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Educación General Básica - Subnivel Superior

ENGLISH

Level

A1.2 (Teenagers)
TEACHER´S BOOK - NOVENO GRADO - EGB
PRESIDENTE DE LA REPÚBLICA English A1.2,
Rafael Correa Delgado Teacher’s Guide
MINISTRO DE EDUCACIÓN Author
Augusto Espinosa Andrade Astrid Núñez Pardo
Viceministro de Educación Editor-in-Chief
Freddy Peñafiel Larrea Javier Andrés Tibaquirá Pinto
Viceministra de Gestión Educativa Editor
Daysi Valentina Rivadeneira Zambrano Carlos Sanabria Páez
Subsecretario de Fundamentos Educativos (E) Assistant Editors
Miguel Ángel Herrera Pavo Germán Obando, Adriana Molano, Jonnathan Loaiza,
Marisela Niño
Subsecretaria de Administración Escolar
Mirian Maribel Guerrero Segovia Proofreader
Andrea Peña
Directora Nacional de Currículo (S)
María Cristina Espinosa Salas Consulting Reviewer
Emily Cross
Directora Nacional de Operaciones y Logística
Ada Leonora Chamorro Vásquez Art Director
Gloria Esperanza Vásquez
Designers
Leonardo Rivas, Clara Inés Angarita, Juan Carlos Vera,
Nohora Betancourt
Illustrators
Carmelo Vergara, Luisa Uribe, John Joven, Edwin Cruz
Photography
Shutterstock ®

© Ministerio de Educación del Ecuador, 2016 © Grupo Editorial Norma SA


Av. Amazonas N34-451 y Atahualpa Avenida Isaac Albéniz E3-154, Wolfgang Mozart
Quito, Ecuador Quito, Ecuador
www.educacion.gob.ec

La reproducción parcial o total de esta publicación, ISBN


en cualquier forma y en cualquier medio mecánico o Primera impresión:
electrónico, está permitida siempre y cuando sea autorizada
por los editores y se cite correctamente la fuente.

ADVERTENCIA
Un objetivo manifiesto del Ministerio de Educación es combatir el sexismo y la discriminación de género en la sociedad
ecuatoriana y promover, a través del sistema educativo, la equidad entre mujeres y hombres. Para alcanzar este objetivo,
promovemos el uso de un lenguaje que no reproduzca esquemas sexistas, y de conformidad con esta práctica preferimos
emplear en nuestros documentos oficiales palabras neutras, tales como las personas (en lugar de los hombres) o el profesorado
(en lugar de los profesores), etc. Sólo en los casos en que tales expresiones no existan, se usará la forma masculina como
genérica tanto para hacer referencia a las personas del sexo femenino como masculino. Esta práctica comunicativa, que es
recomendada por la Real Academia Española en su Diccionario Panhispánico de Dudas, obedece a dos razones: (a) en español
es posible <referirse a colectivos mixtos a través del género gramatical masculino>, y (b) es preferible aplicar <la ley lingüís-
tica de la economía expresiva> para así evitar el abultamiento gráfico y la consiguiente ilegibilidad que ocurriría en caso de
utilizar expresiones como las y los, os/as y otras fórmulas que buscan visibilizar la presencia de ambos sexos.
I. General Description
English A1.2 is a highschool series of English Language-wise, each book of the series contains six
textbooks whose main purpose is to introduce students language units, which focus on specific topics that
to English and its culture through a variety of activities are explored through listening, speaking, reading and
and projects intended to tap into students’ real lives writing activities, together with the construction of both
and expectations. The series also intends to show vocabulary and grammar skills. The treatment of these
learners the variety of topics and subjects through language components is also aided by the formulation
which they can learn English not only as a language, of a number of strategies aimed at giving students tools
but also as a vehicle to learn information from areas to advance through their independent learning.
such as social studies, natural science and popular
culture. Furthermore, English A1.2 makes an important
   B. Rationale
contribution to education by proposing discussions
about values and providing learners with academic and
The series takes into consideration the fact that
citizenship tools to apply to their school life and their
students already possess a wealth of knowledge in
adulthood.
their L1 (Spanish), so the teacher’s job is to provide the
language input for students to be able to build on them
   Objectives and Characteristics in their L2 (English).

The series is organized around a number of units whose In regards to students’ social development, the
goals and standards mirror those of internationally series promotes language activities oriented towards
recognized organizations. The series offers a graded students’ language practice in real settings. Many of
and sequential syllabus which allows teachers to build the activities are structured around sample dialogs from
students’ language competences on previous work, in which students build a repertoire of vocabulary and
the areas of content and language skills. Besides the language expressions that they can use as a framework
work in the areas of linguistic competence, the units for further practice. Besides the activities based on the
are designed to contribute to students’ cognitive and role-play of dialogs, students also carry out collaborative
social development. projects and information gap activities to maximize
their chances of interaction using the language input.

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1. Student Centeredness
The authors of English A1.2 have designed our learning activities taking into account the
theory of the Multiple Intelligences developed by Howard Gardner. This theory views learners
as individuals with different abilities and potential, so we invite teachers to tap into students’
different abilities to help them make the most out of their learning potential in school and life.

The following chart shows the different intelligences, what they refer to and some of the typical
activities found in the lessons that activate students’ minds and their abilities.

Intelligence Definition Activities


Linguistic The ability to decode meaning • Discussions and mini-debates
and use words orally and in • Reading and writing stories,
writing. reports, reviews e-mails and
• Inferring grammar rules

Logical and Mathematical The ability to use numbers, • Classifying


analyze data, understand • Sequencing
abstract symbols, graphs, • Problem-solving activities
sequences and cause-effect
relations.

Bodily/ Kinesthetic The ability to use movements • Role plays


and gestures, when interacting, • Games and contests
to express feelings and ideas
using the body.

Interpersonal The ability to understand and • Projects


interact with other people, • Group work
establishing rapport and • Games and contests
empathy.

Intrapersonal The ability to reflect upon who • Reflections


we are and how to cope with • Self-evaluations
personal feelings. • Talking about community and
personal issues

Musical The ability to feel music and • Tapping the rhythm


rhythm. • Listening to stress, rhythm and
music

Naturalist The ability to cope with the • Campaigns to become


world outside of the classroom. environmentally sensitive

Visual and Spatial The ability to understand and • Drawing and interpreting maps
perceive spatial relationships and and graphs
aspects such as shape, color and • Doing crossword puzzles
size.

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2. Teaching and Learning Approach

English A1.2 is based on an eclectic but informed series of In the design of other cooperative tasks, English
ideas and constructs in language teaching and learning. A1.2 has also considered the ideas of Spencer Kagan
However, English A1.2 has been developed taking B. (1994) who suggested the acronym PIES to stand
Kumaravadivelu’s (2003) ideas into account. He clearly for the basic principles of cooperative work, where P
conceptualizes teaching as being enacted through the stands for Positive Interdependence, I is for Individual
parameters of particularity, practicality, and possibility. Accountability, E stands for Equal Participation, and S
Particularity has to do with the fact that teaching has for Simultaneous Interaction. Positive Interdependence
to be responsive to particular contexts where teachers means that group members need be aware of the fact
and learners are entitled to have their own ideas about that there is no I in group work and that the group
learning. Practicality is related to the idea that teachers benefits from the contribution of all members. Individual
need to come to terms with the dichotomy of theory and Accountability has to do with the responsibility that
practice, in order to empower themselves to figure out each member has to have for the success of the entire
their own theories of language and teaching through group’s project. Equal Participation calls for the idea
their classroom practices. Lastly, the idea of Possibility of an inclusive group where all members are entitled
has to do with the empowering of learners so that they to have a say regardless of the quality of their ideas
can critically appraise both the social and historical or, in the case of language learning, their accuracy
conditions of their learning, and therefore pursue new and fluency. Simultaneous Interaction has to do with
forms of understanding and recreating reality. the amount of participation that each member of the
group has in different projects.
English A1.2 also derives its theoretical foundations
from task-based instruction, cooperative learning, Cross-curricular activities are among the most
cross-curricular studies and the cross-cultural approach important features of English A1.2 since students
to language teaching and learning. The main idea are exposed to a wide variety of topics and activities
behind task-based learning is the fact that learners will from areas such as natural science, technology, social
be engaged in a series of real-life language tasks that will studies, literature, arts, etc. Consequently, students
help them improve their language skills and enhance are engaged in activities that reflect what they need
their world knowledge. The series approach also takes to know in these subjects. For example, the use of
into consideration the situation of both teachers and timelines for historic or personal events and the use
students in EFL contexts. These textbooks therefore are of graphs and tables to make sense of information in
aided by focused instruction especially in the areas of social studies or science.
vocabulary and grammar as important building blocks
for students’ progress in their language proficiency. The cross-cultural approach also runs through the
entire series since students will be able to expand
Cooperative learning is the basis of many of the
their intercultural awareness by studying topics
activities in English A1.2, since students need to adopt
in which they are able to see the contributions of
a variety of interaction patterns: individual, pair and
different countries and peoples to the world progress
group work. One of the highlights of each unit is the
in different fields. Moreover, the series contains topics
work students do progressively to create, develop
about family, school, and workplace interactions that
and present a group project related to the topic of the
appeal to a wide variety of communities since they are
unit. This project also involves the making of some
not necessarily related to English speaking countries or
sort of product that helps students use the language
cultures.
meaningfully when creating and presenting it. T
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   C. Lesson Planning

Lesson planning is perhaps one of the most fundamental aspects that contribute to learning. Teachers have the
responsibility to create conditions for students to get the most out of the language lessons. Thus, the lessons in the
units follow predictable structure, namely Warm Up, Presentation, Practice, and Application.

1. WARM UP
The purpose of the Warm Up stage is to assess students’ prior knowledge, so that they become aware that they
also have a lot of ideas to contribute to the class. Nevertheless, the teacher has to be prepared to start building
either the content or vocabulary that students will encounter throughout the unit. Teachers are always encouraged
to assess students’ knowledge through activities such as short discussions, looking at pictures or talking about
students’ prior experiences.

2. PRESENTATION
The Presentation stage is intended to get students familiar with either the vocabulary or the grammatical aspects
in each of the lessons. The presentation introduces the context where students will use the language for most of
the lesson’s activities.

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3. PRACTICE
Each unit has several moments of Practice. One of the
aims of the series is to work towards skill integration.
Consequently, students will have plenty of chances to
be exposed to the language input through listening
and reading, and to use the newly learned language
in speaking activities and in writing different types of
texts. Besides the integration of language skills, English
A1.2 promotes cognitively challenging activities so that
students are encouraged to have a problem-solving
attitude towards language learning.

4. APPLICATION
Most lessons end up in a moment of Application so
that students are able to use language in different
learning contexts. One of the most important ideas
in the application activities is that students have the
chance to make personal connections with learning.
Consequently, the idea that language is much more
than a linguistic or a cognitive enterprise is reified by
the idea of social relationships, which is a constant in
every unit.

5. EXTRA IDEAS
Many lessons can be enhanced by the suggestions
given in the Extra Ideas section. The books in the
series are always promoting teacher and student
involvement and further practice by suggesting new
scenarios for learning, such as practical activities or
the use of online resources.

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II. Series Components
The series authors, editors and developers are well aware of the fact that students need constant exposure to the
language as well as to a variety of exercises and evaluations. For this reason, the series has a Student’s Book, a
Teacher’s Guide, an audio CD (within the student’s book) and two audio CDs for the teacher. A workbook, tests and
online support activities will soon be available.

   A. Students’ Book Structure

Each book begins with a Scope and Sequence which describes each of the six main units in the book.
Additionally, there is a Review Unit at the beginning of each book, where students are given another
opportunity to practice some of the contents and the language aspects studied in the previous book.

1. Unit Opening Page 2. Lessons 1-2 Grammar and Vocabulary


Each unit begins with a description of the unit contents Each unit has four lessons in which to develop the
as well as a number of illustrations and questions. They unit topic. Lessons 1 and 2 are meant to introduce the
help to activate students’ background knowledge. vocabulary and grammatical structures, which students
At the same time, they provide an opportunity for are able to process through listening, speaking, reading
students to spontaneously discuss different topics and writing activities.
within a collaborative atmosphere.

Lesson
1

Diverse Customs

2
General Objective ibe customs and
uu
UNIT
1. Complet
e the
descr country. Use text with the corres
You will be able to
d the world.
ponding
and check. the Word Bank. The
celebrations aroun n, listen Word Ba
nk
Communication Goals China Saudi Arabia
uu Mexico
Thailand
Japan
to Spain
You will learn how
ms of other cultures.
Cultures Around the World

• talk about custo tries.


rations in other coun
• talk about celeb

Topics
uu In Thailan
• Greetings • Food
d (a) people
Holidays always gree
• Celebrations and t with a bow In China and
• Clothing express resp
ect.
to
people usu (b) Vocabulary
ally use cho In Grammar and
Vocabulary rations to eat with psticks
customs and celeb . women nev (c)
• Words related to wear veils
er wear skir
ts. They mar
Reflect on Gramfrequency of actions.
and long dres 100% te the
Grammar ses. uency
Adverbs of Freq frequency to indica
tense with adverbs Use adverbs of
• Simple Present
Affirmative skirts.
80% Interrogative They never wear
Arabian long dresses.
of frequency How often do They always wear
e tense skirts?
• Present Progressiv 60% women wear
Expressions of frequ ency
Once
day

oquial
week
Idioms and Coll
In day Twice
40%
uu pray in chu (d) people week Three times a month

Expressions rches. The In morning year


go to church y often 20% Every Four times
Sometimes

people usu (e) month


• I’m feasting my
eyes on on Sunday In
Always

ally give Chr


Usually

s. istmas (f) people year


presents on Arabs often pray
Often

January 6th. sometimes 5%


• Out of this world
Never

celebrate n usually wear


2. Complet Year at the their New 0% Arabian wome five times a day.
d
• The place is packe e the box end of Janu veils every day.
Word Ban using the ary.
well
• Hope you’re doing
k. g frequency
3. Complet sentences usin ntheses.
• Take place
e the
verbs in exe sentences with4.theComplete the words in pare
rcise 2 and rbs. Use the
Word Ba nationality. guess theadveVocabu
nk lary
Project
uu
• in a temple
• a kiss
• chocolates Strategy (give a present)
on
Slide Show Presentati • a hat
• St Valentin
e’s Day Make word
(greet with a kiss) c. Americans
slide show
You will prepare a
combination to
s
specific culture.
greet with a bow Cultural Trivia Quiz to rememb a. The French bors.
presentation on a
er their new neigh
a kiss a kiss
always greet with
new
celebrate a. Indian / Greek / Arabian women
the New Yea expressions
give
r usually wear veils every day. . on both cheeks.
presents b. Americans / the Chinese / Venezuelans sometimes
wear skirts a kiss, but only close family members.
pray in a church c. Australians / Colombians / Canadians always (eat fast food)
22 Labor Day in September.
)
d. Italians / Arabs / Russians are very religious. They (use their left hand d. Chinese peop
le .
often five times a day.
le
b. Indian peop .

to eat with.
tegy
Speaking Stra
add one mor e. in a conversation.
questions and show interest
5. Answer the Use Really? to
a partner. I usually eat
Then, interview
Me Partner hamburgers on
How often do
you… How often do weekends.
usually you eat fast
?
a. eat fast food food?
le?
b. pray in a temp
sticks?
c. eat with chop Yeah.
neighbors?
Discuss: d. greet your Really?
people from? e. ?
• Where are these
ing?
• What are they wear Project Stag
e1
.
? E.g. We like China
• What are they doing se a country you
are interested
in.
ps of 3 and choo g habit s and clothing.
• Get in grou greetings, eatin 23
mation about mation you find.
• Look for infor sent the infor
• Get 3 pictu
res that repre

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3. Lesson 3 Reading and Writing
Lesson 3 is entirely devoted to working on the reading process which is subdivided into Pre-Reading, While-Reading
and Post-Reading. These subdivisions are aimed at making students strategic and effective readers.

Pre-Reading Activities Post-Reading Activities


The purpose of Pre-Reading activities is to help students Students need to apply some Post-Reading strategies
get ready to read a text and be better prepared to to achieve a deeper understanding of the text. For this
understand it. When students preview vocabulary, use purpose, they can ask questions, make inferences,
prior knowledge and predict, they feel more motivated find the main idea, summarize, and hold mini-debates
and connected to the text. or discussions. These activities are also aimed at
enhancing readers’ ability to think about what they
While-Reading Activities read and take a critical position.
While-Reading activities are designed to help the reader
deal with the text while he or she is actively involved in This section also provides students with writing models
comprehension, using strategies like: stopping to think, and strategies. The idea is to help them determine
re-reading, asking themselves questions, visualizing, writing elements and give form to their ideas in an
making inferences, underlining or using context clues to organized way. Different strategies help students
work out meaning. generate, organize, connect, rephrase, and develop
their ideas effectively.

3
Lesson

Eating Well r. Then, confirm


your answers
with the
3. Complet
e th
e with a partne e chart ba
sed on the
s and compar
the right option
reading. Reading an
1. Check dW riting
reading. Food group Recommen
ded
quantity Examples
heart. Benefits
bones. Fruits 2 servings Reading St
. of rategy
immune system fruit Use charts
goo d for your Vegetables to extract
a. is especially and organ
ize the
Dairy main ideas
skin, heart in texts.
, eyes
Grains yogurt
eyes.
. Meat and Be
digestive system ans
skin.
goo d for your
b. is especially 4. Listen an
d complete
the recipe.

skin. Writing St
rategy
bones. Use first, ne
brain. xt,
after that,
goo d for your then
c. is especially Word and finally
to give a
h a letter. Bank Top Yum sequence
a brochure wit to the actio
rk the parts of
2. Read and ma Bank. a. source Health my Preparatio
n
ns.

Us e the Wo rd ion for a better


digestive
b. illustration
s y Recip
Healthier Eat
also the best opt
ing c. title O e
range Blue s! • First, ble
orange jui
nd the ora
nge pieces,
Top Ways to system. be rry Muffins
rgy so you d. information Benefits ce ,
a better need a lot of ene
is essential for Eat grains: You cereals, bread This recipe . , and
Good nutrition the s of grains like is good for
lity of life. The secret is to
eat
h can eat 3 serving e serv ing is equivalent to • it gives
you energ
you because
… • Next,
qua eac . On
ount of food from : or rice every day . • it’s low y.
appropriate am ing tips or ½ cup of rice in ca
• the vitam lories.
out the follow a slice of bread
group. Check is an important in C in orang
a var iety of fruit you r pro tein: Protein your immu es stimulat
fruit: Eat Var y r body. Get es in a bowl an
Eat a lot of
ne system
d 2,000 every cell in you • blueberr . d mix.
a recommende component for fish and meat.
Fish ies are a go
every day. For to eat 2 servings of frui
t.
r pro tein from beans, d for your brain. od source
of fiber.
• After tha
t,
nee d you Ingredien
calories, you erals that are especially goo ts: mixture int
vitamins and min like salmon is o the bowl
Fruit provides . • ½ cup of and mix all
immune system oil the
good for your junk food • 3 glasse .
rnate green h sugar and s of
etables: Alte Be careful wit • • Next,
Vary your veg ach , celery, and ora
nge
ody likes candies,
ice cream,
• juice blueberries
s like spin Eve ryb ever, too the
vegetable s give hot dogs. How .
carrots. Veggie hamburgers and e •
vegetables like skin, eyes, and food may provok of blueberr • Then, po
rien ts to ma intain healthy ble ms . mu ch sugar and junk • 1/2 ies ur the mixtu
re into the
nut rt pro sity. tins and ba
e prevent hea diabetes and obe • ke it in the muffin
at the same tim e 3 gla sse s • minutes. oven for 25
s of milk: Hav cut int
Get the benefit cheese to get the calcium Kids’ Health Association™, 201
2 o pieces • Finally,
e of
of milk or a slic es. Yogurt is them warm and enjoy
t you nee d for stronger bon or toasted.
tha • Write a
short text Project Sta
• Write the describing ge 3
preparation the health bene
of your rec fits
and the ins
tructions. ipe including of your recipe.
• Make a Use connec the ingred
52 bro chure. On tor s ien ts
other page one page pu of sequence.
write the rec t the bene
ipe. fits, and on
the E.g. First,
mix the flour and the
eggs. Next…

53

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4. Lesson 4 Real Communication
Lesso

Lesson 4 is entitled Real Communication. The purpose


n 4

Out of this Wo
of this lesson is to help students widen their oral rld!
skills through the learning of idiomatic expressions
1. Listen
associated to cultural aspects of the language. This Mother:
Hi, darlin
and
with the complete the co
idiom s in the nv
box.
ersation
• The pla
g! Oh, it’s ce is pack
• It’s out ed • I’m

page ends with a Reflect on Values section, whose


Tina: really no of this wo feasting
I’m on th isy! Whe rld my eyes
e str re are you? on
Whites an eet. We are celeb Mother:
d Blacks rating th Floats? W
Carnival. e hat are th
(a). There Tin a: ey?

purpose is to make students aware of cultural aspects Mother: are abou They are
Really? Ho t 500 peop special ca
w is it go le around. or animals rs with big
Tina: ing? . Right no figures of
This celeb w, people
ration is
spectacula parrot. It
that underlie the lesson contents and to help them People us
Ah, there
ually paint
are floats
their fac
r and inc

es or we
redible.
(b).
Mother:
Wow! I se
Colombia
looks very (c) a float that ha
e you’re
real. Its co
having a
lors are
s a big
intense.
. ar masks. . I’ll call yo good
2. Write u later. Ta time in
learn to be self-critical about their attitudes and values. the idiom you.
s under ke care,
the corr Tina: I love
esponding OK, mom.
picture. Talk to yo
u soon. I
love you,
too.

3. Match
on the idi oms wi
Real Communicati a. The pla th their
meaning.
ce is pack
b. I’m fea ed

Share Your Project


sting my to enjoy 4. Answ
c. It’s ou eyes on what yo er th
t of this
world something u see share wi e questions below
spectacula th a part and
a place ful r a. Wha ner.
l of peop t do you
Reflect le think is ou
on Valu b. What
places are t of this
expe rience. es world?
1. Discuss your usually pa
presentation. town? cked in yo
letely like about your celebrations ¾ I learn ur
a. Check the aspect you comp clothing about ot
her cultu Always c. What
do you fea
food ¾ I respe res. Sometim st your ey
greetings ct? ct differen es Never es on?
of the proje
t do you think about the stages ¾ I value t customs
.
b. Wha 28 my own
culture.
easy difficult
stages Student Gap Activ
ity
Finding the infor
mation is… Student A goes to page
B goes to 87
Writing the sente
nces is… page 89 .
.
es is…
Finding the imag
s is…
Preparing the slide

uss.
2. Read and disc

s of pictures that
entation is a serie
A slide show pres school or work.
a presentation at
people use to give
Peop le
Quick Slide
use comp
Show
uter programs such
to orga
as PowerPoint or
nize the pictures.
A slide show
way
5. Share Your Project
use imag es are always the best
is interesting beca
Lesson 4 has a second section, Share Your Project,
some tips to prepare an
. Here are
to explain a topic
slide show presentation:
exce llent and decid what
e
on about the topic
• Find informati
you want to prese
• Choose clear and
nt.
inter estin g imag es to support
to help students wrap up their ideas about the class
your ideas. key words.
of text. Use only
• Don’t write a lot
• Check that the
texts are easy to
anim ation .
read. Don’t use
project. This particular page has students reflect upon
too much color or

a. What is a slide
show presentation?
b. What tips do prese
nters follow to make
their the nature of cooperative work, and gives them extra
prese ntati ons?

Give your Presenta


tion
ideas to finish their projects and give their presentation.
nce.
• Greet your audie
try. Useful Expressions
• Mention the coun on. everybody.
s of the presentati • Good morning name).
• Mention the topic slide is about… (country´s
ntation, show each • My presentation greetings, food…
• During the prese presentation are
and describe it. • The topics of this ing / greeting / givin
g...
one by one. Stop le are eating / wear
at your audie nce always. • In this slide peop
• Look tions questions?
nce has any ques • Do you have any
• Check if your audie your atten tion. 29
. • Than ks for
and answer them
nce.
• Thank your audie
Comic

Listen and read.


The Treasure
Tom is looking for his
father’s treasure. Climb the tallest tree
and

6. Comic
Units 1, 3, and 5 have a Comic section that helps Let’s do it!
Tom is faster than the
crocodiles.

students look at the class topics, language structures


and vocabulary from a different perspective. It wraps The youngest musician
the guide to the treasu
is
re. The youngest
Do you know
musician..?

up the unit in a memorable and relaxed way. The comic


this place?

can be used for either reading or listening practice.


Yes. It’s on
the mountain.
The treasure is yours,
It’s mind-blowing! But the treasure contai but happiness is the most
ns a note:
important thing.

Tom discovers that happin


ess is sharing.

Thank you
dad!

44

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7. Game Quiz Time
Units 2, 4 and 6 have a full-page Board Game so that amid Game
Game

1. Listen to the questions and check the 4. Read the profiles. od Pyrcircle and correct the
The FoThen,
students have the opportunity to use the language
correct answer. mistakes in the sentences (a-f) below.
h a partner.
You need die

they learned in a different scenario. This time they • Play wit


and a counte
r.
die and go to the square

a. I’m 12 years old. I’m fine, thanks. • Throw the


indicated. The winner
are also confronted with the idea of collaboration in • Fol low the instructions.
is the person
with the mo
st points.

b.
learning, I’m fine, thanks.
since I’m 11 years
the games are meant to beold.
played in 25. Finish
You have a
healthy life!
c. I’m Peter
pairs or groups. Smith. I’m from Portugal. This is Larry Page, the 5 pts
10 pts

d. Mark It’s mark@e-pals.com. lot of


creator of Google. He is a
23. Answer.
What is orga
nic
24. Correct t
mistake.
he

We need any
fish.
22. You eat a ck 2
sugar. Go ba
spaces. computer scientist. He is
food?
10 pts
5 pts r.

2. Match column A with column B.


3 pts 3
3 pts
20. Mention rom
from Michigan in the USA.
19. Correct
the
mistake.
les, carrots,
18. Answe
What foo
d is
especially goo
d
21. Tell your out
App in?
products f s for your bra
He is 40 years old. He is
up. bread and orange
partner ab the dairy gro are counta
ble foods.
ts of 10 pts
the benefi
s. 10 pts 17. Answer. d
Column A Column B vegetable
5 pts creative. r
3 pts
15. Tell you out
16. Answer. is
What foo
d
d
In what foo
group can
we
ta?
especially goo find pas
14.Correct ke. partner ab for your imm
une
nk milk the mista the food th
at
13. You dri e . sys tem?
every day. 4 Do you hav s? you dislike

a. Country Asia Move ahs.


space
ead some orange 10 pts n’t eat
8. You do ables.

Quiz Time
3 pts 9. Answer
. any veget
3 pts on 4 What foo
d is Go back 2
10. Menti
This is Cristiano Ronaldo.
d
5 pts on 3 especially goo e spa .
ces
1. Listen to 11. Menti foods in the p.
b. Age Japanese
stiv
the questi foods in the for your dige
correct ans ons and che 12. Correct
p. veggies grou
wer. ck the the mistak
e.
meat grou system?
a. 4. Read the 5 pts
He is a soccer player. He
I’m 12 years ch apples
old. profiles. The How mu the
10 pts
mistakes in n, circle and are there in e
b. I’m fine, than
I’m fine, than
ks. the senten correct the 10 pts 5. You eat too 6. Answer. 7. Correct th

c. City 12 years old mistake.


ks. ces (a-f) bel fridge? ch
I’m 11 years ow. 3 pts How mu
c. 4. Answer. many n’t
is 28 years old. He is from water do There are rs.
I’m Peter Sm old. 3 pts o
ith. 3. Tell at are candies! G some pea
d. I’m from Por rtn er Wh food you drink
Mark tugal. 4 you r pa the back two per day?
It’s mark@ 2. Mention he our in the
abo ut y gro ups spaces.
d. Continent Tokyo Madeira. It is a Portuguese
2. Match col e-pals.com. This is Larry foods in t orit e id?
fav pyr am
umn A wit Pag 1. Start fruit grou
p.
h column B. creator of Go e, the food.
og
Column A computer sci le. He is a

e. Nationality
a. Country
b. Age
Column B

Asia Japan
from Michig
He is 40 yea
entist. He is
an in the US
rs old. He is
A.
56
island. He is athletic.
creative.
c. City Japanese
d. Continent 12 years old This is Cristia
3. Check the correct option to complete the
e. Nationalit
y
Tokyo
Japan
is 28 years
old
no
He is a soccer Ronaldo.
player. He
3. Check the Madeira. It . He is from
sentences. sentences
.
correct opt
ion to com
plete the
is a
island. He is Portuguese

This is Martina Garcia. She is


athletic.
a. This is Ma
ry. She
American.
1. is
a. This is Mary. She
b. Hi, I
2. are
Japanese.
3. am American. This is Martin
an actress.
She
a Garcia. Sh
e is an actress. She is 32 years old.
She is Colom is 32 years old.
She is Colombian. She is from
1. is bian. She is
2. are Bogota. Sh from
3. am e is sociable.
1. is 2. are 3. am
c. Hello, you

1. is
Susan, righ
2. are
t?
3. am
a. Larry Pag
e is a comput
8. Evaluation Bogota. She is sociable.
d. This is Tho er scientist
mas. Portuguese.

A section entitled Quiz Time is devoted to evaluating


. He is

b. Hi, I Japanese.
is from Am
1. She sterdam.
2. It
e. I’m from 3. He b. Cristiano
Lima. Ronaldo is
player. Brazilian. He

students’ progress during the unit. The exercises are


is the capital is a soccer
1. She of Peru.

1. is 2. are 3. am
2. It
f. Where 3. He c. Martina
you from? Ga rcia is Colom
bian. She is
aimed at presenting students with new contexts so
1. is athletic.
2. are d. Larry Pag
3. am
a. Larry Page is a computer scientist . He is
g. What e is sociable.
c. Hello, you
1. is
your name?
Susan, right? He is a com
puter scientis
t.

Self-Evalua
2. are
3. am
e. Cristiano
Ron aldo is 32 yea
rs old. He is
athletic.
that they are able to see how much they have learned.
Portuguese.
tio f. Martina
Now I can... n
1. is
¾ ask and
answer per
sonal inform
2. are García
3. am
is creative.
She is 28 yea
rs old.
¾ say countr ation questio
ies and nat ns. Very Well
ionalities. OK

d. This is Thomas. is from Amsterdam.


¾ introduce A Little
myself and
b. Cristiano Ronaldo is Brazilian. He is a soccer
other people
.

1. She 2. It 3. He 19
player.

e. I’m from Lima. is the capital of Peru.


c. Martina Garcia is Colombian. She is athletic.
1. She 2. It 3. He
9. Self-Evaluation
f. Where you from? d. Larryfor
Page is sociable. HeItishelps
a computer scientist.
Every unit has a Self-Evaluation Chart that provides an opportunity self-reflection. students reflect
1. is 2. are 3. am
about how well they achieved the objectives. At the same time, it encourages students to understand their
strengths
g. What and weaknesses, to direct their efforts towards thee.achievement
your name? Cristiano Ronaldo is 32asyears
of goals, well old.
as toHebeis responsible
athletic.
for and1.committed
is to 2.
their
arelearning. 3. am
f. Martina García is creative. She is 28 years old.

Self-Evaluation
Now I can... Very Well OK A Little
¾ ask and answer personal information questions.
¾ say countries and nationalities.
¾ introduce myself and other people.
19
T
13
13
10. Glossary
The unit ends with a Glossary and a number of Glossary Activities. This section is oriented
towards reinforcing students’ learning of the vocabulary presented in the unit.

Activities on page 95

Glossary
that requires
puzzle: n. a game
H-P be solved.
A-E ng that has a mental abilities to
heavy: adj. somethi le.
dible. (syn. cult to carry. Sudoku is a kind of puzz
amazing: adj. incre lot of weight and is diffi
fantastic ) Q-Z
ial quality or manner. (ant.
attribute: n. a spec quickly: adv. in a fast
on.
characteristic of a pers and exhale. slowly)
breath: n. air you inha le ormance in
ntain. record: n. the best perf s the record
climb: v. to scale a mou a sport. Ussain Bold hold
for the fastest athlete. to a place.
e
road: n. a way or a rout

that indicates
height: n. number bottom to
the distance from the Unit 4

Glossary Activities
the top. height.
ng a lot of who runs.
high: adj. havi
contain. I can runner: n. someone
hold: v. to retain or little speed.
seco nds. slow: adj. moving with
hold my brea th for 20 1. Complete
introduces (ant. fast) tion to a the crossword
host: n. a person who nts on a solve: v. to find a
solunames of th with the
talk s to the part icipa e foods.
and problem. .
show or program. show: v. to demonst
rate
of water below of having
ts instr ucto r. ice: n. the solid form strong: adj. quality
coach: n. a spor 0 0C or 32 F. muscular power.
0
abili ty to e who has a
courage: n. the tions. (syn. tale nted : adj. som eon b.
confront difficult situa a thing well. a.
natural ability to do containing
determination) treasure: n. a box
complete the diamonds.
design: v. to plan and cture of an valuables like gold and
stru words.
first drawings of the verbal: adj. related to
ll com munity in a j.
object. village: n. a sma
images with
draw: v. to create city.
rural area or out of the ment that i.
pencil or pen. weig ht: n. a mea sure
f.
y an object is. c.
extraordinary. determines how heav
impressive: adj. or satisfactory
well: adv. in a good h.
(syn. adm irab le)
to the man ner. (ant . bad ly)
.
e.
rela ted velo us. (syn
interpersonal: adj. wonderful: adj. mar d.
people.
relationships between ted to amazing)
rela
kinesthetic: adj.
movement. g.
ual capacity of
mind: n. the intellect
a person. s
multiple: adj. havi
ng different Colloquial Expression
parts or elements. t believe it!
manner.(ant. e who acts, Get out of here!: I can’
easily: adv. in an easy perform er: n. som eon
: it’s very easy. 4. Label the
actions to ma
in pub lic. e of cake
with difficulty) sings or does tricks It’s a piec drink. Use ke
Daniel Tammet can
do calculations
polyglot: n. someon
e who speaks 2. owiss astic. the Word Ba a delicious
s. Jorg e Fern ande z It’s mind-blCla ng: thfant
ifyit’s e foods from nk.
easily.
pleasure from many language the previou
enjoy: v. to get ish, French, Know by heart: know
by s exercise.
love) I enjoy speaks Spanish, Engl ese. Group Word B
something. (syn. like, German, Russian and
Chin memory. Gr Products Blend ank
ains Put
soccer. Cut Add
Vegetables
Fruit
46
Oil
Dairy
Meat and Be
ans

3. Circle the a.
most the fruit
b.
measuremen appropriate unit of into pieces. the fruit
t. in the blend
er.
a. I drink a cu
p / carton / pin
morning. ch of coffee
in the
b. Add two
teaspoons /
the recipe. jars / glasse
s of sugar to
c. There’s a
carton / tab
the fridge. lespoon / tea
spoon of mi
lk in
d. Add a jar
96 / slice / pinch
of salt to the c.
mixture. some
milk and ice d.
. all the
ingredients.

References
Gardner, H. (1983). Frames of Mind. The Theory of Multiple Intelligences. New York. Basic Books.
Kagan, S. (1994). Cooperative Learning. San Clemente, CA. Kagan Publishing.
Kumaravadivelu, B. (2003). Beyond Methods. New Haven. Yale University Press. E lessons.

T
14
14
To Our Students

The textbook th
at you have in yo
ur hands is a ve
you learn in the ry important tool
best way possib that will help
le. A textbook sh
study and discov ould not be your
ery; however, it only source of
will always be a
discover for your good friend that
self the wonder will allow you to
of learning.
The Ministry of
Education has m
providing better ade a curricular
opportunities fo adjustment with
r all students in the goal of
that promotes fu th e country as part
ll personal deve of a project
lopment and in
guided by the pr tegration into a
inciples of Good society that is
Living, democratic
coexistence. participation an
d harmonious
To accompany th
e launching of th
several resource is educational in
s according to ag itiative, we have
e and years of sc prepared
will receive a te ho ol ing. Children in
xtbook that inte first grade
grates stories an
age and that will d activities appr
help to develop opriate for their
the holistic curric
de Educación Ge ulum designed fo
neral Básica. Teac r this Subnivel
hers will receive
music to familiar a CD with songs
ize students with in order to use
their first words
material. From th in English as a co
en on, until they mplementary
students will rece complete the Ba
ive textbooks, au ch ill erato General U
dio CDs and extr nificado,
to the developm a resources that
ent of their lear will contribute
ning in the area
Language and Li s of Science, So
terature, Mathe cial Sciences,
matics and Fore
It is also importan ig n La ng uage-English.
t to know that te
books) that will ac he rs w ill receive teaching
enhance the te guides (teacher’s
aching-learning
thereby allowing approach of the
teachers to deve student book,
lop students’ rese
classroom. arch and learning
outside the
This resource sh
ould be consider
approach that m ed a support fo
ust be guided by r the teaching-le
teachers and carr arning
order to achieve ied out by studen
its goal. ts in
We hope that th
is adventure of kn
to achieving Good owledge will be
Living. the path

Ministry of Educ
ation
2016

T
15
1 2 3
UNIT UNIT UNIT

• Personal Information • Greetings • Multiple Intelligences


• Routines • Food • Talented People
CLIL

• Free Time Activities • Clothing


• Celebrations and Holidays

You will learn how to You will learn how to You will learn how to
• describe people’s personality. • talk about customs of other • talk about abilities.
• talk about lifestyles and free cultures. • compare people’s attributes
Goals

time activities. • talk about celebrations in and abilities.


• express likes and dislikes. other countries. • express opinions.

• Simple Present tense with the • Simple Present tense with • Modal verb Can
Grammar

verbs To Be, Love, Like and Adverbs of Frequency • Comparative and Superlative
Prefer • Present Progressive tense Adjectives

Vocabulary: using antonyms to Vocabulary: making word Vocabulary: using mind maps to
remember words combinations to remember new learn new words
Grammar: paying attention expressions Reading: reading a text several
Grammar: paying attention to times to look for details
Skills and strategies

grammar time expressions to choose the Writing: using because to give


Reading: right form of the verb reasons and answer the question
Reading: using pictures to why?
Writing: using and to give predict the content of a text Listening:
additional information and but Writing • -
to introduce an opposite idea to write a text tion and ignoring the rest
Listening: paying attention Speaking: using Really? to show •
to background sounds to interest in a conversation make inferences
understand the context of the Speaking:
speakers • giving extra information to
Speaking: using How about you? expand conversations
to encourage someone to talk • recycling expressions and
using them in new situations

A Collage A Slide Show Presentation A Talent Show


Project
4

4 5 6
UNIT UNIT UNIT

• The Food Pyramid • Famous Characters of The Past • Experiences and Anecdotes
CLIL

• Healthy Recipes • Vacations


• Memories

You will learn how to You will learn how to You will learn how to

• talk about food preferences. • describe people’s personalities • talk about events in the past.
Goals

• express agreement. and values. • ask and answer questions


• ask and answer questions • talk about people’s lives in the about the past.
about food quantities. past. • describe emotions.
• talk about important events in
history.
Grammar

• Countable and Uncountable • Simple Past tense with verb • The Simple Past tense
Nouns To Be • Regular and Irregular Verbs
• Some and Any
• How Much and How Many
• Imperatives

Vocabulary: classifying words Vocabulary: using context clues Vocabulary: looking for the past
into categories to remember to get the meaning of words form of the verbs in a dictionary
vocabulary Reading: to improve vocabulary
Reading: using charts to extract • using one’s background Reading: identifying referents to
and organize the main ideas in knowledge to predict the understand detailed information
Writing:
Skills and strategies

texts content of a text


Writing: using , next, • using a timeline to organize • using also to give additional
after that, then and to the sequence of events information
sequence actions Writing: using time-related • using so to describe a result or
Listening: expressions to organize events consequence
• paying attention to connectors Speaking: using sorry and Listening:
of sequence to guide one’s wh- questions at the end of • using wh-questions to get the
listening sentences to ask for repetition most important details of an
• paying to attention to event
the speakers’ sounds to • paying attention to the
understand their reactions speakers’ tone of voice to
better get more clues about their
emotions
Speaking: using me too or me
Speaking: using the verb to
either to express things in
be to give more details in a
common conversation

A Healthy Food Fair A Party of Famous Characters A Photo Album


Project
Review
1. Complete the conversations with the verb to be.
My name
is
(c) Peter.
Nice to meet you.
Hi, I am (a) Sarah. What Where are (d) you from?
is (b) your name?

