Ingles-7º-basico-Teachers-Guide.pdf - Colegio Benjamín ...

E-Teens7Angélica Sánchez de la Barquera

Kim MilneMark Eccles

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN

What do you

do in your free

time?

E-Teens7Art History Master's Degree, UNAM, Mexico

Education Postgraduate, Birmingham, UK

Kim Milne

Art History Master's Degree, Instituto Helénico, MexicoMark Eccles

Psychology Bachelor Degree, UNITEC, MexicoAngélica Sánchez de la Barquera

Original © U.D. Publishing, S.A. de C.V., 2013Based on: the Crossover series

E-Teens 7Teacher's Guide

PublisherMaría José Martínez Cornejo

English EditorTrinidad Maldonado Aguirre

AuthorsMark EcclesKim MilneAngélica Sánchez de la Barquera

AdaptorsIsabel Moreno Rodríguez

ProofreadingEdwin Abbett

Academic AdvisorEthel Melej Gallardo

Art ChiefCarmen Gloria Robles Sepúlveda

Design CoordinationGabriela de la Fuente Gar� as

Series DesignKatherine González Fernández

Cover DesignJorge Zapata Silva

DesignerJorge Zapata Silva

Illustration and PhotographyBanco de Imágenes Global (BIG) Ediciones SM

ProductionAndrea Carrasco Zavala

This text corresponds to Séptimo año de Enseñanza básica and has been created according to the Decreto Supremo N°614/2013, del Ministerio de Educación Chile.

©2015 – Ediciones SM Chile S.A. – Coyancura 2283 piso 2 – Providencia ISBN: 978-956-349-964-3 / Legal Deposit: 261012This edition of xxx.xxx copies was � nished printing in xx 2017.Printed by A Impresores.

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or

transmitted in any form or by any means, electronic, mechanical, photocopying, recording or

otherwise, without prior permission in writing of the publishers.

Dear Teacher,

E-Teens 7 is a challenging, fun, dynamic, and interactive course for young teenagers. It is designed for students at a pre-intermediate level of English.

E-Teens 7 has been developed to consolidate students’ previous learning and to develop their communicative competence in the real world. It promotes the acceptance of all cultures, socioeconomic situations, ages, race, opinions, and beliefs. A respect for the life, dignity, and rights of others runs throughout the book as well as a focus on modern-day global issues such as the environment and technology. All the activities are specifi cally designed to stimulate interest in the students and develop independent thought.

In order to use E-Teens 7 effectively, you should keep in mind these teaching tips for skills development and evaluation.

Teaching Tips

Skills development

Listening comprehension activities include a wide variety of contextualized audio texts including conversations, radio broadcasts, advertisements, etc. They offer pre-listening tasks to help students predict the topic before they hear the track, while-listening tasks to help students focus their listening, and post-listening tasks that will check students’ comprehension. Listening activities are also included for pronunciation practice.

Speaking activities require dividing the class into pairs or groups. Make sure students understand the task at hand before having them start work. Monitor speaking activities to ensure that students are speaking English and to observe their production. Note down any errors you hear, but do not interrupt communication. At the end of the activity, review grammar points students are having diffi culty with and offer remedial work.

Reading texts include pre-reading activities to help students make predictions prior to reading, using their knowledge of the world and visual elements of the texts, while-reading tasks to help students focus their reading, and post-reading tasks that will check students’ comprehension. Students should be encouraged to use different reading strategies, such as skimming texts for gist, scanning texts for specifi c information, and deducing the meaning of unknown words from the context. It is important that students do not expect to understand everything in a text.

Writing tasks normally include a model for students to follow, and step-by-step instructions to help them produce and organize ideas prior to writing, and for writing fi rst and fi nal drafts. Peer correction is encouraged after the fi rst draft. Final drafts may then be graded by the teacher and later included in students’ portfolios.

Evaluation

It is important to keep in mind when grading that the focus is on fl uency and communicative competence. Ongoing assessment throughout each unit is recommended for evaluating this. Suggested grading criteria for each skill can be found at the back of the Teacher’s Guide, as are photocopiable unit assessments after each Unit. Students’ fi nal grades should be a combination of these assessments, the ongoing assessments, and project work.

Remember you are the critical component of any teaching program. It is you who designs the enviroment that makes learning possible, and you ultimately lead your students to success. Good luck!

as are photocopiable unit assessments after each Unit. Students’ fi nal grades should as are photocopiable unit assessments after each Unit. Students’ fi nal grades should

It is important to keep in mind when grading that the focus is on fl uency and communicative It is important to keep in mind when grading that the focus is on fl uency and communicative competence. Ongoing assessment throughout each unit is recommended for evaluating competence. Ongoing assessment throughout each unit is recommended for evaluating

fi rst and fi nal drafts. Peer correction is encouraged after the fi rst draft. Final drafts may fi rst and fi nal drafts. Peer correction is encouraged after the fi rst draft. Final drafts may

as are photocopiable unit assessments after each Unit. Students’ fi nal grades should

Contents

Teacher’s Guide4 English 7 5

Graphic Overview ...............................................................................................................................6

Correlation .............................................................................................................................................8

Methodology ...................................................................................................................................... 12

Plan of Book ....................................................................................................................................... 13

Unit 1 Free Time ......................................................................................................................................17

About Unit ...............................................................................................................................17

Prior Knowledge ...................................................................................................................17

Unit Plan ..................................................................................................................................18

Pedagogical Guidelines .....................................................................................................20

Developing the Unit ...........................................................................................................22

Lesson 1: My Hobbies ........................................................................................22

Lesson 2: My Style ................................................................................................28

Ending the Unit .....................................................................................................................34

Classroom Tips ........................................................................................................................35

Use of Language ....................................................................................................................36

Bibliography .............................................................................................................................37

Extra Material ..........................................................................................................................38

Assessment ...............................................................................................................................44

Answer Key ..............................................................................................................................48

Unit 2 Communication .......................................................................................................................53

About Unit ...............................................................................................................................53

Prior Knowledge ...................................................................................................................53

Unit Plan ..................................................................................................................................54



Lesson 3: Happy Birthday .................................................................................58

Lesson 4: Look it up! ...........................................................................................64

Ending the Unit .....................................................................................................................70

Classroom Tips ........................................................................................................................71

Use of Language ....................................................................................................................72

Bibliography .............................................................................................................................73

Extra Material ..........................................................................................................................74

Assessment ...............................................................................................................................80

Answer Key ..............................................................................................................................84


Unit 3 Global Issues ..............................................................................................................................89

About Unit ...............................................................................................................................89

Prior Knowledge ...................................................................................................................89

Unit Plan ..................................................................................................................................90



Lesson 5: Help Out...............................................................................................94

Lesson 6: Take Care ...........................................................................................101

Ending the Unit ..................................................................................................................108

Classroom Tips .....................................................................................................................109

Use of Language .................................................................................................................110

Bibliography ..........................................................................................................................111

Extra Material .......................................................................................................................112

Assessment ............................................................................................................................118

Answer Key ...........................................................................................................................122

Unit 4 True Stories ...............................................................................................................................127

About Unit ............................................................................................................................127

Prior Knowledge ................................................................................................................127

Unit Plan ...............................................................................................................................128

Pedagogical Guidelines ..................................................................................................130

Developing the Unit ........................................................................................................132

Lesson 7: First, we went South... ................................................................132

Lesson 8: Extra! Extra! Extra! ........................................................................ 138

Ending the Unit ..................................................................................................................144

Classroom Tips .....................................................................................................................145

Use of Language .................................................................................................................146

Bibliography ..........................................................................................................................147

Extra Material .......................................................................................................................148

Assessment ............................................................................................................................154

Answer Key ...........................................................................................................................158

Answer Key Extra Practice .............................................................................................163

Bibliography .......................................................................................................................167

Helpful Phrases .................................................................................................................168

Marking Criteria ................................................................................................................169

Audioscripts ........................................................................................................................173

gRaPhIC oVeRVIeW

Teacher’s Guide6

Organized in

Which are

Activation ConclusionDevelopment

Units

Sequenced:

Unit 1: Free Time∙ Lesson 1: My Hobbies∙ Lesson 2: My Style

Unit 2: Communication∙ Lesson 3: Happy Birthday∙ Lesson 4: Look it up!

Unit 3: Global Issues∙ Lesson 5: Help Out∙ Lesson 6: Take Care

Unit 4: True Stories∙ Lesson 7: First, we went south∙ Lesson 8: Extra! Extra! Extra!

Look it up! Look it up! Look it up!

Student's Book

English 7 7

Work with previous knowledge and

common problems.

Approaching, extension and above

level activities to complement text.

Pedagogical guidelines

Extra photocopiable material

Support metacognitive

processes

Assessment and evaluation material

Teacher's Guide

Complementary Digital Resources

Activity for the beginning of the unit

Activity for the development of the

unit

Activity for the conclusion of the unit

Digital activities that complement the

contents and skills

Student's Text

Ongoing metacognitive process

Moments to activate previous knowledge

and to motivate learning

Activities to practice every content and

ongoing assessment

Synthesis and consolidation

activities

To cover all the learning objectives and attitudes, the project presents the

following features:

CoRRelatIon

Teacher’s Guide


Student’s Book

Student’s Book Unit

Student’s Book Lesson

Teacher’s Guide Unit

Teacher’s Guide Lesson

The Student's Book

The Student’s Book is divided into units, which are divided into Lessons.

The Teacher's Guide

The Teacher’s Guide’s Units and Lessons are organized with the same structure as the Student’s Book.The Guide presents a Plan of Book considering the learning objectives, the attitudes and times detailed in the Bases Curriculares.

The Learning

The learning objectives and purpose of the unit are shown at the beginning of the Unit.


Activation

Each unit works three different stages: activation, development and conclusion. Here are the main components of each.

The introduction presents an opening picture from which a series of questions are asked to explore previous knowledge and introduce the topic of the unit. These pages also include activities for students to get to know the unit before starting and the learning objectives.

Previous knowledge is put to use using the topic of the unit in the Before you Start section.

Here the student can discover and record motivation, create a work plan, and define goals for the unit.

The Guide presents a lesson plan for the unit considering the learning objectives developed, attitudes, and times.

Student’s Book Teacher’s Guide

CoRRElaTIon


Development

Each lesson starts with its purpose and a question to discuss the topic of the lesson. Then, different sections for different skills are presented:Listening, Speaking Task, Reading, Reading and Vocabulary, Language Focus, Reading Task, Writing Task, and Cross-Curricular.

The Final Task comprises all the contents, skills, and strategies presented in the lesson and introduces a collaborative project to work through the classes.



Conclusion

To summarize essential notions from the unit and connect the different concepts learned.

To go back to the beginning of the unit and correct the predictions made, reflect on the strategies used and better plan further work.

To check understanding and reinforce, if necessary, any weak area with further work.


Methodology Plan of book


The project uses the Communicative Approach; communication is at the center of E-Teens. The main emphasis is in developing communicative competence, giving students tools to practice in a meaningful context using specific strategies depending on the skills being used. Grammar, pronunciation, language focus, and vocabulary are all means to reach a final goal: communication, and are never seen separately.

There is also Task-Based Learning: the text is divided in four thematic units which contain different tasks for students to solve. Both the topics and the tasks are designed to maintain the learner’s motivation and are usually structures to encourage collaboration between students. They perform a certain task and receive feedback from their classmates, giving them the chance to correct or rethink their work, share opinions, and answer questions. All the tasks emulate real-life tasks, in order to be meaningful and give the students a bigger sense of achievement when completing them.

The tasks also present higher order thinking skills, giving students the opportunity to analyze the information received, evaluate it, and, finally, create by using the comprehensible input delivered.

At the same time, metacognition is present throughout the units, allowing students to plan their work, choose strategies that will work better for them, and correct their work and redirect their efforts when the obtained results are not satisfactory for them. All of these strategies have the purpose of ultimately achieving the learners autonomy.

The writing process is also a key element of the project. Each writing task presented allows students to use different strategies and to follow the steps to writing: pre–writing, drafting, revising, editing, and sharing.

Finally, the project also emphasizes the cross–curricular and cross–cultural material presented. Students are asked to make connections between English and other school subjects, such as music, arts, math, science and physics. This is to appeal different types of students with different interests. Also, through the revision of different English-speaking cultures, students get a chance to reflect on their own culture, by critically comparing world views.

All of these tools will give students the necessary input to learn English easily and in a meaningful way, helping them to understand that English is an important language and will be useful to learn in order to use in the real life.

Plan of book


Unit 1 Time: 28 hrs.

Lesson 1 Time: 14 hrs Lesson 2 Time: 14 hrs

Oral Communication

Listening Speaking Listening Speaking

Listen to and understand a radio interview about free-time activities.

Speak about free-time activities.

Listen to and understand an advertising jingle.

Describe clothes, sports and hobbies.

Express likes and dislikes. Describe clothes, sports and hobbies.

Use /z/ and /s/ sounds. Identify rhyming words.

Reading

Read and understand a report about free-time activities.

Read an Internet article describing what people are doing and wearing.

Make predictions. Skim to understand main ideas.

Skim to understand main ideas. Read about what people are wearing and doing.

Scan a text to answer questions. Classify vocabulary.

Read to talk about free-time activities. Reading Task: understand an article on how to bargain.Use graphic organizers.

Read and understand collocations with do, make and play.

Reading Task: understand an article about the benefits of playing.

Writing

Write a short text on likes and dislikes. Write descriptions of what people are doing and wearing.

Writing Task: write a report based on a bar graph using connectors.

Writing Task: write a personal webpage.

Language Focus Present Simple: What do you like to do in your free time?

Present Continuous: What are you wearing now?

Cross-Curricular

Physical Education: talk about the importance of physical education and create a weekly planner with activities.

Arts: Music and fashion styles. Expressing preferences.

Final Task Design a poster and present it to the class.

Create and prepare a fashion style about personal style.

AttitudesDevelop cultural awareness, showing interest and respect for my own and foreign cultures.Participate and collaborate in different teams.

Plan of book




Oral Communication


Listen to a telephone conversation.

Speak about social gatherings.

Listen to a talk about communication.

Speak about routine.

Express wish and necessity. Predict what the audio will be about.

Use contractions. Give and ask information about routines.

Use hesitation devices. Practice American and British accents.

Use questions intonation. Understand pronunciation of words with h (hour, honor, have, here).

Reading

Read and understand an internet article.

Read and understand a dictionary manual.

Make predictions. Make predictions based on previous knowledge of the topic.

Skim to understand main ideas. Check words in a bilingual dictionary.

Scan a text to find key words. Identify different parts of speech.

Reading Task: understand an informative text about party games.

Read and understand phrasal verbs.

Reading Task: Understand and answer a quiz about English words.

Writing

Use correct punctuation. Write sentences identifying different parts of speech.

Writing Task: write an e-mail invitation.

Writing Task: write a short essay about the importance of English.

Language Focus

Quantifiers: How many friends do you want to invite?

Parts of speech: adjective, noun, adverb, and verb

Modal verbs for wish and necessity: Do you want to bring anything? Could you bring some chips?

Cross-CurricularLanguage and Communication: Identify cultural differences when greeting and meeting.

History: Identify facts about the history of the English language.Reflect upon the importance of language.

Final Task Plan a class party and respond to invitations.

Write and present a manual.

Attitudes

Show a positive attitude towards my own ability to learn and use the language. Respect my achievements and those of others’.Show interest for my constant and independent learning process. Be able to contribute to personal and collective developments.




Oral Communication


Listen to a telephone conversation.

Speak about attitudes using common expressions.

Listen to and understand a TV documentary.

Speak about natural disasters.

Express suggestion, obligation, and prohibition.

Express agreement and disagreement.

Focus on key words and expressions. Use agreement and disagreement to connect ideas in a conversation.

Ask to clarify information. Summarize ideas with support.

Understand pronunciation of words with w (write, wrong, wait, who, answer)

Use \g\ and \dZ\ sounds.

Reading

Read and understand an article and survey.

Read and understand an informative article.

Make predictions and confirm or correct them.

Make predictions based on pictures and title of the text.

Skim to understand main ideas. Skim to understand main ideas.

Scan a text to classify parts of speech. Understand word definitions.

Retell a reading with support. Classify vocabulary (phrasal verbs).

Reading Task: understand and convey information about community services. Express obligation and give advice.

Reading Task: read and understand jokes. Understand translation from Spanish to English.

WritingWrite a short text giving advice. Write an informative text about a river.

Writing Task: write a cover letter. Writing Task: write a short informative article.

Language Focus

Modal verbs for obligation and prohibition: must, should, could, and don’t.

Zero conditional: If there is an earthquake, some buildings collapse.

Modal verbs for advice and possibility: can, should, and could.

Cross-Curricular

Social Studies: identify the rights of children. Understand and convey information about community service. Give advice.

Biology: identify the importance of water in our body.

Final TaskWrite community service ads. Understand and convey information about community services.

Make and present a video documentary.

AttitudesParticipate and collaborate in teams.Use information and communication technologies to do research and solve problems. Produce material crediting and respecting people’s copyrights.

Plan of book

Teacher’s Guide16



Oral Communication


Listen to and understand a radio show.

Speak about what to take on a long expedition.

Listen to and understand news interviews.

Speak about news stories.

Sequence events. Describe continuous events in the past.

Ask and answer questions about past events.

Describe events in the past that interrupt or occur simultaneously with others.

Paraphrase and use synonyms. Ask for information about past events.

Use /t/, /d/ and /id/ sounds with simple past regular verbs.

Describe moods (angry, happy, sad, frightened, relieved, tired, and nervous).

Reading

Read and understand a diary. Read and understand a news story.

Identify and sequence events using first, second, next, finally.

Describe events in the past.

Skim to understand main ideas. Skim to understand main ideas.

Scan to find sequencing events. Make predictions and confirm or correct them.

Classify vocabulary: adjectives to express feeling.

Understand definitions.

Reading Task: understand and convey information about mapmaking. Make a map.

Understand and use pronouns.

WritingWrite a description of the weather. Write wh- questions to ask for information.

Writing Task: write an informative text about Chilean historical facts.

Writing Task: write a news article.

Language Focus

Past simple: ask and answer questions about past events.

Past continuous: The rain was pouring and his mom was screaming.

Sequencing words: first, second, after that, then, next, finally.

Parts of speech: pronouns.

Cross-CurricularGeography: identify dangerous places on a map. Talk about extreme journeys.

Natural Science: identify different natural disasters and learn what to do in case of one.Develop a family disaster plan.

Final Task Display and present a comic strip mural.

Organize, make and present a class newspaper.

AttitudesDevelop cultural awareness showing interest and respect for my and foreign culture.Use information and communication technologies to do research and solve problems. Produce material crediting and respecting people’s copyrights.

Unit 1Free Time

English 7 17

About Unit

The first unit of the Student’s Book is based on the theme of Free Time: students' likes and dislikes, their hobbies and their personal style. The unit will work around this topic with the different learning objectives and attitudes provided by the Chilean Bases Curriculares for 7th grade.

In this unit, students will express their own experiences of the topic. Also, they will give opinions on other people's experiences: their classmates and youngsters in Chile and the world. This topic will help them discover different realities and compare their own experiences to those of others. All of this will hopefully lead to reflection.

The topic chosen gives students a meaningful opportunity to express themselves about something familiar to all of them: their hobbies, likes and dislikes, and styles of music and clothing. These are all concrete topics picked specifically as an introduction to the text, because they are more easily manageable and understandable for students. As the book advances, themes will move into other areas, sometimes more complex and abstract, such as communication and global issues.

Prior Knowledge

Students will apply some of the contents learnt in 6th grade, such as how to formulate affirmative and negative sentences and questions in the present simple and continuous; how to describe and ask for information about things happening in the moment; how to read a text in the past simple; how to contrast information through the use of the connector ‘but’; and, finally, how to use and expand their knowledge about numbers. In 6th grade, they were able to express quantity up to the number 50 orally and the number 20 in writing. If students need to further review and work on larger numbers, go to the Extra material of Unit 1 for a photocopiable activity.

Students will be encouraged to recall these contents and start connecting them with the new information in the Let’s Start section, which contains a series of exercises to activate their previous knowledge and connect it to the topic of Unit 1.

UNIT PLAN

18 Unit 1 Free Time English 7

LESSON 1: My Hobbies Time: 14 hrs.

LESSON 1 Learning Objective Achievement Indicator

Oral Communication

� Listen to and understand a telephone conversation about parties.(OA 1, 2, 3, 4)

� Express desire and necessity.(OA 5, 6, 7, 8)

� Predict the content of audio based on personal experience. � Identify general ideas in non-fiction audio. � Identify speakers in dialogues. � Answer questions about general and specific information from audio. � Repeat and correctly pronounce words with final /z/ and /s/ sound. � Recognize general ideas in audio related to information questions. � Identify specific information related to people’s actions and where they take place.

� Identify, categorize and describe free-time activities (Watching TV is a waste of time; football is too slow, etc.).

� Create multimodal projects about age-appropriate problems. � Present opinions about other cultures and global issues, relating them to students' own culture and personal experiences.

� Share information about sports, health and free time from other cultures, promoting healthy habits.

� Use connectors. � Participate in exchanges with peers and adults on familiar topics (free time). � Share information from a different subject related to the unit (Physical Education). � Express ideas using phrasal verbs (hang out) or collocations (do karate, go swimming, play tennis, etc.).

� Express quantity (twenty-eight hours, eighty-one percent, etc.). � Research a topic and present details, examples and conclusions using images and bar graphs as visual aids.

Reading

� Read and understand a report about free-time activities. (OA 9, 10, 11, 12)

� Make connections between text context and personal experiences. � Summarize text in three main ideas. � Recognize information about routines and habits. � Express agreement or disagreement with text context. � Contribute to the information of the text with simple sentences about the topic. � Identify situations that can be healthy or unhealthy. � Define a reading purpose (look for specific information). � Skim the text for general ideas. � Complete graphic organizers with explicit information and supporting ideas. � Make predictions about the text based on pictures, title and personal experience.

Writing

� Write a short report on likes and dislikes. (OA 13, 14, 15, 16)

� Make presentation using multimodal resources (poster). � Express opinions about other cultures and global issues, proposing solutions. � Write a draft and check under specific criteria. � Proofread a text. � Develop a main idea with supporting ideas. � Write about a different subject (weekly planner for Physical Education). � Use correct punctuation marks. � Complement sentences making reference to time or manner (He plays basketball every day; football is very slow, etc.).

� Write a non-fiction text (report) organizing information clearly, based on a model, with the help of peers.

� Use suffixes (weekly, skating, skateboarding). � Describe habits and routines (I play hockey every day). � Organize information given in graphic organizer (graph bar).

Attitude Develop cultural awareness, showing interest and respect for my own and foreign cultures.

Unit1

19Unit 1 Free Time English 7

LESSON 2: My Style Time: 14 hrs.


Oral Communication

� Listen to and understand an advertising jingle. (OA 1, 2, 3, 4)

� Describe clothes, sports and hobbies. (OA 5, 6, 7, 8)

� Identify type of audio (jingle) and its elements. � Relate audio with pictures. � Follow instructions to participate in class activity. � Identify words and expressions related to the topic of the audio. � Answer questions about general and specific information from audio. � Follow instructions to develop a task. � Summarize information presented by others. � Ask and answer questions about topic vocabulary. � Comment on or answer questions using common expressions. � Share information from a different subject related to the unit (Music). � Express ideas, opinions and feelings, with consistency between subject and verb, and tenses, with few mistakes.

� Use images, graphics, mind maps and other visual aids for support while speaking.

� Express opinions and justify them. � Comment and describe personal interests. � Define a purpose before listening. � Ask and answer questions about topic vocabulary. � Participate in exchanges with peers and adults on familiar topics (styles).

Reading

� Read and understand an internet article describing what people are doing and wearing. (OA 9, 10, 11, 12)

� Make connections between content and personal experiences. � Contribute to the information of the text with simple sentences about the topic. � Identify situations that can be healthy or unhealthy. � Define a reading purpose (look for specific information). � Skim the text for general ideas. � Scan the text for details. � Identify common expressions and vocabulary related to the topic. � Make predictions about the text based on pictures, title and personal experience. � Describe what is known about the topic.

Writing � Write a personal webpage. (OA 13, 14, 15, 16)

� Make presentation using multimodal resources (fashion show). � Express opinion about other cultures related to the text. � Write a draft and check according to specific criteria. � Proofread a text. � Develop a main idea with supporting ideas. � Express an opinion about a text, through personal experiences and preferences.

� Use correct punctuation marks. � Write a non-fiction text (webpage) organizing information clearly, based on a model.

� Describe things happening in the moment (I’m wearing jeans). � Use a dictionary to check vocabulary and spelling.

Attitude Participate and collaborate in teams.

PEDAGOGICAL GUIDELINES


Beginning the Unit

Before you Start (page 15)

‣ Exercises 1 and 2

Ask students to look at the title of the unit and the photo, and share ideas about what the unit will be about. As it might be difficult for students to start speaking in English from the beginning of the class, you can begin introducing an activity: ask them to brainstorm words that they think are related to free time and write them on the board.

Freetime

Sports

Dancing

Watching TV

Playing cell

phone games

Walking

Reading

Help students by writing complete phrases. For example, if one says “TV”, you can write “Watching TV” to add more details. Continue to add items to the diagram, eliciting more answers from the students. For example, adding different sports: football, basketball, tennis, hockey, gymnastics, track and field, etc. Leave the diagram on the board and continue to Exercise 2, so they can try to guess what each person from the photo likes doing in their free time. Ask what style they think each person in the photo follows (hip-hop, comfy, sporty, skater, etc.) and according to that, think of different activities that they might like (listening to music, reading, playing basketball, skateboarding, etc.).

‣ Exercise 5

Lead the discussion and present ideas for students to talk about if they do not come up with any ideas of their own:

� Speaking about free time may be useful to for meeting foreign people and practicing English (in real life or on the Internet).

� There are many English words used in Spanish: in the sports world (football, basketball, volleyball, hobby, etc.) and in the fashion world (leggings, punk, skater, rock, hippie, etc.). Knowing about where they come from may be useful when it comes to understanding their meaning and learning how to spell them.

LET’S START (page 16)

‣ Exercises 1 to 4

Many of the contents presented in the Let’s Start have been previously seen by students in 5th and 6th grade (see Prior Knowledge). This activity serves both to activate their previous knowledge and to present the new contents and topic of the unit.

Exercise 1 provides the opportunity to write simple sentences related to the topic, using the present simple and present continuous. Exercise 2 has students go back to look at the images in the first exercise and gives them a moment to have a discussion about the topic, speaking and listening to other students' opinions. This activity can be done in groups or as a class, and it is meant to motivate them to participate by expressing their personal experiences about the topic and giving an opinion.


Unit1


After that, Exercises 3 and 4 introduce some key vocabulary for the unit: hang out, trend and bargain. First, they match the sentences with the ones with the same meaning, helping them to infer the meaning of the words and think about synonyms to complete Exercise 4.


This activity presents the three steps of reading. For the pre-reading, students will have to predict what the text will be about, by looking at the clues in the title and picture. This first activity can be done with the class. Predictions can be written on the board in order to go back to them after reading the text and check if they were correct or not. You can lead the discussion by asking some questions: What do you think the two men are doing? What are the names of the items they are working with? (thread, loom, scissors, needle).

While-reading can be done in the same way: predictions can be registered for later correction.

Finally, after-reading activities can be done individually and corrected with the class. The full short story is found in the Extra Material for Unit 1 with extended activities for post-reading.

This page about metacognition is for planning the way you will work through the unit. Students should register the strategies they will use during the unit to learn the contents of the unit better. Since this is the first time they will be doing this exercise, draw students’ attention to pages 10 to 13 and discuss the four different skills. You may want to devote a whole class to the revision of these pages at the beginning of the year to check the different strategies for coping with each skill: listening, speaking, reading and writing. Through this, students can discuss what strategies could work better for them and what strategies have worked (or not) in the past.

While completing the page, you can add to the discussion with other metacognitive questions such as:

� Planning: What is my goal for the unit? Do I need any extra information for the unit? What resources are available? Who can help me with the unit? How do I usually learn best? How do I study best?

� About the topic: What do I already know about the topic? What can I relate the topic to? (other subjects, p e r sonal exp e r ience , gene ra l knowledge, etc.).

Learning to Learn (page 19)



Developing the Unit

LESSON 1My Hobbies Time: 14 hrs.

This first lesson will discuss different free time activities and students will express if they like them or not. This topic will be presented through a radio interview, reports, bar graphs and posters. The language focus of the unit will be present simple. The Final Task of the lesson will consist on creating a poster presentation about free time activities.This lesson will allow students to express their likes and dislikes, and routines they have. They will also be able to compare their activities to the ones of their classmates and other cultures.

Oral Communication

� Listening (page 20)

Objective: Expressing likes and dislikes.Language: What do you like to do in your free time? I like to play soccer or basketball.Vocabulary: rollerblading, free time, relax, hang out

Opening questions

What free-time activities do you do? How often do you do them?

Elicit full sentences from students. Try to avoid broken sentences or loose words. If students answer, for example, “football”, complete with “You like to play football”, and make them repeat the complete sentence “I like to play football”. You can then ask: “How many times a week?”, so they can add more information to the sentence: “I like to play football three times a week”.

Warm-up activity

To introduce the topic of free-time activities, write the following free-time activities on slips of paper to play a charades game:

· Playing basketball · Reading · Watching TV · Going to the

movies · Doing taekwondo · Skating

· Studying · Riding a bike · Playing

videogames · Building things · Playing the guitar · Dancing

Tell students they have to guess the action. Be a model before students have to mimic the actions themselves: choose one of the slips of paper and act out the activity. Students have to raise their hands to guess. The student that guesses correctly then goes to the front of the class and chooses a slip of paper to act out the action. Follow until there are no more actions left.

As they guess the activities, write them on the whiteboard to create a list. Once all the activities are displayed, guide a discussion about free-time activities in the present simple with the following questions:

· What do you think of these free-time activities? – Possible answers: I like them. I like some of

them. I dislike them. What is…?, My favorite one is…

· Which ones do you practice? – Possible answers: I practice…, I don’t

practice…

· Do you think all of them are free-time activities? – Possible answers: I don't think reading/

studying/building things is a free-time activity, because…

Note: this is a good opportunity to talk about diversity with students and discuss the variety of likes and dislikes in the class, without making any judgment about students’ opinions.

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About English Culture

Nearly one in three children in the United States is overweight or obese. The reasons are many:

� Kids hardly ever walk to school anymore. � Physical Education classes and extra-curricular

sport activities have been cut. � The use of TV, video games, cell phones, and

computers has increased. � Parents work more and there are fewer home-

cooked meals. � Snacking is more common than before. � Portion and beverage sizes have increased.

The First Lady of the United States, Michelle Obama, has started an initiative dedicated to solving the challenge of childhood obesity (“Let’s Move”, 2009), through a physical and healthy eating program that includes students, schools and parents (see the link to more information about the program in the Bibliography of Unit 1).

Approaching level

At the end of the listening section, if you see that students need more practice with vocabulary, have them call out some free-time activities. Write five of them on the board as an example. Then, make students, by themselves or in groups of two or three, write a list of all the activities they can remember in their notebooks. Set a time limit. Walk around the class, helping with vocabulary and spelling. Finally, invite students to read out their lists. The winner is the student group with the longest list.

� Speaking Task (page 21)

Objective: Expressing preferences.Language: Do you like watching TV? What do you prefer doing with your friends on weekends?Vocabulary: like, prefer, love, don’t like

Common Problems

Students often confuse the use of the gerund or infinitive. There are some verbs that can be followed either by the infinitive or the gerund, such as: like, love, begin, start, continue. In the case of likes and dislikes verbs (like, love, mind, can’t stand, enjoy, hate), it is more common the use of the –ing form.

There are, although, subtle differences when using each form (Nettle, 2009). For example, in the sentence: "I like to swim" the person is saying he or she likes to get in the water and actually swim; on the other hand, a person saying "I like swimming" could be saying he or she likes to get in the water and swim or that this person enjoys the sport (watching the swimming competitions in the Olympic Games, for example).

There are, on the other hand, verbs that can only be followed by the infinitive: agree, tell, seem, etc. For activities on the use of the gerund and the infinitive, go to the Extra Material of Unit 1.

This is a good moment to use the Complementary Digital Resource “Unit 1, introduction”

Students watch videos, read, produce short texts, and discuss sports, activating vocabulary from previous years and practicing present simple structures.

Reading

� Reading (page 22)

Objective: Talking about and analyzing free-time activities. Discussing attitudes.Language: How many hours do young people spend on homework a week?Vocabulary: percent, three quarters, outoors, play tennis, do karate, go swimming

Warm-up activity

Divide the class into pairs: students A and B. Have student A write five physical activities in their notebooks. Have student B write five sedentary

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activities in their notebooks. Tell students they must not show their list to their partner. Tell student B they have one minute to guess all the items on student A’s lists. Tell student A to cross out each item on their list when student B guesses it correctly. Then, give student A one minute to guess all the items on student B’s list. The person who guesses the most activities correctly in each pair is the winner. You can extend this activity with other categories or vocabulary areas: volunteering activities, clothes, natural disasters, etc. to use in different units.

‣ Exercise 6

a. Each student makes a list of their top five free-time activities. These can be taken from the ones already mentioned in the unit or new can be added. Help them with new vocabulary when necessary (students could ask about other activities such as playing cards, writing, listening to music, rock climbing, reading, fishing, skiing, spending time with the family, drawing, doing crafts).

b. Divide the class into groups of four and have them share their ideas (these groups will work together until the Final Task of the lesson). Have them decide on their top five free-time activities and have them make a bar graph using as a reference the one on page 16 of the Student’s Book.

Give them two options: they can decide on five activities to use, or they can group the ones they have. Give them examples of names to label the groups:

According to place

· Inside the house (writing, playing video games, watching TV)

· In the neighborhood (riding a bike, running, playing tennis)

· At school (playing football, basketball, volleyball)

· Outdoors (bird watching, rock climbing, fishing) · Anywhere (reading, listening to music, hanging

out with friends and family)

According to type

· Sports (football, basketball, volleyball, baseball, tennis)

· Social activities (playing cards, hanging out with friends and family, volunteering)

· Creative activities (doing craf ts, writing, drawing)

· Collecting activities (coins, cans, stamps, insects, stickers)

· Receptive activities (reading, listening to music, watching TV)

Note that these are not fixed categories and could change according to your group of students. Collect their work at the end and save it for the first step of the Final Task.

� Reading and Vocabulary (page 25)

Attitudes

Develop cultural awareness, showing interest and respect for my own and foreign cultures.

Encourage students to brainstorm different free-time activities that they or other teenagers practice in cities as well as in the country. Ask them: what are the purposes of free-time activities? Why do we practice different free-time activities? Are all free-time activities positive? Have them compare and contrast their free-time activities listed with those mentioned in the reading text on pages 22 and 23. Ask them: How are we different and similar to people in the United States regarding free-time activities? What is good about being different?

� Language Focus (page 26)

Objective: Describing routines.Language: What do you do in your free time? Do you like watching TV?Vocabulary: video games, practice, outdoors, indoors


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Common Problems

Even though they have worked with the present simple before, when completing Exercise 3, it is advisable to point out the importance of the s in the third person singular. Give some examples of specific situations:

· In verbs ending in "-sh", "-ch", "-ss" and "-x" an "-es" is added: washes, watches, kisses, fixes (pronounced /ɪz/)

· In verbs ending in a consonant + "-y", the "-y" is changed to an "-i" and "-es" is added: tries, carries.

Also note the present simple form of the verbs to be (I am, he/she/it is, you/we/they are), have/has and do/does.

Above level

Once they have completed Exercise 5, tell students to think of a friend or family member and write five sentences about their favorite activities. Write an example on the board first: “My mother enjoys playing computer games. She also likes reading books. She doesn’t like playing sports and she really hates watching football games. She prefers spending time at home with her family and she loves talking to my sister. She says she doesn’t like petting the cat, but I know she does.” Once they have finished their paragraph, encourage peer correction before asking them to hand in the work for you to correct (go to the Marking Criteria Appendix for more information on grading writing).

Have students sit in their Final Task groups and hand in their previously made bar graphs. Ask them to analyze the results and draw conclusions from them. Ask questions to elicit answers: What are the most popular activities? What are the least popular activities? What do you think of the results?

Students should write notes about their conclusions and save them for next step of the Final Task.

� Final Task: A Poster Presentation (Step 1)

Writing

� Writing Task (page 28)

Objective: Writing a report.Language: The most popular free-time activity is hanging out with friends. However, team sports are also popular daily activities.Vocabulary: introduction, findings, recommendations, conclusion, but, however

Above level

Ask students to pay attention and write down the following words without looking them up: baseball, outdoors, sedentary, friends, and birdwatching. Invite five different students to come up and write the words on the board correctly. For this first part of the activity, choose students who are still approaching level.

Afterwards, start inviting more advanced students to the whiteboard and dictate the words without giving them time to prepare beforehand: football, skateboarding, hang out, physical activity, video games, etc.

Every time a student finishes writing the word on the board, ask the rest of the class if the spelling is correct. If there are any mistakes, let other students correct them.

‣ Exercise 5

Divide the class into pairs and have them exchange their reports for proofreading. Make sure they know they need to check:

· Organization into the four required sections (Introduction, findings, recommendations and conclusions)

· Punctuation (you may use this opportunity to practice punctuation vocabulary: period, comma, question mark).

· Grammar (emphasize the use of connectors: because, too, or, but, before. See the activity on Extra material for Unit 1 for reinforcement of this content).

· Spelling (you can show to students the correction symbols from the Marking Criteria Appendix for writing).



Have students write a final version of their report and make a graph of their findings. Put the reports and graphs in a class folder. They are needed for the Final Task.

Ask groups to get together and open their Student’s Book to page 30 and read Step 2. In groups, get each member to share the information they have in their report to create a bigger report as a group. Encourage them to include more information and to ask more questions if necessary.


Cross-Curricular

Objectives: Talking about the importance of physical activity. Creating a weekly planner.Language: Do karate two or three times a week.Vocabulary: health, fitness, get more active, you should, active, cooperation, competitiveness

Warm-up activity

Divide the class into two teams. Play Hangman using the names of activities from the unit. You can have some examples prepared beforehand and use more than one word to make it more challenging:

· Do karate · Play the guitar · Play football · Go swimming · Go dancing

· Play tennis · Go birdwatching · Do gymnastics · Etc.

Have one of the members of the group come to the front of the class. Tell the student to draw a line for each letter of their chosen word or phrase. Have the other team guess the word by saying letters they think the word contains. If the letter is in the word, have the student write it on the corresponding line. If it isn’t, have him or her begin to draw the picture of a hanged man on a gallows, one feature at a time (before you start set a number of possible guesses for each word or phrase). Award the team a point if they guess the word before the hanged man is completed. Have both teams alternate writing and guessing words.

‣ Exercise 3

Ask students, in their groups, to make a weekly planner of physical activities. Tell them to use the information in the pyramid. Have them include an activity from each level of the pyramid and how often they recommend doing it. Encourage them to make a weekly planner that is fun and doable. Ask them to give reasons why they should do more physical exercise. Before they start, you can create an example with them on the board, with the activities and times they suggest:

Have fun with

friends

Help around

the house

BasketballWatching

TV

MondayHalf

an hour2 hours

Tuesday 2 hours 1 hour

WednesdayHalf

an hour2 hours

Thursday 2 hours 1 hour

Friday 1 hourHalf

an hour1 hour

Saturday 4 hours 1 hour 3 hours

Sunday 1 hour 2 hours

Once they have their final planner, ask one member from each group to present the group’s ideas to the rest of the class.

To encourage students to follow their plan, give them some craft paper to write their planners on, then have them place the panners around the classroom.

Tell them that each member of the group should put a check next to the things they really do the following week.

By the end of the following week, analyze together the results of each group.


(page 29)

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Have students work in their Final Task groups and go to Student’s Book page 30. Read Step 3 as a class. Ask students to decide how they are going to show the results of their group report. Have students assign writing roles for each section of the report. Encourage students to present their ideas in different ways: using graphs, charts, and photographs. Ask students to write a rough draft of their section and then exchange it with the other members of the group so that it has several revisions.


Final Task

Objective: Designing a report poster.Language: Eighty percent of the students in the survey watch TV every day.Vocabulary: report, results, draft, layout

Have students work in their Final Task groups to collect their drafts and copy them onto a sheet of poster paper. Have students write the report questions and check that the results are presented correctly and clearly. Tell them to work together to correct any spelling or grammar mistakes.

Allow time for the groups to exchange their posters. Ask them to focus on:

· clarity · creativity

· layout · spelling and grammar

Encourage them to make suggestions on how to improve their posters.

Ask each group to present their poster in front of the class. Encourage students to ask at least one question to each group. Display all the posters in the classroom and have students vote on the best one. Ask them to be objective and give reasons for their choice, such as: very creative, well organized, attractive, good English, etc.


Above level

Have students write an essay about one of the following topics:

· How to encourage healthy free-time activities? · What type of activities are healthy for a 12 or

13-year-old? · Healthy indoor activities

Set a maximum of words (200) and remind students the Steps of Writing they need to follow. Finally, correct their work following the Marking Criteria for Writing.

Self-Monitoring

‣ Exercise 1

After the presentations, complete the chart with performance examples for every item. This will give students a better understanding for later assessing their own performance. Have some examples prepared in case they do not come up with any of their own and you can discuss the rest with the class.

1. Research and collect information:

· Highly competent: looks up information in more than 3 sources.

· Competent: looks up information in more than 2 sources.

· Approaching competent : look s up information in more than 1 source.

· Not yet: looks up information in 1 source.

2. Organization of contents:

· Highly competent: there are four sections clearly stated on the poster (introduction, findings, recommendations and conclusion).

· Competent: there are three sections clearly stated on the poster.

· Approaching competent: there are two sections clearly stated on the poster.

· Not yet: there is one section clearly stated on the poster.

Make sure each student writes down the examples so they can use them to assess their performance on Exercise 2.

(page 30)(page 31)


PEDAGOGICAL GUIDELINESPEDAGOGICAL GUIDELINES

LESSON 2My Style

This lesson will present different clothing styles to discuss. This topic will be revised through jingles, news articles and webpages. The language focus of the unit will be present continuous and clothes vocabulary. The Final Task of the lesson will consist on creating a fashion show with descriptions of the designs.This lesson will allow students to express their likes and styles on fashion, music, etc. Students will make connections with subjects like Arts and Music.

Oral Communication


Objective: Listening to and understanding an advertising jingleLanguage: Describing clothes and sportsVocabulary: cool, trendy, cheap, pocket, big, small, everywhere

Opening questions

What fashion trends do you know? Do you follow one trend in particular?

Elicit full sentences from students. Try to avoid broken sentences or loose words. If students answer, for example, “gothic”, complete with “You like the gothic trend”, and make them repeat the complete sentence “I like the gothic trend”. You can then ask: “Why do you like it?”, so they can add more information to the sentence: “I like it because black is my favorite color”.

Warm-up activity

Divide the class into small groups. Have one student mime an action and ask the other members of the group to guess what they are doing at the moment: She’s playing football. He’s working on the computer. Make sure every member of the group mimes an action.

‣ Exercise 1

Before completing the chart, ask questions to start a discussion about the ads:

· What different items are the ads selling? (Elicit some of the following answers: Both ads sell clothes; the first one sells jeans and the second one sells sneakers.)

· Where can you find these ads? (These ads can be found in magazines and newspapers, and on street signs, webpages, etc.)

You can also review the key points to remember about an ad: they must be short to be understood easily through images and text. Text must contain the brand of the product, a slogan and sometimes a short description. Ads must be visually appealing to compel the public to buy the product.


Objective: Use adjectives to describe clothes and sports.Language: This pocket is small; sneakers are trendy; skateboarding is excitingVocabulary: cool, cheap, big, trendy, small, good, exciting


If available, have students record their jingles with cell phones or a web camera to make the activity an assessment. Then, project the jingles to the classroom and have students give their opinions about them by asking:

· What is the product advertised? Is it clear? · Which is the most convincing jingle? · Why do you think that is the most convincing jingle?Prior to the creation of the jingle, present the rubric from the Assessments of Unit 1 to students, so they know what items will be assessed afterwards.

Extension Activity

Divide the class into two teams (for larger classes, have three or four teams). Have one student from each team come to the front and stand with his or her back to the board. Look for photos of items of clothing on magazines. Place a picture of an item of clothing on the board behind the student (in case you don’t have pictures, you can either

Time: 14 hrs.

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draw the items or simply write the name). Have each student’s team give clues about the item: You wear it on your pants. It is an accessory. (It’s a belt). Tell students they can also use gestures. The first student standing at the front to guess the item gets a point for his or her team. Change students and repeat with another picture or word. The team with the most points wins.

Reading


Objective: Describing clothes for different places and occasions.Language: I like wearing black clothes and tight jeans.Vocabulary: baggy, baseball cap, headwear, footwear

‣ Exercise 2

Read out the instructions and the Reading Tip and ask students the meaning of skimming: To read a text quickly for general understanding without paying attention to specific words or sentences. (For more information on Skimming and Scanning, check the Classroom Management for Unit 1). Have students skim the text and write five clothing styles. Check answers orally with the class.

Above level

Have students choose one of the pictures from Exercise 5. Tell them to write a short paragraph describing what that person is wearing. After they finish, ask them to exchange the paragraph with a classmate to proofread the work. Finally, they correct their work and volunteers read their description to the class. Other students give feedback and complete the description with sentences from their own work.

‣ Exercise 7

Form groups of four or five students. Give each group different criteria. It could be the most appropriate clothing for:

· School · Outdoor activities

· A classmate's party · A graduation party · An appointment with the dentist · Basketball practice · Going to the mall · Any other situation students suggestAsk them to come with a perfect outfit for the occasion, naming every clothing item necessary (they can even prepare a picture with labels, like the one from exercise 5) and give reasons of why that is the perfect outfit. If necessary, they should create a woman's and a man’s outfit. Finally, they should present their ideas to the class. Here is an example you can share with students if needed:

Comfy t-shirtCat

Comfy sweater Loose jeans

Tracksuit pantsSneakers

The perfect outfit for hanging around the house.

The perfect outfit to stay at home must be very comfortable and loose, so you can watch a movie, eat something with the family, and play with the cat.

This is a good moment to use the Complementary Digital Resource “Unit 1, development.”

Students watch videos, do drag and drop exercises and produce an ad about clothes. This activity appeals to the visual and kinesthetic learning styles.

