as , to the in picture {because . (optional)}

LESSON 2

TEEN’S ART WORK

Before starting this lesson, students need to know: • The Past tense • The use of quotation marks

1 Ask students to complete the short story with the Past tense of the verbs in parenthesis. Answers went / spent / woke up / went / bought / needed / played / watched / swam / didn’t have / talked / went / heard / turned / saw / was / invited / opened / was.

2 Before starting this activity, elicit some

information about the use of quotation marks. Provide background information to them.

Background information In English writing, quotation marks or inverted commas (informally referred to as quotes or

57

speech marks) are punctuation marks surrounding a quotation, direct speech, or a literal title or name. They can also be used to indicate a different meaning of a word or phrase than the one typically associated with it and are often used to express irony. AVOID THIS MISTAKE! • Periods and commas always go inside quotation marks, even inside single quotes. Examples: She said, “Hurry up.” She said, “He said, ‘Hurry up.’” • The placement of question marks with quotes follows logic. If a question is in quotation marks, the question mark should be placed inside the quotation marks. Examples: She asked, “Will you still be my friend?” Do you agree with the saying, “All’s fair in love and war”? (Here the question is outside the quote.) NOTE: Only one ending punctuation mark is used with quotation marks. Also, the stronger punctuation mark wins. Therefore, no period after “?” is used. • When you have a question outside quoted material and inside quoted material, use only one question mark and place it inside the quotation mark. Example: Did she say, “May I go?” • Use single quotation marks for quotes within quotes. Note that the period goes inside all quote marks. Example: He said, “Danea said, ‘Do not treat me that way.’” • Use quotation marks to set off a direct quotation only. Examples: “When will you be here?” he asked. He asked when you will be there. • Do not use quotation marks with quoted material that is more than three lines in length. Once you have discussed the topic, ask students to write the quotation marks needed in sentences a – j.

58

UNIT 3

Answers a. b. c. d. e. f.

“Thinking back”, she said,” I didn’t expect to win”. “I don’t agree”, I replied. “Can I come in?” he asked. “Just a moment!” she shouted. “You’re right”, he said. “You’re right”, he said. “It feels strange.”

PAGE 58 LESSON 1 Time

LET’S TURN ON THE TV 6 class hours.

Objectives Listen, read and identify main ideas and specific information in a TV guide. Listen to a personal report about TV programs. Report opinions about TV programs. Write an ideal TV guide for a Sunday afternoon. Use connectors besides, though /although. Materials CD, Tracks 31, 32. Reading booklet, p. 8. Your English in Action, Student’s Book, p. 73, Ex. 4, 5. Workbook, pp. 18, 19, 20, 21. Evaluation Embedded evaluation, Student’s Book p. 58, Ex. 7, 8, p. 62, Ex. 12 Let’s check, Student’s Book, p. 62.

BEFORE READING Background information Types of TV programs a. Chat show: a television or radio show on which people talk about themselves in reply to questions. b. Comedy: Movies or TV programs with humorous aspect of life or of events. c. Documentary: a film or television program that gives detailed information about a particular subject. d. Game show: a television program in which people play games or answer questions to win prizes. e. News: TV or radio program with information about something that has happened recently. f. Soap opera: a TV or radio story about the daily lives and relationships of the same group of people.

ARTS AND ENTERTAINMENT

g. Sports program: a TV or radio program in which sports and sportsmen are the main topic. Movie genres Cartoon: a movie using animation techniques, to show drawings as if they were moving. Military and war: movies concerning military topics such as battles, military operations, prisoners of war, etc. Action movies: movies usually featuring one or more heroes facing challenges such as chases, fights and shootings. Romantic movies: movies concerning romance, love, usually featuring beautiful scenes and people showing affection. Strategy

Spot

Since this is a television guide, it will not be hard for them to answer the Strategy spot questions. Ask them if they know what is on television today.

1 + Ask students to discuss the questions in

pairs. After that, ask them to share their answers with the rest of the class, so as to get everybody involved.

2 ++ Tell students to classify the words

(i. – ix.) into TV programs and TV people. Then, ask students to make three sentences with the words below and practice them, repeating them and checking them with a partner. Check orally and on the board. Answers

i. TV program ii. TV program iii. TV people iv. TV program v. TV program vi. TV program vii. TV people viii. TV people ix. TV program

3 ++ Tell students to match each picture with a type of TV program or TV person from Exercise 2. Answers 1. a presenter; 2. a documentary; 3. a commentator; 4. a chat show; 5. a soap opera; 6. a drama series; 7. a newsreader; 8. a game show; 9. a comedy

4 ++ Ask students to read the list of words

and choose the ones that do not belong in it (odd one out).

Answers Kitchen, backyard, furniture, farm.

PAGE 59

5 +++ Invite students to locate the words

that appear in the Key Word Spot in the text on Page 60 and then match them with their meanings (a. – g.). Then, ask students to work in groups and create a question that can provide clues to understand the meaning of each word. Elicit questions such as the following: woe - How do you call a negative feeling of sadness?; poscast What can you download from the Internet? Answers

a. podcast b. walk-off c. woe d. spin-off e. upscale f. uncanny g. bailout

READING Strategy

31 Spot

This strategy will give more meaning to what they read, since they will have to associate the programs with certain type of people.

6 + Tell students to have a quick look at the

text and decide what type of text they think it is. Ask them to justify their answer, orally. TV GUIDE: a weekly or monthly magazine which gives the times and details of television programmes. It’s an informative text. Answers

t’s an informative TV guide.

7 ++ Ask students to copy the chart into their notebooks and then read the text and find a name for each type of program. Possible Answers a. This Week on Earth b. Harry Unmarried c. Pushing Daisies / NICS / The Psychic / Without a Trace d. This Week on Earth e. Opportunity Knocks / Gamble or No Gamble f. This Week on Earth / Financial News g. 40510 / Arizona Highways h. Inside NHL / The Fox Report

59

8 +++ Tell students to read the text again

and choose the ideal program for the people (a. – i.). Possible Answers

a. America’s Next Super Model b. 40510 c. Financial News d. Private Clinic / Houzz / Bodies e. Arizona Highways f. The Psychic / Pushing Daisies / Bodies

PAGE 61

9 +++ Background information Inference is a complex skill that can be taught through explicit instruction in inferential strategies. Inferring requires higher order thinking skills, which makes it a difficult skill for many students. What is my inference? This question helps students become aware of the fact that they may have just made an inference, by filling in with information that wasn’t directly presented. What information did I use to make this inference? It’s important for students to understand the various types of information they use to make inferences. This may include information presented in the text, or it may be background knowledge that a student brings to the learning setting. How good was my thinking? Once students have identified the premises on which they’ve based their inferences, they can engage in the most powerful part of the process — examining the validity of their thinking. Do I need to change my thinking? The final step in the process is for students to consider possible changes in their thinking. The point here is not to invalidate students’ original inferences, but rather to help them develop the habit of continually updating their thinking as they gather new information.

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UNIT 3

Example: Step 1: Question Question provided

Step 2: It says… Find information from the text that will help answer the Question.

Step 3: I say… Think about what you know about the information.

The audience can’t vote for Dancing with the Vip anymore.

Although your votes have already been tabulated, there are still 30 judges’ points available.

You can vote until the day before the finale. You can’t vote after the votes have been tabulated.

Step 4: And so… Combine what the text says with what you know, to come up with the answer. The information is not stated, it’s an inference.

Adapted from: Marzono, R. (2010). Teaching inference. Educational Leadership, 67(7), 80-01. Available online at http://www.ascd.org/publications/ educational-leadership/apr10/vol67/num07/TeachingInference.aspx.

Ask students to read the text once more and then decide if the statements are facts or inferences. Then, ask students to write a fact and an inference of their own, based on the text. Check orally and on the board. Answers a. F b. I c. I d. I e. I f. I Strategy

Spot

Encourage students to create some questions about three programs in the text. Also, motivate them to answer these questions referring to specific parts of the text.

ARTS AND ENTERTAINMENT

LET’S READ! Literature is considered as a promising tool for language learning purposes as it is rich with innumerable authentic tokens of language for the development of reading, writing, speaking, and listening skills, and it is also good for practicing reading sub skills, including skimming, scanning, and finding the main ideas. Literature is a good medium for critical thinking enhancement among language learners (Gajdusek & van Dommelen, 1993, Ghosn, 2002, Van, 2009). It allows students to reflect on their lives, learning, and language. Invite students to read the extract of the novel Brave New World in the Reading Booklet and then answer the questions.

Background information Aldous Leonard Huxley was an English writer and one of the most prominent members of the famous Huxley family. He was born in Surrey, England, The United Kingdom, on July 26, 1894, and died on November 22, 1963. He spent the latter part of his life in the United States, living in Los Angeles from 1937 until his death in 1963. Best known for his novels and wide-ranging output of essays, he also published short stories, poetry, travel writing, and film stories and scripts. Through his novels and essays Huxley functioned as an examiner and sometimes critic of social mores, norms and ideals. By the end of his life Huxley was considered, in some academic circles, a leader of modern thought and an intellectual of the highest rank. Taken from: Aldous Huxley. (2007, October 14). Retrieved August 7, 2013, from http://www. goodreads.com/author/show/3487.Aldous_Huxley

Brave New World, published in 1932, is Huxley’s most enduring work. He imagined a fictional future in which free will and individuality have been sacrificed in deference to complete social stability. Brave New World marked a step in a new direction for Huxley, combining his skill for satire with his fascination with science to create a dystopian (anti-utopian) world in which a totalitarian government controlled society by the use of science and technology. Through its

exploration of the pitfalls of linking science, technology, and politics, and its argument that such a link will likely reduce human individuality, Brave New World deals with similar themes as George Orwell’s famous novel 1984. Orwell wrote his novel in 1949, after the dangers of totalitarian governments had been played out to tragic effect in World War II, and during the great struggle of the Cold War and the arms race which so powerfully underlined the role of technology in the modern world. Huxley anticipated all of these developments. Huxley’s novel seems, in many ways, to prophesize the major themes and struggles that dominated life and debate in the second half of the twentieth century, and that continue to dominate it in the twenty-first.

LANGUAGE SPOT Connectors Besides, Though and Although

This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary related to the text. The activities are meant to promote independent learning, so help, guide and check, but do not provide the answers. Answers: 2. a. Besides b. Although / Though 3. We can connect two consecutive and additional ideas in a sentence using besides or though / although. Besides is used when we want to include additional information and though / although when we want to show contrasting information.

AVOID THIS MISTAKE! We can use besides, though and although at the beginning of the first or second clause. The word even is often placed before though but it is never placed before although. Besides is always followed by a noun or the -ing form of a verb. Notice the different meaning of these words: Besides: in addition to, apart from, also Beside: next to or at the side of

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PAGE 62

10 ++ Ask students to put the sentences together by using the connectors in the Language Spot. Answers a. b. c. d.

Although they were really tired, they watched TV. (Even) though it was raining, I went to the park. Yesterday, it was raining. Besides, it was very cold. Although I want to go to the party, I have to go to the dentist. e. Though my mother wanted to watch 40510, my father watched the football game. f. It was a hard day. Besides, I didn’t feel well.

LET’S CHECK 13 Check the answers on the board to allow

students to correct their work, and assign themselves a mark according to the scale. Students must use words related to the topic of the lesson to complete the sentences (a. – j.) Answers

a. drama / soap opera b. presenter c. documentary d. game show e. chat show f. commentator

PAGE 63

LISTENING AND SPEAKING

11 ++

32 Play the CD. Motivate students to read as they listen to the recording.

TRANSCRIPT - ORAL PRACTICE 32 Speaker: I watch TV every day. Although I like different programs, my favorite ones are cartoons, reality shows and soap operas. The only things I don’t watch are sports programs, and the news. There’s a fantastic soap opera on at the moment. The situations are just like in real life and besides the characters are really interesting. I hate it when we are getting to the end of each episode; I can’t wait to the next one. 12 +++ Ask students to write a new

paragraph, using the one in Exercise 11 as a model. Encourage them to add more personal information, replacing the underlined parts and extending the message. Check orally.

Strategy

Spot

This strategy will help students to consolidate what they have learned so far. It will also be useful to practice questions.

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UNIT 3

WRITING 14 + Organizing. Tell the students to take a

look at the different types of TV programs and choose the ones they prefer. Based on that, they can start planning their guide.

15 ++ Drafting. Invite students to write a draft using the notes in Exercise 14.

16 ++ Editing. Tell them to use the Editing

Checklist to edit what their partners have written. Encourage them to pay real attention to details.

17 +++ Writing. Students have to write the

final version of the TV guide. Invite them to show what they have done and to compare their preferences with other partners. Encourage them to discuss the questions in groups.

FAST LEARNERS 18 Ask faster students to sit in small groups and take turns to read a sentence aloud. The other players have to listen and try to guess the kind of program that is being described.

ARTS AND ENTERTAINMENT

EXTRA! Students could write their own descriptive sentences and then read them aloud to their team players, so that they can guess the kind of program.

PAGE 64 LESSON 2 LISTENING

Time

TEENS’ ART WORK 6 class hours.

Objectives Listen, identify main ideas and discriminate between correct and incorrect information in a journalist’s report. Read and listen to three ekphrastic poems. Report what other people say. Write an example of ekphrastic poem. Use the Reported speech. Materials CD, Tracks 33, 34, 35. Reading booklet, p. 8 Your English in Action, Student’s Book, p. 72, Ex. 1. Workbook, pp. 22, 23, 24, 25. Evaluation Embedded evaluation, Student’s Book, pp. 65, 66, Ex. 6, 7, 8, p. 68, Ex. 13 Let’s check, Student’s Book, p. 68.

