Inglés 1º Medio-Teacher S Book Volumen 1

VO
LU
TEACHER’S BOOK
M
E
1
ENGLISH Gloria Caro Opazo
State Teacher of English,
Universidad de Chile. Department of
Philosophy and Education, Santiago, Chile
TEENS
IN MOTION 1 Primero
medio
INDEX VOLUME 1
Description of index
This Teacher´s Book is presented in two volumes which contain the methodological
suggestions for units 1 and 2, and 3 and 4 of the Student´s Book respectively.
The general introduction to the Teacher´s Book and the general appendixes in the
VOLUME 1
final pages are replicated in both volumes identically.

As regards the methodological suggestions for the units of the Student´s Book, the
number of pages correlates in both volumes. In relation to the first and final pages
of the Teacher´s Book, the number of pages also correlates but in Roman numerals.
Teacher´s Student´s
book book
Page Page
INDEX VOLUME 1 2
Description of index 2
INTRODUCTION i
Didactic and methodological proposal i
Lesson structure iii
Bibliographical references that support the methodological proposal iii
COURSE DESCRIPTION iv
HOW TO CORRELATE THE COMPONENTS
v
Student´s book - Teacher´s book - Complementary digital resource
CLASSROOM LANGUAGE xi
GENERAL PEDAGOGICAL GUIDANCE xiii
Opening xiii
Development xiii
Closure xiv
FIRST TERM OVERVIEW xv
Unit 1 Joy from work xv
Unit 2 Keep on learning xvi
UNIT 1 JOY FROM WORK 6 6

Unit overview 6
Unit plan 6
OPENING
Cross-curricular values (OATs) and attitudes 9

GETTING READY 10 8
Setting objectives 10 8
Do you remember? 10 9
MODULE 1 11 10
DEVELOPMENT
Entry slip 11 10
How ready are you? 11 10
LESSON 1 Finding the right job 12 11
Preparing to read 12 11
2 INDEX VOLUME 1
book book
Page Page
Focusing on reading 12 12
After reading 14 14
Writing workshop: An advertisement for a job 14 14
Exit slip 15 15
LESSON 2 The right person for the right job 16 16
VOLUME 1
Preparing to listen 16 16
Focusing on listening 17 17
After listening 18 18
Speaking workshop: Introducing yourself at a job interview 18 18
Exit slip 19 19
LESSON 3 Apply in writing 20 20
After reading 22 24
Writing workshop: A brochure with tips 22 24
Exit slip 22 25
SUBJECT CONNECTIONS: Social Studies 23 26
MODULE 2 24 28
Entry slip 24 28
LESSON 4 It´s all about attitude 25 29
Speaking workshop: Visiting a career counselor 26 31
Exit slip 27 32
LESSON 5 What´s your job? 28 33
DEVELOPMENT
After reading 30 36
Writing workshop: A brief description of a job 30 36
Exit slip 31 37
LESSON 6 For a good cause 32 38
Speaking workshop: Talking about personal experiences 33 40
Exit slip 34 41
SUBJECT CONNECTIONS: Language and Literature 35 42
CLOSURE
PROJECT: A job interview 36 44

SYNTHESIS AND REFLECTION 38 46
INDEX VOLUME 1 3
book book
Page Page
COMPLEMENTARY DIGITAL RESOURCE 39
Methodological Guidance 39
TRANSCRIPTS 41
BACKGROUND INFORMATION 44
COMPLEMENTARY ACTIVITIES (photocopiable) 46
VOLUME 1
EXTRA TEST (photocopiable) 51

ANSWERS 54
Student´s book 54
Complementary activities 56
Extra Test 56
BIBLIOGRAPHY 57
UNIT 2 KEEP ON LEARNING 58 48

Unit overview 58
Unit plan 58
OPENING
Cross-curricular values (OATs) and attitudes 61
GETTING READY 62 50
Setting objectives 62 50
Do you remember? 63 51
MODULE 1 64 52
Entry slip 64 52
LESSON 1 Improve your learning 65 53
After reading 67 56
Writing workshop: Summarizing a text 67 56
Exit slip 68 57
LESSON 2 Learning in the digital era 69 58
DEVELOPMENT
Speaking workshop: Conducting a survey 71 60
Exit slip 71 61
LESSON 3 Equality in education 72 62
After reading 74 66
Writing workshop: Completing a news item 74 66
Exit slip 74 67
SUBJECT CONNECTIONS Physical education 75 68
4 INDEX VOLUME 1
book book
Page Page
MODULE 2 76 70
Entry slip 76 70
LESSON 4 Problems at school 77 71
VOLUME 1
Speaking workshop: Identifying problems and finding solutions 79 73
Exit slip 79 74
LESSON 5 Congratulations! You´ve done well on the assignment! 80 75
DEVELOPMENT
After reading 82 78
Writing workshop: A message with good news 82 78
Exit slip 82 79
LESSON 6 English opens doors 83 80
Speaking workshop: A dialog about studying abroad 85 82
Exit slip 85 83
SUBJECT CONNECTIONS Language and Comunication 86 84
CLOSURE
PROJECT Telephone information 88 86
SYNTHESIS AND REFLECTION 89 88
GLOSSARY 174
BIBLIOGRAPHY 176
Methodological Guidance 90
TRANSCRIPTS 92
BACKGROUND INFORMATION 95
COMPLEMENTARY ACTIVITIES (photocopiable) 98
EXTRA TEST (photocopiable) 103
ANSWERS 106
Student´s book 106
Complementary activities 108
Extra Test 108
BIBLIOGRAPHY 109
RUBRICS APPENDIX xvii

GENERAL BIBLIOGRAPHY xxvii
INDEX VOLUME 1 5
INTRODUCTION
Teens in Motion has been specially written to meet the requirements of the new
Curriculum for the 1st Year of Secondary Education and with the objective of
providing students with a textbook that will keep them motivated and engaged
when using it.
VOLUME 1
The contents in Teens in Motion have been organized in four units which have
been developed around key topics that have proved to be interesting for our
students and that were suggested by the Chilean Ministry of Education. They
range from serious subjects such as choosing a profession or learning about the
advantages of education and lifelong learning to more general topics such as
arts or traditions and celebrations around the world.
The contents in each unit have been organized according to the functions the
learners should be able to carry out in English and considering the development
of the four skills (which have been grouped in three main areas: Oral
Communication, Reading Comprehension and Written Expression. The students’
communicative competence is considered as the mastery of functions they need
to communicate across a range of situations.
This approach allows students to see language as a necessary tool, and
gives the grammatical and lexical content a clear purpose, so that “language
learning can result from creating the right kinds of interactional processes in the
classroom” (Richards, 2006).
Special emphasis has been placed on cross-curricular values (Objetivos
Fundamentales Transversales) and attitudes students should pay attention to
and develop as part of their everyday life.
Didactic and methodological proposal

Teens in Motion adopts the orientations of the an enhancement of the learner’s own personal
Communicative Language Teaching approach, which experiences as important contributing elements to
focuses on developing students’ communicative classroom learning
competence through the use of pair and group work an attempt to link classroom language learning with
activities, role-plays, and project work. It also includes language activation outside the classroom
contributions of other approaches, especially the
Task Based Learning and the Cooperative Language Task-based learning is also linked to classroom
experiential learning. In experiential learning, immediate
Learning. Quoting Richards, “students are asked to
personal experience is seen as the focal point for
participate in classroom activities that are based on
learning, giving “life, texture, and subjective personal
a cooperative rather than individualistic approach to
meaning to abstract concepts and at the same time
learning. They are expected to become comfortable with
providing a concrete, publicly shared reference point
listening to their peers rather than relying on the teacher for testing the implications and validity of ideas created
for a model” (Richards, 2006). during the learning process,” (KoIb, 1984: 21).
This approach to language teaching is characterized by Regarding the definition and nature of tasks, they have
the following features: a pedagogically-oriented characterization. In Teens in
an emphasis on learning to communicate through Motion, a task is any classroom activity or action such
interaction in the target language as: drawing a map while listening to a recording or
the introduction of authentic texts into the learning listening to an instruction and performing a command,
situation which is carried out as the result of processing or
understanding language and that “provides a purpose
the provision of opportunities for learners to focus, for the activity which goes beyond the practice of
not only on language, but also on the learning language for its own sake” (Richards, Platt, & Weber,
process itself 1985, p. 289).
i INTRODUCTION
At the same time, Teens in Motion has also focused on
developing the following aspects that are regarded as Use of information technology and
the main strands of the Chilean Curriculum: multimodal texts
Technology and multimodal communication are
Critical and creative thinking great tools that can really enhance the experience of
It is essential that students develop critical thinking learning a foreign language. Students who are used
abilities that will enable them to face 21st century to them and know them well are less dependent
demands. These require learners capable of on the teacher when searching for information or
analyzing, synthetizing and interpreting information, completing a task and become more autonomous
solving problems and also reflecting about their own learners. Technology also helps students cope with
VOLUME 1
learning process. different learning styles and use time efficiently.
Explicit teaching of learning strategies Assessment for learning

Students should be taught strategies that enable A strong body of evidence has demonstrated that
them to learn language on their own without their improving formative assessment raises student
teacher’s help. Knowing which strategies are the achievement. Assessment for Learning is also known
ones that best work for them saves time, gives as formative assessment and has been defined as
confidence and motivates learners to go further. “the process of seeking and interpreting evidence for
use by learners and their teachers to decide where
the learners are in their learning, where they need to
Connections go and how best to get there” (Assessment Reform
Connecting school subjects promotes holistic Group, 2002).
learning and motivates students to look for
Assessment for learning is any assessment for which
information in areas that really interest them. When
the first priority in its design and practice is to serve
students make connections with other school
the purpose of promoting students’ learning.
subjects, not only do they use authentic material that
they can recognize from other classes, but also they An assessment activity can help learning if it provides
strengthen and expand their comprehension in information that teachers and their students can
those areas. use as feedback in assessing themselves and one
another, and in modifying the teaching and learning
activities in which they are engaged.
Culture and intercultural competence
Assessment that fosters understanding (rather
Learning a foreign language does not only mean than simply assessment it) has to be more than an
learning about that language’s form, but also about end-of-the-unit test. It needs to inform students
the culture behind it. They learn to value diversity. and teachers about both what students currently
Students realize there is not one way of life, but understand and how to proceed with subsequent
many and therefore become more open-minded and teaching and learning.
respectful of other people. In Teens in Motion, the assessment activities are not
different from the rest of the tasks that are proposed,
The writing process but they include assessment instruments that
provide opportunities for a variety of perspectives on
Teaching students to follow the steps of the writing
assessment over each unit: self-assessment, peer
process allows them to analyze and reflect on the
assessment, and teacher’s assessment.
process of writing and not only the product itself.
Focusing on the different strategies and steps This aims to help students develop the skills they will
(pre-writing, drafting, revising, editing, publishing) need to provide one another and themselves with
helps students gradually develop the ability to write useful feedback. Self-reflection and peer-assessment
organized, coherent and well-thought-out texts in does not come easily to most students, but both can
an easier and faster way. In this process, students be learned from practice.
notice and check their mistakes and errors, and
discover and develop strategies to improve the
final product.
INTRODUCTION ii
Lesson structure Written Production: This skill is developed in the
section called Writing Workshop in which tasks are
Each lesson has a lead-in section that introduces the approached considering the different steps of the
learning objectives and their purpose, and presents an writing process: pre-writing, drafting, revising, editing
engaging task to activate students’ previous knowledge and publishing. In this section, students go through
and trigger their curiosity, interest and motivation. an initial instance of guided practice in which they
analyze a model and see how the the writing process is
The lessons have special sections to practice and
developed. It prepares them to work independently and
integrate reading, oral communication and writing skills.
produce their own pieces of writing.
In the section called Subject Connections, students are
• Assessment for learning
VOLUME 1
asked to connect and apply what they have learned with

other subjects or curricular topics. Ultimately this better Teens in Motion advocates the benefits of the
enables students to achieve higher level critical thinking assessment for learning, over the assessment of
and collaborative skills. learning. Assessment for learning is used at the
beginning of an instructional period to check for student
Throughout the lessons, there are also activities that can be
understanding. Diagnostic tools determine what
used as embedded assessment. A self-assessment rubric
students already know and where there are gaps and
is provided so as to promote students’ independence.
misconceptions. It also includes assessment as learning,
• Skills development where students reflect on and monitor their own
Oral Communication: Listening is developed in a progress. Assessment of learning is used towards and
process consisting of three stages (Preparing to listen, at the end of the instruction period. Teachers document
Focusing on listening, After listening). Speaking skills students’ learning achievements through tasks that invite
are approached from a process-oriented perspective, students to demonstrate their mastery and knowledge of
considering oral practice as the initial stage that the course content.
prepares students for independent practice. The assessment activities are not different from the
Reading Comprehension: This skill is also presented rest of the tasks proposed, and are aimed at providing
in a three –phase approach, with before, while and after evidence about what a student knows, understands and
reading activities. A variety of texts are presented to is able to do. The assessment instruments consider:
students throughout the units. With the help of activities self-assessment, peer and teacher’s assessment.
and strategies, students are guided to comprehend,
discuss and analyze the texts from a critical perspective.
Bibliographical references that support the methodological proposal

• Ferris, D. R. & Hedgcock, J. S. (2005). Teaching ESL • Nunan, D. (1991). Communicative tasks and the
Composition. Purpose, Process and Practice. New language curriculum.TESOL quarterly, 279-295.
York: Routledge.
• Nunan, D. (2004). Task-Based language teaching.
• Goh, C. (2012). Learner Strategies. En Burns A. y Cambridge, Cambridge University Press.
Richards J. (eds). Pedagogy and Practice in Second
• Oxford, R. (1990). Language Learning Strategies:
Language Teaching. Cambridge, Cambridge University
what every teacher should know. Boston: Heinle &
Press (Pp 68-75).
Heinle Publishers.
• Harvey, S., & Goudvis, A. (2007). Strategies that
• Richard, P. & Scriven, M. Defining Critical Thinking.
work: Teaching comprehension for understanding and
En The Critical Thinking Community. Retrieved
engagement. Stenhouse Publishers.
from http://www. criticalthinking.org/pages/
• James, M. (2004). Assessment for Learning: What is it defining-criticalthinking/766
and what does research say about it.
• Richards, J. C. (2006). Materials development and
• Kennedy, T. (2006). Language Learning and its Impact research—making the connection. RELC Journal,
on the Brain: Connecting Language Learning with 37(1), 5-26.
the Mind Though Content-Based Instruction. Foreign
• Van den Branden, K. et al (eds) (2009). Task-Based
Language Annals, vol 39 n° 3, Dec 31, pp. 471-486.
language teaching: a reader. Amsterdam, John
• Kumaravadivelu, B. (2003). Beyond Methods. Benjamins.
Macrostrategies for Language Teaching. London: Yale
• Warschauer, M. & Whittaker, P.F. (2002). The Internet
University Press.
for English Teaching: Guidelines for Teachers. En
• McCafferty, S. G., Jacobs, G. M., & Iddings, A. C. D. J. Richards y W. Renandya (eds.) Methodology in
(2006). Cooperative learning and second language Language Teaching: An Anthology of Current Practice.
teaching. Cambridge University Press. Cambridge: Cambridge University Press (Pp 368-373).
iii INTRODUCTION
COURSE DESCRIPTION
Teens in Motion consists of a Student’s Book, a Teacher’s Book (with a CD-Rom)

and a Complementary Digital Resource.
In these components, the contents have been organized in four units which, in
turn, contain two modules divided in three lessons that integrate the practice
VOLUME 1
of the four language skills. The methodological proposal adopted by Teens in
Motion is based on considering three stages in each unit and lesson: Opening,
Development and Closure.
Each unit is based on the topics suggested by the English syllabus and provides
students with the opportunity to focus on the fundamental values and attitudes
that are indicated.
The twelve Complementary Digital Resources that are included consist of
pedagogical tasks with the three-stage approach (Opening- Development-
Closure), which are designed to reinforce and improve the practice of the learning
objectives of each unit. The moment or stage in which the use of this resource
is suggested is clearly indicated in the Student’s and the Teacher’s Book by this
easily identifiable icon .
UNIT 2 UNIT 4
UNIT 1 UNIT 3
Keep on learning Respecting tra
Joy from work The arts ditions
“Customs tell a man

“It is not the stron who he is, where
gest of the species what he must do. he belongs,
survives, nor the that Better illogical custo
love and you will most intelligent. can we emerge from sees”. none; men cannot ms than
“Choose a job you life.” one that is the most It is the “Only through art live together with
a day in your Confuciu on
what another pers Marcel Proust out them.”
never have to work s adaptable to chan
ge.” ourselves and know
Robert A. Heinlein
, Citizen of the Galaxy
48 UNIT 2 Charles Darwin 132 UNIT 4
NT CLOSURE NT CLOSURE
DEVELOPME DEVELOPME
OPENING OPENING
OPENING OPENING
DEVELOPME DEVELOPME
6 UNIT 1 NT CLOSURE 90 UNIT 3 NT CLOSURE
UNIT 1 UNIT 3
Joy from work The arts
Keep on learning UNIT 4 Respec ting traditions
Unit overview UNIT 2 Unit overview
The main language The main language
learning goals
meant to and
aim learning goals meant to develop
been integrated and objectives been integrated and objectives tasks, these are
1
within the topic have tasks, these are within the topic have Unit overview Concerning the the same time
that they
Unit overview
VOLUME 1 UNIT
VOLUME 2 UNIT
Throughout the of jobs and work interview, introducin Concerning the to apply the knowledg
e and expressions and of art,
outstanding people different art
topic has been
linked have awareness at and
unit, students life. for a job, providing g oneself at a job interview, at guiding students in their own school experienc
es controversial artists, to other significant themes: and objectives students’ social manifestations
variety of written will be exposed goals and objectives important contributi that have made learning goals and richness of cultural
and oral texts, to a
jobs, descriptio tips for different applying
In this unit, the
main learning education and information they
learn ons in this area. genres, the role culture in the The main language of traditions, myths appreciate the
explore different
perspectives and
which will invite
them ns of situations, unusual in the topic of
unit, students
will be exposed Throughout the of fashion, and
media, drama,
music within the topic will be exposed
theme is presented situations where to meaningful topics jobs, and voluntary work, have been integrated and everyday
life. and oral texts, to a variety of applied in this digital technolog been integrated ut the unit, students expressions.
all of them for on- written field. ies invite been especially
which will invite festivities. Througho and oral texts, which will
4
. The connectin the in students’ lives. to show interest the unit plan has assessment
2
lifelong learning. them Each activity in

VOLUME 2 UNIT
represented by g thread of the ed by also expected perspectives and

situations where to explore different
VOLUME 1 UNIT
the main topic

and by the types unit is
Concerning the unit is represent Students are a way to contribute Concerning the to a variety of
written ves and situations the curricular
students are expected tasks,
facilitating students’ these are meant and aim g thread of the are ent learning as ies presented. the theme is tasks, these are different perspecti topic of designed to address that follows.
to accomplish. of tasks The connectin of tasks students going and independ to use communication technolog at developing meant to and them to explore In this unit, the
work, the main In Unit 1, Joy transferal of knowledg at and by the types on learning, also students’ creative aim is presented. indicators in the
table
linked to other
topic of jobs and
working life has from information to
their own life. e and the main topic sh. In Unit 2, Keep to society, and The connectin
g thread of the
towards different and
artistic perspecti critical thinking where the theme linked to other significant themes:
other
significant themes: been expected to accompli been linked to with responsib
ility. the main topic unit
and by the types is represented by
ves. traditions has
been traditions among
choosing a job, job advertisem Each activity in of education has ent, technolog
ical been designed
to Each activity in customs and
preparing and ents, the
designed to addressunit plan has been especially the main topic learning improvem education, in the unit have the table expected to accompli of tasks the
designed to addressunit plan has been especially an American legend, l games,
carrying out a
job cant themes: in The activities assessme nt indicators in sh. In Unit 3, The students are traditiona l dishes, traditiona sports, all of
l
the curricular signifi arts, the main the curricular ethnic groups, traditiona
indicators in the assessment , gender equality , address the curricular indicators in the assessment festivities and
Unit plan table that follows. learning resources , school problems table that follows. popular worldwide lives.
physical education of them meaningful that follows. Unit plan ul topics in students’
importance of all them meaningf
studying English,
advantages of lives.
topics in students’
Section / Lesson Section / Lesson nt Indicators
Time Learning outcomes Time Learning
outcomes
Unit plan Suggested Assessme
Introduction /Main tasks /Main tasks tasks
nt Indicators Introduction outcomes/Main in class.
In this unit you 45’ A To examine the Suggested Assessme
nt Indicators Unit plan Suggested Assessme In this unit you
45’ BTo examine the Suggested Assessme
Section / Lesson
Time Learning Participate actively of other
will... learning /Main tasks learning nt Indicators learning
To examine the unit. diversity and richness
Over to you D outcomes for the Participate actively
Learning outcomes in class. will... Coutcomes for the Participate actively A Show interest in
To evaluate the
unit. in class. Time Participate actively language unit.
Show a positive
in class.
Introduction
45’
outcomes for the
Picturing the unit importance Section / Lesson content and attitude towards Over to you To evaluate the
attitude B cultures.
of one´s own culture.
To analyze the Show a positive Share new informatio towards learning. In this unit you To evaluate the learning
of the learning
objectives 45’ A of the unit. Picturing the importance of
the Identify the value one´s own culture.
for one´s own Introduction learning outcomes learning. objectives for one´s learning n about a familiar importance of
the learning about
life. D importance of unit own life. topic. will... life. Show interest in
In this unit you
will... To evaluate the objectives for own
OPENING
To get involved for one´s To get involved Over to you

in the topic learning objectives in in the
Getting ready of the unit. Over to you to achieve topic of the unit. the Picturing the To get involved
actions in order Getting ready to achieve goals.
OPENING
Setting Objectives 90’ A To set personal Picturing the unit own life. Set and do specific 90’ B topic of the unit. actions in order
learning g and relevant Setting To set personal
learning
unit Set and do specific e about other
cultures.
goals related to Set and do specific To set challengin goals. goals related to Set and do specific learning
Do you remembe
r?
D one´s own actions in order 90’ A according to help. Objectives C one´s own actions in order A To set personal
one´s own Demonstrate knowledg worldwide celebratio
ns.
reality. Getting ready learning goals, Ask for the teacher’s 90’
goals related to
OPENING
Ask for the teacher’s to achieve goals. reality. Ask for the teacher’s to achieve goals. Getting ready
help. . Do you Identify and describe
personal objectives Set common goals. help. B
OPENING
To activate prior Set common goals. Setting Objectives knowledge. support remember? To activate prior Set common goals. Setting reality.
knowledge. Participate actively Do you remembe
r? To activate prior e to explain and knowledge. To activate prior
Complementary Use prior knowledgthe information in the text. Complementary Describe objects Objectives
45’ in order to accomplis strategies to predictions about 45’ and artworks.
knowledge. ideas in digital
texts about
digital resource
1
1 To listen and demonstr h tasks.
45’ 4 To select and use nsion of a digital resource To respond to
the text Do you
Identify relevant
ate for watching. remember? ideas,
(CDR) comprehension
of
Identify specific
information about Complementary 4 support comprehe Set a purpose s according to 7 (CDR) through short
discussions.
To express feelings,
interpretations To identify relevant celebratio ns. audiovisual text.
prediction 2
ideas and explicit general characteristics names and digital resource multimodal text: Revise and validatethe text. the content of and opinions about
Complementary
45’ n and
specific informatio al texts elements in the
of jobs. purpose in the text. Identify cultural vocabulary.
information of
an audio- Identify descriptio (CDR) - watch with a e the information 1. Inspiring
To make connectio
ns with other subjects. digital resource
3
details in audio-visuaround key words and thematic
ns of jobs. ns Identify
visual text about
dream Exchange opinions - use prior knowledg 180’ 8 Module 1
10 (CDR) about celebratio
artists To read and analyze
jobs. Relate the informatio
about the content
of the text. - use visual clues Participate in short the world.
Module 1 9 information in
one´s own reality. n of the audio-visual text an Module 1 l clues or visuals.
n. about some artisticarticle actively. discussions and
conversations n from contextua
1. Finding the Module 1 to Summarize informatio and characteristics of 7 Infer informatio n
right 180’ Identify type, purpose
expressions. Make prediction and specific informatio
job 9 To read and analyze To read a webpage. s using previous read and use different Identify main characters
DEVELOPMENT
180’ 3 To infer informatio Revise and validate knowledge. 180’ 11 To d

10 information in job Identify descriptio
ns of jobs and 1. Improve your 4 To write a summary. a text.
ir- to form antonyms
of
pictures. n from predictions. 1. The power
of strategies to understan related to them. /short story.
12 advertisements. the text. occupations in learning To study prefix
ir- to form Recognize prefix Identify general the sun
12
an American Indian of a literary excerpt
and
art, using skimming specific information about Identify setting in the text.
DEVELOPMENT
To ask and answer

DEVELOPMENT
To use strategies Contribute to class 10

antonyms of words. words. knowledge. types of 13 legend. and the solution
14 to discussion by asking s using previous questions. and scanning. of Identify a problem or questions.
specific informatio identify answering questions or 12 Make prediction edit a text.
Infer informatio
n from contextua 15 To identify the sequencea n using diagrams
15 texts. n in Recognize suffixes: about the texts. draft, revise and To study the Present Identify descriptio l clues and complete Summarize informatio comparisons between the
14 Organize ideas, in the learning ns of art expression or visuals. A the story ns and
DEVELOPMENT
–er / -ist / -ess Perfect (unfinishe Make connectio text and their own reality.
A To write a job professions and
occupations. to name 15 Demonstrate autonomy actions). d Identify specific
information that
s in the text.
B story map.
pictures. information in
the
D advertisement. Identify general process. . idea, by answering supports the general To relate text to in words.
and specific informatio C technologies effectively questions. s of Use suffix -ful using
skimming and
scanning. n using Use communication Make connectio
ns with one´s own To study expression n ip between ideas,
Write a draft with E Identify references reality. contrast and concessio Recognize relationsh
the help of to events that
and the suffix -ful. (although).
or a classmate. a model, the teacher continue in the
present. (Present began in the past and oral presentations.
Revise, correct Identify and describe Perfect) Practice and revise
and edit drafts
Make connectio using a rubric. Identify and accept objects and artworks in detail. Write fiction texts.
ns and compariso others’ advice.
information in
the text and their ns between the expressions. different points
of view and artistic Ask for and accept
values.
Discuss group
problems with
own reality. Identify universal
6 Show respect for respect. 116
UNIT 1 INTRODUCTION others’ opinions. UNIT 3 INTRODUCTION
INTRODUCTION UNIT 4 INTRODUCTION

58 UNIT 2 172
COURSE DESCRIPTION iv
HOW TO CORRELATE THE COMPONENTS:
STUDENT’S BOOK
Unit introduction
VOLUME 1
UNIT 2
Keep on learning The topic of the unit is introduced with an engaging quote
In this unit you will...
read and listen to texts about the
of education and lifelong learning.
express ideas and opinions related
value
education, learning styles and skills,

oral and written form.
to
in
You will also...
show interest for on-going and
independent learning as a way
to make a valuable contribution
to society;
What for?
To understand main ideas and
specific information in oral and
written texts about education
and lifelong learning.
which is intended to activate student’s curiosity and interest.
use communication
practice the pronunciation of initial To develop communicative
technologies effectively and
sounds / tr / and / dr /, use prefix skills to express ideas about
responsibly.
ir-, link ideas coherently and make education and learning styles
connections with other subjects. and skills.
Over to you
To connect the topic and
content of the unit to other
subjects of the curriculum.
Over to you
Students start the unit learning what is expected from them
Read the list of objectives for this
unit. Then tick (✔) and answer briefl
y using the questions as guide.
How important are learning and education
to you? For people in general?
What can we achieve when we learn
new things?
Do you think that continual learning
leads to self-improvement?
What connection can you make with
the topic of jobs in Unit 1? How are
and reflecting on the importance of learning objectives to

learning and working life linked?
Very important Important Not so important Not important at all

Why?
their own lives.

“It is not the strongest of the species that Picturing the unit
1. P Look at the pictures on page 48 and read
survives, nor the most intelligent. It is the
Picturing the Unit
the quote below.
Discuss these questions and then
exchange opinions with other pairs.
a. Why do you think it was placed
one that is the most adaptable to change.” b. What is the first word that comes
at the beginning of this unit?
to your mind when you look at it?
c. How do you think the quote relates Why?
Charles Darwin to learning?
d. Can learning help us adapt to different
The purpose of this activity is to engage them in the unit

48 UNIT 2 circumstances? How?
OPENING DEVELOPMENT CLOSURE
UNIT 2 49
in such a way as to ensure that their situational interest

is activated.
OPENING
Getting ready
GETTING READY
Setting objectiv
es
Do you remember?
1. Match these words
and phrases related to education
with their definition. Check
d. classmate
with your partner. Setting objectives
In this section, students are given different models of
a - c individually. b. scholarship c. lecture
and answer questions a. learning
goals for this unit again
1. Read the list of learning g. science fair
achieve? Why? f. higher education
think are the easiest to e. intensive course
a. Which ones do you to accomplish? Why?
think are the most difficult to achieve them?
b. Which ones do you do you think you need
(content, vocabulary, attitudes)
c. What specific knowledge ber of
: a mem
personalized goal setting practices. Different models are

a
of money class at
1 with your partners’. : an amount the same
your answers in exercise college
2. G Discuss and compare
that is given
by a school, school or
a
two motivations tion, etc., to : a formal talk
to learn English. What an organiza
talking about their motivations pay for the on a serious subject
19 Listen to these students student to help n
3. given to a group
student’s educatio nt at
are mentioned? : an eve
4. Review the goals for

to your own interests
My goal is to...
each lesson and identify
some specific goals for
and reality. Then complete
the diagram with your
My goal is to...
you to accomplish,
personal goals.
My goal is to...
according
: the activ
process
of
ity or
science
which created by d
projects are presente
students :
offers a course
in ord
goal
lots of that
er to training
provided to help students identify the personal goals they
knowledge gaining reach
set for the unit and write a learning plan.

beyond in as a
studying or skill
by : education usually
time sho
as pos rt a
dary level, sible
the secon a college or
by
provided
university
because...
because...
because...
group, write a list and
English? Discuss in your
/ easy things about learning easier?
2. What are the difficult What could you do to
make the difficult things
I can achieve it...

I can achieve it...
I can achieve it...
compare with your classmates.
Learning English
Difficult
Do you remember?
Students recall and check the previous knowledge
Easy
The main difficulty I can

The main difficulty I can anticipate is...
The main difficulty I can anticipate is...
necessary to meet the learning objectives for the unit.

anticipate is...
UNIT 2 51
DEVELOPMENT CLOSURE
OPENING
DEVELOPMENT CLOSURE
OPENING
50 UNIT 2
In this section, they take notes and record their findings in

diagrams or visual organizers.
Complementary Digital Resource

Classroom practice with authentic multimodal texts related
to the topic of the unit, aiming at enhancing students’
motivation, interest and curiosity.
v HOW TO CORRELATE THE COMPONENTS

Student’s book - Teacher’s book - Complementary digital resource
TEACHER’S BOOK
Unit introduction
VOLUME 1
Over to you
An introduction with a scope and sequence plan, with the unit objectives,
assessment indicators (which states what is expected from students,
and what they are able to do), and the assessment instruments or rubrics OPENING
Page 7
Pages 6 - 9
180 min.
available (to help teachers gather information about students’ learning).

In this unit you
will…
Read the unit
1
objectives aloud TEACHING WINDOW
VOLUME 1 UNIT
What for? refers with
to what they will the class. Explain that the question Examining importanc
objective. be able to do
once they reach e
each Assign this section,
Over to you part of your class an important
Draw students’ teachers succeed time. When
attention to the in engaging
objectives to your question How their students,
own life? and important are they help them
to the categories these feel attracted
Tell them that in the table. to their
this table is the as a result, students work and,
to value the lesson space where are able to
The unit overview includes a short description of each unit and its
they will have persist despite
they are to them. objectives at a personal level the opportunit
y facing obstacles.
and say how
important Adapted from: Marzano,
R., Pickering, D.,
Picturing the unit T. (2011). The Highly
Engaged Classroom:
& Heflebower,
Strategies Series. The Classroom
Bloomington, IN:
P Invite students Laboratory Marzano Research
at the bottom to look at the
of the page, and picture on page
then with other 6, read the quotation
discuss the questions,
classmates. Accept first in pairs and
purpose of this the occasiona
lessons. It justifies the choice and sequence of the tasks presented in the
section is mainly l use of Spanish,
to foster students’ as the
motivation and TEACHING WINDOW
interest.
You may also use Activating previous
the Compleme knowledge
to allow students ntary Digital Resource Before listening
the topic of the deal with authentic multimoda 1 or
learners can, for reading,
unit that will enhance l texts related example,
and curiosity. their motivation to brainstorm vocabulary
The
intellectual and tasks proposed also aim at triggering , interest
lessons in order to accomplish the learning objectives of each unit.

a topic or invent related to
affective commitme a short dialog
See the instruction nt in their learning students’ relevant to functions
s to use this resource process. giving directions such as
page 40. on page 39 and or shopping.
its rubric on In the process,
they base their
information on
their knowledge
Page 8 of life (top-down
as they generate information)
GETTING READY vocabulary and
sentences (bottom-u
The result is a p data).
Setting objecti more integrated
ves attempt at processing
1. Tell students learners are activating. The
that they have
Picturing the unit

analyzing their to answer the previous knowledge their
personal points questions individually
of view. , the combination . This use of
2.G Students share of top-down
and bottom-up
and compare data
the first activity. what they concluded called interactive is also
when doing (Peterson, 2001). processing
3. Have some
students
them time to completecopy the examples on the Adapted from: Sun,
the diagram with board and then From Implicit Skills
R., Merrill, E., Peterson,
give to Explicit Knowledge: T. (2001).
Methodological suggestions to help students tackle a different

their own objectives up Model of Skill A Bottom-
Page 9 for the unit. 203-244.
Learning. Cognitive
science, 25(2),
Do you remembe
r?
1. P Encourage pairs
jobs and working to brainstorm
life. Invite different words and expressions related
board to complete students to write to
adjectives, Verbs, the vocabulary sections of
communicative task at the begining of each unit, based on the strategies

their ideas
Expressions). the diagram (Nounson the
should be completed The other two and
individually, after sections of the
a few minutes diagram
of reflection.
10 UNIT 1
suggested by Marzano (2011):

OPENING
DEVELOPMEN
T CLOSURE
Unit 1: classroom games

Unit 2: friendly controversy
Unit 3: use of pieces of unusual information
Unit 4: use of effective questions
Special theory and didactic windows support the importance of the key
elements in this stage.
Getting ready OPENING

Pages 48 - 51
Page 49 180 min.
In this unit you

will…
Read the unit
objectives aloud
2
What for? refers with

VOLUME 1 UNIT
to what they will the class. Explain that the question
Setting objectives objective. be able to do WHAT DOES RESEARCH

once they reach SAY?
each Advantages of
Over to you using learning
objectives
Draw students’
attention to the If a student has
the table. Tell questions and a
them that this
table
to the categories learning objectivesset of
opportunity to in
value the lesson is the space where they will provide informatio which
important they objectives at a have the
Different models and extension activities are proposed to help students

are to them. Invite personal level the content to n about
with a few classmate them to share and say how be
s. and compare
answers the way in which learned and
Picturing the unit have to demonstrahe/she will
knowledge, that te adequate
P
Invite students student
make more appropriat can
at the bottom to look at the
picture on page
of the page, and 48, read the quotation about study methods e choices
then with other discuss the questions,
classmates. Accept first in pairs and content emphasis. and
set personal objectives and design an appropriate learning plan

the purpose of the occasiona
this section is l use of Spanish, Objectives can
interest. mainly to foster
students’ motivation as also be used
and for self-assessment
direct the student’s which may
(e.g., skipping efforts
You may also use ahead or
the Compleme reviewing).
to allow students ntary Digital Resource
the topic of the deal with authentic multimoda 4 Learning objectives
unit that will enhance l texts related be used as a guide may also
according to their strengths and weaknesses.

and curiosity. their motivation to
The as when planning to teaching,
intellectual and tasks proposed also aim at triggering , interest
affective commitme different
See the instruction nt in their learning students’ instructional methods
s to use this resource process. presenting various for
page 91. on page 90 and types of
its rubric on content based
on
Once students
finish the activities learning outcomes.the desired
them with the
following checklist on this resource, you may
aspects of their in order for them provide
work: to assess some
I identified many
key words, purposekey aspects of this resource:
relevant informatio
I could understan of tasks, problems to be solved, n,
d
I fully understoo most of the audio material. etc.
Do you remember?
d
I could deal with the instructions.
true / false, etc. a variety of question types: multiple-c
hoice,
Page 50
GETTING READY LEARNING SKILLS
The activities proposed will help students activate and record their
WINDOW
Setting objecti Personal learning
goals
ves Personal learning
1. Tell students the behaviors, goals are
that they have knowledge or
analyzing their to answer the
personal points questions individually understandings
of view. , that
2. identify as importantstudents
G Students share own learning. to their
the first activity. and compare They may relate
previous knowledge.
They can do this what they concluded when to general work
some volunteers first in groups doing habits, specific
to share ideas and then you subjects, domains
with the class. can ask of learning, or
a combination
of these.
62 UNIT 2
OPENING
In each unit, these activities are different and based on examples

DEVELOPMEN
T CLOSURE
provided by literature and research, such as: Carousel Brainstorming,

Two Minute Talks, Think-Pair-Share, Talking Drawings, The First Word
Walk Around Survey, Find someone who, etc.
AL RESO URCE
NTARY DIGIT
COMPLEME
cal Guidance
Methodologi DIGITAL RESOURC
E4
COMPLEMENTARY nt Indicators

Suggested Assessme s about
support prediction
/ Main tasks e to explain and
Learning outcomes prior knowledg
Stage Time to support Use information in the text.
and use strategies the
2
45’ 4 To select nsion of a multimodal text: for watching. n

VOLUME 1 UNIT
Set a purpose to the informatio

comprehe predictions according
- watch with a
purpose, Revise and validate
e,
- use prior knowledg in the text.
- use visual clues. that
to predict the order
Screen: 1 Then, invite them
Stage: Opening of technolog y in education. the timeline.
presence a slot in
ideas about the each picture to
1. Recall students’ pictures happened by dragging
the events in the and check their ideas.
watch the video n required.
2. Have students 3 specific informatio focus their
Screen: 2 and to identify the
Stage: Developm
ent again in order idea on what to
watch the video the video in order to have an
OPENING
The tasks proposed aim at triggering students’ intellectual and affective

that they must
3. Explain to students before watching s. Once again,
read the questions the future of classroom
Remind them to watch. but this time about to discriminate between correct
and
attention as they another short video, to be able
that they will watch s before watching the video
4. Tell students read the statementwhat they see.
remind them to n according to e
incorrect informatio groups to summariz
Screen: 3 in groups. You may ask the encourage students
commitment in their learning process.

Stage: Closure discuss their ideas opportunity to
making students them aloud. This is an excellent expression and
the session by communication, by
5. Conclude off in written forms and then read their need for information, responsib ilities required
their opinions as a way to solve nts and also to attend to ethical cation technologies.
the use of TICs
to discuss about social environme n and communi
school and close about informatio
creation in their you will be promoting the OAT
them. In this way,
E5
DIGITAL RESOURC nt Indicators
COMPLEMENTARY Suggested Assessme
y related to
HOW TO CORRELATE THE COMPONENTS vi

STUDENT’S BOOK
MODULE 1
MODULE 2
you start.
Entry slip in the slip before
the questions
- 69) and anwer
lesson (p. 53
will do in each Entry slip
Read what you
Answers
Questions Read what you
will do in each
you? lesson (p. 71
- 85) and anwer
Modules 1 and 2
What is new to Questions the questions
in the slip before
to you? Why? you start.
What is useful Answers
What is new to
you most? Why? you?
What interests
What is useful
to you? Why?
What interests
you most? Why?
are you? styles for two

How ready and learning word
d with learning g them into a
and ideas associate ideas together and organizin
brainstorm words discussing the another pair. How ready
1. P In pairs, your ideas with are you?
another five minutes . Compare and contrast
minutes. Spend
in the space provided
map to be made 1. G P Answer these
Before you start

conclusion. questions in pairs.
Then, commen
t with two other
a. Is learning pairs and reach
English helpful a
b. What are the for your future?
advantages and Why? Why not?
disadvantages
of learning English?
Write a contrastiv
VOLUME 1
(1 - 4). e list?
This is the opening section of each module, which includes

s in the pictures 2. Read what
strategie 4 these young
of the study techniques and 3 mentioned in people say about this
exercise 1? topic. Are there
2. Write the name 2 any coinciden
ces with the ideas
1 you
a.
b.
this
c.
d.
module. Tick
(✔) the
Learning English
thing. Nowadays
is definitely a good
, almost everythin
you find on computer g
In my country,
many different
people speak
languages,
but English is very
important.
engaging and motivating activities to generate students’
initial motivation and engagement.
you are to start s is in English; it’
ready you think used in business, s If you want a good
to evaluate how travel and science. job, you
the rubric below t with your partner.
usually have to
3. Now, use ready to start. speak English.
e and then commen start. I am not
best alternativ barely ready to I will definitely
need
start. I I am
to coaching.
ready to I am quite ready I will need some coaching.
3. Now, use
the rubric below
I am completely make a few mistakes. to evaluate how
help my may best alternativ ready you think
start. I could even e and then commen
t with your partner. you are to start
classmates. NT CLOSURE I am completely ready
this module.
Tick (✔) the
OPENiNg DEVELOPME
start. I could even to I am quite ready
help my may to start. I I am
classmates. make a few mistakes. barely ready to
start. I am not
UNIT 2 MODULE 1 I will need some ready to start.
52 coaching. I will
definitely need
70 coaching.
UNIT 2 MODULE 2
OPENiNg DEVELOPME
NT CLOSURE
Lessons 1 - 6
The Lessons 1 - 3 and 3 - 4 belong to the Development
Improve your learni
ng section of each module.
LESSON 1
All units have six lessons that approach the unit topic from a
What for? and write some
tips about improving
To discuss ideas
You will... text
the learning process.
DEVELOPMENT
of an informative
read a webpage. te comprehension
To demonstra
to improve learning.
write a summary. of words. related to ways to support
to form antonyms use strategies
study prefix ir- To select and
comprehension.
to read
different perspective.
Preparing opinions with
your classmat
es.
lly. Exchange
questions individua
The lessons have a lead-in section that introduces the main

1. Answer these style is? y?
what your learning you, personall
a. Do you know be beneficial to
learning style
knowing your
b. How could interactions with
others?
be helpful in your
c. How can it help you in your
studies?
think this could
d. How do you Then draw a
line from
objectives and their purpose.

types of learners.
on about different
or find informati
what you know nding area of
the diagram.
2. P Use
ristic to the correspo
each characte
It includes a communicative task to activate students’

know it.
see it to
Need to g.
-on learnin
Prefer hands directions. rs
Vis
ual
with written listening. ne lea
Difficulty ation by lear rners
get inform tic
Prefer to n directions. sthe
with spoke Kine
motivation and relate the topic with their previous knowledge.

Difficulty al activity
when physic
Learn better
d.
is involve
Auditory learners
three tips
write a list of
Before you start, ic).
Each lesson includes special sections with simple and varied

and kinesthet
improving learning. visual, auditory
to read about 2 (one for each:
3. P You are going styles in exercise
the different learning
according to
a.
b.
communicative activities that focus on developing students’

c. LESSON 1
53
UNIT 2 MODULE 1
NT CLOSURE
OPENiNg DEVELOPME
communicative competence through pair and group work

activities, role-plays, and project work.
They also include an exit-slip to make students reflect on
different aspects of each lesson.
do the exercises (a - c).

4. G Get in groups of four and
on
Physical Educati a. Read the quotes below. If possible, find information
about the people who
SUBJECT CONNECTIONS b. Choose a quote that
caught your attention.
you. Use
What for? expressed these thoughts. why it makes sense to
the text and other your group and explain
You will... To make connections between to discuss the quote in
of physical activity and
the c. You have 15 minutes opinions.
discuss the importance subjects of the curriculum. bubbles to support your
for general wellbeing and
good the expressions in the
importance of exercise
performance at school. I think,... I believe,...
The way I see it,...
In my opinion,...
1. P Discuss the following questions.

a. Is physical education
important for you? Why?
b. Should schools increase

c. How do you think exercise
Why not?
or eliminate physical education

can improve your performance
Match the name of the

classes? Why?
in other subjects at school?
sports in the box with

the corresponding icon
(1 - 14).
According to me,...
As far as I’m concerned,...
If you ask me,...
Subject Connection
2. P “Physical fitness is not only one of the
cycling fencing football
is competing
boxing canoeing weightlifting le in sport most important keys to a healthy body;
archery athletics
swimming tennis volleyball “The princip lf. It’s about self- it is the basis of dynamic and creative
judo than
gymnastics hockey
against yourse about being better intellectual activity.”
,
5 improvement .”
3 4 the day before John F. Kennedy
2 you were football player
A section that includes special and challenging tasks to put

1
, American
Steve Young
e. as a
d. a team plays
the concepts into practice and connect them with other

c. “The arts, sciences, humanities, “The way ss. You
a. b. ines its succe of
10
physical education, languages whole determ greatest bunch if
the
9 and maths all have equal and may have world, but
7 8
stars in the
6 central contributions to make individual er, the club
to a student’s education.” play togeth ”
they don’t
worth a dime.
Sir Ken Robinson won’t be
school subjects.
Babe Ruth
i. j.
g. h.
f.
13 14 , but
12 are great for every “Lack of activity destroys the good
11 “Athletics is
education learn condition of every human being, while
physical –to help them
about movement and methodical physical
youngster selves, learn
to
about thems, learn ways exercise save it and preserve it.”
but
their bodie ically active, Plato
phys
become compete.”
n. ssarily to
l. m. not nece
k.
Grah am
George
2 and classify them into different categories. 69
the sports in exercise UNIT 2 MODULE 1
3. P Look for information about with other pairs.
check
Draw a diagram and then OPENiNg DEVELOPMENT CLOSURE
DEVELOPMENT CLOSURE
OPENiNg
68 UNIT 2 MODULE 1

The icon indicates the moment in which the
Complementary Digital resource may be used. In this stage,
the activities provide students with additional practice related
to the contents of the unit.
vii HOW TO CORRELATE THE COMPONENTS

TEACHER’S BOOK
DEVELOPME
Modules 1 and 2
NT Pages 52 - 85
Page 52
Module 1
BACKGROUND
2
INFORMATION
VOLUME 1 UNIT
Give students You may share
a few minutes these links to
them recognize to read what they provide students
the content, skills will do in module with tips for
and attitudes 1,
they will develop. helping getting the most
out of study.
Entry slip http://www.youthce
(5 minutes)
Make sure students gov.au/studying-trai ntral.vic.
and have them activate their ideas, studying-tips-resour ning/
experience
answer
prerequisite language the questions before you s and impressions top-10-study-tips ces/
Before you start

and vocabular move on practicing http://www.academi
y they need. the
How ready acad/tipsforeffectivectips.org/
are you? (10 html studying.
minutes)
1. P Refer students http://www.csc.edu/
to the definition
ask them to brainstorm of learning learningcenter/study
more words associated on page 51 and then
students what
they with it. Elicit from studymethods.csc /
gaining knowledge understand by learning style:
The two modules included in each unit are organized in the Opening-
a
unique approach , especially a preferred or best person’s mode of
to method; a person’s
preferences. Then, learning based on strengths, LEARNING SKILLS
ask them to list weaknesses,
based on their possible different and WINDOW
own
discuss their ideas preferred methods. Give them learning styles Word maps
Invite some pairs in pairs and to create a word a few minutes to Students can use
VOLUME 1
to draw their maps map to organize word maps
on the board. them. or, mind maps
2. Students examine to support and
Development-Closure stages. The activities included in the initial section

the pictures and improve reading
strategy they say what study comprehension.
represent. technique or When they are
Answer used
a. Highlighting reading, they enablebefore
order their prior students to
b. Note-taking knowledge by
c. Word map
creating visual
representations
their understan of
d. Study plan ding.
Adapted from: Marzano,
of each module are aimed at motivating students and activating their

3. After they have Vocabulary: Teacher’s R. J. (2005). Building Academic
Manual. Alexandria,
finished, make for Supervision and VA:
Curriculum Development. Association
alternative that students choose
best describes and
challenges. Encourage their feelings towards tick (✔) the
think what they them to give the future
can do to improve, honest answers and help TEACHING WINDOW
get help in case them
they need it, etc. solve problems they may have
and, Why mind maps?
To keep track
and gather more
previous knowledge.
oral performan information about Mind maps are
ce and skills, effective in terms
you may use each of your helping communica of
marked with a
tick or a cross: this quick checklist, students´ because they can te information
to be clarify
Wide and appropriat concepts into simple, complex
ely used vocabular meaningful
Almost no grammar y. displays so that
mistakes. students can
Almost entirely develop a holistic
comprehensible, understanding of
long and relevant the content to
Rare pronuncia discourse.
be learnt.
tion errors; easily The first time:
Easy and effective understood.
interactive communic 1. Introduce the
ation. vocabulary topic
and the map to
2. Teach them the students.
how to use the
map by writing
examples in
each box.
3. Ask students
to suggest words
or phrases to write
64 by answering your in the boxes
UNIT 2 questions.
MODULE 1
OPENiNg DEVELOPME
NT CLOSURE
Lessons 1 - 6
The lesson plans have also been organized in three stages (Opening –
Development – Closure) and specify the estimated time and resources
needed for each session:
Page 53
CD tracks, assessment instruments, extension ideas, complementary

your learning
Lesson 1: Improve What for?
comprehension
of an informative
Students will… To demonstrate learning.
of a ways to improve
type and purpose text related to strategies to support
read and identify To select and use
2
VOLUME 1 UNIT
webpage. knowledge comprehension. about improving the learning
180 min. using previous
make predictions To write some
tips
about the topic. following the steps of the
activities or suggested websites to explore additonal resources related to

process.
write a summary (OAs: 10, 12, 15)
writing process. to form antonyms of words.
Pages 53 - 57 ir-
recognize prefix
TEACHING WINDOW
interest
minutes) Generating students’
Opening (30 question How
You may ask the
the contents and topic of each lesson.

objectives
to read of some learning
styles: important are these encourage
Preparing characteristics own life? and
the names and both in to your
1. Elicit or provide to use words them to value
the lesson
point. You prefer personal level
are your strong objectives at a
Verbal: words ns with
speech and in
writing. and spatial and making connectio
diagrams, images expectations.
to use pictures, their own future
Visual: you prefer Heflebower, T.,
to help you learn. or rhythms to
help R., Pickering, D.,
understanding sounds, music Adapted from: Marzano, Classroom: The Classroom
you prefer using
Engaged
(2011). The Highly Marzano Research
Bloomington, IN:
Musical / Auditory: Strategies Series.
body and sense of touch
you learn hands, Laboratory
ic: you use your
Lessons plans for each section, together with the resources, activities and
out.
Physical / Kinesthet might like to act things
You use logic,
to help you learn. is easier for you if you
tical: learning INFORMATION
Logical / Mathemaand sequences. BACKGROUND
Explaining your
reasoning systems things as part of a group. Learning Styles
to learn new The Seven
Social: You like you learn. own You prefer
to a group helps and prefer your Visual (spatial):
understanding You use self-study images, and
like to work alone. using pictures,
Solitary: You
assessment instruments suggested.

of ding.
learning. on of two or more spatial understan
company when style is a combinati musical): You
Your learning Aural (auditory- and music.
Combination:
du.sg/ prefer using sound
these styles. ): You prefer
https://oss.adm.ntu.e
on this topic at: d Information Verbal (linguistic in speech and
You will find more g-style/ and in the Backgroun using words, both
a150018/tag/learnin95. writing.
on page individually and
Appendix questions ic): You
to answer the answers. Physical (kinesthet
a few minutes body, hands
Give students to share and compare prefer using your
Methodological suggestions are provided to guide students in the relevant

invite them to form groups class and of touch.
then stics with the and sense
s and the charactericorresponding type of tical): You
the instruction Logical (mathema reasoning and
2. P Read to match them with the check answers. using logic,
time help prefer
then give them the board to
draw a chart on
learner. You can systems.
You
Visual learners Social (interpersonal): or with
Answer in groups
Kinesthetic learners prefer to learn
Auditory learners to see it to
learning. Need
activities of each section.

Prefer hands-on know it. other people.
Difficulty with
written onal): You
Learn better when Difficulty with Solitary (intrapers and use
directions. is alone
physical activity spoken directions. prefer to work
Prefer to get
listening involved. self-study.
information
information by students to exercise
You can refer You will find more Background
examples of learning tips. to the learning
this topic in the
3. P Elicit classify tips according on on page 95.
They add and Information Appendix
2 on page 52. exercise.
styles in the previous
The Windows describe the theoretical background and research findings

LESSON 1
65
UNIT 2 MODULE 1
NT CLOSURE
OPENiNg DEVELOPME
supporting the lesson plans. They also give extension ideas, background
information and suggestions to deal with frequent errors.
This icon indicates the moment in which the Complementary Digital
Resource may be used and the page where the methodological
suggestions for using it can be found.
Page 68
SUBJECT CONNE
CTIONS Physical Educati
You will…
on
90 min.
discuss the importance What for?
the importance of physical activity
of and
being and good exercise for general well- To make connection
s between the
performance at other subjects
Pages 68 - 69 school. of the curriculum text and
(OA: 7)
Subject Connection
.
Opening (20 minutes)

2
VOLUME 1 UNIT
Read the name

of the lesson
class. Remind and the lesson BACKGROUND
them that the objectives aloud INFORMATION
able to do once question What with the
they reach each for? refers to Steve Young: American
objective. what they will
be football
1. P Give pairs player. Young was
the importanc
time to read and NFL’s most valuablenamed the
e of giving reasons answer the questions. Emphasiz 1992 and 1994. player in
that they agree for their answers; e
on the answers, it is not necessary
reasons with interest but they should John F. Kennedy: th
and respect. exchange views 35 President
and of the United States.
Development as President between He served
(50 minutes) 1963. 1961 and
This is the Closure stage of each module.

2. P You can do this Sir Ken Robinson
the pair of students activity as a competition,
who first match giving a small
prize to internationally :
Answer all the sports recognized leader
and icons correctly. in the developme
a. tennis. b. boxing. nt of creativity,
c. cycling. d. swimming innovation and
f. gymnastics. g. . e. fencing. human resources
canoeing. h. football. in education and
k. weightlifting. in business.
l. hockey. m. archery. i. athletics. j. judo.
n. volleyball. Babe Ruth: American
3. P Give students player. Over the baseball
for homework access to the course of his
, so that students internet at school or set this career, Ruth went
classify them. can get informatio activity
n about the sports baseball’s most on to break
to important
Different types of texts and tasks are presented to allow

Possible answer slugging records.
Individual Archery, George Graham:
boxing, cycling, Scottish former
athletics, judo, swimming football player
weightlifting, tennis , fencing, gymnastics, and manager.
Team Canoeing, football, Plato: philosoph
hockey, volleyball er in Classical
Greece and the
Indoor
founder of the
Boxing, swimming Academy in Athens.
, fencing, gymnastics
students to apply what they have learned and connect it with

volleyball , judo, weightliftin Find more informatio
Outdoor g, n in
Archery, cycling, the Backgroun
athletics, tennis, d Information
volleyball canoeing, football, Appendix on page
hockey, 96.
Page 69
4. G Give groups plenty

activity and sports. of time to read
other school subjects.

the quotes TEACHING WINDOW
information about Provide access to the internet referring to physical
the people who for them to get Promoting OATs
on these people said them. You some
in the window will find informatio
and in the Appendix n The topic of this
on page 96. lesson may
Closure (10 minutes) be a good opportuni
make a connectio ty to
n with the
Invite groups cross-curricular
to share their values of the
of the class. conclusions with physical dimension
other groups or with , by starting
the rest a conversation
about the
advantages of
a healthy lifestyle
and the benefits
of physical
activity.
OPENiNg DEVELOPME
NT CLOSURE
UNIT 2 MODULE 1
75
Complementary Digital Resource COMPLEME

NTARY DIGIT
cal Guidance
AL RESO URCE
Methodologi DIGITAL RESOURC

E4
COMPLEMENTARY nt Indicators
Suggested Assessme s about
support prediction
/ Main tasks e to explain and
Learning outcomes prior knowledg
Stage Time to support Use information in the text.
and use strategies the
2
45’ 4 To select nsion of a multimodal text: for watching. n

VOLUME 1 UNIT
to the informatio
The tasks proposed allow students to practice what they have learned in
Set a purpose
comprehe predictions according
- watch with a
purpose, Revise and validate
e,
- use prior knowledg in the text.
- use visual clues. that
to predict the order
Screen: 1 Then, invite them
Stage: Opening of technolog y in education. the timeline.
presence a slot in
ideas about the each picture to
1. Recall students’ pictures happened by dragging
the context of authentic multimodal texts related to the topic of the unit.
the events in the and check their ideas.
watch the video n required.
2. Have students 3 specific informatio focus their
Screen: 2 and to identify the
Stage: Developm
ent again in order idea on what to
watch the video the video in order to have an
OPENING
that they must

3. Explain to students before watching s. Once again,
read the questions the future of classroom
Remind them to watch. but this time about to discriminate between correct
and
attention as they another short video, to be able
that they will watch s before watching the video
4. Tell students read the statementwhat they see.
remind them to n according to e
incorrect informatio groups to summariz
Screen: 3 You may ask the encourage students
The tasks also aim at triggering students’ intellectual and affective

in groups.
Stage: Closure discuss their ideas opportunity to
making students them aloud. This is an excellent expression and
the session by communication, by
5. Conclude off in written forms and then read their need for information, responsib ilities required
their opinions as a way to solve nts and also to attend to ethical cation technologies.
the use of TICs
to discuss about social environme n and communi
school and close about informatio
creation in their you will be promoting the OAT
them. In this way,
commitment in their learning process.

E5
DIGITAL RESOURC nt Indicators
COMPLEMENTARY Suggested Assessme
y related to
/ Main tasks and thematic vocabular
Learning outcomes Identify key words
Stage Time and thematic education. meaning in the
text.
o identify key wordso education, in the essions and their
HOW TO CORRELATE THE COMPONENTS viii

STUDENT’S BOOK
PROJECT includes all the information

a foreign student may
require, using these questions
2. Check that your list
as clues:
ation
Telephone inform
Project
take place?
Where do the courses
each course?
What is the duration of want to study intensively
to acquire fluency?
for good students who
What is the best program take?
a week does each course
I Preparation How many class hours to students?
the language school offer
G Work in groups of three
or four. What other activities does
1. the model in the recording
and fill in the information
in the file. telephone message. Follow
a short script for your one for each course).
in the Procedure section 3. Use your notes to write (Write at least 3 messages,
2. Read the instructions elaborate an 6 and the pattern below.
your strengths and weaknesses, you listened to in Lesson
in the file, and considering that you know in advance
3. With the information the rubric carefully so press…. For … press ….
Before you start, read Welcome to …. For …
action plan for the project. you can choose ….
the areas that will be evaluated. Please … to the … so
……….. offers ….. and ….
A final group task that constitutes the end product of the unit
ION FILE want to …... The course
This program is …….who to …
PROJECT 2 PREPARAT …. The school also offers….
to students who want
Students will study for
pronunciation and
Help each other correct
reading the script aloud.
4. Take turns to practice noise for the message.
music, etc. as background
intonation; prepare sounds,
If possible, record the
learning process.
Due date member of the group.
Task of the message to each
5. Assign different parts
appropriate atmosphere.
message, creating the
Sources of information
Areas of curriculum involved III Presentation read it aloud in front of

the recording or
message to your classmates. Play
Task: Present the information
Member:
the class.
It helps students apply, consolidate and assess what they

Task:
VOLUME 1
Member:
Task: IV Evaluation the group performance.
Member: on your work and evaluate
the presentation, reflect
After you have finished following scale:
column according to the
Materials Check the corresponding Needs improvement
/ 2 = Satisfactory / 1 =
4 = Excellent! / 3 = Good
have learned.
4 3 2 1
We…
all the necessary information.
distributed tasks and collected
followed the instructions,
and ideas from the unit.
used structures, vocabulary
pronunciation and intonation.
each other, correcting
helped and supported within the group.
other’s ideas and opinions
were respectful to each
possible improvements.
together and discussed
checked the final work
with responsibility.
II Procedure to foreign students in
Chile. used communication technologies interest for independent
learning.
that offers Spanish courses decide to come to of other groups, showing
a language institution were respectful of the work
1. Imagine you work for have to consider if they 87
that foreign students will UNIT 2
Make a list of all the aspects
study here. OPENiNg DEVELOPMENT CLOSURE
DEVELOPMENT CLOSURE
OPENiNg
86 UNIT 2
CLOSURE
SYNTHESIS AND REFL

ECTION
Synthesis and reflection

1. Now that you have
completed the unit, check
each module. what you knew and how
you felt before starting
3. Individually, reflect
2. Identify the main topics, on and evaluate your
skills, contents and attitudes A= always, S= sometimes, performance in the unit
the table. Compare it you have developed in N= never. Complete the using the markers:
with your partner’s table the unit and complete column My view.
and using what you have expanding, correcting
learned along the unit. and adding new information
Area to evaluate
Taking control of the My view My teacher's
Lesson learning process / partner’s view
What did I do? I set goals and met them.
What did I learn?
How will I apply this learning? I challenged myself to
be the best I can be by
I stayed on task and completed completing tasks.
1 additional language activities.
Supporting classmates
I tried to help my classmates
when they struggled or
Activities that guide and help students synthesize and keep a

I supported my classmates hesitated.
and shared my knowledge.
2 I showed consideration
and respect for myself
Understanding directions and others.
I engaged in activities quickly
and by myself.
I watched and listened
attentively to get instructions.
3 Vocabulary
record of the knowledge they have acquired.