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Warm-up activity

Have students write a sentence about their favorite types of clothing on a strip of paper. Be sure to give an example first so they know what they should include: My favorite style is emo. I always wear skinny jeans and dark t-shirts with the names of my favorite bands. I usually wear pink headbands with ribbons.

Collect the descriptions, shuffle them, and hand them out. Have each student read the description out loud and have the class guess the person who wrote it. For large classes, you can have students do the activity in groups.

Attitudes

Participate and collaborate in teams.

During group formation, make sure that above and approaching level students get together, thus advanced learners will coach their approaching level partners. Encourage students to share their ideas within their group. When the groups need to choose a representative, make sure that they do not always choose the above level student.

Also, make sure that students understand that to perform successful team work they need to communicate effectively through listening, explaining and sharing ideas. Emphasize that they have to learn to trust and respect each other, as well as to develop skills in how to plan, organize and evaluate their group work. After students have finished their group work you may want them to undergo a peer evaluation (for a checklist on Peer Evaluation, go to the Assessments for Unit 1).


Objective: Describing what people are doing and wearing.Language: What are people wearing today? Skater fashion is getting popular.Vocabulary: headwear, footwear, sport clothes, sportswear

Approaching level

Ask students to open their Student’s Book to pages 34 and 35. Ask them to find more examples of the present continuous in the text. Have volunteers write the examples on the board, and explain their use in context: At the moment, I am wearing this hoodie. Circle the “be” and “ing” in the present continuous examples. Ask them to identify the verbs in their examples and circle them. Tell students to write a list of sentences in their notebooks. Have them compare their lists in pairs.

Common Problems

There are some verbs that are not usually used in the present continuous, which are called stative verbs (Nettle, 2009). These are:

· Verbs describing feelings, thoughts, and senses, such as think, know, like, love, hate, hear, and see. For example, we do not say I’m liking this style, but I like this style.

· Verbs used to describe things and persons and what they possess, such as be, need, look, sound, taste. For example, we do not say This is looking nice, but This looks nice.

Note that some of these verbs can be used in the continuous tense too, but the meaning is different. For example, What are you thinking about? refers to what are your thoughts; What do you think? is the same as saying What is your opinion?

‣ Exercise 2

Have students complete the description. Ask students to tell you the time expressions in the paragraph and write them on the board:

· This year · At the momentExplain that this time the expressions are used with the present continuous to show an action that is happening around now. Tell them to think of other expressions that could be used for the present continuous, such as right now, this week, currently, today, and now. Ask them to write sentences with some of these expressions and share with the class. To model the activity, you can start with some examples placing the time expressions in different positions:

Unit1


· Right now, I’m teaching English at school. · My dad is cooking for me this week. · My cat is currently at the vet because she had

surgery.

� Reading Task (page 39)

Objective: Understanding and explaining the concept of bargaining.Language: Is bargaining popular in your country?Vocabulary: bargaining, negotiate, price, raise, starting price, store owner

Warm-up activity

Tell students they have to guess the object you are thinking about, by asking questions. Start with: I am thinking of an object you can buy in stores. Have them ask questions to find out what the object is: Is it small? Yes. Is it food? No. Is it an item of clothing? Yes. What colors can it be? Any color you want. On what part of the body you wear it? Your legs. Is it a pair pants? Yes!

When a student guesses the object, have him or her think of another object and repeat the activity. Do this with approximately ten objects before you start with the section Reading Task.

‣ Exercise 1

Ask students to look at the picture and the title of the text to answer the question. At this point, they should already have an idea of what bargain means, since they have worked with that word in the vocabulary activity in the Let’s Start section. Make sure that everyone understands the concept.

To bargain: to negotiate the prize of an item between the seller and the buyer.

If necessary, use the word in a couple sentences to give context: I went to the market and bargained for these chairs. The owner wanted $50, but I got them for $20!

Have students form Final Task groups. Have students open their Student’s Book to page 42. Read Step 1 for the class. Take fashion pictures from magazines and newspaper and hand them as inspiration to each group. Encourage students to first discuss ideas about fashion styles and designs they like. Tell them to improve existing fashion trends or even create a totally new style.

� Final Task: Favorite Styles Presentation (Step 1)

Writing


Objective: Writing a personal webpage.Language: I listen to rock.Vocabulary: clothes, movie, music, sports, TV program.

‣ Exercise 1

In addition to the questions mentioned, you can ask the class: What does this webpage remind you of? The answer will probably be Facebook or another social network. Take the opportunity to discuss the protocol on social networks and the responsible use of the Internet. Here are some dos and don’ts that you can discuss as a class:

Do:

· Use correct grammar and spelling · Practice your English · Read all the terms and conditions · Share things you know your friends will find

valuable · Answer when your friends text youDon’t:

· Bully or encourage bullying · Over share personal information · Post confidential information (address,

telephone, etc.) · Plagiarize · Give anyone your password



Extension activity

After students have finished and revised the content of their webpage, you can suggest for them to create a real blog. If they do not know what a blog is, explain that the word "blog" is an abbreviation of Web Log, and refers to personal webpages where people can share their writing on different topics. You can share a couple examples of blogs going to http://codigos.auladigital.cl and entering the codes Gi7P032a (ESL student), Gi7P032b (ESL material for teachers and students) or Gi7P032c (National Geographic travel blog).

Students can access a free blog creation website such as Blogger and post their first message using the information created for the Writing Task of page 38. Before engaging in this activity, remember the rules reviewed for the correct use of social networking. This could be an ongoing activity throughout the year, were students get a chance to upload all the material from their Writing Tasks and get feedback from their classmates, parents and teacher. To see more information about blog creations for a class, go to the Bibliography of Unit 1.

Have students work in their Final Task groups. Have students do sketches of their ideas and show them to other members of the group to check. Each group must come up with four different outfits. Have them write notes next to the sketches including the type of fabric (cotton, leather), the pattern, (leopard skin, striped), design, and colors. Tell students they must bring their designs (or even their clothes, if they have them) to the next class for the following step of the Final Task.

Note: it is important at this point that decide as a class whether the fashions styles will be presented with the clothes as a fashion show or as a presentation to the class with the sketches of each outfit.


This is a good moment to use the Digital Complementary Resource "Unit 1, conclusion ".Students read blogs and review safety behavior on the Internet. They create their own article where they talk about their interests and perform peer evaluation.

Cross-Curricular

Objective: Expressing preferences.Language: Biker culture influences rock fashion.Vocabulary: leather jacket, leggings, popular, T-shirt

Warm-up activity

Have students stand in two circles, an inner circle and an outer circle. Tell students they are going to ask the student who is standing in front of them what his or her interests are. Tell them they have one minute and then the outer circle will move clockwise and another student will be interviewed. For larger classes, divide the group into smaller circles. At the end of the activity, choose some students to tell the rest of the class something interesting they found out.

‣ Exercise 1

Before reading the text, write the title Music and Fashion on the board. Ask students: Do you think there is a strong relationship between music and fashion? Ask them if they can give any examples and write their answers on the board to comment after reading the text. Some examples could include:

· K-pop: South Korean pop music is very popular these days among teenage kids. Many Korean singers and bands are well-known around the world and their fashion styles are a very important part of the show: colorful outfits, lots of accessories and carefully styled hair. Some of the k-pop idols are now also fashion icons (see more information in the Bibliography of Unit 1).

· Heavy metal: a genre of rock music that developed during the 70s in the United States and United Kingdom that continuous to be popular among teenagers and adults. Their fashion style is also very well-defined: black clothes, long hair, use of lots of chains, skulls, leather and crosses (see more information in the Bibliography of Unit 1).

(page 41)

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Have students work in their Final Task groups. Have students open their Student’s Book to page 42 and read Step 3. Tell them to take out their designs or put on the clothes if they have brought them in. Have them observe and analyze what they are wearing to then write a detailed description of it. Have students think about the type of music they could have in the background when they have the fashion show, especially if it is fashion related to music. Tell them to bring their descriptions and clothes to the next class.


Final Task

Objectives: Creating and preparing a favorite styles presentation.Language: Pedro is wearing the comfy style. He’s wearing a short-sleeved T-shirt.Vocabulary: clothes, materials, and patterns

Warm-up activity

Have students stand in two lines facing each other. Have the first student in one line say the name of a product to the student in front of him or her: apples. Have that student say where you can buy the product and then give the name of another product to the next student in line opposite: Market. Jeans. Continue to the end of the line and back. Do not allow students to repeat the names of products.

Have students form their Final Task groups. Tell students to prepare for the style presentation: organize the room (it could be the classroom or any other area assigned for it; you could invite another class to see the show too), prepare the music, and get dressed. Each group presents their style to the audience. Have them present their designs if they don’t have their clothes. One member from each group has to ask the presenting group a question. Finally, have the class vote on the best style.


Self-Monitoring

‣ Exercise 1

After the presentations, complete the chart with performance examples for every item. This will give students a better understanding for later assessing their own performance. Have some examples prepared in case they do not come up with any of their own and you discuss the rest with the class.

1. Creative process:

· Highly competent: more than 3 sketches were discussed and adjusted.

· Competent: more than 2 sketches were discussed and adjusted.

· Approaching competent: more than 1 sketch were discussed and adjusted.

· Not yet: 1 sketch was discussed and adjusted.

2. Description of designs:

· Highly competent: at least four items of clothing are described in each outfit presented.

· Competent: at least three items of clothing are described in each outfit presented.

· Approaching competent: at least two items of clothing are described in each outfit presented.

· Not yet: one item of clothing is described in each outfit presented.

Make sure each students write down the examples so they can use them to assess their performance on Exercise 2.

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(page 43)



Ending the Unit

SYNTHESIZE

Throughout the units, different types of graphic organizers will be introduced. In this first unit, a concept map is presented for students to fill in.

A concept map starts with a main idea and from there it shows concepts related to the topic and how they are connected to the main concept. This map can help students visually understand the structures of the present tense, their uses and examples of each form.

Concept maps are useful for presenting verb tenses, and this example can be extrapolated to other tenses afterwards.

Remember that each student can give different examples of sentences. Make sure that several types of sentences are presented (using different subjects and different verbs to see how each structure varies).

If necessary, remind them of some vocabulary related to the topic of the unit. You can make a chart on the board and have students give you words to complete it with their own words:

Hobbies Styles

Read

Write

Play football

Play tennis

Listen to music

Gothic

Emo

Hip-hop

Sporty

Comfy

CHECKPOINT

Before starting the Checkpoint, read the questions as a class and make sure that in Exercises 3 and 4, they understand what needs to be evaluated. Share the rubrics with students (go to Assessments for Unit 1) and then let them start the Checkpoint exercises.

After they finish, correct with the whole class. You can have students exchange their books with the classmate they did Exercise 4, and let them correct all that classmate's Checkpoint answers and calculate their final scores.

Once every student has their final score, talk as a class about your results and use the Extra Practice pages of the text if necessary.

This is the time to go back to the beginning of the unit and check predictions, see if the plan made for the use of strategies in the unit was correct or needs some adjustments.

Make sure students correct their initial predictions about the unit using the space provided or going back to page 19 and correct their mistakes there. Tell them to do the same for the second exercise.

For the final exercise, you can encourage the discussion by leading with some questions such as: Why was that your favorite part of the unit? Why was that your least favorite part? How would you improve the activity? What would you change in the unit?

Before you Go On

(page 44)

(page 45)

(page 47)


Unit1

Skimming and Scanning“The most effective training is explicit: Learners are told overtly that a particular behavior or strategy is likely to be helpful, and they are taught how to use it and how to transfer it to new situations. (…) Strategy training succeeds best when it is woven into regular class activities on a normal basis, according to most research.” (Oxford, 2002)

Skimming and scanning are reading strategies used to read a text quickly for a specific purpose. They need to be taught explicitly to students in order for them to complete the required tasks succesfully.

Skimming is reading a text quickly to get the general idea. When skimming a text, it is not necessary to read every word or pay attention to every specific detail.

To successfully skim a text, students should look at the title, images, and read the first and last sentences of each paragraph. This will give them a general idea of the content without having to read the entire text.

Skimming is most effective as a Before Reading activity, as it allows students to mentally prepare for the text and its content before they read it in depth. It helps them to get a general idea of the content before they begin working on more specific reading comprehension activities.

Examples of skimming in everyday life:

� Reading a news article quickly to get the main ideas. � Flipping through a magazine and looking for interesting stories.

Scanning is reading a text quickly for specific details such as names, dates, ages, etc.

When scanning a text, students should have a clear focus on the information they must identify. If they are asked for specific dates, their eyes should glaze over the text and focus solely on the numbers. Because students will know what they are looking for, it is acceptable for them to skip over large chunks of text that are irrelevant to the task at hand (“Reading and study skills lab”, 2015)

Scanning activities can be used both as Before Reading activities and After Reading activities. The former requires students to identify specific information in order to contextualize the text, while the latter tests their reading comprehension.

Examples of scanning in everyday life:

� Looking for the time of a movie in the newspaper or on a website. � Searching for information on the internet and eliminating websites that are not useful.

To find out more about skimming and scanning and to get ideas for practice, go to the Bibliography of Unit 1.

Classroom Tips


Use of Language

CollocationsA collocation is, as explained by the Merriam Webster Dictionary, the use of certain words together. In any language, there are set of words that can go together and some others that cannot. In the case of English, one example would be to do the dishes to refer to washing them. In English, dishes are done. People don’t make the dishes (unless they are actually constructing them).

There are different types of collocations ("Collocations", 1997):

1. Adverb + adjective (quite interesting)2. Adjective + noun (strong tea)3. Noun + noun (pack of dogs)4. Noun + verb (cat purrs)5. Verb + noun (do the dishes)6. Verb + prepositional phrase (burst into tears)7. Verb + adverb (walk slowly)

A common problem when using collocations is literal translation. In Spanish, for example, we don't “do the dishes” (hacer los platos), so translating could lead to mistakes. Another common mistake for Spanish speakers is the use of make and do, both words translating to hacer. Here are some examples of common collocates for each verb:

Do Make

the cooking

the shopping

the homework

business

well

a favor

an experiment

good

the bed

an effort

an exception

a friend

a list

a mistake

a phone call

a plan

a suggestion

Since collocations are arbitrary, students’ only chance to learn them is to be exposed to language (not words in isolation, but in context) and to be aware of them. Some activities they can engage in to practice are:

� Read a text and highlight the collocations. � Find collocations in real texts and use them in a sentence. � Go through the book and find all the collocations in a unit. � Make lists of words that always go together (for example, with verbs like make, do and play).

� Fill in the gaps activity. � Compare native language to English

To find out more about collocations and get more ideas of different exercises to practice, go to the Bibliography of Unit 1.

Unit1


Bibliography

� About how to create blogs: – Using Blogs to Engage English-Language Learners. (n.d.). Retrieved April 7, 2015,

from http://www.edutopia.org/blog/ell-digital-divide-jon-schwartz – Creating a Blog - Activity for ESL students. (n.d.). Retrieved April 7, 2015,

from http://es.slideshare.net/daniMD/creating-a-blog-activity-for-esl-students � Information about K-pop singers and bands:

– K-pop bands and singers. (n.d.). Retrieved April 7, 2015, from http://www.ygfamily.com/

� Ranking of metal bands: – Best Classic Metal Bands. (n.d.). Retrieved April 7, 2015,

from http://www.ranker.com/list/classic-metal-bands-and-artists/reference � Information about graphic organizers and how to use them in the class:

– Teaching and Learning with Graphic Organizers. (n.d.). Retrieved April 7, 2015, from http://www.inspiration.com/visual-learning/graphic-organizers

– 50 Uses of Graphic Organizers and Rubric. (n.d.). Retrieved April 7, 2015, from http://www.uwstout.edu/soe/profdev/50-uses-inspiration-and-kidspiration-software-tools.cfm

� Rubrics for different types of activities: – A complete guide for Educational Teacher Rubrics and Assessment. (n.d.). Retrieved April

7, 2015, from http://www.rubrics4teachers.com/ � Information about skimming and scanning and activities:

– Skimming and Scanning. (n.d.). Retrieved May 20, 2015, from https://www.aacc.edu/tutoring/file/skimming.pdf

– Skimming And Scanning: Two Important Strategies For Speeding Up Your Reading. (n.d.). Retrieved May 20, 2015, from http://www.howtolearn.com/2013/02/skimming-and-scanning-two-important-strategies-for-speeding-up-your-reading/

– Oxford, R. (2002). Language Learning Strategies in a Nutshell: Update and ESL Suggestions. On Richards, J. C. and Renandya, W. Methodology in language teaching: An anthology of curect practice. Cambridge: Cambridge University Press.

– Driscoll, L. (2008). Real reading 1, with answers. Cambridge: Cambridge University Press – Skimming and Scanning. (n.d.). Retrieved April 7, 2015,

from http://www.bbc.co.uk/skillswise/topic/skimming-and-scanning � Information on collocations, how to teach them, examples, and activities:

– 10 Tips to Teach Collocations. (n.d.). Retrieved April 7, 2015, from http://busyteacher.org/6061-10-tips-to-teach-collocations.html

– Fun ways to teach English collocations. (n.d.). Retrieved April 7, 2015, from http://www.britishcouncil.org/blog/fun-ways-teach-english-collocations

– Online Collocation Dictionary. (n.d.). Retrieved April 7, 2015, from http://oxforddictionary.so8848.com/ – Beare, K. (n.d.). What Is Collocation? - Definition in ESL Usage. Retrieved April 7, 2015,

from http://esl.about.com/od/intermediate-collocations/f/What-Is-Collocation.htm – Collocations. (n.d.). Retrieved April 7, 2015, from

https://www.englishclub.com/vocabulary/collocations.htm � Fitness information:

– Let's Move. (n.d.). Retrieved April 7, 2015, from http://www.letsmove.gov/get-active

38

Extra Material

Unit 1 Free Time English 7

The Emperor's New Clothes (part II)Hans Christian Andersen (Denmark, 1805-1875)

Everybody in the town was talking about the splendid clothes. The emperor thought he had to go see it, so he went with a group of people from palace to visit the crafty impostors.

"Is it not magni� cent?" said both charlatans. "See, your Majesty, what splendid colors, and what a pattern!" And they pointed to the looms.

"What!" thought the emperor. "I see nothing at all. This is terrible! Am I a fool?”.

"Oh, it is very pretty! It has my approval," the emperor said aloud.

No one in his group could see anything, but, like the emperor, they all exclaimed, "Oh, it is beautiful!" They even suggested to the emperor that he wear the splendid new clothes for the first time on the great procession which was soon to take place.

Before the day of the procession, the weavers sat up the whole night, burning sixteen candles, so that people might see how anxious they were to get the emperor's new clothes ready. They pretended to take the stu� from the loom, they cut it out in the air with huge scissors, and they stitched away with needles which had no thread in them. At last they said, "Now the clothes are � nished."

The emperor came himself with his courtiers, and each of the impostors lifted his arm as if he held something, saying, "See! Here are the pants! Here is the jacket! Here is the cape! Here is the hat! It is as light as a spider's web. One would almost feel as if one had nothing on, but that is the beauty of it!"

"Yes," said all the courtiers, but they saw nothing, for there was nothing to see.

"Will your Majesty take o� your clothes so that we may put on the new clothes on here, before the great mirror?"

The emperor took off his clothes, and the charlatans pretended to put on � rst one garment and then another of the new ones they had pretended to make. They pretended to fasten something round his waist and to tie on something. The emperor turned round and round before the mirror.

"How well his Majesty looks in the new clothes!" cried all the courtiers. "That is a splendid costume!".

"Well, I am ready," replied the emperor. "Don't the clothes look good?" and he turned round and round again before the mirror, to appear as if he were admiring his new costume.

The chamberlains, who were to carry the train, stooped and put their hands near the � oor as if they were lifting it; then they pretended to be holding something in the air. They would not let it be noticed that they could see and feel nothing.

So the emperor went along in the procession, and every one in the streets said: "How beautiful the emperor's new clothes are! What a splendid train! And how well they � t!"

No one wanted to let it appear that he could see nothing, for that would prove him or her a fool. None of the emperor's clothes had been so great a success before.

But suddenly, a little child exclaimed: "But he has nothing on!".

››

Name Grade Date

Learning objectivesUnderstand literary texts (short story) identifying characters and their actions, and the time and place of the story.

Reading Activity

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"Just listen to the innocent," said its father; and one person whispered to another what the child had said. "He has nothing on; a child says he has nothing on!"

"But he has nothing on," cried all the people. The emperor was startled by this, for he had a suspicion that they were right. But he thought, "I must face thisand go on with the procession." So he held himself more sti� y than ever, and the chamberlains held up the train that was not there at all.

The End

››

"Just listen to the innocent," said its father; and one person whispered to another what the child had said.

nothing on," cried all the people. The emperor was startled by this, for he had a suspicion that they were right. But he thought, "I must face thisand go on with the procession." So he held himself more sti� y than ever, and the chamberlains held up

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Extra Material


Name Grade Date

Learning objectivesUnderstand literary texts (short story) identifying characters and their actions, and the time and place of the story.

1 List all the clothing or clothes manufacturing related terms that appear in the text.

2 What does the sentence It is as light as a spider's web mean?

3 Hans Christian Andersen wrote The Emperor's New Clothes in 1837. Do you think this can be seen in the story? Why or why not?

4 What do you think of the attitude of the king through the story? Why?

5 Imagine the story as if it took place today. What do you think would happen?

READING ACTIVIY

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Extra Material


VERBS FOLLOWED BY THE GERUND OR THE INFINITIVE

Name Grade Date

Learning objectives Understand language used in written texts about likes and activities, using collocations.

1 Choose the correct form of the verb to complete the text.

My name is Ariel. I am 14 years old. I live in Brisbane, Australia. I just

read The Hunger Games and I want (to talk) about it.

Once you start (to read) it you can’t stop! I would love

(to write) a review and post it online for everyone to see. I

keep (to tell) my sister she has to read it too, but she says she

hates (to read) and prefers (to wait)

until the movie is on DVD.

I recommend that you (to read) the books now!

2 Make a list of the verbs that are followed by the gerund, the infinitve or both.

Gerund Infinitive Both

3 Complete the sentences with your information.

a. I want

b. I like

c. I hate

d. I start

e. I keep

f. I love

g. I prefer

h. I recommend

4 Give your list of sentences to your teacher. He or she will read out loud

sentences randomly and the class has to guess who wrote them.

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Extra Material


Name Grade Date

Learning objectives Identify and learn to use connectors or, because, before, too, and but.

1 Complete with the correct word.

or because before too but

a. I like reading it’s very relaxing.

b. Simon loves playing football, he hates watching it!

c. Do you prefer reading science fiction horror stories?

d. Do you like birdwatching ? What a coincidence!

e. we went to the party, we stopped at the mall to buy a jacket.

2 Match each connector to its use.

OrIt is used to give reasons about something.

BeforeIt is used to give options for someone to choose.

TooIt is used to express contrast between different things.

ButIt is used to express that something happened at a previous time.

BecauseIt is used to say something in addition to what was stated.

3 Write a text using all the connectors.

CONNECTORS

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NUMBERS

Name Grade Date

Learning objectivesExpress quantities, count and enumerate.

Write a short text using learnt structures.

120

00

2

3

4

5

4

3

8

7

9

7

8

9

34

55

64

89

12

3

8

6

7

8

2

3

7

6

8

6

7

8

3

2

1

3

2

3

4

120

00

2

3

4

5

4

3

8

7

9

7

8

9

34

55

64

89

12

3

8

6

7

8

2

3

7

6

8

6

7

8

3

2

1

3

2

3

4

1= one

1000 = one thousand

10 = ten

10 000 = ten thousand

100 = one hundred

1 000 000 = one million

1 Write the numbers in words.

a. 1 560

b. 45 612

c. 12 345 678

d. 67 120 000

e. 200 560 444

2 Complete the mathematical operations and write the result in words.

a. 10 534 + 189 980 =

b. 1045 · 3456

c. 13 543 789 – 700 845 =

d. 42 788 685 : 4569 =

3 Imagine you win the lottery and have $20 534 200. Write sentences on how would you spend the money. Follow the example:

I would spend two hundred thousand pesos on an electric guitar.


Assessment

Name Grade Date

1 Read the advertisement about the pirate club and number the paragraphs in the correct order. (3 points)

Our club house is alongside the canal and make the most of the waterways to have

fun. Our club is for children from 6 to 18 years of age. We teach club members how to

use a one-man canoe as well as take part in team kayaking.

During the summer holiday, young people are looking to get involved in activities that

help them make the most of their time outdoors in the sun. Here at the Pirate Club,

we organize an action-packed daily routine that will keep you occupied throughout

the long summer days.

New members will also learn health and safety rules as well as what to do if they

capsize, and of course there will always be fully qualified staff on hand to help out. All

of the team leaders at the Pirate Club have First Aid certificates. Kids and young

people always have a great time at the Pirate Club!

2 Read the text again and mark sentences T (true) or F (false). (4 points)

a. The pirate club is next to the river.

b. Children can become members from the age of four.

c. Children learn how to use a canoe and go kayaking.

d. The club provides First Aid certificates.

3 Complete the text with the correct form of the verb in parentheses. (7 points)

HOME ABOUT BLOG CONTACT

Health and safety (1)

(be) important at the Pirate Club. There

(2) (be) many activities that require a qualified member of staff to be

ready in case of an accident. Children learn how to (3)

(use) a canoe

and enjoy (4)

(go) kayaking. As they enter the water, the children

will be sure to have put on their life jackets. The club (5)

(provide)

all the kayaking and safety equipment at no extra cost. This summer, the sessions

(6) (take place) at Cuckmere Haven. Every day at the Pirate Club, the

members (7)

(do) a variety of activities, ensuring that these children

activate different skill sets.

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4 Number the conversation in the correct order. (6 points)

B: Of course, I love it here.

A: It looks great! Do you like to come here every day?

B: I am learning how to kayak.

A: Hi! Are you having fun?

B: I would love to, but I can only come on weekends.

A: What are you doing in the water?

5 Underline the correct word to complete the sentences. (6 points)

a. Jenny likes / liking going to the cinema on Fridays.

b. Clive still goes / go to the youth club even though he is almost 19.

c. Max’s mother like / likes to play tennis every morning.

d. I enjoy running / run in the afternoons, it helps me digest my lunch.

e. She’s feel / feeling a pain in her knee and cannot play today.

f. John loves / loving painting flowers in his free time, it helps him relax.

6 Match the sentece halves. (3 points)

a. I really like… up early on Saturday, I enjoy the free time!

b. I dislike… losing at tennis all the time! I wish I could win!

c. I usually get… eating ice-cream in the hot weather, I love it!

7 Write sentences using your own ideas and the words in the box. (10 points)

like love dislike hate prefer

a. I .

b. I .

c. He .

d. She .

e. I .

8 Listen and choose the correct word. 55 (4 points)

a. The boy is talking to (Joanna / Jackie / his mother).

b. The boy wants to buy a present for (his mother / Jackie / Joanna)

c. The CDs are (classical / rock / pop) music.

d. They are (romantic / science fiction / adventure) books.


Assessment

RUBRICS

SPEAKING TASK LESSON 1 Excellent (3) Good (2) Needs improvement (1)

Group work � Both members participate equally in preparing and presenting.

� One member prepares and the other member presents the work.

� Only one member prepares and presents the work.

Fluency � Speakers make fewer than 5 mistakes.

� Speakers make more than 5 mistakes.


Use of structures

� Students use present simple correctly in affirmative, negative and question sentences.

� Students use present simple correctly in two forms.

� Students use present simple correctly in only in one of the forms.

Pronunciation � Students can differentiate between /s/ and /z/ sounds always.

� Students can differentiate between /s/ and /z/ sounds sometimes.

� Students don’t differentiate between /s/ and /z/ sounds.

Organization � Main points are clear, information is presented in a logical way.

� Main points are mostly clear, most of the information is presented in a logical way.

� Main points are unclear, information is not presented in a logical way.





Theme � Jingle stays on topic and it is easy to understand what the product is.

� Jingle stays on topic most of the time.

� Jingle has nothing to do with the product.

Structure � Jingle has no misspellings or grammatical mistakes.

� Jingle has less than three misspellings or grammatical mistakes.

� Jingle has three or more misspellings or grammatical mistakes.

Creativity � Jingle is unique, does not copy from others and is catchy.

� Jingle is unique but is not easy to follow.

� Jingle copies aspects from other presentations or jingles.

Organization

� Main points are clear, information is presented in a logical way.



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CHECKPOINT UNIT 1 WRITING

Excellent (3) Good (2) Needs improvement (1)

Organization � Work has a clear structure (title of style, description and type of clothes).

� Work misses one of the sections required (title of style, description and type of clothes).

� Work is missing the required structure.

Grammar � Text has no grammatical mistakes.

� Text has three or fewer grammatical mistakes.

� Text has more than three grammatical mistakes.

Steps of writing � Student follows all the steps of

writing (pre-writing, drafting, revising and editing).

� Student follows almost all steps of writing.

� Student follows one or two steps of writing.

Spelling and punctuation

� Text has less than three spelling or punctuation mistakes.

� Text has five or fewer spelling or punctuation mistakes.

� Text has more than five spelling mistakes.

Appearance � Text is neat: writing is clear and there are no smudges.

� There are no smudges but writing is not always clear.

� Text is messy, there are smudges and writing is not clear.

CHECKPOINT UNIT 1 LISTENING / SPEAKING


Fluency � Speaks fluently and knows what words to use when hesitant.

� Speaks almost fluently, but pauses unnaturally when hesitant.

� Does not complete utterances and has frequent hesitations.

Vocabulary and use of structures

� Uses a variety of expressions and structures learned in the unit.

� Uses some expressions and structures learned in the unit.

� Seldom uses expressions and structures learned in the unit.

Pronunciation � Students can differentiate between /s/ and /z/ sounds always.

� Students can differentiate between /s/ and /z/ sounds sometimes.

� Students don’t differentiate between /s/ and /z/ sounds.

Eye contact � Makes constant eye contact. � Sometimes makes eye contact. � Never makes eye contact.

Gestures � Student uses a variety of natural gestures.

� Student uses a variety of gestures, but sometimes seems unnatural.

� Student does not use gestures.

Peer Evaluation Checklist Yes or no

� Participated in group discussions

� Handed in work on time

� Shared ideas with others

� Listened to others ideas

� Was dependable for attending group meetings

� Studied the topic chosen

� Worked well with others

� Was a valuable member of the team

Answer Key


� Student’s Book

Before you Start

‣ Page 15

1. Possible topic guesses: young people, school, styles, studying.

2. Possible answers: I think the girl to the right likes to listen to music because she has a music player in her pocket. The second girl to the right probably likes sports, because she is wearing sporty attire.

3. Someone playing baseball: lesson 1, page 29. A text about trends: lesson 2, pages 34 and 35. An activity about comparing jingles: lesson 2, page 32.

4. Possible answers: I think I will learn about sports. I believe we will learn to create a jingle. I think we will learn to study sentences about different trends.

LET’S START

‣ Page 16

1. Possible answers:

a. Roberto plays chess every day./Roberto plays chess because he likes it.

b. They like playing basketball./They like to compete against each other.

c. He is buying clothes./He is buying with a special discount today.

d. Her style is hip-hop.e. He goes skateboarding everyday./He is

learning to skateboard.f. She likes punk./She has blue hair.


a. All pictures are of teens./All of the photos show young people's interests.

b. I like the style of the last photo./I don’t like the hip-hop style.

c. I think free time is important because it helps me relax./I think free time is important because I like to stay fit.

3. Do you want to hang out this weekend? = Do you want to do something together on Saturday?I’m just going to hang out at home tonight. = I’m going to relax at home this evening.I used to hang out a lot outside the cinema when I was younger = I went to the cinema a lot when I was 10.What is your favorite fashion trend?= What is the style you like the most?The emo trend is popular in Chile. = Emo is a popular look in Chile.I don’t like that trend. = I don’t like the clothes you are wearing.This dress is a bargain. = This dress is really cheap.It’s too expensive, I want to bargain for a better price. = I don’t have much money. I want to ask for a lower price.I don’t like to bargain. = I feel uncomfortable asking for a discount.

4. Hang out: go to, do something together, relax. Trend: clothes, look, style. Bargain: cheap, discount, low price.

5. Possible answers: This text will be about people working for the Emperor. The text will be from a long time ago.

LESSON 1

‣ Page 20


a. They are having fun. They are doing sports.

b. I like doing these things because I enjoy my free time watching movies and skateboarding. I don’t like roller skating, I prefer playing football.

2. Scott: hanging out with friends, watching TV; Jess: rollerblading.

3. a. doesn’t have; b. Scott; c. Jess; d. sometimes; e. a waste of time

Unit1


4. a. hanging out with his friends at the mall or at his friends’ houses.

b. rollerblading and going to the movies.

5. 1. /s/, 2. /z/, 3. /s/, 4. /z/

‣ Page 21

1. Expressing likes: like, prefer, love, enjoy Expressing dislikes: dislike, don’t like, hate, can’t stand


� 1) love, really like; 2) love, enjoy; 3) hate, can’t stand; 4) love, really like; 5) dislike, don’t like

‣ Page 22


a. Playing the guitar, studying, rollerblading.b. Young people relax reading novels/listening

to music/hanging out with friends.c. Hanging out with friends/soccer/listening

to music.

‣ Page 23

2. a. week, b. five, c. biking

‣ Page 24

3. a. To present information about popular free-time activities for young people.

b. Possible answers: In a magazine or webpage.

c. Possible answers: Young people, because they are interested in the topic./ Parents, to understand what their children are doing.

4. b. Ninety-five point two percent of twelve-year olds enjoy hanging out.

c. Under twelve-year olds buy one quarter of video games.

d. Three quarters of twelve-year-olds play video games.

e. The average eight- to eleven-year-old spends twenty-eight hours per week watching TV.

f. They spend four hours per week on homework.

5. Play: soccer, basketball, video games. Do: karate, gymnastics, sports. Go: biking, jogging, walking, skateboarding,

rollerblading, swimming, diving, snorkeling, to the movies

‣ Page 25

1. a. indoors → outdoors,

b. surfing the Internet → hanging out

c. playing tennis and golf → biking, jogging, walking, skateboarding, or rollerblading,

d. not → extremely e. ten → twelve

2. a. of eleven-to thirteen-year-olds spend their free time hanging out.

b. of eleven-to thirteen-year-olds prefer reading or studying while sit ting outdoors

c. of twelve-year-olds use computers for non-homework activities

d. of 11-13 year olds enjoy biking, jogging, walking, skateboarding, or rollerblading

e. of twelve-year-olds play teams sports

3. Possible answers: Sedentary: reading, watching TV, listening to music, play videogames, relaxing. Active: biking, walking, jogging, playing games, playing team sports

‣ Page 26

1. a. spend, b. do, like, c. do, play, d. plays, watches, goes, uses, e. practice

2. habits and routines

3. a. We use the auxiliaries do and does for questions. Do for the pronouns I, you, we, and they. Does for he, she, and it. We use don’t and doesn’t in negative sentences. Don’t for the subjects I, you, we, and they. Doesn’t for he, she and it.

Answer Key


b. We add s or es. When spelling verbs in the third person, we usually add s. For verbs ending in consonant + y, we remove the y and we add -ies. In the case of verbs ending in vowel + y, we keep the y and add s. Verbs ending in s, z, ch, sh, or x end in es. Exceptions: have and has, go and goes, do and does.

4. 1) do; 2) do; 3) play; 4) go; 5) Do;6) watch; 7) do not have; 8) have

‣ Page 27

2. a. 3, b. 5, c. 1, d. 2, e. 4

‣ Page 28

1. a. Recommendations, b. Introduction, c. Findings

2. but, however

LESSON 2

‣ Page 32

1. A. Product: Jeans; Name: Trendy Jeans; Slogan: Jeans for teens make a difference; Who is the product for? TeensB. Product: Sneakers; Name: 4U Sneakers; Slogan: Look trendy this summer!; Who is the product for? Teens

2. Ad A


a. They are cheap./They are trendy./They have many pockets.

‣ Page 33

1. a. good, b. big, c. cheap, d. trendy

2. Photo 1: a and d

3. Photo 2: b and c

‣ Page 34


a. a hoodie/t-shirts/caps/pants/a dress

2. a. skater, b. sporty, c. emo, d. comfy, e. hip-hop

‣ Page 35

3. a. head, b. emo, c. swap meet, d. Emos, e. accessories, f. thrift shops

‣ Page 36

4. a. emo, b. comfy, c. hip-hop, d. skater

5. a. cap, b. necklace, c. jeans, d. sandals, e. beanie, f. shirt, g. shorts, h. sneakers

6. Accessories: necklace; Headwear: cap, beanie; Legwear: jeans, shorts; Footwear: sandals, sneakers; Upper body: shirt.

‣ Page 37

1. Possible answers: Accessories: wristband, studded belt, bracelet, necklace; Headwear: beanie, cap, headband; Legwear: three-quarter length shorts, tight jeans, khaki pants, leggings, pants; Footwear: sneakers, sandals, socks; Upper body: T-shirt, dress, short-sleeved T-shirt, jacket, hoodie.

2. bargain = something that costs less than it usually does; baggy clothes = loose clothes; beanie = a type of headwear; comfy = comfortable; inexpensive = cheap.

3. a. baggy clothes, b. inexpensive, c. comfy, d. beanie, e. bargain

‣ Page 38

1. a. verb to be, b. things happening at this moment

2. (1) are playing, (2) is wearing, (3) is not wearing, (4) is playing, (5) are practicing


He is wearing jeans and a cap./He is riding a skateboard.

They are exercising./They are wearing sports clothes.

Unit1


‣ Page 39


a. I see a flea market./ I see a store.b. Furniture/Food/Clothingc. Yes, I do. I know a market that sells

fruits and vegetables every Sunday near my house./No, I don’t.

2. a. F; b. F; c. F; d. T, e. T

‣ Page 40


a. Dave Stevens/The kid in the picture, b. His friends and family/People on the Internet, c. His interests and free-time activities/His personal information

2. 1) Music, 2) Sports, 3) Movie/TV program, 4) Clothes

3. I’m, don’t, it’s, sister’s, she’s. The text is informal.

‣ Page 41

1. (clockwise from top left) punk, rock, hippie, 1980s

2. a. With a particular type of clothing or hairstyle.

b. Peace symbols printed on old T-shirts, protest or support messages, and put safety pins on a torn t-shirt.

c. They both use T-shirts.

d. Possible answers: Skirts/leggings/printed t-shirts/leather jackets.

‣ Page 44

Possible answers:

Present simple:

� When to use: routines and habits. � Affirmative sentence: I play football every

day./She likes to read. � Negative sentence: I don’t enjoy biking./

Marcela doesn’t wear dresses every day. � Interrogative sentence: Do you listen to

music in your free time?/Does he hang out with his friends a lot?

Present continuous:

� When to use: when talking about things happening now.

� Affirmative sentence: I’m wearing a blue shirt./Pedro is talking on the phone.

� Negative sentence: He is not eating./We aren’t doing anything right now.

3. Interrogative sentence: What are you doing now?/Are they outside playing now?

‣ Page 45

1. a. T, b. T, c. T, d. F, e. F2. a. 2), b. 1), c. 2), d. 3)

� Teacher’s Guide

Extra Material

‣ Page 40

1. Possible answers: loom, pattern, scissors, costume, needle, thread, garment.

2. It is a comparison and it means that it doest not weigh much.

For activities 3, 4 and 5, use the Marking Criteria for writing.

‣ Page 41

1. To talk; to read/reading; to write/writing; telling; to read/reading; to wait; read.

2. Gerund: keep, preferInfinitive: want, recommendBoth: start, love, hate

3. Possible answers:a. I want to play basketball./I want to go

home soon.b. I like reading science fiction books./I

like to study.c. I hate skateboarding./I hate playing

chess.d. I start to sing when I hear the song./

I start dancing when I hear that song.e. I keep waking up early on the

weekends./I keep wearing the same sneakers that I wore in 6th grade.

Answer Key


f. I love rollerblading./I love to write short stories.

g. I prefer snowboarding to skiing./I prefer getting up early every day.

h. I recommend you use it twice a week./I recommend you relax for at least an hour every day.

‣ Page 42

1. a. because; b. but; c. or; d. too; e. Before

2. a. It is used to give options for someone to choose.

b. It is used to give reasons about something.

c. It is used to express that something happened at a previous time.

d. It is used to say something in addition to what was stated.

e. It is used to express contrast between different things.

‣ Page 43

1. a. One thousand five hundred and sixty

b. Forty-five thousand six hundred and twelve

c. Twelve million three hundred forty-five thousand six hundred and seventy-eight

d. Sixty-seven million a hundred and twenty thousand

e. Two hundred million five hundred sixty thousand four hundred and forty-four

2. a. Two hundred thousand five hundred and fourteen

b. Three million six hundred eleven thousand five hundred and twenty

c. Twelve million eight hundred forty-two thousand nine hundred and forty-four

d. Nine thousand three hundred sixty-five

Assessments Unit 1

‣ Page 44

1. 3, 1, 2

2. a. F, b. F, c. T, d. F3. 1) are, 2) are, 3) use, 4) going, 5) provides,

6) are taking place, 7) are doing

‣ Page 45

4. (from top to bottom) 2, 5, 4, 1, 6, 3

5. a. likes, b. goes, c. likes, d. running, e. feeling, f. loves

6. (from top to bottom) c, b, a

7. Answers may vary

8. 1. Joanna, 2. Jackie, 3. pop, 4. adventure

Unit 2Communication

53English 7

About Unit

This unit of the Student’s Book is based on the theme of Communication: different means of communication, celebrations, analysis of language, and the use of a dictionary. The unit will work around this topic with the different learning objectives and attitudes provided in the Chilean Bases Curriculares for 7th grade.

In this unit, students should talk about their own experiences of the topic. Also, give opinions on other people’s experiences: their classmates and youngsters in Chile and the world. This topic will help them discover different realities and compare their own experiences to others’, which will hopefully lead to reflection.

The topic chosen gives the students a meaningful opportunity to express themselves about things familiar to them: how they communicate with their peers and parents, how they invite their friends to party, and the types of events they celebrate. From this unit on, topics will become more and more complex, since students are more and more capable of abstraction. Topics will include: cultural etiquette (how different people greet each other and interact), different spellings (American versus British), the discussion of language itself (analysis of parts of speech), and a reflection on language (the individualities of the English language and similarities with Spanish and other languages).

Prior Knowledge

Students will apply some of the contents learnt in 6th grade, such as forming affirmative, negative and interrogative sentences in the present simple and reading a text in the past simple. Also, expressing quantity using quantifiers like many/much/a lot of, this time related to party vocabulary (how many friends came to the party?, how much cake do you want?, etc.).

Regarding students’ prior knowledge of writing, they will work again with punctuation rules, so they will have to use their previous knowledge on how to use capital letters and questions marks, and expand it to period and comma. They will remember how to write e-mails (what to write on the subject and the body of the e-mail), and how to send an invitation.

54 Unit 2 Communication English 7

UNIT PLAN

LESSON 3: Happy Birthday Time: 14 hrs


Oral Communication

Listen to and understand a telephone conversation about parties. (OA 1, 2, 3, 4)

Express desire and necessity.(OA 5, 6, 7, 8)

Identify the topic of audio, based on general information. Use hesitation devices to avoid pauses during conversation, such as well…, really…, so…

Ask and answer questions related to topic vocabulary (parties and invitations) in conversations.

Practice for a presentation of a dialogue. Make connections between previous knowledge about topic and new information (parties).

Express conclusions clearly. Express quantity: There aren’t many balloons; There is a lot of glitter; how many friends did you invite?; How much birthday cake do you want?

Express wish and necessity (I would love for you to come to my party. I need to check with my parents).

Repeat a presentation several times (invitation dialogue). Maintain brief dialogues about information heard (Reasons to go to a party). Relate audio heard with visual aids presented (party invitation). Identify specific information (date, time, place, etc. of a party). Talk about a personal experience (a party).

Reading

Read and understand an informative internet article. (OA 9, 10, 11, 12)

Express quantity. (OA 9)

Complete graphic organizers or charts (comparison chart, KWL) with information from a text.

Use topic vocabulary to write a text according to a model (invitation). Identify relevant information on a text about invitations to different kinds of parties.

Check and confirm predictions after reading. Identify key vocabulary about the topic. Re-read to clarify ideas. Establish relations between the text and personal experience.

Writing

Write a short report on likes and dislikes. (OA 13, 14, 15, 16)

Write an invitation e-mail to a party. Use punctuation correctly. Organize information on a mind map before writing. Write a draft and check it. Express quantity. Make a presentation using multi-modal resources (party plan).

AttitudeShow a positive attitude towards my own ability to learn and use the language, respecting my own achievements and those of others.

Unit2

55Unit 2 Communication English 7

LESSON 4: Look it up! Time: 14 hrs


Oral Communication

Listen to and understand a short talk about communication. (OA 1, 2, 3, 4)

Give and ask for information.(OA 5, 6, 7, 8)

Complete graphic organizers or charts (Venn diagram) with specific information from an audio.

Repeat and pronounce correctly, most of the time, words with and without the initial sound /h/ (have, honor, hour, house, history, honest).

Define a purpose before listening. Identify key words associated with the audio. Use gestures while talking. Make connections with personal experience and share ideas. Associate actions with people. Participate in a dialogue about a familiar topic (communication with family and friends).

Use previous knowledge to anticipate what the audio will be about. Identify the type of text heard. Give and ask for information about a topic (communication).

Reading

Read and understand a manual. (OA 9, 10, 11, 12)

Check words in a bilingual dictionary. (OA 10)

Identify different parts of speech. (OA 10)

Identify the topic of the text (dictionary use). Use topic vocabulary, idioms and phrasal verbs to write sentences about the text. Identify specific information localizing it in the text (phonemic script, synonyms, phrasal verbs, idioms).

Describe what it is known about the topic (how to use a dictionary). Identify British and American spelling. Give examples of different parts of speech. Follow a procedure of seven steps (look for words in a dictionary). Make connections to mother tongue, similarities and differences, idioms, etc. Reflect on the English language, its individualities and also its similarities with Spanish.

Writing

Write a short essay about the importance of languages. (OA 13, 14, 15, 16)

Write an essay following a model. Express opinions about a topic (how to improve my English) and give reasons using because.

Develop ideas from a central idea and some details. Use support tools (dictionary). Write about personal experiences, ideas and preferences. Write a draft and check it. Summarize information from text read on a list. Write an informative text where ideas are clearly developed following a model (introduction, arguments, and conclusion).