We are (e)
you Brazil

2. Write the nationality under the corresponding flag. Use the Word Bank.
Word
Bank
• French
• American
Mexican • Japanese
a. e. Brazilian
• Greek
c.
Peruvian French
g. • English
• Mexican
• Brazilian
• Peruvian

b. American Japanese
f.
d English h. Greek

3. Listen to three conversations and write the corresponding nationality.

a. Sarah is French . d. Andreza and Renata are from Brazil .


b. Peter is American . e. Ms. Onishi is from Japan .
c. Sandra is from Peru . f. Carlos and Pablo are Mexican .
6
UNIT

Review
Planning
Learning Goals Indicators Key Vocabulary and Structures Strategies
This lesson will ¾¾ Asks for and gives personal Vocabulary ¾¾ Using imagery and
enable students information. Words related to personal the context to make
to revise topics, ¾¾ Identifies nationalities. information and physical physical descriptions,
vocabulary and descriptions talk about regular
¾¾ Makes simple physical
structures seen in actions and actions
descriptions of themselves and Structures
the previous book. happening at the
others. The Simple Present tense
moment of speaking
¾¾ Describes actions happening at Possessive adjectives
the moment of speaking.

1. Complete the conversations with the verb to be. 3. Listen to three conversations and write the
corresponding nationality.  Track 02
Start the review by greeting the students, introducing Get students to close their books and notebooks and quickly
yourself, and asking some students their names and origin. recall the nationalities they have just learned in the previous
Call on a volunteer to read the instructions, and then ask exercise. Next, ask everyone to tell you the countries that
students to take a look at the picture and tell you what they correspond to each nationality and write them down on the
are asking about (name and origin). Get students to work board. It is important that students know the countries so
in pairs and allow enough time for the completion of the they don’t have any problem with the listening exercise.
task. As a follow-up, ask students to practice asking each Then, call on a volunteer to read the instructions. Play the
other personal questions. Go around the class to check audio as many times as necessary for them to identify the
pronunciation and intonation, and provide guidance when nationalities. Encourage students to cross-check answers
necessary. before socializing them as a class. Praise them for their
good work!
EXTRA IDEAS 
Bring in a (large-sized) set of all the letters of the alphabet
and scatter them on the classroom floor. Encourage
students to take turns saying their names, and then to
spell them using the letters. After a while, ask them to spell
their favorite sport, song / music, leisure / cultural activity /
festival, book, movie, etc. Reward them with a warm round
of applause.
2. Write the nationality under the corresponding
flag. Use the Word Bank.
To prepare students for the activity, ask them to recall names
of countries around the world and write them on the board.
Challenge them to try and say the corresponding nationality
for each country by having them come up to the board and
write it. Then, call on a volunteer to read the instructions
and the words in the Word Bank. Challenge students to
label each flag with the corresponding nationality. After
that, invite some volunteers to socialize answers by writing
them on the board. Congratulate them for their good work!

6
4. Complete the students’ physical description. 6. Look at the picture and write what they are
Use possessive adjectives and the Word Bank.  doing. Use the Word Bank. 
To prepare students for this exercise, ask them: What are
Get students look at the picture and ask: How many students you doing now? (We are studying English / reading / doing
are there in the picture? How many boys / girls are there? Are the exercises); What am I doing? (You are teaching). Then,
they young or old? How old are they? Are they brothers and ask a question about classmates that are doing something
sisters or classmates? Call on some volunteers to read the different. Center students’ attention on the Word Bank and
instructions and the adjectives in the Word Bank, and take encourage some volunteers to mimic these action verbs for
the opportunity to check word meaning by asking them to the rest of the class to guess them, while you write them
point at the boy/girl that the word describes and say his/her on the board in big letters. Get them to work in pairs and
name aloud. Check pronunciation as well. Allow enough allow enough time for them to complete the task. Ask them
time for them to do the activity. Ask them to cross-check to compare answers with another pair of students before
their answers before socializing them as a class. socializing answers as a class.

5. Circle the right possessive adjective.  Expand on this activity by inviting students to play the
What am I doing? game. Encourage students to chose ten
Make a list of subject pronouns on the board and challenge
representatives who like acting and mimicking. Ask them
students to come up with the corresponding possessive
to choose a particular action verb (or you give them the
adjective. Invite a student to read the instructions. Get
actions) and, without saying it out loud, stand in front of
them to work in groups of four and give them enough time
the class and mimic or act out the corresponding action.
to do the task. Encourage them to take turns reading and
The rest of the students are expected to guess what s/he
choosing the corresponding possessive adjectives to finish
is doing at that moment. Every time students guess the
the conversation. Encourage them to cross-check answers
action, encourage them to reward themselves with a warm
with another group before socializing them as a class.
round of applause.

EXTRA IDEAS 
Bring in some magazine or newspaper cutouts with famous
people (both men and women). Ask questions about their
names, origin, and age. Then, divide the class into two big
teams. Team A has the cutouts and Team B is expected to
give a brief physical description. Remind students to center
their descriptions around the people’s hair and eyes.
Alternatively, divide the class into two teams. Students
in team A are supposed to describe students in team B.
Then, ask them to swap roles. Congratulate them for their
learning effort!

7
4. Complete the student’s physical description. Use possessive adjectives and the Word Bank.

Martha Tina Pablo Carlos Word Bank


Tom Myriam
• tall  • curly  • thin  • short  • chubby

Remember

Subject Pronouns Possessive Adjectives


I My
You Your
He His
She Her
It Its
We Our
You Your
They Their

a. Martha is 1.70 m tall. She’s very tall . Her sister is Tina.


b. Tina´s hair is short.
c. Pablo and Carlos are brothers. Their eyes are brown.
d. Tom weighs 32 kg. He’s very thin .
e. Myriam’s hair is curly She’s a little chubby .

5. Circle the right possessive adjective.


a. Myriam: Martha, his / her / your green eyes are very beautiful.
Are his / her / your sister’s eyes green too?
Martha: No, they’re not. Their / Your / Her eyes are brown.

b. Tina: I like Carlos. Their / His / Her hair is really cool.


Martha: Really? I prefer Pablo. His / Her / Their curly hair is neat.
Tina: They are handsome. My / Your/ Their smiles are really nice.

c. Carlos: I like his / her / our new teacher Hiromi Onishi. She’s talkative.
Pablo: Yes, she is. But his / her / my favorite teacher is Scott . I love his class. He’s funny.

6. Look at the picture and write what they are doing. Word Bank
Use the Word Bank. • look  • surf  • do  • chat  • sit
Martha Kathy
Tina
Jenny a. Martha and Tina are surfing the Internet.
b. Sandra and Paula are looking at some
photos on the phone.
c. Jenny is chatting with a friend.
Paula Sandra
d. Kathy is doing her homework.
e. They are sitting on the school’s stairs
7
7. Use the Simple Present tense to write sentences
according to the pictures. Use the Word Bank. Word Bank
• have  • cook  • play  • ride  • go
play • surf • work • talk • read
a. They with a ball.
cooks
b. She .
talks a.
c. He on the phone.
reads
d. He the newspaper. b.
e. He goes to school. c.
surf
f. He the Internet.
rides
g. She a bike.
have
h. They dinner.
works
i. He . e.
d. f.

Remember
Simple Present tense i.
I/ you/ we/ they play/don’t play soccer.
g. h.
He/she/it plays/doesn’t play soccer.
Use do or does to ask questions.
Do you/we/they play soccer?
Does she/he/it play soccer?

8. Complete the sentences according to the chart.

watch TV play video games walk the dog skate

Peter

Andreza

Tom

On Saturday mornings…
plays
a. Peter watches TV and video games.
b. Andreza walks the dog but she doesn’t play video games.
c. Andreza and Peter don’t skate .
d. Andreza and Tom don’t watch TV.
e. Tom plays video games and skates , but he doesn’t walk the dog / watch TV .
f. Peter and Tom play video games but they don’t walk .

9. Circle the correct option do/does and answer the questions. Then, interview a partner.
Me Partner
a. Do / Does you have cereal for breakfast?
b. Do / Does your mom work? y.
rm ay var
c. Do / Does you play video games every day? Answe
d. Do / Does your best friend talk a lot on the phone?
e. Do / Does your dad usually surf the Internet?
8
7. Use the Simple Present tense to write 9. Circle the correct option do / does and answer
sentences according to the pictures. Use the the questions. Then, interview a partner. 
Word Bank. 
Make students recall activities they usually do at home or at Refer students to the Remember box and have them read
school, and spell them while you write them on the board. the Simple Present question structure. Model it by writing
Next, remind them that we use the Simple Present tense and asking the class a couple of questions. Call on a volunteer
to describe habitual or regular activities, and model it by to read the instructions and the questions in the table. Take
giving some examples relevant to the students’ context. the opportunity to check pronunciation. Advise students
Make sure you include examples with the third person to answer the questions about themselves first, and then
singular (she/he). Get students to work in pairs and do the to interview a partner. Go around the class to provide help
task. Then, ask them to compare their answers with another and guidance if necessary. Finally, invite some pairs of
pair of students, and finish by socializing them as a class. students to socialize their findings by reporting what their
classmates do. Praise them for their learning effort with a
EXTRA IDEAS  sound: Lovely! Well done!
As a follow-up activity, invite students to work in pairs
and make an individual list of the regular home and school
activities. Then, encourage them to take turns talking
about their regular or habitual activities both at home and
at school.
8. Complete the sentences according to the chart. 

Have students recall the affirmative and negative sentence


structure in the Simple Present tense. Model it by giving
some examples relevant to students’ context. Draw their
attention to the information in the table. Then, call on a
volunteer to read the instructions. Encourage them to first
do the exercise individually, and then ask them to compare
their answers with the classmate sitting next to them,
before socializing them as a class. Keep their motivation up
by saying: Great! Cool!

8
1
UNIT Skills CEF Standards Indicators

Can understand basic ¾¾ Understands details in descriptions of

Comprehension
information about daily people’s personalities and routines.

Listening
activities and personal

My Family and Me
¾¾ Identifies false and true information in
information. descriptions of people’s personalities and
routines.
¾¾ Explores visual aids before listening.

Comprehension

Can understand simple ¾¾ Makes predictions based on visual aids and


texts. background knowledge.
Reading

¾¾ Scans texts to locate specific information.


¾¾ Understands addition and contrast
relationships that are established by words
like and and but in simple texts.

Can ask and answer ¾¾ Asks questions about personal information,


Interaction

questions on personal daily routines and free time activities of the


Oral

matters. family.
¾¾ Uses informal language to describe people’s
personalities.

Can give personal ¾¾ Asks for and gives personal information.


Expression

information, describe ¾¾ Describes people’s personalities, routines and


Oral

people’s personalities, people’s free time activities.


daily routines and free
¾¾ Uses the expressions like, love and prefer
time activities.
to refer to people’s likes, dislikes and
preferences.
Expression

Can produce a short text ¾¾ Writes a short text following a scheme.


Written

on personal matters ¾¾ Uses conjunctions and and but to give


expressing addition and additional information and to introduce
contrast. opposite ideas.

9
1
UNIT General Objective
uu
You will be able to describe your family members
and yourself.

Communication Goals
uu
You will learn how to

My Family and Me • describe people’s personality.


• talk about lifestyles and free
time activities.
• express likes and dislikes.

CLIL
uu
• Personal Information
• Routines
• Free Time Activities
Vocabulary
• Words related to personality and free time
activities
Grammar
• Simple Present tense with the verbs to be, love,
like and prefer

Idioms and Colloquial Expressions


uu
• A busy bee • No way
• A couch potato • Take care
• An early bird • Take it easy
• A night owl • Work out
Project
uu
Collage
You will create a collage to describe your family
members and present their routines and free time
activities.

Discuss:
Look at the pictures.
• Who are the people in them?
• What are they doing?
Lesson  1

What’s Your Family Like?


1. Match the antonyms. Use the glossary if necessary.

a. b. c. d. e.

Vocabulary
fun shy quiet nervous lazy Strategy

c e d b a Use antonyms
to remember
words.

noisy sporty relaxed outgoing serious

2. Listen and complete the descriptions. Useful Expressions


• He is fun. (Place adjectives after the verb to be.)
• He is a fun person. (Place adjectives before nouns.)

Hello everybody. I’m Jane. I’m 13 and this is my family.


My mom’s name is Emma. She’s from France. It’s a big country in
Europe. She is sporty and relaxed (a). She has many
friends because she’s very outgoing (b).

My dad’s name is Pete. He isn’t French. He’s American. He’s a chef.


I love his food. He’s serious (c) but fun (d). He
tells jokes all the time. He isn’t a shy (e) person.

Reflect on Grammar
Use the verb to be to give personal information about age, occupation, personality and origin.
Affirmative Sentences Negative Sentences Yes/No Questions Wh - questions
I am 13. I am not 13.
He is a chef. He is not French. he a chef ? What is she like?
She is from France. She is not American. Is she sporty? Where is he from?
It is a big country. It is not a big country. it a big country? How old is he?
You You you
Where are you from?
We are fun. We are not fun. Are we fun?
How old are you?
They They they
10
Lesson  1

What’s Your Family Like?


Planning
Learning Goals Indicators Key Vocabulary and Structures Strategies
This lesson will lead ¾¾ Asks for and Vocabulary ¾¾ Using antonyms to
students to describe gives personal Words related to personality remember words
themselves and their information. ¾¾ Paying attention to
Expressions
family members. ¾¾ Describes people’s different colors to
What’s s/he like?
personalities and He’s like my brother analyze grammar
routines. Take care
Structures
Simple Present tense with the verb to be

WARM UP (books closed)  PRACTICE  Track 03


Ask students to describe the pictures on page 9. Ask a couple 2. Listen and complete the descriptions.
of questions like: How many people are there? How old are
Prepare students for the reading and listening exercise by
they? What are they doing? Do you like karaoke? Do you like to
helping them focus their attention on the Useful Expressions.
cook? Do you like soccer? and so forth. Write their answers on
Give them additional examples like: She is relaxed / She is a
the board. Then, to promote the interpersonal intelligence,
relaxed person; He is quiet / He is a quiet person, and so on.
invite 10 students to go out of the classroom with you and
Once students are familiarized with the use of adjectives
give each one of them a piece of paper with one of these
after the verb to be and before nouns, ask a volunteer to
adjectives written on it (sporty, outgoing, shy, serious, quiet,
read the instructions. As the purpose of this exercise is to
fun, lazy, noisy, relaxed, and nervous). Tell them the meaning
complete the passage with specific information, let the
of these words and ask them to take turns mimicking them.
students read it before listening to the audio. Play the audio
When students guess the assigned adjective it is stuck on
as many times as necessary. Students can work individually
the board. Then, have the rest of the class say the word.
and then compare their answers in pairs. You can check the
PRESENTATION 1  answers orally as a whole class or, alternatively, by asking
some volunteers to write them on the board. If necessary,
1. Match the antonyms. Use the glossary if correct spelling and pronunciation.
necessary.
Before tackling the exercise, scramble the letters of the PRESENTATION 2 
ten adjectives and write them on the board. Have students Refer the students to the Reflect on Grammar box to notice
unscramble and spell them. Do not forget to praise them. the affirmative and negative structures of the verb to be when
Then, students work in pairs to do exercise 1. Ask them to giving personal information about age, occupation, origin
crosscheck answers, and close the activity by checking and personality. Call on volunteers to give information about
answers as a whole class. Explain the Vocabulary Strategy their own / parents’ age, occupation, personality and origin/
and model it by having students play a memory game in nationality. Continue with yes/no and wh-questions to ask
their notebooks: Ask them to close their books and make a about age, occupation, origin/nationality and personality.
list of the adjectives they have just learned. Finally, tell them Finally, students work in pairs to ask each other the yes/no
to draw lines to join the adjectives to their corresponding and wh-questions that appear in the corresponding cells of
antonyms. the Reflect on Grammar box. Go around the classroom and
help them if necessary.

10
Track 04 me, which means that she loves and protects me. If necessary,
PRACTICE 
try mimicking protection and care by hugging yourself and
3. Listen and check T (true) or F (false). Then, write blowing kisses.
a sentence that describes the person. Use the
Word Bank. APPLICATION 
Call on some volunteers to read the instructions, the 5. Complete the following questions with do or
adjectives in the Word Bank, and the five sentences. If
does. Then, interview a partner.
necessary, correct pronunciation.
To challenge students and to reinforce the use of the
Ask them to read the sentences very carefully, and based auxiliaries do and does, ask them to do the exercise
on their meaning choose the adjective from the Word Bank individually, as a way to strengthen the intrapersonal
that best fits. Play the audio once or twice and tell them to intelligence. Then, they cross-check answers before
check the boxes and write a sentence that describes the checking them as a whole class. Do not forget to praise
person. Have students work individually and then cross- them for their attempts. Now, ask them to interview a
check answers. Let them know that what they have done in partner.
the negative sentence is an inference based on each person’s
description. For example, if the audio says that Angie’s
mother is outgoing, she must have many friends. So, the first Project Stage 1  
statement is false because it expresses the opposite. For a better understanding of the project, go to the Share
Your Project section (page 17) and pay special attention
PRESENTATION 3  to the three sections to be developed when socializing it.
Center the students’ attention on the Reflect on Grammar Introduce Project Stage 1 by telling students that it will be
chart to help them identify the Simple Present tense gradually developed in three stages and socialized when
in affirmative and negative sentences that describe they finish the unit, in the Share Your Project section. Have
permanent or daily activities. Request that volunteers read students list their family members on a piece of paper and
the information in the Grammar Strategy box. Point out the based on that make a family tree on a larger piece of paper.
use of the auxiliary does for the third person singular and the Then, ask them to write their names, ages, and adjectives
contracted negative forms don’t for do not and doesn’t for that describe their personality. Finally, have them identify a
does not. Explain the word order for yes/no and wh-questions daily activity for each one of their family members.
with an example on the board (Do you have many friends?
Yes, I do. / No, I don’t. Does s/he have many friends? Yes, s/
he does. / No, s/he doesn’t.) and use different colors to mark
and label the subject, the verb form and the complement in
each of them. Finally, model the question: What do you do
on weekends? I go to the movies /read/ play basketball with
my sister. Now, encourage them to ask each other what they
do on weekends.
4. Complete the following sentences with the
correct form of the verbs in parentheses. 
Track 05
Before having students listen to the audio, do some picture
exploitation. Have some volunteers describe the ages and
the personalities of the family members in the photograph.
Encourage some volunteers to tell the class what they are
like with their families. Ask a volunteer to read the family
description and encourage the rest of the class to say the
verb form aloud. Make sure all of them get the correct form
to fill in the blanks. Congratulate them for their collective
effort!
Call their attention to the Key Expressions box. Tell students
that the expression He’s like my brother indicates similarity.
Illustrate this by saying: I’m like my mother (this means
that you and your mother have similar ways of acting or
thinking). Likewise, illustrate the expression take care by
repeating I’m like my mother and adding and she takes care of
11
Grammar and Vocabulary
3. Listen and check T (true) or F (false).
Then, write a sentence that describes the person. Word Bank
Use the Word Bank.
• sporty • outgoing • shy • fun • lazy
T F
a. Angie’s mother doesn’t have many friends. She is outgoing. / She is an outgoing person.
b. Angie’s father exercises in his free time. He is sporty. / He is a sporty person.
c. Angie’s brother wakes up early on Saturdays. He is lazy. / He is a lazy person.
d. Angie’s sister tells jokes all the time. She is fun. / She is a fun person.
e. Angie’s sister doesn’t get nervous in front of boys. She is shy. / She is a shy person.

Reflect on Grammar
Simple Present Tense
Use it to describe permanent or daily activities.
Affirmative Sentences Negative Sentences Grammar
I / You / We / They tell jokes. I / You / We / They don’t tell jokes. Strategy
She / He / It gets nervous. She /He / It doesn’t get nervous. Pay attention to
Yes/No Questions Answers different colors to
Do you / we / they tell jokes? Yes, I / we / they do. No, I / we / they don’t. analyze grammar.
Does she / he / it get nervous? Yes, she / he / it does. No, she / he / it doesn’t.
Wh- questions
What do you / we / they do on weekends? What does she / he / it do on weekends?

Key Expressions
He’s like my brother: He’s
similar to a brother.
Take care: to give protection

4. Complete the following sentences with the correct form of the verbs in parentheses.
I live (a. live) with my mom, my uncle and my cousin Pete. My mom and uncle work (b. work)
from Monday to Saturday, but they don’t go (c. not go) to the office on Sundays. On Sundays, my uncle
exercises (d. exercise) and my mom plays (e. play) basketball with my cousin and me. Pete is like my
brother. He doesn’t like (f. not like) to play with me, but he takes care (g. take care) of me.

5. Complete the following questions with do or does. Then, interview a partner.


a. Do you wake up early in the mornings?
b. Do you have brothers and sisters?
c. What do you do on weekends?
d. Does your mother/ father exercise on Sundays?
Project  Stage 1
• Write down the personal information of your family members. E.g. My dad’s name is Franco. He is 45 years old.
• Describe the personality of your family members. E.g. My dad is sporty and cool.
• Write the daily activities your family does during the week. E.g. My dad works from Monday to Friday.
11
Lesson  2

Free Time Activities


1. Listen to the sounds and number the activities Listening Strategy
according to the order you hear. Then, Pay attention to background sounds to
check ( ) the activities you like to do. understand the context of the speakers.

3 1 8 5

play video games chat with friends play sports play a musical instrument
7 6 4 2

hang out with friends go to the movies read listen to music

2. Listen and complete with the words you hear.


Ted: Wow! You’re pretty good. Key Expressions
I see you like to play video games! Hang out: to spend
John: Ha, ha. But I like to do other things too. time with friends
I like to hang out (a) with my friends. Invite out: to invite
We love to play (b) soccer in the park. to go to a place
Amy: Hey, guys!
John / Ted: Hi, Amy.
John: Amy doesn’t like to talk much. She is very shy and serious.
Ted: Well, she prefers to listen (c) to music in her bedroom.
John: Does she like to go (d) to the movies? I can invite
her out one day.
Ted: Yes, she does. Hmm, I see you like my sister.
John: Well, I’m an outgoing person. I think we can be good friends.

Reflect on Grammar
Use like / love / prefer to talk about likes, dislikes and preferences.
like / love / prefer +to+ verb
Affirmative Sentences Negative Sentences Questions
love to
I don’t like to play video Do you like to play video games?
I like to play video games. What do you like to do in your free
games.
prefer to time?
loves to Does she like to go to the movies?
She doesn’t like to talk
She prefers to listen to music in her room. What does she like to do in her free
much.
likes to time?
12
Lesson  2

Free Time Activities


Planning
Learning Goals Indicators Key Vocabulary and Structures Strategies
This lesson will ¾¾ Describes people’s Vocabulary ¾¾ Paying attention to
lead learners to free time activities. Words related to free time activities background sounds to
talk about free ¾¾ Uses the expressions understand the context
Expressions
time activities. like, love and prefer of the speakers
Hang out / Invite out / Take it easy
to refer to people’s ¾¾ Using How about you? to
likes, dislikes and Structures encourage someone to
preferences. Simple Present tense with the verbs talk
like, love and prefer

WARM UP (books closed)  PRACTICE  Track 07


Write the expression free time activities on the board. Invite 2. Listen and complete with the words you hear.
students to elicit as many activities as they can think of and Draw students’ attention to the Key Expressions box
copy them on the board. Likewise, have them select their by modeling them with a couple of examples related to
favorite plan for weekends with their family and friends. students’ real contexts, from which they may be able to
Finally, encourage some volunteers to socialize their choices grasp meaning (Edna likes to hang out with her friends; Andrés
with the whole class. Make them realize the importance and likes to invite his friends out). Call for a volunteer to read the
benefits of doing productive activities in their free time. instructions and the Key Expressions, correct pronunciation
if necessary. Have them work in pairs while listening to the
PRESENTATION 1  Track 06 audio twice and fill in the gaps. Go around the classroom and
1. Listen to the sounds and number the activities check if they have any difficulty completing the information.
according to the order you hear. Then, check the
activities you like to do. PRESENTATION 2 
Before having students listen to the recording, do some Afterwards, refer students to the Reflect on Grammar chart
picture exploitation as a way to gradually develop the visual- and explain that in English we use the verbs like, love and
spatial intelligence. To recycle the previous lesson, and to prefer to talk about likes, dislikes and preferences. Likewise,
aid the development of the interpersonal intelligence, ask emphasize the use of wh-questions to ask about people’s
half the class to ask the other half questions about age, and preferences: What do you like to do in your free time? What
personality (How old is the girl in this photo? Where are they does your sister/mother like to do in her free time? What does
from? What are the boys like in this photo?). Draw students’ your brother/father like to do in his free time? Then, request
attention to the Listening Strategy by saying that if you hear that students write down the answers to the previous
the sound of dancing music and of people talking loudly, it questions in their notebooks.
is possible to guess that the speakers are dancing in a disco. Alternatively, you can have students socialize the options
Make sure they understand that the background sounds they checked in exercise 1 by using simple yes/no questions
help us understand the situation in which the speakers are. such as: Do you like to read in your free time? Do you like to
Play the audio twice if necessary and check their answers as listen to music? Do you like to go to the movies? Do you like to
a whole class. Finally, ask them to do the second part of the chat with friends?
task by checking what they like to do. When they are done,
you can go over some of their answers.

12
PRACTICE  EXTRA IDEAS 
3. Complete the survey with the verbs in the Word To help students internalize the newly learned vocabulary,
Bank. Then, answer it by selecting one option. divide the class into two big teams and give each one
25 small white pieces of paper. Ask each team to write
Before having students do the activity, invite them to
10 vowels and 15 consonants on the back of the papers.
come up with a definition of the word hobbyist and of each
Encourage them to form as many verbs as they can with
adjective in the pictures:
the letters they have and invite them to stick them on the
Hobbyist: someone who does something as a hobby. board. Correct pronunciation and spelling if needed. Finally,
invite some volunteers to tell the class about the activities
Quiet: someone who makes little noise.
they like to do in their free time. As a follow-up activity invite
Energetic: someone who has a lot of energy. students to play the game Ask and Tell in groups of four.
Artistic: someone who likes arts and artists. Make several copies of the board below, bring some dice and
hand them out to the groups. Ask students to roll a die to ask
Now, ask students to raise their hands if these questions a question or tell their partners the requested information.
address their personalities: Are you a hobbyist? Are you quiet? Go around the class to provide help if required. Do not forget
Are you energetic? Are you artistic? Now, focus students’ to congratulate them for their effort!
attention to the Word Bank by asking them to read each
word after you to practice pronunciation. Encourage some 1. Ask a 4. Talk about 7. Ask a 10. Talk about
volunteers to come up to the board and draw a picture classmate your free classmate your dad’s
his/her age. time his/her daily activity
representing each verb. After that, invite students to work activities. mom’s during the
on the survey. Explain that this exercise has three parts. The occupation. week.
first part consists of choosing the appropriate verb from the
2. Say what 5. Ask a 8. Talk about 11. Ask your
Word Bank and completing the gaps. The second part is the you do on classmate your classmates
survey, in which students check in the box on the left only weekends. about his/ hometown. about their
the option they prefer or like. The third part involves adding her dad’s favorite
the numbers that are by the check they selected and writing personality. sport.
down the total of points (for example, if they choose option 3. Ask a 6. Talk about 9. Ask a 12. Explain your
1 in all the questions, they will have a total score of 4 points). classmate your friend’s classmate personality.
Call students’ attention to the Key Expression, take it easy about his/ favorite free about his/
her origin/ time activity. her mom’s
(relax), by advising them not to rush to finish the exercise
nationality. personality.
but rather to do it well. Finally, check the completion of the
activity as a whole class and make sure all students answer
the survey. Encourage them to find out if they are a quiet, Project Stage 2  
energetic or artistic hobbyist. Let them read the benefits of
being quiet, energetic or artistic. Remind students they will continue working on their
projects. Have them brainstorm their family’s free time
activities and write them down on the family tree they drew
APPLICATION  in Project Stage 1. Suggest that they should start to look
4. Talk to a partner about your free time activities for cutouts and objects from magazines to represent their
using the information in exercise 3. Add extra family’s usual routines and free time activities. Remind them
information. to write sentences following the model in Project Stage 2.
Finally, remind them of the project socialization in the Share
Draw students’ attention to the Speaking Strategy and
Your Project section.
discuss what they understand. Tell them that we use the
expression, How about you?, to invite someone to talk.
As the idea is to add extra information and to address the
interpersonal, linguistic and bodily-kinesthetic intelligences,
elicit as many free time activities as they can think of and
write them on the board. Now, have them work in pairs to
practice repeating the conversation and using the free time
activities they have just mentioned.

13
Grammar and Vocabulary
3. Complete the survey with the verbs in the Word Bank. Then, answer it by selecting one option.

What Kind of Hobbyist Are You?


Word
Bank
• relax
Quiet Energetic Artistic
• read
• exercise
• sleep
• play
• sing
• write
• watch
• take

a. When it’s Sunday morning, do you prefer… c. When you go on a vacation trip, do you prefer...
1. to sleep late? 1. to relax all day at the hotel?
2. to watch TV? 2. to enjoy all the attractions the place offers?
3. to read a book? 3. to take photographs of the city?
b. When you meet your friends, do you like... d. When you feel stressed, do you like...
1. to hang out with them and go to places? 1. to take a shower?
2. to play soccer or basketball? 2. to exercise in a park?
3. to sing at a karaoke club? 3. to write a poem?

Points: Key Expressions


1 - 4 points: You’re a quiet hobbyist. You like to take it easy! Take it easy: to relax
5 - 8 points: You’re an energetic hobbyist. You love to get your body moving!
9 - 12 points: You’re an artistic hobbyist. You like to express yourself through art.

Speaking Strategy
4. Talk to a partner about your free time activities using the
information in exercise 3. Add extra information. Use How about you? to
encourage someone to talk.
What do you
like to do in I love to
your free time? play video games.
My favorite game is
Need for Speed.
How about you?

I like to hang
out with my
friends.

Project  Stage 2
• Make a list of your family’s free time activities. E.g. My mom likes to read books. My dad exercises
• Get cutouts from magazines to represent your on Sundays.
family’s typical routines and free time activities.
• Get objects that have some relation to the activities.
13
Lesson  3

Meet Celebrity Families


1. Look at the picture and guess the answer to the questions.
a. Who are they? They’re the Jonas Brothers.
b. What’s their profession? Answers
may
c. Where are they from?
vary.
d. What do they like to do in their free time?

2. Read and confirm your guesses.

a. The Jonas Brothers is an American pop music band. The members of this band are the three
brothers Kevin, Joe and Nick Jonas. They are special artists because they spend time with their
family and have a foundation to help children. Let’s take a look at the Jonas family members.

b. Her name is Denise Jonas. c. This is Mr. Kevin Jonas, the


She’s a loving mother, but father. He is a public figure,
she’s strict, too. She goes but he doesn’t like to be on
with her sons to all concerts camera. He’s the manager of
and interviews. his sons’ band.

Key Expressions
Work out: to exercise

d. Kevin Jonas is 29 years e. Joe Jonas is 27 years old. f. Nick Jonas is 24 years old.
old. In the band, he plays He is the lead singer in He is quiet and sensitive. He
the guitar and sings. He the band. He’s the fun doesn’t talk a lot, but he is
is romantic. He likes to and sporty brother. He a good songwriter. He plays
practice pole vaulting, but loves to work out and play the drums. He supports
he doesn’t have a lot of soccer in his free time. He children who suffer from
time to practice it now. He supports Special Olympic diabetes. He likes to write
supports many causes as a organizations in their songs and play baseball in
volunteer and contributor. foundation. his free time.
14
Lesson  3

Meet Celebrity Families


Planning
Learning Goals Indicators Key Vocabulary and Structures Strategies
This lesson will ¾¾ Predicts the content of a Vocabulary ¾¾ Scanning though the
guide students to text by using visual aids and Words related to professions, text to identify specific
identify specific background knowledge. nationalities and free time activities information
information to ¾¾ Scans for specific ¾¾ Using and to add
Expressions
improve reading information in a text. information and but
Work out
comprehension. to introduce opposite
¾¾ Writes a short text
Connectors ideas
following a scheme.
And / But

WARM UP (books closed)  PRACTICE  Track 08


Bring flashcards of famous people for students to play a
While-Reading
guessing game. Ask them about these people’s names,
ages, nationalities and professions. Similarly, bring a collage 2. Read and confirm your guesses.
featuring free time activities like soccer, baseball, basketball, Tell students they are going to listen and read the text to
gym workout routines, playing guitar, playing videogames, confirm their predictions. As soon as they finish, go back
song writing, doing homework, swimming and singing. to their predictions, confirm them and congratulate the
As you show and point to the pictures, have them guess students for their speculations. This will keep students
those activities and call on a volunteer to spell and write the motivated enough to continue enjoying their learning
activities on the board. Reward students for their attempts. process. Now, invite students to scan the text or move their
Then, do choral and individual repetitions while associating eyes quickly through it to find specific information. First,
the image with the sound and the word. ask them to look for the Key Expression: work out (the word
appears in paragraph e). Go over the Key Expressions box
PRESENTATION 1  and its meaning, as part of a person’s daily routine. Second,
encourage students to work in groups of three to participate
Pre-Reading in a speedy contest that consists of finding the adjectives
1. Look at the picture and guess the answer to the loving = showing lot of love (in paragraph b), romantic
= idealistic or amorous (paragraph d), strict = rigorous
questions.
or severe (paragraph b), sensitive = tender or delicate
Ask for a volunteer to read the instructions. Focus students’ (paragraph f), sporty = someone that enjoys and is good at
attention on the photograph and encourage them to sports (paragraph e), and quiet = not noisy (paragraph f).
speculate about their ages, origins and professions. Let Praise them verbally each time they find a word.
students know the importance of using imagery to predict
both the topic and the content of a text/reading passage.
Emphasize that a topic is a subject, an issue or a matter that
people write, study or discuss. For example, if we talk about
rap, pop and reggae, then the topic is music. Encourage
students to answer questions a to d as a whole class and
copy them on the board. Finally, invite them to read and
listen to confirm their guesses in the next exercise.

14
Encourage students to look at the boy’s photograph and
PRACTICE 
guess this: Who is he? How old is he? Where is he from? Is he
Post-Reading a singer too? Who are his parents? and so on. As soon as they
have done it, invite the class to get into groups of students
3. Work with a partner. Read the questions and
to complete the paragraph. Allow them the necessary time
complete the table as fast as possible. to do the task and go around the classroom listening. Ask
Invite students to pay attention to the Reading Strategy. them to cross-check their answers with other groups before
Again, tell them they will continue working on the reading inviting the whole class to share their answers.
sub-skill called reading for specific information or scanning,
which means that they should read the text quickly, or In case students still have doubts about the conjunctions
move their eyes quickly, to find the detailed information and / but, take a moment to clarify and revise the recently
they are interested in. Then, have them realize that using learned language by providing an extra example that is
graphic organizers like tables and diagrams helps them closely related to students’ daily life: I like to hang out with
present detailed or specific information. Once students have my friends and watch movies, but I don’t like to do household
understood the purpose and the manner in which the reading chores. Encourage students to identify the additional
comprehension activity is going to be done, get them into information and the opposite information in the example.
pairs. Ask some volunteers to read the instructions and go Then, elicit some examples from the class to make sure
over the questions in the table to help them center their students benefit from this further explanation.
attention on such details. Finally, mention that being able
to find specific information quickly helps them develop their PRACTICE 
reading competence, which means they will have the ability
to understand a text well. Go around the class and provide
While-Writing
help if necessary. Finally, invite them to cross-check answers 5. Write about yourself.
with other pairs before taking turns to socialize their findings Before asking students to write about themselves, focus
and their corresponding score as a whole class. Do not forget their attention on the Writing Strategy: Use and to give
to praise them verbally to keep their motivation up. additional information and but to introduce opposite ideas.
Alternatively, make a slide or scan the table, project it on Now, ask students to go back to the reading to identify and
the board and bring a couple of marker pens so that you can circle examples of these two conjunctions. Now, invite them
have students take turns to go up to the board to complete to write the paragraph in a collaborative fashion. Try to
the specific information they are supposed to identify in the elicit the information from them and model the paragraph
passage. by writing about yourself. Once they finish the activity,
congratulate them for their discipline and effort.
APPLICATION 
Project Stage 3  
Pre-Writing
Refer students to Project Stage 3. Tell them this is the
4. Complete the following paragraph with and or but. opportunity to finish their projects before presenting them
Write these two examples on the board: a) Nick doesn’t talk to the whole class in the Share Your Project section at the
a lot, but he is a good songwriter. b) Kevin plays the guitar and end of the unit. Stress the relevance of including all cutouts
sings. Ask students to pay attention to words in bold printing that depict the activities their families participate in. Tell
(and and but). Encourage them to draw a conclusion about them to let their imagination fly and to arrange the collage
the use of these two words: a) Use ____ (but) to introduce in an attractive way for the presentation.
an opposite idea; b) Use ____ (and) to give additional
information. Allow some time for students to study the
sentences carefully beforehand.

15
Reading and Writing
3. Work with a partner. Read the questions and
complete the table as fast as possible. Reading Strategy
Scan (move your eyes quickly) through
the text to find specific information.

Who finds the answers first?


Questions Answers Paragraphs
Me Partner
a. Why are the Jonas brothers Because they spend time with
a X
special artists? their family and help children.
b. What is Kevin like? He is romantic. d
c. Who is loving but strict? Denise Jonas b Answers
d. What does Nick like to do in He likes to write songs and may
f vary.
his free time? play baseball.
e. Who likes to work out? Joe Jonas e
He’s the manager of
f. What does Mr. Kevin Jonas do? c
his sons’ band.

Total score

4. Complete the following paragraph with and or


but.
Meet the Jonas’ little brother. His real name is Frankie,
but people call him Bonus Jonas. He’s 16 years
old. He’s short and (a) a little chubby. He’s fun
and (b) outgoing. He likes to sing, but (c)
he doesn’t play in his brothers´ band. In his free time,
he loves to play basketball and (d) video games.
He always does his homework, but (e) he doesn’t
like to do household chores.

Writing Strategy
5. Write about yourself. Use and to give additional information.
I’m... Use but to introduce an opposite idea.
(name - age)
Answers
may
vary. (personality - daily activities )

(free time activities - activities you don’t like to do)

Project  Stage 3
• Check that your magazine cutouts represent all the activities your family participates in.
• Get the materials you need to make your collage. E.g. cardboard, glue, markers, scissors, etc.
• Make your collage.
15
Lesson  4

What Kind of Person Are You?


1. Listen to the following descriptions. Write the activities you hear.

Charles Cynthia Mathew Kate


watches TV gets up at 6:00 AM talks on the phone does homework
sits all day does homework works on the computer chats with friends
eats potato chips exercises chats with clients watches late movies
and chocolate goes to work goes to bed at 1:00 AM

2. Listen again and identify the expressions below to complete the sentences.

couch potato busy bee early bird night owl

a. Charles is a couch potato . He likes to sit all day in front of the TV. He’s sedentary.
b. Cynthia is an early bird . She’s a morning person. She likes to do everything in the morning.
c. Mathew is a busy bee . He does a lot of activities at work.
d. Kate is a night owl . She’s an evening person. She likes to stay up late at night.

3. Complete the conversations. Use the expressions from the previous Key Expressions
exercise. No way! absolutely not
a. - Hey Mark! Do you want to go to the park? b. - Do you go to bed late?
- No way! I prefer to stay inside and watch TV. - No, I don’t. I go to sleep early because I like
- Come on! Your body needs some exercise. to exercise in the morning.
- It’s very cold outside. - What time do you get up?
- You’re a couch potato . - At 5:00 AM.
- Wow, you’re an early bird .
Reflect on Values
Always Sometimes Never
¾¾ I respect people’s lifestyles. Gap Activity
¾¾ I value free time activities. Student A goes to page 87.
¾¾I spend quality time with my family. Student B goes to page 89.
16
Lesson  4

What Kind of Person Are You?


