Guide

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1

Teacher’s G
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Teacher’s
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Secondary
Secondary

1
Yes, We Can! is designed for the twenty-first century secondary
school teacher, using a friendly approach and modern
methodology. The course is made up of four components that
interact fully for optimum results:

we
• Student’s Book Secondary
• Fiction and Nonfiction Reader

• CD (Digital Component)
• Audio Program & CD Track List
• Posters
• Teacher’s Guide

All in all, Yes, We Can! is a complete and balanced course

that learners and their teachers will enjoy. Yes, We Can! helps
learners learn and teachers teach. It’s that simple!
1
Secondary
Secondary Teacher’s G
Teacher’s Guide
uide

DISTRIBUCIÓN GRATUITA
PROHIBIDA SU VENTA

Portada YWCtgSec1 20.5X27bn2017-2018.indd 1 4/12/18 3:25 PM

 we
Secondary

1
Teacher’s G
Teacher’s Guide
uide

INTRO YWC-Secondary TG1.indd i 3/28/18 12:23 PM

 Av. Río Mixcoac No. 274, Col. Acacias,
Del. Benito Juárez, C.P. 03240, Ciudad de México

Yes, We Can! Secondary Teacher's Guide Level 1

Yes, We Can! Secondary is a collective work written and edited by the following team:
Cecilia Barea, Griselda Cacho, Jacaranda Ruiz

First Edition: 2018

ISBN: 978-607-06-1539-9

© Richmond Publishing, S.A. de C.V. 2018

Av. Río Mixcoac No. 274, Col. Acacias,
Del. Benito Juárez, C.P. 03240, Ciudad de México

Publisher: Justine Piekarowicz

Project Manager: Griselda Cacho
Editor: Dominic Wright, Fiona Margaret Ross
Design: Celia Alejos, Daniel Santillán
Cover Design: Orlando Llanas

Illustrations: Gustavo Del Valle pp. 37, 38; Ezequiel Domínguez pp. 74, 75, 76, 77, 78,
79, 80; Humberto García pp. 34, 40, 41, 42; Guillermo Graco pp. 19, 21; Diego Llanso
pp. 32, 58, 71, 159; Javier Montiel pp. 14, 23; Gerardo Sánchez pp. 39.

Photographs: ©Shutterstock.com p. 5 (Eff Chaiahanasiri / Shutterstock.com);

p. 7 ( junpinzon / Shutterstock.com); p. 13 (photo-denver / Shutterstock.com); p.
47 (Leonard Zhukovsky / Shutterstock.com); p. 51 (BondRocketImages, AlesiaKan
/ Shutterstock.com);p. 77 (muzsy / Shutterstock.com); p. 95 (Christian De Araujo,
InnaFelker / Shutterstock.com); p. 100 (marchello74 / Shutterstock.com); p. 142
(A. Ricardo / Shutterstock.com); p. 169 (carlos.araujo, Krista Kennell, Anton_Ivanov,
Fabio Imhoff, Marcelo Rodríguez / Shutterstock.com)

Images used under license from ©Shutterstock.com

These materials may contain links for third party websites. We have no control over,
and are not responsible for, the contents of such third party websites. Please use
care when accessing them.

All rights reserved. No part of this book may be reproduced, stored in a retrieval
system or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without prior permission in writing from the
Publisher.

The Publisher has made every effort to trace the owner of copyright material;
however, the Publisher will correct any involuntary omission at the earliest opportunity.

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Printed in Mexico by

INTRO YWC-Secondary TG1.indd ii 4/13/18 10:19

 Contents

Introduction iv
Methodology vi
Components vii

Term
T erm 1 Te
Term
Ter
erm 2 Te
Term
Ter
er
rm 3

Talking about Services T4 Making Predictions T44 Discussing Comic Strips T74
Unit Unit Unit

1 5 8
Unit Unit Unit

2 Creating a Storybook T14 6 The Body’s Systems T54 9 Giving Oral Presentations T84
Unit Unit Unit

3 Using Bilingual 7 Interviewing T64 10

0 Where Should We Go? T94
Dictionaries T24
Unit

4 Analyzing Silent
Movies T34

Glossary T104 Answer Key T136

Assessments (Units 1–10) T114 Audioscript T148
Term Assessments (Term 1, 2, 3) T124 Glossary and Bibliography T156

INTRO YWC-Secondary TG1.indd iii 3/28/18 12:23 PM

 Introduction

Welcome
Welc
come
e to
to Level
Le
L evel
v 1 of
of Yes,
Ye
Yes, We
We Can!
Can
n!

About the Program

The contents of the syllabus for Cycle 4 of the National
In contrast to Cycles 1, 2 and 3 of the National English Program were selected and organized ized based on
English Program, in this level, the expectancy is the Common European Framework of References erences for
that learners develop not only listening and reading Languages (CEFR), which is an international nal standard
comprehension, but that they can achieve oral and ason, the
for describing language ability. For this reason,
written production by using a repertoire of linguistic ey reference
social practices of the language are the key
and metalinguistic strategies. From a communicative in the content definition of the syllabus. By the end of
and sociolinguistic perspective, this interpretation and this cycle, students are expected to have reeached a B1
reached
production of oral and written texts can only occur in level (Threshold).
socio-functional contexts.

iv Introduction

INTRO YWC-Secondary TG1.indd iv 3/28/18 12:23 PM

 Social Practices of the Language
Social practices of the language are interaction In the familiar and community environment,
modes that include a series of activities related to the English is approached through situations that are close,
comprehension and production of oral and written well-known and familiar to the learners. In the literary
texts. Each of these practices has a communicative goal and ludic environment, learners are encouraged
and is related to a very particular cultural situation. to appreciate and value other cultures in order to go
Learners are expected to participate in realistic or beyond their immediate environment, to discover
life-like social practices with native and non-native the creative power of the word and experience the
English speakers by means of specific competencies that enjoyment that literary fiction can bring. Last but not
define the curriculum contents of this subject in all the least, the academic and educational environment
cycles of the national program. intends to help learners develop their learning
strategies, which will allow them to adjust their
These specific competencies occur in a number of
comprehension and production processes to identify
common everyday situations, but since English is not
meanings and solve problems.
present in many of the learners’ social environments,
the school is, more often than not, the only place where The various communicative acts included in the social
learners may have the necessary conditions to learn a practices and the learning environments will act as
non-native language. For this reason, it is of paramount a springboard for the development of the specific
importance that the school creates the necessary communicative competencies; these will enable the
conditions to foster oral and written communicative comprehension and production of oral and written texts
situations where English is used for academic, social, in order for learners to carry out a specific task. These
literary and ludic purposes; the learning environments performance evidences, also referred to as achievements,
where the social practices occur. may help teachers formatively assess their learners’
progress and performance in their competency in English.
Introduction v

INTRO YWC-Secondary TG1.indd v 3/28/18 12:23 PM

 Methodology
In order to understand the methodology behind but to learn about the sociolinguistic contexts in
the selection and organization of the materials and which language occurs, in order to participate more
activities in Yes, We Can! it is important to mention the appropriately during communicative acts.
influence that the communicative competence and
socio-constructivist theories have on the series. Another important aspect of language learning
addressed in this series is the importance of promoting
As suggested in the National English Program, in social interaction and collaborative work amongst
Mexico, language learners’ acquisition is limited by a learners in the language classroom. For this reason,
lack of exposure to the target language. For this reason, opportunities to invite learners to do pair and
it is necessary to look for opportunities to optimize the collaborative work are often exploited. Furthermore,
non-native speakers’ learning process. individual work, reflection and self-evaluation are also
Yes, We Can! aims to provide the learner with traditional considered so as to give learners the opportunity to
and electronic alternatives to increase interest in texts learn at their own pace.
(through readers and websites), thus maximizing
exposure to the target language. Finally, assessment is seen as an on-going process so
that importance is given to both language learning
The importance of helping learners develop and the skill of learning itself. Continuous assessment
communicative competencies is often repeated in the is carried out by a series of self-assessments (diagnostic,
National English Program. In this series, learners are mid-unit and final) and the creation of a portfolio of
invited to develop these competencies by “doing” with the evidence. Every effort is made to provide the learner
language, “knowing” about the language and “being” with ideas and materials for the construction of this
through the language. In other words, learners are not formative assessment tool.
only expected to develop their linguistic competence,

vi Methodology

INTRO YWC-Secondary TG1.indd vi 3/28/18 12:23 PM

 Student’s Book
Development
The Student’s Book is the main component for
students. It includes on-level, age-appropriate This section aims at covering the stages through
which the social practice and the final products will be
activities that guide students to progressively
completed. The activities in this section, are organized to
explore the work towards the unit objectives. The
meet the achievements proposed for this learning cycle.
Student’s Book has 10 units, designed for use over
three terms.
How Am I Doing?
Halfway through the unit, learners are invited to
Unit Structure complete the suggested subproduct that will form part
Each unit of the Student’s Book is organized in the of the evidence portfolio (Mind Map, Collection of
following way: Evidence or Worksheet). Students are also invited to
reflect on what they have learned so far in the unit.

Unit Overview
Final Product
In this first section, the unit is referenced to
the National English Program in terms of the Here, learners put the different parts of their portfolios
corresponding learning environment, social practice, together before completing the final product of the
communicative activities, achievements and final social practice.
product. There is also a short activity that is intended Reflection
to activate the students’ prior knowledge as well as to
Students will also carry out a final reflection on their
help them anticipate the contents of the unit.
team’s collaboration.

How Much Do I Know? Self-evaluation

The purpose of this diagnostic section is to help This section of final self-evaluation encourages
learners reflect on how much they know regarding students to reflect on their learning throughout
the social practice and also to relate to the learning the unit.
environments in a reflective way or by means of a
short discussion. Final Product
Unit Overview
Unit Overview
Environment: Family and community Final Product
1 Act out a dialogue.
Social Practice Communicative Activities Achievements
Before you begin your presentation, review as a pair the process you followed
throughout the unit to get to this point.
Exchanges associated with Exchange opinions about a • Listening and review dialogues
1. Choose situations related to community services.
specific purposes community service. about community services. Page 7 T
• Get the main idea. 2. Analyze and collate phrases and vocabulary
r for dialogues.
Page 7 Language Reference , Page 9 1, Page 10 Language Reference
• Exchange information about 3. Choose the community service for your dialogue.
community services. Page 9.

rm 1
4. Decide on the roles of each speaker.r
Page 10.
Final Product: Acting out a dialogue Reader: Just Garbage? 5. Practice acting out a dialogue.
Term
Page 11.

Reflection 6. Use the ideas to write the dialogue.

Page 12.
7. Practice the dialogue in pairs. Check that the sentences
are understood when spoken and listened to.

How Much Do I Know? 8. Act out the dialogue for the class.
9. FInally,
y listen to your classmates' feedback
dback.
community. Who provides them? Who uses them
How Much Do I Know? Reflection
1. Did you learn how to ask for and give
Circle the answers. information about community services?
2. W
Was it easy to choose the situation for the
1. Was it easy to understand the dialogues? Y
Yes. Partially. No. Final Product?

2. Did you get the main idea the first time? Y

Yes. Partially. No. 3. W
Was it easy or difficult to make up the
dialogue for the Final Product?
3. Could you have a dialogue like this in English? Y
Yes. Partially. No. 4. What was your role?
5. Did you like acting in front of your class?
Discuss the interactions involving community services that you could role-play
for your Final Product. Self-evaluation 6. What can you learn from watching your
classmates act out their dialogues?
d!
ad
ad!
Read
Re
Time to 0
pp.16–2

Self-evaluation

How Am I Doing? Reflect on the following aspects of your Final Productt presentation.
• I can select appropriate words and expressions
for different situations. Y
Yes. A little. No.
• I can write sentences to give and receive information. Y
Yes. A little. No.

How Am I Doing? • I can act out a dialogue related to a service. Y

Yes. A little. No.
• I can moderate my tone of voice to express emotions. Y
Yes. A little. No.
What have you learned so far? Do you feel more confident about
discussing services? Have you learnt more phrases for dialogues about Unit 1 13
services? What do you still need to learn?

Components vii

INTRO YWC-Secondary TG1.indd vii 3/28/18 12:23 PM

 Student’s Book
Digital Learning
The Student’s Book also includes the following
resources at the back of the book: Each unit includes references to
useful websites and accompanying
tasks that require students to develop
Language Reference
Language Reference
Unit 1 Talking about Services their digital abilities.
1.1 Expressions to Make Conversations

Phrases to start a conversation

The aim of this section is to
Salesperson
• May I help you? (formal)
Customer
To politely ask something, start your question with provide language models
• (How) can I help you?
• Are you looking for something
"Excuse me, …"
• I am looking for a sweater?  Go online and watch a scene of the movie
in particular?
• Is someone looking after you?
• I’d like to buy a sandwich.
• Can I have four tickets to see Surviving in the Ocean, please? in context so that students
• I need a new pair of jeans, where can I find them?
"The Pursuit of Happyness". Then reflect
Phrases to continue with the conversation
can effectively put the
Salesperson Customer
on the questions.
• What size are you?
• Sorry, we are out of …
• Does it fit you?
• Here you are.
• I’m size 6.
• It’s too small / big / wide / tight / expensive.
• Thanks, can I try it / them on? / May I try it
on? (formal)
language into practice.
• The fitting rooms are over there.

Phrases to finish the conversation

• I’ll take it.
They are guided to use https://youtu.be/56AYfXzUvFY
• Here you are. / Here you go.
Salesperson

• Did you find everything you needed?

• Where is the check-out?
• Do you accept credit cards?
Customer
this section at appropriate Do you know people who have no homes?
points in the unit.
• Is that everything? • Can I pay in cash?
• That’s 20 dollars, please. • Could I have a receipt, please?
• Would you like me to giftwrap it?
• Here’s your change.
• You’re welcome.
• Could I have a (plastic) bag, please?
Is there a place in your community that helps them?
1.2 Using Formal and Informal Language in Conversations

• Hi! • Good morning, Sir.

Greeting Greeting
• Hello! • Good evening, Madam.
someone someone
Informal Phrases

• Morning! • Welcome to the Animal Shelter.

Formal Phrases

Making • Can I have more bread? Making • Could you help us packing?
requests • Can I have your full name? requests • May I take your order?
Making
• Do you want me to help
Making Worksheet 1
you with that? • Would you like some soup?
offers offers
• What would you like to eat? 1 Make up a dialogue.

Portfolio
• Thanks. • Thank you very much. 1. With a classmate, choose one of the 3. Practice the dialogue.
Thanking Thanking
• Thank you. • I really appreciate your help. situations. Cut the cards out. 4. Perform it in front of your class.
2. Write the first draft of your dialogue.
126 Unit 1

Student A Student B
Language Referance Sec YWC L1.indd 126 17/03/18 6:00 p.m.
You want to know if the
community dining room
You are a volunteer at the
community dining room.
In Yes, We Can! students are
delivers meals to people Tell the person what food
who are sick. you can deliver and in how
much time. encouraged to keep a collection of
Worksheets Student A
You work at a public library.
Give the student information
about how to get his or
Student B
You want to borrow books
from the library. Ask how
to get your ID.
work created throughout the unit.
Students complete one
her IDs.
They are guided to gather together the
worksheet per unit
Student A
You want to see a movie.
Choose the show and buy
Student B
You work at the box office
of a movie theater. Assist
work and review it before working on
aiming at gathering more
your ticket. the customers.
the final product.
Student A Student B
evidence towards the You found a dog in the
park. Call the animal shelter
You volunteer at the animal
shelter. Ask for the person's
and ask if they know name and telephone number.

development of the final someone who wants to

adopt a dog.
Tell him or her that someone
will contact him or her soon.

product.
Bibliography
The bibliography at the end of the


Unit 1 151

Worksheets_YWCabSec1.indd 151 17/03/18 5:55 p.m. Student’s Book provides a selection

1 Complete the spider map to organize your ideas.
Mind Map 1 of suggested books and websites.
Mind Maps
Requesting a service at a ... Offering a service at a ...

1 1
Students also complete Bibliography
2 2 Recommended Books Unit 3 https://www.makebeliefscomix.
3 3
one mind map per unit. DK. (2012). Human Body: A Visual
Encyclopedia DK Publishing.
Duffy, Claire (2018). The Teen’s
https://www.wordreference.com/
es/translation.asp
http://www.myenglishpages.com/
site_php_files/grammar-exercise-
com/Comix/
https://mic.com/articles/86911/
what-superheroes-look-like-in-14-
countries-around-the-world
Guide to Debating and Public

The focus of the mind Speaking, Dundrum Press

Hellweg, Paul (2015). The American
Heritage Student Thesaurus
parts-of-speech.php
http://www.spanishdict.com
https://www.sitepoint.com/7-tips-
for-writing-an-effective-instruction-
Unit 9
https://publishingperspectives.
com/2017/08/mexico-indigenous-
language-publishers/
Morris, Jon (2015). The League of manual/ https://blog.oxforddictionaries.

Useful expressions
Places
Useful expressions maps is on preparing Regrettable Superheroes: Half-Baked
Heroes from Comic Book History.
Quirk Books
Murphy, Raymond (2015).
https://www.wikihow.com/Create-
a-User-Manual
Worksheet 3
https://www.merriam-webster.com/
com/2014/06/18/social-media-
changing-language/
https://learnenglishteens.
britishcouncil.org/exams/

students for the final

Essential Grammar in USE. Unit 4 speaking-exams/oral-presentation
Cambridge University Press. https://www.youtube.com/ Worksheet 9
Stanton, Louise (2018). watch?v=Uf9qe Q4Rvzk https://lingoda.com/en/spanish-
Superpowers of Visual Storytelling, https://www.youtube.com/ speaking-countries
LaVidaCo Amazon watch?v=OV7u4GwDM20

product.
Unit 10
https://www.youtube.com/ https://www.lonelyplanet.com/
Tomlinson, Carl M., & Lynch-
watch?v=mpjEyBKSfJQ mexico/travel-tips-and-articles/
Brown, Carol (2015). Essentials of
https://www.youtube.com/ top-8-places-tosafely-visit-in-
Young Adult Literature. Pearson.
watch?v=ZJYq__7LVDk mexico-now/40625c8c-8a11-
Vince, Michael (2010). Elementary https://www.youtube.com/ 5710-a052-1479d277c50c
Language Practice with Key: watch?v=HZrsuEWw9m8 https://www.viator.com/Mexico/
English Grammar and Vocabulary. https://www.lifewire.com/best- d76-ttd
Macmillan Education. free-video-editing-software- https://travel.usnews.com/
Recommended Dictionary programs-4128924 rankings/best-mexico-vacations/
Webster's New World College Mind Map 4 Worksheet 10
Dictionary (2016). Merriam- https://www.youtube.com/
Useful vocabulary Useful vocabulary Webster. results?search_query=silent+movies
https://www.visitacity.com/en/
mexico-city/attraction-by-type/all-
Website Suggestions Unit 5 attractions
Unit 1 https://www.accuweather.com/ Additional Website
http://www.privacysense.net/ en/world-weather Suggestions
terms/public-sector/ http://www.mybusiness.com/8- http://www.eslgold.net/
https://vimeo.com/56096936 predictions-for-2030/
https://learnenglishkids. http://learnenglish.britishcouncil.
https://www.macmillandictionary.
britishcouncil.org/en/grammar- org/en/
com/us/thesaurus-category/
american/polite-words-and- videos/kittys-dream-job http://teenshealth.org/teen/
expressions Unit 6 http://www.merriam-webster.com/
T Collection of Evidence Template Unit 2
https://youtu.be/VOHd-lufJRs
https://www.ibji.com/did-you-know-
8-interesting-facts-about-bones
http://upodn.com/phon.asp
https://travel.sygic.com
https://learnenglish.britishcouncil. http://www.ducksters.com/science/
Notes with Ideas and Beliefs http://www.gocomics.com/
org/en/quick-grammar/british- biology/humanbody.php
comics/popular


english-and-american-english https://www.pinterest.com.mx/
Unit 1 173 1 Choose two comic strips you have read and write notes about them in the columns below. https://www.youtube.com/ pin/775604367045801149/ http://www.mananatomy.com/
watch?v=Wc2XxyNf4Qk Unit 7 body-systems
Comic Strip 1 Comic Strip 2 Collection of Evidence https://www.youtube.com/ http://esl.fis.edu/grammar/rules/
http://www.eastoftheweb.com/ watch?v=Ame4RWCSz0U future.htm
short-stories/Collections/ClasFair. http://thefw.com/10-celebrity-
Mind Map_YWCabSec1.indd 173 17/03/18 6:01 p.m. http://www.perfect-english-
Topic: Topic: html hobbies-that-might-surprise-you/
Language Reference
grammar.com/ past-simple.html
Unit 8 http://www.watchknowlearn.org/
http://www.esldesk.com/
www.gocomics.com Categoryaspv?CategoryID=4945
vocabulary/irregular-verbs

Collection of Evidence Characters’ characteristics: Characters’ characteristics:

148

Templates Message or values included: Message or values included:

Bibliography.indd 148 17/03/18 7:33 p.m.

The templates help students Glossary

Favorite scene: Favorite scene:

collect useful information A glossary includes a selection of words

throughout each unit, such General opinion and point of view: General opinion and point of view:
taken from the texts in each unit. The
as vocabulary, functional glossary is highlighted in activities
language and other material 2 Complete the sentence with your conclusions.
I liked comic strip better because .
throughout each unit and students are
they can use in preparation encouraged to develop autonomy when
for their final product. approaching new vocabulary.


Unit 8 119

Collect Evidence_YWCabSec1.indd 119 17/03/18 5:58 p.m.

viii Components

INTRO YWC-Secondary TG1.indd viii 3/28/18 12:23 PM

 Teacher’s Guide
In each unit there is
The Teacher’s Guide includes specific suggestions a focus on a value Value—Kindness
You may want to reflect with students on how
for working with Student’s Book activities at related to the unit nowadays we sometimes tend to act defensively,
each stage of the unit, as well as notes and topic as well as being aggressive and rude. They can look for other
ways of relating to each other. Through random
suggestions for working with the extra material guidance to help acts of kindness, we can learn to build a respectful,
confident, collaborative and joyful community. Being
provided for each unit. you discuss it with kind to ourselves and others boosts our physical and
students. psychological well-being. And only when we are kind
to ourselves, we can be kind to others.

Scope and Sequence

On pages xi to xv you will find a summary of unit Students are guided to
contents. This includes the environment, social read the unit reader.
Time to read! Just Garbage? pp. 11–15
practice, communicative activities, achievements,
You may want to wrap up the class, talking about
final product and teaching guidelines for each unit. the service described in the Reader. You may ask
In this section you will also find the titles for each students if they know how much garbage they
produce and what they throw away.
unit from the Reader. Does it help the community?
Students read pages 11–15 of the Reader. As a
class, discuss if there is a similar process for garbage
in their community.
Unit Structure
g Each unit includes
At the beginning a task for students
of each unit there Environment: Family and community to do online.
U1_YWC_TGSec1.indd 11 3/17/18 7:28 PM
is a summary Social Practice: Exchanges associated with specific Go online and watch a scene of the movie
of the unit’s purposes “The Pursuit of Happyness.” Then reflect
Environment, Communicative Activities: Exchange opinions on the questions.
about a community service.
Social Practice, Achievements:
S d h h h if ibl i

Communicative Listen to and review dialogues about community

Activities, services. Get the main idea. Exchange information
about community services. Students are guided to complete
U1_YWC_TGSec1.indd 6
Evaluation Evaluation Instrument page T13b (Assessment the unit worksheet as part of their
Instrument and Rubric): Make one copy per student to evaluate this
month. Suggested number of students: 5-7. collection of evidence.
Final Product.
Final Product: Acting out a dialogue
f Go to Worksheet 1 on page 151 and practice
Reader: Just Garbage?
acting out a dialogue for your Final Product.
1
As part of their collection of evidence, students can
prepare the dialogues for each situation in Worksheet 1.
They should work in pairs and follow the instructions.
Teaching guidelines
are summarized on
each page. Before preparing their final product, students are
Teaching guidelines
U1_YWC_TGSec1.indd 11 encouraged to complete their Collection of Evidence 3/17/18 7:28 PM

Template using the evidence (subproducts) they have

Listen to and review dialogues about community
services.
gathered for their portfolio.
Recognize topic, purpose and intended audience.

Continuous assessment is carried out through

Each unit includes a digital poster self-evaluation (diagnostic How Much Do I Know?,
with content that reflects the social mid-unit How Am I Doing? and final Self-evaluation)
practice of the unit. Suggestions are and the creation of a portfolio of evidences to monitor
provided for its use. students’ progress.
p
Wrap Up Poster 1 Self-evaluation
You may want to begin to focus students’ attention on As part of the continuous evaluation, it is time for
U1_YWC_TGSec1.indd 11 3/17/18 7:28 PM
their Final Product. You can talk about the places in students to think about what they have learned. It isn’t
the poster: Are there services like these in your area?
necessary for students to share their reflections, it is
Why are they important? Students say if they would
an individual and personal evaluation to realize what
volunteer in any of these services and why.
they have to work on in the future.

Components ix

3/17/18 7:27 PM

U1_YWC_TGSec1.indd 4 3/17/18 7:27 PM

INTRO YWC-Secondary TG1.indd ix 3/28/18 12:23 PM

 Readers and Digital Component

Time to Read (Readers) Digital Component

“A person who won’t read has no advantage over one
who can’t read.” Mark Twain Audio Program
We are aware of the importance of reading as a
Yes, We Can! includes an we
extensive listening program.
part of everyday life, both inside and outside the
The activities recorded on
classroom. At each level, Yes We Can! is accompanied
the Digital Component will
by a reader that includes fiction and nonfiction texts
help all students, and in
to foster curiosity, language acquisition, reading
particular auditory learners,
skills, and, above all, the habit of reading. The final Digital C
Digital Component
omponent
to assimilate the language.
page of each reader includes questions and activities
All listening exercises are
1
to develop communication skills and personal Secondary
Secondary
included here. The audioscript is
involvement in reading. The activities are linked to
on pages T148 to T155.
the social practices and, where appropriate, the final
product for the unit. This page also includes suggested
further reading. References are included so that Posters
students can verify facts and extend their learning.
The Digital Component also includes a
digital poster per unit, with content that
reflects the social practice of the unit.
Etiqueta YWCcdSec1 2018-2019.indd 1 4/11/18 18:18

Unit

Unit

Mexicans produce over 112

million tons of ga
garbag
arb
ar
rb
bage
age per year.
Making Mexico the tenth
highest producer of garbag
world. The citizens of Mexico e in the
City produce the most, about
kilograms per day, and Oaxac 1.8
ans produce the least, less
half a kilogram each day.1 than
What happens when you
throw garbage in the gagarbag
arb
ba e ca
bage
Let’s look into this not-so- can
an?
popular-but
community service!
garbage n.–waste material
garbage can n.–container
for garbage or trash
Unit

0
10

I’’m Goi
I’m Go ing
oin way
ng Awa
Aw
Awayy!!
ay!

Feeling angry,
“I’m going away!” Luke had had enough.
tials into his big backpack—his favorite
ti
he stuffed his essentials
essenti
book, with Captain Thunder glowering
glo riing at him from the
oweri
bag of
cover, his favorite fluffy pillow and his Halloween
treats.
deserves it,” he
The packing helped him calm down. “Mom
thought. “That was so meanmean! To take my new iPad away
he was packing
just because…” He attacked the soft blanket
the
ches. Just because he had forgotten to put
with hard punches
punch
his bed.
dishes in the dishwasher and had not made
essentials n.–most important things
we
we
glowerr v.–look or stare angrily
mean adj.–unkind
1
punch n.–forceful hit with the fist
109

x Components

INTRO YWC-Secondary TG1.indd x 4/13/18 10:05

 Scope and Sequence
Unit 1 Environment: Family and community
Social Practice Communicative Activities Achievements
Exchange opinions about a community Exchanges associated with specific • Listen to and review dialogues about
service purposes. community services.
• Get the main idea.
• Exchange information about community
services.
Final Product: Acting out a dialogue Reader: Just Garbage?

Teaching guidelines
Listen to and review dialogues about community services. Notice language register.
Detect contextual clues (e.g. background noise, relationship Determine language register according to intended audience.
between speakers, etc.). Select appropriate repertoires of words and expressions.
Identify form of communication (face-to-face or long-distance Formulate and respond to questions to ask for and give
interaction). information.
Participate confidently and accurately in brief dialogues. Determine the structure of dialogues (opening, body and
Distinguish intonation and attitude. conclusion) and the sequence of enunciation (description,
Determine the structure of dialogues and the sequence of instruction, etc.).
enunciation. Recognize speakers’ actions that support meaning (e.g.
Detect key words. adjusting volume, paraphrasing, forming questions, etc.).
Activate previous knowledge. Smoothly take turns speaking.
Recognize topic, purpose and intended audience. Consult notes to remember information that is necessary
Anticipate general sense. to know.
Distinguish the composition of expressions. Make progress respective to initial competence.
Reflect on how the information is organized.

Unit 2 Environment: Literary and ludic

Social Practice Communicative Activities Achievements
Literary expression Read classic tales. • Select and review classic tales.
• Understand general sense and main ideas.
• Compare variants of pronunciation and
writing.
• Express key events orally.
• Rewrite key events.
Final Product: Creating a storybook for lower-level students (big book) Reader: The Miser and His Gold

Teaching guidelines
Propose realistic learning goals. Express progress actions.
Activate previous knowledge about narration elements. Make questions to locate specific information.
Recognize topic, purpose and intended audience. Remember and use repertoires of words and expressions.
Anticipate content based on graphic and textual components. Determine the number and order of key elements.
Recognize textual and graphic organization. Express actions in progress and past actions.
Promote respect for others’ opinions. Sequence events.
Recognize the general idea and locate key events in a text. Contribute observations and points of view.
Consider differences between British and American spellings Recount events based on illustrations.
(-our / -or, -re / -er, etc.). Write sentences about key events.
Use different comprehension strategies. Form questions to locate specific information.
Express personal reactions and opinions about events. Sequence events.
Recount events in the past. Value reading as a leisure activity.
Identify author(s) and conflict. Rewrite sentences and key events.

Scope and Sequence xi

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 Unit 3 Environment: Academic and educational
Social Practice Communicative Activities Achievements
Interpretation and follow-up of Write instructions to use a bilingual • Select and review bilingual dictionaries.
instructions dictionary. • Understand the sense of textual
components of bilingual dictionaries.
• Write instructions.
• Edit instructions.
Final Product: Write an instruction manual to explain how to use a bilingual dictionary. Reader: Only Words?

Teaching guidelines
Examine bilingual dictionaries. Determine types of words based on abbreviations.
Locate sections assigned to each language. Understand instructions for using a bilingual dictionary.
Value the function of textual and graphic components: lists of Classify types of words in a table.
words, typographic signs, Arabic and Roman numerals and Write lists of textual components.
abbreviations. Make a list of abbreviations.
Identify entries and subentries. Review verb forms: imperative.
Understand the use of numbers and special characters. Establish a numbered order for the steps in a set of instructions.
Show curiosity about and interest in searching for and Order sentences into sequences.
obtaining information. Write instructions.
Locate words in English and in the mother tongue. Favor cooperation and integration in schoolwork.
Classify words. Value the use of punctuation marks and standard spelling.
Read definitions of words in English and the mother tongue. Write final versions.

Unit 4 Environment: Family and community

Social Practice Communicative Activities Achievements
Exchanges associated with media Compose dialogues and interventions • Review silent short films.
for a silent short film. • Understand the general sense and main
ideas.
• Write lines and dialogues.
Final Product: Creating a storybook for lower-level students (big book) Reader: The Great Train Robbery

Teaching guidelines
Recognize topic, purpose and intended audience. Propose sentences to complete lines and dialogues.
Determine the nature of actions (funny, tragic, etc.). Include examples, appropriate details and interesting
Differentiate characters. information, using adverbs.
Identify nonverbal language used by characters. Adjust verbal and nonverbal language according to a specific
Order sentences into sequences to form a storyline. audience.
Briefly justify the choice of sentences for a dialogue. Recognize and modulate appropriate volume and speed.
Describe motivations, hopes, desires and/or ambitions, using Register lines and dialogues in a script format.
expressions to shade them (e.g. You may…, It might…, etc.). Perform dialogues.
Identify the relation between scenarios, actions and sound
resources.
Clarify the names of objects, actions and concepts.
Establish genre.

xii Scope and Sequence

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 Unit 5 Environment: Literary and ludic
Social Practice Communicative Activities Achievements
Recreational expression Produces constructive forecast for • Review samples of written forecasts.
others. • Listen and identify ways to express future
actions.
• Ask and answer questions to understand
future forecasts.
• Write sentences that express future to
create forecasts.
Final Product: Write a prediction for others. Reader: What Will Become of Our Future?

Teaching guidelines
Analyze topic, purpose and intended audience. Form and respond to questions to make forecasts based on
Understand sentences that describe future situations (will, be + present situations.
going to). Distinguish future tense uses (e.g. making predictions,
Contrast types of sentences used to express forecasts expressing intentions, etc.) in forecasts.
(affirmative, negative, interrogative, etc.). Extend repertoire of words for expressing the future.
Value the use of graphic and textual components. Write questions and sentences that describe future actions.
Compare sentences with future, past and/or present verb Write sentences that describe future actions.
forms. Promote feedback between classmates.
Listen to forecasts and discover future verb forms. Check spelling and punctuation.

Unit 6 Environment: Academic and educational

Social Practice Communicative Activities Achievements
Search and selection of information Write notes to elaborate human body • Review and understand information about
schemes. the human body systems.
• Propose and answer questions about the
human body systems.
• Write notes to describe human body
systems.
• Edit diagrams in teams and with a
guidance of a teacher.

Final Product: Make a chart of a human body system Reader: Every Breath You Take

Teaching guidelines
Use verb forms (present) and nouns (with/without determiner, Establish a number of descriptions based on illustrations.
compound, countable/uncountable) in taking notes. Reflect and act for one’s own and others’ physical benefit.
Organize terms and descriptions in tables. Establish the relation between illustrations and text.
Define topic, purpose and intended audience. Value the use of punctuation marks and standard spelling.
Use verb forms (passives, participles). Order sentences to compose notes and relate them to pictures.
Identify new words. Delete or add information to improve notes.
Analyze graphic and textual components. Write and/or rewrite sentence to describe components,
Extend repertoire of words and expressions. summarizing information from sources.
Use adjectives (comparative and superlative) in questions and Use verb forms (present) and comparative and superlative
answers. adjectives in the writing of notes.
Form and answer questions to describe components. Promote respect and collaboration in schoolwork.

Scope and Sequence xiii

INTRO YWC-Secondary TG1.indd xiii 3/28/18 12:23 PM

 Unit 7 Environment: Family and community
Social Practice Communicative Activities Achievements
Exchanges associated with information Exchange compliments, likes and • Listen to and review likes and dislikes in the
of oneself and of others dislikes in an interview. dialogues of an interview.
• Understand general sense and main ideas
of dialiogues.
• Express compliments, likes and dislikes in
written dialogues.
• Express compliments, likes and dislikes in a
dialogue.
Final Product: Carry out an interview about leisure activities. Reader: Tell Us About Yourself

Teaching guidelines
Notice contextual clues in leisure situations. Identify topic, purpose and intended audience.
Recognize behavior adopted by speakers to clarify and confirm Include details in main ideas.
comprehension. Express points of view in favor and against.
Detect syntactic differences between British and American Determine sequence of enunciation.
English: agreement with collective nouns (e.g. My favorite Form and respond to questions to clarify confusion.
team is / are). Take roles as interviewer and interviewee, with and without the
Compose sentences that include like (e.g. I like…) to express help of a script.
likes and dislikes. Use question tags to request confirmation (e.g. You used to be…
Identify language register. didn’t you?).
Anticipate general sense and main ideas. Practice and follow rhythm, speed and pronunciation.
Identify words used to connect ideas. Value dialogue and language as a means to exchange
Order sentences into a sequence using connectors. experiences.
Recognize the structure of dialogues (opening, body and Consider repertoires of words and expressions.
conclusion) to determine the function of lines (e.g. interruption, Use expressions to make time to articulate spontaneous
confirmation, etc.). answers (e.g. Hmm, that is an interesting question, etc.).
Recognize the types of sentences used to express likes and Use nonverbal language to reinforce what is being said.
dislikes. Recognize appropriate moments to interrupt interlocutors.
Compare ways of expressing likes, compliments and dislikes. Adjust questions and answers depending on the interlocutor’s
Determine language register and compose sentences. reactions.

Unit 8 Environment: Academic and Educational

Social Practice Communicative Activities Achievements
Understanding oneself and others Read comics to discuss cultural • Select and revise comic strips in English.
expressions. • Interpret content in comic strips.
• Exchange opinions about cultural
expressions in a discussion.

Final Product: Hold a discussion Reader: The Toothpick Warriors

Teaching guidelines
Identify different comic strip genres and topics. Value cultural diversity.
Identify topic and intended audience. Express points of view and acknowledge the interlocutor’s
Recognize graphic and textual components. answers.
Recognize author(s). Recognize behaviors in comic panels.
Use different comprehension strategies. Use examples to clear up confusion.
Identify comic panels, speech bubbles and onomatopoeia. Make charts of expressions for giving opinions and examples.
Recognize values expressed in comic strips. Use expressions to discuss ideas or beliefs in comic strips.
Compare own ideas and beliefs with those represented in Question positions based on commonsense opinions.
comic strip panels and texts. Monitor progress from starting point.
Exchange opinions about cultural differences expressed in a
comic strip.

xiv Scope and Sequence

INTRO YWC-Secondary TG1.indd xiv 4/5/18 4:37 PM

 Unit 9 Environment: Academic and educational
Social Practice Communicative Activities Achievements
Exchanges associated with specific Present information about linguistic • Select information.
purpose diversity. • Read information.
• Rehearse giving a presentation.
• Give a presentation.
Final Product: Giving oral presentations. Reader: Fun Facts About World Languages

Teaching guidelines
Use strategies to find information (titles, pictures, etc.). Make explicit references to the topic and questions of the
Evaluate the function of text components (e.g. headings, investigation (e.g. I would like to add…). Summarize or extend
footnotes, glossary). information to clarify ideas.
Relate previous knowledge to the text. Invite the audience to ask questions or make comments. (e.g.
Detect frequently used words to anticipate general sense. Any questions?).
Use reading strategies: infer implicit information. Confirm or clarify ideas (e.g. Are you saying…?, Do you
Define purposes of reading. mean that…?).
Reread information. Review and practice nonverbal language (e.g. facial
Locate information that helps in responding to questions. expressions, body posture, eye contact, gestures, etc.).
Formulate questions to guide students’ search for information. Prepare notes and graphic resources that support the
Define criteria for selecting sources of information. presentation.
Combine oral interaction with graphic resources and the use of Rehearse the presentation.
notes to aid students’ memory. Give the presentation.
Classify and compare prosodic resources (e.g. volume, rhythm, Define language register.
clarity). Monitor progress from a starting point.

Unit 10 Environment: Family and community

Social Practice Communicative Activities Achievements
Exchanges associated with the Agree with others a travel itinerary. • Seek and consult information.
environment • Compare pros and cons of ideas and
proposals.
• Build arguments to defend ideas and
proposals.
• Listen and express pros and cons to come
to an agreement.

Final Product: Design a travel itinerary Reader: I’m Going Away

Teaching guidelines
Contrast advantages and disadvantages of using graphic
Emphasize words or alter volume to get an effect of impact material.
(e.g. The lake, definitely, The national park, Analyze expressions and strategies of persuasion (e.g. Are you
you say?). sure we…? That’s quite a good idea, We really should go there,
Reflect on ways to negotiate ideas and proposals. etc.).
Use connectors to link reasons and data to build arguments. Analyze reasons of proposals and ideas.
Add data to viable proposals and ideas. Enlist proposals of destinations and ideas about travel.
Talk clearly and loud enough. Define sources of information to find out about destinations.
Interpret gestures and body language to detect emotions. Take notes on data that support viable proposals and ideas.
Recognize emotions in persuasive language.
Discard proposals based on consulted information.

Scope and Sequence xv

INTRO YWC-Secondary TG1.indd xv 3/28/18 12:23 PM

 U t
Unit

Term 1: Unit 1 1 Talking about Services

Talking about Services Environment: Family and community
Unit Overview

Social Practice Communicative Activities Achievements

Exchanges associated with Exchange opinions about a • Listening and review dialogues
Environment: Family and community specific purposes community service. about community services.
• Get the main idea.

Term
T
Social Practice: Exchanges associated with specific

e rm 1
• Exchange information about
community services.
purposes Final Product: Acting out a dialogue Reader: Just Garbage?

Communicative Activities: Exchange opinions

1 Listen and number the places. Then discuss. 1
about a community service. 1. Are there places like these in your community? 2. Which ones do you go to?
Achievements:
Listen to and review dialogues about community
services. Get the main idea. Exchange information
At a store At a sports center
about community services.
f Listen again and discuss the questions. 1
Evaluation Instrument page T13b (Assessment At a fast-food restaurant 1. What’s the girl’s problem in Dialogue 1?
2. Is the boy in Dialogue 2 having breakfast or lunch?
Rubric): Make one copy per student to evaluate this 3. What is the person in Dialogue 3 asking for?
4. How will the cashier help the client in Dialogue 4?
month. Suggested number of students: 5-7.
The above are examples of services you pay for.
Final Product: Acting out a dialogue Go online and read about public services, these
are free services the government provides.
Reader: Just Garbage? http://www.privacysense.net/terms/public-sector/
At a drugstore Discuss what kind of services are free in your
community. Who provides them? Who uses them?
How Much Do I Know?
Circle the answers.
1. Was it easy to understand the dialogues? Yes. Partially. No.
Teaching guidelines 2. Did you get the main idea the first time? Yes. Partially. No.
3. Could you have a dialogue like this in English? Yes. Partially.
No.
Discuss the interactions involving community services that you could role-play
Listen to and review dialogues about community for your Final Product.
services. 4 Unit 1
Recognize topic, purpose and intended audience.

Unit 1-YWCabSec1.indd 4 17/03/18 5:43 p.m.