AttitudeShow interest for my own constant and independent learning process to be able to contribute to personal and collective development.



Beginning the Unit



Ask students to look at the title of the unit and the photo and share ideas about what the unit will be about. As it might be difficult for students to start speaking in English to the class, you can begin by introducing a task: ask them to make a list of all the vocabulary words they can think of related to the photo. After giving students one minute to write all the words they can, ask them to share with the class. Write the words on the board:

· Party · Young people · Cell-phone · Men/Boys · Women/Girls

· Birthday · WhatsApp · Talk · Fun · Living-room

Make sure some words about parties and communications are on the list. If necessary, elicit the answer from students with questions such as: what are they using to communicate? What are they celebrating? Now that you have some vocabulary, ask them to create sentences with each word and share with the class.

When it is clear what the topic of the unit will be about, ask the questions from exercise two and write a comparative chart on the board:

How do young people communicate with:

By:Is it effective?

My friends

My parents

My grand-parents

My teachers

Since there will probably be different answers to each question, ask students to share ideas and then take a poll, using what the majority of students answered to complete the chart.

Ask follow up questions such as: why do you think you communicate differently with different people? Do you feel that communication is changing? What do you think is the most effective method of communication?

‣ Exercise 5

Lead the discussion and present ideas for students to discuss if they do not come up with any of themselves:

· For inviting friends from overseas to a party or accept an invitation to a party of an English-speaking person’s party.

· For better understanding TV shows and songs by English-speakers.


Remember that the Let’s Start section serves both to activate previous knowledge that will be useful for the unit and also to present the new contents and topic that students will review during Unit 2.


Exercises 1 and 2 present vocabulary for the unit (celebrations, dictionary, greetings, and communication) and at the same time introduce some grammar structures needed (present simple, and countable and uncountable nouns)Then exercises 3 and 4 work exclusively with useful vocabulary that will be needed to better understand certain topics in the unit. The words and expressions chosen to work with are:

· RSVP · Etiquette · Get in touch


Unit2



Be sure to work all three stages of reading with the text on page 52. Before reading the text, make students predict what it will be about. They have probably heard, watched, or read the story of Peter Pan before, so ask students to brainstorm what they recall the story is about to summarize the story before reading the extract.

While reading you can review the vocabulary with the class and ask them to write sentences with the new words they encounter. If a word is not listed in the page vocabulary, tell them they can look it up in the dictionary, but before that, ask them: Is it necessary to look up the word to understand the meaning of the sentence? Make them reflect about the importance (or lack of) of looking up every word of a text to understand its whole meaning.

After reading, let them work individually on questions a, b and c, to then show their ideas to the class.

Remember that the complete extract of Peter Pan and more activities to work with the text can be found in the Extra Material for Unit 2.

You will also f ind activities in the Extra Material for Unit 2 to work with Countable and Uncountable Nouns, Punctuation (comma, period and question mark), and Reading Strategies to improve the students’ reading skills.

This page about metacognition is planning how to workw through the unit. Students should register the strategies they will use during the unit in order to learn the contents of the unit better. Remember to draw students’ attention to pages 10 to 13 to discuss what they have learnt about skills and strategies.


· To choose alternative strategies: is there another answer to the problem? Why do you think we have different answers? What is my personal style to learn?

· To talk about attitudes: is the topic interesting to me? What can I do to make it interesting? How can I focus more? Am I good at collaborating in teams? What is my role when working in teams? Do I deliver my part on time when working on teams?

Attitudes play an important role in the learning process and must be taken into account. According to Brown (Teaching by Principles, 2007), there are three areas that need to be tackled by teachers:

· Linguistic principles, that have to do with the language in itself (the learner’s language and the language he or she wants to learn).

· Cognitive principles, which involve metacognitive strategies.

· Affective principles, which refer to the attitudes of the learner towards the language.

In order to achieve meaningful learning, teachers must procure that all three areas are equally addressed.




Developing the Unit

LESSON 3Happy Birthday

Time: 14 hrs

This lesson will deal with celebrations: how to communicate with peers when inviting them to a party. The importance of what to include in invitations (where, when, what to bring, what to wear, contact details). In terms of language, quantifiers will be addressed, what nouns are countable and what nouns are not. The Final Task that includes all the things learnt in the unit will be to create a party plan: choose a theme, decide what to serve, decide what guests will have to bring, create and send invitations, and respond to invitations from classmates.The idea is to show students typical parties from other cultures and make them relate them to their own kind of parties: which ones are different, which ones are the same, is the protocol for inviting someone to an event the same or different, etc.

Oral Communication

Listening (page 54)

Objective: Understanding and conveying information about parties.Language: I’d love to come.Vocabulary: camping, Halloween party, I’d, I’m, it’s, pool party, that’s

Opening question

What are the most important things to communicate effectively? How would you invite your friends to a party?

Elicit full sentences from students that connect the ideas of effective communication and the transmission of a specific message (in this case, an invitation to a party).

Try to avoid broken sentences or loose words. If students answer, for example, “speak clearly”, complete with “One thing needed for effective communication is to speak clearly”, and make them repeat the complete sentence. Ask them to give you examples of clear and unclear communication.

You can remind them that the main goal of the class is to achieve communicative competence, which could be described as being able to do something with your knowledge successfully. Clarify that at this point, they are not yet proficient speakers, so perfection is not expected from them (to see more information about Communicative Competence, go to the Bibliography for Unit 2).

Furthermore, it is important that the teacher remembers this as well, in order to correct the mistakes only when necessary in the class. The following rules can be applied when correcting mistakes:

It is necessary to correct a mistake when: · Communication is broken (e.g., in Speaking,

when a student says /æz/ “as” instead of /hæz/ “has”).

· The mistake made has to do with the topic being assessed (e.g. when assessing quantifiers, the sentence: How much friends did you invite? needs to be corrected).

· The mistake is below the level (e.g. if a students from 7th grade says There are one house).

Warm-up activity

Write the following words in scrambled letters on the board: pool party (e.g., lopo ryatp), slumber party, movie party, sports party. Divide the class into pairs and give them 90 seconds to unscramble the letters. Check the answers as a class and invite a few students to the board to write the correct answers.

Before starting with the activities, ask the class: What do these words have in common? (They are all kinds of parties). Write ideas on the board about the students’ predictions for each type of party so you can come back later and check if they were correct or incorrect.

Ask students if they can think of any other type of party that it is not named in the activity (like a birthday party, New Year’s party, Christmas party, Independence Day party, wedding party, etc.). Here are some ideas about each one:

Unit2


Pool PartySlumber Party

Movie Party Sports Party

Party for swimming.

Guests need to bring a swimsuit.

Summer party.

Party for sleeping at a friend’s house.

Guests need to bring pajamas.

You can watch movies or play games.

Party at a house.

To eat popcorn or drink soft drinks.

To watch movies.

Guests must wear comfortable clothes.

To play soccer, basketball, etc.

To watch sports.

Approaching level

Students will need colored paper and pencils for this activity. Have students make and design a party invitation card for a classmate. Assign each one an addressee, so no student is left without a card (you can play “Secret Santa” to organize it). Ten minutes before the end of the class, each student delivers his or her card. Use the rest of the time for them to analyze their cards and choose the most original invitation and type of party.

Speaking Task (page 55)

Objective: Expressing wish and necessity.Language: Do I need to bring anything? I need to check with my parents.Vocabulary: can, could, need to, party, soda, would


Hesitation devices are different for every language and it is important to let students know that these devices are used by native speakers as well. You can make a comparison with Spanish, asking: what words do we use when we don’t know how to continue a sentence and we need time to think? Some answers can be: Mmmm, a ver, ehh, etc. In the case of the English language, some hesitation devices used are: mmm, so…, okay…, let’s see, ah…, etc. Tell students that incorporating these into their dialogues will make them sound more natural. To see activities ideas and a video about hesitation devices, go to the Bibliography of Unit 2.

Common Problems

Students often add -s to the third person singular when using modals like would and could: She would like to come. Not she would likes to come. The exception is need to, where they should add -s to the third person singular: She needs to check with her parents. Not She need to check with her parents. Students also tend to add to to modals: I could bring some chips. Not I could to bring some chips. Even though we use the infinitive without to with modals, there is also an exception with need to: You need to tell me if you can come. Not You need tell me if you can come. Ask students to give examples of the correct use of each word in each occasion (affirmative third person singular with would, could and need to and other sentences using other persons in negative sentences and questions); write the examples on the board so students have a model.

‣ Exercise 5

Have students take the notes they wrote and practice their dialogues. Remind them that the notes will help them, but they are not a fixed script and they can improvise. You can turn this into an assessment activity. Evaluate students on group work, fluency, use of structures, pronunciation, and organization. See Assessments for Unit 2 for a rubric to assess students’ performance; remember to share the rubric with the students before starting the activity, so they know on what areas they will be evaluated.

Reading

Reading (page 56)

Objective: Scanning texts to find specific information. Language: You will play baseball with your friends. Vocabulary: drive-in, pajamas, popcorn, toothbrush



Extension activity

As an extension of Exercise 1, ask students to quickly scan the text and tell you what type of text it is: An informative text. Have students look at the pictures and describe it in pairs. Divide the class into reading groups. Ask them to identify the title of the text and look at the picture on the title page. Encourage them to make predictions:

What do you think the text is about? What is happening in the picture? Why do you think this is happening? Write students’ predictions on the board. Have them look at the pictures on each page of the text to help them answer the prediction questions. Draw a KWL chart on the board:

What I know What I want to know What I learned

Have groups copy the chart into their notebooks and complete the first two columns with what they know about parties and what they want to know about them. Elicit answers from students and write them in the chart on the board.

Have students read silently and when they have finished, review their predictions. Ask students if they would like to change any of the information. Write the new answers next to the old ones. In their groups, have students complete the third column of the KWL chart in their notebooks. Invite each group to report to the class what they learned.

About US Culture

Clarify to students that RSVP means Réspondez s’il vous plait. Explain that this French expression means: Please respond in English and it is widely used for invitations.

It is a cultural tradition in the US to send cards and invitations for all occasions: birthdays, anniversaries, weddings, baptisms, first communions, etc. However, there are some factors to consider when sending out invitations. First, you have to decide on the theme. It should be the same as the party’s theme. For example, if it’s a kid’s birthday party, it should be something kids like. If you’re throwing a fairytale-themed party, then a princess birthday invitation would be great. You must reply to invitations even if you are not planning on going. To not reply would be considered impolite.

This is a good moment to use the Digital Complementary Resource “Unit 2, introduction “.

Students put dialogues in order and learn to design a digital card.

Reading and Vocabulary (page 59)

‣ Exercise 3

Ask students to write in their notebooks a list of all the words of the objects they can see in the picture on page 59. Then, show them a Picture Dictionary (see Bibliography for Unit 2 for an example online) and suggest they label the picture on page 59 with all the words they wrote.

Extension activity

For this activity, students will need a poster board, colored pencils and magazines. Have students form groups and, following the exercise on labeling the picture of page 59, have them choose another type of party (make sure each group chooses a different kind of party) to draw or collage on a poster board. Then, they label the parts of their scenery and present it.

Finally, they can display their drawings on the notice board during the rest of the unit, to remember the topic vocabulary.


Resource

Com

plem

entary Digital

Unit2


Attitudes

Show a positive attitude towards my own ability to learn and use the language respecting my own achievements and those of others.

Have students reflect about their own learning. You can even show the Common European Framework of Reference (CEFR) terminology for them to acknowledge it. Explain the different levels to students (see Bibliography of Unit 2 for a link to the complete CEFR).

Show them the “Can-do” statements corresponding to level A2 and discuss whether they fit the profile:

· Can understand sentences and frequently used expressions related to areas of most immediate relevance.

· Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.

· Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

Ask them to give you examples of how they can do those things using as an example the topic of the unit.

Language Focus (page 60)

Objective: Expressing quantity. Language: How many friends do you want to invite?Vocabulary: any, a few, a little, a lot of, how many, how much, some

‣ Exercise 1

First, model the activity solving the two first exercises as a class. Ask them which noun follows many in the first question: friends. Then ask them if they can count their friends: Yes. Point out that this noun is countable because we can count it.

Ask them which noun follows a lot of in the second sentence: glitter. Ask them if they can count glitter… one glitter, two glitters: No. Tell them that this noun is uncountable. Have them do the rest of the exercise in the same manner. Check answers as a class.

Common Problems

Students are often confused with countable and uncountable nouns. For countable nouns, numbers or the articles a/an can be added; they have plurals. For uncountable nouns, like the names of materials, a collection of things, and liquids, numbers and the articles a/an cannot be used as they generally don’t have plurals. An uncountable noun can be countable if it is a container, for example, soda (uncountable) and a bottle of soda (countable).

Another common problem among students is using a verb in the singular form with an uncountable noun. For example: Is there any soda? or There isn’t any popcorn. If necessary, make the connection to Spanish, where the situation is similar (la sal, el azúcar, etc.).

Take a moment and let students go to the Grammar Section at the end of their books and read carefully as a group the information about countable and uncountable nouns. Answer any questions they might have (for an extra activity on the subject, go to the Extra Material for Unit 2).

Reading Task (page 61)

Objective: Inventing a party gameLanguage: This is a great game for slumber parties.Vocabulary: flashlight, forehead, hunt, items, limbo, treasure, twist

Warm-up activity

Write the names of different events onto strips of paper (birthday party, sports party, pool party, Halloween party, new year’s eve party, Christmas party, slumber party, movie party, Thanksgiving party, etc.). Put the strips of paper into the bag. Invite a student to come to the front and take out one strip from the bag. Have him or her read the event on the strip out loud and suggest something he or she could take, wear, or do at the event. Then, have the student put the paper strip back into the bag. If a student does not suggest something, he or she is out of the game. Tell students they cannot repeat what another student has said. Repeat the procedure until only one student is remaining.



Have students for their Final Task groups and ask each group to pick a party theme and brainstorm ideas about the details. Have students assign a secretary to write them on the chart. Tell them to try to be original in their ideas. Make sure every group has a different theme.

Final Task: A Party Plan (Step 1)

Writing

Writing Task (page 62)

Objective: Writing an e-mail invitationLanguage: I’d like to invite you to my birthday party next week! Vocabulary: address, graphic organizer, guests, invites, RSVP

Above level

Elicit the names of ten famous people (dead or alive) and write them on the board. Try to be as varied as possible (sports players, singers, actors, writers, from different nationalities, ages, etc.). Divide the class into groups. Tell them to imagine that the people on the board are all guests at a dinner party. Draw a table with ten places on the board. Tell groups they have to discuss where each famous person will sit at the party, what kind of party will be, and draw a seating plan. Tell them to think about interests, personality, topics of conversation, etc. After a few minutes, have groups report their ideas to the class. Be sure each group explains why they arranged the seating disposition like they did.

Extension Activity

Write four types of events on the board:

· Thanksgiving Party · Football World Cup Party · Tea Party · Valentine’s Day Party

Have them write three sentences for each event, one inviting, one accepting, and one refusing. Set a time limit of 3 minutes. Walk around the class, helping with vocabulary and spelling. Invite

students to read out their sentences and have the rest of the class say if the sentence invites, accepts, or refuses. Remind students to use correct punctuation in sentences (to practice level punctuation, that includes comma, period, and question mark, go to the Extra Material of Unit 2).

Students create their invitations. Refer them to page 58 to make sure they include all the necessary information. Have them add images that are related to the theme of the party to their invitation. Encourage them to be creative. For this class, ask them to bring colored pencils, glitter, magazines, and any other item they can think of to decorate their cards.

Ask each group to proofread their invitation before sending it to anyone.


Cross-Curricular

Objective: Identifying cultural differences. Language: A handshake is appropriate when meeting, but there is little or no eye contact. Vocabulary: bow, hug, nod, OK, shake hands, say

Warm-up activity

Divide the class into groups of four. Have each group nominate a writer. Tell students that the rest of the group will be runners. Pin a copy of the e-mail from page 62 of the Student’s Book onto the wall. Ensure that it is at an equal distance from where each group is sitting. Tell students that one member from each team must run up to the board, read, and memorize the first line of the e-mail. Then, have them run back to their group and dictate the sentence to the writer. Another member of the group then runs to the board and memorizes the next sentence of the e-mail. Make sure that students dictate the complete mail, including gaps. Have students continue in this manner until one group finishes. Then have groups exchange sheets to check spelling and language. Tell them they may use the complete version of the e-mail in their books to check. The group with the least mistakes wins.


(page 63)

Unit2


‣ Exercise 3

Here are some additional follow-up questions for the exercise to discuss in pairs, in groups or as a class:

· What country’s meeting and greeting etiquette is most different from yours?

· What would happen if you did not shake hands or kiss people when you greeted them?

· Why do man-woman and woman-woman usually greet each other with a kiss, but man-man usually with a handshake? What do you think of this?

· Why do you think different countries have different social etiquette?

· Is the meeting and greeting etiquette different when you meet friends and when you meet people for the first time?

Have each group send an invitation to all the other groups in the class. Each group must then respond to the invitations they receive. Have students use polite responses: I’d love to. That sounds great. I’m sorry, but I can’t make it. I hope you have a great time. Thanks for the invitation, but I already have plans that day. Have students return their responses to the groups that sent them the invitation.

Remind groups to bring their invitations and responses for the following class.


Final Task (page 64)

Objective: Responding to invitations. Language: I’d love to come. When is it? Thanks for the invitation, but I can’t make it. Vocabulary: types of parties

Warm-up activity

Divide the class into groups of four. Have each group write the alphabet on a piece of paper. Give the class three minutes to write as many party vocabulary words as possible, beginning with each letter: attend, balloons, chips, etc. After four minutes, have teams exchange papers.

Have students display their invitations and responses around the classroom. Ask students to go around the classroom and read all the responses to the invitations. Have them vote for the party they would most like to go to and have them give reasons for their choice: I’d really like to go to the slumber party with my friends. You don’t have to go to bed early and you can tell scary stories.

Finally, have each group count how many people decided to attend their parties and share the information as a class.


Self-Monitoring (page 65)

‣ Exercise 1


1. Originality of the party:

· Highly competent: the group has invented a new party.

· Competent: the party was not mentioned in the unit, but it is a typical party (traditional, commercial, etc.).

· Approaching competent: the party was mentioned in the unit, but it has a twist.

· Not yet: the party was mentioned in the unit.

2. Clarity of the information:

· Highly competent: all five essential items were explained (location, time, clothing, things to bring, contact details).

· Competent: four items were explained. · Approaching competent: three items were

explained. · Not yet: fewer than three items were

explained.Make sure each student writes down the examples so they can use them to assess their performance on Exercise 2.



Developing of Unit

LESSON 4Look it up! Time: 14 hrs.

This lesson deals with language in itself: how we communicate with others, how to look up words in a dictionary, and some disctinctive features of the English language. In terms of language, it encourages students to analyze different parts of speech. The Final Task proposed for the lesson is to create a manual of instructions of how to use a bilingual dictionary. The main objective of the lesson is for students to reflect on language, specifically, the English language: why they need to use it, how to use it, and what they can do to improve their learning process.

Oral Communication

Listening (page 66)

Objectives: Identifying different ways to communicate.Language: How do you communicate with your friends?Vocabulary: message, text message, adhesive note, fridge door

Opening question

How do people communicate in your country? What about other countries?

Elicit full sentences from students. Try to avoid broken sentences or loose words. If students answer, for example, “Internet”, complete with “Some people in Chile communicate through the Internet”, and make them repeat the complete sentence. You can then ask follow up questions such as: “How? Through what programs or apps?”, so they can add more information to the sentence: “Some people use their phones or computers to chat with their friends. There are phone applications you can download or e-mail servers with chatting tools”.

‣ Exercise 3

Before doing activity 3, ask students: How do your mothers communicate with you? What ways to send messages do you know? Write students’ answers on the board. After listening to the recording, ask them if any of their answers were mentioned on the recording and compare. This could be a moment to introduce the use of Venn diagrams

My answersInfo in

commonRecordinginformation

As an Extension Activity, in order to understand the use of Venn diagrams better, you can ask them to get in pairs and choose a topic, for example:

· Animals I like · Activities I do · Subjects I likeFor an even more challenging, suggest creating a diagram with more than two variables, like this one for animals with different characteristics:

MammalsCarnivores

Aquatic Animals

Clownfish

Piranha

Eagle LemurTiger

Whale

Manatee

Unit2


Common Problems

Students may present pronunciation problems with the sound /h/ when it is not silent. A tip you can give them is to utter the /h/ as when they breathe heavily, and warn them not to confuse it with the Spanish sound /j/ as in jalapeño or the silent h we use in Spanish as in hora.

To make sure they understand the difference and practice both the silent h and the fricative one, introduce some minimal pairs (pair of words that differ only in one phonological element, such as had and add), so they can visualize the difference (see more examples of minimal pairs in the Bibliography of Unit 2).

Speaking Task (page 67)

Objective: Giving and asking for information.Language: Do you have a cell phone?Vocabulary: cell phone, text messages, e-mails, adhesive notes

‣ Exercise 4 and 5

After students have practiced the dialogue on activity 4, tell students to personalize the dialogue using their own information. Ask them not to write the whole text to read, since it is a Speaking, not Reading, activity. They can write notes or key words to remember the structure of the dialogue. Let students practice their conversations and then invite them to come up and role-play the dialogue in front of the class.

Previous to the creation of the dialogue, present the rubric from the Assessments of Unit 2 to students, so they know what items will be assessed afterwards.

This is a good moment to use the Digital Complementary Resource “Unit 2, development”.

Students listen to discussions about texting and social media and provide opinions about new and traditional means of communication.

Reading

Reading (page 68)

Objective: Checking words in a bilingual dictionary.Language: Take off is a phrasal verb.Vocabulary: center, counselor, meter, theater, traveler

Above level

As follow up questions for exercise 1, encourage students to tell you the uses of a bilingual dictionary. Ask them what else they could use it for. Some answers may include:

· A reference book · A means of building vocabulary by looking for

synonyms · A dictionary hunt game (a list of questions needs

to be completed in the least amount of time possible: what is the first word in the t section, look up the word kiwi and find out how many definitions it has, find the first four syllable verb that starts with a, etc.)

· True or false game (where the players have to guess if the given meaning of a word is true or false, see more in Reading Task for lesson 4)

List the ideas on the board and then have students work in groups to put the uses in order of importance for them.

‣ Exercise 3

Phrasal verbs are always tricky to teach because there are so many and it seems they follow no pattern at all, but there are certain rules and some phrasal verbs of high frequency that should be reviewed. For more information on Phrasal Verbs, go to the Use of language of Unit 2.

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There are many dif ferent English accents, depending on the region where the language is spoken: United States, England, Scotland, Wales, Ireland, Canada, Australia, South Africa, India, etc. Although usually very similar, each one includes special pronunciation, vocabulary and even grammar, in some cases. It is not necessary to speak extensively about each accent to students, but two different accents are stated in the text: British and American (referring to the United States) accents.

Ask students if they have noticed different accents while watching movies and TV shows or listening to music in English. Encourage them to tell you the names of the characters or actors that have distinctive accents. Ask them which accents they find easy to understand and which they find difficult. Invite students to mimic different accents.

Another exercise could be having students write a sentence in their notebooks using either US or UK English. Invite students to come up and read out their sentence using the corresponding accent. Encourage the class to guess the country they are from.

Reading and Vocabulary (page 71)

Approaching level

For students that still have trouble with sentence writing and vocabulary, introduce a chart which they can use before Exercise 3. Tell them to think of store related vocabulary dividing it into three categories: people who work or go there, objects found there, and verbs used to talk about shopping. Now that they have some store related words, they can put them together in a sentence. This technique can be used for any kind of vocabulary, as shown here:

Store Restaurant

PeopleCashier, sales assistant, customer

Waiter, chef, maître de cuisine

ObjectsRegister, receipt, barcode

Table, dish, dessert

Verbs To buy, to sell, to payTo eat, to order, to wait

Some sentences related to Store Vocabulary:

· The cashier uses the register to sell the party hats. · The customer gets a receipt after paying for the

hats.

Attitudes

Show interest for my own constant and independent learning process to be able to contribute to personal and collective development.

At every possible opportunity, have students think about the best way they learn something or how they apply different strategies to learn different information. When students have the chance to direct their learning and know how they learn best they are better prepared to explore the wide range of information available. The Programme for International Student Assessment (PISA) has found that learners’ belief in their own efficacy is the strongest single predictor of whether they will adopt strategies that make learning effective (Artelt et al., 2003).You may want your students discover what kind of learners they are by filling in a questionnaire. For this purpose, have them try an online questionnaire (see Bibliography of Unit 2) and then read some advice about the learning style that fits them.

Language Focus (page 72)

Objective: Identifying different parts of speech.Language: It runs quickly.Vocabulary: adjective, adverb, verb, noun, pronoun

Common Problems

Students often have problems telling the noun from a modifying adjective due to the different word order used in English. Remind students that in English, the adjective usually comes before the noun it modifies and not after as it usually does in Spanish (pretty cat gato lindo). For more information on Word Order, go to the Use of language for Unit 3.

Unit2


Extension activity

Use the Extra Material of Unit 2 to show students that there are certain things that they can infer from a text, like parts of speech, by using specific Reading Strategies.

Using the example given in the activity from the extra material, they can get to several conclusions by:

· Finding familiar words (cognates), such as éléphant elefante.

· Previous knowledge (they have probably heard the song in Spanish before).

· Looking at the shape, the title, etc., to find out text type. When they see a text written in verses, they can infer that it is a song or poem.

· Analyzing visual aids, in this case, the photo of the elephant and the spider web.

· Identifying syntax to find parts of speech. Some words might be nouns (éléphant) or verbs (balançaient).

· Finding patterns to guess from the context (students can guess which words from the text are ordinal or cardinal numbers, even though they are not familiar with the French language).

After finishing this activity, take a moment to extrapolate to English and let the students know that the same strategies they used for the text in French can be used for a text in English where they don’t understand every word.

Reading Task (page 73)

Objectives: Identifying different parts of speech. Checking words in a bilingual dictionary.Language: English is a crazy language.Vocabulary: foreign language, syllable, vowel, alphabetical order

Warm-up activity

Ask students to take out their bilingual dictionaries. Tell them to find three words and write their meanings. Tell them to think of a false meaning for each word and write it next to the true meaning. Monitor the activity, helping with ideas and language as needed. Divide the class into groups of four. Tell students to take turns at reading out a word, along with its two meanings. Have the other students say which meaning is true and which is false. Award a point for each correct guess. The student with the most points at the end of the game is the winner.

‣ Exercise 1

After students read the text ask questions to check comprehension: How many people speak English as a foreign language? What is a guinea pig? Can you define humanitarian? What does running nose mean? What about smelling feet? Encourage them to use the dictionary if necessary.

Can you think of examples of why Spanish is a crazy language as well? Some examples to share are:

· Sima (trench or ditch) / Cima (mountain top) are homonyms; they have the same pronunciation, but different spellings and meanings.

· Reconocer is a palindrome, it can be read backwards (some examples of palindromes in English are: kayak, level, civic)

· Oía has got three letters and three syllables

Have students form Final Task groups. Tell groups to compare bilingual dictionaries and decide which one contains the most useful features. Have them open their Student’s Books to page 76. Draw students’ attention to Step 1. Encourage groups to discuss the topics and make notes in the table. Have them continue their notes in their notebooks if necessary. Tell students to refer to their Student’s Books, page 68 and 69 for ideas as needed.

Final Task: A Manual (Step 1)

This is a good moment to use the Digital Complementary Resource “Unit 2, Conclusion “.

Students solve crosswords and organizers in which they train their knowledge of the different parts of speech. They test their knowledge about

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how to use a dictionary and practice the sounds specific of this unit.

Writing

Writing Task (page 74)

Objective: Writing an essay.Language: I speak Spanish with my friends and family every day.Vocabulary: banking, business, job, medi-cine, science, technology, travel

Warm-up activity

Before starting with the first exercise, write the words listen, study, and sing on the board in a word cloud. Ask students to predict what the text will be about by looking at these key words. Write their predictions on the board so you can come back to them after reading the essay, to confirm or correct the statements made.

As an Extension Activity, have students create word clouds (they can make them on a piece of paper with colored pencils or online. To see more on word clouds creation and exercise ideas, go to the Bibliography of Unit 2).

Suggest, for example, that they create a word cloud with the key words they can think of related to the way in which they study. If they are more visual, they may add words such as read, write, copy information, etc. If they have an auditory memory, they could include listen, sing, repeat out loud, watch movies, etc. Student can give hierarchy to the words used changing their size or color.

Have students work in their Final Task groups. Provide different bilingual dictionaries for each group (or request the previous class that each group brings their own) so they can see what is useful for them and what can be improved on a real dictionary.

Using this information, they write notes about each category from the list on Step 2.


Cross-Curricular

Objectives: Reflecting upon language. Arranging paragraphs in a logical sequence.Language: From around 1600, the English coloni-zation of North America resulted in the creation of American English.Vocabulary: Industrial Revolution, influential, roots, tribe

Attitudes

Show interest for my own constant and independent learning process to be able to contribute to personal and collective development.

Create a KWL chart on the board with three columns. Write the heading: History of the English Language. Encourage students to share what they know about the topic and ask them what could influence language: invasions, commerce with other countries, inventions, necessity for new vocabulary, popular expressions that come and go, misuse of words. Write what students know in the K column of the chart. Divide the class into groups of three and tell them to discuss what they want to find out about the History of the English Language. Suggest that they infer how the meanings of words have changed, what words were popular in the pop culture of the sixties, or how language has changed in countries such as Australia and the US. Encourage groups to share what they want to find out about and complete the W column of the chart. Leave the chart on the board to complete the L column at the end of the class.

(page 75)

Unit2


Have students work in their Product groups to produce the manual using the notes they wrote during the last class. After they have finished correcting their material within the group, have groups exchange manuals and suggest improvements.



Objectives: Identifying different parts of speech. Checking words in a bilingual dictionary.Language: The words at the top of the page will tell you if you can find your word on the page.Vocabulary: components, pronunciation, manual, sample, spelling, translation

Warm-up activity

Divide the class into groups of three and tell them to take out their bilingual dictionaries. Write the word Class on the board. Tell groups to look up the word in their dictionaries and write another word that appears in the entry. If the entry contains a synonym, tell students to write it. If the entry does not contain a synonym, tell students to make a note of a word that appears in the definition or the example sentence. Tell groups to look up the new word in their dictionaries and find another word, either a synonym or a word in the definition. Tell groups to continue finding and looking up new words. Stop them after two or three minutes and have groups share their last word with the class. Write the words on the board and encourage students to tell you the different meanings. They can present their work on the following way:

Class categoría rank ordenar arrange adaptar convert etc.

Declare the group that looked up the most words the winner.

Tell students to choose three words for their dictionary entries, each one a different part of speech (noun, verb, adjective, adverb, etc.). Invite groups to present their manuals to the class. Display the manuals around the classroom. Tell each group to choose a student to stand next to the manual and answer questions. Encourage other students to walk around, compare manuals, and ask questions.


Self-Monitoring

‣ Exercise 1

After the presentations, complete the chart with performance examples for every item. This will give students a better understanding for later assessing their own performance. Have prepared some examples in case they do not come up with any of their own and you can discuss the rest with the class.

1. Organization of content:

· Highly competent: manual has all five sections discussed in class (how to find a word quickly, looking for the translation, etc.).

· Competent: manual has four sections discussed in class.

· Approaching competent: manual has three sections discussed in class.

· Not yet: manual has fewer than three sections discussed in class.

2. Use of structures:

· Highly competent: all titles use the imperative form.

· Competent: most of the titles use the imperative form.

· Approaching competent: some titles use the imperative form.

· Not yet: none of the titles uses the imperative form.


(page 77)



Ending the Unit

SYNTHESIZE

In this unit, a mind map is presented for students to fill in and complete with their own ideas.

A mind map is a way of representing information graphically that will help students remember ideas and create connections. Ask students to complete and personalize their maps, reminding them that they can use words and drawings (you can ask them to bring magazines to cut pictures instead of drawing).

Remind students that mind maps are more flexible and personal than concept maps, so they can add their own categories and whatever information it is useful for them to remember how to use countable and uncountable nouns.

An interesting exercise could be to compare concept maps to mind maps. You can make students create a concept map of quantifier words, which should be more structured that the mind map they have created in Unit 2. Or you could present a new topic and have students create both a concept map and a mind map to see clearly the difference between the two of them. The same could be done with another kind of graphic organizer, such as a Venn diagram, which has already been seen in this unit. Make students create a Venn diagram using quantifier words, for example. The idea of this exercise is to make them see that there are different ways of organizing contents and different organizer could result useful for them in different situations, for example: to review the contents of a class, to study for a test (not only English test, but other subjects as well), to understand links between concepts, to summarize information, etc.

CHECKPOINT

Before starting the Checkpoint, read the questions as a class and make sure that in exercises 3 and 4, they understand what needs to be evaluated. Share the rubrics with students (go to Assessments for Unit 2) and then let them start the Checkpoint exercises.

After they finish, correct with the whole class. You can have students exchange their books with the classmate they did exercise 4 and let them correct their classmates answers of the whole Checkpoint and make them calculate their final scores.

Once every student has a final score, discuss the contents of the unit as a class. Ask the students what things they scored the lowest on and take a class poll. Use the Extra Pages for additional exercises if necessary.


Make sure students correct their initial predictions about the unit using the space given or going back to page 53 to correct their mistakes there. Tell them to do the same for the second exercise.


Before you Go On

(page 78)

(page 79)

(page 81)


Unit2

Task-Based Class “…getting students, in the security of the classroom, to rehearse something they’re going to need to do outside the classroom”. (Nunan, 2004)

The task-based approach puts a meaningful task at the center of the lesson that students have to carry out. Willis (2007) has suggested that a task-based lesson should have three basic stages:

1. Pre-Task: the topic and the task are introduced. Clear instructions must be given to students and language (useful words and phrases) for the lesson can be presented.

2. Task Cycle:

a. The students complete the task in groups or pairs as the teacher monitors the activity.

b. There is a planning of a presentation of the results of the task. Students practice their group presentations.

c. Students report their work to the class and the teacher. This stage can be oral or written.

3. Language Focus:a. The teacher makes an analysis of the text or audio used for the task, highlighting

important aspects of the language.b. Finally, the teacher chooses some language activities for practice.

Notice that there is a gradual release of responsability during the stages: first, the teacher introduces the task and models it. Then the students go through the tasks, first, monitored by the teacher and, later on, with their classmates. Finally, there is a general review to practice speficifc language afterwards.

The tasks provided must have certain characteristics in order to be more effective. They must:

· Engage the students’ interest. · Have a primary focus on meaning. · Have a clear outcome. · Relate to real world activities.

Some of the advantages of applying this method to the class are:

· It produces meaningful learning. · It is possible to apply all skills. · It follows a clear structure easy to follow by teacher and students. · It is student centered.

To find out more about the Task-Based Approach and to get ideas for practice, go to the Bibliography for Unit 2 and check the material suggested.

Classroom Tips


Use of Language

Phrasal VerbsPhrasal verbs can be tricky to teach and are usually one of the most difficult language constructions to grasp for English learners, since their meaning is non-compositional (learners cannot infer what a phrasal verb means by looking at the parts of it).

There are, though, certain categories that can be explained to students in order to use phrasal verbs correctly. Phrasal verbs can be classified into1:

Type of Phrasal Verb Explanation Examples

1

Transitive Followed by an objectMy sister found out about the surprise birthday party.

Intransitive Not followed by an object Please, come in!

2

Separable Can be separated by objectCould you look that word up, please?

Inseparable Cannot be separatedWe have to go over the material before the text tomorrow.

3

Two words Contains two wordsI work out at the gym every day.

Three words Contains three wordsI have to catch up with my classmates after the holidays!

4

Verb + PrepositionVerb is followed by preposition

Can you look after my dog after school?

Verb + Adverb Verb is followed by adverbDo you want to hang out tomorrow?

Verb + preposition and adverb

Verb is followed by both preposition and adverb

I’m looking forward to seeing you tomorrow!

Please, note that some phrasal verbs can have more than one meaning. For example, to name one of the verbs already listed here: look up.

1. To search for something in a reference book:

I looked the word up in the dictionary.

2. To cheer up.

You need to look up! Things will be better soon!

To find out more about phrasal verbs and get more ideas of different exercises to practice, you can go to the Bibliography of Unit 2 to check out the suggested links.

1Phrasal verbs may be classified into more than one of the categories mentioned.

Unit2


Unit2

Teacher’s Guide ∙ Unit 2 Communication 73

Bibliography

About hesitation devices: – Conversation Skills in English – Video on Hesitation devices – uh…um…. (n.d.). Retrieved

April 23, 2015, from http://www.engvid.com/conversation-skills-hesitation/ – Uh…Oh…Um…: How to Teach Students to Hesitate the Right Way. (n.d.). Retrieved April

23, 2015, from http://busyteacher.org/22019-hesitate-properly-how-to-teach-students.html Common European Framework of Reference for Languages: Learning, Teaching,

Assessment (CEFR) – CEFR (n.d) Retrieved December 22, 2015

http://www.coe.int/t/dg4/linguistic/cadre1_en.asp About word clouds:

– Tagul - Gorgeous word clouds. (n.d.). Retrieved April 23, 2015, from https://tagul.com

– 108 Ways to Use Word Clouds in the Classroom...Word Clouds in Education Series: Part 2. (2012, May 21). Retrieved April 23, 2015, from https://21centuryedtech.wordpress.com/2012/05/21/108-ways-to-use-word-clouds-in-the-classroom-word-clouds-in-education-series-part-2/

About phrasal verbs: – LearnEnglishTeens. (n.d.). Retrieved April 23, 2015, from

http://learnenglishteens.britishcouncil.org/grammar-vocabulary/phrasal-verb-videos – Useful phrasal verbs in English. (n.d.). Retrieved April 23, 2015, from

http://blogs.transparent.com/english/useful-phrasal-verbs-in-english/ – Common Phrasal Verbs. (n.d.). Retrieved April 23, 2015, from

http://grammar.ccc.commnet.edu/grammar/phrasals.htm – 5 Important Phrasal Verbs for English Learners. (n.d.). Retrieved April 23, 2015, from

http://www.engvid.com/5-important-phrasal-verbs-for-english-learners/ About Task-Based approach:

– Nunan, D. (2004). Task-Based language teaching. Cambridge, UK: Cambridge University Press. – Willis, D., & Willis, J. (2007). Doing Task-Based Teaching. Oxford: Oxford University Press. – Lesson Plans. (n.d.). Retrieved April 23, 2015, from

http://www.willis-elt.co.uk/taskbased.html – A Task-Based Approach. (n.d.). Retrieved April 23, 2015, from

http://www.teachingenglish.org.uk/article/a-task-based-approach Other resources

– Visual Dictionary Online. (n.d.). Retrieved April 23, 2015, from http://www.visualdictionaryonline.com/

– Minimal Pairs with h. (n.d.). Retrieved April 23, 2015, from http://www.tedpower.co.uk/minimal39silenth.html

– Shopping Vocabulary. (n.d.). Retrieved April 23, 2015, from http://www.myenglishteacher.eu/blog/shopping-vocabulary/

– Learning Styles Quiz. (n.d.). Retrieved April 23, 2015, from http://www.howtolearn.com/learning-styles-quiz/

– Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. New York: Pearson Education.

74

Extra Material

Unit 2 Communication English 7

Peter Pan (part II)J. M. Barrie

She was already sure that he must be Peter, but it did seem a comparatively short name.

“Is that all?”

“Yes,” he said rather sharply. He felt for the first time that it was a shortish name.

“I’m so sorry,” said Wendy Moira Angela.

“It doesn’t matter,” Peter gulped.

She asked where he lived.

“Second star to the right,” said Peter, “and then straight on till morning.”

“What a funny address!”

Peter had a sinking feeling. For the first time he felt that perhaps it was a funny address.

“No, it isn’t,” he said.

“I mean,” Wendy said nicely, remembering that she was hostess, “is that what they put on the letters?”

He wished she had not mentioned letters.

“Don’t get any letters,” he said proudly.

“But your mother gets letters?”

“Don’t have a mother,” he said. Not only had he no mother, but he had not the slightest desire to have one. He thought them very over-rated persons. Wendy, however, felt at once that she was in the presence of a tragedy.

“O Peter, no wonder you were crying,” she said, and got out of bed and ran to him.

“I wasn’t crying about mothers,” he said angrily.

“I was crying because I can’t get my shadow to stick on. Besides, I wasn’t crying.”

“It has come off?”

“Yes.”

Then Wendy saw the shadow on the floor, looking so messy, and she was sorry for Peter. “How awful!” she said, but she could not help smiling when she saw that he had been trying to stick it on with soap. How exactly like a boy!

Fortunately she knew at once what to do. “It will sew it on”.

“What’s sew?” he asked.

“You’re so ignorant.”

“No, I’m not.”

But she was exulting in his ignorance. “I will sew it on for you, my little man,” she said, though he was as tall as herself, and she got out her sewing bag, and sewed the shadow on to Peter’s foot.

“It might hurt a little,” she warned him.

“Oh, I won’t cry,” said Peter, who was already of the opinion that he had never cried in his life. And he clenched his teeth and did not cry, and soon his shadow was behaving properly, though still a little creased.

“Perhaps I should have ironed it,” Wendy said thoughtfully, but Peter, boylike, was indifferent to appearances, and he was now jumping about happily. He had already forgotten that he owed his happiness to Wendy. He thought he had attached the shadow himself. “How clever I am!” he said, “oh, the cleverness of me!”

››

Name Grade Date

Learning Objectives

Understand literary texts identifying characters and their actions, time and

place of the story, key words, and topic vocabulary.

READING ACTIVITY

75

Unit2


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Wendy was shocked. “You big talker,” she exclaimed, with sarcasm; “of course I did nothing!”

“You did a little,” Peter said carelessly, and continued to dance.

“A little!” she replied with pride; “if I am no use I can at least withdraw,” and she sprang in the most dignified way into bed and covered her face with the blankets.

To induce her to look up he pretended to be going away, and when this failed he sat on the end of the bed and tapped her gently with his foot. “Wendy,” he said, “don’t withdraw. I can’t help boasting, Wendy, when I’m pleased with myself.” Still she would not look up, though she was listening eagerly. “Wendy,” he continued, in a voice that no woman has ever yet been able to resist, “Wendy, one girl is more use than twenty boys.”

Now Wendy peeped out of the bed-clothes.

“Do you really think so, Peter?”

“Yes, I do.”

“I think it’s perfectly sweet of you,” she declared, “and I’ll get up again,” and she sat with him on the side of the bed. She also said she would give him a kiss if he liked, but Peter did not know what she meant, and he held out his hand expectantly.

“Surely you know what a kiss is?” she asked, surprised.

“I will know when you give it to me,” he replied, and not to hurt his feeling she gave him a thimble.

“Now,” said he, “should I give you a kiss?” and she replied timidly, “If you please.” She inclined her face toward him, but he merely dropped an acorn button into her hand, so she slowly returned her face to where it had been before, and said nicely that she would wear his kiss on the chain around her neck.

››

Glossary

Slightest: smallest

Exulting: feeling pleased

Creased: wrinkled

Sprang: jumped

Withdraw: become distant

Boasting: bragging

Extra Material


READING ACTIVIY

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1 Find five new words in the text and look up their meaning in the dictionary.

a.

b.

c.

d.

e.

2 What was Peter Pan’s solution to put the shadow in place? What was Wendy’s solution?

3 What did Peter Pan think a kiss was? Why do you think he did not know what the word kiss meant?

4 How are the stereotypes about boys and girls from the text different from our modern views?

Unit2

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Extra Material

COUNTABLE AND UNCOUNTABLE NOUNS

Name Grade Date

Learning objectives Express quantities, count, and, enumerate.

1 Complete the chart with the expressions of quantity.

Some Any Plenty of Several Much Many Lots A Few Little The

Countable Uncountable

Singular

Plural

2 Mark the words C (countable), U, (uncountable) or B (both).

Glitter Cake Chocolate Party Chicken Potato Information Noise People

C

U

B

3 Correct the sentences.

a. A little people came to the party yesterday.

b. Could you buy one glitter, please?

c. Can I have any cookies?

d. How many popcorn do you want?

e. You don’t need to bring some snacks.

f. There are much ballons at the party.

4 Write your own text using countable and uncountable nouns with the incorrect expressions of quantity. Then, exchange with a classmate to correct.

Extra Material


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PUNCTUATION

Name Grade Date

Learning objectives Read and write to inform using apporpiate punctuation.

1 Identify and list all the punctuation marks that appear in the comic.

a.

b.

c.

2 Can you define how to use each of them?

a.

b.

c.

3 Read the definition of an Oxford comma and mark where it appears on the comic:

The last comma in a series or list that comes before and.

4 Write three examples of sentences where the Oxford comma is used.

a.

b.

c.

5 Research online on how to use a comma. List at least five uses and give a sentence example for each.

a.

b.

c.

d.

e.

Hey, Could I look through your sketchbook?

Excuse me while I go have an emotional, artistic, and

existencial crisis.

What?

sure.

Unit2

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Extra Material

Un éléphant se balançait

Un éléphant se balançait

Sur une toile, toile, toile, toile d’araignée,

C’était un jeu tellement amusant

Qu’il appela... un deuxième éléphant

Deux éléphants se balançaient



Qu’ils appelèrent... un troisième éléphant

Trois éléphants se balançaient



Qu’ils appelèrent... un quatrième éléphant

Quatre éléphants se balançaient



Qu’ils appelèrent... un cinquième éléphant

Cinq éléphants se balançaient



Qu’il appela... un sixième éléphant

1 What song is this? In what language?

2 Can you write cardinal numbers 1 to 5 in French? What about ordinal numbers?

3 Write down two nouns, two verbs and one preposition from the song.

4 How did you know all this information?

READING STRATEGIES

Name Grade Date

Learning objectivesDemonstrate understanding of simple texts and use reading strategies.

Demonstrate understanding of literary texts (song) by identifying general ideas, ad key words and phrases.


Assessment

1 Read the e-mail and underline the sentences that help us recognize the message as an invitation. (3 points)

[email protected]

[email protected]

Saturday

2 Read the e-mail again and answer the questions.

a. What is the purpose of the e-mail?

b. Who is going to the party?

c. Where is the party?

d. When and where are they meeting?

e. Where are they going after that?

f. What kind of entertainment is there going to be at the party?