Planning
Learning Goals Indicators Key Vocabulary and Structures Strategies
This lesson will guide ¾¾ Uses informal language to describe Vocabulary ¾¾ Picking up
students to use people’s personalities. To be an early bird expressions
idioms and colloquial To be a night owl and using them
expressions in informal To be a busy bee in informal
conversations. To be a couch potato conversations

the contextual information. Play the audio once or twice for


WARM UP (books closed) 
students to confirm their predictions or fill in the gaps with
Before students arrive to class, hide magazines cutouts of the correct information. Do not forget to praise them for
people carrying out actions related to the vocabulary from their work.
exercise 1 like: watching TV, doing housework, talking on the
phone, working on the computer, watching movies, working
out, and others, in different parts of the classroom. As PRACTICE 
soon as they show up, distribute pieces of paper with these 3. Complete the conversations. Use the expressions
activities written on them among students. Encourage them from the previous exercise.
to look around to find the images that match the written
Divide the class into two groups, A and B. Tell them they will
activities. Then, ask them to stick the magazine cutouts on
take part in a competition. With their books closed, assign
the board and label them with the matching cards.
a conversation to each team. Remind them to read the
corresponding conversation as quickly as possible to label
PRESENTATION 1  Track 09 the kind of person it describes. Likewise, tell them to shout
1. Listen to the following descriptions. Write the Stop! as soon as they finish labeling the type of person.
Check the answers and congratulate the winners.
activities you hear.
Keep the magazine cutouts of the warm up session on the
board. Introduce the lesson by asking students to have a Reflect on Values 
look at the pictures and predict which of the activities on the Make students realize the value of diversity by helping them
board they think are suitable for each person in the pictures. develop appreciation of other people’s lifestyles and free
Afterwards, get them in pairs to listen to the audio to time activities. Before answering the survey individually,
confirm their predictions or fill in the blanks with the correct ask them to be as honest as possible when thinking about
information. Finally, check the answers as a whole class, and values. Finish by highlighting the fact that although we are
congratulate them for their guessing. all very different from each other, we all still hang out with
our friends and have fun.
PRESENTATION 2  Track 10

2. Listen again and identify the expressions below


Gap Activity  
to complete the sentences. Assign students an A and B letter so that they get into
Stress the importance of using informal expressions in real or in pairs. Tell them that they will work on a Gap Activity
face to face communication since they are part of everyday that consists of reading together, finding out the missing
language, and so make the speaker sound more natural. information by asking appropriate questions and writing it
Then, invite students to take a look at the illustrations down in the spaces given. Let them know that while student
and describe what they see. Elicit as much information as A asks questions by using the clues given, student B is
possible and write it on the board. Once they have come expected to answer them by scanning and vice versa.
up with the correct interpretation of the illustrations, have
them do choral and individual repetitions of the expressions
given. Call on some volunteers to read the instructions and
statements a to d. Challenge them to fill in the gaps by using
16
Share Your Project
1. Discuss your experience.   3. Answer.  
Start this session by inviting students to reflect on what they Get them to work in pairs to answer the two questions
experienced while creating their collages. Make students posed. Go around the class to see if they need any help.
realize that the work they have all done demands several
skills. Mention, for instance, the abilities required to jot 4. Give your Presentation.  
down their family members personal information. Continue
mentioning the ability needed to select both appropriate Call on some volunteers to read aloud the steps they should
magazine cutouts and small objects representing their follow when doing their presentations, and stress the fact
family’s usual routines and free time activities. Finish by that those steps will help them organize the information.
saying that the creative and attractive ways in which they Continue by making students realize that there is a
have made their collages are amazing! Mention that a correspondence between the Give your Presentation box
project of this type requires personal commitment, patience and the Useful Expressions box. Encourage them to draw a
and attention. Emphasize the need for language choice and line to join the steps with the useful expressions given. Say,
correctness. Finally, point out that this individual experience for example that to introduce themselves and their family
should always help them become better students and members, the can say: Hello, my name is… This is my father,
communicators. his name is… and this is my mother, her name is... Then,
they can describe their personalities, routines and so forth.
Before asking students to work on the Discuss your
Recommend that they point at the pictures and show the
Experience section, first remind them that listening to our
objects they pasted on their collages at the same time as
classmates attentively is a sign of good manners. Second,
they speak. Stress the fact that they shouldn’t read. Finally,
say that it is not a simple skill, but rather a complex one to
advise them be attentive when answering their classmates’
develop because it demands careful attention and respect
questions about their families.
for others’ ideas. Also, mention that we always learn from
our classmates’ ideas, experiences and work. Do not forget to create a special setting where they can
present the projects to the class. Also, suggest that students
Now, have students work in groups and explain the chosen
greet and invite their classmates to listen to their collage
options about their experience while carrying out their
presentation, and encourage them to do it with confidence
project. If some students checked boring or confusing for
and enthusiasm. Also, remind students to listen to their
a and b, devote some time to listen to their reasons and
classmates when they are talking, write questions about their
propose tips when developing the following projects.
classmates’ families, raise their hands to ask questions at
the end, and avoid unkind comments. In general, encourage
2. Listen and read.   Track 11 students to give constructive feedback on their classmates’
presentations, and value creativity and resourcefulness,
Prior to having students listen and read, challenge them to demonstrated through the use of congratulating or praising
come up with their own definition of a collage and copy it expressions such us: Congratulations! That’s incredible!
on the board. Then, encourage them to recall the steps they Outstanding performance! Fantastic! Excellent! Superb! and
followed to make their collages creative and attractive, and so forth.
number them on the board. Play the audio once for students
to learn about the final product of their projects. Now, invite
them to compare their definitions and stages to the ones
they heard in the audio. Put a check or a happy face next to
those that are similar to the ones mentioned in the audio.
Reward the whole class by having a round of applause for
their contributions.

17
Real Communication

Share Your Project


1. Discuss your experience.
Check the options that are true for you.
a. I think this project is… b. The stages of the project are…
interesting. clear.
Answers may vary.
boring. confusing.

2. Listen and read.

A collage (a French word that means “glue”) is a style


of art. People paste together pieces of colored paper,
magazine cutouts, photographs or small objects on a piece
of paper.
Check out these steps to make your collage more attractive:
1. Choose a nice base for your collage. Use colored
cardboard or paint your base.
2. Use different materials. Paste magazine cutouts,
photographs, cloth, toys, and use different kinds of
paper.
3. Play with shapes. The cutouts don’t have to be only
squares. Cut them in fun shapes: circles, triangles or strips.
4. Let your imagination fly! A collage is a free-style technique.

3. Answer.
a. What is a collage?
b. What materials do people use in a collage?

Give your Presentation


• Introduce yourself and the members of your
family. Useful Expressions
• Describe their personalities, routines and free • Hello everyone. My name is…
time activities. • This is my brother. His name is…
• Use the pictures and objects you pasted to • He is a sporty...
guide your oral presentation. Don’t read! • Every day my brother wakes…
• Answer your partners’ questions about your • In his free time he likes to…, but he doesn’t like to...
family. Add more details. • He prefers to …
17
Comic 
A Mysterious Friend
Listen and read. He is sporty.
He likes to do
I have a mysterious friend. sit ups in the
morning.

He studies science.
He doesn’t take a He has a great memory.
bus to the university.
He prefers to jump
over buildings.

He’s very intelligent,


but he’s very shy with girls.

After school, he
works for a
newspaper. He is a
photographer.

At the end of the


day, he likes to help
people in trouble.

Who is my friend?
Take a guess!

18
Comic

A Mysterious Friend
Listen and read.  EXTRA IDEAS 
Pre-Reading (books closed) Explain there are four types of speech bubbles we can use in
a comic strip and write them on the board as shown below.
Draw students’ attention to the title of the comic. Write it
Tell students each bubble has a different purpose. Get them
on the board and ask what they understand by a mysterious
to work in groups of four. Make them realize the importance
friend. Accept as many ideas as they come up with and write
of developing the habit of writing in a free and creative way.
them on the board.
Invite them to think and adapt the comic strip by including
While-Reading  Track 12 other information. Allow them enough time to finish the
task. Go around the classroom and provide help if necessary.
Invite the students to read the comic strip silently and Encourage students to read the new version of the comic to
individually. Remind them to look at the pictures carefully the class. Congratulate them for their originality.
for a better understanding of the comic. Recommend that
students read the whole story without stopping to look up
new words. If the context and the visual clues are not enough
for them to understand those unknown words, tell them you Speech Speech
will discuss them the second time they read the comic strip.

Post-Reading 
Let students preview the comic strip and encourage them to
guess what it is about. After listening to their guesses, have Thought Exclamation!
students work in pairs to answer these questions: What’s
the mysterious friend like? What does he do in the morning?
What does he study? How does he go to university? What’s
his occupation? What does he do at the end of the day? What
does he do in his free time? What people does he like to help?
What’s his name? Tell students to go back to the comic strip
if they need to confirm information to answer the questions.

18
Quiz Time
Before the test 3. Listen to the description and order the
actions from 1 to 9 as you hear them. 
Let students know this evaluation helps them become
Track 13
aware of their strengths and weaknesses. Make them realize
the importance of being able to identify learning difficulties Have some volunteers read the instructions and the
and the possible learning strategies to overcome them. information given in the list. Then, remind them to pay
Invite them to answer the quiz individually, and then check special attention to main verbs to help them order the
their answers in pairs before socializing them with the whole actions. Now, ask students to do their task. Finally, have
class. Keep in mind that the idea is to help students learn them check answers with their classmates.
in a comfortable and safe environment, and avoid having 4. Circle the correct word that completes the
students get discouraged.
sentences. 
1. Fill in the blanks with the right word. Use the Have students recall the use of conjunctions and and but to
Word Bank.  give additional information and introduce opposite ideas,
Have students read the sentences and see if they have any respectively. Invite the students to individually read the five
questions. Invite them to read the words in the Word Bank sentences carefully and decide. Ask them to compare their
for a couple of seconds individually. Encourage them to start answers with their classmates. Have as many volunteers
filling in the blanks with the right word from the Word Bank. as possible to check the answers for the whole quiz. Ask
Advise them to cross out each word they use to avoid getting students to use a color pencil to check () the right answers
confused. Finally, invite them to work in pairs to read their and correct the wrong ones. Finally, have them reflect on
answers to each other. Go around the classroom listening to the reasons for their mistakes and identify which learning
each pair of students, and help them when necessary. strategies can be used to avoid making them again.

2. Complete the following information with the


Self-Evaluation  
correct form of the verbs in parentheses. 
Have students complete the table individually. Remind
Get students to read the instructions together, and quickly them to be as honest as possible when answering this Self-
review the Simple Present tense with the verbs: be, like, Evaluation. Do not forget to praise them verbally for their
work, study, go, love, prefer, talk, etc., paying special effort and learning, to keep their motivation up.
attention to the third person inflection. Then, encourage
them to complete the paragraph individually. Finally, give
them some time to compare with their classmates.

Glossary
Have students read the Glossary. Tell them to pay attention synonyms or antonyms. Once you have clarified any possible
to specific elements in each definition. For example, they doubts about the words, students can solve the Glossary
need to be aware whether the word is a noun, a verb or Activities on page 93. Please bear in mind that this page
an adjective. They also need to know if the words have corresponds to page 20 in the Teacher’s guide.

19
Quiz Time
1. Fill in the blanks with the right word. Use the Word Bank.
a. My father gets nervous in front of people. Word Bank
He’s a shy person. shy sporty lazy
b. My sister exercises from Monday to Sunday. quiet outgoing
She is sporty .
c. My brother prefers to sleep late on weekends. He doesn’t like to exercise.
He is lazy .
d. My mother has many friends because she is sociable.
She is an outgoing person.
e. My cousin doesn’t hang out with noisy people. He doesn’t talk a lot.
He is a quiet person.

2. Complete the following information with the correct form of the verbs in parentheses.
My sister Kate is (a. be) a secretary. She has (b. have) a part-time job.
She works (c. work) in the mornings, and studies (d. study) in the afternoons.
She doesn’t work (e. not work) on weekends. She is not (f. not be) lazy, but she
likes (g. like) to wake up late on weekends.
In her free time, she hangs out (h. hang out) with her friends. She also goes (i. go) to the
park with me and plays basketball, but she doesn’t play (j. not play) very well.
She is (k. be) a great person.

3. Listen to the description and order the 4. Circle the correct word that completes the
actions from 1 to 9 as you hear them. sentences.
A Typical Day in My Son’s Life
a. Jenny likes to sing, play the guitar and / but
2 He has breakfast.
dance.
9 He goes to bed at 11:00 PM.
b. My brother is a little short and / but he’s a good
4 He hangs out with his friends at noon. basketball player.
8 He does homework. c. I like to play video games and / but I don’t play
5 He goes to work at a music store. all day. Only 1 hour.
1 He wakes up very early, like around 6:00 AM. d. Jennifer listens to music and / but reads books in
3 He goes to university. her free time.
e. My brothers love to listen to rock music
6 He arrives home at 6:00 PM.
and / but I don’t like it. I prefer reggae.
7 He exercises.

Self-Evaluation
Now I can... Very Well OK A Little
¾¾describe my family.
¾¾express likes and dislikes.
¾¾connect sentences with and and but.
19
Activities on page 93

Glossary
A-E develop: v. to progress gradually. pole vaulting: n. a sport where
artistic: adj. inclined toward the drums: n. a group of musical people jump over a high crossbar.
arts. My friend is an artsy boy. He instruments that includes metal
likes painting, music and literature. and plastic pieces. Nick Jonas plays
the drums in his band.

Q-Z
quiet: adj. calm, serene. (syn.
relaxed)
sensitive: adj. someone who is
energetic: adj. full of energy. (syn. susceptible to others’ feelings or
active) circumstances.
serious: adj. a person who doesn’t
background: n. sounds that F-P have an expression of happiness.
surround a situation. Electronic figure: n. an important or famous shape: n. form e.g. triangle, circle,
music is the background music of the person. The Jonas Brothers are square.
film. music figures. shop: v. to buy.
cardboard: n. a kind of thin paper. free: adj. not busy. On weekends I shy: adj. timid.
couch: n. a sofa. am free. I don’t have to go to school. sit ups: n. abdominal exercises.
fun: adj. humorous or comical. sporty: adj. someone who loves to
Comedians are fun people. practice sports.
household chores: n. activities a stage: n. a phase of a project.
person does to clean the house. talkative: adj. someone who
hobbyist: n. a person who practices speaks a lot.
a specific activity in his free time. wake up: v. to stop sleeping.
joke: n. a funny story that makes
someone laugh.
lazy: adj. someone who is inactive Colloquial Expressions
or doesn’t like to work. (ant. active A busy bee: a very busy person.
cousin: n. the son of one’s uncle or – energetic)
aunt. lead singer: n. the main singer in a A couch potato: someone who
chat: v. to talk to a person on the band. sits and watches TV all day.
Internet. loving: adj. demonstrating affection An early bird: a person who
cutouts: n. pieces of paper from for others. Denise Jonas is a loving wakes up early in the morning.
magazines or newspapers. mother.
A night owl: a person who stays
nervous: adj. someone who feels up late at night.
anxious or tense. (ant. relaxed) I
feel nervous when I speak in front of Hang out: to spend time with
the class. friends.
noisy: adj. that makes a lot of high Invite out: to invite to go to a
volume sounds. (ant. quiet) place.
outgoing: adj. someone who is
sociable and extroverted. (syn. No way! absolutely not.
friendly) Take it easy: to relax.
paste: v. to attach something with
glue. Work out: to exercise.
20
Student’s Book page 93
Unit 1

Glossary Activities
1. Match the words with their antonyms. 4. Label the pictures.
a. shy d 1. lazy
b. nervous c 2. quiet
c. noisy a 3. outgoing
d. sporty b 4. relaxed a. drums

2. Complete the sentences using words from


the previous exercise.
a. My brother is really noisy .He
plays his heavy metal music all day.
b. My father is an outgoing person.
b. shape
He is very sociable and has many friends.
c. Our new classmate is shy .
She doesn’t talk to others. Her face goes red
when you talk to her.
d. Joe’s sister is quiet . She
doesn’t like noisy people and prefers to read in c. pole vaulting
silent places.

3. Check the right option that completes


the sentences.
a. Pete likes to at the
d. couch
gym every day.
wake up
work out
b. I make my collage with
5. Complete the sentences with the correct
from magazines. colloquial expressions.
sit ups busy bee
a. I’m a . I study in the
cutouts morning and I work in the afternoon. Then,
c. Mary loves to with her I work out at the gym.
friends. They have a good time. b. Dan is a couch potato . He likes to
invite out watch TV and eat all day.
hang out c. My grandmother is an early bird .
d. Mark likes to exercise his abdomen. She likes to wake up at 5:00 AM every day.
He does 50 every day. d. Jane likes to do homework at night. She usually
sit ups goes to bed at 11:00 PM.
cutouts She’s a night owl .
20
93
2
UNIT Skills CEF Standards Indicators

Comprehension
Can understand ¾¾ Identifies people’s customs from around the
general and detailed world.

Listening
Cultures Around the World information in short and
simple descriptions.
¾¾ Recognizes nationalities, greetings, clothing,
food, and celebrations from diverse cultures.
¾¾ Distinguishes between people’s habitual
actions, routines and temporary actions that
are marked with time expressions.

Comprehension

Can grasp the main ¾¾ Uses pictures to predict the content of a text.
Reading

idea and details of ¾¾ Identifies the main parts of a text.


an informative and
¾¾ Differentiates between people’s habitual
descriptive text based
actions, routines and temporary actions that
on meaningful imagery.
are marked with time expressions.
Interaction

Can ask and answer ¾¾ Describes people’s customs from other


questions about cultures.
Oral

people’s habitual and ¾¾ Talks about celebrations in other countries.


temporary actions.

Can make simple ¾¾ Asks and answers questions about the


Expression

descriptions of people’s frequency of people’s habitual actions or


Oral

habitual and temporary routines.


actions. ¾¾ Asks and answers questions about customs
and celebrations from around the world.
Expression

Can produce a series of ¾¾ Writes informal messages using fixed


Written

simple sentences and expressions.


informal messages. ¾¾ Writes simple sentences to describe customs
of other cultures.

21
2
UNIT General Objective
uu
You will be able to describe customs and
celebrations around the world.

Communication Goals
uu
You will learn how to

Cultures Around the World CLIL


uu
• talk about customs of other cultures.
• talk about celebrations in other countries.

• Greetings • Food
• Clothing • Celebrations and Holidays
Vocabulary
• Words related to customs and celebrations
Grammar
• Simple Present tense with adverbs
of frequency
• Present Progressive tense

Idioms and Colloquial


uu
Expressions
• I’m feasting my eyes on
• Out of this world
• The place is packed
• Hope you’re doing well
• Take place

Project
uu
Slide Show Presentation
You will prepare a slide show
presentation on a specific culture.

Discuss:
• Where are these people from?
• What are they wearing?
• What are they doing?
Lesson  1

Diverse Customs
1. Complete the text with the corresponding Word Bank
country. Use the Word Bank. Then, listen • China • Saudi Arabia • Japan
and check. • Mexico • Thailand • Spain

In Thailand (a) people In China and Japan (b) In Saudi Arabia (c)
always greet with a bow to people usually use chopsticks women never wear skirts. They
express respect. to eat with. wear veils and long dresses.

In Mexico (d) people In Spain (e) In China (f) people


pray in churches. They often people usually give Christmas sometimes celebrate their New
go to church on Sundays. presents on January 6th. Year at the end of January.

2. Complete the box using the 3. Complete the sentences with the
Vocabulary
Word Bank. verbs in exercise 2 and guess the
Strategy
nationality.
Make word
Word Bank
combinations
• in a temple • chocolates to remember
• a kiss • St Valentine’s Day new
rivia Quiz
• a hat Cultural T ra b ia n w o men expressions.
ian / Greek / A y d a y .
a. In d v e r imes
greet with
a bow
ll y wear veils e n e z u e la ns somet
usua Ve rs.
a kiss
n s / t h e Chinese / s e fa m ily membe
a nly clo
celebrate the New Year b. Americ kiss, but o ays
St Valentine’s Day gre e t w it h a
s / Ca n a dians alw
presents lombian
give chocolates u s t r a lians / Co Septemb
er.
c . A a y in They
wear skirts celebrate L
ab o r D
a r e v e r y religious.
a hat ussians
n s / Arabs / R day.
pray in a church d. It a li a
r a y fiv e times a
in a temple p
22 often
Lesson  1

Diverse Customs
Planning
Learning Goals Indicators Key Vocabulary and Structures Strategies
This lesson will ¾¾ Describes people’s customs Vocabulary ¾¾ Making word combinations
enable students from around the world. Words related to customs to remember new
to talk about ¾¾ Asks questions about the expressions
Structures
customs from frequency of actions that ¾¾ Using Really? to show
Simple Present tense with
around the world. people do. interest in a conversation
adverbs of frequency

a church (d), utensils people use to eat (b), a special celebration


WARM UP (books closed) 
(f), a present or a gift (e), greeting (a), and special clothes or
Ask students if they know any greetings that people use in clothing (c). Praise the pairs of students who first identify
other parts of the world. Write on the board the greetings the pictures with a sound expression. Then, ask students: Do
they mention. Draw a table with two columns, as shown you go to church? When do you go to church? What utensils do
below, and fill it in as you present the rest of the greetings you use to eat? Do you celebrate Christmas Eve and New Year?
by mimicking, naming and writing them on the board. What do you do on New Year’s Eve? Afterwards, call on some
Alternatively surf the Internet, choose pictures representing volunteers to read the words in the Word Bank aloud. Invite
the greeting, bring them in and present the greetings by them to continue working in pairs to complete the texts. As
showing the pictures, saying the greetings aloud and writing soon as they have finished, play the audio once for them to
them on the board. confirm their answers. Play the recording as many times as
Greeting Country necessary. Finally, check answers as a whole class.
Bowing Thailand
Shaking hands USA PRACTICE 
Kissing people on one cheek Colombia 2. Complete the box using the Word Bank.
Kissing people on both cheeks France Refer students to the Vocabulary Strategy and model it by
Kissing people three times on the cheek Russia drawing the box on the board and writing extra examples
Bowing and putting hands together Iran like: write a letter, answer a question, visit a friend, and the
like, for them to see how word combinations are made.
Challenge them to guess the corresponding nationalities Now, call on two volunteers to read the instructions and the
and write them on the board (Thai, American, Colombian, expressions in the Word Bank. Then, invite them to complete
French, Russian, and Iranian). Then, ask students to look the table by making word combinations. Check the answers
for a partner, stand in front of each other and do what you as a whole class and, again, reward them.
command. Now, mention some nationalities for them to
greet accordingly. For example, say: You are Americans, greet 3. Complete the sentences with the verbs of
your partner; you are French, Russian, and so on. Remember exercise 2 and guess the nationality. 
to congratulate them. Finally, invite them to explore the Track 15
images on page 21 by asking the questions: Where are these
Prepare students for the Cultural Trivia Quiz by asking them
people from? What are their nationalities? What are they
to close their books and finish the statements they will hear
wearing? What are they doing? and so forth.
from you: Greet with…. (a kiss); Celebrate… (the New Year
/ Christmas Eve / Labor Day); Pray in… (a church); Give…
PRESENTATION 1  Track 14 (presents/gifts); Wear… (skirts/veils). Then, encourage
1. Complete the text with the corresponding country. students to answer the quiz in pairs. Finish the activity by
Use the Word Bank. Then, listen and check. checking the answers as a whole class.
To promote the interpersonal, linguistic and visual-spatial
intelligences, invite students to work in pairs to take part in
a swift contest. Ask them to identify the picture that shows:
22
PRESENTATION 2  PRACTICE 
4. Complete the sentences using frequency 5. Answer the questions and add one more. Then,
adverbs. Use the words in parentheses. interview a partner.
Begin by writing real examples on the board, making sure Call on a volunteer to read the instructions. To promote
you use different color marker pens for the adverbs and the the development of the intrapersonal and interpersonal
verbs: You always wear the school uniform. You always do intelligences, first, invite students to complete the first
your homework. You sometimes greet by shaking hands. You column of the table (Me) individually, and then ask them to
never greet by bowing. Make them notice that the words in stand up and look for a partner s/he never works with. Now,
red are called adverbs of frequency because they tell us how encourage them to interview their partners and complete
frequently someone does something and always go before the second column of the table (Partner). Go around the class
verbs. Invite students to take a look at the bar chart on the to check intonation and question structure. Before drawing
left and have them identify the corresponding percentage students’ attention to the Speaking Strategy, ask them: How
for each one of the adverbs of frequency. If needed, revise often do you greet with a kiss? or How often do you eat fast
pronunciation and take advantage of the Vocabulary food? As soon as they reply you say Really? Let them know
Strategy worked on in exercise 2 on the previous page, by we say Really? to show interest in the conversation. Finally,
having students do individual and choral repetitions of both to aid the development of the interpersonal intelligence,
adverbs and word combinations. Next, get students to work have them practice the conversation model given with the
in groups of four to complete the sentences by interpreting Speaking Strategy.
both the illustrations and the shaded bar indicting the
frequency in each picture. Go around the classroom and help Project Stage 1  
them if necessary. Once students have done that, center
their attention on the Reflect on Grammar box. Have them For students to get the whole idea of the project and to
notice the expressions of frequency to answer the question better promote the improvement of the interpersonal,
How often do you…? to refer to the frequency a person does visual-spatial and linguistic intelligences, go to the Share
something. Then, draw their attention to the interrogative Your Project section (page 29) and carefully read the three
and affirmative structures to ask about the frequency of sections that need to be carried out when presenting it.
actions. Have them work on the frequency expressions by Start this session by making students realize that working
asking them questions like: How often do you come to school? in groups demands several skills. Mention, for instance, the
How often do you wear the school uniform? How often do you cooperative skills required to form a group and choose a
go to church? How often do you give presents to your relatives? country that everybody in the group likes, to remain in the
How often do you eat fast food? How often do you greet your group, to take turns to talk, to have equal opportunities to
friends with a kiss? Write complete answers on the board and express ideas and opinions, to ask for help, and to integrate
use a different colors for the expressions of frequency (We ideas. Continue by mentioning the ability needed to allow
come to school every day; We take a shower every morning; I everyone to contribute his/her ability to look for specific
give presents to my relatives once a year; They go to the gym information about customs from other cultures (in particular
twice a week and so forth). greeting, eating habits and clothing) or to draw/get pictures
that represent the information you have found. Also,
emphasize that the group’s commitment when carrying
out the project will guarantee the attainment of the group’s
objectives. Finally, point out that group work experiences
will always help them become better individuals, students
and communicators.

23
Grammar and Vocabulary
Adverbs of Frequency 100%
Reflect on Grammar
Use adverbs of frequency to indicate the frequency of actions.
80%
Interrogative Affirmative
How often do Arabian They never wear skirts.
60%
women wear skirts? They always wear long dresses.
Expressions of frequency
40% day Once day
week Twice week
Sometimes

20% Every morning Three times a month


Usually

Always
Never

Often

month Four times year


5% year
0% Arabian women usually wear Arabs often pray
veils every day. five times a day.
4. Complete the sentences using frequency
adverbs. Use the words in parentheses.

(greet with a kiss) (give a present)

a. The French c. Americans usually


always greet with a kiss give a present to
on both cheeks. their new neighbors.

(use their left hand) (eat fast food)

b. Indian people never d. Chinese people .


use their left sometimes eat
hand to eat with. fast food .

5. Answer the questions and add one more. Speaking Strategy


Then, interview a partner.
Use Really? to show interest in a conversation.
How often do you… Me Partner
a. eat fast food? usually I usually eat
How often do hamburgers on
b. pray in a temple? Answers you eat fast weekends.
c. eat with chopsticks? may food?
d. greet your neighbors? vary.
e.
? Really? Yeah.

Project  Stage 1
• Get in groups of 3 and choose a country you are interested in. E.g. We like China.
• Look for information about greetings, eating habits and clothing.
• Get 3 pictures that represent the information you find.
23
Lesson  2

Celebrating Diversity
1. Listen and fill in the blanks with the verbs you hear. Reflect on Grammar

Reporter: Welcome to another Globetrotters show. Today Present Progressive Tense


we´re in Sevilla, Spain. People are celebrating the Use it to talk about actions that happen
Sevilla’s fair and watching the parades. Some at the moment of speaking.
others are riding horses, singing (a) flamenco Affirmative / Negative Sentences
songs or eating (b) Spanish food. Let’s ask the I am (not) eating tapas.
You are (not) eating tapas.
locals and learn more about this celebration.
He / She / It is (not) singing.
Hola! Excuse me, what are you wearing? It’s a
We / You / They are (not) dancing now.
beautiful dress.
wearing Yes / No Questions
Woman: I’m (c) a traditional flamenco dress.
Are you eating tapas?
I always wear it during the celebrations. Look! The
Is he / she / it singing?
flamenco dancers are dancing (d) now. Sorry, Are we / you / they dancing now?
I need to go.
Wh-questions
Reporter: Hola! Excuse me, what are you eating? What are you doing?
Man: I’m eating (e) tapas. What is he / she / it doing?
What are we / you / they doing?
Reporter: Tapas?
Man: Yeah, they’re snacks. I love bread and ham tapas.
They’re so delicious. Here, try this one.
Reporter: Hmm, it’s really good. Key Expressions
Here, try this one: take, eat this

Pronunciation

The sound /η/


Listen and repeat.
dancing
wearing
celebrating
singing
eating

2. Fill in the blanks with the right form of the verbs in the Present Progressive tense.

a. What are you doing (do)? I´m decorating (1. decorate) some eggs for Easter.
b. What is your husband doing (2. do)? He ´s hiding (3. hide) the eggs in the garden.
c. What are your children playing (4. play)? They ´re looking (5. look) for the Easter eggs right now.
24
Lesson  2

Celebrating Diversity
Planning
Learning Goals Indicators Key Vocabulary and Structures Strategies
This lesson will ¾¾ Describes people’s Vocabulary ¾¾ Paying attention to time
enable learners habitual actions and Words related to celebrations expressions to choose the
to talk about routines. right form of the verb
Expressions
celebrations from ¾¾ Uses time expressions Here, try this one!
around the world. like: always, usually, every
year, once a day. Structures
Simple Present tense
Present Progressive

the picture below the interview. Ask: What are these people
WARM UP (books closed)  doing? What are they celebrating? What are they saying?
Draw an oval on the board and inside it write the word What are they wearing? What are they eating? Call on some
celebrations. Invite students to take turns to go up to volunteers to go up to board and write their classmates’
the board and write the celebrations they know in their answers. After that, call on some volunteers to read the
country. Then, take the most representative and meaningful instructions. Challenge students by asking them to work in
celebration for them and ask: What do you usually eat pairs to try to fill in the blanks before actually listening to the
during the celebration? What do you usually wear during recording. Have them listen to the audio to fill in the blanks,
the celebration? Do you usually dance? Do you usually ride and then ask students to compare their answers with their
horses? and so forth. Elicit as much information as you can partners. Play the audio twice if necessary and when they
and write it down on the board. Finally, revise some previous are done, confirm their predictions. Do not forget to praise
language knowledge by having them talk to the classmate them for their hard work. Finally draw students’ attention to
next to them and answer the question What is your favorite the Key Expressions by explaining that saying Hey, try this
celebration? Praise them for their contributions. one means that we are giving a person something we are
eating for him/her to taste.
PRESENTATION 1  Track 16
PRACTICE  Track 17 - 18
1. Listen and fill in the blanks with the verbs you
hear. 2. Fill in the blanks with the right form of the verbs
Prior to having students listen to the recording, refer students in the Present Progressive tense.
to the Reflect on Grammar box and have them realize that Focus students’ attention on the Pronunciation box and let
we use the Present Progressive tense to talk about actions them know the symbol / ŋ / is the phonetic representation
that happen at the moment of speaking (now). To model the of the –ing ending. Encourage them to listen attentively
interrogative and the affirmative forms, ask and write on to the recording and repeat after it. Do some choral and
the board: What are we doing now? Reply, We are studying individual drills to ensure they get the correct pronunciation
English. Alternatively, ask: Are we studying English now? of this sound. Invite students do the exercise in pairs and
Reply, Yes, we are studying English now. Use different colors then socialize their answers as a whole class. Correct
for both the verb to be and the –ing form of the main verbs pronunciation of the –ing ending if necessary.
(e.g.Yes, we are studying now). Continue by asking something
they are not doing at that moment like Are you dancing now?
Are you eating now? Are you singing now? Again, write their
negative answers on the board by using different colors for
both the negative form of the verb to be and the –ing form of
the main verbs (e.g. No, we are not dancing now). Then, as a
way to gradually develop the visual-spatial intelligence, do
some picture exploitation and center students’ attention on
24
PRESENTATION 2  PRACTICE  Track 19

3. Match the pictures with their corresponding 4. Circle the appropriate form of the verb. Then,
descriptions. listen and check.
Begin by encouraging students to describe the two Center students’ attention on the Grammar Strategy box
photographs. Ask: Where are these people from? What are and ask them to read it. Invite them to participate in a
they doing? What are they wearing? After doing the exercise, quick memory contest in which they are supposed to recall
refer students to the Reflect on Grammar box and have and say aloud the time expressions we use to describe
them realize that in English we use the Simple Present tense both habitual actions and routines (always, never, usually,
to describe habitual actions and routines. In contrast, we etc.), and temporary actions or actions happening at the
use the Present Progressive tense to describe temporary moment of speaking (now, right now, at the moment, today,
actions, actions happening at the moment of speaking or these days). As they mention those, correct pronunciation
to describe a scene. Stress the use of the time expressions whenever necessary. As soon as they have recalled them,
with the Simple Present tense by writing them in different call on a volunteer to read the instruction. Encourage them
colors in a couple of examples relevant to students’ contexts to work in pairs to choose the correct option before playing
like: We always celebrate Christmas on December 25th. I the recording for them to listen attentively and confirm.
celebrate Christmas with my family every year. We never go
to bed before midnight. Then, invite students to follow the APPLICATION 
example given on the board to write their own sentences
about a celebration they know of, making use of the adverbs 5. Think of a celebration in your country and
of frequency and other time expressions. Go around the describe what people usually do.
classroom and provide help where necessary. You can also Draw students’ attention to the example given in Andres
have students browse through their classmates’ examples, and Nicole’s conversation, by calling on two volunteers to
by first inviting them to leave their notebooks on their desks read the short dialog. Make students notice that they are
and then go peer-reviewing and give feedback on both mentioning the exact date or time when people celebrate
content and structure. and what they do to celebrate. As the idea is to use prior
Once you have done this, highlight the time expressions knowledge and address the interpersonal, linguistic and
they can use with the Present Progressive tense such as visual intelligences, divide the class into two big groups, A
now, right now, at the moment, today, and these days. Take and B, and tell them they will play the game Guess a Sketch!
the opportunity to promote instant sentence writing by Group A is supposed to think of two celebrations from their
using pictures. Bring in some pictures in which people from country (date and activities done on the occasion) and
different cultures are celebrating with temporary actions draw them. Group B is supposed to guess the dates and the
and stick them on the board. Allow the students some time temporary actions people do to celebrate. Group A should
to look at the pictures. Then, tell them you will point at the ask Group B: What are these people celebrating? and What
picture and dictate some sentences for completion. Each are they doing? If students in group B find it difficult to guess,
sentence will have a time expression and the main verb in students in group A should give them hints like: Are they
the –ing form. For example, Colombian people are enjoying celebrating Mother’s Day? Are they giving presents to each
the Rock al Parque Festival now. At the moment, Venezuelan other? Are they having a special dinner? Are they wearing
people are dressing a girl with flowers for the May Cross (La brand new clothes?
Cruz de mayo) celebration. American children are wearing
costumes for Halloween. Do not forget to congratulate them Project Stage 2  
for their effort.
Make students realize that this stage of the project is
divided into three sub-parts, so they should also assign a
task to each group member based on their abilities. Finish
by emphasizing the need to be selective when looking
for information about celebrations from their countries.
Likewise, stress the need for language choice and correctness
when describing dates, activities, food and clothing.

25
Grammar and Vocabulary
3. Match the pictures with their corresponding descriptions.
a. I’m from Saudi Arabia. Today I’m wearing
b traditional Arabian clothes. This morning a
I’m fasting because we’re celebrating
Ramadan. During Ramadan, we never eat
until sunset.
b. I’m Irish. I’m wearing green clothes today
because we’re celebrating St Patrick’s
Day. It is great. Right now people are
dancing and singing traditional Irish
songs. I always watch the parade in the
street.

Reflect on Grammar
Simple Present Tense Present Progressive Tense
Use it to describe temporary actions, actions happening
Use it to describe habitual actions and routines.
at the moment of speaking or to describe a scene.
The children are looking for the Easter eggs right now.
I always watch the parade in the street. Now people are singing traditional Irish songs.
Arabs never eat on Ramadan until sunset. Today Arabs are fasting because they are celebrating
Ramadan.
Time expressions: always, usually, every year, Time expressions: now, right now, these days, today,
once a day at the moment

4. Circle the appropriate form of the verb. Then, listen and check.

At the moment I am practicing / practice a traditional dance for the “Virgen Grammar
del Carmen” festival at my school. Peruvians are celebrating / celebrate (a) this Strategy
religious holiday event every year in July. These days many people are cleaning / clean Pay attention to
(b) and decorating / decorate (c) the streets for the procession of our Mother Mary. time expressions
On this day, people usually are dancing / dance (d), are playing / play (e) Peruvian folk to choose the right
music and go to church. form of the verb.

5. Think of a celebration in your country and describe what people usually do.

Andres: Loo
k! This is my
of the Dead dad celebra
ting the Day
Nicole: Wh in Mexico.
en do people
Andres: The celebrate it?
1st and 2nd
Nicole: Wh o f November.
at is he doin
Andres: He g?
is praying a
t my ancesto
rs’ graves.
Project  Stage 2
• Find a celebration that occurs in the country you are working on in this project.
• Get specific information about the celebration (date, activities, food and clothing).
• Get four pictures that represent the information about the celebration.
25
Lesson  3

Enjoying a New Culture


1. Look at the pictures and complete the sentences. Then, check your guesses in the text.
a. This celebration takes place in...
Japan.
China.
Korea.
b. These people are celebrating...
New Year.
Dragon Boat Festival.

Reading Strategy
Use pictures to predict the content
of a text.

2. Read the following email. Then, identify the parts of the text.
Use the Word Bank. Word Bank
To: Marth@haooy.com • Introduction • Body • Ending
Subject: Chinese New Year

Hello Martha,

I hope you’re doing well. How is school going? These days I’m visiting and a. Introduction
enjoying the magnificent capital of China. I’m having a great time in Beijing.
Actually, I’m writing this email in the street.

Today, Chinese people are celebrating the Chinese NewYear. It usually takes place
at the end of January or the beginning of February. On this day, people don’t go
to work. They usually go outside to watch the parade, eat a lot of food and watch
b. Body
fireworks at night. This parade is great! There are dragons. People are wearing
red clothes. They’re singing and playing traditional Chinese music. Some people
are giving red envelopes to each other. They say these envelops bring good luck.

I have to go now. Please say hello to mom and dad. I miss you very much.
c. Ending
Talk to you soon,

Roger
Key Expressions
Take place: to happen, to occur
Hope you’re doing well: I expect you are OK
26
Lesson  3

Enjoying a New Culture


Planning
Learning Goals Indicators Key Vocabulary and Structures Strategies
This lesson will ¾¾ Predicts the content of a text by Vocabulary ¾¾ Using pictures
guide students to using pictures and background Words related to nationalities to predict the
predict the content knowledge. and celebrations content of a
of a text and identify ¾¾ Scans to identify the parts of a text. text
the communicative ¾¾ Using fixed
¾¾ Writes an email following a
function of expressions expressions to
scheme, using fixed expressions
to improve reading write an email
and details given.
comprehension.

is the conclusion, the ending or closing sentence to remind


PRESENTATION 1 
the reader about the topic of the text. Then, go back to
Pre-Reading their predictions, confirm them and congratulate them on
their guesses. This will keep students motivated enough to
1. Look at the pictures and complete the
continue contributing in class. After that, invite students to
sentences. Then, check your guesses in the text. scan to find the specific information that makes each part.
Prior to having students do the activity, focus students’ For the introduction, ask: What is the first sentence about?
attention on the Reading Strategy: Use pictures to predict (Greeting / expressing good wishes); How about the second
the content of a text. Let students know the importance of sentence? (Asking for general information); What follows
using imagery to predict both the topic and the content of a in the same part? (Saying where you are). For the body,
reading passage. Ask for a volunteer to read the instructions. ask: What does Roger say in the first part of the body? (The
Now, encourage students to take a look at the pictures and name of the holiday or celebration); What does he say in the
speculate about the celebrations, the places where they second part of the body? (The place where the celebration
happen, and what people are doing to celebrate. Then, takes place and what people are doing, wearing and eating).
invite them to answer questions a and b in pairs. Allow some For the conclusion, ask: What is the first sentence about?
time for completion of the task and confirm their choices as (Sending greetings to other people); What is the second
a whole class. Finally, invite students to predict the content sentence about? (Saying goodbye). To continue exploiting
of the email below and write their predictions on the board. the text, invite students to look for the Key Expressions:
Take place (it appears in the body) and Hope you’re doing well
PRACTICE  (it appears in the introduction). Praise them verbally each
time they find the expressions. Now, go over the meaning
While-Reading of the Key Expressions, as part of the introduction and body
2. Read the following email. Then, identify the parts of an email.
of the text. Use the Word Bank.
Draw students’ attention on the Word Bank and call on a
volunteer to read the three words. Make them realize that
each part should contain certain information. Ask them
to work in groups of four and read the email carefully,
identifying and labeling each part. Use the text’s structure
to remind them how to organize a piece of writing:
introduction, body and conclusion. Tell them that the first
part is always the introduction (it usually includes greetings
and contextualization); the second part is the main part of
the text that includes more information (specific details to
make the text more interesting and explain the topic more
clearly) and is what we know as the body; and the third part
26
PRACTICE  APPLICATION 
Post-Reading While-Writing
3. Answer the questions based on the reading. 5. Use the prompts to complete the email.
Take advantage of this exercise to revise the Reading Before asking students to complete the email, focus their
Strategy used in the first unit. Tell students they will attention on the Writing Strategy: Use fixed expressions to
continue working on the reading strategy called scanning write a text (Hello; Talk to you soon; I hope you are doing well;
or reading quickly to find specific information, which means Please, say hello to…, etc.). If necessary, go over all the fixed
that they should move their eyes quickly to find the detailed expressions presented in the previous exercise. Now, refer
information they are interested in. Once students have students to the communicative functions for each part of
understood the purpose and the way in which the reading the email, which are presented on the right side. Similarly,
comprehension activity is going to be done, get them into have students read the specific details which are on the
pairs. Ask some volunteers to read the instructions and go left side. Let them know they are expected to fulfill the
over the questions a to e, to help them center their attention communicative function with the fixed expressions given on
on such details. Go around the class and provide help if the left side, and provide specific information taken from the
necessary. Allow enough time for students to complete the specific details in the left-hand side box. Then, ask students
task. Then, invite them to cross-check answers with other to work in groups of four to write the email in a collaborative
pairs before taking turns to socialize their findings with fashion. Go around the classroom and provide help and
the whole class. Do not forget to praise them verbally to guidance where necessary. Once they finish the activity,
keep their motivation up. Afterwards, have students realize congratulate them for their discipline and effort.
that questions b and c refer to temporary action or actions
people do at the moment of speaking or writing. Similarly, Project Stage 3  
question d refers to habitual actions or routines people do.
Finally, stress that being able to scan a text to find specific Refer students to Project Stage 3. Stress the relevance of
information quickly helps them develop their reading following a process to write the sentences that will describe
competence. the pictures from Project Stages 1 and 2. First, ask students
to pre-write their sentences, which consists of planning and
PRESENTATION 2  organizing their thoughts before writing them. Second,
tell them to edit those sentences by correcting language
Pre-Writing structures and spelling. Third, advise them to revise their
4. Identify the expressions on the left in the text writings to make improvements or express ideas in a simpler
and clearer way. Later, you can remind students to take into
in exercise 2. Then, match them with their
account the following tips to make attractive slides: a) Look
function. for an appealing title for your presentation and include all
Make students aware of the fact that when we use language the participants or members of the group; b) Choose a clear
expressions, they are intended to say something in particular readable font (Arial, Calibri and Tahoma are suitable for
or convey meaning. This is called the communicative function academic assignments); c) Make sure the layout of the slides
of the language we use. To exemplify, say: Good morning, is balanced, in terms of text and images (not too much text,
dear students! Ask them what is the communicative function not too many pictures); and d) Acknowledge sources (give
(to greet them). Also ask: What’s your name? Where do the credit to the artist who took the photograph or drew the
you live? What’s your telephone number? Ask them what is picture, or the name of the magazine/newspaper from where
the communicative function or intended meaning of this you took it). Finally, encourage them to be as cooperative as
expression (to ask for personal information). Once this possible to reach their group or shared objectives/goals.
is clear, call on a volunteer and ask him/her to read the
instructions. Then, invite students to first work individually
to match the expressions with the corresponding
communicative function. Finally, encourage them to cross-
check their findings with their classmates before socializing
answers as a whole class.