Unit Overview The above are examples of services

You can explain to students the topic and purpose of you pay for. Go online and read about
this unit. They read the chart and identify what they public services, these are free services the
will achieve. You may say that their Final Product government provides.
will be a dialogue related to a community service.
Students can recognize services they pay for. It’s harder
Students brainstorm services in their area and discuss
to point out the ones that are free but vital for the
the benefits they offer to the community.
community. Students can browse the site and discuss
1 Listen and number the places. Then discuss. the questions in the same pairs. You might ask them to
share their ideas with the class.
1
Students look at the pictures and describe what How Much Do I Know?
they show, either in pairs or as a class. Play Track 1
This is a good time for students to have their
for students to decide the order and number them.
diagnostic evaluation. You may explain it is
Students may share their ideas about the questions,
important to see how much they know about a topic
and say what these services have in common: You
at the beginning so that they can evaluate their
need money in all of them to get something.
progress. They do this activity individually and be
f Listen again and discuss the questions. honest about how they felt.
1
Students can work in pairs. They read the questions
first to know what information to listen for. Play Track Wrap Up Poster 1
1, pausing after the first dialogue to elicit the setting:
You may want to begin to focus students’ attention on
Where is this conversation taking place? Why? Students
their Final Product. You can talk about the places in
identify words that helped them before continuing with
the poster: Are there services like these in your area?
the other dialogues. Students listen to Track 1 again and
Why are they important? Students say if they would
discuss the answers.
volunteer in any of these services and why.

T4 Unit 1

U1_YWC_TGSec1.indd 4 3/28/18 11:27 AM

 Development

1 Listen to an extract of a conversation and discuss the questions. 2

paying special attention to the sound effects, before
1. Where are the people? 2. What do people buy there? discussing the questions and sharing their ideas with
the class.
2 Listen to the whole dialogue and discuss. 3

1. What are the boy and girl looking for?

2. Do they find it? 2 Listen to the whole dialogue and discuss.

1
3. Are the people talking face–to–face or on the phone? How do you know?
3

Term
f Listen again and write R (Rob), L (Lisa) or C (clerk). 3

Ter
r
Students may work in the same pairs or switch
Good afternoon. Welcome to Music Castle.
partners. Students take notes as they listen to Track 3
Hello, thank you.
May I help you?
before volunteers discuss the questions with the help
Yes, please. We’re looking for the pop music section. of their notes. Do they agree on the answers? If there
I’d like to listen to the Big Five album. are any doubts, you may play the track again.
That’s over there.

f Write which of the above expressions are used in the situations below.
f Listen again and write R (Rob), L (Lisa) or
1. Greeting someone: , C (clerk). 3
2. Offering a service:
3. Expressing what you need:
Students can work individually on the following two
4. Indicating where something is: activities. They should read the phrases that are
f Complete the dialogue with the expressions above. shaded blue and decide who says what on the
recording. If necessary, play Track 3 again. Finally,
A: morning.
to Magic Videos. three volunteers (Rob, Lisa and clerk) read the
B: , thank you. corresponding phrases aloud.
A: you?
B: the f Write which of the above expressions are
thriller section.
A: That’s . used in the situations below.
You may want to explain what a greeting is as it might
be confusing to some students (false cognate– “gritar”).
Unit 1 5
Students read the first one—Good afternoon. Welcome
to Music Castle—and identify the situation it belongs
Unit 1-YWCabSec1.indd 5 17/03/18 5:43 p.m. to: Greeting someone. Students complete the activity.
Teaching guidelines Students may suggest other expressions that refer to
the same situations when they give the answers.
Detect contextual clues (e.g. background noise,
relationship between speakers, etc.). f Complete the dialogue with the expressions
Identify form of communication (face-to-face or above.
long-distance interaction). You may allow students to work in pairs. They
Select appropriate repertoires of words and complete the dialogue from memory first. After they
expressions. have tried, they can look at the expressions. Students
Participate confidently and accurately in brief could practice their dialogue in pairs, pretending they
dialogues. are in a music store. Volunteers read it out for the rest
of the class. If necessary, help students with intonation
so that their conversation sounds more natural.
Warm Up
You may begin this class by forming six teams and Wrap up
showing Poster 1 again. Teams can work together to
You may want to ask students what places in their
find a repertoire of words that would be useful in the
community they visit most often. What services do
dialogues for each place. At the end, volunteers from
they seek. Do they still rent videos and buy music?
different teams can write their words on the board.
If so, what are their favorite places? If not, how
Students could copy them into their notebooks.
do they get them? You may want to go further
and discuss how technology has caused certain
Development businesses to disappear.

1 Listen to an extract of a conversation and

discuss the questions. 2
You may want students to work in pairs. Students read
the questions to the class. Students listen to Track 2,
Unit 1 T5

U1_YWC_TGSec1.indd 5 3/28/18 11:27 AM

 3 Listen and circle the correct options. 4

1. The speakers are... a) friends. b) colleagues at work. c) a clerk and a client.

Teaching guidelines 2. The woman is... a) friendly. b) indifferent. c) rude.

f Number the lines to form a dialogue. Then listen again and check. 4
Distinguish intonation and attitude. WOMAN: Sure. What time?
Determine the structure of dialogues and the BOY: 20 dollars… here you are.

sequence of enunciation. 1 WOMAN: Good afternoon. Welcome to X-press Cinemas.

BOY: Good afternoon. Can I have four tickets to see Surviving in the Ocean, please?
Detect key words.

Term
Te rm 1
BOY: Thanks.
Participate confidently and accurately in brief WOMAN: Thank you. Enjoy the movie!
dialogues. BOY: The 6:15 show, please.
WOMAN: OK, four tickets to see Surviving in the Ocean at 6:15. That’s 20 dollars, please.

f Number the underlined expressions in Activity 3 according to their purpose.

1. say what you want to buy. 4. say the time you want tickets for.
Warm Up 2. say how much something is. 5. pay for something.
3. show a friendly attitude.
You may begin by asking students what they think f Use the vocabulary and phrases above to write a similar dialogue about the
will be important to take into consideration when information below.

they prepare the Final Product. You may suggest

to think about a place, age of the participants,
etc. They may want to give you some examples of
places where formal language is required and some
where they can speak more informally.

3 Listen and circle the correct options. 4

You may want students to work in pairs and listen to
a dialogue to recognize the relationship between the
participants and the attitude of the woman. Students
listen to Track 4 and circle the options and share their
ideas with the class. 6 Unit 1

f Number the lines to form a dialogue.

Then listen again and check. 4 Unit 1-YWCabSec1.indd 6 17/03/18 5:43 p.m.

why they would or wouldn’t like to see these movies.

Students may stay in the same pairs or change partners.
Students then write two dialogue using the one in
They skim the lines quickly and say where the dialogue
Activity 3 as a model. To guide them, you may ask
takes place: At a movie theater. They should say the key
what they need to change: the title of the movie, the
words that gave them the answer. Then students read
cost, the time, number of tickets. When they are done,
the lines carefully and number them to form a dialogue.
you may ask three different pairs to read it out using
Students check their answers by listening to Track 4. They
three different attitudes. This will help them feel more
can practice reading out the dialogue, imitating the tone
relaxed and confident to prepare their Final Product.
of voice of the speakers on the recording.

f Number the underlined expressions in Activity Wrap Up

3 according to their purpose. Value—Kindness
You can read or a volunteer may read one of the You may want to reflect with students on how
underlined expressions from the conversation and elicit nowadays we sometimes tend to act defensively,
which of the situations it belongs to: Enjoy the movie! – being aggressive and rude. They can look for other
Show a friendly attitude. Students work individually to ways of relating to each other. Through random
number the underlined sentences according to their acts of kindness, we can learn to build a respectful,
purpose in the dialogues. You may check by saying a confident, collaborative and joyful community. Being
number and having volunteers read the corresponding kind to ourselves and others boosts our physical and
sentence. psychological well-being. And only when we are kind
f Use the vocabulary and phrases above to to ourselves, we can be kind to others.

write a similar dialogue about the information

below.
Students work in pairs and describe the posters to each
other. They should point out the names of the movie
genres: horror, romantic. Some students may want to say

T6 Unit 1

U1_YWC_TGSec1.indd 6 3/28/18 11:27 AM

 4 Listen and mark ()
(
( ) the store where the dialogue takes place. 5

Students discuss the questions in pairs before writing

the answers. They may check their answers with
another pair.

f Match the phrases from the dialogue with

1
their meanings.

Term
Ter
r
Students repeat the phrases and volunteers mime
f Listen again and answer the questions. 5 the meaning. Then they read the definitions and ask
1. What is the client looking for? about any doubts. Now students should be able to do
2. What size?
the matching individually. You might want to play
3. Does she buy it?

f Match the phrases from the dialogue with their meanings.

Track 5 again if needed.
1. "I'm looking for a sweater." It fits too close to the body.
2. "Can I try it on?" She's trying to find a piece of clothing.
f In pairs, write a similar dialogue using the
3. "Does it fit you?" She wants to know if the size is right. items of clothing in the Glossary 1 on page
4. "No, I think it's too tight." She wants to put it on to see if it fits.

f In pairs, write a similar dialogue using the items of clothing in the Glossary 1 on page 138.
138. Go to Language Reference 1.1 on page
Go to Language Reference 1.1 on page 126 if needed.
126 if needed.
5 Read and discuss the questions.
Students can work in pairs for this activity. You may
Don’t throw away old clothes! You can donate
clothes for victims of disasters, poor people
want to use Track 5 again or just have students use
or orphanages. Ask or go online to find the their Language Reference 1.1 on page 126 (p.T13d)
right places. Just remember! The clothes you
donate have to be clean and in good condition. if they need more expressions to write their dialogue.
1. What do you do with clothes you don't use? Students should replace the clothing items for others
2. Do you know places in your community where you can donate them?
3. Would you like to volunteer in a place like this? Why?
from the Glossary (p.T104). In this way, they are
f Discuss the community services that could be the setting for the dialogue for your building up the repertoire of words and expressions
Final Product. Choose three and complete the Collection of Evidence Template to
help you plan your Final Product. T
towards the Final Product. You might ask some pairs
Unit 1 7
to read their dialogues out for the class.

5 Read and discuss the questions.

Unit 1-YWCabSec1.indd 7 17/03/18 8:12 p.m.
This is a good time to talk some more about community
Teaching guidelines services that help the ones in need. You may start by
forming small teams and asking them to look at the
Activate previous knowledge. photo. Who are these clothing items for? Then they can
Recognize topic, purpose and intended audience. read the text and discuss the questions. Students should
explore the values of gratitude and empathy during
this activity. You may tell them a place like this is called
Warm Up a collection center.
You may begin by starting a dialogue in a movie
theater, a music store or a video store and have Wrap Up
volunteers join you. Students who participate less or
feel less confident can be helped throughout the unit. f Discuss the community services that
could be the setting for the dialogue
4 Listen and mark (✓) the store where the for your Final Product. Choose three
dialogue takes place. 5 and complete the Collection of Evidence
You may want students to work in pairs for the next Template to help you plan your Final
two activities. First, they listen to a dialogue and Product.
decide where it takes place, in a department store or
the toy store? How do they now? Students listen to You may want students to hold this discussion
Track 5 and mark the place. in the same pairs in which they will prepare
their Final Product. They talk about and choose
f Listen again and answer the questions. three services that are free for people in different
5 communities and complete the Collection of
Evidence Template. You might want to have them
A volunteer reads the questions aloud. You may interchange the templates with another pair and
explain the word size if needed. Play the track again. give feedback.

Unit 1 T7

U1_YWC_TGSec1.indd 7 3/28/18 11:27 AM

 6 Read and underline the place where you would find this kind of text.
At the movies At a restaurant At a café
Teaching guidelines
Wraps .............................................
Your favorite filling wrapped up in a flour tortilla and
Anticipate general sense. served with french fries or fresh vegetables:
Appetizers ......................................
Distinguish the composition of expressions. Chicken Caesar
Chicken or Steak Fajita
6.80
6.80
Hot Wings 6.50
Participate confidently and accurately in brief Mozzarella Sticks 5.45 Sandwiches ...................................
dialogues.

Term
T
Onion Rings 4.50 Hamburger 4.50

er
Cheeseburger 5.00

r
Reflect on how the information is organized. Salads and Soups .......................
Bacon Cheeseburger 5.50
Taco Salad large flour
flour tortilla, beef
e or
Modal verbs (may, can, would). Grilled Chicken Fillet 6.20

1
chicken, lettuce, onion, cheese and sour
cream with our special delicious salsa 8.50 Beverages ......................................
Caesar Salad lettuce, parmesan cheese, Water 1.50
crispy croutons and our delicious dressing!
Lemonade 2.50
Served with garlic
g toast 7.80
Iced Tea 1.50
Warm Up Soup of the Day cup
bowl
2.95
3.95
Coffee or Tea 1.40

You may want to start the class by asking students

f Listen to the conversation and write B (Boy) or G (Girl) according to what they order.
what their favorite food is, whether they eat Then answer the questions. 6

at home and whether they sometimes eat out. What are they having? Breakfast, lunch or dinner? How do you know?

Gearing students towards the Final Product, you 7 Write W (Waiter) or C (Client) on the lines. Underline the words in each phrase that
may want to brainstorm some phrases to start an you can replace.
I’d like to have the mozzarella sticks. I’d like the soup of the day.
imaginary conversation at their favorite place to
Can I have the steak fajita wrap, please? I’ll have a glass of lemonade.
eat out. Would you like anything to drink? May I take your order?

Go online and watch the clip.

https://vimeo.com/56096936
6 Read and underline the place where you Discuss with your classmate what a soup kitchen is, if your community has a service like this,
and the kind of dialogues that might take place there.
would find this kind of text.
How Am I Doing?
Students look at the menu and say what it is and where What have you learned so far? Do you feel more confident about
discussing services? Have you learnt more phrases for dialogues about
they could find it: At a restaurant. Students can use the services? What do you still need to learn?

Glossary on page 138 to find the meaning of words

8 Unit 1
highlighted in yellow. What would they choose?

f Listen to the conversation and write B (Boy) Unit 1-YWCabSec1.indd 8 17/03/18 5:43 p.m.

or G (Girl) according to what they order. page 138. Then pairs discuss the questions. Some pairs
Then answer the questions. 6 might share their ideas with the class.
We suggest you form pairs and then play Track 6.
Students listen to a conversation in a restaurant How Am I Doing?
and write B or G in the boxes in the menu, next to
the dishes, according to what the boy and girl order. As part of formative evaluation, the mid-unit
Students discuss the questions in pairs. You may ask reflection is advisable for the students not only to
whether they make similar dialogues when they eat see how much they have progressed so far, but
out. If not, how are they different? also to proactively think what else they need to
know to be ready for their Final Product.
7 Write W (Waiter) or C (Client) on the lines. It is important they look forward and brainstorm
Underline the words in each phrase that you ideas about what they are still missing in order to
can replace. excel while acting out their dialogue.
If you wish, form different pairs from the ones in the
previous activity. Students read the sentences and discuss
who says each, the waiter or one of the clients. Students Wrap Up
write the initials on the lines. You may ask students which
parts of each phrase can be replaced so that they can To wrap up, you might want volunteers to share
produce a new dialogue. Students should underline with the class how they feel after having done
these parts. their mid-unit evaluation. Can they predict what
else they will be learning?
Go online and watch the clip.

Students might do this at schools or at home. They may

check the meaning of soup kitchen in the Glossary on

T8 Unit 1

U1_YWC_TGSec1.indd 8 3/28/18 11:27 AM

 8 Look at the words and mark () the place that relates to all three of them.

books borrow ID 9 Read the phrases below and mark (✓) which
ones you could use to join a sports center.
In this activity, students distinguish the phrases they
can use in a community sports center, though not
all of them can be used there. Students mark the

erm 1
Term
f Listen and answer the questions. 7
corresponding phrases. At the end, they can say where
1. Where does the dialogue take place?
they can use the remaining phrases: At a library.

T
2. How do you know?
3. What does the girl need?
10 Discuss as a class.
9 Read the phrases below and mark () which ones you could use to join a sports center.
You may start the discussion by saying where you have
How can I help you? I would like to
borrow a book.
What do I need to join?
to show your ID. Invite students to share their ideas.
Do you have a
proof or residence?
Yes, you can keep
it for two weeks. f Review the places, expressions and vocabulary
It is valid if it
has your photo. that you have seen in this unit. Complete Mind
Can I take it home?
Is the school ID OK?
Map 1 on page 173. This will help you prepare
Just a photo ID and
Thanks!
I'll go to see the
doctor then. a certificate of health. for your Final Product.
It is a good time to review what they have learned and
10 Discuss as a class. put their ideas on the mind map. Graphic organizers
1. Where do you need your ID? are a good way to arrange notes in preparation for the
2. What ID is valid in Mexico? to Re ad!
Read
Time to
3. What is the proof of residence you can use in Mexico?
Ti
pp. 9–10 Final Product. Students may do it in pairs in which they
f Review the places, expressions and vocabulary that you have seen in this unit. Complete will work at the end of the unit.
Mind Map 1 on page 173. This will help you prepare for your Final Product.

f With your classmate, reread your Collection of Evidence Template and choose the
community service for your Final Product. Then reread your Mind Map and choose the
expressions and vocabulary you can use in your Final Product dialogue. Wrap Up
Unit 1 9
f With your classmate, reread your Collection
of Evidence Template and choose the
Unit 1-YWCabSec1.indd 9 17/03/18 5:43 p.m.

community service for your Final Product.

Teaching guidelines
Then reread your Mind Map and choose
Detect key words. the expressions and vocabulary you can use
Distinguish the composition of expressions. in your Final Product dialogue.
Participate confidently and accurately in brief
To wrap up the class, students can review the evidence
dialogues.
they have collected so far and take decisions about
their Final Product. Which place will they choose?
Why? How do they imagine a conversation in a place
Warm Up like this? Who will be the participants? Do they have
Students display their school IDs and explain what enough information? Students may share some of
they are for. Then they should name other places their ideas with the class.
where we need an ID.

Time to read! Just Garbage? pp. 9–10

8 Look at the words and mark (✓) the place
Students name the different services in their
that relates to all three of them.
community. They can say who is in charge of
Students look at the pictures and identify the places. collecting their garbage: the garbageman. Ask: How
They can describe what is happening in each picture. often does the garbageman collect your garbage? How
The words in the box relate to one of the places. much garbage do you think you and your family produce
Students have to mark the correct picture. You may in one day?
ask them whether they go to a public library in their Students read pages 9–10 in the reader.
community. What books do they borrow? Students can imagine what a week without garbagemen
would be like. They should reflect on the importance of
f Listen and answer the questions. 7
this service.
Students read the questions on their own before listening
to Track 7 and writing the answers on the lines. Finally,
students compare their answers with a classmate.
Unit 1 T9

U1_YWC_TGSec1.indd 9 3/28/18 11:27 AM

 11 Listen to the dialogues and discuss the questions. 8

1. What does the man in Dialogue 1 need? 2. What does the boy in Dialogue 2 want?
Teaching guidelines f Listen again and mark () the chart. 8

Notice language register. Dialogue 1 Dialogue 2

Determine language register according to intended Hi.

Good evening, Sir.

audience.
Can I have your full name, please?
Select appropriate repertoires of words and

Term
Te rm 1
What’s your name?
expressions. Formal
Formulate and respond to questions to ask for and Informal
give information. f Match the expressions from the dialogues with their purpose.

1. Can I have your full name? Greet someone informally.

2. Good evening, Sir. Show a friendly attitude.
3. Hi. Ask for personal information.
Warm Up 4. Can I spend a night here? Ask for help.
5. I’m looking for a puppy. Greet someone formally.
In pairs, students have three minutes to write a 6. Have a good night. Express what you need.

dialogue set in any place they want. The only f With your classmate, review the community service that will be the setting for your
Final Product. Decide who will play each role in the dialogue.
condition is that they have to use all these words:
book, lost, new, money, help. When the time is up, 12 Say an appropriate phrase according to each situation. Go to Language Reference 1.2
on page 126 if needed.
volunteers read their dialogue aloud. 2. You are a bus driver and arrive
1. You arrive at school at your destination. Say something
and see a friend. friendly to the passengers.

11 Listen to the dialogues and discuss 3. You are at an animal shelter. 4. You are carrying heavy shopping
You want to adopt a dog. bags. You have to take them to your car.
the questions. 8
Students look at the community shelter and the 5. You are volunteering at a soup kitchen. Offer soup to a person.

animal shelter on Poster 1 and say what the Go online and explore the polite words and phrases.

importance of these places is. In pairs, they listen to https://www.macmillandictionary.com/us/thesaurus-category/american/polite-words-and-expressions

Discuss if you could use these in the situations above.
Track 8, focusing their attention on the information
10 Unit 1
they need to discuss the questions. Volunteers identify
key words that helped them find the answers. Then
they listen to the track again and them write key Unit 1-YWCabSec1.indd 10 17/03/18 8:13 p.m.

words for each place: Dialogue 1: spend a night; dialogue will take place and assign roles. Students may
Dialogue 2: puppy, black, take care. share the reason for their choices with the class.
f Listen again and mark (✓) the chart. 12 Say an appropriate phrase according to
8 each situation. Go to Language Reference
Students may work in the same pairs. They read the 1.2 on page 126 if needed.
phrases in the first column. Then they listen to Track
You may want to form pairs and refer students to the
8 again and mark in which dialogue each of the first
situations. Students read them in pairs and discuss
four phrases appears. Finally, they should mark which
what they could say. They might want to refer to the
dialogue is formal and which is informal.
Language Reference on page 126 (p.T13d) for more
f Match the expressions from the dialogues ideas. Students can share their phrases with the class.
If they agree that they are correct, they should write
with their purpose.
them on a separate sheet of paper and keep in their
Students can work individually in this matching portfolios.
activity. They should report the answers by giving
a purpose and the corresponding phrase. As a
reflection, you may ask students how they feel about Wrap Up
a man who has no home. Do they know people like Go online and explore the polite
these? How can the community help them?
words and phrases.
f With your classmate, review the community You may want to ask students what a thesaurus
service that will be the setting for your Final is: a book that contains lists of words that have similar
Product. Decide who will play each role in meanings. This activity can be done at school or at
home, anywhere with Internet. Students look up
the dialogue. more expressions that are polite and choose some
You may ask students to work in their Final Product they could use in the places in Activity 12 or the
pairs. They choose the community center where their one they chose for their Final Product.

T10 Unit 1

U1_YWC_TGSec1.indd 10 3/28/18 11:27 AM

 13 Number the lines to form a dialogue.  Listen and check your answers. Then practice
GIRL: We have chicken soup.
GIRL: Here it is. Enjoy your food! saying the dialogue. 9
1 MAN: Good evening.
Students listen to Track 9 and check their answers. Then
GIRL: Good evening, Sir.
MAN: What could I eat tonight?
they listen again, imitating the correct intonation of
MAN: Mmm, sounds good. each phrase before practicing the dialogue in pairs.
MAN: Thanks.

1
14 Listen to the phrases and write where you

Term
MAN: Yes, I would like a scoop of chocolate ice cream, please.

Ter
r
GIRL: Would you like ice cream for dessert?
would hear them. Write A (Animal shelter), C
f Listen and check your answers. Then practice saying the dialogue. 9
(Community dining room) or B (Both places).
14 Listen to the phrases and write where you would hear them. Write A (Animal shelter),
C (Community dining room) or B (Both places). 10 10
1. May I help you? 4. Can I have more bread?
2. Would you like ice cream for dessert? 5. Thank you very much.
Students listen to Track 10, more than once if necessary,
3. I’d like to adopt a cat, please. 6. Good evening. and write the corresponding letters.
f Listen again and write A (Angry), E (Enthusiastic) or P (Polite). Then say the
phrases aloud. 10  Listen again and write A (Angry), E (Enthusiastic)
1. 2. 3. 4. 5. 6.
or P (Polite). Then say the phrases aloud. 10
f Read the phrases aloud using different tones of voice.
1. Good morning. Welcome to the animal shelter. You may want to remind students of the importance of
2. I’d like two scoops, please.
3. Please fill out this form first.
being kind. Students should know that tone of voice can
4. I'd like to donate these books. reveal emotions. Several volunteers read the first phrase
5. May I offer you some soup?
aloud in an angry way. Students listen to Track 10 again
f Go to Worksheet 1 on page 151 and
practice acting out a dialogue and repeat the sentences, imitating the tones of voice as
for your Final Product. 1
closely as possible.
Go online and watch a scene of the movie
"The Pursuit of Happyness". Then reflect
on the questions.  Read the phrases aloud using different tones
https://youtu.be/56AYfXzUvFY
Do you know people who have no homes? Read
to Re ad!
of voice.
Time to
Ti
Is there a place in your community that helps them? pp. 11–1
5

Would you like to volunteer in a place like that? In groups of four, students turns reading the phrases
Unit 1 11 aloud using different tones of voice. The remaining
groups should identify the emotion.

 Go to Worksheet 1 on page 151 and practice

Unit 1-YWCabSec1.indd 11 17/03/18 5:43 p.m.

Teaching guidelines
acting out a dialogue for your Final Product.
Determine the structure of dialogues (opening, body 1
and conclusion) and the sequence of enunciation As part of their collection of evidence, students can
(description, instruction, etc.). prepare the dialogues for each situation in Worksheet 1.
Recognize speakers’ actions that support meaning They should work in pairs and follow the instructions.
(e.g. adjusting volume, paraphrasing, forming Volunteers act out the dialogues for the class before
questions, etc.). everyone puts their worksheets in their portfolios.
Determine language register according to intended
audience. Go online and watch a scene of the movie
Smoothly take turns speaking. “The Pursuit of Happyness.” Then reflect
on the questions.
Students can watch the scene at home if possible or in
Warm Up a place with Internet. They can prepare their ideas to
You may want to reflect with students on the fate discuss the questions at the beginning of next class.
of homeless people. They should recall the man
Wrap Up
that stays in a shelter at night and say where they
think he can eat and whether there are places like
Time to read! Just Garbage? pp. 11–15
these in their community.
You may want to wrap up the class, talking about
13 Number the lines to form a dialogue. the service described in the Reader. You may ask
Students look at the photo. They should learn that a students if they know how much garbage they
place where people can eat for free is called community produce and what they throw away. Does it help
dining room or a soup kitchen. Are there any where the community? Students read pages 11–15 of
they live? Form pairs and invite them to read the lines the Reader. As a class, discuss if there is a similar
of the dialogue. process for garbage in their community.

Unit 1 T11

U1_YWC_TGSec1.indd 11 4/4/18 12:24 PM

 15 Complete the dialogue using the words in the box.

Teaching guidelines donate inventory help Thanks water

WOMAN: Good afternoon. May I you?

Consult notes to remember information that is MAN: I'd like to some things for the earthquake victims. .
WOMAN: Great! What are they?
necessary to know. MAN: I have some bottles of , clothes and blankets.
Make progress respective to initial competence. WOMAN: Thank you.

Formulate and respond to questions to ask for and MAN: What else can I do to help?

Term
T
Donations

er
WOMAN: Could you help us packing?

r
give information. MAN: Sure. I can pack and make an . here
Participate confidently and accurately in brief WOMAN: for volunteering. Here’s your change.

1
dialogues. f Listen and check your answers. 11

Smoothly take turns speaking. 16 Imagine you want to volunteer at an animal shelter. Talk to the person in charge.
Complete the dialogue using the one in Activity 15 as a model.

A: Good .
B: I’d like to
May I ?
Warm Up .

A: Great! Why ?
Students discuss the scene from the movie “The
Pursuit of Happyness.” Did they like it? What can B: Because I
.
they add to reflections on the homeless?
A: What ?
Then you may want to reflect with students on the
fate of some victims of natural disasters, such as B: I could and .

earthquakes, floods and hurricanes. What happens A: Could you ?

if they lose their homes? What do they need? How
B: Sure. I can ?
does the community help? Have they ever been in
this situation? A: Thanks for volunteering.

f Work with your classmate to review your Collection of Evidence, Mind Map and the
dialogues that you have seen in this unit. Work together to write the dialogue for your
15 Complete the dialogue using the words in Final Product. Check the spelling and punctuation. Discuss the intonation you will use.

the box. 12 Unit 1

Students can share their ideas about the content

of the dialogue by looking at the picture and the Unit 1-YWCabSec1.indd 12 17/03/18 5:43 p.m.

words in the box. Then they can work individually to f Work with your classmate to review your
complete the dialogue. Collection of Evidence, Mind Map and the
f Listen and check your answers. 11 dialogues that you have seen in this unit.
Students listen to Track 11 to check their answers. Work together to write the dialogue for
They listen again for how fast the people are your Final Product. Check the spelling and
speaking, whether they are speaking loudly or punctuation. Discuss the intonation you will
quietly, etc.
use.
16 Imagine you want to volunteer at an This is a good moment for each pair to review the
animal shelter. Talk to the person in charge. material they have collected as their evidence and
to write the dialogue they will act out as their Final
Complete the dialogue using the one in
Product. They should assign each other a role in their
Activity 15 as a model. dialogue and rehearse it taking under consideration
In pairs, students imagine the situation and clear pronunciation, tone of voice and intonation.
brainstorm ideas on what question the person in
charge may make: Why do you want to work here?
What can you do? Then students read the incomplete Wrap Up
dialogue. After that, pairs complete it with their Now is a good time to ask students how they
ideas. Pairs to practice saying their dialogue before feel before acting out the dialogue for their Final
volunteers act it out for the class. Product. You may want to encourage them to feel
comfortable in front of the class as all classmates
should be respectful of each other’s learning
process. It is a good moment to praise their effort
during the month and motivate them to enjoy
being able to prepare a dialogue in English.

T12 Unit 1

U1_YWC_TGSec1.indd 12 3/28/18 11:27 AM

 Final Product
1 Act out a dialogue.
Before you begin your presentation, review as a pair the process you followed
throughout the unit to get to this point. Reflection
1. Choose situations related to community services.
Page 7 T Pairs get together with other pairs to make groups of
2. Analyze and collate phrases and vocabulary for dialogues.
four or six students. Volunteers read the questions aloud
Page 7 Language Reference , Page 9 1, Page 10 Language Reference

3. Choose the community service for your dialogue. and have them discuss the answers. The class discusses
Page 9.
how to evaluate how they worked and what they would

erm 1
4. Decide on the roles of each speaker.
Page 10.
like to focus on and improve in the future.

Term
5. Practice acting out a dialogue.
Page 11. 1
6. Use the ideas to write the dialogue.
Self-evaluation

T
Page 12.
7. Practice the dialogue in pairs. Check that the sentences
are understood when spoken and listened to. As part of the continuous evaluation, it is time for
8. Act out the dialogue for the class. You may also record
it and upload to a social media of your choice.
students to think about what they have learned. It isn’t
9. Finally, listen to your classmates' feedback. necessary for students to share their reflections, it is
an individual and personal evaluation to realize what
Reflection
1. Did you learn how to ask for and give
they have to work on in the future.
information about community services?
2. Was it easy to choose the situation for the
Final Product?
Wrap Up
3. Was it easy or difficult to make up the
dialogue for the Final Product?
4. What was your role? Time to read! Just Garbage? pp. 16–20
5. Did you like acting in front of your class?
6. What can you learn from watching your ad!
Read
classmates act out their dialogues?
Ti to Re
Time to
pp.16–20
To wrap up, students discuss the text so far:
Self-evaluation
Does your community / school have a recycling program?
Reflect on the following aspects of your Final Product presentation. How do you think you could contribute to reducing the
• I can select appropriate words and expressions
for different situations. Yes. A little. No. amount of garbage produced in your community / school?
• I can write sentences to give and receive information. Yes. A little. No. Students read pages 16–20 of the reading and
• I can act out a dialogue related to a service. Yes. A little. No. mention three ideas from the text that they remember
• I can moderate my tone of voice to express emotions. Yes. A little. No.
and consider useful. After that, students do the
Unit 1 13
comprehension activities on page 16 in pairs. Check
answers as a class.

Unit 1-YWCabSec1.indd 13 17/03/18 5:43 p.m.

Teaching guidelines

Make progress respective to initial competence.

Participate confidently and accurately in brief
dialogues.
Formulate and respond to questions to ask for and
give information.

Warm Up
You could ask some students to share their
reflections about their progress respective to initial
competence in making dialogues. They can say
how they feel, what they have learned and what
else they would like to work on during the year.

Final Product

1 Act out a dialogue.

Now that they are ready to perform their dialogue,
you might want to ask them to review the process
they followed throughout the unit to get to this point.
They can also practice for a few minutes and then you
can ask pairs to come to the front. Other classmates
listen in silence and give feedback.

Unit 1 T13

U1_YWC_TGSec1.indd 13 3/28/18 11:27 AM

 T Collection of Evidence Template
Talking about Services

1 Complete the chart about three community services.

Questions and answers

Type of community
Service offered used to ask for and give
service
information about it

1.

2.

3.

T13a Unit 1 Photocopiable

U1_YWC_TGSec1.indd
Collect 14
Evidence_YWCabSec1.indd 105 3/28/18 6:42
17/03/18 11:27 AM
p.m.
 Evaluation Instrument Unit 1
Assessment Rubric

1 Mark (✓) the boxes according to your student’s performance.

Name: Date:

Generally Sometimes
Able to do Rarely able to
Able to do able to do it able to do it
it correctly do it correctly
The student can… it easily and correctly but correctly but
with minor and has lots
correctly with some with noticeable
difficulties of difficulty
difficulties difficulties

recognize topic, purpose

and intended audience
in dialogues about
community services

notice language register

distinguish the structure

and expression of
dialogues

select appropriate
repertoire of words
and expression when
producing dialogues

include relevant
details and interesting
information

formulate and respond to

questions to ask for and
give information

confidently and
appropriately participate
in brief dialogues

Photocopiable Unit 1 T13b

18 6:42 p.m. U1_YWC_TGSec1.indd 15 3/28/18 11:27 AM

 Worksheet 1
1 Make up a dialogue.
1. With a classmate, choose one of the 3. Practice the dialogue.
situations. Cut the cards out. 4. Perform it in front of your class.
2. Write the first draft of your dialogue.

Student A Student B
You want to know if the You are a volunteer at the
community dining room community dining room.
delivers meals to people Tell the person what food
who are sick. you can deliver and in how
much time.

Student A Student B
You work at a public library. You want to borrow books
Give the student information from the library. Ask how
about how to get his or to get your ID.
her IDs.

Student A Student B
You want to see a movie. You work at the box office
Choose the show and buy of a movie theater. Assist
your ticket. the customers.

Student A Student B
You found a dog in the You volunteer at the animal
park. Call the animal shelter shelter. Ask for the person's
and ask if they know name and telephone number.
someone who wants to Tell him or her that someone
adopt a dog. will contact him or her soon.

T13c Unit 1

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Worksheets_YWCabSec1.indd 151 17/03/18 5:55 p.m.
/18 5:55 p.m.
Language Reference
Unit 1 Talking about Services

U1_YWC_TGSec1.indd 17
1.1 Expressions to Make Conversations

Phrases to start a conversation

Salesperson Customer
• May I help you? (formal) To politely ask something, start your question with
Mind Map 1 • (How) can I help you? "Excuse me, …"
1 Complete the spider map to organize your ideas. • Are you looking for something • I am looking for a sweater?
in particular? • I’d like to buy a sandwich.
• Is someone looking after you? • Can I have four tickets to see Surviving in the Ocean, please?
• I need a new pair of jeans, where can I find them?

Phrases to continue with the conversation

Requesting a service at a ... Offering a service at a ...
Salesperson Customer

1 1 • What size are you? • I’m size 6.

• Sorry, we are out of … • It’s too small / big / wide / tight / expensive.
2 2 • Does it fit you? • Thanks, can I try it / them on? / May I try it
3 3 • Here you are. on? (formal)
• The fitting rooms are over there. • I’ll take it.

Phrases to finish the conversation

Salesperson Customer
• Here you are. / Here you go. • Where is the check-out?
• Did you find everything you needed? • Do you accept credit cards?
Useful expressions Useful expressions • Is that everything? • Can I pay in cash?
Places • That’s 20 dollars, please. • Could I have a receipt, please?
• Would you like me to giftwrap it? • Could I have a (plastic) bag, please?
• Here’s your change.
• You’re welcome.

1.2 Using Formal and Informal Language in Conversations

• Hi! • Good morning, Sir.

Greeting Greeting
• Hello! • Good evening, Madam.
someone someone
• Morning! • Welcome to the Animal Shelter.
Making • Can I have more bread? Making • Could you help us packing?
requests • Can I have your full name? requests • May I take your order?
• Do you want me to help
Making Making
you with that? • Would you like some soup?
offers offers
• What would you like to eat?
Formal Phrases

Useful vocabulary Useful vocabulary

Informal Phrases

• Thanks. • Thank you very much.

Thanking Thanking
• Thank you. • I really appreciate your help.

126 Unit 1

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Unit 1
Unit 1 173

T13d
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3/28/18 11:27 AM
 U t
Unit

Term 1: Unit 2 2 Creating a Storybook

Creating a Storybook Environment: Literary and ludic
Unit Overview

Social Practice Communicative Activities Achievements

Environment: Literary and ludic

Literary expression Read classic tales. • Select and review classic tales.
• Understand general sense and main ideas.

Term
T
Social Practice: Literary expression • Compare variants of pronunciation and

erm 1
writing.
Communicative Activities: Read classic fairytales. • Express key events orally.
• Rewrite key events.

Achievements: Final Product: Creating a storybook for lower-level

students (big book)
Reader: The Miser and His Gold

Select and review classic tales. Understand general 1 Discuss which fairytale each image comes from.
sense and main ideas. Compare variants of 3
pronunciation and writing. Express key events orally. 1

Rewrite key events. 4

2
Evaluation Instrument page T23b (Descriptive
Evaluation Scale): Make one copy per student you
choose to evaluate this month. Suggested number
of students: 5-7. f Number the descriptions according to the pictures.

Final Product: Creating a storybook for lower-level 1. This story is about a girl who eats a poisoned apple and falls asleep.
2. This fairytale is about a boy whose wishes come true.
students (big book) 3. This fairytale is about a girl who visits her sick grandmother.

Reader: Miser and His Gold 4. This story is about a servant girl who goes to a dance.

f Discuss in groups.
How Much Do I Know?
What fairytales and classic stories
do you remember?
Discuss with a classmate.
1. Which of these fairytales do you know?
Which ones do you still have?
Teaching guidelines f Choose one tale that you could
2. Which was your favorite as a child?
3. Can you write the title of a fairytale in English?
use for your Final Product.

Propose realistic learning goals.

14 Unit 2
Activate previous knowledge about narration elements.
Recognize topic, purpose and intended audience.
Anticipate content based on graphic and textual Unit 2-YWCabSec1.indd 14 17/03/18 5:44 p.m.

components. f Discuss in groups.

You might write some titles on the board and have
Unit Overview students vote for their favorite one.

We suggest you explain to students what they are f Choose one tale that you could use for your
going to learn about in this unit and with what Final Product.
purpose. Students analyze the chart and suggest what Form teams that will work together on preparing the big
they will achieve at the end of the unit. You may ask book. They can discuss which fairytale they would like
whether they are excited about making a big book for to work on. Some teams might want to share their ideas.
students at elementary school. You might want to say that they can still change their
1 Discuss which fairytale each image comes minds when they learn about more tales.

from. How Much Do I Know?

Students form teams. They look at the pictures and
We suggest you use this part of the class as a
identify the images that represent the fairytales the
diagnostic evaluation. Students can see here how
boy is reading. Can they relate the objects to fairytales?
much they know about the topic by reflecting on
You may ask some students to name the fairytales, and
their previous knowledge. In this case, students
help them with the titles in English: Cinderella, Snow
may work in pairs and discuss the questions.
White, Aladdin and Little Red Riding Hood.

f Number the descriptions according to

the pictures. Wrap Up
Students read the descriptions and number them If time permits, you might want to ask students to
according to the pictures. To check, a volunteer look at the image on page 14 again. They can think
may mime a character for another one to read the of objects that could relate to other fairytales, such as
corresponding description aloud. Hansel and Gretel, Beauty and the Beast, etc.

T14 Unit 2

U2_YWC_TGSec1.indd 14 3/28/18 11:32 AM

 Development

1 Label the parts of the story using the words in the box. whether they know the fairytale. They read the words
authors illustration text subtitle title in the box aloud and answer any questions. Pairs
label the parts of the fairytale. To check, students may
The Pied Piper of Hamelin volunteer to read a word from the box for others to
A classic tale for children read the corresponding part.

1
by Jacob and Wilhelm Grimm

Term
Once upon a time in the
f Do the tasks in pairs.

Ter
r
north of Germany there was
a town named Hamelin. The
citizens of Hamelin were honest Students may work in the same pairs or change
and industrious people, and as
the years went by, they became partners. You may guide them to come up with ideas
very rich.
One day the town was invaded
for the first question. Then they can work for a few
by a plague of rats. The terrified
citizens went to the mayor’s
minutes before discussing their ideas with another pair
house for help, but nobody
knew what to do. “We need
or as a class. Students should recall the importance of
help!” said the mayor in despair. respecting others’ opinions while discussing. Finally, you
Suddenly, a tall thin man
appeared with a hat and a gold may ask some questions about the story or students may
flute. “I can help,” he said, “but
it will cost you.” “Whatever the ask each other the questions they come up with: What
price, we will pay,” replied the
mayor.
problem did the town have? Who came to help?, etc.

Watch the story online if possible.

Discuss as a class.
f Do the tasks in pairs.

1. Which part of the text above is in the biggest type and why? You may want to invite students to watch the
2. Underline the dialogues in the story. How do you recognize them? Is it the same in Spanish? recommended video online. They may also do it at
3. How much can you infer from the picture?
4. Why are illustrations important in stories for younger learners? home or go with some classmates to a place with
Watch the story online if possible. Discuss as a class. Internet. They can look at the questions and prepare
Read
to Re ad!
https://youtu.be/VOHd-lufJRs Time to
Ti
pp. 21–2
4 themselves to discuss them at the beginning of the
1. What happens at the end? 2. What value is this fairytale teaching?
3. How can you be grateful in your life? next class.
Unit 2 15

Time to read! The Miser and His Gold

Unit 2-YWCabSec1.indd 15 17/03/18 5:44 p.m. pp. 21–24
Teaching guidelines
Students are going to read a fable by Aesop. They
Recognize textual and graphic organization. should say what they know about Aesop and if they
Identify author(s). can name any of his fables. (Aesop was a Greek
Recognize topic, purpose and intended audience. fabulist and storyteller who is said to have been born
Anticipate content based on graphic and textual in 620 BCE. Many of his tales are characterized by
components. animals that speak and solve problems.)
Use different comprehension strategies. Students read pages 21–24 of the story. Then
Promote respect for others’ opinions. students describe the Miser, the old tree, the Miser’s
wife and the house. You could then ask students
what they think will happen the next day when the
Warm Up Miser goes back to the tree again.