Name Grade Date

Dear Marvin,A few of us are going to meet this Saturday to help celebrate Keith’s birthday. We are

planning a full day of events! I would like you and your brother Ian to come along with us.

You don’t need much money because Keith’s dad gave us some money to buy things for the

party. Would you both like to come?

We are all meeting at the roller park around 1 p.m. on Saturday. They have roller skates that

you can rent, so don’t worry. After that, we are going to go to the football stadium to watch a

soccer match. Finally the party, all back to Keith’s house! We have a sound system there and

there are some dancers coming as a surprise. There is also going to be a dj and plenty of food

and sodas. It is going to be great!

Please reply to this e-mail as we need to know if you can both make it.

Thanks,

Sofia

81

Unit2


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l3 Complete the dialogue with the correct words from the box. (7 points)

many much a lot a little some a few any

Mandy: Mom, can I invite (1)

friends home for my birthday party?

Mom: Of course, how (2)

friends do you want to invite?

Mandy: I don’t know. (3)

of my friends are on vacation.

Mom: OK. Do you have (4)

good ideas for the invitations?

How (5)

money do you need?

Mandy: Just (6)

. We only need to buy (7)

things like balloons and a cake!

Mom: OK, you can count on me, honey. It will be a fun party!

4 Write the adjective next to the correct situation. (6 points)

jealous terrified loyal brave strong famous

a. You want something others have.

b. You see a horror movie.

c. You are well-known.

d. You lift something heavy.

e. You are not afraid of anything.

f. You don’t betray a friend.

5 Write polite invitations/requests/offers in the form of questions. (8 points)

a. ?

b. ?

c. ?

d. ?

6 Listen and complete the missing information. 56 (3 points)

It’s my birthday!!

When:

Where: at my house

Time:

RSVP: 263- _ _ _

Assessment


RUBRICS


Group work Both members participate equally in preparing and presenting.

One member prepares and the other member presents the work.

Only one member prepares and presents the work.

Fluency Speakers make fewer than 5 mistakes.

Speakers make more than 5 mistakes.


Use of structures

Students use questions and answers to express wish and necessity correctly all the time.

Students use questions and answers to express wish and necessity correctly most the time.

Students use questions and answers to express wish and necessity correctly sometimes.

Volume Volume is loud enough to be heard by all the audience at all times.

Volume is loud enough to be heard by all the audience most of the time.

Volume is not loud enough to be heard at all by the audience.

Organization Main points are clear, information is presented in a logical way.

Main points are mostly clear, most of the information is presented in a logical way.

Main points are unclear, information is not presented in a logical way.





Fluency Speakers make fewer than 5 mistakes while asking and giving information.

Speaker makes 6 to 10 mistakes while asking and giving information.


Use of structure

Students use present simple correctly in affirmative, negative and question sentences.

Students use present simple in two of the forms correctly.

Students use present simple correctly in only in one of the forms.

Pronunciation Students can consistenly pronounce h words correctly.

Students often pronounce h words correctly

Students can pronounce correctly words with letter h sometimes.

Organization

Main points are clear, information is presented in a logical way.

Main points are mostly clear, most of the information is presented in a logical way.

Main points are unclear, information is not presented in a logical way.

Unit2


Unit2CHECKPOINT UNIT 2 WRITING


Structure Work has a clear e-mail structure (greeting, content and wrap up).

Work misses one of the sections required (greeting, content and wrap up).

Work is missing structure asked.

Grammar Text has no grammatical mistakes.

Text has three or fewer grammatical mistakes.

Text has more than three grammatical mistakes.

Steps of writing

Student follows all the steps of writing (pre-writing, drafting, revising and editing).

Student follows almost all steps of writing.

Student follows one or two steps of writing.


Text has less than three spelling or punctuation mistakes.

Text has five or less spelling or punctuation mistakes.

Text has more than five spelling mistakes.

Content

Text has all information required (type of party, when and where, and what to bring).

Text has two or three of the items required.

Text has only one of the items required (type of party, when and where, and what to bring).

CHECKPOINT UNIT 2 LISTENING / SPEAKING


Fluency Speaks fluently and knows what words to use when hesitant.

Speaks almost fluently, but pauses unnaturally when hesitant.

Does not complete utterances and has frequent hesitations.


Uses a variety of expressions and structures learned in the unit.

Uses some expressions and structures learned in the unit.

Seldom uses expressions and structures learned.

Pronunciation Students can consistenly pronounce h words correctly.

Students can pronounce correctly words with letter h most the time.

Students can pronounce correctly words with letter h sometimes.




Gestures Student uses a variety of natural gestures.

Student uses a variety of gestures, but sometimes seems unnatural.

Student does not use gestures.

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84

Answer Key


Student’s Book

Before you Start

‣ Page 49

1. Possible topic guesses: young people, technology, ways of communicating.

2. Possible answers: This group communicates with each other through mobile phones/They communicate with each other via Internet. They communicate with older people by phone/I think they communicate with adults by e-mail.

3. A pillow: lesson 3, page 56. A text about a dictionary: lesson 4, pages 68 and 69. An activity about writing an essay: lesson 4, page 74.

4. Possible answers: I think I will learn about different means of communication. I believe we will learn to write an essay. I think we will learn how to use a dictionary.

LET’S START

‣ Page 50


a. Amanda has some colored balloons/Amanda has some friends who like balloons.

b. She is working/She is an executive.c. They are having fun/They are throwing

a party for her friend.d. This is a note for someone/Dad wrote

a note to remember a birthday party.e. This is a definition of a word/This is a

photo of a dictionary.f. They are friends/They are shaking

hands.


a. All pictures involve communication/All pictures show people or things made by people.

b. Yes, I do, because... /No, I don’t, because…

c. I can chat online with people from other countries./I can listen to music in English.

3. Could you RSVP before tomorrow? = Can you confirm you are coming soon? Please, RSVP to the e-mail below. = Let us know you are coming by sending an e-mail.I forgot to RSVP to my cousin’s birthday. = I did not say I was going to the birthday.It is considered bad etiquette to be late to meetings. = People think it is bad manners to be late for meetings.Etiquette dictates that in Britain you say “hi” by shaking hands. = Social rules says that British people say “hi” with a handshake.I don’t understand wedding etiquette! = I don’t get the protocol you have to follow at weddings.Get in touch with me about the party! = Let me know if there is a party later!I suggest you get in touch with the manager. = I recommend you contact the person in charge.How do you get in touch with your parents? = How do you communicate with your mom and dad?

4. RSVP: confirm, let someone know, reply.Etiquette: protocol, manners, social behavior.Get in touch: contact, let someone know, communicate.

‣ Page 52

5. Possible answers: The text will be about Peter Pan’s story./ The text will be about Tinker Bell.

6. a . Possible answers: Nouns: bell, children, jug, shadow, box, chest of drawers, king, crowd, Peter, floor.Verbs: called, making, were, are, was, liking, had, been, do, come, know, put . b. Tinkerbell is smallc . Words like “ha’pence”, general language, the fact that Peter Pan bows, the birthday of the author.

Unit2


LESSON 3

‣ Page 54


a. A Halloween party, a camping party, and a pool party.

b. Halloween party: a costume, some candy; Camping par ty: a tent, a sleeping bag, food; Pool par ty: swimsuit, towel.

2. Pool Party

3. a. 3 pm, Saturday, b. At the Edward’s Leisure Centre, c. Yes, he does, d. He needs to check with his parents first, f. He needs to bring some soda and his swimsuit

5. a. it’s, b. that’s, c. I’d, d. I’m

‣ Page 55

1. (from top to bottom) c, a, b

2. a. Would, b. would, c. need to, d. Could, e. can, f. could, g. can, h. need to

3. (from top to bottom, left to right) 5, 4, 6, 1, 3, 7, 2

‣ Page 56

1. a. Possible answers: when there is a party, when there is a birthday, for Christmas. b. Birthday party

‣ Page 57

2. a. With their friends and family; b. When they’d like me to be there;c. Slumber or camping party, movie party, pool or sports party

3. Slumber or camping party: sleeping bag, toothbrush, pajamas; Movie party: soda, ice cream, intermission.

‣ Page 58

4. b, a, c, d, e

5. a. Because they need to know who is coming.

b. pajamas, a sleeping bag, a toothbrush.c. Respond to the invitation, even if they

cannot go.d. Location, time, dress code, what to

bring, and contact details.6. a. movie party; b. slumber party;

c. pool party; d. sports party.

‣ Page 59

1. a. F, b. T, c. T, d. T, e. T

2. a . Diego; b. 126 Lincoln Avenue, Hertsfield;

c. 1 p.m.; d. a picnic party; e. a blanket.

3. Possible answers: pool party, swim suit, cards, game, towel, inflatable crocodile, pool, yard, tree, butterfly, summer, sun.

‣ Page 60

1. Nouns (from top to bottom, left to right) friends, friends, snacks, food, glitter, popcorn, friends, information, cards, balloons.

2. Countable nouns: friends, snacks, cards; balloons; uncountable nouns: food, glitter, popcorn, information

3. Countable: many, some, any, a few, a lot of; Uncountable: much, some, any, a little, a lot of; Affirmative: many, some, a few, a little, a lot of; Negative: much, many, any, a lot of; Interrogative: much, many, some, any, a few, a little, a lot of

4. a. many, a fewb. any, some c. much, a little d. a lot of, any


Answer Key

‣ Page 61

2. 1) Flashlight Limbo, 2) Treasure Hunt, 3) Twist and Drink

3. a. F, b. F, c. F, d. T, e. F

‣ Page 62

1. 1) like, 2) need, 3) address, 4) Could, 5) RSVP

‣ Page 63

1. (from top to bottom, left to right) “thumbs up”; shake hands; bow

2. Argentina: Meeting and greeting: handshake and a nod show respect, a hug and a kiss on the cheek are acceptable between friends; Body language: stand close to each other when speaking; Inappropriate behavior: OK or thumbs up signs. Great Britain: Meeting and greeting: handshakes are light; Body language: do not show affection in public; Inappropriate behavior: It is rude to stare. Japan: Meeting and greeting: handshake but no eye contact, sometimes a bow; Body language: nodding is important; Inappropriate behavior: prolonged eye contact.

LESSON 4

‣ Page 66

1. (from left to right) a message on the fridge door; a sticky note; a text message

2. a. By notes; b. Notes, writing letters, writing e-mails.

3. a. on the fridge door, b. letters these days, c. cell phones.

4. Not silent: have, house, history, Silent: hour, honest, honor. a. different; b. same c. same

‣ Page 67

1. (from left to right) AI, GI

2. a. Yes, I do/ No, I don’t; b. Yes, she does; c. No, he doesn’t; d. Yes, she does; e. Yes, I do /No, I don’t.

3. a. does; b. do.

4. 1) like, 2) don’t, 3) doesn’t, 4) Does, 5) does, 6) do, 7) Do

‣ Page 68


a. To look for the definition of a word/To find the pronunciation of a word/To find the translation of a word.

b. Definitions/Translations/Spelling.c. Look for words alphabetically and read

the text next to the word.

‣ Page 69

2. a. T, b. F, c. T, d. T, e. T

‣ Page 70

3. a. /hæt/; b. small; c. take off; d. take a raincheck


a. People who are learning new languages/ Anyone who has the need to communicate in two languages, like language learners, translators and interpreters, business people, and even tourists.

b. To learn the complexities of language/ Because a bilingual dictionary is a reference book.

5. a) favorite; b) meter; c) counsellor; d) honour; e) theatre

6. (from top to bottom): consejero, honor, favorito, metro, teatro.

‣ Page 71

1. a. In alphabetical order.

b. (any four of the following) part of speech, pronunciation, synonyms, phrasal verbs, meanings of idiomatic expressions, word forms, grammar references.

c. Accents mark the stressed syllables.d. At the beginning of the dictionary.

Unit2


2. (from top to bottom, left to right); a, d, b, e, c

3. Possible answers: The customer is paying to the cashier/The clients are looking at the products on the shelves/There is a register on top of the counter/The store sells party items/There are three customers in the store/There is one cashier and one salesperson.

‣ Page 72

1. verb, noun, adjective, adverb, preposition, pronoun, conjunction.

2. (in the order of the words in the sentence): adjective, noun, verb, adjective, noun

3. a. noun, b. verb, c. adjective, d. noun, e. verb, f. adverb


a. It is a beautiful animal. It – pronoun, is – verb, beautiful – adjective, animal – noun.

b. The mountains are behind the house. Mountains – noun, are – verb, behind – preposition, house – noun.

c. She is happy because she is going to a party. She – pronoun, is – verb, happy – adjective, going – verb, party – noun.

‣ Page 73

1. a. 1; b. 7; c. 6; d. 4; e. 2; f. 5; g. 8; h. 3

‣ Page 74

1. b

‣ Page 75

1. (top to bottom, left to right): 4, 2, 1, 5, 3

2. (top to bottom, left to right): b, a, e, d, c

Synthesize

‣ Page 78

Possible answers:

Countable:

· Affirmative sentence: I invited a few friends. · Negative: She doesn’t have a lot of candles

for the cake. · Interrogative: How many cups do you need?

Uncountable:

· Affirmative: Put a little glitter on it. · Negative: There isn’t any soda · Interrogative: How much cake do you want?

Checkpoint

‣ Page 79

1. a. F, b. F, c. T, d. T

2. a. observe; b. Traditional music; c. people; d. learn

3. (top to bottom in first column, then second column): 1, 3, 5, 7, 9; 10, 4, 8, 11, 6, 2

Teacher’s Guide

Extra Material

‣ Page 76

1. Possible answers: hostess, over-rated, messy, awful, sew, exulting, warn, clench, creased, iron

2. He wants to stick it with soap. Wendy wants to sew it back together.

3. He thought a kiss was a button. Peter did not know what the word meant because he does not know much about the “real” world (he does not have an address, he does not get letters, etc.).

For activities 4, use the Marking Criteria for writing.


Answer Key

‣ Page 77

1.

Countable Uncountable

Singular A, the

PluralSome, any, plenty of, several, many, lots, few

Some, any, plenty of, several, much, lots, little

2. Countable: party, potato, people;Uncountable: glitter, information, noise;Both: cake, chocolate, chicken.

3. a. Few people came to the party yesterday.b. Could you buy some glitter…c. Can I have some cookies?d. How much popcorn do you want?e. You don’t need to bring any snacks.f. There are many balloons at the party.

‣ Page 78

1. a. period; b. question mark; c. comma.

2. Period: used to mark the end of a sentence. Question mark: used at the end of a question. Comma: used to separate different elements of a list.

3. The Oxford comma appears in the last frame, after artistic.

4. Possible answers:a. I need to buy cups, glitter, and candles.b. I ate eggs, toast, and cereal.c. The dog, the cat, and the turtle joined

the party today.

‣ Page 79

1. Children’s song “An elephant was swinging on a spider web”. It’s in French

2. Cardinal numbers: un (1), deux (2), trois (3), quatre (4), cinq (5). Ordinal numbers: deuxième (2nd), troisième (3rd), quatrième (4th), cinquième (5th), sixième (6th).

3. Nouns: éléphant, toile, araignée; Verbs: appela, était, balançait; Preposition: sur.

Assessments Unit 2

‣ Page 80

1. I would like you and your brother Ian to come along with us. Would you both like to come? We are all meeting at the roller park around 1 p.m. on Saturday. Please reply to this e-mail as we need to know if you can both make it.

2. a. It’s a birthday invitation.b. A few of Keith’s friends.c. At Keith’s house.d. At the roller park at 1 p.m. on Saturday.e. To the football stadium. f. Some dancers coming as a surprise,

plenty of food and sodas, a sound system and a DJ.

‣ Page 81

3. 1) some, 2) many, 3) a lot, 4) any,5) much, 6) a little, 7) a few

4. a . jealous; b. terrif ied; c . famous; d. strong; e. brave; f. loyal

6. Friday, May 21, at 5 p.m., _ _ _ 7514

Unit 3Global Issues

English 7 89

About Unit

This unit of the Student’s Book is based on the theme of Global Issues: natural and human-made disasters, how students can help, and volunteering for different causes. The unit will work around this topic with the different learning objectives and attitudes provided in the Chilean Bases Curriculares for 7th grade.

In this unit, students will express their own experiences about the topic and will also discuss different issues that affect the world, such as natural disasters and human-made disasters. They will also try to come up with ideas of their own about volunteering for different causes. Some of the more specific topics to be addressed during the unit are: how to maintain a telephone conversation to offer oneself as a volunteer, discuss different kinds of volunteer jobs, children at work and children’s rights, writing a cover letter for a job, writing an advertisement and an informative article, listening to a TV documentary and creating one, talking about natural disasters through riddles and jokes, and creating an earthquake evacuation plan.

Natural and human-made disasters are nothing new to Chilean people. We live in a country prone to earthquakes and, volcanic eruptions, that is polluted in many areas, and that has suffered many catastrophes over the years. Students will most likely have a personal or close experience with the topic, so they will be able to connect with it.

Prior Knowledge

Students will apply some of the contents learnt in 5th and 6th grade, such as how to formulate affirmative and negative sentences, and questions in the present simple, and apply them to the grammatical form of the zero conditional. Also, asking for permission (may I), expressing necessity (have to), and ability (I can, can’t), to apply and learn other modal verbs.

Regarding writing, they will work again on e-mails and advertisements and their respective structures.

Finally, they will recycle some content studied in the previous unit: parts of speech. This will help review the content and help creating meaningful learning.

90 Unit 3 Global Issues English 7

UNIT PLAN

LESSON 5: Help Out Time: 14 hrs


Oral Communication

� Listen to and understand a phone call. (OA 1, 2, 3, 4)

� Express suggestions, obligation, and prohibition. (OA 5, 6, 7, 8)

� Recall phrases and expressions that come up often in a poem. � Ask questions to clarify and check information. � Identify and practice the sounds in words with the letter w. � Practice for a presentation of a dialogue giving and receiving advice. � Repeat and recite traditional English poems. � Make connections between previous knowledge about topic and new information (disasters).

� Visualize listened text and express it orally or in writing. � Express suggestion, obligation, prohibition, advice, and possibility (could, can, should, must, have to, don’t).

� Follow instructions to develop a task. � Summarize information presented by others. � Develop new information from what is listened. � Recognize expressions and vocabulary learnt in new contexts. � Relate words and details of the text with the topic and main ideas. � Give examples of different parts of speech. � Identify mistakes and correct them. � Present information about global issues, using vocabulary and expressions learnt.

Reading

� Read and understand an article and a survey. (OA 9, 10, 11, 12)

� Practice commonly used words and expressions (OA 10).

� Use topic vocabulary to write a text according to a model (a letter). � Identify relevant information in a text about natural disasters. � Check and confirm predictions after reading. � Identify key vocabulary about the topic. � Re-read to clarify ideas. � Establish relations between the text and personal experience. � Check predictions. � Recognize situations that express prohibition or obligation. � Identify cause-effect relationships.

Writing � Write a cover letter. (OA 13, 14, 15, 16)

� Write a cover letter. � Use the correct structure for a letter. � Express preference about different academic areas and possible future careers.

� Organize information on a mind map before writing. � Express obligation and prohibition in writing. � Explain cause and effect using the zero conditional. � Write a rhyme for a song according to a model. � Make a presentation using multi-modal resources (Help Wanted Section).

Attitude Participate and collaborate in different teams.

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Unit 3 Global Issues English 7 91

LESSON 6: Take Care Time: 14 hrs


Oral Communication

� Listen to and understand a TC documentary. (OA 1, 2, 3, 4)

� Express agreement and disagreement, and use gap fillers. (OA 5, 6, 7, 8)

� Use hesitation devices to avoid pauses during conversation, such as well…, really…, so…

� Use a variety of multimodal resources effectively (image, sound, text, music) to create a documentary.

� Pronounce clearly and correctly words with sounds \d‰\ and \g\. � Explain cause and effect using zero conditional. � Define a purpose before listening. � Identify key words associated with the audio. � Make connections with their personal experience and share ideas. � Associate actions to people. � Participate in a dialogue about a familiar topic (a river in your country). � Use previous knowledge to anticipate what the audio will be about. � Identify the type of text heard. � Use images for a presentation.

Reading

� Read and understand an informative article. (OA 9, 10, 11, 12)

� Use topic vocabulary, idioms and phrasal verbs to write sentences about the text read.

� Describe what they know about the topic (natural and human-caused disasters). � Support their understanding of the text by identifying title and images. � Check their predictions. � Compare English with Spanish through the use of jokes and expressions. � Identify general ideas in the text.

Writing � Write a short informative article. (OA 13, 14, 15, 16)

� Write an informative article following a model. � Develop ideas from a central idea and some details. � Write about personal experience, ideas and preferences. � Write a draft and check it. � Summarize information from text read on a list. � Write an informative text where ideas are clearly developed following a model (introduction, arguments, and conclusion).

� Organize information about a natural disaster in chronological order. � Apply commonly used expressions. � Share information with others about a topic. � Summarize information read.

Attitude Use information and communication technologies to do research.



Beginning the Unit



Ask students to look at the title of the unit and the photo and share ideas about what the unit will be about.

Write in the board vertically: Global Issues, and ask students to give you words related to the topic that begin with each of the letters of the title. For example:

· Globalization · Laws · Ocean · Biodiversity · Aboriginal · Life

· International · Society · Species · United Nations · Environment · Safety

When it is clear what the topic of the unit will be about, make students list all the disasters they can think of. Write them on a table on the board like this:

Human-made disaster

Natural disaster?

Earthquake ✓

Tsunami ✓Volcanic eruption ✓

Fire ✓ ✓

Hurricane ✓

Drought ✓ ✓

Pandemic ✓ ✓

Pollution ✓

Oil spill ✓

Global warming ✓

Etc.

Then decide as a class whether the disasters are caused by humans or by nature and have students tell you what the difference is between the two concepts. Note that there are some (like fires) that can be in both categories. You can further discuss the topic with follow up questions like: how can a disaster be caused naturally or by humans? Can you think of ways to avoid a disaster? What disasters can occur in your area? Why some disasters only occur in certain regions of the world?

‣ Exercise 5


· Read and watch international news in English.

· Have conversations about international affairs with English speakers.

· Volunteer for an international program.



Exercises 1 and 2 present vocabulary (natural and human-made disasters and volunteering) and some structures so that students start to become familiarized with them (zero conditional, mainly with the use of if, and modal verb must).

Then exercises 3 and 4 will work with recurring vocabulary of the unit:

· Volunteer · Shelter · Pollution


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93Unit 3 Global Issues English 7


These exercises will present the use of if again, introducing the zero conditional structure. Also, students will be able to read a classic English poem. Go to the Bibliography of Unit 3 for suggestions on how to work with poetry in the classroom, and for further work with poems and rhymes, go to the Extra Material of Unit 3.

Some other activities you will find in the Extra Material of Unit 3 are:

· Zero Conditional · Offering and Requesting Help · Writing Activity

This page about metacognition is for planning the way student's will work through the unit. Students should register the strategies they will use during the unit to learn the contents of the unit better. Remember to draw students’ attention to pages 10 to 13 to discuss what they have learnt about skills and strategies.


· About their background knowledge: what do I already know about this topic? What have I read or experienced related to the subject that will help me understand this better?

· To connect with other areas: how is this different/similar to my own experience with the topic? What can I use from other subjects to help me understand this better? In what way does this relate to global issues happening right now? What other examples of this situation I can think of?

Students may wonder why it is important to work on strategies to learn how to learn. You may present them a useful metaphor so they can understand that lifelong learners are the ones who are able to plan, monitor, and modify their strategies to learn better: “Even a skilled professional ballet dancer relies on mirror to help him understand what he looks like and what he is doing while he dances. He has to be able to see his performance as others might see it before he can begin to improve it (…) Cognitive work is often invisible and cannot be directly observed (…) so teachers must create the classroom equivalent of the mirror on the dance studio wall” (Darling-Hammond).




Developing the Unit

LESSON 5Help Out

Time: 14 hrs

This first lesson of Unit 3 will discuss the idea of volunteering: different kinds of volunteer work, why to do it, and why it is good to volunteer. This topic will be revised through phone conversations, informative articles, surveys, and letters. The language focus of the unit will be modal verbs to express advice (should, shouldn’t), possibility (can, could), suggestion (could), obligation (must, have to) and prohibition (don’t, mustn’t). The Final Task of the lesson will consist of creating a Help Wanted section of a newspaper as a group, including all kinds of volunteering jobs for different organizations. After creating the ads, students will have to ask and give information about specific jobs they are interested in. This lesson will allow students to express their preferences on the topic of volunteering, which could further expand to discuss future careers. It will also be a good starting point to discuss the problems in the community and how they can be active agents to help solve them.

Oral Communication


Objective: Understanding and conveying information about community services.Language: I’m interested in volunteering with your organization. Should I write a résumé?Vocabulary: interests, organization, resume, shelter, work experience

Opening question

Who do you think needs help in your community? Who can help them?

Elicit full sentences from students that refer specifically to your community and its issues. Answers here may vary according to the area you are located. If possible, guide the conversation towards a recent event that has affected the community (wildfire, volcano eruption, pollution, etc.).

Try to avoid broken sentences or loose words. If students answer, for example, “elderly people”, complete with “Elderly people need help in our community”, and have them repeat the complete sentence. Ask them to tell you how and who do you think can help in each situation.

Warm-up activity

Write the following situations on the board:

� I really like working with animals. � I really care about the environment. � I want to get more work experience.

Have students work in pairs. Tell them to choose one of the situations and imagine a friend says it to them. They must give that person some advice on what to do to achieve his or her goal. Explain that when giving advice, you have to use structures such as: You should…, You could… Make them write five sentences using the previously mentioned structures. Then elicit ideas from the class and write some of the sentences on the board next to the situations it refers to.


There are different phrases that English speakers use when answering the phone, depending on the context they are in.

If it is an informal situation, the speaker will just say Hello?, as in Spanish we use Aló. This can be followed by a simple: Can I talk to (insert name)? or Is (insert name) in?

In a formal situation, the appropriate way to answer the phone is by greeting and identifying yourself: Good morning/afternoon/evening, this is (insert name). How may I help you?

Some other useful phrases for speaking on the phone are:

� Requesting for something: May I ask who is calling? Could you repeat that, please? Could you speak up a little? Could you call me back?

� Taking a message: Can I take a message? Would you like to leave a message? I’ll tell (insert name) that you called. Who is calling, please?

� Passing the call to someone else: Just a moment, please. Hold the line, please. I’ll put you through.

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‣ Exercise 2

Before listening to the audio, make students read the Listening Tip so they know they do not need to understand every word of the text. Ask them to read the sentences from exercise 2 as well, so they are prepared to listen for some key words necessary to answer the questions. Once you have read the sentences as a class, play the audio once and ask students if one time is enough or they need a second chance to answer each question.

Extension Activity

Have students work in pairs. Assign the role of interviewer or interviewee to each student. Have them act out a telephone interview where one student is looking for some volunteer work. Encourage them to write down some questions and notes about what they want to say. Write questions and answers in two columns on the board.

Interviewee Interviewer

Can I speak to Mr. Jones, please? This is Mr. Jones.

I am interested in volunteering.Great! What work do you want to do?

I’d like to work with animals.We are looking for someo-ne to groom dogs.

What experience do I need? You don’t need experience.

What days do you need me to be there?

Sundays and Tuesdays.

When can I start? Next week.

Have students provide examples of more questions and answers. Have pairs practice telephone conversations using the prompts on the board. Invite some pairs to act out their conversations in front of the class and assess their fluency, pronunciation, grammar, and correct telephone etiquette.


Objective: Expressing suggestions, obligation and prohibition.Language: You have to put down your experi-ence. I’d like to volunteer on weekends.Vocabulary: elderly, hope, need, neighbor-hood, want

Common Problems

When talking about giving suggestions, expressing obligation, and prohibition, it may come handy to explain to students what each term refers to:

� Obligation: a requirement to do something which comes from the speaker: must, have to. Examples of use: – You must tell me.

– I have to go now.

� Suggestion: ideas for someone else to think about: could. Note that a suggestion is similar, but not the same as advice. Advice is stronger, and means telling someone what you think they should do (Nettle, 2009). Examples of use: – You could go to the cinema.

� Prohibition: to forbid a certain action or activity by law or rule: don’t, must not. Examples of use: – You must not run with your hands in your

pockets.

– Don’t cross while the light is red.

‣ Exercise 7

Before working on the exercise, direct students’ attention to the tip on the page about asking questions to clarify or check information. Tell them that this is an important strategy they can use when they do not understand or have questions about the information being received. They can either ask questions to receive more information or summarize what the speaker is explaining. You can expand on the list of questions that is given:

� Could you repeat that? � What do you mean by…? � Did you mean…? � I’m sorry, could you repeat that slowly? � Are you talking about…? � Could you speak louder, please?

As a class, you can even create a poster with these and other questions that come up in the discussion to have in the classroom.



See Assessments for Unit 3 for a rubric to assess students’ performance in the activity; remember to share the rubric with the students before starting the activity, so they know on what areas they will be evaluated.

Reading


Objective: Read and understand an article and a survey. Language: Volunteering should be required.Vocabulary: Volunteering, organization, rewarding, responsibility

Approaching level

Write different themes on the board in a chart that can be related to types of volunteer work. For example:

Environment

Animals

Literacy

Healthy life

Entertainment

Arts

In groups, have students choose a theme. Make sure that each group has a different theme. Give them five minutes to brainstorm as many ideas about volunteering as they can think of and have them share with the class.

Write their ideas on the board and together count how many different activities you got per theme. The group that was able to collect the most volunteering activities wins.


First, have students answer the questionnaire individually. Tell them it is important to keep record of their answers so they can use them after.

Then have students work in groups of five and have them write their names in the chart. Give an example of how to interview another group member: Sergio, how many hours do you volunteer per year? I volunteer fewer than 20 hours per year.

Tell them to register their classmates’ answers in the chart below their answers.

Remind them to write the total number of each answer in the Total section of the chart. Let students know that there are no right or wrong answers here, but that they can reach conclusions as a group with their total results. You can ask them some questions to help them start reflecting on the subject: What do you think is the role of schools in volunteering? Why would volunteer work make you feel good? Why do I volunteer so many/few hours?

Give students some time to discuss their findings as a group and to assign a group leader to share their results with the class.

‣ Exercise 5

Draw students’ attention to the Vocabulary Tip Parts of Speech. Explain that an adjective goes before a noun and that it describes the noun. An adverb goes before or after a verb and describes how an action is performed; it usually ends in -y or –ly (for more information on Word Order, go to the Use of Language of Unit 3).

Draw the chart on the board. Explain that there is no verb corresponding to the adjective responsible and that there is not an adverb for the verb organize, because not all words can be changed into each category. Have students open their Student’s Book to pages 90 and 91 and ask them to look through the text to find the missing words. Encourage them to use the Glossary or their dictionaries. Tell them to check their answers in pairs and ask them to say where they found the answers.

Extension activity

Refer students to the volunteering brainstorm on the board from the beginning of the class and count them. As a class, set a goal of an amount of different volunteer jobs and challenge students to add more ideas to reach the goal. This exercise can help them with their vocabulary as well as get them thinking about volunteering.

This is a good moment to use the Digital Complementary Resource "Unit 3, introduction ". Students listen to adults talking about part time jobs they had in the past, and read opinion articles about teenagers working. Students write opinion texts and identify parts of speech in the phrases they read.


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‣ Exercise 3

To help students start with this exercise, have them write a chart like this on their notebooks:

Type of volunteer work Who can do it

Discuss as a class that there are volunteering jobs that are more specific than others. To start, you can give them an example using the picture on the page: To help walk the dogs and groom the cats at an animal shelter, you don’t need any experience; anyone who likes animals can do it!

Then ask students to give you an example of a volunteer activity that only certain people can do, such as caring for sick animals (a veterinarian) or building houses for people after an earthquake (people who work in construction).

Above level

Have students write a short essay on what they would like to work on when they grow up and how they could help the community with it. Encourage them to be creative and dream big. You can show them, as an example, famous people who have used their fame and resources to help others (go to the Bibliography of Unit 3 for more information). Tell students to take a piece of paper and follow your model for the essay. Write on the board:

When I grow up, I want to be…

So I can help people by…


Objective: Giving advice. Expressing possibility.Language: You shouldn’t make the ride too long.Vocabulary: advice, bike ride, can, possibility, should, sponsor

Warm-up activity

In order to practice the sound /∫/ (should, shouldn’t), prepare a dictation to the class. Say this tongue twisters to the students:

Sheila is selling her shop at the seashore. For shops at the seashore are so sure to lose. And she’s not so sure of what she should be selling. Should Sheila sell seashells or should she sell shoes?

Say it slowly and repeat every sentence twice, marking the /∫/ sound clearly. Ask them to write it down and then ask for volunteer to read what they wrote to the class.

If necessary, correct the pronunciation of the /∫/ sound by telling students to hold their fingers to their lips and asking for silence (Shhhhh!).

Common Problems

Explain to students that it is important to remember that the modal verbs should and can, are followed by the base form (infinitive without to). It is a common mistake to follow modal verbs with the full infinitive.

The correct structure is He should do his homework, and not He should to do his homework.

Remember that when we think something is a good idea we use should. When we are not so sure, then we use could to express a suggestion, which is slightly weaker than advice.

For further practice on modal verbs, go to the Extra Material of Unit 3.

Approaching Level

Have students work in groups of four and assign either Possibility or Advice to each group. Tell students to refer to look for a text (Internet or newspapers and magazines if available) with more examples of sentences that show either possibility or advice (depending on the group they are on). Go around the class and correct any mistakes. Invite groups to show their results and write the examples on the board.




Objectives: Understanding and conveying information about community services. Expressing hopes and necessities. Giving advice.Language: We should look at the bigger picture.Vocabulary: abuse, dangerous, exposure, factory, prospects, sweatshop, working conditions

Warm-up activity

Divide the class into groups. Have students suggest different types of jobs young people can do. Write a list on the board: deliver newspapers, pack bags, collect trash, etc. Ask them what characteristics people need to do the jobs in the list: patient, strong, healthy, etc. Write them next to the jobs.Have students choose characteristics from the list that apply to them. Have students work in pairs. Tell them to read their characteristics to their partner and have their partner make suggestions about possible volunteer work: I am patient. You should work with young children.

Have students form Final Task groups. Ask them to open their Student’s Books to page 98 and tell them to look at the ads on the page. Have students read the ads silently. Elicit from the class the types of activities that the volunteers would be expected to do in these roles (remove trash, clean the park, work in construction, clean houses from flood, etc.)

Allow students time to look through newspapers and magazines (online or printed if available) to search for more community volunteer ads. Offer suggestions of how to search the Internet and suggest they also use an image search to find ads. Tell students to make notes on the different types of volunteering opportunities available and which ones are more suitable for them.

� Final Task: An Advertisement (Step 1)

Writing


Objective: Writing a cover letter.Language: I would like to help at an animal shelter.Vocabulary: care, feed, generous, patient, pet, physical exercise, play, walk

Extension Activity

Take the cover letters from the students and deliver them to other students in the class. Make sure that every student has someone else’s letter.

Tell students to read the letters and reply as if they were employers. Each student should say if he or she would hire his or her classmate and give reasons.

Remind them to follow a letter format and that they have to be polite and formal, since it is a work relationship. You can show them some reply letters as a model to follow or even show students the template suggestions for letters of a word processor, if available. For some suggestions of online letter samples, go to the Bibliography of Unit 3.

Have students work in their Final Task groups. Explain that they are going to make a Help Wanted section of a newspaper (show examples, if possible. It could be in Spanish if English was not available) that offers and requests people for voluntary work. Tell groups to go over the types of volunteer work they found in Step 1 and decide on the ones they found most interesting. Make sure each student has chosen a volunteer ad. Have students make notes in the table on page 98 or similar one in their notebooks. Go around the class and ask students about their ads: What type of work is it? What will the volunteers be doing?


This is a good moment to use the Digital Complementary Resource "Unit 3, development ". Students compare child labor, teen volunteering and the Mit'a a compulsory community work in the pre-Columbian Inca empire, using modal verbs, past and present tenses and producing short texts.


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Cross-Curricular

Objective: Understanding and conveying information about children's rights. Giving advice.Language: I think Juan should go to school.Vocabulary: agreement, education, health care, protection, rights, survival

Warm-up activity

Write the following words on the board in two separate columns: For/Against and ask students a question about volunteering:

Do you think that every person has the same rights?

Divide the class into two halves and assign each one as the For and the Against group. Give each group 10 minutes to discuss and list reasons to defend their position.

Finally, discuss as a class, writing their ideas on a chart:

FOR AGAINST

SCORES FOR AGAINST

Try to find similar for and against reasons and put them side to side, so students can compare them and try to decide which argument is more compelling. Finally, count how many for arguments and how many against won and conclude if the class as a whole is for or against the premise.

Have students work in their Final Task groups. First, ask students to work individually on an ad for their Community Service page. Have them use the example ads that they found as a model. Make sure students include the type of work, hours required, and location.Ask them to write a first draft of their ad and exchange it with the members of their group for corrections. Tell students to focus on the examples and make suggestions on how to improve their group members’ draft. Finally, students make the necessary corrections and decorate their final work. Encourage students to draw or get a descriptive image for their ads.


Attitudes

Participate and collaborate in different teams.

Students have had the opportunity to work in groups throughout the year and will have several more opportunities to work with their classmates again. Collaborative work is very important in the classroom, and especially important in the English language class, since they will rarely have an opportunity to practice the language if the class is mostly teacher-centered (Rhoades, 2013).This list provides some useful tips to organize the collaborative work in the classroom by Gena Rhodes:1.Form groups of four students, because if they are larger than that, it is harder for all students to participate and hear; if they are smaller, then one student’s absence has a great impact on the group.2.Collect students’ information the first day of class. Students can fill in individual cards with their name, preferred name, study buddy, languages spoken, interest, goals, etc., which can provide information to form more heterogeneous groups. Cards will also help keep track of groups by writing on them the names of the groups (group A, B, C, etc., for example) so as to not repeat the same members of the group.3.Assign a color to each group member to organize group work and rotate who will report to the class to ensure all students participate and contribute (Yellow members of the group will present to the group works to the class). Assign each color a role within the group. For example: Red: topic monitor (keep the group on topic and not digress).Orange: volume monitor (especially useful for large classes, the monitor is in charge of keeping the volume of the conversation down and “muting” students when it is time for silence).Yellow: language monitor (reminds the group members to speak in English at all times).Green: participation monitor (to make sure everyone participates and no one dominates the discussion). You can rotate the roles and create new roles, according to the necessities of the class.4.Keep students together for extended periods of time and change groups at natural breaks (end of unit, semester, etc.).

(page 97)




Objective: Understanding and conveying information about community services.Language: Dishwashers needed!Vocabulary: advertisement, community service, donate, homeless, relief, removal

Warm-up activity

Tell students that you want to create an ad for a volunteer position. Explain that you are looking for someone to help an elderly lady on your street do her shopping. Explain that they would need to help once a week for about two hours.

Draw the outline of the ad on the board. Invite different students to the board to write in different parts of the ad; including the hours, location, and type of work.

Encourage students to draw a picture or make a logo to decorate the ad. Ask the class if they like the ad and if they would change anything.

Have students make any final corrections to their ads and to design their final version. Have each group put their ads together in a clean version and write the title Help Wanted or Community Service. Encourage students to lay out the ads like a section of a newspaper. Display the ads around the classroom and have students walk around and look at their classmates’ work. When students are looking around, they should choose an ad to contact the person who made it and ask for further information. Make sure every student has a partner and tell them to assign roles: the interviewer and the interviewee. Ask them to practice a dialogue where one is calling the other to get information about a possible volunteer position.To give more guidance, tell them that the dialogue should have at least five exchanges of questions and answers and include the correct telephone etiquette.

� Final Task: An Advertisement (Step 4 and 5)


‣ Exercise 1


1. Sources:

· Highly competent: the group has looked at models in more than 3 sources.

· Competent: the group has looked at models in more than 2 sources.

· Approaching competent: the group has looked at models in more than 1 source.

· Not yet: the group has looked at models in only 1 source.

2. Relevancy and diversity:

· Highly competent: there are at least four different types of ads.

· Competent: there are at least three different types of ads.

· Approaching competent: there are at least two different types of ads.

· Not yet: there is only one type of ad.Make sure each student writes down the examples so they can use them to assess their performance on Exercise 2.

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LESSON 6Take Care Time: 14 hrs.

This lesson of Unit 3 will discuss the idea of natural and human-made disasters: different kinds of disasters, what causes them, and what is the impact they have. This topic will be revised through documentaries, informative articles, and jokes. The language focus of the unit will be the zero conditional to express real and possible facts. The Final Task of the lesson will consist of creating a video documentary that discusses a recent natural disaster of the world. Students will have the possibility of recording their documentary or recreate it presenting it to the class.

This lesson will allow students to express their experiences on the topic of disasters, what they have experienced, what they know about them, and how to protect themselves in case of one. Also, when discussing human-made disasters, students will be able to reflect upon the damage humans are doing to the planet and the effects of us in the environment.

Oral Communication


Objective: Listen and understand a TV documentary.Language: If there's an earthquake houses and buildings move.Vocabulary: earthquake, wildfire, tsunami, flood, drought

Opening question

Is there a river or sea near where you live? Is it important to the community?

Elicit full sentences from students. Try to avoid broken sentences or loose words. You can add any other words regarding large body of water that can better suit the community where you live: lake, creek, pond, confluence, glacier, etc.

‣ Exercise 4

The Danube River is 2,780 kilometers long and stretches from its source in the Black Forest, Germany, to the Black Sea. It is the second longest

river in Europe. It flows through ten countries in Central and Eastern Europe: Germany, Austria, Slovakia, Hungary, Croatia, Serbia, Bulgaria, Romania, Moldova and Ukraine. It is one of the most international rivers in the world. Some of the reasons why the river is so important for all the countries it crosses are: · It is important for industry and agriculture. · 20 million people rely on it for drinking water. · It is an important transport route that connects

important ports to the sea. · It is an important spot for tourism and sports

(biking and hiking).

Common Problems

Sounds \dZ \ and \g\ could be confusing for students, since words with letter g are sometimes pronounced with \dZ\ and other times with \g$ecology \I "kÅl´dZi\ vs. agriculture \"œgrIkøltS´$.

Make them look for other words with the mentioned sounds in audio 29 (Germany, go, government).

You can also help students by creating sentences with a lot of use of the sound and saying them slowly so they can repeat. Here are some examples taken from How now, brown cow? by Mimi Ponsonby:

� \dZ\: – Be just before you are generous. – Imagine an imaginary menagerie manager

managing an imaginary menagerie. – It’s my jaw, Doctor. I was on the bridge

at the edge of the village. I was just adjusting the engine when this soldier jumped out of the hedge…

� \g\: – As good as gold. – To kill the goose that lays the golden egg. – Grumbling again, Gladys! A great big girl

like you. Now take my grey bag and go get some eggs from the grocer, there’s a good girl.



‣ Exercise 5

Ask students to read through the words first and mark the syllable they think is stressed in each one. Afterwards, make them listen to the audio and check or correct their answers. Explain that the stress on syllables changes when a noun changes to an adjective, like, for example, in ecology and ecological.You can ask them to provide some other examples, like: · biology – biological · accident – accidental · universe – universal


Objective: Giving and asking for information.Language: Do you have a cell phone?Vocabulary: cell phone, text messages, e-mails, adhesive notes

Warm-up activity

Explain to students that when they hear any information, they should reflect on whether it is true or not. Sometimes, they might not know if it is or not, but they should always react critically to the information they listen to or read, especially nowadays, when there is some much information available from sources that are not always reliable. Write the following sentences on the board:

Chile is the longest country in the world.

An earthquake is the worst possible catastrophe.

There are no hurricanes in Chile.

Chile was the first country in South America to have a woman as a president.

One by one, discuss if the sentences are true or not, or whether they agree with the information presented or not.

Attitudes

Use information and communication technologies to do research.

When having students search the Internet for information, like in Exercise 3, help them develop an effective search by teaching them how to conduct a search, instead of letting them free on the Internet to find information.

Start by developing a shared vocabulary around the skill of searching (Clark, 2013). Some of the searching skills and vocabulary that can be considered are:

· Quotation marks, to look for an exact set of words, for example, when looking for song lyrics.

· Dash or minus sign, to exclude unwanted terms from a search.

· Two periods, to find information between two numbers. This can be useful when looking for dates (May 1.. 6)

· Site search to look exclusively at one site (e.g., volcanic eruption site: bbc.com)

· Use country codes to look up news stories about a topic from a different perspective (e.g., www.google.com.au to look for the Australian webpage of Google).

‣ Exercise 4

To make it an assessed activity, show students the rubric for the Speaking Task. Find it at the end of this Unit, in the Assessments for Unit 3.

Reading


Objective: Understanding informative texts.Language: If the hurricane is very strong, it develops an “eye” at the center.Vocabulary: affect, damage, destroy, drought, earthquake, effects, flood, hurricane, infectious, natural disaster, problem, spread, tremor, tsunami, volcano.

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English Culture

Depending on the geographical region, there are different types of natural disasters. These are some disasters corresponding to different English speaking regions:

Hurricanes: tropical storms that occur close to the equator. The term hurricane is used in the Northern Hemisphere, and it usually affects the West side of the United States of America, where hurricane season takes place from June 1st to November 30th. Some of the hurricane hazards are heavy rain, flooding, high winds, large waves, and tornadoes.

Hurricanes can be predicted, and people can be warned ahead of time, and this are some of the precautions to be taken into account before, during, and after a hurricane: · Make a family communication plan before the

hurricane · Build an emergency kit · Stay away from windows · Don’t go outside · Stay inside a closet or room with no windows · Don’t go near any wires that are loose or danglingHeatwaves: a prolonged period of excessive heat. Australia has suffered from various heat waves over the years, and this cause many problems for the country: with temperatures over 40 degrees Celsius, homes have no electricity available, since the heatwave conditions put the electricity grid under pressure. Also, the heat is responsible for bushfires, which can cause massive destruction of houses, environments, and even lives. Some tips for surviving a heatwave are: · Prepare the house for the event of a heatwave:

use insulation, install window reflectors, use drapes, or shades in the windows.

· Wear suitable clothes: loose-fitting natural fabrics such as linen, hemp, etc., hats when outside, avoid dark colors.

· Stay indoors as much as possible. · Stay hydrated. · Eat lightly to avoid the increase in metabolic

heat which can warm the body.