27
Reading and Writing

3. Answer the questions based on the reading.


a. Where is Roger? Roger is in China.
b. What city is Roger visiting? He is visiting Beijing.
c. Where is Roger writing the email? He’s writing it in the street.
d. What do people usually wear for the celebration? They usually wear red clothes.
e. What are people doing right now? They’re singing and playing traditional music.

4. Identify the expressions on the left in the text in exercise 2. Then, match them with their
function.
Expressions Functions
a. Hello... c 1. Ask for general information
b. I hope you’re doing well. d 2. Send greetings to other people
c. How is school going? e 3. Say goodbye
d. Please say hello to… b 4. Express your good intentions
e. Talk to you soon, a 5. Greet your partner

5. Use the prompts to complete the email.

To: Takh@conect.jp
Writing Strategy Subject: Celebrating in the USA
Use fixed expressions
to write a text. Hello, Hello Introduction
Takahiro,
• Express your good
I hope..., Talk to you intentions.
I hope you’re doing well.
soon… • Ask for general
How’s school going?
information.
These days I’m visiting the USA.
• Say where you are.
Country: The USA
Celebration: Today we’re celebrating Independence Day. Body
Independence Day It always takes place on July 4th. • Say the name of the
holiday.
Date: July 4th • Say what people are
People are wearing colorful clothes, doing and wearing.
Activities:
hanging out with friends and eating
• watch fireworks
barbecued hamburgers and hot dogs.
• hang out with friends
• eat barbecued My friends are calling me, I have to go now. Ending
hamburgers and Please say hello to mom and dad. • Send greetings to other
hot dogs people.
• wear colorful clothes, Talk to you soon, • Say goodbye.
hats (red - white -
blue) Teruko
Project  Stage 3
Describethe
• • Describe thepictures
picturesof
ofstages
stages11and
and2.2.Use
Usesimple
simplesentences. E.g. In this picture Japanese people are
sentences..
• Check the spelling of the words you use.
Eg. In this picture Japanese people are
wearing kimonos.
• Check the spelling of the sentences.
• Paste and type in the information on different slides. wearing kimonos.
• Paste and type the information on different slides
27
Lesson  4

Out of this World!

1. Listen and complete the conversation • The place is packed • I’m feasting my eyes on
with the idioms in the box. • It’s out of this world

Mother: Hi, darling! Oh, it’s really noisy! Where are you? Mother: Floats? What are they?
Tina: I’m on the street. We are celebrating the Tina: They are special cars with big figures of people
Whites and Blacks Carnival. The place is packed or animals. Right now, I’m feasting
(a). There are about 500 people around. my eyes on (c) a float that has a big
parrot. It looks very real. Its colors are intense.
Mother: Really? How is it going?
Mother: Wow! I see you’re having a good time in
Tina: This celebration is spectacular and incredible.
It’s out of this world Colombia. I’ll call you later. Take care, I love
(b).
you.
People usually paint their faces or wear masks.
Ah, there are floats. Tina: OK, mom. Talk to you soon. I love you, too.

2. Write the idioms under the corresponding picture.

The place is packed I’m feasting my eyes on It’s out of this world

3. Match the idioms with their meaning. 4. Answer the questions below and
b
share with a partner.
a. The place is packed to enjoy what you see
b. I’m feasting my eyes on c something spectacular a. What do you think is out of this world?
c. It’s out of this world a a place full of people b. What places are usually packed in your
town?
c. What do you feast your eyes on?
Reflect on Values
Always Sometimes Never
¾¾I learn about other cultures. Gap Activity
¾¾I respect different customs.
Student A goes to page 87.
¾¾I value my own culture. Student B goes to page 89.
28
Lesson  4

Out of this World!


Planning
Learning Goals Indicators Key Vocabulary and Structures Strategies
This lesson will guide ¾¾ Uses informal language Vocabulary ¾¾ Listening attentively to
students to use to refer to special The place is packed catch new expressions
idioms and colloquial celebrations. I’m feasting my eyes on and use them in
expressions in informal It’s out of this world informal conversations
conversations.

WARM UP (books closed)  3. Match the idioms with their meaning. 


Before students arrive to class, put up (on the classroom Remind students that to learn new words and expressions
walls) newspaper or magazine cutouts of people celebrating we need to think of synonyms or equivalent words or
diverse national festivals, carnivals and fairs from your own expressions, as a learning strategy. Invite a volunteer to read
country. As soon as they show up, encourage them to guess the instructions and the idioms given in the first column. As
the name of the festival, carnival or fair pictured in the they may be already familiar with these idioms, encourage
cutouts. Then, ask them to stick the cutouts on the board students to choose the answer as a whole class and say it
and label them with the corresponding names. aloud. Make sure everybody has understood or provide
further explanation if needed.
PRESENTATION 1  Track 20 4. Answer the questions below and share with a
1. Listen and complete the conversation with the partner. 
idioms in the box. Now, invite students to sit down, and carefully read the
Before having students listen to the recording, do some questions and think of their answers. After that, encourage
picture exploitation. Ask: What are these people doing? them to look for a partner, so that they can ask each other
What celebrations are these? What clothes are they wearing? those questions and share their answers. Go around the
How many people are there in the third picture? Are there class, check language structures and pronunciation, and
floats in these pictures? (pictures 1 and 3) What do floats provide help and guidance when necessary.
represent? Why are they wearing masks? and so forth. Now,
write on the board these three sentences: There are too Reflect on Values 
many people; I’m delighted with what I’m seeing; and It’s Make students realize that people’s traditions, customs,
magnificent. Challenge students by asking them to find the and celebrations are part of their cultural background. In
corresponding expression in the box. Congratulate them the same way, let them know about the culture-language
on their guessing. Then, have them listen to the recording connection implied in the learning of a foreign language
individually. Afterwards, get them in pairs to listen to the like English. Tell them that to better understand and learn
audio for the second time to confirm their answers or fill in a language it is essential to know the cultural aspects
the blanks with the correct information. that underlie that particular culture. Ask: What religious
traditional customs do we have in our country? What musical
PRESENTATION 2  festivals do we celebrate? By making students realize the
2. Write the idioms under the corresponding picture. value of diversity they will gradually develop an appreciation
of their own and other cultures.
At this point, students are both emotionally and linguistically
prepared for this exercise. They have already identified the
meaning of the idioms in the box, so invite students to label
the pictures individually, as quickly as they can. Then, ask
them to cross-check answers with their classmates. Once
they have come up with the correct interpretation and
labeling of the illustrations, congratulate them for their
good work.
28
Share Your Project
1. Discuss your experience.   or a happy face next to those that are similar to the ones
mentioned in the recording, as a reward for their attempt to
Start this session by making students realize that the work define and establish the procedure. Now, ask them to close
they have all done shows that they have learned to work their books and get them to work in pairs to answer the two
cooperatively. Say, for instance, that this project shows questions posed. Go around the class to see if they need any
that group members participated equally, that there was help. Allow enough time for the completion of the task, and
individual responsibility towards the group objective, as then call on some volunteers to socialize their answers as a
well as real interaction and negotiation, and group or peer whole class.
evaluation of their final product. Let them know you are
really impressed with the result of their groups’ efforts. 3. Give your Presentation.  
Again, say that a PowerPoint or a slide show demands both
individual and group work and commitment, which in turn Start by making students realize that there is a connection
help them, become better individuals. Continue by inviting between the Give your Presentation box and the Useful
students to talk about their experience of carrying out the Expressions box. Encourage them to participate in a
project and have them check the aspects they really like. quick competition to match the Useful Expressions with
Finally, ask them to qualify or grade the project stages as their corresponding communicative function. Model the
easy or difficult parts of the process, and have them think game by asking: Good Morning, everybody, what’s the
about the reasons they have for their choice. communicative function? (They should say to greet the
audience). However, make them realize that among the
2. Read and discuss.   Track 21 list of communicative functions there is one action that
refers to looking at the audience so that they do not have
Prepare students for the reading by challenging them to to match it with any useful expression. Once they have
both define a PowerPoint presentation and make a list done it, praise them for their hard work and immediately
of the steps to make one. They may say that they are a afterwards, recall with them the set of social norms we
group of pictures and words that explain a topic at school. should observe when attending a presentation: a) Listen to
Likewise, they may say that the steps are: first, looking for our classmates attentively; b) Show respect for others’ ideas;
the information in different sources (books, the Internet, c) Take turns to express constructive and helpful comments on
magazines, and newspapers) and then selecting attractive the groups’ efforts; and d) Contribute to our classmates’ work
images. Alternatively, elicit answers by asking: Where do with respectful suggestions about alternatives to be included
you look for the information? What are the possible sources? in the presentation. Finally, get them to help you with the
Do you need to look for greetings, eating habits and clothing arrangement of the setting for their presentations; recall that
to describe different cultures? Do you tell the audience your circles are advisable to help students make eye contact with
source/where you took the information from? and the like. the audience and consequently engage everybody and have
Copy their answers on the board for them to confirm later. them listen attentively. Invite them to start socializing their
Invite students to read and listen to the definition and the tips presentations with their classmates and the teacher. Do not
they should keep in mind to prepare an excellent slide show forget to value acknowledgment of the tips given in Project
presentation. Stress the fact that those tips will help them Stage 2 in lesson 3. Praise them with sound expressions like:
give a more organized presentation. As soon as they have Congratulations! That’s incredible! Outstanding performance!
finished, encourage them to compare their definitions and Fantastic! Excellent! Superb! and so forth. Reward the whole
the steps with the ones given in the recording. Put a check class by having a round of applause for their excellent work.

29
Real Communication

Share Your Project


1. Discuss your experience. Answers
a. Check the aspect you completely like about your presentation. may mary.
greetings food clothing celebrations
b. What do you think about the stages of the project?

stages easy difficult


Finding the information is…
Writing the sentences is… Answers
Finding the images is… may vary.
Preparing the slides is…

2. Read and discuss.

A slide show presentation is a series of pictures that


people use to give a presentation at school or work.
People use computer programs such as PowerPoint or
Quick Slide Show to organize the pictures. A slide show
is interesting because images are always the best way
to explain a topic. Here are some tips to prepare an
excellent slide show presentation:
• Find information about the topic and decide what
you want to present.
• Choose clear and interesting images to support
your ideas.
• Don’t write a lot of text. Use only key words.
• Check that the texts are easy to read. Don’t use
too much color or animation.

a. What is a slide show presentation?


b. What tips do presenters follow to make their
presentations?

Give your Presentation


• Greet your audience.
• Mention the country.
• Mention the topics of the presentation. Useful Expressions
• During the presentation, show each slide • Good morning everybody.
one by one. Stop and describe it. • My presentation is about… (country´s name).
• Look at your audience always. • The topics of this presentation are greetings, food…
• Check if your audience has any questions • In this slide people are eating / wearing / greeting / giving...
and answer them. • Do you have any questions?
• Thank your audience. • Thanks for your attention.
29
Game 

A Fun German Parade!


Get in pairs.
1. Look at picture A and share what you see with your partner.
2. Look at picture B for two minutes. Then, write down a list of 10 differences you find on a piece of paper.
E.g. In picture A, a man is watching the time. In picture B, he is drinking water.
The one who finds the most differences is the winner.

a.

b.

30
Game

A Fun German Parade!


Get in pairs. 2. Look at picture B for two minutes. Then write
1. Look at picture A and share what you see with down a list of 10 differences you find on a piece
your partner.  of paper. E.g. In picture A, a man is watching the
First, direct students’ attention to the heading: A Fun German time. In picture B, he is drinking water. The one
Parade. Ask them to define what a parade is and then see if who finds the most differences is the winner. 
they can come with a description for a fun parade. Accept
as many ideas as they come up with and write them on the To foster the development of the linguistic, visual-spatial and
board. Afterwards, draw students’ attention to picture A, intrapersonal intelligences, ask students to work individually
and have them preview it individually, for a minute. Before and take a look at picture B for a couple of minutes before
asking them to tell you what they saw (What are these people starting to write down a list of differences. Advise them to
doing?), make sure you present the following key vocabulary pay special attention to the people in the picture, the actions
to get the most out of the activity: hold (balloons, flags), they are doing, the clothes they are wearing, and the objects
play an instrument (cymbals, drums, trumpets, xylophones) they are holding. Tell students that the one who finds the
throwing (roses) take (photos), record (event), wear (a hat, most differences and writes them down on the piece of
pants). In this way you will reinforce the activity or word paper will be the winner. S/he should shout Stop writing! as
combinations developed in lesson 1. You can expand the soon as s/he finishes. To help those who are less visual, invite
activity by adding some other questions such as: How many the winner to read the differences while you write them
people are there? Is the place packed? How many women on the board. This way you can make sure all students can
are there? How many men are there? Are there any children identify and write down all the differences.
in the picture? Are there any animals in the picture? etc.
Finally, encourage them to work with a partner to describe
the picture to each other. Go around the classroom, check
EXTRA IDEAS 
sentence structure and pronunciation, and provide help if Alternatively, divide the class into two big groups/teams, A
needed. and B. Encourage students to take part in a contest called I
Spy with my Little Eye. They should say: I spy with my little
eye something that starts with an f (for flag), a b (for balloon),
an x (for xylophone), and so on. Both teams are supposed
to take turns to ask and look for the things identified and
mentioned by each group. Do not forget to praise them for
their effort.

30
Quiz Time
Before the test 2. Complete the following sentences using the
Word Bank. Use the Simple Present or the
Let students know that the purpose of this evaluation is to
Present Progressive tense. 
allow them to show what they have learned in this unit. Also
mention that by being able to identify our shortcomings Briefly review the time expressions we use with the Present
or weaknesses we can recognize strategic solutions to Progressive tense such as: now, right now, these days, today,
overcome them. Moreover, stress that this process implies and at the moment. Get students to read the instructions
reflecting on or thinking about the various ways in which we together with the words in the Word Bank. Encourage them
process information to help us identify strategies to learn to complete the sentences individually and then allow them
more effectively. Continue by saying that learning strategies some time to compare with their classmates.
are techniques that students use to improve their learning 3. Complete the message. Use the expressions in
process. Finish by emphasizing that the Quiz Time has been
the box. 
designed by taking into account the learning strategies
worked on throughout the unit. Therefore, they will have Go over the Writing Strategy learned in lesson 3 of this
more chances of succeeding than of failing. Now, invite unit: “Use fixed expressions to write a text”. To facilitate
them to answer the quiz individually, and then check their completion of the task, remind them that those fixed
answers in pairs, before socializing them with the whole expressions have a communicative function. Encourage
class. Keep in mind that the idea is to help students learn them to work individually first, and then to cross-check
in a safe non-threatening environment that keeps students’ answers with their classmates.
motivation up.
1. Read the charts. Then, associate the colors and
Self-Evaluation  
write complete sentences.  Have students to individually reflect on the language
Have students individually read the instructions, the learning objectives that appear in the table. Remind them
information in the chart (custom and nationality) and the to be as sincere/frank as possible when answering this self-
bar chart used for the adverbs of frequency. Remind them evaluation. Do not forget to praise them verbally for their
to pay special attention to the colors of the cells and bars to effort and learning, to keep their motivation up.
identify the corresponding adverb for each sentence. Make
sure they have understood the instructions and see if they
have any questions. If necessary, clarify that the color of each
cell should match the color of each adverb. Also invite them
to start writing the sentences including the corresponding
adverb. Finally, have them work in pairs to read their
sentences to each other. Go around the classroom listening
to each pair of students, and help them when necessary.

Glossary
Have students read the Glossary. Tell them to pay attention have synonyms or antonyms. Once you have clarified some
to specific elements in each definition. For example, they possible doubts about the words, students can solve the
need to pay attention to whether the word is a noun, a Glossary Activities on page 94. Please bear in mind that this
verb or an adjective. They also need to know if the words page corresponds to page 32 in the Teacher’s guide.

31
Quiz Time
1. Read the charts. Then, associate the colors and 2. Complete the following sentences using the
write complete sentences. Word Bank. Use the Simple Present or the
Present Progressive tense.
Custom Nationality
have soup for breakfast, The Vietnamese Word Bank
lunch and dinner
• celebrate • pray • wear • give • watch
use their left hand to eat with People in India
give chocolates at Easter Americans a. Mark always gives his mom
flowers on Mother’s Day.
wear a veil Saudi Arabian women b. These days people are celebrating the
wear kimonos on special The Japanese Carnival in Rio de Janeiro.
occasions c. People are very quiet in church. Right now they
are praying for their families.
Always d. I usually watch the fireworks with
Usually my family on Independence Day.
e. Look! People are wearing big hats.
Often They’re out of this world!
Sometimes
Never
3. Complete the message. Use the expressions in
a. The Vietnamese usually have soup for the box.
breakfast, lunch and dinner . • Please say hello to • How is school going?
• I hope you’re doing well. • Hello
• Talk to you soon,
b. People in India never use their left
hand to eat with .
a. Hello Pete,
b. I hope you’re doing well.
c. Americans sometimes give c. How is school going?
chocolates at Easter . I’m having a great time here in Puebla, Mexico.
Right now I’m eating delicious “quesadillas.”
Saudi Arabian women always Today is my roommate’s birthday so we’re
d.
having a piñata party. Everybody is really happy.
wear a veil . We´re dancing and singing “rancheras.” It’s fun.
d. Please say hello to our
e. The Japanese often wear kimonos mom. Tell her I’m fine.
on special occasions . e. Talk to you soon,
Jane
Self-Evaluation
Now I can... Very Well OK A Little
¾¾talk about customs and habits in different countries.
¾¾describe what people are doing.
¾¾use fixed expressions to write informal messages.
31
Activities on page 94

Glossary
A-F fireworks: n. exploding objects parade: n. a public procession that
bow: n. the act of bending one’s that are used for entertainment or includes floats and bands.
body to greet. celebrations. pray: v. to speak to God.

cheek: n. the side of the face under


the eyes.
chopsticks: n. long pieces of wood
used for eating.
church: n. a place where people go
to pray. (syn. temple) float: n. a platform mounted on a present: n. an object you give
trailer with flowers, inflated figures someone on a special occasion.
that are presented in a parade. (syn. gift)
Ramadan: n. a religious celebration
of the Islamic religion. During this
time people don’t eat food until the
sun goes down.
ride: v. to sit and travel on the back
of an animal such as a horse or a
camel.
slide: n. a transparency that is
placed in a projector for formal
folk music: n. traditional music presentations at school or work.
costume: n. a style of dress that identifies a community. twice: adv. on two occasions. (syn.
including accessories, make-up, or “Cumbia” is a kind of folk music in two times)
hairstyle that is characteristic of a South American countries. veil: n. a piece of cloth that covers
community, event or celebration. the face.
custom: n. special practices or G-Z
actions a specific community has. greet: v. to say hello to someone.
(syn. habit) It’s a custom for Indian holiday: n. a day of special
people not to eat with their left importance to a community when Colloquial Expressions
hand. people celebrate or remember an
Easter: n. the most important important event. Here, try this one: take, eat this.
celebration in the Christian hide: v. to cover something so Hope you’re doing well: I expect
religion. people cannot see it. you’re OK.
envelope: n. a rectangular kiss: n. the act of touching with the
container usually used for putting lips. I’m feasting my eyes on: to
letters inside. local: n. a person who lives in and enjoy what you see.
fair: n. a kind of bazaar where represents a particular community.
people meet, show products or The locals are telling the tourists It’s out of this world:
get entertained. It takes place at a about the best restaurants in their spectacular, extraordinary.
certain site and time of the year. city.
The place is packed: the place is
fast: v. to not eat food especially miss: v. to feel sad because the
full of people.
during religious celebrations. people you love are not with you.
once: adv. on one occasion. (syn. Take place: to occur,
one time) to happen.
32
Student’s Book page 94
Unit 2

1. Complete the words.


Glossary Activities
a. This word refers to bending your body when you say hello to someone. b o w

b. This action refers to talking to God. p r a y

c. This action refers to traveling on the back of a horse. r i d e

d. This word refers to a religious holiday for Christians. E a s t e r

e. This word refers to traditional practices or actions of a specific society. c u s t o m

2. Do the crossword. 3. Fill in the blanks with words from the


a. exploding and luminous things people use in previous exercise.
celebrations a. It’s a custom for Arabian women to wear a
b. a piece of cloth that covers your face veil all the time.
c. a public procession on the street
b. The 15th of September is a
d. not to eat food holiday in Guatemala. People
e. a special day for a community
commemorate their Independence Day.
f. a place where people go to pray
c. I´m very religious. I fast
f.
c once a month. I don’t eat anything.
c.
h p d. I love to watch the fireworks
d. u a at night during the celebrations. They’re noisy:
a. f i r e w o r k s Boom! Boom! But they´re full of light and color.
a c a e. Some Christian people go to church .
s e. h o l i d a y They prefer to pray in this place.
b. v e i l t e

4. Label the pictures.

a. envelope b. present c. kiss

d. chopsticks e. float f. cheek 32


94
Test Training A
Before the test questions in the black column and that each one has three
options (A, B, and C). They need to choose one by checking
The questions in this test reflect those in the Preliminary it. Ask them to read the example and allow some time for
English Test (PET). Remember that this level shows that the them to study it carefully. Make them notice that in this
student deals with everyday written and spoken English exercise they should consider both the pictures and the
at a basic level. Let them know that there are constant context given in the questions / interrogative statements.
characteristics or elements for each language skill in the Recommend that students carefully observe the pictures to
test. When reading, students should be able to read signs, be able to predict information. To lower anxiety, tell them
articles, newspapers and magazines, as well as understand they will listen to the conversations twice. Recommend that
the main ideas in a text. When listening, they should be they that read each question carefully so that they identify
able to grasp meaning in announcements, interviews and the information they need to listen out for (e.g. personality,
conversations about everyday life. Finally, when speaking, habitual activities, hobbies, and activities people do at the
they should be able to ask and answer questions about moment of speaking.) Finally, play the audio twice for
personal information, habitual activities, likes, dislikes, students to complete the task individually.
celebrations, past experiences, and anecdotes. Stress that
the purposes of this test is to detect their strengths and Speaking Candidate A
weaknesses, and measure their learning objectives. For
Use the information in the card and the picture to
these reasons, they should come prepare to show how much
they have learned. describe the celebration. Then, tell your partner
about it.
During the test After getting students to read the instructions carefully, have
them go over the information in the card and pay particular
attention to find the details they need to tell their partners
Listening Track 22
about, such as the celebration’s name, the place where it
Listen to five conversations twice. happens, the activities people do, the clothes people wear,
For questions 1-5, check the correct answer in the and what food people eat. Similarly, have them recall that to
describe how people celebrate special occasions they need
answer box.
to use the Simple Present tense with words like usually,
Make students realize that it is very important to read the often, sometimes, and never. Finally, encourage student A to
instructions carefully to understand what they have to do. describe the celebration to student B.
Refer them to the answer box and explain that there are five

33
Test Training A

4. What’s Jenny doing now?

Listening
0 A B C
1 A B C
Listen to five conversations twice.

Answer
2 A B C


For questions 1-5, check the correct answer in the answer box. 3 A B C
Example: 4 A B C A B C
5 A B C

0. What is Mike like? 5. What are the boys celebrating?

A B C A B C

1. What’s your sister like?

Speaking Candidate A
A B C
Use the information in the card and the picture to describe the celebration. Then, tell your
partner about it.
2. What does her brother do on Saturday mornings?

Saint Lucy’s Day


Saint Lucy is a common celebration in
Sweden. People celebrate it on December
A B C 13th. People usually go to processions and
pray in a church. They usually wear white
clothes. Girls wear long dresses and roses in
3. What’s Dave’s hobby? their hair. People often eat a special kind of
bread.

A B C

33
34
Writing 0 outgoing
11 shy
Answer

Read the description of people’s personalities. 12 sporty


What’s the word for each description? 13 lazy


Reading 0 A B C D E F
The first letter is already there. Write the complete word in the 14 quite
6 A B C D E F 15
answer box. fun

Answer
Complete the conversation about a celebration. 7 A B C D E F


For questions 6 - 10, mark the correct letter in the answer box. 8 A B C D E F
9 Example:
A B C D E F
Example: 10 A B C D E F

0. I have many friends. o


Tom: Hi, Kate. How are you?
Kate: 0…
11. She’s really timid. s

12. My mom loves to do exercise. s


Tom: I’m doing fine. Listen, what are you doing now? A. Oh, yes. I know him. He’s a fun person.
Kate: 6… 13. He stays in bed until 11 AM. l

14. I don’t talk much. q


B. I’m listening to music. Where are you? It’s
Tom: I’m celebrating Mateo’s birthday at his house. very noisy. f
15. My sister makes people laugh.
Mateo Sanchez is our classmate from Mexico.
Kate: 7…
C. Candies! I love candies. And the food? Are
Tom: Right. He always tells jokes. Listen, this is a special they serving Mexican food?
party. It’s a piñata party.
Speaking Candidate B
Kate: 8…
D. A piñata party? What’s that? Use the information in the card and the picture to describe the celebration. Then, tell your
partner about it.
Tom: A piñata is a figure of an animal that people make
with paper-mache. They put candies in it. It’s fun. E. Sure, I want to go. Where does Mateo live?
Kate: 9…
Masskara Festival
F. I’m fine. And you? Masskarra Festival is a common celebration in
Tom: Of course. I’m eating burritos and quesadillas now.
the Philippines. People celebrate it on October
Come to the party. We’re having a lot of fun.
19th. They usually see float competitions,
Kate: 10… dance in the streets and sing karaoke. They
Tom: His house is on Park Street. Across from the park.
usually wear smiling masks and colorful
costumes. People often participate in games
and competitions.
Reading Writing
Complete the conversation about a celebration. Read the description of people’s personalities.
For questions 6 - 10, mark the correct letter in the What’s the word for each description? The first
answer box. letter is already there. Write the complete word in
Remind students to read the instructions before reading the answer box.
the fragments of the conversation, so that they know the Ask students to read the instructions. Refer them to the
purpose of the reading. Tell students they can complete answer box. Ask them to observe that there are 5 questions
the conversations by applying the strategy of predicting in the black column (11-15) and that each one has the
information. Let them know that to do so, they should pay corresponding space to write ONE word. Have them
special attention to the verbs used in the questions. The idea consider the example given. Make them aware that the
activity consists of completing the descriptions of people’s
is to predict the possible answers or the information they
personalities by writing just one word in the space given. To
expect to follow. Exemplify by writing these examples on
reduce students’ anxiety, invite them to recall the adjectives
the board, making sure you use different marker pens.
they learned to describe people’s personalities. Finally,
A: Where are you? B: I’m at home. encourage them to start completing their writing exercise
individually.
A: What are you doing now? B: I’m watching TV.
A: What movie are you watching? B: I’m watching a horror movie. Speaking Candidate B
A: I want to watch it. B: Come to my house. Use the information in the card and the picture to
A: Where do you live? B: I live on Swan Street. describe the celebration. Then, tell your partner
about it.
Make sure students have understood the purpose of the Get students to read the instructions and the information
reading and that they do the reading comprehension in the card. Again, ask them to pay particular attention to
exercise before they check the answer box. Make them the details they need to tell their partners about, such as the
notice that there are 5 questions in the black column (6- celebration’s name, the place where it happens, the activities
10) and that each one has 6 options (A, B, C, D, E, and F) people do, the clothes people wear, and what food people
eat. Have them recall that to describe how people celebrate
for them to check  one. Have them read the example.
special dates or occasions, they need to use the Simple
Emphasize that concentration is required when reading so
Present tense with words like usually, often, sometimes,
they avoid distractions or interruptions, and should read
and never. Finally, encourage student B to describe the
silently, without making any type of noise that may interfere celebration to student A.
with their classmates’ reading. Finally, encourage students
to start reading and answering the questions individually.

34
3
UNIT Skills CEF Standards Indicators

Comprehension
Can understand detailed ¾¾ Uses mind maps to learn new words.

Listening
information in short and ¾¾ Identifies people’s attributes, talents and

Amazing Abilities
simple descriptions. abilities.
¾¾ Uses specific information to make
inferences.

Comprehension

Can grasp details in a ¾¾ Scans to identify details.


Reading

short and descriptive ¾¾ Identifies true and false statements.


text based on visual
¾¾ Answers the question Why? by using because.
aids.

Can ask and answer ¾¾ Describes people’s attributes, talents, and


questions about familiar skills.
Interaction

topics. ¾¾ Expands a conversation by giving extra


information.
Oral

¾¾ Expresses opinions by using comparative and


superlative forms.
¾¾ Uses expressions like quickly, easily and very
well to describe actions.

Can make simple ¾¾ Asks and answers simple questions about


Expression

descriptions of people’s people’s attributes, abilities and skills.


Oral

attributes, talents ¾¾ Recycles expressions and uses them in new


and skills in a series of situations.
sentences.
Expression

Can produce a series of ¾¾ Writes simple sentences to describe and


Written

simple sentences and compare people’s abilities.


informal messages. ¾¾ Uses because to give reasons and answer the
question Why?

35
3
UNIT General Objective
uu
You will be able to describe and compare
people’s abilities.

Communication Goals
uu
You will learn how to

Amazing Abilities • talk about abilities.


• compare people’s attributes
and abilities.
• express opinions.

CLIL
uu
• Multiple Intelligences
• Talented People

Vocabulary
• Words related to multiple intelligences
• Adjectives related to physical description
Grammar
• Modal verb Can
• Comparative and Superlative Adjectives

Idioms and Colloquial


uu
Expressions
• Get out of here
• It’s a piece of cake
• It’s mind-blowing
• Know by heart

Project
uu
Talent Show
You will organize and participate in a talent show to
demonstrate your abilities.

Discuss:
• What do they do?
• What are their abilities?
Lesson  1

Multiple Intelligences
1. Listen and complete with the verbs
in the Word Bank.
• solve

Word Bank
• move
These people are good with numbers. These people can interact with •paint
They can do calculations quickly. They others easily. They can understand • speak
can solve problems using other people’s emotions. They can • learn
logic. speak in public. • sing

These people are good at music. These people are good with
They can sing and images. They can paint
play musical instruments. They and draw impressive paintings.
can learn using songs and They can design useful objects.
melodies.

These people are good with words. These people can move
They can write beautiful poems. They their bodies very well. They can act and
can learn languages easily. dance. They can be good athletes.
They can tell funny stories.

Vocabulary Strategy Useful Expressions


• Use quickly, easily and very well to describe actions.
Use mind maps to learn new words.

2. Listen and complete Katie’s and Peter’s abilities. Then, guess what their intelligences are.

Abilities Intelligences
a. Listening Strategy I
- She can count quickly. She has logical - mathematical Focus on specific
- She can paint and and visual-spatial information and
- draw easily. intelligences. ignore the rest.

Listening Strategy II
b.
- He can write poems. He has verbal and
Use specific
He can play sports and kinesthetic information to make
-
dance very well. inferences.
36 - intelligences.
Lesson  1

Multiple Intelligences
Planning
Learning Goals Indicators Key Vocabulary and Structures Strategies
This lesson will ¾¾ Describes and asks Vocabulary ¾¾ Using mind maps to learn
enable students questions about people’s Words related to multiple new words
to describe and abilities. intelligences ¾¾ Using specific information to
compare people’s ¾¾ Uses expressions like quickly, Adverbs of manner make inferences
abilities. very well and easily to talk Structures ¾¾ Giving extra information to
about people’s abilities. Modal verb can expand conversations

body, paint-pictures, speak-English/Spanish, learn-languages,


WARM UP (books closed) 
and sing-songs). Praise them for their good guessing with a
Make a semantic map. Before students show up, write the sound expression. After that, invite students to listen to the
word Intelligences right in the middle of the board. Around recording and complete the sentences individually, and then
the word write the six different intelligences and on one side to compare with a partner, before checking the exercise as
of the board make a list of these words (making sure you mix a whole class. Finally, address students’ attention to the
them up): songs, music, piano, melodies, radio, rhythm, words, Useful Expressions box and explain to them that we use
poems, stories, speak, novels, languages, dance, act, mimic, quickly, easily and very well to describe actions or the way/
sporty, athletic, body movements, paint, draw, decorate, manner in which people do things. Model by saying and
architecture, pictures, photographs, calculations, numbers, writing: I speak quickly; You learn English easily; or We read
experiments, logic, strategy, science, interact, outgoing, speak and write very well. Keep their motivation up by rewarding
in public, sociable, relationships. them with a sound Excellent! Great!
Make students realize that these words are all related to
people’s multiple intelligences and that everybody develops PRACTICE  Track 24
them differently. Divide the class into two big teams and
ask them to associate the words with the intelligences by
2. Listen and complete Katie’s and Peter’s abilities.
classifying them according to the intelligence on a piece of Then, guess what their intelligences are.
paper. Allow enough time for the completion of the task. Prepare the students to listen by calling on two volunteers
Encourage the teams to choose some representatives to to read the Listening Strategies I and II. Make them realize
socialize their arrangements and copy them on the board to that details or specific information help us make inferences
finish the semantic map. (something that is not mentioned directly, but we are given
hints to understand what is written between the lines.
PRESENTATION 1  Track 23 E.g. You are good with numbers and words. = It means that
you have the mathematical and the verbal intelligences.
1. Listen and complete with the verbs in the Word As students are already aware of the two tasks, focus the
Bank. students’ attention on the Reflect on Grammar box on page
Before having them listen, do some picture exploitation. 37 and for the time being let them know that we use can to
Ask them to relate the little drawing icons to the multiple express ability. Model by saying: We can speak Spanish. You
intelligences (e.g. logical mathematical = numbers, musical = can sing songs. Invite them to work individually, listen to the
songs and melodies, and so on). Now, center their attention recording and complete the details in the first column, and
on the Vocabulary Strategy and make them realize that then, have them make the inferences in relation to Katie’s
what they are seeing is a mind map, something that helps and Peter's multiple intelligences. Play the audio two or
them to learn new words. Let them know it is a map that three times if necessary.
has a key concept at the center or at the top to which we
connect words or concepts using lines. Then, refer students’
attention to the Word Bank and challenge them to make word
combinations with those verbs (solve-problems, move-our
36
PRACTICE  Track 25 APPLICATION 
3. Read about Daniel’s and Mary’s abilities. Then, 4. Complete the sentences with can or can’t. Then,
complete the chart with your own information interview a partner.
and make sentences. As students are already prepared to handle the affirmative
Prior to having students do exercise 3, invite them to take and negative forms of the verb can, have them immediately
a look at the Reflect on Grammar chart. Next, in a gradual complete the sentences. Then, center students’ attention
fashion, ask them to read aloud the affirmative sentences, on the third column of the Reflect on Grammar box. Have
and then the negative sentences. As soon as they have done them read the information and notice the word order for
that, encourage them to give a personal example of their the interrogative form of the verb can to ask about people’s
abilities and inabilities. Model by saying aloud and writing on abilities. Ask additional questions relevant to the students’
the board: I can speak English, but I can’t speak Japanese, or real life like: Can you play soccer/basketball? Can you read
I can drive a car, but can’t ride a bike. Take the opportunity to quickly? Can you dance? Can you jump high? and the sort.
go over the contracted form of cannot (can’t), and do some Write complete questions and answers on the board and
choral and individual drills. Praise them for their examples. use a different color for the verb can. Now, invite students to
Afterwards, invite them to listen to the audio and solve the take a look at the Speaking Strategy. Have them reflect on
Pronunciation exercise in pairs. As soon as they finish, check the extra information we can give to expand a conversation.
their answers by having some volunteers read their answers Finally, have students work in pairs to ask each other
aloud. Do not forget to praise your students for their effort. questions about their abilities.
Now, call on a volunteer to read the instructions for exercise
3. Then, challenge them to identify the intelligence that Project Stage 1  
corresponds to the abilities written each column (verbal,
interpersonal, musical, kinesthetic, visual-spatial and It is always advisable to give students an overview of the
mathematical). Have another two volunteers read aloud the project by reading through the Share Your Project section
information about Daniel and Mary, and then ask them to (page 43). A talent show helps them achieve learning goals
work individually to check () or cross out () their own as they interact in a real and meaningful communicative
information and write the sentences. Finally, invite them to context. Continue by inviting them to form groups of four
socialize their answers with their peers by writing them on and challenge them to recall the cooperative skills required
the board. to work in groups (remaining in the group, taking turns to
talk, giving everyone equal opportunities to contribute, and
supporting each other’s initiatives). Likewise, say that they
should be very honest when making the list of their abilities,
as well as respectful when comparing their list with their
classmates’ ones.

37
Grammar and Vocabulary

Reflect on Grammar Pronunciation


Modal Verb Can Can Can´t
Use can to express ability.
/ k∂n/ /kænt/
Affirmative Negative Interrogative
I I I Listen and complete with
You You you can or can’t.
He He he She can sing.
She She she We can’t dance.
can dance. cannot dance. Can it dance?
It It can play soccer.
They
We We can’t dance. we
You You you I can’t jump high.
They They they

3. Read about Daniel’s and Mary’s abilities. Then, complete the chart with your own information
and make sentences.
speak in play a musical dance paint impressive solve math
write stories
public instrument salsa paintings problems

Daniel
Mary
Me Answers may vary.

a. Daniel can speak in public and dance, but he can’t paint or play a musical instrument.
b. Mary can’t .
c. Daniel and Mary Answers .
d. I can may .
e. I can’t vary. .

4. Complete the sentences with can or can’t. Then, interview a partner.


a. I dance.
b. I Answers solve Sudoku puzzles.
c. I may make friends easily.
d. I vary. play a musical instrument.
e. I solve math problems quickly.
f. I act in theater plays. Yes, I can.
Can you play a
musical instrument? I can play the violin.
Can you dance?

Speaking Strategy
Give extra information to expand Yes, I can.
your conversations. I can dance
tango.
Project  Stage 1
• Form groups of four students.
• Write down a list of your abilities. E.g. I can sing.
• Compare lists with your partners.
37
Lesson  2

Unique People
1. Complete the profiles with the numbers you hear.

Ussain Bolt Tyson Gay Asafa Powell


Age: 24 Height: 1.95 m. Age: 29 Height: 1.80 m. Age: 29 Height: 1.90 m.
Weight: 93.9 kg. Weight: 75 kg. Weight: 85 kg.
Best record: 100 meters in 9.58 secs. Best record: 100 meters in 9.69 secs. Best record: 100 meters in 9.72 secs.