You may want to open the class by asking whether

students remember the titles of the fairytales that
they learned about in the previous class. Volunteers
Wrap Up
share opinions about them: Did you like fairytales Value—Keeping promises
when you were a child? Do you read fairytales to your This is an opportunity to talk with students about
brothers, sisters or cousins? making and keeping promises. In this tale, the
mayor promises to give the Pied Piper whatever he
Development wants. The mayor breaks his promise and this has
terrible consequences for the town. It’s important to
1 Label the parts of the story using the words take promises seriously and there maybe negative
consequences if promises are not kept. (This theme
in the box.
will come up again in Rumpelstiltskin later in the unit,
You may want students to work on this activity in so this topic may be discussed again at that point.)
pairs. First, they can talk about the picture and see

Unit 2 T15

U2_YWC_TGSec1.indd 15 3/28/18 11:32 AM

 2 Unscramble the title and guess what the fairytale is about. Then skim the story and check.

Teaching guidelines
Fisherman His The Wife and
Anticipate content based on graphic and textual by Jacob and Wilhelm Grimm
components. Once upon a time a fisherman and his wife lived in a small, dirty, grey shack near
the ocean. One day while he was out fishing, the fisherman caught a big fish. It was
Use different comprehension strategies. a beautiful colour and nearly a metre long. The fish said to him, “Please let me live.
I am an enchanted prince. Put me back in the water and let me go.”
Recognize the general idea and locate key events in

Term
T er
When the fisherman arrived home, his wife asked, “Did you catch anything today?”

r
a text. “Yes,” said the man. “I caught a big fish, but he told me that he was an enchanted
prince, so I apologised and I let him go.” “And what did you ask for in return?” said
Consider differences between British and American the woman. “Nothing,” said the fisherman. “Nothing!” shouted his wife angrily.

1
“Go back to the ocean at once!” “But what should I ask for?” said the fisherman.
spellings (-our / -or, -re / -er, etc.).

f Listen and follow the story. Then number the events in order. 12

Warm Up The fisherman The fisherman

The wife got angry.
let the fish go. caught a big fish.
Students say whether they saw the video and
discuss the questions from the previous page as a He told his wife The fish asked
him a favor.
about the fish.
class: The piper gets upset because the mayor doesn’t
want to pay him because he is ungrateful. The piper f Discuss.

plays a tune on his flute to take all the children away Do you think the fisherman did the right thing? What would you do? Why?

from the town. The fairytale teaches the value of being f Find the following words with British English spellings in the story. Then compare the
American and British spellings of these words.
grateful and keeping promises. American English British English
apologize
Students make suggestions about how we can all color
be grateful in our lives. gray
meter

Go online and read some more examples of American and British English.
2 Unscramble the title and guess what the https://learnenglish.britishcouncil.org/en/quick-grammar/british-english-and-american-english
Discuss which ones you have seen before and which ones are new for you. Think about the kind of
fairytale is about. Then skim the story English you will use for your Final Product and why.

16
and check.
Unit 2

You may want to write the jumbled title of the fairytale

on the board before students open their books, and elicit Unit 2-YWCabSec1.indd 16 17/03/18 5:44 p.m.

the unscrambled version from the class. Then they may f Find the following words with British English
open their books to read the title and identify the names spellings in the story. Then compare the
of the authors. Students guess what the fairytale is American and British spellings of these words.
about by looking at the picture of the goldfish. You
Students read the words in the table with American
may ask what powers goldfish normally have in
English spellings and then go through the story and
fairytales. Students share their ideas with the class.
find the same words with British English spellings.
Then they skim the story to check whether their ideas
They should explain the differences: –s– instead of –z–
were correct. You may want to explain that skimming
in apologize, –ou– instead of –o– in color; –e– instead
means to read the story quickly, just to get an idea of
of –a– in gray; and –re– instead of –er– in meter. You
what it is about.
may want to tell students that in British English there
f Listen and follow the story. Then number the are several words that are spelled differently and give
them some examples (centre, favour, etc. ) or they could
events in order. 12
use a dictionary or a website at home to bring more
We suggest forming pairs for this activity. Students examples for the next class.
listen to Track 12 while they follow the story in their
books. To check comprehension, students could
identify who said particular lines in the story: “Please Wrap Up
let me live.” – the fish. Go online and read some more examples
Then students read the events and number them in of American and British English.
order. They may check their answers with another You may want to close the session by inviting students
pair and ask you if they find any discrepancies. to find out more about the differences between
f Discuss. American and British English. It might be a good
idea for them to work in the teams they formed to
Students may discuss in the same pairs or change do their Final Product. They should work in a place
partners. It is important that they listen to their with Internet and make decisions about the type of
classmate’s ideas and not judge them. English they would use for their big book.

T16 Unit 2

U2_YWC_TGSec1.indd 16 3/28/18 11:32 AM

 3 Guess what the fisherman is going to ask for. Then scan the text and check.

going to ask for. Students have two minutes to find the

“You should ask for a nicer house,” said his wife. “Go back and find the information before they report back to the class—did
fish!” So the fisherman went back to the beach and called out to the fish.
“Enchanted fish! I caught you, but I let you go. Now my wife wants a favour anyone in the class guess correctly?
in return. We live in a small, dirty hut. Please, give us a cottage.” The fish
suddenly appeared in front of the fisherman. “You will have it,” said the fish,
and swam away. f Find and underline the most important events
When the fisherman arrived home, he found his wife in a beautiful cottage.

erm 1
But after a couple of weeks, the woman exclaimed, “This cottage is too small. in the whole story (the key events).

Term
Go and ask the fish for a palace.” The fisherman went back to the ocean and
said to the fish, “Now my wife wants to live in a palace.” “She will have
it,” replied the fish. And when the fisherman returned home he found In pairs, students read the whole story and find the

T
his wife in front of a large palace with a big garden and numerous
servants. The next morning the woman told the fisherman, “With this
most important things that happened at the beginning,
palace, we should be the king and queen of this land.” in the middle and at the end of the story. You may
The fisherman returned to the ocean and said sadly to
the fish, “Now my wife wants to be a queen.” “Go home. want to help them by giving an example: The fisherman
Your wife is back in the poor, dirty hut,” said
the fish, and disappeared forever. caught a big fish.

f Complete the chart using the key events in

the story.
f Find and underline the most important events in the whole story (the key events).
In the same pairs, students complete the chart. You
f Complete the chart using the key events in the story.

Beginning Middle End

may tell them that it is very important to learn to
extract the key events and classify them because
when doing their Final Product—a big book—they will
include only the most important events.
f Discuss as a class. You may want students to read their sentences aloud
1. How do you think the characters felt at the end of the story? for the class to check.
2. "Greed is a selfish and excessive desire for more of something (such as money) than is needed."
Why do you think people are greedy?
3. What is the lesson of this story? f Discuss as a class.
f Discuss the events in the classic tale you will write about for your big book. You can
also go online to make the final decision. Then complete the Collection of Evidence
You can organize it as a debate in two teams. Half the
Template to help you plan your Final Product. T class discusses the questions and makes notes of the most
Unit 2 17
important ideas. The other half does the same. When
they are ready, they take turns sharing their ideas with
Unit 2-YWCabSec1.indd 17 17/03/18 8:33 p.m. the class. While people are speaking, no one from the
Teaching guidelines other team should interrupt. Some ideas might be: Be
happy with what you have. / Measure your ambitions.
Anticipate content based on textual components.
Use different comprehension strategies. f Discuss the events in the classic tale you will
Recognize the general idea and locate key events write about for your big book. You can also
in a text. go online to make the final decision. Then
Promote respecting others’ opinions.
complete the Collection of Evidence Template
to help you plan your Final Product.
Warm Up You can tell teams that now is the time to make their
final decision about the fairytale they will do their Final
Students copy the following sentences as a
Product about. In the Collection of Evidence Template
dictation or from the board: A prince went fishing.
there is a link to a website with fairytales they can
The fisherman’s wife caught a big fish. The fisherman
research. If they want to change their original idea, they
knew exactly what to ask for.
can do it now and complete the template accordingly. You
Students say whether these sentences are correct
may suggest they do the research after school. Have them
according to the fairytale they read on the previous
complete Collection of Evidence Template in their teams.
page. Volunteers write the correct sentences on the
board.
Wrap Up
3 Guess what the fisherman is going to ask for. You may want to ask students what they have
Then scan the text and check. researched about the differences between American
and British English. Have they decided what type of
Volunteers mime or draw what they think the fisherman English they will use in their big book? Students may
is going to ask for the rest of the class to guess. You could share their findings and decision with the class.
explain that “to scan” means to read through the text
quickly, but looking for the specific information—in
this case they want to find out what the fisherman is
Unit 2 T17

U2_YWC_TGSec1.indd 17 3/28/18 11:32 AM

 4 Complete the mind map about the stories you have read so far. Use the definitions in
the boxes to help you.
Teaching guidelines
A charac The setting The resolution
is A conflict is a
person in
ter is a is where the how the proble
m is problem for a
the story. story takes solved. character in the
Contribute observations and points of view. place. story.
Express personal reactions and opinions about events.
Characters Setting
Recount events in the past.
Remember and use repertoires of words and

Term
Term 1
expressions. The Pied Piper
of Hamelin
Resolution Conflict

Warm Up
Characters Setting
You may begin by asking students what they need
to make a cup of coffee: hot water, coffee, sugar, a
cup, milk, etc. Stories are like cups of coffee because The Fisherman
you need several ingredients to be able to make and His Wife
Resolution Conflict
them well. This metaphor is true for fairytales. If one
element is missing, it will affect the whole story.
f Go to Mind Map 2 on page 175 and complete it in your teams to plan the key events in
your Final Product and how you will illustrate them.
4 Complete the mind map about the stories Compare your mind map with other teams and tell each other about the fairytale you chose.

you have read so far. Use the definitions in

With respect, point out the parts of the mind map that are not clear for you. Listen to what your
classmates have to say about your mind map.

the boxes to help you. f Go to Language Reference 2.1 on page 127 to find tips on how to retell stories. Then
retell one of the fairytales in the past.

You may want to present the parts of the story by How Am I Doing?
giving examples: The fisherman is a character What have you learned about the structure of fairytales so far?
What do you still need to learn? Can you use past tenses to to Re ad!
ead
Time to
Ti
from which story? Where does the story of the piper recount stories? Do you know what illustrations you could include? pp. 25–2
7

take place?, What is the setting of the story?, etc. If

18 Unit 2
students still have problems understanding, they
should read the definitions. We suggest that students
continue this activity in pairs and complete the mind Unit 2-YWCabSec1.indd 18 17/03/18 8:33 p.m.

map. map on the board or read their answers aloud. How Am I Doing?
f Go to Mind Map 2 on page 175 and This is a good time to do the mid-unit evaluation.
complete it in your teams to plan the key Here students can see how much they have learned
about the structure of a fairytale, which they will
events in your Final Product and how you
need for the preparation of their big book at the
will illustrate them. end of the unit. Most importantly, they look ahead
You may want to ask a volunteer to read the and see what they still need to learn or investigate
instructions. Students use this opportunity to plan in order to make their big books. Students reflect
their big book. It is a team activity of which results and make notes. They can check every class how
they should share with another team to see whether much progress they make.
their idea is clear for others. You might remind them
that the big book will be read to small children so
everything has to be very simple and clear, but also Wrap Up
very interesting to keep their attention. You can find
Mind Map 2 on page T23d. Time to read! The Miser and His Gold
f Go to Language Reference 2.1 on page 127 pp. 25–27
to find tips on how to retell stories. Then To wrap up the class, consider asking students what
retell one of the fairytales in the past. a fable is. Explain that fables are short stories that
You may want to tell students that to create their big teach a moral, or lesson. You could ask students to
book, they will need to retell the story. This means that summarize the story on pages 21-24 and say what
they will only talk about the key events using the past they think the moral could be.
tense. To review how to make sentences in the past, Students read pages 25–27 of the story. Consider
students can refer to Language Reference 2.1 and read the pointing out the lines on page 27: “We have
examples (p. T23d). Students may work in their teams to always been the poorest people in the town, with
retell a fairytale. Volunteers may share it with the class. or without your gold.” Ask students what they think
the Miser’s wife means by this.
T18 Unit 2

U2_YWC_TGSec1.indd 18 3/28/18 11:32 AM

 5 Complete the sentence about fairytales.
1. Fairytales usually begin with this line:
“_____________________________ a time…” a story. Students read this part of the fairytale on their
f Read an extract from a fairytale and identify the conflict. own and identify the conflict. Students refer to page
139 of the Glossary (p.T105) so they can read the
Rumpelstiltskin definitions of the highlighted words from this fairytale.
by Jacob and Wilhelm Grimm

f In pairs, write questions about this part of

Term 1
the fairytale. Follow the model.

Ter
r
It is important to know how to make questions about
stories we read to make sure we understand them
correctly. You may want students to work in pairs and
m ller
mi
Once upon a time there was a poor millere who had a beautiful daughter. One day the miller
prepare their questions following the models. They
palace tomorrow.”
s raw
st a into gold.”
said to the king, “My daughter can spin straw golld The king replied, “Bring her to my should write the questions on a separate sheet of paper
When the miller’s daughter arrived, the king took her into a room full of straw, gave her keep them in their portfolios as evidence. These will
spinni
ssp
pinni
n ng w
a spinning
pinni wheel
heel and said, “Now get to work! You will spin all the straw into gold before
tomorrow morning.” The miller’s daughter cried and cried because she had no idea how to help them come to agreements while choosing the
spin straw into gold.
While she was crying, a little man appeared in the room. He said to her, “Good evening. Why
most important things to include in the big book.
are you crying?” The miller’s daughter answered, “Oh! I have to spin all this straw into gold
and I don’t know how.”
“What will you give me,” asked the little man, “if I do it for you?” “My nec
eeckl
ckllac
a e said the
necklace,”
f Take turns asking and answering the
miller’s daughter. The little man took the necklace, sat in front of the wheel and started
spinning. In a short time, all the straw had become gold. questions you wrote.
f In pairs, write questions about this part of the fairytale. Follow the model.
Students may work in the same pairs and ask each
1. Who are the characters?
other the questions they wrote to elicit answers. You
2. Which one is greedy? may want to ask some pairs to model the questions
3. What is the miller’s daughter talent?
and answers for the class.
f Take turns asking and answering the questions you wrote.

f Go to Language Reference 2.2 on page 127. Then find in the text above an example of f Go to Language Reference 2.2 on page 127.
an action in progress.
Then find in the text above an example of
19
an action in progress.
Unit 2

You may explain to students that when we retell a

Unit 2-YWCabSec1.indd 19 17/03/18 5:44 p.m.
story in the past we need to differentiate between the
Teaching guidelines actions that happened at one moment (began and
finished) and actions that were in progress for some
Identify author(s) and conflict. Recognize general time. They can find some examples of sentences like
sense and locate key events. Express progress those in the Language Reference 2.2 on page 127
actions. Make questions to locate specific (p.T23d) if they are unsure of the structure. Then they
information. Remember and use repertoires of can find and underline an example of an action in
words and expressions. progress in the text about Rumpelstiltskin.

Wrap Up
Warm Up
You may want to share with the class this interesting
You may want to remind students of the importance fact about the authors, brothers Jacob and Wilhelm
of keeping promises (discussed in the Value box Grimm. They are well-known as authors of fairytales,
on page 15). They can tell a classmate about a but in reality they didn’t write any of them. The
time when they made a promise: What happened? stories existed long before the two men were born in
Did you keep your promise? What about a time when Germany in the mid 1780s. The fairytales were passed
someone else made you a promise? What happened then? down from generation to generation, often by women
Volunteers may share their experiences with the class. seeking to pass the time during household chores.
Jacob and Wilhelm Grimm interviewed relatives and
5 Complete the sentence about fairytales. friends, collecting tales. In 1812, Jacob and Wilhelm
Students can work individually to complete the published the stories as part of a collection titled
sentence about fairytales. A volunteer may read the Nursery and Household Tales, or what is now referred to
phrase aloud imitating a narrator in a fairytale. as Grimm’s Fairy Tales.
You may ask students whether they know
f Read an extract from a fairytale and Mexican stories that have been passed down
identify the conflict. from generation to generation long before anyone
published them in a book.
You may want a volunteer to remind the rest of the
class what conflict means when we are talking about
Unit 2 T19

U2_YWC_TGSec1.indd 19 3/28/18 11:32 AM

 6 Read the sentences and answer the questions.

Teaching guidelines
While she was crying, a little man appeared in the room.
The little man took the necklace and sat down.
1. Which sentence describes consecutive past actions?
2. Which sentence describes an interrupted action in the past?
Determine the number and order of key elements.
f Go to Language Reference 2.3 on page 127. Then circle the correct verbs to complete
Express actions in progress and past actions (They the next part of the fairytale.
were watching... They sat and watched..., etc.).
The king opened / was opening the door and laughed when he saw
Sequence events.

Term
T
/ was seeing the gold. While a servant was bringing / brought more

er
straw, the king said / was saying to the miller’s daughter, “Do the

r
same tonight with this straw and you will be my queen.”
The miller’s daughter was answering / answered, “Yes, my king,”

1
but again she didn’t know what to do. Suddenly, the little man
appeared again and offered / was offering his help. “But this time,
Warm Up when you become queen, you will give me your first child,” he said.

You may want to begin this class by retelling the first f Number the paragraphs in order to discover the ending. Then listen and check. 13

part of Rumpelstiltskin. Some students may join you.

In the second part of the story, the king will make a The queen cried so much that The miller’s daughter became
the little man said, “If you can queen and had a child.
promise and the girl will make a promise. Students g
gu
gues
ueesss my name within three days,
guess The little man said, “Now give
you may keep
keeep
ke p your child.” But he me what you promised.”
guess what each of these promises might be. Add knew she’d never guess his name.

that one promise was kept, and the other promise

was not. On the third day the little That night a sservant
eerva
er
rvvaant
nt was walking in
man appeared again and the forest when he saw the little man
demanded her baby. But the dancing around a fire and singing,
queen said, “No, you may not “I’m ugly and bad and short and

6 Read the sentences and answer the questions. take him, because I know your
name is Rumpelstiltskin.”
thin, my name is Rumpelstiltskin.”
The servant quickly returned and
The little man got angry and told the queen.
ffo
ore
revveer.
disappeared forever. err..

Students may work in pairs so that they can reflect on

the language together. Before they read the examples, Go online and watch a classic story. Discuss in your teams if you would like to use these
techniques in your Final Product.
you can tell them to imagine an event described in https://www.youtube.com/watch?v=Wc2XxyNf4Qk

each sentence–they can even draw it! It is important Notice the different illustrations for each setting. Pay attention to the way the narrator uses
different voices and intonation for different characters.
again to see which actions began and ended at the
same time and which were in progress when a sudden 20 Unit 2

action interrupted them. You may ask a volunteer to

share his or her ideas. We suggest you do not confirm Unit 2-YWCabSec1.indd 20 17/03/18 5:44 p.m.

their answers at this stage. Go online and watch a classic story. Discuss
f Go to Language Reference 2.3 on page 127. in your teams if you would like to use these
Then circle the correct verbs to complete the techniques in your Final Product.
next part of the fairytale. You might want students to do the research individually
as homework. In the watch a classic story following the
If you feel that your students could benefit from
indications. In the next class, you can sit them in their
looking at more examples of the past forms needed to
teams and discuss which techniques they would use in
describe an action in progress interrupted by another
their Final Product.
action, ask them to read the examples in Language
Reference 2.3 on page 127 (p.T23d). They can then
confirm their answers to the previous activity. Then Wrap Up
each student individually reads and circles the verbs
Refer back to the guesses the students made at the
that complete the text correctly. To check, you may
beginning of the class, about the promises that would
want students to act out each sentence to show the
be made in this part of the story. Elicit the correct
action in progress or the past action.
responses: The king promised to make the girl his queen,
f Number the paragraphs in order to discover and he kept his promise. The girl promised to give her
baby to Rumpelstiltskin, but in the end, she did not have
the ending. Then listen and check. 13
to keep her promise. You may ask students why the
Students can read the paragraphs individually. They queen did not have to keep her promise.
may want to look up the highlighted words in the
Glossary on page 139 (p.T105). They should imagine
each scene before they number them in order. When
they finish, they could listen to Track 13 to check
their work and also to listen to a model of how to tell
a fairytale. They will need the right intonation and
tone of voice to read the fairytale they will create for
younger students at the end of the unit.
T20 Unit 2

U2_YWC_TGSec1.indd 20 3/28/18 11:32 AM

 7 Ask and discuss the questions.
ad!
f Look at the pictures and use the words to
1. What did you like about this fairytale? Read
to Re
Time to
Ti 0
2. What did you dislike about it? pp. 28–3

3. What would you change about the story? Why?

4. Can you make up an alternative title for the story?
retell the fairytale orally.
f Look at the p
pictures and use the words to retell the fairytale
y orally.
y In further preparation for the Final Product, you may
want students to work in pairs or stay in their teams.
They look at the pictures and take turns retelling parts

erm 1
Term
of the fairytale using the words and the past tenses.
Encourage them to help each other formulate their

T
sentences. When they are ready, volunteers can retell
the fairytale for the class.

f Write sentences to retell the fairytale.

1. Rumpelstiltskin, straw, gold 2. Rumpelstiltskin, baby
Students may continue working in pairs for the first part
of the activity. They help each other write the sentences
they formulated orally in the previous activity. The
pictures and the words can help them. You may want
to refer them back Language Reference 2 on page 127
(p.T23d) to confirm the structure of their sentences.
Students can give any answer that reflects the content of
the picture and is grammatically correct. Once responses
3. a servant, forest, Rumpelstiltskin’s name 4. Rumpelstiltskin, angry, disappear
have been checked and any mistakes dealt with,
f Write sentences to retell the fairytale.
students make a final draft of their sentences on a fresh
sheet of paper and include their work in their portfolios.

Wrap Up

Unit 2 21 Time to read! The Miser and His Gold

pp. 28–30
Unit 2-YWCabSec1.indd 21 17/03/18 5:44 p.m.
Students sum up the story so far and then choose one
Teaching guidelines of the following endings for the story:
Contribute observations and points of view. 1. The tree tells the Miser where his gold is.
Express personal reactions and opinions about events. 2. The miser’s wife teaches him a lesson.
Recount events based on illustrations. 3. The neighbors help the Miser and his wife.
Write sentences about key events. Students read pages 28–29 of the story and check
their predictions. Students discuss if they would give
the story a different ending. Finally, pairs ask and
answer the discussion questions on page 30 before
Warm Up
comparing their answers with other pairs.
You may want to review with students all that they
have done so far to be ready to create and read
Note: You may want to ask each team to bring the
their final product. Students might mention all the
materials needed to create the big book for the next
evidence they have gathered so far in their portfolio,
class. The materials are mentioned in on Worksheet
as well as the activities they did to retell the stories.
2 on page 175. (You can find Worksheet 2 on page
You may want to ask them about the research they
T23c.) If students prefer to use different materials,
did for homework. Students might take few minutes
we suggest you allow them to be creative.
to discuss the techniques in their teams.

7 Ask and discuss the questions.

If possible, students can work in their teams to discuss
the questions. You may write some phrases on the
board to help them give opinions: I think...,
I would..., I agree, I disagree. Promote respect for other
students’ opinions.

Unit 2 T21

U2_YWC_TGSec1.indd 21 3/28/18 11:32 AM

 8 Unscramble these questions about the fairytales in the unit. Then answer
them in pairs.
Teaching guidelines 1. were the characters / very greedy? / In which two tales

Form questions to locate specific information. 2. his daughter / What did / the miller say / could spin from straw?

Recount events based on illustrations. 3. Where did / find his wife / when he returned home? / the man
Sequence events.
Contribute observations and points of view. 4. his flute? / the man played / What happened when

Term
Term 1
Express personal reactions and opinions about events. 5. appeared? / the miller’s daughter crying / Why was / when the little man
Value reading as a leisure activity.
6. What type / the town? / invaded / of plague

9 Look at the images and write the titles of the stories to which each one relates.
Warm Up Then take turns retelling the story of your choice.

You may want to remind students that, so far,

they have read three fairytales. Students recall the
names of all three and write them on the board.
Students may wish to refer to them later in the class.

8 Unscramble these questions about the

fairytales in the unit. Then answer them
in pairs.
You may want students to unscramble the questions f In your team, review the information about the fairytale you decided to retell for your
Final Product. Review your Collection of Evidence Template and your Mind Map. Then
individually and then check them in pairs, or work follow the steps in Worksheet 2 to create your big book. 2

in pairs from the beginning. Students unscramble the f Discuss.

Which fairytale did you like the best? Why? What books do you like to read? Why is reading for
questions, which relate to the fairytales they read in pleasure important?
the unit. You may want to check the questions as a
22 Unit 2
class before inviting pairs to discuss the answers. They
may go back to the fairytales to check their answers.
Check as a class.
model to have a dialogue about each scene to confirm
Unit 2-YWCabSec1.indd 22 17/03/18 5:44 p.m.

9 Look at the images and write the titles of the comprehension.

stories to which each one relates. Then take Note: You can find the template on page T23a.

turns retelling the story of your choice. f Discuss.

Students observe each image and try to relate it to a You may want to let the same teams discuss the
fairytale from the unit. Each image contains objects final questions. We suggest that you emphasize the
that appear in one fairytale. Students write the titles importance of reading for pleasure in every class.
in the boxes. Then pairs retell the events in a fairytale
of their choice.
Wrap Up Poster 2
f In your team, review the information about
As further practice and preparation for the Final
the fairytale you decided to retell for your Product, you can encourage students to create a short
Final Product. Review your Collection of story using the pictures on the poster. It is important
Evidence Template and your Mind Map. that students activate their creativity to make up a
Then follow the steps in Worksheet 2 to new story. They can use the model dialogues from the
Collection of Evidence to check their comprehension of
create your big book. 2 the story.
Students use the material they brought to create their
big book. they should work in their teams and use
the notes from their portfolio of evidence. You may
want to monitor the teams and help as necessary.
If they don’t finish, they can do it after school and
rehearse retelling their story to younger kids to see
their reactions. They should decide which six events
they want to illustrate. When they finish, they use the

T22 Unit 2

U2_YWC_TGSec1.indd 22 3/28/18 11:32 AM

 Final Product
1 Create a big book for lower-grade students.
Before you begin your presentation, review with your group the
process you followed throughout the unit to get to this point. can ask teams to show their big books and retell their
1. Choose a classic story to retell.
Page 14
tale to the class. At this point, the class can give some
2. Make a draft of the illustrations for your story and check your feedback.
comprenhension of the events.
Page 17 T You can vote on the most interesting fairytale, on the
3. Practice useful language for retelling stories.
best illustrations, etc. If possible, allow teams time to

erm 1
Page 16, Page 18 Language Reference ,
visit students in lower grades and read their books to

Term
Page 19 Language Reference , Page 20 Language Reference

4. Order the key events and describe the illustrations.

Page 18 2 them. They could also go, as a part of a community

T
5. Create and illustrate a big book based on a classic story.
Page 22 2
service, to read their books in an orphanage. At the
6. Now, rehearse reading the fairytale out loud and end, they can donate their books to the school library.
practice pronunciation.
7. Read the fairytale to students from the lower grades
and then donate the big book for the school library. Reflection
You can also go to an orphanage and share your story
with the children. At the end of the project, or at the beginning of the
Reflection next class, consider using the questions in the box to
1. How did you feel working with your team members? help students reflect on their experience of team work.
2. Was it easy to decide how to divide up the work?
3. What do you find difficult about working in a team?
4. Do you find it easier to work in a team or alone?
Self-evaluation
5. Did you prefer writing or illustrating the big book?
6. Did the younger students like the big book?
As part of their continuous evaluation, it is time for
students to think about what they have learned. It isn’t
Self-evaluation
necessary for students to share their reflections, it is
During my Final Product presentation, I...
an individual and personal evaluation to raise their
• read and understood a classic tale.
awareness of what they have to work on in the future.
• identified the key events in the story.
• contributed to rewriting a story.

Wrap Up
• created illustrations.
• read aloud.

To close the unit on literature, it can be a good

Unit 2 23
idea to ask students how they feel about reading
for pleasure. You can ask them to brainstorm, the
advantages of reading. Do they do it often? If not,
Unit 2-YWCabSec1.indd 23 17/03/18 5:44 p.m.
why not? What other things distract them from
Teaching guidelines reading? You may tell them that reading allows
you not only to learn about other cultures, but
Select and retell classic fairytales. also allows you to become more creative, have
Recognize the general idea and locate key events in more topics of conversation and, most importantly,
a text. escape from daily routine and become someone
Determine the number and order of key elements. else for a while.
Rewrite sentences and key events.
Sequence events.

Warm Up
If time permits, you may want to have a quick
brainstorming session with the class about the
fairytales they chose for their Final Product. You
might want to ask about their experience making
a big book and whether they got feedback from
younger learners.

Final Product

1 Create a big book for lower-grade

students.
Now that they are ready to retell their fairytales, you
might want to ask them to review the process they
followed throughout the unit to get to this point. They
can also rehearse for a few minutes and then you
Unit 2 T23

U2_YWC_TGSec1.indd 23 3/28/18 11:32 AM

 T Collection of Evidence Template
Dialogues about the Comprehension of a Fairytale

1 Choose the fairytale you will use as your Final Product. Draw six scenes that show the
events in the story.
You can use this website for some ideas:
http://www.eastoftheweb.com/short-stories/Collections/ClasFair.shtml

2 Use the examples to have a dialogue about the comprehension of the fairytale you
illustrated above. Add three more questions.

Where does the story take place? What are the key events? What happens first?

What is the conflict?

How many characters are there? What happens at the end?

Who is the main character?

T23a Unit 2 Photocopiable

U2_YWC_TGSec1.indd
Collect 24
Evidence_YWCabSec1.indd 107 3/28/18 6:42
17/03/18 11:32 AM
p.m.
 Evaluation Instrument Unit 2
Descriptive Evaluation Scale

1 Use the following descriptive evaluation scale to evaluate your students’ performance. Mark (✔)
the boxes accordingly.

Generally Sometimes
ASPECT TO BE Able to do Rarely able to
Able to do able to do it able to do it
OBSERVED: it correctly do it correctly
it easily and correctly but correctly but
Student’s ability with minor and has lots of
correctly with some with noticeable
to: difficulties difficulty
difficulties difficulties

Recognize the
different elements
of a classic fairytale
(author’s name and
graphic and textual
components).

Recognize general
sense and locate
key events.

Express key events

in fairytales orally.

Express personal
opinions about
events.

Formulate and
respond to
questions to ask for
and give specific
information.

Rewrite key events

in a fairytale.

Photocopiable Unit 2 T23b

18 6:42 p.m. U2_YWC_TGSec1.indd 25 3/28/18 11:32 AM

 Worksheet
Work
Workshe
ksheet
eet 2
1 Follow
Follow the instructions to create
eate your big book.
book

s
Material Steps
• Sheetss of ca
cardboard or
constrruction paper
• A rulerr
• A hole
e punch
• Yarn
• Pencilss, colored pencils,
Write one key event at the bottom
W
pens o
or crayons
of each page in large letters.

Illustrate the key events, first in

Create a cover for your big book.
pencil an nd then color them in.

Mark four do
ots along the left-hand side
of the paperr using a ruler. Punch holes Tie all the pages of the big
whhere the dots are. book together with yarn.

T23c Unit 2

U2_YWC_TGSec1.indd 26 3/28/18 11:32 AM

 Language Reference
Unit 2 Creating A Storybook

U2_YWC_TGSec1.indd 27
2.1 The Simple Past Tense
• Look at the following example of how to retell a story using the Simple Past.
The Pied Piper of Hamelin (page 15) Retelling the story
Suddenly, a tall thin man appeared with a A tall thin man showed suddenly, he wore a
Mind Map 2 hat and a gold flute.”I can help,”he said, hat and had a gold flute in his hand. He said he
“but you it will cost you.” “Whatever the could help if they paid him. The major agreed
1 Choose a fairytale and complete the network tree. price, we will pay,” replied the mayor. to pay him whatever price he asked for.

There are regular and irregular verbs.

a) To form the affirmative post tense of regular verbs we add -ed to the base form.
A tall thin man appeared with a hat and a flute.
b) Verbs ending in consonant + vowel + consonant double the consonant and add -ed.
The fish stopped helping the fisherman.
c) Verbs ending in e add -d.

key events
When the miller's daughter arrived, the king ...

notes based on
d) In verbs ending in y after a consonant, the y becomes -ied.
The miller's daughter cried and cried.
e) Verbs which do not add -ed to form their past tense form are called irregular.
The king took her into a room full of straw.

key event 1
Go to the following link: http://www.esldesk.com/vocabulary/irregular-verbs to find a list of
irregular verbs to help you retell stories.

description of illustrations
2.2 The Past Continuous

(see Collection of Evidence p. 107)

sentences
to illustrate
• We use the Past Continuous to talk about events in stories which were in progress.
The kids were following the Piper hypnotized by the music of his flute.
• In stories we use the Past Continuous to establish the scene / context.
That night a servant was walking in the forest when he saw the little man dancing and singing
around a fire.

2.3 Past Simple & Continuous

Title of the fairytale

• When we tell a story we might need to indicate that an action interrupted another action that
was in progress.
• We use the Past Continuous to show which action was in progress and the Past Simple to show

key events
which action interrupted.

notes based on
a) While she was crying, a little man appeared in the room.
(action in progress) (action which interrupted the previous action)
b) One day while he was out fishing, the fisherman caught a big fish.
(action in progress) (action which interrupted the previous action)

key event 2
• Note that it is possible to change the order of the sentences, but the meaning is the same.
c) A little man appeared in the room while she was crying.

description of illustrations
Unit 2 127

sentences
to illustrate
Language Referance Sec YWC L1.indd 127 17/03/18 6:00 p.m.

Unit 2
Unit 2 175

T23d
Mind Map_YWCabSec1.indd 175 17/03/18 6:58 p.m.

3/28/18 11:32 AM
 U t
Unit

Term 1: Unit 3 3 Using Bilingual Dictionaries

Using Bilingual Dictionaries Environment: Academic and educational
Unit Overview

Social Practice Communicative Activities Achievements

Interpretation Write instructions to use a • Select and review bilingual dictionaries.
Environment: Academic and educational and follow-up of bilingual dictionary. • Understand the sense of textual
instructions components of bilingual dictionaries.

Term
T
Social Practice: Interpretation and following of

erm 1
• Write instructions.
• Edit instructions.
instructions Final Product: Writing an instruction manual to
Reader: Only words?
Communicative Activities: Write instructions for using explain how to use a bilingual dictionary

1 Read the definitions. Then mark () the picture of the bilingual dictionary.
a bilingual dictionary.
A bilingual dictionary – translates words from one language to another.
Achievements: A monolingual dictionary – uses the same language for the word and its definition.
1 2 3 4
Select and review bilingual dictionaries.
Understand the sense of textual components of
bilingual dictionaries.
Write instructions.
Edit instructions.
f Write the number of the appropriate dictionary next to each statement.

Evaluation Instrument page T33b (Questionnaire): Where can I find a meaning I’d like to see a photo of “Surreptitious”?
Make one copy per student you choose to evaluate for “philanthropy“? I just
have my laptop here...
a hedgehog. I don’t really
know what one looks like.
What is that in
Spanish?

this month. Suggested number of students: 5-7.

How Much Do I Know?
Final Product: Writing an instruction manual to Reflect and mark (✓).
1. How often do you read instruction manuals? Often. Sometimes. Never.
explain how to use a bilingual dictionary 2. Could you give someone instructions on
how to use a dictionary? Yes. No.
Reader: Only words? to Re
Time to
Ti
pp. 31–3
2
ad!
ead

f Do the following tasks in teams.

Select several dictionaries you will use to prepare your Final Product. Explore each one in your
team. Compare the differences between each one. Then discuss which one you would like to use.

24 Unit 3

Teaching guidelines
Unit 3-YWCabSec1.indd 24 17/03/18 6:35 p.m.

Examine bilingual dictionaries.

Locate sections assigned to each language. How Much Do I Know?
Show curiosity about and interest in searching for This activity is for students to assess their
and obtaining information. experience of instruction manuals and dictionaries.
They could keep their ideas to themselves or share
Unit Overview them with the class.

Students look at the chart and say what they will

achieve and what their Final Product will be: Are
Time to read! Only Words? pp. 31–32
manuals important? Who might need to read instructions
on how to use a dictionary? Students discuss: When do you think the first dictionary
appeared? What did it look like?
1 Read the definitions. Then mark (✓) the
Students read pages 31–32 of the Reader and then
picture of the bilingual dictionary. revisit the questions using their new knowledge.
Students read the two definitions and match them
with the types of dictionaries: English-Spanish, English-
f Do the following tasks in teams.
English. Then they mark (✓) the bilingual one.
Students should form or be assigned in teams of three or
f Write the number of the appropriate four for the Final Product. They should examine several
dictionary next to each statement. dictionaries and notice differences before choosing one to
write their manual for.
Students read the speech bubbles and infer what these
texts are: Problems related to meaning of words. Then they
mark the dictionary where they could find each answer. Wrap Up
Students play a game with their chosen dictionary
and in their teams. They take turns reading a
definition for others to guess the word.

T24 Unit 3

U3_YWC_TGSec1.indd 24 3/28/18 11:36 AM

 Development

1 Read the definitions. Then label the parts of the dictionary using the words in red.
1. Entries appear in bold in alphabetical order.
2. Arabic numerals (1,2,3...) indicate the subentries. Warm Up
3. Roman numerals (I, II, III) indicate a change in the part of speech within an entry.
4. The phonetic transcription is located between slashes /…/. You might want to do this activity in teams of ten.
5. The abbreviations in italics stand for parts of speech. Students line up, and each member of each team
6. The guidewords indicate the first and last word on each page.
receives a word (see Preparation). Students have to

erm 1
7. The symbol ~ is a placeholder for the main entry in examples.

Term
8. The abbreviation “e.g.” introduces an example. arrange their words in alphabetical order. To do so,
9. The words or phrases in square brackets [...] show synonyms or collocations.
they will have to move around until they are in the

T
10. The words between < > show the forms of the entry (irregular conjugations, irregular plurals, etc.).
11. The translation of the word appears in a different language than the entry. right place according to the word they have. The
first team to arrange its words correctly wins the
game. Afterwards, elicit the meanings of some of
guidewords
the words.
pull–pumpkin
pull /pUl/ I n. 1. [[tug] ttirón e.g.: You have to give the door a good ~
2. [[force]
f ] fuerza e.g.: She has always felt the ~ of the stage. Development
II v. <pulls, pulling, pulled> 1. [to draw] tirar de, jalar e.g.: The dog
was pulling the sleigh. 2. [to take out] sacar e.g.: He pulled a blanket
from the drawer. 1 Read the definitions. Then label the parts of
pulp /p´lp/ I n. 1. [of fruit] pulpa 2. [of paper, wood] pasta
3. [substance crushed or beaten] puré e.g.: The tomatoes have been
the dictionary using the words in red.
crushed to a pulp. II v. <pulps, pulping, pulped> reducir a una pasta Dictionaries can provide a lot of information about
a word, such as how to spell it, how to pronounce
it, whether it is capitalized, etc. Students look at the
Go online and do the tasks on a separate sheet of paper.
example. All dictionaries have guidewords at the top
https://www.wordreference.com/es/translation.asp
1. Search the word key. of each page. They help us save time when looking
2. Listen to the pronunciation and write the phonetic transcription of the word.
for a word.
3. Choose and write two definitions and two examples of the use of each meaning.
4. Your instruction manual for your Final Product will include examples. In your teams, choose Volunteers read the definitions and the class asks any
the words, definitions and abbreviations you will include.
questions they may have. Then students label the
Unit 3 25 parts of the dictionary on their own.

Unit 3-YWCabSec1.indd 25 17/03/18 6:35 p.m.

Go online and do the tasks on a
Teaching guidelines separate sheet of paper.
Students might do this activity at home or in a
Value the function of textual and graphic place with Internet. They do the task and then copy
components: lists of words, typographic signs, the instructions with the answers to the tasks on
Arabic and Roman numerals and abbreviations. a separate sheet of paper. Students can then get
Locate sections assigned to each language. together with their Final Product teams to choose
Identify entries and subentries. words to use in their manual. They could choose
Understand the use of numbers and special words with more than one part of speech and more
characters. than one meaning so that their instruction manual
Show curiosity about and interest in searching for covers all features of their chosen dictionary.
and obtaining information.

Wrap Up
Suggested Materials: index cards (1 per student) Value—Collaborative work
Preparation: Write the following words on the Working in groups or pairs is a way to integrate
index cards (one word per card): [Set 1:] guide, everybody in the class. You may tell students
guillotine, guilty, guinea, guitar, gulf, gum, gun, guru, how important it is to discover their classmate’s
guy / [Set 2:] word, work, world, worm, worry, worse, talents and skills. Students can benefit a lot from
worth, would, wound, wow. There should be a set of listening to other people’s ideas and opinions.
ten cards for each team of ten students.

Unit 3 T25

U3_YWC_TGSec1.indd 25 3/28/18 11:36 AM

 2 Listen, repeat and complete the English alphabet. 14

Teaching guidelines

Show curiosity about and interest in searching for

and obtaining information.
Locate words in English and in the mother tongue.
3 Listen to the words on the recording and write them under the appropriate
Classify words.

Term
T
guidewords. 15

erm 1
1. risen–rob 3. robber–rollerblade 5. seagull–seal 7. seam–seat

2. popurrí–pormenor 4. porte–poseer 6. librar–licenciado 8. liceo–lija

Warm Up
4 Take turns spelling the following English words. Then number them in alphabetical
You may want to start by familiarizing students order.
with the idea of instructions: Find letter b on the repetitious repetition repentance repercussion repertoire
page. Search for the word seagull. Say the word repellent repentant repel repent

repetition out loud. Verbs such as search, find, say, f Complete the dictionary page with the numbers of entries above. Then discuss
the questions.
etc. will be used a lot in their Final Product. Can
they think of any other verb that might be related
to the use of a dictionary?

2 Listen, repeat and complete the English

alphabet. 14
You may want to explain to students how important
it is to know the English alphabet and especially the 1. Was it an easy task? Why?
pronunciation of the letters, which is so different from 2. What do you do when the first letter of the word is the same as the other?
3. What do you do when the second letter is the same?
Spanish. The spelling of English words is complicated 4. What type of dictionary is it? How do you know?
and that many times we need to ask people to spell
words for us to be able to write them or look them up in 26 Unit 3

a dictionary.
Students listen to Track 14, repeat the letters and Unit 3-YWCabSec1.indd 26 17/03/18 6:35 p.m.

complete the alphabet. Then students compare the f Complete the dictionary page with the
English and Spanish alphabets: How many letters do numbers of entries above. Then discuss the
they have? Which letters are different? etc. questions.
3 Listen to the words on the recording Now students should put the words in order in the
extract from the dictionary. They read the translations
and write them under the appropriate
and try to pronounce the words following the
guidewords. 15 phonetic transcription. They may give a sentence
Students recall what guidewords are for when using using each word. What other information about the
a dictionary. Students then look at the different word can they find? Then pairs discuss the questions.
guidewords and identify the ones in Spanish and before reporting the answers to the class.
the ones in English. Students listen to Track 15 and
write the words they hear under the appropriate
guidewords. Wrap Up
Students could race to locate words in a dictionary
4 Take turns spelling the following English using the skills they learned in the previous activity.
words. Then number them in alphabetical They could play in pairs or if there aren’t enough
order. dictionaries, in groups with each member taking a
turn to race.
You may ask students to form pairs and do the
activity. As easy as it may seem, this is a complex
task as students have to discover how to decide on the
order of words when several first letters are the same.
Students check with another pair.