Hail: countries like Canada (especially in Alberta, the southern Prairies and in southern Ontario, from May to October), have to worry about natural disasters such as hail. Hail forms in a thunderstorm. If it is cold enough, ice crystals are formed and fall as hail. Hail can grow larger than 10 centimeters and hit the ground at 130 kilometers per hour, so it can cause serious damage to houses, crops, vehicles, people, and animals. In case of a thunderstorm with hail: · Seek shelter immediately in an enclosed

building or hard-topped vehicle. · Protect your animals. · Do not go outside to cover plants, cars, or

garden furniture once hail has begun. · Stay indoors. · Stay away from windows or glass doors which

could shatter if hit by hailstones.

Warm-up activity

Play a Pictionary game as a class. The words students will have to guess are the titles of each section of the reading: earthquake, wildfire, tsunami, hurricane, flood, drought, and pandemic. Start drawing the first word (choose any order you want for the words) and let students guess which word is it. The student who guesses the word goes to the board and draws the next word you tell him or her to.

This will help students review the words related to each section of the text before reading it and through this activity they can start recalling previous information or experiences related to some of the natural disasters.


These exercises provide students with the opportunity to practice phrasal verbs (see Teacher’s Guide, Unit 1 for more information).

The phrasal verbs, their dictionary definitions, and example sentences are the following:

� Break out: to make an escape; Prisoners broke out of jail yesterday.

� Come across: to find or encounter by chance; I came across a friend when I was in New Orleans!



� Run out of: to finish a supply of something;I think we are going to run out of wood soon.

� Take place: to happen, to occur; The Football World Cup takes place every four years.


‣ Exercise 3

In Chile, where earthquakes occur regularly, ONEMI has created a Plan Integral de Seguridad Escolar which includes some general regulations to follow in case of an earthquake. Some of the main actions to bear in mind are:

� Stay calm, don’t run. � Stay put and don’t leave the premises until the

earthquake has passed. � Hide under a desk or table in the classroom. � Stay away from windows and storage places

where things could fall down. � After the earthquake, calmly leave the building

to a safe zone.Since students must already know these rules in Spanish, it could be useful to review them in English so they can infer the meaning of certain words they might not know.


Objective: Talking about real events and possible facts.Language: If a pandemic spreads, governments vaccinate people to minimize risk.Vocabulary: heavy, rain, strong, pandemic, vaccinate, minimize, plants, risk, size

Warm-up activity

Draw a table on the board with two columns and seven rows. Write Causes and Impact as the headings of the columns and write the seven natural disasters from the text in the rows.

Divide the class into seven groups and assign each group a natural disaster from the text. Give students five minutes to read the text on pages 102 and 103, ask them to identify the causes and impact of each disaster. Have each group share their findings and write the information on the board. Keep the table on the board for a future activity.

Common Problems

The zero conditional must not be confused with the first (real or probable situations in the future: If it rains, I won’t go to the concert), second (imaginary or unlikely situations: If I knew what was going on, I’d tell you), or third conditional (possibilities that did not happen: If you had come an hour earlier, you would have found me here).

When constructing sentences in the zero conditional, we are talking about things that are generally true and if could be replaced by whenever (Nettle, 2009):

If you push the button, the light switches on. = Whenever you push the button, the light switches on.

For extra work on the use of the zero conditional, go to the Extra Material of Unit 3.

Approaching level

Divide the class into small groups. Have students scan the text on pages 102 and 103 for examples of zero conditional sentences. Elicit the examples from the groups and write them onto the board. Use the examples to highlight the structure of the zero conditional form and after you have discussed the correct structure, ask them to create new examples of sentences with zero conditional, like for example:

� If I drink coffee, I get sick. � If you heat water to 100°, it boils. � If I miss the bus, I’m late for school. � My grandma gets angry if I’m late for dinner. � You get hungry if you don’t eat.

Note that the if clause can go in first or second place.

Above level

Invite students to share their work from activity 5 with the class. Add any new natural disasters mentioned to the table on the board and include information on their impact and possible causes.

This is a good moment to use the Digital Complementary Resource "Unit 3, conclusion". Students watch videos about disasters, plan actions to be taken in a disaster and analyze prohibition and suggestion signs, practicing zero conditional and listening strategies.

Resource

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Objective: Anticipating central sense.Language: What kind of storm is always in a rush? A hurry-cane.Vocabulary: joke, penguin, rush, shake, smoke

Warm-up activity

Ask students to share any jokes they might know with a classmate (tell them that this part can be done in Spanish). Have them share the ones they think are the best ones with the rest of the class.

Ask them follow up questions such as: Where did you see or hear the jokes? Which was your favorite joke? Do you think you could tell one of the jokes in English? Make them translate the jokes and analyze as a class if the joke works in English as well as in Spanish.

Students will probably arrive at the conclusion that some jokes work in both languages and others don’t. This is because some jokes are universal stories and others have to do with language itself and the way we can “play” with it.

Here are two examples of jokes that work and don’t work in both languages:

SPANISH ENGLISHDOES IT WORK?

� Mamá, ¿qué se siente tener una hija tan guapa?

� No sé, hija, pregúntale a tu abuela.

� Mom, how does it feel to have such a handsome daughter?

� I don’t know, you should ask your grandma.

✓

� Papá, ¿qué haces frente al computador con los ojos cerrados?

� Nada, hijo, ¡es que el navegador me dijo que cerrara las pestañas!

� Dad, what are you doing at the computer with your eyes closed?

� Not much, son, it’s just that the browser told me to close all tabs!

✗

Organize students into Final Task groups. Explain that they are going to make a documentary about a natural disaster and present it to the class. Have students brainstorm ideas and decide on which natural disasters to research further. Encourage students to choose topics from the informative text in their Student’s Book. Allow groups enough time to research their chosen disaster in the library and/or on the Internet (you can review some searching tips to look for information more effectively).

Tell them to think about where the disasters take place, what causes them, their impact, and possible prevention. Ask students to do further research after class if necessary.

� Final Task: A Video Documentary (Step 1)

Writing


Objective: Writing an informative article.Language: In 2004 there was a tsunami in Asia.Vocabulary: banks, damage, deaths, form, move across, reconstruction, residents, take place, temporary accommodation


Bring in magazines and newspapers containing informative articles. Divide the class into groups. Have them discuss recent natural disasters. Tell groups to discuss the details of the events, including where they happened, why they happened, and what the impact was. Tell students to think about a natural disaster that they would like to research further.For Exercise 2, ask students to remain in their groups. Distribute the informative articles from magazines or newspapers (one per group). Ask groups to discuss the article in terms of the points presented. Have them compare the article in the model to the other articles. Invite group members to share their ideas with the class.



For Exercise 3, ask students to read the tips silently. On the board write: Title, Introduction, Factual Information, and Conclusion. Review each part and ask students for examples from the newspapers or magazines to check comprehension of the structure:• Title:• Introduction:• Factual Information:• Conclusion:Allow students time to research their topic in the library and/or on the Internet. Remind them to structure their article according to the structure presented. Have them write a first draft of their article.

Extension Activity

Arrange an exhibition of the articles around the classroom. Have the class circulate and ask the author of each article questions.You can leave the articles until the end of the unit, to remind students of the topic being discussed and give the room some more “English-related environment”.

Have students work in their Final Task groups. Tell them to share their research with their group members. Walk around the class and help groups identify different aspects of the topic to concentrate on: What did you find most interesting? What do you think is important to know? What type of information is most available?

Ask the class about the different people involved in making a documentary and write the answers on the board: writers, project managers, designers, cameramen, etc. Review the different roles with the class and make sure that students understand the responsibility of each member. Tell students to choose a role that most interests them. Have groups write out what each person will be doing.


Cross-Curricular

Objective: Understanding informative texts.Language: The total amount of water in the body of an average adult is 37 liters.Vocabulary: absorb, contaminate, dehydrate, disease, fever, regulate

Warm-up activity

Write ten first conditional sentences related to different subjects on strips of paper: If there is an earthquake, many people panic. Cut the strips in two, with one clause on each part. Put the strips in one pile.

Distribute one clause of a sentence to each student. Have students find the other part of their sentences by matching the zero conditional strips. Ask students to sit down together once they have found their partner. Have students read their sentences out loud for the class.

Tell students to start working in pairs for Exercises 1 and 2 of the section.

‣ Exercise 3

Remind students that zero conditional is used for real facts, thus it can be used to explain some facts about water (If water gets below 0°, it freezes; if water is heated, it boils; etc.).After students have exchanged their work, give them some time to discuss in pairs their ideas and later, discuss as a class the points that they think are more relevant to be shared from what they wrote.

Allow students time to work on their projects individually. Walk around the class and offer help and guidance if necessary. Encourage students to think about how they are going to present their information. Have them gather pictures and draw posters for their TV program. Note that this activity is planned to be a presentation in front of the class simulating a video documentary, but if recording is available, students can create a video and present it to the class.

Towards the end of the class, suggest that groups work together to organize their program format and structure. Encourage them to provide feedback on each other’s presentations.


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Objectives: Talking about events, which are real or possibly true. Expressing agreement and dis-agreement.Language: Earthquakes occur in many places around the world.Vocabulary: natural disaster, prevention, role

Warm-up activity

Organize students into groups. Tell one student from each group to make a suggestion about how to prevent a natural disaster or how to manage in a disaster situation. Encourage students to use the research they did for the TV documentary. Tell the other members of the group to agree or disagree with the opinion. Have students swap roles and repeat the activity until they have all participated as the one who proposes a preventive measurement and the one who agrees or disagrees.

Allow students time to practice their presentations in their Final Task groups before presenting them to the class. Hold a question and answer session at the end of each presentation.

Encourage a class discussion in which students express their opinions, agreements, or disagreement.

If presentations are made in the classroom instead of on video, you may want to record students’ presentation in order to let them watch and evaluate themselves later in the Self-Monitoring section regarding the content and use of media.


Self-Monitoring

‣ Exercise 1


1. Research:

· Highly competent: look for information in 4 sources.

· Competent: look for information in 3 sources. · Approaching competent: look for information

in 2 sources.Not yet: look for information in 1 source.

2. Organization of content:

· Highly competent: there are 4 clear different sections.

· Competent: there are 3 clear dif ferent sections.

· Approaching competent: there are 2 clear different sections.

· Not yet: there is 1 clear section.Make sure each student writes down the examples so they can use them to assess their performance on Exercise 2.

(page 111)



Ending the Unit

SYNTHESIZE

In this unit, a comparative table and a sequence chart are presented for students to fill in with the contents learnt in the unit.

A comparative table will allow students to see the difference between the concepts of possibility (whether something is capable of being achieved) and advice (a recommendation). Another idea for a comparative table is the following.

Concept 1 Concept 2

How are they similar

Then a sequence chart will help students understand better the cause and effect relationship between sentences, ideal for when using the zero conditional.

Try using this kind of graphic organizer in other opportunities such as:

� In pre-writing, for students to organize the sequence of the events they will write.

� In post-reading, for summarizing the ideas in a sequential order.

� To explain a process learned.

CHECKPOINT


After they finish, correct with the whole class. You can have students exchange their books with the classmate they did exercise 4 with and let them correct their classmates answers of the whole Checkpoint and have them calculate their final scores.

Once every student has its final score, talk as a class of your results and use the Extra Practice pages of the text if necessary.


Make sure students correct their initial predictions about the unit using the space provided or going back to page 87 to correct their mistakes there. Tell them to do the same for the second exercise.


At this point, you can encourage students to actively criticize and propose new ideas to change any activity, reading, listening, etc., that they thought was not appropriate or that could be improved, always thinking about the main goal of the text: helping the student to communicate ideas in English.

Before you Go On

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How are they different

How are they different


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Taxonomy of LearningA learning taxonomy refers to a classification of concepts made to describe different behaviors and characteristics that the learner should develop. The most commonly used taxonomy is the one presented by Bloom in 1956 and later revised by Anderson et al in 2001.

The following chart presents the verbs classified in the taxonomy, their definition, some learning verbs related to each stage and possible assessment opportunities (Anderson, 2001). In order to achieve meaningful learning, students should go through all the stages in the chart, with an emphasis on the Higher Order Thinking Skills or HOTS:

Taxonomy Definition Learning Verbs Assessment

Lower Order Thinking Skills

� Remember � To recall specific information.

� Tell, list, describe, name, repeat, remember, recall, identify, define, observe, underline

� Recognize, recall, or find information

� Understand � To construct meaning from information.

� Explain, find, describe, review, diagram, compare, discuss, give examples, paraphrase.

� Organize material, rephrase it, describe it, compare

� Apply

� To use methods, concepts, principles, and theories in new situations.

� Practice, solve, demonstrate, paint, draw, dramatize, classify, put in order, predict, investigate

� Solve a problem with previously learned information or complete a familiar task

Higher Order Thinking Skills

� Analyze

� To separate the part from the whole and identify how parts relate to one another.

� Focus, survey, compare, classify, categorize, diagram, debate, criticize, relate, determine evidence and conclusions, question

� Identify reasons and causes, consider available evidence to reach a conclusion, inference, or generalization, analyze to find supporting evidence

� Evaluate

� To judge the value of something based on criteria, processes, or standards. Critical thinking.

� Justify, recommend, judge, decide, what could have been different, contrast, explain, grade, interpret, summarize, support, score

� Judge the merit and value of an idea, a solution to a problem, an aesthetic work

� Create

� To generate a coherent functional whole and recognize new patterns. Creative thinking.

� Design, imagine, pretend, predict, organize, plan, improve, what if, combine, perform, rearrange, reorganize

� Produce original work, make predictions, solve problems, invent, hypothesize, devise a procedure, argue for a position, present a work of art

Classroom Tips


Use of Language

Word Order

In English, statements are commonly arranged in the following order (Nettle, 2009):

Subject + Verb + Object + Other Information

The lion and its cubs have finally seen the jungle after three years in the zoo.

Subject Verb group Object Other information

Although this is the most common order, there are other ways to form a sentence:

To find out more about word order and get more ideas of different exercises to practice, you can go to the Bibliography of Unit 3 to check out the suggested links.

� Sentence starting with Other Information:After three years in the zoo, the lion and its cubs have finally seen the jungle.

� Sentence starting with the object, to show contrast or emphasis:Her mom yelled at them in front of everyone. This I thought was wrong.

� Sentence starting with an attitude:Luckily, I wasn’t there to see it.

There are certain categories of words that usually follow a certain order, such as:

� Adjectives: – Before nouns:

It is a beautiful cat! – After some verbs (be, become, get, seem, appear, look, feel, sound, taste, smell):

She is kind. The food smells delicious.

– After get/make/keep/find + object: She made the room smaller by buying a bigger bed.

� Adverbs: – Manner adverbs come after the verb and object:

Think about it quickly. – Place adverbs come after the verb:

He went inside. – Time adverbs often come before the verb (but adverb phrases can come at the

beginning or end of the sentence): Tania already left. I went to the cinema this afternoon.

– Most adverbs go after verb to be and auxiliary verbs: I’m always happy.

– If there are two or more adverbs, they usually get arranged in the following order: manner place time: We played happily on the beach all day.


Unit3Bibliography

� About poetry in the classroom: – It’s all in a State of Mind (spoken by Harvey Keitel). (n.d.). Retrieved April 27, 2015, from

https://www.youtube.com/watch?v=R428_ZFKR78&list=PL68827C7828E91B1F&index=6 – Teacher’s Top Ten: Celebrate Poetry – 10 Fun Activities You Can Use When Teaching

Verse. (n.d.). Retrieved May 13, 2015, from http://busyteacher.org/7031-10-fun-ways-teach-poetry-classroom.html

� Famous people helping others: – Kobe & Vanessa Bryant Family Foundation. (2013, February 25). Retrieved May 13, 2015, from

http://kobebryant.com/foundation/ – Beyoncé's Charity. (n.d.). Retrieved May 13, 2015, from

http://www.beyonce.com/beygood/ � Letters:

– Formal Letters. (n.d.). Retrieved May 13, 2015, fromhttp://www.goodletterwriting.com/formal-letters.html

– How to Write a Letter. (n.d.). Retrieved May 13, 2015, fromhttp://www.wikihow.com/Write-a-Letter

� Bloom/Anderson’s Taxonomy: – Anderson, L., & Krathwohl, D. (2001). A taxonomy for learning, teaching, and assessing:

A revision of Bloom’s taxonomy of educational objectives (Complete ed.). New York: Longman.

– Richard, P., & Scriven, M. (n.d.). Defining Critical Thinking. Retrieved April 29, 2015, from http://www.criticalthinking.org/pages/defining-critical-thinking/766

� Natural disaster: – Tropical Cyclone Climatology. (n.d.). Retrieved May 13, 2015, from

http://www.nhc.noaa.gov/climo/ – Hurricanes. (n.d.). Retrieved May 13, 2015, from

http://www.ready.gov/kids/know-the-facts/hurricanes – Natural Disasters in Australia. (n.d.). Retrieved June 15, 2015, from http://www.australia.

gov.au/about-australia/australian-story/natural-disasters – Severe Storms - What to Do? (n.d.). Retrieved June 15, 2015, from http://www.

getprepared.gc.ca/cnt/rsrcs/pblctns/svrstrms-wtd/index-en.aspx#s7 – Hail. (n.d.). Retrieved June 15, 2015, from http://www.publicsafety.gc.ca/cnt/mrgnc-

mngmnt/ntrl-hzrds/hl-eng.aspx � Other resources:

– Darling-Hammond, L., Austin, K., Cheung, M., & Martin, D. (n.d.). Thinking About Thinking - Metacognition. Retrieved April 27, 2015, from http://www.learner.org/courses/learningclassroom/support_pages/metacog9.html

– Clark, H. (2013, October 16). Do Your Students Know How To Search? Retrieved April 28, 2015, from http://www.edudemic.com/student-search-skills/

– Ponsonby, M. (1982). How now, brown cow? Oxford: Pergamon.

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Extra Material

Unit 3 Global Issues English 7

Name Grade Date

Learning ObjectivesUnderstand literary texts (songs) identifying general topic, rhymes and key words.

Write a short text using a model.

READING ACTIVITY

1 Number the animals from the smallest to the biggest.

I Know an Old Lady Who

I know an old lady who swallowed a horse.Well, of course!

I know an old lady who swallowed a fly,I don’t know why she swallowed a fly.I guess she’ll die.

I know an old lady who swallowed a cow, I wonder how she swallowed a cow.She swallowed a cow to catch the .

I know an old lady who swallowed a cat, Fancy that, she swallowed a cat. She swallowed a cat to catch the .

I know an old lady who swallowed a bird, How absurd, she swallowed a bird. She swallowed a bird to catch the .

I know an old lady who swallowed a spider, It wriggled and jiggled and tickled inside her.She swallowed the spider to catch the .

2 Complete the stanzas. Number them in order.

3 Listen and check. 63

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4 Are there any words you don’t know in the song? Look them up in a dictionary and create new sentences with them here.

5 Write all the pairs of words that rhyme.

6 Create a new stanza for the song and decide where to place it.

7 Draw a scene from the song


Extra Material

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Name Grade Date

Learning objectivesIdentify key words expressing offers and requests.Write a short instructive text.

1 Listen and number the pictures. 61

2 Listen again. Match the people to what they say.

a. Ice-cream seller

b. Server in the restaurant

c. Hotel porter

d. Assistant in plant store

Do you need any help? Are you looking for something special?

Hi. My name is Sally. Can I take your order?

Would you like some help?

May I help you?

3 Circle five things to do when offering or requesting help.

be polite shout smile get angry

listen look at the person you are speaking to

show respect ignore the other person

4 Write a short text explaining how to act when offering or requesting help using the phrases circled

in activity 3.

OFFERING OR REQUESTING HELP

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Extra Material

ZERO CONDITIONAL

Name Grade Date

Learning objectives Identify and explain cause and effect.

1 Match the sentences together.

a. If Simon calls,

b. If I eat too many sweets,

c. If there is no oxygen,

d. People can’t walk on the streets,

e. Go to a safe place,

plants die.

if there is a flood.

tell him to call me at 6 o’clock.

if there is a hurricane.

I feel sick.

2 Turn around the clauses mantaining the meaning of the sentences.

a. Snakes bite if they are scared.

b. If babies are hungry or sleepy, they cry.

c. You gain weight if you eat too much fast food.

d. Does ice melts if it is hot?

3 Make sentences in the zero conditional using the words. You can modify the verbs if necessary.

a. ice / float

b. rain / grass / grow

c. chocolate / get sick

d. iron / rust / wet

4 Pick a topic and write three sentences about it using the zero conditional.

Extra Material


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WRITING ACTIVITY

Name Grade Date

Learning objectivesRead and understand a non-fiction text. Write to express opinions about a topic.

1 In pairs, answer the questions.

a. Why do people have pets?

b. What problems can pets cause?

meat, so why shouldn’t I be allowed to have a little cat to alleviate my loneliness?”

However, the Vales also insist that pets’ environmental impact is not limited to their carbon footprint, as they devastate wildlife, spread disease, and pollute waterways. This makes the water unsafe to drink, starves waterways of oxygen, and kills aquatic life.

Despite the apocalyptic visions of domesticated animals’ environmental impact, solutions do exist. These include reducing pets’ protein-rich meat intake. “If pussy is scoffing food made from choice cuts of meat, then the relative impact is likely to be high,” said Robert Vale. “If, on the other hand, the cat is fed on fish heads and other leftovers from the fishmonger, the impact will be lower.”

Source: Adapted from www.vancouversun.com

Man’s best friend could be one of the environment’s worst enemies, according to a new study by sustainable living specialists Robert and Brenda Vale. Combine the land required to generate its food, and a medium-sized dog has an annual carbon “pawprint” of 0.84 hectares (2.07 acres). This is around twice the 0.41 hectares required by a 4 x 4 vehicle driving 10,000 kilometers (6,200 miles) a year.

Other animals aren’t much better for the environment, the Vales say. Cats have an eco-footprint of about 0.15 hectares, slightly less than driving a small car for a year, while two hamsters equal a plasma television.

But Reha Huttin, president of France’s animal rights foundation, disagrees: “Pets are anti-depressants, they help us cope with stress, and they are good for the elderly. Everyone should work out their own environmental impact. I should be allowed to say that I walk instead of using my car and that I don’t eat

Man’s best friend?p. 10 Daily Globe | ENVIRONMENT

2 Read the newspaper article and answer the questions.

a. Why is a medium-sized dog more damaging to the environment than a 4 x 4 vehicle?

b. What does “eco-footprint” mean?

c. How does Reha Huttin justify having a pet?

d. How can people reduce their pets’ environmental impact?

3 In pairs, discuss whether you agree or disagree with the Vales’ opinions.

4 In groups, discuss which pets are popular in your culture and how they affect the environment. Propose measures to help reduce their impact in an essay.

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Extra Material

SPEAKING ACTIVITY

Name Grade Date

Learning objectivesRead and understand a non-fiction text.Express quantities, count, and ennumerate, asking questions and justifying opinions.

1 Fill in the table based on Rocío’s actual income and expenses for May.

– She received $10 from her grandparents for her birthday and $80 in wages after taxes. – She gives her younger brother Daniel $5,00 a month for snacks and toys. – 12% of her monthly income goes to her parents to help with household expenses. – She deposits 10% into her savings account. – She went to the mall with Cynthia one Sunday and spent the following:

· $7 pizza · $18,50 pair of jeans

· $ 9 earrings · $ 14 movie, popcorn, and soda

– She bought Daniel a book about vampires for his birthday. It cost $15,00 but she received a 10% student discount.

2 In groups, discuss the situation.

a. Rocío usually has a small amount of money left over after expenses at the end of each month. What do you suggest that she do with this money?

Budgeting for TeensRocío is 14 years old. She works at a supermarket on Saturdays. She bags groceries, stocks the shelves,

and helps clean up. Rocío likes having her own money. She helps her family with expenses and spends

money on clothes, movies, and snacks. Rocío started keeping a budget so she could keep track of

spending and save for the future. Rocío’s monthly budget:

Monthly Income Estimate Actual (May)

Wages, birthday money, etc. $ 80,00 USD

Expenses

Household $ 9,60

Savings $ 8,00

Daniel $ 5,00

Entertainment (movies, snacks, etc.) $ 30,00

Clothing and accessories $ 25,00

Other shopping

Subtotal expenses $ 77,60

Difference $2,40


Assessment

Name Grade Date

1 Read the article and answer the questions. (8 points)

Tornadoes, or twisters, are more common in the United States than in any other country, and there are as many as 1,200 a year. Scientists studying the damage they cause have come to the conclusion that they can travel at over 330 km per hour.Storm chasing is an increasingly popular phenomenon. It is when people travel to watch twisters and storms. There is now a documentary series which follows storm chasers as they pursue and film tornadoes in an area called Tornado Alley.On a recent radio show a woman described seeing the twister outside her door and being unable to reach the shelter. She was in her home with her three children at the time. The tornado lifted the house from its foundations and carried it for over one mile. She described the experience as floating like an astronaut. But, her youngest son slept in bed the whole time. Miraculously, the house landed and nobody was hurt.

a. What is a synonym for tornado?

b. What does the number 1,200 refer to?

c. What does the number 330 refer to?

d. What does the number one refer to?

e. What is a storm chaser?

f. What was the woman’s son doing during the tornado?

g. How did the woman feel?

h. Was anybody in the house injured?

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a. (tsunami in San Francisco)

b. (mudslides in Brazil)

c. (drought in Mexico)

3 Complete the sentences with the correct word from the box. (4 points)

mustn’t have to can should

a. She drive because she doesn’t have a license, it’s illegal.

b. They travel half price because they are under four years of age.

c. We wear seatbelts in the car.

d. Drivers stop at red lights, but they don’t always.

4 Write a short article on the effects of global warming. (10 points)

5 Listen and match the occupations with their activities. 57 (4 points)

a. Police officers.

b. Cashiers

c. Baggers

d. Firefighters

put the items in paper or plastic bags

rescue people from burning buildings

scan items at the cash register

catch criminals

Assessment


RUBRICS


Group work � All members participate equally in preparing and presenting.

� Some members prepare and the other members present the work.

� Only some members both prepare and present the work.




Use of structures � Students express suggestions correctly all the time.

� Students express suggestions correctly most of the times.

� Students express suggestions correctly few times.

Volume � Volume is loud enough to be heard by all audience at all times.

� Volume is loud enough to be heard by all audience most of the time.

� Volume is loud enough to be heard by all audience sometimes.











Use of structure

� Students use present simple correctly in affirmative, negative and question sentences.

� Students express two forms correctly.

� Students express only one form correctly.

Pronunciation � Students can pronounce correctly words with letter g all the time.

� Students can pronounce correctly words with letter g most the time.

� Students can pronounce correctly words with letter g sometimes.

Organization




Unit3




Structure � Work has a clear e-mail structure (greeting, content and wrap up).

� Work misses one of the sections required (greeting, content and wrap up).

� Work is missing structure.


� Text has three or less grammatical mistakes.


Steps of writing

� Student follows all the steps of writing (pre-writing, drafting, revising and editing).





� Text has five or less spelling or punctuation mistakes.


Content

� Text has all information asked (what is possible to do, what she should do, and what she mustn’t do).

� Text has only two of the items required.

� Text has only one of the items required.

CHECKPOINT UNIT 3 SPEAKING /LISTENING








� Seldom use expressions and structures learned in the unit.

Pronunciation � Students can pronounce correctly words with letter g and w all the time.

� Students can pronounce correctly words with letter g and h most the time.

� Students can pronounce correctly words with letter g and w sometimes.







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122

Answer Key



Before you Start

‣ Page 83

1. Possible topic guesses: ecology, nature, politics, pollution.

2. Possible answers: Examples of natural disasters are tornados and earthquakes. Some human-caused disasters are oil spills and war. The difference is that human made disasters can be avoided if care is taken by humans, and natural disasters are a natural process of the earth.

3. A photo of a hurricane: lesson 6, page 103. A text about Children’s Rights: lesson 5, page 97. An activity about answering a questionnaire: lesson 5, page 91.

4. Possible answers: I think I will learn about caring for the environment. I believe we will learn about human rights. I think we will learn about different types of disasters.

LET’S START

‣ Page 84

1. Possible answers:a. If they clean the park everyone will be

able to enjoy it more. / If they clean the park the world will be a cleaner place.

b. The street must be repaired soon. / The street must be blocked or an accident can occur.

c. He feeds all the cats in his neighborhood. /He always finds animals in the seashore.

d. Oil spills are disasters that can be avoided. /Cleaning the shores was a job that required many volunteers.

e. The lack of rain can be a natural disaster. / People affected by the drought will have less food this year.

f. Nursing homes accept the help of volunteers. / Volunteering is a way to help people in need.

2. Possible answers:a. Photos that show people helping: a, c,

d and f. Photos that show people who need help: e and f.

b. Possible answers: Picking up trash to clean the park. Volunteering in a nursing home.

c. Possible answers: Photo b reminds me of Chile, because the earthquake in 2010 cracked some streets. The cat in photo c reminds me of all the homeless animals in my neighborhood.

‣ Page 85

3. Would you like to volunteer by walking dogs? = Would you like to sign up for walking dogs? Please, volunteer to help clean the ocean = You should enlist to keep the oceans clean. My cousin and I are volunteers at the community center = We offered our services to help the community center. This is a shelter for cats and dogs = This is a safe place for cats and dogsThe homeless person went to live to a shelter = He didn’t have a place to live, so he went to a refuge. Trees are good shelter for birds when it rains =Birds take cover under the trees when it rains. The pollution of the sea is very concerning! = The amount of impurities in the sea is alarming! We couldn’t see the city from the mountain because of the pollution. = We were not able to see the buildings because of the smog in the city. Is your city polluted? = Is where you live very contaminated?

4. Volunteer: Sign up, enlist, offer one’s service.Shelter: Cover, refuge, safe place.Pollution: Contamination, impurity, smog

‣ Page 86

5. Possible answers: The text will be about a marathon. The text will be about competing.

Unit3


6. Possible answers: I put all my energy into facing a challenge. When I face a challenge I think positive and never give up.

7. a. Possible Answers: you must fight back; you should try; you should reevaluate. b. Possible answers: It is about facing challenges without fear. The poem is about needing to think positive to be able to win.

LESSON 5

‣ Page 88

1. Possible answers:a. It is about a father asking help from his

son. It is about a son asking permission from his father. b. By greeting the person

2. a. T b. No information c. T d. F3. a. Adam has volunteered for his school’s

sandwich bar and for the animal shelter.b. Possible answers: Yes, because senior citizens need to be treated kindly, and the animal shelter is a good place to learn kindness. No, because old people need to be treated differently from animals and students.

4. a. S. b. P. c. P. d. P. e. S.5. a. wriggle. b. waist. c. wrong. d. wrinkle.

‣ Page 89

1. a. Picture in the middle. b. Picture on the right. c. Picture on the left.

2. a. a. b. c. c. b.3. a. O. b. S. c. P. d. P. e. S.4. a. You have – to write a résumé. b. You

could – work with the elderly if you were interested. c. What do I need – to include? d. You must - show your references to get the job. e. Don’t - say no to volunteer.

5. Possible answers: I’d like to volunteer to clean the beach. I’m interested in volunteering for the animal shelter.

6. Possible answers: We could help our neighbors repair their houses. You must treat old people respectfully.

‣ Page 90

1. Possible answers: a. Young people are volunteering in the

pictures. In the pictures, teens are helping their community.

b. Helping others is the common theme. The common theme is volunteering.

c. The most interesting picture for me is the one of the girl helping the old lady, because I think old people are lonely and need to be helped. The most interesting picture for me is the one of teens planting trees, I think planting trees will help the environment.

‣ Page 91

2. a. T. b. T. c. F. d. T. e. T.

‣ Page 92

5. Possible Answers: Noun: volunteering, responsibility hospital. Adjective: sick, new, different, good, best, organized. Adverb: certainly, responsibly, voluntarily.

6. a. responsible. b. organizations. c. to organize

‣ Page 93

1. a. like the new experiences they have. b. do not feel pressured into volunteering. c. belong to an organization that requires volunteer work. d. work with friends or choose something that interests you. e. be fun and rewarding.

2. a. Raul. b. Raul and Luisa. c. Amanda. d. James and Luisa.

3. Possible answers: Volunteering at an animal shelter. Everyone that loves animals can do it. People who want a less polluted city can volunteer for street cleaning.

‣ Page 94

1. a. A, b. P, c. A, d. P.2. a.3. a. Advice. b. Possibility.4. 1) should; 2) can; 3) could; 4) shouldn’t.5. a. You should volunteer at the animal

center. Since you have a house, you can adopt an animal.


Answer Key

b. You should volunteer at an organization that works for sick children. You can adopt a child when you are older.c. You can volunteer in many different organizations that help the environment. You should clean the streets and parks in your neighborhood. d. You can donate money to organizations that feed the homeless. You should volunteer to work at the homeless shelter.

‣ Page 95

1. a. 2. Companies: Naheem, Consumers: Juan,

Governments: Sam3. a. S, b. J, c. N, d. J.

‣ Page 96

1. a. They should apply with a parent or adult.b. They need to be kind and generous and to love animals

2. Previous experience: Will has two dogs and a rabbit. Personality Characteristics: Kind and patient. Abilities: enjoys physical exercise. Type of work interested in: Taking the dogs for walks, cleaning or feeding them. Time available for work: Saturday morning between 9:00 am and 11:30 am.

‣ Page 97

1. c.

LESSON 6

‣ Page 100

1. Possible answers: The audio will be about TV programs. The audio will be about the schedule for different TV shows.

2. a. b. d. 3. Germany – The river begins here. Serbia

– Factories were attacked during a war causing pollution. The Black Sea - The river runs to the east.

5. a. col, b. log, c. vi, d. men, e. tas, f. stroph, g. in, h. dus, i. ag, j. cul.

‣ Page 101

1. a. D, b. D, c. A, d. A, e. A, f. Q, g. D, h. Q.2. Possible answers: a. c, d, e, b. c, d, e, c. f,

d. c, d, e, e. c, d, e, f. a, b, g.3. Possible answers: The Bio-Bio was the

border between the Mapuche People and the Spanish conquistadors. The Maule is a river that is very important for the grape and wine industry.

‣ Page 102

Possible answers:

a. There are natural disasters happening in the pictures. They all cause damage to humans or their property. – The pictures show disasters. They all show situations that are dangerous.

b. The earthquake looks more dangerous because it can collapse buildings. The hurricane looks more dangerous, because it is very fast.

‣ Page 103

a. Tsunamis typically occur in Japan.b. Droughts can last for years. c. The eye of a hurricane can be up to

370 kilometers in size.

d. Floods are usually caused by heavy rainfall.

‣ Page 104

3. a. Hurricane. b. Pandemic c. Tsunami d. earthquake.

4. a. escape. b. encounter, meet by chance. c. exhaust a quantity or supply. d. occur.

5. a. run out of, b. take place, c. come across, d. break out.

‣ Page 105

1. a. F, b. T, c. F, d. T, e. F.2. a. Ear thquakes are the strongest at

the epicenter. b. Drought s cause environmental, agricultural, health, and economic problems. c. Wildfire is an uncontrolled fire in the countryside. d. The bubonic plague is the most famous pandemic.

Unit3


3. Possible answers: I should keep calm. I must move away from glass. I have to crouch under a table. I have to stay in the same place until the earthquake stops. I should stop what I’m doing. I must put out any fire. I must lie next to my bed. I have to wait until everything is calm.

‣ Page 106

1. If + present simple clause + present simple clause.

2. a. Zero conditional is about the present. b. The situation in the “if” clause is the cause. c. If the condition occurs, the result is definitive.

3. a . the waves increase their size. b. governments vaccinate people to minimize the risk. c. plants die. d. floods occur. e. it develops an eye at the center.

4. a. dies, b. is, c. is, d. rains.5. Possible answers: If there is a severe

volcanic eruption, many small towns and villages are destroyed. If there’s a limnic eruption, people and animals die.

‣ Page 107

1. A. Picture at the bottom. B. Third picture from top to bottom. C. Second picture from top to bottom. D. Picture at the top.

‣ Page 109

1. a. Brains, bones and blood contain large amounts of water. b. Regulating the temperature and removing waste are the important functions of water mentioned in the paragraph c. Cholera and Typhoid are types of disease caused by bacteria in water.

‣ Page 112

1. Modal verb: Possibility – Can. Advice – Should – Possible sentence example: Possibility:

Chile can be affected by earthquakes. Advice: We should help the victims of Hurricane Katrina.

– Modal verb: Possibility – Could. Advice – Shouldn’t.

– Possible sentence example: Possibility – You could clean the house before your parents got home. Advice – You shouldn’t volunteer if you do not want to.

2. Possible sentences: – If there is a large explosion under the sea,

a tsunami occurs. If a tsunami occurs, coastal regions are destroyed. If coastal regions are destroyed, animals die.

– If there is heavy rainfall, the rivers overflow. If rivers overflow, property, business and transportation are affected. If business and transportation are affected, the local economy suffers.

‣ Page 113

1. A. Volunteers should be available to work on March 3 and 4. B. Volunteers should walk the dogs. C. Volunteers are needed to help remove graffiti once a week.

2. A. You must use the stairs instead of the elevator. B. Don’t leave this door open. C. Remember to lower your head.


Extra Material

‣ Page 112

1. Horse: 6, Fly : 1, Cow: 5, Cat: 4, Bird: 3, Spider: 2

2. Stanza 1: Fly. Stanza 2: Spider. Word to complete the stanza: Fly.

1. Stanza 3: Bird. Word to complete the stanza: SpiderStanza 4: Cat. Word to complete the stanza: BirdStanza 5: Cow. Word to complete the stanza: CatStanza 6: Horse.

‣ Page 114

1. 1. Bottom right, 2. Top Left, 3.Top Right, 4. Bottom left.


Answer Key

2. a. May I help you? b. Hi. My name is Sally. Can I take your order? c. Would you like some help? d. Do you need any help? Are you looking for something special?

3. Be polite, smile, listen, look at the person you are speaking to, show respect. For activity 4 use the Marking Criteria for writing.

‣ Page 115

1. a. tell him to call me at 6 o’clock, b. I get sick, c. plants die, d. if there is a flood, e. if there is a hurricane.

2. a. If snakes are scared, they bite. b. Babies cry, if they are hungry or sleepy. c. If you eat too much fast food, you gain weight. d. If it is hot, does ice melt?

3. Possible sentences:a. If water turns to ice, does it float? -

Does ice float if thrown to water?b. If rain doesn’t fall, grass can’t grow.

– Grass seeds will grow if rain falls regularly.

c. If my uncle eats chocolate, he gets sick. – If I get sick my father always buys me some chocolate.

d. Does iron always rust if it gets wet? – If iron gets wet, it rusts.

‣ Page 116

1. Possible answers:a. To help them cope with stress. To feel

less lonely. b. Pets can kill the local wildlife. Pets can be a source of pollution.

2. a. Because the carbon footprint produced to feed a medium sized dog is almost double the quantity of such vehicle. Because the food they need. b. The eco footprint is the impact that an animal, a person or a car has on the environment. The eco footprint is a measure of the damage a thing does to the environment. c. Reha believes that not eating meat and not using a car allow her to have a pet. She thinks that having a pet is less damaging than doing other things

she doesn’t do. d. People can reduce their pets’ environmental impact by feeding them leftovers and cleaning up their waste.

‣ Page 117

3. Wages, birthday money, etc. – $90 USD Household - $10,8 USD Savings – $9 USD Daniel - $5 USD Entertainment - $30 USD Clothing $18,5 USD Other Shopping $13,5 USD Difference: $3,2 USD

Assessments Unit 3

‣ Page 118

1. a. Twisters, b. The number of tornadoes there are in one year. c. The speed in kilometers per hour at which they move. d. The number of miles a house was transported in the air by a tornado. e. people who travel to watch tornadoes. f. The woman’s son was sleeping during the tornado. g. The woman felt flying like an astronaut. h. Nobody in the house was injured.

‣ Page 119

2. Possible answers: a. If there is a tsunami, structures in San Francisco get destroyed. If there is an earthquake in the Pacific Ocean, tsunamis appear on land. b. There are mudslides in Brazil if heavy rainfall happens in the hills. If forests are chopped down, mudslides increase. c. If we don’t pay attention to global warming, droughts happen. If there are long droughts, it is harder to harvest food.

3. a. mustn’t, b. can, c. should, d. have to. 4. For activity 4 use the Marking Criteria for

writing.5. a. catch criminals, b. scan items at the

cash register, c. put the items in paper or plastic bags, d. rescue people from burning buildings.

Unit 4True Stories

English 7 127

About Unit

This unit of the Student’s Book is based on the theme of True Stories, both news articles or historic events. The unit will work around this topic with the different learning objectives and attitudes provided by the Chilean Bases Curriculares for 7th grade.In this unit, students will read, listen to and react to current and past real stories about current and past events. They will also produce texts using the ones presented as a model to create their own stories.

Some of the more specific topics to be treated during the unit are: a radio show and a diary about an exploration, an article on how to make a map, an informative text on a historical description of a place, the creation of a comic strip mural, a news interview about a natural disaster, a news story and how to write one, an article on every day heroes, and an informative text on flash floods.

The first exploration mentioned in the unit (Darwin) is related to Chile, and it mentions Osorno volcano and Chiloé Island, which are landmarks that should be known by students, so they can get involved in the topic of the unit. The topic of natural disasters discussed in the sixth lesson will recall some of the contents presented in Unit 3, so students should be familiar with many of the sub-topics presented.

Prior Knowledge

Students will apply some of the contents learnt in 5th and 6th grade, such as how to formulate affirmative and negative sentences, and give and ask for information; create sequences of events with a beginning, middle, and end, using the past simple; describe people according to their state (sad, angry, tired, etc.), and formulate questions using who and where; use the present continuous learned and apply it in the past too.

Regarding writing, they will work again with writting comic strips and their respective structures. Finally, they will recycle a topic studied in the last unit: natural disasters. This will help them to review the content and help to create meaningful learning.

128 Unit 4 True Stories English 7

UNIT PLAN

LESSON 7: First, we went South… Time: 14 hrs


Oral Communication

� Listen to and understand a radio show. (OA 1, 2, 3, 4)

� Sequence events.(OA 5, 6, 7, 8)

� Identify the topic of the audio, based on general information. � Repeat and pronounce correctly, most of the time, verbs with final -ed. � Ask and answer questions related to topic vocabulary (expeditions and news) in conversations.

� Practice for a presentation of a story. � Join ideas using sequence words (first, then, next, after that, finally, etc.). � Express conclusions clearly. � Talk about past events, asking questions and answering them. � Repeat a presentation several times (sequence of events). � Connect themes and characters with own experiences. � Present content in an organized way, adding multimodal elements (a map and a comic strip mural).

� Recognize relations between the topic and frequently used expressions. � Identify and correct own and other's mistakes. � Identify a sequence and put facts in correct order. � Retell a story.

Reading

� Read and understand a diary. (OA 9, 10, 11, 12)

� Describe past events. (OA 9)

� Identify the order of ideas and events. � Describe characters' actions, and time and place where they took place. � Define a purpose before start reading. � Check and confirm predictions after reading. � Identify key vocabulary about the topic. � Identify sequences of events. � Retell read text. � Establish relations between the text and personal experience. � Complete graphic organizer according to information read.

Writing � Write an informative text. (OA 13, 14, 15, 16)

� Write an informative text. � Organize events chronologically in narrative and non-fictional texts. � Organize information on a chart before writing. � Write a draft and check it. � Write a text with relevant details according to a model. � Make a presentation using multi-modal resources (a map and a comic strip mural).

� Use assorted vocabulary related to the unit. � Share information of other cultures and compare it to ones own.

Attitude Develop cultural awareness, showing interest and respect for my own and foreign cultures.

Unit4

129Unit 4 True Stories English 7

LESSON 8: Extra! Extra! Extra! Time: 14 hrs


Oral Communication

� Listen to and understand a news interview. (OA 1, 2, 3, 4)

� Ask for information about past events.(OA 5, 6, 7, 8)

� Identify relations between a sequence of events (something that interrups or happens at the same time).

� Show possession of something with 's. � Describe moods (frightened, relieved, happy, sad) and ask about them. � Use words to describe feelings. � Define a purpose before listening. � Identify key words associated to the audio. � Summarize main information heard. � Make connections to personal experience and share ideas. � Ask for and give information using wh- questions. � Participate in an interview. � Use previous knowledge to anticipate what the audio will be about. � Identify the type of text heard. � Describe what they imagine when they listen to an audio. � Paraphrase what is heard.

Reading

� Read and understand a news story. (OA 9, 10, 11, 12)

� Describe events or continuous events in the past. (OA 10)

� Recognize characters' traits. � Use topic vocabulary, idioms and phrasal verbs to write sentences about the text read.

� Identify the topic and express general ideas. � Identify what different pronouns refer to. � Discuss personal opinion abour a text read. � Make predictions about a text based on images, titles, and vocabulary. � Summarize the text read. � Understand the structure of an informative text (news article). � Identify specific information.

Writing � Write a news article. (OA 13, 14, 15, 16)

� Write an informative text where ideas are clearly developed following a model (news article).

� Organize information on a graphic organizer before writing. � Develop ideas from a central idea and some details. � Make corrections with help of peers, a dictionary, and the teacher. � Write about a news or important event, national or international. � Write a draft and check it. � Write about actions happening at the same time or interrumpting each other. � Summarize information. � Give information answering the questions who, what, where, when, and why.

AttitudeUse information and communication technologies to do research. Produce material crediting and respecting people's copyrights.



Beginning the Unit



Ask students to look at the title of the unit and the photo and share ideas about what the unit will be about. To break the ice, you can tell them an interesting story that happened to you or any other interesting story. You can look for ideas on http://codigos.auladigital.cl and enter the code Gi7P130. You can choose a story you know will appeal your students. Remember that it is important to tell an interesting story, but it is also important to tell it well. Andrew Stanton, writer of movies like Toy Story and Wall-E, gives advice on how to tell a great story:

· Make a promise at the beginning of the story that it will lead somewhere that’s worth your audience’s time.

· Make your audience work in order to engage them; people are natural problem-solvers, so don’t give away all the answers at once.

· Introduce change, don’t make a static story. · Mix anticipation with uncertainty. · There has to be a guideline, a strong theme

to follow through the story. · Invoke wonder.Go to the Bibliography for Unit 4 for a link to the video where Andrew talks about how to construct a great story.