I incorporated past and
new vocabulary.
I asked the teacher to
explain words I did not
understand.
Writing
4 I followed models when
I did writing tasks.
I checked my spelling and
grammar.
Speaking
I imitated my teacher /
recordings and paid attention
to pronunciation.
A special rubric that allow students to self-assess and make

5 I could give small oral presentations
on the topic of the lessons.
I could engage in short
dialogs imitating a model.
Comprehension (reading
/ listening)
I demonstrated comprehension
information in the texts of main ideas and supporting
6 I read or listened to.
I could quickly recognize
the type and purpose of
I focused on using the a text / recording.
conclusions about their learning process.

appropriate strategy in
mind.
Critical thinking
My answers included supporting
Project evidence from the text
I justified and explained / lesson.
my opinions.
I related content to personal
experiences.
4. Ask your teacher or

a partner to assess your
the rest of the class. performance and then
discuss your reflections
with
5. In pairs, comment
on the things you can do
to improve your weak
points in the future.
88 UNIT 2
OPENiNg DEVELOPMENT CLOSURE

OPENiNg DEVELOPMENT CLOSURE
UNIT 2 89

At the end of each unit, students may use this resource to
consolidate what they have learned throughout the unit while
dealing with authentic multimodal texts.
Teacher’s book additional resources

TRANSCRIPTS
COMPLEMENTARY ACTIVITIES
in your group and
Engaging photocopiable
your learning style. Then, share your results
1. Do the following quiz and find 19 STUDENT’S BOOK - UNIT 2 - PAGE
50 - internet history. The museum will house
comment on them. EXERCISE 3
the server that hosted the first ever
Nancy: Jorge, you’re studying English website. It is part of a new exhibition
really hard,
VOLUME 1 UNIT 2
aren’t you? called the Information Age.

Jorge: That’s right!
VOLUME 1 UNIT 2
Reporter: So this is the past and

Circle the best answer for each question.
the present of the
Nancy: Why do you want to learn internet. What do you think the future
activities ( and the complete

English?
I learn best when I: Jorge: You know I love science, holds?
1. If I have to learn how to do something, don’t you? When
I finish school, I’d like to continue Sir Tim: I hope in the future we will build
a. watch someone to show me how. abroad. It also helps me to understand
studying
applications that will always keep
the people
b. hear someone tell me how. information on the internet better! in peace rather than fighting. I hope
the
c. try to do it myself. internet will never be used for anything
The transcripts of the

by: else but a positive change.
2. When I spell, I verify accuracy
guidelines to work with them)

correct. 20 STUDENT’S BOOK - UNIT 2 - PAGE
a. looking at the word to see if it looks EXERCISE 1
59 -
b. sounding the word out in my head. 21 STUDENT’S BOOK - UNIT 2 - PAGE
of the spelling. Reporter: From London Science 60 -
c. getting a feeling about the correctness Museum for the
BBC, Anna Oats interviewing Sir Tim
EXERCISE 1
I: Speaker 1:
3. When asked to give directions, Berners-Lee, the founder of the internet.
recordings are included in the

as I say them or prefer to draw them. a. draw drill drop out trace trend
a. see the actual places in my mind Sir Tim, what are your impressions
27 strategy instruction
translate
b. have no difficulty giving them verbally. years after you helped to establish
to meet students’ different

it?
as I give them. Sir Tim: Well, hello there. My first thought Speaker 2:
c. have to point or move my body is that
the internet has generally been a force b. Are you satisfied…? Do you know…?
I:
of items, I remember them best if Do you
4. When I have to remember a list for good, but it also has a negative
side. use…? Do you have…?
Reporter: What do you mean?
a. write them down. Speaker 1:
Sir Tim:
b. repeat them over and over to myself.
As I see it, in some places people
Student’s Book and in the

are Are you comfortable…? How often
…? I think that...
to name each item. using the web for wonderful things
c. move around and use my fingers like
learning styles, and to review

protesting against oppressive regimes.
5. When solving a problem, I: But it is sad that there are people
who
occasionally use it for horrible things 22
STUDENT’S BOOK - UNIT 2 - PAGE
a. write or draw diagrams to see it. like EXERCISE 1 - PART A
72 -
trolling and bullying.
b. talk myself through it. Reporter: How many people use Speaker 1: Kids Helpline how can
me think. the internet
c. use and/or move objects to help I help you?
Teacher’s Book.
nowadays? Speaker 2: Hi, yes. You see, our
group has started
verify my answer by:
6. When I am adding numbers, I
Sir Tim: Recent statistics say that 47% of the a project for this year’s science fair.
and expand the contents of

So
they are correct. world population uses the internet.
a. looking at the numbers to see if far we have done some research
and
or out loud. Millions use it every single day. In prepared some notes but the problem
b. counting the numbers in my head alone 1.6 billion people use it. 600
Asia
if it is correct. is that one person in the group just
c. using my fingers to get a feeling million in Europe. 10 thousand new not wanted to work with us. He is
has
lazy,
remember: internet applications are invented
7. When trying to recall names, I each year. There are, on average,
always tired, avoids group meetings,
and when he finally comes, he is rude
a. Faces more easily than names. thousand google searches per second!
40
and sometimes even aggressive.
b. Names more easily than faces.
each lesson.
He
That’s a lot of learning in a very short says the project is boring, that he
more easily than names or faces. does
c. The situation or the meeting time! not care about the results. How can
Reporter: It is amazing! we
I appreciate that: resolve this and not be offensive to
8. Before going to sleep at night, Sir Tim: Yes it is. The internet has changed Speaker 3: Kids Helpline can I help
him?
a. The room is dark. the you?
way we communicate and learn. We Speaker 4: Hello, this is Ben. I wanted
can to ask for
b. The room is quiet. communicate and learn wherever your advice. Our class is planning
we a field
c. The bed feels comfortable. are and whoever we are - a student,
a trip and it is going to cost quite a
bit of
teacher, an actress – we can all use money. Most of our parents are happy
the
internet for lifelong learning. to help but there are two students
Reporter: And what brings you whose parents cannot afford to pay.
here today?
Sir Tim: I’m here to view an important part Of course we want the whole class
of to
go but are not really sure what to
do to
92 UNIT 2 TRANSCRIPTS
PHOTOCOPIABLE
98 UNIT 2 COMPLEMENTARY ACTIVITIES
EXTRA TEST
ANSWERS
1. Read the texts carefully and circle
the correct alternative in sentences
a - e on page 104. 3 points
Student’s book Smart reading Dan Baker, 14, grade 9, Alice Deal Junior
High, Washington.
Page 51 1. d. To describe.
My school is totally ordinary and I don’t
The answers to the activities

Exercise 1 2. a. Tip 1. b. Tip 2. c. Tip 4. d. Tip think it’s very
VOLUME 1 UNIT 2
VOLUME 1 UNIT 2
3. different from a school in any country.

a. Learning: the activity or process I’m in the 9th grade at
of gaining Page 59 Alice Deal Junior High, Washington DC.
knowledge or skill usually by studying In the USA, kids
start first grade at age six and finish in
b. Scholarship: an amount of money Listening ile answer twelfth grade. From
that is given by a seventh to ninth grade, we go to Junior
school, an organization, etc., to a
student to help pay General information School.
for the student’s education Type of text: a. An interview We don’t wear a uniform, but there is
a dress code. That
in the Student’s Book and in

c. Lecture: a formal talk on a serious Opinion of the internet expressed: means we shouldn’t attend school in baggy,
subject given to a b. Positive skateboarding
group pants, very short skirts, or clothes with
Speciic details holes in them, and we can’t dye our hair
Extra tests to assess the

d. Classmate: a member of the same crazy colors!
class at a school Positive purposes of the internet that School starts at 8:45 and ends at 3:15.
or college are mentioned: A lot of students stay until 5:30 to play
to communicate, to learn, to protest sports
e. Intensive course: a course that against or take part in the after-school program;
offers lots of training oppressive regimes. that means you can stay at school to do
in order to reach a goal in as short assignments or go to the computer lab. your
a time as possible Which statements are true, false or We do the same subjects as any school
not mentioned? study Spanish because there are a lot of and we also
the Complementary Digital

f. Higher education: education beyond a. False. He helped develop the internet people in the USA who speak Spanish
the secondary 27 years at home.
level, usually provided by a college ago. Some schools in Washington DC are
or university totally bilingual in Spanish and English
g. Science fair: an event at which b. False. The conversation is taking are so many Latino students; their families because there
language skills and contents of

science projects place in the are mainly from Mexico and El Salvador.
created by students are presented London Science Museum.
We generally have lunch in the school
c. True. cafeteria; the food is okay.
Page 52
d. True. 47% of the global population One of the best things at this school is
Exercise 2 uses the the field trips. Last week, we went on a
internet. to Kenilworth Aquatic Gardens, a national biology trip
Resource, to the Extra Tests,

a. Highlighting e. True.
park with a river and lakes; we spent the
day there and had lunch in the picnic area. whole
b. Note-taking What do the numbers refer to?
each unit.
c. Word map a. 10 thousand
d. Study plan b.1.6 billion
Edna Bailey-Castro, 15, grade 10, The
c. 600 million Chapin School, New
Page 53 d.40 thousand
York. (http://www.chapin.edu)
and to the Complementary

Exercise 2 My school is private and there are about
Page 60 650 girls ranging
from kindergarten through grade twelve.
Auditory Kinesthetic Work it out! It is located on
learners Visual learners the Upper East Side of Manhattan in
learners a. ii New York City. One
thing I like about my school is that it is
Difficulty with Prefer hands-on Need to see it to
relatively small
written Page 62 and all of us form a close-knit community.
learning. know it. I participate
directions. in community activities and sports, including
activities included in the

Learn better Difficulty with Exercise 1 softball and
Prefer to get when physical spoken
volleyball; in fact, we were the New York
information by a. They all show newspapers. State Champions in volleyball this past
activity is directions. school also does an excellent job preparing year. My
listening involved. b. They have more / fewer pictures.
They cover different
us academically for college.
types of topics. I love my school! There are so many cultural
Page 54
and educational opportunities. For example,
c. In on-line newspapers, in magazines. the Metropolitan Museum of Art is five
blocks away, and we often go there to
Exercise 1 experience things we have studied in class. actually
Page 63
Teacher’s Book.
Study tip 1. - b. Only what’s important About the only negative thing I can think
Exercise 3 of about my school is the fact that I have
Study tip 2. - e. Making your own long commute back and forth. I live in a
study notes a. Headline. b. Lead. c. Byline. the Bronx, and I take the subway and
Study tip 3. - d. Associating concepts d. Body. e. End. a bus to get
to my school
Study tip 4. - f. Using images Page 64
Study tip 5. - a. A rainfall of ideas Smart reading Close-knit: (adj.) having strong relationships
with each other and taking a close
Study tip 6. - g. Getting into the habit Commute: (n) the journey that a person interest in each other’s activities and
1. Follow the example in exercise makes when traveling to the place problems.
3, p. 63 of the of work or study.
Student’s Book.
PHOTOCOPIABLE
UNIT 2 EXTRA TEST 103
106 UNIT 2 ANSWERS
ix HOW TO CORRELATE THE COMPONENTS

TEACHER’S BOOK
CLOSURE
Pages 86 - 89
Page 86
Project: Telepho
ne information
Project
Students will…
180 min.
2
write and record
VOLUME 1 UNIT
a What for?
information desk. script for a telephone
work in groups To create multimoda
to l group projects
Pages 86 - 87 use confident and create a multimodal project. To demonstrate
interest creatively.
information. proper sources
of independent learning. in on-going and
To use technology
(OA: 13, C, E) efficiently.
Go through all
the steps of the
understand what project
they are expected carefully, making sure students
assuming personal to do. Emphasize
sharing and supporting responsibilities, the importanc
working to the e of
the group, and best of their capacities
at all times. respecting everyone’s ,
contributions TEACHING WINDOW
I. Preparati
on Process assessme
Final task in which students apply what they have learned and develop
1. G Help nt
form the groups. Students need
classmates they Ideally, students to learn that
feel should most first attempts
may be necessary comfortable with, but teacher’s work with do not immediate of a project
avoid disruptive to ensure a variety of styles intervention ly
high quality work. result in
behavior. and levels, and
to reason, when guiding For this
2. Students go
through the instruction in project work, students
complete the s in part II, Procedure you
Preparation file, , and establish a process should
assigning roles
collaborative skills.
different members
of the group. and tasks to the feedback (teacher, to provide
3. Students defi
ne their self-assessment) peer, and
rehearsals, recording action plan, including research so
use this valuable that they
They should also of the telephone to be done, information to
read the assessme message if applicable, etc. make revisions.
so that they know nt rubric at the
what aspects
they should pay end of page 87 Throughout the
duration of the
II. Procedur special attention project, evaluate
e to. groups’ research
1. You can write notes, drafts and
these prompts plans. You can
their lists of aspects on the board for decide on a range
It may also be used as an instance of formative assessment to collect

foreign students students to add assessment practices of formative
Spanish in Chile, should consider to
apart from those when studying project outcomes to improve
Will there be academic mentioned in and increase
the previous lesson. students’ performan
Will there be an credit for the coursewo
entrance test? rk? purpose, it is usefulce. For this
Is accommodation
/ food / course criteria for project to co-create
What cultural
differences should
material, etc.
included? with your students performance
Apart from the
course costs,
I be prepared
for? support them in and then
information.
what expenses using rubrics
VOLUME 1
Are there scholarshi should I consider? and models to
ps offered? comment on
What document peer work.
s do I need to
apply?, etc. You may evaluate
Page 87 of group project the process
planning. To
2. Students answer do this, collect
students’ pre-
the provided question products, such
their messages to add informatio as project plans,
. n to timetables, outlines,
3. Students use consider them drafts, and
their in the
provided to write notes, the models in Lesson using the following final grade
In this section, detailed instructions to help students work on the different

the script of their 6 and the template scale:
4. Students practice message. Project plan: 10%
reading their messages Outline: 10 %
correcting pronuncia aloud, checking
them to use props tion, intonation, emphasis, and Draft: 20 - 30%
and whatever etc.
atmosphere. is needed to createEncourage Final product:
60 - 50 %
the proper
88
projects are provided.

UNIT 2
OPENiNg DEVELOPMEN
T CLOSURE
Synthesis and reflection 5. Supervise

distribute different
parts of the
Organize the recording
III. Presentation
as they rehearse
of messages if
and order of presentatio

helping them
and help the groups message to different students. this.
students are going
ns; make notes

to do
of common
ns have finished.
ASSESSMENT FOR
the Appendix,
LEARNING
rubrics in
You may use the page xxiii,
on
to gather informatio
students’ projects
n about
and their
performance throughou
t
2
Organize time all the presentatio
with them once
VOLUME 1 UNIT
the process.
mistakes to deal
and the
and use the rubric them to
ent
IV. Assessm
into their groups
G Students get
to evaluate their
performance.
Encourage
opinion until they
provided scale differences of
when there are
discuss and negotiate
This stage provides students with the opportunity to synthesize and reflect
.
reach a concensus
Page 88
AND REFLECTION
SYNTHESIS What for?
autonomy in the
learning process.
learning.
Students will… To demonstrate attitude towards language
on what they have learned. It also allows them to evaluate their strengths
for
did in the unit. in To show a positive learning English
recall what they advantages of
they have learned To recognize the working life.
45 min. recognize what skills and attitudes. or
future academic
terms of content,
future fields of (OA: C)
identify possible learned,
what they have
application of personal learning
goals.
Pages 88 - 89 according to their
and weaknesses and to become aware of what and how they have
just finished;
unit they have
to examine the SAY?
plenty of time WHAT DOES RESEARCH
1. Give students .
this individually benefits for
they should do in the first column Self-assessment:
they should includeand in the third
examples what teachers
2. Elicit from them second column (skills, language), life or in
learned in real the only
Students are not from self-
(activities), in the what they have
application of
learned, and their feelings towards it.

column (personal as ones who benefit According
future learning). in order to include assessment practices. ions,
compare tables with a partner investigat
and to different
Students share the
much informatio
n as possible. teachers can obtainif they
following benefits
reflective
incorporate this instruction:
Page 89 sure students
class and make practice into their
nt chart with the to give them plenty
3. Read the assessme to. It is essential Increase of student
each point refers engagement.
understand what
and answer truthfully. to
Teachers can accessstudent
of time to reflect each other using
the same
to work in pairs
and evaluate
your own assessme
nt information about e
In this section, the tasks and instruments have been specially designed
4. Get students give each student effort and persistenc be
if you want to
criteria. Decide of their classmate
’s. which would otherwise
besides or instead their
actions to improve never. unavailable to
them.
a list of remedial students to
students to write with sometimes or They help their al goals
5. Encourage skills they marked internalize instruction
in the areas or
performance to future
and apply them
ntary Digital efforts.
to allow students to self-evaluate, correct or expand previous ideas about

the Compleme
you may also use what and how they learn while
(2008).
J. H., & Hearn, J.
At this point, of Adapted from: McMillan, The Key to Stronger Student
can keep track to the topic of
the Student Self-assessment:
Achievement. Educational
Resource 6. Students multimodal texts related Motivation and Higher http://iles.eric.ed.gov/fulltext/
dealing with authentic Horizons, 87(1), 40-49.
rubric on EJ815370.pdf
unit. on page and its
s to use this resource
See the instruction
89
their learning process and reflect on the results of their efforts.

page 90. UNIT 2
T CLOSURE
OPENiNg DEVELOPMEN
COMPLEME
NTARY DIGIT
AL RESO URCE
Methodologi
cal Guidance
Complementary Digital Resource COMPLEMENTARY
2
Stage Time DIGITAL RESOURC
VOLUME 1 UNIT
Learning outcomes E4
45’ / Main tasks
To select and use4 Suggested Assessme
comprehension strategies to support Use nt Indicators
of a multimodal prior knowledg
- watch with a text: the information e to explain and
purpose, in the text. support prediction
- use prior knowledg Set a purpose s about
- use visual clues. e, for watching.
Revise and validate
Stage: Opening in the text. predictions according
Screen: 1 to the informatio
1. Recall students’ n
ideas about the
the events in the presence of technolog
pictures happened
2. Have students
watch the video by dragging each y in education. Then, invite them
and picture to a slot to predict the order
OPENING
check their ideas. in the timeline. that
In this stage, students are expected to developing their self-assessment

Stage: Developm
ent Screen: 2 and
3. Explain to students 3
Remind them to that they must
read the questionswatch the video again in order
attention as they before watching to identify the
watch. the video in order specific informatio
4. Tell students to have an idea n required.
that
remind them to they will watch another short on what to focus
their
read video,
incorrect informatio the statements before watching but this time about the
skills and their commitment towards independent learning.

n according to the video to be future of
Stage: Closure what they see. able to discriminaclassrooms. Once again,
te between correct
Screen: 3 and
5. Conclude off
the
their opinions session by making students discuss
in written forms their ideas
to discuss about and then read
the use of TICs them aloud. This in groups. You may ask the groups
creation in their as is an excellent
school and close a way to solve their need for opportuni to summarize
them. In this way, social information, communi ty to encourage students
you will be promotingenvironments and also to cation, expression and
the OAT about attend to ethical
information and responsibilities
communication required by
technologies.
Stage Time COMPLEMENTARY
Learning outcomes DIGITAL RESOURC
/ Main tasks E5
45’ 2 To identify
key words Suggested Assessme
vocabulary related and thematic Identify key words nt Indicators
multimodal text. to education, in the education. and thematic vocabular
CD-Rom RUBRICS APPENDIX
The CD-Rom that comes

Assessment instruments
These assessment instruments are Applying assessment instruments
assessment
tools you can use to measure students’
work. They Self- assessment
VOLUME 1
are scoring guides that seek to evaluate

students’
1
Give copies to students and ask them
ENGLISH
performance based on the sum of to assess their
a full range of criteria own progress on a task or project.
rather than a single numerical score. Their assessment
with the Teacher’s Book

should not count toward a grade.
The point is to help
The assessment instruments provided students learn more and produce
here include: better final products.
Rubrics Always give students time to revise
their work after
Questionnaires assessing themselves.
TEENS IN MOTION
A Rubrics Appendix with a set
Observation sheets Peer assessment
The instruments included in this section Peer assessment takes some time
differ from to get used to.
includes a set of classroom

traditional methods of assessment Emphasize the fact that peer assessment,
in that they examine
students in the actual process of learning, like self-
clearly assessment, is intended to help everyone
showing them how their work is being do better
evaluated. They work.
communicate detailed explanations
of what constitutes
of rubrics to assess students’

excellence throughout a task and You can then see how fair and accurate
Primero provide a clear their feedback
is, and you can ask for evidence that
• Audio
teaching directive. supports their
medio These instruments are meant, above
opinions when their assessments
don’t match yours.
language expressions and

• Printable improve teachers’ instruction while
all, to inform and
giving students the
Again, giving time for revision after
peer assessment is
Material Volume 1 feedback they need to learn and grow. crucial.
• Printable These instruments can also be used Teacher assessment

in peer assessment
performance in language and

and then used to provide feedback. When you assess students’ work,
Material Volume 2
use the same
instrument that was used for self-
Prior to assessment, the assessment and peer-assessment.
instruments can When you hand the marked instrument
be used to communicate expectations
all the recordings used to

to students. back with the
During the assessment phase, they students’ work, they will know what
are used to easily they did well and
score a subjective matter. what they need to work on in the
future.
After an instrument is scored, it should Using the assessment instruments
be given back to provided in this
collaborative skills, general

students to communicate to them section is relatively easy.
their grade and their
strengths and weaknesses. Identify the maximum number of points
for achieving
Students can use them to see the the highest level of quality and assign
practice Oral Communication

correlation between a number to
effort and achievement. Sharing the the students’ performance. Typically,
instruments with the gradations
students is vital as the feedback empowers increase/decrease by one point.
students to
critically evaluate their own work. The last column shows the actual
score assigned
projects and other tasks.

to this particular student, based on
Advantages of using a variety of his or her actual
assessment performance. The overall total score
instruments is assigned by
simply adding together the scores.
Teachers can increase the quality
and to practice and evaluate

of their direct Once you have worked out students’
instruction by providing focus, emphasis, scores, you
and attention can express them in gradations. Gradations
to particular details as a model for are the
students. descriptive levels of quality starting
Students have explicit guidelines with the worst
regarding teacher quality up to the best quality.
expectations.
Students can use these instruments
as a tool to
develop their abilities.
listening comprehension.
Teachers can reuse these instruments
for various
activities.
xvii RUBRICS APPENDIX
BACKGROUND INFORMATION
BIBLIOGRAPHY
Background Information Getting ready

Page 50 Setting objectives
Personal learning goals
minds. At school, an aural learner
material in a variety of classes and
memorizing things like music or lines
production.
will remember lecture
may be skilled at
for a theatrical
General content
Brown, H. D. (2001). Teaching by
principles (2nd ed.).
Ur, P. (2008). A course in language
Klett sprachen.
Language and structures

teaching. ernst
VOLUME 1 UNIT 2
Previous research into the motivation White Plains, NY: Pearson. English
and efficiency of Reading/Writing learners are at home Coyle, D., Hood, P., & Marsh, D. (2010).
Content and Birch, B. (2005). Learning and teaching
VOLUME 1 UNIT 2
students has indicated that students Prentice Hall.

who set their own material. They comprehend and remember
with written
language integrated learning. Ernst
Klett Sprachen. grammar, K–12. White Plains, nY:
Appendix A list of bibliographical references

working goals tend to achieve more what d. (1999). the
than when working they read, and they often enjoy writing. Celce-Murcia, M., & McIntosh, L.
(1991). Teaching Celce-murcia, m., & larsen-Freeman,
on goals set for them by the teacher. Classes course.
traditionally been geared to the reading/writing have English as a second or foreign language.
Heinle & grammar book: an esl/eFl teacher’s
learning New perspectives
Students who set their own learning
goals have style; these learners can take notes
in most classes and Heinle Publishers. Hinkel, e., & Fotos, s. (eds.). (2001). classrooms.
more confidence to take on more
challenging tasks, will benefit from reading them as a Dale, L. and Tanner, R. (2012). CLIL
activities. on grammar teaching in second language
method for study.
regardless of their ability. Their motivation Press
to improve Kinesthetic learners learn by doing. Cambridge: Cambridge University Routledge.
A practical
and master a task is improved and
their self-esteem activities and real-life experiences
Hands-on
Ellis, R. (2003). Task-based language
learning and Ur, P. (1988). Grammar practice activities:
Press.
guide for teachers. Cambridge University
An appendix at the end of

remains strong, even in the case of help them remember. Press.
teaching. Oxford: Oxford University
and websites that were

failure. School classes like science labs, acting,
or sports teach Pearson
When students are assisted to delve
into their own to the strengths of kinesthetic learners. Harmer, J. (2006). How to teach English. Assessment for learning
thinking and learning processes, they Education India.
are drawn to teaching
think about the effectiveness of the
strategies they used
Page 55 Your analysis
Marzano, R. J., Pickering, D., Pollock,
J. (2011). Classroom Black, P., & Wiliam, d. (2005). Changing
and practice.
to achieve the learning goals they
set. Planning what How to Improve English skills Instruction that Works: Research-based
Strategies through formative assessment: Research
to do, monitoring progress towards Alexandria, VA: CeRi, 2005, 223-240.
achieving it and for Increasing Student Achievement.
Development Working
assessmaent the outcome can help Motivating Association for Supervision and Curriculum Black, P., Harrison, C., & lee, C. (2004).
each unit, which contains

students take more for learning in the
consulted in the preparation of

control over their thinking and learning If a learner is not motivated to learn t. (2011). inside the black box: Assessment
processes and English he/she will Marzano, R. J., Pickering, d., & Helebower,
become frustrated and give up. Research classroom. Granada learning.
equip them with learning to learn skills. The highly engaged classroom. marzano
Using
Taken from: Developing, monitoring Learners should ask themselves the
following questions, laboratory. earl, l. (2003). Assessment as Learning:
and reporting on personal learning
learning. Student Learning.
goals. (2007). State of Victoria (Department
of Education and Early
and be honest: Willis, J. (1996). A framework for task-based Classroom Assessment to Maximize
Childhood Development). Retrieved
education.vic.gov.au/Documents/
May 9, 2016 from http://www. - Why do I need to learn/improve Pearson PtR. Corwin Press, inC
school/teachers/teachingresource
s/social/
English? tasks for tBl. W., Hayward, l., & stobart, G.
personal/devperslearngoal.pdf
- Where will I need to use English? Willis, J. (2008). Criteria for identifying Gardner, J., Harlen,
BBC: Teaching English. (2008). Changing assessment Practice.
useful information about the teaching guide.

- What skills do I need to learn/improve? learning: What is it
Lesson 1: Improve your learning Writing/Listening/Speaking)
(Reading/ Willis, d., & Willis, J. (2008). Doing
task-based James, m. (2004). assessment for
it.
teaching. oxford University Press. and what does research say about
- How soon do I need to see results? Student Self-
Page 53 Preparing to read, Exercise mcmillan, J. H., Hearn, J. (2008).
1 - How much time can I devote to Learning skills Student Motivation
learning English? assessment: The Key to Stronger
Learning styles – VARK system Horizons, 87(1),
- Do I have a plan or learning strategy? mcGraw-Hill and Higher Achievement. Educational
Learning style has to do with how arends, R. (2014). Learning to teach. 40-49. http://iles.eric.ed.gov/fulltext/eJ815370.pdf
people bring new Higher education.
information into their knowledge base. (2006). Formative
Setting short-term goals nicol, d. J., & macfarlane‐dick, d.
culture and language issues

learning skills.
Learners should set some short-term maxwell, m. (1979). Improving student Assessment and Self-regulated Learning:
A Model and
Knowing your learning style enables goals that may be Practice. Studies
you to use your easy to achieve, such as: Jossey-Bass inc Pub. Seven Principles of Good Feedback
strengths as you study for courses.
One of many - Join an English course - a virtual in Higher Education, 31 (2), 199-218.
instruments for determining learning
style is the VARK (and attend regularly).
one or a real one Language skills
questionnaire, developed by Neil Fleming.
system categorizes learners into four
The VARK
- Do homework. Beers, K. (2003). When Kids Can´t
Read: What Webpages
styles: Visual, Heinemann
Aural, Reading/Writing, and Kinesthetic. - Read a book or a comic every month. Teachers Can Do. Portsmouth, nH: http://www.readingrockets.org/
Many learners that work:
related to the topic of the units.

show strength in more than one learning Harvey, s. & Goudvis, a. (2007). Strategies and http://www.reading-tutors.com/
style. - Learn a new word every day.
Teaching comprehension for understanding http://www.readwritethink.org
Visual learners learn best from visual
images that do - Visit an English speaking forum
or social media page, engagement. stenhouse Publishers. http://www.esl-lab.com/
not include writing. Graphs and diagrams skills. Teaching
are easy every day. lazaraton, a. (2001). Teaching oral http://www.englishlistening.com n.html
for them to understand. They remember 3, 103-115. http://www.focusenglish.com/dialogues/conversatio
faces and - Read a news article on the net every English as a second or foreign language,
places and tend to recall information day. Writing Workshop:
by picturing it - Practice listening 10 minutes every leograndis, d. (2012) Launching the
in their minds. At school, a visual
learner is going to day.
A Step-by-Step Guide in Photograph.
nY: scholastic Cra resources
find it relatively easy to “read” a pie - Watch an English film at least once
chart or perceive a month. (pp. 7-13). s. (1994). Active
differences between artists’ painting - Follow a soap, comedy, radio or scrivener, J. (1994). Learning teaching Helgesen, m., Brown, s., & Brown, Cambridge:
styles. TV drama (in English, oxford: Heinemann. listening: Building skills for understanding.
Aural or auditory learners do well of course!). Balancing
with hearing tompkins, G. e. (1994). Teaching
writing: Cambridge University Press.
information. They remember words Taken from: (n.d.). How To Improve V., Krenzke, C.,
to songs and can your English
10, 2016, from http://www.learnenglish.de/impro Skills. Retrieved May process and product. macmillan College. Kemper, d., sebranek, P., meyer,
recall conversations in detail by hearing handbook for
Ross, m. (1998). All write: a student
vepage.html#sthash.
them in their hIKu0Bd0.dpuf
Ur, P. (1984). teaching listening comprehension. : Write source.
Cambridge University Press. writing & learning. Wilmington, mass.
UNIT 2 BIBLIOGRAPHY 109

UNIT 2 BACKGROUND INFORMATION 95
HOW TO CORRELATE THE COMPONENTS x

CLASSROOM LANGUAGE
1 GREETINGS 5 THE DATE

Good morning. / Good afternoon. / Hello. / Hi. A: What day is it today?
Good bye. / See you tomorrow. / See you later. B: It’s Monday. / It’s Tuesday. / It’s Wednesday. / It’s
Thursday. / It’s Friday. / It’s Saturday. / It’s Sunday.
VOLUME 1
Have a nice weekend. / Enjoy your holiday.

A: What’s the date today?
B: It’s (Monday) March 9th.
2 MOODS AND FEELINGS

A: How are you today?
B: I’m fine. / I’m great. / OK. / Very well, thank you. 6 THE WEATHER
I’m not very well. / I have a problem. / I’m feeling A: What’s the weather like today?
down. / I’m sad. B: It’s sunny. / It’s cloudy. / It’s hot. / It’s cold. / It’s
nice and warm. / It’s nice and cool. / It’s raining. /
It’s snowing.
3 ASKING FOR CLARIFICATION (STUDENTS)

Can you repeat that, please?
Can you say that again, please? 7 THE TIME
Sorry? I’m afraid I didn’t understand. A: What’s the time? / What time is it?
Can you help me with this exercise, please? B: It’s one o’clock. / It’s two o’clock. / It’s three
o’clock. /
It’s ten o’clock. / It’s twelve o’clock.
A: What’s the time? /What time is it?
4 ENCOURAGEMENT (TEACHERS) B: It’s quarter past nine. / It’s half past ten. / It’s five
Well done! past eleven. / It’s ten past twelve. / It’s twenty
Good! past one. / It’s twenty five past two.
Excellent! A: What’s the time? / What time is it?
Good work! B: It’s a quarter to eight. / It’s twenty five to nine. / It’s
Congratulations! twenty to ten. /
Do it more carefully. It’s ten to three. / It’s five to four.
Say it again.
Try to correct that, please.
Not too bad.
You’ll do better next time. 8 SOME COMMANDS AND INSTRUCTIONS
Keep trying! (TEACHERS)
Add more words.
Answer the questions.
Be quiet.
Check your answers.
Check your predictions.
Close the door.
Come to the board.
Compare your answers.
Compare your answers in your group.
Complete the paragraph.
Complete the sentences.
Complete the summary.
xi CLASSROOM LANGUAGE
Complete the table. 9 TURN TAKING AND PERMISSIONS
Copy the instructions. (STUDENTS)
Cross out the words you do not hear.
Can I talk to you after the class?
Discuss the ideas in your group.
Excuse me, can I say something?
VOLUME 1
Do Exercise 1.
Excuse me; can I leave the room for a minute?
Do not write in ink.
May I go to the bathroom?
Do not write in your book.
It’s your turn.
Fill in the blanks.
Sorry, it’s my turn.
Find examples in the text.
Find out who wrote this poem.
Find the cognates in the text.
Go to the board.
Identify the best description.
Listen to the recording.
Listen.
Look.
Look at the pictures.
Look up these words in the dictionary.
Make a list.
Make a list of topics.
Make some notes.
Match the pictures.
Name three activities.
Open the window.
Open your books.
Pay attention, please.
Put the pictures in order.
Read the instructions.
Read the sentences.
Select the correct answer.
Silence, please.
Sit down.
Stand up.
Talk to your partner.
That’s all for today, thank you.
Work in groups of four.
Work in groups of three or four.
Work with your partner.
Write the sentences.
CLASSROOM LANGUAGE xii

GENERAL PEDAGOGICAL GUIDANCE
Opening Development
• Examining importance of learning objectives • Teaching Comprehension Strategies
A key element of students’ engagement, that is when The more explicit the comprehension strategy and
VOLUME 1
or whether a student chooses to learn, is the practice self-regulatory instruction, the higher the likelihood that
of examining importance of the objectives. Once students will make significant gains in comprehension.
students are able to to understand the importance
Provide students with explicit instruction in
that unit tasks may have in their own life (present
comprehension strategies as a way to help them
or future), they will be open to acquiring the new
overcome difficulties in understanding written or
knowledge and skills that are presented to them.
oral texts.
Getting students involved in thinking about the
objectives is a teaching opportunity that should not Students should be able to assess how well they
be wasted. have accomplished the tasks, and to what extent
the use of strategies has helped them achieve better
• Setting objectives and creating learning plans comprehension.
Helping students with organization is important,
so consider this as a key element in your teaching. • Critical thinking
Organization skills are worthwhile life-long skills, which Critical thinking is the intellectually disciplined
will prepare students to face the challenges of the process of actively and skillfully conceptualizing,
real world. applying, analyzing, synthesizing, and/or assessment
information gathered from, or generated by,
Before you start a new unit, teach your students set
observation, experience, reflection, reasoning, or
their own goals and organize a work plan and end the
communication, as a guide to belief and action. In its
process by reviewing what was accomplished towards
exemplary form, it is based on universal intellectual
meeting the objectives.
values that transcend subject matter divisions:
• The importance of prior knowledge clarity, accuracy, precision, consistency, relevance,
sound evidence, good reasons, depth, breadth, and
The beliefs, life and academic experiences which
fairness. (Retrieved June 6, 2016, from: http://www.
students bring to the classroom are variables that
criticalthinking.org/pages/defining-critical-thinking/766)
influence what is learnt and how it is learnt. At times,
it is the case that prior knowledge has a positive effect The critical thinker processes his/her experiences
on learning as students are able to create a mental in the world interpreting, analyzing, assessment,
network of connections between the previous and the and making inferences about life, information and
new information. However, the opposite can also be knowledge.
given and the new knowledge can come to conflict
Students must develop and effectively apply critical-
with students´ preexisting misinformation. As a result,
thinking skills to their studies and to the decisions
activating prior knowledge before teaching a new unit
they make.
or lesson acquires key importance since learners´
preconceptions can lead to either failure or success in
the classroom.
As you plan instruction, consider engaging your
students´ preconceptions before you present them
with the new lesson. Check for prior knowledge that
can facilitate learning, possible misconceptions, if any,
and teach students to constantly contrast prior and
new knowledge throughout a unit or lesson.
xiii GENERAL PEDAGOGICAL GUIDANCE

• Student self-assessment Closure
Student self-assessment promotes intrinsic
motivation, internally controlled effort, a mastery goal • Project
orientation, and more meaningful learning. It also This final instance will allow students to be involved
VOLUME 1
empowers students to guide their own learning and within the meaningful context of a project, which
internalize the criteria for judging success. will present them with different problems to solve or
Self-assessment is defined as a process by which specific products to develop.
students: When guiding students in project work, you should
1. monitor and evaluate the quality of their thinking establish a process to provide feedback (teacher, peer,
and behavior when learning and and self-assessment) so that they use this valuable
2. identify strategies that improve their understanding information to make revisions.
and skills. Throughout the duration of the project, evaluate
Essentially, students should be encouraged to identify groups’ research notes, drafts and plans. You can
their learning and performance strategies, provide decide on a range of formative assessment practices
feedback to themselves based on well-understood to improve project outcomes and increase students’
standards and criteria, and determine the next steps performance. For this purpose, it is useful to co-create
or plans to enhance their performance. criteria for project performance with your students
and then support them in using rubrics and models to
• Interdisciplinary connections comment on peer work.
The classroom should include space for learning
• Synthesis and reflection
beyond subject boundaries, so that students can
make connections between different areas of learning. These are two skills that are very necessary for 21st
These connections can provide relevant, challenging Century learners. Students need time to think about
and enjoyable learning experiences and stimulating what it was that they learned and combine it with
contexts to meet the varied needs of students. what they already know to make the meaning more
long-lasting.
• Assessment for learning
Make sure students have enough time to develop
Assessment for learning is any assessment for these specific skills:
which the first priority is to serve the purpose of
promoting students’ learning. It thus differs from • to reflect and think about their learning,
assessment designed to serve the purposes of • to combine what they already know with what they
certifying competence. are learning to make it easier to understand,
An assessment activity can help learning if it provides • when given time in class to reflect, to try to prove
information that teachers and their students can use what they learned.
as feedback in assessment themselves and one
another and in modifying the teaching and learning
activities in which they are engaged. Such assessment
becomes “formative assessment” when the evidence
is actually used to adapt the teaching work to meet
learning needs.
GENERAL PEDAGOGICAL GUIDANCE xiv

FIRST TERM OVERVIEW
Unit 1
UNIT 1: JOY FROM WORK
Time 38 class hours Topic Jobs, professions, occupations, labour life
VOLUME 1
LEARNING OUTCOMES
Skills Knowledge
Oral Communication Reading Comprehension Language functions
OA1 OA9 To express quantities, using enough
To demonstrate comprehension of general To demonstrate comprehension of / no money / time
ideas and explicit information in oral texts, general ideas and explicit information in To describe people and
about jobs, professions and labour life. texts about jobs, professions, labour life. occupations
OA2 OA10 To use frequent words and
To identify key words and thematic To demonstrate comprehension of expressions (part-time job; apply for
vocabulary, collocations, connectors (so expository texts. a job; what’s it like?; nice to meet you)
that), initial sounds /j/. airport, salesman, firefighter,
OA11 lifeguard, bodyguard, wheelchair
OA3 To demonstrate comprehension of To express frequency, degree and
To identify: literary texts. time of events
topic, relevant ideas, purpose of the text
OA12 To describe past habits using used to
specific information and details
To select and use different strategies to To link ideas using so that
relationships between ideas
support comprehension. To confirm information using
OA4 Written expression question tags
To select and use strategies to support To recognize suffixes -ess / -ist / -er
comprehension of texts. OA13
in occupations
To write short descriptive and narrative
OA5 texts. Vocabulary
To present oral information creatively nurse, doctor, engineer, pilot,
using multimodal resources. OA14
accountant, cook, electrician, tourist
To write a variety of short texts using
OA6 guide, translator, technician, part-
the steps of the writing process,
To participate in dialogues and time, fulltime, labour, savings,
according to a rubric.
presentations, using different strategies account, payment, dangerous,
before, during and after speaking. OA15 interesting, boring, tiring,
To write using: application, qualities, good at, keen
OA7 connectors (so that) on, apply to, quit, get fired, CV, quite/
To respond to the texts through short correct spelling of frequent words really.
discussions and conversations. proper punctuation (apostrophe)
Pronunciation: initial sound /j/
OA8 OA16
To use language in oral presentations and Use language in written texts properly. Punctuation: apostrophe (‘s, ‘t, etc.)
exchanges properly.
ATTITUDES
OA A: To show a positive attitude towards themselves and their own capacity to learn English.
OAD: To work responsibly and collaboratively towards a common goal showing respect for other people’s interests and
ideas.
CROSS CURRICULAR VALUES (OFTs)
Emotional dimension (*)
Work and proactivity dimension (*)
(*) All the dimensions of OAT are integrated along the units, but these ones are particularly articulated with the
Learning Outcomes and emphasized in each unit.
20
xv FIRST TERM OVERVIEW
Unit 2
UNIT 2: KEEP ON LEARNING
Time 38 class hours Topic Education, academic issues, advantages of lifelong learning
VOLUME 1
LEARNING OUTCOMES
Skills Knowledge
Oral Communication Reading Comprehension Language functions
OA1 OA9 To express predictions, necessity,
To demonstrate comprehension of general To demonstrate comprehension of promises and possibility
ideas and explicit information in oral texts, general ideas and explicit information in To describe past actions that
about education and academic issues. texts about education and academic continue in the present using the
issues. Present Perfect.
OA2
To ask for and give information
To identify key words and thematic OA10
about how long an activity takes,
vocabulary, collocations, connectors (later/ To demonstrate comprehension of
using for / since.
both) initial sounds /tr/, /dr/. expository texts.
To use frequent words and
OA3 OA11 expressions (drop out / talk about /
To identify: To demonstrate comprehension of for example)
topic, relevant ideas, purpose of the text literary texts.
To link ideas using later, both
specific information and details OA12 To recognize and use prefix
relationships between ideas To select and use different strategies to ir-(irresponsible / irregular / irrelevant
OA4 support comprehension. / irrational)
To select and use strategies to support Written expression
comprehension of texts. Vocabulary
OA13 education, lifelong learning, study,
OA5 To write short descriptive and narrative drop out, pass, percentage,
To present oral information creatively texts. examination, exam, certificate,
using multimodal resources. attitude, fail, consequences, benefits,
OA14
OA6 To write a variety of short texts using e-learning, reliable, scholarship,
To participate in dialogues and the steps of the writing process, responsibility, degree, course, serious,
presentations, using different strategies according to a rubric. well known, perseverance, give up,
before, during and after speaking. study hard, make an effort, spend
OA15 time/money, spendings textbook,
OA7 To write using: teenager, lifelong, schoolbus
To respond to the texts through short connectors (later / both)
discussions and conversations. correct spelling of frequent words Pronunciation: Initial sounds /tr/
OA8 proper punctuation (apostrophe) and /dr/,
To use language in oral presentations and OA16 Punctuation: apostrophe (needn’t /
exchanges properly. Use language in written texts properly. it’ll, etc.)
ATTITUDES
OAC: To show interest for on-going and independent learning as a way to contribute to society.
OAE: To use communication technologies with responsibility, in order to obtain information and create texts effectively and
responsibly, acknowledging authors’ copyright.
CROSS CURRICULAR VALUES (OFTs)
Cognitive and Intellectual dimension (*)
Information and communication technologies (TIC) dimension (*)
(*) All the dimensions of OAT are integrated along the units, but these ones are particularly articulated with the
Learning Outcomes and emphasized in each unit.
FIRST TERM OVERVIEW xvi

21
UNIT 1 Joy from work
Unit overview
The main language learning goals and objectives have interview, introducing oneself at a job interview, applying
been integrated within the topic of jobs and work life. for a job, providing tips for different situations, unusual
VOLUME 1 UNIT 1
Throughout the unit, students will be exposed to a jobs, descriptions of jobs, and voluntary work, all of them
variety of written and oral texts, which will invite them to meaningful topics in students’ lives.
explore different perspectives and situations where the
Concerning the tasks, these are meant and aim at
theme is presented. The connecting thread of the unit is
facilitating students’ transferal of knowledge and
represented by the main topic and by the types of tasks
information to their own life.
students are expected to accomplish. In Unit 1, Joy from
work, the main topic of jobs and working life has been Each activity in the unit plan has been especially
linked to other significant themes: job advertisements, designed to address the curricular assessment
choosing a job, preparing and carrying out a job indicators in the table that follows.
Unit plan
Section / Lesson Time Learning outcomes/Main tasks Suggested Assessment Indicators

Introduction 45’ A To examine the learning Participate actively in class.
In this unit you will... D outcomes for the unit.
Over to you To evaluate the importance
Picturing the unit of the learning objectives
for one´s own life.
To get involved in the topic
of the unit.
Getting ready 90’ A To set personal learning Set and do specific actions in order to achieve goals.
OPENING
Setting Objectives D goals related to one´s own Ask for the teacher’s help.
Do you remember? reality. Set common goals.
To activate prior Participate actively in order to accomplish tasks.
knowledge.
Complementary 45’ 1 To listen and demonstrate Identify specific information about names and
digital resource 1 comprehension of general characteristics of jobs.
(CDR) ideas and explicit Identify descriptions of jobs.
information of an audio- Exchange opinions about the content of the text.
visual text about dream Relate the information of the audio-visual text to
jobs. one´s own reality.
Module 1
1. Finding the right 180’ 9 To read and analyze Identify descriptions of jobs and occupations in
job 10 information in job the text.
advertisements. Contribute to class discussion by asking or
12
To use strategies to identify answering questions about the texts.
14
DEVELOPMENT
specific information in Recognize suffixes: –er / -ist / -ess to name

15 texts. professions and occupations.
A To write a job Identify general and specific information using
D advertisement. skimming and scanning.
Write a draft with the help of a model, the teacher
or a classmate.
Revise, correct and edit drafts using a rubric.
Make connections and comparisons between the
information in the text and their own reality.
Discuss group problems with respect.
Show respect for others’ opinions.
6 UNIT 1 INTRODUCTION
2. The right 180’ 1 To listen and identify Identify specific information about: names and characteristics
person 2 general and specific of jobs.
for the information in a job Relate information in the texts to their own reality.
4
right job interview.
VOLUME 1 UNIT 1
Identify type and purpose of text.
7 To share, compare and Identify frequent expressions related to jobs and occupations.
8 contrast experiences about Use previous knowledge to support predictions about
A job interviews. the text.
D To study expressions to Practice and revise oral presentations.
confirm information.
Use specific vocabulary and language structures in oral
presentations.
Confirm information using question tags.
3. Apply in 180’ 10 To read and identify Identify type, purpose, and characteristics of a text.
writing 12 purpose and general Identify the structure of a text as an aid to comprehension.
information in a leaflet. Express quantities using enough / too much / a few.
13
To study how to express Use frequent words and expressions, synonyms and
15 quantities. compound words.
16 To write a brochure with Use structures and vocabulary correctly.
A tips. Use correct punctuation.
D Write texts about other subjects, creatively.
Make connections and comparisons with one´s own reality.
Participate actively in class.
Set and do specific actions in order to achieve goals.
DEVELOPMENT
Accept the task with responsibility and carry it out on time.

Subject 90’ 5 To analyze an infographic Interpret diagrams, graphs or visual organizers related to
connection: 7 about unusual jobs. the text.
Social To rank the jobs. Identify specific information in digital texts or webpages.
9
Studies Describe occupations.
13 To write short descriptions
of jobs. Make connections with other subjects.
A
D
Module 2
4. It’s all 180’ 3 To listen and identify Identify specific information about speakers’ jobs.
about 2 general and specific Summarize main information in simple sentences.
attitude information in a radio Identify speakers, their actions and the situations in which
4
interview. they participate.
6
To participate in Infer information from contextual clues or visuals.
A conversations using Pronounce initial sound / j / properly.
D expressions related to jobs, Use connectors (so that) to link ideas logically.
occupations and
Participate in short conversations actively, expressing
professions.
opinions.
Accept the task with responsibility and carry it out on time.
5. What’s 180’ 9 To read and use different Compare general ideas from different texts.
your 10 strategies to understand an Use reference material (dictionaries / the internet, etc .) to
job? article about three unusual support comprehension.
14
professions. Identify idioms or collocations related to jobs and professions.
16
To write a short description Identify specific information that supports the general idea,
A of a job, following the steps by answering questions.
D of the writing process.
UNIT 1 INTRODUCTION 7
Validate predictions and make new ones as
they read.
Write about job aspects.
Organize ideas in a diagram before writing.
Write a draft with the help of a model, the
teacher or a classmate.
Revise, correct and edit drafts using a rubric.
Write with different purposes (describe a job).
VOLUME 1 UNIT 1

6. For a good 180’ 2 To listen and identify general and Identify differences in types of texts.
cause 3 specific information in personal Identify key words and thematic vocabulary.
reports. Identify cultural elements in the recordings.
6
To identify speakers. Use key words to summarize the information.
8
To make an oral presentation about Identify speakers’ expressions to support
A volunteering. comprehension.
D
DEVELOPMENT
Present oral information coherently.

Use visual aids and diagrams with key ideas.
Identify mistakes in presentations, proposing
remedial actions and setting goals for future
presentations.
Exchange information about personal
experiences.
Describe past habits using used to.
Subject 90’ 9 To read and identify main topic and Identify theme and main ideas in short stories.
connection: 11 problem in a literary text (short Identify main characters and specific information
Language and story) about jobs and working life. related to them.
13
Literature To make connections between the Identify information about the plot / conflict in a
A text and other subjects of the literary excerpt.
D curriculum. Participate actively in class.
Complementary 45’ 1 To understand general ideas and Identify specific information related to jobs and
digital resource 7 explicit information of an audio- professions.
2 (CDR) visual text about jobs. Express opinions about the content of the
3
To identify specific information and multimodal text.
A details related to people and their Identify cultural elements about jobs and
D opinions and actions. professions.
Project: A job 180’ 5 To participate in a role-play Present information creatively, using multimodal
interview 13 expressing ideas clearly. resources.
A To work responsibly and Show a positive attitude towards group tasks.
collaboratively towards a common Contribute to maintaining a friendly and
D
goal, showing respect for other cooperative environment.
people’s interests and ideas. Assign roles within a group.
Set and assign tasks in order to carry out a
project efficiently.
CLOSURE
Complete the assigned tasks on time.

Synthesis and 45’ A To show a positive attitude towards Persevere in the attempts to achieve goals,
Reflection one´s own capacity to learn English. despite the difficulties.
Complementary 3 To understand a text about jobs and Identify descriptions of future occupations and
digital resource A professions in the future. professions.
3 (CDR) To identify relevant ideas and Identify relevant ideas about unknown topics.
D
specific information about jobs in Ask for teacher’s help.
the future. Formulate questions to clarify information.
Accept the task with responsibility.
Considering the learning outcomes and the suggested assessment indicators, the activities in each stage of the unit
have been especially designed for:
OPENING
Activate and foster intrinsic motivation: A set of challenging questions invite students to discuss ideas in pairs, in groups or
as a class, using their creativity.
Develop metacognition: Students are guided to set their own learning goals and to draw up a learning plan for goal
attainment.
VOLUME 1 UNIT 1
DEVELOPMENT
Activate prior knowledge: The unit provides a space where students can keep record of the previous ideas and knowledge
that will help them make sense of the new material.
Develop skills and strategies: Special process-oriented activities and strategies designed to help students develop reading
comprehension, written expression and oral communication.
Evaluate for learning: The formative assessment activities embedded in the unit allow students to gather information
about their learning and track their progress.
CLOSURE
Evaluate for learning: A challenging final project and the final synthesis allow students to recognize and apply what they
have learned.
Develop metacognition: Students synthesize what they have learned and formulate remedial actions to face future
difficulties.
Cross-curricular values (OATs) and attitudes

The cross-curricular values and attitudes that are emphasized in this unit are:
OAT(*) Underlying justification

Plans and personal projects dimension This objective will guide students towards making decisions
To elaborate plans and set personal projects, by making and taking actions related to their working life, according to
decisions and taking actions according to: their horizons and defining aspirations.
rights and duties
own needs and interests
responsibilities
Proactivity and work dimension The objectives in this dimension refer to the attitudes that
To recognize the importance of manual and intellectual work students are expected to develop towards work and to the
as a way of personal development, appreciating the value way they should be involved in the activities they
and dignity of all types of jobs or professions and the people participate.
who do them. In this way, they are expected to recognize the value of all
types of jobs or professions, and the people who do them.
These objectives also promote students’ ability to work
individually and collaboratively.
Attitudes
OA A: To show a positive attitude towards themselves and This objective aims at helping students recognize their
their own capacity to learn English. strengths and weaknesses in the learning process.
OA D: To work responsibly and collaboratively towards a By participating in pair and group activities, students will
common goal showing respect for other people’s interests develop their ability to involve in the different aspects of
and ideas. collaborative work.
(*) All the OATs are integrated throughout the units, but these ones are particularly articulated with the Learning
Outcomes and emphasized in each unit.
OPENING Pages 6 - 9
180 min.
Page 7
TEACHING WINDOW
In this unit you will… Examining importance
Read the unit objectives aloud with the class. Explain that the question
VOLUME 1 UNIT 1
Assign this section, an important

What for? refers to what they will be able to do once they reach each
part of your class time. When
objective. teachers succeed in engaging
Over to you their students, they help them
feel attracted to their work and,
Draw students’ attention to the question How important are these as a result, students are able to
objectives to your own life? and to the categories in the table. persist despite facing obstacles.
Tell them that this table is the space where they will have the opportunity Adapted from: Marzano, R., Pickering, D., & Heflebower,
to value the lesson objectives at a personal level and say how important T. (2011). The Highly Engaged Classroom: The Classroom
they are to them. Strategies Series. Bloomington, IN: Marzano Research
Laboratory
Picturing the unit

P Invite students to look at the picture on page 6, read the quotation
at the bottom of the page, and discuss the questions, first in pairs and
then with other classmates. Accept the occasional use of Spanish, as the TEACHING WINDOW
purpose of this section is mainly to foster students’ motivation and interest.
Activating previous knowledge
Before listening or reading,
You may also use the Complementary Digital Resource 1 learners can, for example,
to allow students deal with authentic multimodal texts related to brainstorm vocabulary related to
the topic of the unit that will enhance their motivation, interest a topic or invent a short dialog
and curiosity. The tasks proposed also aim at triggering students’ relevant to functions such as
intellectual and affective commitment in their learning process. giving directions or shopping.
In the process, they base their
See the instructions to use this resource on page 39 and its rubric on information on their knowledge
page 40. of life (top-down information)
as they generate vocabulary and
sentences (bottom-up data).
Page 8 The result is a more integrated
GETTING READY attempt at processing. The
learners are activating their
Setting objectives previous knowledge. This use of
the combination of top-down
1. Tell students that they have to answer the questions individually,
and bottom-up data is also
analyzing their personal points of view.
called interactive processing
2. G Students share and compare what they concluded when doing (Peterson, 2001).
the first activity. Adapted from: Sun, R., Merrill, E., Peterson, T. (2001).
From Implicit Skills to Explicit Knowledge: A Bottom-
3. Have some students copy the examples on the board and then give up Model of Skill Learning. Cognitive science, 25(2),
203-244.
them time to complete the diagram with their own objectives for the unit.
Page 9
Do you remember?
1. P Encourage pairs to brainstorm words and expressions related to
jobs and working life. Invite different students to write their ideas on the
board to complete the vocabulary sections of the diagram (Nouns and
adjectives, Verbs, Expressions). The other two sections of the diagram
should be completed individually, after a few minutes of reflection.
10 UNIT 1 OPENING DEVELOPMENT CLOSURE

DEVELOPMENT Pages 10 - 43
Page 10
ADDITIONAL ACTIVITY
Module 1 At the beginning of each
module (or lesson) you may use
VOLUME 1 UNIT 1
Give students a few minutes to read what they will do in module 1, helping Admit slips to allow students
them recognize the content, skills and attitudes they will develop. to use their prediction skills.
A common question used to
stimulate students’ predicting
Entry slip (5 minutes) skill is, “Considering what we
Make sure students activate their ideas, experiences and impressions and discussed in class today, what
have them answer the questions before you move on to practicing the do you think we will do in the
prerequisite language and vocabulary they need. next module / lesson/ class?”
Two or three well-written
How ready are you? (10 minutes) sentences should suffice.
1. This activity aims at activating students’ vocabulary related to
occupations and professions. Students are expected to name two
different professions and relate them to at least one skill or quality TEACHING WINDOW
needed. Check orally.
Promoting OATs: plans and
2. P or G In pairs or groups, students write the job descriptions for personal projects dimension
the professionals in the cards (1- 3). Alternatively, you can assign one This is a good opportunity for
card to different groups. Later, groups who were assigned the same you to encourage students to
card, share and check descriptions. reflect and talk about their own
Answer plans and projects for the future
Card N° 1. A professional who plays music at concerts, weddings, birthday as regards the working world.
parties, etc. You may trigger their discussion
Card N° 2. A professional who makes handcrafts. by asking questions such as:
Card N° 3. A professional who helps cure people who have problems with How would you describe your
their bones. personality?
What do you enjoy doing the
To assist and foster your students´ peer-asssesment skills, you may give
most?
them the following rubric to be used whenever they have the chance to
What would you like to do after
evaluate their classmates´ work:
high school?
Criterion Score How do you see yourself in 10
years time?
Communication of ideas and memorization Which professional do you look
Use of language: grammar and vocabulary up to? Why?
Message: included information
Pronunciation
Presentation: visuals and included material
Outstanding: 4 / Very good: 3 / Satisfactory: 2 /

Needs improvement: 1
3. After they have finished, make students choose and tick (✔) the
alternative that best describes their feelings towards the future
challenges. Encourage them to give honest answers and help them
think what they can do to improve, solve problems they may have and,
get help in case they need it, etc.
OPENiNg DEVELOPMENT CLOSURE UNIT 1 MODULE 1 11

Page 11
Lesson 1: Finding the right job

Students will… What for?
180 min. read and analyze information in job To identify words and phrases related to job
advertisements. advertisements.
use strategies to identify specific information To identify different sources of information.
in the texts. To characterize jobs and enumerate their benefits.
VOLUME 1 UNIT 1
Pages 11 - 15 write a job advertisement. (OA: 9, 10, 12, 14, 15)
Opening (30 minutes) TEACHING WINDOW

Preparing to read Generating initial motivation
1. G Read the instructions for the game with the class. Ask different Read the name of the lesson
students to copy the questions in the box on the board and invite the and the lesson objectives aloud
class to add as many Yes / No questions as possible. Model the game with the class. Explain that the
with three volunteers and then help students form groups. question What for? refers to what
they will be able to do once they
2. G Read the instructions and the questions with the class and then reach each objective.
give them time to answer them in groups. Alternatively, you can divide Adapted from: Marzano, R. J., Pickering, D., Pollock, J.
the class into two big groups and assign questions a - c to one group (2011). Classroom Instruction that Works: Research-
and questions d - e to the other. Then, they share answers. based Strategies for Increasing Student Achievement.
Alexandria, VA: Association for Supervision and Curriculum
Check students identify the difference between an employment agency Development
(an organization which matches employers to employees) and a head
hunting office (an organization which finds people who are suited for a
particular job).
3. Help students brainstorm and organize the information on the board.