BEFORE LISTENING 1 + In their groups, ask students to talk about the activities mentioned on Page 64. Suggest them to use the expressions in the boxes to express their preferences. Encourage students to look for information about one of the topics and make a presentation for the rest of the class. Check orally. Monitor the activity but remember not to interrupt while the students are speaking. It’s better to take notes on the most important mistakes and then devote some minutes to correct them.

AVOID THIS MISTAKE! Draw students’ attention to the meaning of the verb attend (asistir; NOT: atender). Students might get confused because there are several words in Spanish that are similar in English, but have a different meaning. These words are called False Cognates.

Examples: Embarrassed = avergozado/a, not embarazada (pregnant). Familiar = conocido, familiarizado, not familiar (relative). Lecture = charla, not lectura (reading). Notice = aviso, anuncio, not noticia (news). Parents = padres, not parientes (relatives). Realize = darse cuenta, comprender, not realizar (carry out). Additional exercise Read the words in the list. Identify the false cognates in it. actual / embarrassed / familiar / introduce / lecture / notice / parents / realize Answers All the words are false cognates.

PAGE 65

2 + Ask students to rank the types of

photographs from 1 to 10. Start a general conversation, inviting some students to share their comments with the class.

3 ++ Tell students to look at the photographs (1 – 4) on Page 65. Then, ask them to classify them according to the categories in the box. Answers 1: Art 2: Studio 3: Photo-journalism 4: Landscape Background information Fine Art photography refers to photographs that are created in accordance with the creative vision of the photographer as artist. Fine art photography stands in contrast to photojournalism, which provides a visual account for news events, and commercial photography, the primary focus of which is to advertise products or services. Landscape photography is a genre intended to show different spaces within the world, sometimes vast and unending, but other times microscopic. This popular style of photography is practiced by professionals and amateurs alike.

63

Photographs typically capture the presence of nature and are often free of man-made obstructions. Photojournalism is a particular form of journalism (the collecting, editing, and presenting of news material for publication or broadcast) that creates images in order to tell a news story. It is now usually understood to refer only to still images, but in some cases the term also refers to video used in broadcast journalism. Portrait photography or portraiture is the capture by means of photography of the likeness of a person or a small group of people (a group portrait), in which the face and expression is predominant. The objective is to display the likeness, personality, and even the mood of the subject. Like other types of portraiture, the focus of the photograph is the person’s face, although the entire body and the background may be included. A portrait is generally not a snapshot, but a composed image of a person in a still position. A portrait often shows a person looking directly at the camera. Strategy

Spot

This will raise interest in students, since they will have to make a list of ideas they think people could express about the photos in the exhibition.

4 ++ Invite students to make predictions

about people’s opinions on a photography exhibition. Do not check answers at this stage.

LISTENING 5 +

33 Play the recording. Ask students to validate their predictions in Exercise 4. Answers

All of them.

Answers a. Sophie b. Presenter c. Brandon d. Brandon e. Presenter Useful Expressions Spot

Draw students´ attention to the expressions in the box and tell them that those phrases, which appeared in the recording, are commonly used when reporting.

PAGE 66 Strategy

Students are expected to remember some of the missing words, especially because they are important words (nouns) within the context of the listening activity.

7 ++

33 Play the recording once more. Instruct the students to listen and complete each sentence (a – e) with only ONE word.

Answers a. teenagers b. shoes c. teacher d. visit e. four

8 +++

33 The students listen to the recording again. This time they must answer questions about the text. Check that they understand what is being said. Play the recording (or specific bits) several times so that students can answer all the questions. Check orally and on the board.

Answers a. They are amateur photographers. b. The one with someone on a trampoline, laughing around with other teenagers. c. Tom is one of the teen photographers. He was inspired by his teacher, Alfie, a documentary photographer.

9 +++

33 If necessary, play the recording again. Ask the students to identify who took each photograph.

6 ++

33 Play the recording again. This time, students must relate the speakers and their speeches.

64

UNIT 3

Spot

Answers a. Eli. b. Tom

ARTS AND ENTERTAINMENT

TRANSCRIPT 33 Presenter: We went to the photography exhibition at La Viande Gallery in Carmel, California. It was an exhibition of photographs taken by teenagers. Let’s hear our teen reporters’ impressions. Sophie: The main thing people said they liked about the photo exhibition was that it was by teenagers who live in the same area that they do. They said that they liked the fact that the photos were very casual and that’s the kind of picture people our age like to see. A man said that the only thing he didn’t like was that they put too much emphasis on the dark and miserable, and not enough on the happy, lively side of teenage life. One of the audience’s favorite photographers was Eli. They said that her pictures were more abstract and had more meaning than the others. People particularly liked ‘The Bottle Cap and the Shoes’, especially the way the grass stood out in the background. Brandon: People said the artist they found most interesting was Tom, because most of his pictures were of him by himself, although the favorite one was someone on a trampoline with other teenagers lounging around. Tom said that he was inspired by his teacher, Alfie, who is a documentary photographer, and I think this can be seen in his work. Samantha’s pictures were very different from everyone else’s in the gallery. The artists all said the background was important. Antonio said that he used plain backgrounds to symbolize freedom. Presenter: Any other comments? Brandon: Overall, people said it was an enjoyable visit and they loved having the opportunity to view someone’s world through photography, especially if they are teenagers. Presenter: From one to five, which mark did the audience give this exhibition? Sophie: In general, they gave the exhibition four out of five.

10 +++ Tell students to copy the table in

their notebook. Have them complete it writing some words or phrases that describe each of the teens’ works.

Strategy

Spot

Here, students will have to get the main idea of each piece of work. Encourage them to discuss about the pieces and to give ideas about what they would change or do to improve them.

PAGE 67

LANGUAGE SPOT Reported speech

This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary related to the text. The activities are meant to promote independent learning, so help, guide and check, but do not provide them with the answers. 1. The students read the sentences from the recording. 2. They think about what the sentences are referring to in Point 1 and then choose the best answers to the questions. 3. Students copy and complete the general rule in their notebooks. 4. Students then copy and complete the chart in their notebooks. When they have finished, motivate them to highlight all the changes they can see as a result of using Reported Speech. Answers: 2. a. ii. 3. When we report what another person said, we use indirect / reported speech, introducing the report with…said / told. Generally, when the original sentence is Present Simple, it is reported in the Past tense.

65

4. Direct Speech • A friend: “It makes me laugh.” • My friend: “It is good.” • My mother: “It is about a scientist.” • Susan: “It’s cold today.” • Charles: “I want to go to the cinema.” • My mother: “I don’t feel well.”

Reported Speech • A friend told me it made him laugh • My friend said it was good. • My mother told me it was about a scientist. • Susan said it was cold that day. • Charles said he wanted to go to the cinema. • My mother said she didn’t feel well.

AVOID THIS MISTAKE! Tell students to be careful with the time references in Reported Speech which become non-specific. Example: Direct Speech Indirect Speech Susan: `“It’s cold today.” Susan said it was cold that day. AVOID THIS MISTAKE! Let students know that the relative pronoun can be used or omitted from the sentence without changing its meaning. Example: He said he was hungry = He said that he was hungry.

11 ++ Tell students to report what the people said. Remind them to be careful with some extra changes that they may have to make (for example, pronouns) and revise the information in the Avoid this mistake! sections in this lesson, if necessary. Answers a. b. c. d. e. f.

66

Bill said (that) Mary knew her cousin. My brother said (that) he was very hungry. Sheila said (that) Jim wasn’t married. Bob said (that) he liked my new sweater. Connie told me (that) her mother didn’t like vegetables. My sister told me (that) Diana and Tom were very good friends.

UNIT 3

PAGE 68

LET’S CHECK 12 Check the sentences on the board to allow

students to correct their work and assign themselves a mark, according to the scale. Answers

a. Sally said (that) she was leaving half an hour later. b. Tim said (that) he wanted some orange juice. c. Jack and Jill said (that) they often went skating on Sundays. d. Diana said (that) the children were very late. e. Fred said (that) she felt much better after that short break. ORAL PRACTICE

13 ++ Explain to students that the two friends

in the photo, Andrew and Reba, are sharing impressions about a recent activity. Invite them to work in pairs and complete the conversation with the words in the box. Please, make them notice that several possibilities are correct for each blank. Answers

movie / good / special effects / excellent / real / actors / little / sweet and smart / actors / very funny / recommend / action / too long

14 ++

34 Play the recording. Ask students to listen and compare their answers.

TRANSCRIPT - ORAL PRACTICE 34 Andrew: Did your friends like the movie? Rose: They told me it was very good. Alan said that the special effects were excellent and that they looked incredibly real. Andrew: What about the actors? Rose: They said that the little kid was very sweet and smart, but the rest of the actors weren’t very funny. Andrew: Would they recommend it? Rose: If you like action, but they said that it was too long for kids.

ARTS AND ENTERTAINMENT

15 +++

34 Play the recording again. Invite students to listen and then practice the dialog in pairs, imitating the intonation and pronunciation. Make sure they take turns to do Andrew and Reba’s parts.

Useful Expressions Spot

Draw students´ attention to the expressions in the box and tell them they can use them whenever they are talking about a movie.

EXTRA! You can assign this activity as homework. Motivate students to use the ideas in the chart to write a dialog like the one in Exercise 13. Next class, invite the pairs to role play their dialogs in front of the class. Organize a competition, asking the students to evaluate their classmates’ performance and awarding a prize to the best pair.

PAGE 69

READING AND WRITING 16 ++ Draw students’ attention to the concept ekphrastic poetry. Ask them to look it up on the Internet. Invite some students to share their findings with their classmates.

Background information Ekphrastic poetry is a literary description or commentary on a visual work of art. It is the conversation between two pieces of art. The writer interprets a work of visual art and then creates a narrative in verse form that represents his or her reaction to that painting, photograph, sculpture or other artistic creation. Adpated from: Ekphrasis (n.d.) Available at http:// www.merriamwebster.com/dictionary/ekphrasis

17 ++Invite students to read the three

examples of this type of poetry. Ask them to identify the works of art that inspired them. Answers

Picture 1: c. Picture 2: a. Picture 3: b.

PAGE 70

18 ++ Motivate students to read the poems

again, carefully. Then, encourage them to discuss the topics proposed, in pairs. Encourage them to try and identify any poetic technique, such as metaphor, personification, alliteration, etc. Provide some background information.

Background information Metaphor: It is an expression, often found in literature, which describes a person or object by referring to something that is considered to have similar characteristics to that person or object. Example: The mind is an ocean and the city is a jungle. Personification: Personification is a figure of speech that brings human qualities to an inanimate object or an abstract concept or idea. Example: Two sunflowers move in the yellow room. Alliteration: It is the use, especially in poetry, of the same sound or sounds, especially consonants, at the beginning of several words that are close together. Example: Round the rugged rocks the ragged rascal ran.

19 ++ Invite students to analyze the poems

carefully. Explain to them that the questions will help them with their reflection. Encourage some students to share their comments with their classmates.

20 +++ Organizing. Explain that they are

going to write a poem inspired by an artwork. Read the instructions aloud and make sure all understand them clearly.

21 +++ Drafting. Tell your students to write a draft of the poem, using their notes and the models. Remember there is no correct or incorrect answer in this task.

22 ++ Editing. Encourage students to read each other’s poems and think about what they intended to say.

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PAGE 71 23

++ Writing. ncourage students to share and compare their poems in groups of eight, answering questions a and b. Tell them to appoint one member of the group to report their findings to the rest of the class.

TAKE ACTION! The activities in this section are meant to provide students with the opportunity to synthesize, consolidate, and revise what they have learned in the unit. They allow them to reflect on their achievements. Explain to the students that the task is to write a dialog expressing opinions about a free time activity, and then role play it in front of the class. Tell them to use the dialog in Exercise 13 as a model, and the vocabulary in the chart.

PAGE 72 YOUR ENGLISH IN ACTION You can choose to do some of the activities at the end of a lesson, or you can do them all at the end of the unit. If you don’t have enough time, you can assign them for homework and check answers the following class.

1 Ask students to work in pairs and search for information on these art forms. Then, ask them to classify them by century and decade, and find, at least, one author related to it. Tell them they can work in their notebooks. Check on the board, making a chart so as to organize the information better, and encourage students to express their opinions about the forms of art. Promote further research.

Art

Country

Year

Main artists

Abstract art Russia Action painting USA NY Cubism France

1911 Wassily Kandinsky / Piet Mondrian 1940 Joan Miró / André Masson 1907 Pablo Picasso / George Braque th 19 Folk art Non professional artists century Futurism Italy 1909 Filippo Marinetti / Umberto Moccione Minimalism USA 1960 Donald Judd / John McCracken Naturalism France 1880 Émile Zola / William Bliss Baker Pop art England 1950-60 Eduardo Paolozzi / Jasper Jonhs Post modernism USA 1960-70 Michael Graves / Phillip Johnson Representational Classic Plato / Aristotle art period

Glossary of Art Movements Abstract Art American art movement of the 1940’s that emphasized form and color within a nonrepresentational framework. Action painting Action painting, sometimes called “gestural abstraction”, is a style of painting in which paint is spontaneously dribbled, splashed or smeared onto the canvas, rather than being carefully applied. Cubism Early 20th-century French movement marked by a revolutionary departure from representational art. Pablo Picasso and Georges Bracque penetrated the surface of objects, stressing basic abstract geometric forms that presented the object from many angles simultaneously. Folk art It describes a wide range of objects that reflect the craft traditions and traditional social values of various social groups. These art works from ‘common folk’ are generally produced by people who have little or no academic artistic training, nor a desire to emulate “fine art”. Futurism This early 20th-century movement, originating in Italy, glorified the machine age and attempted to represent machines and figures in motion. Minimalism Minimalism or Minimal art is an extreme form of abstract art that developed in the USA in the second half of the 1960s. Minimal artists typically made works in very simple geometric shapes based on the square and the rectangle.