‣ Exercise 3

As an extension to exercise 3, you can organize a bingo with vocabulary of the unit. Create worksheets with the following vocabulary placed randomly:

· Australia · Argentina · Galapagos Islands · Argentina · Chile · Brazil

· Melbourne · Great Britain · Camel · Turtle · Kangaroo · Volcano

· Hurricane · Fire · Tsunami · Flood · Happy · Sad · Frightened

· Relieved · Nervous · Hero · Seatbelt · Newspaper · Etc.

Place the words in sheets to give to each student or put students in groups of no more than four. Each worksheets should look like this, with different words:

Kangaroo Relieved Frightened Australia

Volcano CamelGreat Britain

Chile

Tsunami Melbourne Turtle Fire

Flood Brazil Argentina Sad

Give students beans or coins to complete their bingo card and start dictating words until one student has completed all the words in his or her cards. Remember to write down the words you say so you can check if the students is the winner.

‣ Exercise 5


· Read and watch international news in English.

· Read, listen to, and watch historic events

· Have conversations about international affairs with English speakers.


Unit4




Exercises 1 and 2 present vocabulary of the unit (news, heroes, and explorations) and some structures so that students start getting familiarized with them (past simple and past continuous).

Then exercises 3 and 4 will work with recurring vocabulary of the unit:

· Voyage · Sink · Frightened


These exercises will make students work with a piece of news. Past simple and past continuous (Alec was in the family garage working on a car when a jack slipped) will also be introduced, along with some wh- questions which will be presented in lesson 8 as well. For an activity on working with a news article, go to the Extra Material of Unit 3.

Some other activities you will find in the Extra Material of Unit 3 are:

· Past simple vs. Past Continuous · Wh- Words · Writing Activity

This page about metacognition is for the planning of the unit’s work. Students should register the strategies they will use during the unit to learn the contents of the unit better. Remember to draw students’ attention to pages 10 to 13 to discuss what they have learnt about skills and strategies.

While completing the page, you can add to the discussion by asking students what strategies they think are necessary for English class only and what strategies could be useful for other classes as well. Explain that metacognitive strategies (or thinking about thinking) are not exclusive to English learning, and some strategies can be transferred into other subjects and, even more, in real life situations.

For example, to not translate a text is a strategy exclusive of English (or any other language) learning, but to use a synonym when you don’t remember a word can be used for a situation in English or in Spanish.

Reflecting upon this can make students more aware of what strategies are related only to English and which of these will work best for them.




Developing the Unit

LESSON 7First, we went South…

Time: 14 hrs

This first lesson of Unit 4 will discuss famous expeditions, specifically, Darwin’s and Robert O’Hara’s expeditions. This topic will be presented through radio shows, informative articles, maps, and journals. The language focus of the unit will be past simple and sequence of events (use of connectors to sequence events when telling a story: first, second, after that, then, finally).The Final Task of the lesson will consist on creating a comic strip about a famous expedition students are interested on.This lesson will allow students to improve their research skills, find clear connections between different subjects (such as history, geography, language, and English), and learn from different cultures.

Oral Communication


Objective: Asking and answering questions about past events.Language: What was Charles Darwin famous for?Vocabulary: coastline, coral reefs, fossils, rainforests

Opening question

Do you know a famous explorer who wrote about his or her journey?

Let students discuss freely about some famous expeditions they have learnt about, and then give students a list of famous explorers, such as:

� Christopher Columbus � Marco Polo � Ferdinand Magellan � Edmund Hillary � Neil Armstrong � Valentina Tereshkova

� Matthew Henson � Amelia Earhart � Gertrude Bell � Jeanne Baré � Osa Johnson � Annie Londonderry

Ask them to get in groups and investigate about the reasons why one of these figures is important to world history and a well-known name. Tell groups to write three sentences about the importance of the figure chosen to then present to the class:

“Annie Londonderry was the first woman to circle the globe on a bicycle. She was also an entrepreneur. She leased out advertising space on her clothes and bicycle to earn money for the tour.”

Go to the Bibliography for Unit 4 to find links to each of the above mentioned characters biographies so you can share them with your students.


Charles Darwin was an English naturalist and geologist, known mostly for his contributions to the theory of evolution. On his book On The Origin of Species by Means of Natural Selection he develops the idea of how all living things develop from simple organisms over long periods of time. He travelled the world analyzing animals and plants and comparing them to get to this conclusion.

His theory is widely accepted by the scientific community nowadays, but some religious groups still deny it, saying that his theory goes against what is written on the Genesis of the Bible.

On Darwin's birthday, on February 12th, Darwin Day has been established. This day invites people to reflect and act on the principles of intellectual bravery, perpetual curiosity, scientific thinking, and hunger for truth as embodied in Charles Darwin (“Darwin Day”). People are invited to celebrate around the world with different events, such as conferences, talks, forums, lectures, etc.

For more information about Charles Darwin’s life, go to the Bibliography for Unit 4.

Extension Activity

Divide the class into two teams. Tell students you are thinking of an animal, a place, or an object from the Darwin story. Some words you can use are: turtle, Australia, boat, rainforest, Argentina, fossils, volcano, coral.

Tell students they can ask twenty questions in order to guess the word. Explain that they can only use yes/no questions: Is it an animal? Yes. Is it green? No.

Unit4


One student from a team can ask questions until the answer is no, then it is another student’s turn, from the other team, to ask the questions.

The first group to guess the word wins a point. Set a score (10, for example) and the first team to reach it wins the game.

Approaching level

Ask them to open their Student’s Book to pages 124 and 125. Tell them to scan the text and look for more regular verbs in the past tense and add them to the columns:

· Started = \Id\

· Arrived = \d\

· Rained = \d\

· Decided = \Id\

· Received = \d\

· Celebrated = \Id\

· Walked = \t\

Ask them to write new sentences with the verbs. Ask volunteers to share answers with the class.

Common Problems

Once students have completed activity four, you can help them deduct the rule for pronunciation of final –ed in past simple regular verbs and give examples of some verbs. The final consonant of each verb will help them come up with the pronunciation:

\Id\ \d\ \t\

D (decided) L (cancelled) P (stopped)

T (noted) R (answered) K (walked)

N (returned) SH (washed)

G (hanged) CH (watched)

Z (amazed) GH (coughed)

Y (enjoyed) TH (breathed)

W (borrowed) SS (crossed)

S (erased) X (fixed)

V (observed) C (danced)


Objective: Sequencing events in order.Language: Then, in February 1832, Darwin saw the Brazilian rainforests.Vocabulary: after that, finally, first, next, then

Common Problems

Spanish speakers can have problems with the sequencing words after and before. This is because the word antes in Spanish can often confused with after.

Make sure students understand the difference between before and after in English by using it in sentences:

· Before school, I eat breakfast. · After school, I eat dinner.If you see students are still confused when using the words, make them create posters to have in the classroom to remember the meaning of both words. They could create posters, for example, with the titles “Before” and “After” and put photos or drawings of things they do before they go to school (have a shower, eat breakfast, etc.) and things they do after they go to school (eat dinner, watch TV, do their homework, etc.).

Approaching level

Give each student a piece of paper. Tell them they are going to write a story, one sentence at a time. Tell students to write the first sentence of their story at the top of their piece of paper. Have students pass their sheet of paper to the person on their right. Tell them to write the next sentence and then pass on the paper. Remind them that although many are contributing, the story should move forward in a clear direction. Tell them to use sequencing words such as then, later, and next. Have students correct their stories as they go along. Tell them when you are about to finish so they can think of a sentence to end the story. Finally, have students read their stories out loud and vote for the most interesting ones.

This is a good moment to use the Digital Complementary Resource "Unit 4, introduction".

Students watch videos and read about important voyages of discovery and commerce. Students practice temporal sequences, past simple and physical and emotional descriptions.

‣ Exercise 4

To make it an assessed activity, show students the rubric for the Speaking Task. Find it at the end of this Unit, in the Assessments for Unit 4.

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Reading


Objective: Identifying and sequencing events. Language: They camped at Cooper’s Creek, November 20, 1860.Vocabulary: cold, dates, grass, hot, shrubs


Robert O’Hara Burke was an Irish explorer who migrated to Australia in 1853. In 1860 he was appointed leader of an exploring expedition to cross Australia from south (Melbourne) to north. It was supposed to be the first expedition ever to cross the country, but only one of the men on the expedition made it to the north coast. The rest of the men, including O’Hara, died in the attempt.

The expedition was controversial and Burke’s decisions were heavily criticized after, but despite all the criticisms, he was given a public funeral and a burial with a memorial in the Melbourne General Cemetery.

Robert O’Hara took notes about his travels, and his writings are currently held at the National Library of Australia, in Canberra, and the State Library of Victoria, in Melbourne.

For more information about Robert O’hara Burke’s life, go to the Bibliography for Unit 4.

‣ Exercise 7

Ask students what a consensus is (a general agreement, not 100%). For exercise a. divide the class into groups of four. Tell them to imagine that they are going on an expedition to an unexplored area. Have them think of a list of things that would be important for them to take with them. Then, for exercise b., ask students to discuss their ideas from activity a. and make a list of the five most important things they need to take. Have them take into consideration Burke’s and Darwin’s expeditions.

Finally, have one member of each group to write their list on the board and as a class compare the lists. See what items are common to most of the lists and which ones are unique to one list.



Australian aboriginal culture is one of the oldest living cultures in the world. They also have the longest continuing religion in the world, with the Rainbow Serpent mythology, which refers to a serpent which is the protector and creator of all land, but can also be a destructive force when not respected. Some icons of their culture that are known worldwide are the boomerang and the didgeridoo.

It is important to note that when talking about Aborigines we are referring to different indigenous cultures of Australia, with different languages and traditions. Although there are over 250 distinct languages and dialects and different groups, there is a deep spiritual and cultural overlap among them, and it is not insulting for them to refer to all of them with the term Aboriginal. Aborigines had Australia for themselves for several thousand years and today they make up less than 3% of the population of the country (Finkel).

Attitudes


Exercise 4 is a great opportunity for students to get to know a new culture and compare it to their own. It is interesting to compare Australia and Chile, see that even though they are two countries which are very far from one another and have a different language and culture, they have a similar situation regarding their indigenous people. Both countries were inhabited by their indigenous people until conquerors came and there were violent confrontations. Currently, Australia has a reconciliation program, and has formally apologized (in 2008) to Australia’s Indigenous peoples for all the harm inflicted during centuries and many government policies have been applied to try to mitigate past actions.

You can discuss with your students: has this happened in Chile? What is the current state of indigenous peoples in Chile? Which are the indigenous peoples of Chile?


Unit4



Objective: Asking questions about past events.Language: Did you see him?Vocabulary: camped, collapsed, didn’t know, walked, was

Warm-up activity

Have students stand up in their places. Say the word: muddy, and toss a ball (or a crumpled paper) to a student. Have him or her say another word related to nature: heavy rain. Have him or her then toss the ball to another student and have that student say another word (sunny, rainy, mountains, camels, stream, etc.).

Do this until every student has participated and then continue with the lesson.

Common Problems

Students often use the past tense of a verb with the auxiliary incorrectly. We should not say: I didn’t went to school yesterday but: I didn’t go to school yesterday. Explain that it is the same logic that other auxiliaries follow, like the verb do:

The auxiliary is used in negative and interrogative sentences and the verb is presented in its infinitive form:

Interrogative sentence = (Wh- word) + did + subject + base + rest of the sentence + ? · Who did you go to the party with?Negative sentence = Subject + did + not + base + rest of the sentence · I did not go to the party last night.

If you think it is necessary, you can show students that did can also be used in affirmative sentences, especially for emphasis, and it follows the same rule regarding the use on the verb in its infinitive form:

Affirmative sentence = Subject + did + base + rest of the sentence · You did go to the party.

This is a good moment to use the Digital Complementary Resource "Unit 4, development".Students listen and produce texts in past simple related to the theme of Chilesaurus and other prehistoric animals.


Objective: Making a map.Language: It has a variety of geographical features.Vocabulary: compass, geographical features, latitude and longitude lines, legend, scale

Warm-up activity

Have the class stand up. Ask individual students to spell words from the lesson. Start with words with three or four letters and use longer words as the spelling bee progresses:

· Wet · Map · Hot · Step · Fish · Rain · Camel · River · Coral · Swamp

· Eat · Wagon · Mountain · Turtle · Volcano · Christmas · Australia · Fascinating · Disappointed · Etc.

Ask students who spell the words incorrectly to sit down. The last student standing is the winner of the Spelling Contest.

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Have students form Final Task groups. Tell them to open their Student’s Book to page 132. Read Step 1 to the class. Have them choose one expedition; you can remind them of the names suggested at the beginning of the lesson (see Listening section, Opening question) and the explorer each one chose. Tell them to do some research on the expedition using the Internet or history books.

Make sure that each student works on a particular part so that the whole group participates, tell them they can divide the work by years, places the explorer went to, or any other way they can think of. Tell them to bring their research to the next class

� Final Task: A Comic Strip Mural (Step 1)

Writing


Objective: Giving historical information about a country.Language: Men wore cotton pants, shirts, and waistcoats.Vocabulary: bustle, chips, fish, frame

Warm-up activity

Divide the class into two groups. Play hangman with words from the article: industrial, bacon, railway, waistcoat, bustle, sandals, cotton, European. Taking turns, have one group think of a word and have the other group guess the letters of that word. Ask the student who guesses the word correctly to use it in a sentence. If the sentence is correct, award a point to the group. The group with the most points at the end of the game wins.

‣ Exercise 2

Have students listen to the audio of the text as read along for the first time so that they can associate the written words with their pronunciation. As an Extension Activity, you can make students analyze the verbs in the text in their past form as regular or irregular. Furthermore, as audio is available, they can identify the final pronunciation of regular verbs:

Regular Verbs Irregular Verbs

� Increased, moved, opened, continued

*All verbs have a \d\ ending

� Became, was, ate, made, wore, meant, grew

Attitudes


Tell students to think about the two expeditions seen in this lesson. Ask them: Do you think they are important? Why or why not? Encourage them to share based opinions. Ask them what they know about Christopher Columbus, and if they consider his exploration to be important or not. Ask them what we would have been like if Christopher Columbus had not arrived in the Americas. Make students think about the importance of expeditions to different places in our world (food, commerce, technology, etc.) and the harm they can cause too. You may also direct the discussion to the aspects mentioned in the text about Great Britain. Have students think about why the text says that expeditions helped British Empire to become the largest empire in history.

Have students work in their Final Task groups. Read Step 2 of the Final Task to the class. Have them use their research each student did individually and organize their information into the categories mentioned. Make sure that each student in the group writes about a particular event. Tell them to do more research and to make more detailed notes. Have students write sentences about their events sharing all the information they got.


Cross-Curricular

Objective: Talking about extreme journeys. Language: It took seven months to walk across five countries. Vocabulary: Amazon River, Mount Everest, Sahara Desert, South Pole


(page 131)

Unit4


Warm-up activity

Show students a map of the world and ask: Which part of the world do you want to visit? Why?

Tell them to think big and choose any remote or distant place they want. You can start by sharing your own desires or use this example:

I want to go to Alaska, a territory of the United States of America located to the North of Canada. It is the largest state in the United States and the least densely populated. It is very close to the North Pole and its scenery is amazing!

Have students work in their Final Task groups. Before actually drawing the comic, discuss what comics are about. You can show some examples of comics on the Internet and even use a comic design tool for them to plan their comic digitally before drawing. Go to the Bibliography of Unit 4 for links to create comics online and comic examples.

Then tell students to divide a large sheet of poster paper into boxes, one for each member of the group. Have each student draw an illustration of the event in the form of a comic illustration. Then ask them to write a description of their part of the event, or a dialogue that describes the image. Tell them to check each other’s work. Make sure they put the events in the correct sequence. Encourage students to color and decorate their comic strip murals.



Objective: Writing about famous expeditions. Language: How long did it take them to get to the South Pole? Vocabulary: characters, conclusion event time, location

Warm-up activity

Divide the class into two groups. Have one member of each group come to the front of the class and sit with their backs to the board. Write a verb from the unit (stop, observe, jump, note, study, see, return) on the board. Have groups act out the word to their classmates without saying it. The first student with his or her back to the board to say the verb is the

winner. Continue with other students and count the points of each team. Set a time limit and the team with the most points wins.

Have students display their murals in the classroom. Tell them to look at all the other murals and ask students questions about them. Have the class vote on the best murals, giving reasons for their choice. For example: I think the best mural is about Charles Darwin’s expedition. I like the illustrations and the information has a lot of interesting facts.



‣ Exercise 1

After the presentation of the comic strips, complete the chart with performance examples for every item. This will give students a better understanding for later assessing their own performance. Have some examples prepared in case they do not come up with any of their own and you can discuss the rest with the class.

1. Sources:

· Highly competent: the group has looked at information in more than 3 sources.

· Competent : the group has looked at information in more than 2 sources.

· Approaching competent: the group has looked at information in more than 1 source.

· Not yet: the group has looked at information in only 1 source.

2. Organization of contents:

· Highly competent: the expedition is understood clearly and follows a chronological order.

· Competent: the expedition is understood clearly most of the times and follows a chronological order.

· Approaching competent: the expedition is not understood clearly, but it follows a chronological order.

· Not yet: the expedition is not understood nor follows a chronological order.




LESSON 8Extra! Extra! Extra! Time: 14 hrs.

This lesson will discuss the idea of contemporary true stories that are interesting enough to be published and read (whether it is on the news, newspaper, or even with the class). This topic will be revised through news interviews, and informative news articles. The language focus of the unit will be asking for information using wh-words and the past continuous to tell actions occurring in the past at the same time or interrupting one another. The Final Task of the lesson will consist of creating a newspaper with interesting stories.This lesson will allow students to read and listen to stories, understand the format of a newspaper article, and to talk about their own experiences. They will have an opportunity to write about who their heroes are and share this information with their classmates.

Oral Communication


Objectives: Practicing rising and falling ques-tion intonation.Language: What did you do next?Vocabulary: beach, fire, huge, hurricane, wave

Opening question

Where can you get informed about world events? Which one do you prefer?

Elicit full sentences from students. Try to avoid broken sentences or loose words. You can engage students in a discussion about different media, and divide them into different categories:

� Traditional Media (radio, television, magazines, newspapers, movies, books) vs. New Media (websites, blogs, wikis, e-mail, social networks, streamings, podcasts)

� Printed media (magazines, books, newspaper, signs) vs. Broadcasted (television, radio, movies, music, streamings, podcasts)

Add any other category students suggest, and once you have all the different media everyone can think

of listed on the board, have students discuss which one do they prefer and why.

‣ Exercise 6

Have students work in pairs. Explain that they are going to role-play the end of Tina’s interview: Student A asks questions and Student B answers them as Tina.

Make sure that students practice using the correct intonation, falling or rising. Have them swap roles so that both students have a turn at asking the questions.

Have students research a story about people surviving a natural disaster for the next class. Tell them they can look it up from local newspapers in Spanish or online in English. You can even suggest some English news sites, go to http://codigos.auladigital.cl and enter the codes Gi7P138a (BBC News), Gi7P138b (The New York Times) or Gi7138c (News in Levels, where the level of English is graded specially for learners).


Objective: Asking for information about past events.Language: Where did this story happen?Vocabulary: how, what, when, where, who, why

Warm-up activity

Draw a tic-tac-toe grid on the board. Write the following question words in the squares: Why, Who, What, When, How, Where, How old, How many, How much.

Who How old How

What How many Where

When How much Why

Divide the class into two groups: O and X. In turns, tell each group to think of a question about the news story using one of the question words in the boxes. If they form the question correctly, they win a square and put their symbol in it. The first group to get a horizontal, vertical, or diagonal row of square wins.

Unit4


Common Problems

Who questions can be problematic for students. When who is the subject, it comes before the verb and did is not be used. For example: Who said that? Not: Who did say that? When who is the object, we use the auxiliary: Who did you invite? I invited my sister. Subject: Who invited you? My friend did. When we use other wh- words as the subject we also eliminate did: What happened? Not: What did happen?

‣ Exercise 4

Ask students to take their pieces of news they were asked to look for last class. Make students use it to write questions using at least the words: who, where, what, when and why. Remind them that any piece of news should include at least that information.

This could be a good moment to review the structure of a news article too:

Headline or title: usually in larger type than the rest of the article, with key words regarding the article.

Lead: the first paragraph of the article, containing all the main facts summarized (usually answering all the wh- questions).

Body: the rest of the details referring to the events of the article.

‣ Exercise 5

Remember that to make it an assessed activity, you can show students the rubric for this Speaking Task. Find it at the end of this Unit, in the Assessments for Unit 4.

Reading


Objective: Describing events in the past.Language: The car fell into the water.Vocabulary: frightened, happy, nervous, relieved

Warm-up activity

Write the following headings on the board: Local, National, and International.

Ask students to provide examples of each type of news. Write their suggestions under the appropriate heading and, if possible, present examples of each type of media (for example, show the class a local newspaper which writes about local affairs, regarding to your community specifically; national news, referring to Chile in general; and international news that talk about news from around the world).

‣ Exercise 2

Students are probably familiarized with emoticons at this point of their lives. They usually have access to technology and have used emoticons or emojis to some extent. Emoticons reveal different emotions (the word comes from the words emotion and icon) and can go from a simple smiley face :-) to a complex expression to represent more complex emotions, such as:

Sorrow:

Indifference:

Tired:

Anger:

These complex emoticons also receive the name of Kaomoji. An interesting Extension Activity would be to make students create their own kaomoji, assigning each student, or groups of students, an emotion to work with (sadness, fright, relieve, happiness, embarrasement, disappointment, satisfaction, interest, surprise, guilt, confusion, etc.). This could be useful to review different emotions and to work with technology as well. To see more information on emoticons, go to the Bibliography for Unit 4.

Above level

Write the following question words: where, what, why, who on the board. Divide the class into groups. Tell students you are going to give them an answer and they have to figure out what the question is. For example: Answer: Queensland. Question: Where did the story happen? Answer: Libby. Question: What is Jack’s sister’s name?

The first group to put their hands up and tell you a question correctly wins a point for their group. Note that some answers can have more than one correct question, just make sure that the question is coherent with the answer and the structure is correct.




Warm-up activity

Write different feelings on strips of paper: happy, nervous, relieved, angry, frightened, etc. Invite a student to the front and give him or her a strip of paper.

Explain that they have to act out the feeling. Have the first student to guess correctly come up for the next turn. Give him or her another slip of paper to act out. Repeat with several feelings and students.

Common Problems

Even though at this point students should be familiarized with pronouns, it is always good to review to check comprehension or help less advanced students. Start by asking students for all the subject pronouns:

Pronoun

Singular

I

You

She/He/It

Plural

We

You

They

Elicit sentences from them using each pronoun. For example:

· I went to Australia. · You are younger than Libby. · She swam away from the car. · He saved my life. · It took place in Roma. · We are relieved. · You are a nice family. · They were driving home.Finally, ask students what pronouns they can replace with names:

· Libby swam away from the car. · Jack saved my life. · The story took place in Roma. · Libby and I are relieved. · Jack and his family were driving home.

Extension activity

Using the illustration of the page, ask students to choose one character and imagine their story. What is happening to him or her? What is the story behind that emotion? Remind them to answer all the wh- questions in their text.

Students should produce a short text with their theory and then invite students to read their texts out loud and discuss if other students agree or not with the story.


Objective: Describing continuous events in the past.Language: They were laughing and singing.Vocabulary: cows, rain, raindrops, stones

Approaching level

Review the text on pages 136 and 137 of the Student’s Book. Elicit the names of the characters mentioned in the story and write them on the board as headings. Ask students what happened to each character in the story and write the information under the headings.

Common Problems

When reviewing the Past Continuous with students, advise them that some verbs are not used in the continuous form. For example: I liked the music they were playing. Not I was liking…. I gave her a call because I needed to talk Not I was needing…}

Other common verbs not used in the continuous form are: love, hate, prefer, know, want, and remember.

For extra work on the use of the past simple and continuous, go to the Extra Material for Unit 3.

Unit4



Objective: Writing and talking about present and past heroes.Language: My grandfather is very funny and always makes me laugh.Vocabulary: bullying, elderly, funny, kind


A local hero is a person of courage or ability, admired by the community for his or her brave deeds and noble qualities.

The American channel CNN has created an annual international award for individuals who have made extraordinary contributions to their communities. The award is called CNN Heroes and it has been celebrated since 2007. Even though heroes are nominated every week, the top 10 heroes of the year receive money to continue helping their communities.

Find the link to the CNN Heroes awards in the Bibliography for Unit 4.

Warm-up activity

Write the following two headlines from the stories in the unit on either side of the board: Huge Waves Hit Beach. Heavy Storm Causes Chaos. Have students stand up. Tell them you are going to give them information about one of the news stories and they have to line up in front of the corresponding headline. The last three students to line up are out of the game. Use the text and the audio scripts from tracks 41 and 42 for information, like for example:

� Huge Waves Hit Beach: It happened on Maikhao beach. There was a tsunami. They evacuated the beach. The protagonist was eleven years old.

� Heavy storm causes chaos: The protagonist was twelve years old. It happened in Roma. The car began to sink. He saved his sisters.

‣ Exercise 1

Write the following questions on the board and have students scan the text for the answers: What is the definition of a hero according to the text? What are the two factors that lead to heroic behavior? Where can we find heroes?

After the discussion, divide the class into pairs. Ask students to discuss what they would do in each situation presented in the text. Write the four situations on the board and elicit answers from the groups for each situation, writing a summary under each headline. As a class, compare the answers, looking for similarities and differences.

You can make a poll and make each student vote for the best reaction to each situation.

‣ Exercise 4

Explain that the hero can be someone they know in person or a famous person who is well known for their actions in the community, in the country, or world-wide.

If possible, give students time to investigate online about their heroes (in case they have chosen a celebrity).

Attitudes

Use information and communication technologies to do research. Produce material crediting and respecting people’s copyrights.

When students search dif ferent means of information they tend to not cite the sources, and most of the time this happens because students do not keep track of the sources.

Tell students to take notes about the sources they use when investigating, including title of the document and name of the author, tell them also to keep record of the URL at the precise moment they are gathering information from a site, since it is important to make explicit the date of entry to a site. Make them feel it is important to mention the author of the material they are using in their investigations by encouraging them to do so.



Have students form Final Task groups. Read Step 1 of the Final Task on page 144 to the class. Ask them to take out the newspapers, magazines or Internet articles they brought in. Explain that each student should choose a story or past school event to write about. Give examples of events like a school football team getting to the final of an interschool league or the debate team winning a regional contest. Tell students to organize their own stories using the wh-questions, suggest for students to go back to page 135 to check wh-words and structures.

� Final Task: Newspaper Stories (Step 1)

This is a good moment to use the Digital Complementary Resource "Unit 4, conclusion".

Students listen to and read stories of real life heroes from dif ferent parts of the world, practicing past simple and continuous.

Writing


Objective: Writing a news article.Language: Twelve-year-old Jack saved his family from drowning.Vocabulary: collapse, heavy rain, incredible, recovered

Warm-up activity

Divide the class into two groups. Have one student from each group come up to the front and stand with his or her back to the board. Write a headline from the unit on the board. Each student’s team has to act out the sentence. The first student (standing at the front) to guess the headline correctly wins a point for his or her team. The team with the most points at the end of the game wins.

Have students write their stories individually based on the notes they made in the previous class. Ask them to start planning their newspaper. Have each group vote for the most interesting or dramatic story for the front page of their newspaper.

Tell them to imagine headings that will attract readers. Ask them what the characteristic of a heading should be (a title which tells you what the story will be about. It should be short and attract the attention of the readers). Tell them to choose powerful photographs of their event to illustrate their stories or they can even make drawing of the scene they think will be most eye-catching.


Cross-Curricular

Objective: Developing a family disaster plan.Language: Learn about flood risks where you live.Vocabulary: dam break, flash floods, heavy rain, sunny, weather

‣ Exercise 4

A similar activity was made on Unit 3 about earthquakes. Tell students to create posters with their disaster plan in case of a flash flood.

As an extension activity, posters can be created in case of other disasters. You can assign each group a disaster to work with or students can choose what they want to work with: fire, tsunami, electric storm, etc.

Extension activity

Have students continue working in their product groups. Have groups practice presenting their newspaper. Have one member of each group sit in on the practice session of another group and make suggestions on how to improve it. Walk around and monitor the activity, making suggestions if necessary.

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Have each group decide what the different parts of the newspaper will be. Write: name of the newspaper, title, date, heading of main story, caption, and picture on the board. Clarify any information they do not understand, for example, a caption is a short description that accompanies a picture.

Make sure groups include these different parts on the front page of their newspaper. Have students put their stories together. Remind them that the rest of the stories will have the same parts but the title and picture will be smaller. Have students check each other’s work, correcting spelling, grammar, and punctuation.



Objective: Organizing a class newspaper.Language: Boy Saved by FriendVocabulary: caption, date, heading, title

Warm-up activity

Divide the class into small groups. Have each team nominate a writer. Tell students that the rest of the group will be runners. Pin a copy of the newspaper article from the Student’s Book, page 141, on the wall. Ensure it is at an equal distance from where each group is sitting.

Tell groups that member of the team should take turns to run to the board, read and memorize one line of the article, run back to their group, and dictate what they can remember to the writer. Another member of the group then runs to the board and memorizes the next part of the article. Groups continue in this manner until they have dictated the whole article.

To end the activity, have students read their final text to the class and compare to the original version. Discuss how information sometimes gets lost in the way.

Have students display their newspapers on the walls around the classroom. Tell students to read each other’s stories and write one question for each group’s spread. Tell students to have a question and answer session. Have them vote on the best newspaper. Tell them to consider creativity, interest, design, and content.


Self-Monitoring

‣ Exercise 1


1. Answer who, what, where, when, and why:

· Highly competent: answer all questions. · Competent: answer to only 4 questions. · Approaching competent: answer to only

3 questions. · Not yet: answer to 2 questions or less.

2. Structure:

· Highly competent: all articles include all the sections necessary.

· Competent: many of the articles include all the sections necessary.

· Approaching competent: some of the articles include all the sections necessary.

· Not yet: none of the articles include all the sections necessary.


(page 145)



Ending the Unit

SYNTHESIZE

In this unit, a graphic representation of tenses and a decision chart are presented for students to fill in with the contents learnt in the unit.

In Exercise 1, students must decide what kind of tense is being presented through the graphic representation and give examples of sentences using it. You can encourage students to create a graphic representation of other tenses, such as Present Continuous:

PAST NOW FUTURE

Action 1

Or Present Simple, routine:

PAST NOW FUTURE

Or Present Simple, fact:

PAST NOW FUTURE

In exercise 2, students will have to complete a decision chart, filling lists of pros and cons for each possible decision they could make regarding the situation presented.

Explain to students that this kind of graphic organizer is a representation of a mind process they probably do every day. People must make decisions all the time and this process can help make them more aware of the decisions they have to make.

CHECKPOINT


After they finish, correct with the whole class. You can have students exchange their books with the classmate they did exercise 4 and let them correct their classmates answers of the whole Checkpoint and make them calculate their final scores.

Once every student has their final score, talk as a class of your results and use the Extra Practice pages of the text if necessary.


Make sure students correct their initial predictions about the unit using the space given or going back to page 121 to correct their mistakes there. Tell them to do the same for the second exercise.


At this point, you can encourage students to actively criticize and propose new ideas to change any activity, reading, listening, etc., that they thought was not appropriate or that could improve, always thinking about the main goal of the text: helping the student to communicate ideas in English.

Before you Go On

(page 146)

(page 147)

(page 149)


Unit4

Content-Based Language Teaching (CBLT)A Content-Based Language Class will work on language (in this case, English) through content. So a CBLT class could be one where English is taught through Math, Arts, Science, etc.

It must not be confused with CLIL (Content and Language Integrated Learning), which is a way of teaching where subject content and language (English, in this case) are interwoven in a class, or an immersion class, usually used in bilingual school, where students have all their classes in a second language and no focus is given to language itself (Dale, 2012).

Teaching through Content-Based Language Teaching has many advantages, such as:

– English can be learned through topics that are appealing to students with different interests.

– English is seen as something useful and practical, not as a means in itself, but as a way of learning something else.

– There is a review of topics seen in other subjects, and teachers of English can even organize classes by taking into account what the curriculum of other subjects is studying to include it into the English class.

Teachers could prepare a CBLT the lesson by following these steps:

1. Choose a subject to work with that is interesting for students.2. Find sources to get material, and adapt it to the needs of the class. For example,

if it is a text, modify the language to meet the level of the students, using simpler vocabulary (or cognates) and simpler grammatical structures, adding pictures to enhance comprehension, creating a glossary of words that are too complex, etc.

3. Create an introduction and different tasks to work around the material chosen (remember to always include tasks that involve using the higher order thinking skills, seen on the Classroom Tips for Unit 3).

According to Stoller, some teaching practices that can easily be integrated into a Content-Based class are:

1. Extended input, meaningful output, and feedback on language and grasp of content

2. Information gathering, processing, and reporting3. Integrated skills4. Task-based activities and project work, enhanced by cooperative learning

principles5. Strategy training6. Visual support7. Contextualized grammar instruction8. Culminating synthesis activities

Classroom Tips


Use of Language

PronunciationPronunciation is usually one of the most difficult aspects to grasp about the English language. The fact that words with the same strings of letter can sound differently can make it very confusing. Two very popular examples are the following:

� The words tough, thought, though, through, thorough all include ough, but their pronunciation is different.

� Fish = Ghoti. If we were to pronounce GH as in tough \f\, O as in women \I\, and TI as in nation \S\, we could pronounce it like FISH. This example is usually attributed to George Bernard Shaw, but this has not been confirmed.

But even though English can be tricky, there are several rules that can be useful when discussing pronunciation. Here are some taken from How Now, Brown Cow by Ponsoby:

1. When there is a voiced1 consonant sound at the end of a syllable, the vowel that goes before is lengthened (mob). When the consonant is voiceless, the vowel is short (mop).

2. On syllable stress:a. Always stress the syllable before one that is pronounced \Sn\

-ssion/-tion, \Ss\ -cious/tious, \Sl\ -cial/-tial, etc. (initial, permission)b. Words ending in -ese have the stress on that syllable (Portuguese,

Chinese)c. In words ending in -ic, -ical, -ically, the stress is usually on the

syllable before -ic (political, arithmetic)d. Do not stress negative prefixes attached to an adjective

(impossible, illiterate)

3. The sound /w/ is not necessarily represented by the letter w. Syllables ending in \uÜ\, \´U\ or \aU\, and followed by a vowel, insert a /w/ sound (fluent, poetical)

4. The shwa sound (\´\) is only used for unstressed syllables (police, success).

5. All present participles and gerunds use \N\, no \g\ is pronounced (talking, running)

Some suggested activities to practice pronunciation in the class are the following:

� Make students listen and repeat sounds, words, or sentences. � Use minimal pairs to show two particular sounds specifically (see Bibliography of

Unit 4 for links to minimal pairs). � Make your students record what they say and listen for corrections. � Use tongue twisters, songs, and chants. � Use the phonetic symbol of the words. � Allow students to use a mirror to see how they are pronouncing the words.

1Voiced sounds are the ones that make your vocal cords vibrate (\b\, \v\), and voiceless sounds push the air from your lungs to your mouth (\p\, \f\). One way to check if a sound is voiced or voiceless is to put your hand in front of your mouth an check if there is air when you utter a sound (voiceless) or not (voiced).

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Bibliography

� Famous explorers: – 15 Female Explorers You Should Know. (n.d.). Retrieved June 15, 2015, from

http://mentalfloss.com/article/59922/15-female-explorers-you-should-know – Famous Explorers. (n.d.). Retrieved June 15, 2015, from

http://www.biography.com/people/groups/famous-explorers – Burke & Wills Web: The online digital research archive of expedition records. (n.d.).

Retrieved June 15, 2015, from http://www.burkeandwills.net.au/index.php – The clues to a great story by Andrew Stanton. (2012, February 1). Retrieved June 15,

2015, from https://www.ted.com/talks/andrew_stanton_the_clues_to_a_great_story � Darwin:

– Darwin Day. (n.d.). Retrieved May 6, 2015, from http://darwinday.org/ – Darwin's Diary. (n.d.). Retrieved June 15, 2015, from

http://www.pbs.org/wgbh/evolution/darwin/diary/index.html � Australian Aborigines:

– Finkel, M. (n.d.). Australia’s Aboriginals. Retrieved May 6, 2015, from http://ngm.nationalgeographic.com/2013/06/aboriginal-australians/finkel-text

– Reconciliation. (2015, May 4). Retrieved June 15, 2015, from http://www.australia.gov.au/about-australia/australian-story/reconciliation

� Comics: – Pixton Comic Maker. (n.d.). Retrieved June 15, 2015, from http://www.pixton.com – Peanuts Comic Strips. (n.d.). Retrieved June 15, 2015, from

http://www.peanuts.com/comics/#.VUqRS45_Oko – Sarah's Scribbles. (n.d.). Retrieved June 15, 2015, from http://sarahcandersen.com – Teaching English through Comics. (n.d.). Retrieved June 15, 2015, from

http://teachingenglishthroughcomics.blogspot.com/2012/02/blank-balloons.html � Other resources:

– Dale, L., & Tanner, R. (2012). CLIL activities with CD-ROM: A resource for subject and language teachers. New York: Cambridge University Press.

– Hern, A. (2015, February 6). Don't know the difference between emoji and emoticons? Let me explain. Retrieved June 15, 2015, from http://www.theguardian.com/technology/2015/feb/06/difference-between-emoji-and-emoticons-explained

– Kaomoji. (n.d.). Retrieved June 15, 2015, from http://kaomoji.ru/en/ – CNN Heroes. (n.d.). Retrieved June 15, 2015, from http://edition.cnn.com/specials/cnn-heroes – Content-based instruction. (2003, August 13). Retrieved June 15, 2015, from

http://www.teachingenglish.org.uk/article/content-based-instruction – Stoller, F. (2002, March). Content-Based Instruction: A Shell for Language Teaching or a

Framework for Strategic Language and Content Learning? Keynote presented at the annual meeting of Teachers of English to Speakers of Other Languages, Salt Lake City.

– Integrating pronunciation into classroom activities. (n.d.). Retrieved June 15, 2015, from https://www.teachingenglish.org.uk/article/integrating-pronunciation-classroom-activities

– Top 10 Ways to Teach Vowel Pronunciation in English. (n.d.). Retrieved June 15, 2015, from http://busyteacher.org/8168-top-10-ways-teach-vowel-pronunciation-in-english.html

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Extra Material

Unit 4 True Stories English 7

Glen Allen girl lifts car, does CPR, saves father’s lifePosted: Jul 30, 2012 11:57 PMUpdated: Aug 05, 2012 12:20 AMBy Sarah Bloom

Lauren Kornacki learned CPR several times. For years, she’s worked as a lifeguard. The 22-year-old just graduated from Mary Washington with a physics degree, but while looking for work, she decided to return to something familiar to earn a little money.

Two days ago, her supervisor held a review session on CPR skills. Saturday, Lauren used what she learned to save her father’s life.

“I opened up his airway to make sure he could breathe and everything and at that point I’m just talking to him and saying: You can’t leave me. Just stay with me. Keep breathing.” Lauren said.

You see, Lauren’s father, Alec, was working on his car, a BMW 525i. The jack slipped and the car fell on top of him. Lauren was on her way out the door when she came found, unconscious and crushed.

It happened Saturday on Lincolnshire Court near Old Nuckols Road.

“As I go to open the garage door I hear a primal scream, like…dial 911!” said Lauren’s mother, Liz.

That scream was 22-year-old Lauren discovering her father.

Seconds later, she did what most would consider unthinkable, she moved a car weighing a ton and a half off her father’s body.

“I just lifted it up right here and just kind of threw it, shoved my body as hard as I could then I dragged him

out and started CPR,” Lauren said. “A thought flashed in my mind like, I’m going to lose my dad.”

"His eyes were open, he wasn’t responding to me. I knew I had to get his heart beating again and I had to get him breathing.” She remembers.

And in that moment, with her skills and strength, she was the only person keeping her dad alive.

“I just kept telling him. You can’t leave me,” said Lauren. “Just stay with me. Keep breathing.”

Two days later, Alec Kornacki’s other daughter, Allie, shared a video with us. Her father is still in the ICU, but walking and finally getting the chance to thank Lauren.

“When I told him what happened,” said Liz. “the tears just came to his eyes. He said thank you for saving my life to Lauren and just smiled with his twinkling blue eyes and that was it.”

“Just seeing him move and breathe I literally just sat there and watched his chest rise and that’s when I lost it,” said Lauren. “I just couldn’t handle how thankful I was”

Liz says Lauren is the reason Alec is alive. She says he wasn't breathing and a heart stopped for less than five minutes.

“She got his heart beating again and got him breathing again,” said Liz. “So, she’s it. He gave her life and then she gave him life. I am in awe of her. She is the day. She saved the day. I can’t even tell you how proud I am of her.”

››

Name Grade Date

Learning Objectives

Show understanding of non-fictional texts.

Understand key sentences on a text.

Write to compare to read texts.

READING ACTIVITY

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Alec’s doctors didn’t want him to speak on camera just yet, because he’s still in the ICU but he asked us to share this statement: “I’m just so lucky and proud that I have daughters that can perform CPR and have the knowledge to save l ives. I think it’s an important skill for everyone to know and if it weren’t for Lauren I would not be alive today.”

He has several broken ribs, some numbness, and other fractures, but nothing that appears to be permanent damage.

Alec has three daughters. All three know CPR.

Copyright 2012 WWBT NBC12

Taken from: http://www.nbc12.com/story/19152108/glen-allen-girl-lifts-car-does-cpr-saves-fathers-life

››

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Extra Material


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1 According to the text, describe Lauren.

2 How many people are in the Kornacki family? Name them.

3 What do you think the importance of the phrase Two days ago, her supervisor held a review session on CPR skills is for the story?

4 Compare this complete news story with the one adapted on your students book. Write what isdifferent and what is similar.

Article 1 Article 2

Similar

Different

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Extra Material

PAST SIMPLE VS CONTINUOUS

Name Grade Date

Learning objectives Express quantities, count, and, enumerate.

1 Match the sentences to its corresponding descriptions.

a. Past simple

b. Past continuous

c. Past continuous + past simple

d. Past continuous + past continuous

One event interrumpting another.

Two events happening at the same time inthe past.

Description of a past event that is finished.

Something that happened in the past but wedon’t know the starting or finishing time.

2 Look at the photos and describe them using both tenses and connectors.

Photo Description

Extra Material


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WH- WORDS

Name Grade Date

Learning objectivesListen to and understand specific information.

Identify and use -wh words.

1 Listen and answer the questions. 62

a. Which part of the tree makes food?

b. Which part of the tree gives protection?

c. Why are roots important?

2 Read and circle the correct answer

Tree Quiz .1. What do trees make?

A. Carbon dioxide. B. Light. C. Oxygen.

2. How many tree species are there in the world?

A. 10,000. B. 100,000. C. 1,000,000.

3. What carries nutrients in leaves?

A. Veins. B. Trunks. C. Bark.

4. How is bark similar to human skin?

A. It protects from disease. B. It has hair. C. It is soft.

5. Can a tree grow without roots?

A. Yes, it can. B. No, it can’t. C. Sometimes.

6. Where do roots send nutrients?

A. To the trunk. B. To the leaves. C. To the ground.

3 Circle the wh- words in the quiz. Which ones are missing?

4 Create 4 new questions using wh-words. Exchange them with a classmate and answer them.

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Extra Material

WRITING ACTIVITY

Name Grade Date

Learning objectivesRead and understand specific information from an article.

Write a short text related to a historical event.

1 Underline the correct words to complete the text.

2 Complete and match the sentence halves.

a. Aron Ralston (trek) along Blue John Canyon when…

b. Brant Webb and Todd Russell (work) in a mine when…

c. Joe Simpson and Simon Yates (descend) a mountain in the Andes when Simpson…

(slip) and broke his leg.

a boulder (fall) on his arm and trapped him.

the mine (collapse) and trapped them 3,000 feet underground.

3 Rewrite the sentences using the correct past forms.

a. Robinson Crusoe sails through unknown waters when he becomes shipwrecked.

b. They get lost while they travel through the Amazon jungle.

c. The guide leads a group down the River when a hippo attacks him.

4 Choose one of the sentences from above and write a short story inspired by it.

Remember to use the past forms learnt in the unit.

Disaster in the AndesOn October 13, 1972, the rugby union team from Uruguay, 1) was traveling / traveled to Chile when their plane 2) was crashing / crashed into a desolate glacial valley, high in the Andean Mountains. Of the forty-five people on the plane, eighteen 3) were dying / died in the crash. Sixteen days after the crash, the exhausted survivors 4) were sleeping / slept in the plane wreckage, when an avalanche suddenly 5) was cascading / cascaded down on them, instantly killing eight more people. Apart from the freezing cold and high altitude, food was a problem. The survivors 6) were starving / starved, and with no hope of finding food, they 7) were deciding / decided the only way to survive was to eat the flesh from the bodies of their dead friends.


Assessment

Name Grade Date

1 Read the article and answer the questions. (6 points)

When a School Trip Becomes a One Man ExpeditionMatthew Herald is probably the luckiest 13-year-old in Australia. He and his classmates were on a day trip when he decided to go for a walk on his own into the bush. “I just wanted to see if the view was better a little further on,” said young Herald, “but when I got back the bus was not there.” The school bus left without anybody noticing that Matthew Herald was not on it. From that moment on, Herald’s long adventure began to develop. “I ate from the trees and plants and started to walk, but I had no way of knowing

where I was heading,” said the teen. In fact, Matthew headed further and further into dangerous bush territory, and saw snakes, crocodiles, wild dogs, and of course, kangaroos. “I slept in trees, and was very careful when taking water from the river because of the crocs.” Martin Crowe, the park ranger, found Matthew after two whole weeks. He said, “It’s incredible he wasn’t eaten by crocs or starved to death. He was lucky he ate the right plants and found fresh water supplies.”

a. Where is Matthew Herald from?

b. Why did he miss the bus?

c. What did he do after he missed the bus?

d. Where did Matthew sleep?

e. What animals did Matthew encounter in the bush?

f. Why did Martin Crowe say that Matthew was lucky?