These are some possibilities:
Experience / Training / Qualifications / Skills required
Work environment / Location / Employees and management
Hours / Overtime / Coffee and lunch breaks / Vacations /
Salary / Stability / Perks / Bonuses
Page 12
Development (140 minutes) LEARNING SKILLS WINDOW
Focusing on reading Using the dictionary

Remind students of these
1. Students have a quick look at the advertisements only to find out if the essential dictionary skills:
information they expected (exercise 3, page 11) are present. They can Words appear in alphabetical
compare answers with a partner. order.
Before reading the advertisements in more detail, invite students to Words normally appear in their
check the meaning of the key words using their dictionaries, noticing singular form.
where the words and expressions appear in the texts and whether the To find out meaning of
definitions apply. expressions, it may be
Foreigner (n.): a person who comes from another country necessary to look up the
individual words and then
To be keen on sth: to be very interested, eager, or wanting (to do)
work out the meaning of the
something very much
expression.
IT skills: Information Technology skills. Abilities to get your computer to Context has to be taken into
do what you want it to do; to understand what your computer can do account at all times.
and how it does it
12 UNIT 1 MODULE 1 LESSON 1 OPENiNg DEVELOPMENT CLOSURE

Strategy in mind
TEACHING WINDOW
Revise with students what scanning consists of and remind
them of the importance of taking the instructions for the activities Scanning a text
into account in order to identify the specific information they are When scanning, readers look
expected to find. only for a specific fact or piece
of information without reading
Smart Reading everything.
Answer Establishing a purpose and
VOLUME 1 UNIT 1
1. a. Shop assistant. b. Office assistant. c. Ecourier. d. Ecourier. knowing how the information
e. Shop assistant. f. Office assistant. g. Tourist guide. is structured before starting to
h. Tourist guide. scan is essential.
2. Have students read the instructions and the list of topics before Learning to use the hands while
reading the advertisements more in detail to find out which of scanning is very helpful in
the topics are not mentioned. locating specific information.
Using the hand or a finger is
Not mentioned: d. Holiday entitlement. f. Training extremely helpful in focusing the
opportunities. g. Special benefits. reader’s attention and keeping
the place while scanning a
Page 13 column of material.
Your analysis Adapted from: Beers, K. (2003). When Kids Can´t Read:
What Teachers Can Do. Portsmouth, NH: Heinemann
Explain to students that this section requires them to read the
texts more carefully. Notice that these two activities can be
used as Assessment for learning, as they apply what they
have read when giving reasons for their answers and make the
appropriate connections between candidates and jobs. Share
this information with the class.
1. Students decide whether the statements are true or false, justifying their
answers with information in the text. ASSESSMENT FOR LEARNING
Answer You may use the rubrics in
a. True. The applicant will be a shop assistant. the Appendix, on pages xix
b. False. No telephone number given. Applications by e-mail only. and xx, to gather information
c. True. Salary based on experience. about students’ reading
d. False. Not necessarily German. Applicant must speak at least one foreign comprehension and critical
language; it can be Spanish, Italian, Portuguese, French, etc. thinking skills.
e. True. Some night hours required.
2. Students match the characteristics of some candidates (a - f) with the

best job for them (advertisements I - IV).
Answer
a. – III. b. – IV. c. – I. d. – I, III. e. – I. f. – I
Think critically
This section provides an opportunity for students to link the
contents of the lesson to their own ideas and experiences.
Encourage them to reflect on the questions individually first
and then invite them to share and compare ideas in pairs or
small groups.
OPENiNg DEVELOPMENT CLOSURE UNIT 1 MODULE 1 LESSON 1 13

Page 14
ERROR ALERT
After reading
Make students notice that the
Vocabulary in context descriptions are in the third
1. P Ask students to read the words in the box quickly to identify person singular and express a
the lexical field: occupations. Then, give them time to work in pairs to general definition, therefore the
classify them into categories of their choice. Invite some students to Simple Present is used, with an
present their classification on the board. –s at the end of the verb.
VOLUME 1 UNIT 1
Possible answer
Indoor Outdoor Both / Either
ADDITIONAL ACTIVITY
doctor, technician, waitress, principal, farmer, actor, electrician,
musician, singer, translator, flight postwoman salesperson, police Have students write different
attendant, pharmacist, seamstress, officer, sportsperson, occupations on pieces of paper.
lawyer, psychologist journalist One player at a time takes a
piece of paper and mimes that
Science, math and technology Humanities and art activity. The rest of the group
Doctor, technician, farmer, dentist, Actor, waitress, principal, must ask questions to confirm
scientist, electrician, pharmacist postwoman, musician, singer, their ideas: Is this a person who
translator, salesperson, flight works on a plane? Is he or she
attendant, sportsperson, journalist, the person who flies the plane?
seamstress, lawyer Is he or she the person who helps
the passengers?, etc. until they
2. G Help students form the groups and check their descriptions as you can say: Is this person a flight
walk around the classroom. Students in each group take turns to read attendant?
their definitions aloud for the rest of the group to guess the occupation.
Descriptions:
Driver: a person who drives a vehicle TEACHING WINDOW
Astronomer: a person who studies the universe and the objects that Teaching writing as a process
exist naturally in space, such as the moon, the sun, rather than a product means
planets, and stars that the interest is not only
Geneticist: a person who studies how, in all living things, the focused on the aim of the task
characteristics and qualities of parents are given to their but rather, on the various stages
children by their genes that are needed to put together
Hairdresser: a person who cuts people’s hair and puts it into a style, a good piece of work. This
usually working in a special shop, called a hairdresser’s approach implies breaking this
Reporter: a person who discovers information about news events process into manageable chunks
and describes them for a newspaper or magazine or for and taking the time to deal with
radio or television each step, one at a time.
Archaeologist: a person who studies the buildings, graves, tools, and
other objects of people who lived in the past
Researcher: a person who studies a subject carefully, especially in
WHAT DOES RESEARCH SAY?
order to discover new information or understand the
subject better According to the literature on
Actor: a person who pretends to be someone else while the area, writing should not be
performing in a film, play, or television or radio program considered as a straightforward,
linear process but as a search
for meaning. This simple idea
Writing workshop: An advertisement for a job
changed the writing instruction
P or G of three. world into one whose basic
tenant is that writing is
Draw students’ attention to the logical steps to follow when producing a
a process.
written text and to the series of activities meant to help them follow them.
Encourage them to prepare notes, diagrams or any other visual support to Adapted from: Leograndis, D. (2012) Launching the
facilitate their task. Writing Workshop: A Step-by-Step Guide in Photograph.
NY: Scholastic

1. Organizing ideas
a. Students analyze the models provided, the advertisements they ASSESSMENT FOR LEARNING
read on pages 12 and 13. Once they identify and underline the Evaluate and give feedback of
information, they can enter it in their notebooks under Obligations every step of the process, not
and Skills. only after the final outcome.
b. Students examine all the jobs they have come across so far or Ask students to hand their
brainstorm others to choose one, to write the advertisement for. outlines and drafts in and
c. Students use the labels in the model texts and any other they may evaluate the process.
VOLUME 1 UNIT 1
need to gather information about their chosen job. Inform students clearly about
the results of your assessment
Page 15 so that they can think about
future actions to improve the
2. Drafting areas in which they are weak.
Students turn the notes they made into phrases and sentences that
You may use the rubrics in
describe their chosen job.
the Appendix, on page xxi,
3. Revising to gather information about
students’ writing and their
Students develop their advertisement choosing a format, writing the
writing process skills.
required information and adding visuals to make it more attractive.
Adapted from: Black, P., Harrison, C., & Lee, C.
4. Editing (2004). Working inside the black box: Assessment for
learning in the classroom. Granada Learning.
Students take turns to proofread and correct the advertisement,
repeating these two steps as many times as necessary, until they feel
they have done their best.
5. Publishing
Students exchange ads and use the prompts in the box to evaluate
them; they can add further corrections and suggestions for
improvement. TEACHING WINDOW
Once all the corrections and suggestions have been applied, students Promoting OATs: proactivity
create a Job Advertisement Section of a newspaper or magazine and and work dimension
share it with other classes at school. This is a good moment for you to
encourage students to reflect and
Closure (10 minutes) discuss about the importance
of manual and intellectual work
Exit slip and to appreciate the value
and dignity of all types of jobs.
Students reflect on the work they have done in the lesson and write their
You may ask questions like the
personal responses, which they can share with some of their classmates.
following:
The exit slips are written student responses to the questions posed What was your job/role in this
at the end of each lesson. They aim at quickly assessing students’ group assignment?
understanding of the material. How did you feel about it?
How did you contribute to the
whole outcome?
Why was everyone´s job equally
important?

Page 16
Lesson 2: The right person for the right job

180 min. listen to and identify general and specific To identify expressions and questions used in a job
information in a job interview. interview.
share, compare and contrast experiences To identify qualities required for different jobs.
about job interviews. To express ideas in a clear way.
VOLUME 1 UNIT 1
Pages 16 - 19 study expressions to confirm information. (OA:1, 2, 4, 7, 8)

TEACHING WINDOW
Preparing to listen Generating initial motivation
1. G Encourage students to use their imagination or what they have Promote students’ awareness
seen in films or read in books to answer the questions if none of the of the instrumental values
people in the group have ever been interviewed for a job. associated with the knowledge
of English by demonstrating the
2. P Students should make use of their common sense to list usefulness of English in their
acceptable and unacceptable behaviors during a job interview, future working life.
considering it is a rather formal situation.
Adapted from: Marzano, R. J., Pickering, D., Pollock, J.
Possible answer (2011). Classroom Instruction that Works: Research-
Acceptable Unacceptable based Strategies for Increasing Student Achievement.
Arrive 10 – 16 minutes early. Arrive late Development
Formal but not fancy clothes. Wear unsuitable or ill-fitting clothes

Clean and tidy appearance. Have uncombed hair or body odor
LEARNING SKILLS WINDOW
Permanent eye contact with No eye contact.
interviewer(s). Prediction is a basic strategy
for using previous knowledge to
Evidence of research and Little knowledge about the company.
knowledge about the company understand a text.
Complete and informed Extremely short answers. When making predictions,
answers to questions. students generate hypotheses
about the type, purpose, or
High energy level (not Lack of interest or enthusiasm, low
scope of a text, which provide a
excessive), warm attitude, energy level, bored, unfriendly, cold
interest attitude. framework for comprehension.
Appear calm and confident. Appear desperate for the job. Adapted from: Lazaraton, A. (2001). Teaching Oral Skills.
In M. Celce-Murcia (Ed.), Teaching English as a Second or
Show the job is right for you. Appear unsure of the type of job Foreign Language (pp. 103-115). Boston: Heinle & Heinle.
wanted.
Describe previous job. Complain about previous job.
Ask questions about the Failing to ask questions.
company and the job.
3. P 10 Play the recording for students to get familiar with the

questions. Again, students make use of their common sense to choose 10 See the transcript in the Appendix on
the questions that are likely to be asked at a job interview. Do not check page 41.
answers at this point.

Page 17
Development (140 minutes) Listening strategy: focusing
attention
Focusing on listening
Some students have a hard time
Strategy in mind when doing listening activities;
Read this piece of advice with the class and emphasize the apart from the usual distractions
importance of reading and following instructions for the tasks as a there are in a classroom, they
VOLUME 1 UNIT 1
way of focusing attention on specific purposes. have to deal with vocabulary and
expressions they do not know,
Smart listening with different accents, and
so on.
Read this suggestion with the class and indicate it is an additional
activity to the specific information required to complete the listening Paying attention to specific
file. Suggest to copy and complete this table in their notebooks. information may help students
listen to what they are expected
Expressions the interviewer uses to… to listen to, and you can do this
simply by giving them a specific
let John know he is interested.
purpose so that, when they
keep the conversation going. listen, they are able to focus
confirm information. their attention on the details
related to what you asked them
Answer to find out.
Expressions the interviewer uses to… Adapted from: Lazaraton, A. (2001). Teaching Oral Skills.
let John know he is interested. Is that right? Really. That’s Foreign Language (pp. 103-115). Boston: Heinle & Heinle.
interesting.
keep the conversation going. So
confirm information. aren’t you? don’t you? are
you?
11 See the transcript in the Appendix on

1. 11 This activity has two purposes: check predictions and find general page 41.
information. Have them read the questions they predicted would appear
in the interview and then play the recording for them to check. Then,
draw their attention to the first point of the file so that they know what LEARNING SKILLS WINDOW
information they are required to obtain. Taking notes
Answer
Students need to receive
Questions a., d., e., f., and g. were asked.
explicit instruction in listening
strategies. They can help
2. 11 Read the instruction and the rest of the LISTENING FILE with the
students develop both the
class so that they know what kind of information to listen for when you
ability and the confidence
play the recording.
that are necessary to handle
Play the recording as many times as necessary. If the tasks seem too communication beyond the
difficult for the general level of your class, play the recording and do the classroom.
activities one by one.
Students need to be taught and
Applicant’s personal information encouraged to actively think
You can ask the whole class to identify the statements as true or about what they’re listening to.
false and ask the faster, keener students to justify the choice, sharing In order to teach them to think
the information with the rest of the class. when listening, focusing on
Qualities the applicant has note-taking skills is a good way
Read the words and expressions in the box with the class, so of helping students concentrate
that they have an idea what they sound like. Tell them to circle the and to look for clues in what
qualities specifically mentioned in the interview. they´re listening to.
Order of topics during the interview Adapted from: Lazaraton, A. (2001). Teaching Oral Skills.
If you think the class is ready, ask them to pencil in their ideas and In M. Celce-Murcia (Ed.), Teaching English as a Second or
Foreign Language (pp. 103-115). Boston: Heinle & Heinle.
then listen to check.

Answer
General information WHAT DOES RESEARCH SAY?
Type of text: interview
Research offers many reasons
N° of speakers: 2 why connecting to text helps
Language used: Formal / informal readers:
Specific details It helps readers have a clearer
Applicant’s personal information. True or false? Why? picture in their head as they
a. True. He graduated from the Culinary Academy three years ago. read thus making them more
VOLUME 1 UNIT 1
b. False. He has loved cooking since he was a small kid. engaged.

c. True. His dad is a professional chef as well. It keeps the reader from
d. True. He lives just two streets away. becoming bored while
e. False. Ideally he would like a part-time job, but a full-time job would reading.
be great too. It sets a purpose for reading
Which of these qualities does the applicant have? Circle them. and keeps the reader focused.
The applicant is responsible, punctual, hard-working, willing to learn, Readers can see how other
honest. readers connected to the
Order of topics during the interview.
reading.
4 Salary expectations It forces readers to become
actively involved.
1 Reasons for choosing this profession
It helps readers remember
3 Skills and abilities the applicant can contribute to the company what they have read and ask
2 The most important thing the applicant is looking for in a job questions about the text.
Adapted from: Beers, K. (2003). When Kids Can´t
Think critically Read: What Teachers Can Do. Portsmouth, NH:
Heinemann.
Make Text-to-world connections
Have a general class discussion and invite students to answer
the question considering everything they have read about job
interviews and what they noticed in the interview itself.
Possible answer
John gets the job because he is a qualified professional chef, he is ASSESSMENT FOR LEARNING
hardworking and willing to learn. You may use the rubrics in
John does not get the job because he seems too eager to get it and the Appendix, on pages xviii
he does not ask any questions to show that he has thought about the and xx, to gather information
job and the interview. about students’ listening
comprehension and critical
Make Text-to-self connections thinking skills.
Encourage groups to answer the questions contributing as
much personal experiences as possible, either their own or their
parents’, relatives’, friends’, etc. Walk among the groups to help,
check, correct, etc.
Page 18 BACKGROUND INFORMATION
After listening Question tags are short questions

at the end of statements. They
Work it out!: Conirming information are mainly used in speech
Refer students to the Smart listening section on page 17, where when we want to confirm that
they wrote down these expressions while listening to the job interview. something is true or not, or
Encourage them to answer the questions to analyze the role of these short to encourage a reply from the
questions at the end of a statement in oral exchanges. person we are speaking to.
For more information on this
Speaking workshop: Introducing yourself at a job interview topic see the Background
Information Appendix on
1. Preparing to speak page 44.
a. P Students analyze the type of language they will use (formal)
Adapted from: Question Tags, English Grammar Rules.
and the information they will include (personal data, education, Retrieved April 26, 2016, from http://www.grammar.cl/
qualifications, interests, skills, etc.) Intermediate/Question_Tags.htm

b. Individually, students reflect and write down the qualities and
characteristics they would / would not like to mention at the job ASSESSMENT FOR LEARNING
interview. They can complete a table like this:
Make sure students exchange
Qualities I would like my Characteristics I would comments and suggestions for
Why? improvements for example:
employer to know about prefer not to talk about
Next time, we should…
record and listen to the
presentation when practicing.
VOLUME 1 UNIT 1
add some additional
information at the interview.
ask another pair or the
teacher to check our work.
ask another pair or the
c. Students work individually. They can do the activity on their own, teacher to correct language
choosing the headings and bullet points they prefer, or using the and pronunciation.
framework provided. could also use words,
structures and ideas from the
previous year.
Page 19
2. Practicing
Students start to get ready to actually make their presentation. 12 See the transcript in the Appendix on
12 Students imitate the recording to practice the openings page 41.
a.
provided.
b. P Students practice their introduction with a partner, following the ASSESSMENT FOR LEARNING
suggestions provided.
3. Performing the Appendix, on page xxii,
P Students work with a different partner to make their introduction. to gather information about
students’ oral performances
4. Assessment and presentations.
P Students go back to their original partners to evaluate their
performance using the prompts in the box.
Closure (10 minutes)

Exit slip See Complementary Activity 1 on
page 46.
TEACHING WINDOW
Promoting OATs: proactivity
and work dimension
Once again, this is a good
opportunity to encourage
students´ reflection and
discussion on the importance
of manual and intellectual work
and to appreciate the value and
dignity of all types of jobs.

Page 20
Lesson 3: Apply in writing

180 min. read and identify purpose and general To understand general and specific information in an
information in a leaflet. informative text.
study how to express quantities. To express ideas in a coherent and organized way.
write a brochure with tips. (OA:10, 12, 13, 15, 16)
VOLUME 1 UNIT 1
Pages 20 - 25

TEACHING WINDOW
Preparing to read
Generating initial motivation
1. Give students enough time to read the application form, identify the Increase your students’ goal-
information they are expected to provide and fill it out. They should orientedness. Before starting the
use their imagination for the position they are applying for and their lesson, formulate explicit lesson
employment history. They can use the job advertisements in Lesson 1, goals and encourage them to
both in the book or those they created, to choose a job. set individual goals according
to their own interests and
Page 21 expectations.
2. P Give students one or two minutes to come up with other ideas, Adapted from: Marzano, R. J., Pickering, D., Pollock, J.
which they then share with the rest of the class. (2011). Classroom Instruction that Works: Research-
based Strategies for Increasing Student Achievement.
Possible answer Alexandria, VA: Association for Supervision and Curriculum
References and recommendations, Hobbies and interests, Level of IT skills, Development
Date available, Days / hours available for work, Desired salary, etc.
3. P Encourage students to identify the elements of humor in the TEACHING WINDOW

pictures and then answer the questions.
Possible answer Engaging students by providing
unusual information
Picture Position Skills
Unusual information taps into
1 Private jet Highly qualified professional chef / cook, does the natural human tendency to
chef / cook not get air sick, likes traveling, does not mind
pay attention to anything that is
working long hours, etc.
unexpected, suspenseful, or out
2 DJ, music Likes music, is creative, has a well-trained ear, of the ordinary.
producer knows a lot about music, does not mind
working nights, etc. This strategy promotes students’
authentic interest, curiosity and
3 Doctor / likes working with children, does not have sense
anticipation over the contents of
clown of ridicule, likes making children laugh, etc.
the lesson, especially if they are
4 Clown, Has a great sense of humor, is creative, has no linked to personal goals.
sandwich sense of ridicule, does not mind working long
man hours in different locations, etc. It helps elicit triggered situational
interest and can lead to
5 Car mechanic, Is well-organized, knows a lot about car engines
maintained situational interest.
IT specialist in and electric or computerized parts; does not
garage. mind working in a cold, noisy environment, etc. Adapted from: Marzano, R., Pickering, D., & Heflebower,
T. (2011). The Highly Engaged Classroom: The Classroom
6 Secretary, likes singing and acting, likes costumes, etc. Strategies Series. Bloomington, IN: Marzano Research
receptionist / Laboratory
singer, actress

Page 22
Development (140 minutes) How does text structure help
Focusing on reading readers?
Text structure refers to the
Key words
internal organization of a text.
Before reading the text, invite students to check the meaning of
Main idea and detail structure
the key words using their dictionaries, noticing where the words
This is the typical paragraph
VOLUME 1 UNIT 1
and expressions appear in the texts and whether the definitions
apply. structure; the text usually
includes transition words such
Answer as: for example, once, one
Being fired: to lose one’s job reason, etc.
Resume: a short written description of your education, qualifications,
previous jobs, and sometimes also your personal interests, that you Some texts also refer to these
send to an employer when you are trying to get a job paragraphs as statement and
Typos: small mistakes in a text made when it was typed or printed support. This kind of text makes
a statement, and then uses
Strategy in mind details to support it.
Analyze with the class what text structure is (how the information A knowledge of text structure
is organized) and elicit examples: in chronological order, in order can be very helpful for readers.
of importance, cause and effect, comparing and contrasting, Research shows that efficient
problem(s) and solution(s), sequence, spatial descriptive, etc. readers use the structure of the
text to help them find specific
1. Students notice the structure of the text, read the title and the caption information.
below the pictures and realize this is a text with tips to follow when
Adapted from: Harvey, S. & Goudvis, A. (2007).
applying for your first job. The main idea is in the title.
Strategies That Work: Teaching Comprehension for
Understanding and Engagement. Stenhouse Publishers.
Smart reading
Help students notice the distribution of little boxes, the artwork,
the picture, etc., to find the answer to the questions.
Answer
a. ii. A brochure. b. ii. To instruct.
Page 23
TEACHING WINDOW
Your analysis
Guiding questions when
1. Remind students that a heading is a word, phrase, or sentence analyzing text structure
at the beginning of a written passage that explains what it is Skim the article for titles,
about. A heading is very similar to a title and summarizes the subtitles, headings, and key
content of the passage in a few words. words.
Answer After scanning the text, how do
a. – Paragraph V. b. – Paragraph IV. c. – Paragraph I. d. – Paragraph II. you think the author organized
e. – Paragraph VI. f. – Paragraph III. the information?
Which framework did this
2. Students read again, very carefully, to find the very specific author use to organize the
information required. information? Chronological?
Answer Cause/Effect? Problem/
a. – Paragraph V. b. – Paragraph IV. c. – Paragraph III. d. – Paragraph I. Solution? Compare/Contrast?
Description? Directions?
Does the author use a
combination of structures?
How did the author organize
the text to be “reader-friendly”?
Which text features helped you
collect information from
the article?

Think critically
Make Text-to-world connections ASSESSMENT FOR LEARNING
Students can work in pairs or small groups and brainstorm places Remember you may use the
where it is necessary to fill out forms. Then they comment if this rubrics in the Appendix, on
action is necessary and compare answer with their classmates. pages xix and xx to collect
Places where it is necessary to ill out forms: data and provide students
When applying for an official document: identity card, driver’s with feedback about their
license, passport, visa, etc. comprehension skills.
VOLUME 1 UNIT 1
When applying for a scholarship.

When applying for a place at a school, college, university,
course, etc. BACKGROUND INFORMATION
When requesting a loan at a bank. You may want to share the
When opening a savings / current account additional information on
When you sign up for an internet site, etc. quantifiers in the Background
Information Appendix on page
Page 24
44 with students.
After reading There is a table of quantifiers
Work it out! Expressing quantities which summarizes which
types of nouns (countable,
Give pairs a few minutes to analyze the examples and do the activities. uncountable, or both)
Check answers on the board. quantifiers can be used with.
Answer Adapted from: Birch, B. (2005). Learning and Teaching
a. With countable nouns: a few English Grammar, K–12. White Plains, NY: Prentice Hall.
With uncountable nouns: a little
With both: a lot
b. Do not put too much (U) information but make sure you put enough (U). ASSESSMENT FOR LEARNING
Always take a few (C) minutes to review the application.
An essential component of
It is better not to offer too much (U) negative information.
the assessment stage is the
Take a few (C) moments to read the document.
feedback students exchange.
Here are useful examples of
Vocabulary in context
comments and suggestions for
1. Refer students to the key words they studied before reading the text each of the prompts provided:
and to the text itself to revise the meaning of the words in the example Next time, we should…
sentences. read all the instructions
2. Both alternatives (i and ii) in these definitions are correct, but only one is carefully and ask the
acceptable for the context of the examples. teacher or a classmate when
something is not totally clear.
Answer
a. i. b. i. c. i. d. i. analyze the model and follow
it as closely as possible.
Writing workshop: A brochure with tips show several drafts to the
Remind students that the writing task is carefully guided following the teacher or other classmates to
steps of the writing process and a clear example is provided in the reading correct mistakes and keep to
text on pages 22 - 23. Help them get into pairs or groups of three and the assigned length.
help them go through the steps one by one, emphasizing the importance make clear and complete
of making notes of their ideas. Ask them to read the assessment prompts notes of the required
in Point 5 before they start working, so that they know what will be taken information and make sure
into account at the moment of the final peer assessment. the content of the notes is
included in the final text.
Page 25 You may use the rubrics in the
Closure (10 minutes) Appendix, on page xxi.
Adapted from: Nicol, D. J., & Macfarlane-Dick, D.
(2006). Formative Assessment and Self-regulated
Exit slip Learning: A model and seven principles of good
feedback practice. Studies in higher education, 31
Students reflect on the work they have done in the lesson and write their (2), 199-218.

Page 26
SUBJECT CONNECTIONS Social Studies
Students will... What for?

90 min. analyze an infographic about unusual To identify general and specific information in an infographic.
jobs in the UK. To express ideas in a coherent and organized way.
rank the jobs in the infographic. To connect the content and topic with other subjects of
write short descriptions of some jobs. the curriculum.
VOLUME 1 UNIT 1
Pages 26 - 27 (OA:5, 7, 9, 13)
Opening (20 minutes) WHAT DOES RESEARCH SAY?

Elicit a description of an infographic from them. Invite students to examine Interdisciplinary connections
the infographic and identify the information it provides: unusual jobs in The language learning
the UK, salary (in most cases), unusual activities they imply, etc. experience is more interesting
and challenging when teachers
encourage students to make
Development (60 minutes) interdisciplinary connections.
Together with enjoyment,
1. Give students time to read the infographic and try to guess what the
instruction that fosters
people do. You can find the descriptions at http://www.independent.
interdisciplinary connections
co.uk/news/business/news/the-unusual-jobs-you-didntknow-
offers a number of other
existed-a6743331.html
advantages:
Integration of the language
Page 27 processes of reading, writing,
2. G Encourage the groups to exchange ideas and accept a variety of listening, speaking, and
answers; what really matters is that they can read and understand the thinking.
information in the diagram. Exposure to a variety of
Answer
reading and listening materials
a. The jobs are organized according to areas they cover. There are categories
for various purposes.
related to animals, food, art and media, the Crown, etc.
Students are encouraged to
use prior knowledge to create
b. They represent the areas the jobs are related to. (jobs in green area are all relationships among various
related to animals; jobs in pink area are all related to food, etc.) sources of information.
c. The best paid jobs are: chief listening officer (£ 61,000), window cleaner Application of new learning
for the gherkin (£ 50,000), the Queen’s piper (£ 48,000), and sewer flusher in meaningful and ‘real world’
(£ 45,000). contexts.
d. Ask the groups to brainstorm words they can use to characterize the jobs Enhancement of motivation
and write as many as possible on the board. Then give them time to and participation in classroom
complete the table. Invite some students to share their ideas with the activities.
class, saying: Adapted from: Dale, L. and Tanner, R. (2012). CLIL
Activities. Cambridge: Cambridge University Press
The job of a (job) is the most / least
(characteristic) .
3. Give students access to the internet at school or set this activity for BACKGROUND INFORMATION
homework, so that students can read the descriptions of the jobs on Infographic
the provided link. An infographic - information
a. Students can work individually, in pairs or in small groups, choosing graphic - is a representation of
one of the categories in the graph and writing the descriptions, using information in a graphic format
the suggested pattern. Monitor the categories students choose to designed to make the data easily
make sure all the categories are covered. understandable at a glance.
People use infographics to
Closure (10 minutes) quickly communicate a message,
to simplify the presentation of
b. Invite different students to read their descriptions to the class, leaving large amounts of data, to show
out the name of the job. data patterns, etc.

Page 28
Module 2 Examining importance
The metacognitive system will
G Give students a few minutes to read what they will do in module 2, process all those learning goals
helping them recognize the content, skills and attitudes they will develop. which are relevant to personal
interests, determining students’
Entry slip (5 minutes) motivation and attention.
VOLUME 1 UNIT 1
A key element in this process

Make sure students activate their ideas, experiences and impressions is the practice of examining
and have them answer the questions before you move on practicing the importance.
prerequisite language and vocabulary they need.
Thus, students should be asked
to consider the importance of
How ready are you? (10 minutes) instructional objectives and
1. G Before doing this exercise, ask students to have a quick look at activities.
the advertisement and say what information needed to apply for a job is Adapted from: Marzano, R. J., Pickering, D.,
missing. Then, ask all the groups to read the ad carefully and underline Pollock, J. (2011). Classroom Instruction that
Works: Research-based Strategies for Increasing
the information required in it. Check with the whole class. Student Achievement. Alexandria, VA: Association for
Answer Supervision and Curriculum Development.
The advertisement does not include: contact name, telephone number or
e-mail address, requirements and qualifications, etc.
Location: Medellín, Colombia ASSESSMENT FOR LEARNING
Goal: to help young people find a way out of the trap of poverty and train For the development of self-
them in vocational skills so that they can become contributing members to assessment skills, the first and
their families and society.
most difficult task is to get
Skills required: vocational (teaching English, arts, music, sports, and
students to think of their work
different trades and crafts)
in terms of a set of goals.
2. After they have finished, have students choose and tick (✔) the Self-assessment is essential to
alternative that best describes their feelings towards the future learning because students can
challenges. Encourage them to give honest answers and to reflect on only achieve a learning goal if
possible actions to improve the areas in which they feel weak. Foster they understand that goal and
students´ interaction at all times and assign more time for them to can assess what they need to
express freely, if necessary. do to reach it.
Adapted from: McMillan, J. H., Hearn, J. (2008).
To gather more information about your students´ oral communication skills,
Student Self-assessment: The Key to Stronger
you may use the rubric on page xxii any time there are group discussions Student Motivation and Higher Achievement.
and oral exchanges. Educational Horizons, 87(1), 40-49.
http://iles.eric.ed.gov/fulltext/EJ815370.pdf
TEACHING WINDOW
Promoting OATs: plans and
personal projects dimension
Once again, this is a good
moment to encourage students
to reflect and talk about their
own plans and projects for the
future as regards volunteering.
You may iniciate their discussion
by asking:
How do you feel about helping
others?
Have you ever done any
volunteering?
Where would you like to
volunteer? Why?
24 UNIT 1 MODULE 2 OPENiNg DEVELOPMENT CLOSURE

Page 29
Lesson 4: It’s all about attitude

listen and identify general and specific To demonstrate comprehension of an oral text
information in a radio interview. related to working life.
180 min.
make connections with their own reality, To respond to the text through short discussions and
other texts, and the rest of the world. conversations.
VOLUME 1 UNIT 1
participate in a role-play: a visit to a job To use language in oral presentations and exchanges
counsellor. properly.
Pages 29 - 32 self-evaluate their performance according To show a positive attitude towards their capacity to
to a rubric. learn English.
(OA:3, 2, 4, 6, A)
Opening (30 minutes) BACKGROUND INFORMATION

See more information on
Preparing to listen
this topic in the Background
1. P Check that students understand the meaning of the skills in the list Information Appendix on
by asking them to describe them in their own words. page 44.
2. 13 Play the recording with pauses, several times, for students to

imitate pronunciation and intonation. Invite some students to name the 13 See the transcript in the Appendix on
ones they think are the most motivating. page 41.
3. P Remind students that predictions are informed guesses of what

a text will be about and there are no right or wrong answers. Do not LEARNING SKILLS WINDOW
check answers at this point.
When we predict the topic of a
talk or a conversation, all the
Page 30 related vocabulary stored in our
Development (140 minutes) brains is ‘activated’ to help us
better understand what we’re
Focusing on listening listening to.
Depending on the context – a
Strategy in mind news report, a conversation
Having a purpose for listening among friends – students can
Make sure students read the instructions and the incomplete file often predict the kind of words
so that they know what they have to listen for. and style of language the
speaker will use.
Smart listening Adapted from: Lazaraton, A. (2001). Teaching Oral
Skills. In M. Celce-Murcia (Ed.), Teaching English as a
Emphasize the importance of instructions and purpose of tasks, Second or Foreign Language (pp. 103-115). Boston:
Heinle & Heinle.
which will provide language clues and focus attention.
1. 14 Play the recording once through for students to check their 14 See the transcript in the Appendix on
predictions in exercise 3, page 29. page 41.
Answer
a. How they feel about their job.
Play the recording again for students to complete the first point in the file.

2. 14 Depending on the level of your students, play the recording
several times, at least once for each activity. ASSESSMENT FOR LEARNING
Answer Strategic questioning
General information This is one way you can seek
Main topic: Jobs and how the speakers feel about them evidence to establish where
Purpose: b. To inform students are in their learning.
Specific details Specifically, strategic
questioning provides teachers
VOLUME 1 UNIT 1
a. Speaker 2 is a miner.
b. Speaker 1 is a teacher. with the opportunity
to identify and correct
c. Speaker 3 is a physical therapist.
misunderstandings and gaps in
Expressions from exercise 2 used: knowledge, as well as identify
Well done! and That’s the way to go! the need for extension work
Which speaker…? for those students whose
a. Speaker 1. b. Speaker 2. c. Speaker 1. d. Speaker 3. e. Speaker 2. knowledge and skills base
f. Speaker 1. g. Speaker 3. demand it.
Main conclusions You may also use the rubric in
Yes. They sound enthusiastic and emphasize the positive aspects of the Appendix, on page xviii.
their jobs.
Think critically
Make Text-to-self connections BACKGROUND INFORMATION
Students can work in pairs or small groups to discuss the
question. You can refer them to the quotation on page 6. You can Expressing purpose
invite them to provide more quotations that express the same To / in order to are followed by
point of view or bring some yourself. a bare infinitive. In order to is
more formal.
Page 31 So that is followed by a clause.
After listening
Work it out! Joining ideas
ERROR ALERT
Answer
a. And it’s all about being positive and cheering them (…) so that they Some students may use the
respond. word for as a result of Spanish
I try to focus on something else so that I don’t think about it at all. interference.
Working with kids and adults in order to help them get on their feet again is Wrong: I’m going to Lima for to
the best job ever. visit my family.
b. These expressions convey a purpose.
Speaking workshop: Visiting a career counselor

P Make students notice how they are guided, step by step, to produce
a short piece of spoken language, role-playing a conversation between a
job counselor and a job applicant.
1. Preparing to speak
a. 15 Explain the special characteristic of the sound / j /, which
is produced similarly to / i /, without any contact between the 15 See the transcript on page 42.
articulators. Have students repeat words in Spanish making this
sound: hielo, hiato. Play the recording with pauses for students to
repeat the words.

b. 15 Play the recording with pauses for students to repeat the
expressions. Then, give them a few minutes to complete them with
their own ideas. Ask some volunteers to say their sentences. This Planning speaking tasks
prepares them for the next activity. Planning time has been shown
Possible sentences: to increase production in
Do you like to work with people? speaking tasks. Students often
Do you prefer working indoors or outdoors? find it especially difficult to
What type of training do you have? speak spontaneously, so devote
VOLUME 1 UNIT 1
How do you feel about following a leader? plenty of time to the ‘thinking
Tell me about your hobbies. time’ during which learners
I like working in a team. can prepare for speaking by
I prefer working on my own. planning what they are going
I think that following instructions is essential. to say, and asking the teacher
In my opinion, computer training must be ongoing. or using a dictionary to look up
According to some researchers, positive feedback is very helpful. missing vocabulary.
c. Have students repeat the prompts in the table on pages 31 - 32 after Adapted from: Lazaraton, A. (2001). Teaching Oral
you and then give pairs time to prepare their questions. Suggest they Skills. In M. Celce-Murcia (Ed.), Teaching English as a
Second or Foreign Language (pp. 103-115). Boston:
write them in their notebooks, leaving plenty of space to add the Heinle & Heinle.Heinle & Heinle.
answers later.
Page 32 ASSESSMENT FOR LEARNING

2. Practicing For peer work to succeed,
Pairs take turns to ask all their questions. Correct pronunciation as you students may need guidance
walk around the classroom. to formulate supportive and
useful feedback for each of the
3. Performing prompts provided. For example:
Read the instructions with the class, making sure they understand what It would be better if the
they are expected to do. Brainstorm some openings the counselors can amount of contribution
use to give their final opinion: from each participant was
In my opinion, a job as a would be ideal for you because more similar.
. Next time, ask another pair
or the teacher to listen to
You would be an excellent because . our presentation and correct
4. Assessment
language and pronunciation.
Next time, make better use
Once they have finished, encourage students to self-evaluate their of previous knowledge and
performance during the task. Make sure they focus on their strengths creativity to add interesting
and they exchange supportive feedback. information to the answers.
Next time, make an effort to
highlight the good aspects of
Closure (10 minutes) our work.
Exit slip Adapted from: Earl, L. (2003). Assessment as
Learning: Using Classroom Assessment to Maximize
Students reflect on the work they have done in the lesson and write their Student Learning. Corwin Press, INC
See Complementary Activity 2 on

page 47.

Page 33
Lesson 5: What’s your job?

read and identify main ideas and supporting To demonstrate comprehension by making
information in an article about three unusual connections with the text.
180 min. professions. To demonstrate comprehension of a non-fiction
make text-to-world and text-to-self text.
VOLUME 1 UNIT 1
connections with the text. To use different strategies to support

write a short description of a job, following comprehension.
Pages 33 - 37 the steps of the writing process. To write a short description of a job, following the
self-evaluate their work according to a rubric. steps of the writing process.
(OA:9, 10, 14, 16).
Read the name of the lesson and the lesson objectives aloud with the class. What is a collocation?
Remind them that the question What for? refers to what they will be able to A collocation is two or more
do once they reach each objective. Invite them to describe the relationship words that often go together.
between this lesson and the previous one – It’s all about attitude. These combinations just sound
“right” to native English
Preparing to read speakers, who use them all the
1. Revise with students what they know about collocations. Make sure
time. On the other hand, other
they have access to dictionaries, paper or electronic.
combinations may be unnatural
and just sound “wrong”. You
Possible answers will find more information on
A job application, dangerous work, a dangerous job, a job center, work collocations in the Background
experience, work clothes, workhorse, a job interview, work day, work Information Appendix on
environment, workforce, job description, workbench, hard work. page 44.
(You will find more information on these collocations in the Appendix on
page 44.) Adapted from: Birch, B. (2005). Learning and Teaching
English Grammar, K–12. White Plains, NY: Prentice Hall.
2. G Encourage students to express their personal opinions.
Page 34 ERROR ALERT

Development (140 minutes) Warn students about the meaning
of the word career (not carrera:
Focusing on reading course of studies): the job or
Key words series of jobs that you do during
your working life, especially if
Before reading the articles, invite students to check the meaning you continue to get better jobs
of the key words using their dictionaries, noticing where the words and earn more money.
and expressions appear in the texts and whether the definitions
apply.
Examples:
Frank is hoping for a career in the
Answer police force/as a police officer.
Sprain (n.): an injury to a joint (= a place where two bones are
connected) caused by a sudden movement I took this new job because I felt
Rooted (adj.): very strong and firmly fixed that the career prospects were
Barrel organ (n): a large musical instrument that plays music when you much better.
turn a handle on the side.
Strategy in mind
Identifying general and speciic information
Inform students the strategy they will practice, making sure they
know the difference between both categories of information. You may
use the guiding questions in the TEACHING WINDOW on page 29.

1. By doing this exercise, students create their own predictions based on
the pictures and the titles provided. Students read the articles quickly to LEARNING SKILLS WINDOW
check if they chose the correct title (general information). General vs. specific
Answer information
First article: c. Bone and soul repairer Being able to recognize whether
Second article: a. Women and clay a sentence is specific or general
Third article: b. Music in the streets is key to understanding how
sentences operate in a given
Smart reading
VOLUME 1 UNIT 1
text or paragraph. Usually
1. Students read the text to identify characteristics they have in topic sentences of paragraphs
common (general information). are general statements that
Answer must be proven in the body
a., b., d. of a paragraph. Supporting
information for a topic sentence
2. Students read the texts more carefully to identify two unique is of a much more specific
characteristics of each job (specific information). nature. Identifying specific and
Answer general information creates
Any two of these: an understanding of the
First article: After his death, he adapted his grandfather’s job relationships that exist in a text.
and he became a bonesetter. General ideas tend to
For sprains and dislocations, even doctors communicate broad topics that
sometimes send him their patients. need to be explained further if
He is a composer of payas (verses) and bonesetter.
readers are to understand them
He’s now taking care of the transmission of the
bonesetter´s work to his grandchildren. in depth.
Second article: Her grandmother, mother, aunts, sisters and some Specific ideas and statements
nieces are now or have been clay artisans. offer that support. They usually
This feminine tradition is still deeply rooted in her clarify, explain, and illustrate
native town, and expresses itself in an eternal general ideas and statements
vocation. by referring to particular
She is willing to teach all the kids that are willing individuals, ideas, or things.
to learn.
Adapted from: Harvey, S. & Goudvis, A. (2007).
Third article: These women have adopted this traditionally Strategies That Work: Teaching Comprehension for
masculine job, going out to the streets with their Understanding and Engagement. Stenhouse Publishers.
instruments.
There are only two of them in the world.
This is one of Chile’s most typical things.
TEACHING WINDOW
Page 35 Guiding questions to
Your analysis identify general and specific
information
Students connect the people in these articles with the business
cards at the beginning of this unit. Ask them to copy the cards Based on the title, what do you
into their notebooks, using the names of the people in the articles. think the article is going to be
about?
Possible answers What do you think is the BIG
John Viola → Sonia Trujillo IDEA of this article? Of each
Concerts, wedding and birthday parties, any special occasion paragraph?
www.violamusic.co.uk → www.soniabarrelorgan.cl What two words would you use
(44) 027 3467895 to describe the “gist” of the
Sarah Goodbone → Luis Torres selected text?
Chiropractor → Bonesetter Which details helped you picture
Diagnosis free. ...?
Call 075452368 or email Is there one sentence that
sgoodbone @yahoo.es → luistorres@yahoo.es describes the main idea for
this topic?

Cecil Pots → Delfina Aguilera
Handcraft artist WHAT DOES RESEARCH SAY?
cpots@artandcrafts.com → daguilera@locerasdepilen.cl
Making connections
095687345
Connecting to text helps
They all followed a family tradition. They are all very proud of readers:
their jobs. have a clearer picture in their
head as they read thus making
Think critically the reader more engaged.
VOLUME 1 UNIT 1
This section provides an opportunity for students to link the contents set a purpose for reading and
of the lesson to their own ideas and experiences. Encourage them keep focused.
to reflect on the questions individually first and then invite them to see how other readers
share and compare ideas in pairs or small groups. connected to the reading.
to become actively involved.
remember what they have
This may be a good moment to use the Complementary read and ask questions about
Digital Resource 2 to allow students consolidate what they the text.
have learned throughout the unit while dealing with authentic Adapted from: Beers, K. (2003). When Kids Can´t
multimodal texts that will enhance their motivation, interest Read: What Teachers Can Do. Portsmouth, NH:
Heinemann
and curiosity. The tasks proposed also aim at triggering students’
intellectual and affective commitment in their learning process.
Read the instructions to use this resource on page 39 and its rubric
on page 40.
TEACHING WINDOW
Identifying occupations
Page 36 Students should be able to
After reading notice that all the words refer
Vocabulary in context to occupations and that they
Read the words in the box aloud with the class. Then, give them time to are formed by a root word plus
analyze and classify them using their own criteria. a suffix that indicates that the
word refers to a person who... or
They can classify the jobs according to the sufix used and add a few
who works with...
more examples:
- ant: assistant, flight attendant, accountant, civil servant, defendant,
consultant, combatant, etc.
- er: composer, farmer, lawyer, player, singer, photographer, teacher,
carpenter, etc. TEACHING WINDOW
- ist: dentist, journalist, pharmacist, psychologist, scientist, receptionist, Working with a process-
pianist, cellist, etc. oriented approach
- ess: actress, waitress, hostess, governess, stewardess, etc. The suffix
One problem that is possible
-ess is diminishing from English usage, with trends towards
avoiding any unnecessary references to gender or sexual
to anticipate in the Writing
categorizing (feminine or masculine).
workshop section is that students
may not be used to working with
They can also classify the jobs according to: the area they belong to (art, a process-oriented approach.
science, sports, etc.); the gender (feminine, masculine, both); the place They may tend to focus their
in which they are done (city / country; indoors / outdoors, etc.); the skills attention on the final outcome
required (university degree, personal ability, etc.) and students’ own ideas. and try to complete the task as
fast as they can. To avoid this
Writing workshop: A brief description of a job problem, take the time to stop
Remind students that the writing task is carefully guided following the on and explain each writing step
steps of the writing process and a clear example is provided in the reading carefully. Then give students
texts on pages 34 - 35. Help them get into pairs or groups and help enough time to complete
them go through the steps one by one, emphasizing the importance of the stages.
making notes of their ideas using the provided prompts. Also ask them
Adapted from: Leograndis, D. (2012) Launching the
to read the assessment prompts in Point 5 before they start working, so Writing Workshop: A Step-by-Step Guide in Photograph.
that they know what will be taken into account at the moment of the final NY: Scholastic
assessment of their presentation by classmates and the teacher.

1. P Organizing ideas
a. Students go back to the texts they read on pages 34 and 35 to find WHAT DOES RESEARCH SAY?
and underline what each person does. Reinforcing what students
Answer have learned
Luis González became a bonesetter. Lots of patients from all over the Including a closure activity
country come to get their legs, arms, hands and ribs touched by his in every lesson is an effective
fingers to get them back in place. classroom management strategy.
Delfina Aguilera is a clay artisan. It establishes a clear classroom
VOLUME 1 UNIT 1
Sonia Trujillo is a barrel organ player. framework for students.
b. Read the instructions and the prompts with the class. Elicit examples Adapted from: Marzano, R. J., Pickering, D.,
of the type of information they should include following each prompt Pollock, J. (2011). Classroom Instruction that
Works: Research-based Strategies for Increasing
and suggest they use information from earlier in the lesson and in the Student Achievement. Alexandria, VA: Association for
unit and make tidy notes. Supervision and Curriculum Development
2. Drafting
Read the instructions and the example with the class. Warn them to be
careful with concordance of subject verb tense, word order, spelling, etc.
Page 37
Exit Slips provide you with an
3. Revising informal measure of how well
Draw students’ attention to the words and expressions they can add to your students have understood
their original sentences to produce a paragraph that is interesting to read. a topic or lesson. At the same
time, they provide a vehicle for
4. Editing students to express in writing
Help individual students check and correct their drafts either themselves some of their thinking.
or exchanging texts with a classmate; if so, organize the exchange and
emphasize the importance of fair and serious correction and edition.
5. Publishing See Complementary Activity 3 on

This time, the publication is not a written text, but an oral presentation page 48.
supported by the written text.
Closure (10 minutes) BACKGROUND INFORMATION
Exit slip WebQuest

A WebQuest is an inquiry-oriented
online tool for learning, according
to Bernie Dodge, its creator. This
After students finish this lesson, assign them another complementary means it is a classroom-based
activity which is more demanding in time and effort: a WebQuest (see lesson in which most or all of
page 50). You may explain to them the concept if they are not familiar with the information that students
it and the objective of it. After that, divide them in groups and assign the explore and evaluate comes from
roles for their webquest, in this case, first steps into the working world. Go the World Wide Web. Beyond that,
over each step carefully and explain them briefly, if necessary. This activity WebQuests:
is meant for students to work completely on their own, though. To gather - can be as short as a single
information on their performance and work, you may use the rubric in the class period or as long as a
Appendix on page xxii. month-long unit;
- usually (though not always)
involve group work, with
division of labor among
students who take on specific
roles or perspectives;
- are built around resources that
are preselected by the teacher.
Students spend their time using
information, not looking for it.

Page 38
Lesson 6: For a good cause

listen and identify characteristics To demonstrate comprehension of general and specific ideas
180 min. of people and jobs in personal of an oral text.
reports. To use different listening strategies to improve comprehension.
identify speakers in the recording. To react to the text by making connections between the topic
VOLUME 1 UNIT 1
make an oral presentation about of the recording and own experiences.

Pages 38 - 41 volunteering. To use language in oral presentations properly.
(OA: 2, 3, 6, 8)

Read the name of the lesson and the lesson objectives aloud with the Stating the lesson objectives
class. Remind them that the question What for? refers to what they will
It is important to let students
be able to do once they reach each objective. Invite them to describe the
know exactly what they will be
relationship between this lesson and the previous ones.
taught and what is expected for
Preparing to listen them to learn. When students
are aware of the objectives, they
1. G Ask students to identify the words or expressions that gave them will be able to understand the
the clue to choose the best definition. direction and scope of a lesson
Answer and work towards achieving
a. A volunteer is a person who performs or offers to perform a service out of those learning experiences.
his or her own free will without payment. Adapted from: Marzano, R. J., Pickering, D., Pollock, J.
(2011). Classroom Instruction that Works: Research-
2. G Read the list of adjectives aloud with the class and then give based Strategies for Increasing Student Achievement.
them time to select those that a volunteer should have. If possible, they Alexandria, VA: Association for Supervision and
Curriculum Development
should substantiate their answer. You can write this example on the
board.
Example: A volunteer should be enthusiastic in order to transmit this
feeling to the people around him or her.
Other characteristics volunteers should have: results-driven, strong
work ethic, professionalism, passion; they should be collaborative,
persistent, purposeful, energetic, etc. Importance of pre-listening
activities
3. P Remind students that the ranking of the causes is a matter of The pre-listening stage is
opinion, so it is important that they give good reasons for their choices;
vitally important for students
besides, they have to consider the reality of the area where they live.
to get as much as possible out
of the listening. Pre-listening
Page 39 activities help students make
Development (140 minutes) decisions about what to listen
for and, subsequently, to focus
Focusing on listening attention on meaning while
listening.
Strategy in mind
Adapted from: Lazaraton, A. (2001). Teaching Oral
Read this section with the class and provide background Skills. In M. Celce-Murcia (Ed.), Teaching English as a
information and examples as necessary. Second or Foreign Language (pp. 103-115). Boston:
Heinle & Heinle.
Smart listening
Read this section with the class and elicit examples of possible
expressions of feelings through stress and intonation.

1. 16 Refer students to the list of causes in exercise 3, page 38 and
read them aloud with the class. Play the recording for them to check 16 See the transcript on page 42.
which of them are mentioned.
Answer
b., c., g. BACKGROUND INFORMATION
Read the first point of the file with the class and then play the recording
again for them to identify the general information. Intonation Patterns
There are three basic pitches in
2. 16 Play the recording again for students to identify the required
VOLUME 1 UNIT 1
English: normal, high, and low.
specific information.
There is also a very high pitch,
Answer which is used to express strong
General information emotions such as surprise,
Main topic: different types of voluntary work anger, or fear.
Speakers: 3
You will find more information
Motivation: I. c. II. b . III. d. on this topic in the Background
Specific details Information Appendix on
Which of the speakers mentions the stated information? page 45.
a. Speaker 1. b. Speaker 2. c. Speaker 3. d. Speaker 2. Adapted from: Pronunciation Tips - A Guide to Better
Which volunteering options did the speakers choose? Speaking. Retrieved May 5, 2016, from http://www.
a. (b.) help save animals in danger of extinction - Speaker 2 - helping to pronunciationtips.com/intonation2.htm
protect the Asian elephant in an animal sanctuary.

b. (g.) teach kids English or computer skills - Speaker 1 - helping kids
learn English and computer skills. TEACHING WINDOW
c. (c.) raise money for a friend in need - Speaker 3 - made cookies and
Explaining grammar
cakes and sold them.
According to intonation and stress, what are the speakers like? Don’t spend too much time on
Speaker 1: decisive, enthusiastic, proactive explaining. As soon as students
Speaker 2: enthusiastic, participative, concerned get the main idea, go on to
Speaker 3: hard working, easy going, friendly practice in context. Do not
consider grammar as a “content”
Think critically to be taught, but rather, as
This section provides an opportunity for students to link the a topic which students can
contents of the lesson to their own ideas and experiences. communicate about using the
Encourage them to reflect on the questions individually first and target language. In this way, a
then invite them to share and compare ideas in pairs or small grammar discovery task doubles
groups. up as a communicative task.
Adapted from: Ur, P. (1996). A Course in Language
Page 40 Teaching: Practice and Theory. Cambridge: Cambridge
University Press
After listening
Work it out! Describing past habits
Answer page 49.
The speakers are talking about habitual activities in the past.
Explain that we use used to to describe something that happened regularly in
the past, but no longer happens.
We also use it for something that was true in the past, but no longer is.
Speaking workshop: Talking about personal experiences

Make students notice how they are guided, step by step, to produce a
short piece of spoken language, a personal report about an experience
in volunteering.

17 See the transcript on page 42.
a. 17 Explain to students that five different sounds are practiced
in this exercise. You can separate the phrases in the box into five
groups: ERROR ALERT
/ s /: person, impressed, something Problems with sound / z /
/ z /: thousands, excuses, zone, cause, raise As this sound does not exist
/ ϴ /: thousands, something in Spanish, students may have
/ t∫ /: changed problems to articulate it. Help
VOLUME 1 UNIT 1
/dʒ /: changed, managed to students with extra practice that

focuses on specialized exercises
Page 41 to pronounce the target sound.
The difference between these
b. 17 Play the recording with pauses for students to repeat. sounds is the voice aspect.
Encourage them to be as expressive as possible, imitating stress, While the sound / s / is
rhythm and intonation. unvoiced, which means that the
c. Students work individually, recalling a personal experience related vocal cords do not vibrate during
to volunteering or to working. Encourage them to include as many its production, the sound / z /
details as possible in their notes. is voiced, generating vocal cord
d. Students use the subheadings suggested to organize their notes. vibration during its production.
You can invite them to add other subheadings if necessary: Who? You will find more information
And then? What for?, etc. in the Background Information
e. Students add details to their presentation depending on the tone they
Appendix on page 45.
would like to use and further information following the tips (i and ii).
f. Students’ closing remarks should express how this experience WHAT DOES RESEARCH SAY?
taught them something.
Affective factors that affect
2. Practicing speaking
P Students rehearse their presentation in pairs, helping and correcting The affective side of the
each other, both in content and in pronunciation of the presentation. learner is probably one of the
most important influences
3. Performing on language learning success
G Help students form groups of 6 to 8 students and remind them or failure. Speaking a foreign
of the importance of listening to their classmates respectfully and in language in public is often
silence. Read the assessment tips with the class so that they are all anxiety-provoking. Sometimes,
familiar with the assessment criteria. extreme anxiety occurs when
students become tongue-tied
4. Assessment or lost for words, which often
You can let students decide who evaluates them, or who they want to leads to discouragement and a
evaluate or you assign evaluators and evaluees. general sense of failure.
Adapted from: Heflebower, T., Marzano, R., Pickering,
D. (2011). The Highly Engaged Classroom: The
Closure (10 minutes) Classroom Strategies Series. Bloomington, IN:
Marzano Research Library
Exit slip
personal responses, which they can share with some of their classmates. TEACHING WINDOW
Promoting OATs: proactivity
and work dimension
Once more, this is another
opportunity for you to encourage
students to reflect and discuss
about the importance of manual
and intellectual work and to
appreciate the value and dignity
of all types of jobs.

Page 42
SUBJECT CONNECTIONS Language and Literature

90 min. read and identify topic, theme, characters and problem To demonstrate comprehension of a
in a story. literary text.
summarize the plot of the story using a graphic To make connections with content
organizer. related to Language and Literature.
VOLUME 1 UNIT 1
Pages 42 - 43 describe a solution to the problem in the story. (OA: 9, 11, 13)

Read the name of the lesson and the lesson objectives aloud with the Types of narrators
class. Remind them that the question What for? refers to what they will First person narrator: uses the
be able to do once they reach each objective. Draw their attention to the pronoun “I” to tell the story,
attitudinal objective that will be highlighted in this lesson. and can be either a major or
Before starting, recall students’ background information about the types of
minor character.
narrator they have learned in Language and Literature lessons. (Read the Second person narrator: uses
Background Information in the box and in the Appendix, on page 45) the pronoun “you”. It makes the
reader a participant in the story.
Development (60 minutes) Third person narrator: uses
pronouns “he” or “she” and does
1. P Make sure students read only the title and the first two sentences not take part in the story.
of the text. It is important that they can infer the answers of questions
a, b, and c, and then explain the origin of the inferences. Ask them to Subjective narrator: is in the
identify the key words that helped them find the correct answer in story, speaks about his / her
each case. experience within it.
Objective narrator: is an
Answer
observer; describes or interprets
a. - i (first person); b. - i (past, distant events); c. - ii (The employer).
thoughts, feelings, and
d: It talks about a first job. motivations, of the characters.
(My first job offer / 17, I lied. I was 15 going onto 16. I was skinny and small, Omniscient (all knowing)
with tiny hands and feet.)
narrator: has access to all the
actions and thoughts within the
story.
2. P Ask students to read the story in silence and then complete the
required information in pairs. Limited narrator: has a
Answer restricted view of events;
Characters: narrator, employer, mum and dad doesn’t “know” the whole story.
Setting: the employer’s office (a job interview)
Problem: the narrator (job’s applicant) never asked about the future salary.
3. Individually, each student writes a short ending for the story. Encourage
them to be creative and to use thematic vocabulary related to
the topic.
ASSESSMENT FOR LEARNING
Closure (10 minutes) Remember you may use the
rubrics in the Appendix, on
4. Invite students to get in groups of four and talk about their narrations. page xxi, to gather information
They must select the most suitable ending for the story and then share about students’ writing and
it with their classmates. You may organize a class competition and their writing process skills.
make them vote for the best and most creative ending of the story.