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UNIT 3

ARTS AND ENTERTAINMENT

Naturalism It was the broad movement to represent things closer to the way we see them. Naturalism became one of the major trends of the century and combined with realism of subject led to Impressionism and modern art. Postmodernism In art, postmodernism was specifically a reaction against modernism. Some outstanding characteristics of postmodernism are that it collapses the distinction between high culture and mass or popular culture. Pop Art In this return to representational art, the artist returns to the world of tangible objects in a reaction against abstraction. Materials are drawn from the everyday world of popular culture-comic strips, canned goods, and science fiction. Representational art This term for art represents some aspect of reality, in a more or less straightforward way. Source: http://www.tate.org.uk/collections/glossary/ definition.jsp?entryId=246 http://www.infoplease.com/ipea/A0106225.html

2 Ask students to match the names of the arts forms with the pictures. Check orally and on the board.

Answers a. - 8, b. - 2, c. - 4, d. - 3, e. - 10, f. - 7, g. - 1, h. - 5, i. - 6, j. - 9

PAGE 73

3 Tell students to work in pairs. Explain they

have to choose a famous painting and draw their own version on a piece of paper. Then, tell them to make two copies, and modify one of them, changing some aspects, and write a set of instructions to help other people discover the genuine one. The idea here is that they test their partners and check if they can recognize the original works. Check orally and on the board, and if possible, provide them with images of the real works of art.

4 Motivate students to read the extracts from

a TV guide and find the words or phrases in it to match the definitions (a. – h.).

Answers a. opening episode b. peak-time c. three-part (documentary) d. commentary e. costume drama f. a repeat run g. It is narrated... h. the highlights

5 Invite students to read the text and solve the mystery. Then, ask them to find information about who painted it, when, and where it is being kept now. Allow the use of Internet, if necessary. Check orally.

Answers La Gioconda, painted by Leonardo Da Vinci between 1503 and 1506. It’s now kept at the Louvre Museum, in Paris. Background information Mona Lisa (also known as La Gioconda) is a 16th century portrait painted in oil on a poplar panel by Leonardo da Vinci during the Italian Renaissance. The work is owned by the Government of France and is being displayed at the Louvre in Paris, France. The painting is a half-length portrait and depicts a woman whose expression is often described as enigmatic. The ambiguity of the sitter’s expression, the monumentality of the half-figure composition, and the subtle modeling of forms and atmospheric illusionism were novel qualities that have contributed to the painting’s continuing fascination. Few other works of art have been subject to as much scrutiny, study, mythologizing, and parody.

PAGE 74 UNIT CHECK

Explain that the purpose of this section is to help them revise contents and evaluate their performance through the whole unit. Read the instructions and make sure all the students understand what they are expected to do in each activity. Encourage them to give honest answers in order to detect their strengths and weaknesses. Check students’ results and revise any points that they may have problems with.

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PAGE 75 Answers READING - TRADITIONAL ART FORMS

1 Morris Dancers - b. e. h. Dreamtime - a. j. Haiku - d. f. Limericks - c. g. i.

2 a. ii. b. i. c. iv. d. iii. LISTENING: DID YOU LIKE THE MOVIE?

3 Speaker

Very good

1 2 3 4 5 6

Good enough

Not good ✔

✔ ✔ ✔ ✔ ✔

4 c. – a. – e. – d. – f. PAGE 76

5 a. It was also too much to do with the prom and university. b. This movie is the best, I just loved it. c. It’s a great movie and once again, the songs are amazing.

TRANSCRIPT

39

Presenter: It’s the premiere of Music at Lincoln School and we’re outside the cinema. Let’s ask the audience about their impressions. Charlotte: I didn’t enjoy it; it was too cheesy, too sentimental. Shirley wasn’t bossy enough and it was also too much to do with the prom and university. Final word: boring. The movie is perfect for younger kids who like that kind of film, but for me… it was garbage.

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UNIT 3

Gordon: When my mum first said that we were going to see this movie, I really didn’t want to go, but after I saw it I would recommend it to anyone as it is so good. This movie is the best, I just loved it. The new cast is brilliant and really twists the story for the better. Becky: Awful! Far too much romance in a cheesy plot and it is a waste of time. Highly predictable. Take your pillow and duvet to go to sleep if you are going to see it. Matthew: I HATE musicals... and my little cousin asked me to go to see the third one. I was shocked, because I really liked it! Tammy: I loved it! The numbers are just out of this world in this one. I loved the junkyard song, because Roy and Brad danced fabulously, and I liked it when they went back to being little again. Also, I loved the song where Roy’s at school on his own, when the corridor turns upside down and he walks up walls - it’s amazing! I just can’t understand how they did that. Overall, it was brilliant! Amber: It’s a great movie and once again, the songs are amazing, but I think we all get sick and tired of watching Stella and Roy stand and gaze into each other’s’ eyes and dance and cuddle. Once again, it is extremely cheesy and you can always tell how it will end. It is almost too perfect the way everything ALWAYS turns out fine. LANGUAGE

6 a. v b. iii c. ii d. i e. iv 7 Sandra asked Sam if he had enjoyed the

movie. Sam said he was not sure and Sandra told him that she thought the actress’ performance had been fantastic. Sam replied that he hadn’t liked it at all. Sandra said that the special effects were amazing!

ARTS AND ENTERTAINMENT

SPEAKING Task Appropriate sentences and vocabulary to talk about TV programs. Mostly appropriate sentences and vocabulary to talk about TV programs.

A few sentences and vocabulary to talk about TV programs. Very few sentences and poor vocabulary to talk about TV programs.

PAGE 77 Score Language Score Interaction Score 4

3

Practically no language mistakes. Very few language mistakes.

3

2

Some language mistakes. 2

1

1

A lot of language mistakes.

0

Fluid interaction, good pronunciation, no hesitation. Fluid interaction, a few pronunciation mistakes, a minimum of hesitation. Fluid interaction, some pronunciation mistakes, some hesitation. Interaction affected by pronunciation mistakes and a lot of hesitation.

Your Score

3

The purpose of this section is that students apply what they have learned in the unit and integrate it with other school subjects. Make sure they read the instructions carefully and understand what they are supposed to do. Give them enough time to do the project and to present it t the class.

2

1

COMMUNICATIVE TASK FILE

0

WRITING Task

Score Language Score Interaction Score

Appropriate sentences and vocabulary to talk about TV programs. Mostly appropriate sentences and vocabulary to talk about TV programs.

4

Practically no language mistakes.

3

3

Very few language mistakes.

2

A few sentences and vocabulary to talk about TV programs.

2

Some language mistakes.

1

Very few sentences and poor vocabulary to talk about TV programs.

1

A lot of language mistakes.

0

Fluid interaction, good pronunciation, no hesitation. Fluid interaction, a few pronunciation mistakes, a minimum of hesitation. Fluid interaction, some pronunciation mistakes, some hesitation. Interaction affected by pronunciation mistakes and a lot of hesitation.

3

PROJECT

Your Score

Ask students to go to the Communicative Tasks File section at the end of the book. Encourage them to work in pairs and take turns to describe the pictures of the paintings. Motivate them to use the expressions as they speak and identify the similarities and differences. Then, elicit student’s ideas as a class and have groups report the similarities and differences they found.

2

1

0

71

EXTRA TEST UNIT 3 READING

40

A Controversial

PHOTOCOPIABLE MATERIAL •

• TEENS CLUB 2º MEDIO

Artist

72

English artist Stuart Brisley (born in 1933 in Haslemere, England), is widely regarded as the godfather of British performance art. Since the beginning of his career, Brisley has been at the forefront of experimentation and political debate within the visual arts. As a performance artist, painter, writer, and professor at the Slade School of Art, he has influenced many of the present generation of young British artists. His radical practice has made an important contribution to the British art scene, and has played a fundamental part in the development of installation and performance art. Brisley first achieved notoriety in the 1960s and ‘70s and is perhaps best-known for his disturbing physical performances, but his work as an artist extends over four decades and has also embraced painting, print, sculpture, and installation, films and fictions, and large-scale participatory projects. At the center of this diverse work lies his

UNIT 3

exploration of the essential qualities of what it means to be human - he has been challenging the human body in physical, psychological, and emotional ways. In his performance work, Brisley engages the audience and establishes a dialog of action and reaction. He has also examined politics and images of power; his paintings, prints, and sculpture have expressed a literary and symbolic approach to power as represented in the media. In 1968, Brisley helped lead the Hornsey Sit-in, in protest of teaching practices common at British Art schools. This protest helped him gain a reputation for challenging norms. His appointment as professor of Media Fine Art Graduate Studies at the Slade School of Art was and remains unique, as he was the only staff member to be appointed by the students alone. Since 1976, Brisley has worked in creating an archive of the living memories of the inhabitants of Peterlee in County Durham.

ARTS AND ENTERTAINMENT

1 Read the text and answer these questions.

10 pts., 2 each

a. Which four jobs has Stuart Brisley had throughout his career? b. What is Stuart Brisley best known for? c. What has Stuart Brisley done since 1976? d. What specific artistic area has he helped to develop? e. Why was his appointment at the Slade School of Art so unusual?

5 pts.

2 Read the text again. Are these statements facts (F) or inferences (I)? a. b. c. d. e.

Stuart Brisley is considered one of the most important English artists. He became famous when he was a young artist. Brisley has worked in creating an archive for the last 34 years. He has gained student’s respect. He has inspired many other artists’ work.

LISTENING - HOW ABOUT A MOVIE?

3

41

41 Listen to the recording. Identify and write the type of film each speaker is talking about.

5 pts.

a. Speaker 1: b. Speaker 2: c. Speaker 3: d. Speaker 4: e. Speaker 5: 41 Listen to the recording again. Write any words or phrases that help you identify each type of film. a. b. c. d. e.

5

41 Listen to the recording once more. Check the column of the chart that corresponds to each speaker’s opinion. Speaker 1

Speaker 2

Speaker 3

Speaker 4

5 pts.

Speaker 5

PHOTOCOPIABLE MATERIAL •

Opinion

5 pts.

• TEENS CLUB 2º MEDIO

4

Very good Good Not very good

73

LANGUAGE 10 pts.

6 Report what these people said. a. Julie: “I live in the south of Chile”. She said

.

b. Leonard: “My father works in a bank”. Leonard told me

.

c. My mother: “I don’t like going out much”.

.

d. Donovan: “I don’t have a computer”. Donovan

.

e. The teacher: “The new student never arrives late”. The teacher

.

f. Your best friend: “We often visit friends in the weekend”. He told me

.

g. David and Wendy: “We don’t have any children”.

.

h. My father: “I don’t go to the gym very often”.

.

i. My brother: “I hate getting up early on Sundays”.

.

j. Malcom and Jane: “The exhibition was excellent!”

.

SPEAKING

7 Give a short report on the last movie you saw. Talk about the plot, the characters, the WRITING

PHOTOCOPIABLE MATERIAL •

• TEENS CLUB 2º MEDIO

setting and other peoples’ and your own opinion of the movie.

10 pts.

74

8 Choose three types of TV programs from the list and write short descriptions of them. a. chat show b. comedy c. documentary d. game show

UNIT 3

e. news f. soap opera g. sports program

10 pts. 60 pts. TOTAL

0 - 14 Keep trying!

15 - 29 Good!

30 - 44 Very good!

45 - 60 Excellent!

ARTS AND ENTERTAINMENT

ANSWERS TO EXTRA TEST UNIT 3

TRANSCRIPT

1 a. (He has been) a performance artist,

painter, writer and professor. b. He is best known for his disturbing physical performances. c. He has worked in creating an archive of the living memories of the inhabitants of Peterlee. d. He helped to develop installation and performance art. e. Because it was appointed by his students.

2 a. F. b. I. c. F. d. I. e. I. 3

41 a. Comedy b. Cartoon c. Romantic d. Action e. Military and War

3

41 a. laugh, comedy, funny b. little brother, animation, it looked so real, done by computer c. sentimental rubbish, falls in love, boring d. exciting, car chases, impossible things, jumping, crazy situations, stunts e. blood, violence

5

41

Speaker 1: It’s not the kind of film I usually like, but a friend told me that it made him laugh. I have to say it was OK. It wasn’t all comedy. There was actually some plot and the cast was really very funny. They provided some of the best moments of the movie. Speaker 2: Oh, it was adorable! My little brother asked me to bring him and I enjoyed myself more than he did! The animation was fantastic! It looked so real. It’s amazing to think it’s all done by computer! Speaker 3: The review says it is sentimental rubbish, about a very rich girl who falls in love with a young man who doesn’t belong to her social class. Typical stuff. Boring for me, to tell you the truth. Speaker 4: Well, my friend said it was good and I thought, Oh no! But it was very, very exciting. Loads of car chases and people doing impossible things, like jumping from one building to the next. A lot of crazy situations and good stunts. The scene at the end was… well, I was literally on the edge of my seat. Very good! Speaker 5: I hate this kind of movie, but I like the director and decided to give it a chance. A lot of blood and violence, but enjoyable enough. Very original and attractive special effects.