2. Match the antonyms. 3. Listen and circle the word you hear.

Jack: You’re always faster / taller than me.


Mark: Well, I want to be the fastest / the tallest
runner in the world like Asafa Powell.
Jack: No, wait a minute! I think that Tyson
a. thin b. young c. short d. fast Gay is faster / slower than Asafa Powell.
Mark: Let’s check. Mr. Parker, who is
faster / slower Tyson Gay or Asafa Powell?
Coach: Well, Asafa Powell can run 100 meters in 9. 72
seconds, but Tyson Gay does it in 9. 69 seconds.
Jack: You see? Tyson Gay is shorter / faster than
Asafa Powell.
Coach: But Ussain Bolt is the fastest / the heaviest
man of the three. He can run 100 meters in 9. 58
c 1. tall d 2. slow b 3. old a 4. fat seconds.

Reflect on Grammar
Comparative form of short adjectives Superlative form of short adjectives
Use it to compare two people/things. Use it to compare three or more people/things.

Tyson Gay is faster than Asafa Powell. Ussain Bolt is the fastest man of the three.
Irregular Adjectives
Add – er to short adjectives Use the word the and add – est to good better the best
and use the word than. short adjectives. bad worse the worst

4. Based on exercise 1, complete the comparisons with the correct form of the adjectives.
a. Asafa is heavier than Tyson, but Ussain is the heaviest of the three. (heavy)
b. Asafa is shorter Ussain, but Tyson is the shortest of the three. (short)
c. Tyson is slower Ussain, but Asafa is the slowest runner of the three. (slow)
d. Asafa and Tyson are the same age, but Ussain is the youngest of the three. (young)
38
Lesson  2

Unique People
Planning
Learning Goals Indicators Key Vocabulary and Structures Strategies
This lesson will ¾¾ Compares people’s attributes Vocabulary ¾¾ Using visual imagery
enable learners to abilities. Adjectives related to physical to identify antonyms
compare people’s ¾¾ Expresses personal opinions description
abilities. about people’s attributes and Irregular adjectives (good/bad)
abilities. Structures
Comparatives and superlatives

WARM UP (books closed)  PRESENTATION 3  Track 27


Look for some radio or TV news clips about sportsmen like 3. Listen and circle the word you hear.
Rafael Nadal, Ussain Bolt and Asafa Powell or Tyson Gay. Before asking students to go over the exercise, refer them
Ask students: Why are they unique? Why are they famous to the Reflect on Grammar box and make them realize that
for? Where are they from? How old are they? and so on. Elicit in English we form the comparative form of short adjectives
as much information as you can and write it down on the (used to compare two people or things) by adding –er at the
board. Finally, praise them for their contributions. end of the adjective and the word than, as in the example
Alternatively, you can bring in some newspapers or given. Model by saying and writing a couple of examples
magazine’s cutouts of the same personalities and modify that are relevant to the students’ context (e.g. Andrés is
the activity accordingly. taller than Diana; Adriana is younger than Elizabeth; and the
sort). Continue by saying that we also use the superlative
PRESENTATION 1  Track 26 form to compare three or more people or things. With short
adjectives, we use the word the and add –est to the end of
1. Complete the profiles with the numbers you the adjective. Model by saying and writing real examples
hear. (e.g. Lina is the youngest in the class; Daniel is the tallest in the
Prior to having students listen to the recording, do some class; and so on). Now, have them listen to the audio once or
picture exploitation by inviting them to quickly match the twice, and complete the exercise. Go around the classroom
photographs with the names of the three athletes. Then, tell and provide help if needed.
students that these profiles include age (in years), height (in
meters and centimeters), weight (in kilograms), and best PRACTICE 
record (meters per second). Afterwards, stress that in this
4. Based on exercise 1, complete the comparisons
activity they are going to listen attentively to the numbers
mentioned in the recording. Play the audio once or twice. with the correct form of the adjectives.
Finally check their answers as a whole class and praise them As students are prepared to make comparisons with the
for their good work. correct form of the adjectives, call on a volunteer to read the
instructions aloud and invite them to work with a partner to
PRESENTATION 2  do the exercise. Tell them they need to concentrate on the
information given in exercise 1, about the three runners, to
2. Match the antonyms. solve the task. Go around the classroom, check if they have
To enhance the visual-spatial intelligence, focus students’ difficulties and help them when necessary.
attention on the drawings and let them know they can do
this exercise by comparing and contrasting the pictures.
Encourage them to take part in a speedy contest, by saying:
Work in groups of four and do this as fast as you can! Have
them socialize their answers as a whole class.

38
PRESENTATION 4  Track 28 PRACTICE 
5. Listen and fill in the blanks using the Word Bank. 6. Express your opinion about these artists. Use
Then, listen again and check the person who the comparative and superlative form of the
says the statements. adjectives in parentheses.
As a pre-listening activity, do some picture exploitation. Ask Invite students to exchange ideas about the famous people
students: What do these people do? Why are these people in the photographs. Go around the classroom and check
unique? (Justin Bieber is a singer, Selena Gomez is an actress if they have any difficulty with any of the celebrities and
and singer, Dakota Fanning is an actress, and Rob Pattinson help them when necessary. Then, do some repetition with
is a model, actor, and singer). After that, have students read the four adjectives (popular, talented, young and good) and
the words in the Word Bank and challenge them to identify check pronunciation. After that, ask student to repeat the
the category of these words and their function (They are comparative or superlative form of the adjective, to make
all adjectives, words that describe people, animals, places sure students can come up with the correct one. Finally,
or things.) Don’t forget to check pronunciation. Next, have allow some time for the completion of the exercise before
them describe those famous artists with the adjectives. Now, checking answers as a whole class.
center student’s attention on the Reflect on Grammar chart
and make them realize that to compare two people or things Project Stage 2  
with long adjectives (like the ones they have just used), we
use more before the long adjective and the word than. Model Remind students they will continue working in the groups
the structure by saying and writing a couple of examples, they agreed on in Project Stage 1. Make them realize that
relevant to students’ context, on the board. Likewise, make at this stage of the project they should have a solid group
them notice that to choose one among three or more people with a list of their abilities. Make them aware of the term
or things we use the most before long adjectives. Model this healthy competition, which means that everybody will
concept by saying and writing a couple of examples that are do their best in the talent show and respect what others
relevant to students’ life. Attract students’ attention to the do. Continue by writing the expression Categories for
irregular adjectives good and bad (page 38). Challenge them Competition on the board and brainstorm other possible
to draw a line divided into three segments, on which they areas, apart from English, arts, math, sports. They could
can place these two sets of irregular adjectives as follows: say: science, storytelling, poetry, drama, etc. As the idea is to
take a collective decision about the categories for the talent
80% 90% 100% show, invite students to openly vote for their favorite ones.
Once this has been done, invite students to work in their
good better the best
groups to choose the best representative of their team to
bad worse the worst compete in each category. Suggest that they can also vote
for the representatives, based on their classmates’ abilities/
Continue by referring them to the Useful Expressions box and capabilities/strengths. Finally, invite the whole class decide
stress that we use expressions, like I think or To my mind, to on the criteria to evaluate the competitors.
express our opinions. Tell them you will divide the class into
two big teams A and B to participate in a competition: A is
expected to ask some questions and B is expected to answer
them by using both the comparative and the superlative
form of long adjectives, and the expressions they have just
learned to give opinions. Give them a couple of minutes to
form questions in both the comparative and the superlative
form using the sentences. They might say something like:
Who is more popular Selena Gomez or Dakota Fanning? Who
is the most attractive artist? Who is more attractive Justin or
Rob? and the like. Congratulate them for their wonderful
work! Now, encourage students to answer the exercise in
pairs, before socializing their comparative and superlative
sentences as a whole class.

39
Grammar and Vocabulary
5. Listen and fill in the blanks using the Word Bank.
Then, listen again and check the person who says the statements.

Word Bank
• beautiful • attractive
• talented • interesting
• popular • generous

Useful Expressions
• Use I think / To my mind
to express opinions.

Kate Sarah
a. Justin Bieber the most popular artist.
b. I think Justin is more attractive than Rob.
c. To my mind Rob is more interesting than Justin.
d. I think that Selena is more beautiful than Dakota.
e. To my mind Dakota is more talented than Selena.
f. Selena is the most generous artist.
Reflect on Grammar
Comparative form of long adjectives Superlative form of long adjectives
Use more before long adjectives + than. Use the most before long adjectives.
Justin Bieber is more popular than Rob Pattinson. Justin Bieber is the most popular artist.
Questions Questions
Who is more talented, Selena Gomez or Dakota Fanning? Who is the most talented artist at the moment?

6. Express your opinion about these artists. Use the comparative


and superlative form of the adjectives in parentheses.

a. I think... (popular)
superlative

Answers
b. (talented)
may comparative

c. vary. (young)
superlative

d. (good)
comparative

Project  Stage 2
• As a class, decide on categories for competition. E.g. Arts, math, English, sports...
• Choose the best representative of your team to
compete in each category.
• Decide on the criteria to evaluate the competitors. E.g. Arts (the most interesting painting/the best singer)...
39
Lesson  3

Outstanding People
1. Classify the expressions of the Word Bank.

Mental Activities Physical activities Word Bank


practice meditation climb mountains • climb mountains • memorize numbers
memorize numbers swim in the sea • swim in the sea • run a marathon
• practice meditation • learn languages
learn languages run a marathon

2. Read and identify the title for the texts • Cold Athlete • Language Master
below. Use the expressions in the box. • Human Calculator
a. Language Master

Jorge Fernandez Gates is one of the most popular guys at the moment in Peru because
he has an amazing ability: he can speak, read and write in 11 different languages including
English, German, Chinese and Italian. Jorge can learn faster than other people because he
compares languages and finds similarities between words. For example, the Spanish word
“música” is similar to the French word “musique.” His dream is to get into to the Guinness
World Records as the youngest polyglot in the world.

b. Cold Athlete

People call Wim Hof “Iceman” because he can resist the coldest temperatures.
He can run a marathon in the Arctic Circle without shoes, or swim in extremely cold water
(2 ºC). Today he holds the Guinness Record for the longest ice bath. Cold environments
don’t affect Wim Hof because he can control the temperature of his body. Thanks to
meditation, he feels relaxed and comfortable in ice. For example, these days he wants to
climb, wearing shorts, Mount Everest, the highest mountain in the world.

Key Expressions
c. Human Calculator guy: boy, man
know by heart:
Daniel Tammet has an incredible mathematical ability, so he can count and
know by memory
memorize big numbers easily. For example, he can recite the number
pi (∏), one of the longest numbers, by heart . But there is more. People think
he is an extraordinary genius because he can describe the processes of his
mind. He explains that he can memorize big numbers or solve difficult math
operations because he sees numbers with colors, attributes or sounds in his
mind. For example, he thinks that number 333 is more attractive than 259.
For him, pi is the most beautiful of all numbers.
40
Lesson  3

Outstanding People
Planning
Key Vocabulary and
Learning Goals Indicators Strategies
Structures
This lesson will guide ¾¾ Scans to identify details. Vocabulary ¾¾ Reading the text several
students to identify ¾¾ Answers the question Words related to mental times to look for details
detailed information Why? by using because. and physical activities, and ¾¾ Using because to give
by reading carefully multiple intelligences reasons and answer the
to improve reading question Why?
Connector
comprehension.
Because

WARM UP (books closed)  PRESENTATION 2  Track 29


Form groups of six students, hand out an A4 piece of paper While-Reading
to each group and ask them to draw incredible things that
people can do, or the amazing abilities of some human 2. Read and identify the title for the texts below.
beings (for example, a person that can eat 30 hamburgers Use the expressions in the box.
at once, or someone who can solve complex mathematical Draw students’ attention to the Key Expressions box and
operations without using a calculator). Then, encourage make them aware of the equivalent word for boy or man
students to stick their drawings on the walls or leave them (guy), and the equivalent expression for to know by memory
on their desks for the rest of class to go around and observe (know by heart). Demonstrate their use by telling the boys:
them very carefully in total silence (without saying even a You are all guys, and telling the girls: You all know your ID
word). The rest of the class is expected to guess the amazing card number/telephone number by heart. Now, encourage
human abilities that their classmates have drawn. Invite the them to take part in a fast scanning contest (scanning =
audience to ask questions to help them guess more easily. reading quickly to find specific information, or moving your
Finally, refer them to the title Outstanding People and have eyes quickly). The first to find the word guy (it appears in
them make an attempt to define or provide a synonym for first text) and the expression know by heart (it appears in the
it (they may come up with expressions like brilliant people, third text) will receive a round of applause from the whole
amazing people, unique people, and the like.) class. Before having students listen to the recording, have
some volunteers read the instructions and the headings of
PRESENTATION 1  the texts. Then, ask them to look at the photographs and say
aloud the picture that corresponds to each title, while you
Pre-Reading write their predictions on the board. Immediately afterwards,
1. Classify the expressions of the Word Bank. play the audio once and confirm their predictions (the ones
Prior to having students do the activity. Focus their you wrote on the board) by drawing a happy face in front of
attention on the Word Bank expressions. Call on some the correct ones. Praise them for their good guessing!
volunteers to read them and take the opportunity to check
pronunciation. Model the task by asking: What do we need
to climb mountains? (They may say to be strong, to have
the kinesthetic intelligence, or to be in a good physical
condition); What do we need to learn languages? (They may
say to have the verbal or linguistic intelligence). Accept as
many ideas as they come up with and write them on the
board. Once you make sure they have understood these
two examples, encourage them to do the exercise in pairs.
Have them cross-check answers with their partner, and then
check them as a whole class.

40
PRACTICE  APPLICATION  Track 30

Post-Reading While-Writing
3. Read the sentences and check T (true), F (false) 5. Read and match the correct statements.
or NI (no information), based on the reading. Start by focusing students’ attention on the photograph.
Attract students’ attention to the Reading Strategy: Reading Ask: Who is this guy? How old is he? Where is he from? What
the text several times to look for details. Let them know that is he doing? Then, call on a volunteer to read the example
specific information is also called detailed information and and make students notice the use of because in this exercise,
that it refers to names, dates, characteristic, abilities, etc. as it gives reasons. It appears in the middle of the two
Take advantage of this exercise and have students compare statements. Encourage students to work in pairs to solve
and contrast this strategy with the one used in the first the exercise and have them cross-check answers before
unit: Scan (more your eyes quickly) through the text to find socializing them as a whole class.
specific information. Once students have understood the
purpose of the reading comprehension activity, get them Project Stage 3  
into pairs. Ask some volunteers to read the instructions
and go over the statements a to f, to help them center their Refer students to Project Stage 3. Keep students motivated
attention on such details. As the idea is to facilitate reading by telling them that we human beings are unique, that
comprehension, advise them to take a color pen or pencil to what we are what we believe we are, and that we have the
underline the details they are supposed to find. Go around amazing ability to improve by trying hard and never giving
the class and provide help if needed. Allow plenty of time up. Remind them that they will socialize their project as a
for students to complete the task. Then, invite them to whole class in the section Share Your Project at the end of
cross-check answers with other pairs before taking turns to the unit. Before presenting their talents, have students
socialize their findings with the whole class. Do not forget to recall the categories selected in Project Stage 2 (arts,
congratulate them to keep their motivation up. English, math, sports, science, storytelling, poetry, drama,
etc.) To help them present their talents, give them hints like:
Alternatively, make six copies of the reading texts, cut them
In our group we chose three talents: Julian represents us in the
into three separate parts and give them to groups of six.
category of arts, Jenny represents us in the category of English,
Encourage them to read the texts, underline the key words
and Adriana represents us in the category of math. To guide
that signal the details, so they can the matching more easily,
them in how to evaluate their peers according to the criteria
and go up to board to stick them under the corresponding
selected, write the agreed criteria on the board: the most
heading or title. They are expected to explain to the class
interesting painting, the best singer, the youngest competitor,
the reasons they have for their matching. Do not forget to
and so on. After that, emphasize that to explain their choices
congratulate them to keep their motivation up.
they need to use the superlative form of adjectives and the
word because to justify their choices, like in the examples:
Pre-Writing 
Jenny’s painting is the best because it is the most colorful
4. Go back to the text and answer the following and interesting one. Finally, wish them the very best in the
questions. socialization of their talents at the end of this unit.
Address students’ attention to the Writing Strategy and
make students aware of the use of the conjunction because.
Tell them that it is used to give reasons and answer the
question Why?. Demonstrate the use of because with a
volunteer by giving examples relevant to their context: A:
Why are you so good at writing poems? B: Because I like to
read. or A: Why do you dance so well? B: Because I have the
kinesthetic intelligence. Then, have students ask and answer
questions about the reasons they have for their own abilities.
Now, invite students to solve the exercise by recommending
that they pay special attention to what these outstanding
people do to develop such amazing abilities (in other words,
the reasons they give). Finally, encourage them to cross-
check their findings with their classmates before socializing
answers as a whole class.

41
Reading and Writing
3. Read the sentences and check T (true), F (false) or NI (no information), based on the reading.

T F NI Reading Strategy
a. Jorge Fernandez can only speak and write in 3 Read the text several
different languages. times to look for
b. Jorge Fernandez compares languages to learn faster. details.
c. Wim Hof can’t resist hot temperatures.
d. Wim Hof doesn’t hold a Guinness Record.
e. Daniel Tammet can’t count big numbers.
f. Daniel Tammet can paint colorful paintings.

4. Go back to the text and answer the following questions.

a. Why can Jorge Fernandez learn faster that d. Why do people call Wim Hof “Iceman”?
other people? Because he can resist the coldest temperatures.
Because he compares languages.
e. Why does Daniel Tammet solve difficult math
b. Why is Jorge Fernandez a popular guy in Peru? operations easily? Because he sees numbers
Because he has an amazing ability. with colors, attributes or sounds in his mind.

c. Why do cold environments not affect Wim Hof? f. Why is Daniel Tammet an extraordinary genius?
Because he can control the temperature of his body. Because he can describe the processes of his mind.

Writing Strategy
Use because to give
5. Read and match the correct reasons and answer
statements. the question why.

a. 15- year-old Kishan Shrikanth is b 1. he has verbal and


an exceptional kid… kinesthetic intelligences.

b. He can act, write, and direct e 2. he wants to be the best


movies… director of the world.

c. People like his movies… because d 3. he’s interested in 3D movies.

d. He’s studying computer design a 4. he is the youngest movie


now… director at the moment.

e. He is also working hard c 5. they present inspirational


and writing new movies… stories about love and courage.
Project  Stage 3
• Present your talents according to the categories selected.
• Evaluate your partners according to the criteria selected.
• Explain your choices using because. E.g. Jenny’s painting is the best because it’s
the most colorful and interesting one.
41
Lesson  4

It’s a Piece of Cake!


1. Check the options that apply to you. Can you…

Answers may vary.


hold your breath for a long time? paint impressive paintings? make origami figures?

2. Listen to the conversations and complete the chart.


Use the idioms in the Word Bank. Word Bank
• It’s a piece of cake!
ability comment about his/her ability
• Get out of here!
can hold his • It’s mind-blowing!
“No way! 38 seconds! Get out of here!
Ian breath.
I don’t believe it. I can’t do that.”

can see numbers and


Janeth “Wow! It’s mind- blowing! It’s absolutely beautiful.”
letters in colors.
can do
Kate “...here is your dragon. It’s a piece of cake! It’s not difficult at all.”
origami.

3. Complete the definitions with the idioms in the Word Bank.


a. Use it’s a piece of cake to express that something is really easy.
b. Use it’s mind-blowing when you talk about something that is wonderful!
c. Use get out of here to express that you can’t believe something. Speaking Strategy
Recycle expressions and
4. Find someone who has the following abilities. Use the idioms above. use them in new situations.
Find someone who…
I can hold my
Get out
a. can solve Sudoku puzzles. d. can make a beautiful drawing. breath for 30
of here!
b. can do tricks like an acrobat. e. can imitate someone. seconds!
c. can do something funny with f. can hold his/her breath for a
his/her body. long time.

Reflect on Values
Always Sometimes Never
¾¾I practice to develop my talents. Gap Activity
¾¾I learn new abilities.
Student A goes to page 88.
¾¾I am a good competitor. Student B goes to page 91.
42
Lesson  4

It’s a Piece of Cake!


Planning
Learning Goals Indicators Key Vocabulary and Structures Strategies
This lesson will guide ¾¾ Uses informal language Vocabulary ¾¾ Recycling
students to use to make comments about It’s a piece of cake expressions and
idioms and colloquial people’s abilities. Get out of here using them in new
expressions in informal It’s mind blowing situations
conversations. To know by heart

in the third column, and then complete the definitions.


PRESENTATION 1 
Encourage them to cross-check answers with another pair of
1. Check the options that apply to you. students before socializing them as a class. Do some choral
Show students the three drawings, but do not let them see and individual drills of the idioms to check pronunciation
the print. Have them guess what these three pictures refer and intonation.
to. Ask: What is this little girl doing? What kind of painting is
this? What is this figure? Now, ask students to check () the
4. Find someone who has the following abilities.
abilities that apply to them. As a follow-up activity, invite Use the idioms above. 
them to continue working in the same groups and choose Focus student’s attention on the Speaking Strategy. Make
a piece of paper from an envelope, in which you have put them notice the importance of recycling expressions or
three pieces of paper with the three abilities written on language learned in previous lessons: can to express abilities
them (hold your breath, make origami figures, and paint an and Get out of here! to say that you cannot believe what
impressive painting). Allow them some time to rehearse the someone is saying. Then have them play Find someone
skill, choose a representative per group, and then encourage who… Go around the classroom to listen to their exchanges
them to demonstrate their abilities by saying: Please, and correct pronunciation when necessary.
welcome the best origami maker, the best impressive painter,
etc. Praise students for their amazing abilities with sound Reflect on Values 
expressions and a round of applause.
Let students know that special talents and abilities have
a close or direct relation to the multiple intelligences they
PRESENTATION 2  Track 31 studied in this lesson. Make them realize that the human
2. Listen to the conversations and complete the brain can process great amounts of information if the
chart. Use the idioms in the Word Bank. appropriate learning conditions are created. All we have to
do as learners is to eliminate all those limitations or barriers
Before having students listen to the audio, center students’ we have when we learn.
attention on the idiomatic expressions in the Word Bank.
Then, have students listen to the recording once, to first
pay attention to the specific skills mentioned and fill in the Gap Activity  
blanks in the second column. After that, have them listen for
the second time to complete the comment about the ability Ask your partner questions using the modal can to
in the third column. Invite them to cross-check answers with complete the chart.
their partner, and then check answers as a whole class. Make students notice that both participants A and B have a
chart with different information: Student A has information
3. Complete the definitions with the idioms in the about Charles and Jim’s skills whereas Student B has
Word Bank.  information about Adam and Tim’s abilities. Therefore, to
Get students work in pairs and let them know that to get the information they are interested in to complete the
complete the definitions, they can use the context clues chart, they need to ask questions by following the example
at the end of the sentences in exercise 2, to deduce the given in the speech bubble. Invite them to carefully read the
meaning of the idioms (e.g. I don’t believe it. I can’t do that. information and ask questions if there are any doubts. Finally,
It’s absolutely beautiful. It’s not difficult at all). Ask them to encourage students A and B to be ready to ask and answer
associate the idioms with the comments about the abilities the corresponding questions and complete their charts.
42
Share Your Project
1. Discuss your experience.   3. Answer.  
Read and check the option that best expresses Ask students to close their books and get them to work in
pairs to answer the two questions posed: Why are talent
your feelings.
shows popular at schools? and What do you need to do before
Have students brainstorm their feelings and ideas about the a talent show? Go around the class to see if they need any
organization of their talent show. Ask: Do you like to work in help. Allow enough time for the completion of the task, and
groups? What do you learn when you work in groups? What then call on some volunteers to socialize their answers as a
lessons do you learn when working in groups? Does the talent whole class. Highlight all those comments that contribute to
show help you demonstrate your abilities? Is a talent show an promoting cooperative learning. Let them know that in our
opportunity to practice English? Do you learn English doing present society, it is essential to learn to work in teams, set
a talent show? Do you think this is interesting/boring? Why? group objectives and try hard to achieve them by being able
What's the best part of organizing a talent show? What’s to recognize and promote other people’s strengths. This is to
the worst part of organizing a talent show? Accept as many say that the result of the team’s work is always better than
ideas as they come up with and write them on the board. the result of the individual’s work. Reinforce this idea with
Immediately afterwards, refer them to the exercise and see this acronym: TEAM: Together Everyone Achieves More.
if their feelings coincide with any of those in the table. Pay
special attention to those students who say that they did not
enjoy or learn with the project and listen to their reasons. 4. Give your Presentation.  
This will allow you to become aware of certain procedures Make students aware of the benefits of the two boxes
and social norms that contribute to learning how to work entitled Give your Presentation and Useful Expressions.
cooperatively. Highlight that they gradually guide you through the
development of your presentation, because there is a
2. Read.   Track 32 connection between these two boxes. Encourage them to
add extra information to the greeting by saying: Welcome
Prepare students for the reading and listening exercise to our first Talent Show. Likewise, they can expand when
by challenging them to brainstorm some hints or tips on voting on the categories by saying: Together we decided
how to organize successful talent shows. Write all their what categories to present in our show. Similarly, to make the
contributions on the board (they may say: organize the performer feel more comfortable, they could add: Please,
groups, assign responsibilities/duties, select the categories let’s welcome him/her with a round of applause.
for the talents, select the representative for each category,
write the criteria to evaluate their classmates, evaluate the Then, have students rehearse the presentation of their talents
talents, and the like). Invite students to read and listen to the within their groups before doing it for the whole audience
definition and the tips they should keep in mind to prepare and the judges/people who will evaluate their performance.
an excellent talent show. As soon as they have finished, Finally, get them to help you with the arrangement of the
encourage them to compare the tips mentioned in the audio setting for their presentations. Remember that a “U” shape
to those they brainstormed before. Check those tips that are facilitates students making eye contact with the audience,
similar to the ones mentioned in the recording. which in turn engages the audience to listen and watch
attentively. Invite them to start socializing their talents.

43
Real Communication

1. Discuss your experience.


Share Your Project
Read and check the option that best expresses your feelings.

Yes So-so Not Really


a. I like working with my partners.
Answers
b. This project helps me show my talents.
may
c. This project helps me practice my English. vary.
d. I think the project is interesting.

2. Read.
Talent shows are very popular at schools because they integrate the school
community and give students the opportunity to show off their abilities. Many
of the shows include singing, acting, doing magic tricks, playing an instrument or
dancing. Everybody has a special talent so don’t miss the opportunity to show people
what you can do! Check out the following tips to organize your talent show better:

• Plan the event. As a class, choose a • Relax. Sleep well before the show, drink
date and time for the talent show. a lot of water, and tell yourself:
• Assign roles. A person has to be the “I can do it.” “I’m the best.”
host. Other students have to be the • Enjoy it! You do things better when
judges. you’re motivated and comfortable.
• Practice. Find moments to meet your Don’t let anxiety affect your
team members and rehearse the performance. Have fun!
presentations, but don’t let these
practices interfere with your study time.

3. Answer.
a. Why are talent shows popular at schools?
b. What do you need to do before a talent show?

Give your Presentation


Useful Expressions
Host
• Greet the audience. Host
• Mention the different categories. • Good morning, everybody.
• Announce the candidates in order. • The categories for this talent show are...
(sports...)
Performer
• Our first performer is (name).
• Tell them what your presentation is about.
• Concentrate and give your best act to the Performer
audience. • My presentation is about…
• I can…
Judges
• Get together and choose the best candidates. Judge
• Give the results in an envelope to the host. • We think (name) is better because…
43
Comic 

The Treasure
Listen and read.
Tom is looking for his Climb the tallest tree and
father’s treasure. find the next clues.

Let’s do it!
Tom is faster than the crocodiles.

Tom finds the next clue. The youngest musician is


the guide to the treasure.
The youngest
musician...?
Do you know
this place?

Yes. It’s on
the mountain. The treasure is yours,
but happiness is the most
But the treasure contains a note:
It’s mind-blowing! important thing.

Tom discovers that happiness is sharing.

Thank you
dad!

44
Comic

The Treasure
Listen and read. Post-Reading 
Pre-Reading (books closed)  Get students into groups of four. Ask them to go back to
Draw students’ attention to the title of the comic and the the comic strip and think of a possible ending and recreate
last picture on the left of the comic. First, challenge students it with meaningful pictures. Keep in mind that to help
to come up with a definition of the word treasure (They may students write it is important to provide them with enough
say that it means money, precious stones like emeralds language and information, so they can complete written
and diamonds, or precious metals like gold and or silver). tasks successfully. Then, to speed up the process you can
Make them realize that even though a piece of treasure give them tips like:
usually refers to valuable / monetary things, it can also refer a) People you can help: orphans (abandoned children); old
to valuable thoughts, ideas or some wise advice. Second, people's homes (places for old people without relatives to be
challenge them to predict if the man found the treasure and taken care of); homeless people (people without a place to
if he became rich after finding it. Accept as many ideas as live); disabled people (people who have a disability so they
they come up with and write them on the board. cannot, for example, walk): displaced people (because of
While-Reading  Track 33 violence or armed conflict, people from the countryside who
have come to the city, but they do not have a job or a place
Invite the students to read the comic strip silently and to live) and the like.
individually. Remind them to look at the pictures and
read the information in both the speech and the thought b) Recreation and cultural facilities: a theater, a museum for
bubbles carefully to gain a thorough understanding of children, a theme park, sports halls, concert halls, music halls,
the comic. Tell them that the best way to develop their and so on.
reading comprehension is by using the context and the c) Businesses you can launch to generate employment/
visual clues given rather than looking up unknown words jobs: a supermarket or a hypermarket, a recycling company, a
in the dictionary. If students feel that the context and the building society, a bookstore that sells literature about values
visual clues are not enough for them to understand those and virtues, etc.
unknown words, read the comic strip aloud for the whole
Allow enough time for the completion of the task, go around
class, emphasizing the key words that can help them deduce
the class and provide help if necessary. Finally, invite them
meaning from context. Guide students into exploiting the
to socialize their possible endings. Do not forget to praise
illustrations to grasp meaning.
them for their creativity and effort.

44
Quiz Time
Before the test to read the instructions and the sentences to see if they
have questions about unfamiliar words. Encourage them to
Have students recall the benefits of the Quiz Time, complete the sentences individually and then allow them
mentioned in previous units. Ask for example: What is the some minutes to cross-check with their classmates.
main purpose of this section? (They should say something
like to show what we know about this unit); What can you 3. Listen to the two conversations. Check what
do to solve shortcomings or weaknesses? (To identify a Alex and Susie can do.  Track 34
strategy to solve them); and What is the principal benefit of Tell them they will use the same strategy they used to
reflecting on or thinking about our learning? (They should say identify Daniel and Mary’s abilities in lesson one of this unit.
to identify strategies that help them learn quicker); What are Also, to facilitate completion of the task, remind them that
learning strategies? (They should say that they are actions, they need to pay attention to the special skills or actions
behaviors, steps, or techniques that students use to improve Alex and Susie can do. Encourage them to work individually
their learning process). Finish by congratulating them for first, and then to cross-check answers with their classmates.
their amazing memory. Invite them to answer the quiz
individually, and then check their answers in pairs before 4. Read the chart and complete the sentences
socializing them with the whole class. with the comparative or superlative form of the
1. Complete the sentences with words from the adjectives in parentheses. 
Word Bank.  Again, go over the comparative and superlative form of
short and long adjectives with a couple of examples. Next,
Have students individually read the instructions, the words suggest that they have to pay attention to details about
in the Work Bank and the sentences a to e. Make sure they age, height, and weight to be able to contrast and compare
have understood the instructions and see if they have details. Then, ask them to answer the quiz in pairs. Tell them
any questions. Then, invite them to start completing the to complete sentences a to h, and finally to cross-check
sentences, including the corresponding verb. Finally, invite answers with their classmates.
them to work in pairs to read their sentences to each other.
Go around the classroom listening to each pair of students,
and helping them when necessary. Self-Evaluation  
2. Complete the following conversations with can Invite students to individually reflect on the language
or can’t.  learning objectives that appear in the table. Remind them
to be as honest as possible when answering this Self-
Elicit as much information from the students, so as to make
Evaluation because this reflection will help them identify
a short review of the affirmative, negative and interrogative
strategies to overcome learning difficulties. Do not forget
form of the verb can to express ability. Use a different color
to praise them verbally for their effort and learning to keep
for the affirmative and the negative forms of can. Likewise,
their motivation up.
write the example Can we work in pairs? on the board, and
stress the initial position of the verb can. Then, get students

Glossary
Have students read the Glossary. Tell them to pay attention have synonyms or antonyms. Once you have clarified some
to specific elements in each definition. For example, they possible doubts about the words, students can solve the
need to pay attention to whether the word is a noun, a Glossary Activities on page 95. Please bear in mind that this
verb or an adjective. They also need to know if the words page corresponds to page 46 in the Teacher's guide.

45
Quiz Time
1. Complete the sentences with words from 3. Listen to the two conversations.
the Word Bank. Check what Alex and Sussie can do.

Word Bank play an


swim do origami paint
instrument
• run • do • play
Sussie can…
• speak • draw
Alex can…
a. Jane has visual intelligence. She can
draw beautiful designs.
4. Read the chart and complete the sentences
b. Matt has mathematical intelligence. He can with the comparative or superlative form of the
do calculations really fast. adjectives in parentheses.
c. I have interpersonal intelligence. I can
speak in public.
d. Ussain Bolt can run 100 meters
really fast. He has kinesthetic intelligence.
e. Oscar can play the piano very
well. He has musical intelligence.

Falcao Messi Kaka


2. Complete the following conversations with can
or can’t. Height: 1.78 m. Height: 1.69 m. Height: 1.86 m.
Age: 30 Age: 28 Age: 33
a. - Can (1) you speak French?
Weight: 73 kg. Weight: 67 Kg. Weight: 73 kg.
- Yes, I can (2). I can (3) understand
when people speak, but I can’t (4) write it.
It’s really difficult. a. Falcao is taller (tall) Messi.
b. Messi is the youngest (young) of the three.
b. Check out my new electric guitar.
c. Kaka is the oldest (old) of the three.
- Can (1) you play rock songs?
-A ctually, I can’t (2), but I’m taking guitar d. Messi is shorter (short) Falcao.
lessons. Listen, I can (3) play this easy e. Falcao is heavier (heavy) Messi.
melody. f. Messi is the best (popular) Falcao.
- Oh! I know that’s the melody of one of my g. Kaka is more popular (attractive) of the three.
favorite rock songs. h. Messi is the most attractive (good) player of the three.

Self-Evaluation
Now I can... Very Well OK A Little
¾¾talk about abilities.
¾¾compare physical attributes.
45
Activities on page 95

Glossary
A-E H-P puzzle: n. a game that requires
amazing: adj. incredible. (syn. heavy: adj. something that has a mental abilities to be solved.
fantastic) lot of weight and is difficult to carry. Sudoku is a kind of puzzle.
attribute: n. a special quality or
characteristic of a person. Q-Z
breath: n. air you inhale and exhale. quickly: adv. in a fast manner. (ant.
climb: v. to scale a mountain. slowly)
record: n. the best performance in
a sport. Ussain Bold holds the record
for the fastest athlete.
road: n. a way or a route to a place.

height: n. number that indicates


the distance from the bottom to
the top.
high: adj. having a lot of height.
hold: v. to retain or contain. I can runner: n. someone who runs.
hold my breath for 20 seconds. slow: adj. moving with little speed.
host: n. a person who introduces (ant. fast)
and talks to the participants on a solve: v. to find a solution to a
show or program. problem.
coach: n. a sports instructor. ice: n. the solid form of water below show: v. to demonstrate.
courage: n. the ability to 0 0C or 32 0F. strong: adj. quality of having
confront difficult situations. (syn. muscular power.
determination) talented: adj. someone who has a
design: v. to plan and complete the natural ability to do a thing well.
first drawings of the structure of an treasure: n. a box containing
object. valuables like gold and diamonds.
draw: v. to create images with verbal: adj. related to words.
pencil or pen. village: n. a small community in a
rural area or out of the city.
weight: n. a measurement that
impressive: adj. extraordinary. determines how heavy an object is.
(syn. admirable) well: adv. in a good or satisfactory
interpersonal: adj. related to the manner. (ant. badly)
relationships between people. wonderful: adj. marvelous. (syn.
kinesthetic: adj. related to amazing)
movement.
mind: n. the intellectual capacity of
a person.
multiple: adj. having different
easily: adv. in an easy manner.(ant. parts or elements. Colloquial Expressions
with difficulty) performer: n. someone who acts, Get out of here!: I can’t believe it!
Daniel Tammet can do calculations sings or does tricks in public.
easily. polyglot: n. someone who speaks It’s a piece of cake: it’s very easy.
enjoy: v. to get pleasure from many languages. Jorge Fernandez It’s mind-blowing: it’s fantastic.
something. (syn. like, love) I enjoy speaks Spanish, English, French,
soccer. German, Russian and Chinese. Know by heart: know by
memory.
46
Student’s Book page 95
Unit 3

1. Circle the correct definition.


Glossary Activities
3. Complete the conversations with the
a. To climb is… corresponding colloquial expressions.
1. to find. a.
2. to scale. – My parrot can speak English and French!
3. to retain. – Get out of here . I don’t believe you.
b. To solve is… b.
1. to demonstrate. – Dan knows by heart all the capital cities
2. to plan a structure. of Latin America.
3. to find a solution. – His memory is really amazing.
c.
c. To enjoy is… – The new circus show is mind-blowing .
1. to get pleasure. – You’re right, the presentations are fantastic!
2. to retain.
d.
3. to make a picture.
– Your math exams are always excellent!
d. To design is… – Well, math is a piece of cake for me.
1. to make a picture.
2. to show a talent. 4. Unscramble the following words.
3. plan a structure.

e. To hold is…
1. to retain.
2. to draw.
3. to demonstrate.
a. (retrsuea) b. (adro)
treasure road
2. Complete the sentences with words from
the previous exercise.
a. Sultan Kosen holds the record for the
tallest man in the world. He’s 2.47 meters tall.

b. An architect can design houses and


buildings.
enjoy c. (eic) d. (zpleuz)
c. We basketball. We love to play puzzle
ice
on weekends. We have a great time.

d. The best athlete in the world likes to


climb mountains.

e. I can’t solve this Sudoku puzzle.


It’s really difficult!

e. (chaco) f. (nnurer)
coach runner
95 46
4
UNIT Skills CEF Standards Indicators

Comprehension
Can understand main ¾¾ Pays attention to connectors to order/
ideas and detailed number a sequence of actions.

Listening
Healthy Food information in short
descriptive texts.
¾¾ Pays attention to speakers’ sounds (Mmm and
Yuck) to understand their reactions better.
¾¾ Recognizes and uses informal language to
describe food preferences.

Comprehension

Can identify main ideas ¾¾ Identifies the different parts of a brochure.


Reading

and details of a short ¾¾ Recognizes the main ideas and details of a


and descriptive text text.
using visual aids and the
¾¾ Describes how to make a healthy recipe.
context.
Interaction

Can ask and answer ¾¾ Expresses food preferences.


questions about familiar
Oral

¾¾ Expresses agreement. Uses me too or me


topics. neither to express things in common.
¾¾ Uses idiomatical expressions to emphasize
food preferences.

Can make simple ¾¾ Describes food preferences for breakfast,


Expression

descriptions of food lunch and dinner.


Oral

and healthy recipes in ¾¾ Asks and answers questions about food


a series of sequenced quantities.
sentences.
¾¾ Describes healthy recipes using quantities
and imperatives.
Expression

Can produce a ¾¾ Writes simple sequenced sentences to


Written

descriptive text about describe a healthy recipe.


how to make a healthy ¾¾ Uses connectors of sequence like first, next,
recipe. after that, then, and finally to sequence
actions.

47
4
UNIT General Objective
uu
You will be able to talk about food and
describe how to make healthy recipes.

Communication Goals
uu
You will learn how to

Healthy Food CLIL


uu
• talk about food preferences.
• express agreement.
• ask and answer questions about food quantities.

• The Food Pyramid


• Healthy Recipes
Vocabulary
• Words related to food, ways of cooking,
and units of measurement
Grammar
• Countable and Uncountable Nouns
• Some and Any
• How much and How Many
• Imperatives

Idioms and Colloquial


uu
Expressions
• It’s finger-licking good.
• It’s not my cup of tea.
• It makes one’s mouth water.
• Yummy!
• Hold on a second.

Project
uu
Healthy Food Fair
You will organize a food fair to
describe and sample healthy dishes.

Discuss:
• Do you like these foods?
• Are they good for your health?
Lesson  1

The Food Pyramid


1. Label the food. Then, listen to the presentation and confirm.
Word Bank
a. pear m. pasta
b. cheese n. yogurt
Vocabulary Strategy
c. beans o. lettuce
Classify words according d. rice p. oatmeal
to categories or groups to e. apple q. butter
remember vocabulary. f. chicken r. oil
w g. carrot s. potato
s h. bread t. beef
i. fish u. orange
q i
h k j. milk v. spinach
k. banana w. egg
v l. tomato
p u
g b f

Key
m o e n t Expressions
Veggies:
vegetables
d l a r j c

Grains Veggies Fruits Oil Dairy Meat and Beans

2. Complete the sentences with words from


exercise 1. Then, compare with a partner. I like to eat
Answers
an apple for
a. I like to eat breakfast. Me too!
may vary. for breakfast.
b. I usually eat I don’t
for lunch. drink milk
c. I have for dinner. for dinner.
d. I don’t like to drink .