CLOSURE Pages 44 - 47
Page 44
Project: A job interview

VOLUME 1 UNIT 1

180 min. role-play a job interview. To present oral information creatively using
work in groups to create a multimodal project. multimodal resources.
talk about relevant information in the working To work responsibly and collaboratively towards a
world. common goal, showing respect and interest for
Pages 44 - 45 show respect for others’ ideas and opinions. others’ ideas and opinions.
(OA: 5, 13, A, D)
As this is the first project of the year, go through all the steps carefully, WHAT DOES RESEARCH SAY?
making sure students understand what they are expected to do.
Emphasize the importance of assuming personal responsibilities, working Learning through projects
to the best of their capacity, sharing and supporting the group, and When students work on group
respecting everyone’s contributions at all times. projects, they are placed in
situations which require them
I. Preparation to use the target language in
1. G Help form the groups. Ideally, students should work with authentic ways. By working
classmates they feel comfortable with, but teacher’s intervention in pairs or in teams, students
may be necessary to ensure a variety of styles and levels, and to develop planning, organizing,
avoid disruptive behavior. and negotiation skills in order
to perform their project tasks.
2. Students go through the instructions in part II, Procedure, and
Research evidence on project
complete the Preparation file, assigning roles and tasks to the
learning has shown that
different members of the group. students identify project skills
3. Students should work together defining and planning the different as very important for living
actions that are necessary to develop the final product, including successful lives.
research to be done, rehearsals, recording of interviews if Adapted from: Stein, S. (1995). Equipped for the
applicable, etc. Future: A Customer-driven Vision for Adult Literacy
and Lifelong Learning. Washington, DC: National
Institute for Literacy. (ED 384 792)
II. Procedure
1. Refer students to the table at the end of page 45 so that they are
familiar with the assessment criteria.
Students in each group choose an interesting or unusual job. You
can elicit or offer other options: embalmer, hot dog vendor, personal Task-based Learning
shopper, ice cream / tea / chocolate taster, funeral service manager, In task-based learning, the
body part model, live mannequin, cruise ship entertainer, island central focus of the lesson is
/ lighthouse caretaker, crime scene cleaner, dog walker, fortune the task itself, not a grammar
cookies / horoscope writer, pet psychologist / psychiatric, etc. point or a lexical area, and the
Make sure all possible jobs are treated with respect and nobody’s objective is not to ‘learn the
feelings are hurt. structure’ but to ‘complete the
task’. Of course, to complete the
Page 45 task successfully students have
to use the right language and
2. Roles of interviewers and interviewee should be assigned according communicate their ideas. Usually
to personal qualities and interests; if possible, students should there is no ‘correct answer’ for a
volunteer for the roles. task outcome. Students decide on
a. If necessary, you can have students write examples on the their own way of completing it,
board, from the suggestions provided, and add a few more: using the language they see fit.
What are the possibilities of promotion? Adapted from: Ellis, R. (2003). Task-based Language
Learning and Teaching. Oxford: Oxford University Press
Is traveling to other cities / countries involved? How often?
36 UNIT 1 OPENiNg DEVELOPMENT CLOSURE

Would I receive any training?
TEACHING WINDOW
Do you offer continuing education and professional training?
What skills and experiences would make an ideal candidate? The stages of task-based
classes
What can you tell me about the team I’ll be working with?
Generally, task-based classes can
b. You can do the same with the interviewers’ questions:
be divided into three stages:
Can you describe your previous experience?
1. The teacher introduces
Which of your skills are the best for this job? the topic and familiarizes
VOLUME 1 UNIT 1
What type of office / kitchen equipment can you use? students with situations/
What are your career goals? / Where do you see yourself in five lexical areas/texts (reading
years’ time? and listening)). This draws the
Why did you leave your previous job? students into the topic and
brings up language that may
Are you the best person for this job? / Are you properly qualified be useful. The teacher then
for this job? explains what the task is and
Why? sets up the activity (All this
How would you describe yourself? has happened in the lessons
How would you describe your work style? previous to the project).
Do you prefer to work alone or on a team? 2. Students perform the task
in pairs or groups. They may
3. Allow students to move their tables around to prepare the setting then present their findings /
for the interviews. You may inform the teachers in the adjoining conclusions to the rest of the
classrooms that there will be a bit of noise. class. In this stage, mistakes
4. Supervise and help the groups as they rehearse their role-play and, are not important; the
if possible record it. teacher provides support and
monitors. The learners focus
III. Presentation on communication, perhaps at
Organize time and order of presentations; make notes of common the expense of accuracy, but
mistakes to deal with them once all the presentations have finished. this will be dealt with in the
next stage.
IV. Assessment
3. The teacher works on specific
G Students get into their groups and use the rubric and the language points which come
provided scale to evaluate their performance. Encourage them to
up in stage 2. (During the
discuss and negotiate when there are differences of opinion until they
monitoring stage, most
reach concensus.
teachers make notes of
To assist your students´ self-assesment throughout the project, you may common errors and students’
ask them to use either the rubric provided at the end of the project or the particular learning needs).
following general rubric, which you can go over with the whole class in a Students reflect on the
few minutes: language needed to complete
the task and how well they
Hardly did. This is their opportunity
Always Sometimes
ever to concentrate on accuracy
I participated actively in the group. and make sure they resolve
any doubts or problems
I met the deadlines.
they had.
I did the task assigned to me.
Adapted from: Bilsborough, K. (n.d.). TBL
I listened respectfully to my partners´ ideas. and PBL: Two learner-centred approaches.
Teaching English. Retrieved May 8, 2016 from
I helped to have a good work atmosphere. https://www.teachingenglish.org.uk/article/
tbl-pbl-two-learner-centred-approaches
Remember you may use the rubric in the Appendix on page xxiii to gather
information about each group work.
OPENiNg DEVELOPMENT CLOSURE UNIT 1 37

Page 46
SYNTHESIS AND REFLECTION

recall what they did in the unit. To show a positive attitude towards own’s
45 min. recognize what they have learned in terms of capacity to learn English.
content, skills and attitudes. To gather information about their strengths and
identify possible future fields of application of weaknesses.
VOLUME 1 UNIT 1
what they have learned, according to their To identify future remedial actions for the areas
Pages 46 - 47 personal learning goals. they need to improve.
(OA: A, D)
1. Give students plenty of time to examine the unit they have just finished;
they should do this individually. ASSESSMENT FOR LEARNING
Preparing students for self or
2. Students should complete the table individually first, but be flexible as peer-assessment
to when you could let them exchange and share opinions with some of
their classmates. Elicit from them examples what they should include in Students may have little
the first column (activities), in the second column (skills, language), and exposure to different forms
in the third column (personal application of what they have learned in of assessment and so may
real life or in future learning). lack the necessary skills and
judgements to effectively
manage self and peer
Page 47 assessments. There may also be
3. Read the assessment chart with the class and make sure students a perception amongst students
understand what each point refers to. It is essential to give them plenty that the teacher is ‘shirking’
of time to reflect and answer truthfully. their responsibilities by having
students undertaking peer
4. Get students to work in pairs and evaluate each other using the same assessments. Remind them
criteria. Decide if you want to give each student your own assessment of the importance of taking
besides or instead of their classmate’s. responsibility for all the stages
5. Encourage students to write a list of remedial actions to improve their of their own learning process,
performance in the areas or skills that they marked with sometimes including assessment.
or never. It is helpful to introduce
students to the concepts
and elements of assessment
You may also use the Complementary Digital Resource 3 to against specified criteria
allow students deal with authentic multimodal texts related to the in the first weeks of class
topic of the unit that will let them be aware of what they are able to when you explain the unit of
understand and do. The tasks proposed also aim at developing students’ study outline. This happens
self-assessment skills and their commitment towards independent at the outset of the group
learning. activity or unit of study, when
discussing the objectives,
See the instructions to use this resource and its rubric on page 40. what is required and expected
of them. Provide guidance on
how to judge their own and
others’ contributions, making
use of the charts and rubrics
provided.
Adapted from: Earl, L. (2003). Assessment as
Learning: Using Classroom Assessment to Maximize
Student Learning. Corwin Press, INC

COMPLEMENTARY DIGITAL RESOURCE
Methodological Guidance

Stage Time Learning outcomes / Main tasks Suggested Assessment Indicators
VOLUME 1 UNIT 1
45’ 1 To listen and demonstrate Identify specific information about names and characteristics of jobs.
comprehension of general ideas Identify descriptions of jobs.
and explicit information of an Exchange opinions about the content of the text.
audio-visual text about dream jobs. Relate the information of the audio-visual text to one´s own reality.
Stage: Opening Screen: 1
1. Explain to students that they will watch a video in which some people talk about their dream jobs. Have students
watch the video twice and then drag the names to the jobs that are mentioned.
2. Make students connect the content of the video with their own reality. In pairs, they talk about their dream job
OPENING
following the model in the video. This is a good opportunity to encourage students to reflect and talk about their
own plans and projects for the future as regards the working world. You may ask them to give reasons why they
chose that dream job. In this way, students will be making decisions according to their own interests and you will
be promoting the OAT related to their plans and personal projects dimension.
Stage: Development Screen: 2
3. Have students classify the jobs according to the categories in each slot. Categorizing words, through grouping
and labeling, helps students organize new concepts in relation to previously learned concepts.
4. Encourage students watch the video and identify the job the girl mentions.
Stage: Closure
Elicit students’ opinions and answers about the job mentioned. Then, make them confirm or validate their ideas by
clicking on the icon.

45’ 1 To understand general ideas and explicit Identify specific information related to jobs and
7 information of an audio-visual text about jobs. professions.
3 To identify specific information and details Express opinions about the content of the
related to people and their opinions and multimodal text.
A actions. Identify cultural elements about jobs and professions.
D
1. Ask students to watch the video about a day in the life of a firefighter and identify if the statements are true or
false. Remind them to read the statements before watching the video in order to have an idea on what to focus
DEVELOPMENT
their attention as they watch.

2. Have students watch the video again and identify the order in which the phrases are mentioned.
3. Now, have students watch the video about a professional soccer player and discuss the answers to the questions
in pairs. Then, they confirm or correct their ideas.
4. In small groups of three or four, ask students to exchange ideas about the content of the video.
Stage: Closure Screen: 3
5. Have students read the transcript of the first part of the video and then watch it to fill in the blanks. You may also
ask keener students to try to guess those words and then watch the video to check their ideas. This is a great
moment to round off the session by making students reflect on the importance of work as a way of personal
development just like the firefighter and the soccer player showed. You should encourage students to appreciate
the value and dignity of all types of jobs or professions and the people who do them. In this way, you will be
promoting the OAT concerning students´ proactivity and work dimension.
UNIT 1 COMPLEMENTARY DIGITAL RESOURCE 39

45’ 3 To understand text about jobs Identify descriptions of future occupations and professions.
essions
A and professions in the future. Identify relevant ideas about unknown topics.
D To identify relevant ideas and Ask for teacher’s help.
specific information about jobs Formulate questions to clarify information.
in the future. Accept the task with responsibility.
VOLUME 1 UNIT 1

1. Explain to students that they will watch a video about some future jobs. Before starting, elicit students’ ideas
about what they think will be the most popular occupations in ten or twenty years’ time. Then, have them watch
and match the jobs to the descriptions.
2. Have students watch the video again and rank the jobs mentioned.
CLOSURE

3. In order to present the vocabulary of the video they will watch, ask students to identify the meaning of key
words that will be mentioned. Do not pre-teach vocabulary but rather allow students to infer the meaning of
words through context, as they are watching the video. The vocabulary learning that emerges from the text may
be of more value than the vocabulary teaching that leads into the text.
4. Before watching the video, tell students to read the questions and identify the specific information that is
required in each case. In this way, they can focus their attention better while watching.
Stage: Closure
Start a general conversation about the jobs that students think robots will do in the future. Elicit students’ ideas and
opinions about this controversial topic that may affect the future of the labor market and their own lives. Once again,
seize this opportunity to highlight the importance of manual and intellectual work as a way of personal development,
appreciating the value and dignity of all types of jobs and the people who do them. In this activity, you will be
promoting the OATs related to plans and personal projects dimension and proactivity and work dimension.
CDR (Complementary Digital Resource) Rubric

Partially Needs
CATEGORY Exemplary 3 Proficient 2 Points
Proficient 1 improvement 1
Key aspects (relevant Identified more than Identified between Identified fewer Could not identify
information, key words, five significant three and five than three any significant
purpose of tasks, problems aspects in the significant aspects significant aspects aspects of the
to be solved) resource. in the resource. in the resource. resource.
Fully understood. Understood the Understood a few Did not
Ability to understand the
majority of the instructions. understand the
instructions
instructions. instructions.
Ability to deal with a Correctly answered Correctly answered Correctly answered Unable to answer
variety of question types at least five between three and fewer than three questions.
(closed or multiple choice, questions of five questions of questions that are
true or false, and analytical different types. different types. the same type.
or evaluative questions.)
Used a large number Used several Rarely used original Did not use any
Use of creative thinking
of original ideas and original ideas and ideas to answer. original ideas to
strategies
strategies to answer. strategies to answer. answer.
Readily adapted Made changes with Hesitated to make Did not consider
changes when new some changes when new new and relevant
Ability to react to
and relevant ideas encouragement. and relevant ideas ideas and
constructive feedback
and new information and information information.
was presented. were presented.
All team members Assisted group/ Finished individual Contributed little
Group/pair teamwork contributed equally partner in the task but did not to the group
to the activity’s activity’s objective. assist group/partner effort during the
objective. during the activity. activity.
TOTAL POINTS
40 UNIT 1 COMPLEMENTARY DIGITAL RESOURCE

TRANSCRIPTS
10 STUDENT’S BOOK - UNIT 1 - PAGE 16 - John: I know I’m just starting so my salary
EXERCISE 3 expectations are not excessive.
Speaker 1: a. Could you tell me something Interviewer: And is there anything else you would
like to add?
VOLUME 1 UNIT 1
about yourself?
Speaker 2: b. What kind of food do you like? John: I’m an honest person and if you hire
me you’ll get an excellent worker.
Speaker 1: c. What the climate is like where you
come from?
Speaker 2: d. Why did you become a chef?
12 STUDENT’S BOOK - UNIT 1 - PAGE 19 -
Speaker 1: e. What is the most important thing you EXERCISE 2
are looking for in a job?
Speaker 1: I graduated from...
Speaker 2: f. What skills and abilities can
Speaker 2: I have lived in...
you contribute?
Speaker 1: Ideally, I’d like...
Speaker 1: g. Why should we hire you?
Speaker 2: First of all...
Speaker 1: I think I’m...
11 STUDENT’S BOOK - UNIT 1 - PAGE 17 - Speaker 2: I know I’m...
EXERCISE 1 Speaker 1: If you hire me...
Interviewer: So John, you are a qualified chef,
aren’t you?
John: Yes I am. I graduated from the Culinary 13 STUDENT’S BOOK - UNIT 1 - PAGE 29 -
Academy three years ago. EXERCISE 2
Interview: Why did you decide to become a chef? Speaker 1: Well done!
John: I have loved cooking since I was a Speaker 2: You’re doing a great job.
small kid and my dad is a professional Speaker 3: Maybe try another approach.
chef as well. Speaker 1: That’s the way to go!
Interviewer: Is that right? And you live quite near Speaker 2: Not too bad.
our restaurant, don’t you?
Speaker 3: Keep it up.
John: I have lived in this neighbourhood
Speaker 1: You should try harder.
for nearly 20 years. Literally just two
streets away. Speaker 2: Why don’t you try again?
Speaker 3: Great effort.
Interviewer: Really? I understand that you are not
interested in a full-time job, are you? Speaker 1: How about doing it again?
John: Ideally I’d like a part-time job, but a full- Speaker 2: I admire your determination.
time job would be great too.
Interviewer: Tell me John, what is the most
important thing you are looking for in 14 STUDENT’S BOOK - UNIT 1 - PAGE 30 -
a job? EXERCISE 1
John: First of all job stability and the second News reader:
thing is chances for promotion. Today, instead of economic problems and political
and social issues, you may want to hear something
Interviewer: What skills and abilities can you
different...
contribute to this company?
What is the best part of your job? (…) I’ve been
John: Skills and abilities? I think I’m quite asking this question to many different people this
responsible, I’m punctual and I’m a week, and here’s what they answered.
hard worker willing to learn new things.
Speaker 1:
Interviewer: That’s interesting. What are your salary The biggest benefit is that you get long holidays -
expectations? just like the kids do. Of course, it’s hard work to be
around children all day long and math is not their
UNIT 1 TRANSCRIPTS 41
favorite subject. Still, I like it. And it is really wonderful comfort zone. So I just said to myself – Brenda, be
when you see that they are getting good grades and proactive and just go and do it! And here I am, a
pass their exams. And it is all about being positive changed person, more decisive, enthusiastic - in
and cheering them on with things like: well done! or beautiful Thailand with its green hills and blue rivers
that’s the way to go! or something similar so that helping kids learn English and computer skills. I am
they respond. having a wonderful time. I think it’s great to be doing
Speaker 2: something for others.
The first time I had to go down was really scary, the Speaker 2:
VOLUME 1 UNIT 1
tunnel is more than 500 meters below the ground I’m a computer engineer and I am from Sydney. I
and the little lift that takes you there was kind of have just arrived home from my trip to Bangladesh
shaky. But then I got used to the darkness and now and I really want to say what great experience it was.
I try to focus on something else so that I don’t think I am very impressed with the program. In the past, I
about it at all. Working with copper in a country that used to work with other organizations in developing
depends on it gives me a feeling of a job well done. countries mainly teaching English, but this year I
So I just keep it up. decided to work for a different cause – helping to
Speaker 3: protect the Asian elephant in an animal sanctuary.
Working with young people and adults in order to Our planet and our environment is in danger,
help them get on their feet again is the best job ever. and we don’t do enough to protect it. So I would
They come to us sad and sometimes depressed encourage you to do something for the Earth, sign a
because they cannot walk or even move around. commitment and volunteer in one of the programs.
And after a few months of therapy, they become Speaker 3:
more cheerful, and you can see them smile again. I am from London. Each year, third year students in
I really admire their determination, the great effort our school go on a study tour to France to practice
they put into their rehabilitation. I would definitely not their language skills. Last year, when it was our year’s
change my job for any other. turn we planned a great trip to Paris and the French
coast. It is usually our parents who pay for the trip
but it happened that Jessie’s dad was unemployed
at the time and he could not pay for her trip. So
instead of giving up on Jessie we decided to be
EXERCISE 1
good friends and help raise the money for the trip.
Speaker 1: a. you yes young year yesterday We organized a dancing bingo, printed T-shirts with
university used “I’m a volunteer” legend and sold them at school and
Speaker 2: b. Do you like to…? in the streets; we made cookies and cakes and sold
Do you prefer…? them too. And we managed to raise all the money
What type of …? that was needed for Jessie to go with the rest of
How do you feel about…? the class.
Speaker 1: Tell me about…
I like…
I prefer working… 17 STUDENT’S BOOK - UNIT 1 - PAGE 40 -
Speaker 2: I think that… EXERCISE 1
In my opinion… Speaker 1: a. thousands of excuses
According to… comfort zone
changed person
very impressed
16 STUDENT’S BOOK - UNIT 1 - PAGE 39 - different cause
EXERCISE 1 do something
raise the money
Speaker 1:
managed to
I’m 27 years old and come from Miami, Florida. I
used to be a person who could never really decide Speaker 2: b. just go and do it!
on what I wanted to do so when I was first presented I think it’s great
with the opportunity to come to Thailand, I gave we don’t do enough
myself thousands of excuses to why I shouldn’t go… sign a commitment
but they say life begins when you step out of your instead of giving up
we managed to
18 TEACHER’S BOOK - UNIT 1 - EXTRA TEST - Speaker 1: III. An artist
PAGE 52 - EXERCISE 5 Painter: I started doing this on weekends when I
was a student but I realized I could earn a
Speaker 1: Three different jobs
living from it and now I work most days of
I. Two friends the week.
Pamela: How did the interview go? Do you think In winter, it is not so busy, but even during
you’ll get the job? a blizzard people still come up, asking for
Ben: Oh, yes. In fact, I’m starting next week. a drawing. Sometimes it is great fun, but
VOLUME 1 UNIT 1
Pamela: What do you know about the job? sometimes it is hard sitting here when it’s
Ben: The interviewer told me that the cold and rainy.
training is going to be hard because I wouldn’t like to do this forever. I would
I’m expected to work and study at like to sit in an office or a beautiful studio
the same time and he added that the and work comfortably.
work is both physically and mentally
demanding.
Pamela: Why?
Ben: Well, he explained that working shifts
can be bad for our social life and
sometimes it’s very difficult to have
friends who are not working in the
hospital. However, I find the work
totally fulfilling. I certainly don’t do this
to get rich, and that is a big negative
point, but I think the best thing is when
you see patients get better and go
home.
Pamela: Congratulations, then!
Speaker 1: II. A job interview

Interviewer: Ms. Maddigan, your job will be
to make sure our clients have a
brilliant time and you must be
available for them more or less
24 hours a day. You’ll be the last
person to go to bed and the first
one to get up in the morning. I have
to tell you that sometimes clients
are a bit difficult.
Ms. Maddigan: Do I have to wear uniform?
Interviewer: Oh, no. The weather is very
pleasant here and our staff are
allowed to wear shorts to work.
Ms. Maddigan: Can I ask how much I will earn?
Interviewer: You’ll get around US$ 1,200
a month. You’ll also get a free
apartment within the resort. Oh,
and clients usually offer drinks and
meals!
Lesson 2: The right person for I have little money to spend.

Irene found very little flour to make the cake.
the right job Jack finds few reasons to stay.
Page 18 Work it out! Ms. Grant has very few students in her class.
VOLUME 1 UNIT 1
Question Tags some is used in positive sentences when there is

neither a lot nor a little, in offers and in polite requests.
Question tags are formed with the auxiliary or modal We gave Angela some flowers.
verb from the statement and the appropriate subject. Ben drank some water before speaking.
A positive statement is followed by a negative question Would you like some tea?
tag. Could you give me some cookies, please?
any is used in questions and in negative sentences.
Jack is from Spain, isn’t he ?
Did you meet any of your friends at the concert?
A negative statement is followed by a positive question No, I didn´t. I couldn´t find any of my friends.
tag. Is there any pasta left?
No, there isn´t any pasta left.
They aren’t funny, are they ?
When the verb in the main sentence is in the Simple Lesson 4: It’s all about attitude
Present, we form the question tag with do / does.
Page 29 Exercise 1
You play the guitar, don’t you ? /
Communication skills: the ability to convey information
Alison likes tennis, doesn’t she ? to others effectively and efficiently.
If the verb is in the Simple Past, we use did. Interpersonal skills: the skills used by a person to
interact with others properly. In the business domain,
They went to the cinema, didn’t they ? the term generally refers to an employee’s ability to get
along with others while getting the job done.
Lesson 3: Apply in writing Work ethic: a moral principle that places greatest value
on hard work and diligence.
Page 24 Work it out!
Here is a table of quantifiers which summarizes which
types of nouns (countable, uncountable, or both)
Lesson 5: What’s your job?
quantifiers can be used with. Page 33 Exercise 1
Countable Uncountable Both Examples of collocations
many, a few, few, not much, a little, some, enough, a Natural English Unnatural English
very few, several little, very little lot of, lots of
the fast train the quick train
Additional information: fast food quick food
much and many are used in negative sentences and a quick shower a fast shower
questions. a quick meal a fast meal
How much rice is there?
How many students passed the exam? Why learn collocations?
There isn´t much rice left. Language will be more natural and more easily
Not many students passed the exam. understood.
It is easier for our brains to remember and use
for affirmative sentences, a lot of (or lots of) is used. language in chunks or blocks rather than as single
We bought a lot of apples. words.
They drank a lot of orange juice.
a little and a few indicate a quantity or number. How to teach collocations
There is a little milk in that bottle. Treat collocations as single blocks of language. Think
Henry has a few friends in New York. of them as individual blocks or chunks, and learn
strongly support, not strongly + support.
little, very little, few and very few indicate a limited
quantity.
44 UNIT 1 BACKGROUND INFORMATION

When you teach a new word, write down other words Page 40 Speaking workshop
that collocate with it (remember rightly, remember
distinctly, remember vaguely, remember vividly). Pronunciation of / s /and / z /
Reading is an excellent way to learn vocabulary and The sounds / s / and / z /share the same point of
collocations in context and naturally. articulation. To articulate these sounds, the front of the
Practice using new collocations in context as soon as tongue must be placed close to the tooth ridge.
possible after teaching them.
Teach collocations in groups by topic (time, number, The tip of the tongue should be close to the upper
weather, money, family) or by a particular word (take backside of the top front teeth. The tongue is kept
VOLUME 1 UNIT 1
action, take a chance, take an exam). tense as air is pushed between a small groove along the
Find information on collocations in any good learner’s center of the tip of the tongue and the front of the tooth
dictionary and you can also find specialized ridge.
dictionaries of collocations. The difference between these sounds is the voice
aspect. While the sound / s / is unvoiced, which means
that the vocal cords do not vibrate during its production,
Lesson 6: For a good cause the sound / z / is voiced, generating vocal cord vibration
Page 39 Strategy in mind during its production.
Intonation Patterns To explain the pronunciation of these sounds, you can

ask your students to place their hand over their throat
There are different intonation patterns used for different and articulate / s / and / z /, alternately, noticing the
types of sentences. presence or absence of vibration in their vocal cords.
The intonation pattern for statements, commands, and
wh- questions is basically the same: the voice starts at Page 42 Subject connections, Exercise 1
a normal pitch, rises at the intonation focus word, falls Literary analysis – Point of view
back to normal after the intonation focus word, and falls
The point of view of a story can sometimes indirectly
to low at the end of the sentence.
establish the author’s intentions. It pertains to who tells
With yes/no questions and requests, the pitch starts at the story and how it is told.
normal and rises at the end of the sentence.
Narrator- The person telling the story, who may or
Page 40 Work it out! may not be a character in the story.
First-person- Narrator participates in action but
Talking about past habits
sometimes has limited knowledge/vision.
We use used to to describe something that happened Second person- Narrator addresses the reader
regularly in the past, but no longer happens. directly as though she is part of the story. (i.e. “You
Examples walk into your bedroom. You see clutter everywhere
I used to play baseball three times a week, but now I and…”)
don’t have time. Third Person (Objective)- Narrator is unnamed/
I used to take the bus to school, but now I ride my bike. unidentified (a detached observer); is not a character
in the story.
We also use it for something that was true in the past,
Omniscient- All-knowing narrator (multiple
but no longer is.
perspectives). The narrator knows what each
Examples character is thinking and feeling, not just what they
There used to be a cinema in this street, but now there are doing throughout the story.
isn’t. Limited narrator - the narrator has a restricted view
I didn’t use to like Richard, but now I do. of the events and doesn´t “know” the whole story.

1. Use the phrases in the box to fill in the blanks of the job interview. Then, check your work with
your group.
excellent worker What skills and abilities a full-time job quite cheerful
VOLUME 1 UNIT 1
What are your personal trainer I graduated from
Interviewer: So Kylie, you are a qualified , aren’t you?

Kylie: Yes I am. the Fitness Academy last year.
Interview: Why did you decide to become a ?
Kylie: Well, I have loved exercising and sports since I was a small kid.
Interviewer: Really? I understand that you are not interested in , are you?
Kylie: Ideally I’d like a part-time job, but a would be great, too.
Interviewer: Tell me Kylie, what is the most important thing you are looking for in a job?
Kylie: Above all, job stability.
Interviewer: can you contribute to this company?
Kylie: Skills and abilities? I think I’m responsible, I’m and I’m a hard
worker willing to help people get healthier.
Interviewer: That’s interesting. salary expectations?
Kylie: I know I’m just starting so my salary expectations are not excessive.
Interviewer: And is there anything else you would like to add?
Kylie: I’m an honest person and if you hire me you’ll get an .
46 UNIT 1 COMPLEMENTARY ACTIVITIES PHOTOCOPIABLE

2. Work in pairs and choose one of the jobs advertised below. Follow the prompts to role-play the
interview. Take turns to be the interviewer and the candidate.
I II III
Part-time nanny New faces wanted Part-time library
for baby for part-time work assistant
Please reply to this add ONLY We are seeking new fac Location: Brooklyn, New
VOLUME 1 UNIT 1
es
if you comply with all the for catalogs, magazine York. Salary: US$ 12 p/h.
requirements. We are looking shoots, TV adverts, mo Company: Brampton
vies,
for a responsible and reliable billboards and posters. Training & Consultancy Ltd.
You
nanny to look after our could earn US$100 to Job type: contract.
US$
9-month-old baby on a PART- 600 per day working as
fashion model… Urgentl Description: to work closely
TIME basis. y
seeking extras for films with library/information
Must have: and managers in the day-to-
commercials.
• American nationality (English day running of a library or
as a native language); For an appointment ple information service. This
ase
call 207-736-9768 or involves assisting service
• Excellent references;
email us. users to locate information
• Previous experience with
babies. Age 16+, no height or and resources. There is
race considerable contact with
restriction, all nationaliti
Must be: es people in other departments,
welcome, no experienc
• Non-smoker. e as well as the public.
necessary.
Look forward to hearing from Thanks. Applicants to have library
you. (Home: 207-885-4239) and customer service
BIG APPLE STUDIOS,
5th Av. experience.
Interviewer: Greet and invite candidate to sit.

You: Respond.
Interviewer: Ask candidate which position he/she is applying for.
You: Reply.
Interviewer: Ask candidate´s name and age.
You: Reply.
Interviewer: Ask candidate about his/her experience.
You: Mention your past and present jobs and the languages you speak.
Interviewer: Ask candidate about his/her duties.
You: Mention two or three duties in your present job.
Interviewer: Ask candidate about his/her computer skills.
You: Answer.
Interviewer: Ask candidate any other relevant question.
You: Answer.
Interviewer: End the interview.
PHOTOCOPIABLE UNIT 1 COMPLEMENTARY ACTIVITIES 47

3. Read two poems and write as many characteristics of the jobs mentioned as you can find in
5 minutes. Then, comment in your group and list good and bad things about these two jobs.
I am an educator What is a good boss?

(Jo Eaton) (Hollie Davis)
VOLUME 1 UNIT 1
A good boss comes in early and stays late.

A good boss is someone
Who says the nice things to cheer us up
And the bad things to settle us down.
A good boss is a tour guide,
Always pointing things out;
The landmarks to the left and right,
Like this is your workspace and this my workspace.
A good boss is a teacher,
Even when they think we act like little kids
They still treat us like college graduates
Or the professionals we still are not!
A good boss is a circus ring leader,
Even when the lions try to eat us for lunch,
Give me less and expect more, They crack their whip and say,
Increase the number of students “Come here, then! The show must go on!”
To where they sit out the door, A good boss is a weather forecaster;
But I’ll exceed; I’m an Educator. When a day looks cloudy
They still can predict sunshine for tomorrow
Give me less and expect more, To give us things to look forward to.
Test them, test them, and increase
the score,
My soul, my heart I’ll outpour.
You see, I am an educator.
No time free, lots of material to store,
Lesson plans and classes, don’t be a bore,
Demands, deadlines-still they ask for more
But I’ll succeed. I’m an educator.
Meetings, uncertainties like never before,
Bigger classes, more to do, demands
galore
Test scores, vouchers, merit pay,
issues soar,
But I’ll succeed; you see I’m an educator.
Adapted from: Eaton, J. (n.d.) Poem From A Teacher, I Am An
Adapted from: Davies, H. (n. d.) What Is A Boss? Retrieved May 13,
Educator. Retrieved May 13, 2016, from http://www.familyfriendpoems.
2016,from http://www.familyfriendpoems.com
com

4. With your partner, describe the pairs of pictures using the expressions in the box below. Then,
discuss the questions, expressing your opinions and explaining your ideas.
a. These pictures show work life in the past and nowadays. Compare them: What similarities and
differences can you identify? How has work life changed in the last fifty years?
b. How is your life different from that of your grandparents´? Which positive and negative aspects can
you mention?
VOLUME 1 UNIT 1
In the first picture, you can see... While in the second picture,... I believe... In my opinion,...
I don´t think... Things were different then because... They used to... They didn´t use to...

5. WebQuest: first steps into the world of work
VOLUME 1 UNIT 1
Introduction: The working world is a crucial and completely new stage in a person´s life. Either after college
graduation or as an after-school part-time job, getting into work life requires some preparation and
learning.
Task: In this project, you will have to prepare a Power Point Presentation on the process of getting into the
working world (around 10 slides). You will have to include information about personality traits, career
and jobs/occupations. To do so, you will work in groups of 3 students and each of you will be in
charge of an aspect of the presentation.
Process: 1. Have a look at these websites and answer the questions below as a group.
• http://www.forbes.com/pictures/mkl45eiklj/no-1-happiest-job-principal/#5e334bd7ad1a
• http://www.chron.com/jobs/article/These-jobs-will-make-you-happy-says-CareerBliss-6126191.php
• http://www.theguardian.com/money/2015/apr/07/going-to-work-with-a-smile-on-your-face
a. Which are the happiest jobs in the world? And the unhappiest?
b. What are the common characteristics among them? Draw conclusions and comment on them
with your partners.
2. Visit the following websites and scan them. Then, draw a contrastive table with pros and cons
and fill it in with brief information from the articles.
• http://www.teenzeen.org/jobs-for-teens.html
• http://kidshealth.org/en/teens/tips-summer-jobs.html?WT.ac=ctg#catjobs
3. On your own, read the information on these websites carefully. Then, answer the questions as
a group.
• http://www.howtolearn.com/2012/10/6-reasons-why-teens-should-take-a-career-aptitude-test/
• https://www.123test.com/holland-codes-career-tests/
a. Why should teenagers take a career aptitude test?
b. In which way do these tests help them?
c. According to John Holland, how do people work best?
4. Take the two tests separately and comment on the results with your partners. Why do you agree/
disagree with them?
• https://www.123test.com/career-test/index.php
• http://www.allthetests.com/quiz13/quiz/1114365326/Teen-Personality-Quiz
5. Go back to this website and read the six personality types on your own. To make it easier, divide
the work so that each of you reads only two types. Then, answer the questions below and share
your findings.
• https://www.123test.com/holland-codes-career-tests/
a. What abilities and characteristics do people of each type have?
b. What main occupations fit each type? Mention at least 10.
Assessment: The PPP will be evaluated with common grade for group work creativity and good conclusions and
presentation will be highly valued. Rubric is as follows:
• Creativity: 40%
• Quality of exposition and presentation: 40%
• Level of English: 20%
Conclusion: The task you have just completed has allowed you to acquire some insights on the world of work.
You have also been able to learn more about your own personality and the possible occupations
you may aim at after high school or college.

EXTRA TEST
1. Scan these two job advertisements and identify which job (I or II): 3 points
a. allows on-line application. d. pays less than US$10 per hour.
b. is a part-time position. e. provides paid training.
VOLUME 1 UNIT 1
c. is based in Seattle. f. requires previous experience.
I
Job Number: 39749981 – Reservations Agent
Contact: Jenny Milder – Director
Organization: Queen Cruises and Tours 2815 Leman
Avenue, Suite 206, Seattle, WA, 98121
Description: The Reservations Agent must:
Provide excellent customer service.
Answer calls from customers, employees and management.
Respond to booking enquiries and generate bookings.
Speak another language, be friendly and a team worker.
Skills required: High school diploma or equivalent
1 year experience in customer service or sales.
Proficiency in the use of computer specialized software related to
reservations systems.
Ability to communicate clearly (verbally and in written form) to customers,
management and employees.
Paid training begins on January 26, 2018.
Applications online (only) at http://queencruisesjobs.com
II
Job Number: 48919560 – Cook – Part Time
Contact: Tobey Kern – General Manager
Organization: Sunrise Senior Living, San Ramon, California, 94583
Phone Number: 800 – 9000 – 764
Category: Food Services
Sunrise Senior Living offers a unique, challenging and rewarding work environment,
competitive salary and excellent benefits as well as the opportunity for both personal and
professional growth.
Sunrise currently operates over 380 senior living communities in 33 states of the USA, in
the District of Columbia, Canada, in the UK and Germany. The position offers the chance to
work and live abroad.
Hourly wage: $35
Description:
The cook must…
• Prepare all food to meet quantity and schedule requirements.
• Handle food in accordance with sanitary procedures and standards.
• Follow a menu to prepare meals.
• Have at least two years of experience in long-term care or specific gastronomic training.
The candidate should…
• Have a commitment to serving others.
• Be friendly.
• Know how to deal with older people.
PHOTOCOPIABLE UNIT 1 EXTRA TEST 51

2. Read the job advertisements and find the following information. Complete the table. 5 points
Information I II
a. Duties
b. Experience
c. Hourly wage
d. Contact’s position
VOLUME 1 UNIT 1
e. Job numbers
3. Read the job advertisements more carefully now and identify which of the following 3 points
topics are not mentioned in either of the ads.
a. Special benefits.
b. The countries that the companies operate in.
c. The starting date for the position.
d. The name of the contact.
e. The phone number to call to apply for the job.
f. Holiday entitlement.
4. Read the ads once more. Write T (true) or F (false). 6 points

a. Job number 1 involves receiving and making phone calls.
b. Job number 2 requires knowledge of sanitary procedures.
c. People applying for job number 2 must speak German.
d. Wages for job number 1 depend on experience.
e. You can apply for Job number 1 on the phone.
f. The two jobs require social skills.
5. 18 Listen to three people talking about their jobs and match them with the pictures. 3 points
Write the number (1, 2 or 3).
a. Speaker b. Speaker c. Speaker
52 UNIT 1 EXTRA TEST PHOTOCOPIABLE

6. 18 Listen to the recording again. Who said these sentences, Speaker 1, Speaker 2 6 points
or Speaker 3?
a. doesn’t have much work in winter’s time.
b. thinks the salary is poor, but the job will be very satisfying.
c. will sleep very little at night.
d. is happy when people return home.
VOLUME 1 UNIT 1
e. would like to have another job in the future.
f. can wear informal clothes at work.
7. 18 Listen to the recording once more. Are these statements true or false? 6 points
Write T or F.
a. Speaker I will earn a lot of money.
b. Speaker III wants to work indoors in the future.
c. Speaker II will live far from work.
d. Speaker III always enjoys his work.
e. Speaker I thinks salary is a positive aspect of his job.
Total score=
32 pts.
Interpret your test results

Great! Good OK Not good enough
(28 - 32) (21 - 27) (11 - 20) (0 - 10)
Your score is excellent! It Keep on working hard! Your performance is You need to revise the
means you are achieving You are very well prepared. satisfactory, but you contents and practice more
the learning goals. You can easily achieve the can improve. Revise the in order to improve your
highest score by analyzing mistakes you made and performance.
the few mistakes you made. reinforce the weakest areas
in the assessment.

ANSWERS
Student’s book Which of these qualities does the applicant have?

The applicant is responsible, punctual, hard-working,
Page 10 willing to learn, honest.
How ready are you?, Exercise 2 Order of topics during the interview.
4 Salary expectations
Card N° 1. A professional who plays music at concerts,
VOLUME 1 UNIT 1
1 Reasons for choosing this profession

weddings, birthday parties, etc.
3 Skills and abilities the applicant can contribute
Card N° 2. A professional who helps cure people who
have problems with their bones. to the company
2 The most important thing the applicant is
Card N° 3. A professional who makes handcrafts.
looking for in a job
Page 12
Page 18
Smart reading
Work it out!
1. a. shop assistant. b. shop assistant. c. ecourier.
d. ecourier. e. shop assistant. f. office assistant. a. i b. contractions c. informal
g. tourist guide. h. tourist guide. Page 22
2. Not mentioned: d. Holiday entitlement. f. training Smart reading
opportunities. g. special benefits.
a. ii. A brochure. b. i. To instruct.
Page 13
Page 23
Your analysis
Your analysis
1. a. True. The applicant will be a shop assistant.
1. a. – Paragraph V. b. – Paragraph IV.
b. False. No telephone number given. Applications c. – Paragraph I. d. – Paragraph II.
by e-mail only. e. – Paragraph VI. f. – Paragraph III.
c. True. Salary based on experience.
2. a. – Paragraph V. b. – Paragraph IV.
d. False. Not necessarily German. Applicant must c. – Paragraph III. d. – Paragraph I.
speak at least one foreign language; it can be
Spanish, Italian, Portuguese, French, etc. Page 24
e. True. Some night hours required. Work it out!
2. a. – III. b. – IV. c. – I. d. – I, III. e. – I. f. – I a. With countable nouns: a few
With uncountable nouns: a little
Page 17 With both: a lot
Exercise 1 b. Do not put too much (U) information but make sure
Questions a., d., e., f., and g. were asked. you put enough (U).
Always take a few (C) minutes to review the
Listening ile answer application.
General information It is better not to offer too much (U) negative
Type of text: interview information.
N° of speakers: 2 Take a few (C) moments to read the document.
Language used: Formal
Speciic details 1. a. i. b. i. c. i. d. i.
Applicant’s personal information.
a. True. He graduated from the Culinary Academy Page 30
three years ago. 1. a. How they feel about their job.
b.False. He has loved cooking since he was a
small kid. Listening ile answer
c. His dad is a professional chef as well. General information
d.He lives just two streets away. Main topic: Jobs and how the speakers feel about
e. False. Ideally he would like a part-time job, but a them
full-time job would be great too. Purpose: b. To inform
54 UNIT 1 ANSWERS
Speciic details Speciic details
a. Speaker 2 is a miner. Which of the speakers mentions the stated
b. Speaker 1 is a teacher. information?
c. Speaker 3 is a physical therapist. a. Speaker 1. b. Speaker 2. c. Speaker 3.
Expressions from exercise 2 used: Well done! and d. Speaker 2.
That’s the way to go! Which volunteering options did the speakers choose?
Which speaker…? a. (b.) help save animals in danger of extinction -
a. Speaker 1. b. Speaker 2. c. Speaker 1. Speaker 2 - helping to protect the Asian elephant
in an animal sanctuary.
VOLUME 1 UNIT 1
d. Speaker 3. e. Speaker 2. f. Speaker 1.
g. Speaker 3. b. (g.) teach kids English or computer skills - Speaker
1 - helping kids learn English and computer skills.
Main conclusions c. (c.) raise money for a friend in need - Speaker 3 -
Yes. They sound enthusiastic and emphasize the made cookies and cakes and sold them.
positive aspects of their jobs. According to intonation and stress, what are the
speakers like?
Page 31
Speaker 1: decisive, enthusiastic, proactive
Work it out!
Speaker 2: enthusiastic, participative, concerned
a. And it’s all about being positive and cheering them Speaker 3: hard working, easy going, friendly
(…) so that they respond.
I try to focus on something else so that I don’t think Page 40
about it at all. Work it out!
Working with kids and adults in order to help them b. The speakers are talking about habitual activities in
get on their feet again is the best job ever. the past.
b. These expressions convey a purpose.
Page 42
Page 34 Exercise 1
Smart reading a. - i (First person);
1. a., b., d. b. - i (Past, distant events);
c. - ii (The employer).
Page 38 d. It talks about a first job. (My first job offer / 17, I lied.
Exercise 1 I was 15 going onto 16. I was skinny and small, with
a. A volunteer is a person who performs or offers to tiny hands and feet.)
perform a service out of his or her own free will
Exercise 2
without payment.
Characters: narrator, employer, mum and dad
Page 39 Setting: the employer’s office (a job interview)
Exercise 1 Problem: the narrator (job’s applicant) never asked
b., c., g. about the future salary.
Listening ile answer

General information
Main topic: different types of voluntary work
Speakers: 3
Motivation: I. c. II. b. III. d.
UNIT 1 ANSWERS 55
Complementary activities Extra test
Complementary Activity 1 1. a. ad 1. b. ad 2. c. ad 1. d. not mentioned e. ad 1.
Personal trainer; I graduated from; personal trainer; a f. ad 2.
full-time job; a full-time job; What skills and abilities; 2.
quite cheerful; What are your; excellent worker. Information I II
reservations
a. Duties part-time cook
Complementary Activity 3 agent
VOLUME 1 UNIT 1
Possible answers:
b. Experience 1 year 2 years
Teacher: a lot of students; persistent; hard-working;
very busy; with a lot of work material; a lot of demands.
c. Hourly wage Not mentioned $35
Boss: hard-working; cheerful; calm; demanding;
teacher-like; motivating; optimistic. d. Contact’s
director general manager
position
e. Job numbers 39749981 48919560
3. a. and f.
4. a. True. b. True. c. False. (There is no such
requirement). d. Not mentioned. e. False.
(You can apply on-line only). f. True
5. 18 a. Speaker III. b. Speaker II. c. Speaker I.

6. 18 a. Speaker 3. b. Speaker 1. c. Speaker 2.
a. Speaker 1. e. Speaker 3. f. Speaker 2.
7. 18 a. False. b. True. c. False. d. False. e. False.
56 UNIT 1 ANSWERS
BIBLIOGRAPHY
General content Language and structures

Bilsborough, K. (n.d.). TBL and PBL: Two learner- Question Tags, English Grammar Rules. Retrieved April
centred approaches. Teaching English. Retrieved May 26, 2016, from http://www.grammar.cl/Intermediate/
8, 2016 from https://www.teachingenglish.org.uk/ Question_Tags.htm
VOLUME 1 UNIT 1
article/tbl-pbl-two-learner-centred-approaches Birch, B. (2005). Learning and teaching English
Brown, H. D. (2001). Teaching by principles (2nd ed.). grammar, K–12. White Plains, NY: Prentice Hall.
White Plains, NY: Pearson. Ur, P. (1996). A Course in Language Teaching: Practice
Coyle, D., Hood, P., & Marsh, D. (2010). Content and and Theory. Cambridge: Cambridge University Press
language integrated learning. Ernst Klett Sprachen.
Celce-Murcia, M., & McIntosh, L. (1991). Teaching Assessment for learning
English as a second or foreign language. Heinle &
Assessment Reform Group. (2002). Assessment
Heinle Publishers.
for learning: Research-based principles to guide
Dale, L. and Tanner, R. (2012). CLIL activities. classroom practice.
Cambridge: Cambridge University Press
Black, P., Harrison, C., & Lee, C. (2004). Working
Ellis, R. (2003). Task-based language learning and inside the black box: Assessment for learning in the
teaching. Oxford: Oxford University Press classroom. Granada Learning.
Gebhard, J. G. (1996). Teaching English as a foreign Black, P., & Wiliam, D. (2005). Changing teaching
or second language: A teacher self- development and through formative assessment: Research and practice.
methodology guide. University of Michigan Press. CERI, 2005, 223-240.
Harmer, J. (2006). How to teach English. Pearson Earl, L. (2003). Assessment as Learning: Using
Education India. Classroom Assessment to Maximize Student Learning.
Marzano, R. J., Pickering, D., Pollock, J. (2011). Corwin Press, INC
Classroom Instruction that Works: Research-based James, M. (2004). Assessment for Learning: What is it
Strategies for Increasing Student Achievement. and what does research say about it.
Alexandria, VA: Association for Supervision and
Curriculum Development McMillan, J. H., Hearn, J. (2008). Student Self-
assessment: The Key to Stronger Student Motivation
Marzano, R. J., Pickering, D., & Heflebower, T. (2011). and Higher Achievement. Educational Horizons, 87(1),
The highly engaged classroom. Marzano Research 40-49. http://files.eric.ed.gov/fulltext/EJ815370.pdf
Laboratory.
nicol, d. J., & macfarlane‐dick, d. (2006). Formative
Learning skills assessment and self‐regulated learning: a model and
seven principles of good feedback practice. Studies in
Sun, R., Merrill, E., & Peterson, T. (2001). From implicit higher education, 31 (2), 199-218.
skills to explicit knowledge: A bottom-up model of skill
learning. Cognitive science, 25(2), 203-244. Webpages
Language skills http://www.reading-tutors.com/
http://www.readwritethink.org
Beers, K. (2003). When Kids Can´t Read: What
Teachers Can Do. Portsmouth, NH: Heinemann Cra resources
Harvey, S. & Goudvis, A. (2007). Strategies that work: abate, F. R. (1997). The Oxford Desk Dictionary and
Teaching comprehension for understanding and Thesaurus. oxford University Press, Usa
engagement. Stenhouse Publishers.
atkinson, H. (2008) Pronunciación del inglés: un
Lazaraton, A. (2001). Teaching oral skills. Teaching resumen de los sonidos de la lengua inglesa. méxico:
English as a second or foreign language, 3, 103-115. trillas
Leograndis, D. (2012) Launching the Writing Forget, G. (2002). Gramática inglesa comunicativa.
Workshop: A Step-by-Step Guide in Photograph. NY: larousse, méxico (méxico).
Scholastic
Kemper, d., sebranek, P. , meyer, V., Krenzke, C.,
Pronunciation Tips- A Guide to Better Speaking. Ross, m. (2005). Write source: Writing and Grammar.
Retrieved May 5, 2016, from http://www. Wilmington, mass. : Write source
pronunciationtips.com/intonation2.htm
UNIT 1
Joy from work
“Choose a job you love and you will

never have to work a day in your life.”
Confucius

In this unit you will... You will also... What for?
read and listen to texts about show a positive attitude To understand main ideas and
occupations, professions and working life. towards yourself and your specific information in oral
participate in conversations and write own capacity to learn and written texts about jobs,
different types of texts about occupations, English. professions and working life.
professions and working life. work responsibly and To develop communicative
practice the pronunciation of the collaboratively towards a skills to express ideas about
initial sound / j /, use suffixes to name common goal showing working life.
professions, link ideas coherently and respect for other people’s To connect the topic and
make connections with other subjects. interests and ideas. content of the unit with other
Over to you
Read the list of objectives for this unit. Then tick (✔) and answer briefly using the questions as guide.
How important are the objectives to your own life?
How important is work for you?
Why do you think we should value work?

Why?
Picturing the unit

1. P Look at the picture on page 6 and discuss these questions.
Then, exchange opinions with other classmates.
a. Why do you think it was placed at the beginning of this unit?
b. What is the first word that comes to your mind when you look at it? Why?
c. What do you think Confucius's quotation means?
OPENING DEVELOPMENT CLOSURE UNIT 1 7

GETTING READY
Setting objectives
1. Read the list of learning goals for this unit again and answer questions a - c individually.
a. Which ones do you think are the easiest to achieve? Why?
b. Which ones do you think are the most difficult to accomplish? Why?
c. What specific knowledge (content, vocabulary, attitudes) do you think you need to achieve them?
2. G Discuss and compare your answers in exercise 1 with your partners’.
3. According to your own interests and reality, identify and list some specific goals for you to
accomplish. Then, look at the example below and complete the diagram adding two personal goals.
My goal is to... My goal is to... My goal is to...
apply for a summer job.
because… because… because…
I would like to earn some

money.
I can achieve it… I can achieve it… I can achieve it…
by examining models of
application letters.
The main difficulty I can The main difficulty I can The main difficulty I can
anticipate is… anticipate is… anticipate is…
a possibility of vocabulary or
spelling mistakes.

Do you remember?
1. P Complete the word web using the questions as a guide. Then, share your work with your
teacher and classmates, compare your work and add your classmates’ ideas to the web.
a. What words or phrases do you know about jobs, professions and working life?
b. How do you feel about studying this topic?
c. What things can you already do in relation to this topic?
Nouns and adjectives Verbs
Expressions Jobs and working life My feelings towards

this topic
Things I can / know how to do

MODULE 1
Entry slip
Read what you will do in each lesson (p. 11 - 27) and anwer the questions in the slip before you start.
Questions Answers
What is new to you?
What is useful to you? Why?
What interests you most? Why?
How ready are you?

1. Think about the jobs and occupations your family, friends and neighbors have. Choose two and fill
in the table with brief information.
Job / Occupation Skills and qualities needed
2. P or G . Read these business cards (1 - 3) carefully. In your own words, write a job
description for each person and then check with another group. Follow the pattern below.
John Viola
1 2 3
Sarah Goodbone
Chiropractor
Concerts, wedding
Cecil Pots Diagnosis free.
and birthday parties, Call 075452368 or e-mail
Handcraft artist
any special occasion sarahbone@yahoo.au
cpots@artandcrafts.com
www.violamusic.co.uk 095687345
(44) 027 3467895
Card Nº . A professional who .
3. Now, use the rubric below to evaluate how ready you think you are to start this module. Tick (✔) the
best alternative and then comment with your partner.
I am completely ready to I am quite ready to start. I I am barely ready to start. I am not ready to start.
start. I could even help my may make a few mistakes. I will need some coaching. I will definitely need
classmates. coaching.

LESSON 1 Finding the right job
You will... What for?
read and analyze information in job advertisements. To identify words and phrases related to job
use strategies to identify specific information in advertisements.
the texts. To identify different sources of information.
write a job advertisement. To characterize jobs and enumerate their benefits.
y? / in
Preparing to read Do you work in a factor
nds?
an office? / with your ha
ople? /
/ at weekends? / with pe
1. G Form groups of four. Follow the instructions and play
this guessing game. with machines?
?
Do you wear a uniform
Each student thinks of a job. Other students in the group ask
questions about the job that can be answered only by Yes / Do you sell something?
ney?
No. Use the examples in the box. Do you earn a lot of mo
The first person to guess the job gets a point. Must you have special
job?
The game continues until everybody has had his / qualifications to do your
tdoors?
her turn. Is your job indoors? / ou
2. G Discuss these questions with your partners. Then, exchange opinions with another group.
a. Where would you look for a job?
b. Where can you find printed job advertisements?
c. In what section of the newspaper would you look if you were looking for job advertisements?
d. What is an employment agency?
e. What does a headhunter do?
3. As a class, brainstorm the things you would like or need to know before applying for a job. Organize
these things into different categories.

Key words Focusing on reading
foreigners
to be keen on 1. Read the advertisements below (I - IV) and check which things in
IT skills your list on page 11 are mentioned.
Strategy in mind I
Scanning
Read quickly to identify SHOP ASSISTANT
specific information
Busy London flower shop - suitable for a student
Category: Marketing and similar
Smart reading
1. Read these questions
Salary: £ 200 per week
and then focus on Location: London
finding only the Start date: Immediately
information required.
Which job...
Contact name: Sandra Flower
Shop
a. is part-time only?
Telephone: 2779565572
Contact e-mail: daffodils@flowershop.co.uk
b. offers the best
salary? Working hours: Part-time, Monday to Friday, 9 am -
1 pm or 1 pm - 5pm
c. requires a special
license? Requirements: Must be good with people, no
experience required
d. requires a specific
age?
e. requires the applicant
to start immediately?
f. working hours are

generally 8.30 am to II
5 pm?
g. requires knowledge ECOURIER
of foreign languages? eCourier - www.ecourier.co.uk - is the UK’s
premier same-day delivery service
h. offers the opportunity Category: Courier jobs
to be outdoors?
Salary: £ 1,500 per month
2. Read the ads more Location: Manchester
carefully. Identify which
of the following topics Start date: November 2017
are incomplete or not Contact name: Christian
mentioned in them. Telephone: By e-mail only
a. What is required from Contact e-mail: fasttravel@gmail.com
the applicant.
b. Location of job. Working hours: Shifts (day / night) Monday to
c. Contact details. Sunday
d. Holiday entitlement. Requirements: Must be over 18 with a
e. Payment offered. motorcycle licence
f. Training opportunities.
g. Special benefits.

Your analysis
1. True or False? Why?
a. Job I involves
sales.
b. Applications
III
for job II only by
telephone
c. Salary for job
number III depends on
TOURIST GUIDE experience.
Visit UK – biggest tourism agency in d. People applying
London. Foreigners welcome to apply. for job III must speak
German.
Category: Tourism
e. People applying
Salary: Based on experience
for job IV might
Location: London have to work in the
Start date: December, 2017 evenings.
Contact name: Dora Jones 2. Identify the job for a
Telephone: +4402067985622 candidate who:
Contact e-mail: visituk@visituk.co.uk a. likes traveling and
Working hours: Flexible getting to know the
country.
Requirements: Must speak at least one foreign language
and be keen on the life outdoors; b. loves working
occasional travel required indoors using IT skills.
c. doesn’t want
to work nights and
weekends.
IV d. would love to do
something that will let
him / her meet people.
e. doesn’t have any
OFFICE ASSISTANT experience.
A busy legal practice in Birmingham seeks an office assistant f. wants some
Category: Office flexibility to keep on
studying.
Salary: £ 19,000 per year
Location: Birmingham
Start date: As soon as possible Think critically
Contact name: Nin Hao Make Text-to-world
connections
Telephone: 0779986769
What do you think is the
Contact e-mail: legal@legal.com best way to get a job?
Working hours: Monday to Friday, 8.30 am - 5 pm, some Why?
night hours required Make Text-to-self
Requirements: Some IT skills, punctual, reliable connections
What would the ideal
job for you be? What
characteristics should it
have? Why?

After reading
1. P Classify the occupations in the box into different categories in a diagram. Then compare it
with another pairs’ work.
doctor actor technician waitress farmer principal dentist scientist postwoman

electrician musician singer translator salesperson police officer flight attendant
hostess pharmacist sportsperson journalist seamstress lawyer psychologist
2. G Play another guessing game.

a. Complete the following table following the example.
b. Take turns to read a description in the right column aloud, without naming the occupation.
c. The other students in the group must guess the occupation.
baker A person who bakes cakes and bread.
driver
astronomer
geneticist
hairdresser
reporter
archaeologist
researcher
actor
Writing workshop An advertisement for a job
P or G Work in pairs or groups of three. You will create a job advertisement.

1. Organizing ideas
a. Before you start, analyze the job advertisements on pages 12 and 13 again. Identify and underline
what each applicant must do and the skills he / she must have.
b. Think of a job you would like to write the advertisement for. (You may choose an unusual job like the
ones in the Subject Connections section on page 26.)
c. After analysing the job, answer these questions and take notes.
What types of skills are required to carry out the job?
What qualifications will be needed? Will your applicant require a particular college degree, or just a
high school diploma? Will he or she need any experience?

Where will the job be located? When would you want the candidate to start? And what will the
working hours be?
What benefits (pay, holiday, training, etc.) will you offer him/her?
2. Drafting
Use your notes to write some phrases and sentences about the job you will offer, following the
examples on pages 12 and 13.
3. Revising
a. Think of the format you will give the advertisement. (You may use the same format as the ads on
pages 12 and 13).
b. Write the ad making sure you include all the necessary information.
c. Pick a title that is a good description of the job but that is simple to understand.
(for example: Pastry chef for busy restaurant) Editor’s Marks
Capital letter /
d. Add some visuals to attract the readers’ attention. Lowercase
Punctuation
4. Editing Add a word
Proofread the ad using the Editor's Marks in the box. ss Check spelling
s
Change place
5. Publishing
a. Exchange your ad with another pair or group and The group
evaluate each other’s work using the prompts in used the correct language and
the box. vocabulary.
ble.
b. Put all the advertisements together to form a Job made the ad clear and easily legi
Advertisement Section of a newspaper or magazine. did not make any grammar or
Display it in a visible place of your classroom or punctuation mistakes.
tion
upload it to the class blog. included all the necessary informa
in the ad.
Exit slip
Reflect on your performance in the tasks and tick (✔) the corresponding line. Discuss the results of
your self-evaluation in your group and/or with the teacher.
Achievement What difficulties do I

anticipate for next lesson?
I exceeded the objectives.

I met the objectives.
I met a few of the objectives.
I did not meet the objectives.

LESSON 2 The right person for the right job

listen and identify general and specific information in a To identify expressions and questions used in a
job interview. job interview.
share, compare and contrast experiences about To identify qualities required for different jobs.
job interviews. To express ideas in a clear way.
study expressions to confirm information.
Preparing to listen
1. G Form groups of three or four. Discuss these questions.
a. Have you or any of your friends ever been interviewed for a job?
b. How did you / they feel?
c. Did you / they fill in any special job application forms?
d. What information did you / they include in the form?
2. P Write a list of acceptable and unacceptable behavior during a job interview. Compare your list
with another pair.
3. P 10 Listen and tick (✔) the questions you would expect to be asked at a job interview. What
do you notice about the language used?
a. Could you tell me something about yourself?
b. What kind of food do you like?
c. What is the climate like where you come from?
d. Why did you choose this career?
e. What is the most important thing you are looking for in a job?
f. What skills and abilities can you contribute?
g. Why should we hire you?

11 Listen to the recording. Check which of the questions in exercise 3 Strategy in mind
1.
were used and complete the first point in the file. Focusing attention
While listening, pay
attention to the parts
2. 11 Listen to the recording again (twice, if necessary). Focus your of the recording that
are relevant to your
attention on the parts of the recording that are relevant to complete the
purpose.
missing information in the file.
LISTENING FILE: The right person for the right job
General information
Type of text:
Nº of speakers:
Smart listening
Language used: While listening, take
some notes of the
Specific details different expressions the
interviewer uses to...
Applicant’s personal information. True or false? Why?
- let John know he is
a. The applicant is a professional chef. interested.
- keep the conversation
b. He hated cooking as a young man. going.
- confirm information.
c. His father is a chef as well.
d. He lives quite near the job he is applying for.
e. He is only interested in a part-time job.
Which of these qualities does the applicant have? Circle them.
agreeable punctual honest good team player Think critically

likes working late responsible sporty Make Text-to-world
takes his duties seriously hard working willing to learn
connections
Do you think John gets
Order of topics during the interview. the job? Why? Why not?
Make Text-to-self
Salary expectations
connections
Have you ever applied
Reasons for choosing the career for something such as
a place in a school, a
Skills and abilities the applicant can contribute to the company scholarship, a grant, a
loan, etc.? What was
The most important thing the applicant is looking for in a job the process like? What
was the result?

After listening
Work it out! Confirming information

Analyze these examples from the recording paying special attention to the parts in bold. Then, check
your conclusions with your partner.
John, you are a qualified chef, aren’t you?