41 Speaker 1 2 3 4 5

Very good

Good

Not very good

✔ ✔ ✔ ✔ ✔

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WRITING

6 a. She said that she lived in the south

of Chile. b. Leonard told me that his father worked in a bank. c. My mother said that she didn’t like going out much. d. Donovan said he didn’t have a computer. e. The teacher said that the new student never arrived late. f. He told me that they often visited friends in the weekend. g. They said that they didn’t have any children. h. My father said that he didn’t go to the gym very often. i. My brother told me that he hated getting up early on Sundays. j. Malcom and Jane said that the exhibition had been excellent!

SPEAKING

6 You can assign points according to these criteria: Task

Score Language Score Interaction Score

Appropriate sentences and vocabulary to talk about a movie.

4

Practically no language mistakes.

3

Mostly appropriate sentences and vocabulary to talk about a movie.

3

Very few language mistakes.

2

A few sentences and vocabulary to talk about a movie.

2

Some language mistakes.

1

Very few sentences and poor vocabulary to talk about a movie.

1

A lot of language mistakes.

0

76

UNIT 3

Fluid interaction, good pronunciation, no hesitation. Fluid interaction, a few pronunciation mistakes, a minimum of hesitation. Fluid interaction, some pronunciation mistakes, some hesitation. Interaction affected by pronunciation mistakes and a lot of hesitation.

3

2

1

0

Your Score

Task

Score Language Score

Wrote three descriptions following all the instructions.

4

Wrote two descriptions following all the instructions.

3

Wrote only one description following all the instructions.

2

Wrote only some information about TV programs.

1

Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar or vocabulary mistakes. A lot of grammar or vocabulary mistakes.

Product

Score

3

Correct spelling and format.

3

2

A few spelling mistakes and slightly incorrect format. Several spelling mistakes and rather incorrect format. A lot of spelling mistakes and incorrect format.

2

1

0

1

0

Your Score

ARTS AND ENTERTAINMENT

Notes

77

UNIT HOW ABOUT WORKING? In this unit you will: • read a leaflet • read two poems • listen to a radio advertisement • listen to a dialog about voluntary work You will learn how to: You will learn how to: Reading • locate missing information in a text • discriminate between correct and incorrect information

Listening • discriminate between correct and incorrect information • extract specific information from a recording • identify the sequence of information Language • use Modal Verbs to express obligation and necessity • use Modal Verbs to express future possibility Speaking • exchange information about voluntary work • exchange information about future possibilities

Development • Lesson 1: six hours • Lesson 2: six hours • Consolidation and evaluation activities: four hours

Writing • write a letter of application • write a short poem or rhyme about voluntary work You will also: • assess and appreciate the role of volunteer organizations around the world • value the importance of voluntary work for people in need

• Workbook: two hours • Reading booklet: two hours • Extra test: two hours

Didactic resources

• Complementary material such as articles, magazines and students Forum Chats. • Pictures of young people provided by the teacher and the students to illustrate different types of challenges met by different types of people. • Support material such as lists of adjectives, dictionaries, glossaries, definitions, printed handouts, library material, etc. Methodological • Teachers should prepare the lessons beforehand considering that a thorough prior preparation allows them to think of and apply some suggestions useful ideas. It is their chance to make the class entertaining and to involve students in the learning process. • Teachers are advised to use a variety of resources throughout the book. Evaluation

78

Types of Evaluation Indicators Continuous / Informal Students carry out reading and listening activities, take part in conversations, and produce written texts. Unit Check Reading: Students identify general information and discriminate between correct and incorrect information. Listening: Students identify specific information, relate speakers to their speeches and discriminate between correct and incorrect information. Language: Students use modal verbs to give advice and recommendations. Speaking: Students imitate a telephone conversation to apply for a job. Writing: Students write a letter applying for a volunteer organization. Project Students consolidate their learning. Extra Test Reading: Students identify specific information and discriminate between correct and incorrect information and between facts and inferences. Listening: students identify the correct sequence of information and discriminate between correct and incorrect information. Language: Students use Modal verbs to refer to future situations and to express necessity, obligation and impossibility. Writing: Students write a leaflet promoting a volunteer organization. Speaking: Students role play a telephone conversation.

UNIT 4

HOW ABOUT WORKING?

PAGE 78

GETTING READY 1 Invite students to look at the pictures and

then answer the questions. Encourage them to speculate what information they can extract from the visuals. Answers

a. Young people working. b. They are all young. c. They are working as volunteers for international organizations.

2 Ask students to match the words in column

A to the ones in column B, to form new expressions related to the topic of the lesson. Ask them to give their opinion about voluntary work, and that they try to use the expressions to express it following the example as a model. Check orally and on the board. Answers

another perspective; a helping hand; community support; great opportunity; rewarding experience; understanding local cultures; working teams.

3 In pairs, students complete the chart with

information on volunteer organizations in Chile. Invite some students to complete the chart on the board. Check orally, and get all students involved in the revision.

PAGE 80 BEFORE YOU START

Explain to students that this section will contain activities meant to revise and activate previous knowledge that is necessary to understand the content of the unit. LESSON 1

BREAKING FRONTIERS

Before starting this unit, you need to know: • Modal verbs to express obligations, prohibitions, recommendations. • Read the instructions aloud and make sure all understand what they have to do.

1 Ask students to look at the signs and

complete the short dialogs with their own ideas. Then, ask them to practice reading the dialogs in pairs and to take turns. Check orally and on the board. Answers

Answers will vary.

2 Tell students to write a recommendation for each of the situations, as if they were answering to a friend or family member. Check orally and individually, if possible. Possible answers You should study hard. You should have an aspirin. You should take an umbrella. You should ask for permission. You should ask the teacher.

PAGE 81 LESSON 2

MAKING A DIFFERENCE

Before starting this unit, you need to know: • The Future tense.

1 Tell students to look at the picture depicting

a city in the far future. Ask them to comment if the situations are possible or not very possible. Then, tell them to read the sentences and answer with VP or NVP. Encourage them to justify their answers. Possible answers

a. VP. b. VP. c. NVP d. NVP

2 Tell students to discuss the question, in pairs

or groups. Encourage them to give their opinions, and if they think it’d be a good idea to share one common language with the rest of the world. Check fluency and coherence.

Background information United Planet It builds houses for Chile’s poorest families; teaches English to students; provides daycare for homeless children and supports the sick in local hospitals. All Languages Abroad It offers the chance to volunteer in selected locations around the world helping the local community.

79

Mondo Challenge Volunteer Teaching It works mainly in three rural schools, with pupils aged from 4 to 14 from the villages of Monte Grande, Paihuano and Pisco Elqui. Volunteers help raise the level of English in the area, as well as teaching sports to the children. Voluntarios de la Esperanza (VE) It works in Chile to fight poverty and child abuse. Volunteers in Santiago work daily in orphanages, community centers, and schools, organizing larger scale projects in education, sports, and fundraising throughout Santiago. WorldTeach It offers opportunities for volunteers to make a meaningful contribution to education by living and teaching in developing countries. Cultural Embrace It offers projects in Argentina, Brazil, Chile, Costa Rica, Ecuador, Guatemala, Mexico, and Peru. Projects include working at orphanages, wildlife conservation, construction work, and many more. Global Vision International After a comprehensive training period, activities include exploration and trekking on the Ice Caps of the Argentinean Andes, lake traversing by kayak, surveying the Andean Condor, recording mammal species, and assisting local rangers and scientists in the field.

PAGE 82 LESSON 1 READING

Time

BREAKING FRONTIERS 6 class hours.

Objectives Listen, read and identify main ideas and specific information in a leaflet. Listen to a conversation about voluntary work. Report opinions about voluntary work. Write an application letter. Use modal verbs to express obligation and necessity. Materials CD, Tracks 42, 43. Reading booklet, p. 10. Your English in Action, Student’s Book, p. 94, Ex. 1. Workbook, pp. 26, 27, 28. Evaluation Embedded evaluation, Student’s Book. p. 84, Ex. 8, p. 86, Ex. 14, p. 87, Ex. 16. Student’s Book, p 84. Let’s check, Student’s Book, p 85.

80

UNIT 4

BEFORE READING 1 + Students answer the questions in groups. Encourage them to start a conversation about the pros and cons of working during vacations. Listen attentively to their answers, and ask them to reach a general agreement. Check both questions orally.

2 ++ In pairs, students make a list of

characteristics they think a teen job has. Brainstorm ideas and get different students to write them on the board. Possible answers

Temporary; part time; not qualified; not very well paid; flexible.

3 ++ Ask students to have a look at the text

they are going to read and say what kind of text it is. Do not check answers at this stage. Ask them to explain their answers and tell the characteristics of the text. Check orally.

Strategy

Spot

Students are supposed to get the purpose of the text by reading the first paragraph. Once they have read it, they will be prepared to understand the whole text more easily.

4 +++ Ask students to look carefully at the

title of the text and image on Page 83 and try to guess what the text is about. Encourage them to explain their answers. Advertisement: a notice or announcement in a public medium promoting a product, service, or event or publicizing a job vacancy. Magazine article: a piece of writing included with others in a magazine, or other publication. Encyclopedia: a book or set of books giving information on many subjects or on many aspects of one subject and typically arranged alphabetically.

Taken from: http://www.oxforddictionaries.com/es/ definicion/ingles_americano/encyclopedia?q=encyclopedia

HOW ABOUT WORKING?

5 ++ Invite students to read the words in the Key Word Spot, and match them with their synonyms. Allow the use of dictionaries if necessary. Then, ask students to give you examples in which these words are used. Answers abroad - a.; support - b.; insurance - c.; developing d.; placement - e.

READING

42

6 + Ask students to read the text quickly and

check their predictions in Exercises 3 and 4. Answers

3. a. 4. unique, international, organization, volunteers, organize, programs, particular, emphasis, education, community, opportunity, important, local, Latin America, included, experience, cultures, different, gain, cost, family, medical, constant, period, information, interests.

7 ++ Tell students to read the text again. Ask

them to fill in the blanks with a word from the boxes. Answers

a. support; b. opportunity; c. contribution; d. locations; e. projects; f. communities; g. contribute; h. host; i. airfare; j. pocket; k. application; l. volunteer

PAGE 84 Strategy

Spot

This strategy will motivate students to read the text in a critical way.

8 +++ Ask students to copy the diagram in

their notebooks and complete it with information taken from the text. Check orally and on the board. Answers

Age required: between 17 and 24. Kinds of programs: Long term and short term programs. Opportunities: Learn new skills, meet new friends, make contributions to local communities, etc. English required? Yes.

Strategy

Spot

Encourage students to think of other similar organizations in Chile and compare them to Amigos de las Américas. Ask them if they know how they work and if they think they are necessary.

9 +++ In their groups, ask students to talk

about the text they have just read. Invite them to answer the questions, and then share their reflections with another group. Encourage discussion and respect for each other’s opinions. Check fluency and coherence.

LANGUAGE SPOT Obligation and necessity

Remind students that this section is designed to help them revise or discover a particular grammar structure or an interesting item of vocabulary related to the text. Always keep in mind that the activities are meant to promote independent learning, so help, guide and check, but do not tell them the answers. 1. Students read the sentences from the text. Draw their attention to the words in bold. 2. With information they can infer from the sentences, students answer the questions. Answers: a. a.; b.; d.; e., b. c., c. must, have to, need to 3. In their notebooks, students copy and complete the general rule. We can express obligation and necessity by using certain verbs. We use need to to express necessity. We can use must or have to to express obligation. 4. Once they have completed the rule, students go back to the text and rewrite the instructions in the How to apply section, using the verbs they have studied in the LANGUAGE SPOT.

81

Answers: • You must fill out an application form. • You have to write an accompanying letter. • You need to give information about your skills, abilities, and interests. • You need to say why you think you would be a successful volunteer. • You have to apply at least six months in advance of the date you want to volunteer. • You must mail your letter and completed form to...

PAGE 85

A: Wow! It sounds like hard work! You need to eat well and sleep enough hours during this term if you want to get good marks. Your body needs to have a lot of energy! B: Yes, you´re right! I must focus on having healthy habits and studying.

PAGE 86 LISTENING AND SPEAKING

13 +++

43 In pairs, students complete the dialog with the phrases in the box. Then, play the recording to allow them to check their answers.

10 ++ Tell students they must choose one of

the verbs to complete the sentences in their notebooks. Then, they must identify what each sentence expresses.

a. need to (necessity); b. must (obligation; it’s a law); c. need to (necessity); d. need to (necessity); e. must (obligation, it’s a law)

A: B: A: B:

11 ++ Ask students to match the sentences in

A: B:

Answers

column A with the replies in column B, and then, write the complete exchanges in their notebooks. Invite some students to write them on the board.

LET’S READ! Encourage students to read the text on Page 10 of the Reading booklet, which is related to the topic of the lesson. Remind them to answer the questions meant to guide their reading and reflection.