Reflect on Grammar Me either.


Countable nouns 
Food / Things we can count. Singular: a pear / an apple Speaking Strategy
They have singular and plural forms. Plural: two pears / three apples Use me too or me either to express
Uncountable nouns things in common.
Food / Things that we cannot count. Use me too for affirmative statements.
They don’t have a plural form. milk - beef - spinach Use me either for negative statements.
48
Lesson  1

The Food Pyramid


Planning
Learning Goals Indicators Key Vocabulary and Structures Strategies
This lesson will ¾¾ Describes food people Vocabulary ¾¾ Classifying words
enable students have for breakfast, Words related to food according to
to talk about lunch and dinner. categories or groups
Expressions
food preferences ¾¾ Expresses agreement. to remember
Veggies/Yummy
and express vocabulary
¾¾ Asks questions
agreement. Structures ¾¾ Using me too or me
about countable and
Countable and uncountable nouns neither to express
uncountable food.
Some and any for undetermined quantities things in common

WARM UP (books closed)  PRACTICE 


Bring in a basket with real food (prior to the class, invite pairs 2. Complete the sentences with words from
of students to bring different sort of foods, ideally most of exercise 1. Then, compare with a partner.
the ones that appear in exercise 1) and pieces of paper with
Prepare and motivate the students to do this exercise by
the names of the food on them. Then, draw a food pyramid
inviting them to participate in a game using the different
or table on the board, challenge your students to classify the
senses. Encourage them to close their eyes (you could, prior
food, and write their answers. Congratulate them for the
to class, ask them to bring a blindfold to cover their eyes).
good work and invite the class to give themselves a round
Tell students they will use some of their senses to recognize
of applause!
and name some foods. (We feel the external world through
the following organs: taste-tongue; touch-hands and feet;
PRESENTATION 1  Track 35 hearing-ears; sight-eyes; and smell-nose). Encourage them
1. Label the food. Then, listen to the presentation to keep a mental record of the food items you will give to
and confirm. them (they must be silent). Have them touch a carrot/
tomato; then have them smell an apple, a banana. After that,
Before playing the audio, ask students to work individually cut out some pieces of fruit and invite them to taste them
to label the food. Then, have them cross-check their answers to confirm their mental guesses. Praise them with a sound
and confirm them with the recording. Once they have done Lovely! Excellent! Brilliant! for their good guessing. Now,
that, address students’ attention to the Vocabulary Strategy have them work individually to complete the sentences and
and tell them they can group or classify foods into categories then compare with a partner. Go around the class and provide
to remember vocabulary more easily. Model it by writing on help when necessary. Then, direct students’ attention to the
the board: Bananas, apples and pears are all fruits. Invite Speaking Strategy and let them know that we say me too or
them to take a look at the food pyramid to read and learn me neither to express things in common. Emphasize the fact
about the 6 different food groups (grains, veggies, fruits, oils, that me too is used in affirmative sentences and me either in
dairy, and meats and beans). Immediately afterwards, refer negative ones. Model it by calling on a volunteer to rehearse
students to the Key Expressions box (veggies = vegetables) the conversation sample. Encourage them to do the same
and again model it by writing on the board: Spinach, lettuce in pairs while you go around listening to them and offering
and tomato are all veggies. Finally, to revise the use of help if needed.
because learned in unit 3, have them give some reasons for
the following questions: Why do we need to eat fruits? Why
are vegetables good for our health? Why is meat good for you?
Why are salads good for our health? Write the conjunction
because on the board and write their reasons on the board.
Then, ask: Which one in the healthiest? Why? Stress that they
should answer with the word because. Congratulate them
for their good work!

48
PRESENTATION 2  5. Complete the following conversations with some
or any. 
3. Classify the food items in exercise 1.
Before completing the dialog, ask students to take a look
Prior to having students do exercise 3, center their attention at the Key Expressions box. Let them know that yummy
on the Reflect on Grammar box and let them know that nouns means delicious or tasty. Demonstrate its use by pointing at
can be classified as countable or uncountable. Countable the roasted chicken on the front cover (page 47) and saying:
nouns are food or things we can count. They have singular Yummy, yummy! Emphasize by saying: I like to eat chicken
and plural forms (for example two apples, three tomatoes, every day! Now draw students’ attention to the dialogs. In
four carrots, etc.) On the contrary, uncountable nouns are order to facilitate the completion of the task, make them
food or things we cannot count as separate entities. They, recall the conclusion they drew in the previous exercise:
therefore, don’t have a plural form (for instance, beef, use some in affirmative sentences and any in negative and
yogurt, sugar, spinach, and the sort). Next, have students interrogative sentences. Ask them to work in pairs and allow
work in pairs to complete the boxes in exercise 3. As soon as enough time for the completion of the task. Go around the
they finish, check their answers by having some volunteers class and provide help and guidance when necessary. After
read their answers aloud. Take the opportunity to check that, call on some volunteers to read the three dialogs and
pronunciation, if necessary, by having them do some socialize answers as a whole class.
individual and choral drills of the difficult words. Do not
forget to praise your students for their good work.
Project Stage 1  
PRACTICE  Track 36 As mentioned in previous stages, reading the Share Your
4. Listen and check the statements T (true) or F Project section (page 55) is an excellent way to better
understand how to help your students organize their task: a
(false). Then, complete the grammar chart.
food festival. Start by making them realize that for a better
Call on a volunteer to read the false and true statements and body shape and health, it is necessary to include healthy
clarify the words store or and home if necessary. Then, have food in our diet. Continue by telling students that this food
students read the dialogue silently and ask them to identify festival gives them the opportunity of learning while actively
the type of sentence (affirmative, negative or interrogative) doing something. Relate it to a famous Chinese proverb that
in which the words some or any appear. Guide them into goes: I hear and I forget; I see and I remember, I do and learn.
the conclusion that we use some in affirmative sentences In other words, it means that we learn more and quicker
and any in negative and interrogative ones. Now, play the when we are involved in doing or experiencing the learning
audio for them to identify the true or false statements. After situations. Now, encourage students to form groups of
that, have them cross-check answers. Next, encourage four and advise them to talk about their food preferences,
them to continue working in pairs to complete the Reflect bearing in mind that we need to eat all sorts of foods (fruits,
on Grammar chart with the information from the dialog veggies, grains, oils, dairy, and meats and beans). Likewise,
and the conclusion they have drawn. Finally, ask them to recommend that students brainstorm all of the foods by
compare their answers with another pair of students before following the example given in the book (I like strawberries;
socializing them as a whole class. Congratulate them for I like fish; I like salads; and so on). After that, have them
their work! choose a healthy dish or recipe and justify their choice (e.g.
a recipe you can make with a few healthy ingredients like
fruits, veggies or meats). Finally, have students write down
the list of the ingredients they need. Last but not least,
recommend that they investigate the ingredients needed
and how to prepare the recipe. They can ask their parents or
search the Internet.

49
Grammar and Vocabulary
3. Classify the food items in exercise 1.

Countable Nouns Uncountable Nouns


potato banana tomato beef cheese oil
pear carrots orange milk pasta oatmeal
bread spinach yogurt
egg apple
rice lettuce chicken
fish beans

4. Listen and check the statements T(true) or F(false).


Then, complete the grammar chart.
Mother: Let’s see… We have some tomatoes, potatoes,
lettuce, and spinach… Oh! I need some carrots!
Are there any carrots?
Peter: Sorry, mom! There aren’t any carrots in the store.
Mother: Well, we have enough veggies anyway. Now,
we need some meat, son. T F
a. In the store there
Peter: Take this, mom, some chicken and fish. are some carrots.
Mother: OK. Now, the dairy section. We need some milk. b. There is some fish
Is there any cheese at home? at the store.
Peter: Yes, there is, mom! We don’t need any cheese now. c. They have cheese
Mother: I think that’s all. Let’s go. at home.

Reflect on Grammar
Some – Any
Use some and any to talk about undetermined quantities.
Affirmative Sentences Negative Sentences Questions
Countable I need some carrots. There aren’t any Do we need any carrots?
Nouns carrots. Are there any carrots?
Uncountable There is some meat. We don’t need any Is there any cheese?
Nouns cheese. Do we need any cheese?

5. Complete the following conversations with some or


any.
a. Tim: I’m hungry, mom. Are there any pears?
Mom: No, there aren’t any .
But there are some apples.
b. Amy: Yummy! This soup is delicious. What’s in it?
Mom: There is some chicken, there is some
spinach, and there are some potatoes.
c. Sam: I’m very thirsty. Is there any
water in the fridge? Key Expressions
Dan: No, there isn’t any . But there is some Yummy: delicious
orange juice.
Project  Stage 1
• Get into groups and talk about food preferences. E.g. I like strawberries.
• Choose a healthy dish and investigate how to prepare it.
• Write down the list of ingredients you need. E.g. We need some strawberries and some yogurt.
49
Lesson  2

Healthy Recipes
1. Listen and write down the quantities.

Delicious Oatmeal Bars


Oatmeal is good for our health because it helps reduce cholesterol in our body. It is also an
important source of fiber. Check out a delicious recipe for a dozen oatmeal bars.
Ingredients:

one cup of sugar two eggs one carton of yogurt one glass of two teaspoons
water of oil

one teaspoon of two cups of flour one pinch of salt three cups of oats one serving of
cinnamon cranberries

2. Complete the dialog with the quantities in the previous exercise.


Key Expressions
Nick: Let’s make some oatmeal bars. What do we need? Nick: Yogurt? Hmm, how much
Hold on a second:
Ann: Hold on a second! How many bars are we making? yogurt? Do we need a lot?
wait a moment
Nick: A dozen. I mean 12 bars. Ann: Well, one carton (b).
Ann: OK. So, we need some sugar, yogurt, flour, eggs, Nick: That’s OK. I think we have everything we need.
cinnamon, cranberries, and oil. Let’s start. First the flour. How many cups of flour
Nick: How much sugar do we need? I think we have only do I put in the bowl?
a little. Ann: Put two cups (c). Then...
Ann: Only one cup .
Nick: That’s fine. How many eggs?
Ann: Just a few, two (a). We also need yogurt. Measurement Words
pinch(es) of salt
Reflect on Grammar loaf(ves) of bread
Quantities a / two / three slice(s) of cheese
Questions Answers serving(s) of fruit
How much + uncountable nouns • a lot tablespoon(s) of sugar
• some Containers
How much sugar do we need? • a little
• 2 cups box(es) of
milk
carton(s) of
How many + countable nouns • a lot water
a / two / three cup(s) of
• some yogurt
• a few glass(es) of
How many eggs do we need? juice
•2 jar(s) of
50
Lesson  2

Healthy Recipes
Planning
Learning Goals Indicators Key Vocabulary and Structures Strategies
This lesson will ¾¾ Describes healthy recipes Vocabulary ¾¾ Paying attention to
enable learners using measurement words Food quantities, measurement words connectors of sequence
to describe how and containers. and containers, and ways of cooking to guide your listening
to make healthy ¾¾ Asks and answers questions ¾¾ Using visual imagery to
Expressions
recipes. about food quantities. deduce meaning and
Hold on a second
¾¾ Uses imperatives to give identify details
Structures
instructions or warnings.
How much/How many
Imperatives

PRESENTATION 1  Track 37 PRESENTATION 2 


1. Listen and write down the quantities. 2. Complete the dialog with the quantities in the
Prior to having students listen to the recording, do some previous exercise.
picture exploitation by inviting them to work in pairs to take First, invite students to take a look at the Reflect on Grammar
part a speedy searching contest. Ask: How many cups are box. Call on some volunteers to read the examples aloud
there? (There are five); How many glasses are there? (There and have them notice that we use how much for uncountable
is one); How many jars can you see? (One); How many eggs nouns (sugar, salt, milk, beef, spinach, etc.) and how many
are there? (There are two); How many cartons can you see? for countable ones (apples, eggs, bananas, tomatoes, etc.)
(One); How many cranberries are there (There are many); Then, encourage students to work in pairs to read the
How many spoons can you see? (Three); How many olives dialog and quickly look for the questions with how much
are there (There are five), etc. Praise students for their and how many and relate them to the countable noun (CN)
good searching and guessing with a sound Great! Superb! or uncountable noun (UN) that follows. The idea is to make
Continue by asking them to identify ingredients that may students notice that the type of noun determines if we use
be new or unknown to them like cinnamon, flour, and salt. how much or how many. Likewise, make them realize that in
Similarly, have students observe and deduce what a pinch the answers we use words that indicate quantity (quantifiers)
of salt is; you can also model or mimic the term. Then, like: a lot, a little, some, a few, 2 cups, a dozen, 12 bars, and
refer students to the Measurement Words and Containers so forth. To challenge them, write these answers on the
box and explain to them that we make uncountable nouns board and see if they can come up with the right question:
countable by using containers and measurement words. Ask How much + uncountable noun + do we need? or How many +
them to work with a partner to read the examples given and countable noun + do we need?
make other possible combinations (A tablespoon of salt or
two slices of bread). Now, have them read the possibilities Answers Questions
for the containers and the foods given (a glass of water, 2 eggs How many eggs do we need?
milk, juice or yogurt; two cartons of milk, etc). Next, call on Some sugar How much sugar do we need?
a volunteer to read the heading, Delicious Oatmeal Bars, 2 pinches of salt How much salt do we need?
and the comment below. Play the audio for them to listen to
2 glasses of milk How much milk do we need?
and write the quantities. Immediately afterwards, ask them
to cross-check their answers before socializing them as a 2 apples How many apples do we need?
whole class. A lot How much yoghurt do we need?
After that, invite students to continue working in pairs to
complete the recipe with the quantities from the previous
exercise. Finally, check answers as a whole class. Go around
the classroom and provide help if needed.

50
PRACTICE  Project Stage 2  
3. Complete the questions with how much or how This project will allow students to experience or live the
many. Then, write the answers according to the English language for efficient and effective learning. They
picture. will think in and use English while writing and making a
recipe. This is an alternative pedagogical resource that
As students are both mentally and linguistically prepared
will let them understand, make and remember a delicious
to ask these questions, have them observe the picture to
and nutritious recipe. To begin with, advise them to take
identify the products (eggs, tomatoes, yogurt, and milk),
the list of ingredients from Project Stage 1 and talk about
and the quantities with the corresponding containers or
the quantities they need for their recipe (e.g. We need two
measurement units (two cartons of milk, a cup of yogurt, four
cups of flour and a glass of water). To write down the recipe,
tomatoes and five eggs). Then, have students work in pairs
suggest that they study the example given (e.g. First cut the
to complete the questions. Finally, ask them to cross-check
vegetables. Next, mix the flour and water.) and follow the
answers with other pair of students, before checking them
oatmeal bar recipe. Stress that to give the recipe a sense of
as a whole class.
order and be successful when making it, they need to use
connectors of sequence studied in this lesson (first, then,
PRESENTATION 3  Track 38 next, after that, and finally). Finally, recommend that they
4. How to make oatmeal bars. Listen and number make the recipe with the members of the group, at home,
with the help and supervision of an adult. Highlight that
the instructions in the right order.
they should be very careful and recall the warnings learned
Before having students listen to the recording, ask them in this lesson (don’t burn yourself and don’t cut yourself)
to take a look at the pictures, pay attention to the verbs when making the recipe. Go round the class to make sure
in bold (cut, ask for, mix, add, cool, and put; don’t cut and everybody is doing something within each group, and to
don’t burn) and classify them into affirmative and negative. provide help when needed. Last but not least, encourage
Take a moment to clarify the meaning of new verbs, that them to enjoy this opportunity of learning while doing!
appear in the instructions, by using both the illustrations
and mimicking them. Then, refer students to the Reflect on
Grammar box and make them notice that we use imperatives
for two things: a) to give instructions in affirmative sentences
or b) to warn people to be careful and not to do something
dangerous. Now, invite students to work with a partner to
order the instructions on how to make oatmeal bars by using
both pictures and prior knowledge. Go around the classroom
and check if they have any difficulties and help them when
necessary. Then, make students aware of the importance of
applying the Listening Strategy: Pay attention to connectors
of sequence to guide your listening. This way, they will be
able to confirm their previous arrangement of the recipe’s
instructions. Have them cross-check their answers with
another pair of students, and then play the audio as many
times as needed for them to confirm the correct order.
Finally, call on a volunteer to socialize answers as a whole
class. Praise them with rewarding expressions like: Great!
Lovely! Well done! You’re brilliant!

51
Grammar and Vocabulary
3. Complete the questions with how much
or how many. Then, write the answers
according to the picture.
a. Tom: How much milk do we have?
Liz: There are two cartons of milk .
b. Tom: How many tomatoes are there?
Liz: There are four tomatoes .
c. Tom: How much yogurt do we have?
Liz: There is one cup of yogurt .

d. Tom: How many eggs are there?


Liz: There are five eggs .

4. How to make oatmeal bars. Listen and number the instructions in the right order.

a. 6 b. 3 c. 4

Finally, cut into bars. Be careful! After that, add the oats Next, bake the mixture for
Don’t cut yourself. Ask for help. and the cranberries to the 30 minutes. Don’t burn
mixture. yourself.

d. 2 e. 5 f. 1

Next, in a smaller bowl mix the Then, cool completely on a First, in a bowl put a glass
flour, salt, and cinnamon. Then, add wire rack for 20 minutes. of water and mix the sugar,
this to the yogurt mixture. yogurt, eggs, and oil.

Reflect on Grammar
Imperatives
Use imperatives to give instructions or warnings.
Listening Strategy
Affirmative Statements Negative Statements
Add the sugar. Don’t cut yourself. Pay attention to connectors of sequence to
Mix the ingredients. Don’t burn yourself. guide your listening.

Project  Stage 2
• Use the list of ingredients in stage 1 and talk E.g. We need two cups of flour and a glass of water.
about the quantities you need for your recipe.
• Write down the recipe. E.g. First, cut the vegetables. Next, mix the flour and water.
• Follow the instructions in the recipe and Then...
prepare the dish. Get some help from an adult.
51
Lesson  3

Eating Well
1. Check the right options and compare with a partner. Then, confirm your answers with the
reading.

a. is especially good for your immune system. bones. heart.

Answers
may vary.

b. is especially good for your skin. digestive system. eyes.

c. is especially good for your brain. bones. skin.

2. Read and mark the parts of a brochure with a letter. Word


Use the Word Bank. Bank
Top Ways to Healthier Eating c also the best option for a better digestive a. source
system. b. illustrations
Good nutrition is essential for a better
quality of life. The secret is to eat the Eat grains: You need a lot of energy so you c. title
d. information
appropriate amount of food from each can eat 3 servings of grains like cereals, bread
group. Check out the following tips: or rice every day. One serving is equivalent to
a slice of bread or ½ cup of rice.
d Eat a lot of fruit: Eat a variety of fruit
every day. For a recommended 2,000 Vary your protein: Protein is an important b
calories, you need to eat 2 servings of fruit. component for every cell in your body. Get
Fruit provides vitamins and minerals that are your protein from beans, fish and meat. Fish
good for your immune system. like salmon is especially good for your brain.
Vary your vegetables: Alternate green
vegetables like spinach, celery, and orange Be careful with sugar and junk food
vegetables like carrots. Veggies give Everybody likes candies, ice cream,
nutrients to maintain healthy skin, eyes, and hamburgers and hot dogs. However, too
at the same time prevent heart problems. much sugar and junk food may provoke
Get the benefits of milk: Have 3 glasses diabetes and obesity.
of milk or a slice of cheese to get the calcium
that you need for stronger bones. Yogurt is Kids’ Health Association™, 2012 a

52
Lesson  3

Eating Well
Planning
Learning Goals Indicators Key Vocabulary and Structures Strategies
This lesson will guide ¾¾ Identifies the parts of a Vocabulary ¾¾ Using charts to extract
students to organize brochure (title, illustrations Words related to food groups and organize the main
the main ideas and and source). and quantities ideas of a text
identify details of ¾¾ Recognizes the main ideas ¾¾ Using first, next, after
Connectors
a text by scanning and details of a the text. that, then, and finally to
First, next, after that, then,
to improve reading give a sequence to the
¾¾ Describes how to make a finally
comprehension. actions
healthy recipe.

the pictures on the right (a-b-c) and name them. Next, have
WARM UP (books closed) 
them name the group of food each of the food items belong
Write the heading Eating Well on the board. Then, hand to (fruits, dairy, and meat and beans.) Then, invite them to
out an A4-sized paper to each group of six students and check () the right options, compare with a partner and
ask them to divide it into two columns named A and B. In confirm with the reading. Go around the class and provide
column A they are supposed to list as many healthy foods help when needed.
as they can recall from the two previous lessons; in column
B they should brainstorm the organs (the heart, brain, eyes,
liver, etc.) or the body’s systems (the digestive, immune, and PRESENTATION 2  Track 39

skeletal systems, and so on.) that benefit from those foods. While-Reading
Then, call on a representative from each group to socialize
their answers while you write them on the board and check 2. Read and mark the parts of a brochure with a
them based on your knowledge of the lesson (meats are letter. Use the Word Bank.
source of protein for the brain; fruits have vitamins and Draw students’ attention to the Word Bank. Call on some
minerals that are good for our immune system; yogurt is volunteers to read it and check pronunciation. Then, go over
good for our digestive system; and so forth). Then, have the expression source and let them know it refers to the book,
students think about the food they usually eat at school, journal, web page, newspaper or magazine from where we
at home or in restaurants, and make them compare the took the information. Next, invite students to close their
benefits of healthy food with the harm caused by junk food. books and play the audio for them to listen about the types
Finally, make them realize the importance of avoiding junk of food. Then, ask them to label the parts of the brochure
food and favoring healthy food for a longer, better and as they read the text. Ask them to cross-check answers with
healthier life! Congratulate them for their contributions. their partners before socializing them as a whole class.

PRESENTATION 1 
Pre-Reading
1. Check the right options and compare with a
partner. Then, confirm your answers with the
reading.
To build on the conclusion they have reached in the warm
up regarding fast food, refer students to the purple box at
the end of the text, Be careful with sugar and junk food, and
call on a volunteer to read it aloud. Promote interaction by
asking: What sort of food should we eat? What are the groups
of food we should eat to be healthy? What happens if we eat
junk food? etc. Then, encourage students to carefully look at
52
Finally, serve it with a slice of cheese and a slice of bread. Do
PRACTICE 
not forget to praise them for their good work. Now, call on
Post-Reading a volunteer to read the benefits of the recipe. Then, go over
the meaning of muffins (small sweet bread) and blueberry
3. Complete the chart based on the reading.
(a tiny fruit rich in vitamin C). Next, ask students to work
Draw students’ attention to the Reading Strategy box: Use in pairs to listen to the audio and identify the ingredients
charts to extract and organize main ideas. Stress that the of the recipe. When finished, socialize answers as a whole
main ideas in a text convey the general idea of it. Advise class. After that, have students listen to the audio to
them to pay attention to the heading and the subheadings complete the preparation of the recipe. Finally, encourage
of the reading to improve their understanding. Also ask them to cross-check their findings with their classmates
them to identify the recommended quantities, benefits before socializing answers as a whole class. Praise them
and examples of the different food groups to complete the for their excellent listening skills.
chart. Once students have understood the purpose of the
reading comprehension activity, get them into pairs. Go
around the class and provide help if needed. Allow plenty of Project Stage 3  
time for students to complete the task. Then, invite them to Keep students’ motivation up by telling them that learning
cross-check answers with other pairs before taking turns to how to make healthy recipes will help them lead a healthy
socialize their findings with the whole class. Do not forget to life. Remind them they will socialize their project as a whole
congratulate them to keep their motivation up. class in the section Share Your Project at the end of the
unit. To write a short text describing the health benefits of
APPLICATION  Track 40 their recipe, advise them to follow the description made on
page 53 for the orange blueberry muffins. Then, tell them
While-Writing that when writing their recipe they should first include all
4. Listen and complete the recipe. the ingredients with the corresponding quantities (using
Address students’ attention to the Writing Strategy and measurement words and containers) and step by step
make students aware of the use of sequence connectors instructions using the connectors of sequence learned in
like: first, next, after that, then, and finally. Tell them to this unit. Once they have reached this point, they can start
use them to guide their listening. Further demonstrate to make the brochure. One way of doing this, is to put the
the use of sequence connectors by saying: Listen to me benefits on one page, and the recipe on the other, as shown
and shout, sequence connector!, when I mention them in the on page 53. Another possibility is to divide the A4 -sized
following sequence of actions. These are the instructions to paper into three parts, and distribute the benefits, the
make two delicious cups of hot chocolate. First, mix a cup of ingredients and the instructions accordingly. Encourage
water with a cup of milk. Then, when it is boiling, add 2 rows them, to be as imaginative and resourceful as possible and
of a chocolate bar. Next, reduce the heat and allow the milk wish them the very best for when they share their different
to gently boil a bit longer. After that, stir it for one minute. recipes.

53
Reading and Writing
3. Complete the chart based on the reading.

Recommended Reading Strategy


Food group Examples Benefits
quantity
Use charts to extract
2 servings of and organize the
Fruits any fruit immune system
fruit main ideas in texts.
spinach, celery,
Vegetables carrots skin, heart, eyes
3 glasses of milk, bones and
Dairy a slice of cheese yogurt digestive system
rice, cereal, it gives a lot
Grains 3 servings bread of energy
Meat and Beans salmon brain

4. Listen and complete the recipe.


Writing Strategy
Use first, next,
after that, then
and finally to give a
sequence to the actions.

Preparation
Top Yummy • First, blend the orange pieces,
orange juice , egg
Healthy Recipes! oil .
, and

Orange Blueberry Muffins


• Next,
Benefits put the flour, sugar and salt
This recipe is good for you because…
• it gives you energy.
in a bowl and mix.
• it’s low in calories.
• the vitamin C in oranges stimulates • After that, add the orange
your immune system. mixture into the bowl and mix all the
• blueberries are a good source of fiber. ingredients .
Ingredients: • Next, stir in the
• ½ cup of oil blueberries.
• 3 glasses of orange juice
• 1 cup of sugar • Then, pour the mixture into the muffin
• 1 serving of blueberries tins and bake it in the oven for 25
• 1 egg minutes.
• 1/2 cup of flour • Finally, cool the muffins and enjoy
• 1 orange cut into pieces them warm or toasted.
• 1 teaspoon of salt

Project  Stage 3
• Write a short text describing the health benefits of your recipe.
• Write the preparation of your recipe including the ingredients
and the instructions. Use connectors of sequence.
• Make a brochure. On one page put the benefits, and on the E.g. First, mix the flour and the eggs. Next…
other page write the recipe.
53
Lesson  4

It’s Finger-Licking Good!


1. Check the foods that you like.

Answers
may vary.

a. papaya juice b. strawberry cake c. milkshake

2. Listen and fill in the blanks with food from above.


Then, decide if the speakers like or dislike the food.
like dislike Listening Strategy
a. Papaya is not my cup of tea. Pay attention to the
speakers’ sounds (Mmm,
b. Strawberry cake is finger- licking good.
Yuck) to understand their
c. Milkshake makes my mouth water. reactions better.
3. Match the expressions with their meanings.

a. 3 It’s finger-licking good. b. 1 It’s not my cup of tea. c. 2 It makes my mouth water.

1. It´s
not my favorite. 2. It looks or smells really good. 3. It’s very delicious.

4. Work with a partner and describe the food. Use the expressions above.

Reflect on Values
Always Sometimes Never
¾¾I eat a variety of fruit and
vegetables and meat. Gap Activity
¾¾I’m conscious of the benefits
Student A goes to page 88.
food has for my health. Student B goes to page 91.
54
Lesson  4

It’s Finger-Licking Good!


Planning
Learning Goals Indicators Key Vocabulary and Structures Strategies
This lesson will guide ¾¾ Recognizes and uses Vocabulary ¾¾ Paying attention to
students to use idioms and informal language It is not my cup of tea speakers’ sounds
colloquial expressions in to describe food It makes my mouth water to understand their
informal conversations. preferences. It’s finger-licking good reactions better

PRESENTATION 1  APPLICATION 
1. Check the foods that you like. 4. Work with a partner and describe the food. Use
Ask students to observe the three drawings, check  the the expressions above.
foods they like, and then have them talk about their choices Do some picture exploitation. Ask: Do you like these
with a partner. Then, promote interaction by asking: What foods? Can you name the foods in these pictures? (orange
are the ingredients of a milkshake? What are the benefits of juice, vegetable soup, strawberry and chocolate crepes,
papaya juice? Which food item is more delicious? and scrambled eggs with ham) Which do you like most?
Encourage students to look for a partner and practice the
PRESENTATION 2  Track 41 idioms in informal interactions like this:
2. Listen and fill in the blanks with food from above. A: I like chocolate crepes.
Then, decide if the speakers like or dislike the food. B: Me too. They are very delicious. They are finger-licking good!
Before having students listen to the audio, center students’
Or
attention on the Listening Strategy and call on a volunteer to
read it. Model it by saying: Strawberry ice cream and making A: I don’t like spinach soup.
a typical sound indicating you like it (Mmm); then mention B: Me neither. It’s not my cup of tea.
onion soup and make a typical sound indicating you don’t
like it (Yuck). Stress that if speakers make a sound like mmm, Go around the classroom to listen to their interactions and
it indicates they like it. On the contrary, if speakers make a correct pronunciation when necessary.
sound like yuck, it indicates that they don’t like it. Now, play
the audio as many times as necessary for students to fill in Reflect on Values 
the blanks with the foods, and then decide if the speakers
Make students realize that we need to take care of our
like or dislike the food. Finally, encourage them to listen to
bodies by first, being conscious of the benefits different
the idioms one at a time and do some individual and choral
foods have for our health, and, second, eating a variety of
drills. Reward them with a sound Great! Well done!
fruit vegetables and meat.

PRACTICE  Gap Activity  


3. Match the expressions with their meanings.
Get students to recall and say aloud some food containers
Students have just done some choral and individual
and the connectors of sequence. Make them realize that
repetitions of the idioms that are supposed to lead to
both students (A and B) have the same recipe with different
their mechanization and memorization. Now, encourage
information about ingredients, amounts and the steps of the
them to fill in the blanks by relating the facial gestures to
preparation. To get the information to complete the recipe,
the idiomatical expressions. Go around the classroom and
they need to ask questions using both the prompts on the
provide help when necessary. Then, have them cross-check
left and the clues on the right. Encourage them to read the
answers with their partners before socializing them as a
information and ask questions if there are any doubts.
wholes class.

54
Share Your Project
1. Discuss your experience.   3. Answer the questions.  
Give your opinion about the project. Read the scale value As soon as students finish reading and listening to the text,
and circle a number. ask them to answer the questions a and b. Encourage them
to read their answers aloud for the class to confirm. Praise
A food festival is an innovative teaching and learning resource them for their good work with a sound expression.
that gives students the opportunity of learning while doing.
Tell students that working in groups is a gain-gain situation
because of the development of both the intrapersonal and 4. Give your Presentation.  
interpersonal intelligences. Each member contributes based
Make students notice there is a communicative learning
on their individual strengths and talents for the benefit of
purpose in the two sections entitled Give your Presentation
the whole group. Finally, remind them of another version of
and Useful Expressions. Highlight: they gradually guide
the famous Chinese proverb you mentioned in Project Stage
them in the development of their presentation. Encourage
1 that reads: Tell me and I will forget, show me and I may
them to quickly identify the following: What’s the expression
remember; involve me and I will understand. Again, tell them
to greet the audience? (Good morning, good afternoon
it means that we learn better when we do things or when we
everybody); What’s the expression to present your dish? (Our
are engaged in the learning situation. Continue by referring
dish is…); What’s the expression to describe the ingredients of
them to the scale value table for them to choose and value
the dish? (There are/is some…); What’s the expression to offer
their opinion, being as honest as possible.
samples to the visitors? (Please, try…); What’s the expression
to present the benefits of the dish? (This dish is healthy
2. Read.   Track 42 because...); What’s the expression to hand out the brochures?
(Here you are…). Next, ask students to imagine they are
Prepare students for the reading by brainstorming and all visitors that really like the food. What do you say? (It’s
writing the ideas they have about organic food (food people yummy! Mmm! It smells really good! It tastes great!) Now,
grow or cultivate without any artificial chemicals) on the guide students to come up with other ways of asking for the
board. They may say something like: It is natural. It is better ingredients, apart from What’s in it? Help them to come up
than junk food. Organic food is more expensive than non- with expressions such as: What are the ingredients for your
organic food. Then, invite them to work in pairs to carefully recipe? What do we need to make this dish? Are there organic
read (or listen to) the text and pay special attention to the or non-organic ingredients in it? Next, allow some time
concept of organic food and to the details about people’s for students to rehearse the presentation of their dishes
actions during the festival. Then, confirm their predictions. within their groups before doing it for the whole class and
Alternatively, get students to work in pairs and ask them to the judges or people who evaluate their performance. Get
close their books. Tell them you will play the first part of the them to help you with the seating arrangement for their
recording once for them to identify the topic. Then, play the presentations. Suggest that a circle facilitates students
audio for the second time and have them identify the name making eye contact with the audience and engaging
of the festival, where and when it takes place. Finally, play everybody in the presentations. Finally, ask them to vote for
the second part of the recording for them to identify the the most delicious and healthiest dish.
people involved in the food festival.

55
Real Communication

1. Discuss your experience.


Share Your Project
Give your opinion about the project. Read the value scale and circle a number.
4. I completely agree.

Value Scale
a. In general the project is interesting. 4 3 2 1
3. I agree.
b. I like working with my group members. 4 3 2 1 Answers
2. I more or less agree.
c. I practice my English with this project. 4 3 2 1 may vary.
1. I don’t agree at all.
d. Preparing and doing this project is easy. 4 3 2 1

2. Read.

The Organic Food Festival is a popular event in


Bristol, England, that takes place in September.
This festival celebrates organic food or real food. In
other words, there aren’t any artificial ingredients
or preservatives in this type of food. People from all
over Europe enjoy the food festival because they
can eat and buy fresh food.

During this festival:


• Food producers show their best food like tomatoes
or carrots at hundreds of stands.
• Chefs describe how to make dishes with organic
ingredients.
• People sample different dishes and get brochures
where they learn the benefits of organic food.
For more information, check out the following
website: http://www.organicfoodfestival.co.uk/

3. Answer the questions.


a. What’s organic food?
b. What do people do during the Organic Food Festival?

Useful Expressions
Give your Presentation Presenters
• Good morning / afternoon, everybody.
Presenters • Our dish is....
• Describe the ingredients of your dish. • There are some (...) / there is some (...).
• Explain how to make your dish. • First, cut the (...), then…
• Give samples to the visitors. • Please try...
• Hand out the brochures. • This dish is healthy because…
Visitors Visitors
• Try the dishes. • This dish is finger-licking good.
• Ask questions about the dish. • What’s in it?
• Vote for the most delicious and healthiest dishes. • It’s yummy, it smells really good, it tastes great!
55
Game 

The Food Pyramid Game


• Play with a partner. You need die
and a counter.
• Throw the die and go to the square
indicated.
• Follow the instructions. The winner
is the person with the most points.

25. Finish
You have a
healthy life!

10 pts 5 pts
22. You eat a lot of 23. Answer. 24. Correct the
sugar. Go back 2 What is organic mistake.
spaces. food? We need any fish.

3 pts 3 pts 5 pts 10 pts


21. Tell your 20. Mention 3 19. Correct the 18. Answer.
partner about products from mistake.
What food is
the benefits of Apples, carrots,
the dairy group. bread and oranges especially good
vegetables. are countable foods. for your brain?

5 pts 3 pts 16. Answer. 10 pts 17. Answer.


10 pts
13. You drink milk 14.Correct 15. Tell your
every day. the mistake. What food is In what food
partner about
Move ahead 4 Do you have especially good group can we
the food that
spaces. some oranges? for your immune find pasta?
you dislike.
system?

5 pts 3 pts 3 pts 10 pts


12. Correct 11. Mention 3 9. Answer. 8. You don’t eat
10. Mention 4
the mistake. foods in the What food is any vegetables.
foods in the
How much apples meat group. especially good Go back 2
veggies group.
are there in the for your digestive spaces.
fridge? system?

3 pts 3 pts 10 pts 10 pts 5 pts


3. Tell 4. Answer. 5. You eat too 6. Answer.
2. Mention 4 What are many How much 7. Correct the
your partner
1. Start foods in the the food candies! Go water do mistake.
about your
fruit group. groups in the back two you drink There aren’t
favorite
pyramid? spaces. per day? some pears.
food.
56
Game

The Food Pyramid Game


Play with a partner. You need a die and a counter. (nutrients for healthy skin), meat/fish (protein that is good
Throw the die and go to the square indicated. for the brain); and grains (energy for our body).
Follow the instructions. The winner is the person Finally, get them organized into two big teams. Tell them
with the most points. they will have some time to solve all the questions within
their groups and with their books open before actually
Before playing the game (books closed)  playing the game. Go around the classroom and provide
some help and guidance when needed. Also, take the
This activity fosters the development of the visual-spatial, opportunity to check sentence structure and pronunciation.
linguistic, naturalistic and mathematical intelligences. As soon as they finish, invite the members of the two teams
Inform students that people who have the naturalistic to take turns to throw or roll the die and do what it says
intelligence can not only recognize plants, animals, and the in each cell. The team with the most points is the winner.
natural environment, but also like doing activities that involve Encourage the class to give them a warm round of applause.
natural things like food, animals, and plants. Likewise, inform
them that people who have the mathematical intelligence EXTRA IDEAS 
are good with numbers, and in the game, adding up their
Alternatively, after getting students prepared with all
points. Then, direct students’ attention to the heading The
the previous information about the intelligences that this
Food Pyramid Game. Before playing, challenge them to
game promotes, and having students recall the relevant
name the six food groups learned in this unit. Then, see if
information on healthy food, get students to play in pairs.
they can come up with a couple of examples for each group.
This way, those students who are reserved or shy will
Next, ask them to recall two countable and two uncountable
have more chances of being comfortably engaged in an
nouns (apples/oranges and sugar/milk). After that,
interactive activity that has a learning purpose in mind, but
encourage them to recall the benefits of fruits (vitamins and
that also takes into account the diverse learning styles of
mineral that are good for the immune system); vegetables
students.

56
Quiz Time
Before the test 4. Listen and complete the ingredients. 
Track 43
As before, start by emphasizing that the Quiz Time gives
Again, go over the measurement words and containers and
them the opportunity to recall and show what they have
remind them that we make uncountable nouns countable by
learned in this unit. Continue by highlighting that it gives
using containers and measurement words. Say for example,
them the chance to realize and overcome mistakes by
a tablespoon of salt or two pinches of salt. Next, invite them
identifying learning strategies or steps that give them tips
to listen attentively to complete the list of ingredients
about how to do the task. Finish by encouraging them to
individually, and then get them to cross-check answers with
assume an optimistic and confident attitude towards the
their classmates.
Quiz Time activities. Last but not least, invite them to answer
the quiz individually and then cross-check their answers with 5. Listen and complete the recipe. Use the Word
a partner, before socializing them with the whole class. Bank.  Track 44
1. Label the foods below. Use the Word Bank.  To prepare students for the listening, refer them to the
Word Bank and call on a volunteer to read the verbs aloud.
Encourage some volunteers to mimic these verbs in front
Call on a volunteer to read the instructions and the words
of the class. Now, to challenge students, invite them to
in the Work Bank. Make sure they have understood the
complete the recipe individually, without listening to the
instructions and see if they have any questions to clarify.
recording. Next, have them cross-check their answers with
Invite them to start labeling the foods by carefully choosing
their partners. As soon as they finish, play the audio as many
the words from the Word Bank. Finally, invite them to work
times as necessary for them to confirm their predictions.
in pairs to compare their answers. Go around the classroom,
listening to each pair of students, and help them when Finally, socialize the answers as a whole class.
necessary.
2. Classify the foods in the previous exercise into Self-Evaluation  
countable and uncountable nouns.  Ask students to individually reflect on the language learning
Prior to having students do this exercise, elicit the concept objectives that appear in the table. Make them realize it
of countable and uncountable nouns (Countable nouns are is important to be very honest when answering this Self-
foods or things we can count; they have singular and plural Evaluation since it will help them identify strategies to
forms, like two apples or five bananas. Uncountable nouns overcome learning shortcomings. Congratulate them
are foods or things that we cannot count; they don’t have verbally for their effort and good work, to keep their
a plural form, like sugar or salt). Now, invite students to motivation up.
classify the food individually and then allow them some time
to cross-check with their classmates.
3. Read the dialogs and circle the right option. 