You live quite near our restaurant, don’t you?
You are not interested in a full-time job, are you?
a. What does the speaker expect in each case?

i. Confirmation. ii. Negation. iii. Neither confirmation nor negation.
b. Is it formal or informal language?
Speaking workshop Introducing yourself at a job interview
You will prepare and practice a personal introduction for an imaginary job interview.
An important part of every interview is the initial introduction, where you make a presentation of your
most important skills, qualities and characteristics.
a. P Discuss these issues with your partner.
i. How do you introduce yourself to a potential new friend?
ii. How do you introduce yourself to a new teacher or an older person?
iii. What information do you usually offer?
b. Now, individually, imagine that you are preparing for a job interview. Answer these questions and
make notes.
i. What qualities would you like your employer to know about?
ii. What characteristics would you prefer not to talk about? Why?
c. Continue working alone. Write out the main points as headings and bullet points or use the
form below.
Personal data
Name Surname Age
Address Place of birth
Personal
Education
characteristics:
Interests: Hobbies:
Good at: Excellent at:
Experience I have worked…
Special I am the best candidate for this job because…
characteristics

2. Practicing
a. 12 Listen and repeat these openings.
I graduated from... I have lived in... Ideally, I’d like...
First of all, ... I think I’m... I know I’m... If you hire me,...
b. Set a time limit and time yourself making your presentation.

i. Reduce it if it is too long.
ii. Have a clear opening and closing line, such as:
“I would like to introduce myself” / “I am happy to answer any questions.”
iii. Make sure you maintain eye contact with your partner – it is an essential skill for a personal
introduction.
3. Performing
Make your personal introduction to your partner and My partner and I…
.
listen to his / her presentation. prepared for the exercise carefully
in the
followed the suggestions offered
instructions .
4. Evaluating
ea
helped each other in order to mak
Self-evaluate your presentations using the prompts in good presenta tion .
the box. and
corrected each other’s language
Then, offer feedback and suggestions to each other, pronunciation.
focusing on your strengths and showing a positive used words, structures and idea
s from
attitude towards your capacity to learn English. the lesson.
Exit slip



LESSON 3 Apply in writing

read and identify purpose and general information in To understand general and specific information in an
a leaflet. informative text.
study how to express quantities. To express your ideas in a coherent and organized way.
write a brochure with tips.
Preparing to read
1. Look at the job application form below. Fill it out as accurately as possible.
PERSONAL DATA
• Name • Surname
• Date of birth • Place of birth / Nationality
• Address (number and street, city, postal code)
• Phone NO
POSITION YOU ARE APPLYING FOR

•
• Full-time • Part-time • Temporary
EDUCATION
• Name and address of school
• Special skills and qualifications
EMPLOYMENT HISTORY: (start with present or last position)
• Employer:
• Address / phone:
• Position title: From: To:
• Duties

2. P or G In pairs or small groups, discuss what other information should be included in the
form. Give your reasons and then compare your answers with the rest of the class.
3. P Look at these pictures and answer questions (a - d). Exchange opinions with another pair.
a. What positions do you think these people are applying for? How do you know?
b. What interests or skills do you think they have?
c. Do you think it is necessary to dress formally for a job interview? Why? / Why not?
d. What different factors should you consider when applying for a job?
1 2 3
4 5 6
4. Answer these questions on your own.

a. Do you think it is necessary to dress formally for a job interview? Why? Why not?
b. What other different factors should you consider when applying for a job?

being fired
resumé 1. Look at the structure and the title of the text, read the first lines and
typos find out what the text is about. Highlight or underline the main idea.
Strategy in mind
Analyzing text structure
Identify how the
information is organized.
Applying for
your FIRST JOB
Smart reading
Having the reading strategy
in mind, scan the text
and circle the correct
alternative.
I
a. What kind of text is it?
i. An article. Be sure to bring your resumé, identity card, driver’s
ii. A brochure. license, etc. You will probably also need the addresses
iii. A poster. and phone numbers of previous employers. Do not
b. What is the purpose of
put too much information in your application form,
the text? but make sure you put enough.
i. To inform.
ii. To instruct.
iii. To define.
II
Always take a few minutes to review the application.
Some applications ask for information differently - and
all have specific spaces in which you are expected to
answer questions. Think of the application as your first
test in following instructions.
III
Remember how important handwriting was in

school? Make a little extra effort to write legibly - the
application is a reflection of you. If completing it by
hand, make sure you use only blue or black ink. Do
not fold, bend, or damage the application.

Your analysis
1. Choose a heading
(a - f) for each paragraph
(I - VI). Write them in the
corresponding place in
the text.
a. Do not provide any
negative information.
b. Do not leave any
blanks.
c. Come prepared with
the information you
need.
d. Read and follow
instructions carefully.
NEW TO JOB-HUNTING? This brochure e. Proof read your
will help you with the most important application before
information you need to successfully submitting it.
complete your first job application. f. Complete the
application as neatly
as possible.
2. Identify in which
paragraph you can find a
reference to...
IV
a. giving the
One of the reasons employers want you to complete an employer a reason for
application is because they want the same information not interviewing you.
from all job applicants. Answer all the questions. b. information that
However, if some of them do not apply to you, simply has no relation to you.
respond with “not applicable,” or “n / a.”
c. the importance of
tidiness and order.
d. the documents
you should take with
V you.
It is better not to offer too much negative information.

Your goal is to get an interview. If you provide a lot of
negative information (such as being fired from a job) it
just gives the employer a reason not to interview you.
Think critically
Make Text-to-world
connections
VI In what other places is
it necessary to fill out
Once you have completed the application, sit back forms?
and take a few moments to read the document, Do you think it is
checking for all errors - especially typos and spelling necessary? Give reasons.
mistakes. Make Text-to-self
connections
Adapted from: Hansen, R. S. (Ph.D). (n.d.) A Job-Seeker’s Guide to Successfully Completing Job Applications. Have you ever filled out a
Retrieved from: https://www.quintcareers.com/job-applications/ form? What for?

After reading
Work it out! Expressing quantities
P Analyze these examples from the text paying attention to the expressions in bold.
Do not put too much information, but make sure you put enough.
Always take a few minutes to review the application.
Make a little extra effort to write legibly.
If you provide a lot of negative information, it just gives the employer a reason not to interview you.
a. Identify which expressions refer to...
countable nouns uncountable nouns both
b. Find and underline more examples in the text. Use a colour code to identify them.
1. Read these sentences from the text and pay special attention to the words in bold.
a. Be sure to bring your resumé, identity card, driver’s license, etc.
b. One of the reasons employers want you to complete an application is because they want the
same information from all job applicants.
c. Do not fold, bend, or damage the application.
d. Once you have completed the application, sit back and take a few moments to read the
document, checking for all errors - especially typos and spelling mistakes.
2. P Analyze the meaning of the words in bold according to the context in which they are used.
Circle the correct alternative for each one.
a. i. a summary of your academic and work history
ii. to begin again, to recommence
b. i. an official request for something, usually in writing
ii. a computer program designed for a particular purpose
c. i. to make something become curved
ii. to move the body
d. i. typographical error, error of printing
ii. the small metal blocks used for printing letters and numbers
Writing workshop A brochure with tips
P or G Work in pairs or groups of three. You will make a brochure with tips.
1. Organizing the ideas
a. Before you start, analyze the brochure on pages 22 and 23 again. Talk about...
format type of language information to include
b. Choose the topic you will offer your tips on. Choose something you are familiar with or something
that you can research easily such as: how to apply to a university, join a club, apply for a scholarship,
etc. Take some notes.

2. Drafting
Use your notes to write a set of sentences. Follow the examples in the text on pages 22 and 23.
3. Revising
Put the sentences together into different paragraphs, using connectors to link your ideas and adding
words to make them more attractive to read. Look at the example.
Be sure to
to bring your resumé, identity card, driver’s license, etc.
ure
make s
but
Don’t put too much information you put enough.
4. Editing
Proofread your revised draft using the Editor's Marks in the box. Follow these Editor’s Marks
guidelines: Capital letter /
Lowercase
a. Use the correct format of a brochure and keep it brief and to the point.
Punctuation
b. If you use formal language, remember not to use shortened verb forms.
c. Read the brochure aloud and ask yourself the following questions: Add a word
Does it make sense? ss Check spelling

s
Have I said all I wanted to say? Change place
Is the spelling, grammar and punctuation correct?
d. If you answered yes to all the questions, transfer
Our classmates…
the brochure to a clean sheet of paper.
followed the instructions.
hure.
kept the correct format of the broc
5. Publishing kept
wrote the brochure correctly and
Give your brochure to another group and ask it brief.
your classmates to read it. Evaluate each other’s .
included all the relevant information
performances using the prompts in the box.
Exit slip



SUBJECT CONNECTIONS Social Studies
analyze an infographic about unusual jobs in the UK. To identify general and specific information in an
rank the jobs in the infographic. infographic.
write short descriptions of some of the jobs. To express your ideas in a coherent and organized
way, in written and oral form.
To connect the content and topic with other subjects
of the curriculum.
1. Do you know that there are very unusual jobs in this world? Read the infographic created by Umum
UK, which reveals the most unusual jobs in the UK.
Unusual jobs you did not know existed

Golf ball Professional
Bed diver queuer Vibration
warmer £ 25,000 £ 12,000 consultant
£ 16,000 £ 22,000 Sewer
flusher
Crown jeweller
£ 45,000
Salary unknown
Professional
wingwalker
Lock keeper
£ 18,000
Voluntary
Waterslide
Beefeater tester
£ 25,000 £ 20,000
Window cleaner
The Queen’s piper for the gherkin
£ 48,000 £ 50,000
£ 5 10 15 20 25 30 35 40 45 50 55 60 65 70k
Cool hunter
Master distiller
£ 25,000
£ 30,000
London
Pet food taster dungeon actor
£ 20,000 £ 25,000
Chief listening officer
Professional tea taster
£ 61,000
£ 25,000
Crisp inspector Walk on water architects
Salary unknown £ 35,000
Pet psychologist Eel ecologist
£ 23,000 £ 22,000
The Queen’s swan The
marker ravenmaster
Salary unknown £ 21,000
Adapted from: Henderson, E. (2015). The most unusual jobs you didn’t even know existed.
Retrieved from: http://www.independent.co.uk/news/business/news/the-unusual-jobs-you-didnt-know-existed-a6743331.html

2. G With your partners, answer these questions about the infographic on page 26.
a. How are the different jobs organized?
b. What do the colors in the diagram mean?
c. Which are the best paid unusual jobs? How can you easily identify these in the diagram?
d. Think about words to characterize these jobs, such as: interesting, weird, profitable, dangerous,
stressful, etc.
Rank the jobs (1 - 5) according to these characteristics (1 = the least... / 5 = the most...) using the
table below.
Characteristic
Ranking
3. Visit this website: http://www.independent.co.uk/news/business/news/the-unusual-jobs-you-didnt-

know-existed-a6743331.html and learn more about the jobs in the infographic.
a. Choose one of the categories in the infographic and write short descriptions for the jobs in it. Follow
the pattern.
A person who
is a .
b. Take turns to read the descriptions aloud, without mentioning the name of the job. Your classmates
must guess which job you are describing.

MODULE 2
Entry slip
Questions Answers
What is new to you?
How ready are you?

1. G Look at this advertisement and identify the information related to the job. Does it include all
the information you need to apply? What is missing? How is this advertisement different from those
on pages 12 - 13? Underline the information in the text following the color code.
COLOMBIA KIDS
mountain
Ki ds pr oje ct is based in the Andes
The Colom bi a includes an
br an t cit y of M edellin. The project
range, in th e vi ation and
ra m fo r th e str ee t children, free educ
outreach prog Location
day centers. , lessons in
e pr ov id ed with English classes
The child re n ar nal training.
m us ic, sp or ts and various vocatio Goal
Spanish, ar ts, ’ work
s a he al th pr og ra m and psychologists
The project include eds of the children.
re of al l the nutritional ne Skills required
ta ke s ca e trap of
find a way out of th
and al so
lp s yo un g pe op le
The project he vo ca tional skills so that
they can
in s th em in society.
poverty and tra be rs to th eir families and to
in g m em
become contribut

LESSON 4 It's all about attitude

listen and identify general and specific information in To demonstrate comprehension of an oral text related to
a radio interview. working life.
participate in conversations using expressions related To respond to the text through short discussions
to jobs, occupations and professions. and conversations.
make connections with your own reality, other texts To use language in oral presentations and
and the rest of the world. exchanges properly.
self-evaluate your performance according to a rubric. To show a positive attitude towards my capacity to
learn English.
Preparing to listen
1. P What skills do you think are most valued by employers? Rank the skills in this list from 1 to
10 (1 = Most important and 10 = Least important), based on how important you think each one is.
Discuss your answers with other pairs.
Skill Ranking Skill Ranking

Communication Motivation / Initiative
Honesty / Integrity Flexibility / Adaptability
Teamwork Analysis
Interpersonal Technological
Strong work ethic Organizational
2. 13 How would you motivate someone to do a good job? Listen and repeat the expressions in the
bubbles and then choose the three most motivating.
Well done! You’re doing a Maybe try another That’s the Not too
great job. approach. way to go! bad.
Keep it You should Why don’t you Great How about I admire your
up. try harder. try again? effort! doing it again? determination.
3. P You are going to listen to three personal reports. Based on the title of the lesson and the
activities you have done so far, what do you predict these people will speak about? Circle one
alterantive.
a. What their job consists of.
b. How they feel about their job.
c. How they chose their occupation.

Strategy in mind
1. 14 Listen to the recording, check your predictions and complete the
Having a purpose for
first point in the file. listening
Set a purpose for
listening.
2. 14 Listen to the recording again (twice). As you listen, complete the rest
of the file.
LISTENING FILE: It is all about attitude
General information
Main topic:
Smart listening
Purpose:
While listening, pay
a. To describe b. To inform c. To persuade attention to the parts
that are relevant to your
Specific details purpose.
Before listening, identify
Which of the speakers (S1 / S2 / S3) is:
the missing information
a. a miner? in the file.
b. a teacher?
c. a physical therapist?
Which expressions from exercise 2 are used? List them below.
Which speaker (S1, S2, S3)…
a. has long holidays?
b. works with copper?
c. is happy when kids get good grades?
d. works with children and adults?
e. was scared the first time he / she worked? Think critically

Make Text-to-self
f. says positive things to people he / she works with? connections
g. helps change the attitude of the people he / she Do you think it is
works with? important to be keen on
the job you are doing?
Main conclusions Why? Why not?
Do all the speakers have a positive attitude towards their work?
How can you tell?

After listening
Work it out! Joining ideas

Analyze the examples from the recording. Then check your answers with your partner.
a. Underline the structures that join two ideas or sentences.
And it's all about being positive and cheering them (…) so that they respond.
I try to focus on something else so that I don’t think about it at all.
Working with kids and adults in order to help them get on their feet again is the best job ever.
b. These expressions convey... i. a reason. ii. a purpose. iii. an obligation.
Speaking workshop Visiting a career counselor
P One of you will be a job counselor and the other a job applicant.
a. 15 Listen to these words and repeat. Pay special attention to the pronunciation of the parts in bold.
you yes young year yesterday university used
b. 15 Listen and repeat these expressions.
Do you like Do you What type How do you Tell me

to...? prefer...? of...? feel about...? about...
I prefer I think In my According

I like... working... opinion, ...
that... to...
c. Write down some questions the counselor may ask in the interview. Use the expressions you
practiced and the prompts in the tables below on pages 31 and 32.
Prompt Question Answer

using computers
meeting new people
working with animals /
people / children
repairing things
Interests
driving cars
attending meetings
teaching
cooking
working in a team
traveling
working with figures
indoors / outdoors
Type of
work
part time / full time

usual / unusual

Prompt Question Answer
motivation
Applicant’s initiative
skills collaboration
flexibility
responsibility
2. Practicing
Practice repeating the questions aloud with your partner and correct each other’s mistakes. Pay special
attention to the pronunciation of the initial sound you practiced in point 1, a.
3. Performing
Role-play the interview with your partner. Take turns to be the counselor and the candidate.
a. The counselor asks the questions in the table and the applicant answers them as fully as possible
providing additional information.
b. The counselor writes the answers down in the table.
c. Based on the information provided by the applicant, the counselor should suggest three jobs he or
she thinks would be ideal for the candidate. Use the expressions you repeated in point 1, b.
4. Evaluating We...
Evaluate each other’s performance after you finish. took the task seriously and both
Use the prompts in the box. contributed to it.
used the correct language and
pronunciation.
sible.
made our answers as full as pos
itive
corrected each other, giving pos
feedback and appreciating our
strengths and achievements.
Exit slip



LESSON 5 What’s your job?

read and identify main ideas and supporting information To demonstrate comprehension by making
in an article about three unusual professions. connections with the text.
make connections with your own reality and the rest of To demonstrate comprehension of a non-fiction text.
the world. To use different strategies to support comprehension.
write a short description of a job, following the steps of To write a short description of a job, following the
the writing process. steps of the writing process.
self-evaluate your work according to a rubric.
Preparing to read
1. Match the words job and work with as many other words as possible (not all the words in the
bubbles can be matched). Write the pairs in your notebook and check with your dictionary.
application dangerous experience

center
Job clothes
automatic horse interview day
Work force
environment doctor bench hard

description
2. G Discuss the job options (a - k). Which do you find the most attractive as a future career?
Justify your choices using some of the expressions below.
I think... As far as I’m concerned... According to me,... As I see it,... It seems to me that...
In my opinion,... From my point of view,... My personal view is that...
a. Repairing car engines

b. Conducting research studies
c. Counseling other people
d. Directing or acting in theatrical productions
e. Inventing new products
f. Working with children
g. Working in a restaurant or a hotel
h. Assembling and repairing computers
i. Working in the financial sector
j. Making furniture or other staff
k. Designing websites and other Internet-based services

inheritance
sprains 1. Look at the pictures that illustrate these articles and choose one title
rooted for each. Then, read the articles and confirm or correct your ideas.
barrel organ
(There is one extra title that you don’t need to use).
a. Women and clay c. Bone and soul repairer
b. Music in the streets d. Cooking runs in the family
Strategy in mind
Identifying general and
Some professions are common He’s now taking care of the
specific information and some are not. Some people transmission of the bonesetter’s
To read in order to find choose their jobs on their work to his grandchildren.
two types of information: own and some because it is a
“My grandfather said to me: Some
overall and precise family tradition.
of your grandchildren will also be
The same as his grandfather, Luis bonesetters. And there’s now a
Torres occupied himself repairing young kid who’s always looking at
the shoes of the people in his me. He’s going to be the one”.
town. The town’s football team Adapted from: Mena, R. (2003). Bone and soul
Smart reading were his main clients. repairer. Retrieved from: http://www.nuestro.cl/eng/
stories/people/armijo_huesos.htm
1. Read the texts and
identify which of these “When I was a kid, I spent all the
characteristics they all time looking at my grandfather.
have in common. Circle And when somebody told him
the correct alternatives. I was bothering, he always
a. They all mention answered: He’s not bothering, he’s
unusual jobs. just learning”.
b. All the people are But inheritance went further.
Chilean.
After his death, he adopted his
c. They all travel a lot. grandfather’s job and he is also a
d. Their jobs are part of bonesetter. Lots of patients from
a family tradition. all over the country come to get
e. They are occupations their legs, arms, hands and ribs
that are no longer touched by his fingers to get them
carried out. back in place.
2. Identify at least two
“What doctors do is put casts;
unique characteristics
and when there’s a broken
of each job. Underline
them in the texts. bone, there’s no other way, but
for sprains and dislocations,
sometimes even doctors send me
their patients”.
To preserve popular traditions is
another of his main motivations.
He is also a good payador (folk
rhymer), and can improvise verses.
“I’m a composer of payas (verses)
and a bonesetter”, he says proudly.

Your analysis
How are the people in
the articles related to the
Her grandmother, mother, aunts, sisters and some business cards on page
nieces are now or have been clay artisans, the 10? Choose a card for
same as Delfina Aguilera. She’s part of a long each person.
tradition known as loceras de Pilén, from a small How did these people
rural town near Cauquenes, in the Maule region. choose their jobs? What
do they have in common?
Of the twelve children that Delfina had, only one of
her daughters continued with the ceramic tradition,
but now she rarely touches clay; she is a car
mechanic and works at a car-repair place. “She
can change car wheels all by herself”, says
her mother.
Delfina knows that her granddaughters are not
going to be into handcrafts, but she knows that this
feminine tradition is still deeply rooted in her native
town and expresses itself in an eternal vocation.
Think critically
“So to me, it’s a real honor to be part of this
Make Text-to-world
tradition. I’ll keep doing it as long as my hands let
connections
me. I’ve done it all my life, and I’m willing to teach
Which of these do you
all the kids that are willing to learn”. think is the best job?
Adapted from: Mena, R. (2005). Women and clay. Retrieved from: http://www. Why?
nuestro.cl/eng/stories/people/delfina_aguilera.htm
Which of these do you
think is the worst? Why?
Make Text-to-self
connections
Would you choose a
job because of a family
All over Chile, there are only two corridos, Chilean cuecas and tradition?, Why? Why
female barrel organ players. Two Argentine tangos. not?
women that, inspired by their
“Some people know the tunes
husband’s or a relative’s example,
and ask for them. I like keeping
have adopted this traditionally
this tradition, because this is one
masculine job, going out to the
of Chile’s most typical things.
streets with their instruments.
Sometimes people dance or sing.
Sonia Trujillo is one of them: Then I think I’m doing well”.
“I think there are two of us in
the whole world because I’ve
never heard of others”, she says
laughing.
The eight original tunes stored
on the cylinder of her old and
delicate instrument include old
Spanish zarzuelas, Mexican
Adapted from: Mena, R. (2001). The woman of the barrel-organ. Retrieved from: http://www.nuestro.cl/eng/
stories/people/soniatrujillo.htm

After reading
1. Read the words in the box paying special attention to the parts in bold. Do they have anything
in common?
assistant composer dentist farmer flight attendant journalist

lawyer pharmacist player psychologist scientist singer waitress
2. Explain the meaning of the parts in bold to your partner with your own words.
3. P Classify and organize the words in different categories. Draw a diagram or table and
compare it with other pairs.
Writing workshop A brief description of a job
1. P Organizing the ideas

a. Before you start, analyze the articles on pages 34 and 35 again. Identify and underline what each
person does.
b. Think about a job (usual or unusual) you would like to have. Use the prompts below to collect
information about it. Make notes in your notebook.
Occupation / Profession / Job title:

• Primary responsibility: What do people in this occupation do?
• Requirements: What are the most important skills and abilities required?
What type of personality is important for this occupation?
• Educational preparation: Is a program of studies or special training required? Which one?
• Job characteristics: Working hours?
Indoors / outdoors occupation?
• Positive features: Mention two positive aspects of this occupation.
• Negative features: Mention two negative aspects of this occupation.
2. Drafting
Use your notes to write some sentences about the job you would like to have. Follow the example below.
The people in this ocupation are called . They .

The skills for this job are .
Positive features of this job are .
Negative features are .

3. Revising
Put the sentences together into a paragraph, using connectors to link your ideas and adding words to
make the paragraph more attractive to read. Look at the example.
and
The people in this ocpation are called They .
t important
mos t people need b.ut
The skills tha for this job are
4. Editing
With the teacher’s help, proofread your revised draft using
the Editor’s Marks in the box. Editor’s Marks
Capital letter /
Lowercase
Punctuation
cc t Add a word
The people in this ocupation are called and They .
ss Check spelling
s
Change place
5. Publishing
a. Make an oral presentation to the class, talking about
I filled in the form according to
the job of your choice. Use the text you wrote to the instructions.
help you. tion.
I included all the relevant informa
b. Ask your teacher and classmates to evaluate your s
I used words, structures and idea
presentation using the prompts in the box.
from the lesson.
and
I checked and corrected grammar
spelling mistakes.
Exit slip



LESSON 6 For a good cause

listen and identify general and specific information in To use different listening strategies to improve
personal reports. comprehension.
identify speakers. To express your ideas in a coherent and organized
make an oral presentation about volunteering. way, making connections between the topic of the
recording and your own experiences.
Preparing to listen
1. G In groups of three, discuss what a volunteer is or does. Then, choose the definition (a, b or c)
that best suits your ideas.
a. A volunteer is a person b. A volunteer is a person c. A volunteer is a person

who performs or offers who performs or offers who performs or offers to
to perform a service out to perform a service perform a service out of
of his or her own free will because he / she has his or her own free will,
without payment. nothing else to do. but requires a payment.
2. G Review the list of adjectives in the box below and look up their meaning. Then, circle the
character traits and skills a volunteer should have and add a few of your own.
enthusiastic eager cheerful lazy uninterested socially engaged

participative unwilling hard working adaptable proactive patient
idle indifferent easy-going friendly concerned dedicated
3. P With your partner, rank these causes from 1 to 8 (1 = the most important; 8= the least
important) according to your own reality. Then, share opinions with other pairs, giving reasons for
your ranking.
a. Work in an elders’ home

b. Help save animals in danger of extinction
c. Raise money for a friend in need
d. Raise cash for starving people
e. Work in an animal shelter
f. Clean beaches, parks and forests
g. Teach kids English or computer skills
h. Plant trees and flowers

Strategy in mind
1. 16 Listen to the recording and check which of the causes (a - h) in Focusing on intonation
exercise 3 are mentioned. Complete the first point in the file. patterns and stress
Pay special attention
to words that sound
2. 16 Listen to the recording again (twice). As you listen, complete the rest
louder - more important
of the file. - and to the different
intonation patterns.
LISTENING FILE: For a good cause
General information
Main topic: Smart listening

As you listen, pay
Motivation of each speaker (S1, S2, S3)
attention to the
a. To inform about volunteering. speakers’ intonation
and stress and make
b. To help save the planet. connections with their
feelings towards
c. To face a personal change and its result. the topic.
d. To help a friend in need.
Specific details
Which of the speakers (S1 / S2 / S3) mentions...
a. age? c. actions during volunteering?

Think critically
b. profession? d. his / her recent arrival home?
Make Text-to-world
Which volunteering options (a – h) mentioned in exercise 3 did connections
the speakers choose? Write S1, S2 or S3 and the activity. Which of the volunteers
in the recording could
come to Chile to work?
Why?
Make Text-to-self
connections
Think of a time you
helped someone or
participated in voluntary
a. b. c.
work. How did it make
Focus on the strategy in mind. According to what you hear, you feel?
describe each volunteer using the adjectives in exercise 2,
page 38.
a. S1
b. S2
c. S3

After listening
Work it out! Describing past habits

Analyze examples from the recording and identify what the speakers are talking about. Then check
your answer with your partner.
I used to be a person who could never really decide what I wanted.

In the past, I used to work with other organizations in developing countries.
The speakers are talking about …

a. a particular event in the past. b. habitual activities in the present. c. habitual activities in the past.
Speaking workshop Talking about personal experiences
You will prepare a personal report about an experience in volunteering.

a. 17 Listen and repeat these words. Pay special attention to the pronunciation of the parts in bold.
thousands of excuses comfort zone changed person very impressed

different cause do something raise the money managed to
b. 17 Listen and repeat these expressions. Pay special attention to intonation and stress.
just go and do it! I think it’s great we don’t do enough
sign a commitment instead of giving up we managed to
c. Choose one experience from your life that relates to either volunteering or a job you did in the past.
Write down some notes about the experience on a separate piece of paper.

d. Organize your notes under subheadings, such as: when, ? W
hy he
what, where, why and how. W n?
?
Where
Ho
w?
What?
e. Decide on the tone you will use in your presentation (funny, sad, enthusiastic, encouraging, etc.),
and use expressions to make your presentation interesting. Include:
i. information about things that you could see, hear, smell, feel, taste.
ii. actions you did.
f. Conclude by telling what you learned from the experience.
2. Practicing
P Rehearse your presentation with your partner and give feedback to each other. If possible,
record your presentation and ask your partner to listen to it.
3. Performing My classmate…
cal
G Form groups from 6 to 8 students. Present your presented the information in a logi
experience to your partners. sequence.
used a clear, audible voice.
used correct pronunciation and
4. Evaluating intonation.
.
Use the prompts in the box to evaluate one person included the required information
in your group (except the partner you practiced with). made an interesting presentation
.
Exit slip



SUBJECT CONNECTIONS Language and Literature
read and identify topic, theme, characters and problem in To demonstrate comprehension of a literary text.
a story. To make connections with content related to
summarize the plot of the story using a graphic organizer. Language and Literature.
describe a solution to the problem in the story.
1. P Read the title and the first two sentences of the story on page 43. Answer these questions and
then discuss with your partner.
a. What type of narrator is it? How do you know it?
i. A first person narrator. ii. A second person narrator. iii. A third person narrator.
b. What kind of events are narrated in the story?
i. Past, distant events. ii. Recent events. iii. Future events.
c. Who is He? How do you know it?
i. The job applicant. ii. The employer. iii. The applicant’s dad.
d. Why is the story related to the contents of the unit?
2. Read the story again. Complete the information related to characters, setting and problem in the
story elements organizer and then check with your partner.
Story elements organizer
Characters
Problem
Possible
Endings
Setting
3. What do you think happened when Monday came around? In one or two sentences, write a short
narration about that Monday’s events.
4. G Get in groups of four, compare your narrations and choose the most suitable ending for the
story. Appoint a student in the group to read the ending aloud in front of the class.

My First Job Offer
“How old are you?”, he asked kindly. Then he spoke again. “So when will you
“Seventeen”, I lied.I was 15 going onto be available to begin work?” I couldn’t
16. I was skinny and small, with tiny believe my ears! No tests or anything,
hands and feet. just simply asked me when am I going to
be available to begin working!!! I secretly
He acted like he believed me and
congratulated myself!!! I quickly put on
continued to look at my “made-up”
my thinking cap, and then answered,
resumé, and asked me some questions.
“How about next Monday? I always like
Then he leaned to the back of his chair;
to start work on Mondays.” I told him. He
adjusted his glasses, and looked seriously
seemed satisfied.
through them for a second.
“Okay then! Come around at 8:30 on
Suddenly without any warnings, he
Monday morning to our personnel office.
asked, “So, how much do you know about
You can fill out some paper work first
our company?” Duh! Nothing...I suppose.
over there, and then begin your work
I thought. I stared at him and smiled, and
at 9:00. Office hours here are from 9:00
then told him the truth, “Well, I don’t
to 5:00,” he smiled.“Okay, I will. Thank
really know much. I’m sorry.” Probably,
you so much!” I shook his hand and bid
he did not really expect me to answer the
him goodbye. I’ve got a job!!! I secretly
way I did. For a moment, I thought,“Oh
shouted with joy inside my head. I
well...not much I can do now if he doesn’t
couldn’t believe it that I had a job
want to hire me.”
I went back home to tell my mom and
Then suddenly, he began telling me about
dad. They were both very happy for me.
the company, as if I was really interested
Then they asked me, “So what’s your
in what he had to say. I kept on nodding
salary? How much are you going to
my head even though I wasn’t really
be getting paid each month?” “I don’t
paying much attention to what he was
know,” I answered, “He never told me
saying.
anything about my salary.”
Then he paused, and my heart just
“May, you’re supposed to know how
skipped a beat.
much you’re getting paid before you
“So, do you have any questions for me accept a job offer!” my mom yelled.
so far?” he asked. Huh? Questions for Suddenly, I remembered: “Do you have
him? I didn’t know I was supposed to any questions for me so far?” - I should
ask him some questions! “No, thank you! have asked him that question then!
No, not at the moment anyway,” I finally
I stayed in my bed for the whole weekend
answered. Oh well, I probably ruined this
long, just worrying if the employer was
interview anyway. Why would he want to
going to pay me less for not asking him
hire someone who doesn’t know anything
that question about my salary.
about his company?
When Monday came around, I found out
He continued to read my “made-up”
that …
resumé. I sat there in silence - for what
seemed like an eternity! To be continued...
Adapted from: Joyce, S.M. (2010) My first job offer – Part 1. Retrieved from: http://www.authorsden.com/visit/viewpoetry.
asp?id=275020

PROJECT
A job interview
I Preparation
1. G Work in groups of four.
2. Read the instructions in the Procedure section and fill in the information in the file.
3. With the information in the file, and considering your strengths and weaknesses, elaborate an
action plan for the project. Before you start, read the rubric carefully so that you know in advance
the areas that will be evaluated.
PROJECT 1 PREPARATION FILE
Task Due date
Areas of curriculum involved
Member: Task:
Member: Task:
Member: Task:
Materials
II Procedure
1. G Choose one of the jobs in the box. (You may also choose another interesting or unusual job).
astronaut clown crane operator film stuntman flight attendant museum guard newsreader

2. Assign roles (one student will be the applicant or candidate and the other three will be the
interviewing panel) and follow the instructions.
a. The applicant should prepare a few questions about the job, referring to:
possibilities of promotion traveling to other cities / countries additional training
b. Individually, each of the interviewers should write at least two questions for the applicant. Here are
some examples of topics:
applicant’s experience skills type of office equipment he / she can use
where the applicant sees himself / herself in XX years’ time reasons for leaving previous job
3. Prepare the setting as a group. Place your desks so that the interviewers are facing the applicant
like in a real interview.
4. Practice role-playing the situation from the start, that is to say: the applicant enters the room,
greets the interviewers, he / she is asked to sit down, etc. If possible, record the interview and
make a video.
III Presentation
Role-play the interview in front of your classmates or let them watch the video.
IV Evaluation
After you have finished the role-play, reflect on your work and evaluate the group performance. Check
the corresponding column according to the following scale:
4 = Excellent! / 3 = Good / 2 = Satisfactory / 1 = Needs improvement
We… 4 3 2 1
We all stayed on task all of the time without reminders.
We followed the instructions, distributed tasks and collected all the necessary information.
We used structures, vocabulary and ideas from the unit.
We were respectful to each other’s ideas and opinions in the group.
I worked proactively and responsibly towards the common goal.
I showed a positive attitude towards my own capacity to learn English.

1. Now that you have completed the unit, check what you knew and how you felt before starting
each module.
2. Identify the main topics, skills, contents and attitudes you developed in the unit and complete
the table. Compare it with your partner’s table expanding, correcting and adding new information
and using what you learned along the unit.
Lesson What did I do? What did I learn? How will I apply this learning?
Project

3. Individually, reflect on and evaluate your performance in the unit using the markers: A= always,
S= sometimes, N= never. Complete the column My view.
Area to evaluate My view My teacher's / partner's view

Taking control of the learning process
I set goals and met them.
I challenged myself to be the best I can be by completing tasks.
I stayed on task and completed additional language activities.
I tried to help my classmates when they struggled or hesitated.
I supported my classmates and shared my knowledge.
I showed consideration and respect for myself and others.
Understanding directions
I engaged in activities quickly and by myself.
I watched and listened attentively to get instructions.
Vocabulary
I incorporated past and new vocabulary.
I asked the teacher to explain words I did not understand.
Writing
I followed models when I did writing tasks.
I checked my spelling and grammar.
Speaking
I imitated my teacher / recordings and paid attention to pronunciation.
I could give small oral presentations on the topic of the lessons.
I could engage in short dialogs imitating a model.
Comprehension (reading / listening)
I demonstrated comprehension of main ideas and supporting
information in the texts I read or listened to.
I could quickly recognize the type and purpose of a text / recording.
I focused on using appropriate or suggested strategies.
Critical thinking
My answers included supporting evidence from the text / lesson.
I justified and explained my opinions.
I related content to personal experiences.
4. Ask your teacher or a partner to assess your performance. Complete the column My teacher's /
partner’s view. Then, discuss your reflections with the rest of the class.
5. In pairs, comment on the things you can do to improve your weak points in the future.

UNIT 2 Keep on learning
Unit overview
In this unit, the main learning goals and objectives Concerning the tasks, these are meant to and aim
have been integrated in the topic of education and at guiding students to apply the knowledge and
VOLUME 1 UNIT 2
lifelong learning. information they learn in their own school experiences

and everyday life.
The connecting thread of the unit is represented by
the main topic and by the types of tasks students are Students are also expected to show interest for on-
expected to accomplish. In Unit 2, Keep on learning, going and independent learning as a way to contribute
the main topic of education has been linked to other to society, and also to use communication technologies
significant themes: learning improvement, technological with responsibility.
learning resources, gender equality in education,
The activities in the unit have been designed to
importance of physical education, school problems,
address the curricular assessment indicators in the table
advantages of studying English, all of them meaningful
that follows.
topics in students’ lives.
Unit plan
Section / Lesson Time Learning outcomes/Main tasks Suggested Assessment Indicators

Introduction 45’ A To analyze the content and Participate actively in class.
In this unit you will... D learning outcomes of the unit. Show a positive attitude towards language
Over to you To evaluate the importance of learning.
Picturing the unit learning objectives for one´s
own life.
Getting ready 90’ A To set challenging and relevant Set and do specific actions in order to achieve
OPENING
Setting Objectives learning goals, according to goals.

Do you remember? personal objectives. Ask for the teacher’s help.
To activate prior knowledge. Set common goals.
Complementary 45’ 4 To select and use strategies to Use prior knowledge to explain and support
digital resource 4 support comprehension of a predictions about the information in the text.
(CDR) multimodal text: Set a purpose for watching.
- watch with a purpose Revise and validate predictions according to
- use prior knowledge the information in the text.
- use visual clues
Module 1
1. Improve your 180’ 3 To read a webpage. Summarize information.
learning 4 To write a summary. Identify type, purpose and characteristics of
DEVELOPMENT
10 To study prefix ir- to form a text.

antonyms of words. Recognize prefix ir- to form antonyms of
12
words.
14 Make predictions using previous knowledge.
15 Organize ideas, draft, revise and edit a text.
C Demonstrate autonomy in the learning
E process.
Use communication technologies effectively.
2. Learning in the 180’ 1 To listen to an interview. Relate information in the texts with own
digital era 2 To create and participate in a reality and the rest of the world.
3 class survey. Identify words that contain initial sounds /dr/
and /tr/.
VOLUME 1 UNIT 2
To study how to use adverbs of
4
frequency. Identify type and purpose of the text.
5 Use previous knowledge to support
6 predictions.
7 Pronounce initial sounds /dr/ and /tr/
8 properly.
Practice and revise oral presentations.
C
Express frequency of actions.
Identify strengths and weaknesses of learning
process.
Show a positive attitude towards language
learning.
3. Equality in 180’ 9 To read and recognize parts of a Respond to the text by adding new
education 10 news item. information.
12 To analyze meaning of Make connections and comparisons between
compound words. the information in the text and own reality
14 and other texts.
To finish a news item using
15 provided information. Identify the structure of a text as an aid to
16 comprehension.
DEVELOPMENT
C Use correct punctuation.

E Deepen knowledge about a topic by using
sources of information.
Use quotation marks when citing.
Subject 90’ 6 To analyze some sports quotes Compare general ideas from different texts.
connections: 7 To match visual and written Participate actively in group discussions.
Physical Education information. Use chunks of language to aid to
9
To express own preferences and communication.
interview a partner Express ideas and opinions in short
To talk about his/her discussions.
preferences.
Module 2
4. Problems at 180’ 1 To listen to a student’s advisor. Identify specific information.
school 2 To describe situations and Identify key words.
3 people. Identify speakers, their actions and the
To study the use of the Present situations in which they participate.
4
Perfect tense. Make connections with own reality and other
6 To identify problems and offer texts.
7 solutions. Identify and describe actions that still
8 continue in the present.
C Use visual aids to express ideas.
E Identify mistakes in presentations, proposing
remedial actions for the future.
Demonstrate autonomy in the learning
process.
Use technology efficiently.
5. Congratulations! 180’ 4 To read different messages Compare general ideas from different texts.
You’ve done well 5 communicating good news. Identify general and specific information using
on the To write a message with good skimming.
8
assignment! news. Validate predictions.
9
To study the use of need, may, Respond to texts in written form, by
12 might. answering the messages.
13 Make connections with own reality and other
15 texts.
VOLUME 1 UNIT 2
16 Express predictions, possibilities and promises.

E Write to communicate good news.
Use structure and vocabulary correctly.
Use technology responsibly.
6. English opens 180’ 2 To listen to a telephone Identify type and speakers.
doors 3 information helpline. Identify key words and thematic vocabulary
To write and record an related to learning English.
DEVELOPMENT
4
informative message Set a purpose for listening.
5
To study the use of since / for. Make connections with one´s own reality and
6 the rest of the world.
7 Ask for and give information about the
8 duration of an activity.
16 Use frequent words and expressions.
C Identify mistakes in presentations.
Recognize the importance of learning English
for future academic or working life.
Subject 90’ 1 To read and listen to an Identify purpose of a text and the connection
connections: 7 academic article. with the topic of the unit.
Language and To identify the purpose of a text Identify main ideas in paragraphs.
9
Literature and its connection Identify specific information.
10
To relate to the topic of the unit.
11
Complementary 45’ 2 To identify key words and Identify key words and thematic vocabulay
digital resource 5 thematic vocabulary related to related to education.
(CDR) education, in the multimodal Identify frequent expressions and their
text. meaning in the text.
Project: 180’ 5 To participate in a role-play, Present information creatively, using
Telephone 13 presenting information and multimodal resources.
information C using multimodal resources. Work collaboratively towards a common goal,
To reflect and self-evaluate showing respect for other people’s interests
D and ideas.
performances, showing respect
E Show a positive attitude towards group tasks.
for other people’s ideas.
Assign roles within a group.
Set and assign tasks in order to carry out a
project efficiently.
Complete the assigned tasks on time.
CLOSURE

Synthesis and 45’ A To identify strengths and Persevere in the attempts to achieve goals,
Reflection C weaknesses of the learning despite the difficulties.
process. Demonstrate autonomy in the learning
To self-evaluate performance process.
during the unit and discuss the
results.
Complementary 45’ 1 To understand general ideas Identify specific information in a speech.
digital resource 6 3 and specific information in a Summarize main information in simple
(CDR) multimodal text. sentences.
9
To identify relevant ideas, Identify relevant ideas in a speech.
specific information and details.
Considering the learning outcomes and the suggested assessment indicators, the activities in each stage of the unit
have been especially designed for:
OPENING
Activate and foster intrinsic motivation: A set of challenging questions invite students to discuss ideas in pairs, in groups or
as a class, using their creativity.
Develop metacognition: Students are guided to set their own learning goals and to draw up a learning plan for goal
attainment.
VOLUME 1 UNIT 2
DEVELOPMENT
Activate prior knowledge: The unit provides a space where students can keep record of previous ideas and knowledge that
will help them make sense of the new material.
Develop skills and strategies: Special process-oriented activities and strategies designed to help students develop reading
comprehension, written expression and oral communication.
Evaluate for learning: The formative assessment activities embedded in the unit allow students to gather information
about their learning and track their progress.
CLOSURE
Evaluate for learning: A challenging final project and the final synthesis allow students to recognize and apply what they
have learned.
Develop metacognition: Students synthesize what they have learned and formulate remedial actions to face future
difficulties.
Cross-curricular values (OATs) and attitudes

The cross-curricular values and attitudes that are emphasized in this unit are:
OAT(*) Underlying justification

Cognitive and intellectual dimension The objectives in this dimension will guide students in their
To develop ability to identify, process and synthesize process of understanding and judging their reality.
information from different sources. They are also meant to develop students’ ability to analyze,
To evaluate and judge school and social situations, critically. research, and propose solutions to the problems they
To reflect on and propose solutions to school problems in a may face.
reflective way.
Information and communication technologies (TIC) Students in the 21st century should have experience with
dimension and develop skills around technological tools used in the
To use TICs that may solve students’ need for information, classroom and the world around them. In addition, they
communication, expression and creation in their immediate must be able to select the most appropriate tools to
school and social environment. address particular needs.
To use digital resources to present, analyze and The main purpose of the objectives in this dimension is to
communicate ideas, in a creative way. provide students with the necessary tools and skills that
To attend to the ethical responsibilities required by these may help them deal with the digital world, using new
environments. digital technologies appropriately in order to manage,
integrate, evaluate and create information.
Attitudes
OA C: To show interest for on-going and independent This objective aims at helping students recognize the value
learning as a way to contribute to society. of education and of their future contributions to society.
OA E: To use communication technologies with By using technology as a tool to research, organize, evaluate
responsibility, in order to obtain information and create texts and communicate information, and understanding the
effectively, attending the ethical responsibilities required. ethical issues related to the access and use of these
technologies, students will develop their ability to be active
and, successful participants in the 21st century global society.
(*) All the OATs are integrated along the units, but these ones are particularly articulated with the Learning Outcomes
and emphasized in each unit.
OPENING Pages 48 - 51
180 min.
Page 49
In this unit you will… WHAT DOES RESEARCH SAY?
Read the unit objectives aloud with the class. Explain that the question
Advantages of using learning
VOLUME 1 UNIT 2
What for? refers to what they will be able to do once they reach each
objective. objectives
If a student has a set of
Over to you learning objectives which
Draw students’ attention to the questions and to the categories in provide information about
the table. Tell them that this table is the space where they will have the the content to be learned and
opportunity to value the lesson objectives at a personal level and say how the way in which he/she will
important they are to them. Invite them to share and compare answers have to demonstrate adequate
with a few classmates. knowledge, that student can
make more appropriate choices
Picturing the unit about study methods and
P Invite students to look at the picture on page 48, read the quotation content emphasis.
at the bottom of the page, and discuss the questions, first in pairs and Objectives can also be used
then with other classmates. Accept the occasional use of Spanish, as for self-assessment which may
the purpose of this section is mainly to foster students’ motivation and direct the student’s efforts
interest. (e.g., skipping ahead or
reviewing).
Learning objectives may also
You may also use the Complementary Digital Resource 4 be used as a guide to teaching,
to allow students deal with authentic multimodal texts related to as when planning different
the topic of the unit that will enhance their motivation, interest instructional methods for
and curiosity. The tasks proposed also aim at triggering students’ presenting various types of
intellectual and affective commitment in their learning process. content based on the desired
See the instructions to use this resource on page 90 and its rubric on learning outcomes.
page 91.
Once students finish the activities on this resource, you may provide
them with the following checklist in order for them to assess some
aspects of their work:
I identified many key aspects of this resource: relevant information,
key words, purpose of tasks, problems to be solved, etc.
I could understand most of the audio material.
I fully understood the instructions.
I could deal with a variety of question types: multiple-choice,
true / false, etc.

Page 50
Personal learning goals
GETTING READY Personal learning goals are
the behaviors, knowledge or
Setting objectives understandings that students
1. Tell students that they have to answer the questions individually, identify as important to their
analyzing their personal points of view. own learning. They may relate
to general work habits, specific
2. G Students share and compare what they concluded when doing subjects, domains of learning, or
the first activity. They can do this first in groups and then you can ask a combination of these.
some volunteers to share ideas with the class.

3. 19 Depending on the general level of your class, you can read the 19 See the transcript on page 92.
instruction with them and play the recording for students to identify
two motivations mentioned. If the level of our students is lower, help
their listening by brainstorming reasons for wanting to study English
and write them on the board. Play the recording for students to find out WHAT DOES RESEARCH SAY?
which of them appear in the conversation. Setting personal learning
Answer goals
To continue studying abroad.
Previous research into the
VOLUME 1 UNIT 2
To understand the information on the internet better.
motivation and efficiency of
4. Give students plenty of time to review the goals for each lesson students has indicated that
and choose those closest to their own interest and reality. By doing students who set their own
this, they will be ready to complete the diagram with their personal working goals tend to achieve
goals. You will find more information on this topic in the Background more than when working on goals
Information Appendix on page 95. set for them by the teacher.
Students who set their own
Page 51 learning goals have more
confidence to take on more
Do you remember? challenging tasks, regardless of
1. P Encourage students to try and match the words and the definitions their ability. Their motivation
and then check their ideas using dictionaries, paper or electronic. to improve and master a task is
Answer improved and their self-esteem
a. Learning: the activity or process of gaining knowledge or skill usually by remains strong, even in the
studying case of failure.
b. Scholarship: an amount of money that is given by a school, an When students are assisted to
organization, etc., to a student to help pay for the student’s education delve into their own thinking
c. Lecture: a formal talk on a serious subject given to a group and learning processes, they
d. Classmate: a member of the same class at a school or college are drawn to think about the
e. Intensive course: a course that offers lots of training in order to reach a effectiveness of the strategies
goal in as short a time as possible they used to achieve the
f. Higher education: education beyond the secondary level, usually learning goals they set.
provided by a college or university Planning what to do, monitoring
progress towards achieving it
g. Science fair: an event at which science projects created by students are
presented and assessment the outcome
can help students take more
2. Encourage students to reflect on their whole experience of learning control over their thinking and
English to identify what they have found easy or difficult to learn. learning processes and equip
Emphasize the importance of thinking of ways to make the difficult them with tools to learn skills.
things easier. Organize pair work in which they change partners trying Adapted from: Marzano, R., Pickering, D., Heflebower,
to find classmates with the same difficulties to share possible solutions. T., (2011). The Highly Engaged Classroom: The
Classroom Strategies Series. Bloomington, IN: Marzano
Have a general round-up activity writing on the board the problems and Research Laboratory
the various solutions suggested.
TEACHING WINDOW
Activating previous knowledge
is important because it helps
students make connections to
the new information they will be
learning. By tapping into what
students already know, teachers
can assist students with the
learning process.
Adapted from: Marzano, R., Pickering, D., Heflebower, T.,
(2011). The Highly Engaged Classroom: The Classroom
Strategies Series. Bloomington, IN: Marzano Research
Laboratory

DEVELOPMENT Pages 52 - 85
Page 52 BACKGROUND INFORMATION

Module 1 You may share these links to
provide students with tips for
VOLUME 1 UNIT 2
getting the most out of study.

Give students a few minutes to read what they will do in module 1, helping
them recognize the content, skills and attitudes they will develop. http://www.youthcentral.vic.
gov.au/studying-training/
Entry slip (5 minutes) studying-tips-resources/
top-10-study-tips
Make sure students activate their ideas, experiences and impressions http://www.academictips.org/
and have them answer the questions before you move on practicing the acad/tipsforeffectivestudying.
prerequisite language and vocabulary they need. html
http://www.csc.edu/
How ready are you? (10 minutes) learningcenter/study/
1. P Refer students to the definition of learning on page 51 and then studymethods.csc
ask them to brainstorm more words associated with it. Elicit from
students what they understand by learning style: a person’s mode of
gaining knowledge, especially a preferred or best method; a person’s LEARNING SKILLS WINDOW
unique approach to learning based on strengths, weaknesses, and Word maps
preferences. Then, ask them to list possible different learning styles
based on their own preferred methods. Give them a few minutes to Students can use word maps
discuss their ideas in pairs and to create a word map to organize them. or, mind maps to support and
Invite some pairs to draw their maps on the board. improve reading comprehension.
When they are used before
2. Students examine the pictures and say what study technique or reading, they enable students to
strategy they represent. order their prior knowledge by
Answer creating visual representations of
a. Highlighting their understanding.
b. Note-taking Adapted from: Marzano, R. J. (2005). Building Academic
c. Word map Vocabulary: Teacher’s Manual. Alexandria, VA: Association
d. Study plan for Supervision and Curriculum Development.
3. After they have finished, make students choose and tick (✔) the
alternative that best describes their feelings towards the future TEACHING WINDOW
challenges. Encourage them to give honest answers and help them
Why mind maps?
think what they can do to improve, solve problems they may have and,
get help in case they need it, etc. Mind maps are effective in terms of
helping communicate information
To keep track and gather more information about each of your students´ because they can clarify complex
oral performance and skills, you may use this quick checklist, to be concepts into simple, meaningful
marked with a tick or a cross: displays so that students can
Wide and appropriately used vocabulary. develop a holistic understanding of
Almost no grammar mistakes. the content to be learnt.
Almost entirely comprehensible, long and relevant discourse. The first time:
1. Introduce the vocabulary topic
Rare pronunciation errors; easily understood.
and the map to the students.
Easy and effective interactive communication. 2. Teach them how to use the
map by writing examples in
each box.
3. Ask students to suggest words
or phrases to write in the boxes
by answering your questions.

Page 53
Lesson 1: Improve your learning

read and identify type and purpose of a To demonstrate comprehension of an informative
180 min. webpage. text related to ways to improve learning.
make predictions using previous knowledge To select and use strategies to support
about the topic. comprehension.
VOLUME 1 UNIT 2
write a summary following the steps of the To write some tips about improving the learning
Pages 53 - 57 writing process. process.
recognize prefix ir- to form antonyms of words. (OAs: 10, 12, 15)

Preparing to read Generating students’ interest
1. Elicit or provide the names and characteristics of some learning styles: You may ask the question How
important are these objectives
Verbal: words are your strong point. You prefer to use words both in to your own life? and encourage
speech and in writing. them to value the lesson
Visual: you prefer to use pictures, diagrams, images and spatial objectives at a personal level
understanding to help you learn. and making connections with
Musical / Auditory: you prefer using sounds, music or rhythms to help their own future expectations.
you learn Adapted from: Marzano, R., Pickering, D., Heflebower, T.,
(2011). The Highly Engaged Classroom: The Classroom
Physical / Kinesthetic: you use your hands, body and sense of touch Strategies Series. Bloomington, IN: Marzano Research
to help you learn. You might like to act things out. Laboratory
Logical / Mathematical: learning is easier for you if you use logic,

reasoning systems and sequences.
Social: You like to learn new things as part of a group. Explaining your
understanding to a group helps you learn.
Solitary: You like to work alone. You use self-study and prefer your own The Seven Learning Styles
company when learning. Visual (spatial): You prefer
Combination: Your learning style is a combination of two or more of using pictures, images, and
these styles. spatial understanding.
Aural (auditory-musical): You
You will find more on this topic at: https://oss.adm.ntu.edu.sg/
prefer using sound and music.
a150018/tag/learning-style/ and in the Background Information
Appendix on page 95. Verbal (linguistic): You prefer
using words, both in speech and
Give students a few minutes to answer the questions individually and writing.
then invite them to form groups to share and compare answers.
Physical (kinesthetic): You
2. P Read the instructions and the characteristics with the class and prefer using your body, hands
then give them time to match them with the corresponding type of and sense of touch.
learner. You can draw a chart on the board to help check answers. Logical (mathematical): You
Answer prefer using logic, reasoning and
Auditory learners Kinesthetic learners Visual learners
systems.
Social (interpersonal): You
Difficulty with written Prefer hands-on learning. Need to see it to
directions. know it.
prefer to learn in groups or with
Learn better when other people.
Prefer to get physical activity is Difficulty with
information by listening involved. spoken directions. Solitary (intrapersonal): You
prefer to work alone and use
3. P Elicit examples of learning tips. You can refer students to exercise self-study.
2 on page 52. They add and classify tips according to the learning You will find more information
styles in the previous exercise. on this topic in the Background
Information Appendix on page 95.

Possible answer
Auditory: create a rap of what you have to learn; participate in class LEARNING SKILLS WINDOW
discussions; make speeches and presentations; use a tape recorder instead of Skimming
taking notes; read texts out aloud; create musical jingles to aid
memorization; dictate to someone while they write down your thoughts, etc. Skimming is one of the tools
Kinesthetic: take frequent study breaks ; move around to learn new things; you can use to read more in
read while on an exercise bike; mold a piece of clay to learn a new concept; less time. Skimming refers to
work at a standing position; use bright colors to highlight reading material; looking only for the general or
dress up your work space with posters; listen to music and dance while you main ideas. While skimming, the
VOLUME 1 UNIT 2
study, etc. overall understanding is reduced

Visual: use pictures, charts, maps, graphs, etc.; use color to highlight because you read only what is
important points in a text; take notes; illustrate your ideas as a picture before important to your purpose.
writing them down; use multi-media (e.g. computers, videos, and filmstrips) To skim effectively, what you
read is more important than
Page 54 what you leave out.
Development (140 minutes) By reading the first few
paragraphs in detail, you
Focusing on reading will get a good idea of what
information will be about.
1. Students read the titles (a - g) and then examine the pictures that
Once you know where the
illustrate each study tip, trying to match them. Remind them that the
title and the pictures usually represent the most important element of
reading is headed, you can
the text.
begin to read only the first
sentence of each paragraph
Answer (the topic sentence); they
Study tip 1. - b. Only what’s important
Study tip 2. - e. Making your own study notes
give you the main idea of the
Study tip 3. - d. Associating concepts paragraph. If you do not get
Study tip 4. - f. Using images the main idea in the topic
Study tip 5. - a. A rainfall of ideas sentence or if the paragraph
Study tip 6. - g. Getting into the habit greatly interests you, then you
may want to skim more.
Before reading the article, invite students to check the meaning of
At the end of each topic
the key words using their dictionaries, noticing where the words and
sentence, your eyes should
expressions appear in the texts and whether the definitions apply.
drop down through the rest
Highlight (v.): to attract attention to or emphasize something important of the paragraph, looking
Signiicant (adj.): important; of consequence. for important pieces of
information, such as names,
Overlook (v.): to fail to notice or consider something or someone
dates, or events. Continue to
Strategy in mind read only topic sentences,
dropping down through the rest
Revise this strategy with the class, emphasizing that it consists of of the paragraphs, until you are
reading quickly to identify some sort of general information, in this near the end.
case, purpose of the text. Since the last few paragraphs
may contain a conclusion or
Smart Reading summary, you should stop
Students skim the text to find the correct answers to the questions. skimming there and read in
Answer detail. Remember that your
1. d. To describe. overall comprehension will be
2. a. Tip 1. b. Tip 2. c. Tip 4. d. Tip 3. lower than if you read in detail.
If while skimming, you feel you
are grasping the main ideas, then
you are skimming correctly.
Adapted from: Harvey, S. & Goudvis, A. (2007). Strategies
That Work: Teaching Comprehension for Understanding
and Engagement. Stenhouse Publishers.

Page 55
Your analysis
Making connections
Explain to students that this section is meant to relate the
contents of the reading text to their own reality. Connecting to text helps
readers:
Give them time to reflect on the first question individually first, and - have a clearer picture in their
then they can share and compare ideas with a partner. head as they read thus making
Form groups of three or four students to find and discuss other the reader more engaged.
VOLUME 1 UNIT 2
ways to improve the learning process in English. Then, they can - set a purpose for reading and
share and compare ideas with another group or with the rest of keep focused.
the class. You will find more information about this topic in the - see how other readers
Background Information Appendix on page 95. connected to the reading.
- to become actively involved.
Think critically - remember what they have read
and ask questions about
This section provides an opportunity for students to link the the text.
Encourage them to reflect on the questions individually first Adapted from: Beers, K. (2003). When Kids Can´t
Read: What Teachers Can Do. Portsmouth,
and then invite them to share and compare ideas in pairs or NH: Heinemann
small groups.
Page 56
After reading ERROR ALERT
Make students notice that ir- is
1. P Ask students to read the words in the box paying special attention not the only prefix that can be
to the prefix in bold. used to form antonyms of words.
Other common negative prefixes
2. Students try to explain what happens when the prefix ir- is added to a
are dis-, il-, im-, in-, and un-.
word: it changes the meaning of the word to its opposite. Encourage
Suggest students to copy two or
them to explain the words with and without the prefix.
three examples of each prefix,
Example: relevant = important, valuable / irrelevant = not important, not writing the pairs of opposites
valuable and adding one example
sentence for each word. See the
3. Other examples: irrational, irreconcilable, irrecoverable, irreducible,
examples in the Background
irreflexive, irrefutable, irregular, irrelevant, irreplaceable, irrepressible,
Information Appendix on page 96.
irreproachable, irresistible, irreverence, etc.
4. G Help students form the groups to share their examples.
Writing workshop: Summarizing a text TEACHING WINDOW

Draw students’ attention to the logical steps to follow when producing a Writing a summary
written text and to the series of activities meant to help them follow them. The purpose in writing a
Encourage them to prepare notes, diagrams or any other visual support to summary is to give the basic
facilitate their task. ideas of the original reading.
Make clear to students that it
1. G Organizing ideas
is not a rewrite of the original
a. Refer students to the text they read on pages 54 - 55 to answer piece and does not have to be
the questions. long. To write a summary, they
Answer should use their own words to
i. It is a rounding off of the different tips offered in the previous express briefly the main idea and
paragraphs. It is a final summary. relevant details of the piece they
ii. It begins with In short. have read.
b. Students examine all the tips and highlight the main ideas (applying Adapted from: Beers, K. (2003). When Kids Can´t Read:
what the tip about highlighting says). Then, they write them
down as a list, in their own words (applying what the tip about note-
taking says).

2. Drafting
Students turn the notes they made into the first draft of their summary. ASSESSMENT FOR LEARNING
Assessment the process
Page 57
Evaluate every step of the
3. Revising process, not only the final
You can revise all the connectors they know and write examples with outcome. Ask your students to
them on the board. Students rewrite their summary adding connectors hand their outlines and drafts
where appropriate. in and evaluate the process,
VOLUME 1 UNIT 2
assigning a grade and giving

4. Editing feedback for the outline, the
Students in the group take turns to proofread, indicate corrections draft, and the final entry.
and correct the summary, repeating these steps as many times as Inform the students clearly
necessary, until they feel they have done their best. about the assessment process
5. Publishing so they know that every
part of the process will be
Students exchange summaries with another group and use the
considered.
prompts in the box to evaluate them; they can add further corrections
and suggestions for improvement. Remember you may use the
rubrics in the Appendix, on
To help and foster your students´ self-assessment skills when writing, you page xxi, to gather information
may provide them with the following rubric: about students’ writing and
their writing process skills.
Statements Yes / No
Adapted from: Leograndis, D. (2012). Launching
I summarized the most important ideas. the Writing Workshop: A Step-by-Step Guide in
Photograph. NY: Scholastic
I made connections and comparisons.
I used varied connectors appropriately.
I used varied vocabulary and structures.
I checked spelling with my dictionary.
I respectfully interact and discuss with my team.
I suggested and supported ideas and/or solutions.