T26 Unit 3

U3_YWC_TGSec1.indd 26 3/28/18 11:36 AM

 5 Match each part of speech with its definition. Then listen and check. 16

Part of speech Definition part of speech with its definition. When everybody
1. adjective a. names a person, place, thing or state is ready, students listen to Track 16 to check their
2. adverb b. replaces a noun or noun phrase
answers. After that, they should look at the parts of
3. article c. describes a verb, adjective or adverb
speech and notice the letters in bold. In a dictionary,
4. conjunction d. describes a noun

5. noun e. describes an action or existence

these letters are used to abbreviate the parts of speech.

erm 1
Term
6. preposition f. joins words, phrases or clauses with each other

7. pronoun g. is used before a noun; it can be definite or indefinite

6 Find and circle the abbreviations for the
parts of speech. Go to Language Reference

T
8. verb h. describes the relationship between a noun and
another noun, verb or adverb
3.1 on page 128 if needed. You will need this
6 Find and circle the abbreviations for the parts of speech. Go to the Language Reference
3.1 on page 128 if needed. You will need this information for your Final Product. information for your Final Product.
below /b´loU/ prep. 1. debajo de 2. [less than] inferior a You may ask volunteers to find and read entries in the
but /b´t/ conj. 1. pero 2. [clarifying negative statement] sino
dictionary excerpt. Students might need some time to
fast /fœst/ I adj. 1. [speedy] rápido, rápida 2. [watch, clock] adelantado II adv.
1. [quickly] rápidamente 2. firmemente III v. <fasts, fasting, fasted> ayunar circle the abbreviations. You might want to refer them
lock /lAk/ I n. 1. cerradura 2. mechón II v. <locks, locking, locked> cerrar to the Language Reference on page 128 (p.T33d) to
mine /majn/ I pron. mío, mía, míos, mías II n. mina III v. <mines, mining, mined> excavar check their work and learn more abbreviations.
the /D´/ art. el, la, los, las

f Write the abbreviation for the part of speech of each word in bold. f Write the abbreviation for the part of
1. The diamond mine is no longer in use.
2. I locked the door and went to work. speech of each word in bold.
3. Tigers run fast.
4. The lock of my suitcase is broken.
Students read the sentences and decide how the words
5. This is not your book. It’s mine. function in each sentence: as a verb, as a noun, etc. In
6. Some people fast for 40 days before Easter.
English the same word can function in a sentence as
Go online and do the test on parts of speech. Report your results to the class.
http://www.myenglishpages.com/site_php_files/grammar-exercise-parts-of-speech.php
different parts of speech. Volunteers give their answers
and justify them.
7 Go to Worksheet 3 on page 155. Then decide in your team how you will include
pronunciation in the instruction manual for your Final Product. 3
Go online and do the test on parts
Unit 3 27
of speech. Report your results to
Unit 3-YWCabSec1.indd 27 17/03/18 6:35 p.m.
the class.
Teaching guidelines This activity will give students more idea of which
parts of speech they still need to master and will also
Read definitions of words in English and the mother enrich their vocabulary. They can access the URL
tongue. at home or a place with Internet. You might want
Determine types of words based on abbreviations. to begin the next lesson by asking some students to
Understand instructions for using a bilingual dictionary. share their results with the class.
Make a list of abbreviations.
Write lists of textual components. 7 Go to Worksheet 3 on page 155. Then
decide in your team how you will include
pronunciation in the instruction manual for
Warm Up your Final Product. 3
Materials: a ball Students turn to page 155 (p.T33c) and examine the
Students take turns saying a word and tossing the table. There is a Pronunciation table in every dictionary.
ball to another student. This student must stand It shows the phonetic symbols that represent sounds.
up and spell the word. If correct, he or she may say Once you know how to read these symbols, it helps
another word and toss the ball again. If not, he or you pronounce every new word. Students can do the
she should return the ball and sit down. activity at home or in a place with Internet. They
should number the instructions as they do the activity.

5 Match each part of speech with its definition.

Then listen and check. 16 Wrap Up
Parts of speech indicate how a word functions in a When they finish the Worksheet activity, students
sentence. In a dictionary, we can find what part of can discuss in their Final Product teams how they’d
speech a word is—noun, verb, adjective, etc. like to deal with pronunciation of words in the
instruction manual for their chosen dictionary.
Vounteers read the definitions and the class asks any
questions they may have. Then students match each

Unit 3 T27

U3_YWC_TGSec1.indd 27 3/28/18 11:36 AM

 8 Read the words and their definitions. Discuss their meaning in Spanish.
and conj. connects words and phrases lungs n. organs that help creatures
Teaching guidelines backwards adv. in the direction that is breathe
behind you mammals n. animals that are born
in prep. inside or within a place from their mother’s body
Read definitions of words in English and the interesting adj. engaging, fascinating them pron. a word used for referring
to a group mentioned before
mother tongue. lay v. to put, set down
until adv. up to a particular place
live adj. having life
Determine types of words based on abbreviations. in time

f Read the text and decide which word in Activity 8 completes each blank. Then write

Term
T
the parts of speech on the lines using abbreviations.

erm 1
What are (1) n. ? How do you know that a creature
Mammals is a mammal? Here are some tips: all female mammals
Warm Up have mammary glands; both males and females have
haiir,
h
ha r sweat
hair, sw
weea
eat
at glands,
glan
gl
g laan
ands
n
nds
ds (2)
ds
ds, four-chambered hearts.
heeaarrttss
h
You may want to start by asking students to report Most mammals give birth to (3) animals; there
are only five species of mammals that (4) eggs.
on the results of the quiz they took online on parts of Mammals can live on land, in the ocean and
(5) the air. Regardless of where they live, they
speech. How well did they do? What did they learn? breathe air through (6) , not gil
gills.
ills.
Here are some (7) facts about mammals. If you
Ask why it is useful to know parts of speech when would like to learn more about (8) , there is a
using a dictionary. You may want to accept students À No two zzebras
eb
eb
bra
ras have the same pattern of stripes.
ra
lot more information on the Internet.

ideas and check at the end of the class whether they À

À
The trunk of an eel
Kangaroos
Kang
Ka
K an
ngar
ng
gaar
aroo
rroo
oos
oo
o
elep
elephant
lep
eepha
pha
hant
hant
nt can hold up to eight liters of water.
os are unable to walk (9) .
want to change or adapt their answers. À L
Lions
Liion
ons can’t roar (10) they are about two years old.
À R
Rabbits
Rabb
Raabb
bbiit
its
ts cannot vomit.
À Male monkeys
mononke
o nk
keys
keeyyss can go bald.

8 Read the words and their definitions. Discuss f Go to Mind Map 3 on page 177 and complete it individually. Then compare your
Mind Map in your team. Decide which of the steps from the Mind Map you want
their meaning in Spanish. to include in your Final Product. Write a draft version of your instructions. 3
While you complete the mind map, make sure you choose three main steps to use a
bilingual dictionary. How do you look for an entry? Can you choose the first definition you
You may want students to work in pairs for this find? Is the part of speech important?
activity. They read the word, the part of speech and the How Am I Doing?
definition. They may come up with examples of use What have you learned about the use of dictionaries so far? To prepare your manual, it's
important to clarify and understand what you still need to know about bilingual dictionaries
in English: I learn English and French. When they have p
and writing manuals. In your team, reflect on your needs, then go to http://www.spanishdict.com
to find out more about bilingual dictionaries and to https://www.sitepoint.com/
read the definitions in English, they should discuss the 7-tips-for-writing-an-effective-instruction-manual/ to research instruction manuals.
to Re ad!
ead
meaning of each word in Spanish. The part of speech Time to
Ti
pp. 33–3
5
28 Unit 3
has to be the same in both languages.

f Read the text and decide which word in

manual. They should come up with a series of clear
Unit 3-YWCabSec1.indd 28 17/03/18 6:35 p.m.

Activity 8 completes each blank. Then instructions to first locate a word in a dictionary and
write the parts of speech on the lines using then interpret the information given about it.
abbreviations.
How Am I Doing?
Students will now have an opportunity to apply what
they have learned about the importance of knowing As you are now halfway through the unit, it is
what part of speech each new word is. They may work important for students to stop and check how they
in the same pairs and read the text together, deciding are doing. They should recall what they have seen
what information is missing. They should be allowed so far: parts of a dictionary, putting words in order,
some time to figure out which word from the activity putting instructions on order, parts of speech and their
above completes the text. First, students discuss the importance for the context of a text, etc. They can work
example: It has to be a word that answers the question in their Final Product teams to look at the URLs (at
with What, so it has to be a noun. Once they decide, they home or a place with Internet) and see if there are
write write the corresponding abbreviations on the any other aspects of their chosen type of dictionary
lines. They may check with another pair or as a class. that they still don’t understand.

f Go to Mind Map 3 on page 177 and

complete it individually. Then compare your Wrap Up
Mind Map in your team. Decide which of
Time to read! Only Words? pp. 33–35
the steps from the Mind Map you want to
include in your Final Product. Write a draft Students read pages 33–35 of the Reader. In groups,
version of your instructions. students decide which of the games described in
Students go to page 177 (p.T33d) and complete the the Reader they would like to play, and play the
Mind Map for one of the words that they chose in game if time permits.
their Final Product team. They then compare their
information and choose information to include in their

T28 Unit 3

U3_YWC_TGSec1.indd 28 3/28/18 11:37 AM

 9 Read the definitions. Then classify the words accordingly.

country man mountain

Pacific Simon
Mount Everest Nadia
Uruguay woman
ocean
Now students can classify the words using the
a. Common nouns refer to a category of items. We write them using lowercase letters.
definitions and previous knowledge. Students can
b. Proper nouns are the names of specific items. We write them using capital letters. check their work with a person next to them.
Common Nouns Proper Nouns

10 Circle the parts of the manual using the

erm 1
color key.

Term
Students read the manual and do the task individually.

T
They should explain the use of capital letters and the
10 Circle the parts of the manual using the color key. punctuation.
– capital letters at the – punctuation marks – capital letters for
beginnings of sentences proper nouns
f On a separate sheet of paper, copy the chart
below. Then classify all the words from the
1 Do a little research. For example,
compare the Collins, Oxford and
Macquarie dictionaries.
2 Browse through
the dictionary
before you buy it!
3 Start by asking yourself
"What kind of dictionary
do I need?"
manual in alphabetical order according to
f On a separate sheet of paper, copy the chart below. Then classify all the words from the their parts of speech.
manual in alphabetical order according to their parts of speech.
Students copy the chart at the bottom of the page
Nouns n. Prepositions prep.
Verbs v. Articles art. onto a separate sheet of paper. Then they classify
Adjectives adj. Adverbs adv. the words from the headlines in alphabetical order
Pronouns pron.
according to their part of speech. Students include
f Imagine you don’t understand the meaning of some words in the manual above. Number
the instructions to search for the meaning of words you don’t understand. their work in their portfolios.
Decide which meaning makes sense in the context of the headline.
Find the entry in the dictionary using the guidewords. f Imagine you don’t understand the meaning
of some words in the manual above.
Read all the meanings of the word.
Decide on which words in the headlines you don’t understand.

f Search for the meaning of the words in the dictionary of your choice. Follow the Number the instructions to search for the
instructions.
meaning of words you don’t understand.
Unit 3 29
You may want students to work in pairs for this
activity and the next one. They read the manual and
Unit 3-YWCabSec1.indd 29 17/03/18 8:39 p.m. circle words they don’t understand. Then they number
Teaching guidelines the instructions in order. They can use these ideas for
the Final Product.
Classify types of words in a table.
Write lists of textual components. f Search for the meaning of the words in
Value the use of punctuation marks and standard the dictionary of your choice. Follow the
spelling. instructions.
Students follow the instructions in order to find the
meaning of the words they didn’t understand in the
Warm Up previous activity.
Students will need to edit their final product once
they are ready to write the final version. Editing
Wrap Up
means checking the punctuation and capitalization
of their work. Students could explore what they Students continue the activity by practicing the
know about editing: instructions to look up the meaning of other words
of their choosing. They could share the words they
What words are always written with capital letters?
found with the class at the end.
What sentences finish with an exclamation mark?
What is a question mark?
Some students can give examples and write them
on the board.

9 Read the definitions. Then classify the words

accordingly.
Students say what a noun is: A noun names a person,
place, thing or state. Nouns are divided into two
categories, common and proper.
Unit 3 T29

U3_YWC_TGSec1.indd 29 3/28/18 11:37 AM

 11 Look at the situations below. Discuss the meaning of the word “time” in each scene.

Teaching guidelines
Time me, please.
1 3

Identify entries and subentries.

Read definitions of words in English and the Do you know
what time it is?
mother tongue.
2 4

Term
T erm 1
Warm Up How many times do
I have to explain it? How time flies!
Suggested Materials: 10 English-Spanish
dictionaries f Number the definitions according to the pictures above.

Preparation: A list of words that students don’t time /tajm/ I n. 1. tiempo 2. (clock) hora 3. (occasion) vez II v. cronometrar

f Complete the instructions on how to find the right definition for an entry with
know so that they can guess the words’ meanings: many meanings.
embarrassed, sensible, etc. Look up Decide Search Do Check Try
In pairs, students have to write what they think 1. to deduce the meaning of the unknown word from the situation (context).
each word means on a slip of paper. Each pair’s 2. what part of speech the word is in this situation.

guess must be anonymous. Read the translations 3. the word and identify the appropriate part of speech in the dictionary.
4. for the meaning that fits the situation.
from the English-Spanish dictionary aloud. The pair
5. whether your deduction was correct.
whose guess is most similar wins. 6. the same for the other situations.

12 Read the definitions of “play” and write an example for each.

11 Look at the situations below. Discuss play /pleI/ I n. a theatrical performance, e.g.:

the meaning of the word “time” in II v. 1. to take part in a game, e.g.:

2. to make music with an instrument, e.g.:

each scene. 3. to take part in a dramatic presentation, e.g.:

Go online to explore the components of an instruction manual.

Students work in pairs to look at the different situations https://www.wikihow.com/Create-a-User-Manual
where the word time appears. They should define the Discuss in your team which components you want to include in your Final Product.

use of the word time in each situation. They don’t 30 Unit 3

need to know if their answers are correct yet.

f Number the definitions according to the

Unit 3-YWCabSec1.indd 30 17/03/18 6:35 p.m.

Go online to explore the components of

pictures above.
an instruction manual.
Students read the translations of the word time and
Students access the URL at home or a place with
number each according to its use in the photos above.
Internet. This time they are going to learn about
f Complete the instructions on how to find instruction manuals rather than dictionaries. They
should note any observations relevant to their Final
the right definition for an entry with many
Product.
meanings.
As students have seen before, some words have several
meanings and they may be different parts of speech. In
Wrap Up
this activity, students will complete instructions on how Discuss in your team which components you
to decide which definition is the one they are looking want to include in your Final Product.
for if a word has many meanings. Some volunteers
In class, students share their observations with
may read the instructions for the class to check.
their Final Product team and suggest features they
12 Read the definitions of “play” and write an would like to include in their instruction manual.
example for each.
Students may work in the same pairs as previously or
change partners. They read the dictionary entry for
the word play. Then they write an example for each
definition.

T30 Unit 3

U3_YWC_TGSec1.indd 30 3/28/18 11:37 AM

 13 List the bilingual dictionary features from the box in alphabetical order. Write an example
for each. Go to Language Reference 3.1 and 3.2 on page 128 if needed.

abbreviations phonetic transcription Arabic numerals examples guidewords

If they need to remember what each feature is, they
1. abbreviations : adj. adv. n.
can refer to Language Reference 3.1 and 3.2 on
2. : page 128.
3. :
You can find Language Reference on page T33d.
4. :

erm 1
5. :
f Discuss how we use each dictionary

Term
f Discuss how we use each dictionary feature.
feature.

T
14 Read and match parts of sentences and put them in the right order. Then write them
on the lines. In pairs, students discuss how to use each dictionary
Examples the part of speech of the word. Guidewords feature. The answer will be confirmed in the next
Phonetic transcriptions Roman numerals help us pronounce activity.
show us the different meanings the entry faster. The abbreviations
14 Read and match parts of sentences and put
help us identify of the same word. for the use of the word.
them in the right order. Then write them on
establish a context the word. help us locate Arabic numerals
the lines.
of the word. show us the different parts of speech
Students look at the parts of sentences. They have
1.
to describe how to use the features from the previous
2.
3.
activity. Students do the activity in pairs.
4.
5. Time to
Ti
Read
to Re
pp. 36–4
0
ad !
f Look at the instructions you drafted on page
6.
28. Put them in order as you will write them
f Look at the instructions you drafted on page 28. Put them in the order you will write
them in your Final Product. in your Final Product.
f Go to the Collection of Evidence Template on page 109. Choose nine instructions for your
Final Product and write them in the Template. Then follow the instructions. T
Students work in their Final Product teams to review
1. Make sure all sentences begin with a verb (imperative form) with the first letter in uppercase. their instructions. They can change, correct or add the
2. Check that sentences finish with a period. instructions and then they should choose a definitive
3. Check the spelling of all words.
Unit 3 31 order.

Unit 3-YWCabSec1.indd 31 17/03/18 8:39 p.m.

f Go to the Collection of Evidence Template on
Teaching guidelines page 109. Choose nine instructions for your
Final Product and write them in the Template.
Identify entries and subentries.
Understand the use of numbers and special characters.
Then follow the instructions.
Make a list of abbreviations. Students follow the instructions on this page and on
Write lists of textual components. the template on page 109 (p.T33a) to choose their
nine instructions. They should work individually to
complete their templates and then swap with another
member of the team to correct.
Warm Up Poster 3
You may want to work with the poster to review what Wrap Up
students have learned so far. Students could suggest
instructions related to each type of dictionary: Go to Time to read! Only Words? pp. 36–40
a picture dictionary when you want to see an image. Look
it up in the bilingual dictionary. Then you can point out Students call out words they know in English
the extract from a dictionary and read the multiple (sandwich, hot dog, taxi, restaurant, CD, etc.).
meanings of the word record. Students may come up This is an opportunity to make them aware of all
with example sentences. the vocabulary they already know. They could
discuss: What do you do when you don’t know a word
13 List the bilingual dictionary features from in Spanish? What steps do you follow when using a
Spanish-Spanish dictionary to look up a word? Have
the box in alphabetical order. Write an
you ever seen a dictionary in another language such as
example for each. Go to Language Reference French or Japanese? Students read pages 36–40 and
3.1 and 3.2 on page 128 if needed. find at least two good reasons to use dictionaries.
Students look at the box with the dictionary features. They should also be able to report strategies for
First, they write the features in alphabetical order. using dictionaries. Finally, students do the activities
Next, students write an example for each feature. on page 40 of the Reader on their own.

Unit 3 T31

U3_YWC_TGSec1.indd 31 3/28/18 11:37 AM

 15 Listen and underline Ron’s problem. 17

Teaching guidelines
a. Ron doesn’t understand an English word.
b. Ron is looking for the translation of a Spanish word.

f Listen and mark () the things you

Write instructions. need to do to look up a word. 18

Review verb forms: imperative.

Establish a numbered order for the steps in a set of When you want to look up a word in English...

instructions.

Term
T
turn / right section guess / meaning

erm 1
Order sentences into sequences. know / alphabet establish / context
flip pages find / abbreviation
Value the use of punctuation signs and standard
use guidewords check / pronunciation
spelling. read all the meanings decide / part of speech

f Number the steps you marked above in the order in which you do them.

Warm Up f Write the complete sentences. Go to Language Reference 3.3 on page 128 if needed.

Preparation One copy per group of the following How to use a bilingual dictionary
sentences (which intentionally include mistakes) on
a sheet of paper:
A Bilingual Dictionary – translates words from one
language to another.
Roman numerals (i, ii, iii) indicate a different part of
speech
The abbreviation EG introduces an example.
f Refer back to the words you decided to include, your instructions from the Mind Map
Some people fast for 40 days before easter. and Collection of Evidence Template. Review the decisions you made about including
pronunciation in Worksheet 3 and the components of your instruction manual on
Proper Nouns are the names of specific items. page 25. Create your Instruction Manual in your team for your Final Product.

Phonetic transcriptions help us pronounce the Word.

In groups, students read the sentences, find the
32 Unit 3
spelling and punctuation mistakes and rewrite
them correctly.
This is good editing practice for when they have to Unit 3-YWCabSec1.indd 32 17/03/18 6:35 p.m.

edit their final product. Students work individually to write complete

sentences with the ideas above. They may want to
refer to Language Reference 3.3 on page 128 (p.T33d).
15 Listen and underline Ron’s problem. 17
While students work, monitor and help them if
This is a short listening for students to listen to very necessary. Check as a class.
specific information. They should first identify what
they need to understand, and the listen to Track 17 to f Refer back to the words you decided to
underline the answer. Check as a class. include, your instructions from the Mind
f Listen and mark (✔) the things you need to Map and Collection of Evidence Template.
do to look up a word. 18 Review the decisions you made about
Students read the list of options and ask any questions including pronunciation in Worksheet 3
they may have. Students listen to Track 18 and mark (✓) and the components of your instruction
the red box next to each thing they need to do to look manual on page 25. Create your Instruction
up a word in a bilingual dictionary.
Manual in your team for your Final
f Number the steps you marked above in the Product.
order in which you do them. Teams should review all the work they’ve done so far
Students may work in small groups for this activity. They and create their instruction manuals. They should
number the things they marked in the previous activity include examples for each instruction.
in the order in which they do them when they look up a
word in a dictionary. To do this, they should think about Wrap Up
their own experience when using a bilingual dictionary.
Students should review their work thoroughly
f Write the complete sentences. Go to Language and make any amendments they wish to their
Reference 3.3 on page 128 if needed. instruction manuals. This is their last chance!

T32 Unit 3

U3_YWC_TGSec1.indd 32 3/28/18 11:37 AM

 Final Product
1 Present your instruction manual to explain how to use a
bilingual dictionary.
Before you start your presentation, review as a team the process you followed throughout the and invite other classes to come and see.
unit to get to this point.
1. Select and explore dictionaries. You could ask some students to share their reflections
Page 24
2. Choose words, definitions and abbreviations to include in your instruction manual.
about their progress respective to initial competence
Page 25, Page 27 Language Reference with dictionaries. They can say how they feel, what
3. Decide how to address pronunciation in your instruction manual.
Page 25 , 3 they have learned and what else they would like to

erm 1
4. Practice and draft instructions.
work on during the year.

Term
Page 28 3
5. Explore the components of an instruction manual.
Reflection

T
Page 30
6. Put in order the instructions.
Page 31 Students work in the same teams as before to discuss
7. Draft and edit an
instruction manual. the questions. Students should evaluate how they
Page 31 T , Page 32
8. Display your manuals at a
worked and what they would like to focus on and
school assembly or event. improve in the future.
Answer any questions and
expand your instructions orally.
Self-evaluation
Reflection As a part of continuous evaluation, it is time for
1. How did you feel working with your team members? students to think about what they have learned. It isn’t
2. Was it easy to decide how to divide up the work?
3. What do you find difficult about working in a team? necessary for students to share their reflections. It is an
4. What did you learn from the members of your team? individual and personal evaluation to reflect on what
Self-evaluation
they have to work on in the future.
Reflect on the following aspects of your Final Product.
I can confidently use bilingual dictionaries.
Wrap Up
•

• I can clearly explain how to use bilingual dictionaries.

• I can draft and order instructions. Students examine the Final Products of with their
• I know and can select the components of an
instruction manual.
team members with an eye to critiquing their own.
Did other teams include more information? Did
they miss anything? Students should offer other
Unit 3 33
teams praise and constructive criticism.

Unit 3-YWCabSec1.indd 33 17/03/18 6:35 p.m.

Teaching guidelines

Write instructions.
Favor cooperation and integration in schoolwork.
Value the use of punctuation marks and standard
spelling.
Write final versions.

Warm Up
Students discuss: How did you feel working with
dictionaries? What type of dictionaries do you prefer?
Do you feel more or less confident when using a
dictionary? Do you think you could teach other students
to use a dictionary?

Final Product

1 Present your instruction manual to explain

how to use a bilingual dictionary.
Students work in their teams to review the steps
they took to make their Final Product and comment
on what they learned in the process. If possible,
they could display their work at a school event or
assembly, or they could just display it in the classroom

Unit 3 T33

U3_YWC_TGSec1.indd 33 3/28/18 11:37 AM

 T Collection of Evidence Template
Sentences

1 Write nine sentences to include in your manual on how to use a bilingual dictionary.

Manual on how to use a bilingual dictionary

f Edit your work using the instructions on page 31 and the symbols in the box.

Capitalize Insert a period SP Check spelling Change to lower case

, Insert a comma ? Insert a question mark ! Insert an exclamation mark

f Rewrite your instructions correcting the mistakes.

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 Evaluation Instrument Unit 3
Questionnaire

1 Mark the rubric according to your student’s performance.

Name: Date:

Well, but Shows

How well can the student … Very well with minor noticeable Can rarely do it
difficulties difficulties

1
locate the sections assigned to
each language in a bilingual
dictionary?

2
identify entries and subentries?

3
understand the use of numbers
and special characters?

4
read and understand the different
meanings of a word?

5
determine types of words based
on abbreviations?

6
write instructions for using
bilingual dictionaries?

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/18 6:42 p.m.
 Worksheet
Wor
Workshe
ksheet
eet 3
Pronuncia
Pron
ronuncia
iation
ti Table
T ble
Ph
Phon
honetic
eti
tic Examples
Exam
xampl
ples Phon
Phonetic
Pho
h etitic
tic Examp
Examples
plles
symbols for symbols for
vowels consonants

\i\ see, eat \p\ p

pen, happy
ppy
\I\ f ish, city \b\ back, tub
\eI\ day,y eight \t\ cot, two
\E\ bed, dress \d\ bad, do
\œ\ apple, cat \k\ came, monkey
\A\ box, father \g\ bag,
g g game
\O\ bought, dog \tS\ chair, watch
\oU\ go, bowl \dZ\ bridge,
g JJuly
\U\ book, pull \f\ for, photograph
p p
\u\ food, student \v\ have, very
\ø\ but, mother \T\ bath, thing
\´\ banana, computer \D\ father, this
\„\ shirt, her \s\ city, see
\aI\ eye,
y my y \z\ goes, please
\aU\ how, out \S\ shirt, station
\OI\ boy,y noise \Z\ casual, pleasure
\Ir\ near, here \h\ hat, who
\Er\ hair, there \m\ man, some
\Ar\ bar \n\ not, sun
\Or\ door \N\ singg
\Ur\ tour \l\ like, will
\w\ tower, white
\r\ berry,y run
\j\ player,
y yesy

Read and number the instructions in order.

It can be hard at the beginning to understand the phonetic representation of words. If you have access
to Internet, you can start by going to an online dictionary. Follow these instructions to learn the
pronunciation of words and to understand how w the phonetic representation of words works.

Next, locate a speaker icon next to the wo

ord. Finally, listen to the pronunciation again
and compare it against the phonetic
Go to https://www.merriam-webster.com/ representation of the word.
Fi t write
First, it the
th word
d on the
th search
h bar:
b near Click on the spe
eaker to listen to how the
Then find the phonetic representation of the word is pronounnced.
word between slashes \ 'nirr \ .
If you often listen to the words and associate them with their phonetic represen
ntation, you will soon be
able to know how a word is pronounced without the audio. It will also be easie er for you to understand
the phonetic representation in your print dictionary.

T33c Unit 3

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 Language Reference
Unit 3 Using Bilingual Dictionaries

U3_YWC_TGSec1.indd 37
3.1 Abbreviations in Dictionaries

a) Parts of speech

n. noun adv. adverb

pron. pronoun prep. preposition
Mind Map 3 adj. adjective conj. conjunction
1 Complete the cerebral chart to organize your ideas. v. verb excl. exclamation
aux. auxiliary art. article
b) Other abbreviations

contr. contraction fig. figurative meaning pref. prefix

etc. etcetera frml. formal suf. suffix
f. feminine neg. negative US. American English
m. masculine pl. plural GB British English

3.2 Using Bilingual Dictionaries

Entry Arabic numerals Roman numerals

appears in bold in (1,2,3...) (I, II, III)
alphabetical order indicate the subentries indicate a change in the part
of speech within the entry
Translation
appears in a language Phonetic transcription
different from the entry /.../
helps pronounce
Bilingual the words
< ... > Dictionary
shows the forms
Parts of speech
of the entry
n. v. adj. pron. prep.
art. adv. conj.
[...]]
shows synonyms e.g. ~ Guidewords
or collocations introduces takes the place indicate the first
an example of the main entry and last word on

Word
in examples each page

Examples
3.3 The Imperative

You can use the imperative form to give instructions and orders.
• Look up the meaning of new words. • Make sure you spell words correctly.
• Don’t use the wrong part of speech. • Don’t mispronounce words. Use the phonemic
transcription to help you.
You can use the imperative to write instructions in manuals, recipes or processes. There are often
sequencing words to show the steps in the process:

Three steps for how to find this word in a dictionary

First,… After that, … Finally,..
First of all,… Then… At the end, …
To begin with,… Later,… To finish,…

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Unit 3
Unit 3 177

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 U t
Unit

Term 1: Unit 4 4 Analyzing Silent Movies

Analyzing Silent Movies Environment: Family and community
Unit Overview

Social Practice Communicative Activities Achievements

Exchanges associated Compose dialogues and • Review short silent films.
Environment: Family and community with media interventions for a silent short film. • Understand the general sense and

Term
T
Social Practice: Exchanges associated with media main ideas.

erm 1
• Write lines and dialogues.
Communicative Activities: Compose dialogues and Final Product: Writing a script for a short silent film Reader: The Great Train Robbery

interventions for a short silent film. 1 Look at the scenes and answer the questions.

Achievements: 1 2

Review short silent films.

Understand the general sense and main ideas.
Write lines and dialogues. 3 4

Evaluation Instrument page T43b (Anecdotal notes):

Make one copy per student you choose to evaluate
this month. Suggested number of students: 5–7.
Final Product: Writing a script for a short silent film 1. Do you know who Charlie Chaplin was?
2. Have you ever seen one of his silent films? Did you like it?

Reader: The Great Train Robbery Go online and watch fragments of some silent movies. Discuss with a classmate.
https://www.youtube.com/watch?v=Uf9qeQ4Rvzk
1. Do you think silent movies stimulate the imagination?
2. Can you imagine the possible dialogues?

How Much Do I Know?

Teaching guidelines Mark (✓) the options.
1. How often do you go to the movies? Often. Sometimes. Never.
2. Is it easy for you to understand dialogues in English movies? Often. Yes. No.
Recognize topic, purpose and intended audience.
3. Could you write a dialogue for the scenes above? Yes. Maybe. No.
Identify nonverbal language used by characters.
34 Unit 4

Unit Overview
We suggest you explain to students what they are Unit 4-YWCabSec1.indd 34 17/03/18 7:04 p.m.

going to learn about in this unit and with what How Much Do I Know?
purpose. They should examine the chart and suggest We suggest you use this part of the class as a
ideas about what they will achieve at the end of the diagnostic evaluation. Students can see here how
unit. As you do so, you may wish to elicit or explain much they know about the topic by reflecting on
what a silent movie and scripts are. their previous knowledge. In this case, students
1 Look at the scenes and answer the may work in pairs and discuss the questions before
checking the boxes.
questions.
In small groups, students look at the scenes and
discuss and answer the questions below. They then
share their answers with the class. Wrap Up
You may want students to work in four groups,
Go online and watch fragments of some
each group imagines what the characters are
silent movies. Discuss with a classmate. saying in one of the scences. They then pool their
ideas and see if they have created a coherent story.
If possible, students should access the URL with a
partner so that they can discuss the questions as they
watch. Otherwise, they can watch separately and
take notes before discussing in the next class. Students
should give their initial impressions of silent movies.

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 Development

1 Look back at the scenes on page 34. Play a game! could share their results at the end for the class to
1. Get into pairs. congratulate the winner in each pair. Finally, you
2. Put a counter on the space marked Start.
3. Toss a coin. If you get heads, move one space. If you get tails, move two spaces.
could ask some of the questions at random around
4. Read the question or sentence in each space and complete the task. the class.
5. If you complete the task correctly, remain in that box and wait for your next turn.
6. If you don’t complete the task correctly, you miss a turn.
Get in a team that you will work with to

1
7. Continue taking turns until one player gets to the Finish.

Term
create your Final Product. Go online and

Ter
r
Where are the characters?
watch short silent films. Together, choose
When does the story take place?
a) at a fair a) 10 years ago
b) in a mall b) nowadays
c) in a zoo c) a century ago
one that you can write a script for.
Students should form or be assigned teams at this
Brave, gentle, funny and clever
Are all the characters are words to describe . How many characters
stage for the Final Product. Teams can be any size
equally important? a) the girlfriend are there in the story?
b) the villain Who are they? from three to eight students according to how best
c) Charlie Chaplin
students work. Teams should access the URLs together
at school if possible, or if not team members could
Is the girlfriend watch one each outside school before reconvening in
What happens at the What’s the conflict frightened by the villain?
beginning of the story? of the story? How do you know? class to discuss and choose one to write a script for.
Students can also investigate aspects of Mexican silent
cinema here: https://thebioscope.net/2010/11/20/
Mean, selfish and angry are
words to describe .
three-mexican-silents/.
What happens at the
a) the girlfriend
end of the story?
b) the villain For the next class, they could think of answers to the
c) Charlie Chaplin
questions:
Get in the team that you will work with to create your Final Product. Go online and watch short 1. Do you think silent movies stimulate the
silent films. Together, choose one that you can write a script for.
https://www.youtube.com/watch?v=OV7u4GwDM20 imagination?
https://www.youtube.com/watch?v=mpjEyBKSfJQ
https://www.youtube.com/watch?v=ZJYq__7LVDk Ti
Read
to Re
Time to 6
ad !
2. Can you imagine the possible dialogues?
https://www.youtube.com/watch?v=Uf9qeQ4Rvzk pp. 41–4 Unit 4 35
3. Are the themes in Mexican silent movies similar to
those in American movies?
Unit 4-YWCabSec1.indd 35 17/03/18 9:46 p.m.

Teaching guidelines Wrap Up

Differentiate characters. Time to read! The Great Train

Identify nonverbal language used by characters.
Robbery pp. 41–46
Students start off by brainstorming western movies.
They should then read the title of the story and
Warm Up
answer the following questions: What do you think
You may want to open the class by having the class the story is about? Who do you think the characters of
recall the scenes from the movie shown on page 34. the story are? Who are the people who work on a train?
Four boxes on the board can be used to represent Students read pages 41–46 of the story and check
the scenes. Students explain what happened in their predictions. Then they say who the main
each scene and volunteers either write or draw the characters are, justifying their answers.
details in the relevant boxes. Finally, students copy
the completed information into their notebooks.

Development

1 Look back at the scenes on page 34.

Play a game!
Before they start the activity, students could
paraphrase each item in the instructions to show
their understanding. Students can make counters
out of paper, and each pair needs a coin that shows
heads and tails. Next, students play the game. They

Unit 4 T35

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 2 Mark () the emotions that the mime is expressing. Use the Glossary on page 141.

Teaching guidelines

Determine the nature of actions (funny, tragic, etc.).

Clarify the names of objects, actions and concepts.
angerr sadness anger surprise
fearr
fear envy
v sadness sadness

Term
T
frustration happiness surprise fear

erm 1
happiness fear pride happiness
Warm Up
f Play a game!
We suggest you open the class by asking students y
orrry
wor
w
ssha
hammee 1. Get into teams of eight.
whether they watched some fragments of silent 2. Look up the words in the Glossary on page 141.
movies. Then students should discuss the questions 3. Assign a word to each member of the team.
llo
ovvee
you gave for homework. Mexican Films were as envy 4. Get together with another team.
5. Take turns miming and guessing the words.
dramatic and thought-provoking as any silent
ccu
urio
riossit fferi
uff
ssuf ng
fering
film from the U.S. Each country’s national cinema ity
ty pride frustration
reflects universal themes, as well as the history and
culture of the country it comes from. 3 Match each scene with the corresponding word.

frightening melodramatic comic

2 Mark (✔) the emotions that the mime is

expressing. Use the Glossary on page 141.
Before carrying out this activity, you could discuss
with students how in the fragments they saw, movie
characters expressed many emotions through their
facial expressions. You might encourage one or two
students to give examples of this. Then students
should look at the pictures of the mime.
36 Unit 4
Students read the list of emotions and check any
unknown words on page 141 (p.T107) of the Glossary
section. When the vocabulary is clear, students mark Unit 4-YWCabSec1.indd 36 17/03/18 9:46 p.m.

the appropriate emotion for each picture. Wrap Up

f Play a game! Value—Empathy
In teams of eight, students go through the This is an opportunity to talk with students about
instructions, looking up any unknown words in the feelings and emotions so that they become aware
Glossary. Next, students play the game. They should of people’s possible reactions in certain situations.
mime the emotions dramatically, as they saw in the We all react differently and we should respect
film fragments. what other people feel or think about something.

3 Match each scene with the corresponding

word.
We suggest students work on their own for this
activity. They should look at the scenes and match
each one with the corresponding emotion. You could
check answers by naming an emotion and having
volunteers describe the corresponding scene.
You may want to start preparing students for writing
lines and dialogues in the Final Product of this unit.
In pairs, students imagine what is happening in
each black and white scene in Activity 3, and how
each character feels. Then they draw a speech bubble
coming from each character and write inside what
they think the character is saying. You could ask
students to practice their dialogues before asking one
or two pairs to act them out for the class.

T36 Unit 4

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 4 Read the words and predict what the movie is about.

bread free line man mannequin

4 Read the words and predict what the movie
f Number the descriptions according to the scenes.
3
is about.
1
2
Before asking students to open their books, you could
read the words in the box aloud several times for
students to imagine what a movie that includes these

erm 1
Term
elements might be about. Volunteers share their ideas
with the class. When students open their books, they

T
6 should look at the pictures and confirm or change their
4
5 predictions.

f Number the descriptions according to

the scenes.
In pairs, students look at the scenes and the
descriptions below. They should number the
The manager removes the other mannequin. The man understands why the line
doesn’t move up.
descriptions according to the scenes. When they are
The man wonders why it is taking so long to move up the line. finished, volunteers say whether their predictions were
A young man wants some bread for free. He goes to the end of a line to wait for his turn to get
some bread. right.
The manager of the store removes a mannequin. The man doesn’t understand
what’s happening.
The man races to the store that is giving out free bread just as the store closes for the day.
f Discuss the questions about the movie in
He stands behind two men, but he doesn’t realize that they are mannequins.
pairs.
f Discuss the questions about the movie in pairs.
Who wants some food? What happens to the man? Does he get what he wants? How does he Students are going to use visual information in the
feel at the end?
movie scenes and textual information in the scene
f Go to Worksheet 4 on page 157 and complete the activities. This will prepare you to
write a script for your Final Product. 4 descriptions to answer some questions. Volunteers read
the questions aloud. Then students ask and answer the
Unit 4 37
questions in pairs.

f Go to Worksheet 4 on page 157 and

Unit 4-YWCabSec1.indd 37 17/03/18 9:46 p.m.
complete the activities. This will prepare you
Teaching guidelines to write a script for your Final Product. 4
Differentiate characters.
Identify nonverbal language used by characters. Students should work with a partner from their Final
Order sentences into sequences to form a storyline. Product team. They can work in groups of three
if there is an odd number in each team, or even
collaborate with their whole team. Students turn to
Warm Up page 157 (p.T43c), read the instructions for Activity 1
aloud and look at the code. They then read the script
Preparation: (optional) Five key words or
and underline the parts according to the code, using
phrases to represent five movies that students
colored pencils or markers.
have probably seen on separate strips of paper.
For example, Coco could be represented by the
following five key words and phrases: Mexico / altar Wrap Up
/ guitar / Day of the Dead / great grandmother. Students work in groups to choose a movie they
You may want to start today’s class by forming have seen and write five key words or phrases to
five or six groups and giving each a set of strips of represent the movie. Then groups read out their
paper (see Preparation). Groups race to guess the words or phrases for the class to guess the movie.
title of their movie. As each group finishes, one of
its members writes their key words on the board.
When all the key words are on the board, groups
guess the other titles.
Once all the movies have been successfully identified,
volunteers recount the plot of each movie.

Unit 4 T37

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 5 Number the dialogues according to the scenes.
2 3
Teaching guidelines 1 4

Propose sentences to complete lines and dialogues.

Briefly justify the choice of sentences for a dialogue.
You are free now. Now you will never No! Please let me go... You are my hero.
Describe motivations, hopes, desires and/or love anyone...

ambitions, using expressions to shade them (e.g. You

Term
Ter
f Look and match the questions with the answers. Go to Language Reference 4.1
may…, It might…, etc.). on page 129 if needed.
1. Why does the man kidnap the woman? He might be the man she loves.

1
2. Why does he tie her to the railroad tracks? Because he might want to marry her.
3. Who rescues the woman? Because she might not love him.

Warm Up f On a separate sheet of

paper, write dialogues for
To begin this class, you could draw three boxes on the these scenes.

board to represent frames of a movie scene. The class

6 Make questions for each answer using the words.
suggests the title of a well-known movie. Volunteers
Interviewer: do / do / you / ? / what / want / to
come and draw three pictures to represent a scene Archaeologist: I want to go back to the pyramid and find the treasure.
from that movie. Next, students think of an exciting Interviewer: But the mummy is there. What are you going to do?
Archaeologist: it / am / going / fight / I / to / .
or important scene from a movie they like and Interviewer: the / mummy / need / fight / ? / do / what / you / to / find / to
represent that scene in three pictures. Archaeologist: I need to find the magic sword.
Interviewer: it / ? / is / Where
Archaeologist: It is in the mummy’s tomb.

5 Number the dialogues according to the f Imagine what each character in the movie might be feeling. Observe their body
language and discuss their emotions. Then write short exchanges using speech bubbles.
scenes. What might they want to say?