Before reading the dialogs, have students recall the use of


how much for uncountable nouns and how many for countable
ones. Likewise, get them to recall that we use some in
affirmative sentences and any in negative and interrogative
sentences. Encourage students to work individually first, and
then, to cross-check answers with their classmates.

Glossary
Have students read the Glossary. Tell them to pay attention have synonyms or antonyms. Once you have clarified some
to specific elements in each definition. For example, they possible doubts about the words, students can solve the
need to pay attention to whether the word is a noun, a Glossary Activities on page 96. Please bear in mind that this
verb or an adjective. They also need to know if the words page corresponds to page 58 in the Teacher’s guide.
57
Quiz Time
1. Label the foods below. Use the Word Bank. 3. Read the dialogs and circle the right option.
a. - How much / How many eggs do we need for the
Word Bank pancakes?
• pear • potatoes • oil - We need 6 eggs.
• lettuce • butter • orange - Do we have any / some eggs?
• carrot • eggs • beef - Yes, there are some / any in the plastic bag.
b. - This cake is delicious. Does it have some / any
carrots? It tastes like carrots.
- Yes, it does. It also has some / any blackberries.
- How many / How much flour do you need to make it?
a. b. c. - Three cups.
pear carrot potatoes
4. Listen and complete the ingredients.

Banana and Nut Cereal


• 1 cup of water
• a cup of milk
• a small banana
• 2 tablespoons of oats
• a pinch of salt
• a serving of nuts
d. e. f.
orange lettuce eggs • a teaspoon of brown sugar

5. Listen and complete the recipe.


Use the Word Bank.

Word Bank
g. h. i. • Put • Add (x2) • Stir • Cool • Cut
butter beef oil
Instructions:
2. Classify the foods in the previous exercise into
1. Put the water, milk, and oats in a receptacle
countable and uncountable nouns.
on the stove. Cook for 5 minutes.
Countable Uncountable 2. Cut the banana into small pieces.
orange oil 3. Add the banana, the salt, and the cinnamon
egg beef into the milk and oats mixture. Mix everything.
4. Stir frequently for 5 to 10 minutes.
carrot butter
5. Cool the mixture.
pear lettuce
6. Finally, add the nuts and the brown sugar.
potatoes

Self-Evaluation
Now I can... Very Well OK A Little
¾¾identify countable and uncountable nouns.
¾¾ask and answer questions about food quantities.
¾¾give instructions to make recipes.
57
Activities on page 96

Glossary
A-F fridge: n. short form for refrige­ S-Z
amount: n. quantity. rator. sample: n. a small portion of a
add: v. to aggregate. glass: n. a container made of a product. They’re giving free samples
bake: v. to cook food in an oven. crystallized material. of a new strawberry yogurt.
sample: v. to try food.
H-R slice: n. a thin piece cut from a
hungry: adj. experiencing a need larger object. I eat two slices of
for food. bread for breakfast.
juice: n. liquid obtained from fruits.
lettuce: n. a cultivated plant that
has green leaves.
little (a little): adv. small in
quantity. (ant. a lot )
lot (a lot): adv. a great number
or quantity of something. (ant. a
beef: n. cow’s meat. little)
blend: v. to mix liquids or soft many: det. a great number of
substances in a blender. something.
mix: v. to combine elements. spinach: n. the leaves of a plant
mixture: n. a combination of that people eat as a vegetable.
different elements. stir: v. to move your hand in circular
This mixture contains salt, eggs, movements to mix or combine
flour, and a cup of milk. elements.
oil: n. a viscous liquid obtained tablespoon: n. a spoon used for
from vegetables or animal fat used serving food. Unit of measurement.
for cooking.
orange: n. fruit that has an acid
bowl: n. a round receptacle used taste.
for food. organic: adj. natural food with no
bread: n. common food made from artificial ingredients.
flour and water. It’s usually baked.
brochure: n. a small book that
contains information and pictures
about a product or service. teaspoon: n. a small spoon used
butter: n. a yellow, creamy for serving food.
substance made from fat, water, thirsty: adj. experiencing a desire
milk, and salt that is used for to drink something.
cooking. veggies: n. short form for
carton: n. container. A box used for vegetables.
packaging food.
cool: v. to make something less piece: n. unit of measurement.
hot. A part that is separated from an
Colloquial Expressions
cup: n. a small open container with object that is bigger. Hold on a second: wait a minute.
a handle used for drinking. pinch: n. the amount of food you
cut: v. to separate into parts with a can hold with your thumb and It’s finger- licking good: It’s
knife. forefinger. delicious.
dairy: adj. food made from milk. put: v. to move something to a It makes one’s mouth water: It
dish: n. food prepared in a particular place. (syn. place) looks or tastes really good.
particular way.
Feijoada is a typical dish in Brazil. recipe: n. a series of instructions to It’s not my cup of tea: It’s not
fresh: adj. food recently obtained. prepare a dish. my favorite.
Not preserved. rice: n. a cereal.
Yummy: delicious.
58
Student’s Book page 96

Unit 4

Glossary Activities
1. Complete the crossword with the
names of the foods.

b.
a. a p p l e
e j.
t i. o i l
t f. r

c. u b h. c a r r o t
b e. c h e e s e n
d. r i c e e g
e g. f i s h e
a
d
4. Label the actions to make a delicious
drink. Use the Word Bank.

Word Bank
2. Classify the foods from the previous exercise. • Blend • Put • Cut • Add
Group Products
Grains rice bread
Vegetables carrot lettuce
Fruit orange apple
Oil oil
Dairy cheese
Meat and Beans beef fish a. Cut the fruit b. Put the fruit
into pieces. in the blender.
3. Circle the most appropriate unit of
measurement.
a. I drink a cup / carton / pinch of coffee in the
morning.
b. Add two teaspoons / jars / glasses of sugar to
the recipe.
c. There’s a carton / tablespoon / teaspoon of milk in
the fridge. c. Add some d. Blend all the
d. Add a jar / slice / pinch of salt to the mixture. milk and ice. ingredients. 58
96
Test Training B
Before the test questions if they have any doubts. Make them notice that
in this exercise they should consider both the visual images
Make students realize that to do well in the test they should (people showing their skills and abilities) and the context
continuously revise the things they have learned in English (the sentence fragments), which give them clues or hints
class by going through their notebooks and the Student’s to recognize the answer more easily. Have them recall the
Book. They should also study with other classmates to language used in the talent show they organized in Unit 3 to
solve any doubts they have. Emphasize the use of learning demonstrate their abilities.
strategies since these help students learn more efficiently.
Remark on the importance of being punctual on the day Tell them that while they listen they should pay particular
of the test since it will give them time to organize their attention to the attributes, special skills, talents and abilities
materials (pencil, paper, eraser) and relax. of Jimmy’s family members. Play the audio twice for
students to complete the task individually.
Moreover, let students know that before taking a test, they
should study an hour a day for 2 weeks, rather than doing Speaking Candidate A
it the whole night before. Recommend that they organize
1. Tell candidate B about your recipe. Answer his/
study groups with other classmates to review and talk about
relevant aspects of the English lessons. Encourage them her questions.
to ask questions to clarify any doubts in and outside the 2. Ask candidate B about his/her recipe. Use the
classroom since it contributes to better understanding and questions on the right as a guide.
retention of the language. Finally, advise them to keep up
To prepare students for the task, have them recall the
healthy living habits like eating healthy food, doing exercise,
healthy food fair they organized to describe and sample
getting enough sleep.
healthy dishes. Elicit words related to food, ways of cooking,
and units of measurement. Make students recall that to talk
During the test about recipes, they need to state the ingredients and their
corresponding amounts, and then describe the procedure
Listening Track 45 by using connectors of sequence. Make them notice that
both candidates have a different recipe. Therefore, to find
Listen to Jimmy talking about his family. Listen to
out about Candidate B’s recipe, its ingredients and the
the conversation twice. For questions 1-5, mark A, procedure, they need to ask questions by following the
B or C in the answer box. prompts given in the Your questions box. Invite them to
Have students read the instructions carefully. Draw their carefully read the ingredients and preparation box, and
attention to the answer box and ask them to observe that ask questions if they have any doubts. Finally, encourage
there are 5 questions in the black column and that each one student A to talk about his/her recipe and answer his/her
has three options (A, B, and C). They need to choose one partner’s questions.
by checking it. Invite them to study the example and ask

59
Test Training B

Listening 4. Mom can


0 A B C
1 A B C
Listen to Jimmy talking about his family.

Answer
2 A B C
Listen to the conversation twice.


3 A B C
For questions 1-5, mark A, B or C in the answer box.
4 A B C
Example: 5 A B C
A B C

0. Kate can
5. Dad can

A B C
A B C
1. Jimmy can

Speaking Candidate A

1. Tell candidate B about your recipe. Answer his/her questions.


A B C 2. Ask candidate B about his/her recipe. Use the questions on the right as a guide.

Your answers Your questions

2. Mike can Carrot Cake


 hat’s the name of the recipe?
W
Ingredients Preparation • Do we need any..?
• 2 cups of flour 1. In a bowl mix the sugar and oil. • Is there any…/Are there any..?
• 1 teaspoon of cinnamon 2. Add the eggs one by one and mix • How much... do we need?
A B C • 2 cups of sugar well. • What do we do first?
• 1 cup of vegetable oil 3. Mix the flour into the mixture. • What do we do next?
• 3 eggs 4. Cut the carrots.
• 1 serving of nuts 5. Add the carrots and the nuts to the
3. Tanya can
• 2 carrots flour mixture.
• 1 cup of coconut milk 6. Put the mixture in the oven.
• 1/2 cup of butter 7. Bake for 45 minutes.
• 1 glass of water 8. Cool completely.
A B C 9. Cut the cake into squares.

59
60
Writing 0 healthy diet
11 almonds, peanuts, pistachios

Answer
Read the information about the benefits of nuts. 12 protein, fiber, vitamin E and Omega 3


Complete the fact file. 13 prevent heart problems and diabetes
Reading 0 A B C D E F G 14 about 20 nuts per day
6 A B C D E F G 15 cakes, sauces or butter

Answer
Match the sentences (6-10) with the corresponding notice. 7 A B C D E F G Go Nuts!


For questions 6-10, mark the correct letter A-G. 8 A B C D E F G People don’t really know how nuts contribute to a healthy diet. They
9 A B C D E F G are rich in protein, fiber, vitamin E and Omega 3, which helps prevent
10 A B C D E F G heart problems and diabetes. Nutritionists recommend eating nuts in
0. There is a concert tonight. moderation: about 20 nuts per day.
 Nuts include almonds, peanuts, and pistachios. You can use them to
make cakes, sauces or butter.
6. You can play football here on Sunday. A Silence!
Nuts Fact File
7. Don’t eat here. Contribution (0): healthy diet
8. Don’t talk in this area. Examples (11):
Cheaper prices on fruits
B Good source of (12):
9. Drink milk. at Briton supermarket!
Health benefits (13):
10. You can learn music here. Servings per day (14):
Today at 8:00 PM Recipes with nuts (15):
C The Rock Masters Bobby and
Luck Prince in concert.
Speaking Candidate B
1. Ask candidate A about the recipe he/she has. Use the questions on the left as a guide.
D No food in this room.
2. Tell candidate A about your recipe answering his/her questions.

Your questions Your answers


New sports center opens
E
on the weekend. Fruit Cookies
What’s the name of the recipe?
Ingredients Preparation
• Do we need any..?
F Get the calcium you need. • Is there any…/Are there any..? • 2 servings of 1. In a bowl mix the cranberries, lemon
• How much… do we need? cranberries juice, nuts and a pinch of salt.
• What do we do first? • 1 tablespoon of 2. In another bowl mix the butter, sugar,
Do-Re-Mi School • What do we do next? lemon juice eggs and flour. Mix the ingredients
G • 1 serving of nuts well.
Lessons for all ages.
• 1 pinch of salt 3. Add the fruit and nuts combination to
the butter mixture.
• 1/2 cup of butter
4. Shape 20 round cookies.
• 1/2 cup of sugar
5. Cool the cookies in the refrigerator for
• 2 eggs
3 hours.
• 3 cups of flour 6. Put the round cookies in the oven.
7. Bake for 15 to 20 minutes until brown.
Delicious!
questions in the black column (11-15) and that each one has
Reading
a space in which to write the answer. Have them consider the
Match the sentences (6-10) with the corresponding example. Make them aware of the purpose of the reading,
notice. For questions 6-10, mark the correct letter which is to complete the Nuts Fact File by writing between
A - G. 2 and 4 words in the space given. To facilitate the reading
Call on a volunteer to read the instructions and ask the comprehension task, invite students to read the information
students to carefully study the example. Challenge students included in the Nuts Fact File (nutritional information,
to come up with a definition of the word notice. Ask them health benefits, servings per day, and recipes with nuts)
where they can see or find these types of phrases (1-6). before reading the text. Remind students to pay attention
Encourage everybody to read the alternatives A-G and to the details asked. Finally, get them to start completing
make them realize that they do not need to use all of them, their writing exercise individually.
as there are only 5 questions and 7 answers to choose
Speaking Candidate B
from. Have them recall the use of imperatives to give
instructions or warnings. Invite them to identify the reading 1. Ask candidate A about the recipe he/she has.
strategy they can apply to match the sentences with the Use the questions on the left as a guide.
corresponding notices (scanning to connect the affirmative
2. Tell candidate A about your recipe answering
or negative form of the actions to the information given in
the notices). To do this, recommend that students highlight his/her questions.
the actions and associate them to the context clues. Center Again, prepare students for the task, by having them recall
students’ attention on the answer box. Ask them to observe the healthy food fair they organized to describe and sample
that there are five questions in the black column (6-10) and healthy dishes. Elicit words related to food, ways of cooking,
that each one has 7 options (A, B, C, D, E, F, and G), one of and units of measurement. Make students recall that to talk
which they should check. Now, make them realize that to about recipes, they need to state the ingredients and their
better concentrate on the reading activity, they should do it corresponding amounts, and then describe the procedure
silently, without making any sort of noise that may interfere by using connectors of sequence. Make them notice that
with their classmates’ reading. Finally, encourage students both candidates have a different recipe. Therefore, to
to start reading and answering the questions individually. find out about Candidate A’s recipe, its ingredients and
the procedure, they need to ask questions by following
Writing the prompts given in the Your questions box. Invite them
to carefully read the information in the ingredients and
Read the information about the benefits of nuts.
preparation boxes and ask questions if there are any doubts.
Complete the fact file. Finally, encourage Candidate B to talk about his/her recipe
Have students carefully read the instructions. Refer them and answer his/ her partner’s questions.
to the answer box and ask them to observe that there are 5

60
5
UNIT Skills CEF Standards Indicators

Comprehension
Can understand detailed ¾¾ Identifies true and false statements about a

Listening
information in short and famous person’s life and personality.

They Were Successful!


simple descriptions. ¾¾ Consciously applies a rule by listening
attentively.

Comprehension
Reading

Can grasp detailed ¾¾ Predicts the content of a text.


information in a short ¾¾ Identifies correct time expressions.
and descriptive text by
reading carefully.
Interaction

Can ask and answer ¾¾ Describes people’s lives and personalities.


Oral

questions about ¾¾ Asks for repetition by using sorry and wh-


people’s lives in the questions at the end of sentences.
past.
Expression

Can make simple ¾¾ Asks and answers simple questions about


descriptions of people’s people’s lives, values, and achievements.
Oral

lives, personalities and ¾¾ Describes famous people’s lives in the past.


achievements on a
timeline.
Expression

Can organize events ¾¾ Writes simple sentences to describe famous a


Written

using time-related person’s lives, values and achievements.


expressions. ¾¾ Uses time-related expressions.

61
5
UNIT General Objective
uu
You will be able to talk about famous characters of
the past.

Communication Goals
uu
You will learn how to

They Were Successful! CLIL


uu
• describe people’s personalities and values.
• talk about people’s lives in the past.
• talk about important events in history.

• Famous Characters of The Past


Vocabulary
• Words related to personality and values
• Years and dates
Grammar
• Simple Past tense with the verb to be

Idioms and Colloquial Expressions


uu
• Against all odds
• The sky is the limit
• A losing battle
• Look up to someone

Project
uu
Party of Famous Characters
You will organize a party of famous characters
of the past.

Discuss:
• Who were they?
• What were they famous for?
Lesson  1

Famous Characters
1. Read the following encyclopedia entries. Write Word Bank
the sections they belong to. Use the Word Bank. • science • politics • religion • arts

Einstein, Albert (1879-1955) Kahlo, Frida (1907-1954)


He was born in Germany. and Rivera, Diego (1886-1957)
He was a successful physicist. They were born in Mexico.
He wasn’t a philosopher, but he They were passionate painters.
was respected and recognized for They loved art and were
his ideas about physics and life. His interested in colors, figures
most important work, the Theory and paintings all the time. They
of Relativity, was very popular and weren’t politicians but important
revolutionary. ideologists.

a. science c. arts

Philopator, Cleopatra VII


Mother Theresa (1910-1997)
(69- 30 BC)
She was born in the Republic
She was born in Egypt.
of Macedonia. She was a
She was the Queen of Egypt
compassionate nun. She was a
when she was only 17 years old.
humanitarian and generous with
She was a courageous woman in a
poor and sick people. She was also
world governed by men. She was a
a hardworking leader. Most of the
brave woman. She wasn’t afraid of
time she was at work with people.
anything.

b. politics d. religion

2. Check the best definition for the red words in the previous exercise.
a. Hardworking is someone who… d. Passionate is someone who…
helps people in need. helps people in need.
works very hard. loves a particular activity.
loves a particular activity. has great courage.
b. Successful is someone who... e. Compassionate is someone who…
works very hard. helps people in need.
gets recognition for his/her labor. has great courage.
shows love for others. gets recognition for his/her labor.
c. Brave is someone who…
Vocabulary Strategy
loves a particular activity.
helps people in need. Use context clues to get the meaning of words. Pay
has great courage. attention to the words that are before and after.
62
Lesson  1

Famous Characters
Planning
Learning Goals Indicators Key Vocabulary and Structures Strategies
This lesson will enable ¾¾ Describes people’s Vocabulary ¾¾ Using context clues
students to describe personalities and Words related to personality and values to get the meaning of
famous figures of the values. words
Structures
past.
Simple Past tense with the verb to be

WARM UP (books closed)  PRESENTATION 2 


Invite students to explore the images on page 61 by asking 2. Check the best definition for the red words in
the questions: Who were they? What were their full names? the previous exercise.
Where were they from? How old were they? What were
As the purpose of the reading is to deduce the meaning
they like? What were they famous for? Were their clothes
of words, direct students’ attention to the Vocabulary
comfortable? Can you think about other famous historical
Strategy and make them realize that they can deduce the
figures from your country? Accept all sorts of ideas and write
meaning of words by using the words that appear before
them on the board. Do not forget to congratulate them for
and after the unknown or new words. Make them recall the
their contributions!
notions of before and after by drawing a time line on the
board. Write the days of the week and tell them that Friday
PRESENTATION 1  Track 46 goes before Saturday, and that Sunday goes after Saturday.
1. Read the following encyclopedia entries. Write Alternatively, write three different numbers (100, 200, and
the sections they belong to. Use the Word Bank. 300) and say that the 100 goes before 200 and 300 goes
after 200. Have them do a quick search by asking: Where
Before having students read the texts, do some picture
is the word: compassionate / passionate / brave / successful
exploitation. Ask them: Who were they/these people? What
/ hardworking? Model the activity by reading the first
were their names? Where were they from? What were their
example. Invite them to go back to the fourth entry, find
occupations? What were they like? What were they famous
the word hardworking and read the words before and after
for? Then, call on a volunteer to read the instructions and
it (before: she was generous with poor and sick people;
the words in the Word Bank, which represent the sections
after: most of the time she was at work with people). Now,
or categories of an encyclopedia. Take the opportunity to
challenge them to choose between the three possibilities
check pronunciation. Afterwards, write those categories
given. Invite them to work individually first, and go back to
on the board and challenge them to come up with the
the texts and circle the meaning of the words in red. Next,
corresponding person and his/her occupation (e.g. arts:
have them compare answers with their partners and finish
Frida Kahlo and Diego Rivera were painters; science: Albert
by socializing the answers as a class. Reward them with a
Einstein was a physicist; politics: Cleopatra VII was a queen;
sound Perfect! to keep their learning motivation up.
and religion: Mother Theresa was a nun.) Finally, invite
students to do the task individually, and then, to compare
with their classmates, before checking the exercise as a
whole class. Then, have them confirm their predictions.
Keep their motivation up by rewarding them with a sound
Excellent! Superb! Great!
Alternatively, you can have students read and listen to the
text at the same time, so they can check pronunciation of
key words.

62
As a follow-up activity, get students to work in groups
PRACTICE 
of 6. Ask them to write a series of six numbers in their
3. Complete the following sentences with notebooks (e.g. 1414, 1497, 1478, 1869, 1930, and the like).
expressions from the previous exercise. Allow enough time for them to practice both the spelling
Invite students to take a look at the pictures on the right. Ask: and the pronunciation of their numbers. Then, to promote
Who were these people? What were their names? Where were interaction have a contest. Encourage each group to choose
they from? What were their occupations? What were they like? a representative and have them go up to the board to write
What were their contributions to society? Have them label the and say a number from their series. Tell them that the first
historical figures under the words: religion, science, politics representative who does it gains a point.
and arts. Refer students to the Reflect on Grammar Box, and
5. Complete the following text with was / wasn’t /
ask them to read aloud the affirmative sentences, and then
the negative sentences. Make them realize the use of Simple were/ weren’t. Then, listen and check. 
Past tense with the verb to be to talk about origin/place of Track 49
birth, age, identity, location and personality in the past. Go Do a brainstorm by asking: Who was the man in the picture?
over the affirmative and negative forms of the verb to be Who was Socrates? Where was he born? Where was he from?
and the corresponding contracted negative forms wasn’t/ Was he a politician / an artist / a philosopher?
weren’t. Do some choral and individual repetition. As soon
as they have done that, encourage them to give a personal Get students to work in pairs and encourage them to
example of a famous person they know from history. Model complete the text without listening to the audio while you
the task by saying aloud and writing on the board: Gabriela go around the classroom providing some help if necessary.
Mistral was a poet. She was a passionate educator. She was Then, play the audio as many times as necessary for them
born in Chile. Praise them for their examples. to confirm their answers before socializing them as a class.
4. Listen and check T (true) or F (false). Finally, stress the contracted negative forms, wasn’t and
Track 47 - 48
weren’t, and have them do some individual and choral
repetitions / drills.
Center students’ attention on the Pronunciation box and
have them read the years given. Stress the importance
of reading years well by dividing them into two segments Project Stage 1  
(without using a comma), as shown by the blue line in the To get an idea of what the project is about, read through
examples. Emphasize the pronunciation of numbers like the Share Your Project section (page 69). Do your best in
1400, 1500, 1700 …1900 by having them do some choral assisting the students as a teacher and making them realize
and individual drills. Similarly, let them know they can read that a Party of Famous People of the Past implies assuming
the year 2012 as two thousand and twelve or twenty-twelve. and acting the role of their characters. Suggest that they
Challenge them to read the years between 2013 and 1219 in choose individuals they admire from the past and that
the two possible ways. Play the audio once for them to work belong to different fields of knowledge (e.g. arts: painters,
individually, and then ask them cross-check answers with sculptors, actors, musicians, poets; science: explorers,
their classmates. Play the recording for a second time for inventors; politics: emperors, queens, kings, leaders,
them to confirm. ideologists, and religion: priests, nuns, gods, goddesses.)
Next, call on a volunteer to read the instructions and the Let them know that this learning activity helps them learn
statement about Joan of Arc. Play the audio as many times as more effectively as they interact in a real and meaningful
necessary for them to first do the task individually, and then communicative context. Encourage them to research their
have them compare their answers with their classmates, historical figure’s origin, age, personality and the significant
before socializing them as a class. years of their lives. Then, remind them to follow examples
given in the book to describe their characters.

63
Grammar and Vocabulary
3. Complete the following sentences with expressions from the previous exercise.
a. Pablo Picasso was a Spanish painter. He was really successful because
he and his work were admired and respected.
b. Galileo Galilei was interested in the planets and the stars. He was a passionate
astronomer. Every night he was at his observatory.
c. Martin Luther King was a black American politician. In his time it was difficult for black
people to express their ideas, but he was brave . He wasn’t afraid of prejudices.
d. Princess Diana was very generous to poor children and sick people. She was the most
compassionate member of the English royal family.
Reflect on Grammar
Simple Past Tense with the Verb To Be
Use it to talk about origin, age, identity, location and personality in the past.
Affirmative Negative
I was 3 years old. I was not in France.
He He
She was Spanish. She was not afraid.
It It wasn’t
You You
We were leaders. We were not politicians.
They They weren’t
* Use was / were born to refer to place and date of birth. * Contracted forms
I /He/She/It was born in England. was not = wasn’t
We / You / They were born in Mexico. were not = weren’t

Pronunciation
4. Listen and check T (true) or F (false).
The pronunciation of years is
divided into two segments. T F
19 86 17 99 18 00 14 92 Name: Joan of Arc
Listen and circle the year Date of birth: 1414
you hear. Origin: France
a. • 1888 • 1988 • 1889 Occupation: Soldier
b. • 1500 • 1502 • 1510 Personality: Brave and passionate
c. • 1983 • 1963 • 1993 Death: 1461

5. Complete the following text with was/wasn’t/were/weren’t. Then, listen and check.

Socrates (470-399 B.C.) He was one of the greatest philosophers in history. He was more intelligent than
other children, but his education wasn’t (a) different from any other Athenian. His main subjects at school
were (b) arithmetic, geometry, astronomy and Greek poetry. His favorite activities were (c) speaking
in public and asking questions, but his questions weren’t (d) always easy. Sometimes they were (e)
confusing. For this reason, some people considered that his ideas weren’t (f) appropriate for young people.
Project  Stage 1
• Choose a character you admire of the past. E.g. I admire Mother Theresa.
• Do research on your character’s life.
• Write sentences describing your character’s place and date E.g. Mother Theresa was a nun.
of birth, occupation and personality characteristics.
63
Lesson  2

World History
1. Listen and read. Then, complete the chart.

Guide: We’re now in the Explorers section. These people Guide: Very good Suzy.
were discoverers or founders of cities in South He was born in
America. This is Hernan Cortes. Trujillo, Spain, in 1478.
Suzy: Excuse me, Sir. Was he the conqueror of Mexico? Peter: Who were the Incas? Hernan Cortes
Were they indigenous
Guide: Yes, he was. He was born in Medellin, Spain,
people?
in 1485. He was very young, but he was very
successful in his explorations in Mexico, Cuba and Guide: Yes, they were. The Incas were the first
Haiti. inhabitants of Peru. Their empire was one of
the biggest in Latin American history. Let’s see
Suzy: How old was he when he started his
another explorer. He was the first person who
explorations?
navigated the Pacific Ocean.
Guide: He was only 19 years old. He was very smart and
Suzy: I know! Ferdinand Magellan, another Spanish
hardworking.
explorer.
Peter: Excuse me, Sir. Who was Francisco Pizarro?
Guide: Actually, no. He wasn’t Spanish. Where was he
Guide: He was the founder of an important city in South born? Do you know?
America. What was this city? Do you know?
Peter: He was born in Portugal.
Suzy: He was the founder of Lima, the capital of Peru.
Guide: Exactly! He was the first person to navigate all
Peru was the land of the Incas.
around the globe.

Name Origin Achievement Key Expressions


He was born in He was the conqueror Smart: intelligent
Hernan Cortes
Medellin, Spain. of Mexico. Actually, no: not really
He was born in Trujillo, He was the founder of Lima,
Francisco Pizarro the capital of Peru.
Spain.
He was born in Portugal. He was the first person to
Ferdinand Magellan
navigate all around the globe.

Reflect on Grammar
Questions in the Simple Past tense
Yes/No questions Answers
Yes, he was.
Was + I/he/she/it + complement Was he a Spanish explorer?
No, he wasn’t.
Yes, they were.
Were + we/you/they + complement Were they indigenous people?
No, they weren’t.
Wh – questions Answers
Who was Francisco Pizarro? He was an explorer.
Who were the Incas? They were the first inhabitants of Peru.
Wh-word + to be + subject
Where was he born? He was born in Portugal.
+ complement
How old was he? He was 19 years old.
What was this city? It was Lima.
64
Lesson  2

World History
Planning
Learning Goals Indicators Key Vocabulary and Structures Strategies
This lesson will ¾¾ Talks about important Vocabulary ¾¾ Using sorry and wh-
enable learners to events in history. Words related to personality and values questions at the end
talk about people’s of sentences to ask
Expressions
lives in the past. for repetition
Actually, no / Smart
Structures
Questions in the Simple Past tense
Yes / No and Wh- questions

Remind them to pay special attention to people’s names,


WARM UP (books closed) 
origin and achievements. Remind them that achievements
Write the heading World History on the board and elicit refer to things that are good but difficult to do, and that
as many historical figures as possible by inviting students we can associate achievements with important objectives/
to come up to the board to write information related to purposes/targets in both people’s personal and professional
the history of their countries, Latin America or the World. life. Play the audio once or twice as needed. Finally check
Suggest that they can include scientists, politicians, religious their answers as a class and congratulate them for their
leaders, and artists. Accept all their contributions, write good work.
them down them on the board and invite the students to
relate them to the following learning activities in the lesson.
Praise them for their ideas. PRESENTATION 2 
Ask students to turn to the Reflect on Grammar box and have
them read and compare the yes/no and the wh-questions in
PRESENTATION 1  Track 50
the Simple Past tense using the verb to be, along with their
1. Listen and read. Then, complete the chart. corresponding answer. Make them gradually realize the
To foster the development of the linguistic and visual spatial word order for both types of questions by asking them to
intelligences, bring in two pieces of paper with the following identify the verb form, the subject and the complement in
information written: Mexico, Spain, Haiti, Peru, Portugal, the examples given. Model by saying and writing a couple
Cuba, Francisco Pizarro, Hernan Cortes, Ferdinand Magellan, of examples that are relevant to students’ recently acquired
the Incas, Aztecs, Trujillo, Medellin, and Lima. Divide the knowledge (e.g. Was Hernan Cortes an explorer? Who was
board into four columns and label them as: explorers, Francisco Pizarro? Were the Aztecs indigenous people?).
indigenous people, South American countries, South American Continue by having them do some individual and choral
cities, Spanish cities and European countries. Invite students repetition of both yes/no and wh-questions and check both
to classify the information under the previous headings. pronunciation and intonation if necessary.
Praise the students for their excellent work.
Prior to having students listen to the audio, do some picture
exploitation by asking: Who is the man in the picture? What
was his name? What was he like? Where was he from? Why
was he famous? Why was he unique? and so forth. Elicit as
much information as you can and write it down on the board.
Then, direct students’ attention to the Key Expressions box
and challenge them to quickly look for the same expressions
in the dialog (11th line and 31st line).

64
PRACTICE  Project Stage 2  
2. Unscramble the questions and write the Remind students they will start working on discovering
answers based on the text. their peers’ famous characters by preparing a questionnaire
Elicit as much information as possible about Christopher individually. Advise them to follow the sample questions
Columbus by asking: Who is the man in the photograph? Was they have just answered in pairs, and bear in mind details
he a philosopher / an explorer? How old was he? What was such as origin, age, identity, location, important years and
he like? What was he famous for? and the like. Now, call on dates, and personality (e.g. Were you born in Greece? What
some volunteers to read the instructions and the sentences was your occupation? Were you a passionate person? Where
in the text. Get them work in pairs to unscramble the were you born?). Recommend that they do peer correction
questions and complete the chart while you go around the and check grammar structure and spelling in all the questions
classroom and provide help if needed. Finish by asking them they include in the questionnaire.
to cross-check answers with another pair of students before As soon as the students finish this part, have them work in
socializing them as a class. Do not forget to reward them for pairs to discover their classmate’s famous person by asking
their learning effort. complete questions. Go around the classroom to see if they
have any difficulties to ask and answers questions and to
3. Complete the questions and guess the answers.
provide help.
Then, compare with a partner. 
Before asking students to do the exercise, see if they can Likewise, remind them to find clothes to dress up as the
come up with the name of the famous historical figures in person they are interested in. Stress the importance of being
the pictures. Then, call on a volunteer to read the instructions creative and resourceful when looking for the materials to
and get students to work in pairs to complete only the make the clothes that their famous people wore. Advise
questions. Once they are finished, take the opportunity to them to reuse materials like paper, cardboard, plastic,
reinforce the word order of wh-questions. Again, ask them metal, cloth, and the sort. They can find these materials at
to identify the verb form, the subject and the complement. home so that they do not incur any additional expenses.
After that, invite them to continue working in pairs to Finally, remind students there is project socialization in the
guess the answers while you go around the classroom to Share Your Project section at the end of the unit.
provide guidance if required. Finally, have students socialize
their guesses by following the conversation model that
appears below the instructions. Focus their attention on the
Speaking Strategy and let them read the example about the
use of sorry and wh- questions at the end of sentences to ask
for repetition. Praise the first pair of students that come up
with the answers with reward the with a Great! Lovely!

PRACTICE  Track 51
4. Listen and confirm the questionnaire answers.
Ask students to continue working in pairs and tell them they
need to concentrate on the information related to origin,
identity, location and years as they listen to the audio. Play
the recording once for them to confirm or choose the correct
option. Play the audio for the second time if necessary. Keep
their motivation up with a warm round of applause.
As a follow-up activity, encourage students to get into groups
of four. Challenge them to find out more information about
the characters in the pictures by asking other wh- questions
about identity, origin, location, and dates (e.g. Who was
Simon Bolívar? He was the liberator of South America in the
19th century).

65
Grammar and Vocabulary

2. Unscramble the questions and write the answers based on the text.
Christopher Columbus discovered America in 1492. He was born in 1451 in
Genoa, Italy. He was a navigator and explorer. He lived most of his life in Spain.
On one of his expeditions, he wanted to go to the East Indies. He traveled in the
ships called the Pinta, Niña and Santa Maria. When he arrived, he believed that
he was in India, but he was actually on the American continent. He was in San
Salvador, a Caribbean island in the Bahamas.
a. Christopher Columbus / was/who/? d. were/ the names of the ships/ what/?
Q: Who was Christopher Columbus Q: What were the names of the ships?
A: He was a navigator and explorer. A: They were The Pinta, Niña and Santa Maria.
b. he/ was/ Spanish/? e. was/ the discovery of America/ when/? Speaking
Q: Was he Spanish? Q: When was the discovery of America? Strategy
A: No, he wasn’t. A: It was in 1492.
Use sorry and
c. born /he/ was /where/? f. was/in India in 1492/ he/?
Where was he born? Was he in India in 1492?
wh- questions
Q: Q:
at the end
A: He was born in Genoa, Italy. A: No, he wasn’t.
of sentences
to ask for
repetition.
3. Complete the questions and guess the answers. Then, compare with a partner.
Suzy: Christopher Columbus was born in 1451. Peter: Sorry? He was born where?

Questionnaire

a. Where was the indigenous d. What was the navigator


leader Tupac Amaru born? Marco´s last name?
1. In Mexico 1. da Gama
2. In Peru 2. San Martin
3. In Ecuador 3. Polo

b. When was Simon Bolivar e. Who were Julius Caesar


born? and Caesar Augustus?
1. In 1713 1. Emperors
2. In 1730 2. Navigators
3. In 1783 3. Explorers

c. Who was the last Aztec f. Who was the leader of


governor? the independence of Chile?
1. Tizoc 1. Simon Bolivar
2. Moctezuma 2. Jose de San Martin
3. Cuauhtemoc 3. Francisco Pizarro

4. Listen and confirm the questionnaire answers.


Project 
Project  Stage
Stage 22
• Prepare a questionnaire to discover your partner’s characters. E.g. Were you born in Greece?
• Find clothes to dress up as the character you are interested in.
65
Lesson  3

Inspirational Lives
1. Look at the pictures and make predictions about Gandhi’s life.

Name: Gandhi, Mohandas


Origin: He was born in 1869, in Porbandar, India.
Occupation: He was a
Personality: He was
Answers
may vary.
Achievement:

Reading Strategy
Use your background knowledge to predict the content of the text.

2. Read and confirm your predictions.

Mohandas Gandhi was born in was brave and hardworking, so he getting familiar with people’s living
1869 in Porbandar, India. He was an finished his law studies. conditions and the injustice they
important political leader. India’s Two years later, he was a lawyer in experienced. In the many years to
independence was possible thanks his homeland, India. His objective come, he was involved in political
to his courage. At that time, Indian was to find a job and help his people, campaigns to protect the rights of
people were under British rule and but he wasn’t successful. For this everybody.
were victims of racial discrimination. reason, in 1893, he accepted a job His most important achievement
In 1888, Gandhi was a law student as a legal adviser in South Africa. In was in 1930 when he became the
in London, England. He was only 19 this country, the Indian community leader of the “Civil Disobedience
years old. At the beginning, his life in was a victim of racism and was Campaign” to protest against the
London wasn’t easy. He was a victim denied civil rights only because it British government. This campaign
of racial discrimination because was colored. This situation wasn’t wasn’t violent at all. Indians were
he was colored. But this situation acceptable and some years later simply not cooperative with
wasn’t an obstacle for him. He Gandhi became a political leader. He the British laws. Thanks to this
was passionate about getting justice campaign India was set free in
for his brothers. 1947. This was a great victory under
After 22 years in South Africa, he Gandhi´s non-violence principles.
was back in India. During 1915, Unfortunately, Gandhi died a year
Gandhi visited different places of later when he was 78 years old. He
the country with the purpose of was assassinated by a Hindu fanatic.

Key Expressions
• British Rule: British government Homeland: the country
• Civil rights: the fundamental liberty and privileges of an individual where you were born
• Colored: dark colored skin
Be involved: to participate
• Legal adviser: a guide or lawyer that helps people in trouble
66
Lesson  3

Inspirational Lives
Planning
Key Vocabulary and
Learning Goals Indicators Strategies
Structures
This lesson will guide ¾¾ Predicts the content of Vocabulary ¾¾ Using background knowledge to
students to identify a text. Words related to predict the content of the text
detailed information ¾¾ Scans to identify personality, values and ¾¾ Using a timeline to organize the
by reading carefully details. important events in sequence of events
to improve reading history
¾¾ Identifies time ¾¾ Using time-related expressions to
comprehension.
expressions. Time related expressions organize events

WARM UP (books closed)  PRESENTATION 2  Track 52


Direct students’ attention to the heading Inspirational Lives While-Reading
and elicit as much information as possible by having them
analyze each word of the heading or, instead, have them 2. Read and confirm your predictions.
make an attempt to define or provide a synonym for it: What Draw students’ attention to the Key Expressions box and
is inspirational? Then, ask: What is an inspirational life? What make them aware of the definition of homeland and be
makes a person’s life inspirational? Tell them that something that involved. Model these expressions with examples relevant
has good and positive results is a success and that the opposite to the students’ context. Tell them they will take part
is a failure. Exemplify by saying that Albert Einstein’s theory of in a speedy scanning contest (reading quickly to find
relativity was a success. Likewise, tell them that to describe specific information). The first person who finds the word
a success we use the adjective successful as in the example: expressions in the text (homeland, the second line of the
Mother Theresa was a successful nun. Now, ask: Are success and second paragraph, and be involved in, eighth line of the
failure elements of an inspirational life? Make sure you present third paragraph) will get a prize such as a happy face drawn
in advance the meaning of success and failure. Are successful on his notebook or a round of applause from the whole
people inspirational? Are unsuccessful people inspirational? Was class. Before having students read and listen, have some
Mother Teresa’s / Christopher Columbus’s / Frida Kahlo’s / Marco volunteers read the instructions and the expressions in the
Polo’s / Princess Diana’s / Simon Bolivar’s life inspirational? brown box below (British rule, civil rights, colored and legal
Congratulate them for their effort and good work! adviser). For a better understanding of these expressions,
challenge them to come up with an example (They may say:
PRESENTATION 1  British government; the right to have a name and an identity;
a black or dark-skinned person; and a lawyer). Finally,
Pre-Reading confirm their predictions from exercise 1 (including the ones
1. Look at the pictures and make predictions about you wrote on the board). Encourage them to check () the
correct ones and praise them for their good guessing!
Gandhi’s life.
Prior to having students do the activity. Focus their attention
on the Reading Strategy and inform them that they know
about people with inspirational lives around the world/globe.
Tell them that background knowledge helps them predict
the content of a text. Invite them to look at the photographs
and ask: Who was this man? What was his full name? Where
was he born? What was his occupation / profession? Was he a
religious leader / politician / ideologist? What was he like? Was
he hardworking / passionate / compassionate / brave? What
was he famous for? What was his main achievement? Write
their predictions on the board. Call on a volunteer to read
the instructions and invite them to work with their partner
to fill in the blanks.
66
PRACTICE  PRACTICE 
Post-Reading While-Writing
3. Go back to the text and complete the timeline. 6. Write about a historical character.
Attract students’ attention to the Reading Strategy and Focus students’ attention on the Writing Strategy and let
remind them that timelines are used to organize a sequence them know they can organize the events in a person’s life
of events. Also, let them know that specific or detailed using time- related expressions like the ones learned in the
information such as names, origin, identity, age, location, previous exercises. Suggest that they follow the prompts
personality traits, physical appearance, and important dates given to write about their chosen person. Invite them to
form part of the events in a person’s life. work individually and allow plenty of time for the completion
of the writing task while you go around the classroom to
Get students into pairs. Ask some volunteers to read
provide guidance. Encourage students to work in pairs to
the instructions and go over the years and check their
read each other their historical figure’s biography.
pronunciation. As the idea is to facilitate reading
comprehension, suggest that they highlight the details
they are supposed to get, in order to complete the events Project Stage 3  
the sequence. Go around the class and provide help if
necessary. Allow plenty of time for students to complete Refer students to Project Stage 3. Remind them they will act
the task. Then, invite them to cross-check answers with out their chosen person at the Party of Famous Characters of
other pairs before taking turns to socialize their findings the Past, in the section Share Your Project at the end of the
with the whole class. Do not forget to congratulate them to unit. To guide them on how to draw a timeline with the most
keep their motivation up. important events from their chosen person’s life, invite them
to follow the example given on page 67. Next, stress that they
can write the paragraph with the information from Project
PRESENTATION 3  Stage 2 and prepare their oral presentation by rehearsing
4. Based on the text match the expressions with twice or three times with a partner. After that, encourage
the years they refer to. them to dress up as their corresponding characters and use
Address students’ attention to the time expressions a to e the questionnaire in the party. Finally, wish them the very
and have them do some choral and individual drills. Tell them best for the organization and development of their Party of
they will participate in a game called Look and You Shall Find. Famous Characters of the Past.
Ask them to use ordinal numbers to tell you the paragraph
where the time expression appears. Have them look for
and find the expressions: After 22 years (4th paragraph); A
year later (5th paragraph); Two years later (3rd paragraph);
In the many years to come (4th paragraph); and At that
time (1st paragraph). Praise them for their good searching
skills. Get them work in pairs and allow enough time for the
completion of the task while you go around the classroom to
provide guidance where required. Finally, encourage them
to cross-check their arrangement with their classmates
before socializing answers as a whole class.