Exit slip
Students reflect on the work they have done in the lesson and write their See Complementary Activities 1 and 2
personal responses, which they can share with some of their classmates. on pages 98 - 99.

Page 58
Lesson 2:Learning in the digital era

180 min. listen and identify general information To demonstrate comprehension of general ideas and
and specific details in an interview. explicit information in an oral text.
create and participate in a class survey. To participate in dialogs and presentations using different
express opinions about learning in the strategies before, during and after speaking.
VOLUME 1 UNIT 2
digital era. To respond to the texts through short discussions.
Pages 58 - 61
study how to use adverbs of frequency. (OA: 1, 6, 7)

Preparing to listen Making connections
Invite students to describe the
1. G Brainstorm a few applications with the class and write them on the relationship between this lesson
board. Then, give groups time to think of more and to classify them into
categories of their choice.
and the previous one – Improve
your learning.
Possible answer
Among the types of applications that students may mention are: apps to
acquire information; apps that help make meaning (which help organize or
share information that students or teachers have already found) and LEARNING SKILLS WINDOW
knowledge transfer apps.
The prediction strategy
You will find more information on this topic in the Background Information
Appendix on page 96. The purpose of the Prelistening
Activities is to prepare students
2. G Students reflect on their own relationship with the items to rate for listening, to ensure students´
them as impossible to live without (0) and easy to live without (1). It is success, and to get students
very important that they justify their ratings. excited about listening.
Example: Google search - 0 - I look for information for all my homework Prelistening Activities should
and school assignments. motivate students and answer the
questions, “Why are we doing this?”
3. G Students put together the information in their group and then Adapted from: Lazaraton, A. (2001). Teaching Oral Skills.
share and compare with another group or with the rest of the class. If In M. Celce-Murcia (Ed.), Teaching English as a Second or
they do not already have favorite sites for these activities. They can look Foreign Language (pp. 103-115). Boston: Heinle & Heinle.
up sites on the internet.
Possible answer
a. Cambridge Dictionaries Online: http://dictionary.cambridge.org/ WHAT DOES RESEARCH SAY?
Merriam-Webster: Dictionary and Thesaurus: http://www.merriam-
webster.com/ Prediction strategy
Dictionary.com: http://www.dictionary.com/ The skill of prediction
b. Shutterfly: https://www.shutterfly.com/make-my-book/ depends largely on one’s prior
Mixbook: http://www.mixbook.com/ knowledge of the world and
Pikperfect: https://www.pikperfect.com/ of the language. Thus the
c. Online Newspaper Directory for the World: http://www.onlinenewspapers. initial stage of developing
com/ the predictive skill should
World Newspapers and Magazines: http://www.world-newspapers.com/ concentrate on getting the
Worldwide News in English: http://www.thebigproject.co.uk/news/ students to become aware of
d. Make Your Own Beautiful Website: http://www.wix.com/ their own prior knowledge and
Website builder: http://www.web.com/landing/websitebuilder to use this prior knowledge as
Weebly, Inc. (USA): https://www.weebly.com/?path=free-trial their basis for prediction and
4. Encourage students to review what they have read and discussed so comprehension.
far in this unit to make their predictions; they can be very general or Adapted from: Harvey, S. & Goudvis, A. (2007).
specific information; what matters is that they collect some ideas that Strategies That Work: Teaching Comprehension for
Understanding and Engagement. Stenhouse Publishers.
will help them prepare their minds and focus their attention
when listening.

Page 59
Development (140 minutes)
Strategy in mind
Read this piece of advice with the class and emphasize the
importance of making and then checking predictions as explained
in exercise 4, page 58.
VOLUME 1 UNIT 2
1. 20 This activity has two purposes: check predictions and find

general information. Have students read the pieces of information they
predicted would be mentioned and then play the recording for them to 20 See the transcript on page 92.
check. Then, draw their attention to the first point of the file so that they
know what general information they are required to obtain; if necessary,
play the recording again.
Smart listening
Remember you can keep
Read this suggestion with the class and indicate that key words in track and gather information
this case could be those that appear in the activities on students’ listening skills
by using the rubrics in the
Answer Appendix, on page xviii.
General information
Type of text: a. An interview
Opinion of the internet expressed: b. Positive
TEACHING WINDOW
Specific details
Promoting OATs: information
Key words in the first activity would be communicate, buy, places, meet,
and communication
learn, protest;
Answer technologies (TIC) dimension
Positive purposes of the internet that are mentioned: to communicate, to This is a good chance to
learn, to protest against oppressive regimes. encourage students to reflect and
Key words in the second activity would be five years ago, London Internet discuss about the importance
Museum, sad – negative, 50%, in the future – positive. of the use of TICs to solve
Answer their need of information,
a. False. He helped develop the internet 27 years ago. communication, expression and
b. False. The conversation is taking place in the London Science Museum. creation in their school and
c. True. social environments. You may
d. True. 47% of the global population uses the internet.
trigger their discussion with
e. True.
questions such as:
Key words in the third activity would be the numbers and apps invented,
How often do you use these
Asian, European, searches.
technologies?
a. 10 thousand b. 1.6 billion c. 600 million d. 40 thousand What for?
Think critically How important are they in
your life?
Make Text-to-self connections
Can you live without them?
Have a general class discussion and invite students to answer the
Which are the ethical
question considering everything they have discussed about the
responsibilities implied?
topic so far and their personal experiences. Encourage them to
use their knowledge of the internet and their imagination to write
the two questions they would like to ask Sir Tim Berners-Lee.
Page 60
After listening
Work it out! Expressing frequency
Students read the examples and identify what the underlined words
express: a frequency. They can find more examples in texts they have
read, in their dictionaries or on the internet. You will find more information
on this topic in the Background Information Appendix on page 96.

Speaking workshop: Conducting a survey
Make students notice how they are guided, step by step, to produce a ADDITIONAL ACTIVITY
short piece of spoken language, conducting a survey. Show students photos of people
performing everyday actions
1. Preparing to speak (brushing their teeth, sleeping,
a. 21 Students listen, repeat and practice the pronunciation of the taking a bus, studying, making
sounds / tr / and / dr /. Play the recording several times and then ask the bed, etc.) and then ask: How
different students to say the words. often do you do this? and elicit
VOLUME 1 UNIT 2
the words they learned.
b. 21 Students listen, repeat and practice the pronunciation of
expressions they will use to carry out their surveys.
2. G Practicing 21 See the transcript on page 92.

Students start to get ready to carry out their surveys reading the
provided questions aloud in groups of three. If necessary, read the
questions aloud and have the class repeat them; then, tell the groups to
continue practicing in their groups.
Page 61
3. G Performing
/dr/ and /tr/ sounds
a. If necessary, students can copy the form into their notebooks; if they
are working in groups of more than three students, they should add Students need to know the
columns accordingly. special pronunciation of
/tr/ and /dr/.They’re not often
b. Students examine, compare and analyze the answers they gathered
listed as phonemes, because
to decide on the quality of their internet and computer habits to
study. They can use sentences like these:
they pattern like a combination
All /Most / Some / None of the students in our group are comfortable
of two sounds. However,
using internet tools to study./ use digital tools to do homework / use
phonetically they are fused into
on-line dictionaries to study vocabulary / use a digital library / think
a single affricate. Very rarely,
that digital tools help us become independent learners. We feel that... it is possible to get a contrast
between single sound /tr/ and
c. Students brainstorm ways to improve their learning and study habits. double sound /t.r/: nitrate
See ideas in the Background Information window. versus night rate. As this only
d. Help students get together with a different group to share and occurs across word boundaries,
compare results of the survey and brainstorm ways to improve it doesn’t count as establishing
internet and computer skills. See ideas in the Background a phonemic difference.
Information window.
4. Assessment
G Students go back to their original groups to evaluate their ASSESSMENT FOR LEARNING
performance using the prompts in the box. After completing the speaking
task, invite students to reflect
This may be a good moment to use the Complementary Digital on their performance using
Resource 5. Students will deal with authentic multimodal texts related these alternative prompts:
to the topic of the unit that will let them practice and consolidate I learnt to do...in spoken
what they learned. The tasks proposed also aim at triggering students’ English.
intellectual and affective commitment in their learning process. I learnt to use the following
useful expressions: ... that
See the instructions to use this resource on page 90 and its rubric on page 91. can help me speak.
I feel ... about my learning.
Closure (10 minutes) You may use the rubrics in
the Appendix, on page xxii,
Exit slip to gather information about
studentsóral performance.

Page 62
Lesson 3:Equality in education

180 min. read and recognize parts of a To demonstrate comprehension of expository texts.
news item. To select and use strategies to support comprehension.
paraphrase ideas in oral and To write a text using the steps of the writing process.
written form. To use language in written texts properly.
VOLUME 1 UNIT 2
discuss the importance of equality of (OA: 10, 12, 14, 16)

Pages 62 - 67
opportunities in education and work.
Preparing to read Examining objectives

Read the name of the lesson and
1. P Give students enough time to read the questions and examine the the lesson objectives aloud with
pictures. Encourage them to share answers with the rest of the class.
the class. Remind them that the
Answer question What for? refers to what
a. They all show newspapers. they will be able to do once they
b. They have more / fewer pictures. They cover different types of topics. reach each objective.
c. In on-line newspapers, in magazines.
2. P Give students enough time to read the definitions and try to (2011). Classroom Instruction that Works: Research-
match them with the words in the box. You can suggest they use their Alexandria, VA: Association for Supervision and Curriculum
dictionaries to check their answers. Development
Answer
a. Headline. b. Byline. c. Lead. d. Body. e. Quotations. f. Visuals. g. End.
Page 63 ERROR ALERT

Development (140 minutes) The word news is an uncountable
noun. It cannot be used with
3. P Students use the definitions they read in exercise 2 to label the the indefinite article a and it
parts in the news item.
is always singular. To make it
Answer countable we say item / piece of
a. Headline. b. Lead. c. Byline. d. Body. e. End. news.
4. G Help students form groups to answer the questions. Encourage Examples:
them to think of their own reality, considering the situation in their family, We’ve got good news for you.
in their area, in Chile. We’ve got some good news for
Possible answer you.
a. Women: teachers, laboratory technicians, therapists, editors, librarians, We’ve got a good piece of news
journalists, nurses, midwives, etc. for you.
b. Men: scientists, engineers, lawyers, construction workers, accountants,
We’ve got wonderful news for
police officers, architects, photographers, etc.
c. Many more women have paid jobs; there are women doing jobs that you.
traditionally were done by men: journalists, reporters, public relations No news is good news.
officers, politicians, etc. The news today is rather
d. In theory, no, but in many areas, girls are expected to be in charge of the depressing.
house and the family and not go out to work.
e. In many areas, women are still paid less than men doing the same job The news reports the President’s
and are not supposed to do certain jobs. activities.

Page 64
Focusing on reading
Parts of a Newspaper Article
1. Students read the headline of the news item and use their answers in Headline: This is a short
the previous exercise to make predictions about what it is about. Check statement about the event
answers once students have read the news item at least once.
Byline: This tells who wrote the
Key words story.
Before reading the text, invite students to check the meaning of the Lead Paragraph: This has all
VOLUME 1 UNIT 2
key words using their dictionaries, noticing where the words and the who, what, where, when and
expressions appear in the texts and whether the definitions apply. why and how in it.
Answer Body: After the lead paragraph
Debunk (v.): to show that something is less important, less good, or has been written, the writer
less true than it has been made to appear must decide what other facts or
Whatsoever (adv.): used after a negative phrase to add emphasis to details the reader might want to
the idea that is being expressed know.
Quotations: direct quotes from
Strategy in mind
witnesses or bystanders.
Analyze with the class what text structure is (how the information
is organized) and elicit examples: in chronological order, in order
of importance, cause and effect, comparing and contrasting,
problem(s) and solution(s), sequence, spatial descriptive, etc.
Smart reading
1. Students read the news item to identify its parts, using the
labels provided.
Answer
Follow the example in exercise 3, p. 63.
2. Students read the article again, concentrating on its content,
and choose the topic that best represents it.
Answer
b. The common myths related to girls taking up jobs in engineering.
3. If necessary, students read the article again to choose the best
answer.
Answer
a. To encourage girls to take up engineering jobs.
Page 65 Identifying facts and opinions
Your analysis Being able to discriminate
1. Revise definitions and examples of facts and opinions between facts and opinions is an
with students. important reading skill students
need to understand.
A fact is something that can be checked and backed up
with evidence. Recognizing fact and opinion
An opinion is based on a belief or point of view. It is not based is a reading and analytic skill
on evidence that can be checked. necessary for understanding
and mentally processing
Answer
text. Knowing the difference
a. Fact. b. Opinion.
helps readers make sense of
2. Students read the characteristics listed and identify those information. Hopefully, learners’
present in a news item. choice of words when describing
Answer emotions or experiences will
a., c., d., e., f. become more accurate as they
grasp the nuanced nature of facts
and opinions.

Think critically
TEACHING WINDOW
Make Text-to-text connections
Students can work in pairs or small groups and compare the Promoting OATs: cognitive and
news item in the text and one in a Chilean newspaper. Then they intellectual dimension
comment if they have the same or different structure. This is a good moment and
opportunity for you to prompt
Give students a few minutes to reflect on this issue and then
students to evaluate and judge
invite them to share their answers, either in small groups or with
school and social situations,
VOLUME 1 UNIT 2
the whole class. Emphasize the importance of substantiating

critically. You can start a
one’s answer. At this level, one short simple sentence should be
conversation that connects
enough. the topic of the article with
the value of education and the
difficulties that women have
Page 66 traditionally had in the field of
After reading education. You may ask these
questions:
Vocabulary in context What was the role of women 50
Elicit simple definitions of nouns and adjectives from the class. years ago? And 100 years ago?
Noun: words that name people, places, things, or ideas. Could they attend school/
Adjective: words that describe or clarify a noun. college/university?
How has this situation
1. P Remind students that in English, if a noun and an adjective are changed?
together, the adjective goes before the noun. This should help them What things still need to be
identify which nouns are acting as adjectives.
changed?
Answer
Gender gap, driving force, engineering class, technology company,
communication skills.
2. Tell students to look for two nouns that are together and then decide An essential component of
which one is acting as an adjective (the first one). the assessment stage is the
Answer feedback students exchange.
News reporter, history teacher, learning habits, computer games, history For example:
students, video games, history class. We should make sure all the
members of the group make a
Writing workshop: Completing a news item contribution.
Remind students that the writing task is carefully guided following the We should refer to different
steps of the writing process and a clear example is provided in the parts of the lesson as often
reading text on pages 64 - 65. Help them get into groups of three and as necessary.
help them go through the steps one by one, emphasizing the importance We should refer to the
of making use of the activities they did in the lesson and brainstorming relevant parts of the lesson
ideas to complete the missing parts of the article. Ask them to read the to find out what elements are
assessment prompts in Point 5 before they start working, so that they missing.
know what will be taken into account at the moment of the final peer We should ask other
assessment. classmates or the teacher to
help them correct our work.
Page 67 You may use the rubrics in
the Appendix, on page xxi,
Closure (10 minutes) to gather information about
students´ writing and their
Exit slip
writing process skills.
Adapted from: Nicol, D. J., & Macfarlane-Dick, D.
personal responses, which they can share with some of their classmates. (2006). Formative Assessment and Self-regulated
Learning: A model and seven principles of good
feedback practice. Studies in higher education, 31
(2), 199-218.

Page 68
SUBJECT CONNECTIONS Physical Education
You will… What for?

90 min. discuss the importance of physical activity and To make connections between the text and
the importance of exercise for general well- other subjects of the curriculum.
being and good performance at school. (OA: 7)
VOLUME 1 UNIT 2
Pages 68 - 69

Read the name of the lesson and the lesson objectives aloud with the Steve Young: American football
class. Remind them that the question What for? refers to what they will be player. Young was named the
able to do once they reach each objective. NFL’s most valuable player in
1992 and 1994.
1. P Give pairs time to read and answer the questions. Emphasize
the importance of giving reasons for their answers; it is not necessary John F. Kennedy: 35th President
that they agree on the answers, but they should exchange views and of the United States. He served
reasons with interest and respect. as President between 1961 and
1963.
Development (50 minutes) Sir Ken Robinson:
internationally recognized leader
2. P You can do this activity as a competition, giving a small prize to in the development of creativity,
the pair of students who first match all the sports and icons correctly. innovation and human resources
Answer in education and in business.
a. tennis. b. boxing. c. cycling. d. swimming. e. fencing. Babe Ruth: American baseball
f. gymnastics. g. canoeing. h. football. i. athletics. j. judo.
player. Over the course of his
k. weightlifting. l. hockey. m. archery. n. volleyball.
career, Ruth went on to break
3. P Give students access to the internet at school or set this activity baseball’s most important
for homework, so that students can get information about the sports to slugging records.
classify them. George Graham: Scottish former
Possible answer football player and manager.
Individual Archery, boxing, cycling, swimming, fencing, gymnastics, Plato: philosopher in Classical
athletics, judo, weightlifting, tennis Greece and the founder of the
Team Canoeing, football, hockey, volleyball Academy in Athens.
Find more information in
Indoor Boxing, swimming, fencing, gymnastics, judo, weightlifting, the Background Information
volleyball Appendix on page 96.
Outdoor Archery, cycling, athletics, tennis, canoeing, football, hockey,
volleyball
Page 69
TEACHING WINDOW
4. G Give groups plenty of time to read the quotes referring to physical Promoting OATs
activity and sports. Provide access to the internet for them to get some
The topic of this lesson may
information about the people who said them. You will find information
be a good opportunity to
on these people in the window and in the Appendix on page 96.
make a connection with the
cross-curricular values of the
Closure (10 minutes) physical dimension, by starting
a conversation about the
Invite groups to share their conclusions with other groups or with the rest advantages of a healthy lifestyle
of the class. and the benefits of physical
activity.

Page 70
ADDITIONAL ACTIVITY
Module 2 At the beginning of each module
(or lesson) you may ask some
Give students a few minutes to read what they will do in module 2, helping questions. A common question
them recognize the content, skills and attitudes they will develop. used to stimulate students’
predicting skill is, “Considering
what we discussed in class today,
Entry slip (5 minutes)
VOLUME 1 UNIT 2
what do you think we will do

Make sure students activate their ideas, experiences and impressions and in the next module / lesson/
have them answer the questions before you move on to practicing the class?” Two or three well-written
prerequisite language and vocabulary they need. sentences should suffice.
How ready are you? (10 minutes)

TEACHING WINDOW
1. P G Students answer these questions taking into account the
Chilean reality, their own projects for the future, their own and their Examining objectives
parents’ experiences, etc. Encourage them to take some notes and to Getting the students involved
brainstorm as many advantages and disadvantages of studying English in thinking about the objectives
as possible. Help and correct as you walk around the class. is a teaching opportunity that
Possible answer should not be wasted.
Advantages: it is spoken around the world. It widens access to information
in books and magazines, on the internet, from English-speaking people. It Give students a few minutes to
increases a person’s education and work opportunities. It facilitates read the objectives of Module 2,
communication with foreigners in Chile or abroad, etc. helping them identify them and
Disadvantages: it is difficult to learn. The relationship spelling – relating them to the tasks and
pronunciation is complicated. There are many words that are very similar but attitudes listed.
have different meaning. Accentuation in words and sentences is important Typically teachers do not consistently
and complicated, etc. present objectives to students. As a
result, students do not know what
2. You can ask all the groups to read what both students say or you can
they are supposed to learn.
assign one to half of the class and the other to the other half to identify
the main point made by each student and then compare these ideas (2011). Classroom Instruction that Works: Research-
with what they wrote in exercise 1. based Strategies for Increasing Student Achievement.
Answer Development
The girl mentions two reasons why learning English is good (both of them
could have been mentioned by the class): to understand what you find on
computers and to read about business travel and science.
The boy also mentions two reasons: English is very important in his country WHAT DOES RESEARCH SAY?
(probably it is used as the lingua franca between speakers of different Examining importance
languages) and because it is usually a requirement to get a good job (most
students in the class could have mentioned this point). The metacognitive system will
process all those learning goals
3. After they have finished, have students choose and tick (✔) the which are relevant to personal
alternative that best describes their feelings towards the future interests, determining students’
challenges. Encourage them to give honest answers and to reflect on motivation and attention.
possible actions to improve the areas in which they feel weak. A key element in this process
is the practice of examining
importance.
Thus, students should be asked
to consider the importance of
instructional objectives and
activities.
Adapted from: Marzano, R. J., Pickering, D., Pollock,
J. (2011). Classroom Instruction that Works: Research-
Alexandria, VA: Association for Supervision and
Curriculum Development

Page 71
Lesson 4: Problems at school

180 min.
listen to a students’ advisor. To identify and discuss problems related to academic situations
describe situations and people. and offer possible solutions.
study the use of the Present To react to the text by exchanging opinions and offering possible
Perfect tense. solutions to students’ problems.
VOLUME 1 UNIT 2
To use language structures in oral exchanges properly.
Pages 71 - 74
(OA: 3, 7, 8)

Read the name of the lesson and the lesson objectives aloud with the The importance of pre-
class. Remind them that the question What for? refers to what they will be listening activities
able to do once they reach each objective.
The pre-listening stage is
vitally important for students
Preparing to listen to get as much as possible out
1. G Read the exercise aloud with the class and then form small of the listening.
groups to identify the problems that exist in their area and to answer the Pre-listening activities help
questions about them. At this stage, they should just try and identify the students make decisions
problems and answer the questions. about what to listen for and,
2. G Organize the group work trying to cover as many problems as subsequently, to focus attention
possible. In case of more than one group interested in dealing with on meaning while listening.
the same problem, encourage them to negotiate so that one of them Adapted from: Lazaraton, A. (2001). Teaching Oral
Skills. In M. Celce-Murcia (Ed.), Teaching English as a
changes their choice or let them get together and come up with a very Second or Foreign Language (pp. 103-115). Boston:
complete answer. Heinle & Heinle.
3. P Read the words in the box with the class and make sure they
know the meaning of all of them. Encourage them to use dictionaries,
either paper or electronic. Draw students’ attention to the word blue, LEARNING SKILLS WINDOW
which can be neutral when it refers to the color, but negative when it Pre-learning vocabulary
means sad, depressed. Comment that some adjectives that could be Selecting and studying some
classified as neutral can be considered negative or positive, depending vocabulary items before
on the context. listening, will enhance students’
Examples: The trip is too long; we will get awfully tired. (negative) comprehension and confidence.
Katie’s long hair is really beautiful. (positive)
Congratulations on your new job! (positive)
Louis is new to the job so he is still rather slow. (negative) TEACHING WINDOW
We’ll be there in no time. The trip is really short. (positive) Promoting OATs: cognitive and
Mandy is too short to be a fashion model. (negative) intellectual dimension
That dress doesn’t look good on you; you are too tall. Once again, this is a good
(negative) opportunity to encourage
You can wear anything you want; you are tall and slim. students´ conscientious
(positive) reflection and discussion about
You are young and full of energy; go ahead with your plans. school problems and also some
(positive) social situations. You may
You are young and inexperienced; wait a few years. iniciate the topic by asking:
(negative) What problems have you
Answer seen/faced at school/in your
neighborhood?
Negative Positive How have they affected your life?
Neutral
aggresive, boring, lazy, beautiful, excellent, Have you told someone about them?
blue, long, new,
nervous, offensive, fresh, kind, pretty, What do you think are the
short, tall, young
rude, shy, tense, upset smart, wonderful possible solutions?

Page 72
Strategy in mind
Explain to students what the gist of a text is: what the text is
about; it is the big picture, not the little details.
VOLUME 1 UNIT 2
1. 22 Have different students read the words in exercise 3, page 71

aloud. Then, play the first part of the recording for them to identify which
of the words are used. Then, play the recording once through, first and
22 23 See the transcripts on pages
second part, for students to find the required general information. 92 and 93.
Answer
Words mentioned: aggressive, boring, lazy, nervous, offensive, shy, upset, rude.
Smart listening
Before listening, students need
Emphasize the importance of instructions and purpose of tasks,
to understand how to recognize
which will provide language clues and focus attention on the key
the purpose of the listening
words present in them.
message, and make connections
about the topic to tune in as
2. 22 23 Play the whole recording twice for students to choose the preparation for processing the
correct alternatives with the specific details. Then, play it again, if information
necessary, for students to match the problems and the solutions.
To be effective listeners,
Answer
General information
students need to learn to
Type of recording: a telephone helpline program
conduct the following steps:
1. determine a reason for
Speakers: a. teens / counselors
listening;
Specific details 2. predict information expected
Problems mentioned in each conversation: to be included in the message;
a. II. b. I. c. III.
3. recall background information
Which recording describes…
(schemata) to help interpret
a. III. b. II. c. I.
the message;
Main conclusions
a. III. b. II. c. I. d. II. 4. assign a meaning to the
message.
Think critically Adapted from: Lazaraton, A. (2001). Teaching Oral Skills.
Make Text-to-text connections Foreign Language (pp. 103-115). Boston: Heinle & Heinle.
Students can work in pairs or small groups to discuss the
questions. They can mention TV or radio programs and
newspapers and magazines which receive people’s questions
TEACHING WINDOW
about a problem they have and offer advice
Focusing on text-to-text
connections
You can divide the class into three groups and assign one
problem and its solution to each. Once they answers the Ask students to think about the
questions, they share their ideas with the rest of the class. following questions:
What does this remind you of in
Page 73 another radio / TV program you
have listened to or watched?
After listening
How is this text similar to other
Work it out! Talking about uninished actions
things you have listened to?
Answer
In each case, the speaker is talking about actions that started in the past, but How is this text different from
continue or are related to the present. other things you have listened
to / watched

Speaking workshop: Identifying problems and inding solutions
a short piece of spoken language, the description of a problem and advice Talking about unfinished
to solve it. actions
The Present Perfect tense is
1. Preparing to speak used to talk about unfinished
a. Students examine the pictures and describe them in as much detail actions that started in the past
as possible. and are still true in the present.
VOLUME 1 UNIT 2
b. If possible, guide students’ choices so that all the situations are You will find more information
covered. Encourage them to identify the problems and take some on this topic and examples in
notes. Be flexible to accept a variety of interpretations. the Background Information
c. Students write some notes with advice for their chosen problem. Appendix on page 97.
Adapted from: Birch, B. (2005). Learning and Teaching
Page 74
2. Practicing
a. 24 Play the recording for students to listen and repeat the 24 See the transcript on page 93.
openings they can use to describe the pictures and the problems
they illustrate and to offer advice.
b. 24 Play the previous recording again, for students to get an idea of
attitudes, intonation, tones of voice, etc.
Then, they use their notes to develop similar conversations, imitating Providing input and guiding
the model as closely as possible. speaking planning
3. Performing It is very important that students
receive the necessary support
Tell students to read the assessment criteria in the box so that they for every speaking task in the
know what they should pay special attention to. Help pairs get together classroom. Such support can be
with another pair to show a recording of their conversation or to present given when students plan what
it live. Make sure to allow space among the groups so that they do not to say and how to say it.
disturb each other.
This preparation stage
4. Assessment should include:
Each pair evaluates the pair they listened to and then exchange presentation and practice
assessment and feedback. of new language before
the task; activities that
To prompt your students´ with peer-assesment, you may provide them activate existing linguistic
with the following rubric to be used any time they have to assess their knowledge, scaffolding learning
partner´s oral performance: to meet the demands of the
speaking task.
Criteria Yes Needs improvement
Adapted from: Lazaraton, A. (2001). Teaching Oral Skills.
Information is clear and organized. In M. Celce-Murcia (Ed.), Teaching English as a Second or
Foreign Language (pp. 103-115). Boston: Heinle & Heinle.
Uses previously learnt and new vocabulary.
Considers audience, context and purpose.
Paraphrases and uses synonyms.
Uses gap fillers appropriately.
Uses previously learnt and new connectors.
Uses structures recently learnt.

Exit slip
Students reflect on the work they have done in the lesson and write their page 100.

Page 75
Lesson 5: Congratulations! You’ve done well on the assignment!

180 min. read announcements. To demonstrate comprehension of written texts by writing a reply.
write a message. To communicate good news related to academic situations in written
study the use of need, form, expressing necessity, promises and possibility.
Pages 75 - 79 will, may, might. (OA: 9, 15, 16)
VOLUME 1 UNIT 2

Read the name of the lesson and the lesson objectives aloud with the
class. Remind them that the question What for? refers to what they will be Strategies for Developing
able to do once they reach each objective. Reading Skills
Strategies that can help
Preparing to read students read more quickly and
1. P Give students time to read and match the texts. To check effectively include:
answers, ask different pairs to read the exchanges aloud.
Previewing: reviewing titles,
Answer section headings, and photo
a. ii. b. iii. c. i.
captions to get a sense of the
2. P Encourage students to use their own ideas and language to structure and content of a
answer the questions. Elicit from students where they should look for reading selection
the answers to a. (bottom of the messages). Predicting: using knowledge
Answer of the subject matter to make
a. i. Emilio López. ii. Lisa. iii. Amanda and Rob. predictions about content
b. i. To acknowledge receipt of message and thank for a scholarship. and vocabulary and check
ii. To congratulate a friend for her exam results. comprehension; using knowledge
iii. To accept an invitation. of the text type and purpose;
using knowledge about the author
Page 76
to make predictions about writing
Development (140 minutes) style, vocabulary, and content
Skimming and scanning: using
Focusing on reading a quick survey of the text to
1. By doing this exercise, students identify the general topic of the get the main idea, identify
messages (general information). text structure, confirm or
question predictions
Possible answer
They all describe situations related to school. Guessing from context: using
prior knowledge of the subject
Key words and the ideas in the text
Before reading the messages, invite students to check the as clues to the meanings of
meaning of the key words using their dictionaries, noticing where unknown words, instead of
the words and expressions appear in the texts and whether the stopping to look them up
definitions apply. Adapted from: Harvey, S. & Goudvis, A. (2007).
Strategies That Work: Teaching Comprehension for
Answer Understanding and Engagement. Stenhouse Publishers.
Daydream (v.): have a series of pleasant thoughts about something
you would prefer to be doing or something you would like to achieve
in the future
Scholarship (n): an amount of money given by a school, college,
university, or other organization to pay for the studies of a person with ASSESSMENT FOR LEARNING
great ability but little money You may use any of the reading
Strategy in mind comprehension rubrics in the
Appendix, on pages xix and
Students skim the text to identify type and purpose of texts. xx, to gather information
Remind them that they must concentrate on these two objectives on students’ strengths and
only and avoid being distracted by other information. You can weaknesses in this area.
draw the chart below on the board for students to complete

Answer
Type of text Purpose WHAT DOES RESEARCH SAY?
I E-mail To tell a friend, Lisa, about good results in Making connections

university entrance exams. Schemata theory explains how our
II Letter To inform Emilio that he has won a previous experiences, knowledge,
scholarship to study at Devon School of emotions and understandings
English. affect what and how we learn.
Good readers draw on their prior
VOLUME 1 UNIT 2
III Invitation card To invite Maria’s friends and relatives to her
knowledge and experience to
graduation party.
help them understand what they
IV An announcement To announce a literary competition are reading and thus are able
to use that knowledge to make
Smart reading meaningful connections.
Adapted from: Beers, K. (2003). When Kids Can´t
1. Students should be able to answer this question without Read: What Teachers Can Do. Portsmouth,
skimming the texts again. NH: Heinemann
Answer
a. II and IV. b. I and III. c. III. d. IV.
2. Students read the texts more carefully to find the words that LEARNING SKILLS WINDOW
help them realize the news in each message is good. Reading strategies: Making
Answer connections
I. Some wonderful news. I am daydreaming. I’m incredibly When students make authentic
happy. Feel like a superstar.
connections with the text(s)
II. I am happy to announce. Has been successful. are impressed they are reading, they are able
with the replies. you will be an excellent student. to gain a deeper understanding.
III. Graduation day is here. joyfully invite you. For this reason, it is necessary
IV. Murray Literary Society is pleased to announce. to facilitate the conditions in
which students can explore how
Page 77 a text can connect to their lives
Your analysis (text-to-self connections), to
other texts they have read (text-
Refer students to the texts they read in exercise 2, page 75, which to-text connections) or to the
are the answers to the messages. world around them (text-to world
Answer connections.)
Text I – Answer II. Text II – Answer I. Text III – Answer III. Adapted from: Beers, K. (2003). When Kids Can´t Read:
1. Divide the class into three big groups and give them the
chance to choose one of the messages to answer (I, II or III).
Then, subdivide the big groups into smaller ones. Invite some
volunteers to get together and answer message IV as if they ASSESSMENT FOR LEARNING
were a literature teacher at their school.
the Appendix, on page xx, to
Think critically gather information on students´
This section provides an opportunity for students to link the skill to make connections.
Encourage them to reflect on the questions individually first and
then invite them to share and compare ideas in pairs or small
groups.
TEACHING WINDOW

Promoting OATs: information
Students write the reply to the message they chose and
and communication
discussed in exercise 2 of Your analysis. Check and correct as technologies (TIC) dimension
you walk around the classroom. Again, this is another good
opportunity to remind students
of the importance of the
responsible use of TICs.

Page 78
After reading
Modal auxiliary verbs
Work it out! Expressing necessity, predictions, promises and possibility You will find more information on
Give pairs a few minutes to read the examples and answer the question. the basic grammar rules that apply
Answer to modal verbs in the Background
i. A necessity - need to / needn´t ii. A promise - shall. iii. A prediction – will Information Appendix on page 97.
iv. A possibility - might / may
VOLUME 1 UNIT 2
Vocabulary in context LEARNING SKILLS WINDOW

Students should be able to notice that all the words are related to Vocabulary graphic organizers
studying. You can have different students to copy and complete the The vocabulary frame in Point 3
diagrams on the board, adding several example sentences. of Vocabulary in context is an
adaptation of the Frayer Model,
Writing workshop: A message with good news which was designed to provide
Help students go through the steps one by one, emphasizing the
for a thorough understanding of
importance of making notes of their ideas using the provided prompts. new words.
Also ask them to read the assessment prompts in Point 5 before they start In the original frame, students
working, so that they know what will be taken into account at the moment are asked to build connections
of the final assessment of their message by a classmate. among new concepts and create
a visual reference by which they
1. Organizing ideas
learn to compare attributes and
a. Students go back to the texts they read on pages 76 and 77, which examples.
will be their models.
Using any of these graphic
b. Elicit other examples of good news related to academic success: organizers will lead students to a
being accepted at a club or workshop, getting a high grade in a
deeper understanding of a word and
difficult subject, receiving an award, being congratulated by a teacher
its relationship to their own lives.
or the Principal, etc.
Adapted from: Marzano, R. J. (2005). Building Academic
Page 79 Vocabulary: Teacher’s Manual. Alexandria, VA: Association
for Supervision and Curriculum Development.
c. Students follow the instructions to take their notes.
2. Drafting
Read the instructions and remind students to be consistent in their
language and style depending on the type of message they are writing An essential component of
and who they are writing to. the assessment stage is the
feedback evaluators offer. For
3. Revising each of the prompts provided
Tell students to make sure they separate their ideas into two distinctly they make comments and
clear paragraphs, comparing their work to the model messages they read. suggestions for improvement.
4. Editing For example:
We could revise and make
Help individual students check and correct their drafts either themselves
sure there are not too many
or exchanging texts with a classmate, following the instructions provided;
distractors.
if necessary, organize the exchange of messages between classmates
We could make a checklist of
and emphasize the importance of fair and serious correction and edition.
required elements and revise
5. Publishing using it.
Organize the exchange of final messages and encourage positive, fair We should get a classmate or
assessment. the teacher to proofread his /
her work.
We could start a special
Closure (10 minutes) section in his / her notebook
to collect fixed, polite
Exit slip expressions to use in letters,
Students reflect on the work they have done in the lesson and write their e-mails and invitations.

Page 80
Lesson 6: English opens doors

180 min. listen to a telephone information To select and use strategies to support comprehension of an
helpline. oral text.
write and record an informative To communicate detailed information about language
message courses, using language structures and functions correctly.
VOLUME 1 UNIT 2
Pages 80 - 83 study the use of since / for. (OA: 4, 5)

Read the name of the lesson and the lesson objectives aloud with the
class. Remind them that the question What for? refers to what they will
be able to do once they reach each objective. Invite them to describe the
relationship between this lesson and the previous ones.
Preparing to listen
1. G Tell students to answer the questions in their groups and then
share answers with the rest of the class.
2. 25 G If possible, facilitate access to the internet for students to

find out what the acronyms stand for. As there may be several possible 25 See the transcript on page 93.
meanings, remind them of the importance of context to choose the
best. Play the recording for them to practice their pronunciation and
then check answers by having different students ask and answer. WHAT DOES RESEARCH SAY?
Answer The importance of pre-
a. What does ESL stand for? It stands for English as a Second Language. listening activities
b. What does IELTS stand for? It stands for International English Language The pre-listening stage is vitally
Testing System. important for students to get
c. What does TOEFL stand for? It stands for Test of English as a Foreign as much as possible out of the
Language. listening.
3. G Tell groups to brainstorm ideas and then share and compare with Pre-listening activities help
another group. Invite students to share answers with the whole class students make decisions
and write their requirements on the board. about what to listen for and,
subsequently, to focus attention
on meaning while listening.
Focusing on listening Skills. In M. Celce-Murcia (Ed.), Teaching English as a
Strategy in mind Heinle & Heinle.
Read this section with the class and revise their background
information for this lesson by reading the list of requirements for
a language school that they wrote on the board. They constitute
the predictions which will help them focus their listening in order to
check them.
1. 26 Refer students to the list of requirements they prepared in

exercise 3, page 80. Play the recording once or twice for them to 26 See the transcript on page 93.
check which of them are mentioned. Use the list they wrote on the
board to check answers.
Read the first point of the file with the class and then play the recording
again for them to identify the general information.

Page 81
Smart listening
Listening strategies: Predicting
Read this section with the class and tell them to follow the When students make predictions
suggestion as often as possible. about the information they
may listen to, they generate
2. 26 Read the required specific details aloud with the class so that hypotheses about the content.
they are familiar with the type of information they need to pay attention These hypotheses provide a
to. Play the recording again at least twice, with pauses, for students to
VOLUME 1 UNIT 2
framework for comprehension.

complete the file with the required specific information.
When answering the Main conclusions section, play the recording
again for students to choose the best course for each of the people
described, making notes of supporting information for their choice. WHAT DOES RESEARCH SAY?
Weaker students may offer one-word answers while stronger students The prediction strategy
can try to use complete sentences.
Prediction, or looking ahead,
Answer is a basic strategy for using
General information prior knowledge to understand
Type of recording: a. Informative a text. The learner generates a
Speaker: b. A recorded message service hypothesis about the content
Specific details to provide a framework for
Provider of courses (institution): Toronto Language School transacting with the text to
Duration of courses confirm comprehension.
a. One month, 30 hours per week. This skill depends largely on
b. Three weeks, 20 hours per week. students’ prior knowledge of
c. One month, 15 hours per week. the world and of the language,
d. Two weeks, 50 hours in total. how much one knows about
Courses additional information. the speaker, and how much
I. General Super Intensive Studies one knows about the speaker’s
This course offers grammar, conversation, writing and some intention. Thus the initial stage
preparation for international exams. of the training program for
II. General Intensive Studies developing the predictive skill
This course allows you to study in the morning or in the afternoon. should concentrate on getting
III. Specialized Studies the students to become aware
This program is perfect for young adults who want to apply for the of their own prior knowledge
TOEFL or IELTS examinations. and to use this prior knowledge
IV. Youth Program as their basis for prediction and
This program is designed to help elementary and secondary school comprehension.
students.
Main conclusions Skills. In M. Celce-Murcia (Ed.), Teaching English as a
a. General Super Intensive Studies. The course offers grammar, Heinle & Heinle.
conversation, writing and some preparation for international exams.
b. Youth program. Popular extracurricular activities allow students to
develop their skills and feel confident as they learn our language and
about our culture.
c. Specialized studies. This program is perfect for young adults who want
to apply for the TOEFL or IELTS examinations.
Think critically
This section provides an opportunity for students to link the
Encourage them to reflect on the questions and do the activities
individually first and then invite them to share and compare ideas
in pairs or small groups.

Page 82
After listening
Expressing duration
Work it out!: Talking about the duration of activities For is used to indicate a period
Students examine the examples in order to identify the different ways to of time.
express duration. Since is used to refer to the
Answer starting point of actions or
situations.
VOLUME 1 UNIT 2
This is our oldest program; it has been run since 1988, the year the school was
established. Numbers can be part of an
Students will study for one month. adjective phrase, in which
This course lasts three weeks. hyphen is used and the noun is
in the singular, even if it refers
This is a one-month long course.
to more than one thing.
The length of the course is 2 weeks.
Adapted from: Birch, B. (2005). Learning and Teaching
Speaking workshop: A dialog about studying abroad
a short piece of spoken language, a dialog about studying abroad.
a. Tell students to read the instructions carefully, to examine the
listening file on page 81 and to make notes of the suggested points.
They can copy the dialog in their notebooks and complete it.
b. 27 Play the recording for students to compare with what they 27 See the transcript on page 94.
completed.

Page 83
2. Practicing
An essential component of
the assessment stage is the
Students rehearse their dialog, helping and correcting each other. If decision to take steps to
necessary, play the recording again for them to imitate intonation and improve. For example:
pronunciation.
I should follow models more
3. Performing closely, making them more
Help students form groups of 4 students and remind them of the interesting and meaningful by
importance of listening to their classmates respectfully and in silence. adding my own ideas.
Read the assessment tips with the class so that they are all familiar with I could practice repeating
the assessment criteria. dialogs in the language
laboratory or wherever I can
4. Assessment get access to the recording.
Remind students of the importance of critical and honest assessment of
I should be more positive,
their own performance.
giving appropriate suggestions
for improvement in a friendly
way.
Exit slip
Students reflect on the work they have done in the lesson and write their See Complementary Activity 4 on
personal responses, which they can share with some of their classmates. page 101.

Page 84
SUBJECT CONNECTIONS Language and Communication

90 min. read and listen to an academic article. To demonstrate comprehension by making cross-
identify the purpose of a text and its curricular connections.
connection with the topic of the unit. To understand the origin of language and the reason
people speak and communicate.
VOLUME 1 UNIT 2
Pages 84 - 85 (OA: 9, 10)

Read the name of the lesson and the lesson objectives aloud with the Interdisciplinary connections
class. Remind them that the question What for? refers to what they will be
able to do once they reach each objective. The language learning
experience is more interesting
1. P Read the instruction and the list of ways of communicating with and challenging when teachers
the class and give them time to assign the corresponding number to
encourage students to make
each of them. Invite some students to share answers with the class.
interdisciplinary connections.
You can write this pattern on the board for them to use:
Together with enjoyment,
I always , I generally , I very instruction that fosters
often , I sometimes , I seldom
and I never . interdisciplinary connections
offers a number of other
Possible answer advantages:
I always speak person to person, I generally send text messages, I very often
talk on the phone, I sometimes send messages on social networks, I seldom
Integration of the language
write e-mails and I never write letters. processes of reading, writing,
listening, speaking, and
2. G Encourage students to answer the question with their own ideas thinking.
and tell them to check and complete their answer for the following Exposure to a variety of
class, after talking to their Language and Communication teacher. reading and listening
materials for various purposes.
Possible answer
Language because we need to understand and use words, putting them Students are encouraged to
together to make meaningful sentences and larger chunks of language. use prior knowledge to create
Communication refers to the appropriate use of language to facilitate relationships among various
effective interaction between people. sources of information.
Application of new learning
in meaningful and ‘real world’
contexts.
3. Tell students to read the alternatives first and then have a quick look at Enhancement of motivation
the text on the next page to identify its purpose. and participation in classroom
activities.
Answer
a. To inform Adapted from: Dale, L. and Tanner, R. (2012). CLIL
Activities. Cambridge: Cambridge University Press
4. Read the titles with the class and then give them plenty of time to
choose the best title for each paragraph. You can suggest they
underline key information that led them to choose each title.

Answer
a. V. (It is probably the most important feature that distinguishes us from LEARNING SKILLS WINDOW
animals.) Reading comprehension
b. I. (All the theories refer to the origin of language but none of them is strategies
more accurate than the next.)
They are conscious plans
c. II. (Humans started naming objects, actions and phenomena after a
recognizable sound associated with it in real life.) - sets of steps that good
d. IV. (Language developed from warning signals such as those used
readers use to make sense
by animals.) of a text. Comprehension
VOLUME 1 UNIT 2
e. Not used. strategy instruction helps
f. III. (Language as a response to involuntary exclamations of dislike, hunger, students become purposeful,
pain, or pleasure.) active readers who are in
control of their own reading
5. Tell students to read the phrases and then look for the paragraph where comprehension. These strategies
there is a reference to those items. have research-based evidence for
improving text comprehension:
Answer
- making connections
a. II. The Chinook Indian word for heart is tun-tun. - asking questions
b. IV. … to alert members of the tribe when some ferocious beast was - creating mental pictures
approaching. - making inferences
c. III. … involuntary exclamations of dislike, hunger, pain, or pleasure, - determining what is important
eventually leading to the expression of more developed ideas and - monitoring comprehension
emotions.
Adapted from: Beers, K. (2003). When Kids Can´t Read:
d. II. … crash became the word for thunder. What Teachers Can Do. Portsmouth, NH: Heinemann

Invite students to share their answers in their groups or with the rest of
the class.
Ask keener students to substantiate their answer.
After students finish this lesson and before the end of the unit, assign
them the second WebQuest (see page 102). Divide them in groups and
distribute the roles for their webquest, in this case, studying English See Complementary Activity 5 on
overseas. Although this activity is meant for students to work completely page 102.
on their own, go over each step carefully and explain them briefly, if
necessary. To gather information on their performance and group work,
you may use the rubric in the Appendix on page xxii.

CLOSURE Pages 86 - 89
Page 86
Project: Telephone information

180 min. write and record a script for a telephone To create multimodal group projects creatively.
VOLUME 1 UNIT 2
information desk. To demonstrate interest in on-going and

work in groups to create a multimodal project. independent learning.
use confident and proper sources of To use technology efficiently.
Pages 86 - 87 information. (OA: 13, C, E)
Go through all the steps of the project carefully, making sure students
understand what they are expected to do. Emphasize the importance of
assuming personal responsibilities, working to the best of their capacities, TEACHING WINDOW
sharing and supporting the group, and respecting everyone’s contributions
at all times. Process assessment
Students need to learn that
I. Preparation most first attempts of a project
1. G Help form the groups. Ideally, students should work with do not immediately result in
classmates they feel comfortable with, but teacher’s intervention high quality work. For this
may be necessary to ensure a variety of styles and levels, and to reason, when guiding students
avoid disruptive behavior. in project work, you should
establish a process to provide
2. Students go through the instructions in part II, Procedure, and
feedback (teacher, peer, and
complete the Preparation file, assigning roles and tasks to the
self-assessment) so that they
different members of the group.
use this valuable information to
3. Students define their action plan, including research to be done, make revisions.
rehearsals, recording of the telephone message if applicable, etc. Throughout the duration of the
They should also read the assessment rubric at the end of page 87 project, evaluate groups’ research
so that they know what aspects they should pay special attention to. notes, drafts and plans. You can
II. Procedure decide on a range of formative
assessment practices to improve
1. You can write these prompts on the board for students to add to
project outcomes and increase
their lists of aspects foreign students should consider when studying
students’ performance. For this
Spanish in Chile, apart from those mentioned in the previous lesson.
purpose, it is useful to co-create
Will there be academic credit for the coursework? criteria for project performance
Will there be an entrance test? with your students and then
Is accommodation / food / course material, etc. included? support them in using rubrics
What cultural differences should I be prepared for? and models to comment on
Apart from the course costs, what expenses should I consider? peer work.
Are there scholarships offered? You may evaluate the process
What documents do I need to apply?, etc. of group project planning. To
do this, collect students’ pre-
Page 87 products, such as project plans,
timetables, outlines, drafts, and
2. Students answer the provided question to add information to consider them in the final grade
their messages. using the following scale:
3. Students use their notes, the models in Lesson 6 and the template Project plan: 10%
provided to write the script of their message. Outline: 10 %
Draft: 20 - 30%
4. Students practice reading their messages aloud, checking and
Final product: 60 - 50 %
correcting pronunciation, intonation, emphasis, etc. Encourage
them to use props and whatever is needed to create the proper
atmosphere.

5. Supervise and help the groups as they rehearse helping them
distribute different parts of the message to different students. ASSESSMENT FOR LEARNING
Organize the recording of messages if students are going to do this.
III. Presentation the Appendix, on page xxiii,
Organize time and order of presentations; make notes of common to gather information about
mistakes to deal with them once all the presentations have finished. students’ projects and their
performance throughout
IV. Assessment the process.
VOLUME 1 UNIT 2
G Students get into their groups and use the rubric and the
provided scale to evaluate their performance. Encourage them to
discuss and negotiate when there are differences of opinion until they
reach a concensus.
Page 88

45 min.
recall what they did in the unit. To demonstrate autonomy in the learning process.
recognize what they have learned in To show a positive attitude towards language learning.
terms of content, skills and attitudes. To recognize the advantages of learning English for
identify possible future fields of future academic or working life.
application of what they have learned, (OA: C)
Pages 88 - 89 according to their personal learning goals.
1. Give students plenty of time to examine the unit they have just finished;
they should do this individually.
2. Elicit from them examples what they should include in the first column
(activities), in the second column (skills, language), and in the third Self-assessment: benefits for
column (personal application of what they have learned in real life or in teachers
future learning). Students are not the only
Students share and compare tables with a partner in order to include as ones who benefit from self-
much information as possible. assessment practices. According
to different investigations,
Page 89 teachers can obtain the
following benefits if they
3. Read the assessment chart with the class and make sure students incorporate this reflective
understand what each point refers to. It is essential to give them plenty practice into their instruction:
of time to reflect and answer truthfully. Increase of student
4. Get students to work in pairs and evaluate each other using the same engagement.
criteria. Decide if you want to give each student your own assessment Teachers can access to
besides or instead of their classmate’s. information about student
effort and persistence
5. Encourage students to write a list of remedial actions to improve their which would otherwise be
performance in the areas or skills they marked with sometimes or never. unavailable to them.
They help their students to
internalize instructional goals
At this point, you may also use the Complementary Digital and apply them to future
Resource 6. Students can keep track of what and how they learn while efforts.
dealing with authentic multimodal texts related to the topic of the Adapted from: McMillan, J. H., & Hearn, J. (2008).
unit. Student Self-assessment: The Key to Stronger Student
Motivation and Higher Achievement. Educational
See the instructions to use this resource on page and its rubric on Horizons, 87(1), 40-49. http://iles.eric.ed.gov/fulltext/
EJ815370.pdf
page 90.

COMPLEMENTARY DIGITAL RESOURCE
Methodological Guidance

VOLUME 1 UNIT 2
45’ 4 To select and use strategies to support Use prior knowledge to explain and support predictions about
comprehension of a multimodal text: the information in the text.
- watch with a purpose, Set a purpose for watching.
- use prior knowledge, Revise and validate predictions according to the information
- use visual clues. in the text.
1. Recall students’ ideas about the presence of technology in education. Then, invite them to predict the order that
the events in the pictures happened by dragging each picture to a slot in the timeline.
2. Have students watch the video and check their ideas.
OPENING
Stage: Development Screen: 2 and 3

3. Explain to students that they must watch the video again in order to identify the specific information required.
Remind them to read the questions before watching the video in order to have an idea on what to focus their
attention as they watch.
4. Tell students that they will watch another short video, but this time about the future of classrooms. Once again,
remind them to read the statements before watching the video to be able to discriminate between correct and
incorrect information according to what they see.
5. Conclude off the session by making students discuss their ideas in groups. You may ask the groups to summarize
their opinions in written forms and then read them aloud. This is an excellent opportunity to encourage students
to discuss about the use of TICs as a way to solve their need for information, communication, expression and
creation in their school and close social environments and also to attend to ethical responsibilities required by
them. In this way, you will be promoting the OAT about information and communication technologies.

45’ 2 To identify key words and thematic Identify key words and thematic vocabulary related to
vocabulary related to education, in the education.
multimodal text. Identify frequent expressions and their meaning in the text.
1. Start the session by asking students their ideas about the meaning of the words in the boxes. Then, invite them to
validate or correct their ideas.
2. Have students watch the video and then match the halves to form correct sentences.
DEVELOPMENT

3. Invite students to use their knowledge on critical thinking skills and drag the pictures to the corresponding place
in the diagram.
4. Then, ask students to watch the video and identify the order in which the eleven skills are mentioned.
5. Ask students to match the concepts to the definitions first. Then, invite them to watch the video again and to
confirm or correct their ideas about the skills for the 21st century. Round off the session by making students
discuss about how important is the development of their ability to identify, process and synthesize information
from different sources. Also, remind them of the importance of using digital resources to present, analyze and
communicate ideas in a creative way. In this way, you will be promoting the OATs related to cognitive and
intellectual dimension as well as information and communication technologies dimension.
90 UNIT 2 COMPLEMENTARY DIGITAL RESOURCE

45’ 1 To understand general ideas and specific Identify specific information in a speech.
3 information in a multimodal text. Summarize main information in simple sentences.
9 To identify relevant ideas, specific Identify relevant ideas in a speech.
information and details.
VOLUME 1 UNIT 2
1. Start the session recalling students’ prior knowledge about the man in the video and explain that they are going
to listen to him talking about education. In order to activate students´ prior knowledge, you may also ask a few
questions about him, his family and/or his job as the former US president and world leader.
CLOSURE
2. Challenge students to read the transcript and fill in the blanks by writing the words in the boxes in the
corresponding place. You may allow them to do this activity in pairs. Then, ask them to watch the video and
confirm or correct their ideas.
3. Now, invite students to watch the second part of the video and match the halves to form complete sentences.
4. Encourage students to work in pairs summarizing the main ideas in the speech they have just watched. Remind
them to use the information in the previous exercises to organize a complete and coherent speech summary.
5. Now, invite students to join other pairs and discuss the ideas they have summarized. Tell them they should
expand their ideas with their classmates´.
As a round-off, invite each group to reflect on the content of the video, exchange opinions and talk about the
possible connections they can make with their own reality. This is an excellent opportunity to challenge students
to reflect on school and particular social situations and to propose solutions to possible problems. Through this
activity, you will be promoting the OAT related to students´ cognitive and intellectual dimension
CDR (Complementary Digital Resource) Rubric

Partially Needs
CATEGORY Exemplary 3 Proficient 2 Points
Proficient 1 improvement 1
Key aspects (relevant Identified more than Identified between Identified fewer Could not identify
information, key words, five significant three and five than three any significant
purpose of tasks, problems aspects in the significant aspects significant aspects aspects of the
to be solved) resource. in the resource. in the resource. resource.
Fully understood. Understood the Understood a few Did not
Ability to understand
majority of the instructions. understand the
the instructions
instructions. instructions.
Ability to deal with a Correctly answered Correctly answered Correctly answered Unable to answer
variety of question types at least five between three and fewer than three questions.
(closed or multiple choice, questions of five questions of questions that are
true or false, and analytical different types. different types. the same type.
or evaluative questions.)
Used a large number Used several Rarely used original Did not use any
Use of creative thinking
of original ideas and original ideas and ideas to answer. original ideas to
strategies
strategies to answer. strategies to answer. answer.
Readily adapted Made changes with Hesitated to make Did not consider
changes when new some changes when new new and relevant
Ability to react to
and relevant ideas encouragement. and relevant ideas ideas and
constructive feedback
and new information and information information.
was presented. were presented.
All team members Assisted group/ Finished individual Contributed little
Group/pair teamwork contributed equally partner in the task but did not to the group
to the activity’s activity’s objective. assist group/partner effort during the
objective. during the activity. activity.
TOTAL POINTS
UNIT 2 COMPLEMENTARY DIGITAL RESOURCE 91

TRANSCRIPTS
19 STUDENT’S BOOK - UNIT 2 - PAGE 50 - internet history. The museum will house
the server that hosted the first ever
EXERCISE 3
website. It is part of a new exhibition
Nancy: Jorge, you’re studying English really hard, called the Information Age.
VOLUME 1 UNIT 2
aren’t you?
Reporter: So this is the past and the present of the
Jorge: That’s right! internet. What do you think the future
Nancy: Why do you want to learn English? holds?
Jorge: You know I love science, don’t you? When Sir Tim: I hope in the future we will build
I finish school, I’d like to continue studying applications that will always keep people
abroad. It also helps me to understand the in peace rather than fighting. I hope the
information on the internet better! internet will never be used for anything
else but a positive change.