2 Match the words to their meanings. (6 points)

a. bush

b. head to

c. dangerous

d. incredible

e. ranger

f. lucky

v go in a particular direction

adj not safe

n thick wild foliage

adj when something good happens to you

n someone who works in a Park

adj something unbelievable

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a. Matthew said that was thinking about the view when he got lost.

b. Matthew’s parents were very worried, but were happy when he was found.

c. Matthew’s sister Clara was taking a holiday when heard about her brother.

d. The happiest man in the world was park ranger Martin Crowe when found Matthew.

e. The heat in the bush was very high. Some days reached 50°C.

f. The press all over Australia are excited, won’t leave Matthew alone.

4 Write questions to ask Matthew using the words in the box. (12 points)

eat feel get see hear try

a. ?

b. ?

c. ?

d. ?

e. ?

f. ?

5 Underline the best options to complete the sentences. (6 points)

a. When / While the doorbell rang, I was cooking in the kitchen.

b. When I was opening / opened the door I heard a scream.

c. They were eating their meal when Alan noticed / was noticing a cockroach.

d. The telephone was ringing while / when Julie entered the room.

e. As we were putting / put on our coats to leave, it started to rain.

f. I was baking a cake when / while I was watching the TV.

6 Listen and match the halves 58 (3 points)

a. Mr. Cooper was making his breakfast…

b. While Mr. Cooper was going in…

c. Mr. Cooper wanted to chase him…

but he was going too fast.

when he heard a noise in Eileen's backyard.

somebody opened a door.

Assessment


RUBRICS


Pair work � Both members participate equally in preparing and presenting.






Use of structures � Students express correct present simple and use of sequence words.

� Students express one form correctly.

� Students don't express any of the forms correctly.

Pronunciation � Students pronounce correctly the -ed final sounds all the time.

� Students pronounce correctly the -ed final sounds most of the times.

� Students pronounce correctly the -ed final sounds sometimes.











Use of structure � Students use all the wh- words correctly.

� Students use at least three of the wh- words correctly.

� Students use one or less wh- words correctly.

Intonation � Students use the correct intonation all the time.

� Students use the correct intonation most the time.

� Students use the correct intonation sometimes.

Organization




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Structure � Work has a clear news article structure (headline, lead, body).

� Work misses one of the sections required (greeting, content and wrap up).

� Work is missing structure.


� Text has three grammatical mistakes or fewer.


Steps of writing

� Student follows all the steps of writing (pre-writing, drafting, revising and editing).





� Text has no more than five spelling or punctuation mistakes.


Content

� Text has all information asked (use of wh- words, events in chronological order, and a conclusion).

� Text has only two of the items required.

� Text has only one of the items required.

CHECKPOINT UNIT 4 SPEAKING /LISTENING








� Seldom use expressions and structures learned in the unit.

Pronunciation � Students can pronounce correctly words with letter h all the time.

� Students can pronounce correctly words with letter h most the time.

� Students can pronounce correctly words with letter h sometimes.







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Answer Key



Before you Start

‣ Page 117

1. Possible topic guesses: traveling, history, exploring, geography.

2. Possible answers: Yes, I know some interesting stories. To make them sound interesting, I would make every new event surprising. Yes, and to make them interesting I try to connect them with the interests of the person to whom I tell it.

3. A picture of a camel: lesson 7, page 125. A text about Great Britain: lesson 7, page 130. An activity about matching questions to answers: lesson 8, page 135.

4. Possible answers: I think I will learn about travelling around the world. I believe we will learn about asking different questions. I think we will learn about animals around the world.

LET’S START

‣ Page 118

1. Possible answers:a. I saw two kangaroos when I went to

Australia. I saw Australian animals at the zoo in Santiago.

b. They went to a museum to see pictures. / They went to see Picasso’s Guernica.

c. It was raining when she went out of her house. / It was raining when she heard the noise coming from above.

d. He stopped buying the newspaper when he got his tablet. / He never plays in his tablet, he only reads the news.

e. Giant tortoises are among the largest living reptiles. / Galapagos tortoises are in danger of extinction.

f. She guides tourists through the African Savannah. / She and her team have put out a fire just in time to save everyone.

2. Possible answers:a. Marsupials of Australia. / A family of

kangaroos.b. Young people and modern art. / Pablo

Picasso, what do young people think about him?

c. Climate change. / An impressive storm.d. The future of press? / Always informed.e. The unique wildlife of Ecuador. / Big

reptiles are amazing.f. The satisfaction of being a firefighter. /

Firefighters: real life heroes.

‣ Page 119

3. Captain Cook collected many interesting objects on his voyages. = Captain Cook gathered lots of exciting object on his trips.Our voyage to the mountains was unforgettable. = Our tour to the mountains was memorable.The story of your voyage is unbelievable! = The way you describe your journey sounds amazing!Look! That ship is going to sink. = Take a look! That ship is going under water. The cell phone is sinking in the pool. = The phone is going to the bottom of the pool.All the toys sank in the lake. =He dropped the toys in the lake.The lights went off and I was so frightened! = When the lights were gone I got really scared!He was frightened after the earthquake. = He was afraid because of the earthquake.Did she get frightened when she saw the car? = Was Sheila alarmed when she saw the car?

4. Voyage: Trip, tour, journey.Sink: go under water, going to the bottom, being dropped (into water).Frightened: scared, afraid, alarmed, Contamination, impurity, smog

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Unit 4 True Stories English 7Unit 4 True Stories English 7 159

‣ Page 120

5. Possible answers: The text will be about a daughter who saved her father from under a car. / The text will be about a daughter that lifted a car to save her father.

6. a. Lauren Kornacki saved a life. b. A jack that supported a car slipped, and the car fell on Lauren’s father. c. In the Kornacki family's garage. d. Saturday, July 31st e. Possible answers: I think she was stronger because of the fear. I think that I am too little to lift a car, even if I’m stronger due to the fear. / I think adrenaline gave her strength. I think I could also save my father if I was stronger.

LESSON 7

‣ Page 122

1. Possible answers:Charles Darwin was from Europe. He is famous for the theory of evolution. / Charles Darwin was an Englishman. He was famous for his book The Origin of Species.

2. Galapagos Islands, 4, picture of a giant turtle. Australia, 5, picture of kangaroos. Brazil, 1, Picture of palm trees. Argentina, 2, picture of fossils. Cocos Islands, 6, picture of coral reefs. Chile, 3, picture of volcanoes.

3. a. A variety of beautiful flowers and plants.b. Darwin saw a volcanic eruption, and was disturbed by the damage it caused.c. He noticed its strange shape.

4. /id/: noted, lasted. /d/ observed, returned. /t/ stopped, jumped.

‣ Page 123

1. a. Top right. b. Bottom left. c. Bottom center. d. Bottom right.

2. a. Order b. beginning.3. a. After that. b. First. c. Finally. d. Then.

‣ Page 124

1. a. I can see Australia.

b. Possible answers: He is a settler. He moved to another place and founded a city. / He is an explorer. He crossed Australia and mapped many territories.

‣ Page 125

2. a. F. b. T. c. F. d. F.

‣ Page 126

3. Expedition left Melbourne 07/20/1860. Camped at Cooper’s Creek 11/20/1860. John Stuart Close: 12/15/1860. Returned to Flinders River: 02/11/1861.

4. a. Swan hill. b. Melbourne. c. Flinders River. d. Diamantina River.

5. Weather: Rained, wet, rain, summer, too hot, heat.Environment: Coast, ground, muddy, sand, desert, creek, oasis, river, mountain range, landscape, mountains, paths, ocean, swamp.

6. For activity 6 use the Marking Criteria for writing.

‣ Page 127

1. a. their first night very close to Melbourne. b. people on the Expedition. c. moved very slowly. d. was unexplored territory. e. the first man to get to the coast. f. crossing the mountains.

2. a. Menindee. b. Selwyn Rangers. c. Diamantina River. d. Swan Hill. e. Swan Hill. f. Flinders River.

3. a. excited. b. fantastic. c. exhausted. d. disappointed. e. scared.

‣ Page 128

1. a. The sentences refer to events in the past. b. adding -ed to the infinitive without to. c. The auxiliary verb we use in negatives and questions is the auxiliary “did”. d. The irregular verb that can be seen in the examples is “made”.

2. be –was/were. Have – had. Break – Broke. Know – Knew. Do – Did. Tell – Told.

3. 1) was; 2) walked; 3) were; 4) camped; 5) didn’t know; 6) collapsed.


Answer Key

‣ Page 129

1. a. Maps were important for an expedition to figure out what routes the expedition should take, and people could understand the geography of newly discovered areas. b. Maps show boundaries, features of the terrain, a scale, latitude and longitude lines, and a legend.

2. Cartographer.3. (anticlockwise) b, e, a, c, d

‣ Page 130

1. Possible answers: a. This text is from a history book. / This text is from a book about Great Britain. b. It contains information about the history of Great Britain. / It contains information about the people and the food of Great Britain.

2. Britain: Society - First industrial society, but people still lived an ordinary life.

3. Food – bread, butter, potatoes, bacon, fish and chips. Clothes - cotton shirts, pants, and waistcoats. Light dresses with a bustle at the back.For activity 4 use the Marking Criteria for writing.

‣ Page 131

2. Amazon River : 2. Sahara desert : 1. Mount Everest: 3. South Pole: 4.

3. Choi Jong Yul: First person to walk across the Sahara Desert from west to east. Ed Stafford: Walked the length of the Amazon River. Chhurim: First woman to climb mount Everest in the same season. Amelia Hempleman-Adams: The youngest person to ski to the south pole.

LESSON 8

‣ Page 134

1. Possible answers: The stories are about natural disasters at vacation sites. / The stories are about vacations ruined by natural or human made disasters.

2. 1. The family Went on vacation. 3. The girl realized a tsunami was coming. 4. The girl completed a school geography project.

2. The tide went out and everybody was amazed. 5. The girl’s parents did not believe her.

3. Correct ending: c.4. a. rising. b. falling. c. rising.

‣ Page 135

1. a. people, b. things/events, c. place, d. time, e. reason.

2. a. Who, b. Where, c. What, d. Why.3. a. On Dichato beach in the south of

Chile. b. In 2010. I was 11 years old. c. My family. d. The tide suddenly went out. e. Because they thought I was too young.

4. Possible sentences: When was the last earthquake in Chile? Who were you with?

‣ Page 136

2. People in the story feel happy at first, then frightened, and relieved after they escape.

‣ Page 137

3. a. Jack, b. Jack’s father, c. Jack’s father, d. Jack, e. Jack.

‣ Page 138

4. a. Family Swims to Safety! b. Heavy Storms Cause Chaos!

5. a. Jack’s Father, b. sisters, c. Jack’s mother, d. Jack.

6. a. F. The story took place in Roma, Queensland, Australia in 2010. b. T. c. F. It was high as Jack’s neck. d. F. Jack Osbourne was older than his sisters.

7. Possible answers: a. Jack, The whole family. b. Jack’s mother, Jack’s father. c. Jack’s sisters. d. Jack.

‣ Page 139

1. a. The car. b. Jack. c. Jack’s sisters. d. Jack. e. Jack.

2. a. winding, b. fields, c. collapse, d. sink, e. picked.

3. 1. They were all singing and laughing. 2. Huge raindrops were falling on the roof of the car. 3. They began to feel worried. 4. The car was three meters under the water. 5. They went to the hospital to see

Unit4


if they were injured. 6. Jack’s picture was in the newspaper.

‣ Page 140

1. a. driving, b. pouring, screaming, c. laughing, d. laughing, singing, started.

2. a. something we were doing at a past moment in time. b. two actions happening at the same time c. to be.

3. a. He was driving the family home. b. The family were visiting some friends. c. Possible answers: She was taking the car out of the water / The policewoman was towing the car out of the water.

4. Jack’s mother followed him while the car completely sank. When they returned with the police, the car was three meters below water.

‣ Page 141

1. For activity 4 use the Marking Criteria for writing.

‣ Page 143

2. a. Heat waves, b. an accident, c. one inch, d. sometimes, e. be prepared for.

‣ Page 146

1. Tense: Past simple. Example sentence: I washed my mother’s car. / I helped at the animal shelter last week. Tense: Past continuous. Example sentence: I was washing my mother’s car while listening to music. I was helping at the animal shelter and having fun with some friends.

2. Possible answers: Reaction 1: Getting all your belongings and going out of the building. Pros: You could save all your belongings. Cons: you may not be able to get out of the burning building. Reaction 2: Trying to get out as fast as you can. Pros: You may get out sooner and escape the fire. Cons: you may fall and be trampled, or you may run towards a place with fire. Reaction 3: Keep calm and follow the instructions of our teacher. Pros: order and organization can help avoid accidents. Cons: The teacher may not know what to do.

‣ Page 147

1. a. Francis Drake and the Spanish. b. A passage from the Pacific to the Atlantic. c. The Spanish. d. Because he was the first Englishman to sail around the world.

2. 1) occurred; 2) had; 3) was; 4) felt; 5) lost; 6) died.


Extra Material

‣ Page 150

1. Possible descriptions: Lauren is 22 years old. She’s a lifeguard and has a physics degree. / Lauren is a strong and brave daughter who knows CPR and works as a lifeguard.

2. Lauren Kornacki, Alec Kornacki, Liz Kornacki, Allie Kornacki, and a third unnamed daughter of Alec.

3. Possible answers: That it is an important coincidence that she had to remember the correct procedures for CPR two days before her father’s accident. / That she was already prepared to face the challenge by a requirement of her job.

4. Similar: The story, Alec Kornacki and Lauren Kornacki are mentioned, Different: Textbook – Kristen Kornacki appears. More centered in the event. Extra material: Liz and Allie Kornacki appear. More centered on the abilities and life of Lauren.

‣ Page 151

1. a. Description of a past event that is finished. b. Something that happened in the past but we don’t know the starting or finishing time. c. One event interrupting another. d. Two events happening at the same time in the past.

‣ Page 152

1. a. Leaves make food for the tree. b. Bark protects the tree. c. Because the roots get


Answer Key

water and nutrients and send them to the trunk. Roots also keep trees on the ground

2. 1) c; 2) b; 3) a; 4) a; 5) b; 6) a.3. What; how many; how; where. Missing:

who, when, why, which.4. Possible questions: What kind of food

do trees provide? / Which type of tree does not have branches? / What is the function of the trunk? / How many trees are destroyed by humans each year?

‣ Page 153

1. 1) was traveling; 2) crashed; 3) died; 4) were sleeping; 5) cascaded; 6) were starving; 7) decided.

2. a. Aaron Ralston was trekking along Blue John Canyon when he slipped and broke his leg. b. Brant Webb and Todd Russell were working in a mine when the mine collapsed and trapped them 3.000 feet underground. c. Joe Simpson and Simon Yates were descending a mountain in the Andes when a boulder fell on his arm and trapped him.

3. a. Robinson Crusoe was sailing through unknown waters when he became shipwrecked. b. They got lost while they were travelling through the Amazon jungle. c. The guide was leading a group down the river when he was attacked by a hippo.

Assessments Unit 4

‣ Page 154

1. a. Matthew Herald is from Australia. b. He missed the bus because he decided to go for a walk on his own. c. He started to walk further into dangerous bush. d. He slept in trees. e. He saw snakes, crocodiles, wild dogs, and kangaroos. f. Because he ate the right plants, he found fresh water supplies and wasn’t eaten by the crocodiles.

2. a. n thick wild foliage; b. v. go in a particular direction; c. adj. not safe; d. adj. something unbelievable; e. n. someone who works in a Park; f. adj. when something good happens to you.

‣ Page 155

3. a. he; b. they; c. she; d. he; e. it; f. they. 4. Possible questions:

a. What did you eat in the bush? / What did you eat when you got lost? b. How did you feel when the bus wasn’t there? / How did you feel when you were found by the park ranger? c. What did you do when you got back home? / How did you get back home? d. What animals did you see? / What did Matthew want to see when he got lost? e. Did you hear wild dogs howling at night? / What could be heard at night in the bush? f. Did you try to hunt any animals? / Did you try to make tools in the wild?

5. a. When; b. opening; c. noticed; d. when; e. putting; f. while.

6. a. when he heard a noise in Eileen´s backyard. b. somebody opened a door. c. but he was going too fast.

Digital Complementary Resource Answer Key:

The answers to the activities in the Digital Complementary Resource are found in the Teacher Guidelines of each Digital Complementary Resource.

ResourceCo

mpl

ementary Digital

Teacher’s Guide ∙ Extra Practice Answer KeyMT English 7 163

Unit 1 ‣ Page 150

1. A. 2; B. 5; C. 1; D. 4; E. 3.2. Scott: Hanging out with friends, playing

video games, watching TV. Jess: going rollerblading, going to the movies.


a. I spend three hours outdoors each week. / Each week I spend five hours outdoors.

b. I like to text my friends. / I like to play football and ride my bike.

c. I like martial arts and rugby. / I like team sports to play with my friends.

d. My favorite team is Manchester United. / My favorite team is Fernandez Vial.

e. I go skateboarding / I am learning to skateboard

‣ Page 151

1. a. T; b. F; c. DS d. T.

‣ Page 152

1. 1) play; 2) go; 3) play; 4) do; 5) go; 6) go; 7) play; 8) go.

2. a. goes; b. doesn’t/does not like; c. play; d. do not do / don’t do e. does your mother like.

‣ Page 153

1. Possible answers: I think a product for teeth hygiene is advertised. / I think this is an advertisement about toothpaste.

2. a. Toothpaste is advertised in this ad.Possible answers:b. No it doesn’t. The colors are not attractive. / Yes, it does, because I want my teeth to be white.c. No, it doesn’t, it says the same the ad says. / Yes, it does, because it is very enthusiastic.

3. Product: Ad A. Juice. Ad B. Energy Drink.Name: Ad A. Fruit4U. Ad B. Kicks.Slogan: Ad A. Try the tangy taste. Ad B. Get your kicks with Kicks.

Who is the product for: Possible answers: Ad A. Children / People who need to eat fruit. Ad B. People who play football. / People who play sports.

‣ Page 154

1. Bicycle: Fast, healthy, and ecological. Bike to the future! MP3: Perfect sound, take it with you. Shampoo: Bright and bouncy. Energize your hair! Cereal: A healthy way to start the day. DVD player: High quality vision at low cost. Shirt: The spring collection colorful, comfortable, and classy.

2. Possible answers:Bicycle: fast, healthy, ecological. MP3: modern, portable, electronic. Shampoo: liquid, bright, energizing. Cereal: healthy, dry, nutritious, natural. DVD player: high quality, inexpensive, electronic. Shirt: colorful, comfortable, classy.

‣ Page 155

1. 1) is wearing; 2) is; 3) is helping; 4) am working; 5) am not writing.

2. a. is thinking – isn’t paying; b. is looking – isn’t studying; c. are chatting – aren’t listening.

Unit 2 ‣ Page 156

1. a. Hi, Jim! I’m having a party. Would you like to come? b. When is it exactly? c. Where is it? d. Are you having a pool party? e. Could you bring some soda?

2. a. They are -> They’re; b. He would -> He’d; c. It is -> It’s; d. We are -> We’re.

‣ Page 157

1. Possible answers: I see empanadas in one and fireworks in the other. I think the text is about celebrations. / I see a picture with empanadas on a plate and another picture of a statue and fireworks. I think the text is about independence day.

Answer Key Extra Practice


2. Independence day: Chile – September 18th . USA – July 4th. Independence from: Chile – Spain. USA – Great Britain.Flag Colors: Chile- red, white and blue. USA - red, white and blue.Food: Chile – Empanadas. USA – Barbecue.

3. Possible answers: a. I visit my family and we eat a lot of empanadas / I go to fondas with my parents. b. I like to get together with my cousins, aunts and uncles and stay awake until late. / I like to eat a lot.

‣ Page 158

1. a. some; b. a; c. a; d. an – an; e. some.2. 1) many; 2) few; 3) some; 4) much; 5) a

lot; 6) some; 7) any; 8) many; 9) many; 10) a lot.

3. Possible answers: a. One invitation per person. / I would send many invitations. b. I will need a full day. / I don’t need any preparations. c. I would need twenty hot dogs, and a few sweet snacks. / I will need five pizzas and some ice cream.d. I would need a lot of soda. / I will need only a few bottles.

‣ Page 159

1. If you like rock music... – U2.Playing at Radio... – Kanye West

2. a. happening. b. here. c. how much. d. hall. Not silent.

3. a. Madison Square Garden; b. 40, 50 or 60 dollars. c. Kanye West is playing two nights.

4. 1) Who else is playing; 2) Really 3) Where is she playing; 4) Where can you get tickets.

‣ Page 160

2. 1) There is a variety of different attitudes in every culture. 2) The first thing to do is to listen and observe. 3) Learning effective communication across cultures takes time. 4) And when you visit another country, learn a few polite phrases…

3. a. F; b. F; c. T; d. T4. a. Learning effective communication

across cultures takes time.b. There are stereotypes but they are not always true.

c. There is a variety of different attitudes in every culture.d. Some people are very eloquent; others quiet and modest and others are direct and practical.

‣ Page 161

1. a. Beautiful nice. b. beautifully. c. quickly d. always very nice e. trendy short. f. Long easy

2. Possible answers: 1) beautifully / terribly; 2) sunny / cold. 3) blue / cloudy 4) father / bicycle; 5) nice / fast; 6) attitudes / ideas; 7) They / we ; 8) scared / happy; 9) cycles / goes; 10) bad / good; 11) quickly / slowly; 12) along / across.

3. Possible answers:a. v.) We always play video games. / We play volleyball on Saturdays. n.) We saw a play last night. / Rodrigo is writing a play.b. n.) Seeing that play made me happy. / Seeing you here is a happy coincidence. Adv.) I would happily go to play volleyball. / She walked happily under the blue sun.c. adj.) Live victims were found in the town affected by the tsunami. / Few live rhinos remain in the world. v.) They live in that tiny house. / He lives afraid of earthquakes.d. adj.) Nice flowers appeared in his garden. / They prepared a nice dinner for her. adv.) If you put some grease in, the engine will run nicely. / The party fit our schedule nicely.e. adj.) To do it right, study the situation. / Plan it, and it will work out right. n.) A lever on the right activated a door. / I chose the door on the right and won.

Unit 3 ‣ Page 162

2. a. enthusiastic; b. citizen; c. animals; d. valuable; e. hobbies.

3. a. should; b. need; c. hope; d. has to; e. like.4. a. I have to leave home at eight o’clock

every day.

Teacher’s Guide ∙ Extra Practice Answer Key164

b. She has to make her own breakfast.c. They should study in the evening.d. He wants to volunteer on weekends.e. I like to go out with friends.

‣ Page 163

3. Possible answers:a. I do activities 2, 4, 7, and 9. / I do activities 1, 2, 4, 5, and 8. b. Activity 3 would be easy to incorporate into my life. / Activity 6 would be easy to incorporate in my life. c. Activity 6 doesn’t call my attention, because walking burns too few calories and I’m always late in the morning. / Activity 7 doesn’t catch my attention, because I don’t like carrying heavy weights.

‣ Page 164

1. a. shouldn’t; b. shouldn’t ; c. can; d. should.

2. a. You should only volunteer if it’s what you want to do. b. You could volunteer at an animal center once a week. c. You can volunteer for just a few hours a week. d. You can take part in sponsored walks or bike rides.

3. 1) d. 2) a. 3) c. 4) b.4. Possible answers:

a. David should volunteer some hours a week. / David should do only what he wants to do. b. David shouldn’t volunteer because of peer pressure / David shouldn’t watch so much TV. c. David could get a sponsor to do sports and volunteer at the same time. / David could explain people around him that he is not interested in helping others.d. David can make a real difference if he makes an effort. / David can ignore the advice of people that criticize him and do what he likes.

‣ Page 165

1. a. 2 900; b. second; c. tourism; d. negative; e. disagree; f. bombed.

2. a. Well, yes, but it’s not only industry that is the problem. b. Oh yes, completely. c. Yes, that’s right. d. I think so, too!

3. Possible Answers:a. I don’t think it’s necessary. / I think so too.b. That’s right. / I don’t agree.c. Well, yes, but it’s not only pollution that is the problem. / I disagree.d. I don’t think so. / Oh yes, completely.

‣ Page 166

2. a. T; b. T; c. T; d. T.3. Possible answers:

Problem: The coal power plant in my town pollutes the environment. What is affected?: The temperature of the sea is raised. The air is polluted with smoke. Who is affected?: People in my town, land and sea animals. How does it affect you?: Breathing polluted air damages my health, and it destroys animal and plant life around me. What can we do?: We can send e-mails every day to the media, international organizations and the power company, to create awareness reduce contamination in the power plant. Problem: The city I live in doesn’t recycle. What is affected?: The soil. Who is affected?: Poor people around landfills, garbage disposal workers. How does it affect you?: It doesn’t directly affect me, but we have limited space, and plastic takes around 250 years to degrade. What can we do?: Ask the local authorities to start a recycling plan.

‣

1. a. I protect the flora and fauna; b. you save a lot of water; c. if we turn off the lights when we leave a room. d. if we don’t waste so much paper.

2. 1); has 2); does 3) cut down; 4) dries; 5) happens; 6) has; 7) are not; 8) occurs;9) reaches; 10) covers; 11) doesn’t let; 12) decline ; 13) are; 14) don’t buy; 15) don’t contribute; 16) change; 17) tell.

3. Possible answers: a. many animals will die. If many animals die, our survival may be in danger. / the earth will be exposed to erosion. If earth is exposed to erosion, landslides become more frequent.

English 7 165

Teacher’s Guide ∙ Extra Practice Answer Key166 English 7 MT

b. the seas will become hotter. If seas become hotter, animals adapted to cold climates die. / rain patterns will change. If rain patterns change, crops fail and hunger spreads. c. greenhouse gases will increase too much. If greenhouse gasses increase too much, temperatures rise and coastal cities disappear. / gasoline will ran out. If gasoline runs out, an economic crisis occurs.

Unit 4 ‣

1. a. The name of Charles Darwin’s boat was The Beagle.b. They sailed from Plymouth, England.c. It lasted for five years.d. He experienced an earthquake and a volcanic eruption.e. The most important journey of his life.

2. a. left; b. felt; c. saw; d. made; e. was.

‣ Page 169

1. a. Bottom-right; b. Top-left; c. Bottom-left; d. Top-right.

2. a. First; b. next; c. after that; d. finally.

‣ Page 170

1. 1) camped; 2) didn’t have; 3) needed; 4) were; 5) saw; 6) found.

2. a. When did Darwin visit Australia; b. How long did he stay there; c. where did he go; d. What did he do in Hobart.

3. a. He visited Australia in 1836. b. He spent 61 days there. c. He visited Sydney, King George’s Sound, and Hobart in Tasmania. d. He studied and collected specimens of fossils, rocks, flora, and fauna.

4. 1) didn’t like; 2) felt; 3) loved; 4) did not like; 5) experienced; 6) saw; 7) did not understand.

‣ Page 171

1. a. She learned in geography class at school. b. An earthquake under the sea; c. They told the hotel owners and the other people on the beach. d. Everybody evacuated.

2. a. rises, b. falls, c. falls3. a. why; b. who; c. what; d. where; e. when.4. Possible answers:

Who did you go to the pool with yesterday? I went alone. / Who is sleeping in the couch? It’s a friend from England.What were you doing in the basement? I was reading. / What do you think Jaime will cook for us? Probably his famous squash soup. / Where were my glasses? You left them inside the fridge. / Where can I buy food for my iguana? There are many pet stores in the open market. /When will you clean your room? I was planning to do it today. / When did you enter school? In 2009. / Why did we come to this party? Because Lenny didn’t want to come alone. / Why did you give me this blank paper? It is a message written in invisible ink.

‣ Page 172

2. a. F; b. T; c. F; d. F.3. a. The earthquake lasted three minutes.

b. She was on vacation. c. He couldn’t get out because it was shaking too hard. d. He tried to protect himself by standing on a doorway.

‣ Page 173

1. a. were not laughing anymore – was raining b. were standing c. Watched – were trying.

2. a. Yes, it was. b. No, she wasn’t. c. Yes, he was. d. No, it wasn’t. e. No, they weren’t. f. Yes he was.


English 7 167

BIBLIOGRAPHY

About mind maps:

– How to Build a Mind Map. (n.d.). Retrieved April 23, 2015, from www.examtime.com/blog/mind-maps-a-mind-is-a-terrible-thing-to-waste/

– Concept maps or mind maps? (n.d.). Retrieved April 23, 2015, from www.informationtamers.com/WikIT/index.php?title=Concept_maps_or_mind_maps?_the_choice

– Diagrams Done Right. (n.d.). Retrieved April 23, 2015, from www.lucidchart.com/

Common European Framework of Reference:

– Using the CEFR: Principles of Good Practice. (n.d.). Retrieved April 23, 2015, from www.cambridgeenglish.org/images/126011-using-cefr-principles-of-good-practice.pdf

– Communicative Competence according to CEFR (chapter 5). (n.d.). Retrieved April 23, 2015, fromwww.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

– Council of Europe. (n.d.). Retrieved April 23, 2015, from www.coe.int/t/dg4/linguistic/Cadre1_en.asp

About collaborative work:

– Cooperative Learning: Students Working in Small Groups. (1999, April 1). Speaking of Teaching.

– Rhoades, G. (2013, October 1). Minimizing the Chaos through Cooperative Classroom Management. Forum, 28-34

Other resources:

– Nettle, M. (2003). Developing Grammar in Context. Cambridge, Cambridge University Press.

– Diamond, Harriet and Phyllis Dutwin, English the Easy Way, Barron’s Educational Series, 2003

– Francis, Edward J., A Year in the Life of an ESL (English Second Language) Student: Idioms and Vocabulary You Can’t Live Without, Trafford Publishing, 2006

– Grinker, Roy, and Christopher Steiner, Perspectives on Africa: A Reader in Culture, History, and Representation (Global Perspectives), Wiley-Blackwell, 1997

– Murphy, Raymond, English Grammar In Use, Cambridge University Press 2004) Shapiro, Norma, and Jayme Adelson-Goldstein, Oxford Picture Dictionary: English/Spanish, 2008

– Schrampfer, Betty, Fundamentals of English Grammar, Pearson Education, 2002

– Schrampfer, Betty, and Stacy A. Hagen, Richards, Jack C., and Charles Lockhart, Reflective Teaching in Second Language Classrooms, Cambridge University Press, 1996

– Swan, Michael, Practical English Usage, Oxford University Press, 1995

– Webster’s English Spanish Dictionary (Spanish Edition), School Specialty Publishing, 2000

Here are some suggested texts recommended by the CRA (Centro de Recursos para el Aprendizaje) for EFL students in 7th grade.

Title Year Author Publisher Place of Publication

Apuntes de inglés 2007 Various Authors Parramón España

Illustrated spanish-english student dictionary

2012 Various Authors Merriam-Webster Canadá

Write source: writing and grammar, grade 4

2010 Various Authors Houghton Mifflin Estados Unidos





My daddy is a pretzel 2012 Baptiste, Baron Barefoot Books Reino Unido

The girl with a brave heart 2013 Jahanforuz, Rita Barefoot Books Reino Unido

Teacher’s Guide ∙ Helpful Phrases168

HELPFUL PHRASES

EXPRESSIONS FOR TEACHERS

Class Discussions

Can you justify your answer?Who else would like to comment?Do you agree with that answer/comment?Who would like to write the answer on the board?On what did you base your answer?Let’s brainstorm. Give me any words you can think of related to this topic.

Group Work

Take notes and prepare a report.Elect a group member to take notes.Who is going to give the report to the class?Come to a consensus.Have you reached a consensus yet?Everyone should give his or her opinion.Do you think he/she has a valid point?Has everyone expressed an opinion?

Reading

Look at the title and the illustrations and tell me what you think the text is about.Find examples in the text.Scan the text quickly for the keywords.Just skim the text for the general idea.

Listening

Put your hand up when you hear the answer.Listen for the keywords.Listen again and check your answers.

General

Take out your notebooks and copy the table.Would you like to share your opinion/answerswith the class?Quickly compare your answers with a classmate.Research the subject on the Internet andfind out all you can about it.Who would like to present their role-playto the class?

EXPRESSIONS FOR STUDENTS

Asking for Help

I’m having problems with this.I’m sorry, what are we supposed to do?Could you repeat the instructions, please?How do you pronounce it?What does … mean?How do you say … in English?Can you help me with this, please?

Checking Answers

What did you put for number 1?What have you got for number 2?I don’t think that’s right.That sounds/looks fine.You need to make one or two changes.Is this all right?

Role-plays

What do we have to do?Do you want to start?Which role do you want?

59

English 7 169

MARKING CRITERIA

Evaluation of all skills in E-Teens should be interpreted at the A2 (Waystage) Level of the Common European Framework. This states the student "can understand sentences and frequently used expres-sions related to areas of most immediate relevance. Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of imme-diate need." You should keep this in mind when marking written and spoken work.

However, before giving a final mark for a written text, separate assessments should be made on the following areas: Content—Does the text include all the points related to the task?Organization and cohesion—Is the text logically presented and understandable?Appropriateness of register and format—Is the writing style and presentation appropriate to the type of text in the task?Accuracy and range—Does the text include wide and effective use of previously taught vocabulary and grammar?Target reader—Is the intended message clearly communicated?

It is unrealistic to expect students to produce perfect examples of reviews, biographies and other texts at A2 level. However, they should be aiming to do the following:

· Use simple sentences to describe an event (where, when and what happened). · Use short sentences and expressions to write about different aspects of daily life. · Write personal letters or e-mails with standard expressions conveying functions such

as introducing oneself, inviting and responding, thanking people, or making requests. · Give details about where they live and how to get there. · Give information in questionnaires about their education, work, interests and

special skills. · Use simple linking words effectively (but, because, or, etc.). · Show they have a vocabulary large enough to give information relevant to the task. · Use linking words to express a chronological sequence of events (first, then, etc.). · Use previously taught language such as tenses and conditionals in appropriate texts

and in a relevant way.

The overall marks in the table provide a uniform criteria to the question of whether a student has achieved the above goals when writing a text.

Writing

Overall Marking Scheme

Mark Criteria (3 = Pass)

5 Excellent

4 Good

3 Reasonable

2 Inadequate

1 Poor

0 Irrelevant/illegible

Teacher’s Guide ∙ Marking Criteria170

MARKING CRITERIA

The Flaming LipsNovember 17Foro Sol, Mexico CityLast week l went to a festival which presented an American band called The Flaming Lips. l would describe them as a psychedelic happy band of alternative music. l know them since 1993 and this is the first time they come to Mexico. First the staff appeared to fix the stage all dressed in orange as street workers, the drums, cables, amplifiers and even the microphones were orange too! Then the leading singer appeared in a white suit and said hello to us, and the show begun with different projections on the screens behind them.A funny detail was that, previously they had chosen people from the audience to get dressed with teletubbies costumes and they appeared through all the show onstage, lucky them! The singer introduced them and then got inside a giant plastic bubble and walked on top of the crowd! They played almost all their greatest hits and everyone sang each of them. l was a little unhappy when they said goodbye without playing one of my favourite songs. But for sure it was a great show, and you don’t need to know them previously because for sure you are gonna love them.

Criteria: A Concert ReviewContent–Review must include all the points in the tips box, i.e. title, when and where they saw the performance, give general details (who wrote or performed it), more details (story, likes/dislikes) and a recommendation.Organization and cohesion–Review format with clear organization of paragraphs moving from general to specific and giving an opinion and recommendation at the end.

Appropriateness–Subject of Text should be clearAccuracy and range–Appropriate language for giving details of and an opinion about a performance. Use of relevant vocabulary and structures previously taught.Target reader–Provide enough information for the reader to form an opinion about the performance and decide if he or she would like to see it.

Evaluation Grade

Content All points required are discussed. 5

Accuracy and range Mostly accurate. Errors: the show begun, I know them since 1993 4

Organization and cohesion

There is a clear introduction, body and conclusion 5

Appropriateness The topic and format are correct 5

Target reader The type of reader is clear. 5

good format

incorrect word

incorrect verb usage

awkward phrasing

slang, should be going to

English 7 171

Correction and feedbackStudents should be encouraged tocorrect their own and each other’swork. Underline each mistake in atext and use the following key totell students what type of errorthey are looking for.It is often a good idea to focus onone particular problem area, ratherthan trying to correct every mistakein a text. Hold class feedback sessions about common problems.

Symbol Meaning Example

Sp Spelling recieved

P Punctuation Whats your name.

WO Word order Always I go shopping

T Wrong tense They have played yesterday.

S/V Subject-verb disagreement The people was clapping.

M Meaning not clear Come and rest with us.

[ ] Unnecessary word It was too much difficult.

Missing word You should listen them.

Fabulosos CadillacsThe Fabulosos Cadillacs were performed in Mexico City at November.

They haven’t been to Mexico since 2002, when the band broken relations ships.

The band sang many songs and danced many styles in this concert. The people was singing all songs but when they sang “Malbicho” The people was clapping and dancing

The band played some instruments, all of them were magnificent The sound was cool too. My favorite time was when they songs “Matador” This song was written for them and was a hit in the nineties.

If you like the rock music and ska, you should be listen this band.

Evaluation Grade

Content Missing the date and location of the concert 3

Accuracy and rangePunctuation errors and errors in tense. The errors, however, do not effect communication.

3

Organization and cohesion

There is a clear introduction, body and conclusion 5

AppropriatenessThe target is sometimes unclear because the content is mostly written from the first person perspective.

3

Target reader Ideas can be understood with some effort. 3

incorrect use of passive voice

unnecessary word

unclear meaning

missingperiodmissingperiod

missingperiod

Teacher’s Guide ∙ Marking Criteria172

Correction and feedback

This should be used to help motivate students rather than embarrass or demotivate them.

· Try to correct individual students on a one-to-one basis. · Do not name individual students when doing class feedback. · Monitor speaking activities and make notes of common mistakes for a class

feedback activity. · Do not try to record every mistake you hear. Focus on certain aspects and tell your

students in advance what you are listening for, so they have an opportunity to correct themselves when they talk to each other.

· Give feedback on positive aspects and where students are making progress.

Students’ speaking skills should be continually assessed throughout the year using the speaking activities in the course book. It is important that students can express themselves in basic situations and use relevant strategies to help them make progress in the classroom:

· asking for and giving information · stating simple facts · ordering food · buying tickets · reacting to news · making and responding to invitations · describing likes and dislikes · making arrangements

· responding to statements · describing oneself and others · describing homes · telling a simple story · describing one’s background · asking for repetition · showing understanding · asking for help

Evaluation takes into account the following performance indicators:Grammar and vocabulary—Accuracy and range leading to effective interaction.Discourse management—Logical development of sentences relevant to the task. Assess factors such as linking words and overlong hesitation.Pronunciation—Ability to produce intelligible words that fulfill the requirements of the task.Interaction—Active development of discourse, including intiating and respondingappropriately.

Use these indicators to award an overall mark on the effectiveness of students’ responses to the task.

Speaking

These marks can be adjusted and adapted to the marking scheme at your school (see writing evaluation).

Teaching Tips

These marks can be adjusted and adapted to the marking scheme at your school

Mark Criteria (3 = Pass)

5 Excellent

4 Good

3 Reasonable

2 Inadequate

1 Poor

0 Irrelevant/incomprehensible

MARKING CRITERIA

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Track 1

Welcome to E-Teens 7!

Unit 1Track 2

RADIO PRESENTER: Today we are discussing the results of a new free time report. Researchers say that over 60% of young people enjoy free-time activities each week. On the other hand, over three quarters of 12 year-olds play video games. We have 12-year-old Scott Parker and 11-year-old Jess Lawrence in the studio to answer some questions. Scott, what do you like doing in your free time?

SCOTT: I don’t have much free time. I have a lot of homework. When I do have free time, I love hanging out with my friends.

RADIO PRESENTER: Where do you hang out?

SCOTT: We like going to the mall, but we prefer visiting each other’s houses where we can play video games or watch TV.

RADIO PRESENTER: Do you ever feel that watching TV is a waste of your free time?

SCOTT: No, I need the time to relax. I enjoy taking it easy with my friends. I don’t like sitting around on my own. We’re going to watch a movie this weekend.

RADIO PRESENTER: OK, what about you Jess? What do you do on weekends?

JESS: I try to make time for my hobby.

RADIO PRESENTER: What do you do?

JESS: I go rollerblading with my friends. We go every weekend. We also really like going to the movies, but it is expensive.

RADIO PRESENTER: Do you ever feel your free time is unproductive?

JESS: Sometimes. I sometimes watch TV but I think it’s a waste of time. I would rather be rollerblading in the park.

RADIO PRESENTER: What do you dislike doing in your free time?

JESS: I like school, but...

Track 3

thinks, questions, results, weekends

Track 4

Rest and relaxation

What do you like to do in your free time? Rest and relaxation are important for our health, and free time gives us a chance to do the activities we enjoy. However, it is important to use the time we have in constructive ways.

Activities can be indoor, outdoor, active or sedentary. In the United States, current research shows that young people enjoy doing outdoor activities. In fact, 61 percent of young people between the ages of six and nineteen spend at least two hours outdoors every weekday.

The survey found that a number of other sports are popular. Teens play basketball or American football very often. Young people also enjoy going on field trips, camping, bird and wildlife watching, doing karate or gymnastics, and aquatic sports such as swimming, diving, and snorkeling.

On the other hand, many youngsters spend a lot of their free time indoors. Indoor activities include playing videogames, and using computers for non-homework activities.

Studies show that playing videogames and using computers are extremely popular among young people. Children under twelve buy one quarter of all videogames that stores sell. Three quarters of all twelve-year-olds play videogames, while 81 percent of the same age group uses computers for non-homework activities.

However, watching television is still by far the most popular activity among young people. In the US, the average eight- to eleven-year-old spends 28 hours per week in front of a TV screen and four hours per week on homework.

What is clear from studies around the world is that young people from different cultures share similar interests and do similar activities. The difference is how much free time they have. In some countries, young people complain they do not have enough free time, while in others they

Teacher’s Guide ∙ Audioscripts174

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say that they have so much free time that they are bored. What do you think?

Track 5

The Importance of Play

Do you remember when you were a small child? What games did you play? Kicking a ball? Jumping rope? Creating an imaginary world? Experts agree that playing is important for children to develop into healthy adults. Here are five ways that play benefits kids:

1. Play helps children develop their own interests.

2. When they play, children learn how to make decisions and solve problems.

3. Children learn how to control their emotions, such as anger and fear, when they play.

4. Play helps children make friends.

5. Play makes children happy!

Play is not just for kids, but for teenagers and adults as well. It helps us learn, it relieves stress, and it makes us more productive at school and at work. Play isn’t a luxury–it’s a necessity. So when you have some free time, don’t just sit and watch TV. Engage in some brain-stimulating play!

Track 6

Introduction

This report investigates popular free-time activities among 12- to 13-year-olds in the U.S. Many teenagers around this age enjoy different outdoor or physical activities, but some of them spend a lot of time indoors doing sedentary activities. We make suggestions for using free time based on a questionnaire applied to forty-one secondary students.

Findings

According to the questionnaire, the most popular free-time activity among teenagers at this age is hanging out with friends. Nearly 90% of teens do this every day.However, team sports (soccer, baseball, etc.) are also popular daily activities (80%).Only 50% of teens spend more than an hour a day outdoors. At the same time, 75% of them watch television for more than two hours a day.

Recommendations

1. Teenagers should have a balance of indoor and outdoor activities.

2. Teenagers should be more active.

Conclusion

Many adolescents like physical activities, but don’t do them very often.In summary, young people should spend less time watching television and find ways to be more active in their free time.

Track 7

The Activity Pyramid

There are lots of reasons to get off the couch and start exercising! Playing sports or doing exercise improves health and fitness. It also helps you make friends and develops personal qualities, like cooperation and competitiveness. Look at the activity pyramid and see how you can get more active. Think of more activities you can do!

You should...

try to watch less TV play fewer computer games spend less time sitting spend more time having fun with friends

Two or three times a week...

swing climb ropes play and have fun do pull-ups go dancing do karate or judo

Four or five times a week...

go skateboarding go running go biking do aerobic exercises play basketball play soccer play volleyball practice recreational activities

English 7 175

Every day...

• help around the house • walk • ride your bike • climb the stairs • spend time outside

Track 8

Come and see our trendy jeans. They are very cool.They are cheap and they are good.They are very cool.With a big pocket hereAnd a small pocket thereHere a pocketThere a pocketEverywhere a pocket, pocketBuy them now, or they’ll sell out.They are very cool.Track 9

What clothes do you like to wear?

What are you wearing now? Some people dress in order to identify with a particular group. Others choose their own individual style. The clothes you are wearing can tell others what you are interested in. Here are a few of the most popular styles for boys and girls.

Sporty: In summer, a simple T-shirt with a sports logo, three-quarter length shorts, and sneakers or sandals will do. In cooler weather, put on a hoodie, some denim pants and a cap. “I am wearing this hoodie because that way I am warm and ready for action!” says Jack. “I play basketball with my friends in the evenings. We are practicing for the school team.”

Skater: It is easy and inexpensive to create the skater look. This summer, James is following skater fashion. “I like designing my own T-shirts” says James “Hoodies are popular this year”. He usually wears a beanie or a cap, loose-fitting jeans, and some sneakers.

Hip-Hop: Hip-hop fashion is big business, but the clothes are not necessarily expensive. Sam achieves the hip-hop look with colorful baggy clothes, khaki pants, or a cap tilted at an angle.

Emo: Emos (from the word emotional) are usually between 12 and 18 years old. They wear black or pink clothes and tight jeans. Sisters Clare and Jane are emos. Clare is wearing a black wristband and Jane has a selection of studded belts. These are common accessories.

Comfy: If you are not interested in any particular trend, then maybe the comfy style is for you. Girls look great in a casual dress with leggings, while boys with no interest in fashion can still look cool in a short-sleeved T-shirt and jeans.

You can get fabulous clothes almost anywhere. Some kids in big cities often go to shopping malls with friends. However, in many cities, people buy their clothes from thrift shops or swap meets. You can sometimes find a wider range of clothes at these places than in stores. Another advantage of swap meets is that you can find bargains and negotiate the price. A thrift shop is also a great place to find accessories such as bracelets or necklaces!

Track 10

How to Bargain

Not everybody has the money to buy what they want. Fortunately, we can sometimes negotiate prices. Bargaining is not appropriate at regular stores or malls, but is an old tradition that is still popular at some markets or swap meets around the world. Bargaining takes a bit of practice, but it is good fun once you learn how to do it. Here are a few bargaining tips and rules!

1. When you ask “How much...?” the store owner will respond with the starting price. This is sometimes much more than he or she actually expects to receive.