How Am I Doing?
To prepare further for the Final Product, students
Compare your dialogues with another pair. Respectfully, give opinions about their dialogue
describe the scenes in this cowboy movie to a classmate and make suggestions if necessary. Listen to their feedback and make the suggested changes.
Discuss how you can use these suggestions to write an appropriate, interesting dialogue for
before reading and numbering the lines of dialogue. the Final Product.

f Look and match the questions with the 38 Unit 4

answers. Go to Language Reference 4.1 on

page 129 if needed. Unit 4-YWCabSec1.indd 38 17/03/18 7:04 p.m.

Students discuss: Why does the man kidnap the woman? f Imagine what each character in the movie
Students should accept that we may not really know might be feeling. Observe their body
from just looking at a few scenes, but we can make language and discuss their emotions. Then
a guess or speculate. Students discuss the other two
write short exchanges using speech bubbles.
questions in the same way before matching the
questions and answers in their books. They can refer to What might they want to say?
Language Reference 4.1 on page 129 (T43d) to review Students work with a partner from their Final Product
ways to talk about possibility. teams to analyze the body language and emotions that
the people in their chosen silent movie are displaying.
f On a separate sheet of paper, write They should write short exchanges for certain scenes
dialogues for these scenes. according to what they think the people are expressing
In pairs, students describe the pictures and then explore to each other.
possible dialogues: Who are the people on camels? Why are Wrap Up
they at the pyramids? How do you think they feel when they
see the pyramids? Then: What do they see when they go inside
How Am I Doing?
the pyramid? How do they feel when they see the tomb? And
finally: What happens to the tomb? How do the archeologists This is a good time to do the mid-unit evaluation.
feel now? What do you think will happen next? At the end, Students should review their work so far in their
students keep the sheet of paper with the dialogues in Final Product teams to check what progress they
their portfolios. have made. Students present and compare their
ideas for dialogues. They should offer constructive
6 Make questions for each answer using the criticism as well as making any language
words. corrections. They can also decide whether to
One of the archeologists manages to escape from the include any of the dialogues in their Final Product.
mummy and is interviewed by a newspaper. Students
unscramble the questions using the words as clues.

T38 Unit 4

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 7 Read the definition. Then write the genre of each movie plot.

genre /ZAnr´/ n. one of the categories, based on form, style or subject 8 Read the definition. Then listen and mark (✔)
matter, into which artistic works are placed. For example, movies are
categorized into the following genres: action, comedy, drama, historical, science
fiction, horror, musical, western, animation and romance.
the scene that matches the sound effects. 19

The Maze Runner (2014) Little Fockers (2010)

Titanic (1997) A volunteer reads the definition of sound effects aloud.
A boy and a girl from
Thomas wakes up trapped in a The father of the family, different social backgrounds Then students listen to Track 19 and mark the scene that
maze with a group of other boys; Jack Byrnes, wants to meet during the
matches the sound effects.

erm 1
he has no memory of the outside choose a successor. Does unfortunate first journey of

Term
world. Thomas hopes to find a his son-in-law, the male the ship Titanic.
way to escape by putting together nurse Greg Focker, have
fragments of his past with clues what it takes? f Get in your team for your Final Product.

T
he discovers in the maze.

Coco (2017)
Complete Mind Map 4 on page 179 with ideas
Annabelle (2014) The Wizard of Oz (1939)
Miguel dreams of becoming
an accomplished musician
and short notes to start preparing your script.
A dollmaker and his wife Dorothy Gale gets carried like his idol, Ernesto de la
welcome a nun and several girls away to a magical land Cruz. Desperate to prove
from a shuttered orphanage by a tornado. Here she his talent, Miguel finds
into their home, where they begins her journey to himself in the stunning and Students work in their Final Product teams to continue
soon become the target of the meet the wizard who is the colorful Land of the Dead
dollmaker’s possessed creation, only person who can help following a mysterious planning their silent movie dialogue. They should
chain of events.
Annabelle. her return home.
complete the chart with this information about their
chosen silent movie: details about which scene to write
8 Read the definition. Then listen and mark () the scene that matches the sound
effects. 19
a script for and some notes about possible dialogue.
sound effects /sawnd ´fEkts/ pl n. all the sounds Read
to Re ad!
Time to
Ti 0
pp. 47–5
Time to read! The Great Train
in a movie other than dialogues and music
A B

Robbery pp. 47–50

Students retell what happens in the first part of the story
they read (pages 41– 46) and then predict the next
events: What do you think happens next? Do you think the
f Get in your team for your Final Product. Complete Mind Map 4 on page 179 with ideas workers on the train will try to stop the robbers? What do
and short notes to start preparing your script.
you think happens to the passengers on the train? Do you
Unit 4 39 think the robbers finally succeed in stealing what they want?
Do you think they can escape? Students read pages
Unit 4-YWCabSec1.indd 39 17/03/18 9:46 p.m.
47–50 of the story and check their predictions. Finally,
they could comment on if they are enjoying the story
Teaching guidelines
and why.
Identify the relation between scenarios, actions and
sound resources.
Clarify the names of objects, actions and concepts. Wrap Up Poster 4
Establish genre.
You might show the poster and elicit their favorite titles
for each genre. Students could write a short dialogue
for a scene from any of these movies. They can act the
Warm Up scene out using the appropriate tone of voice and even
To begin this class you could ask students to tell the same sound effects!
each other in pairs the names of two of their
favorite movies, and why they like these movies.

7 Read the definition. Then write the genre of

each movie plot.
To introduce the idea of definitions, you could write
on the board dictionary definition for students to discuss
what information they can find out about a word
when they look it up in the dictionary. Then students
read the definition of genre and check the information
before brainstorming movie genres. In pairs, students
look at the movie synopses and write the genre of
each one on the lines provided. Check as a class. For
further practice, several students could say the name
of one of their favorite movies for another student to
say which genre it is.
Unit 4 T39

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 9 Read and number the descriptions of the scenes in order.

Teaching guidelines 1 2

Propose sentences to complete lines and dialogues.

Order sentences into sequences to form dialogues.

Term
Ter
r
Suddenly, a girl steps on The teacher does not The girls get bored and go
Warm Up a crab and it pinches her
toe. A young man runs
approve of him and to the river. They play and
chases him away. laugh in the water.

1
to help her.
Before starting this class, students look at the title
and the five scenes of the movie Going! Going! Gone!
10 Circle the appropriate text for each scene.
and imagine in pairs what genre the movie is and
Scene I’m bored! Let’s This story is really Scene Let’s go back This is fun!
what sound effects there could be in those scenes. 1 go to the river. interesting! 2 to the teacher.

9 Read and number the descriptions of the Scene I’ll help you! I’m hungry. Scene You don’t Now you have
3 4 have to thank to invite me to
scenes in order. me, girls. lunch!

In pairs, students look at the scenes and their Scene Young man, please leave Young man, please ask
descriptions across the top of pages 40 and 41. Students 5 my students alone. my students out.

then read the texts and decide which scene each text
f On a separate sheet of paper, write the dialogues for each scene using the ideas
describes. They should record their answers by writing above. Decide who says what.
the number of each scene beside the corresponding
description. Scene 1
Teacher: Once upon a time, there was…
10 Circle the appropriate text for each scene. Girl 1: I’m bored! Let’s go to the river.
Girl 2: Good idea!
You could model the texts in the speech bubbles,
emphasizing their meaning by using appropriate
tone and volume. To help students practice reading 40 Unit 4

dialogue with appropriate intonation, several

volunteers could repeat after you. Next, students work Unit 4-YWCabSec1.indd 40 17/03/18 7:04 p.m.

on their own to decide which of the two options given

for each scene is the appropriate one.

f On a separate sheet of paper, write the

dialogues for each scene using the ideas
above. Decide who says what.
In pairs, students read the example dialogue. Students
should then focus on the format and the relationship
between the speech bubble from Scene 1 and what
Girl 1 says in this dialogue. This activity provides
practice of dialogue writing that students will have to
do for the Final Product.
Students include their work in their portfolios.

Wrap Up
Pairs take turns reporting their dialogue ideas to
the class. Others should take notes and can change
their own dialogues if they wish.

T40 Unit 4

U4_YWC_TGSec1.indd 40 3/28/18 11:40 AM

 3 4 5

carefully through the elements of a script: Scene

description describes WHERE the scene takes place or
its setting; Scene direction tells them WHO is in the scene
and WHERE they are; Characters are WHO is in the
scene; Dialogue in the script is WHAT the characters say.

erm 1
Students write the next two logical scenes, including

Term
The young man gets the crab off the A group of girls is out with their teacher. all the parts. Finally, volunteers role-play their scenes

T
girl’s toe. The girls are very grateful. The teacher is reading a boring story
He is their hero. to them. for the class.

11 Read the definition. Then look at the example of a script and discuss the questions. 4
12 Write the script for the rest of the scenes on
pages 40 and 41.
script \"skript\ n. the written text of a stage play, screenplay or
broadcast; specifically: the text used in a production or a performance
Scene In pairs, students expand the dialogues they wrote
description
Scene 1 EXT. IN THE PARK NEAR A RIVER. EARLY IN THE MORNING. previously into scripts. When they have finished,
A TEACHER is sitting on the grass with a book in her hands. Scene students mark the elements of their script as in the
THE STUDENTS are sitting behind her. direction
TEACHER: (Reading aloud) Once upon a time…
example in Activity 11. If there is time, students could
GIRL 1: (Whispering to her friends) I’m bored! Let’s go to the river. Character also transfer one scene and its marked elements to
GIRL 2: (Whispering) Good idea! poster paper for other students to read on classroom
Dialogue
walls.
1. What do the abbreviations INT. and, EXT. mean?
2. Which of the two use capital letters, the scene descriptions or the scene directions? f Go to Language Reference 4.2 to review
the steps in the writing process. This will be
3. When do we write the names of characters in capital letters?
4. Where does the information about the tone of voice, mood, gestures, etc.?

12 Write the script for the rest of the scenes on pages 40 and 41.
useful for your Final Product.
ad!
ead
f Go to Language Reference 4.2 to review the steps in the writing process. Ti to Re
Time to
pp. 50–5
2 Volunteers each read one of the steps in the writing
This will be useful for your Final Product.
process in order. After each one, students can
Unit 4 41
paraphrase their understanding or demonstrate the
step to the class. They should also relate each one to
the writing process they are currently following to
Unit 4-YWCabSec1.indd 41 17/03/18 9:46 p.m.
produce their silent movie script.
Teaching guidelines
Wrap Up
Register lines and dialogues in a script format.
Order sentences into sequences to form dialogues. Time to read! The Great Train
Include examples, appropriate details and Robbery pp. 50–52
interesting information, using adverbs.
Students predict what they think the robbers do
after they escape. In pairs, students can answer the
Warm Up following questions: Where do the robbers go after
they escape? Do authorities try to find them? Who do
At the beginning of this class you might ask several you think wins the last battle, robbers or the posse?
volunteers to read out the dialogues they wrote Students read pages 50–51 of the story to check
in the last class. When they finish, students could their predictions. Then they say if they agree with
suggest other information they could add to the what the boy and the girl say on page 51. Finally,
dialogue in order to help the actors in this movie do they do the tasks on page 52 to help them prepare
the best job they can. for their Final Product.

11 Read the definition. Then look at the example

of a script and discuss the questions. 4
All the important people working on a movie use
a script to help them act out and film each scene.
In pairs, students read the definition and answer
the questions in pairs. Students can then reread the
script on Worksheet 4 and identify the elements.
Students then read the instructions for Activity 2 on
the worksheet. We suggest you guide students very

Unit 4 T41

U4_YWC_TGSec1.indd 41 3/28/18 11:40 AM

 13 Read the definition and dub the silent film Going! Going! Gone! (1919).

Teaching guidelines dub \"d´b\ v.

1 to add (sound effects or new dialogue) to a movie or to a radio or television
production —usually used with the preposition in
Adjust verbal and nonverbal language according to 2 to provide (a motion-picture film) with a new soundtrack and especially dialogue in a
different language
a specific audience. 3 to make a new recording of (sound or videotape already recorded); also: to mix
Recognize and modulate appropriate volume and (recorded sound or videotape from different sources) into a single recording

speed.

Term
T
Suggestion: For this activity, ideally you should work in small teams.

erm 1
1. Make sure everybody has the same copy of the final script.
2. Check spelling and punctuation.
3. Assign the roles of the characters.
4. Practice reading aloud. Ask your teacher for help, if needed.
Warm Up 5. Have someone read the description of the scenes aloud.
6. Have the characters say the dialogue.
At the beginning of this class you could tell students 7. Practice several times so that the speed and the volume are
synchronized with the display of each scene.
that one thing is still missing from their scripts. They
could play hangman until they guess the word: A TEACHER is sitting on the grass with a THE GIRLS leave THE TEACHER
__ __ __ __ __ __ __ __ __ __ __ __ (sound effects). book in her hands. THE STUDENTS are
sitting behind her.
and run to the river.

Hey! Stop splashing

water on my face! Wow!
13 Read the definition and dub the silent film This is fun!

Going! Going! Gone! (1919).

Once upon a time... I’m bored! Let’s
go to the river.

We suggest students work in teams of four or five.

Students read the definition and discuss some of
the features of dubbing: the dialogue has to match
the movement of the characters’ mouths as closely
as possible, etc. Teams work to reach an agreement
14 Get in your teams to work on your Final Product. Review the notes for your Final
on the final version of the script. They may wish to Product that you created on the Mind Map. Then complete the Collection of Evidence
Template on page 111. Finally, use the ideas and notes from both of these to write your
choose one pair’s version or incorporate elements script. Refer back to the Worksheet to review how to layout a script. T
from different versions.
42 Unit 4
Everyone in the team should have the same copy of
the final script. Students should do a final check of
spelling and punctuation. Next, teams assign a role Unit 4-YWCabSec1.indd 42 17/03/18 9:46 p.m.

to each member: narrator, teacher, girls, man. Within directions, characters and dialogue. One student in
each team, the narrator reads the description of the each team can take the role of secretary, with the
scenes aloud, then the other characters say their parts others making suggestions, and all students make a
of the dialogue. Students should practice several times clean copy of their final script at the end.
so that the speed and the volume are synchronized
with the display of each scene. Finally, volunteers Wrap Up
demonstrate their dubbing for the whole class.
After all their hard work, students could be rewarded
14 Get in your teams to work on your Final with a guided relaxation activity: Close your eyes.
Product. Review the notes for your Final Breathe in very slowly and then breathe out. As you
breathe in, allow your tummy to inflate like a balloon. Fill
Product that you created on the Mind Map. your tummy with your breath! Now exhale slowing, and
Then complete the Collection of Evidence feel your tummy getting smaller and smaller, until it is
Template on page 111. Finally, use the ideas flat. Continue breathing calmly for ten long breaths.
and notes from both of these to write your
script. Refer back to the Worksheet to review
how to layout a script.
Students are now going to work in their teams to
develop the Final Product. First, they should complete
the Collection of Evidence Template on page 111
(p.T43a) with an outline of their plans for their
script. Then they can review the possible dialogue
they had already prepared and decide if they want
to make any changes. Finally, they should write their
script, copying the layout in the example script on
Worksheet 4 and including scene descriptions, scene

T42 Unit 4

U4_YWC_TGSec1.indd 42 3/28/18 11:40 AM

 Final Product
1 Write a script for a short silent film.

Reflection
Before you begin review with your team the process you followed
throughout the unit to get to this point.
1. Review silent films.
Page 35 At the end of the Final Product presentation, or at the
2. Learn how to layout a
silent movie script.
beginning of the next class, it might be a good idea
Page 37 4 to reflect on the team work following the questions in
3. Practice writing dialogues.
Page 38 How Am I Doing? the box.

erm 1
4. Plan a story map for your short silent film.

Term
Self-evaluation
Page 39 4
5. Practice writing a silent movie script.

T
Page 41 Language Reference , Page 42
6. Draft and structure a silent movie script. As part of the continuous evaluation, it is time for
Page 42 T
7. Now practice reading the dialogues aloud, together with the scenes.
students to think about what they have learned. This
8. Record the dialogues, making sure they are synchronized with the scenes. is an individual and personal evaluation to realize
Then present the film with the recording of your script to your class.
Alternatively, do a "live" reading while playing your clip. what they have to work on in the future. If they
OPTIONAL: Go online and use free video editing software to edit the clips you feel comfortable doing so, students can share their
used and add your dialogue https://www.lifewire.com/best-free-video-editing-
software-programs-4128924 evaluations with a partner at the end.
Upload your finished version to a video sharing website such as
www.vimeo.com or www.youtube.com or www.dailymotion.com

Wrap Up
Reflection
1. Did you enjoy recording your script for a short silent film? Students could finish the unit with another game
2. How difficult was it to think of the dialogue for existing scenes?
3. How difficult was it to adjust the speed and volume of the dialogues to the scenes? of charades about well-known movies or shows.
4. How confident do you feel when talking in English? They should comment on any progress that they
have made in their acting skills after studying silent
Self-evaluation movies.
Write three things you learned about writing scripts and performing
dialogues for your Final Product. Then compare in pairs.

Unit 4 43

Unit 4-YWCabSec1.indd 43 17/03/18 11:48 p.m.

Teaching guidelines

Register lines and dialogues in a script format.

Perform dialogues.

Warm Up
At the beginning of the class, students share the
title of the movie they chose for their Final Product.

Final Product

1 Write a script for a short silent film.

Now that students have written their script, they can
review the process they followed throughout the unit to
get to this point. They can also rehearse their script for
a few minutes, while watching their scene if possible.
They should record their reading, synchronizing their
lines as closely as possible to the events on the screen.
If they cannot record it, they can read their script in
front of the class while their scenes play on a screen. If
there is time and interest, teams could even splice their
recording with the scene using the software in the cited
URL, and upload the Final Product to a safe media
sharing site.

Unit 4 T43

U4_YWC_TGSec1.indd 43 3/28/18 11:40 AM

 T Collection of Evidence Template
Script

1 Complete the information about your movie.

Title of the Movie

Description of Scene 1: Description of Scene 2: Description of Scene 3:

2 Write possible dialogue for each scene.

Scene 1 Scene 2 Scene 3

T43a Unit 4 Photocopiable

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Collect 44
Evidence_YWCabSec1.indd 111 3/28/1810:56
17/03/18 11:40 AM
p.m.
 Evaluation Instrument Unit 4
Anecdotal Notes

1 Use the rubrics to record the student’s performance during the Presentation stage.

1. Observable notes:
Name of the student:
Date:
Type of product observed:
Description of events:

2. Conclusions based on the events observed:

Student’s participation:
Strengths:
Things that need to be improved:
General comments:

2 Use your notes to provide students with the necessary feedback so that they can work on
their weaknesses.

Photocopiable Unit 4 T43b

8 10:56 p.m. U4_YWC_TGSec1.indd 45 3/28/18 11:40 AM

 Worksheet
Wor
Workshe
ksheet
eet 4
1 Read an example
p of a mov
movie
e scriptt and underline
unde l the infor
information.
nformation.
at o .
scene number
b = scene des
d scription
i i = dialogues
di l =
characters = scene direction =

Scene 1 EXT. IN A PARK. AT NOON.

ching people walk by.
YOUNG MAN is sitting on a bench watc
afternoon, Miss.
YOUNG MAN: (Standing up and talking to YOUNG LADY) Good
Do you know what time it is?
UNG MAN, then coldly looks at her watch .)
YOUNG LADY: (Stops to look at the YOU
DY walks away.)
It’s a quarter past twelve. (YOUNG LAD
YOUNG MAN: (Talking to YOUNG LADY Y) Excuse me.

YOUNG LADY keeps walking and YOUN NG MAN follows her. YOUNG LADY goes
into a restaurant.
OUNG
Scene 2 INT. INSIDE A RESTAURANT. THE YOUN LAADY IS BEHIND THE CASH
G LADY
REGISTER.
you have the most
YOUNG MAN: (Talking to YOUNG LADY) Miss, may I say that
beautiful eyes I’ve ever seen?
YOUNG LADY: (Blushing and smiling) Thank you, you’re so kind!
.) Young lady, you
THE RESTAURANT BOSS: (Approaches the couple. He’s angry
g!
know the rules. No socializing while you’re working

2 Write the next two scenes of the scriptt.

T43c Unit 4

U4_YWC_TGSec1.indd 46 3/28/18 11:40 AM

 Language Reference
Unit 4 Analyzing Silent Movies

U4_YWC_TGSec1.indd 47
4.1 Expressing Possibility

We can use the modals could, might and may to indicate that something is possible in the
future, but not certain:
• This might be a good movie. Perhaps / Maybe it is a good movie.
Mind Map 4 • My best friend may become a movie director. It is possible that he becomes a movie
director in the future.
1 Choose one silent movie extract from the unit, from the website below, or go online
and choose one that interests you. • We could make a movie with a cellphone. It is a possibilty for us to make a movie
Then do the tasks. with a cellphone.
Expressing Impossibility:
https://www.youtube.com/results?search_query=silent+movies
We use can’t or cannot to show that something is NOT possible.
• You can’t / cannot be serious when you say that Annabelle isn’t a scary movie.
Annabelle is a very scary movie.

Story Map 4.2 The Writing Process

scene:
Planning
Decide on the order
of ideas for the
Brainstorming
creation of the scenes. Drafting
Think of ideas about
a topic of your script. Write a first version
of your script.

setting: time: place:

Publishing Revising
Share the script with Check again the
your class(mates) and organization of
ask about their opinions. ideas and details.

characters:

Evaluating Editing
Reflect on the final Check the grammar,
product and evaluate the spelling, punctuation,
quality (appearance). etc. of your script.

dialogues and indications:

Unit 4 129

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Unit 4
Unit 4 179


Photocopiable Photocopiable

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3/28/18 11:40 AM
 U t
Unit

Term 2: Unit 5 5 Making Predictions

Making Predictions Environment: Literary and ludic
Unit Overview

Social Communicative
Achievements
Practice Activities
Environment: Literary and ludic Recreational
expression
Produce constructive
forecast for others.
• Review samples of written forecasts.
• Listen and identify ways to express future actions.

Social Practice: Recreational expression • Ask and answer questions to understand future forecasts.
• Write sentences that express future to create forecasts.

Communicative Activities: Produce constructive Final Product: Writing a prediction for others Reader: What Will Become of Our Future?

forecast for others. 1 Read the texts and discuss where they might appear.
1 3
Achievements The Eagles are playing the
Tigers tomorrow. "We've
Review samples of written forecasts. Listen and It is going to be warm trained really hard and we
identify ways to express future actions. Ask and and sunny tomorrow. No have a great team. We're going
rain is forecast. to have a great season," said Greg
answer questions to understand future forecasts. Write Stevens, the Eagles coach.

Term
Ter
sentences that express future to create forecasts.

rm 2
2 4
Evaluation Instrument page T53b (Anecdote): Your charismatic
Student: Pedro Lopez Teacher: Miss Anna
Pedro is an excellent student. He works very
Make one copy per student you choose to evaluate personality will attract
many people to you.
well in teams and always helps his classmates.
I think he will study something related to math
in the future. He will probably volunteer for a
this month. Suggested number of students: 5–7. You will influence your
classmates this week.
community service because he always looks for
ways to help others.

Final Product: Writing a prediction for others f Write the number of the text that these people would read.

Reader: What Will Become of Our Future? 1. soccer fans 3. “Leos”

2. the general public 4. a student / parent How Much Do I Know?
Read and reflect on the questions
2 In this unit you will make forecasts about below.
a classmate's future. Get into small teams 1. Do you know what a forecast is?
that you will work with to create your Final
Teaching guidelines
2. Can you make a sentence about the
Product. Try to work with students you future in English?
haven't worked with before. 3. Do you know how to use the modal will?
4. Are your predictions usually accurate?
Introduce yourself to your group. Share some of
Analyze topic, purpose and intended audience. your likes, dislikes and hobbies.
How do you know?

Value the use of graphic and textual components. 44 Unit 5

Understand sentences that describe future
situations (will, be + going to).
unit 5YWCabSec1.indd 44 17/03/18 5:47 p.m.

Students should form or be assigned teams of four

Unit Overview or six for the Final Product, preferably students who
Students preview the chart alone or in pairs before don’t usually work together. They should introduce
the class goes over it together and checks vocabulary: themselves and talk about their likes and interests.
constructive (useful, positive), forecast (a prediction).
Students could suggest examples of predictions: the How Much Do I Know?
result of the next World Cup; students’ jobs when
they’re 35; tomorrow’s weather, etc. The purpose of this activity is for students to
discuss their previous knowledge of different types
1 Read the texts and discuss where they might of forecasts and of the language used to express
appear. them. They may discuss the questions in pairs or
small groups before reporting their experiences to
In pairs, students each read two of the texts aloud to their
the class.
partner, before they discuss together where the texts may
appear.

f Write the number of the text that these Wrap Up

people would read. Value—Tolerance
Each group of people matches with one of the This is an opportunity to talk with students about
forecasts. Students should discuss their ideas in pairs the right we all have to believe in different things.
before reporting to the class. For example, some people believe that horoscopes,
tarot cards or fortune-tellers can tell us about our
2 In this unit you will make forecasts about future. Others don’t believe in those things. It is OK
your classmate’s future. Get into small teams to believe in different things, and we should respect
that you will work with to create your Final each other’s beliefs. Discriminating against others
because of what they believe in is unacceptable
Product. Try to work with students you
behavior.
haven’t worked with before.
T44 Unit 5

U5_YWC_TGSec1.indd 44 3/28/18 11:44 AM

 Development

1 Read the conversation and discuss the questions below. the dialogue alone or out loud in pairs. A volunteer
Is it going to rain
pair could also perform for the class. The class goes
on Tuesday?
No, it isn’t. It is going through the questions together at the end. Students
to rain on Saturday.
can give almost any prediction for question 2.
So, it’s going to be hot on
Tuesday and Wednesday? Yes, it is.
f Read the examples of weather forecasts and
1. What are they talking about? 2. Why do you think he needs to know the weather forecast?
do the tasks.
The class can discuss the questions together, or
students can discuss in small groups before reporting
to the class. Students should understand that the
main form here for making predictions is be going to.
They should be able to explain how to form questions

rm 2
and negative sentences.

Term
f Read the examples of weather forecasts and do the tasks.

er
f Complete the forecast for Zacatecas.
It is going to rain on Saturday. Is it going to rain on Tuesday?

Te
Te
Is it going to be sunny? No, it’s going to be cloudy.
1. What phrase do we use to make a weather forecast? Students should refer to the information in the chart
2. What changes can you notice in the question?
to complete the sentences. They can then go on to
3. Underline the verb and the adjectives that describe the weather.
write about the other days of the week based on the
f Complete the forecast for Zacatecas.
same models.
On Monday, the maximum temperature
is going to be 26oC and the lowest
It is going to be hot and sunny.
.
Make a prediction about the weather
tomorrow in a city in another country.
Make a prediction about the weather tomorrow in a city
Go online to check your prediction.
in another country. Go online to check your prediction.
https://www.accuweather.com/en/world-weather
In the same pairs, students choose another country
and guess what the weather will be like using their
Unit 5 45
knowledge. They should write two or three sentences
with going to and then go online at home or another
unit 5YWCabSec1.indd 45 17/03/18 5:47 p.m. place with Internet to check their predictions. In the
Teaching guidelines next class, students can report their predictions and the
site’s predictions and comment on any differences or
Value the use of graphic and textual components. surprises.
Understand sentences that describe future
situations (will, be + going to).
Contrast types of sentences used to express Wrap Up
forecasts (affirmative, negative, interrogative, etc.). Students share their predictions about the places
Extend repertoire of words used to express the future. they chose and give reasons. They will revisit
their predictions in the next class once they have
checked them online.
Warm Up
You could introduce the theme of today’s lesson
with a discussion of the weather, while at the same
time gauging students’ knowledge of language
to describe it: Is it raining? Is it hot? Students could
make a list of the most useful phrases to describe
the weather.

Development

1 Read the conversation and discuss the

questions below.
The dialogue refers to the six-day weather forecast
for Acapulco. Students need to understand what the
abbreviations and symbols are. They can then read

Unit 5 T45

U5_YWC_TGSec1.indd 45 3/28/18 11:44 AM

 2 Listen to the dialogue and discuss the questions. 20

1. Where is Chris going?

Teaching guidelines 2. How long is he going to stay there?
3. Who is helping him with the weather forecast?

f Listen again and complete the weather forecast for Mexico City. Go to Language Reference
Value the use of graphic and textual components. 5.1 on page 130 if needed. You will use this language for your Final Product. 20
Contrast types of sentences used to express
forecasts (affirmative, negative, interrogative, etc.).
Weather forecast
for Mexico City
The weather is going to be
Warm Up very changeable in Mexico
City next week.
Students share their findings about the accuracy
On
of their weather predictions from the previous
class. Then students discuss weather forecasts and
when people usually pay attention to them. They

Term
Ter
can share when they or people they know read,

rm 2
watch or listen to a weather forecast. Possible
3 Play a game!
contributions include: before a day out or leaving
the house, before a vacation; every morning, once 1. Look at the map and give a weather
forecast. For example: It is going to snow
a week, and so on. in this place, but it isn’t going to be windy.
Your classmate has to guess the city.
2. If your classmate can’t guess, give
him or her more clues: The maximum
2 Listen to the dialogue and discuss the temperature is going to be…
3. When your classmate guesses, switch
questions. 20 roles and play again.

Students should work with their books closed. You f Discuss.

may read the three questions out loud or write them 1. Who do you think prepares weather forecasts?
2. When do we need to know the weather forecast?
on the board. Students should be able to identify 3. What other jobs involve making predictions?
the type of information each question asks about:
1 a place, 2 a length of time, 3 a person. Play Track 46 Unit 5

20, twice if necessary. All students should know the

answers before going on to the next activity. unit 5YWCabSec1.indd 46 17/03/18 5:47 p.m.

f Discuss.
f Listen again and complete the weather
This activity can be done as a class or group discussion.
forecast for Mexico City. Go to Language
Students may research the information for questions 1
Reference 5.1. on page 130 if needed. You and 2 or you could supply it. For question 3, they should
will use this language for your Final Product. recall their ideas from the beginning of the lesson.
20
Students should preview the graphic, describing it if Wrap Up
they can, before they listen again. They may already Students continue the game more freely, making
know some of the answer from the first time they predictions about any place in the country or even
listened. It may help for them to take notes as they in the world. They should add specific information
listen and then write them out in full once the audio to their predictions to make identification possible:
has finished. It is going to be snowy on this high mountain near
Students can review the use of going to + be when Mexico City!
making predictions, for example, about the weather,
in Language Reference 5.1 on page 130 (p. T53d). They
should be aware that this language will be useful when
they come to make predictions in their Final Product.
3 Play a game!
This game is to practice both passive and active
understanding of the language used to make weather
forecasts. It will prepare students to listen to forecasts,
as they will have to do in the Final Product. You may
wish to play as a class for a while before students play
in pairs or in groups of two pairs.

T46 Unit 5

U5_YWC_TGSec1.indd 46 3/28/18 11:44 AM

 4 Talk about the Olympic Games. Then complete the first two columns of the chart.

f Go to Language Reference 5.2 on page 130

if needed. You will use this language for your
Final Product.
What I know What I want to know What I learned
In the next activity, students will use the modal will to
complete some of the information about the Olympics
in the text. They may need to review the form on page
130 (p.T53d) beforehand. Students should be aware
f Go to Language Reference 5.2 on page 130 if needed. You will use this that this language will be useful when they do their
language for your Final Product.
Final Product.
f Read and complete using the present, past or future form of each verb in the box. Then
listen and check your answers. 21

be choose host start take watch

f Read and complete using the present, past
or future form of each verb in the box. Then

rm 2
T he Olympic Games began over 2,700 years ago in Olympia, Greece.

Term
The Games as part of a religious festival. They listen and check your answers. 21

Ter
er
honored the king of the gods, Zeus. People came from all over Greece.

Students have to use the context of each sentence to

T
The best athletes participated and lots of people . The
Games took place every four years.
The first modern Olympics were held in Athens, Greece in 1896. This identify which verb to use, and in which form to use
multi-sport event continues today and still place
every four years. Every country chooses its best athletes to participate. it, in order to complete the text about the Olympic
The athletes train for a long time. The International Olympic Committee
a host country and city.
games. It may help to do one or two sentences with
Tokyo the 2020 Olympic Games. the class first. The whole of the first paragraph, for
The theme “Discover Tomorrow.” example, is about the ancient games, so students
f Answer the questions.
will need to use past forms. Students can refer to
1. When will the next Olympics take place?? 2. Who will host them? the Glossary on page 142 (p.T108) for help with
3. What will the theme of the 2020 Games be?
highlighted words. They can check their answers
against Track 21 at the end.
Read
to Re ad!
Time to
Ti 7
f Now complete the third column of the chart in Activity 4. pp. 53–5

Unit 5 47
f Answer the questions.
Students write the answers before asking and
answering in pairs to check.
unit 5YWCabSec1.indd 47 17/03/18 5:47 p.m.

Teaching guidelines f Now complete the third column of the

chart in Activity 4.
Compare sentences with future, past and/or present
verb forms. Students should go back to the chart they started to
complete in Activity 4 and write three things they
learned from the text about the Olympics in the third
column.
Warm Up
Students work as a class to draw the logo for the Wrap Up
Olympic Games (five interlinked rings, blue, black
and red on the top row, yellow and green on the Time to read! What Will Become of
bottom row) on the board. Some students may Our Future? pp. 53–57
know what these rings represent: the five continents.
To wrap up, students could recall what a prediction
Students can brainstorm about the Olympics as a
is and what people use predictions for (weather,
class or in groups, and note their ideas under two
life in the future, natural disasters, etc.). They can
headings: What I Know; What I Want to Know.
then read pages 53–57 of the Reader to answer
these questions: Why is the weather forecast useful?
4 Talk about the Olympic Games. What should you do if it’s going to be sunny? What
Then complete the first two columns of is climate change? What are the predictions about
the chart. natural disasters in the reading? Students answer the
questions before reporting to the class.
Students can complete the first two columns with
notes from their previous discussion. They can choose
which ideas to include according to personal interest.

Unit 5 T47

U5_YWC_TGSec1.indd 47 3/28/18 11:44 AM

 5 Listen and number the steps from 1 to 7. 22

School Olympics
Olympi
Teaching guidelines Sign up now! You can
ca
become a super athlete!
Listen to forecasts and discover future verb forms.
Distinguish future tense uses (e.g. making predictions,
expressing intentions, etc.) in forecasts.
Things to do...
sign up the athletes to participate.
make a list of materials.
choose the date and time.
Warm Up assign responsibilities to each committee member
.
choose the events for your Olympics.
Students brainstorm possible events for a school make posters to advertise the event.
Olympics and pool their ideas on the board. They 1 form an Olympic committee.

then open their books and see which events are

f Read and predict what event they will participate in. Go to Language Reference 5.2 on
included in the school Olympics on the page. page 130 if needed. This language can help you write your Final Product.

Ter
Term
Hi! My name is My name is Lola. I belong to a sports club. I like

r
lifting weights. I’m also very good at boxing.
5 Listen and number the steps from 1 to 7.
Marla. I go to
the pool three

2
times a week. I
22 don’t swim fast,
but I like diving.
Students should preview the invitation for the School
Olympics and say which events they would like I think Marla will take part
I’m Pedro. I love all kinds
to participate in and why. Students can refer to of sports, but swimming I’m Frank. I’m a runner.
in the diving event. She
probably won’t take part in
is my favorite. They say I I can run for a long
the Glossary on page 142 (p.T108) for help with swim really fast. time, but not very fast.
the swimming competition
because she doesn’t swim fast.
highlighted words. They should read the list of Things
f Get into your teams. Go to the Collection of Evidence Template on page 113 and complete
to do to familiarize themselves with the content. You it. This will help you to start to collect information for your Final Product. T

may wish to explain that the list will be done in a How Am I Doing?
Discuss in your team
certain order, and that students will have to listen for Can you make sentences about the future using will and going to? What is hard for you to understand
this order. Students listen to Track 22 and number the and do? What is easy? How can you help each other to complete the forecasts for your Final Product?

steps in order. Students should be able to report their 48 Unit 5

answers in full sentences: First, we’re going to form an
Olympic committee.
unit 5YWCabSec1.indd 48 17/03/18 8:57 p.m.

f Read and predict what event they will Students work in their Final Product teams and turn to the
participate in. Go to Language Reference Collection of Evidence Template on page 113 (p.T53a).
In their teams they should complete the first activity with
5.2 on page 130 if needed. This language the three ways of writing the future, as per the Language
can help you write your Final Product. References for this unit. Then encourage students to
The people in the photos express something about discuss the ways they will use this language when writing
themselves that can be used to identify which of the predictions about their classmates. After this, get students
School Olympic events they would be best at or would to work in pairs within their teams and write four facts
most like to do. In the example, Frank is making a about their classmate, for example, she likes swimming.
forecast about Marla. Students can first read what the Then have them complete Activity 3 based on this
people say and then check the list of events to find a information. They should then discuss it in their teams
match. You may wish to refer students to Language and decide if they want to make any changes.
Reference 5.2 (p.T53d) to refresh their memories about
how to make predictions with will: I think Pedro will Wrap Up
participate in the 50-meteres freestyle event because he
says that he swims really fast. How Am I Doing?
To practice making forecasts about people, based on
As a wrap up and since you’re halfway through
their personal profile which students will do for the
the unit, this is a good time for each team to
Final Product, they could take turns describing their
discuss the questions and reflect on their progress
own abilities, likes or routine for their partners to
so far. They can review the Language Reference on
guess the most appropriate School Olympics event.
page 130 (p.T53d) to check the form and use of
f Get into your teams. Go to the Collection of the future forms again. They should think ahead
at this point to reflect on what else they need to
Evidence Template on page 113 and complete learn before writing a forecast.
it. This will help you to start to collect
information for your Final Product.

T48 Unit 5

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 6 Match the speech bubbles with the scenes below. Then draw the missing scene.

Shhh, the film’s going to I have too much Look at, those f Answer the questions according to the pictures.
start. I don’t want to homework. I’m not clouds. It s going
miss anything. going to Ænish on time! to rain soon! You may wish to review the use of be going to in the
This dress is really
speech bubbles before students answer the questions.
, He's going to
pretty. Sue s going
fall down! Students should be able to identify the evidence in each
to love it.
photo for the corresponding prediction. Two volunteers
can for read one question each for the class to provide
1 2 3
the answers.

f Unscramble the questions. Use uppercase

letters and punctuation marks.
Volunteers explain the meaning of the words uppercase
4 5
letters and punctuation marks. The questions are related

rm 2
to the evidence for the speech bubble predictions in the

Term
Ter
er
remaining scenes in Activity 6. You could have students

T
write the unscrambled questions on the board or just
f Answer the questions according to the pictures. read them out to report their answers.
1. Why isn’t the girl in Picture 4 going to finish her homework?

f Answer the questions on a separate sheet

2. Why is Sue going to like the dress?

f Unscramble the questions. Use uppercase letters and punctuation marks.

of paper.
1. is / to / fall down / an / the / going / why / boy / ?
Students should answer the questions by themselves.
They will need to keep their sheet of paper in their
2. quiet / is going to / if / happen / the / doesn’t / what / couple / keep / ?
portfolios as these type of sentences will be useful for the
3. rain / why / is / going / soon / it / to / ? development of their Final Product.

f Answer the questions on a separate sheet of paper.

Unit 5 49 Wrap Up
Students ask and answer the questions about the
unit 5YWCabSec1.indd 49 17/03/18 5:47 p.m. photos in pairs. They should cover everything on the
Teaching guidelines page except the photos, and avoid looking at their
notes if possible. They could also look for other photos
Form and respond to questions to make forecasts of people doing things, either in online or print media,
based on present situations. and discuss what is going to happen in each image
Write questions and sentences that describe future and why.
actions.

Warm Up
You may wish to hold a class discussion about some
of the scenarios in the speech bubbles to familiarize
students and identify comprehension problems:
Do you always get to the movie theater on time for the
movie? Do you even pick out clothes for your family or
friends? What do you do when you can’t finish your
homework on time?

6 Match the speech bubbles with the scenes

below. Then draw the missing scene.
Four of the speech bubbles are illustrated in the
photos, and one of the speech bubbles is not
illustrated. Students have to discuss which bubbles go
with which scenes, and then to illustrate the missing
scene (about the clouds).

Unit 5 T49

U5_YWC_TGSec1.indd 49 3/28/18 11:44 AM

 7 Read the predictions. Then answer the questions.

Teaching guidelines I think the world will be very different in 2030. First of all,
kids won’t go to school anymore. If they take all their
classes at home, they will only see their teachers and
Form and respond to questions to make forecasts the other kids on the Internet. There won’t be any
more printed books if people read everything on their
based on present situations. screens. Everyone will have a smartphone, too. If they
Promote feedback between classmates. talk to and see friends using smartphones, they will
never meet their friends in person. People won’t leave
their houses. There won’t be any traffic, and we will only
travel virtually with the help of computer programs.

Warm Up 1. How will the kids take classes?

2. Why won't people meet in person?
To familiarize students with the topic, you could 3. How will the traffic problem be solved?
4. Do you agree with some of these predictions?
ask them to brainstorm what they think life will Which ones?
be like in 2030: What things do you think you will f Compare your answers with a classmate. Discuss how you feel about each prediction.
and won’t do? Students can work in pairs or groups f Reflect on the use of if in the sentences in bold in Activity 7. Then go to Language

Term
Ter
of four to tell each other their predictions and to Reference 5.3 on page 130. You may use this language for your Final Product.

rm 2
Go online and read the headlines in this article about the year 2030. Then discuss the
discuss if they agree or not. questions.
http://www.mybusiness.com/8-predictions-for-2030/
1. Which predictions do you agree with?
7 Read the predictions. Then answer the 2. If you could change one, which one would you change? Why?

questions. 8 Do a class survey.

In pairs, write three Yes / No questions about the predictions in Activity 7. Walk around the class
The text contains somebody’s personal predictions about asking the questions to the classmates and recording the answers on the chart. At the end,
the world in 2030. Students should read it once to get volunteers will dictate sentences with the results of the survey. Another student will write the
results on the board.
the general idea. They can then read the questions and
Question Yes Answers No Answers
look back in the text to find the answers.

f Compare your answers with a classmate.

Discuss how you feel about each prediction.
Students discuss whether they agree or not with each 50 Unit 5

prediction in the text. They may be able to identify

why will is used in this case to make predictions unit 5YWCabSec1.indd 50 17/03/18 5:47 p.m.