EXERCISE 1 21 STUDENT’S BOOK - UNIT 2 - PAGE 60 -
Reporter: From London Science Museum for the EXERCISE 1
BBC, Anna Oats interviewing Sir Tim Speaker 1:
Berners-Lee, the founder of the internet. a. draw drill drop out trace trend translate
Sir Tim, what are your impressions 27 strategy instruction
years after you helped to establish it?
Speaker 2:
Sir Tim: Well, hello there. My first thought is that
b. Are you satisfied…? Do you know…? Do you
the internet has generally been a force
use…? Do you have…?
for good, but it also has a negative side.
Speaker 1:
Reporter: What do you mean?
Are you comfortable…? How often …? I think that...
Sir Tim: As I see it, in some places people are
using the web for wonderful things like
protesting against oppressive regimes.
But it is sad that there are people who 22 STUDENT’S BOOK - UNIT 2 - PAGE 72 -
occasionally use it for horrible things like EXERCISE 1 - PART A
trolling and bullying.
Speaker 1: Kids Helpline how can I help you?
Reporter: How many people use the internet
Speaker 2: Hi, yes. You see, our group has started
nowadays?
a project for this year’s science fair. So
Sir Tim: Recent statistics say that 47% of the far we have done some research and
world population uses the internet. prepared some notes but the problem
Millions use it every single day. In Asia is that one person in the group just has
alone 1.6 billion people use it. 600 not wanted to work with us. He is lazy,
million in Europe. 10 thousand new always tired, avoids group meetings,
internet applications are invented and when he finally comes, he is rude
each year. There are, on average, 40 and sometimes even aggressive. He
thousand google searches per second! says the project is boring, that he does
That’s a lot of learning in a very short not care about the results. How can we
time! resolve this and not be offensive to him?
Reporter: It is amazing! Speaker 3: Kids Helpline can I help you?
Sir Tim: Yes it is. The internet has changed the Speaker 4: Hello, this is Ben. I wanted to ask for
way we communicate and learn. We can your advice. Our class is planning a field
communicate and learn wherever we trip and it is going to cost quite a bit of
are and whoever we are - a student, a money. Most of our parents are happy
teacher, an actress – we can all use the to help but there are two students
internet for lifelong learning. whose parents cannot afford to pay.
Reporter: And what brings you here today? Of course we want the whole class to
Sir Tim: I’m here to view an important part of go but are not really sure what to do to
help them. The field trip is in two months 24 STUDENT’S BOOK - UNIT 2 - PAGE 74 -
so we don’t have too much time. Can EXERCISE 2.a
you think of something to solve this
problem? Speaker 1:
Speaker 5: Kids Helpline, can I help you? I can observe…
I can see…
Speaker 6: Yes, this is Anna speaking. I don’t really
I detect…
have a problem but my friend Nelly
I notice…
does. You see, Nelly doesn’t really have
I recognize...
VOLUME 1 UNIT 2
any friends at school apart from me.
She is a little shy and nervous and finds Speaker 2:
it difficult to talk to people so she simply This reveals...
avoids them. But recently it has got even It is because...
worse. Some students in my class have This shows…
told her some nasty and offensive things This illustrates...
and it has made her upset . And I have It indicates that...
seen her cry. I like Nelly very much but Speaker 3:
I don’t know how to help her. So, how In my opinion, we should...
can we fix it? Clearly we should...
I think the best thing to do is...
First of all, you should…
EXERCISE 1 - PART B
a. Speaker 1: Tell her that she must talk to an adult, 25 STUDENT’S BOOK - UNIT 2 - PAGE 80 -
a parent or a teacher. You can EXERCISE 2
accompany her so she will not feel Speaker: ESL IELTS TOEFL
alone. You cannot fix the problem
for her. She must find the courage to
look for the solution herself. Bullying
is wrong and can be ended only
EXERCISE 1
when the bully is stopped. And he
or she can be stopped if faced early Speaker 1: Welcome to Toronto Language School
on. Keep up your support and I am information center. For English press1.
sure she will be brave enough to tell For Spanish press 2. (pausa)
someone. Please listen carefully to the information
about our language courses so you can
b. Speaker 2: It is quite refreshing to hear from
choose the right one for you.
someone who wants to help a friend
in need. I am glad that you are not Speaker 2: General Super Intensive Studies
thinking of leaving your classmates This program is for students who
alone. There are a lot of things you want to become fluent as fast as
can do to help in two months. You possible. The course offers grammar,
could organize a school bingo, you conversation, writing and some
could bake cookies and cakes and preparation for international exams.
sell them at school. Or you could also Students will study for one month, 30
find a sponsor for your friends – a hours per week.
local company willing to pay their Speaker 3: General Intensive Studies
fare. This program allows students to
c. Speaker 3: First of all, you should find out why study general skills in the morning
your classmate is, as you say, lazy or afternoon. Students will also get
and tired all the time. Is something one extra hour of speaking and
happening to him that you don’t pronunciation practice. This is a course
know about? Does he feel excluded that lasts for three weeks with 20 hours
from the group for some reason? per week.
Find out the reasons for his behavior
and you will find the solution to your
problem.
Speaker 2: Specialized Studies
28 TEACHER’S BOOK - UNIT 2 - EXTRA TEST -
This program is perfect for young adults
PAGE 104 - EXERCISE 3
who want to apply for the TOEFL or
IELTS examinations. Students acquire Speaker 1: From the first day in the institute, I have
the necessary skills to study for the had a lot of new experiences. I have
tests and improve their scores. This is made a lot of friends. My teachers are
a one-month long course with 15 hours very kind and helpful. They teach me
per week. how to use English the right way; they
help me improve my English. The staff is
VOLUME 1 UNIT 2
Speaker 3: Youth Program

This is our oldest program that has very helpful and they always organize fun
been run since 1988, the year the activities.
school was established. This program Speaker 2: It is a precious experience to be in this
is designed to help elementary and school because everything is different
secondary school students. Small from my country and there are many
classes, unique atmosphere and a activities for teaching English with
popular extracurricular activities program fun. Sometimes, I feel sad because
allow students to develop their skills and it is hard for me to understand my
feel confident as they learn about our students, but they give me some clues
language and culture. The length of the to solve problems. Moreover, I can
course is 2 weeks with 50 hours in total. make friends from different countries.
Although they speak different languages,
I can communicate with them through
English. I have improved my English
27 STUDENT’S BOOK - UNIT 2 - PAGE 82 - skills through this program.
EXERCISE 1.b
Speaker 3: I stayed for six months. The school has
Susana: What will you do do when you finish a good atmosphere. The teachers are
school this year? very friendly and helpful. The school also
Marcos: I will study English abroad. has weekly activities outside the school.
Susana: Where will you go? I had a nice time. I wish to return one
Marcos: I would like to go to Canada or the USA. day.
Susana: What kind of course will you take? Speaker 4: First, I did not speak English very well
Marcos: I may take a Youth Program; something and I did not talk so much, but when
special for elementary and secondary I made friends in my class, I started
school students. talking a lot! My host family was very
nice, too. They were always very kind to
Susana: How long does it take?
me and their food was excellent!
Marcos: It takes 2 weeks, with 50 hours in total.
Susana: Do you think it’s a good decision?
Marcos: Sure! It’s a great opportunity to learn
English and about their culture.
Getting ready minds. At school, an aural learner will remember lecture

material in a variety of classes and may be skilled at
Page 50 Setting objectives memorizing things like music or lines for a theatrical
Personal learning goals production.
VOLUME 1 UNIT 2
Previous research into the motivation and efficiency of Reading/Writing learners are at home with written
students has indicated that students who set their own material. They comprehend and remember what
working goals tend to achieve more than when working they read, and they often enjoy writing. Classes have
on goals set for them by the teacher. traditionally been geared to the reading/writing learning
style; these learners can take notes in most classes and
Students who set their own learning goals have will benefit from reading them as a method for study.
more confidence to take on more challenging tasks,
regardless of their ability. Their motivation to improve Kinesthetic learners learn by doing. Hands-on
and master a task is improved and their self-esteem activities and real-life experiences help them remember.
remains strong, even in the case of failure. School classes like science labs, acting, or sports teach
to the strengths of kinesthetic learners.
When students are assisted to delve into their own
thinking and learning processes, they are drawn to Page 55 Your analysis
think about the effectiveness of the strategies they used
How to Improve English skills
to achieve the learning goals they set. Planning what
to do, monitoring progress towards achieving it and Motivating
assessmaent the outcome can help students take more If a learner is not motivated to learn English he/she will
control over their thinking and learning processes and become frustrated and give up.
equip them with learning to learn skills. Learners should ask themselves the following questions,
Taken from: Developing, monitoring and reporting on personal learning and be honest:
goals. (2007). State of Victoria (Department of Education and Early
Childhood Development). Retrieved May 9, 2016 from http://www. - Why do I need to learn/improve English?
education.vic.gov.au/Documents/school/teachers/teachingresources/social/
personal/devperslearngoal.pdf
- Where will I need to use English?
- What skills do I need to learn/improve? (Reading/
Writing/Listening/Speaking)
Lesson 1: Improve your learning - How soon do I need to see results?
Page 53 Preparing to read, Exercise 1 - How much time can I devote to learning English?
Learning styles – VARK system - Do I have a plan or learning strategy?
Learning style has to do with how people bring new Setting short-term goals
information into their knowledge base. Learners should set some short-term goals that may be
Knowing your learning style enables you to use your easy to achieve, such as:
strengths as you study for courses. One of many - Join an English course - a virtual one or a real one
instruments for determining learning style is the VARK (and attend regularly).
questionnaire, developed by Neil Fleming. The VARK - Do homework.
system categorizes learners into four styles: Visual,
- Read a book or a comic every month.
Aural, Reading/Writing, and Kinesthetic. Many learners
show strength in more than one learning style. - Learn a new word every day.
- Visit an English speaking forum or social media page,
Visual learners learn best from visual images that do
every day.
not include writing. Graphs and diagrams are easy
for them to understand. They remember faces and - Read a news article on the net every day.
places and tend to recall information by picturing it - Practice listening 10 minutes every day.
in their minds. At school, a visual learner is going to - Watch an English film at least once a month.
find it relatively easy to “read” a pie chart or perceive
- Follow a soap, comedy, radio or TV drama (in English,
differences between artists’ painting styles.
of course!).
Aural or auditory learners do well with hearing Taken from: (n.d.). How To Improve your English Skills. Retrieved May
information. They remember words to songs and can 10, 2016, from http://www.learnenglish.de/improvepage.html#sthash.
hIKu0Bd0.dpuf
recall conversations in detail by hearing them in their

Page 56 Vocabulary in context Examples: Sometimes I go swimming.
Often we surf the internet.
Negative preixes dis-, il-, im-, in-, and un
dis-: disadvantage, discontinue, disorder, disqualified, Sometimes these adverbs can go at the end of
dissatisfied. a sentence.
il-: illegal, illegible Examples: We read books occasionally.
im-: imbalance, immature, immeasurable, immobile, The children visit their grandparents
immoral, immovable, impatient, impolite, improbable regularly.
in-: inaccurate, incomplete, inconvenient, incredible, Taken from: Adverbs of frequency in English. Retrieved May 12, 2016, from
VOLUME 1 UNIT 2
http://www.englisch-hilfen.de/en/grammar/adverbien1.htm
ineffective, inefficient, informal, invisible
un-: unattended, unauthorized, unavailable,
unavoidable, unconscious, unforeseen, unforgettable, Subject connections, Physical
unforgivable, unnecessary education
Page 68 Subject connections, Exercise 4
Lesson 2: Learning in the digital era
Steve Young: American football player. Born 11
Page 58 Exercise 1 October, 1961 in Salt Lake City, Utah.
Smart phone apps are expanding the learning He played quarterback for the San Francisco 49ers for
experience both inside and outside the classroom, 13 years, 1987-99. Young was named the NFL’s most
making it more interactive, immersive, and engaging. valuable player in 1992 and 1994, and in 1995 the 49ers
There are many education apps available—and more won Super Bowl XXIX. At the start of his career, Young
being developed all the time- which cover everything played two seasons (1984-85) with the Los Angeles
from math and science to foreign languages and Express of the now-defunct United States Football
reading. League, then spent two seasons with the NFL’s Tampa
Bay Buccaneers before being traded to San Francisco.
The different categories in which educational
He retired after the 1999 season.
applications can be classified are:
For the classroom John F. Kennedy: he was the 35th President of the
Organization, Time Saving, and Productivity United States. He served as President between 1961
Professional Development and Training and 1963. He was born on May 29, 1917 in Brookline,
Reference Massachusetts. He died on November 22, 1963, killed
Welcome Distractions by an assassin’s bullet in Dallas, Texas.
You will find the list of the 50 best Smartphone Apps Sir Ken Robinson: Born in Liverpool, England, on
for teachers, and also information about each one at March 4, 1959. He is an internationally recognized
http://www.teachthought.com/the-future-of-learning/ leader in the development of creativity, innovation
technology/the-50-best-smartphone-apps-for-teachers- and human resources in education and in business.
arranged-by-category/ He is also one of the world’s leading speakers on
these topics, with a profound impact on audiences
Page 60 Work it out! everywhere.
Adverbs of frequency Babe Ruth: Born February 6, 1895 in Baltimore,
Adverbs of frequency show you how often something Maryland, USA. He died on August 16, 1948.
happens. This can be always = 100%, or never = 0%, American baseball player. Over the course of his career,
with the rest distributed in between roughly like this: Ruth went on to break baseball’s most important
always usually regularly normally often sometimes slugging records, including most years leading a league
occasionally rarely seldom never in home runs, most total bases in a season, and highest
slugging percentage for a season. In all, Ruth hit 714
These adverbs can go before the main verb and after an
home runs—a mark that stood until 1974.
auxiliary or anomalous finite verb.
George Graham: Born 30 November 1944. He is a
Examples: I always get up at 6.45.
Scottish former football player and manager. He made
Peter can usually play football on Sundays.
455 appearances in the Football League as a midfielder
Mandy has sometimes got lots of
or forward for Aston Villa, Chelsea, Arsenal, Manchester
homework.
United, Portsmouth and Crystal Palace.
Susan is never late for school.
Plato: Born 428/427 or 424/423; died 348/347 BC. He
The adverbs often, usually, sometimes and occasionally
was a philosopher in Classical Greece and the founder
can go at the beginning of a sentence.
of the Academy in Athens, the first institution of higher
96 UNIT 2 BACKGROUND INFORMATION

learning in the Western world. He is widely considered Modal verbs NEVER change form: you can never add
the most pivotal figure in the development of philosophy, an “-s” or “-ed”, for example.
especially the Western tradition. Unlike nearly all of his Modal verbs are NEVER followed by to, with the
philosophical contemporaries, Plato’s entire work is exception of ought to and have to.
believed to have survived intact for over 2,400 years.
What sort of meanings do modals give to other verbs?
What functions do they help to express?
Lesson 4: Problems at school WILL Making personal predictions: I don’t think the
Queen will ever abdicate. I doubt if I’ll stay here
VOLUME 1 UNIT 2
Page 73 Work it out!
much longer.
Talking about uninished actions
Talking about the present with certainty, making
We use the Present Perfect tense to talk about
deductions: I’m sure you will understand my
unfinished actions that started in the past and are still
complaint. There’s a letter for you; it’ll be from
true in the present.
the bank: they said they’d be writing.
Examples: I’ve known John for three years. Talking about the future with certainty: I won’t
Louise has lived in Chile since 2012. be back until 11; I’ve got a meeting.
The Present Perfect is often used when we are talking They’ll leave at 9 for their 10 o’clock train.
about how much or how many. Reassuring someone: Don’t worry! You’ll make
Examples: Neil has drunk five cups of coffee new friends quickly. It’ll be all right; you won’t
this morning. have to stay by yourself.
The children have eaten three ice Making a decision: For the main course I’ll have
creams each! grilled fish. I’m very tired; I think I’ll stay at home
tonight.
The Present Perfect can also be used to refer to an
action that has been completed, without indicating Making a semi-formal request: Will you open
when this happened. the window, please? Will you sign here, please?
Offering to do something: You stay there; I’ll
Examples: I’ve been to Italy, France and Spain.
fetch the drinks. Don´t worry; I´ll make copies for
She has seen that film several times.
everybody.
To make the affirmative form of the Present Perfect Making a promise or a threat: I’ll be there at 8
tense, use have / has + the Past Participle. o’clock sharp. If you don’t finish your dinner off,
Examples: We have studied a lot for the test. you’ll go straight to bed!
It has rained very little this winter SHALL It is a form of will, used mostly in the first
To make the negative form of the Present Perfect tense, person. Its use, however, is decreasing.
add not after have or has. You must use it is in questions, when making
offers or suggestions: Shall I get you another
Examples: The children haven’t read that book yet.
glass of soda? Shall I carry that bag for you?
Rick hasn’t found a job yet.
Shall we go to the cinema tonight? Shall we
To make a question, put have or has in front of invite all our friends?
the subject.
MIGHT It is used to talk about possibilities in the past,
Examples: Have you finished your homework? present or future.
Has your mother ever traveled by plane? Talking about the present or future with
uncertainty: She might be back in her office; her
Lesson 5: Congratulations! You’ve class finished five minutes ago. Chile might win
the World Cup, you never know.
done well on the assignment! Adapted from: Gould, S. (May 27, 2011). Study Guides: Grammar. Centre
for Academic Success. Retrieved May 19, 2016 from http://library.bcu.
Page 78 Work it out! ac.uk/learner/Grammar%20Guides/3.07%20Modals.htm
Modal verbs
A few basic grammatical rules applying to modal verbs
Modal verbs are NEVER used with other auxiliary
verbs such as do, does, did, etc. The negative is
formed by adding not after the verb and questions are
formed by inversion of the verb and subject.
You should not do that. Could you pick me up when
I’ve finished?

1. Do the following quiz and find your learning style. Then, share your results in your group and
comment on them.
VOLUME 1 UNIT 2
Circle the best answer for each question.

1. If I have to learn how to do something, I learn best when I:
a. watch someone to show me how.
b. hear someone tell me how.
c. try to do it myself.
2. When I spell, I verify accuracy by:
a. looking at the word to see if it looks correct.
b. sounding the word out in my head.
c. getting a feeling about the correctness of the spelling.
3. When asked to give directions, I:
a. see the actual places in my mind as I say them or prefer to draw them.
b. have no difficulty giving them verbally.
c. have to point or move my body as I give them.
4. When I have to remember a list of items, I remember them best if I:
a. write them down.
b. repeat them over and over to myself.
c. move around and use my fingers to name each item.
5. When solving a problem, I:
a. write or draw diagrams to see it.
b. talk myself through it.
c. use and/or move objects to help me think.
6. When I am adding numbers, I verify my answer by:
a. looking at the numbers to see if they are correct.
b. counting the numbers in my head or out loud.
c. using my fingers to get a feeling if it is correct.
7. When trying to recall names, I remember:
a. Faces more easily than names.
b. Names more easily than faces.
c. The situation or the meeting more easily than names or faces.
8. Before going to sleep at night, I appreciate that:
a. The room is dark.
b. The room is quiet.
c. The bed feels comfortable.

Results:
Write in how many of your answers was each of the following letter choices:
a: b: c:
Interpretation:
VOLUME 1 UNIT 2
If you had mostly a’s, then you are a visual learner.
• Sit in the front of the class or meeting so you can see everything.
• Sketch course content. Even the simplest sketch can help you remember ideas.
• List your tasks – even the ones you have completed – just to have the satisfaction of visually crossing
out tasks done.
• Write notes on your favorite colored sticky-notes to help you remember and paste them around your
room.
• A tidy desk may help in clearing your mind to be able to study better.
• Write yourself encouraging notes and post them where you can see them.
• Create mind maps, flowcharts, or other graphic organizers.
If you had mostly b’s, then you are an auditory learner.

• Record the class session and listen to it later for reference and repetition. It may also help if you listen
to it casually while walking to class or before falling asleep.
• Read your textbook and notes aloud as you study. You could even record them as you do so.
• Teach yourself to read aloud in your mind without making sound. During exams, you can hear the test
questions as well as see them.
• Study with a partner or in a group. When studying with others, you can hear what they say, and hear
yourself teaching them as well. This will reinforce your understanding of the material.
• Proofread your assignments out loud.
If you had mostly c’s, then you are a kinesthetic learner.

• Sit where you can actively participate in classroom events and discussions.
• Take notes creatively. For instance, draw quick pictures in class that relates to the material
being taught.
• Ask and answer questions before, during, and after class.
• Make models of the concepts whenever possible.
• Move around while you are studying. For instance, you can simply walk around in your room.
• Study on a whiteboard. Draw flowcharts, mind maps, or simply rewrite the notes.
• Incorporate pictures of models, if possible.
• Make physical comfort a priority as you study.
• Make note cards and create sample tests that you can take for review.
Adapted from: http://www.montana.edu/gallatincollege/programs/tools/type.php
2. Underline three learning tips you found useful in the interpretation section of the quiz. Then, write
down two more tips of your own.

3. Fill in the blanks of the emails with the words in the box below. Then, match the problems at school
(a - c) with their solutions (i - iii).
stressed out a couple of months laugh at cost a lot of money schoolwork cruel messages
shy and nervous where to start cannot afford it panic at to help them bullied
a.
VOLUME 1 UNIT 2
Casey, 14
Well… I´m constantly being at school. My classmates me a
lot and call me names because I´m new at school and because I´m a foreigner. Recently it has got
even worse; they have been posting on Facebook… What´s worse, I´m very
and find it really difficult to talk to people… How can I stop this situation?
b.
Zach, 15
Hi there! I need some advice. Our class is planning a field trip to Washington DC and it is going to
. Most of our parents are happy to help but there are four students whose parents
. We, the whole class, want everybody to go but are not really sure what to do
. There´s not much time because the trip is in . What can we
do to solve this problem?
c.
Ashlee, 15
Hello. I hate ! I get so with all the homework and the
assignments that I often cry. I do not know when I´m home on my own. I also
deadlines… And I even have a hard time sleeping sometimes. I´m so frustrated!
Please, help me!
i. to get it out of the way, but you’ll have the

It is so good to hear from someone who most energy and focus when you begin,
wants to help a friend. I am glad that you so it’s best to use this mental power on the
are not thinking of leaving your classmates subjects that are most challenging. Later,
alone. There are a lot of things you can do when you’re more tired, you can focus on the
to help in two months. You could organize a simpler things. And always, take small breaks
school Bingo, you could bake cookies and to help you relax a little and reduce stress in
cakes and sell them at school. Or you could the end.
also find a sponsor for your friends – a local Robert
company willing to pay their fare.
Sarah iii.
First thing, you should immediately tell an
ii. adult: a teacher, a principal or your parents
Stressing too much about it doesn’t get about what´s going on. They will help you
you anywhere. It’s good to be concerned somehow. This is not right at all. Also, you
about your work, but you have to act on should firmly and clearly tell the bully to
that. To avoid trouble, do homework as stop and then walk away. By ignoring the
soon as possible and at least start projects bully, you’re showing that you don’t care.
the day you get them. When you start your Eventually, the bully will probably get bored
homework, tackle the hardest assignments with trying to bother you.
first. It’s tempting to start with the easy stuff Megan

4. Work in pairs and use both study programs on the noticeboard. Follow the prompts to role-play the
conversation taking turns to be A and B.
SUMMER COURSE IN
ENGLAND
If you´re between 16 and 18, join
us
COME AND LEARN
VOLUME 1 UNIT 2
and study English and its culture dur
the summer.
ing
ENGLISH IN AMERICA!
• Native speaker teachers ✔ Students from all over the world
• 2 months (June-July) ✔ Life in college campus
rs)
• 200 class-hours ✔ Crash-courses (3 weeks – 120 hou
• Free accommodation with hos
t families ✔ Field trips
Student A: Ask what he/she will do at the end of school-year.

Student B: Answer you will study English abroad.
Student A: Ask what country he/she will go to.
Student B: Respond.
Student A: Ask what kind of course he/she will take.
Student B: Answer.
Student A: Ask how long it takes.
Student B: Reply and mention the class hours in total.
Student A: Ask if he/she thinks it is a good decision.
Student B: Answer it is a great opportunity to learn English language and culture.

5. WebQuest: studying English overseas
Introduction: Learning a language is more than simply studying a vocabulary list; it’s about absorbing the culture
and colloquialisms and exploring an alien society. Therefore, studying abroad is one of the fastest, most
VOLUME 1 UNIT 2
effective and most interesting methods for learning English; it’s a life changing experience.
Task: Your task is to create a radio program about an experience of studying English abroad (around 20
minutes). You will have to include the radio script based on the topic, the sound effects and a few
commercials. In order to do so, you will work in groups of 5 students and each of you will be in charge
of a different aspect of the project.
Process: 1. On your own, go over these websites and scan the different radio script samples. Comment on the
similarities and differences with your partners.
• http://john.curtin.edu.au/sport/activities/radio(answerfootball).html
• http://cw.routledge.com/textbooks/9780415561709/audio.asp
• https://sdlehto.wordpress.com/radio-interview-script-sample/
• https://sdlehto.wordpress.com/radio-commercial-script-sample/
2. In pairs, visit the following websites and pay attention to the characteristics of radio scripts. Then,
write down the main characteristics and five tips to create your own script.
• http://es.slideshare.net/helpingmedia/writing-a-radio-script-10476106
• http://www.mediahelpingmedia.org/training-resources/journalism-basics/646-tips-for-writing-
radio-news-scripts
3. Continue working in pairs and read the information on this website carefully. Then, answer the
questions below.
• http://www.5minuteenglish.com/study_abroad.htm
a. Why do people study the language in an English-speaking country?
b. What are the advantages and disadvantages of studying English abroad?
4. As a team, go through these websites and choose four different countries to study English. Then, fill
in a table with specific information about the points below.
https://www.studytravel.com/learn-english-abroad-juniors
http://www.lalschools.com/en/courses#young-learner
http://www.kaplaninternational.com/young-learners
http://www.studyabroadinternational.com/study_abroad_programs_for_Teen_Students_and_
Kids_English_summer_camps.html
Country Course length
Specific location Accommodation
Course type Leisure activities
5. Now, make up two characters (the radio announcer and an EFL student) and his/ her story studying
English abroad. Use the information you have found on the different websites to create the
interview between them and the radio program itself. Remember to include information about:
His/her reasons for studying English abroad His/her feelings and impressions on the experience
The language course and everyday life The radio sound effects and commercials
Assessment: The radio program will be evaluated with common grade for group work creativity and good
performance will be highly valued, too. Rubric is as follows:
Creativity: 40% Quality of performance: 40% Level of English: 20%
Conclusion: The project you have just prepared has provided you with background information on how a radio
program is produced and has also given you some space to be creative. Together with this, you have
explored a wide range of information on language courses that might be useful for anyone wanting
to study English abroad.

EXTRA TEST
1. Read the texts carefully and circle the correct alternative in sentences a - e on page 104. 3 points
Dan Baker, 14, grade 9, Alice Deal Junior High, Washington.
VOLUME 1 UNIT 2
My school is totally ordinary and I don’t think it’s very
different from a school in any country. I’m in the 9th grade at
Alice Deal Junior High, Washington DC. In the USA, kids
start first grade at age six and finish in twelfth grade. From
seventh to ninth grade, we go to Junior School.
We don’t wear a uniform, but there is a dress code. That
means we shouldn’t attend school in baggy, skateboarding
pants, very short skirts, or clothes with holes in them, and we can’t dye our hair crazy colors!
School starts at 8:45 and ends at 3:15. A lot of students stay until 5:30 to play sports
or take part in the after-school program; that means you can stay at school to do your
assignments or go to the computer lab. We do the same subjects as any school and we also
study Spanish because there are a lot of people in the USA who speak Spanish at home.
Some schools in Washington DC are totally bilingual in Spanish and English because there
are so many Latino students; their families are mainly from Mexico and El Salvador.
We generally have lunch in the school cafeteria; the food is okay.
One of the best things at this school is the field trips. Last week, we went on a biology trip
to Kenilworth Aquatic Gardens, a national park with a river and lakes; we spent the whole
day there and had lunch in the picnic area.
Edna Bailey-Castro, 15, grade 10, The Chapin School, New

York. (http://www.chapin.edu)
My school is private and there are about 650 girls ranging
from kindergarten through grade twelve. It is located on
the Upper East Side of Manhattan in New York City. One
thing I like about my school is that it is relatively small
and all of us form a close-knit community. I participate
in community activities and sports, including softball and
volleyball; in fact, we were the New York State Champions in volleyball this past year. My
school also does an excellent job preparing us academically for college.
I love my school! There are so many cultural and educational opportunities. For example,
the Metropolitan Museum of Art is five blocks away, and we often go there to actually
experience things we have studied in class.
About the only negative thing I can think of about my school is the fact that I have a
long commute back and forth. I live in the Bronx, and I take the subway and a bus to get
to my school
Close-knit: (adj.) having strong relationships with each other and taking a close interest in each other’s activities and problems.
Commute: (n) the journey that a person makes when traveling to the place of work or study.

a. In Dan´s school, students are when they start 1st grade.
i. five ii. six iii. seven
b. Junior School begins when students are in grade.
i. seventh ii. ninth iii. twelfth
c. Generally, students have lunch .
i. at home ii. in a restaurant iii. in the school cafeteria
VOLUME 1 UNIT 2
d. Edna´s school ranges along grades.

i. K-9 ii. K-12 iii. 7-9
e. Her school offers cultural extra-curricular activities.
i. and recreational ii. and academic iii. academic and recreational
2. Read again and fill in the chart with specific information from the texts and your own. 15 points
Student 1 2 You
Name
Age
School
Positive aspects
Negative aspects
3. 28 Listen to a recording about studying abroad. What kind of text is it? 1 point
a. An advertisement
b. News reports
c. An interview
d. Personal experiences
4. 28 Listen to the recording again and number the sentences in the order you 5 points
hear them.
a. First, I did not speak English very well.
b. I started talking a lot.
c. I can communicate with them through English.
d. Sometimes, I feel sad.
e. The school has a good atmosphere.
104 UNIT 2 EXTRA TEST PHOTOCOPIABLE

5. 28 Listen again and match the situations in the pictures to each Speaker (1 - 4). 4 points
VOLUME 1 UNIT 2
a. Speaker b. Speaker
c. Speaker d. Speaker
6. 28 Listen once more and circle the correct alternative. 6 points
a. I have made a few / lot of friends.

b. There are many activities for teaching / practicing English with fun.
c. I have improved my language / English skills.
d. I stayed for sixteen / six months.
e. My host / new family was very nice, too.
Total score=
35 pts.
Interpret your test results

Great! Good OK Not good enough
(30 - 35) (23 - 29) (13 - 22) (0 - 12)
Your score is excellent! It Keep on working hard! Your performance is You need to revise the
means you are achieving You are very well prepared. satisfactory, but you contents and practice more
the learning goals. You can easily achieve the can improve. Revise the in order to improve your
highest score by analyzing mistakes you made and performance.
the few mistakes you made. reinforce the weakest areas
in the assessment.

ANSWERS
Student’s book Smart reading

1. d. To describe.
Page 51
2. a. Tip 1. b. Tip 2. c. Tip 4. d. Tip 3.
Exercise 1
VOLUME 1 UNIT 2
a. Learning: the activity or process of gaining Page 59

knowledge or skill usually by studying Listening ile answer
b. Scholarship: an amount of money that is given by a General information
school, an organization, etc., to a student to help pay Type of text: a. An interview
for the student’s education
Opinion of the internet expressed: b. Positive
c. Lecture: a formal talk on a serious subject given to a
group Speciic details
d. Classmate: a member of the same class at a school Positive purposes of the internet that are mentioned:
or college to communicate, to learn, to protest against
oppressive regimes.
e. Intensive course: a course that offers lots of training
Which statements are true, false or not mentioned?
in order to reach a goal in as short a time as possible
a. False. He helped develop the internet 27 years
f. Higher education: education beyond the secondary ago.
level, usually provided by a college or university
b. False. The conversation is taking place in the
g. Science fair: an event at which science projects London Science Museum.
created by students are presented c. True.
Page 52 d. True. 47% of the global population uses the
internet.
Exercise 2
e. True.
a. Highlighting What do the numbers refer to?
b. Note-taking a. 10 thousand
c. Word map b.1.6 billion
d. Study plan c. 600 million
d.40 thousand
Page 53
Exercise 2 Page 60
Work it out!
Auditory Kinesthetic
Visual learners a. ii
learners learners
Difficulty with Prefer hands-on Need to see it to Page 62
written learning. know it.
directions. Exercise 1
Learn better Difficulty with
Prefer to get when physical spoken a. They all show newspapers.
information by activity is directions. b. They have more / fewer pictures. They cover different
listening involved. types of topics.
c. In on-line newspapers, in magazines.
Page 54
Exercise 1 Page 63
Study tip 1. - b. Only what’s important Exercise 3
Study tip 2. - e. Making your own study notes a. Headline. b. Lead. c. Byline. d. Body. e. End.
Study tip 3. - d. Associating concepts
Page 64
Study tip 4. - f. Using images
Smart reading
Study tip 5. - a. A rainfall of ideas
1. Follow the example in exercise 3, p. 63 of the
Study tip 6. - g. Getting into the habit Student’s Book.
106 UNIT 2 ANSWERS

2. b. The common myths related to girls taking up jobs Smart reading
in engineering. 1. a. II and IV. b. I and III. c. III. d. IV.
3. a. To encourage girls to take up engineering jobs. 2. I. Some wonderful news. I am daydreaming.
I’m incredibly happy. Feel like a superstar.
Page 65 II. I am happy to announce. Has been successful.
Your analysis are impressed with the replies. you will be an
excellent student.
1. a. Fact. b. Opinion.
III. Graduation day is here. joyfully invite you.
VOLUME 1 UNIT 2
2. a., c., d., e., f.
IV. Murray Literary Society is pleased to announce.
Page 66
Page 77
Vocabulary in context Your analysis
1. Gender gap, driving force, engineering class, Text I – Answer II. Text II – Answer I. Text III – Answer III.
technology company, communication skills.
Page 78
2. News reporter, history teacher, learning habits,
computer games, history students, video games, Work it out!
history class. i. A necessity - need to / needn´t
ii. A promise - shall
Page 68
iii. A prediction - will
Exercise 2 i. A possibility - might / may
a. tennis. b. boxing. c. cycling. d. swimming. e. fencing.
Page 80
f. gymnastics. g. canoeing. h. football. i. athletics. j.
judo. k. weightlifting. l. hockey. m. archery. n. volleyball. Exercise 2
a. What does ESL stand for? It stands for English as a
Page 72 Second Language.
Exercise 1 b. What does IELTS stand for? It stands for International
Words mentioned: aggressive, boring, lazy, nervous, English Language Testing System.
offensive, shy, upset, rude. c. What does TOEFL stand for? It stands for Test of
English as a Foreign Language.
Listening ile answer
General information Page 81
Type of recording: a telephone helpline program Listening ile answer
Speakers: a. teens / counselors General information
Speciic details Type of recording: a. Informative
Problems mentioned in each conversation: Speaker: b. A recorded message service
a. II. b. I. c. III. Speciic details
Which recording describes… Provider of courses (institution): Toronto Language
a. III. b. II. c. I. School
Main conclusions Duration of courses
a. III. b. II. c. I. d. II. a. One month, 30 hours per week.
b. Three weeks, 20 hours per week.
Page 73 c. One month, 15 hours per week.
Work it out! d. Two weeks, 50 hours in total.
In each case, the speaker is talking about actions that Courses additional information.
started in the past, but continue or are related to the I. General Super Intensive Studies
present. This course offers grammar, conversation, writing
and some preparation for international exams.
Page 76 II. General Intensive Studies
Exercise 1 This course allows you to study in the morning or
in the afternoon.
c. They all describe situations related to school.
III. Specialized Studies
This program is perfect for young adults who want
to apply for the TOEFL or IELTS examinations.
UNIT 2 ANSWERS 107

IV. Youth Program Complementary activities
This program is designed to help elementary and
secondary school students. Complementary Activity 3
Main conclusions a. bullied, laugh at, cruel messages, shy and nervous
a. General Super Intensive Studies. The course b. cost a lot of money, cannot afford it, to help them, a
offers grammar, conversation, writing and some couple of months
preparation for international exams. c. schoolwork, stressed out, where to start, panic at
b. Youth program. Popular extracurricular activities a. - iii; b. - i; c. - ii
VOLUME 1 UNIT 2
allow students to develop their skills and feel

confident as they learn our language and about our
culture. Extra test
c. Specialized studies. This program is perfect for
1. a. ii.; b. i.; c. iii.; d. ii.; e. iii.
young adults who want to apply for the TOEFL or
IELTS examinations. 2.
Student 1 2
Page 82 Name Dan Edna
Work it out! Age 14 15
This is our oldest program; it has been run since 1988,
School Alice Deal Junior The Chapin School
the year the school was established. High
Students will study for one month.
Positive Students can play The school is quite
This course lasts three weeks. aspects sports or take part small and students
This is a one-month long course. in the after-school are all a very close
The length of the course is 2 weeks. program until late community.
in the afternoon. It prepares
Page 84 The food is okay. students
The field trips are academically for
Exercise 4 the best thing at college.
a. V. (it is probably the most important feature that school. There are many
distinguishes us from animals.) cultural and
educational
b. I. (All the theories refer to the origin of language but opportunities.
none of them is more accurate than the next.)
Negative There is a dress It is far away from
c. II. (humans started naming objects, actions and
aspects code: no baggy many students´
phenomena after a recognizable sound associated pants, very short homes and they
with it in real life.) skirts, or clothes have to commute.
d. IV. (language developed from warning signals such as with holes;
those used by animals.) students cannot
dye their hair with
e. Not used.
crazy colors.
f. III. (language as a response to involuntary
exclamations of dislike, hunger, pain, or pleasure.) 3. 28 d.
Exercise 5 4. 28 a. 4; b. 5; c. 2; d. 1; e. 3
a. II. The Chinook Indian word for heart is tun-tun.
5. 28 Picture 1: Speaker 3. Picture 2: Speaker 4.
b. IV. … to alert members of the tribe when some
Picture 3: Speaker 1. Picture 4: Speaker 2.
ferocious beast was approaching.
c. III. … involuntary exclamations of dislike, hunger, 6. 28 a. lot of. b. teaching c. English. d. six e. host
pain, or pleasure, eventually leading to the expression
of more developed ideas and emotions.
d. II. … crash became the word for thunder.
108 UNIT 2 ANSWERS

BIBLIOGRAPHY
General content Ur, P. (2008). A course in language teaching. Ernst

Klett Sprachen.
Brown, H. D. (2001). Teaching by principles (2nd ed.).
White Plains, NY: Pearson. Language and structures
VOLUME 1 UNIT 2
Coyle, D., Hood, P., & Marsh, D. (2010). Content and Birch, B. (2005). Learning and teaching English
language integrated learning. Ernst Klett Sprachen. grammar, K–12. White Plains, NY: Prentice Hall.
Celce-Murcia, M., & McIntosh, L. (1991). Teaching Celce-Murcia, M., & Larsen-Freeman, D. (1999). The
English as a second or foreign language. Heinle & grammar book: An ESL/EFL teacher’s course.
Heinle Publishers.
Hinkel, E., & Fotos, S. (Eds.). (2001). New perspectives
Dale, L. and Tanner, R. (2012). CLIL activities. on grammar teaching in second language classrooms.
Cambridge: Cambridge University Press Routledge.
Ellis, R. (2003). Task-based language learning and Ur, P. (1988). Grammar practice activities: A practical
teaching. Oxford: Oxford University Press. guide for teachers. Cambridge University Press.
Harmer, J. (2006). How to teach English. Pearson
Education India. Assessment for learning
Marzano, R. J., Pickering, D., Pollock, J. (2011). Classroom
Instruction that Works: Research-based Strategies Black, P., & Wiliam, D. (2005). Changing teaching
for Increasing Student Achievement. Alexandria, VA: through formative assessment: Research and practice.
Association for Supervision and Curriculum Development CERI, 2005, 223-240.
Marzano, R. J., Pickering, D., & Heflebower, T. (2011). Black, P., Harrison, C., & Lee, C. (2004). Working
The highly engaged classroom. Marzano Research inside the black box: Assessment for learning in the
Laboratory. classroom. Granada Learning.
Willis, J. (1996). A framework for task-based learning. Earl, L. (2003). Assessment as Learning: Using
Pearson PTR. Classroom Assessment to Maximize Student Learning.
Corwin Press, INC
Willis, J. (2008). Criteria for identifying tasks for TBL.
BBC: Teaching English. Gardner, J., Harlen, W., Hayward, L., & Stobart, G.
(2008). Changing Assessment Practice.
Willis, D., & Willis, J. (2008). Doing task-based
teaching. Oxford University Press. James, M. (2004). Assessment for Learning: What is it
and what does research say about it.
Learning skills McMillan, J. H., Hearn, J. (2008). Student Self-
assessment: The Key to Stronger Student Motivation
Arends, R. (2014). Learning to teach. McGraw-Hill and Higher Achievement. Educational Horizons, 87(1),
Higher Education. 40-49. http://files.eric.ed.gov/fulltext/EJ815370.pdf
Maxwell, M. (1979). Improving student learning skills. nicol, d. J., & macfarlane‐dick, d. (2006). Formative
Jossey-Bass Inc Pub. Assessment and Self-regulated Learning: A Model and
Seven Principles of Good Feedback Practice. Studies
Language skills in Higher Education, 31 (2), 199-218.
Beers, K. (2003). When Kids Can´t Read: What Webpages
Teachers Can Do. Portsmouth, NH: Heinemann
Harvey, S. & Goudvis, A. (2007). Strategies that work: http://www.readingrockets.org/
Teaching comprehension for understanding and http://www.reading-tutors.com/
engagement. Stenhouse Publishers. http://www.readwritethink.org
Lazaraton, A. (2001). Teaching oral skills. Teaching http://www.esl-lab.com/
English as a second or foreign language, 3, 103-115. http://www.englishlistening.com
http://www.focusenglish.com/dialogues/conversation.html
Leograndis, D. (2012) Launching the Writing Workshop:
A Step-by-Step Guide in Photograph. NY: Scholastic Cra resources
Scrivener, J. (1994). Learning teaching (pp. 7-13).
Oxford: Heinemann. Helgesen, m., Brown, s., & Brown, s. (1994). Active
Tompkins, G. E. (1994). Teaching writing: Balancing listening: Building skills for understanding. Cambridge:
process and product. Macmillan College. Cambridge University Press.
Ur, P. (1984). Teaching listening comprehension. Kemper, d., sebranek, P., meyer, V., Krenzke, C.,
Cambridge University Press. Ross, m. (1998). All write: a student handbook for
writing & learning. Wilmington, mass. : Write source.

UNIT 2
Keep on learning
“It is not the strongest of the species that

survives, nor the most intelligent. It is the
one that is the most adaptable to change.”
Charles Darwin

In this unit you will... You will also... What for?
read and listen to texts about the value show interest for on-going and To understand main ideas and
of education and lifelong learning. independent learning as a way specific information in oral and
express ideas and opinions related to to make a valuable contribution written texts about education
education, learning styles and skills, in to society; and lifelong learning.
oral and written form. use communication To develop communicative
practice the pronunciation of initial technologies effectively and skills to express ideas about
sounds / tr / and / dr /, use prefix responsibly. education and learning styles
ir-, link ideas coherently and make and skills.
connections with other subjects. To connect the topic and
content of the unit to other
Over to you
Read the list of objectives for this unit. Then tick (✔) and answer briefly using the questions as guide.
How important are learning and education to you? For people in general?
What can we achieve when we learn new things?
Do you think that continual learning leads to self-improvement?
What connection can you make with the topic of jobs in Unit 1? How are learning and working life linked?

Why?
Picturing the unit

1. P Look at the pictures on page 48 and read the quote below.
Discuss these questions and then exchange opinions with other pairs.
a. Why do you think it was placed at the beginning of this unit?
b. What is the first word that comes to your mind when you look at it? Why?
c. How do you think the quote relates to learning?
d. Can learning help us adapt to different circumstances? How?

GETTING READY
Setting objectives
1. Read the list of learning goals for this unit again and answer questions a - c individually.
a. Which ones do you think are the easiest to achieve? Why?
b. Which ones do you think are the most difficult to accomplish? Why?
c. What specific knowledge (content, vocabulary, attitudes) do you think you need to achieve them?
2. G Discuss and compare your answers in exercise 1 with your partners’.
3. 19 Listen to these students talking about their motivations to learn English. What two motivations
are mentioned?
4. Review the goals for each lesson and identify some specific goals for you to accomplish, according
to your own interests and reality. Then complete the diagram with your personal goals.
My goal is to... My goal is to... My goal is to...
because... because... because...
I can achieve it... I can achieve it... I can achieve it...
The main difficulty I can The main difficulty I can The main difficulty I can
anticipate is... anticipate is... anticipate is...

Do you remember?
1. Match these words and phrases related to education with their definition. Check with your partner.
a. learning b. scholarship c. lecture d. classmate
e. intensive course f. higher education g. science fair
of
: a member
: an amount of money ss at a
ol, the same cla
that is given by a scho llege
a school or co
an organization, etc., to
y for the
student to help pa : a formal ta
lk
student’s education on a serious
subject
nt at given to a g
: an eve roup
cience
which s eated by
s cr
project re prese
nted
n t s a
: th stude
:
proce e activity o offe a cour
rs lo
ss of r s
know ga in o ts o e that
ledge ining rder f tra
ini
or skil beyond goa t
study
ing l by : education l in a o reach ng
ually time s a
ary level, us as p short a
the second
a college ro ossi
ble
provided by
university
2. What are the difficult / easy things about learning English? Discuss in your group, write a list and
compare with your classmates. What could you do to make the difficult things easier?
Learning English
Easy Difficult

MODULE 1
Entry slip
Questions Answers
What is new to you?
How ready are you?

1. P In pairs, brainstorm words and ideas associated with learning and learning styles for two
minutes. Spend another five minutes discussing the ideas together and organizing them into a word
map to be made in the space provided. Compare and contrast your ideas with another pair.
2. Write the name of the study techniques and strategies in the pictures (1 - 4).
1 2 3 4
a. b. c. d.

LESSON 1 Improve your learning

read a webpage. To discuss ideas and write some tips about improving
write a summary. the learning process.
study prefix ir- to form antonyms of words. To demonstrate comprehension of an informative text
related to ways to improve learning.
To select and use strategies to support
comprehension.
Preparing to read
1. Answer these questions individually. Exchange opinions with your classmates.
a. Do you know what your learning style is?
b. How could knowing your learning style be beneficial to you, personally?
c. How can it be helpful in your interactions with others?
d. How do you think this could help you in your studies?
2. P Use what you know or find information about different types of learners. Then draw a line from
each characteristic to the corresponding area of the diagram.
it.
Need to see it to know
.
Prefer hands-on learning
ections.
Difficulty with written dir
by listening.
Prefer to get information rners
Vis
ua
ections. lea l le
Difficulty with spoken dir hetic
arn
ers
ical activity est
Learn better when phys Kin
is involved.
Auditory learners
3. P You are going to read about improving learning. Before you start, write a list of three tips
according to the different learning styles in exercise 2 (one for each: visual, auditory and kinesthetic).
a.
b.
c.

highlight
significant 1. Look at the pictures that illustrate these tips and choose one title for
overlooked each tip. Then, read the article and confirm or correct your ideas.
(There is one extra title you do not need to use).
a. A rainfall of ideas e. Making your own study notes
b. Only what’s important f. Using images
c. A good order of ideas g. Getting into the habit
d. Associating concepts
Strategy in mind
https://www.examtime.com/blog/10-study-tips-to-improve-your-learning/
Skimming
Reading quickly to
identify type and purpose
of the text.
Tips to Improve Your Learning
Study Tip 1:
It is one of the simplest and
Smart reading best known study tips. It’s easy
to highlight the most significant
1. What is the purpose of
the text? parts of what you’re reading while
omitting the irrelevant ones. You
a. To warn.
should use a highlighter to identify
b. To criticize.
the irreplaceable aspects only after you read for the second
c. To instruct.
time and mark only one key sentence per paragraph and a
d. To describe. few important phrases here and there.
2. In which tip (1 - 6) can
you find a reference to...
a. using a
Study Tip 2:
highlighter? Essentially the aim of note-taking
b. summarizing key is to summarize lectures or articles
ideas? in your own words so that you can
c. the technique being easily remember the ideas. In most
a good tool for cases, the key is to summarize the
language study? content as quickly as possible while
d. organizing information not leaving out any key information.
for exams?
Study Tip 3:
A good mind map can save you
many hours of study and organize
information for your exams.
Mind maps can be used for
brainstorming, writing essays or
study topics and for general
exam preparation.

Your analysis
https://www.examtime.com/blog/10-study-tips-to-improve-your-learning/
How would you apply
any of the ideas to your
studies and / or life?
What other ways to
improve the learning
Study Tip 4: process in English would
you use?
Using picture cards or flashcards is Share your ideas with
a particularly effective method of the class.
learning when trying to assimilate
different facts, dates, formulas or
vocabulary. Subjects such as History,
Physics, Chemistry and Geography
are made much easier if you incorporate flashcards. Picture
cards are a good way to learn new vocabulary.
Study Tip 5:
This is another study technique Think critically
that is ideal for studying in groups. Make Text-to-world
Brainstorming is a great way to expand connections
every possible idea out of any topic. How can you apply this
Just get a bunch of friends together. information in everyday
There are no wrong answers when life?
brainstorming - just talk and capture Make Text-to-self
the ideas; you can review afterward. connections
Think of a situation
where you had to learn
Study Tip 6: something very fast.
Organizing your study is one of Did you use a special
the most effective study skills and, technique to help you?
Which one? Was it
ironically also one of the most often
useful?
overlooked. Creating a study timetable
gives you goals, ends irresponsibility
and sets the time in which to study.
Having a study timetable as you study
is greatly motivational.
In short, we can use any of the above techniques to help make
our study process more effective and easier. You can choose
any of them depending on the type of result you want to
achieve. There are no right or wrong study techniques – you
just select the one that is the most adequate for your purpose.
Some of them are better to study sets and lists, others help us
organize our habits better, while others simply provide us with
the correct ideas.
Adapted from: How to Study: 10 Study Tips to Improve your Learning. (2013). Retrieved from: https://www.
examtime.com/blog/10-study-tips-to-improve-your-learning/

After reading
1. P Read these words paying special attention to the parts in bold.
irrelevant irresponsibility irreplaceable irrefutable irregular irrevocable
2. In your own words, explain the meaning of the particle in bold to your partner. What happens
when you add this particle to a word?
3. Find more examples of words that show opposite meaning when adding the particle ir-.
4. G Share your list with other two pairs and add more examples to it.
Writing workshop Summarizing a text
G Work in groups of four or ive. You will write the summary of a text.
a. Before you start, analyze the article on pages 54 and 55 again and answer.
i. What type of information does the last paragraph include?
ii. How do you know?
b. Go back to the text and underline or highlight all the main ideas. Write them down in your own
words as a list.
2. Drafting
Use your list to write the first version of the summary. (Remember it should be at most ¼ of the
original text.)

3. Revising
Put the ideas together into two or three paragraphs, using connectors to introduce and link your ideas.
Look at the example below.
o
In short , we can use any of the above techniques t help make our study
process more effective and easier. You can choose any of them depending on the
type of result you want to achieve. There are no wrong or right study techniques–
you just select the one that is the most adequate for your purpose. Some of
ile
wh
them are better to study sets and lists, others help us organize our habits Editor´s Marks
Capital letter /
better; others simply provide us with the correct ideas. Lowercase
Punctuation
Add a word
4. Editing ss
s Check spelling
Check for grammar, spelling and punctuation mistakes using the Editor's Marks
Change place
in the box.
5. Publishing The other group

chose the correct key ideas.
Exchange your summary with another group and
evaluate each other’s work. Use the prompts used their own words.
in the box. kept the summary to under ¼ of
the original.
nized.
made the summary clear and orga
checked for grammar, spelling and
punctuation mistakes.
Exit slip



LESSON 2 Learning in the digital era

listen and identify general information and specific To demonstrate comprehension of general ideas and
details in an interview. explicit information in an oral text.
create and participate in a class survey. To participate in dialogs and presentations using
express opinions about learning in the digital era. different strategies before, during and after speaking.
study how to express frequency. To respond to the texts through short discussions.
Preparing to listen
1. G Draw a visual organizer with the name of the applications (apps) we use to learn and
communicate in the digital era. Classify them into different categories according to their type
and purpose.
le to live
0 = Impossib
2. G Could you live without the internet and / or computers? Use without this.
the prompts to rate these items and then share your conclusions live
giving reasons for your ratings. 1 = Easy to
without this.
email online magazines

social networking sites online games
news sites English study sites
online music movie downloading sites
Google search study blogs
3. G Identify and give examples of the following. Share your examples with the rest of the class.
a. An online dictionary to help you find definitions and sample sentences
b. A service that allows you to create online photo albums of your pictures
c. An online directory of newspapers from around the world in English
d. A service that allows you to make your own webpage
4. You are going to listen to a recording about learning in the digital era. According to what you know
about this topic, write two pieces of information you think will be mentioned.
Prediction ✔/✘
a.
b.

Strategy in mind
1. 20 Listen to the recording. Check your predictions in exercise 4,
Making predictions
page 58 as you listen. Then listen again (twice) and complete the missing Use your previous
information in the file. knowledge to anticipate
the content of the
recording.
LISTENING FILE: Learning in the digital era
General information
Type of text:
a. A news item b. An interview
Opinion of the Internet expressed:
a. Negative b. Positive c. Neutral
Speciic details
Positive purposes of the internet that are mentioned: Smart listening
To communicate To buy things abroad While you listen, focus
on key words or
To see places we To meet new people phrases and take notes
have not seen before to help you understand
the general ideas in the
To learn To protest against recording.
oppressive regimes
Which statements are true (T), false (F), or not mentioned (NM)?
a. Tim Berners-Lee helped develop the internet
25 years ago.
b. The conversation is taking place in the
London Internet Museum.
c. Berners-Lee is sad that some people use the Think critically
internet for negative things. Make Text-to-self
d. Nearly 50% of the global population uses the internet. connections
e. Berners-Lee hopes that, in the future, the internet How has the use
will bring a positive change. of the internet and
smartphones changed
What do these numbers refer to? Match. the way you study and
learn?
1.6 billion 40 thousand What two questions
would you like to ask Sir
10 thousand 600 million
Tim Berners-Lee? Write
a. Apps invented each day them down and tell your
b. Asian people who use the internet classmates.
c. European people who use the internet

d. Online searches per second

After listening
Work it out! Expressing frequency
P Read these examples from the recording. Then check your answers with your partner.
a. What do you notice about the underlined words? What do they express?
I hope the Internet will never be used for anything else but a positive change.
The Internet has generally been a force for good.
There are people who occasionally use it for horrible things.
We will build applications that will always keep people in peace.
i. A quantity. ii. A frequency. iii. A mood.
b. Find other examples and compare with other pairs.
Speaking workshop Conducting a survey
a. 21 Listen and repeat these words. Pay special attention to the pronunciation of the parts in bold.
draw drill drop out trace trend translate strategy instruction
b. 21 Listen and repeat these expressions.
Are you
Do you know…? Do you use…? Do you have…?
satisfied…?
Are you
How often …? I think that...
comfortable…?
2. G Practicing
Form groups of four and practice repeating these questions aloud with your partners. Correct each
other’s mistakes.
Are you comfortable using Do you use digital tools Do you use smartphone
Internet tools to study? for your homework? apps to study?
Do you use online dictionaries

Do you think digital tools help you to study English vocabulary?
become an independent learner?
How often do you Do you often use a

use digital tools? digital library?

3. G Performing
a. Take turns to conduct the survey interviewing your partners separately. Write down the answers in
the form.
Student 1 Student 2
Yes / No Which ones? Yes / No Which ones?
Are you comfortable using internet tools to study?
Do you use digital tools for your homework?
Do you use smartphone apps to study?

Do you use on-line dictionaries to study English
vocabulary?
Do you often use a digital library?
How often do you use digital tools?

Do you think digital tools help you become an
independent learner?
b. Once you have finished, compare and analyze the

The group …
answers in your group. Evaluate how good your
internet and computer habits to study are. pronounced sounds correctly.
c. Discuss ways to improve your learning and answered all the survey questions
studying habits; write down the things you should honestly.
in
keep doing and the ones that you should change. showed enthusiasm and interest
lear ning .
on-going and independent
d. Choose another group to work with. Exchange opinions.
the conclusions of the survey and discuss ways to listened to and respected others’
improve your internet and computer skills.
4. Evaluating
After you finish the discussion, peer-evaluate your work using the prompts in the box.
Exit slip



LESSON 3 Equality in education

read and recognize parts of a news item. To demonstrate comprehension of expository texts.
paraphrase ideas in oral and written form. To select and use strategies to support
discuss the importance of equality of opportunities in comprehension.
education and work. To write a text using the steps of the writing process.
To use language in written texts properly.
Preparing to read
1. P Look at pictures 1 - 3 and answer.
a. What do they have in common?
b. How are they similar to / different from each other?
c. Where else can you find similar texts?
3
2. P
Use the name of the elements of a piece of news in the box to match each definition (a - g).
Check with another pair.
Body Byline End Headline Lead Quotations Visuals
a. : It catches your eye and sums up the story. It is usually in larger font and
often in bold.
b. : This tells who wrote the article and sometimes the journalist’s specialty.
c. : This gives the most important information very briefly.
d. : It supplies additional information. It is divided into small paragraphs.
e. : These retell, word for word, what someone actually said.
f. : These are images used to make a text easier to understand or more interesting.
g. : It expresses general conclusions about the topic.

3. P Identify and label the different parts of this piece of news.
NEWS
a. School for Girls
Around the world, 62 million
girls are not in school. The
b.
White House’s Let Girls Learn
effort aims to change that.
c. By Brenda Monroe
Around the world, 62 million
girls are not in school. The
White House’s Let Girls Learn
effort aims to change that.
At 13, Hawa Abdulai Yorke left
her family’s home, in Ghana, computer science. She says
Africa, to live with an aunt who working alongside women
promised to send her to school. college students at the Let Girls
Instead, the aunt put Yorke to Learn event strengthened her
work as her maid. Determined resolve.“I’m focused on my
d. to go to school, Yorke returned books,” says Yorke.“I know if I
home and began selling water study hard, I, too, can go to the
in a nearby city to raise money university and live a happy life.”
for her education. She did that
Yorke’s story is familiar to girls
for three years.“I was busy
growing up in Ghana. There, a
working,”Yorke told TFK.“I had
girl’s place is in the home. She
no time to learn.”
is expected to learn to cook and
Yorke, now 22, is about to clean and, one day, get married
finish high school. Thanks and have children. Educating
to Let Girls Learn, she plans girls is considered a waste e.
to attend college and study of money.
4. G You are going to read a news item. Before you start, comment in your group and answer
questions a - d.
a. What professions are more popular with men / women? Why?
b. How is the situation different from your parents’ generation?
c. Is it more difficult for girls to study than it is for boys? Why? Why not?
d. Do you think men and women are treated equally at work? Why? Why not?

debunk
whatsoever 1. Read the headline (title) of the text and predict what the
news item will be about. Check your predictions after you have
finished reading.
NEWS
Strategy in mind
Analyzying text structure Closing the Education Gap
and distribution
The annual Girl Day,
celebrated on February 25,
aims at inspiring girls to
pursue engineering careers.
By Kio Herrera
Smart reading Girls hold less than 25% of the

1. Label the parts of the jobs in the fields of science,
news item. technology, engineering, and
Headline math, and men hold most of the
By-line or author jobs. With such a large gender
Lead or beginning gap, it is urgent to make things
Body or development
change and to demonstrate to
End
Quotations
girls the different fields available
to them.
2. What is the topic of the
news item? We spoke with Valerie Maclin, sign meant that I was equal to all
a. Girl Day celebrations. a director of a technology the boys in my class. There’s no
b. The common myths company, who addressed and difference whatsoever for girls or
related to girls helped us debunk the most boys to learn math. ”
taking up jobs in common myths about this topic.
engineering. Myth #3: You will be the only
3. What is the purpose of Myth #1: Engineers are girl in your engineering class.
the news item? not creative. “This can work in favor of girls.
a. To encourage girls to “Engineers need to be very No one will ever forget who you
take up engineering creative in order to solve are.”
jobs. problems and girls are great at
b. To inform girls problem-solving.” Myth #4: You will get paid less
of gender gap in than the male engineers.
engineering jobs. Myth #2: Engineering is harder “In engineering, your
for girls because of math. performance is the driving force
“Math is either right or wrong behind what you get paid, your
and always equal and that equal gender is not important.”

Your analysis
1. Which is a fact and
which an opinion?
a. Girls hold less
than 25% of jobs
in the fields of
science, technology,
engineering, and
math.
b. Engineers need to be
very creative in order
to solve problems.
2. Which of these
characteristics should a
news item have?
Myth #5: You have to
a. It is based on
work with nerds who love facts.
videogames.
b. It is based on
“The engineer is always seen as
opinions.
the smartest person in the room
who does no get along with c. It provides
people, and that is just not true.” information in order.
d. It answers the
Myth #6: Only students that questions of Who,
“excel at math and science” What, When, Where
become engineers. and Why.
“There is no one type of person e. It has a known
who becomes an engineer. It is author.
important that engineers have
f. It has a clear
a solid background in math
structure.
and science, but ultimately, the
best engineers are people who g. It shows the
writer’s preferences.
use their communication skills,
imagination, and analytical educators and government to
abilities to invent, design, and continue their efforts and ensure
create things that matter”. women make a significant
contribution to the future of Think critically
Ms. Maclin hopes that exposing engineering.” Make Text-to-text
the truth behind these myths will connections
help kids (and girls in particular) Experts agree that demand for Do articles written in
to see that engineering is a fun engineers will rise exponentially different languages have
and creative career path. over the next decade as our lives the same structure?
are increasingly driven by new Compare it with a news
“Things are improving and we technology and the pressure for item from a Chilean
are slowly seeing more young newspaper.
renewable energy grows. There
women enter the profession, is no reason why women should Make Text-to-self
but it is important for industry, not excel in this area. connections
Do you think it is more
Adapted from: 10 Reasons to Love Engineering. (2016). Retrieved from: http://www.discovere.org/discover- difficult for girls to
engineering/10-reasons-to-love-engineering become scientists or
engineers? Why? Why
not?

After reading
1. P Read these sentences from the text. In each of them, there is a noun acting as an adjective
(describing or modifying another noun). Identify it and circle it.
With such a large gender gap, it is urgent to make things change.
Your performance is the driving force behind what you get paid.
You’ll be the only girl in your engineering class.
We spoke with Valerie Maclin, a director of a technology company.
The best engineers are people who use their communication skills.
2. P In the short text below, underline the noun + noun pairs. Then circle the word that acts as an
adjective. Check with another pair.
Kylie Jones, our news reporter, has just sent us a story about a little-known history teacher
who has changed the learning habits of his students using computer games. Sam Johnson,
from Greenville, Alabama, discovered that using online games he could encourage his history
students to learn better and more quickly. Mr. Johnson brings history-themed video games
to class and lets his students play for half an hour before starting his history class. So far, the
results have been amazing!
Writing workshop Completing a news item
G Work in groups of three. You will complete a news article.