LET’S CHECK 12 Check this activity on the board to allow

students to correct their work and assign themselves a mark according to the scale. Answers

A: How´s school going? B: Just fine... I must work harder... I have to pass the final exams if I want to enter college. A: Really? Do your teachers give you a lot to study? B: Yes, we have to do tons of homework every day. We even have to hand in assignments every Monday!

82

TRANSCRIPT - ORAL PRACTICE 43

UNIT 4

A: B: A: B:

What are you planning to do this summer? I’m going to do some voluntary work. How interesting! I’d like to do the same. Then, you have to fill in an application form and write an accompanying letter. A letter? What must I say in it? You must explain what kind of work you would like and where you would like to go. You must also include information about your skills, abilities, and interests, and the reasons you want to be a volunteer. Do I need to speak English? Yes, it’s absolutely necessary. Oh! How exciting! I think I’m going to work this summer. I’m sorry, you can’t. You should apply at least three months before the date you want to start.

14 +++

43 Play the recording again. Ask students to listen and practice the dialog with their partners. Ask them to repeat each sentence after they hear them, practice, and then present it to the rest of the class. Check orally.

Key

Word

Spot

Draw students´ attention to the phrases in the Key Word Spot and ask students to define them in their own words. Help them if necessary. Then, ask them to work in pairs and organize the expressions into graphic organizers (word maps or diagrams) using their own categories and related words.

HOW ABOUT WORKING?

WRITING Strategy

Spot

Students will have to apply their summarizing skills, by taking the most relevant ideas from the dialog. Encourage them to discuss their summaries, especially if they see some differences in their results.

15 + Organizing. Explain to your students that the form on Page 86 is the Amigos de las Americas application form. Ask them to fill it in with their personal information. Check answers orally, asking different students to read what they wrote in each section.

PAGE 87

16 ++ Drafting. Using the information in the

application form, students now complete the letter to write a draft.

17 ++ Editing. Invite the students to use the

Editing Checklist to edit their partners’ letter. Tell them to pay attention to both details and the general layout of the letter.

Introduction: The introduction briefly states the specific position desired. Body: The body highlights or amplifies on material in the resume or job application, and explains why the job seeker is interested in the job and would be of value to the employer. Closing: A closing sums up the letter and indicates the next step the applicant expects to take. It may indicate that the applicant intends to contact the employer. After the closing, there is a valediction (e.g. “Sincerely”), and then a signature line. Optionally, the abbreviation “ENCL” may be used to indicate that there are enclosures.

FAST LEARNERS 19 Encourage fast finishers to answer the cover

letter they received, accepting or rejecting the application and giving reasons for the decision. Then, tell them to send it to one of his/her partners or family members.

20 Ask fast finishers to read the instruction and

make sure they understand the rules of the game. Ask them to share their groups of words with their partners for them to find the odd word and solve the vocabulary exercises.

18 +++ Writing. Students have to write the

PAGE 88

final version of the application letter and send it to one of their classmates.

Background information A cover letter, covering letter, motivation letter, motivational letter or a letter of motivation is a letter of introduction attached to, or accompanying, another document such as a résumé or curriculum vitae. Job seekers frequently send a cover letter along with their curriculum vitae or application for employment as a way of introducing themselves to potential employers and explaining their suitability for the desired position. Cover letters are generally one page at most in length, divided into a header, introduction, body, and closing. Header: Cover letters use standard business letter style, with the sender’s address and other information, the recipient’s contact information, and the date sent after either the sender’s or the recipient’s address.

LESSON 2 LISTENING

Time

MAKING A DIFFERENCE 6 class hours.

Objectives Listen and identify main ideas and specific information in a radio advertisement. Listen to a conversation about voluntary work. Express future possibility. Write an acrostic poem. Use modal verbs to express future possibility. Materials CD, Tracks 44, 45, 46. Your English in Action, Student’s Book, p. 95, Ex. 2, 3. Workbook, pp. 29, 30, 31, 32, 33. Evaluation Embedded evaluation, Student’s Book p. 89, Ex. 8, 9, 10, p. 91, Ex. 13. Let’s check, Student’s Book, p. 92.

83

5 ++ Ask students to read the dialog and to

BEFORE LISTENING

see how the vocabulary in the Key Word Spot was used. Then, encourage them to think examples of their own using those phrases. Help them if necessary.

1 + Ask students to work in groups and

answer the questions. Ask them to take notes and then compare answers with other groups. Invite some groups to report their answers to the rest of the class. Check orally, and encourage discussion.

Strategy

LISTENING 6 +

44 Ask students to write three questions about voluntary organizations, based on doubts they might have about their work. Then, play the recording and ask them to check if the text answered their questions. Check orally and encourage discussion.

Spot

Students are expected to predict what they will hear in the listening activity. They will have to apply previous knowledge about the topic.

2 ++ Ask students to copy and complete the chart in their notebooks.

Possible answers temporary; part time; not qualified; not very well paid; flexible. Positive Social rewarding Can make a contribution Can help people Knowing other cultures

Negative It’s not remunerated Sometimes they are far from home Not very good conditions Living with another family

3 ++ Copy the chart on the board and

brainstorm students’ ideas to complete it. Invite students to share their lists in their groups. Encourage them to exchange opinions, supporting their choices.

PAGE 89 Ask students these questions and encourage them to discuss and work in groups: a. Do you know any organizations that do voluntary work in Chile? b. How can you support them? c. In your opinion, which are the most necessary in Chile?

4 + Ask students to read the words in the Key

Word Spot and match them with their meaning or synonym. Answers helping hand - b.; non-profit making - c.; worth achieving - a.

84

UNIT 4

Answers c.

7 ++

44 Ask students to listen and check if the positive and negative aspects in their lists from Exercise 2. are mentioned in the recording. Check orally.

8 ++

44 Ask students to listen to the recording again and number the sentences (a – e) in the order they hear them. Answers

e.; d.; a.; b.; c.

9 +++

44 Ask students to answer the questions. Encourage discussion and respect for each other’s opinions. Check fluency and coherence.

PAGE 90

10 +++

44 Ask students to identify the name of the activities in the pictures. Then, play the recording once more. Tell students to listen and identify which of the activities are mentioned in the recording. Answers

Picture 1: Teach people (✔); Picture 2: Visit a website (✘); Picture 3: Lend a helping hand (✔) Picture 4: Make a profit (✘); Picture 5: Distribute medication (✔); Picture 6: Build houses (✘). Then, ask them to form pairs and create a dialog using four of those activities. Encourage them to present their work in front of the class.

HOW ABOUT WORKING?

TRANSCRIPT - THE ENGLISH LANGUAGE QUIZ 44 Speaker: VW is a non-profit-making organization dedicated to making the world a better place for all. We rely on the dedication of our 2500 volunteers that lend a helping hand wherever people may need - it may be cleaning up after natural disasters, distributing food and medication, or teaching children and adults to read and write. So why shouldn’t you be interested in joining us? 1. Work and not get paid? You must be joking! No, we’re not. The truth is that you will work long, hard hours and receive nothing in return, but perhaps you may find helping people more rewarding than any salary. 2. Spend a year away from civilization? There are options for those who feel adventurous enough, but we also have vacancies in other locations near some of the world’s largest urban centers. 3. It’s too much effort. It’s true that it’s not the easiest thing in the world to do, but most things in life that are worth achieving require a little effort. 4. So you only want graduates. That is simply not true. We welcome volunteers of all educational backgrounds and provide training in specialist areas for anyone showing interest. You may have the chance to acquire skills you never dreamed of. 5. You can’t tell me that one person is going to make a difference. That might be true, but with the hundreds of other volunteers we send out weekly, you can be sure it makes a big difference. Convinced it isn’t for you? Well, give us a ring on 222-0987 and we’ll try harder. Vw, for people who care!

3. In their notebooks, students copy and complete the general rule. May and might are synonyms and are commonly used to express probable events in the future. Note: We use may when something is likely to happen and might when something is rather less probable to happen. 4. Ask students to work in pairs. Play the recording once more and invite them to write two sentences about things that are likely to happen if they join VW. Possible answers: You may help people. You may clean up after a natural disaster. You may distribute food and medication. You may teach children and adults to read and write. You may find helping people more rewarding than any salary. You may work near an urban center. You may feel tired. You may learn new things. You may make a difference.

PAGE 91

11 ++ Encourage students to rewrite

sentences a – g using may or might, as in the example. Guide them to find the difference in using may / might referring them to the note in the LANGUAGE SPOT.

LANGUAGE SPOT Expressing possibility

Always keep in mind that the activities are meant to promote independent learning, so help, guide and check, but do not tell them the answers. 1. Students read the sentences from the recording. Tell them to pay special attention to the words in bold. 2. Help them identify what the sentences express. Ask them to choose an alternative. Answers: b.

a. b. c. d. e. f. g.

Answers I might see you tomorrow. Ann might forget to book the tickets. It may snow today. David may work till late today. Mary may not be at home tomorrow. They might go away for the weekend. You might be right.

ORAL PRACTICE

12 +++

45 Ask students to work in pairs and complete the dialogs using may / might and

85

the words in the box. Then, they listen to the recording and check their answers.

READING AND WRITING

TRANSCRIPT - ORAL PRACTICE 45

Background information

A: B: A: B:

An acrostic poem is a poem which uses the letters in a topic word to begin each line. All lines of the poem should relate to or describe the poem, as in the example.

A: B: A: B: A: B:

Where are you going on vacation? I’m not sure. I may go to the south. What are you doing on the weekend? I don’t know. I might go camping, but the weather forecast is not good. When will you see Ann again? I’m not sure. I might see her next week; it’s unlikely. How are you getting home after the theater? I don’t know. I may call a taxi. What are you doing with the money you won? I haven’t decided yet. I might get a new car, but the one I like is very expensive.

13 +++ Ask students to listen and practice the dialogs in Exercise 12. with a partner. Then, invite them to choose one and add more entries to their dialog using the unit contents and their own ideas. Encourage them to present it in front of the class. Check orally.

14 +++ In their groups, students reflect on the recording they have heard and answer the questions. Then, motivate them to compare their answers with other groups.

PAGE 92

LET’S CHECK 15 Ask students to work in pairs to do this activity. Then, encourage them to practice role-playing the situations. Possible Answers a. I think she might want to know the truth and see what to do. b. We should call her now. c. Well, you may be under a lot of stress and should drink some milk before going to bed. d. Mmm... I think he might have some financial problems and you should tell him to do something about it.

Example: This poem about the Sun uses the letters in the word sun to begin each line.

{

S hines brightly U p in the sky N ice and warm on my skin

Adapted from: Acrostic poetry.(n.d.) Retrieved August 16, 2013, from: http://www.edu.pe.ca/stjean/ playing%20with%20poetry/Hickey/acrostic.htm

16 ++ Ask students to analyze the two poems. Tell them to identify the acrostic one and its subject. Check orally. Then, give students the following list of words and ask them to provide their synonyms, which are in the poems. Tell them to use at least two of these new words in the poem they will create later. comfort (ease) dull pain (aching) in a useless way (in vain) remarkable (overwhelming) implicit (unspoken) perpetual (endless) undertake (take on)

PAGE 93

17 + Organizing. Explain that an acrostic poem

is very easy to write and can be about any subject. Tell your students to think of words or phrases they associate with voluntary work. This will help them have a clearer idea of what they want to write about.

18 ++ Drafting. Tell them to write a draft using the words or phrases from the previous exercise.

19 ++ Editing. Ask them to double-check their poems and pay attention to details.

20 +++ Writing. Students now have to write

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the final version of the acrostic poem and memorize it, so that they can recite it later. Give them enough time to do this.

UNIT 4

HOW ABOUT WORKING?

FAST LEARNERS Motivate fast finishers to create a diagram in their notebook with words related to voluntary work. Ask them to include names of organizations in Chile, vocabulary from the lesson and website links. Check orally and on the board.

3 Ask students to get in pairs and look at the

pictures. Explain to them that they will have to create a dialog using the contents of the unit. Then, encourage them to practice it and present it in front of the class. Help them with vocabulary, if necessary.

PAGE 96 UNIT CHECK

TAKE ACTION! Explain to the students that the task is to write the script for an advertisement, like the one in Lesson 2. Read the instructions aloud and make sure everybody understands what they are expected to do. Set a date for the presentation of the project.

PAGE 94 YOUR ENGLISH IN ACTION

1 Explain to students that this is a real

application form to an international volunteer organization. They must complete it as if they were really applying to a program. You can copy the form on the board, draw it on a flipchart or a digital presentation, and then invite a student to complete it.

PAGE 95

2 Read the instructions aloud and make sure

they understand what they have to do. a. Students must find information about three volunteer organizations that offer work for teens. b. They must write a short text like the one in Lesson 1 to explain the objectives of each organization. c. They must choose one of them and prepare a leaflet promoting the organization. Ideally, they should add pictures or some visual material. d. Display students’ works in a visible place in the classroom. If possible, create a class blog on the Internet and allow students to upload the information there. Check out www.wordpress.org, or www.tumblr.com to get some ideas on how to create one.

Read the instructions and make sure all the students understand what they are expected to do in each activity. Check students’ results and revise any points that most of them may have problems with.