(because the predictions are from a personal point of Students read the questions before they go online so
view). If they disagree with a prediction, they should they know what they are reading for. If possible, they
give an alternative prediction and say why. Finally, should access the URL together. Otherwise, they can
they can say if they’d like to live in a world like the check at home or at a place with Internet and discuss
one described in the text. the questions in the next class.
f Reflect on the use of if in the sentences in 8 Do a class survey.
bold in Activity 7. Then go to Language It may help to copy the chart on the board before the
Reference 5.3 on page 130. You may use this activity begins. Students should first read the predictions
language for your Final Product. in Activity 7 again and choose one that they personally
find interesting. Or you may wish to assign predictions
Students are going to discuss ways of expressing the
so they are all covered. You could model the activity by
consequences of certain situations, such as: If kids take
asking some or all students if they agree with one of
their classes at home, they will only see their teachers and
the predictions. They can keep a tally of their answers
the other kids on the Internet. Students should identify
on the board and report the totals in full sentences.
the consequence of the possible situation expressed in
Students walk around the class asking everybody, or a
the first clause: What is the role of if? Students should
set number of peers, and tallying the results. Students
now be able to identify the situations presented in the
use the example sentences in the chart in their books to
if clauses in the text, and the predicted consequences
frame their own predictions about the results.
should the situations occur. Students should be aware
that they will need to use this language in their Final
Product. If they want to check the structure, they can Wrap Up Poster 5
refer to Language Reference 5.3 on page 130 (p.T53d).
Students work in pairs to make at least one prediction
Go online and read the headlines in this about each topic in the poster. You may want to give
article about the year 2030. Then discuss an example: I think we will still drive cars in five years.
the questions. Students share their predictions with the class.

T50 Unit 5

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 9 Read the notes and discuss predictions about these people's future using the ideas below.

Maria loves spending time

with her family, especially
Pedro lives in a small
town in the north of Paola always listens to option; if students believe a prediction but there is no
with her younger Mexico. others and people trust
brothers. He is an excellent her. She will never say a hard evidence to support it, they can use I think…will.
student. He studies hard and bad word to anyone. Her favorite
At school, she enjoys her English class
the most. Whenever she can, she goes
reads a lot. class is computer science and she
always tries to come up with new
The reality is that native speakers often use these forms
Pedro is also very good with
online to surf the net and find out
more about the language and people
other people and always tries
to find ways to help them.
ideas. Now she is trying to create
an online game!
interchangeably, and often either form is completely
who live in English-speaking countries.
correct.

f Write your predictions for these people.

Students write one or more of their predictions for each
leaarn abo
a ut
ab
inv
in ven
ent a new
w techn
chn
h olo
l gy
y oth
th
her cul
cultu
t es
tu
tur e have a family g to university
go person. Several students should report their ideas to
the class.

f Complete Worksheet 5 on page 159 to

volunt
un eer fo
or a socia
cia
al prog
o ram
am
am m e good fr
mak frien
ien
en
ndss learn for
foreig
eign
eig n lang
lang
anguag
uages
uag es
help you prepare predictions for your

Term 2
f Write your predictions for these people. Final Product. 5

Ter
r
In Activity 1 of Worksheet 5 on page 159 (p.T53c),
students will make predictions about the illustrations
using be going to. They should also cite evidence for their
f Complete Worksheet 5 on page 159 to help you prepare predictions
for your Final Product. 5 predictions. To run the activity as a competition, in small
to Re d!
ead
Time to
61
pp. 58–6
1 groups students could brainstorm as many predictions
10 Play a game!
as they can for each picture before reporting them to
1. Form teams of four students.
2. On small sheets of paper, write a prediction for each team member. Make sure the class. They should explain the evidence for their
the message is positive and respectful.
3. One student begins by reading a prediction for the team members to say who
predictions, too.
they think it is for.
4. The person who guesses, reads his or her prediction. Activity 2 helps students to make predictions for their
5. Continue until all the team members have read their predictions.
6. At the end, say whether you agree with the predictions written for you and why. Final Product. Questions 1 and 2 help students get to
know their classmate better, giving them more ideas for
Unit 5 51
their Final Product. They also have to decide whether to
use will or going to to make their predictions. Questions
unit 5YWCabSec1.indd 51 17/03/18 5:47 p.m. 3 and 4 direct students to make logical, short-term
Teaching guidelines predictions based on their growing knowledge of their
classmate. Remind students to check which of their
Write sentences that describe future actions. predictions were correct in a class in the following week.

10 Play a game!
This game provides practice for the Final Product, in
Warm Up
which students will also make predictions about their
You may wish to check students understanding of the classmates. Students should be respectful during this
language in the photo captions before they begin activity, and avoid making negative or insensitive
the activity. You could ask students how likely each predictions, regardless of whether they consider them
prediction would be for them, eliciting a percentage: likely or not.
Will you invent a new technology? What are the chances?
After the game, students may share some of the
Fifty percent? More or less? Several students should
predictions and whether or not they are likely to occur.
answer for each prediction.
Wrap Up
9 Read the notes and discuss predictions about
these people’s future using the ideas below. Time to read! What Will Become of
Students have to make predictions about the three Our Future? pp. 58–61
people’s futures using the photo captions for ideas. To wrap up, students recall what predictions they read
You could have students read the three profiles quietly about in the first part of the Reader. They then read
or have a different student read each one aloud. In pages 58–61 of the Reader and think about which
pairs, students can then discuss predictions for each of these phenomena occur in their area and how
person. accurately they are predicted.
You may wish to discuss with students which form to
use, be going to or will: if there is a lot of evidence in
the text for a prediction, going to may be the better

Unit 5 T51

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 11 Read Emma’s post and complete the chart.

Teaching guidelines My name is Emma. I’m 13 years old. I’m friendly and responsible. I study
a lot and usually get good grades. I love to read and write stories. Next
month I’m going to enter a writing contest. I also like helping people and
Distinguish future tense uses (e.g. making predictions, I would like to become a teacher. Next week I’m going to stay after class
to help my classmates prepare for their midterm exams. In my free time
expressing intentions, etc.) in forecasts. I play basketball and take swimming classes but I’m not really good at
sports. I know I will never become a pro or participate in competitions, but
Extend repertoire of words for expressing the future. doing exercise will help me stay healthy and fit. In my next post, I’m going
Write questions and sentences that describe future to include some of my stories for you to comment on.

actions.
Personality

Values

Warm Up Interests

Free-time activities
Students are going to read about a girl named
Plans for the future
Emma. To prime themselves for information that may

Term
Ter
f On a separate sheet of paper, write predictions about Emma’s future.
appear in the text, they could write three questions

rm 2
they would like to ask (age, personality, interests, etc.). In 5 years' time, Emma will... / is going to...

In 10 years' time, she’ll... / is going to...

11 Read Emma’s post and complete the
Go online and watch the clip. Then discuss the questions.
chart. https://learnenglishkids.britishcouncil.org/en/grammar-videos/kittys-dream-job
1. What job will Kitty do? 2. Where will she live?
Students should open their books and cover the text 3. What will she eat every day? 4. Why will that be a problem?

so that they can only see Emma’s photo. Volunteers f Get into your teams. Work with the classmate you worked with for the Completion of
Evidence Template. T
could read some of their questions from the previous Review the information together. Then review the information on Worksheet 5 on page 159.
activity to see if anyone can answer them just Discuss other information about him / her then complete Mind Map 5 on page 181. This will
form the basis of your Final Product.
by looking at the photo. Next, students uncover Review your forecast with your team and make any necessary changes.

the text, read it and look for the answers to their Check your spelling and punctuation. Then check your grammar using the Language
Reference on page 130.
questions. Then students preview the categories in the As a team, write your final versions.

chart before reading the text again and noting the 52 Unit 5
information. The first four sections of the chart ask
about information in the present, and only the last
unit 5YWCabSec1.indd 52 17/03/18 5:47 p.m.

question requires the use of future forms.

Go online and watch the clip. Then
Next, students can list Emma’s plans and predictions
discuss the questions.
on the board: Which things is Emma planning to do in
the future? (Enter a writing contest, help her classmates Students can do this activity at home as preparation
and post some of her stories.) What predictions does for their Final Product. They discuss or write down the
Emma make about her future? (Will probably become predictions for Kitty.
a teacher, will not become a sports pro or participate in
f Get into your teams. Work with the classmate
official competitions.) Students should notice the use
of going to to express intentions and will to make you worked with for the Collection of
predictions. It’s worth reiterating that although Evidence Template.
some language experts consider this to be the rule, Students review the information and types of predictions
many native speakers of English use the two forms on their template and on Worksheet 5, and then
interchangeably. work together in their pairs to complete Mind Map 5
on page 181 (p.T53d). They should include personal
f On a separate sheet of paper, write
information, such as their likes and interests, their
predictions about Emma’s future. present circumstances and so on to form a profile of
Students should use the information about Emma to their classmate. They should then write about their
write about her plans and to make predictions about present situation and finally forecasts about their future
her future. They can use the sentence beginnings in based on this information. Once completed, they should
this activity and may benefit from a model sentence share their predictions in their Final Group teams for
for each beginning. When students report their feedback and correction, using the Language Reference
answers, you could lead them into a discussion on page 130 (p.T53d) to check their grammar.
of their own futures, which will also help prepare
them for the Final Product. Students could write one
sentence for each category, or race to write as many Wrap Up
as possible. Students write a final, corrected version on
cardboard, using the profile about Emma as model.
They can do this for homework if necessary.
T52 Unit 5

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 Final Product
1 Write a forecast.

Reflection
Before you begin, review with your team the process you followed throughout
the unit to get to this point.
1. Develop language for making predictions.
Pages 46, 47, 48 and 50 Language Reference Students can work in the same teams as before to
2. Explore facts about a classmate and formulate predictions based on those facts.
Page 48 T
discuss the answers. The class should evaluate how
3. Use knowledge of your classmate’s hobbies and interests to make short term they worked and what they would like to focus on in
predictions and learn more about him / her.
Page 51 5 later classes.
4. Collate the information about your classmate to write a profile and a series of
predictions about him / her.
Page 52 5 ad!
ead
Self-evaluation
to Re
Time to
Ti 4
5. Review language to minimize errors. pp. 62–6
Page 52
This section is for students to think about what
6. Now display your forecasts and present them to the class. Invite your classmates they have learned. It isn’t necessary for students to
to say if they agree and why or why not.
OPTIONAL: Display the forecasts at an event for parents. Allow parents to discuss share their ideas as it is an individual and personal
the predictions and share their ideas.
evaluation to identify what they have to work on in
the future.
Reflection

rm 2
1. Did you enjoy writing a profile and
Wrap Up

Term
predictions about a classmate? Why or

er
why not?

Te
e
2. What was the hardest/easiest part of

T
creating the Final Product? Time to read! What Will Become of
3. What was the most interesting thing
you learned from writing the forecast? Our Future? pp. 62–64
4. What plans do you have for your future?

To wrap up, you might like to start by eliciting ways in

Self-evaluation
which we can combat climate change. Then students
Write two different ways to write predictions.
1. 2. read pages 62 and 63 of the Reader and check
Reflect on the following aspects of your Final Product. whether their ideas are mentioned.
I can say what I think will happen in the future. Yes. A little. No.
I can use facts and information in the present to
Students can add more ideas about what we can do
Yes. A little. No.
make informed predictions. to help our planet, in addition to the ones suggested in
I can see the value of reviewing my work and Yes. A little. No.
creating a final version. the Reader. Finally, students work on page 64 and then
share their ideas with the class.
Unit 5 53

unit 5YWCabSec1.indd 53 17/03/18 5:47 p.m.

Teaching guidelines

Write sentences that describe future actions.

Promote feedback between classmates.
Check spelling and punctuation.

Warm Up
Students take out the final version of their forecasts
and comment on them in their teams. They can
also rehearse for a few minutes before they present
their profiles to the class.

Final Product

1 Write a forecast.
Now that they are ready to present their forecast, you
might want to ask them to review the process they
followed throughout the unit to get to this point.
When ready, students take turns presenting their
profiles to the class. Other students should listen
respectfully and ask questions or offer feedback at
the end.
Once everyone has presented, students browse the
posters and discuss the predictions.

Unit 5 T53

U5_YWC_TGSec1.indd 53 3/28/18 11:45 AM

 T Collection of Evidence Template
Future Situations

1 Write the different forms of the future. Refer to the language references on page 130
if needed. Then brainstorm how you might use them to create predictions about your
classmates.
1.
2.
3.

2 Work with one classmate from your team. Write four facts about him/her.
1.
2.
3.
4.

3 Write four predictions based on these facts. Share your ideas with your team.

Prediction 1:
Prediction 2:
Prediction 3:
Prediction 4:

T53a Unit 5 Photocopiable

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Collect Evidence_YWCabSec1.indd 113 17/03/18 6:42 p.m.
 Evaluation Instrument Unit 5
Anecdote

1 Use the rubrics to write notes about the student’s performance during the final product.

Name: Date:

Name of product:

Description of student’s performance:

Main strengths:

Aspects to be improved:

General comments:

2 Use your notes to give feedback, organize students according to their needs, and suggest
strategies to help them improve.

Photocopiable Unit 5 T53b

U5_YWC_TGSec1.indd 55 3/28/18 11:45 AM

/18 6:42 p.m.
 Workshe
Works
sheet
eet 5
1 Look at the pictures.
p Discuss
Discu s w
what you
ou think is
i going
ing to
o happen.
hap

I think the bikers are

going to brake very hard.

I think the man on the right

is going to win the race.

2 Play a game!

1. Read and choose three situations.

1. Your brother’s room is a mess. Your
2. On different slips of paper, write parents are angry about it.
forecasts about what you or others
will do using will orr be going to: The 2. Your birthday is coming up. Your
teacher will/is going to call my parents. family is behaving very strangely.
3. Then fold the papers and hand them
3. Your class has gotten into trouble at
to the teacher. He/She should mix
school. Your teacher caught some
them up and put them face down on
students cheating on an exam.
his/her desk.
4. Take turns picking out a paper and 4. There’s a bully in your friend’s class.
reading the sentence aloud. The first They need to do something about her.
student who guesses correctly what
situation the paper refers to gets 5. Your sister wants to go to the movies,
two points. but she has a lot of homework.

5. The first student to get 8 points is

6. Your dad witnessed a robbery.
the winner.

T53c Unit 5

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 Language Reference
Unit 5 Making Predictions

U5_YWC_TGSec1.indd 57
5.1 Predictions with be + going to

We use be + going to to make predictions about the near future. The speaker is sure because
there is evidence (signs).
Be + going
Mind Map 5
1 Complete the fishbone map to write your forecast.
Affirmative Negative Interrogative

I AM going to... I AM NOT going to... AM I going to...?

You/ We / They ARE going to... You / We / They ARE NOT ARE you / we / they going to...
(aren't) going to

He / She / It
He / She / It IS going to... IS he / she / it going to...?
IS NOT (isn't) going to...

We are going to have I’m not going to finish Are you going to study
a great season. on time. at university?

forecast
He is going to fall down. It isn’t going to be windy. Is Sue going to volunteer
for a social program?
5.2 Predictions with will

We use will + verbs in simple form to make personal predictions about the future. The speaker is
not sure because there is no evidence.
will

Affirmative Negative Interrogative

I/You/He/She/It/We/They I/You/He/She/It/We/They Will

will will not (won't) I/you/he/she/it/we/they?

Fishbone Map
I think Pedro will probably Teachers will not be replaced How will the traffic

My Classmate's Present Situation

My Classmate's Present Situation
volunteer for a community service. by robots in the future. problem be solved?

5.3 First Conditional

To make predictions based on present situations we can use the first conditional form.
(If + action verb in the simple present,... + will (not /never) + verb in simple form).
• If they talk to and see friends using smartphones, they will never meet their friends in person.
NOTE: that the order of the clauses can be inverted without affecting the meaning.
• There won’t be any more printed books if people read everything on their screens.

My Classmate's Profile
My Classmate's Profile
130 Unit 5

Name
Language Referance Sec YWC L1.indd 130 17/03/18 6:00 p.m.

Classmate's

Unit 5
Unit 5 181

T53d
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3/28/18 11:45 AM
 U t
Unit

Term 2: Unit 6 6 The Body’s Systems

The Body’s Systems Environment: Academic and educational
Unit Overview

Social Practice Communicative Activities Achievements

Search and Write notes to elaborate • Review and understand information about
Environment: Academic and educational selection of human body schemes. the human body systems.
information • Propose and answer questions about the
Social Practice: Search and select information human body systems.
• Write notes to describe human body systems.
Communicative Activities: Write notes to elaborate • Edit diagrams in teams and with a guidance
of a teacher.
human body systems. Final Product: Making a chart of the human body system Reader: Every Breath You Take

Achievements: 1 Discuss what each diagram shows. 4 5

1 2 3
Review and understand information about the
human body systems.
Propose and answer questions about the human

Term
Ter
f Draw lines to match the person, the purpose and the type of chart they would use.
body systems.

rm 2
Person Purpose Type of Chart
Write notes to describe human body systems. PE teacher to learn about the human body in detail simple diagram of the heart
Edit diagrams in teams and with the guidance of a secondary to explain the procedure to a labeled chart of the skeletal
school student heart surgery patient and muscular systems
teacher. heart to brainstorm general information a concept map

Evaluation Instrument page T63b (Checklist): surgeon about human body systems of each system
medical to show what parts of the body detailed diagrams of all systems and
Make one copy per student you choose to evaluate student students use during exercise parts of the human body

this month. Suggested number of students: 5–7. How Much Do I Know?

Circle the options.
Final Product: Make a chart of the human body system 1. How much do you know about body systems? I can identify them. I can explain them.
2. Do you like to do scientific research? Yes. No.
Reader: Every Breath You Take 3. Do you find it easy to select appropriate
information from scientific sources? Yes. No.
Discuss the body systems in Activity 1 and choose one to work on for your
Final Product.

Teaching guidelines 54 Unit 6

Analyze graphic and textual components.

Unit 6-YWCabSec1.indd 54 17/03/18 5:47 p.m.

Define topic, purpose and intended audience. each color by referring to the words in the headings.
Next, students could say what kind of chart a P.E.
Unit Overview teacher would use and what he or she would use it for.
Students can then carry out this matching activity
We suggest you explain to students what they are individually or in pairs.
going to learn about in this unit and with what
purpose. Students examine the chart and suggest ideas
about what they will achieve at the end of the unit.
How Much Do I Know?
You may want to ask some students what they need Since this is a unit that requires a lot of research,
to be able to prepare the Final Product. Students can students should choose the team to work in from
come up with ideas, such as: do research, investigate the beginning. For this diagnostic evaluation, they
charts, take notes, etc. can work in their teams. They discuss the questions
and then each says how strong he or she feels
1 Discuss what each diagram shows. about it. The team should identify the strengths
In pairs, students look at the first diagram and point to and weaknesses of each team member in order for
the lungs: What are these? Do you know the name of the them to help one another throughout the unit.
body system they belong to? The names of body systems They choose the body system they would like to
are similar in English to Spanish, and this will help them work on for their Final Product.
learn them in this unit. Students continue looking at the
diagrams in their pairs and saying what each one shows.
f Draw lines to match the person, the purpose Wrap Up
and the type of chart they would use. You may want to invite some teams to share with
Student should discuss who uses charts or diagrams the class how they feel after having done the
of the human body system and what they use them diagnostic evaluation. What do they need to learn?
for. Students look at the three columns of information How will they help one another? What sources do
and say what type of information is included in they think they can use to do research?

T54 Unit 6

U6_YWC_TGSec1.indd 54 3/28/18 11:46 AM

 Development

1 Listen and label the parts of the diagram with any words they already know and
the skeletal system using the
information you hear and the compare their ideas with a partner).
words in the box. 23

foot shinbone
Students can listen to Track 23 for students to check
kneecap skull their ideas and label the remaining bones or body parts.
neck spine
pelvis thighbone You could check by pointing to a part of your body and
ribs toes
eliciting the name of the bone.

2 Take the quiz on the skeletal system. 2 Take the quiz on the skeletal system.
f Write three more questions about Before students take the quiz, you could ask them to
the skeletal system. Then discuss
your questions as a class. close their books and guess the number of bones in the
human body. Then they should open their books and
1. The skeletal system includes...
take the fact quiz. They should cover the answers at the
a) bones b) nerves c) muscles

2
bottom of the quiz and take it individually. They can

Term
2. There are ... bones in a human body.
a) 200 b) 188 c) 206 then compare their answers with a classmate before

er
r
3. Another word for backbone is ...
uncovering and checking the answers.

T
a) heel b) spine c) neck
4. The bones that are part of a leg are ...
a thighbone, kneecap, foot b) spine, heel, toe c) neck bone, spine, thighbone f Write three questions about the skeletal system.
5. The smallest bone in your body is in your...
a) finger b) ear c) nose Then discuss your questions as a class.
6. Shinbone is connected to ...
a) backbone b) thighbone c) foot bone Forming questions can be challenging for some
1- a, 2 - c, 3 - b, 4 – a, 5 - b , 6 - c
students, so you might like to start by reviewing question
f Discuss these questions about the chart for your Final Product.
forms with them. You could say each answer to the quiz
1. Do you find charts like the one in Activity 1 helpful for studying? and then elicit the questions to write on the board: What
2. Which sources of information could you use to create a chart like this for the body system you does the skeletal system include? How many bones are there
selected before: picture dictionary, encyclopedia, biology textbooks or websites?
3. What information would you include in your chart? in the human body? What bones are part of the leg? Which
is the smallest bone in the body? What bone is the shinbone
Unit 6 55 connected to?
Students write their questions in pairs. They can write
Unit 6-YWCabSec1.indd 55 17/03/18 5:47 p.m. two types of questions: questions they can answer,
Teaching guidelines and questions they can’t answer but are interested in
knowing or investigating. When students have their
Analyze graphic and textual components. questions, they can organize a whole class question-
Identify new words. answer session.
Extend repertoire of words and expressions.
f Discuss these questions about the chart for
your Final Product.
Warm Up Students discuss questions in their teams with an
To begin learning about body systems, students eye to the body system they chose to work on for the
should reorder the following letters to make an Final Product. If at this stage, they want to change
8-letter word: L, E, S, T, K, E, L, A. (skeletal). Then their decision about the body system to work on,
students should say what they know about this they still can.
system. You could take this opportunity to highlight the
Do they know any interesting facts about their usefulness of charts, particularly for study purposes.
bones? Have they seen this body system in their
science class? Wrap Up
We all sometimes takes bones for granted until we
Development break one or have a different injury. You may want
to ask students how they take care of their bones.
1 Listen and label the parts of the skeletal What can we do to make them stronger? Have
system using the information you hear and they ever had a broken bone? Students could share
the words in the box. 23 anecdotes or discuss how limited their life becomes
Students look at the diagram and the words in the when this happens.
box. They are going to hear a description of the
skeletal system (you could first ask them to label

Unit 6 T55

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 3 Read about and underline each part of the skeletal system.
Then circle the function of each part.
Teaching guidelines The skeletal system consists of bones, muscles, joints
and ligaments. Your bones hold you up and help you
move. They also give your body shape and protect
Use verb forms (present) and nouns (with/without other parts of your body, such as your brain.
determiner, compound, countable/uncountable) in The parts of your body that bend are where two
bones connect. They are called joints. Your joints help
taking notes. you move, too. Shoulders, elbows
el and wrists are joints.
Organize terms and descriptions in tables. You also need muscles to move and to stand. The
muscles are attached to your bones. They pull on the
bones to move them. Ligaments hold your bones
together. They’re strong and they stretch. They’re
like big rubber bands.

Warm Up
f Complete the chart with the parts of the skeletal system and their functions.

You may want to start the class by guiding students

Parts of the Skeletal System and Their Functions
through a body scan activity. They should close
their eyes and slowly focus their attention on their

Ter
Term
toes, then on their feet, then on their ankles, and

r
so on until they get to the top of the head. This bones-hold you
up, help you move,
activity will help students both relax and focus.

2
give body shape

3 Read about and underline each part of the 4 Play a game! Go to Language Reference 6.1 on page 131 if needed.

skeletal system. Then circle the function of 1. Make teams of 5-6 students.

each part. 2. Each student writes the name of a part of the skeletal system on a strip of paper. Students
put them on a desk and mix them up.
3. Then students take turns picking up a strip of paper and giving clues for other team
Before they read, you could ask students if they know members to guess the body part.

how many parts the skeletal system has. Students 4. Every student who guesses correctly gets a point. The student with the most points at the
end is the winner.
then skim the text to find the number of parts: four.
Go online and find five more facts about the bones.
Then students read the text more carefully, using page
https://www.ibji.com/did-you-know-8-interesting-facts-about-bones
143 of the Glossary (p.T109) to check the meaning of
the highlighted words. 56 Unit 6

Students complete the task. To check, a volunteer

could name a part of the skeletal system for another Unit 6-YWCabSec1.indd 56 17/03/18 5:47 p.m.

to describe its function.

Wrap Up
f Complete the chart with the parts of the
skeletal system and their functions. Go online and find five more facts
You could start by eliciting the names of the parts of about the bones.
the skeletal system again: What do bones do? (They Students go to suggested website and find out
hold you up, help you move and give your body a shape.) more facts about bones. They can write them
Students complete the chart in the book for the other down and bring to the next class.
three parts and their functions in pairs. For students who chose the skeletal system for
their Final Product, you may want to suggest this
4 Play a game! Go to Language Reference 6.1
website as well:
on page 131 if needed.
https://www.mayoclinic.org/healthy-lifestyle/adult-
A volunteer reads the instructions aloud. Students health/in-depth/bone-health/art-20045060
may need an example of what to write on each strip:
Student can go online and share what they found
They are attached to your bones. (Muscles) In teams of
out next class.
five or six, students play the game. They should use
the simple present tense to make sentences about
each body part: Your joints help you move. If needed,
they can refer to Language Reference 6.1 on page 131
(p.T63d).

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 5 Read the text quickly and underline the best answers for the questions.

f Read again and write the numbers of the

1. Who is this text most appropriate for? Scientists / Athletes / High school students
2. Where would you probably find it? In a SciFi novel / an anatomy textbook / a bilingual dictionary

f Read again and write the numbers of the phrases in the box to complete the text. phrases in the box to complete the text.
The is formed of 640 muscles. These muscles
are a type of tissue that is composed of
because you do not have to think or give
conscious orders for them to move.
A volunteer reads out the phrases in the box before
contractile cells or fibers. All the movements 2. The are found in the skeletal system, in students decide in pairs where each phrase goes in
of our physical body are caused by the organs such as the tongue and pharynx. The
contractions of these muscles. Without movements of these muscles are consciously the text. They can discuss their decisions in pairs and
muscles you wouldn’t be able to blink,, digest controlled. You tell them how and when to move.
your food, breathe or have a heart. You 3. The is only found in the heart. It is also an
wouldn’t be able to smile, show happiness involuntary muscle. use the process of elimination and their previous
or sadness or sniff with your nose. There Sometimes muscles can gget hurt just in the same
are three categories of muscle tissues: way as a ligament or tendon gets torn or a bone knowledge to complete it. You may want volunteers
1. The control our breathing and digestion. breaks, but they can usually heal themselves with
They are also called involuntary muscles rest and time. read the the completed paragraphs aloud to check
1. smooth muscles 2. striated muscles 3. cardiac muscle 4. muscular system
f Answer the questions.
f Answer the questions.
Students work individually first and then they
1. What is the function of muscles? 2. What muscles control our breathing?
compare answers in pairs.

Term 2
3. Which muscle can’t you control?
f Look at the underlined sentences in the text.

er
r
Then circle the correct options below. Go

T
f Look at the underlined sentences in the text. Then circle the correct options below.
Go to Language Reference 6.2 on page 131 if needed.
1. They express facts / the causes or doers of facts. to Language Reference 6.2 on page 131 if
2. They all use the verb to be / the verb to have as an auxiliary verb. Read
to Re ad!
Time to
needed.
Ti 9
3. The main verbs are in the infinitive form / past participle form. pp. 65–6

6 Complete the sentences using the verbs in the box in the passive voice. Students look at the underlined sentences and
protect store activate notice the information in bold. They should refer to
1. When food enters the mouth, salivary glands immediately . Language Reference 6.2 on page 131 (p.T63d) and go
2. Normally, you cannot feel the liver, because it by the rib cage. The liver over the different forms of passive voice sentences and
filters the blood coming from the digestive tract before passing it to the rest of the body.
3. The gallbladder is a hollow, pear-shaped structure located under the liver. A yellow-brown
the examples given.
digestive enzyme produced by the liver in this organ.
Students read the underlined sentences in the text
again and complete the sentences using the Language
Unit 6 57 Reference to help them.

6 Complete the sentences using the verbs in

Unit 6-YWCabSec1.indd 57 17/03/18 5:48 p.m.

Teaching guidelines the box in the passive voice.

Students are going to complete some facts about
Define topic, purpose and intended audience. different organs of the human body. They should look
Use verb forms (passives, participles). at the sentences quickly and say what organs they
refer to, using a dictionary if necessary. Then students
complete the sentences individually.
Warm Up You may want to start preparing students for making
You could start by playing Hangman to teach or a chart of the human body system in the Final
review the following body parts that appear in the Product of this unit. In their teams, students could use
text: bones, muscles, ligaments, skull, and spine. the information in the text to create a chart about the
muscular system. They can then present and compare
You can then ask students what they found out
their charts.
about bones and how to take care of them from
the research they did as homework. What surprised Wrap Up
them the most?
Time to read! Every Breath You Take
5 Read the text quickly and underline the best pp. 65–69
answers for the questions.
Students read the title of the text on page 65
Students read the text silently once, using the Glossary and say which body system the text is about:
on page 143 (p.T109) to look up the highlighted respiratory. Students share what they know about
words. Then they answer the two questions. While the respiratory system and create a class mind map
discussing their choices, students should give reasons of the information on the board. They can then
for them. read pages 66–69 of the text and find any extra
information about the respiratory system, which
they should include on the mind map on
the board.

Unit 6 T57

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 7 Listen to the doctor. Take notes about the respiratory system in your notebook. 24

f Listen again and unscramble the words

Teaching guidelines related to the respiratory system. 24

1. gtiaerhbn

Identify new words. 2. ertahca

3. gusnl
Analyze graphic and textual components.
4. aehnli
Extend repertoire of words and expressions. 5. lsnaa sssgpaae
6. xlaehe

f Complete the sentences using the words above.

Warm Up
1. When we breathe in air, we .
2. When we breathe out air, we .

You could start the class by getting students to 3. Taking air in and out of your lungs is .
4. The air moves from your nose to the .
think about breathing: Take a deep breath, in
5. After that, it goes through the .
through your nose and out through your mouth. Then 6. Next, it goes through two tubes to your .
take another deep breath in the same way. Before f Label the parts of the diagram about the passage of air through the body.

Ter
Term
the third breath, think about what happens when you nose

r
breathe in and out. Students breathe in and out
again and then share their ideas with the class.

2
7 Listen to the doctor. Take notes about the
respiratory system in your notebook. 24
You could teach students the following strategy for
note-taking and focusing on important information. How Am I Doing?
In preparation for your Final Product, begin your research about the body
Students should first write Respiratory System in the system you selected. Go online and find interesting facts about it. Then write
middle of a sheet of paper and draw a circle around the ideas on Mind Map 6 on page 183.
http://www.ducksters.com/science/biology/humanbody.php
it. Students are going to hear a doctor speak about the In addition, you can research in your biology textbook, in an encyclopedia or in a picture
dictionary. Discuss what graphic components you would use to present this information.
respiratory system and they should take notes in the
form of a mind map, writing down the key words only. 58 Unit 6

Students listen to Track 24 and then compare notes

with their classmates. Volunteers could add them Unit 6-YWCabSec1.indd 58 17/03/18 5:48 p.m.

on the board as a mind map. Students then listen to

How Am I Doing?
Track 24 again and complete the information.
This is a good time to do the mid-unit
f Listen again and unscramble the words evaluation. Here students can see how much
related to the respiratory system. 24 they have learned about the skeletal
Students should listen Track 24 again, especially system, representing the system in notes on a chart.
to the parts where the doctor spells the words to They should also check the recommended link online
complete the activity. You could have them check the to find information about their chosen body system.
answers in pairs before checking as a class. They may do it at home or go with some classmates
to a place with Internet. They should also look for
f Complete the sentences using the words relevant information in the other suggested sources.
above. Students can complete the Mind Map on page 183
You may want to divide the class into pairs for this (p.T63d) with ideas from their research and then
activity. To check, you may want to ask volunteers discuss graphic components they may include in their
to read the completed sentences aloud first and then own presentation for the Final Product. This is a good
spell the words they used to complete each one. moment to look ahead at what more they need to
learn to be able to prepare their chart.
f Label the parts of the diagram about the
passage of air through the body.
In pairs, students label the parts of the body involved Wrap Up
in the breathing process. Value—Taking care of yourself
This is an opportunity to tell students that smoking is
harmful to the respiratory system and causes, among
other harmful effects: shortness of breath, coughing,
reduced fitness, etc. Due to the damage that cigarettes
do, smokers are more likely to develop diseases like
respiratory infections or even emphysema and cancer.
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 8 Read the text and answer the questions in your notebook.

The brain is the most complex organ of the f Complete the chart according to the text.
human body. It is faster and more powerful
than the fastest and most powerful computer. Use the Language Reference 6.3 on page 131
It sends a higher number of messages every
day than all the phones in the world. Doing
if needed.
exercise helps you be a smarter person. Students call out words that describe the brain,
When you do exercise, your blood Àows and
hormone release is increased. The cerebrum is especially words from the text such as complex, fast
the biggest part of the brain. and powerful. These words are called adjectives. When
1. Which is faster: a human brain or a computer?
we compare two nouns, we use the comparative form
2. What does the brain do better than all the cell phones in the world? of the adjectives, and when we compare three or more
3. How can you become a smarter person?
4. Which is the biggest part of the brain?
nouns, we use the superlative form of the adjective.
f Complete the chart according to the text. Use the Language Reference 6.3 on page Students should first read the adjectives in the
131 if needed.
left-hand column of the chart and then look for their
Base form of adjective Comparative form Superlative form
comparative or superlative forms in the text. Students

rm 2
fast faster fastest

Term
big bigger
can refer Language Reference 6.3 if needed. Finally,

er
different students come the front to write a similar

Te
e
high highest

T
smart smartest
complex more complex
chart on the board.
powerful most powerful
9 Unscramble the questions in your notebook
9 Unscramble the questions in your notebook and answer the quiz.
1. the heaviest / the human / what / in / body / is / organ / ?
and answer the quiz.
2. which / the longest / is / bone / in / body / the human / ?
You might want students to do the activity in pairs.
3. is / heart / bigger: / or / whose / a blue whale’s / a human’s / ?
4. important / is / what / the most / the cerebrum / function / of / ? After they have finished, different students can
5. the fastest / sense / is / human / which / ? come to the front to write one question each. Finally,
f Listen and check your answers. 25
students try to answer.
Go online and review ideas of charts and presentations of human body systems. Get
inspired and decide on the type of chart you would use for your Final Product presentation.
https://www.pinterest.com.mx/pin/775604367045801149/ f Listen and check your answers. 25

Unit 6 59
Before listening to Track 25, students could read the
answers they prepared. Then they should listen to
Track 25 more than once if necessary. Finally, some
Unit 6-YWCabSec1.indd 59 17/03/18 5:48 p.m.
students come the front to write one answer each on
Teaching guidelines the board.

Use adjectives (comparative and superlative) in Go online and review ideas of charts and
questions and answers. presentations of human body systems.
Form and answer questions to describe components.
Get inspired and decide on the type
of chart you would use for your Final
Warm Up Product presentation.
You might review vocabulary students have learned Students should visit the link, either at home or at a
in the unit so far with a spelling competition. In place with Internet, and look at the different types of
teams, students have to listen to ten words from charts they can use to present information about their
previous lessons and send a member to the board chosen body system. They should come to the next
to write each one. The team member who spells the class with a type of chart in mind.
word correctly first wins a point for his/her team.
Wrap Up Poster 6
8 Read the text and answer the questions in Poster 6 on the CD can provide further practice of
your notebook. note-taking. Students choose an organ illustrated
Students should look at the illustration and predict on the poster, research it and take notes about the
what they think the text is about. They could share organ’s location, functions and diseases. They may do
what they know about the brain before they read the it at home or go with some classmates to a place with
text. Then students read the text silently and answer Internet. When they take notes, they should write only
the questions, before comparing their answers in pairs key words. In a following class, you might encourage
and then reporting them to the class. students to use their notes to explain what they learned
about the organ to a classmate.

Unit 6 T59

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 10 Discuss what you know about the
heart and the circulatory system. Ideas for discussion:
Teaching guidelines f Look at the diagram of
• why the heart is
important
the heart and read the • the parts of the
notes. Then answer the circulatory system
Analyze graphic and textual components. questions. • their functions

Form and answer questions to describe components.

Blood carries
Establish a number of descriptions based on nutrients and oxygen
illustrations. to all parts of the arteries
body and carries and veins
away waste materials
and carbon dioxide.

Warm Up Left atrium

Right atrium
To begin the class, students could review words for
parts of the human body from previous lessons.
Students take turns coming to the front and Right ventricle
Left ventricle

Ter
Term
drawing a representation of one of the words on

r
the board. This can be a drawing, symbol or a hint
The heart pumps The circulatory system:
clarified through mime if necessary. The class tries

2
blood around the the heart, the blood
to guess the word. Continue with other volunteers. body. vessels and the blood

1. What does the heart do?

10 Discuss what you know about the heart and
the circulatory system. 2. What are the names of the two types of tubes that carry the blood?

You might elicit the names of the systems of the 3. What are the main parts of the heart?

human body students have seen in the unit so far 4. What are the main parts of the circulatory system?
(skeletal, muscular and respiratory). In this lesson,
students are going to see another system: Circulatory 5. What’s the function of the blood?

System. In pairs, students discuss what they know Ti

Read
to Re
Time to
pp. 70–7
3
ad !

about the heart and the circulatory system. 60 Unit 6

f Look at the diagram of the heart and read

the notes. Then answer the questions.
Unit 6-YWCabSec1.indd 60 17/03/18 5:48 p.m.

Students look at the diagram and read the notes quickly

to confirm or correct their ideas from the previous Wrap Up
activity. Then volunteers read the questions aloud, You may want students to share their notes about
making sure that everyone understands them. Pairs the organs they researched as homework. Vote on
discuss and answer the questions. the most interesting piece of information.

Time to read! Every Breath You Take

pp. 70–73
Students should say what they remember about
each heading from pages 66 to 69 of the text (The
Respiratory System, Inhaling, The Throat). They can
then answer the following questions:
1. Why is the left lung smaller than the right lung?
2. How many alveoli do our lungs have?
3. Which muscle sits under the lungs?
4. How does blood travel around the body?
Students should try to answer the questions in pairs
before reading pages 70–73 to confirm.

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 11 Read and unscramble the tips. Make sure you begin each sentence with a capital letter
and end it with a period.
You could model this activity by writing the first
Hi! the My heart is in excellent shape, and I’m very
healthy, as you can see. Follow my tips and be like me! incorrect sentence on the board and eliciting the
1. day / every / exercise / do correct version. (Don’t eat too much). In pairs, students
complete the activity. Volunteers write the corrected
2. fruit / vegetables / and / fresh / of / eat / a / lot
sentences on the board.
3. a / of / water / drink / lot
f Put the tips for a healthy heart in the correct
4. activities / relax / do / to
columns.
5. twice / your / least / day / at / teeth / brush / a
Students put the tips in the appropriate columns. Then
f Rewrite these tips using correct spelling, proper punctuation, apostrophes and
they could think of one more tip for each column. They
capital letters. can report their ideas for the class to agree or disagree.
1. dont eat to much

12 Go to Worksheet 6 on page 161 for a model

rm 2
2. dont eet junk food liik candy and chips

Term
3. dont spend a lot of time in front of de computer
4. dont wash more than an hour of TV each day of editing sentences. You will find it useful

Ter
er
5. dont dreank sodas
when editing your Final Product chart. 6

T
f Put the tips for a healthy heart in the correct columns.

Exercise Food Other Habits This activity provides further practice in correcting
punctuation and spelling as well as in correcting
sentence fragments and run-on sentences. After students
complete each activity, you could ask volunteers to write
12 Go to Worksheet 6 on page 161 for a model of editing sentences. You will find it useful the corrected sentences on the board. Student keep this
when editing your Final Product chart. 6
evidence in their portfolios as they will find it useful
13 Use the notes on Mind Map 6 and the research on the chart you selected (p. 59) to when they edit their Final Product.
connect all the information in preparation for your Final Product. Go to Collection of
Evidence Template on page 115 and do your first draft. T
13 Use the notes on Mind Map 6 and the
research on the chart you selected (p. 59) to
Unit 6 61
connect all the information in preparation
for your Final Product. Go to Collection of
Unit 6-YWCabSec1.indd 61 17/03/18 5:48 p.m.

Teaching guidelines Evidence Template on page 115 and do your

first draft.
Reflect and act for one’s own and others’ physical Students should gather all the information they have
benefit. collected about their chosen body system and the
Value the use of punctuation marks and standard type of chart they will use to present it. They can do a
spelling. first draft of their chart on the Collection of Evidence
Template. They should check each other’s charts
and suggest ways to improve on the information or
Warm Up presentation.
At the start of the class, you could have students
reflect on healthy and unhealthy eating. In pairs, Wrap Up
students discuss food that is good for us and food
that is bad for us. Elicit ideas and write them under You may want to suggest students watch online
the following headings: an interesting short video that summarizes the
Food that is… good for us / bad for us information about the cardiovascular system. There
is a series of videos about body systems you may
want students to find as part of the research of
11 Read and unscramble the tips. Make sure
their body system: https://vimeo.com/98246631
you begin each sentence with a capital You may want them to bring an answer to this
letter and end it with a period. question for next class: Why shouldn’t we eat close to
You could ask a volunteer to read the speech bubble a sports activity, such as freediving?
before students unscramble the boy’s tips individually They can find the answer in the video.
or in pairs. Note: It is important students bring materials they will
need to prepare their Final Product the next class.
f Rewrite these tips using correct spelling,
proper punctuation, apostrophes and
capital letters.
Unit 6 T61

U6_YWC_TGSec1.indd 61 3/28/18 11:46 AM

 14 Look at the diagram of the digestive system. Read the notes and number the parts of
the digestive process in order from 1-6.
Teaching guidelines

Establish the relation between illustrations and text.