APPLICATION 
Pre-Writing
5. Circle the correct time expression.
Start by doing some picture exploitation by asking: Who is
this lady? What was her full name? Where was she born? Where
was she from? What was she like? What was she famous for?
What was her contribution? and the like. Then, call on some
volunteers to read the instructions and take turns to read the
whole passage. Next, encourage students to work in pairs
to solve the exercise. Tell students to pay special attention
to the information that appears before and after the time
expressions. Finally, have them cross-check answers before
socializing them as a whole class. Don’t forget to praise
them for their great work.
67
Reading and Writing
3. Go back to the text and complete the
timeline.
Reading Strategy
1869: Mohandas Gandhi was born in India.
Use a timeline to organize the sequence of events.
1888: He was a law student in London, England.

1890: He was a lawyer in India. 4. Based on the text match the expressions
with the years they refer to.
1893: He was a legal adviser in South Africa.
a. At that time… b 1890
1915: He was back in India.
b. Two years later… e 1948
He became the leader of the
1930: Disobedience Campaign. c. After (22) years… d 1915 and on
1947: India was set free. d. In the many years to come… 1869
a
1948: Gandhi died / was assassinated. e. A year later... c 1915

5. Circle the correct time expression.

Eva Peron
Eva Peron was born in Los Toldos, Argentina, in 1919. She became one of the most
influential people in her country.
In 1935, at the age of 15, she was in Buenos Aries. At that time / ten years later, her
first job was in a theater company. She was the youngest actress in the group.
In the many years to come / a year later, at the age of 22, Eva Peron was a successful
actress in movies and on radio shows.
In 1945 / at that time, she was 24 and married to Juan Peron, a famous politician.
At that time / 1 year later, in 1946, he was the president of Argentina and she was the
first lady. In the many years to come / a year later she was involved in political and
social work. She created a foundation to help poor people, schools and hospitals.
Unfortunately, she died of cancer in 1952.

6. Write about a historical character.


Writing Strategy
was born in Use time - related expressions to
(name) (date of birth) organize events.
in . In
(place)

(education/occupation)
Answers
In
may vary.
(main activities - achievements)

Project  Stage 3
• Make a timeline with the most important events in your character’s life.
• Make a short paragraph with the information in project stage 2 and prepare your oral presentation.
• Dress up as your character and use the questionnaire in the party.

67
Lesson  4

Success Against All Odds!


1. Listen and complete with the expressions in the box.
• the sky was the limit
• against all odds
a. I look up to Jose de San Martin. He was the leader of the Independence • a losing battle
of Chile. His campaign across the Andean Mountains was really difficult.
Soldiers were hungry, cold, and the weather conditions were hard, but
the Chilean army was victorious against all odds. .
b. I admire Helen Keller. Apparently, communicating was
a losing battle because seeing and listening were
impossible for her. She was blind and deaf. But in the end, she was a
successful writer and leader.
c. I look up to Leonardo da Vinci. He was a real genius. He was an architect,
a painter, an engineer and a poet. For him, the sky was the limit !
He was very creative and his works were advanced
for his time. Key Expressions
Look up to: admire

2. Match the expressions with their meaning.


a. Against all odds c 1. An effort is destined to fail. You can´t do anything to win.
b. The sky is the limit a 2. To be successful despite the difficulties.
c. A losing battle b 3. You can do whatever you want.

3. Complete the text using two of the expressions above. Then, listen and check.

Thomas Alva Edison was a famous American inventor. He was the creator
of the light bulb, the phonograph and the kinetoscope (the first video
camera). The sky was the limit (a) for him.
At the beginning, the creation of the light bulb was difficult. People say that
about 1000 experiments were necessary to make it work. It was apparently
a losing battle (b). But in the end Edison
was very persistent. Finally, his invention was successful.
Reflect on Values
Always Sometimes Never
¾¾ I’m interested in world history.
¾¾ I’m familiar with characters of
my country’s history. Gap Activity
¾¾ I try to imitate the good values Student A goes to page 90.
of the people I admire. Student B goes to page 92.
68
Lesson  4

Success Against All Odds!


Planning
Learning Goals Indicators Key Vocabulary and Structures Strategies
This lesson will guide ¾¾ Uses informal language to Vocabulary ¾¾ Using the context
students to use describe famous people’s The sky was the limit to deduce the
idioms and colloquial achievements. Against all odds meaning of idiomatic
expressions in informal A losing battle expressions
conversations.

Do the same with the other two expressions. Invite them to


WARM UP (books closed) 
do the matching exercise individually, and then to cross-
Invite students to think of possible people from the past they check answers with their partners before socializing them as
really admire. Model by saying: I admire Evita Peron. She did a class.
a lot to help the working-class. Get students into groups of
six and have them make a list of possible people from the
past they admire. Ask them to write a couple of sentences APPLICATION  Track 54
describing their occupations and personalities. As soon as 3. Complete the text using two of the expressions
they finish, invite them to play the Famous People Guessing above. Then, listen and check.
Game by asking: Was s/he a physicist / a leader / a politician /
Do some picture exploitation by asking questions to
a nun / a queen / an emperor / an artist? Was s/he successful /
find out about the name, the identity, the origin and the
brave / passionate / compassionate / hardworking?
achievements of this inventor from the past. As students
have just done some associations, which are supposed to
PRESENTATION 1  Track 53 lead to their mechanization and memorization, encourage
1. Listen and complete with the expressions in the them to fill in the blanks individually without looking at the
expressions. Socialize answers as a class.
box.
Divide the board into two columns. Write: look up to, hard,
communicate, blind and deaf in column A. Write: difficult, Reflect on Values 
unable to see, admire, and unable to hear, in column B. Make students realize that history teaches us a lesson and
Challenge students to match the words and expressions in leaves us a legacy of values, traditions, inventions and
column A to their corresponding meaning in column B. Then, resources. Highlight the fact that today we enjoy the results
do some picture exploration by asking wh- questions they of other people’s efforts in all aspects of life. Emphasize
are familiar with and writing their predictions down on the the importance of being well-informed and knowledgeable
board. Have them read the instructions, the three colloquial about world history. Make them realize the need to be
expressions and ask them to do some choral and individual familiar with the achievements and contributions of
repetitions. Invite them to work in pairs to complete the text historical figures from their country.
without actually listening to the audio. Have them cross-
check answers with another pair of students. Play the audio Gap Activity  
once for them to confirm or write the correct colloquial
expression. Do some picture exploitation by asking: Who is this historical
character? What does he look like? What is he wearing? Is he
PRESENTATION 2  captain / a soldier / an emperor? Make them realize that both
students A and B are to complete Napoleon Bonaparte’s
2. Match the expressions with their meaning. timeline by asking questions. Get them to recall wh-
Tell them that we can deduce the meaning of colloquial questions to ask about origin, identity, location, personality,
expressions by using both the context given and the words failures and successes. Invite them to work individually
that form the expression itself. Encourage them to think of first to read the information given and unscramble the
equivalent expressions or sayings we have in our mother corresponding questions. Then, invite them to take turns
tongue for A losing battle (They may say una batalla perdida). asking and answering their questions to complete the task.
68
Share Your Project
1. Discuss your experience.   VIII - King; 15th and 16th centuries). Then, have students
work in pairs and play the audio for the second time so that
Circle the option that applies to you. they can underline the information they need in order to
Begin by making students realize the benefits of having a answer the three questions. Socialize answers as a class.
party with famous people of the past. Ask: What are the
advantages of representing famous historical characters 3. Answer the questions.  
like pirates, emperors, soldiers, kings and queens, nuns, and
poets? And see if they come up with ideas like: It gives us the Encourage students to go back to the text and answer the
opportunity to interact and ask questions about their lives, questions individually first, and then cross-check answers
have fun and learn more about the world’s history. with their partners before socializing them as a class.
Continue by having students think of their feelings and
reactions regarding the project. Then, devote enough time 4. Give your Presentation.  
to listen to their answers, especially to those students who
did not enjoy the project. This information can be taken into Before the presentation
account for future projects. Remind students to do their best to get dressed in their
character’s costume and accessories. To facilitate their
2. Read.   Track 55
performance, allow them some minutes to rehearse using
Prepare students for the reading by challenging them to the Useful Expressions given in the blue box. Take advantage
brainstorm some ideas about the two famous historical to check pronunciation and intonation.
figures in the photographs, by asking: Who are these people? For a little bit of fun, advise them to get some snacks and
Was she a nun or a queen? What was her full name? Was she share them.
old or young? Where was she born? What is she like? Was
she successful? What were her achievements? What was the During the presentation
historical period she belonged to? Do the same for the male Make students realize that in order to have a successful party,
character. To continue the interaction ask: Were their clothes they need to interact by acting as their chosen person. Let
easy to wear? Were they comfortable? Were they expensive? them know that they are to assume the person’s personality
What were the materials used to make their clothes / What and ideology, and act or behave as if they were really them.
were their clothes made of? In doing so, it is good to think that they actually are their
Invite them to read the questions in exercise 3 before characters, but be careful not to over-act with exaggerated
actually reading the text, so that they can be selective about gestures.
the details or specific information they want. Ask them to
Encourage them to ask their peers questions about their
underline the information. Get them work in pairs to read
characters (using the ones they wrote in their questionnaires)
and do the task, and finish by socializing answers as a class.
so that they can guess who they are.
Alternatively, invite students to read the text and listen to
the audio individually, and get them to identify other famous Invite them to be polite, honest and helpful when answering
figures of the past and their professions along with the years their classmates’ questions and give extra information about
or dates mentioned (e.g. Sir Francis Drake – explorer; Henry their character’s life and achievements in a natural way.

69
Real Communication

1. Discuss your experience.


Share Your Project
Circle the option that applies to you.
a. The topic of the project was interesting / boring.
Answers
b. In general, the project was / wasn’t helpful for my learning process.
may vary.
c. Dressing up as the character was / wasn’t fun.
d. My favorite part of the project was the oral presentation / the research.

2. Read.

The Renaissance Fair is a popular event in the United States that imitates
a period in history called the Renaissance. The Renaissance was a cultural
movement from the 15th to the 16th century.
The main idea of the Renaissance Fair is to represent a typical village in
England during the reign of Queen Elizabeth I. This period was important for
the progress of the arts in England. Famous characters like the writer William
Shakespeare and the explorer Sir Francis Drake were born around that time.
Elizabeth I

William Shakespeare
During the Renaissance Fair, people usually dress up as characters of the past like
kings, pirates, or queens. They also enjoy musical events, eat typical medieval
food and buy objects of ancient history. One of the best attractions is the group
of actors that represents famous historical characters like Shakespeare, Henry VIII
or Queen Elizabeth. People can interact with them and ask them questions about
their lives. The Renaissance Fair is an interesting event where people have fun and
at the same time learn more about the world’s history.

3. Answer the questions.


a. What’s the Renaissance Fair?
b. What do people do during the fair?
c. What was the Renaissance period?

Give your Presentation


Before the presentation
• Get dressed in your character’s costume and accessories.
• Get some snacks. Useful Expressions
During the presentation • At the beginning, I was…
• Interact at the party by acting as your character. (occupation)
• Ask your partners questions about their characters and guess who • When I was younger, I…
they are. • Were you born in (year)?
• Answer your partners’ questions. • I remember I was…
• Give extra information about your character’s life and achievements. • Nice talking to you.
69
Comic 

Crossing the Andes


Listen and read. Let’s go my brave soldiers. Our love
for independence is stronger than
nature! We can do it!
How can we go to We can cross the
Chile and attack the Andean Mountains
enemies by surprise? in secret!

Jose de San Martin was in a meeting


to discuss the Independence of Chile.
San Martin was a brave leader. His army
Stand up! was confident and passionate about the
Your country freedom of Chile. It was January 19th, 1817.
needs you.
I’m freezing! I can’t do it. Hey-army!
Keep your march and
follow your captain.

Days were long and extremely


cold but San Martin´s words
were supportive!
Soldiers were hungry and Some other days were sunnier so
there was little food. soldiers were happier and optimistic.

That was a day of


victory for San Martin
and his army. It was
A month later, on February 13th, the army was finally in the beginning of
70 Chile. Their enemies were attacked by surprise. Chile’s independence.
Comic

Crossing the Andes


Listen and read.  Alternatively, encourage them to choose a famous
historical figure from their country and write a similar comic
Pre-Reading (books closed) strip, drawing meaningful pictures too. Remember that to
Draw students’ attention to the title of the comic strip and promote writing, it is important to follow models like the
see if they can relate it to the independence of a South one they have just read. Recommend them to write short
American country. Then, invite them to take a quick look and simple sentences using the language learned in this
at all the pictures in the comic strip (without reading the lesson. Encourage students to be as creative and dynamic
information in the speech bubbles) and use their background as possible to give some interesting new versions of the
knowledge to see if they can come up with both the topic comic to the class. To speed up the process you can share,
and the plot of the comic. Ask: Were the characters explorers with your students, some snippets of information about
/ soldiers / captains / political leaders? Were they brave and famous characters from their country. Give them enough
passionate? Were the weather conditions good or difficult? time for the completion of the task while you go around
Were they successful? Accept as many ideas as they come up the class and provide help if necessary. Finally, invite them
with and write them down on the board. to socialize their comic strips by standing in front of the
class to “show and tell.” Or, have them stick them on the
While-Reading  Track 56 classroom walls for the rest of the class to go around and
look at. Alternatively, ask them to leave their comic strips
Invite the students to listen to and read the comic strip
on their desks for their classmates to go around and read.
silently and individually. Remind them to carefully follow
Do not forget to praise them for their wonderful writing
the pictures and the information in both the speech bubbles
skills and creativity.
and the text below the pictures for a better understanding
of the comic. Inform them that to develop their reading
comprehension they can use the context and the visual EXTRA IDEAS 
clues given rather than looking up unknown words in the Another possible way to socialize their stories would be to
dictionary. If necessary, guide students into exploiting the ask the pairs of students to use the double circle approach,
illustrations to deduce meaning of unfamiliar words. Get in which they sit in two circles facing each other (the small
students to work in pairs to answer these questions: Who one is the inner circle and the big one is the outer circle).
were the main characters of the comic strip? Where were
they? Were they successful? What was their achievement? Students in the inner circle show and talk about their story
How were their enemies attacked? What was the moral of the to the pair of students from the outer circle. Allow enough
comic? Encourage students to cross-check answers before time for the completion of the task.
socializing them as a class. Then, ask students to swap roles: the pairs of students in
the outer circle share their story to the students in the inner
Post-Reading  circle.
Ask students to continue working in pairs. Invite them to Do not forget to congratulate the students for their
go back to the comic strip and think of a possible colloquial originality and excellent work!
expression that is relevant to San Martin and his soldiers’
achievement (They may say: against all odds!).

70
Quiz Time
Before the test Get students to read the instructions and the sentences to
see if they have any questions about unknown words. Invite
Begin by telling students that they will answer their test them to complete the sentences individually first, and then
in a better way if they are relaxed. To do so, invite them to allow them some time to cross-check with their classmates.
do some exercises. Ask them to take a deep breath and do
some stretching exercises for the neck, shoulders, hands, 3. Listen and complete the timeline. 
fingers and wrists. Continue with some stretching exercise Track 58
for the waist and legs. Prior to having students do the task, make them recall the
Emphasize that in order to learn effectively, they first need months of the year and have them do some choral drills.
to eliminate negative feelings towards learning; second, Then, write several years on the board (e.g. 1542, 1414, 1773,
make the decision to learn; third, identify their favorite 1819) and make sure they read them aloud in a choral fashion
learning strategies and activities; and lastly, devote time to by dividing the years into two segments. Alternatively, ask
study and practice. Again, tell them that the Quiz Time is a questions to challenge students’ knowledge about Simon
pleasant opportunity to show what they know and identify Bolivar’s life. To facilitate the completion of the task,
what they need to improve. Finally, invite students to enjoy remind them that they need to pay attention to details or
answering the quiz. specific information like years, months, countries/location,
occupation and marital status.
1. Listen and complete the life facts. Use the Word
Call on a volunteer to read the instructions and encourage
Bank.  Track 57
them to work individually first, and then to cross-check
To prepare students for this exercise, call on some volunteers answers with their partners.
to read the instructions, the words in the Word Bank and the
information given in the two biographies. Make sure they 4. Based on the previous exercise choose the
have understood the instructions and see if they have any correct information. 
questions to clarify. Encourage them to work individually to Invite students to go back to the previous text and do the task
complete the life facts by placing the words given from the in pairs. Suggest that to answer the questions correctly, they
Word Bank where appropriate. Play the audio for the first need to use their mathematical skills, especially addition.
time for them to listen without writing anything. Play it for Go around the classroom to provide guidance. Have them
the second time for them to start completing the missing cross-check answers with their classmates.
information. Invite them to cross-check answers with their
classmates while you go around the classroom to help them
when necessary. Self-Evaluation  
2. Complete the following dialogs with the verb to Invite students to reflect on the language learning objectives
be in the Simple Past tense.  that appear in the table, individually. Since this reflection
will guide them into the identification of strategies to
Briefly review the affirmative and negative forms of the verb
overcome learning difficulties, make sure they are as honest
to be, in the Simple Past tense to express origin, identity,
as possible. Do not forget to praise them verbally for their
occupation, achievements and family relationships. Use
learning effort, to keep their motivation up.
different colors for the affirmative and the negative forms.

Glossary
Have students read the Glossary. Tell them to pay attention have synonyms or antonyms. Once you have clarified some
to specific elements in each definition. For example, they possible doubts about the words, students can solve the
need to pay attention to whether the word is a noun, a Glossary Activities on page 97. Please bear in mind that this
verb or an adjective. They also need to know if the words page corresponds to page 72 in the Teacher’s guide.

71
Quiz Time
1. Listen and complete the life facts. Use 3. Listen and complete the timeline.
the Word Bank.

Word Bank In 1783 (a): Simon Bolivar was born.


• passionate • compassionate In 1799: He was in Europe (b)
• brave • hardworking to complete his studies.

a. In 1802: He was married (c) to Maria Teresa


Name: Isaac Newton del Toro. She died a year later.
Date of birth: December 25th, 1642 In 1819 (d): He was the liberator of Colombia.
Origin: English / England
Occupation: mathematician, In 1821: He was the first President (e)
physicist, astronomer of La Gran Colombia.
Personality: He was passionate From 1821-1824: He was the liberator of
and hardworking. Venezuela, Peru and Ecuador. (f).
Achievement: his principles of
physics In April,1830 (g): He wasn’t the president of
La Gran Colombia anymore.
b.
Name: Martin Luther King Jr. In December, 1830 (h): He died in Santa Marta,
Date of birth: January 15th, 1929 Colombia.
Origin: American / USA
Occupation: lawyer
4. Based on the previous exercise choose the
Personality: He was
compassionate and brave. correct information.
Achievement: Nobel Prize
a. Simon Bolivar was a student in Europe when he
winner for his work against racial
discrimination was years old.
• 15 • 19
2. Complete the following dialogs with the verb
to be in the Simple Past tense. b. He was married for year(s).
• 2 •1
a.
- Was Hernan Cortes born in Mexico? c. He was the liberator of nations.
- No, he wasn’t . He was born in Spain.
• 4 •2
b.
d. He was president for a period of years.
- Who were Marie and Pierre Curie?
- They were scientists. They were the • 9 •3
discoverers of radium. e. He was years old when he died.
- Were they brother and sister?
• 60 • 47
- No, they weren’t . They were a couple.

Self-Evaluation
Now I can... Very Well OK A Little
¾¾talk about people’s lives in the past.
¾¾ask and answer questions with was/were.
¾¾use a timeline to write a biography.
71
Activities on page 97

Glossary
A-E physicist: n. someone who studies
achievement: n. a successful action physics.
or result. The Theory of Relativity politician: n. someone who is
was Einstein’s most important interested in politics.
achievement. poor: adj. someone who doesn’t
afraid: adj. a feeling of fear. have enough money. (ant. rich)
(ant. brave) I’m afraid of snakes. queen: n. a woman governor.

engineer: n. someone who applies


science and mathematics to
operate or create something.
explorer: n. someone who goes to
places that no one knows about.
(syn. adventurer)

army: n. the military force of a F-Z


country. failure: n. an action that isn’t
believe: v. to think that something successful. (ant. success) racism: n. discrimination based on
freedom: n. the right to do race.
is true. Gandhi believed in non-
something without being recognition: n. the acceptance of
violence. controlled or restricted. (syn. someone or something as true or
brave: adj. someone who isn’t liberty) important.
afraid. (ant. coward) hardworking: adj. the quality of (syn. acknowledgement)
campaign: n. an operation of working very hard. (ant. lazy) right: n. a claim or principle that a
an organized group to obtain a humanitarian: n. someone who person has by law or nature.
common objective. promotes good conditions for successful: adj. someone who gets
character: n. a notable or humans. recognition for his labor.
recognized person. ideologist: n. someone who (syn. triumphant)
(syn. personage) promotes and defends a particular supportive: adj. giving moral
colored: adj. having dark skin. idea. support.
compassionate: adj. someone lawyer: n. someone who gives
who feels sympathy for others. legal advice.
(ant. indifferent) leader: n. someone who organizes Colloquial Expressions
conqueror: n. a person who is and directs people.
victorious by the force of arms. navigator: n. someone who A losing battle: an effort that is
courageous: adj. not afraid. (syn. explores the seas. destined to fail.
brave) nun: n. a woman that is a member Against all odds: to be
die: v. not to live anymore. of a religious community. successful despite the difficulties.
dress up: v. to wear a costume. passionate: adj. someone who
emperor: n. someone who governs loves a particular activity. Homeland: the country where a
an empire. Napoleon Bonaparte philosopher: n. someone who person was born.
was the emperor of France. studies philosophy.
Smart: intelligent.
The sky is the limit: you can
do whatever you want.
72
Student’s Book page 97
Unit 5

Glossary Activities
1. Match the words with their opposites. 3. Find the words in the glossary.
a. compassionate c 1. rich a. A person who navigates the sea.
b. brave a 2. indifferent n a v i g a t o r
c. poor d 3. success b. A successful action or result.
d. failure b 4. coward ach i e v e m e n t
e. hardworking e 5. lazy c. Someone who gets recognition for his labor.
s u c c e ss f u l

2. Label the pictures. Use the Word Bank. d. Someone who has dark skin.
c o l o r e d

Word Bank e. An operation of an organized group to obtain a


• emperor • nun • engineer common goal.
• physicist • lawyer • philosopher c a m p a ig n

4. Complete the dialogs with the correct


colloquial expression.
a.
Dr. Smith: I was at the laboratory working on my
project every day for eight hours. But in
the end it wasn’t successful.
Dr. Wilde: I know. It was a losing battle

a. b. .
nun emperor

b.
Bob: I was hungry and tired. It was raining. But
in the end I was the first runner to reach the
finish line.
Nancy: You’re my hero. You were victorious
against all odds .

c. d. c.
engineer lawyer
Sam: He was an engineer, a pilot, an architect, and
an artist. There were not limits for him.
Kate: Yeah, a real genius. The sky was the limit
for him.
d.
Teacher: His homeland was
Venezuela. He was born there in 1783.
Who was he?
Student: Simon Bolivar! 72
e. philosopher f. physicist
6
UNIT Skills CEF Standards Indicators

Comprehension
Listening
Can understand basic ¾¾ Uses wh- questions to focus attention and get
information about past information.

Unforgettable Moments events dealing with trips


and vacations.
¾¾ Pays attention to speakers’ tone of voice to
recognize their emotions.

Comprehension
Can identify specific ¾¾ Identifies details in a text dealing with an
Reading

information in texts anecdote by parts.


about anecdotes and ¾¾ Identifies referents to understand details
experiences. like people involved, occasions, places and
activities.
Interaction

Can ask and answer ¾¾ Uses the verb to be to give more details in
Oral

questions about past conversations about past memories.


events. ¾¾ Talks about trips and vacations.
Expression

Can make simple ¾¾ Describes experiences and anecdotes,


Oral

descriptions of past vacations and memories.


events. ¾¾ Gives details about the occasion, date, place,
age, people involved and activities of past
events.
Expression
Written

Can produce a short ¾¾ Writes a short paragraph following prompts.


paragraph about ¾¾ Uses also to give additional information, and
anecdotes and so to describe a result or consequence.
experiences.

73
6
UNIT General Objective
uu
You will be able to talk about moments in the past.

Communication Goals
uu
You will learn how to
• talk about events in the past.

Unforgettable Moments CLIL


uu
• ask and answer questions about the past.
• describe emotions.

• Experiences and Anecdotes


• Vacations
• Memories
Vocabulary
• Words related to describing experiences
Grammar
• The Simple Past tense
• Regular and Irregular verbs

Idioms and Colloquial Expressions


uu
• It felt like a million dollars
• It gave me the creeps
• I was down in the dumps

Project
uu
Photo Album
You will create an album with photos of some
important events in your life.

Discuss:
• What was your favorite vacation/
birthday/special occasion?
• What do you remember about
those events?
Lesson  1

Memories of the Past


1. Match the photos with the corresponding description.
el but we
tm as tw o ye ar s ago. We didn’t trav
ris
This is a photo of Ch ’ ho m e. We spent great
moments
gr an dp ar en ts
a. celebrated at our pr esents and my gran
dma cooked
b with our family. W e ex ch an ge d
..
delicious cookies.

She invited all


y be st fr ie nd at her sweet 16 party!
Oh! A photo of me
and m favorite band!
b. es en t w as a co ncert given by our
Her pr stop...
c our school friends. s. W e da nc ed al l night. We didn’t
r favorite song
They played all ou

When I
he n I tr ie d ha ng -gliding last year.
oto! This is w ained hard
c. I remember this ph di dn ’t w an t to fly high. But I tr
e I
d started, I w
as afraid becaus nce...
w as gr ea t! I re al ly liked this experie
en, it
for two months. Th

d up as a
Si x m on th s ag o my brother dresse
I love this Hallowee
n photo! ies from house
e lo ok ed gr ea t! We asked for cand
cess. H
d. pirate. I was a prin w e co lle cted like 200 cand
ies...
a I re m em be r
to house all night.

Word Bank
2. Listen to the complete versions of the texts in
exercise 1. Fill in the blanks using the Word Bank. • unforgettable • scary
• awesome • fun
a. “...That Christmas with my grandparents was unforgettable !
It’s a day I will always remember!”
b. “...That Halloween was a lot of fun ! We played with friends, enjoyed our candies and
laughed. All a kid needs!”
c. “...When the band arrived, I was in shock. I’m serious! That party was awesome ! Everybody liked it!”
d. “...I was nervous the first time. Flying higher and higher was scary . You know, this sport is a
little dangerous.”
3. Circle the right word.
a. A(n) fun / unforgettable experience is an event you never forget.
b. An awesome / unforgettable experience is fantastic, spectacular.
c. When an experience is fun / unforgettable, it is entertaining. You have a great time.
d. If something is scary / awesome, you feel very nervous.
74
Lesson  1

Memories of the Past


Planning
Learning Goals Indicators Key Vocabulary and Structures Strategies
This lesson will enable ¾¾ Talks about Vocabulary ¾¾ Using the verb to be to
students to talk about memories and Regular verbs give more details in a
events in the past. events in the past. conversation
Structure
The Simple Past tense
Simple Past of the verb to be

Then, write the following words on the board, entertaining,


WARM UP (books closed) 
terrifying, fantastic and memorable, and have students match
Refer students to the title of the lesson, Unforgettable them with the adjectives in the Word Bank. Next, challenge
Moments. Ask: What is an unforgettable moment? them by eliciting some examples in which they would use
What makes a moment unforgettable? Do you have any these words.
unforgettable experiences? Then, do picture exploitation of
page 73 by asking: Who are these people in the picture? What Encourage students to do the task without listening to the
were they doing? What were they celebrating? Were they audio. Give them plenty of time while you go around the
happy / sad / excited / surprised? Congratulate them for their classroom to see if they have any difficulties. Then, play
contributions. the audio as many times as necessary and have students
confirm their answers. Ask them to cross-check answers
before socializing them as a class. Do not forget to praise
PRESENTATION 1  them for their effort!
1. Match the photos with the corresponding
description. PRACTICE 
Write these 6 scrambled words on the board (bthirady ptyar, 3. Circle the right word.
Hlloeewan, vaticaons, Cistmhras, and tirps). Get them into
pairs to participate in the game Unscramble the Words! Allow As students have already read and listened to the words, ask
enough time for the completion of the task while you go them to close their books/notebooks and challenge them to
around providing help. Invite some volunteers to go up to the recall the four new words they have just learned and their
board to write the unscrambled words. Then, get students in corresponding synonyms (entertaining, terrifying, fantastic
groups of five to talk about their favorite memory (related to and memorable). Then, call on some volunteers to read the
birthdays, Christmas, Halloween, etc.) while you go around statements a to d aloud while the rest of the class choose and
the class listening to them. Next, call on a volunteer to read say the correct word. Reward them by saying and writing on
the instructions and allow enough time for the completion the board: You’re awesome / fantastic students!
of the task. Finally, encourage them to cross-check answers
with another pair of students before socializing them as a
whole class.

PRESENTATION 2  Track 59
2. Listen to the complete versions of the texts in
exercise 1. Fill in the blanks using the Word Bank.
Call on a volunteer to read the instructions and the Word
Bank, and take the opportunity to check pronunciation. To
help students understand the new words, write them on the
board and draw faces next to them. For example:

fun:  ; scary:  ; awesome:  ; and unforgettable:


74
PRESENTATION 3  6. Circle the options that are true for you. Then,
compare with a partner. 
Track 60 - 61
Center students’ attention on the Speaking Strategy and
4. Listen and write the final sound /t/, /d/ or /id/ inform them of use the verb to be (was/were) to give more
of the verbs. details in their conversations. Call on two volunteers to read
Before asking students to do the exercise, let them know that the instructions and get them to work individually. Then,
in English there are regular and irregular verbs. Tell them that have them share their answers with a classmate. Encourage
regular verbs are those that end with ed in their past form. them to use their answers to practice with their partners by
Then, center their attention on the Pronunciation box and following the model given.
make them notice the three different ways of pronouncing
the past tense ending for regular verbs. Have them do some EXTRA IDEAS 
choral and individual repetition. Get students to work in
A group work activity. Invite students to work in pairs. Ask
pairs, and then invite a volunteer to read the instructions.
them to get an A4 piece of paper and write an affirmative
Challenge them to do the exercise without listening to the
or a negative sentence in the past tense, in big letters, and
audio. Allow enough time for the completion of the task and
have them check both structure and spelling. Then, ask
go around the class to provide some help where necessary.
them to cut their sentence into pieces and give it to another
Encourage them to compare their answers with another
pair of students for them to unscramble. Invite them to
pair of students. As soon as they have done this, play the
go around the classroom to see if their partners made the
audio for the first time, for students to check their answers
correct arrangement. Alternatively, have students stick the
and write the correct final sound. Play it as many times as
scrambled sentences on the board for everybody to read.
needed and make sure everyone gets the correct sound
by socializing answers as a class. As a follow-up activity,
refer students to the description in exercise 1 on page 74. Project Stage 1  
Have them identify the verbs in past tense and write their
corresponding pronunciation using a colored pen. Do not Tell students they will create an album with photos of some
forget to praise them for their work. important events in their lives, which they will socialize when
they finish this unit, in the session called Share Your Project.
Guide students to reflect upon the purpose of photo albums
APPLICATION  by asking: Why do people have photo albums? Are they
5. Fill in the blanks with the correct form of the useful? Do you have photo albums? Do you have black and
verbs. white photographs? Where do you keep your photographs?
Emphasize that despite the existence of digital photos,
First focus students’ attention on the Reflect on Grammar
printed or traditional photos are an excellent way to record
box and start by making them aware of the use of the
and bring back great adventures, unforgettable moments
Simple Past tense to refer to events in the past like special
and experiences from our lives, like birthdays, holidays,
celebrations, birthdays, vacations, trips, and so forth. Then,
school activities and festivals. To motivate them refer them
have them notice the difference between the verb form in
to the sample given on page 81.
the affirmative and the negative statements. Stress the
use of the auxiliary verb did + not, and its contracted form
didn’t, to write negative statements. Likewise, make them
realize that after didn’t the main verb goes in the base form
(without any conjugation). After that, draw their attention
to the Time Expressions box and have them do some
choral and individual repetition. To help understanding,
demonstrate by drawing some timelines with the days of
the week, the months of the year and a series of years.
Now, do some picture exploitation by asking: What is he
celebrating? How old do you think he is? Do you celebrate
your birthday this way? Do you like chocolate cakes? Does he
look happy? What was your best birthday? and so on.
Finally, have students complete the text in pairs. Encourage
them to cross-check their answers with another pair of
students before socializing them as a class. Congratulate
them for their good work!

75
Grammar and Vocabulary
4. Listen and write the final sound /t/, /d/ or /id/ of the verbs.

Pronunciation liked t looked t danced t


Regular Verbs
There are three ways of dressed t wanted id asked t
pronouncing the ed ending.
Listen and repeat.
tried d talked t exchanged d
/t/ /d/ /id/
cooked traveled invited
stopped played celebrated collected id trained d shared d

Reflect on Grammar
Time Expressions
The Simple Past tense
• Two months ago
Use it to talk about events in the past. • Last year
Affirmative Negative • Yesterday
I I • When I was 5
You You
He collected 200 hundred candies. He did not
She She didn’t travel that year.
It danced all night. It
We We
You You didn’t stop.
They They

5. Fill in the blanks with the correct form of the verbs.


I remember my birthday party when I was 10 years old.
I celebrated (celebrate) with my family and neighbors. We had a lot of fun.
We played (a. play) and we danced (b. dance). There was a
beautiful girl that I liked (c. like) but I didn’t talk (d. not talk) to
her at first because I was too shy. One of my friends said, “Don’t be afraid, dance
with her,” but I didn’t want (e. not want) to do it. Finally,
she asked (f. ask) me to dance. It was awesome!
I celebrated
6. Circle the options that are true for you. Then, compare with a partner. with my family. My
grandparents
I remember my birthday when I was Answers . were there.
a. I shared / didn’t share with my friends. may vary.
I invited my
b. I celebrated /didn’t celebrate with all my family.
friends to a party.
c. I danced/ didn’t dance that day. They were from
d. My mom cooked /didn’t cook a special meal. school.

Speaking Strategy
Use the verb to be (was/were) to give more details in your conversation.
Project  Stage 1
• Choose 3 unforgettable moments in your life. E.g. In this picture, I dressed up like a pirate.
• Get some pictures of those moments.
• Describe the pictures.
75
Lesson  2

I Had Fun on My Trip


1. Listen and read the conversation. Look at the verbs in bold and
complete the lists below.
Pete: This is one of my favorite Pete: We ate great Jamaican food,
moments, my graduation from the swam in the sea every day and
university. I had so much fun with danced reggae on the beach at
my friends. night. It was an unforgettable
Lucy: Did you have a party? trip because I met a very special
Pete: No, I didn’t. I went on a trip with person on one of those reggae
Useful Expressions
my friends to celebrate. Our nights.
• Use what + a(n) + adj. + n.
parents paid for everything. Lucy: Really? Who did you meet?
to give emphasis.
Lucy: Where did you go? Pete: Guess who? My wife! When I saw E.g. What a romantic
Pete: We went to Jamaica. her, I fell in love immediately. story!
Lucy: What did you do there? Lucy: What a romantic story!

Base form Past tense Base form Past tense


Key Expressions
a. have had e. meet met
Fall in love: to feel
b. pay paid f. swim swam
romantic love for
c. go went g. see saw
someone
d. eat ate h. fall fell

2. Look up the past form of the verbs below in your dictionary.


Irregular Verbs
wrote did found Vocabulary Strategy
write do find
gave flew Check these aspects to find the past form of the verbs.
give fly know knew
1. Check the words that come before the definition.
take took feel felt break broke 2. Find a list of irregular verbs in the middle or on the
keep kept come came drive drove last pages of your dictionary.

get got make made drink drank


Make
win won forget forgot choose chose past tense and past participle made
1 to produce something, for example, by putting the different parts
of it together.

Reflect on Grammar
Questions in the Simple Past tense
Use the auxiliary verb did and the base form of the verb to ask questions in the Simple Past tense.
Affirmative Yes/No Questions Wh- questions
I ate great Jamaican food. you
he Where did you go?
Negative Did she have a party?
we Who did you meet?
I didn’t eat Jamaican food. you
they
76
Lesson  2

I Had Fun on My Trip


Planning
Learning Goals Indicators Key Vocabulary and Structures Strategies
This lesson will ¾¾ Asks and answers Vocabulary ¾¾ Finding the past form of
enable learners to questions in the Simple Irregular verbs verbs in a dictionary
ask and answer Past tense. ¾¾ Using wh- questions to focus
Structures
questions about the ¾¾ Talks about trips and their attention and get the
Questions in the Simple
past. vacations. information they need
Past tense

soon as they have done this, encourage them to quickly look


WARM UP (books closed) 
for those expressions in the conversation. Inform them that
Start by writing My Best Trip on the board and getting the text contains irregular verbs, which in their past form
students to individually brainstorm memories (even in do not have the -ed ending, but different endings that they
Spanish) in a mind map, as shown below. Next, get students must learn by heart through meaningful use. Get them to
into pairs to share their experience with their classmates. work in pairs while listening to the recording. Play the audio
Finally, call on some volunteers to socialize their memories as many times as needed and go around the classroom
while you write them on the board. Congratulate them for to provide guidance. Invite students to cross-check their
their good work! answers before socializing them as a class.

Place / I went to…. PRACTICE 


2. Look up the past form of the verbs below in your
My best trip!
People / I traveled dictionary.
with…
Focus their attention on the Vocabulary Strategy and make
them realize that there are two ways to find the past form
Occasion of the verbs: first, by checking the words that come before
Activities the definition, and second, by looking for the list of irregular
verbs in the middle or at the back of their dictionaries.
Demonstrate this by bringing in a dictionary and showing
PRESENTATION 1  Track 62 them both possibilities, or use the dictionary entry example
given in the book. If possible, ask them to find the list of
1. Listen and read the conversation. Look at the verbs in their own dictionaries, and then to look for some
verbs in bold and complete the lists below. of the verbs in the list. Get them to do the task while you go
Have students look at the photograph and ask them to around the classroom to see if they have any difficulties with
describe it. Ask them about the people, the place, the the strategy. Finally, ask students to cross-check answers
activities, the emotions and the experience in general. Invite before confirming them as a class. Next, center students’
students to close their books, shut their eyes and imagine attention on the Reflect on Grammar box and let them know
themselves on vacation in a place like that. Then, find out that to ask yes/no and wh- questions in the Simple Past tense
about their feelings/emotions. Ask: Did you like it? Was it fun? they need to use the auxiliary verb did and the base form of
Did you swim? Did you dance? Did you sing? Did you play beach the verb. Encourage them to go back to the conversation
volleyball? Did you eat delicious food? and so forth. Next, in exercise 1 and look for the yes/no and wh- questions in
center their