PAGE 97 Answers READING - TEEN JOBS OFFERED

1 b. 2 a. – III; b. – IV; c. – I; d. – II; e. – V LISTENING – VOLUNTEER JOBS FOR STUDENTS AND TEENS

4 a. – ii; b. – i.; c. – iii.; d. – iv. TRANSCRIPT – VOLUNTEER JOBS FOR STUDENTS AND TEENS 48 Speaker 1: Sometimes, there’s something more important in a job than money. Volunteering can also help you gain new skills, improve your resume, and— most importantly— help you decide what you really want to do when you graduate. Speaker 2: Habitat for Humanity needs short term volunteers, aged 16 and up, to assist with various projects at the International Headquarters located in Americus, Georgia. Volunteering at Habitat is a unique experience that will enable you to develop your skills in different areas. All volunteers play an integral role in every aspect of the project, from administration to construction. Speaker 3: Volunteers who are not from the local area may qualify for shared housing and a small meal allowance. Habitat offers basic shared accommodation in various houses located near the headquarters for volunteers working in Americus Georgia.

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Speaker 1: All volunteer applications are carefully screened to see if your skills match the project opportunities you specify and for all open volunteer opportunities. If your skills match an opportunity, an associate will contact you to conduct an initial phone interview to find out more about your suitability and to discuss where you would be best suited in the organization. Speaker 2: International volunteers coming to Habitat Headquarters from outside of the United States need a B1 business visa. Speaker 3: If you are interested in becoming a volunteer at Habitat Headquarters, please download an application form and return it to: Habitat for Humanity International Attn: Volunteer Program Manager, 121 Habitat St, Americus, Georgia 31709 Speaker 1: If you have any further questions regarding the Volunteer program at Habitat for Humanity International, please contact the Volunteer Program Manager at: [email protected], or phone (800) 422 - 4828. PAGE 98

WRITING Task Wrote the letter of application providing all the required information. Wrote the letter of application providing most of the required information. Wrote the letter of application providing some of the required information. Didn’t write the letter of application. Didn’t provide the required information.

Score Language Score 4

3

2

0

Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar or vocabulary mistakes. A lot of grammar or vocabulary mistakes.

Product

Score

2

Correct spelling and format.

2

1

A few spelling mistakes and slightly incorrect format. Several spelling mistakes and rather incorrect format. A lot of spelling mistakes and incorrect format.

1

1

0

Your Score

1

0

PAGE 99 PROJECT

Students will apply what they have learned in the unit in this section. Give them enough time to do the project and to present it to the class.

LANGUAGE

6 a. might, b. may, c. may, d. may. 7 a. have to read b. can’t arrive. c. need to

COMMUNICATIVE TASK FILE

write. d. can’t wear. e. have to thank.

SPEAKING Task

Score Language Score

Interaction

Your Score Score

Appropriate sentences and vocabulary to role play a conversation.

4

Practically no language mistakes.

2

Fluid interaction, good pronunciation, no hesitation.

2

Mostly appropriate sentences and vocabulary to role play a conversation.

3

Very few language mistakes.

1

1

A few sentences and vocabulary to role play a conversation. Very few sentences and poor vocabulary to role play a conversation.

2

Some language mistakes.

1

1

A lot of language mistakes.

0

Fluid interaction, a few pronunciation mistakes, a minimum of hesitation. Fluid interaction, some pronunciation mistakes, some hesitation. Interaction affected by pronunciation mistakes and a lot of hesitation.

88

UNIT 4

1

0

Have students go to the Communicative Tasks File in the back of the book. Ask them to describe the pictures in pairs using the vocabulary. Tell them they have to report their partner’s ideas to the class.

HOW ABOUT WORKING?

EXTRA TEST UNIT 4 READING

49

s

e c n e i r e p x Sharing e

“Working at the local restaurant was one of the most rewarding things I have ever done in my life. I had full license to implement any and all of my ideas in order to market and publicize the business. We started up a delivery service, put up fliers and spoke directly to people in nearby tourist spots, etc. The profits increased by about 200% (if not more) in the short amount of time of my stay. This is due to the attention that all volunteers paid during this time. Hopefully the hard work will continue.” Lizzie Lee, Short-Term Quest Volunteer, Guatemala

“My quest in Chile was an amazing one! Although you definitely need flexibility due to the demands of each classroom environment and resources, I was able to visit and speak in several different classrooms (grade 4 through university level) and at various different schools. My host family was wonderful! This was what I was most worried about, as I had never stayed with a host family before. We will, for sure, be friends forever. I will continue to participate in humanitarian work here in the USA until I am able to set out on another project with United Planet.” Cynthia Castaldo, Short-Term Quest Volunteer, Chile

“This experience was definitely a great new experience for me! Not only did I get to work to help beautify the environment, I also experienced the real culture of Costa Rica by living with a host family. I even went to the beach in my spare time and swam in the ocean! This trip was the perfect balance between hard work and fun!” Erica Hsu, Short-Term Quest Volunteer, Costa Rica

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PHOTOCOPIABLE MATERIAL •

• TEENS CLUB 2º MEDIO

“I volunteered in Cusco, Peru, for six weeks during the summer of 2008 and it was the kind of experience that I could not possibly obtain any other way. I worked at a rehabilitation center for young people with drug and alcohol addictions. Working with the psychologist, I had the opportunity to be a part of the rehabilitation process, helping conduct interviews, psychological assessments, and group meetings.” Logan Nealis, Short-Term Quest Volunteer, Peru

1 Read the texts and answer these questions.

4 pts.

a. Who worked as a psychologist’s assistant? b. Who could balance work and fun? c. Who is going to continue working as a volunteer? d. Who could put all of his / her ideas into practice?

2 Read the text again. Are these statements true (T) or false (F)?

4 pts.

a. Profits didn’t increase very much during Lizzie’s stay in Guatemala. b. Logan Nealis worked with young people in risk situations. c. It was Cynthia Castaldo’s first experience with a host family. d. Erica Hsu didn’t like her experience.

3 Read the text once more. Which of these sentences are facts (F) and which are inferences (I)?

4 pts.

a. Lizzie Lee will continue working hard. b. Logan Nealis’ experience could not be repeated. c. Cynthia Castaldo didn’t visit pre-school students. d. Erica Hsu worked in an environmental project.

LISTENING- IS IT GOOD NEWS? 4

50 Listen again and write the name of the speaker, Janet, Steve or Carol. a. __________: I went to the north with a group from my school last summer. b. __________: When’s your birthday? c. __________: Yes, I will. Thank you. d. __________: I just need to check one thing with you. e. __________: Is it too late to do it now? a. __________: Thank you ever so much.

5

50 Listen again and complete these extracts from the conversations.

b. Janet: So you’ll be _____________ by the time _____________. Steve: Well, actually no – _____________ . c. Carol: _____________ Saunders _____________ . Janet: _____________. _____________ Clark. d. Janet: You didn’t _________ the back of the _______ with your _________, Carol. Carol: Oh! _____________!

PHOTOCOPIABLE MATERIAL •

• TEENS CLUB 2º MEDIO

a. Steve: Hello? Janet: Hi, _____________ Steve, please?

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UNIT 4

3 pts., ½ each

6 pts., ½ each

HOW ABOUT WORKING?

6

4 pts., 2 each

50 Listen to the conversations once more and answer these questions. a. What problems did the candidates have? _________________________________________ b. What will the candidates do now? _________________________________________

LANGUAGE 7 Use one of the modal verbs in brackets to fill each gap. a. They (can / might) ______________ be away for the weekend but I’m not sure. b. It is probable he (might / may) ______________ go to Sheffield. c. Probably, tomorrow (might / may) ______________ be a cooler day. d. You (may / might) ______________ be right but it is not very probable.

4 pts.

SPEAKING 8 In pairs, role play a telephone conversation about applying for a temporary job.

8 pts.

WRITING 9 Write a short leaflet promoting a volunteer organization that offers works for teens.

Explain the objectives, the kinds of programs, the way the applicants can apply and any other useful information.

8 pts.

45 pts. TOTAL 23 - 34 Very good!

35 - 45 Excellent!

• TEENS CLUB 2º MEDIO

11 - 22 Good!

PHOTOCOPIABLE MATERIAL •

0 - 10 Keep trying!

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ANSWERS TO EXTRA TEST UNIT 4

READING - SHARING EXPERIENCES

1 a. Logan Nealis; b. Erica Hsu;

c. Cynthia Castaldo; d. Lizzie Lee.

2 a. False; b. True; c. True; d. False. 3 a. fact; b. inference; c. inference; d. inference.

LISTENING – IS IT GOOD NEWS?

4

50 a. Steve; b. Janet; c. Steve; d. Janet; e. Carol; f. Carol

5

50 a. Steve: Hello? Janet: Hi, can I speak with Steve, please? b. Janet: So, you’ll be 17 by the time you travel. Steve: Well, actually no-I’ll be 16. c. Carol: Hello? Carol Saunders speaking. Janet: Hi, Carol. This is Janet Clark. d. Janet: You didn’t complete the back of the form with your medical details, Carol. Carol: Oh! I’m terribly sorry!

6

50 a. Steve is not 17; Carol didn’t send her medical detail. b. Steve will apply next year again; Carol will send her medical details as s oon as possible.

TRANSCRIPT – TWO PHONE CALLS 50 I. Steve: Hello? Janet: Hi, can I speak with Steve, please? This is Janet, from Breaking Frontiers, and I’m calling about his application. Steve: Oh, hello, this is Steve speaking. Is it good news? Janet: I’m afraid we can’t say yet. There are one or two points I want to check with you. Can we do it now? Steve: Yes, of course. Is something not clear?

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UNIT 4

Janet: You say that you’ve done similar work before. Can you tell me when and where? Steve: Sure! I went to the north with a group from my school last summer, to help people build and repair their houses. Janet: Right. And one more thing: the form says you’re 16 – when’s your birthday? Steve: In January. Janet: So, you’ll be 17 by the time you travel. Steve: Well…actually no – I’ll be 16. Janet: Oh, dear. I’m so sorry, Steve. I’m afraid you have to be 17 to join us, so you’d better apply again next year. Steve: Yes, I will. Thank you. Bye! II. Carol: Hello, Carol Saunders speaking. Janet: Hi, Carol. This is Janet Clark and I’m ringing from Breaking Frontiers. Carol: Oh, hello, Janet. Janet: Many thanks for your application – I think it’s a very strong one. I just need to check one thing with you. Carol: Yes, of course. Janet: You see, you didn’t complete the back of the form with your medical details, Carol. Carol: Oh! I’m terribly sorry! I never even looked at the back of the form. Is it too late to do it now? Janet: No, but our doctors have to check your medical details to see if it’s OK for you to join us, and we can’t give you a place before they say yes. So, let us have your medical details immediately, and we’ll get back to you one or two days after we receive them. Carol: Thank you ever so much. I’ll send them to you right away! LANGUAGE

7 a. might, b. may, c. may, d. may.

HOW ABOUT WORKING?

SPEAKING

Notes

8 Assign points according to these criteria. Task

Score Language Score Interaction Score

Appropriate sentences and vocabulary to roleplay a conversation.

4

Practically no language mistakes.

2

Mostly appropriate sentences and vocabulary to role-play a conversation.

3

Very few language mistakes.

1

A few Sentences and vocabulary to role-play a conversation.

2

Some language mistakes.

1

Very few sentences and poor vocabulary to role-play a conversation.

1

A lot of language mistakes.

0

Fluid interaction, good pronunciation, no hesitation. Fluid interaction, a few pronunciation mistakes, a minimum of hesitation. Fluid interaction, some pronunciation mistakes, some hesitation.

2

Interaction affected by pronunciation mistakes and a lot of hesitation.

0

Your Score

1

1

WRITING

9 Assign points according to these criteria. Task

Score Language Score

Product

Score

Wrote the leaflet providing all the required information.

4

Practically no grammar or vocabulary mistakes.

2

Correct spelling and format.

2

Wrote the leaflet providing most of the required information. Wrote the leaflet providing some of the required information. Didn’t write the leaflet. Didn’t provide the required information.

3

Very few grammar or vocabulary mistakes. Some grammar or vocabulary mistakes.

1

A few spelling mistakes and slightly incorrect format. Several spelling mistakes and rather incorrect format.

1

2

0

A lot of grammar or vocabulary mistakes.

1

0

A lot of spelling mistakes and incorrect format.

Your Score

1

0

93

QUESTION BANK Unit 1: Student life 1. Answer these questions about the text on Page 11. a. Why was this school remarkable? b. What did boys use to do much better than the masters? c. What did the usher look like? d. What was Phil’s role at the school? 2. Write sentences comparing your past and present habits, using used to. For example: When I was a kid, I used to play soccer. Now, I play basketball. _____________________________________ _____________________________________ _____________________________________ 3. Complete this paragraph with the correct form of the verbs in parenthesis. When I arrived at Debbie’s party last weekend, the DJ (a) ______________ (play) great music and lots of people (b) __________________ (dance). I (c)________________ (wear) my favorite clothes and Tessa (d) ________________(chat) to her friends. Debbie’s parents were at the party, but they (e) _______________ (sit) in the kitchen. 4. Circle the correct alternatives about the text on Pages 23 - 24. a. How old was the driver? i. 21. ii. 22. iii. 20. b. How many hours of driving lessons were sufficient in those days? i. Three hours. ii. One day. iii. One hour. c. How probable was it to collide? i. Quite probable. ii. Fairly remote. iii. Impossible. d. How fast was the car going when they crashed? i. 25 miles/h. ii. 30 miles/h. iii. 35 miles/h. e. What did the flying glass cut? i. The boy’s nose. ii. The boy’s ear. iii. The boy’s mouth. f. What did Dr. Dunbar do? i. He sewed the nose on again. ii. He couldn’t do anything. iii. He cut the boy’s nose.