Write and/or rewrite sentences to describe small intestine – long large intestine – long tube that
tube that breaks eliminates waste, consists of:
components, summarizing information from sources. down food; consists 1. colon – hardens waste
of pancreas, liver and 2. rectum – waste passes through
Value the use of punctuation marks and standard gallbladder 3. anus – waste exits

spelling. METER
ME
M ET
TEER DIAGRAMA
DIIAG
D IAG
AGRARAMAMA D DELELL S
E SISTEMA
IIS
STE
TEMA
Order sentences to compose notes and relate them to D
DI
B
BO
BOCA,
IGE
GEST
DIGESTIVO
OCA
STIVIVO C
CA, ESOFAGO,
ES
E SO
CO
OFFAG
ON LA
ON
CON
AGO
LA N
O,, ES
E STO
AR
ARIZ
RIIZ
NARIZ,
TOMAG
Z
Z,, LLA
MAGO,
MA
ESTOMAGO,
A

IINTESTINO
INNT TEES
ESST
TIN
INO P PEEQQUUEÑO
PEQUEÑO EÑO
EÑ
pictures. esophagus – elastic ((INCLUYENDO
(I
IIN
NCLUYE
NCL
NC LLU
UYE
YENDNDO PANCREAS,
PA
PANNCCR
CR REEAS
AS,
stomach – breaks
tube that pushes H IGAD
HIGADO, DOO, V VEESSIICUL
CULLA
CU
VESICULA, A, IINTESTINO
NTE
NTTES ST
TIN NO down and stores
Delete or add information to improve notes. the food from the GRANDE
GR
G RAANNDDE E, (INCLUYENDO
(IN
INC
NC CLLU
UYYEN
ENDO DO some of the food,
back of the throat CO OLO
LON
COLON, N,, R EC
E CT
RECTUMTUUM Y A NUS).
ANUS). sends it to small
to the stomach intestine

Warm Up

Ter
Term
nose – smells the food mouth – food
to begin the process enters the body

r
Students work in pairs to brainstorm what parts of
f Circle the mistakes in the flow chart below.
the body are involved in the digestive system. They

2
can record their ideas in a mind map on the board. digestion begins
with nose
food enters your
body through mouth
tongue pushes food
from the back of tongue
to your stomach

14 Look at the diagram of the digestive system. large intestine is a

short tube; it includes
small intestine
builds up the food; stomach breaks down
Read the notes and number the parts of the 2 organs: the anus
and rectum
it gets help from
the appendix
the food and sends it
to large intestine

digestive process in order from 1-6. f Make the corrections on a flow chart on a separate sheet of paper. Using the notes on the
diagram, add or remove information. Include punctuation and capital letters.
Students look at the diagram and try to identify the
f Go back to your draft in the Collection of Evidence Template (p. 61) and look for mistakes.
parts of the digestive system it shows. The diagram Make the necessary corrections. Use the ideas from the activity above and Worksheet 6.
shows the steps in the digestive process. Students f Now work on your final version of the chart for the Final Product presentation.

read the notes and number them in the correct order,

before comparing their answers with a classmate and 62 Unit 6

finally reporting class.

f Circle the mistakes in the flow chart below. Unit 6-YWCabSec1.indd 62 17/03/18 5:48 p.m.

could work in pairs to correct each other’s. They can

In pairs, students read the parts of the flow chart
go back to Worksheet 6 for a model.
and circle the mistakes they find. They should read
the information in each box and then find the f Now work on your final version of the chart for
corresponding part in the flow chart. Students should
the Final Product presentation.
look for mistakes referring to parts of the body, their
characteristics (large, short, small, etc.), and action verbs. Once everyone has made their corrections, students
work in their teams to create a final version of their
f Make the corrections on a flow chart on a chart. They may use the materials they brought to
separate sheet of paper. Using the notes on the class.
diagram, add or remove information. Include
punctuation and capital letters. Wrap Up
Students should draw a similar flow chart on a As students are working on their Final Product, you
separate sheet of paper and add the corrected notes. may want to elicit the answer to the question you
In pairs, students compare their flow charts and left for homework:
explain the digestive process. Because blood will go to the stomach and not lungs
f Go back to your draft in the Collection of and muscles which is where we need it!
Evidence Template (p. 61) and look for
mistakes. Make the necessary corrections.
Use the ideas from the activity above and
Worksheet 6.
Each team should now be ready to check the first
draft of their body system presentation for language
mistakes. They could correct their own work or they

T62 Unit 6

U6_YWC_TGSec1.indd 62 3/28/18 11:46 AM

 Final Product
1 Make a chart of a human body system.
Before you begin your presentation, review as a team the process you
followed throughout the unit to get to this point. Final Product
1. Select a system of the human body.
Page 54 How Much Do I Know? , Page 55
2. Do some research and choose information from various sources. 1 Make a chart of a human body system.
Page 58 How Am I Doing?
3. Write notes to explain the components of the chart. Students should review with their teams the steps they
Page 58 6
4. Select an appropriate chart to organize the information.
have taken so far to prepare for the Final Product.
Page 59
They should choose which parts of the chart they
5. Use graphic resources to connect the components and their notes.
Page 61 T each will present and decide if they will add any
6. Edit the contents of the chart to produce the final product.
Page 61 6 , Page 62
other information. Teams take turns giving their
7. Now decide on what each team member will say during the presentation. presentations and giving feedback to others.
Read
to Re ad!
8. Display the charts in a visible place and give your presentation. Time to
Ti 6
pp. 74–7

Reflection
m your audience.
9. Finally, listen to feedback from

Reflection At the end of the presentation, or at the beginning of

1. How cooperative was your team in

2
dividing up the tasks? the next class, it might be a good idea to reflect on

Term
2. How did you feel doing research
their work following the questions in the box.

er
r
about the body’s systems?
3. How did you feel editing your

T
teammates’ work?
4. What was the easiest/most difficult
Self-evaluation
part of the task?
5. What did you find most interesting?
As part of the continuous evaluation, it is time
6. Which presentation did you consider for students to reflect on their participation in
the most interesting and creative?
Why? the creation of the Final Product. Students do it
Self-evaluation
individually. It isn’t necessary for students to share
Reflect on the following aspects of your Final Product presentation. their reflections as this is an individual and personal
1. I can name different body systems. Yes. A little. No.
evaluation to realize what they have to work on in
2. I can explain how some organs work. Yes. A little. No.
3. I can ask questions about body systems. Yes. A little. No.
the future.
4. Presenting information in front of the group... is easy for me. is hard for me.
Wrap Up
Unit 6 63
Time to read! Every Breath You Take
pp. 74–76
Unit 6-YWCabSec1.indd 63 17/03/18 5:48 p.m.

Teaching guidelines If possible, students who created charts about the

respiratory system could answer these questions
Extend repertoire of words and expressions. based on their research: Why is the respiratory
Write and/or rewrite sentence to describe system important? How can we take care of our
components, summarizing information from sources. lungs?
Use verb forms (present) and comparative and Students read pages 74 and 75 before answering
superlative adjectives in the writing of notes. the questions in pairs. Finally, students work in
Promote respect and collaboration in schoolwork. pairs on the tasks on page 76.

Warm Up
You may want to elicit from students new words
and phrases related to body systems they learned
from their research. The can work in their teams
or pairs to write as many as they can remember
in two minutes. Some students can read their lists
aloud. Vote for the most interesting or difficult
word.

Unit 6 T63

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 T Collection of Evidence Template
A System Diagram

1 Choose a bodily system and answer the following questions about it.
1. What is the name of the system?
2. What are its main functions?
3. What are its main organs and what are they used for?

2 Use your notes to write a short text about the system.

3 Use the information above to design a diagram.

T63a Unit 6 Photocopiable

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Collect Evidence_YWCabSec1.indd 115 17/03/18 6:42 p.m.
 Evaluation Instrument Unit 6
Checklist

1 Mark (✔) the boxes that correspond to the student’s abilities in the areas below.

1. Reading and understanding information about bodily systems.

The student can analyze and understand information about bodily systems.

The student correctly identifies the relation between illustrations and text.

2. Asking and responding to questions to obtain information.

The student produces grammatically correct questions and answers.

The student uses appropriate verb and adjective forms to discuss information.

3. Writing notes to describe human body systems.

The student takes the intended audience into account.

The student summarizes information from consulted sources.

The student uses correct grammar and language to write notes.

The student organizes information in tables.

The student selects appropriate illustrations to complement notes.

4. Editing diagrams.

The student uses correct spelling and punctuation.

The student detects, deletes or adds information to improve notes.

The student adjusts language according to purpose and intended audience.

5. Working with others

The student promotes respect and collaboration in schoolwork.

Photocopiable Unit 6 T63b

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/18 6:42 p.m.
 Worksheet
Wo
Worksh
ksheet
eet 6

1 Circle
rcle the mistakes in the sente
sentences
sentences.
ces Th
hen rewrite them
em correctly
rectly by adding capital
capit
letters, periods, commas, question marks and quotation marks where needed.

1. did you know your foot has 52 bones and 32 muscles

Did you know your foot has 52 boones and 52 muscles?
2. our teacher says eat balanced meals and do a lot of exercise to have a healthy heart

3. your brain controls how you feel how you think

think and how you act

4. the brain and the spinal cord make up your central nervous system

2 Read the examples of different types of sentences. Then complete the sentence fragments
and correct the run-on sentences with correct punctuation and up
ppercase letters.

Complete Sentence (CS). A correct sentence: Bacteria and viruses are all over the place.
Sentence Fragment (SF). An incomplete sentence: muscles in the intestine
Corrected: Muscles in the intestine move food through
g the digestive
g system.
y
Run-on sentence (RO). A sentence that is too long: Blood carries nutrients and oxygen, and
it goes from the right ventricle to the lungs and then it brings carbon dioxide from the rest
off the body to the lungs.
Corrected: Blood carries nutrients and oxygen.
yg First,, it g
goes from the right
g ventricle to the lungs.
g
Then it brings
g carbon dioxide from the rest of the body
y to the lungs.
g

1. the human body

2. bronchitis, colds and the flu are respiratory diseases, so iss pneumonia

3. three human body systems are

4. the
he heart is a muscle,
muscle it is part of the circulatory system

T63c Unit 6

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 Language Reference
Unit 6 The Body’s Systems

U6_YWC_TGSec1.indd 67
6.1 The Simple Present

• We use the Present Simple to talk about FACTS:

e.g. The heart pumps blood around the body. There are 206 bones in the human body.

Simple present
Mind Map 6
1 Complete the notes below with information about the body system you selected for Affirmative Negative Interrogative
your Final Product.

Body System Base form of the verb: does + not + verb: does + subject + verb:
I/you/we/they he/she/it he/she/it

Base form of the verb + do + not + verb: do + subject + verb:

s/es: he/she/it I/you/we/they I/you/we/they

6.2 The Passive Voice

Present passive

Affirmative Negative Interrogative

Subject + is/are + Subject + is/are + not + Is/Are + subject +

past participle form of past participle form of past participle form
the verb the verb of the verb

1. 25,000 acres of rain forest are lost 3. Forest fires are not 5. Are tornadoes observed all
every year all around the world. extinguished easily. over the world?
2. Finally, the lasagna is baked in an 4. French is not spoken in 6. Is coffee made the same way
oven for 35 minutes. all parts of Canada. in Europe as it is in Africa?

6.3 Comparatives
Comparatives

Short adjectives Long adjectives Irregular adjectives

Add -er to short adjectives: strong – stronger Adjectives with two bad – worse
Double the last consonant when the word syllables or more good – better
ends in a vowel + a consonant: hot – hotter that do not end in
far – farther
-y exciting
Adjectives ending in -y change to –ier:
happy – happier more + adjective:
more exciting
If an adjective ends in e just add r: nice – nicer
Unit 6 131

Language Referance Sec YWC L1.indd 131 17/03/18 6:00 p.m.

Unit 6
Unit 6 183

T63d
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3/28/18 11:46 AM
 U t
Unit

Term 2: Unit 7 7 Interviewing

Interviewing Environment: Family and community
Unit Overview

Social Practice Communicative Activities Achievements

Exchanges Exchange compliments, likes • Listen to and review likes and dislikes
Environment: Family and community associated with and dislikes in an interview. in the dialogues of an interview.
information of • Understand general sense and main ideas
oneself and of of dialogues.
Social Practice: Exchanges associated with others • Express compliments, likes and dislikes in
information about oneself and others. written dialogues.
• Express compliments, likes and dislikes
in a dialogue.
Communicative Activities: Exchanges of Final Product: Carrying out an interview about leisure activities Reader: Tell Us About Yourself
compliments, likes and dislikes in an interview. 1 Use the Glossary on page 144 and look up words for the leisure activities below. Then
label the photos.
Achievements:
Listen to and review likes and dislikes in the
dialogues of an interview. Understand general sense

Ter
Term
r
and main ideas of dialogues. Express compliments,
likes and dislikes in written and spoken dialogues.

2
Evaluation Instrument page T73b (Evaluation f Listen and check. 26

Rubric): Make one copy per student to evaluate this

2 Listen and match the faces with the correct expressions. 27
month. Suggested number of students: 5 to 7.
Be quiet! Come here! Who knows? Just a minute, please.
Final Product: Carrying out an interview about
leisure activities
Reader: Tell Us About Yourself How Much Do I Know?
Mark (✓) the correct options.
1. I know how to express likes and dislikes in English. Yes. No.
2. I can understand the main ideas of dialogues. Yes. No.
3. I can make questions about someone's likes and dislikes. Yes. No.
Teaching guidelines
64 Unit 7

Identify topic, purpose and intended audience.

Recognize behavior adopted by speakers to clarify Unit 7-YWCabSec1.indd 64 17/03/18 5:49 p.m.

and confirm comprehension. 2 Listen and match the faces with the correct
Identify language register.
expressions. 27
Students should preview the phrases and show their
Unit Overview understanding through mime or with a definition.
Students could preview the chart alone or in pairs They listen to Track 27 and repeat the useful phrases
before the class goes over it together. Students may after reporting their answers.
benefit from examples of the language described in the
overview, such as personal questions (How old are you?, How Much Do I Know?
etc.), likes and dislikes (What music do you like?, etc.),
and language they may expect to hear in an interview We suggest you use this moment of the class for
students to do this diagnostic evaluation in order
(Would you mind answering some questions?, etc.). for them to activate their previous knowledge and
1 Use the Glossary on page 144 and look up reflect on how much they know about the topic.
How comfortable are they speaking in front of the
words for the leisure activities below. Then audience? Can they formulate questions? You may
label the photos. want some students to share their ideas with the class.
Students should first say if they know the activities
before looking them up in the Glossary. They can
confirm their answers in the next activity. Wrap Up
f Listen and check. 26 You may want students to start thinking about their
You can play Track 26 for students to check their answers. Final Product. Students can think about a person
You can take a show of hands to see how many students they would like to work with, about who they
like and dislike each activity. would like to interview, etc. They may share ideas
about their hobbies so that classmates get to know
more about one another and maybe find someone
with an interesting hobby they didn’t know about.

T64 Unit 7

U7_YWC_TGSec1.indd 64 3/28/18 11:59 AM

 Development

1 Predict the main idea of the dialogue using these words and phrases. Students may learn the meaning and pronunciation of
club hike mountains and forest using ropes weekends the words before they listen. A set phrase may help their
f Listen and check. 28
predictions: I think it will be about…
f Listen again and complete what the people say. 28
f Listen and check. 28
We So, all the club members
We all We all love the
spending weekends at adventures,
watching TV! !
Students listen to Track 28 to check their predictions.
home. don’t they?

f Underline in the texts above the expressions people use to say what they like or dislike. f Listen again and complete what the people
f Read the sentences with enjoy, hate, like, love and dislike. Then mark ( or ) the
structures in the chart.
say. 28
1. I enjoy playing tennis. 3. She hates watching TV. Students review the speech bubbles before they
He enjoys tennis. He hates American football.
2. We like / love climbing. 4. She dislikes / doesn’t like swimming. listen. They may mark their answers in pencil before
We like / love to climb and rappel. They dislike / don’t like to go hiking.
We like / love the outdoors. They dislike / don’t like the cold weather. listening again to check.

rm 2
+ verb –ing + to + verb + noun

Term
enjoy / hate  f Underline in the texts above the expressions

er
Te
e
like / love
people use to say what they like or dislike.

T
dislike

2 Play a game! Students identify whether the speakers are expressing

1. Think of the things you love, like, dislike and hate. Write them on a piece of paper, but not in
likes or dislikes.
order: washing clothes, avocados, swimming, hot weather.
2. Read your list to a classmate. Your classmate guesses how you feel about each thing: You
hate swimming. You dislike hot weather. f Read the sentences with enjoy, hate, like,
3. Listen and say how many sentences were correct: Two were correct. Then your classmate uses
this information and tries again. love and dislike. Then mark (✔ or ✗) the
4. When your classmate has all the sentences right, switch roles and play again.
5. Remember to be respectful of your classmate's ideas when you play the game. structures in the chart.
Go online and listen to some more leisure activities. Write down three activities that The chart shows collocations with verbs to express
are new for you.
https://www.youtube.com/watch?v=Ame4RWCSz0U likes and dislikes. Students read the sentences and
Now choose with your classmate the leisure activity for your Final Product interview
that you will do together. You can use ideas on page 64 and 65 as well.
identify the main verb and its complement before
Unit 7 65
marking the chart. They could copy the chart and
example sentences on a clean sheet of paper and put
it in their portfolios for use in the Final Product.
Unit 7-YWCabSec1.indd 65 17/03/18 5:49 p.m.

Teaching guidelines 2 Play a game!

Students read the instructions carefully before
Value dialogue and language as a means to playing. You could give some examples before
exchange experiences. Notice contextual clues in students continue the game in pairs. You can observe
leisure situations. Recognize behavior adopted by how they communicate, whether they respect each
speakers to clarify and confirm comprehension. other opinions, wait for their turn to speak, etc.
Anticipate general sense and main ideas. Recognize
the types of sentences used to express likes Go online and listen to some more leisure
and dislikes. Compare ways of expressing likes, activities. Write down three activities
compliments and dislikes. Compose sentences that that are new for you.
include like (e.g. I like…) to express likes and dislikes. Students can access the URL either at home or a place
with the Internet. They will do their Final Product in
pairs, so they choose a partner now. They discuss and
Warm Up choose a leisure activity for the Final Product once they
You may tell the class how important it is to listen have seen the video.
genuinly. We should pay attention when people
speak, and not think about our problems, what to Wrap Up
answer, or mentally judge what they say. You may
want to ask students how it feels when someone Value—Respecting opinions
ignores them while they speak. Students may You may want to wrap up by talking to students
discuss in pairs before sharing with the class. about the importance of respecting people’s
opinions. Not everybody likes the same things, and
Development we should be open and respectful of that. You can
tell them about what you observed while their were
1 Predict the main idea of the dialogue using playing the game.
these words and phrases.

Unit 7 T65

U7_YWC_TGSec1.indd 65 3/28/18 11:59 AM

 3 Look at the pictures and discuss what they tell you about Anna.  

Teaching guidelines www.friendbook.com

Hey! I see you love sports!

Detect syntactic differences between British and Yeah, you can say that. I like lifting weights and playing
football. Like many Brits, I’m a Liverpool fan. They are a
American English: agreement with collective nouns very popular team in England. My family are fans, too. We
watch all their games on TV.
(e.g. My favorite team is / are). Identify words used I know the team. It’s very good. But my family hates soccer
so I never watch it. Listen, maybe we can meet at the gym?
to connect ideas. Order sentences into a sequence Sure, but I hate swimming, so don’t expect me to go into
using connectors. Compose sentences that include the pool!

You hate swimming? Why? I love it!

like (e.g., I like…) to express likes and dislikes.
Because I’m afraid of the water.

Look Anna, I need to ask you a favor. I know you like to

cook… Can you help me prepare a surprise party?

Sure, give me a call.

Warm Up
You may start by asking different students what f Read the questions and underline the parts of the profile that give you the answers.

Ter
Term
1. What sport does Anna hate? Why? 3. What does Anna like doing?
new leisure activities they learned about while

r
2. Does Anna’s friend like swimming? 4. What favor does Anna’s friend ask her?
watching the video for homework. f Look at the sentences and write BE (British English) or AE (American English).

2
1. The team are very popular.

3 Look at the pictures and discuss what they 2. The team is very popular.
3. My family is really into soccer.
tell you about Anna. 4. My family are really into football.

Students need to know what social media is. They may 4 Read what these people say. Then number the function of each linking word in bold.

share their experiences, or you may share your own. 1. giving a reason 2. connecting similar ideas 3. connecting opposite ideas

They can try to explain what different social media I like swimming and playing. I love sports, but I hate lifting weights.
accounts are for. Students work in pairs to preview I don’t like parties because there is too much noise.
Anna’s page without reading the text. They can Go online and find out about the hobbies of three famous people. Write some
speculate about Anna and her likes and dislikes. sentences about their leisure activities. In pairs, share your findings.
http://thefw.com/10-celebrity-hobbies-that-might-surprise-you/

f Read the questions and underline the parts 66 Unit 7

of the profile that give you the answers.

Students may work in pairs and preview the Unit 7-YWCabSec1.indd 66 17/03/18 5:49 p.m.

questions before reading. They can then underline Go online and find out about the hobbies
the answers in the profile. To model asking and
of three famous people. Write some
answering questions, volunteers read the questions
and the answers aloud. Some of the word choices in sentences about their leisure activities.
the chat reveal the nationalities of Anna (British) In pairs, share your findings.
and her friend (American), most notably the use of Students should work with their Final Product partner
football and soccer. See if students can guess their for the Final Product and brainstorm information
nationalities. they might have about some famous people’s hobbies.
Then they can research the URL at home or at a place
f Look at the sentences and write BE (British
with Internet. Pairs can discuss their findings in the
English) or AE (American English). next lesson. This activity prepares students to talk
A collective noun refers to a group of people. Students about their likes and dislikes in the interview for the
should be able to find two collective nouns in the chat final product. Review which linking word is used to
(team and family). The use of collective nouns with plural give reasons (because) before they start. The activity
or singular verbs is one of the many differences between can be done in several ways: freely with students
British and American English. Students should now be taking turns to share; or as a survey, with students
able to say who uses collective nouns with plural verbs asking everyone about one sport or leisure activity.
(British people) and who uses them with singular verbs
(Americans). Once students are sure of this variance,
they can complete the activity in the book. Wrap Up
You may want to say a sentence using because:
4 Read what these people say. Then number I hate dancing because I am bad at it. Another
the function of each linking word in bold. student should repeat your sentence and say a new
Students should match the functions (in the box) with one using because. Continue the chain inviting
the example sentences below. The linking words are, volunteers to join in. When someone makes a
in order: and, but, because. They should be able to give mistake, the chain breaks and someone else starts
lots of other example sentences for each function. with a different sentence.

T66 Unit 7

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 5 Listen and label the photos of Alan and Gareth. 29

their ideas lightly in pencil. They can practice the

dialogue at the end, and especially Alan’s enthusiastic
intonation and Gareth’s more negative tone.

f Discuss what places near where you live you

f Listen again and circle the correct options. 29

ALAN: Hey / Hi, Gareth. Do you want to go to Valle de Bravo on the weekend?
could recommend to Gareth.
GARETH: Hmm. I’m not sure... What would we do there? Students should identify what Gareth seems to like
ALAN: Oh, there’s plenty to do! We could climb / swim, for example, and / but sail. You like sailing,
right / don’t you?
(likes sailing, hates cold) before speculating where he
GARETH: Well / No, I like to sail, but I hate cold water / weather. It’s really cold in Valle, isn’t it? may like to visit in the local area.
ALAN: Yes, it is cold, but that’s no / bad excuse. Just try not to fall into the water! You don’t want
to stay home the whole weekend, do you?
6 Match each expression with the appropriate
GARETH: No, I don’t. But can’t we do something else?

f Discuss what places near where you live you could recommend to Gareth. face.

2
3
Students can do the match by a process of elimination if

Term
6 Match each expression with the appropriate face. 1

er
r
they don’t know all the expressions.
Oh, no! That can’t be true.

T
f Listen and check. Go to Language Reference
Oh, really?
2 4
7.1 on page 132 if needed. 30
Students explain the expressions and their answers
Wow! That’s great!
before listening to check. After that, they listen and
imitate the intonation of the speakers. If possible,
Hmm. I’m not sure.
they could write other short dialogues in which the
f Listen and check. Go to Language Reference 7.1 on page 132 if needed.
phrases are used. Students may refer to Language
30

f Discuss in pairs.
Reference 7.1 on page 132 (p. T73d) to learn more
Read
to Re ad!
Time to
For your Final Product, choose a person you would like to interview. Is it a person
Ti
pp. 77–8
1 about intonation if in doubt.
you know, a celebrity or a fictional character? Give reasons for your answer.

Unit 7 67 f Discuss in pairs.

With their Final Product partners, students make
Unit 7-YWCabSec1.indd 67 17/03/18 5:49 p.m. a definitive choice about who they would like to
Teaching guidelines interview. They can present their ideas to the class,
giving reasons.
Determine sequence of enunciation.
Show empathy in oral interactions. Wrap Up

Time to read! Tell Us About Yourself

Warm Up pp. 77–81
Students share with the class their finding about As a wrap up, students can read four interviews
famous people’s hobbies they researched online as with young people about their favorite hobbies and
homework. What surprised them the most? activities. They should use their dictionaries and
the glossary entries for the bold words to check the
5 Listen and label the photos of Alan and meaning of unfamiliar vocabulary. Students could
identify likes and dislikes that they have in common
Gareth. 29
with the interviewees at the end. And they can
Students should preview the photos and describe each write a similar interview with themselves and add
of the boys. They need to focus on the expressions of it to their portfolio if time allows. This will be good
the two boys and how they may be feeling to match practice for when they come to interview each other
them with the speakers on the track. Students can in the final product.
then listen to Track 29 and label the photos.

f Listen again and circle the correct

options. 29
The italicized words either side of the slashes are
options. Students need to decide which option correctly
completes each part of the dialogue. They should
preview the dialogue before listening again, marking

Unit 7 T67

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 7 Underline the main idea for each situation.

1 2 3
Teaching guidelines

Identify language register.

Anticipate general sense and main ideas.
Choosing a workshop Planning an excursion Chatting with a friend
Recognize the structure of dialogues (opening, body Checking exam results Doing homework Looking for a summer job
and conclusion) to determine the function of lines f Number the lines in order to form dialogues. Then listen and check. 31

(e.g. interruption, confirmation, etc.). 1.

Identify words used to connect ideas.

Determine language register and compose sentences.
Order sentences into a sequence using connectors.
2.

Warm Up

Term
Ter
rm 2
You can start the class by brainstorming situations that 3.

require formal or informal language. You may explain

that in English the idea of Usted doesn’t exist, we use
you in our conversations, so it is important to use other f Write F (formal) or I (informal) for each dialogue.
phrases that will give formality to the dialogue. f Go to Worksheet 7 on page 163 and play the game. You will find formulating
questions useful in your Final Product interview. 7

7 Underline the main idea for each situation. How Am I Doing?

Read and mark (✓).
Students should preview the photos and the possible We have brainstormed
leisure activities.
We have decided who
we want to interview.
captions. They have to guess from the photos what each We have chosen the leisure We have practiced making
activity for our interview. questions about leisure activities.
dialogue will be about. They will hear and read the Discuss.
answers in the next activity. What else do we need to do to in preparation for the interview?

68 Unit 7
f Number the lines in order to form dialogues.
Then listen and check. 31
Unit 7-YWCabSec1.indd 68 17/03/18 5:50 p.m.

The dialogues correspond to the pictures in the previous

formulating questions is a skill they will rely on while
activity, but the lines are out of order. All the same,
preparing their interview.
students should be able to read the dialogues and check
the main ideas. After that, they can unscramble the
dialogues. Students may need to hear Track 31 more How Am I Doing?
than once in order to check their answers.
It’s time for a mid-unit evaluation. With their Final
f Write F (formal) or I (informal) for each Product partner, students will discuss and check
dialogue. off the steps they have taken so far. This formative
evaluation helps them see what they still need to do
Students should read the dialogues again and decide
before they are ready for their Final Product. They
if they are formal or informal. They may also be able
should also suggest what else they need to do in
to identify who is speaking in each one.
order to prepare.
Students can work in pairs to practice the dialogues
and then act some out in a formal or an informal way.

f Go to Worksheet 7 on page 163 and play the Wrap Up

game. You will find formulating questions You may want to ask students to work with their
useful in your Final Product. 7 partner and write as many questions as possible
for their interview in two minutes. You may then
Worksheet 7 is on page 163 (p. T73c). You could
want to elicit some questions, write they on the
complete a ladder of information with the class’s
board, and get feedback from the class. Are they
predictions about you and then elicit questions to
correct? If not, someone can come to the board to
check the information in order to provide a model
correct the mistakes.
for the activity. They have to ask questions, changing
the object of the verb each time, until they predict
correctly. They should keep the worksheet in their
portfolios once they finish. You may stress that

T68 Unit 7

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 8 Look at the mind maps. Write about Alan and Monica.

8 Look at the mind maps. Write about Alan

and Monica.
Students should preview the mind maps and work out
the thumbs-up/thumbs-down code to identify what
Alan and Monica like, love, dislike or hate.
Students should identify the linking word in the
example sentence and also be prepared to write about
Alan and Monica using the other linking words from
page 66. They should do the activity alone.
Alan loves playing the drums, but Monica hates loud music.
f Complete the dialogue with information
about Alan’s likes and dislikes. Then listen

Term 2
and check. 32

er
r
The phrases in the box are options students will use

T
f Complete the dialogue with information about Alan’s likes and dislikes. Then listen
and check. 32

a bike accident noisy and dirty every weekend with some friends people and animals
to complete the dialogue. They should preview the
dialogue first, guessing which phrase will complete
A: So... you like playing the drums... B: I had .
B: Oh, yes. I love it! A: Oh, no! That’s horrible. And what do you
each gap. They can then listen to Track 32 to check
A: When do you play? take photos of? before practicing the dialogue in pairs.
B: . B: .

A: Who do you play with? A: I don’t think you like taking photos of dogs! f Write a similar dialogue about Monica’s likes
You don’t like dogs, do you?
B: .
A: Why don’t you like riding a bike?
B: No, not really. They’re . and dislikes.
f Write a similar dialogue about Monica’s likes and dislikes. This activity and the previous one prepares students
f Go to Mind Map 7 on page 185 and make plans for your Final
Ti
Read
to Re
Time to 6
ad! for the type of exchange of information that they
Product. Brainstorm ideas together. pp. 82–8
will use in the Final Product. They could write a final,
Unit 7 69 corrected version of their dialogue with Monica on a
sheet of paper and keep it in their portfolios.

f Go to Mind Map 7 on page 185 and make

Unit 7-YWCabSec1.indd 69 17/03/18 5:50 p.m.

Teaching guidelines
plans for your Final Product. Brainstorm
Recognize the structure of dialogues (opening, body ideas together.
and conclusion) to determine the function of lines With their Final Product partners, students can use
(e.g. interruption, confirmation, etc.). Mind Map 7 on page 185 (p. T73d) to prepare for the
Recognize the types of sentences used to express interview. They should finalize the time and place of the
likes and dislikes. interview and prepare notes for the questions.
Compare ways of expressing likes, compliments
and dislikes. Wrap Up
Determine language register and compose sentences.
Form and respond to questions to clarify confusion. Time to read! Tell Us About Yourself
pp. 82–86
Students could discuss their own hobbies before
Warm Up
reading pages 82–86 in the Reader. Once they have
This lesson focuses on what friends have in common read, they can list the hobbies that are mentioned and
and how they are different. It’s a good opportunity add others. You could do an impromptu class survey
for students to explore the flexibility of friendships to find out how many students do or would like to do
and how they may have some good friends with each one.
whom they have lots of likes and dislikes in common,
and other good friends with whom they don’t share
many of the same likes and dislike. Our friends
can come from lots of different backgrounds and
cultures, and a common factor of healthy friendships
is mutual respect and tolerance for differences.

Unit 7 T69

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 9 Look at the text and discuss the questions.
What type of text is this? Where might you find a text like this? Can you predict the main idea
Teaching guidelines of the text by reading the title?

f Read the interview and underline arguments in favor of and against social networking
Identify topic, purpose and intended audience. sites, using the color code.
– in favor – against
Anticipate general sense and main ideas.
Include details in main ideas.
Take roles as interviewer and interviewee, with and
without the help of a script. H ow much time a day do you
spend on social networking
sites? Do you have a favorite site?
E: I don’t think so. In my opinion,
it’s very unlikely that anything bad
could happen.
How many friends do you have on
Express points of view in favor and against. that site? Most teenagers would
N: I disagree. I don’t think it’s so
simple. We need to be careful. Some
Practice and follow rhythm, speed and pronunciation. answer “Lots,” “Yes” and “Many” to
these questions. But have you ever
strangers might use our information
to rob our houses or to bother us.
thought about whether these sites
J: What would you recommend?
are good for you? Are they safe
safe??
What risks are you taking by N: Let’s see… you shouldn’t post
using them? your full name on it.

Warm Up Today I am talking to Natalia and

Eddie, two students from Julio Verne
E: But how will your friends find you?
N: Your real friends know your

Ter
Term
secondary school in Veracruz. nickname
nickname, where you live and
Students are going to read and listen to an Jacaranda: Welcome and thank you other personal information.

r
interview about social media use. During the for coming to talk to me. J: Well, yes, that’s true… But
are all these people really your
Natalia: Thank you for having us.
interview, the speakers use a variety of phrases to

2
friends? Do you know all of them?
J: Natalia, you love your social
N: Hmm… No, some are just
express agreement and disagreement. You could networking page, don’t you?
friends of my friends.
N: Yes, it’s great. It’s a perfect way to
ask students to scan the interview quickly to find keep in touch with my friends. E: Some just know your name and
want to join your page.
Eddie: I agree, I also like
four phrases—two of each—or you could write the communicating with people that way. J: So, can you tell me what else we
can do to protect ourselves from
four phrases on the board and have students make J: But don’t you think it can
be dangerous?
unwanted “friends”?

pairs of phrases with similar meaning: I agree. That’s E: I think…

true. / I disagree. I don’t think so. f Imagine that you are Eddie or Natalia. Continue the interview, giving more arguments
in favor of or against using social networking sites.
I think / don’t think… I agree / disagree. In my opinion… I’m not sure…
9 Look at the text and discuss the questions. f Listen to the interview. Then act it out, paying special attention to pronunciation,
pauses and intonation. 33
Students should preview the title, text and illustration.
They discuss the questions in small groups before 70 Unit 7
reporting their answers to the class.

f Read the interview and underline arguments Unit 7-YWCabSec1.indd 70 17/03/18 5:50 p.m.

in favor of and against social networking version of the interviews can go in their portfolios.
sites, using the color code. f Listen to the interview. Then act it out,
The text is an interview in which the writer, Jacaranda paying special attention to pronunciation,
Ruiz, is talking to two secondary school students. All
three express opinions in favor of and against social
pauses and intonation. 33
networking sites. Students have to read the interview Go through Language Reference 7.1 on page 132 before
and underline arguments according to the color code. students do this task. Students will benefit from hearing
They can refer to the Glossary on page 144 (p. T110) Track 33 several times before acting out the interview.
for the meaning of the highlighted words, and they You could pause the track after each sentence for
can work with one or more partners if they don’t get students to practice the pronunciation and intonation.
distracted. After reporting their answers, students can They can record themselves and then play it back to
discuss whether or not they agree with the statements compare their delivery with the speakers’ on the track.
and give reasons with because.

f Imagine that you are Eddie or Natalia. Wrap Up

Continue the interview, giving more To wrap up, you can write these sentences on the
board. This is for students to use the phrases to
arguments in favor of or against using social
express agreement or disagreement:
networking sites. Cell phones should be forbidden in restaurants.
Students may come up with more ideas if there is Social media is a great place to make real friends.
a class brainstorming session first. Any opinion in People publish lies on social media.
favor of or against social media can be written on It is not easy to make friends nowadays.
the board, and then students can choose the ones Students work in pairs to come up with reasons
they agree with. They can write these opinions into for agreeing or disagreeing with each statement.
a continuation of the interview with either Eddie Remind students to listen to their partners with their
or Natalia, and they should try to incorporate the full attention.
phrases below the instruction, too. A clean, corrected
T70 Unit 7

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 10 Listen and complete the captions. 34

does he don’t you is it isn’t

isn t it
f Read the captions, underline the statements
1 3 You like fish, ? (S) and circle the question tags (QT).
Students may recall that the first part of the sentence
is a statement (S) and the other is a question tag (QT).
It’s safe, iisn´t
´t it QT ?
s They should be able to identify the statements and
2 He doesn’t enjoy loud 4 It isn’t going to snow, ? question tags in the captions.
music, ?

f Match the phrases with the questions tags.

Go to Language Reference 7.2 on page 132 if
f Read the captions, underline the statements (S) and circle the question tags (QT). needed.
f Match the phrases with the question tags. Go to Language Reference 7.2 on page 132 Students could read through Language Reference
if needed.
7.2 in pairs, as a class or alone before matching the

rm 2
1. She doesn’t dance well,… aren’t you? 2. Paul likes swimming,… did he?

Term
3. My mom is very strict,… does she? 4. Alfred didn’t help at all,… don’t they? statements and question tags in the activity.

Ter
er
5. You are angry,… isn’t she? 6. They have a lot of money,… doesn’t he?
f Listen and repeat, imitating the intonation.

T
f Listen and repeat, imitating the intonation. 35

35
11 Play a game!
Pronunciation and intonation always improve with
1. On a piece of paper, write an affirmative or negative sentence about imaginary likes or
dislikes: You hate snakes. You love drinking coffee. practice. Students should listen to Track 35 several
2. Give the paper to your teacher and form four teams.
3. Teams take turns sending someone to choose a piece of paper and mime the situation.
times, trying to imitate the intonation precisely.
4. The other team members have to guess what the situation is and confirm the information: Students could record themselves and then play it
You hate snakes, don’t you?
5. Teams win a point for each correct guess. back to compare their intonation with the speakers’
f In preparation for your Final Product interview, go to Collection of Evidence Template
on the track.
on page 117 and complete it. Use ideas on Mind Map 7 and Worksheet 7. T
11 Play a game!
You could drill students on adding question tags to
Unit 7 71
statements before they begin the game: You don’t like
snakes… do you? You’re 12 years old… aren’t you? The
Unit 7-YWCabSec1.indd 71 17/03/18 5:50 p.m. game can continue for as long as students remain
Teaching guidelines interested.

Determine sequence of enunciation. f In preparation for your Final Product

Form and respond to questions to clarify confusion. interview, go to Collection of Evidence
Take roles as interviewer and interviewee, with and Template on page 117 and complete it. Use
without the help of a script.
ideas on Mind Map 7 and Worksheet 7.
Use question tags to request confirmation (e.g. You
used to be… didn't you?). Students work with their Final Product partner
Practice and follow rhythm, speed and pronunciation. to prepare their interview using the chart on the
Collection of Evidence Template on page 117 (p. 73a).
They can then take turns asking and answering the
questions. This activity prepares students for their
Warm Up Poster 7 interviews in the Final Product.
Students practice creating sentences about the people
in the poster and their likes. Pairs could make up
Wrap Up
interview questions pretending to be an interviewer and
a person in the photos. You may want to ask pairs to think of how they
can make their final interview available for other
students to see. Can they record it? Can they use
10 Listen and complete the captions. 34 social media to do it? Students can share their
Students may recall these types of questions from ideas with the class.
page 68. They should read the phrases in the box
(one has already been used) and guess which speech
bubbles they match. They shouldn’t write anything
until after they listen to Track 34.

Unit 7 T71

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 12 Read the parts of the dialogue and discuss the questions.

Teaching guidelines - Hello, how are you?

- I’m fine. Thank you. How are you?
- Good. Thank you for coming.
Value dialogue and language as a means to - Thank you for the opportunity.

exchange experiences.
- So, tell me. Why do you want to help us in the summer?
Determine language register and compose sentences. Opening - I don’t have any plans to go away and I don’t want to stay
home and watch TV.
Consider repertoires of words and expressions. - Wonderful. Tell me, what do you enjoy doing?
Form and respond to questions to clarify confusion. - I like playing with kids. I love organizing plays.
- Plays?
Take roles as interviewer and interviewee, with and - Yes, a theater play. Kids love acting, don’t they?
- Yes, they do. I like this idea a lot. When can you come and
without the help of a script. meet the kids?
Closing - Any time next week.
- Great, come back on Monday and we will plan everything.

- Thank you very much.

Warm Up - Thank you. I’ll see you next week.

Ter
Term
Body
- Bye, then.

r
Students will be role-playing dialogues in different
1. Is the dialogue formal or informal? 4. What specific information do we learn about
scenarios. In each one, they will use phrases for the people?

2
2. What are the main parts of the dialogue?
5. What’s the main idea of the dialogue?
opening and closing a conversation. You could 3. What does each part include?

lead a class brainstorm, writing the phrases on the f Read and choose a situation and make up a dialogue. Use the selection of words and
phrases given for each situation.
board for students to copy on a sheet of paper and
You want to go to the movies with your friends, but you don’t know what movie to see.
add to their portfolios: Hi, Hello, Good morning, well not sure Do you? horror / romantic movies Do you great

How are you? and so on. / Bye, Good-bye, See you You are not sure what elective class to take this year. You ask your teacher for help.
later, Take care. excuse me I don’t know carpentry enjoy doing making things typing boring

You are going to spend the weekend with your friends. You are planning some activities.
going camping Hmm / Let’s see... cold weather right? drink hot chocolate
12 Read the parts of the dialogue and discuss f Go back to the Collection of Evidence Template and check that your questions

the questions. are appropriate to the topic, purpose and audience. Then practice your
interview in front of the class. Listen to your classmates’ feedback. Ti
Read
to Re
Time to 8
ad!
pp. 87–8

Students should read the whole dialogue first. They 72 Unit 7

can then look at the questions and refer back to the
dialogue to answer them. The discussion can take
Unit 7-YWCabSec1.indd 72 17/03/18 5:50 p.m.

place as a class or in pairs or groups. Wrap Up

f Read and choose a situation and make up
Time to read! Tell Us About Yourself
a dialogue. Use the selection of words and
pp. 87–88
phrases given for each situation.
Students are going to work in pairs to write and Page 87 contains a text about the advantages of
perform a dialogue. They should choose a situation having a hobby. Students should read it and express
first (or you could assign the situations) and then agreement or disagreement with the opinions and add
write the dialogue, including opening and closing their own. They can then do the activities on page 88.
phrases, and some or all of the words in the box. They
may need definitions of some of the words before they
start, especially excuse me, carpentry, camping, etc.
They should check each other’s work before writing a
clean version and adding it to their portfolio. Students
can perform their dialogues for the class if time.

f Go back to the Collection of Evidence

Template and check that your questions
are appropriate to the topic, purpose and
audience. Then practice your interview in
front of the class. Listen to your classmates’
feedback.
Students work with their Final Product partners to
do a final check of the questions. They can then take
turns performing their interviews for the class to give
constructive feedback.