Bill and Melinda Gates Ask Young People

to Help Solve Problems
teenagers. Calling upon the next The problems are:
generation of world leaders, the 1.
letter asks young people to think
The Bill and Melinda Gates 2.
about how they can be a force
Foundation released their 3.
for good in the world.
annual letter on Tuesday - and
4.
this one’s for the kids. The Gates pose the question, If
you had one superpower, what 5.
The Gates addressed this
year’s note to the people would it be? and ask young “Many of these ideas won’t
they see as having some of people to think about five work, but that’s okay. Each dead
the greatest impact when it world problems young people, end will teach us something
comes to changing the world: through their contribution and useful and keep us moving
education, can help solve. forward,”Gates said.
Adapted from: Grossman, S. (2016). Bill Gates Asks Young People To Fight Climate Change And Sexism. Retrieved from: http://www.huffingtonpost.com/
entry/gates-letter-high-schoolers_us_56cc686ee4b041136f1841ee?ir=Teen&section=us_teen&utm_hp_ref=teen

a. Analyze the article on page 66 underlining all the words and expressions you don’t understand.
b. Identify what information is missing in the article.
c. Discuss the purpose and topic of the article.
2. Drafting
Take some notes of the potential problems that young people could help solve.
3. Revising
Put the ideas together in sentences, adding words and connectors to make the Editor´s Marks
sentences more interesting to read. Capital letter /
Lowercase
Punctuation
4. Editing
Add a word
Check grammar and spelling using the Editor's Marks in the box and write ss
your ideas down in the blank spaces in the news item. s Check spelling
Change place
5. Publishing
a. Take turns to read the complete news item aloud The other group…
to
(including the parts you have written) to another discussed their ideas and used them
group and compare your ideas. What are the complete the article.
similarities / differences? s from
used words, structures and idea
b. Evaluate each other’s work using the prompts the lesson.
in
in the box. completed all the missing elements
the news item.
checked spelling, grammar and
punctuation.
Exit slip



SUBJECT CONNECTIONS Physical Education
discuss the importance of physical activity and the To make connections between the text and other
importance of exercise for general wellbeing and good subjects of the curriculum.
performance at school.
1. P Discuss the following questions.

a. Is physical education important for you? Why? Why not?
b. Should schools increase or eliminate physical education classes? Why?
c. How do you think exercise can improve your performance in other subjects at school?
2. P Match the name of the sports in the box with the corresponding icon (1 - 14).
archery athletics boxing canoeing cycling fencing football

gymnastics hockey judo swimming tennis volleyball weightlifting
1 2 3 4 5
a. b. c. d. e.
6 7 8 9 10
f. g. h. i. j.
11 12 13 14
k. l. m. n.
3. P Look for information about the sports in exercise 2 and classify them into different categories.
Draw a diagram and then check with other pairs.

4. G Get in groups of four and do the exercises (a - c).
a. Read the quotes below.
b. Choose a quote that caught your attention. If possible, find information about the people who
expressed these thoughts.
c. You have 15 minutes to discuss the quote in your group and explain why it makes sense to you. Use
the expressions in the bubbles to support your opinions.
In my opinion,... The way I see it,... I think,... I believe,...
According to me,... As far as I’m concerned,... If you ask me,...
g
spor t is competin “Physical fitnes
“The principle in s is not only on
e of the
It’s about self- most importan
against yourself. than
t keys to a heal
th y body;
out being better it is the basis of
improvement, ab intellectual acti
dynamic and cr
eative
y before.”
you were the da vity.”
l player
merican footbal John F. Kenned
Steve Young, A y
“The arts, sc
iences, hum am plays as a
physical edu anities, “The way a te s. You
cation, lang ines its succes
and maths a uages whole determ of
central contr
ll have equa
l and ay h ave th e greatest bunch
m , but if
ibutions to m s in the world
to a student’ ake individual star club
s education y together, the
Sir Ken Robin
.” they don’t pla
h a dime.”
son won’t be wort
Babe Ruth
great, but
“Athletics are very
si ca l e d u ca tion is for e “Lack of activi
ph y learn ty destroys the
to help them condition of ev good
youngster – a bout ery human bein
selves, learn movement and g, while
about them to methodical phys
learn ways exercise save it ical
their bodies, iv e , but and preserve it
sically act .”
become phy ete.” Plato
rily to comp
not necessa
ham
George Gra

MODULE 2
Entry slip
Questions Answers
What is new to you?
How ready are you?

1. G P Answer these questions in pairs. Then, comment with two other pairs and reach a
conclusion.
a. Is learning English helpful for your future? Why? Why not?
b. What are the advantages and disadvantages of learning English? Write a contrastive list?
2. Read what these young people say about this topic. Are there any coincidences with the ideas you
mentioned in exercise 1?
In my country, people speak

many different languages,
Learning English is definitely a good but English is very important.
thing. Nowadays, almost everything If you want a good job, you
you find on computers is in English; it’s usually have to speak English.
used in business, travel and science.

LESSON 4 Problems at school

listen to a students’ advisor. To identify and discuss problems related to academic situations and
describe situations and people. offer possible solutions.
study the use of the Present Perfect tense. To react to the text by exchanging opinions and offering possible
solutions to students’ problems.
To use language structures in oral exchanges properly.
Preparing to listen
1. G Identify and talk about some of the problems that are present in the area you live in (your
neighborhood, town or village). Circle the most critical areas in the diagram and use the questions
as clues.
How serious are they? Do they have a solution? Can you think of a solution?
transportation economy
water
war
food Problems
energy
education
natural disasters
shelter waste health
2. G Choose one of the problems you identified in exercise 1 and fill in the chart. Then, share it with
the rest of the class.
What I know about What I would like to How / where I can find What I think the
the problem find out out more solution is
3. P Look at the list of adjectives that are used to describe people, places and objects. Classify
them in the correct box according to their meaning.
aggressive beautiful blue boring excellent fresh kind lazy long nervous new
offensive pretty rude short shy smart tall tense upset wonderful young
Negative Neutral Positive

22 Listen to the recording. Check which expressions in exercise 3, on Strategy in mind

1.
page 71, were used and complete the first point in the file. Listening for gist
Listen for specific
information to get the
2. 22 Listen to the recording again (twice, if necessary). Focus your gist or main point of
the matter
attention on the parts of the recording that are relevant to complete the
missing information in the file.
LISTENING FILE: Problems at school

Smart listening
General information Use the correct strategy
to listen for different
Type of recording: kinds of information.
Speakers: The first time, focus on
understanding the main
a. teens and counselor idea of the text.
Next, concentrate on
b. teens and teacher finding out key words
that may help you
c. teens and classmate identify specific details.
Speciic details
Problems mentioned in each conversation (I, II, III):
a. Going on a school trip
b. Working as one team Think critically

Make Text-to-text
c. School relations connections
Which recording(s) describe(s)... Where else can you find
this kind of service?
a. a person’s character? Have you ever called /
written asking for help?
b. a situation? Make Text-to-self
connections
c. a person’s be havior? Do you agree with the
counselor? Why? Why
Main conclusions not?
23 Match a solution (a - d) with a problem (I, II, III). What other solutions
would you offer for
a. To keep up friend's support. these problems?
b. To organize a school bingo, bake cookies and cakes

and sell them at school.
c. To find out the reasons for the behavior.
d. To find a sponsor to pay their fare.

After listening
Work it out! Talking about uninished actions
P Read and analyze the examples from the recording. Then check your conclusions with
your partner.
Our group has started a project for this year’s science fair.
So far, we have done some research.
But recently it has got even worse.
a. In each case, what is the speaker talking about?

i. Past actions.
ii. Future plans.
iii. Actions that started in the past, but continue into the present.
Speaking workshop Identifying problems and finding solutions
P You will analyze some problems and offer possible solutions.

a. Look at these pictures. Then, discuss and describe in writing what you can observe.
b. Choose one of the pictures and identify the problem. Take some notes.
c. Think of a possible solution for the problem. Write a sentence offering advice.

2. Practicing
a. 24 Listen and repeat.
I can observe… I can see… I detect… I notice… I recognize...
This reveals... It is because... This shows... This illustrates... It indicates that...
I think the best

In my opinion, we should... Clearly, we should... First of all, you should…
thing to do is...
b. 24 Listen to the suggestions given by the counselor again. Then, take turns to describe the
problem in the picture, expressing a reason and a possible solution. Remember to use proper
adjectives to describe the people and the situation, following the model in the recording.
3. Performing
If possible, record your presentation and ask another pair
to watch it. Our partners…
If not, present your description and solution and then listen analyzed the problem and found
to another pair's presentation. an appropriate solution.
used correct expressions and
4. Evaluating interesting adjectives to describe
the situation.
Evaluate each other’s work using the prompts in the box.
used correct pronunciation
Then, offer feedback to each other, focusing on suggestions and intonation.
that may help you become independent learners. showed interest in becoming
independent learners.
Exit slip



Congratulations! You’ve done
LESSON 5 well on the assignment!
read good news messages. To demonstrate comprehension of written texts by writing a reply.
write a message. To communicate good news related to academic situations in written
study the use of need, will, may, might. form, expressing necessity, predictions, promises and possibility.
Preparing to read
1. P Match the annoucements (a - c) with the replies (i - iii).
a. I’m really pleased to tell you that i. That’s fantastic. I really hoped
you have won the scholarship. they all could come.
b. I’ve got some good news for ii. I’m so glad to hear that! I really
you. You’ve got an A in the want to go to university.
science assignment.
c. I’ve got some great news for

you. All your friends are coming iii. Wonderful! I worked really hard.
to your graduation party.
2. P Read these messages (i., ii., iii.) and answer the questions for each of them.
a. Who is the writer of each message?
i. ii. iii.
b. Why were they written?
i. ii. iii.
i. ii. iii.
New message
I am deeply honored to To
Cc Cco
have been chosen for the
Subject
So &happy &to &hear
scholarship. &that your &daughter
Wonderful news! I knew you
Please do not hesitate to &has &finished &school!
would do well in the exams.
contact me again if you need I am sure you’ll do well at Of &course we will &be
any further information or university as well. &happy &to &attend.
documents. Love.
Regards, Lisa Amanda &and Rob
Emilio López Submit A

daydreaming
scholarship 1. Have a quick look at the messages (I - IV). What do they have in
common?
a. They are all related to a celebration.
b. They are all related to academic success.
Strategy in mind c. They all describe situations related to school.
Skimming
Read quickly to identify I
type and purpose of text. Tricia Marlin
To Cc Cco
Lisa Spenser
Subject University student now!
Smart reading
1. Which text (I, II, III or IV) Hi, Lisa.
is... How are you? I just wanted to share some wonderful news with
a. formal? you. I have passed my university entrance exams and have been
accepted onto a nursing course. I still can’t quite believe it and it
b. informal?
feels as if I am daydreaming.
c. an invitation? I will start at Warwick University next term. A four-year dream
d. an announcement? has finally come true. I am incredibly happy and really feel like a
2. Circle the expressions superstar now. I might visit you before I go to university in early
that indicate that the September.
news is good. Lots of love,
Tricia
Submit A
II
Emilio Lopez
Av. Arturo Alessandri 3370
Macul, Santiago, Chile
15 January, 2016
Dear Emilio,
I am happy to announce that your application for the scholarship to
Devon School of English has been successful.
We have read your application letter and are impressed with the replies
to our questions and your enthusiasm to study and improve your
English skills at our school. We are sure you will be an excellent student.
I understand you are currently studying computer engineering and will
be free to start once the academic year is over. We might require some
additional documents and passport-type photos, but you needn’t hurry.
In the meantime, could you please confirm that you are still interested
in the three-month course? We shall do anything we can to help you.
I hope to hear from your soon,
Yours sincerely,
Raymond Drummond
Chairman

III Your analysis
1. How would you answer
each message?
Match the messages
on page 75, ex. 2, with
each text (I - IV).
Note that there is one
extra text you do not
need to use.
Graduation party!
i.
We’ve watched Maria grow
ii.
Throughout her academic career.
Time has passed so quickly iii.
And now, our beloved daughter's
Graduation day is here!
Bob and Ellen Sanchez

joyfully invite you to a
Graduation Party
in Maria’s honor.
Saturday, May 10th at 2 p.m.
Schoolhouse, 101 Northeast Country Road
Boston, Massachusetts.
IV
Murray Literary Society
Dear Sir,
Murray Literary Society is pleased to announce that they have decided to
conduct Inter School Competition in creative writing.
We are organizing a contest based on students’ creative talents and writing
skills. Students are requested to write an essay on a given topic in English.
The words may be limited to 250-300 words.
The name of the participants should be registered online before October 25,
2017.
Think critically
The winner and runners up will be notified by e-mail and results will be
Make Text-to-text
posted to the competition website as they become available.
connections
For further details, e-mail: cusackliam@eircom.net or visit http://www. Have you ever received
mitchelstownlit.com similar messages? When?
We expect your support to make this contest a great success with Do you usually write these
types of messages? Yes?
outstanding results.
No? When?
Regards,
Make Text-to-self
William Trevor
connections
Murray Literary Society Choose a message and
write your own reply.

After reading
Work it out! Expressing necessity, predictions, promises and possibility

Read, analyze and discuss the sentences from the texts, paying special attention to the words in
bold. Then check your answers with your partner.
We are sure you will be an excellent student.

We might require some additional documents and passport-type photos, but you needn´t hurry.
We shall do anything we can to help you.
The words may be limited to 250-300 words.
a. Which word in bold above is used to express...

i. a necessity? ii. a promise?
iii. a prediction? iv. a possibility?
1. Read these sentences from the text paying special attention to the words in bold.
I will start at Warwick University this spring term.
Your application for the scholarship to Devon School of English has been successful.
Could you please confirm that you are still interested in the three-month course?
We’ve watched Maria grow throughout her academic career.
2. P Analyze the meaning of the words in bold. Take turns to explain their meaning in your own
words to your partner. What do they have in common?
3. P Using a dictionary, complete a file like this for each word.
Define it in your own words. Spanish equivalent
scholarship
Use it meaningfully in a
Synonyms
sentence.
4. P Find examples of more words related to the same topic and complete a file for each one.
Writing workshop A message with good news
You will write a short message communicating good news.

a. Before you start, analyze the messages on pages 76 and 77 again.
b. Choose a reason to communicate good news. It can be news about your success at school (real
or imaginary) or any other item of news related to academic success, such as passing an important
test or completing an assignment.

c. Take some notes about...
i. who the message is written to.
ii. the reason why you are writing.
iii. what you have to say (talk about your dreams or achievements).
2. Drafting
a. Decide the format (e-mail, letter, note) and the language you will use.
b. Use your notes to write a message stating clearly what you want to communicate.
c. Close the message with a polite way to say goodbye, according to the type of language you are
using (formal / informal).
3. Revising
Put the ideas together into different paragraphs. Be concise (usually, two
paragraphs are enough). Follow the examples in the texts you read. Editor´s Marks
Capital letter /
Lowercase
4. Editing
Punctuation
Proofread your revised message using the Editor's Marks in the box. Add a word
a. Check that the message has all the required elements. ss
s Check spelling
b. Check for grammar, spelling and punctuation mistakes. Remember how to
correctly use exclamation marks. Change place
c. If you use formal language, remember not to use shortened verb forms (don’t
instead of do not, etc.) and to use polite expressions.
My partner…
5. Publishing stated his / her purpose well.
.
included all the required elements
a. Send the final version of your message to a
classmate. (If not possible, hand it out to him / her.) checked grammar, punctuation
and spelling.
b. Evaluate each other’s messages using the prompts
in the box. used proper language and polite
expressions.
Exit slip



LESSON 6 English opens doors
You will What for?

listen to a voicemail message on English To communicate detailed information about language courses.
courses. To select and use strategies to support comprehension of an oral text.
write and record an informative message. To communicate detailed information about language courses, using
study the use of since / for. language structures and functions correctly.
Preparing to listen
1. G Answer these questions and then share your comments with another group.
a. Is learning English important in Chile?
b. What is the status of English in Chile?
c. In what three areas do you think English is important in Chile?
2. 25 G Listen and repeat the acronyms in the boxes. Then, look up their meaning and circle the
correct alternative for what they stand for.
ESL IELTS TOEFL
a. ESL
i. Educational School Language
ii. English as a Second Language
iii. Education in a Second Language
b. IELTS
i. International English Language Testing System
ii. International Education and Language Teaching System
iii. Intensive English Language Teaching System
c. TOEFL
i. Teaching of English as a Foreign Language
ii. Teaching of English in a Foreign Land
iii. Test of English as a Foreign Language
3. G Imagine you are going to study abroad and make a list of everything you require from a
language school. Share it with another group and integrate your classmates’ ideas to your list.
Focusing on listening Strategy in mind

Using previous
knowledge
1. 26 Listen to a voicemail giving information about different English Recall your background
language courses. As you listen, complete the first point in the file on information to help
page 81 and check if the information in your list is mentioned. interpret the message.

26 Listen to the recording again (twice, if necessary). Focus your Smart listening
2.
attention on the parts of the recording that are relevant to complete the While listening, try to
predict what information
missing information of the file.
might come next.
LISTENING FILE: English opens doors
General information
Type of recording: a. Informative b. Narrative

Speaker:
a. A teacher b. A recorded message service
Speciic details
Provider of courses (institution)
Duration of courses
a. General Super Intensive Studies , Think critically
Make Text-to-world
b. General Intensive Studies ,
connections
c. Specialized Studies , What are the
advantages and
d. Youth Program , disadvantages of
studying English in
Courses additional information.
an English-speaking
I. General Super Intensive Studies country?
Take notes and share
This course offers , conversation,
your comments with
and some preparation for . other groups.
II. General Intensive Studies Make Text-to-self

connections
This course allows you to study in the or . Imagine you are going
to study abroad. Where
III. Specialized Studies would you go? Why?
This program is perfect for who want to apply What kind of course
would you take? How
for the or examinations. long would you stay?
IV. Youth Program
This program is designed to help and
school students.
Main conclusions
Which course (I - IV) would you recommend to...
a. a student who wants to apply to a foreign university?
b. a secondary school student who wants to learn about

the culture of the country?
c. a professional who needs to take an international exam?

After listening
Work it out! Talking about the duration of activities

Look at the examples from the recording and underline the words that express duration of an event /
process. Check with your partner.
This is our oldest program; it has been run since 1988, the year the school was established.
Students will study for one month.
This is a one-month course.
This course lasts three weeks.
The length of the course is 2 weeks.
Speaking workshop A dialog about studying abroad
P You will role-play a conversation exchanging opinions about studying abroad.

a. Imagine you are daydreaming about studying English abroad and complete the dialog. Use the
information in the listening file on page 81 and your own ideas to talk about the following points:
i. Country you would choose.
ii. Kind of course and classes you would like to take.
iii. Duration of course.
iv. Personal opinion.
v. Other information you would like to include.
A: What do when you
school this year?
B: I .
A: Where ?
B: I would or to .
A: What kind of course will ?
B: I may take ; something
special for and .
A: How long ?
B: It .
A: Do you think it’s a good decision?
B: ! It’s a great opportunity
to .
b. 27 Listen to the recording and compare your answers.

2. Practicing
a. Practice the dialog you completed with your partner, taking turns to be A and B. Follow the model in
the recording, imitating intonation and pronunciation.
b. Give feedback to each other. Remember to focus on your strengths and show a positive attitude to
your capacity to speak English.
3. Performing
Join two other pairs and role-play the conversation in front of them.
I…
my
4. Evaluating used the information in the file and
own ideas to complete the dial og.
Self-evaluate your performance using the prompts in the
box and then discuss your reflections with the rest of the practiced the dialog imitating the
group. Work collaboratively and show respect for other model in the recording.
students’ opinions and ideas. offered supportive feedback to my
partner.
ect.
expressed my opinions with resp
Exit slip



SUBJECT CONNECTIONS Language and Communication
read and listen to an academic article. To make cross-curricular connections.
identify the purpose of a text and its connection To understand the origin of language and the reason
with the topic of the unit. people speak and communicate.
1. PLook at the different ways of communicating and mark them from 1 - 6, where 6 is the one
that you use the most and 1 the one that you use the least or never.
a. Speaking person to person
b. Writing letters
c. Writings e-mails
d. Sending phone messages
e. Talking on the phone
f. Sending messages on social networks
Why do you th
ink
there is a sub
2. GDiscuss the question in the box and then check your answers ject
at school that
with a Language and Communication teacher. is
called Langua
ge and
Communicatio
n?
3. Read the text on page 85 and identify its purpose. Circle the
correct alternative.
a. To inform
b. To criticize
c. To instruct
d. To describe
4. Read the text again. Choose one title (a - f) for each paragraph (I - V). There is one extra title you do
not need to use.
a. Different from animals
b. Too many theories
c. Object-sound association
d. Warning signals
e. Modern language
f. Feelings to sounds
5. Read the text once more. Identify in which paragraph (I – V) you find a reference to...
a. an Indian word that imitates a sound.
b. a dangerous animal.
c. feelings and emotions.
d. a natural phenomenon associated with lightning and storm.

How it all started
I
emotions. This theory tells us that most probably
the first word was an involuntary ha-ha-ha or
We believe that language is as old as humans, laughter sound. Such sounds were used to name
but we are certain that both language and the actions which caused them.
human society are inseparable. All the theories
refer to the origin of language, but none of them
is more accurate than the next. We do know
that at one moment humans developed a more
sophisticated brain which made both language
and learning possible.
IV
Some scientists say that language developed

from warning signals such as those used by
animals. Perhaps language started with a
warning to others, such as Look out!, Run!, or
Help! to alert members of the tribe when some
ferocious beast was approaching.
II
There are theories which say that language Help!

began when humans started naming objects,
actions and phenomena after a recognizable
sound associated with it in real life: crash became
the word for thunder and the Chinook Indian
word for heart is tun-tun. We still use both the
verb to tick and the sound-imitating word tic-toc
when we refer to a clock. V
We will never know, in fact, how language really

started. What we do know is that it is probably
the most important feature that distinguishes
us from animals and helps us communicate (or
not!) with others.
III
Another theory speaks about language as a

response to involuntary exclamations of dislike,
hunger, pain, or pleasure, eventually leading
to the expression of more developed ideas and
Adapted from: Vajda, E. (2004) http://pandora.cii.wwu.edu/vajda/ling201/test1materials/origin_of_language.htm

PROJECT
Telephone information
I Preparation
1. G Work in groups of three or four.
2. Read the instructions in the Procedure section and fill in the information in the file.
3. With the information in the file, and considering your strengths and weaknesses, elaborate an
action plan for the project. Before you start, read the rubric carefully so that you know in advance
the areas that will be evaluated.
PROJECT 2 PREPARATION FILE
Task Due date
Areas of curriculum involved
Member: Task:
Member: Task:
Member: Task:
Materials
II Procedure
1. Imagine you work for a language institution that offers Spanish courses to foreign students in Chile.
Make a list of all the aspects that foreign students will have to consider if they decide to come to
study here.

2. Check that your list includes all the information a foreign student may require, using these questions
as clues:
Where do the courses take place?
What is the duration of each course?
What is the best program for good students who want to study intensively to acquire fluency?
How many class hours a week does each course take?
What other activities does the language school offer to students?
3. Use your notes to write a short script for your telephone message. Follow the model in the recording
you listened to in Lesson 6 and the pattern below. (Write at least 3 messages, one for each course).
Welcome to …. For … press…. For … press ….

Please … to the … so you can choose ….
………..
This program is …….who want to …... The course offers ….. and ….
Students will study for …. The school also offers…. to students who want to …
4. Take turns to practice reading the script aloud. Help each other correct pronunciation and
intonation; prepare sounds, music, etc. as background noise for the message.
5. Assign different parts of the message to each member of the group. If possible, record the
message, creating the appropriate atmosphere.
III Presentation
Present the information message to your classmates. Play the recording or read it aloud in front of
the class.
IV Evaluation
After you have finished the presentation, reflect on your work and evaluate the group performance.
Check the corresponding column according to the following scale:
4 = Excellent! / 3 = Good / 2 = Satisfactory / 1 = Needs improvement
We… 4 3 2 1
followed the instructions, distributed tasks and collected all the necessary information.
used structures, vocabulary and ideas from the unit.
helped and supported each other, correcting pronunciation and intonation.
were respectful to each other’s ideas and opinions within the group.
checked the final work together and discussed possible improvements.
used communication technologies with responsibility.
were respectful of the work of other groups, showing interest for independent learning.

1. Now that you have completed the unit, check what you knew and how you felt before starting
each module.
2. Identify the main topics, skills, contents and attitudes you have developed in the unit and complete
the table. Compare it with your partner’s table expanding, correcting and adding new information
and using what you have learned along the unit.
Lesson What did I do? What did I learn? How will I apply this learning?
Project

3. Individually, reflect on and evaluate your performance in the unit using the markers:
A= always, S= sometimes, N= never. Complete the column My view.
Area to evaluate My view My teacher's / partner’s view

Taking control of the learning process
I set goals and met them.
I challenged myself to be the best I can be by completing tasks.
I stayed on task and completed additional language activities.
I tried to help my classmates when they struggled or hesitated.
I supported my classmates and shared my knowledge.
I showed consideration and respect for myself and others.
Understanding directions
I engaged in activities quickly and by myself.
I watched and listened attentively to get instructions.
Vocabulary
I incorporated past and new vocabulary.
I asked the teacher to explain words I did not understand.
Writing
I followed models when I did writing tasks.
I checked my spelling and grammar.
Speaking
I imitated my teacher / recordings and paid attention to pronunciation.
I could give small oral presentations on the topic of the lessons.
I could engage in short dialogs imitating a model.
Comprehension (reading / listening)
I demonstrated comprehension of main ideas and supporting
information in the texts I read or listened to.
I could quickly recognize the type and purpose of a text / recording.
I focused on using the appropriate strategy in mind.
Critical thinking
My answers included supporting evidence from the text / lesson.
I justified and explained my opinions.
I related content to personal experiences.
4. Ask your teacher or a partner to assess your performance and then discuss your reflections with
the rest of the class.
5. In pairs, comment on the things you can do to improve your weak points in the future.

GLOSSARY
UNIT 1 UNIT 2
MODULE 1 LESSON 1 MODULE 1 LESSON 1
foreigner: (noun) someone from another country highlight: (verb) to emphasize something or make people notice
to be keen on: (adjective) to be very interested in something something
IT skills: (noun) Information Technology skills. Abilities to get your significant: (adjective) important or noticeable
computer to do what you want it to do; to understand what your overlook: (verb) to have a view of something from above
computer can do and how it does it
MODULE 1 LESSON 2
MODULE 1 LESSON 2 population: (noun) all the people living in a particular area
behavior: (noun) the way someone behaves
MODULE 1 LESSON 3
agreeable: (adjective) pleasant or nice
debunk: (verb) to show that something is less important, less
hire: (verb) to begin to employ someone
good, or less true than it has been made to appear
MODULE 1 LESSON 3 whatsoever: (adverb) used after a negative phrase to add
being fired: (verb) to be told you must leave your job emphasis to the idea that is being expressed.
resume: (noun) a document that describes your qualifications
MODULE 2 LESSON 4
and the jobs that you have done, which you send to an employer
sponsor: (verb) to give money to someone to support an activity,
that you want to work for
event, or organization
typo: (noun) a small mistake in a text, made when it was typed
or printed MODULE 2 LESSON 5
daydream: (verb) to have pleasant thoughts about something you
MODULE 2 LESSON 4
would like to happen
skill: (noun) the ability to do an activity or job well, especially
scholarship: (noun) an amount of money given to a person by an
because you have practiced it
organization to pay for their education, usually at a college or
copper: (noun) a soft, red-brown metal, used in electrical
university
equipment and to make coins (symbol Cu)
counselor: (noun) someone whose job is to listen to people and MODULE 2 LESSON 6
give them advice about their problems ESL: (noun) abbreviation for English as a Second Language: the
teaching of English to students whose first language is not
MODULE 2 LESSON 5
English, but who live in a country where it is the main language
inheritance: (noun) money or possessions that someone gives
IELTS: (noun) abbreviation for International English Language
you when they die
Testing System: a test in the ability to use the English language
sprain: (verb) to injure part of your body by twisting it, but not so
for people from other countries who need a qualification to study
badly that it breaks
at a university or to work in Australia, Canada, Ireland, South
rooted: (adjective) strongly felt or believed and difficult to change
Africa, New Zealand, or the UK
barrel organ: (noun) a large musical instrument that plays music
TOEFL: (noun) abbreviation for Test of English as a Foreign
when you turn a handle on the side
Language: a test of English for speakers of other languages
MODULE 2 LESSON 6
SUBJECT CONNECTIONS
raise: (verb) to increase an amount or level
accurate: (adjective) correct or exact
starving: (adjective) dying because there is not enough food
feature: (noun) a typical quality, or important part of something
commitment: (noun) a promise or firm decision to do something
give up: (verb) to stop doing something before you have
completed it, usually because it is too difficult UNIT 3
SUBJECT CONNECTIONS MODULE 1 LESSON 1
skinny: (adjective) too thin cast: (noun) a hard cover used to keep a broken bone in the
lean: (verb) to move the top part of your body in a particular correct position until it gets better
direction dung: (noun) solid waste from a large animal
nod: (verb) to move your head up and down as a way of melt: (verb) to become liquid
agreeing, to give someone a sign, or to point to something pole: (noun) a long, thin stick made of wood or metal, often used
yell: (verb) to shout something very loudly to hold something up
sparrow: (noun) a small, brown bird that is common in towns
and cities
styrofoam: (noun) polystyrene (light plastic material used to
protect objects when they are packed)
174
MODULE 1 LESSON 2 blend: (verb) to mix two or more things together completely
charming: (adjective) pleasant or attractive harvest: (noun) the time when crops are cut and collected
delightful: (adjective) very pleasant, attractive, or enjoyable from fields
moving: (adjective) causing strong feelings of sadness or wax: (noun) a solid substance that becomes soft when warm and
sympathy melts easily, often used to make candles
befriend: (verb) to be friendly to someone, especially someone serving: (noun) an amount of food for one person to eat
who needs support or help pour: (verb) to make a liquid flow from or into a container
SUBJECT CONNECTIONS SUBJECT CONNECTIONS
chase: (verb) to run after someone or something in order to pluck: (verb) to pull all the feathers out of a bird before cooking it
catch them chop: (verb) to cut something into small pieces
whiskers: (noun) long, stiff hairs that grows around the mouths engrossed: (adjective) giving all your attention to something
of animals such as cats spare sb’s life: (verb) to not kill someone
yarn: (noun) thread used for making cloth
MODULE 2 LESSON 4
disguise: (verb) to change your appearance/voice, etc. so that MODULE 2 LESSON 4
people cannot recognize you string: (noun) material consisting of threads of cotton, hemp, or
breathtaking: (adjective) very beautiful or surprising other material twisted together to form a thin length
store: (verb) to put something somewhere and not use it until board: (noun) a long, thin, flat piece of wood
you need it rope: (noun) very thick string made from twisted thread
skip: (verb) to jump over a rope while you or two other people
MODULE 2 LESSON 6
move it over and then under your body again and again
beat: (verb) to hit a person or animal hard many times
knock sth over: (verb) to hit something or someone so that
accomplishment: (noun) achievement; success in doing
something or a person falls down.
something good
shoot: (verb) to try to score points in sports such as football by
release: (verb) to make a record or film available for people to
hitting, kicking, or throwing the ball towards the goal
buy or see
propel: (verb) to make someone do an activity or be in a situation MODULE 2 LESSON 5
parade: (noun) a line of people or vehicles that moves through a
SUBJECT CONNECTIONS
public place as a way of celebrating an occasion
spot: (noun) a particular place or point
shoelace: (noun) a long, thin piece of material used to fasten
iconic: (adjective) very famous or popular, especially being
shoes
considered to represent particular opinions or a particular time
leprechaun: (noun) (in old Irish stories) a magical creature in the
shape of a little old man who likes to cause trouble
UNIT 4 clover: (noun) a small plant that has three round leaves and
round flowers
MODULE 1 LESSON 1
feather: (noun) one of the soft, light things that grow from and MODULE 2 LESSON 6
cover a bird's skin time-honored: (adjective) a tradition or way of doing things that
path: (noun) a long, narrow area of ground for people to has been used for a long time
walk along pitch: (verb) in baseball, to throw the ball towards the person
scar: (noun) a permanent mark left on the body from a cut or who is going to hit it
other injury clap: (verb) to hit your hands together, often repeatedly,
teepee: (noun) a type of tent in the shape of a cone made from especially in order to show that you enjoyed a performance
animal skins that was the traditional shelter of some Native sail: (verb) to move quickly through the air
Americans Source: Cambridge Learner’s Dictionary: Meanings & Definitions. (n.d.).
Retrieved June 08, 2016, from http://dictionary.cambridge.org/dictionary/
MODULE 1 LESSON 2 learner-english/
proud: (adjective) feeling very pleased about something you have
done, something you own, or someone you know
boredom: (noun) feeling weary and impatient because one is
unoccupied or lacks interest in one’s current activity
MODULE 1 LESSON 3
flavor: (noun) a particular quality or style that something has /
the taste of a particular type of food or drink
175
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177
RUBRICS APPENDIX
Assessment instruments
Applying assessment instruments
These assessment instruments are assessment
tools you can use to measure students’ work. They Self- assessment
Give copies to students and ask them to assess their
VOLUME 1
are scoring guides that seek to evaluate students’

performance based on the sum of a full range of criteria own progress on a task or project. Their assessment
rather than a single numerical score. should not count toward a grade. The point is to help
students learn more and produce better final products.
The assessment instruments provided here include:
Rubrics Always give students time to revise their work after
assessing themselves.
Questionnaires
Observation sheets Peer assessment
Peer assessment takes some time to get used to.
The instruments included in this section differ from
traditional methods of assessment in that they examine Emphasize the fact that peer assessment, like self-
students in the actual process of learning, clearly assessment, is intended to help everyone do better
showing them how their work is being evaluated. They work.
communicate detailed explanations of what constitutes You can then see how fair and accurate their feedback
excellence throughout a task and provide a clear is, and you can ask for evidence that supports their
teaching directive. opinions when their assessments don’t match yours.
These instruments are meant, above all, to inform and Again, giving time for revision after peer assessment is
improve teachers’ instruction while giving students the crucial.
feedback they need to learn and grow.
Teacher assessment
These instruments can also be used in peer assessment When you assess students’ work, use the same
and then used to provide feedback. instrument that was used for self- and peer-assessment.
Prior to assessment, the assessment instruments can When you hand the marked instrument back with the
be used to communicate expectations to students. students’ work, they will know what they did well and
During the assessment phase, they are used to easily what they need to work on in the future.
score a subjective matter.
Using the assessment instruments provided in this
After an instrument is scored, it should be given back to section is relatively easy.
students to communicate to them their grade and their
strengths and weaknesses. Identify the maximum number of points for achieving
the highest level of quality and assign a number to
Students can use them to see the correlation between the students’ performance. Typically, the gradations
effort and achievement. Sharing the instruments with increase/decrease by one point.
students is vital as the feedback empowers students to
critically evaluate their own work. The last column shows the actual score assigned
to this particular student, based on his or her actual
Advantages of using a variety of assessment performance. The overall total score is assigned by
instruments simply adding together the scores.
Teachers can increase the quality of their direct Once you have worked out students’ scores, you
instruction by providing focus, emphasis, and attention can express them in gradations. Gradations are the
to particular details as a model for students. descriptive levels of quality starting with the worst
Students have explicit guidelines regarding teacher quality up to the best quality.
expectations.
Students can use these instruments as a tool to
develop their abilities.
Teachers can reuse these instruments for various
activities.
xvii RUBRICS APPENDIX

1. Listening comprehension
ASSESSMAENT LISTENING COMPREHENSION

Name: Lesson: Date
VOLUME 1
Skills Criteria Points
1 2 3 4
Understanding key Understands 1 or 2 Understands some Understands many Understands most
events or facts. events or key facts. of the events or events or key facts, events in sequence or
key facts. mainly in sequence. understands most key
facts.
Understanding Gets few or no Gets some important Gets many important Gets most important
details. important details. details. details. details and key
language.
Responding Almost never. Sometimes. Most of the time. Nearly always.
appropriately to
features such as:
laughter, silence,
etc., and / or
accentuation,
intonation, and
rhythm.
Answering Answers questions Answers questions Answers questions Answers questions
questions. with incorrect with some with literal with interpretation
information. misinterpretation. interpretation. showing higher level
thinking.
Doing tasks. Provides limited Provides some Provides adequate Provides insightful
or no response response to teacher response to teacher response to teacher
and requires with four with two or three with one or no
many questions or five questions and questions and questions
or prompts. prompts. prompts. or prompts.
At the end of the Answer factual Answer factual Summarize the Reveal the sequence
session, the questions on general questions on general beginning, middle, of events, providing
listener is able to: information. and specific and end of details on dialog, and
information. the story. motivation
of characters.
Total points
PHOTOCOPIABLE RUBRICS APPENDIX xviii

2. Reading comprehension
ASSESSMAENT READING COMPREHENSION

Name: Lesson: Date
VOLUME 1
Skills Criteria Points

1 2 3 4
Understands key Understanding one Understanding some Understands many Understands most
events or facts. or two events or key of the events or key events or key facts, events in sequence
facts. facts. mainly in sequence. or understands most
key facts.
Understands details. Gets few or no Gets some important Gets many Gets most important
important details. details. important details. details and key
language.
Identifies characters Identifies one or two Identifies one or two Identifies many Identifies all
or topics. characters or topics characters or topics topics or characters characters or topics
using pronouns (he, by generic name by name in text (Ben, by specific name
she, it, they). (boy, girl, dog). Giant). (Old Ben Bailey).
Answering Answers questions Answers questions Answers questions Answers questions
questions. with incorrect with some with literal with interpretation
information. misinterpretation. interpretation. showing higher level
thinking.
Doing tasks. Provides limited or Provides some Provides adequate Provides insightful
no response and response to teacher response to teacher response to teacher
requires many with four with two or three with one
questions or five questions questions and or no questions
or prompts. and prompts. prompts. or prompts.
Total points
Taken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html
xix RUBRICS APPENDIX PHOTOCOPIABLE

3. Use of reading strategies
Name: Unit / Lesson: Date:

Always Sometimes Never
VOLUME 1
1. I make predictions before I read.
2. I understand the message-the text makes sense to me.
3. I know when I am having trouble understanding the text.
4. I know the main idea of the text.
5. I understand the words in the text.
6. I understand the punctuation.
7. I know how to find different parts of the text (chapters, pages,
beginning, middle, end).
8. I can pick out clues from the reading to help me make an interpretation.
9. I give my opinion-make a judgment-about the text.
10. I support my opinion with details from the text.
11. I know the difference between fact and opinion.
12. I can see similarities and differences between the texts I read.
13. I can make connections between the text and my own life.
14. I can make connections between the text and other subjects.
15. I can pick out words from the story that help me work out
the setting.
4. Making connections
Dimension 4 3 2 1
Text-to-self Without prompting, Without prompting, With prompting, With prompting, student
connections student can explain student can explain student can explain can explain connections
connections with own connections with own life. connections with own with own life. However,
life that are closely However, they are vaguely life that are closely they are vaguely related
related to the text. related to the text. related to the text. to the text.
Text-to-text Without prompting, Without prompting, With prompting, With prompting, student
Connections student can explain student can explain student can explain can explain connections
connections with other connections with other connections with with other texts. However,
texts that are similar. texts that are vaguely other texts that are they are vaguely related
similar to the text. very similar to the text. to the text.
Text-to-world Without prompting, Without prompting, With prompting, With prompting, student
connections student can explain student can explain student can explain can explain connections
connections with the connections with the connections with the with the world. However,
world that are closely world. However, they are world that are closely they are vaguely related
related to the text. vaguely related to the text. related to the text. to the text.
PHOTOCOPIABLE RUBRICS APPENDIX xx

5. Writing rubric
WRITING RUBRIC
Name Lesson Date
Needs
Indicators Acceptable Good Excellent
improvement
Punctuation uses accurate punctuation.
Capitalization uses capital letters to begin sentences and for names.
VOLUME 1
Content / uses graphic organizers and writes a draft.

ideas adds details to improve the text.
Language uses subject/verb agreement.
and uses adequate vocabulary and connectors.
vocabulary writes complete sentences that make sense.
Spelling writes most words correctly.
Created by: Publishing team.
6. Writing process rubric

Step 1 2 3 4 Score
Gets no or limited Gets few key words / Gets numerous key Gets numerous and
Planning /
key words / ideas. ideas words / ideas. detailed key words /
Brainstorming
ideas.
Uses no or limited Uses few key words / Uses most of key Uses all of key words/
key words / ideas ideas from planning words / ideas from ideas from planning
from planning stage. stage. planning stage. stage.
Drafting
Shows no Shows weak Most of first draft Uses additional ideas.
organization and organization and is organized. First draft is
structure of first draft. structure of first draft. highly organized.
Revising Does not add, delete Add, deletes or Adds, deletes or Adds, deletes or
or rearrange ideas rearranges a few ideas rearranges adequate rearranges numerous
from the from the ideas from the first adequate ideas from
first draft. first draft. draft. the first draft.
Details are not Few details are specific Most details are All details are specific
specific and clear. and clear. specific and clear. and clear.
Editing Does not correct Corrects some errors Corrects most of Corrects all the errors
errors of: spelling, of: spelling, errors of: spelling, of: spelling,
punctuation, punctuation, punctuation, punctuation,
capitalization, and capitalization, and capitalization, and capitalization, and
sentence structure. sentence structure. sentence structure. sentence structure.
Publishing Does not write the Writes part of the final Writes most of the Writes the final copy
final copy in clear copy in clear final copy in clear in clear handwriting
handwriting nor handwriting nor types handwriting or types or types it correctly on
types correctly on a it correctly on a it correctly on a a computer.
computer. Sentence computer. computer. Sentence fluency
fluency is poor. Sentence fluency is Sentence fluency is is strong.
poor in most parts. strong in most parts.
Total
Conclusions
Needs to work on...
Observations:
Adapted from: http://readingready.wikispaces.com/Writing
xxi RUBRICS APPENDIX PHOTOCOPIABLE

7. Oral exchange
Student is able to… Yes Partially Score
talk briefly about a topic. 4 3 2 1
ask and answer questions to keep 4 3 2 1
the conversation going.
answer questions including 4 3 2 1
information and details.
use appropriate language 4 3 2 1
VOLUME 1
expressions and vocabulary.
imitate the model and use 4 3 2 1
correct intonation and
pronunciation.
speak naturally without 4 3 2 1
unnecessary pauses.
Suggestions for improvement:
8. Oral presentation
ORAL PRESENTATION RUBRIC
Name Date
Indicators Excellent Good Satisfactory Unsatisfactory
Topic was covered deeply.
Presentation was well planned and coherent.
Presentation was practiced.
Relevant comments were included.
Opinions / conclusions were supported by reasons.
Visual aids were useful.
Teacher’s comments
Created by: Publishing team.
10. Webquest rubric

WEBQUEST RUBRIC
Criteria Accomplished (3 pts.) Developing (2 pts.) Beginning (1 pt.)
Quality of Excellent information, qualities Good information, qualities Information is not important,
information addressed for all aspects. addressed for several aspects. qualities are not addressed.
Good support provided. Minimal support provided. No support provided.
Digital All relevant ideas clearly identified Some relevant ideas identified. One relevant idea, few images,
presentation with images. Creative. Few images. Neat and creative. lacks creativity.
Comparison All important aspects considered in Some aspects considered in Irrelevant information, few
comparison. Clear, complete comparison. Incomplete aspects considered in
information. information. comparison.
Conclusion, Good organization, topic sentence Provides main idea and few Minimal or lacks organization,
paragraph and clear supporting details. supporting details. unclear main idea, no support.
and use of Few grammar and spelling mistakes. Some grammar and spelling A lot of grammar and spelling
language mistakes. mistakes.
PHOTOCOPIABLE RUBRICS APPENDIX xxii

9. Project
PROJECT
Name(s): Date:
Needs
Process Satisfactory Excellent Points
Improvement
1. Has clear vision of final product. 1,2,3 4,5 6,7
2. Properly organized to complete project. 1,2,3 4,5 6,7
VOLUME 1
3. Managed time wisely. 1,2,3 4,5 6,7

4. Acquired needed knowledge base. 1,2,3 4,5 6,7
5. Communicated efforts with teacher. 1,2,3 4,5 6,7
Needs
Product (Project) Satisfactory Excellent Points
Improvement
1. Format. 1,2,3 4,5 6,7
2. Mechanics of speaking / writing. 1,2,3 4,5 6,7
3. Organization and structure. 1,2,3 4,5 6,7
4. Creativity. 1,2,3 4,5 6,7
5. Demonstrates knowledge. 1,2,3 4,5 6,7
Others:
1. 1,2,3 4,5 6,7
2. 1,2,3 4,5 6,7
3. 1,2,3 4,5 6,7
4. 1,2,3 4,5 6,7
Total:
Teacher’s comments:
Source: http://www.sdst.org/shs/library/resrub.html
xxiii RUBRICS APPENDIX PHOTOCOPIABLE

Rubrics to evaluate attitudinal objectives
Rubric to self-evaluate attitude towards learning (OA A)
OBJECTIVE A: To show a positive attitude towards themselves and their own capacity to learn English.
Aspects Excellent Good Satisfactory Unsatisfactory
Completing I always complete work With few exceptions, I I usually complete work I frequently do not
work to the best of my ability, complete work to the best to the best of my complete work to the best
expectations within set guidelines and of my ability, within set ability, within set of my ability, within set
VOLUME 1
on time. guidelines and on time. guidelines and on time. guidelines and on time.
I always work with care I generally work with care I usually work with care I rarely work with care and
and attention to detail. and attention to detail. and attention to detail. attention to detail.
Interest and I am always ready and I am ready and motivated I am usually punctual, I am often late, not ready
enthusiasm motivated to learn by to learn, usually attentive ready and motivated to or motivated to learn and
being punctual, attentive in class, eagerly learn, and sometimes need constant reminders
in class, eagerly participating, curious and curious, but sometimes to be attentive.
participating, curious and contributing positively. distracted.
contributing positively.
Preparing for I always bring required With few exceptions I I usually bring required I frequently do not bring
lessons texts, materials, and bring required texts, texts, materials and required texts, materials
equipment to class. materials and equipment equipment to class. and equipment to class.
to class.
PHOTOCOPIABLE RUBRICS APPENDIX xxiv

Rubric to evaluate cultural awareness and comprehension (OA B)
OBJECTIVE B: To develop cultural awareness and comprehension showing interest, respect and tolerance for one’s and
other cultures.
Rating 1 2 3 4 5 6 7
Highly negative Negative Slightly negative Neutral Slightly positive Positive Highly positive
Criteria: Student demonstrates a attitude regarding… Score
Social
his / her interactions with individuals from different countries.
VOLUME 1
the benefits of interacting with people from different countries.

his / her participation in international or intercultural social experiences.
his / her interest in developing intercultural relationships.
his / her desire to participate in intercultural experiences in the future.
Cognitive
the way in which his / her thinking has changed as a result of exposure to different cultures.
his / her understanding how learning about specific topics can be enhanced when done in a different
culture.
Sensitivity
the art of different cultures.
the music of different cultures.
the political systems or structures of different cultures.
the different art expressions of other cultures.
Self-awareness, taking perspective, empathy
the value of similarities and / or differences among cultures.
the need for tolerance toward different cultural practices, values or beliefs.
the need to provide comprehensive and balanced support for his / her conclusions regarding cultural
differences and similarities.
the fact that differences among people and cultures may be neither good nor bad.
manifestations that are culturally unfamiliar.
Teacher’s comments
Rubric to self - evaluate interest in on-going and independent learning (OA C)
Statements Yes Needs improvement

I set challenging and relevant long-term goals.
I demonstrated autonomy in the learning process.
I identified strengths and weaknesses of the learning process.
I focused on weaknesses of the learning process.
I showed a positive attitude towards language learning.
I recognized the advantages of learning English for future academic or working life.
I shared the new information about a familiar topic.
I deepened knowledge about a topic by consulting bibliography or reference material.
I showed confidence when consulting reference material.
xxv RUBRICS APPENDIX PHOTOCOPIABLE

Rubric to self-evaluate collaborative work (OA D)
Statements Always Usually Often Rarely

I accepted the task with responsibility and carry it out on time.
I set and accepted common goals.
I reached an agreement and come to a decision after a general conversation.
I prioritized and planned group tasks.
I discussed group problems with respect.
VOLUME 1
I offered solutions and alternatives to solve problems.
I participated actively in order to accomplish tasks.
I showed a positive attitude towards group tasks.
I contributed to maintaining a friendly and cooperative environment.
I completed the assigned tasks on time.
I showed respect for others’ opinions.
Rubrics to evaluate effective use of communication and information technology (OA E)
Area Strong Average Weak

Use of Helps clarify information, Helps clarify part of the information, Does not clarify information, does
visual aids emphasizes important points, adds emphasizes some of the important not emphasize important points,
interest. points. does note add interest.
Visual / Very creative, graphic elements Some graphic elements do not Lacks creativity, graphic elements
graphics effectively enhance understanding contribute to understanding of do not contribute to
of concepts, ideas and concepts, ideas and relationships. understanding of concepts, ideas
relationships. and relationships.
Design All slides include: title, text, Color, background and fonts styles, Background, color and fonts style
background color, appropriate for and sub headings are generally decrease readability of text.
fonts color and size. used consistently.
Sources Sources and links are up to date, There are some relevant sources and Sources are not relevant and
and links relevant and properly cited. links, citation needs some editing. poorly cited, there are not links.
Evidence 3 sources cited, several links add to 2 sources cited, some links add to 1 or no sources cited, no links that
reader comprehension. reader comprehension. add to reader comprehension.
PHOTOCOPIABLE RUBRICS APPENDIX xxvi

GENERAL BIBLIOGRAPHY
General methodology McDonough, J. (2004). Materials and methods in ELT.

Oxford: Blackwell Pub.
Brown, H. D. (2007). Principles of Language Learning Murphy, T. (1992). Music and Song. Oxford: Oxford
and Teaching. New York: Pearson Education Inc. University Press
VOLUME 1
Bown, H. D. (2007). Teaching by principles: An Nation, I. S. P. (2009). Learning vocabulary in another

interactive approach to language pedagogy. New York: language. Cambridge: Cambridge University Press.
Pearson Education Inc. Nation, I. S. P. (2009). Teaching ESL/EFL reading and
Bouchard, M. (2005). Comprehension Strategies for writing. London: Routledge.
English Language Learners. New York: Scholastic Inc. Nation, I. S. P. (2009). Teaching ESL/EFL listening and
Carter, R. & Nunan, D. (eds.) (2001). The Cambridge speaking. New York: Routledge.
Guide to Teaching English to Speakers of Other Nunan, D. (2008). Second language teaching & learning.
Languages. Cambridge: Cambridge University Press. Boston, MA: Heinle, Cengage Learning.
Celce-Murcia, M. ed. (2013). Teaching English as a Nuttall, C. & Alderson, J. C. (2011). Teaching reading
Second or Foreign Language, 4th edition. Boston: skills in a foreign language. Oxford: Macmillan.
Cengage Learning. Richards, J. C. & Rodgers, T. S. (2009). Approaches and
Dale, L. and Tanner, R. (2012). CLIL activities. methods in language teaching. Cambridge: Cambridge
Cambridge: Cambridge University Press University Press.
Doughty, C. y Long, M. eds. (2011). The Handbook of Richards, J. C. & Renandya, W. A. (2010). Methodology
Language Teaching. Oxford: Wiley- Blackwell. in language teaching: An anthology of current practice.
Dudeney, G. (2000). The Internet and the Language New York: Cambridge University Press.
Classroom. Cambridge: Cambridge University Press. Robb, A. (2003). 40 graphic organizers that build
Foster, Simone et al. (2002). Inside Out: Resource Pack. comprehension during independent reading. New York:
Oxford: Macmillan Education. Scholastic.
Gascoigne, J. (2007). English Grammar Framework. Scrivener, J. (2011). Learning teaching: A guidebook for
Black Cat Publishing. English language teachers. Oxford: Macmillan.
Gower, R., Phillips, D. & Walters, S. (2009). Teaching Slattery, M. (2010). Oxford basics for Children:
practice: A handbook for teachers in training. Oxford: Vocabulary activities. Oxford: Oxford University Press
Macmillan. Stowe, C. (2005). Understanding Special Education: A
Hancock, M. (2004). English pronunciation in use. helpful handbook for classroom teachers. New York:
Cambridge: Cambridge University Press. Scholastic
Harmer, J. (2011). The practice of English language The Council of Europe. (2001). Common European
teaching. Harlow: Pearson/Longman. framework of reference for languages: Learning,
Hedge, T. (2010). Teaching and learning in the language teaching, assessment. Strasbourg
classroom. Oxford: Oxford University Press. Thornbury, S. (2011). About language: Tasks for teachers
Holliday, A. (1994). Appropriate Methodology and Social of English. Cambridge: University Press.
Context. England: Cambridge University Press. UR, P. (2012). A Course in Language Teaching: Practice
Jenkins, J. (2010). The phonology of English as an and Theory. Cambridge: Cambridge University Press.
international language: New models, new norms, new Ur, P. & Wright, A. (2011). Five-minute activities: A
goals. Oxford: Oxford University Press. resource book of short activities. Cambridge: Cambridge
Johnson, K. (2009). An introduction to foreign language University Press.
learning and teaching. Harlow: Pearson Longman. Ur, P. & Swan, M. (2009). Teaching listening
Larsen-Freeman, D. & Anderson, M. (2011). Techniques comprehension. Cambridge: Cambridge University
and principles in language teaching. New York: Oxford Press.
University Press. Widdowson, H. G. (2008). Defining issues in English
Lightbown, P. & Spada, N. M. (2013). How languages language teaching. Oxford: Oxford University Press.
are learned. Oxford: Oxford University Press. Williams, M. & Burden, R. L. (2010). Psychology for
Marsland, B. (2012). Lessons from nothing. Cambridge, language teachers: A social constructivist approach.
England: Cambridge University Press. Cambridge: Cambridge University Press.
McCarthy, M. & O’Dell, F. (2011). English vocabulary in Willis, D. & Willis, J. (2011). Doing task-based teaching.
use: Advanced. Cambridge: Cambridge University Press. Oxford: Oxford University Press.
xxvii GENERAL BIBLIOGRAPHY

Wright, A., Betteridge, D. & Buckby, M. (2010). Vocabulary
Games for language learning. Cambridge: Cambridge http://www.lextutor.ca/
University Press. http://www.manythings.org/
http://learnenglishteens.britishcouncil.org/
VOLUME 1
Websites grammar-vocabulary/grammar-snacks
Dictionaries
Oral communication Newbury House American English dictionary
http://www.esl-lab.com/index.htm
http://nhd.heinle.com/home.aspx
http://www.5minuteenglish.com/
Longman Dictionary of Contemporary English
http://www.learnenglishfeelgood.com/eslvideo/index. www.ldoceonline.com
html
Cambridge Advanced Learner’s Dictionary
http://www.biography.com/ http://dictionary.cambridge.org
http://www.manythings.org/listen/ Merriam Webster Dictionary/English-Spanish/
http://www.teachertube.com/ synonyms–antonyms/pronunciation
http://www.teachingenglish.org.uk/ www.merriam-webster.com
http://www.saberingles.com.ar/index.html Online Multilingual Dictionary www.wordreference.com
http://www.mansioningles.com/listening00.htm Diccionario de imágenes www.pdictionary.com
http://www.bbc.co.uk/worldservice/learningenglish/
general/sixminute/
Cra resources
Reading Abate, F. R. (1997). The Oxford desk dictionary and
http://www.timeforkids.com/ thesaurus. Oxford University Press, USA
http://kids.nationalgeographic.com/kids/ Atkinson, H. (2008) Pronunciación del inglés: un
http://www.un.org/en/events/observances/days.shtml resumen de los sonidos de la lengua inglesa. México:
http://www.english-online.org.uk/theread.htm Trillas
http://www.factmonster.com/ Barrientos, F. (2011). Pueblos originarios de Chile.
http://www.biographyonline.net/ Nativa Ediciones
http://learnenglish.britishcouncil.org/en/magazine/ Forget, G. (2002). Gramática inglesa comunicativa.
tobacco Larousse, México (México).
http://www.saberingles.com.ar/index.html Gascoigne, J. (n.d.) The story of coffee. Black Cat
Publishing
Writing Helgesen, M., Brown, S., & Brown, S. (1994). Active
http://teacher.scholastic.com/writewit/mff/ listening: Building skills for understanding. Cambridge:
Cambridge University Press.
http://www.quickanddirtytips.com/education
Kemper, D., Sebranek, P. , Meyer, V., Krenzke, C.,
Interdisciplinary connections
Ross, M. (2005). Write source: Writing and Grammar.
http://www.mathinenglish.com/index.php Wilmington, Mass. : Write Source
http://www.bbc.co.uk/arts/yourpaintings/ Mc Carthy, M. (2002). English Vocabulary in Use.
Visual organizers Cambridge University Press
http://www.eduplace.com/graphicorganizer/spanish/ Ovalle, M. (2011). Juegos tradicionales. Editorial
http://www.teach-nology.com/worksheets/graphic/ Amanuta
www2.scholastic.com/browse/article.jsp?id=2983: Plath, O. (1986) Origen y folclor de los juegos en Chile.
Editorial Nascimento
http://www.rubrics4teachers.com/writing.php
Ross, M. (1998). All write: a student handbook for
Technology writing & learning. Wilmington, Mass. : Write Source
http://questgarden.com/ (2013) Kamshout and the Fall- A selk’nam legend.
http://www.webquestuk.org.uk/ Amapola Editores
(2013) The Origin of the Payachatas- A legend from
Northern Chile. Amapola Editores
GENERAL BIBLIOGRAPHY xxviii

2017 © Ediciones Cal y Canto
English 1º medio, TEENS IN MOTION

Teacher´s Book Volume 1
Nº de Inscripción: A-273818
ISBN: 978 956 339 224 1
Original text Gloria Caro Opazo

State Teacher of English, Universidad de Chile
Department of Philosophy and Education, Santiago, Chile
Original illustrations Ediciones Cal y Canto®

Design Ediciones Cal y Canto®
General Manager Jorge Muñoz Rau

English Editor Lina Alvarado Jantus
Assistant Editor Carolina Zarate Castel
Design María Jesús Moreno Guldman
Cover design María Jesús Moreno Guldman
Layout Marcia Gutiérrez Pavez
Pamela Muñoz Moya
Proofreading Thomas Connelly
General Production Cecilia Muñoz Rau
Production Assistant Lorena Briceño González
Photos 123RF Stock Photos
Audio CD:
Recording Producer Rodrigo González Díaz
Recording Engineer Ignacio Arriagada Maia
Complementary Digital Resource:

Kolekio Ediciones Digitales S.A.
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system,
transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior written permission of the publisher.
Impreso RR Donnelley Chile

Se terminó de imprimir 10.051 ejemplares en el mes de enero de 2017.
Notes
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final pages are replicated in both volumes identically.

UNIT 1 JOY FROM WORK 6 6

Cross-curricular values (OATs) and attitudes 9

PROJECT: A job interview 36 44

EXTRA TEST (photocopiable) 51

UNIT 2 KEEP ON LEARNING 58 48

RUBRICS APPENDIX xvii

Didactic and methodological proposal

Explicit teaching of learning strategies Assessment for learning

asked to connect and apply what they have learned with

Bibliographical references that support the methodological proposal

Teens in Motion consists of a Student’s Book, a Teacher’s Book (with a CD-Rom)

“Customs tell a man

lifelong learning. them Each activity in

represented by g thread of the ed by also expected perspectives and

the main topic

To get involved for one´s To get involved Over to you

180’ 3 To infer informatio Revise and validate knowledge. 180’ 11 To d

To ask and answer

To use strategies Contribute to class 10

INTRODUCTION UNIT 4 INTRODUCTION

education, learning styles and skills,

and reflecting on the importance of learning objectives to

Very important Important Not so important Not important at all

their own lives.

The purpose of this activity is to engage them in the unit

in such a way as to ensure that their situational interest

personalized goal setting practices. Different models are

4. Review the goals for

set for the unit and write a learning plan.

I can achieve it...

The main difficulty I can

necessary to meet the learning objectives for the unit.

In this section, they take notes and record their findings in

Complementary Digital Resource

v HOW TO CORRELATE THE COMPONENTS

available (to help teachers gather information about students’ learning).

lessons in order to accomplish the learning objectives of each unit.

Picturing the unit

Methodological suggestions to help students tackle a different

communicative task at the begining of each unit, based on the strategies

suggested by Marzano (2011):

Unit 1: classroom games

Getting ready OPENING

Page 49 180 min.

In this unit you

What for? refers with

to what they will the class. Explain that the question

Setting objectives objective. be able to do WHAT DOES RESEARCH

Different models and extension activities are proposed to help students

set personal objectives and design an appropriate learning plan

according to their strengths and weaknesses.

In each unit, these activities are different and based on examples

provided by literature and research, such as: Carousel Brainstorming,

Complementary Digital Resource

45’ 4 To select nsion of a multimodal text: for watching. n

Set a purpose to the informatio

The tasks proposed aim at triggering students’ intellectual and affective

commitment in their learning process.

HOW TO CORRELATE THE COMPONENTS vi

are you? styles for two

Before you start