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Unit 2: Challenges 1. Give your opinion about these activities, using the adjectives in the box. Follow the example. Example: I think ___________ is _____________. In my opinion, _________ is __________. boring scary amazing fantastic dangerous exhausting

a. Sky diving ___________________________________ b. Chess ___________________________________ c. Trekking ___________________________________ d. Parkour ___________________________________ 2. Make predictions about how your life will be next week, next month, and next year. Example: I will get many presents on my birthday, next week. a. ___________________________________ b. ___________________________________ c. ___________________________________ 3. Unscramble these words to find out the name of extreme sports. a. tiusgniw gniylf __________________________ b. mutionan bkniig _________________________ c. ngha ngglidi ____________________________ d. wgankiedbroa ___________________________ e. iec imngclbi ____________________________ f. bguene jpuimng _________________________ 4. Answer these questions about the text on Page 38. a. What is the underlying philosophy in free running? b. What do people wear to practice kite surfing? c. Besides a snowboard, what else do you need to practice paraskiing? d. What other names do people give to the wingsuit? e. Where did zorbing start? f. How do people feel about zorbing?

5. Answer the questions about the text on Page 46. a. What was Cristian’s race time when he crossed the line? b. At what age did he lose his vision? c. What is Cristian’s wish? d. What is the problem with Paralympic games and television? 5. Circle the correct alternative about the text on Page 50. a. How old is Pippa? i. 16. ii. 17. iii. 18. b. What is the name of the event in which Pippa competed? i. Lift for hope. ii. Kansas expo center. iii. Topeka’s strongest man. c. What does he do before a heavy lifting? i. He puts on a weight belt. ii. He puts on a normal belt. iii. He recites the Lord’s Prayer. d Pippa likes weight lifting because _____________. i. He’s good at it. ii. He’s not a normal teenager. iii. It’s an unusual sport. e. How many days a week does he train? i. On the weekends. ii. Every day. iii. Three to four days a week. f. What is the competition’s money for? i. For children who are battling cancer. ii. For the competition’s winner. iii. For promotion.

Unit 3: Arts and entertainment Winter Games – Wild Life in Africa – The Simpsons – Star Wars – CSI – Adventure Time – The Forbidden City: The Ming Dynasty – Who Wants to Be a Millionaire – Sponge Bob – Modern Family – Super Bowl – America’s Got Talent – Miss Universe – Champions League – Miracles of science – Friends – The avengers

1. Classify the TV programs in each category below. Documentaries

Contests

Cartoons

2. Fill in the blanks in these sentences with the correct tense of the verbs in parenthesis. Use the Past Simple and the Past Continuous tenses. a. What __________you ________ (do) when I ____________ (call) you last night? b. She ___________ (dance) when she ____________ (fall) and _________ (break) her ankle. c. We ____________ (live) in Italy while my father ____________ (work) in a big company. c. Last night, at 20:30, my sister ____________ (read) a book while I ____________ (watch) a movie. e. When I ____________ (walk) into the classroom everybody ____________ (work). f. I ____________ (walk) to your house when I ____________ (realize) that I had forgotten my cell phone at home. 3. Use the connectors although / besides to complete these sentences. a. I was very surprised to know that, ____________ me, all my friends passed the English exam, ____________ it was very difficult. ____________passing the test, we all got high grades. We are very happy, ____________ next year we will not belong to the same group. b. Last week, my family and I went to the cinema. ____________ I prefer action movies, we watched a comedy. ____________ pop-corn, we bought some drinks. ____________ I love the time we spent as a family, I think it’s never enough, but I don’t worry. Next week we are having a picnic in the country side. 4. Match the words in the box with their descriptions. a. Chat show b. Comedy c. Documentary d. Game show e. Newsreader f. Science fiction g. Soap opera i. ___ Serialized drama, usually dealing with domestic themes and characterized by sentimentality. ii. ___ Program that shows humorous aspects of life or of events.

Movies

Series

Sports

iii. ___ Announcer of the last events in the country and the world. iv. ___ Genre that makes imaginative use of scientific knowledge.

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v. ___ Film or television program about an event, famous people, or history. vi. ___ Program in which people compete to win prizes. 5. Write sentences to express your preferences about the given activities. Use expressions such as: I like, I prefer, as much as, better than. Example: I like walking the dog, but I don’t like giving it a bath. I like soccer as much as tennis. a. (listening to music – going to concerts) ___________________________________ b. (take photographs – go to the movies) ___________________________________ c. (read a book – write letters) ___________________________________ d. (go out with friends – watch TV) ___________________________________ e. (English – Math) ___________________________________ f. (country side – beach) ___________________________________ 6. Change these sentences from direct speech to reported speech. Direct speech Example: She has visited London three times. Reported speech Example: She said she had visited London three times. a. They have played as a team before. ___________________________________ b. He hasn’t been to school this week. ___________________________________ c. She has never seen The Lord of the Rings. ___________________________________ d. He has eaten too much chocolate. ___________________________________

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7. Answer these questions about the text on Page 74. a. What are the earliest records of Morris dancing? b. Why is the name of the celebration interesting? c. Why is dreamtime an important concept for aborigine people? d. How can the dreaming be shown? e. Who wrote the first haiku? f. What makes haiku different? g. What is a limerick? h. How have people used limericks?

Unit 4: How about working? 1. Rewrite these sentences using a modal verb. a. It’s an obligation to wait in line like everyone else. ___________________________________ b. I suggest that all employees arrive on time for work. ___________________________________ c. Is it compulsory for you to work next weekend? ___________________________________ d. It’s prohibited to make noises. ___________________________________ e. I’m obliged to do my homework. ___________________________________ f. My mother suggested my brother to be nice to his classmates. ___________________________________ 2. How do you think your life will be in 50 years? Write a short paragraph. In 50 years I will be __ years old and… _____________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________.

e. Julie has never studied music. ___________________________________

3. Answer these questions about the text on Page 83. a. What does Amigos de las Americas’ program emphasize? ___________________________________

f. Tom and Kate have gone to Australia five times. ___________________________________

b. How many countries does Amigos de las Americas help? ___________________________________

c. What is the reward of being a volunteer? ___________________________________ d. What are the requirements to travel abroad? ___________________________________ e. What does the organization give you along the volunteer period? ___________________________________ f. What do you have to do to apply? ___________________________________ 4. Use your name to write an acrostic poem. Use the example on Page 92. 5. Answer the questions about the text on Page 96. a. How many jobs are available? ___________________________________ b. How can you search for a teen job? ___________________________________ c. What are the two alternatives to apply for a job? ___________________________________ d. What are the benefits of a volunteering program? ___________________________________ e. Where can you find lots of job opportunities? ___________________________________

c. The usher was a bony, gentle-faced, clerical-looking young man in rusty black. d. He was a glazier, among other things. 3. Answer will vary. 4. Possible answers: Punctuation: sentences begin with capital letters and end with a period. Punctuation marks. Sentences: all sentences make sense. Spelling: spelling mistakes and word you are not sure about. 5. a. was playing b. were dancing c. was wearing d. was chatting e. were not sitting f. were having 6. a. i., b. iii., c. ii, d. iii. e. i. f. i. 7. Question: a. What you were doing yesterday evening? b. It was raining yesterday? c. Who you were talking to? d. They were watching TV at 7 p.m.?

Answer: Will vary Will vary Will vary Will vary

Unit 2: Challenges 1. Answers will vary.

ANSWERS TO QUESTION BANK

2. Answers will vary. 3. a. wingsuit flying., b. mountain biking., c. hang gliding., d. wakeboarding., e. ice climbing., f. bungee jumping.

Unit 1: Student life 1. Work: Ask: Break: Take: Go: Be: Watch: Write: Jump: Happen:

Worked Asked Broke Took Went Was/Were Watched Wrote Jumped Happened

Regular verb Regular verb Irregular verb Irregular verb Irregular verb Irregular verb Regular verb Irregular verb Regular verb Regular verb

2. a. School was remarkable for white mice. b. Boys used to train the mice much better than the master trained the boys.

4. a. It’s about finding a new approach to things and a different way of looking at life. b. People use a small surfboard and a large kite on 30-meters line. c. You need a parachute. d. It is also called birdman and squirrel suit. e. It started in New Zealand. f. They feel it’s like being inside a washing machine. 5. Answers will vary. 6. a. Cristian’s time was 15:26.26. b. He lost his vision at the age of 12. c. He wishes to continue at the top of the ranking and win more medals for his country. d. Paralympics has not been displayed on the Chilean television, and most people were not able to see it.

97

7. a. ii., b. i., c. iii., d. iii., e. iii., f. i.

Unit 3: Arts and entertainment 1. Documentaries: Wild Life in Africa, The Forbidden City: The Ming Dynasty, Miracles of Science. Contests: America’s Got Talent, Who Wants to Be a Millionaire?, Miss Universe. Cartoons: The Simpsons, Adventure Time, Sponge Bob. Movies: V for Vendetta, Star Wars, The Avengers. Series: CSI, Modern Family, Friends. Sport programs: Winter Games, Champion league, Super Bowl. 2. a. What were you doing when I called you? b. She was dancing when she fell and broke her ankle. c. We lived in Italy while my father was working there. d. Last night, at 20:30, my sister was reading a book while I was watching TV. e. When I walked into the classroom, everyone was working. f. I was walking to your house when I realized that I had forgotten my mobile phone at home. 3. a. besides – although – besides – although. b. although – besides – although – besides. 4. Documentary: Film or television program about an event, famous people, or history. Soap opera: Serialized drama, usually dealing with domestic themes and characterized by sentimentality. Chat show: Television or radio show in which guests are interviewed informally. Game show: Program in which people compete to win prizes. Newsreader: Announcer of the latest events in the country and the world. Science fiction:Genre that makes imaginative use of scientific knowledge. Comedy: Program that shows the humorous aspects of life or of events. 5. Answers will vary 6. a. They said they had played as a team before. b. He said he hadn’t been to school this week. c. She said she had never seen The Lord of the Rings. d. He said he had eaten too much chocolate. e. Julie said she had never studied music. f. Tom and Kate said they had gone to Australia five times.

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7. a. The earliest records of Morris dancing date from the fifteenth century. b. The name comes from the Latin words mores which means custom. c. Because it is the way aborigines explain creation and it connects them with ancestors. d. The dreaming can be shown through paintings, dance, and storytelling. e. The first haiku was written by Basho. f. Haiku is different because its lines do not have to rhyme. g. It is a five-line poem with a strict form. h. People have used limericks in nursery rhymes and other poems for children.

Unit 4: How about working? 1. a. You must wait in the line like everyone else. b. You should arrive on time to work. c. Do you have to work next weekend? d. You must not make noises. e. I must do my homework. f. My brother should be nice to his classmates. 2. a. Amigos de las Americas’ programs emphasize health, education, and community assistance. b. It provides help in 23 countries. c. The experience of knowing other cultures and different ways of life while they help local people. d. You must be between 17 and 24, can volunteer for 4 weeks to 6 months, have 1.400 dollars and speak English. e. They pay for your food, accommodation and return, they provide you weekly money, and they train you and give you support. f. You must fill an application form, write a letter, and apply at least 6 months in advance. 5. Answers will vary 6. a. There are 25.000 jobs available. b. You can search a job by city, state, or even by a zip code. c. You can apply online or check out the resource center. d. Learn new skills, discover your passion and help people. e. You can look for a job on Groovejob.com.

WORKBOOK ANSWERS Unit 1: Student Life 1. a. Nursery School. b. Primary School. c. Junior School. d. High School. e. College. f. University. 2. College - A seventeen-year-old who hopes to go on to higher education. High School - A fifteen-year-old girl and a sixteen-year old boy. Junior High - A twelve-year-old boy and a thirteen yearold girl. Nursery School - A three-year-old child. Primary school - A five-year-old and a nine-year-old. University - A twenty-year-old who wants to be a doctor. 3. homework; grades; recess; cafeteria; vacations. 4. cafeteria/ canteen; recess/ break; homework/ assignment; grades/ marks.

16. didn’t use to send; used to have; used to study; used to write; used to have; didn’t go; used to stay. 17. a. was talking to Ms. Donaldson. b. was correcting grammar tests. c. was answering e-mails. d. were having lunch at the school cafeteria. e. was attending a lecture at the City University. f. were discussing the laboratory budget. 19. a. was watching / flew. b. was relaxing / was. c. was having / knocked. d. were having / heard. 20. 1. - a. 2. - c. 3. - g. 4. - e. 5. - d. 6. - f. 7. - b.

Unit 2: Challenges 1. Will vary. 2. Will vary. 3. Will vary.

5. Will vary.

4. Will vary.

6. Possible answers: a. Do you wear a uniform? b. What time do your classes start and end? c. What are your favorite subjects? d. What are your teachers like? e. Will vary. f. Will vary.

5. a. Gabriel has been married since 2012. b. Gina and Harry have been in China for almost a year. c. I have played the guitar for four months. d. Julie has stayed at that hotel since last September. e. My cousins have studied engineering for two years. f. We have worked there since we were very young.

7. Will vary.

7. Picture 1: paraskiing. Picture 2: climbing Picture 3: kite surfing. Picture 4: snowboarding. Picture 5: zorbing. Picture 6: wingsuit flying.