2. Always offer lower than you are willing to pay–but not too low!


3. You can only raise your price. If you start at $50, your next offer must be $51 at least!

4. Smile each time you make an offer.

5. Walk away if the storeowner does not accept your final offer (if it is a fair price). Remember, if the store owner is smiling when you finally buy something, you did not bargain enough. Try harder next time!

Track 11

Music and Fashion

There is a strong link between music and fashion. We can often associate certain types of music with a particular type of clothing or hairstyle.

In the 1960s, hippies listened to protest songs that talked about peace and love.

Hippie-style consisted of peace symbols printed on old T-shirts and long hair. The practice of printing messages of protest or support on T-shirts is still common.

Biker culture influences rock fashion: a leather jacket over a simple T-shirt, torn jeans and studded belts. Bands such as Guns ‘n’ Roses and Aerosmith wear these types of clothes.

Punk became popular in the 1970s, and some people still follow the punk style today. Famous punk bands include the Sex Pistols from London, and the Ramones from New York.

Military boots and coats, safety pins on a torn T-shirt, together with a dyed Mohawk hairstyle are common features.

Singers like Madonna and George Michael influenced 1980s fashion, which is becoming popular again. When we walk down the street, we can see girls wearing skirts over leggings, and lots of accessories such as multiple bracelets.

Unit 2Track 12

JIM: Hello.

JULIE: Hi Jim, it’s Julie. I’m having a birthday party on the weekend. Would you like to come?

JIM: Hey, congratulations! When is it exactly?

JULIE: Saturday at 3 p.m.

JIM: Great! I need to check with my parents, but I’d love to come. Where is it?

JULIE: At the Edwards Leisure Center.

JIM: Are you having a pool party?

JULIE: Yeah, that’s right!

JIM: Cool! Do you need me to bring anything?

JULIE: Could you bring some soda? I’m having a party at my house after the pool. Remember to bring your swimsuit!

JIM: Yes, sure!

JULIE: OK, great. Hope to see you on Saturday!

JIM: Me, too. Bye!Track 13

a. It’s Julie.

b. That’s right!

c. I’d love to come.

d. I’m having a birthday party.

Track 14

Invitations and cards

What is the most important day of the year for you? Your birthday, of course! A lot of people like to celebrate their birthday with friends and family. How do you organize a good party? First, you have to invite the people you would like to be there! How many friends do you want to invite? Sending invitations is an important stage in organizing a successful party. Everybody loves receiving an invitation.If you are having a themed party, you can design your invitation in a similar style to your theme. Here are some popular party themes:

A Slumber Party or Camping Party: This is when you invite a few friends to sleep overnight. You can have the party inside or outside. Make all the necessary preparations. How much food will you need?

A Movie Party: Maybe you would like to watch a movie with your friends. Remember to schedule intermissions to eat popcorn and ice cream and to drink some soda.

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A Pool Party or Sports Party: Organizing your party at a pool or on a sports field can be very exciting for your friends. There are many different possibilities, but check your invitation before you send it. Are you missing any information?

For all types of parties, it is important to make an attractive invitation. Sprinkle them with a little glitter, make them colorful, but keep them simple. Always use polite language, and make your friends feel like they are invited to the event of the year – which it is!

Track 15

Party Games in the US

What party games do you like to play? Games are important for the success of any party. Here are some ideas for having fun and creating a great atmosphere.

This is a great game for slumber parties. First, play some music. Then, two people stand four to five feet apart and shine two flashlights directly at each other. The idea is for each person to raise or lower the beam of light. A third person then tries to bend over backwards, or “limbo” under the beam, without breaking it!

This game can be played at home, in a park, or anywhere safe. You need to prepare for this game. Collect a group of not-too-large objects. Distribute the names of the items in two lists. Hide the objects around the area where you are playing the game. Write a clue about where each object is. Form two teams and give each team a list and a set of clues. The first team to find all of the objects wins!

You can play this game outdoors on grass. Stand twenty to thirty feet away from a chair with a cup of water on it. Stand a broom upright, and have one participant place his or her forehead on the top of it. Another person keeps time. Spin around in circles, keeping your forehead on the handle. After thirty seconds, run to the chair and drink the water. Be careful... you will be dizzy and can fall over. The person who gets to the water and drinks it the fastest is the winner!

Track 16

Cultural Etiquette

Do you know how to act when visiting another country?

All over the world, what you do when meeting or greeting someone is sometimes more important than what you say.

For example, in Argentina, a handshake and a nod show respect when meeting someone for the first time. A hug and a kiss on the cheek are acceptable between friends. Argentinians stand close to one another when speaking. However, people see the “OK” or thumbs-up sign as insolent.

On the other hand, the British are very reserved. Sometimes they can appear too formal when in fact they are friendly. Handshakes are light, not strong.

British people generally do not show affection in public, and hugging and kissing is for close family and friends. They think it is not polite to look fixedly at people.

Finally, in Japan people are even more reserved. A handshake is appropriate when meeting, but there is little or no eye contact. Sometimes, Japanese people bow when meeting to show respect. Nodding is important because it shows you are listening to what someone is saying.

So remember, when you visit a new country, check the cultural etiquette first. It can help you prevent some embarrassing situations!

Track 17

Modern Communication

Nowadays, when so many mothers work, they sometimes have to communicate with their children by notes. Many people post their messages on the fridge door. They use fridge magnets. Most people keep a note pad near the telephone to write messages on. People often choose to write their notes on little pieces of paper with an adhesive strip on the back. You can write a note on them and leave it where you know the person you are writing to will see it. For example, you can stick an adhesive note on the television or a computer screen or maybe on a mirror. Now, kids can always get in touch with their parents. 35 percent of all


eleven-year-old children in the United States own cell phones. Do you have a cell phone? Would you like one? Very few young people write letters these days. But lots of them write e-mails. Do you write letters or e-mails? Experts say that in an average 24 hour period, 11 year olds spend nine hours asleep, five hours at school, four hours watching television and one hour doing their homework. That leaves five hours for everything else, including eating and talking to family and friends.

Track 18

Have – HourHouse – History

Honest – HonorTrack 19

Using a Bilingual Dictionary

A bilingual dictionary is a reference book. It can be used by anyone who needs to communicate in two languages.

Find a word: The entries are the words that are listed in the dictionary. They usually appear in bold, and they always appear in alphabetical order.

Find out what kind of word it is: Dictionaries always tell you what part of speech each entry is. There is usually a section at the beginning of the dictionary with a list of abbreviations that are used in the dictionary and tell us what they mean.

These are some common abbreviations: n noun (man, Tuesday) v verb (eat, go) pron pronoun (he, she, it) adj adjective (pretty, small) adv adverb (quickly, slowly) prep preposition (in, on, at) conj conjunction (or, because)

Find out how to say a word: Most dictionaries show you how to pronounce a word. This usually comes between two diagonal lines and in phonemic script – for example, hat: /hat/.

Each symbol represents a specific sound and the accents mark the stressed syllables.

Find out other forms of words: Entries also include different forms of a word. For example, they provide the past and the past participle of verbs (give, gave, given). You use this section to expand your vocabulary and to find the correct way to use prefixes (re-, un-) and suffixes (-ment, -tion).

Find words that mean the same: Some dictionaries also include a synonym for the entry. Small and little are synonyms.

Find phrasal verbs: Some verbs change their meaning when they are used with specific prepositions. These are called phrasal verbs. Sometimes the same combination of words can have different meanings depending on the context, For example, “She takes off (removes) her sweater”. “A plane takes off (leaves the ground) every hour”.

Find idiomatic expressions: Some bilingual dictionaries also include the meanings of common idiomatic expressions. There are times when the idiomatic expression is useful and necessary to explain something. It is easier to say “I’ll take a rain check” than “I’m afraid I can’t go out today but maybe some other time”. It is important to understand idiomatic expressions and to be able to read and write them correctly.

The bilingual dictionary helps you to understand different situations and is a must- have for any language learner.

Track 20

Crazy English Quiz

Over one billion people speak English in the world today. Over 700 million of these people speak English as a foreign language. You are one of them!

English is a crazy language. Think about it–there is no ham in hamburger, and a guinea pig is neither from Guinea nor is it a pig. A vegetarian eats vegetables, but what does a humanitarian eat? And why do we have noses that run and feet that smell?

Track 21

I am Mexican and my first language is Spanish. I speak Spanish with my family and friends every

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day. However, at school I have to learn English for three hours every week. Why is it important that I learn English?

People speak English all over the world – more than any other language except Mandarin Chinese. English is the international language of business, science, technology, banking, medicine, and more. It can also be fun. A lot of great music is in English as well as movies and TV shows.

I want to speak English because I want to travel to other countries and communicate with people. I also have family in the US and I want to have conversations with them.

For all of these reasons, I think English is a very important language to learn. I also think that learning English will help me get a job when I leave school.

Track 22

History of the English Language

During the 5th century AD, three Germanic tribes - the Angles, the Saxons, and the Jutes - invaded and stayed in Britain. These tribes spoke similar languages, which developed into what we call Old English. Native English speakers today do not understand most Old English. However, half of the most common words in Modern English have Old English roots.

In 1066, William the Conqueror, the Duke of Normandy (part of modern France), invaded and conquered England. As a result, French became the language of the Royal Court and the ruling classes. However, the lower classes continued to speak a type of English. This language, called Middle English, became dominant in Britain in the 14th century.

In this period, many new words and phrases entered the language. The invention of printing meant that there was now a common written language. Books became cheaper and more people learned to read. Spelling and grammar became fixed, and in 1604 the first English dictionary was published.

The main difference between Early Modern English and Late Modern English is vocabulary.

Late Modern English has many more words. In the 19th and 20th centuries the Industrial Revolution and technology created a need for new words.

Also, the English language adopted foreign words from many different countries.

Today, American English is extremely influential. US culture dominates cinema, television, popular music, trade, and technology. But there are many other varieties of English around the world. These include Australian English, New Zealand English, Canadian English, South African English, Indian English, and Caribbean English.

Unit 3Track 23

ADAM: Hello, could I speak to Mr. Jones, please?

MR. JONES: This is Mr. Jones.

ADAM: Good morning, Mr. Jones. My name is Adam and I am very interested in volunteering with your organization. Can you help me? Should I write a résumé?

MR. JONES: OK, Adam, we are always looking for young and enthusiastic people like you to help out. We use our volunteers for many different jobs. What kind of work are you interested in?

ADAM: Well, I’d like to volunteer on weekends and I would really like to work with people. So, perhaps I’d like to help out in the senior citizen center.

MR. JONES: But have you done any volunteer work before?

ADAM: Well, yes. I worked at the school sandwich bar. Will that help?

MR. JONES: Yes, it will. This is very important and shows that you have initiative and a willingness to work. What else have you done?

ADAM: I helped at the animal shelter on Saturdays. I love working with animals.


MR. JONES: That’s great, Adam! Two volunteer jobs show you have gained some valuable work experience. Fill in our volunteer assessment form and attach a letter.

ADAM: Is there anything else I should include in my letter?

MR. JONES: You could include something about your hobbies and interests.

ADAM: OK. Thanks, Mr. Jones.

MR. JONES: Wait a minute! You need to do one more thing. You should include a reference. We will have to check with an adult if you are suitable or not.

ADAM: Oh. Who can I use as a reference?

MR. JONES: You can use a teacher or a family friend. Make sure you ask them first.

ADAM: OK. Thanks again, Mr. Jones.

Track 24

A. Should I write a résumé?

B. I would really like to.

C. I love working with animals.

D. Will that help?

E. I really hope I get an answer.

Track 25

Teens Volunteering

A recent survey showed that today more teens are volunteering in comparison to earlier generations. Many teens are spending more time helping out while getting experience at the same time.

There are many different ways to volunteer and a variety of jobs to do. Teenagers can decide what they want to do, how, and where they can help out the most. What is more, these teens work for free and do not expect any reward.

In the US, a survey of over 22,000 students discovered that 30% of teens now volunteer for over 80 hours a year. It reported that 22% of students visit sick kids in hospitals and 54% belong to an organization that requires volunteer work. Furthermore, 22% say they

might continue to volunteer throughout their life. 32% of volunteers like the new experiences they have and 83% say they do not feel pressured into doing volunteer work.

Most teenagers think that volunteering is more enjoyable if you do it with friends. It is also better if you choose activities that interest you. If you love animals, you can work for an animal rescue foundation. If you like helping the elderly, you ought to volunteer at a senior citizen home. You may care about the environment. If so, you might want to help pick up trash in your area. You can help in any number of ways.

Here is what teenagers said:

AMANDA, 14 years old: “I think everybody should volunteer. You make new friends and experience new situations. I met some of my best friends volunteering on weekends.”

RAUL, 15 years old: “Volunteering is interesting. It gives me the opportunity to learn new things. All my friends volunteer, and we always go together. It’s a big responsibility, and I love it!

JAMES, 15 years old: “I love volunteering. The children I work with are good fun, and they make me laugh! That’s important! It gives me a good feeling.”

LUISA, 15 years old: “I like helping others. It helps me appreciate the good things in life and behave more responsibility. I certainly don’t have to do it; it’s my choice! You shouldn’t volunteer to do something if you don’t like it.”

Teen Volunteering Questionnaire

What do you think about volunteering? Read the questions and choose the answer that best reflects your attitudes and opinions.

1. How many hours do you volunteer per year? a. Fewer than 20 hours per year.b. 20 to 39 hours per year.c. More than 40 hours.

2. What is your opinion of volunteering? a. I want to volunteer to get experience.b. I want to try all kinds of volunteering.c. I don’t want to volunteer. It’s a waste of time.

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3. Should schools put pressure on students to volunteer?a. Yes, they should.b. No, they shouldn’t.

4. Which type of volunteer work would you like to try?a. Visit sick kids in hospitals.

b. Help feed the homeless.c. Visit old people in a nursing home.d. Do sponsored walks, runs, or bike rides.

5. What should be the main purpose of volunteer work?a. To offer people new experiences. b. To respond to a social need. c. To make you feel good.

6. What stops you from volunteering?a. You are too busy with other activities.b. You need more opportunities to volunteer.c. You don’t want to volunteer.

Track 26

Sweatshops: What Can We Do?

Sweatshops are workplaces that have difficult or dangerous working conditions. There could be exposure to dangerous materials, extreme temperatures, or abuse from employers. People must work long hours for low pay. Often sweatshops hire children.

It is difficult for people to relate to sweatshop workers because they live so far away and they provide us with cheap clothes and electronics. Everyone likes a bargain, but we have to start to recognize the human cost of the things we consume. A. When you support child labor, you are denying

children the right to education and emotional growth. No child should have the responsibilities of an adult and no child should be forced to work to support his or her family. The problem starts with governments who do not regulate the factories in their countries. Sam, 16

B. We need to be more awake in the Western world. We should all stop buying products from companies that exploit children. We should all work on supporting local businesses so that we don’t rely so much on imported products that come from sweat shops. Juan, 16

C. We need to protect children’s rights. The problem starts with the international companies who make their products in sweatshops but do not acknowledge the suffering they are causing. It is a moral dilemma that we all need to consider more. Naheem, 15

Track 27

Animal Shelter

Dear Ms. Dawes,

I am thirteen years old. I would like to help at the Animal Shelter because I love dogs. I am worried about the number of dogs on the street, and I want to help in any way possible. I have experience in caring for animals as I have two pet dogs and a rabbit.

I am very kind and patient and I enjoy physical exercise. I can take dogs for walks, or I can clean and feed them.

I can help every Saturday morning between 9:00 AM and 11:30 AM. I could be able to help some Saturday afternoons, but not every week.

Please let me know if there is any work available and when I can start.

Yours sincerely, Will Hurst

Track 28

UNICEF

Every person under the age of eighteen also has rights. The United Nations Convention on the Rights of the Child agreement lists them. Almost every country in the world has accepted this agreement.

Your rights The right to survival. The right to protection. The right to health care. The right to food and water. The right to education. The right to play. The right to sports. The right to opinions. The right to involvement in decisions that

affect you.


You are entitled to these rights whatever your race, religion, beliefs, and family background.

Your responsibility

To make sure that the way you behave doesn’t stop others from exercising their rights.

Your government’s responsibility

To make sure that these rights are available to everyone and that parents and children are aware of the convention.

Track 29

REPORTER: Over the next few weeks, ecologist Janet Friedman and I are going to travel along the Danube. The 2,900-kilometer river starts in the Black Forest in Germany and runs to the Black Sea in the east. Janet, what do you know about the Danube?

JANET: Well, it’s always been an extremely important river, the second longest in Europe. It provides a route for commerce and tourism. It is clean in the mountains, and it supplies drinking water to countries all the way to the sea.

REPORTER: Mmm, fresh, clear water for everybody.

JANET: Absolutely not! Unfortunately, as the Danube flows towards the sea, there is increased contamination.

REPORTER: Oh yes. There is a lot of heavy industry next to the river, isn’t there?

JANET: Well, yes, but it’s not only industry that is the problem. Governments also disagree about how to protect the river.

REPORTER: And the Balkan war had a negative effect.

JANET: Oh yes, completely. There was a lot of ecological damage in Serbia in the war in 1999.

REPORTER: Yes, that’s right. Many factories were bombed and this caused pollution. I’m not sure how long it will take the river to recover.

JANET: We are also going to see how the ecology of the Danube is home to lots of birds, including eagles, falcons, herons, and black storks, especially in Romania and Bulgaria.

REPORTER: It is a diverse environment that needs to be protected.

JANET: I think so, too!

Track 30

a. We are going to see how the ecology of the Danube is home to lots of birds.

b. There was a lot of ecological damage in Serbia.

c. It is a diverse environment.

d. There is increased contamination and environmental problems.

e. Economic catastrophes.

f. The results were catastrophic.

g. Is that because of heavy industry next to the river?

h. The river provides industrial power for a lot of factories.

i. Wetlands are now used in agriculture.

j. Obviously, the river is essential for agricultural use.

Track 31

Natural Disasters

Earthquake: An earthquake, also known as a quake or tremor, is the result of a sudden release of energy in the Earth’s crust. We measure earthquakes with a seismograph. If an earthquake is of magnitude 3 or lower it can be relatively harmless, but earthquakes of magnitude 7 or higher can be very harmful and cause serious damage over large areas of land.

An earthquake’s initial point of rupture is called the epicenter. This is where the earthquake is the strongest and where it can cause the most damage. Earthquakes are difficult to predict and continue to be a huge threat to our world.

Wildfire: A wildfire is an uncontrolled fire that normally occurs in countryside or wilderness areas where you can f ind combustible vegetation. A wildfire is different from other fires due to its size and how quickly it spreads. It can

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suddenly change direction and has the ability to cross gaps like roads or rivers. Wildfires can cause extensive damage to property, land, and human life.

Tsunami: Tsunami, a Japanese word created from Tsu (harbor) and nami (wave), also known by the term “tidal wave,” is a series of waves created when a body of water is rapidly displaced. A tsunami takes place if there are earthquakes, volcanic eruptions, or large explosions under water. Due to huge amounts of water and immense energy, a tsunami could potentially destroy any coastal region.

Tsunami waves can rise up to as much as 14 meters and can travel as fast as 800 kilometers per hour. These immense waves have the potential to destroy anything they come across.

Hurricane: A hurricane is a storm system that produces strong winds and heavy rain and can be very dangerous to people if they are caught in its path. Hurricanes develop over large areas of water but quickly lose power as they travel over land. Hurricanes need the warm energy of the water to maintain their initial power, and for this reason coastal regions are particularly prone to hurricane activity.

If the hurricane is very strong, it will develop an “eye” at the center. This eye is very large and can range from 3 to 370 kilometers in size. Hurricanes can be catastrophic events and will destroy land, buildings, people, or anything in their way.

Flood: A flood is an overflow of water that submerges land when a river or lake exceeds its capacity and breaks its banks. Floods will vary depending on seasonal change but are usually caused by heavy rainfall. If the strength of a river is high, it will break out of its channel. Floods often cause severe amounts of damage to land, property, businesses, and transportation systems, if left to run out of control. Many scientists believe the increased number of floods is due to global warming and that if we do not take steps to control these floods, now they will become worse as global warming increases.

Drought: A drought is an extended period of months or years when there is a deficiency

in water supply because of low precipitation. When water runs out, it causes environmental, agricultural, health, and economic problems. Lengthy periods of droughts cause mass migration and have a widespread impact on agriculture.

However, if water management techniques like irrigation or crop rotation are implemented, droughts won’t be so likely to occur. Droughts occur in any area of hot, dry land. Any period of drought will have long-lasting effects.

Pandemic: A pandemic is the spread of infectious disease across a large region, country, or even the world. A pandemic can be very harmful to the human race. Many people become ill, and sometimes, depending on the severity of the disease, die. Throughout history, there have been a number of significant pandemics. These include smallpox and, perhaps the most famous, the bubonic plague in the 1300s. The most recent was the swine flu pandemic in 2009, which affected many people worldwide.

Track 32

a. Q: What kind of storm is always in a rush? A: A hurry-cane.

b. Q: What do you call fifty penguins in the Arctic? A: Lost! Really lost! (Penguins live in Antarctica.)

c. Q: Why did the man smoke? A: Because he was on fire.

d. Q: Why do earthquakes shake? A: Because they like to rock and roll.

Track 33

Katrina

Hurricane Katrina was one of the worst hurricanes in the history of the United States. It formed over the Bahamas in August 2005. It then moved across Florida and got stronger in the Gulf of Mexico. Hurricane Katrina caused the most damage and deaths in New Orleans. Over eighty percent of the city was flooded when the flood defenses failed. The worst affected areas were along the banks of the Mississippi.


Today, thousands of the residents live in temporary accommodation. Reconstruction is still taking place and many people are waiting to go home.

Track 34

Water and Your Body

Your body and the blue stuff-water facts

Do you know that approximately 66% of the human body is water? Water exists in all our organs and is transported through our body to assist with physical functions. The total amount of water in the body of an average adult is 37 liters. Human brains are 75% water, human bones are 25% water, and human blood is 83% water. Humans drink an average of 75,000 liters of water throughout their lives.

A person can live for a month without food, but only for a week without water. If a human does not absorb enough water, the body will dehydrate.

Water helps regulate the temperature and removes waste from the human body. If you have a fever, you should drink lots of water. Healthy people should drink two liters of water daily.

Water is extremely important to us, but it can cause serious damage to our health when it is contaminated by bacteria and other microorganisms. Never drink water straight from a lake or river, as it can damage your health. In most cities and towns, drinking water is treated so that people don’t get sick with diseases such as cholera and typhoid. However, 25% of the world’s population is at risk from untreated water.

Unit 4Track 35

Welcome to Historical Chronicles. Today we are following in the footsteps of Charles Darwin and the voyage of the Beagle.

First, the Beagle left Plymouth in England on December 27th, 1831.

Charles Darwin was not a good traveler and he felt seasick on the boat. However, the incredible variety of plants and animals he saw on his journey soon made him feel better.

Then, in February 1832, Darwin saw the Brazilian rainforests. He was amazed by the variety of beautiful flowers and plants. Then, the Beagle continued down the South American coastline. It stopped in Punta Alta in Argentina where Darwin was fascinated by giant fossils. The boat continued around the south of Argentina and into the Pacific.

Next, at Chiloé Island in Chile, Darwin saw a volcanic eruption on Osorno Volcano. He was disturbed by the damage it caused. After that, Darwin observed giant turtles in the Galapagos Islands. He even jumped on one’s back and rode it.

Darwin also saw marsupials in Australia, and studied coral reefs in the Cocos Islands. Finally, on the way back to England, he noted the strange shape of Table Mountain in South Africa.

Charles Darwin made careful observations of animals and plants and collected thousands of specimens. He described it as the most important journey of his life, and it lasted for five years. In October 1836, he returned home to his family.

Track 36

1. It stopped in Punta Alta.

2. Darwin observed giant turtles.

3. He even jumped on one’s back.

4. He noted the strange shape of Table Mountain.

5. It lasted for five years.

6. He returned home to his family.

Track 37

The Diary of Robert O’Hara Burke

Victorian Exploration Expedition 1860

June 20, 1860: Over 15,000 people came to say good-bye to us today at Royal Park in Melbourne. The Victorian Exploration Expedition started on its way to the northern coast.

August 19, 1860: Today we arrived at Swan Hill. The journey last week was very difficult because it rained so much! The ground was very wet and muddy.

AUDIOSCRIPTS

English 7 185

October 12, 1860: It did not rain as much last week, but we had new problems on the road to Menindee. At every step, our wagons and camels had to stop to push them out of the sand.

November 20, 1860: This morning we arrived at Cooper’s Creek. This is new territory. When we arrived, we decided to wait until March. The summer is too hot for us and our camels need to rest.

December 15, 1860: A few moments ago, I received a message. John Stuart is close to us. He is a great explorer and his team is very fast. Stuart must not get to the coast before us. Four of us decided to leave Cooper’s Creek tomorrow.

December 26, 1860: The desert was less difficult than expected. The heat was the biggest problem, but everyone was happy. We celebrated Christmas Day at an oasis by the Diamantina River.

January 5, 1861: The Yandrawandha people (indigenous Australians) were very helpful this week. They were peaceful and they gave us fish to eat.

January 14, 1861: Today we walked towards an impressive mountain range. The landscape is fascinating.

January 18, 1861: The mountains were difficult to cross. It was impossible to walk along some of the paths. The camels are suffering. We are all scared.

February 11, 1861: Today I heard the ocean, but I did not see it. We were so close, but we were in a swamp. It was too difficult to get across. We decided to return to Flinders River. Tomorrow, we must begin our journey back to Melbourne. We are so disappointed. We were so close!

Track 38

Mapmaking

In the past, all great expeditions included an important member in their teams: the mapmaker. The maps the mapmaker drew helped figure out what routes the expedition should take. When expeditions arrived home,

people could understand the geography of newly discovered areas.

Why not make a map of an area you know? Or even an imaginary map to describe places in a movie, book, or game? Follow these steps to become a cartographer.

1. Sketch and lightly color your map. Define land and sea, or boundaries such as city limits, or state lines. Use basic colors and add a compass.

2. Add features. For large-scale maps these can be mountains, rivers, etc. For small-scale maps there could be streams or paths.

3. Note the scale. This shows how many centimeters on a map equal the number of kilometers in the actual place.

4. Add latitude and longitude lines.

5. Write the names of important places, or places that have meaning to you.

6. Create the legend. This is a key for the reader to make sense of symbols colors, and lines. For example, you can graduate colors to show different land heights or sea depths.

Track 39

Great Britain in the 19th Century

In the nineteenth century, Great Britain became the world’s first industrial society. The population increased from nine million in 1801 to forty-one million in 1901.

Although Britain was a superpower, life for most people was very ordinary. Many people moved to large cities and ate plain food such as bread, butter, potatoes, and bacon. Meat was an expensive luxury. Then bread became cheaper because ships and railways made it possible to import food. Later, in the 1860s, the first fish and chip shops opened.

Clothing was also basic. In the early nineteenth century, men wore cotton shirts, pants, and waistcoats. Women wore light dresses with a large frame, or bustle, at the back.

Despite this ordinary everyday life, the British Empire continued to expand. Industrialization and expeditions meant it grew to become the largest empire in history.


Track 40

On today’s show, we will look at four brave travelers and their extreme journeys across some of the most difficult places on Earth.

Thirty-eight-year-old Choi Jong Yul, from South Korea, became the first person to walk across the Sahara Desert from west to east on June 5th, 1996. It took him seven months to walk 4,588 miles across five countries. He battled heat, sun, sand, insects, scorpions and snakes, and met bandits and border police on the way.

Then we’ll learn about Ed Stafford, the British man who became the first person to walk the length of the Amazon River. The 4,000- mile journey to the sea was extremely dangerous. Ed tells us about having no food and problems with tribes who did not want him crossing their land.

In 2012, Nepalese mountaineer Chhurim became the first woman to climb Mount Everest in the same season. We discuss her success, and the problems with having only two days rest between climbs at high-altitude.

Finally, we look at the incredible Amelia Hempleman-Adams. In 2011, after seventeen nights on ice she became the youngest person to ski to the South Pole. She called her journey “an extraordinary experience.” We learn more about her problems with the cold, and how she managed to sleep next to her Dad’s snoring!

Track 41

REPORTER: Today we have a special guest in the studio. Tina Smith has an incredible story to tell us. Hello, Tina.

TINA: Hi!

REPORTER: Where did this story happen?

TINA: On Maikhao beach in Thailand.

REPORTER: When were you there?

TINA: I was 11-years-old. I was on vacation.

REPORTER: Who were you with?

TINA: My family.

REPORTER: What happened?

TINA: Well, I was standing in the sea when the tide suddenly rushed out. Everybody was staring in amazement. I knew what was happening. A tsunami was coming.

REPORTER: How did you know?

TINA: We had just completed a geography project about tsunamis and huge waves at school.

REPORTER: Wow. That was lucky! What did you do next?

TINA: I told my parents we were in danger. At first, they didn’t believe me.

REPORTER: Why didn’t they believe you?

TINA: Because they thought I was too young to know about tsunamis.Track 42

REPORTER: What did you do next?

TINA: I told my parents about my geography projects. I explained how tsunamis come from earthquakes under the sea.

REPORTER: What did your parents do?

TINA: They immediately told the hotel owners and the other people on the beach. Everybody evacuated the beach. The big wave came just a few minutes later.

REPORTER: Did you save everybody?

TINA: Everybody survived. But it wasn’t me who saved them. My geography teacher should take the credit. He told us how and why tsunamis happen. I’m happy now that I was listening in that class.

Track 43

a. What did you do next?

b. What did your parents do?

c. Did you save everybody?

Track 44

Local Hero

This is the story of one brave boy and his family. Where does this story take place? In the small town of Roma in Queensland, Australia. In 2010, heavy rain in the area brought terrible floods.

Who was this boy? Twelve-year-old Jack Osbourne. He lived in Roma with his mom and dad and two younger sisters. In September of the same year, Jack’s dad was driving the family home after visiting some friends.

AUDIOSCRIPTS

English 7 187

As they were driving down the long, winding road, it started to rain. Raindrops as big as stones crashed against the hood of the car. Jack’s younger sisters were not laughing anymore.

The storm continued. When Jack looked out of the window, he saw the fields looked like lakes. Jack’s dad slowed the car down to twenty miles per hour.

Part of the road collapsed, and the car started to sink. It was sinking into a deep pool of water. Jack’s sisters were frightened. They started crying as their father desperately tried to open a window.What did Jack do? He stayed calm. He quickly released his sisters’ seatbelts while his father opened a window and climbed out of the car. Jack passed his younger sister, Libby, to his mother. The car began to sink under water, but he did not panic.

Jack helped his other sister Erin. The water was now as high as Jack’s neck.

The rain was pouring down around the car, and his mom was screaming at him to hurry.

Finally, Jack pulled himself to the front of the car. His mother followed him just as the vehicle completely sank. They swam to the side of the road and collapsed. The car disappeared under the water.

The next day, Jack’s parents returned with the police to find their car. It was three meters under water. They looked at each other. “You saved your sisters’ lives, Jack,” they said.

Reporters rushed to speak to Jack. “How did you feel?” they asked. “I was relieved,” Jack replied. “I just wanted my sisters to get out before I got out.”

Jack’s smiling face was all over the front pages. The town had a new hero.

Track 45

Who Is Your Hero?

What is a hero? A hero is a person who is admired for their courage and noble qualities. In movies and books, heroes are usually strong or have special powers, but many heroes are ordinary people living ordinary lives. What makes a hero? There are two factors that can lead to heroic behavior:

1. The situation someone is in.

2. How the person reacts to that situation.

Every day you might come face to face with situations that require heroic behavior. What would you do in these situations?

Someone is bullying a classmate. There is smoke coming from the windows of a

house you are passing. You see a cyclist hit by a car. An elderly person cannot cross a busy road.

Remember, you don’t have to be a famous historical figure to be a hero. Heroes are all around us, every day. So, who is your hero?

Track 46

A Local Hero

Twelve-years-old Jack Osbourne saved his family from drowning yesterday. The family were traveling in their car near Roma, in Queensland. They had an accident as they took a curve. Heavy rain caused the road to collapse, and the car started sinking into a river. Jack stayed calm. He helped his sister out of the vehicle before escaping with his mother. Police recovered the car this morning from under three meters of water. “We think Jack is incredible,” said his parents. “He stayed very calm.”

“I was frightened,” Jack said. “I just wanted my sister to be safe”. The town of Roma has a new hero.

Track 47

Flash Floods

Flash floods can happen very quickly and they are very dangerous. They cause more deaths in the United States each year than any other type of weather, except heat waves. Causes of flash floods include very heavy rain or accidents like a dam break.

Other Factors

Sometimes the ground is too hard to absorb water. As a result, the rain goes downstream. If there is more than one inch of rain per hour, it can cause a flash flood. There may even be a flash flood in sunny weather, because it is raining on higher ground nearby.


AUDIOSCRIPTS

Did you know...?

The most famous flash flood in American history was in 1889, in Johnston, Pennsylvania. A dam collapsed and 2,200 people drowned.

What You Can Do

Flash floods occur within six hours of a rain event or accident. There is not always time for a warning, so you need to be prepared: 1. Learn about flood risks where you live. 2. Find out the elevation of your home in relation to streams, rivers, and dams. 3. Develop a family disaster plan. 4. Do not drop trash, which can block drains.

Extra PracticeTrack 48

Nine out of ten dentists recommend Bright and Fresh toothpaste. Keeps you fresh and bright all day!

Track 49

Chilean Independence Day

The Independence Day is on September 18th.

Kites color the skies during the day. On this day Chile got its independence from Spain. White, blue, and red flags are everywhere. Most people go to the fondas and eat traditional food like empanadas and listen to folkloric music. They also drink much wine and chicha. Many people dance the Cueca.

USA Independence Day

This holiday is on July 4th. On this day the USA got its independence from Great Britain. People have barbecues, watch parades, and go to football games. Lots of red, white, and blue flags hang from buildings and flagpoles. At night everyone watches great fireworks displays. It’s summer so the weather is nice and a lot of people play sports. Very few people stay at home.

Track 50

STEVE: Welcome to this week’s What’s on in New York. I know there are a lot of things happening at the moment. Janet is here to tell us more.

JANET: Hi Steve. There are lots of events coming up.

STEVE: Really?

JANET: Well, if you prefer to listen to rock music, some fantastic news was announced yesterday for all U2 fans. They’re beginning a new world tour on August 1st and their first concert is in Madison Square Garden.

STEVE: They are a great band. How much are the tickets?

JANET: They’re not cheap. You can get them for forty, fifty, or sixty dollars.

STEVE: That is expensive! Where can you get tickets?

JANET: You can buy them at www.tickets.com.

STEVE: Right, is there anything else we should make a note of?

JANET: Yes. Kanye West is playing at Radio City Music Hall on September 11th and 12th. His new record is scheduled for release in the spring. Get your tickets now!

STEVE: I will. Thank you, Janet. See you next week for another round of music tips.

JANET: Thanks, Steve. Bye for now. Track 51

Cultural differences in communication

There is a variety of different attitudes in every culture. When we look for real communication, we need to know these attitudes. There are stereotypes but they are not always true.

The first thing to do is to listen and observe. Some people are very eloquent; others quiet and modest and others are direct and practical.

Learning effective communication across cultures takes time. It is also necessary because more and more people are working in a foreign country.

And when you visit another country, learn a few polite phrases, listen to traditional music, taste the food every little effort has a positive effect. After you understand a few basic communication rules, you are going to discover just how similar we are.

English 7 189

Track 52

Some ways to change your body and get fit easily

1. Hide the TV remote control. Getting up and changing the channel manually ten times per day with the TV two meters from the sofa will burn calories.

2. Go through regular doors, not automatic ones. Pushing the door uses the triceps.

3. Don’t drink water with meals. Water prevents a feeling of fullness.

4. Towel dry your hair. This is some workout for the biceps.

5. When sitting, occasionally lift your feet from the floor, then hold. This works the abdominal muscles.

6. Don’t wait for the bus, walk to the next bus stop. By walking you burn six calories every minute.

7. Carry objects. Keeping the arms extended requires powerful static contraction. Shoulders and chest muscles work.

8. Relax. Not relaxing causes release of the hormone cortisol, which takes muscle and burns it as fuel, leaving fat cells in its place.

9. Wear lace-up shoes, not slip-ons. Tying laces works the thumb and finger flexor muscles

Track 53

Environmental Issues in my Community

A big problem that affects my community is litter. People drop garbage everywhere. There are empty bags and pieces of food all over my Street.

Also, people allow their dogs to make a mess of the sidewalk.

Litter can cause many problems. If it blocks the drains it causes floods when it rains. It is also very unhealthy. There are rats and cockroaches on my Street, and it is very smelly in hot weather. Litter takes a lot of time and costs a lot of money to clear up. In future, when I see somebody drop something on the floor I am going to ask him or her to pick it up. So, don’t drop anything on the street.

Neighborhoods look nicer if they are clean.

Track 54

Eyewitness Reports from Chile

At 3.34 a.m. local time, Chile, my country suddenly changed. The earthquake lasted about three minutes. My world, and that of my countrymen and women, became a massive horror story played out on the world stage. I was in Chile on vacation from my job in New York with the United Nations when the earthquake started. The earth screamed; a sound of thunder that came from its belly as it violently shook the plants, the cars, the walls, and the pavement that I stood on. It seemed like a very long time. Then silence. From my yard, high on a mountainside, I looked down at the city below and saw a cloud of dust. After the earthquake there was a tsunami, which devastated six regions.

Monica Contreras

It started off as kind of soft shaking, then really intensified. There was no way I could have gotten out of the building. It was shaking too hard. I stood in a doorway to try to protect myself. Everything that was standing fell over. Computers fell off desks and pipes burst everywhere. Once the earthquake stopped I ran to the window that looks down over the city. I saw a huge cloud of dust I have never seen anything like it in my life. There was screaming, crying, yelling, and panic coming from the city. Many of our neighbors’ houses collapsed. It says they come in a pretty small black box. It was really scary.

Marco Vidal

Track 55

BOY: I want to buy Jackie a present for her birthday but I don’t know what. Can you help me?

JOANNA: Sure. Look! They sell second hand adventure books here. They are at a very good price. It says they come in a pretty small black box or you can buy one at these pop music CDs. They look in excellent condition.

BOY: Well that’s a good idea. What are the contact numbers?


AUDIOSCRIPTS

JOANNA: For the books you have this telephone number 5237809, for the CD collection contact Joe. There’s no telephone number, but his e-mail is: [email protected].

BOY: Great I would do that right now. I think I’ll buy her the books. Thanks Joanna

JOANNA: You’re welcome.

Track 56

MS. BINGS: Hello?

SARAH: Hello, Mrs. Bings. Is Mary there?

MS. BINGS: Hello, Sarah. No, she isn’t. Can I take a message?

SARAH: Yes, please. I’m calling to invite her to my birthday party

MS. BINGS: Oh, congratulations. When is it?

SARAH: It’s on Friday, May 21, at 5 p.m. I would like Mary to come.

MS. BINGS: Ok, I’ll tell her. Where is the party?

SARAH: At my house. My address is 28 Pyramid St. It’s very close to North Avenue. Can she call me?

MS. BINGS: Ok. I’m sure she would like to go. What is your number?

SARAH: 263-7514

MS. BINGS: Could you repeat that?

SARAH: 263-7514. I’d love Mary to be there.

MS. BINGS: I’ll get her to call you when she comes home.

SARAH: Ok, thanks. Bye.Track 57

Community Helpers

Nurses check a patient’s height, weight, and temperature. They also give shots and medicine.

Doctors talk to patients about their health problems. When patients are sick, doctors usually know why. Doctors help cure patients’ problems.

Police officers are important members of the community. They keep people safe and make sure everyone follows the laws. Police catch criminals and take them to jail.

In a grocery store, there are many people who can help customers.

Cashiers scan items at the cash register.

Baggers put the items in paper or plastic bags. Baggers also take groceries to the parking lot and put them in the customers’ car.

Firefighters put out fires and rescue people from burning buildings. Firefighters also take care of sick or injured people. They often help at car accidents. They also respond to emergency calls from homes in the community.

Track 58

REPORTER: Police are hoping to make progress in catching the city’s cyclist thief. He was seen cycling away from the home of Eileen Jacobs after stealing a DVD player, a watch and some jewelry. The main suspect is Neil Swings, a forty- year -old escaped convict. Daniel Cooper saw the criminal and is here to give us a description. Hello, Mr. Cooper.

MR. COOPER: Hello

REPORTER: Can you tell us what happened?

MR. COOPER: Of course I can. I was making my breakfast in the kitchen at about 8 o’clock when I heard a noise in Eileen’s backyard. I knew she had gone on vacation last weekend so I went to investigate.

REPORTER: What did you see?

MR. COOPER: I went inside. While I was going in, somebody opened the door at the front of the house.

REPORTER: And you saw who it was?

MR. COOPER: No, I didn’t. Not at that moment. I ran to the front of the house and when I looked up the front door, I saw a man climbing on to a bike

REPORTER: Did you see his face?

MR. COOPER: Yes, I did. He had a mustache and big bushy eyebrows

REPORTER: What about his hair? Did he have a ponytail?

MR. COOPER: He was completely bald.

REPORTER: Mmm. What did he do next?

MR. COOPER: Well, he started cycling away. I wanted to chase him but he was going too fast on his bike so I called the police.

English 7 191

REPORTER: Ok, thank you Mr. Cooper. If anyone has any further information about where this man is or can help police progress in their investigations please contact the show. We will all be a little safer if they catch, trial and convict Swings.

Teacher's GuideTrack 59

Expressions for the Teacher

Class Discussions

Can you justify your answer?Who else would like to comment?Do you agree with that answer/comment?Who would like to write the answer on the board?On what did you base your answer?Let’s brainstorm. Give me any words you can think of related to this topic.

Group Work

Take notes and prepare a report.Elect a group member to take notes.Who is going to give the report to the class?Come to a consensus.Have you reached a consensus yet?Everyone should give his or her opinion.Do you think he/she has a valid point?Has everyone expressed an opinion?

Reading

Look at the title and the illustrations and tell me what you think the text is about.Find examples in the text.Scan the text quickly for the keywords.Just skim the text for the general idea.

Listening

Put your hand up when you hear the answer.Listen for the keywords.Listen again and check your answers.

General

Take out your notebooks and copy the table.Would you like to share your opinion/answers with the class?Quickly compare your answers with a classmate.

Research the subject on the Internet and find out all you can about it.Who would like to present their role-play to the class?

Expressions for Students

Asking for HelpI’m having problems with this.I’m sorry, what are we supposed to do?Could you repeat the instructions, please?How do you pronounce it?What does…mean?How do you say…in English?Can you help me with this, please?Checking Answers

What did you put for number 1?What have you got for number 2?I don’t think that’s right.That sounds/looks fine.You need to make one or two changes.Is it all right?Role-playsWhat do we have to do?Do you want to start?Which role do you want?

Track 60

Days of the week

Monday, Tuesday, Wednesday, Thursday, Friday, too.

Are school days for everyone,

For you and you and you.

But Saturday and Sunday,

Are different from the rest.

We play at home on those days,

And weekends are the best.

Track 61

1. MAN: Hello. Do you need any help? Are you looking for anything special?

WOMAN: Yes, thanks. I’m looking for a green healthy plant to give to my friend for her birthday.

MAN: No problem. I have some beautiful plants over there.

2. MAN: May I help you?


AUDIOSCRIPTS

BOY: Yes, please. Could I have a double chocolate chip cone with sprinkles?

MAN: And what can I get for you?

GIRL: A dish of vanilla ice cream, please.

3. WOMAN: Hi, my name’s Sally. Can I take you order?

MAN: We’d like to order a pizza, please.

WOMAN: Sure. Medium or large?

MAN: Large, please.

4. MAN: Would you like some help with you bags?

WOMAN: That would be great, thanks. These bags are really heavy. Thanks for helping me carry them.

Track 62

All about trees

Trees are very important to all living things. They provide food, like mangoes, apples, and nuts. Animals live in them. Trees also clean our air and make oxygen. The world has 100,000 tree species. Most have the same structure. They have leaves, branches, a trunk, and roots. Some are slightly different. For example, palm trees do not have branches. Each part of a tree has a purpose. Leaves make food for the tree. How do they do this? They use water, sunlight, and the chemical carbon dioxide. Together, these three elements make nutrients for the tree. Veins in each leaf carry the nutrients to the rest of the tree. The veins also carry water to and from the roots. The trunk supports the tree’s branches. There are large rings inside the trunk. They look like garden hoses. The trunks store and move water and nutrients. Bark is an important part of the trunk. What is its function? Bark is like a human’s skin. It protects the trees from diseases, fire, insects, and animals. What’s the most important tree part? The roots. Without roots, trees won’t grow. Tiny hairs on the roots get water and nutrients from the ground. the roots send them to the trunk. Root systems can be very large. If the top of a tree is twenty feet around, the root system might be sixty feet around. When it’s windy outside, roots keep trees in the ground. Unfortunately, humans

destroy billions of trees each year. How can we save them? One simple way is to recycle paper, which is made from trees. Recycled paper can be reused. The fewer trees will be cut down.

Track 63

I know an old lady

I know an old lady who swallowed a fly, I don’t know why she swallowed the fly,I guess she’ll die.I know an old lady who swallowed a spider,That wriggled and jiggled and tickled inside her.She swallowed the spider to catch the fly,I don’t know why she swallowed the fly,I guess she’ll die.I know an old lady who swallowed a bird,How absurd to swallow a bird!She swallowed the bird to catch the spider,That wriggled and jiggled and tickled inside her.She swallowed the spider to catch the fly,I don’t know why she swallowed the fly,I guess she’ll die.I know an old lady who swallowed a cat,Imagine that, to swallow a cat!She swallowed the cat to catch the bird,She swallowed the bird to catch the spider,That wriggled and jiggled and tickled inside her.She swallowed the spider to catch the fly,I don’t know why she swallowed the fly,I guess she’ll die.I know an old lady who swallowed a cow,I wonder how she swallowed a cow?She swallowed the cow to catch the catShe swallowed the cat to catch the bird,She swallowed the bird to catch the spider,That wriggled and jiggled and tickled inside her.She swallowed the spider to catch the fly,I don’t know why she swallowed the fly,I guess she’ll die.I know an old lady who swallowed a horse,Well, of course!

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Ingles-7º-basico-Teachers-Guide.pdf - Colegio Benjamín ...

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