8. Will vary. 9. Will vary. 11. 1 (calculator); 2 (drawing pin); 3 ( paper clips); 4 (stapler); 5 (correction fluid); 6 (exercise book); 7 (dictionary); 8 (rubber bands); 9 (timetable); 10 (note pad); 11 (hole-punch); 12 ( ruler). 13. Will vary.

6. Will vary.

8. a. wish to make. b. wish to remind. c. wish to see. d. wish you 9. Will vary. 10. d. 11. d.

15. a. Why does Gina look very different now? She used to wear glasses and she used to have long hair. b. Where did she use to study? She used to be a student at The International Highschool. c. Why is Gina’s last name different from before? She used to be married.

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12. In his teens, he worked as a volunteer in a hospital. In the UK, he became the director of the Stoke Mandeville Hospital. In the Second World War, he began to use sport as a therapy to help injured soldiers. In 1948, a sporting event called “The International Wheelchair Games” was held. In 1980, he died. 13. a. spinal cord. b. treat. c. rehabilitate. d. therapy. e. treatment. f. disabled. 14. Optimistic. 15. Answers provided in the Workbook.

Unit 3: Arts and entertainment 1. a. Jackpot. b. At home with Ruby. c. News. d. True Lives. e. Z files. f. Football special. g. Under water world. 2. See answers Ex. 1 3. Will vary. 4. Will vary. 5. Will vary. 6. Though; Besides; Although; Besides. 7. Will vary. 8. Will vary. 9. Will vary. 10. Paragraph 1. • ___ Latin American productions can be seen all over the world. ✓ There is little audience interest. • ___ Paragraph 2. ✓ There is a small export market for soap operas in • ___ Latin American. ✓ In the USA, movies are not important. • ___ • ___ Soap operas are very important in Latin America.

Paragraph 3. ✓ The two Spanish-language networks in the USA • ___ produce their own soap operas. ✓ There are Latin American soap operas that are • ___ worldwide hits. Paragraph 4. ✓ Soap operas are more important in the USA than in • ___ Latin America. • ___ In Latin America the movie industry is small. 11. a. The main difference is that American soap operas go on forever, or until they are cancelled, while Latin American soap operas roll to definite climatic, nation-paralyzing endings. b. They import them from Mexico, Venezuela and Colombia. c. They are more important in Latin America because soap operas form a booming multimillion industry with worldwide distribution whereas the movie industry is really small. d. Will vary. e. Will vary. 12. b. ordered him to do. c. asked him to help. d. ordered Frank to salute. e. asked him to lend. f. persuaded him to leave. g. asked, to get. h. asked Frank to buy. i. refused to go. j. asked him to let. k. invited, to travel. 13. a. Susan asked Dan if he could lend her some money. b. My mother told my father to take the jacket upstairs. c. My father promised my mother that he would paint the kitchen for her. d. Mom told Freddy to be careful before crossing the street. e. Dad prohibited Sylvia from going to the disco. f. The zookeeper prohibited my brother from feeding the animals. 14. Marion told Tracy that she was going to break up with Ben, but Tracy said that she thought he was a nice boy. She didn’t think it was a good idea. Marion replied that she was sure he was going out with another girl. She said that her friends had seen him at a party with a blonde girl. Tracy told her that her friends were trying to make her jealous. Marion said that she would phone her boyfriend the following day. 15. b. 16. Name of event: Young Artists Exhibition

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Place: The Canvas Gallery Date: November 29th Pieces on exhibition: pieces that do not exceed a total of 2 x 2 meters. Participants: the city’s finest artists between the ages of 13 and 18 years old. 17. a. This exhibition will display works from the city´s finest artists in their teens. b. The exposition will give the rising artist exposure ... c. The painter must complete the application form. d. Selected artists can hang a maximum of two pieces ... e. It is a large place that has hosted a great number of successful exhibitions.

Unit 4: How about working?

6. Introducing yourself: This is Sylvia. / This is George speaking. Asking who is calling: Can I ask who is calling, please? / Excuse me, who is this? Asking to speak to someone: May I speak to Alan, please? / Can I speak to Benjamin, please? / Could I speak to Daniel, please? / Is Jake in? Connecting: Can you hold on a moment? / Can you hold the line? / I’ll put you through. Informing someone is not available: I’m afraid he is not available at the moment. / Mrs. Davies is out at the moment. / Mr. Jackson isn’t in right now. Offering to take a message: Could I take a message? / Would you like to leave a message? 8. a. I. b. III. c. IV. d. V. e. VI. f. II 9. a. V. b. IV. c. I. d. III.

1. Will vary.

11. Will vary.

2. a. iv. b. vii. c. ii. d. vi. e. v. f. iii. g. i.

12. Will vary.

3. Steve: Hello? Janet: Hi, can I speak with Steve, please? This is Janet, from Amigos de las Americas, and I’m calling about his application. Steve: Oh, hello, this is Steve speaking. Is it good news? Janet: I’m afraid we can’t say yet. There are one or two points I need to check with you. Can we do it now? Steve: Yes, of course. Is something not clear? Janet: You say that you’ve done similar work before. Can you tell me when and where? Steve: Sure! I went to the north with a group from my school last summer, to help people build and repair their houses. Janet: Right. And one more thing: the form says you’re 16 – when’s your birthday? Steve: In January. Janet: So, you’ll be 17 by the time you travel. Steve: Well…actually no – I’ll be 16. Janet: Oh, dear. I’m so sorry, Steve. I’m afraid you have to be 17 to join us, so you must apply again next year. Steve: Yes, I will. Thank you. Bye!

14. a. The text is about the benefits of voluntary work for teenagers. b. It may appear in a teen magazine article. c. The intended audience are teenagers and parents. d. The tone of the article is cheerful and optimistic.

4. Will vary. 5. a. She needs to check some information. b. He must apply again. c. She must complete the form with her medical information. d. Janet is calling from Amigos de las Américas.

15. GENERAL BENEFITS: expands understanding of other people’s lives; gives a new view of the world and the problems within it; shows how hard people will work to solve their problems. BENEFITS FOR TEENAGERS: makes someone eligible for certain scholarship assistance or financial aid; strengthens someone´s CV; teaches new skills: a new language or computer program and some interpersonal skills; makes possible new friendships; helps change the community. 16. MEANING: blues: depressed or unhappy people. bonus: something good that is more than what was expected or required. on-the-ground: at the scene of action. hands-on: gained by actually doing something rather than learning about it from books, lectures, etc. encounter: to meet someone without expecting or intending to. lifelong: lasting or continuing through life.

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THEMATIC INDEX TOPICS AND VOCABULARY

SB

TB

Past and present student life

12

24

Past and present pastimes

20

31

Extreme sports

36

42

Remarkable sportspeople

44

47

A Chilean remarkable sportsperson

48

50

TV programs and shows

60

61

Teens’ artistic works

66

66

Ekphrastic poetry

71

69

Voluntary organizations

84

83

Voluntary work

90

86

Acrostic poetry

94

89

Past habits (used to)

15

27

The Past Continuous

23

33

The Present Perfect

41

45

Expressing desires

46

49

Connectors besides, though, although

63

64

Reported speech

69

68

Expressing obligation and necessity (must, have to, need)

86

84

May and might to express future possibility

92

88

LANGUAGE

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BIBLIOGRAPHY • Adams, M.J. et al. (2000). Phonemic Awareness in Young Children: A Classroom Curriculum. Baltimore, Maryland: Paul H. Brooks Publishing Co. • Allen, V. F. (1983). Techniques in Teaching Vocabulary. Oxford University Press, 200 Madison Ave., New York, NY 10016 (ISBN 0-19-434130-5, $4.95).. • Berardo, S. A. (2006). The use of authentic materials in the teaching of reading. The reading matrix, 6(2). • Burke, J. (2003). Reading Reminders - Tools, Tips, and Techniques. (1st ed.). Portsmouth, NH: Boynton / Cook. • Camp, D. (2000). It takes two: Teaching with twin texts of fact and fiction. The Reading Teacher, 53(5), 400-408. • Carless, David. “Implementing task‐based learning with young learners.” ELT journal 56.4 (2002): 389-396. • Celce-Murcia, M., & McIntosh, L. (1991). Teaching English as a second or foreign language (pp. 279-295). Heinle & Heinle Publishers. • Coady, J. (1997). 1 1 L2 vocabulary acquisition through extensive reading. Second language vocabulary acquisition: A rationale for pedagogy, 225. • Fox, Gwyneth associated editor et al. (1st ed.). (2007). Diccionario Macmillan Castillo Español – Inglés, Inglés - español. Mexico DF: Editorial Macmillan de México S.A. de C.V. • Gebhard, J. G. (1996). Teaching English as a foreign or second language: A teacher self- development and methodology guide. University of Michigan Press. • Ghosn, I. K. (2002). Four good reasons to use literature in primary school ELT. ELT journal, 56(2), 172-179. • Gurrey, P. (1954). The teaching of written English. Longmans, Green. • Harmer, J. (2006). How to teach English. Pearson Education India. • Heaton, J. B., & Harmer, J. (1975). Writing English Language Tests: A practical guide for teachers of English as a second or foreign language. Longman. • Hedge, T. (2000). Teaching and Learning in the Language Classroom: A Guide to Current Ideas about the Theory and Practice of English Language Teaching. Oxford University Press. • Loyd, S. (2000). The Phonics Handout. Essex: Jolly Learning, Ltd. • Loyd, S., & Werman, S. (2003). Jolly Dictionary. Essex: Jolly Learning, Ltd.

• Moon, J. (1st ed.). (2000). Children Learning English. Oxford: Macmillan Education. • Murphy, R.M. (2nd ed.). (1997). Essential Grammar in Use. Cambridge: Cambridge University Press. • Nuttall, C. (1996). Teaching reading skills in a foreign language. Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912. • Peregoy, S.F. et al. (3rd ed.). (2005). Reading, Writing and Learning in ESL. White Plains, NY: Addison Wesley Publishing Company. • Quirk, R., Greenbaum, S., Leech, G., Svartvik, J., & Crystal, D. (1985). A comprehensive grammar of the English language (Vol. 397). London: Longman. • Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press. • Richards, J. C., Platt, J., Platt, H., & Candlin, C. N. (1992). Longman dictionary of language teaching and applied linguistics (Vol. 78). London: Longman. • Rivers, W. M. (1981). Teaching foreign-language skills. University of Chicago Press, 5801 S. Ellis Ave., Chicago, IL 60637. • Rivers, W. M. (1987). Interactive Language Teaching. Cambridge University Press, 40 West 20th Street, New York, NY 10011 (hardcover--ISBN-0-521-32216-2; paperback-ISBN-0-521- 31108-X).. • Rivers, W. M., & Temperley, M. S. (1978). A Practical Guide to the Teaching of English as a Second or Foreign Language. Oxford University Press, 200 Madison Ave., New York, NY 10016. • Scrivener, J. (2011). The Essential Guide to English Language Teaching. Oxford: Macmillan Publishers Limited. • Soalt, J. (2005). Bringing together fictional and informational texts to improve comprehension. The Reading Teacher, 58(7), 680-683. • Warschauer, M. (1995). E-Mail for English Teaching: Bringing the Internet and Computer Learning Networks into the Language Classroom. Teachers of English to Speakers of Other Languages (TESOL), Inc., 1600 Cameron St., Suite 300, Alexandria, VA 22314. • Wood, K. D., & Endres, C. (2004). Motivating student interest with the Imagine, Elaborate, Predict, and Confirm (IEPC) strategy. The Reading Teacher, 58(4), 346-357.

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Additional Bibliography • Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1(1). • Coady, J., & Huckin, T. (1997). Second language vocabulary acquisition: A rationale for pedagogy. Cambridge University Press.

Web pages • http://www.johnsesl.com/templates/quizzes/LQ.php • http://www.esl-lab.com/ • http://www.esldesk.com/esl-links/index.htm • http://www.languagegames.org/la/crossword/english.asp • http://www.esl.about.com/cs/listening/

• Gurrey, P. (1955). Teaching English as a foreign language. Longmans, Green.

• http://www.sikids.com

• Hamel, B. (1st Ed.). (1998). Dictionary of English-Spanish cognate words. Bilingual Book Press. USA.

• http://www.englishlistening.com

• Kroonenberg, N. (1994). Developing communicative and thinking skills via electronic mail. TESOL journal, 4(2), 24-27.

• http://www.gobartimes.org • http://www.tolearnenglish.com • http://www.focusenglish.com/dialogues/conversation.html

• Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25(1), 91-102.

• http://www.isabelperez.com

• Rauff, R. (1st edition). (1994). Wonderful World of English. Chicago, IL: World Book, Inc.

• http://www.english-online.org.uk/games/gamezone2.htm

• Rinvolucri, M. et al. (1st ed.). (1995). More Grammar Games. Cambridge: Cambridge University Press.

• http://www.manythings.org/voa/stories/

• http://www.antimoon.com/how/pronunc-soundsipa.htm • http://www.longlongtimeago.com/

• Sesman, B. (1997). How to teach English. Oxford: Oxford University Press.

• http://www.americanliterature.com/twenty-great-americanshort-stories

• Wilkins, D. A. (1972). Linguistics in language teaching (Vol. 243). London: Edward Arnold.

• http://www.americanliterature.com/short-story-collections

• Yalden, J. (1987). Principles of course design for language teaching (p. 207). Cambridge: Cambridge University Press.

• http://learnenglishteens.britishcouncil.org/

• http://www.timeforkids.com/

Additional audiovisual resources • http://www.ted.com/

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