T72 Unit 7

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 Final Product
1 Carry out an interview about leisure activities.
Before you begin your interview, review with your classmate the
process you followed throughout the unit to get to this point. Final Product
1. Choose a leisure activity that interests you.
Page 65
2. Decide who you want to interview and why. 1 Carry out an interview about leisure
Page 67
3. Set the place and day for your interview. Write draft questions and answers. activities.
Page 69 7
4. Compose final interview questions and answers for your interview. Students go through the steps with their Final Product
Page 68 7 Page 71 T
5. Read the questions and answers several times and edit them to make sure that they are clear. partner and recall everything they have done to
Page 72
prepare for the interview. They should then make the
6. Now choose the role of the interviewer and the interviewee. Meet at the place you chose at the
right time and carry out your interview. necessary arrangements to carry out the interview in a
OPTIONAL: Record the interview and share with your classmates and family.
more formal setting, recording it if possible. When they
record their interview, they should consider to make it
available for a wider audience.
Reflection

Term 2
Students should think about the answers on their own

er
r
before discussing them in a group. The class can then

T
discuss the questions one by one.

Self-evaluation
Reflection This final evaluation is for students to think about
Self-evaluation
1. How do you feel about interviewing what they have learned and how they performed
and being interviewed? During my Final Product interview, I...
2. How easy do you find speaking in during their Final Product interview. It isn’t necessary
was the interviewer / interviewee.
public?
asked / answered questions.
for students to share their ideas as it is an individual
3. Do you feel comfortable interrupting
someone and giving your opinion? spoke clearly / not clearly enough. and personal evaluation to identify what they have to
4. Do you respect other people’s points
of view? work on in the future.

Unit 7 73
Wrap Up
To wrap up the unit, you may want some pairs to
Unit 7-YWCabSec1.indd 73 17/03/18 5:50 p.m.
perform their interview for the class. Praise students
Teaching guidelines for their work throughout the unit and give them
some constructive critic so that they can improve
Take roles as interviewer and interviewee, with and on their weak points. It is important to talk to the
without the help of a script. class at this point and not to particular students.
Use expressions to make time to articulate
spontaneous answers (e.g. Hmm, that is an interesting
question, etc.).
Use nonverbal language to reinforce what is being
said.
Recognize appropriate moments to interrupt
interlocutors.
Adjust questions and answers depending on the
interlocutor’s reactions.

Warm Up
Now that students are ready for their interview,
you may want to brainstorm with them the
most important things to remember while doing
the interview. Students may mention: clearly
formulated questions, greeting people and saying
thank you at the end, intonation, etc. They can
also mention the importance of genuine listening.

Unit 7 T73

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 T Collection of Evidence Template
List of Preferences

1 In pairs, prepare your Final Product interview.

Our Interview
Topic:

Person:

Place:

Time:

f Write five questions for the person you are going to interview.

1.
2.
3.
4.
5.

f Write the answers to the questions above.

1.
2.
3.
4.
5.

T73a Unit 7 Photocopiable

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Collect Evidence_YWCabSec1.indd 117 17/03/18 6:42 p.m.
 Evaluation Instrument Unit 7
Evaluation Rubric

1 Use the following rubric to evaluate your students’ performance when discussing likes and
dislikes. Mark (✔) the boxes accordingly.

Name: Date:

occasionally
correctly, but
easily and correctly, with
The student can… with minor rarely correctly
correctly noticeable
difficulties
difficulties

1. understand general sense

and main ideas in dialogues.

2. recognize types of
sentences used to express
likes and dislikes.

3. identify and use

appropriate language
register.

4. use connectors and

question tags when asking
and answering
questions.

5. include details in main

ideas.

6. use correct rhythm, speed

and pronunciation.

7. use nonverbal language.

Photocopiable Unit 7 T73b

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/18 6:42 p.m.
 Worksheet 7
1 Play a game!
1. Find a classmate and decide who is Student A and who is Student B.
2. Then look at the ladders and read the phrases aloud. Discuss how the phrases are organized.
3. Write a prediction about your classmate‘s likes and dislikes using each of the phrases, starting at
the bottom of the ladder: You really hate Manchester United.
4. When you are both done, take turns asking each other questions to check whether you were
right or wrong: Do you really hate Manchester United?
5. For each correct prediction you get the right to go up your ladder and ask another question. If
you are wrong, you should think of another question to ask on your next turn.
6. The first person to reach the top is the winner. Remember, you always have to answer truthfully!

Student A
love

1. 4.
really enjoy

like
2. 5.
dislike

3. 6.
hate

really hate

really hate

hate
6. 3.

dislike
5. 2.
like

really enjoy
4. 1.

love
Student B

T73c Unit 7

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AM
/18 8:56 p.m.
Language Reference
Unit 7 Interviewing

U7_YWC_TGSec1.indd 77
7.1 Intonation

What is intonation?
Intonation is about how we say things, not really what we say. If we do not use intonation, it is
not possible to understand the expressions and thoughts that accompany words.
Mind Map 7 Example: Say the following sentence: “It’s raining.”
1 Complete the network tree to make an interview. Now say the sentence again, but try to give the following meanings. Notice how the intonation
changes in every case.
a) I’m surprised! b) I love when it rains! c) I don’t like rainy days!

Leisure activity 7.2 Question Tags

• We use question tags to look for confirmation. We use a falling intonation when we
expect the other person to agree with what we have just said.
Example: It’s a lovely day, isn’t it? You’re Pedro’s brother, aren’t y
you?

• We also use question to check for information. We use a rising intonation when we’re
about the interview not sure about the information we have just said.

Example: It’s a lovely day, isn’t it? You’re Pedro’s brother, aren’t you?
Place Time Duration
Question tags

Verb to be Verbs with auxiliaries

is/isn’t simple present simple past

Questions Answers are/aren’t
was/wasn’t do/does
don’t/doesn’t did/didn’t
were/weren’t

They are smart, They speak English, He didn’t forget,

aren’t they? don’t they? did he?
She is not Henry does not have They lost the game,
Canadian, is she? a sister, does he? didn’t they?

Exceptions: Some verbs / expressions have different question tags.

a) I am I am good at playing the drums, aren't I?
b) Positive imperative Help me prepare a surprise party, will / won't you?
c) Negative imperative Don’t upload personal pictures to your social network, will you?
d) Let's Let's play soccer, shall we?
e) There is / are There aren't any sport clubs in your neighborhood, are there?
f) This / that is This is your favorite song, isn't it?

132 Unit 7

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Unit 7
Unit 7 185

T73d
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3/28/18 11:59 AM
 U t
Unit

Term 3: Unit 8 8 Discussing Comic Strips

Discussing Comic Strips Environment: Academic and educational
Unit Overview

Social Practice Communicative Activities Achievements

Understanding Read comics to discuss • Select and revise comic strips in English.
Environment: Academic and educational oneself and others cultural expressions. • Interpret content in comic strips.
• Exchange opinions about cultural
Social Practice: Understanding oneself and others expressions in a discussion.
Final Product: Holding a discussion Reader: The Toothpick Warriors
Communicative Activities: Read comics to discuss
cultural expressions. 1 Look at the comic book covers and label them using the words in the box.

Western Horror Romance Superhero Comedy

Achievements:
1 2 3 4 5
Select and revise comic strips in English.
Interpret content in comic strips.
Exchange opinions about cultural expressions in a
discussion.
Evaluation Instrument page T83b (Self- and Peer-
Evaluation Card): one copy per student of the
Evaluation Instrument on page T83b. Students do 2 Read the speech - Will you marry me? - I think I caught a - What’s your name?
bubbles and write - Oh, Ted. That’s the very big fish! Wow! - I am Fox. Son of
it in pairs, taking turns evaluating themselves and the number of the most wonderful
thing I’ve ever heard
- No, it isn’t a big
fish. It’s a very old
Chief Thunder
Cloud. And who
comic strip that
their classmates. Te
Term
T each one is from.
anyone say! shoe! are you, cowboy?

Final Product: Holding a discussion

er
e
How Much Do I Know? - Planet Orion here! Help! Help!
rm 3

The galaxy is under attack!

Discuss with a classmate. - Prepare your spaceships and
Reader: The Toothpick Warriors 1. Do you read comics in your own language? fight back! I’m on my way!

2. How many do you know?

3. Do you have a favorite one? - This is the mummy of a really cruel pharaoh!
He lived more than two thousand years ago.
4. What makes comics different from books? - Careful, Dr. Barnes! It’s moving! Oh no!
Let’s get out of here. Run, doctor, run!
Teaching guidelines
74 Unit 8

Identify different comic strip genres and topics.

Unit 8-YWCabSec1.indd 74 17/03/18 5:51 p.m.

in Activity 1 they may appear in. They could practice the

Unit Overview dialogues after checking the match is correct.
Students should read the unit overview alone before
going through it as a class. They should clear up any
How Much Do I Know?
doubts about what they will achieve in this unit. The purpose of this diagnostic evaluation is for
students to discuss their previous knowledge and
1 Look at the comic book covers and label experience of comic strips. They could ask and answer
them using the words in the box. in pairs, swapping partners periodically. They should
Preview the names of the comic strip genres in the box. already know the main aspects that differentiate a
Students may be able to give examples from each one comic from a book: the story in a comic is illustrated
or even explain their meanings and characteristics in and has captions and speech bubbles.
their own words: Westerns tell about life in the American
West of the 1800s; horror comic strips narrate scary, spooky
stories; romance comic strips usually tell stories about Wrap Up
love; superhero comics tell the stories of characters with Some students share their experiences with comic
extraordinary powers and the worlds they live in. books with the class. For the next class, students
Students can then look at the comic book covers, say could each bring in a comic book from home.
what genre each belongs to and justify their answers.
They should label the covers once sure.

2 Read the speech bubbles and write the number

of the comic strip that each one is from.
A speech bubble is a short piece of text in a comic strip
that shows what people are saying. Students have to
read the speech bubbles and decide which comic book

T74 Unit 8

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 Development

1 Read the comic strip and underline the main idea. f Look at the comic strip above and answer
- Someone playing a joke on somebody else.
- Someone in need of food. these questions with a classmate.
- Someone running away from somebody. ZIP AND ZAP
1
You shouldn’t
2 This activity is to analyze comic strip elements in the
eat in the example and in general. Students can ask and answer in
woods, Zap!
Why? pairs, and consult with others if unsure.
3 f Read the comic strip again and answer
the questions.
You never know
when you’ll attract
a hungry fox!
This activity is to check comprehension of the details of
by Mark Benson
the story. Students should answer the questions alone
f Number the parts of the comic strip using the words in the box.
before checking their answers with the class. The answers
1. Title 2. Speech bubble 3. Comic panel 4. Cartoonist’s name
to questions 3 and 4 may vary.
f Look at the comic strip above and answer these questions with a classmate.
1. How many events are there in the comic strip above? How do you know? f Discuss with a classmate.
2. Where can you find the actual words the characters say?
3. Look at the second comic panel. Do you know the name of this kind of words? Students should preview the questions as a class before
4. What differences are there between comic strips and stories?
they discuss them in pairs. You could open the activity
f Read the comic strip again and answer the questions. ad!
Read
1. Who behaves badly?
Ti to Re
Time to
pp. 89–9
1 into a class discussion if there is time and interest.
2. What does he do?
3. What is the relationship between the characters?
Value—Carefulness
rm 3

4. What age group do you think will enjoy reading this comic strip the most?
Term

Students could start by reflecting on: What jokes do

Ter

f Discuss with a classmate.

1. Do you like playing jokes on others? 2. What jokes do you think are appropriate and which you think are appropriate and what are inappropriate?
are inappropriate?
Not all jokes are appropriate and it is important to
Go online and watch some comic strips of your choice. Choose three you would consider
discussing as your Final Product. Write some sentences giving reasons for your choices. think about how a person will feel before playing a
www.gocomics.com
You can also choose one from other sources, such as your favorite comic books, or your textbook.
joke on someone. It’s always important to be careful
Unit 8 75 – it’s very easy to hurt people’s feelings!

Unit 8-YWCabSec1.indd 75 17/03/18 5:51 p.m. Go online and watch some comic strips
Teaching guidelines of your choice. Choose three you would
consider discussing as your Final Product.
Identify topic and intended audience.
Recognize graphic and textual components. Write some sentences giving reasons for
Recognize author(s). your choices.
Compare own ideas and beliefs with those Students can access the URL at home or in a place
represented in comic strips. with Internet. They should each choose three possible
comics to discuss during the Final Product, either from
the URL or another source. They can discuss their
Warm Up choices in the next class.
Students who brought in comics can present them to Wrap Up
the class, saying why they like them. Others should
identify each genre and common elements to it.
Time to read! The Toothpick Warriors
pp. 89–91
Development
Students focus on the title of the comic strip on page 89
1 Read the comic strip and underline the first. They need to know the meaning of toothpick. They
should then look at the pictures and speculate where
main idea.
the story takes place. Next, students read the first three
Students read the three possible main ideas first and pages of the story silently, using the glossary to help them
then the comic to choose the correct one. understand. At the end, they can discuss: What bad habit
does Midori have? Why is she tired? Who do you think the
f Number the parts of the comic strip using the
warriors are?
words in the box.
The words in the box describe elements common to all
comic strips. Students will need to use these elements
in their analysis of comic strips in the Final Product.
Unit 8 T75

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 2 Read the comic strip and circle what you think is the best title for it.

Teaching guidelines The Dog Clouds A Cat

Identify topic.
Use different comprehension strategies.
Look! A fish Cat!
Identify comic panels, speech bubbles and Clouds. and a man.

onomatopoeia. Clouds.
Compare own ideas with those represented in
I see a lady and
comic panels. an elephant.
What do you see? Clouds.

f Answer the questions.

1. Who sees animal shapes in the clouds?

Warm Up 2. Who sees only clouds?

Students discuss as a class the comics they chose 3. Who reacts when he sees one specific shape in the clouds? What is the shape?

after viewing the website on the previous page. They f Read the definitions and complete the sentences.

should also say why they chose them. Comic strip panel – a single drawing/scene in a comic strip
Onomatopoeia – words that imitate natural sounds
Speech bubble – a bubble that contains text

2 Read the comic strip and circle what you 1. The comic strip above has panels.
2. The word is an example of onomatopoeia.
think is the best title for it. 3. The second panel has speech bubbles.

Students first read the titles in the box and then read Term
T
f Write the number of the picture that matches it next to each onomatopoeia.

1 2 3 4
the comic strip silently to decide on the best title.
er
r

f Answer the questions.

3

CRASH! CHIRP, CHIRP BANG! PURR, PURR

This activity requires students to understand specific
f Form teams you will work in during your Final Product discussion. Go to Mind Map 8
information in the comic. Students can do it alone on page 187 and complete it as a team. Invite each member to mention one of the
comics he or she chose previously and give his or her ideas.
and then check their answers in pairs before reporting
them to the class. Students could also say whether 76 Unit 8

they like the comic.

f Read the definitions and complete the

Unit 8-YWCabSec1.indd 76 17/03/18 5:51 p.m.

f Form teams you will work in during your Final

sentences.
Product discussion. Go to Mind Map 8 on page
In this activity, students will analyze some of the
187 and complete it as a team. Invite each
universal elements of comic strips as they appear in
this comic, which will prepare them for their analysis member to mention one of the comics he or she
of comic strips in the Final Product. Students should chose previously and give his or her ideas.
read the definitions first. They can then find examples Students can work in teams of four or five during the
in the strips and complete the sentences. Some discussion of comics in the Final Product. They should
students may be able to say other onomatopoeia for choose or be assigned teams at this stage and then
animal sounds: moo, meow, oink, quack. You could also start their preparation using Mind Map 8 on page 187
say onomatopoeic words for students to identify the (p.T83d). Each student should present one of the three
animals that make them. comics they selected in the previous class.
f Write the number of the picture that matches
it next to each onomatopoeia. Wrap Up
In this activity, students will look at more examples of Volunteer teams can share their final choices with
onomatopoeia. They could say what sound they think the class and give reasons.
each animal or object makes, and then read the words
for a match before suggesting further examples: ring,
ouch!, achoo, ding dong, zoom, etc.

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 3 Read the comic strip and mark () the phrase that summarizes its moral.
Always make people happy. Be constructive when giving an opinion.
Always tell people what you don’t like about their work.
information about an opinion? Which give constructive
Dad, that boy
feedback? Which are accepting feedback? Students can
told me that my
drawing is ugly.
do the activity in pairs.

f Discuss these questions.

Call that boy over here
and I will teach both
of you something.
The questions require students to analyze the actions
How to give feedback: I like the colors very I’ll think about
of one of the boys in the story and the value of being
1. Be positive. much, but I think you that. Thank you for constructive that he learns. They can discuss the
2. Be specific. have to add more details. your comments.
3. Suggest areas questions in pairs or small groups before reporting to
of improvement.
the class.

f Act out dialogues giving appropriate

f Read the comic strip again and circle the words or phrases that express the
following ideas. feedback based on the pictures.
1. Information about an opinion of something. 2. Constructive feedback.
3. Accepting feedback. Students have to write and then act out dialogues
f Discuss these questions. based on the situations in the pictures and using the
1. Why didn’t the boy give appropriate feedback the first time? feedback tips from the first comic. The situations are
2. Why was he successful the second time?
a teacher giving feedback to a student who just failed
f Act out dialogues giving appropriate
feedback based on the pictures. an exam, and a coach giving feedback to his team.
f In preparation for your Final Product, complete in your team Worksheet 8 on page Students will need plenty of time to plan and write
165. You will need Mind Map 8 that you completed previously. 8
their dialogues. Some pairs may only be able to write
Term 3

How Am I Doing?
one dialogue, whereas faster pairs should write both.
Ter
r

Read and circle according to the scale.

1 - No. I can't do it. 2 - Yes, but with difficulties. 3 - Yes, with no problems.
If possible, all pairs should have a chance to perform
I can recognize genres of comics. 1 2 3 I can talk about values in the comic. 1 2 3
for the class.
I can recognize the parts of the comic. 1 2 3 I can explain my points of view. 1 2 3
I can give an opinion about a comic strip. 1 2 3 f In preparation for your Final Product,
Unit 8 77 complete in your team Worksheet 8 on page
165. You will need Mind Map 8 that you
Unit 8-YWCabSec1.indd 77 17/03/18 5:51 p.m. completed previously. 8
Teaching guidelines In their Final Product teams, students complete
Worksheet 8 on page 165 (p.T83c). They are going to
Recognize values expressed in comic strips. analyze the relative importance of different values.
Express points of view. Volunteers could read the values aloud for the class
to take a show of hands to see how important each
value is to students. Students should tally the totals
Warm Up during the activity. Comic strips often illustrate these
Students work as a class to define “the moral of a values through their stories and this is something
story” (its lesson) and give examples from well-known to look out for when analyzing a strip, as students
tales. will have to do in the Final Product. Students write
the values shown in the comic strips they chose
previously. They might refer back to Mind Map 8.
3 Read the comic strip and mark (✓) the
phrase that summarizes its moral. Wrap Up
The three phrases above the comic are its possible How Am I Doing?
morals. Students preview the morals before reading
the comic and choosing the most appropriate one. This is a good time to do the mid–unit evaluation.
You may wish to check their general comprehension Here, students should work individually to assess
of events: Who are the people? Why does the boy look their performance so far about in the unit and
sad? How does the man react? how much they have learned about comic strips.
Students can share their answers and discuss what
f Read the comic strip again and circle the words they do well and what they should work on before
or phrases that express the following ideas. they are ready for the Final Product.
The three categories are types of language expressed
in the text. Students may find it easier if they turn
the categories into questions: Which phrases give

Unit 8 T77

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 4 Look at the comic strip and write the letter of each speech bubble where
it belongs.
c How do you
a You definitely need b Great!
feel, darling?
to increase the dose
dose.
e Doctor, I feel bored
Teaching guidelines d Only one, doctor. and unhappy!
f How many pets
do you have?

1 2
Compare own ideas and beliefs with those
represented in comic strip panels and texts.

Warm Up 3 4

Students could practice some of the language they

will be using by asking and answering about comics
in the unit so far: What do you think of this comic strip?
Why do you think that?
f Listen to the conversation and answer the questions. 36

1. Why does Bob think the doctor’s solution to the woman’s problems was good?
4 Look at the comic strip and write the letter of
2. Why does Ted disagree
disagree?
each speech bubble where it belongs.
The speech bubbles are missing from the comic. Students 5 Complete the expressions from the dialogue.
have to decide where they go. They can describe what is Term
T
1. What of the comic strip
strip?
ad!
happening in each panel before they start and they can 2. Why that? Time to
Ti
Read
to Re
er
4
pp. 92–9
r

3. think that having so many pets is stressful

stressful?
look up key words in the Glossary on page 145 (p.T111)
4. Not .
while they read. After they report their answers, students
3

5. Well, sure.
could role-play the comic in groups of three. f In preparation for your Final Product discussion, go to Language Reference 8.1 on
page 133. Then use the expressions above to act out a dialogue giving your opinion

f Listen to the conversation and answer the of the comic strip.

questions. 36 78 Unit 8

The track is of two friends giving their opinion about

the comic strip. Students should preview the questions Unit 8-YWCabSec1.indd 78 17/03/18 5:51 p.m.

before listening to Track 36, more than once if necessary. Wrap Up

Students can discuss their answers in pairs before
writing them in their books. Different volunteers can Time to read! The Toothpick Warriors
share their answers, to which the class can agree or pp. 92–94
disagree.
Recall the story so far. Ask: Who is the main character
5 Complete the expressions from the dialogue. in the comic strip? What bad habit does the girl have?
All these expressions are commonly used when asking for What has been happening to her at night? What have the
or giving opinions. Students could mark any answers that consequences been? Then ask students to read pages
they recall lightly in pencil before listening to the track 92–94, looking at the words in the glossary at the
again to check. bottom of each page. Students should recall that
this is a Japanese story. Using a toothpick can be
f In preparation for your Final Product considered rude in Japan, and the little warriors are
discussion, go to Language Reference 8.1 on distinctly Japanese. Students should work in pairs to
think of an equivalent bad habit and problem it could
page 133. Then use the expressions above to
cause from another culture. Some pairs share their
act out a dialogue giving your opinion of the comments with the class.
comic strip.
Students first read the Language Reference individually
and then join with their Final Product teams to role-play
a dialogue about the strip. They can use practically the
same expressions to give their opinion of the comic strip,
but they should change the particulars to match their
own. At the end, students can copy their dialogues onto
paper and add them to their portfolios, as this language
will be useful when they engage in the Final Product.

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 6 Look at the pictures and number the descriptions.
In this cartoon…
one of the characters does not understand a dress code. 6 Look at the pictures and number the
the characters use the same word with a different meaning.
one of the characters needs a lot of practice.
descriptions.
one of the characters does not understand a family member’s cultural utensils.
Students should describe the scenes in as much detail
2
as possible before they read the descriptions. Ask:
3
1 What do all the scenes have in common? (They all show
some kind of misunderstanding or problem due to cultural
Take me to
differences.) Students read the descriptions above the
your leader! cartoons and then match the cartoons with them.

Be patient!
f Discuss the questions.
This activity is for students to analyze the cultural
My grandpa’s weird. He
has a phone without a
differences portrayed in each cartoon and to express
camera and a camera their opinions. Students can discuss the questions
without a phone.
4 in groups, and can change groups several times to
f Discuss the questions. provide more practice asking for and giving opinions.
1. What is the cultural difference in each scene?
2. Which scenes do you consider funny? 7 In pairs, take turns giving your opinion on
3. Which one do you think is unreal?
4. Do you know about other cultural differences? Comment on them with your classmates. the following customs. Use the questions in
7 In pairs, take turns giving your opinion on the following customs. Use the questions in the bubbles if something surprises you.
rm 3

the bubbles if something surprises you.

Term

Students should learn the pronunciation and

Ter

Really? 1. In some Arabic countries, men and Why do you say that?
women do not shake hands. intonation of the phrases in speech bubbles and then
2. In most Asian countries, such as Japan
and India, you have to remove your
suggest ways to complete them. Students can also
Don’t you think that...?
shoes before entering a house.
3. In Tibet, sticking out your tongue is
Well, but... refer to Language Reference 8.1 on page 133 for other
considered a polite way of greeting. ways to ask for and give opinions. They should take
4. In the USA, living with your family
once you are an adult is unusual.
Unit 8 79
turns reading a custom and asking for and giving an
opinion about it. They could work in pairs, or pairs
could work together with another pair. Lead a class
Unit 8-YWCabSec1.indd 79 17/03/18 5:51 p.m.
discussion at the end.
Teaching guidelines

Exchange opinions about cultural differences Wrap Up

expressed in a comic strip. Students could choose one of the customs in
Value cultural diversity. Activity 7 and draw a single-panel comic showing
a misunderstanding between a person displaying
the custom and a tourist misunderstanding its
Warm Up meaning.
It may be worth introducing the concept of cultural
differences before students open their books. You
could write the following words on the board: curry,
huipil, whisky, kimono, pie, masala chai, sushi, mole,
sake, kilt, sari, tequila and the following places
below: Mexico, Japan, India, Scotland. Students
work in pairs to match the words with the places.
You may need to explain: sake (an alcoholic drink
from Japan); curry (a spicy Indian dish composed
of meat and vegetables; kilt (a type of skirt worn by
Scottish men). A common trope of comic strips is to
show cultural misunderstandings or exaggerated
customs.

Unit 8 T79

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 8 Read the definitions of good manners. Then mark () the most complete definition.

Teaching guidelines polite behavior towards

elderly people.
good and polite
social behavior.
ways of showing respect for
people’s comfort and feelings.

Express points of view and acknowledge the 9 Listen to the conversation and complete it using the words in the box. 37

interlocutor’s answers. That’s would Any let’s about

Recognize behaviors in comic strips. RACHEL: Guys, do the homework about good manners. I think we should start by
defining the term good manners.
PAUL: what I think, too. Then we might give examples.
RACHEL: I agree. What you, Mary? ideas?
Warm Up MARY: Yes, we might draw a comic strip about good manners. Read
to Re
Time to
Ti
d!!
ad
8
pp. 95–9
PAUL: That be super cool!
This lesson is about good manners. Students should
know how to be polite in their own language, and f Read and order the comic strip panels the students drew.

they may also know some expressions in English: I don’t! I just thought you Your kitchen’s a mess,
Bernie! I’m surprised you
wouldn’t want to get
Please, Thank you, No problem, Would you mind…, honey on your sweater. expect proper manners!

May I… Students could produce sentences or short Ick!

exchanges with the phrases.

Val, you shouldn’t
have your elbows
on the table!
8 Read the definitions for good manners. Then
mark (✔) the most complete definition.
All three definitions are correct, but only one is Term
T
the complete definition. Students should choose by
er
r

themselves before checking with the class.

3

9 Listen to the conversation and complete it

using the words in the box. 37 f Think of two examples of good table manners. Go to Language Reference 8.3 on page
133 for more ideas.
This dialogue is also about good manners. Students
80 Unit 8
should preview the dialogue and mark any answers
they think they know lightly in pencil before
listening to Track 37 to check. You could check their for everyone to finish eating before leaving the dinner
Unit 8-YWCabSec1.indd 80 17/03/18 5:51 p.m.

comprehension afterward: What do the students have to table, etc. They can refer to Language Reference 8.2
do for homework? What three things do they suggest? Do on page 133 for more examples and explanations of
they agree or disagree? Students can discuss the purpose good manners.
of the expressions the children use: I think…, to give
an opinion, What about... to suggest something and Wrap Up
That’s what I think, too and I agree to acknowledge the
interlocutor’s answer. Time to read! The Toothpick
Warriors pp. 95–98
f Read and order the comic strip panels the
students drew. To wrap up, students should first sum up the story
so far and reflect on Midori’s bad habit of throwing
This is the comic strip that Rachel, Paul and Mary
toothpicks under the bed as another example
drew, but the panels are out of order. Students should
of bad manners in Japan. Students should then
number the panels in order by themselves before
predict what the outcome of the story is. They can
checking with a partner: What two instances of good
read the final pages and compare the facts with
manners does the comic strip refer to? Are these good
their predictions. They should look up the words in
manners everywhere?
the Glossary and make sure they understand their
f Think of two examples of good table manners. meaning. They can report what they liked the most
about the story and what they did not like. They
Go to Language Reference 8.2 on page 133 for
should then work in pairs to discuss and carry out
more ideas. the activities on page 98.
Like other cultural expressions, good table manners
vary from place to place. Students should discuss
manners that may be common to most or many
cultures: not talking with food in your mouth, not using
cell phones while at the dinner table, not reaching across
the table or in front of someone to get something, waiting

T80 Unit 8

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 10 Read the story. Then use the words to ask questions and write them in
your notebook.
f Now answer the questions.
M r. Simpson had a few days’ vacation, so
he decided to take a train up into the
out of the window, too. The other passengers
on the train laughed and asked, “Why are
Students should read each question and then scan
mountains. He put on his best clothes, packed
a small bag, went to the station and got on
thr
th
hrowi
wiin
you throwing ng
g your bag out of the window?
That’s not going to bring your hat back!” “No,
the text for the answer. They can write the answers
the train. He was wearing a beautiful hat it isn’t,” Mr. Simpson answered, “but there is in their notebooks. At the end, they could discuss
and he often put his head out of the window no name or address in my hat, and there’s
during the trip to look at the mountains. a name and an address on the bag. When cultural expressions present in the story as a class or
wn
wi
Suddenly, the windndd pulle
pul
ulle
ulle
l d his hat off.
pulled somebody finds both the hat and the bag,
Mr. Simpson took his small bag and threw it se
end
they’ll sendd them both to me.” in small groups: the honesty of the finder to return the
goods, the custom of traveling by train, etc.

Create a comic strip.

Students can have a go at making their own comic

strip using digital tool at the URL on the page. Students
could work in pairs to create a comic strip of three or
four panels about Mr. Simpson’s story or another. The
tool allows them to select characters, thought and
1. What / Mr. Simpson / decide / on his vacation? 4. What / Mr. Simpson / do / then?
speech bubbles, objects, onomatopoeic words and
2. What / often do / on the train? 5. What / other passengers / train / ask? backgrounds. They can add up to nine panels and
3. What / wind / do? 6. What / Mr. Simpson / answer? when they finish, they can email the comic strip to
f Now answer the questions. themselves or someone else, save it as an image file or
print it for their portfolios.
rm 3

Create a comic strip.

Term

Go online and create a comic strip using this story or another story.
https://www.makebeliefscomix.com/Comix/
Ter

- Decide on the number of panels you need. f To get prepared for your Final Product
- Include drawings, speech bubbles and onomatopoeia.

f To get prepared for your Final Product discussion, in your teams choose two comics
discussion, in your teams choose two
you will work with. Use Mind Map 8, Worksheet 8 and Language Reference to
complete the Collection of Evidence Template on page 119. T
comics you will work with. Use Mind Map
8, Worksheet 8 and Language Reference
Unit 8 81
to complete the Collection of Evidence
Template on page 119.
Unit 8-YWCabSec1.indd 81 17/03/18 5:51 p.m.

Teaching guidelines Students work in their Final Product teams to complete

their preparation for their discussion by making a final
Form questions based on what the interlocutor said. decision on the comics that they will discuss. They can
refer to their completed Worksheets and Mind Maps to
make their choices, and then they should complete the
Collection of Evidence Template on page 119 (p.T83a)
Warm Up Poster 8 with details about their chosen comics.
Suggested material: sheets of white paper, markers
Students work in small groups on the missing speech Wrap Up
bubbles for Poster 8. They read out their dialogues For the next class, students could each investigate
when ready. Take a vote on the funniest dialogue. one superhero and his or her superpowers.

10 Read the story. Then use the prompts to

ask questions and write them in your
notebook.
Students read the story to answer these questions: Do you
think Mr. Simpson’s actions were wise or unwise? Why? They
should look up the meaning of the highlighted words in
the Glossary on page 145 (p.T111) while they read. To
write questions from the prompts, students may need a
reminder of how to form questions in the past. Students
should all have the correct questions before they go on to
the next activity.

Unit 8 T81

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 11 Read and write the name of the superhero next to each description.

Geek Boy Super Toddler Healing Girl Smart Woman

Teaching guidelines

Use examples to clear up confusion. 1. His real name is Bruno

Haro. He drank a bottle of radioactive milk when
he was in his mother’s laboratory. This caused him
to become a strong baby of incredible power.
2. She created a powered
suit to save her life and escape when she was
Warm Up kidnapped by evil scientists who wanted her to
create a new weapon of mass destruction.
Write the words superhero/ine on the board and 3. She has two retractable
encourage students to produce related words to boots and a healing factor that allows her to
recover from virtually any wound.
create a mind map: superpowers, fights crime, helps 4. He has no special powers
but, with his brilliant mind and the help of his
people, secret identity, smart, brave, etc. Students then supercomputer and other gadgets he has in his
reveal which superhero they each investigated and room, he can solve riddles and fight his enemies.

tell the class about his or her powers.

f Listen and check your answers. 38

11 Read and write the name of the superhero f Underline the option that best defines the function of these expressions
from the conversation.
next to each description.
For instance,
Knowing this vocabulary will help students with the What I mean is that are ways of explaining something / giving opinions.
Let me show you.
task: geek (someone especially enthusiastic and skillful in
f Practice your discussion points for the Final Product about the comics you chose in
the use of computers); toddler (a young child who is just Term
T your team. Make sure you edit your Collection of Evidence chart. Go to Language
Reference 8.1 and 8.2 on page 132 if needed. T
beginning to walk); gadget (a small mechanical or electronic
er
r

Go online and find out about superheroes around the world. Then write your opinion
device); riddle (a puzzle); evil (bad); healing (curative). about three of them. Finally discuss the questions below.
Students should then read the descriptions and match
3

https://mic.com/articles/86911/what-superheroes-look-like-in-14-countries-around-the-world
What superheroes are there in your country? Are their superpowers similar or different to
them with the names of the superheroes. They can the ones above?

compare their answers in pairs before checking with What problems are there in your community? What superpowers do you think you would
need to fix them?
the whole class. Students could also identify which key
82 Unit 8
words in the texts helped them guess the answers.

f Listen and check your answers. 38 Unit 8-YWCabSec1.indd 82 17/03/18 5:51 p.m.

Students listen to Track 38 to check their answers Go online and find out about
and then answer: What game are the students playing?
superheroes around the world. Then
(Riddles.) Is it difficult for them to guess the names of the
superheroes? (No.) write your opinion about three of them.
Finally discuss the questions below.
f Underline the option that best defines Students visit the URL either at home or a place with
the function of these expressions from the Internet and look for information about superheroes
conversation. in different parts of the world. They then write a few
Students have to choose which option in italics correctly sentences about each one giving and explaining their
describes what the expressions do. They should listen to opinion. Back in class, students work in their Final
the track again before making their choice. Product teams to discuss the questions.

f Practice your discussion points for the

Wrap Up
Final Presentation about the comics you
Students can each choose one super power to help
chose in your team. Make sure you edit with a problem specific to their community. They
your Collection of Evidence chart. Go to should tell the class which power they chose and
Language Reference 8.1 and 8.2 on page 132 what problem they will tackle.
if needed.
Students work in their Final Product teams to rehearse
their discussions. They can refer to Language Reference
8.1 and 8.2 on page 132 (p.T83d) for useful language.
They should refer to their Collection of Evidence
Templates and amend them if necessary during the
discussion.

T82 Unit 8

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 Final Product
1 Hold a discussion.
Before you begin your discussion, review in your teams the process your followed throughout the
unit to get to this point. 1 Hold a discussion.
1. Reasearch comic strips using different sources.
Page 75 Students should review with their teams the steps they
2. In your team, brainstorm ideas and opinions about comics of your choice.
Page 76 8
have taken so far to prepare for the Final Product. If
3. Discuss values and decide which ones are shown in the comics you chose. possible, you could invite students from other classes
Page 77 8
4. Practice giving opinions about comics using appropriate expressions. to come and watch the discussions. Teams take it in
Page 78 Language Reference 8.1 turns to present their charts and comic strips and hold
5. Choose two comics to discuss and complete the comparative chart about them.
Page 81 T their discussion about them. Other students should
6. Edit your chart and practice discussion skills.
Page 82 T Language Reference 8.1, 8.2
listen respectfully and ask questions or offer feedback
7. Now present the team to the rest of the class or to your guests from other classes. at the end.
8. Say which two comics you will discuss and hold your discussion.
9. Ask for feedback from the audience and accept comments respectfully.
Reflection
At the end of the discussion or at the beginning of
the next class, it might be a good idea to reflect on the
Reflection team’s performance following the questions in the box.
1. How easy or difficult
was it for the team
to give opinions and
Self-evaluation
choose the comics
for discussion? This section is for students to reflect on their
2. How easy was it
for you to use the
participation in the Final Product. It isn’t necessary
expressions suggested
in the unit?
for students to share their ideas as it is an individual
Self-evaluation
and personal evaluation to identify what they have to
rm 3

3. How many different

Term

comics were discussed During the Final Product discussions,...

by all the teams? work on in the future.
Ter

• I liked doing research and analyze comic strips.

4. What part of the
project did you find • I felt confident giving opinions and participate in decisions.
the most interesting?
• I listened respectfully to my teammates’ ideas.
5. Which comic strip did
• I could give my ideas fluently.
Wrap Up
you like best? Why?
Students could complete the unit by saying what sort
Unit 8 83 of comic they would like to create, including genre,
characters, setting and values. They can present their
ideas to the class and even create the comic if there is
Unit 8-YWCabSec1.indd 83 17/03/18 5:51 p.m.
time and interest.
Teaching guidelines

Make charts of expressions for giving opinions and

examples.
Use expressions to discuss ideas or beliefs in comic
strips.
Question positions based on commonsense opinions.
Monitor progress from starting point.

Warm Up
Students can do any last minute rehearsing of their
discussions before the formal presentations begin.
They could decide what order they will speak in.

Final Product
This Final Product requires students to ask for
and express opinions about comic strips using
their Collection of Evidence Template chart with
information about genre, topic, ideas or values, and
overall opinion.

Unit 8 T83

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 T Collection of Evidence Template
Notes with Ideas and Beliefs

1 Choose two comic strips you have read and write notes about them in the columns below.

Comic Strip 1 Comic Strip 2

Topic: Topic:

Characters’ characteristics: Characters’ characteristics:

Message or values included: Message or values included:

Favorite scene: Favorite scene:

General opinion and point of view: General opinion and point of view:

2 Complete the sentence with your conclusions.

I liked comic strip better because .

T83a Unit 8 Photocopiable

U8_YWC_TGSec1.indd
Collect 84
Evidence_YWCabSec1.indd 119 3/28/18 6:42
17/03/18 12:00 PM
p.m.
 Evaluation Instrument Unit 8
Self- and Peer-Evaluation Card

1 Use the code to answer the questions and evaluate yourself.

1 I can do this. 2 I’m almost there. 3 I need more work on this.

Myself My classmate

Can I … Can my classmate …

identify the topic in a identify the topic in a

comic strip? comic strip?

recognize the behavior and recognize the behavior and

values expressed in comic values expressed in comic
strip texts? strip texts?

express my opinion express his/her opinion

of a comic strip? of a comic strip?

question others’ question others’

points of view? points of view?

use language to agree use language to agree

or disagree with others’ or disagree with others’
points of view? points of view?

2 Interview a classmate and complete the column on the right.

3 Look for ways of helping each other. (You can explain things, give examples, go
over specific lessons, ask other students for help, ask the teacher, ...)

Photocopiable Unit 8 T83b

/18 6:42 p.m. U8_YWC_TGSec1.indd 85 3/28/18 12:00 PM

 Worksheet 8
1 Mark () how important these things are for you.

f Read the values and discuss the meaning of each value.

Values Extremely Important Not Very

Important Important

Compassion: Understanding the problems

of others

Honesty: Telling the truth and keeping to

your principles

Justice: Treating everyone fairly

Knowledge: Discovering information

and truth

Loyalty: Keeping commitments to people

or things (ideas, jobs, etc.)

Physical appearance: Being attractive,

clean, well-dressed

Pleasure: Having fun, being satisfied

Power: Having control, authority or

influence

Recognition: Being important, popular and

accepted

Tolerance: Respecting other people and

opinions

Wealth: Having a lot of possessions and

money

f Count how many students think each value is extremely important, important or not
very important.

2 Write down the titles of the comics you discussed and list the value(s) included in each.

TITLE Value

1.

2.

3.

T83c Unit 8

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Worksheets_YWCabSec1.indd 165 17/03/18 5:55 p.m.
/18 5:55 p.m.
Language Reference
Unit 8 Discussing Comic Strips

U8_YWC_TGSec1.indd 87
8.1 Asking and Answering Questions about Opinions

We can use the following expressions to express opinions:

Giving your opinion Asking about opinions

Mind Map 8 • In my opinion,… • What did you think of (the illustrations)?

• That’s what I think…. • Why do you say that?
1 Complete the diagram with the main ideas of the comics your teammates chose. Then • The way I see it,… • Don't you think that (it is a little boring)?
write your opinion about each one. • From my point of view,…. • Do you consider a good idea to (include a superhero)?
• Not at all. • Really?
Title: • Well I’m not sure. • We’d like to have / hear your opinion.

idea Your opinion

8.2 Clarifying or Explaining Something

idea We can use the following expressions to clarify or explain something:

• For instance, ... • What I am trying to say is…

• For example,… • Let me show you
Title: • What I mean is that ... • Let me explain it to you.
• I think / believe / suppose / imagine / reckon… • Is it clearer now?
• Do you have any questions / doubts?
idea Your opinion

8.3 Good Manners

idea
The following is a list of the TOP SIX good manners:

1. Always say PLEASE. • Could you pass me salad, please?

Title: (This demonstrates consideration for others.) • Can you give us your opinion, please?
• Thank you for your comments!
2. Always say THANK YOU.
idea Your opinion • I really appreciate it!
(This shows appreciation and gratitude)
• That / this is very nice of you!
3. Say NICE things to people (Compliments). • You look nice today!
idea (This makes others feel good and appreciated.) • You did a great job!
• I'm sorry.
4. Say I'M SORRY.
• I apologize for not being
Title: (This shows you take responsibility for your actions.)
on time.

Your opinion 5. Say EXCUSE ME.

idea • Excuse me, can I have some more bread?
(This shows consideration for others.)

6. SHARE with others. • Here you are!

idea (This you care and appreciate others.) • Would you like some water?

Title:
Unit 8 133
idea Your opinion

idea Language Referance Sec YWC L1.indd 133 17/03/18 6:00 p.m.

Unit 8
Unit 8 187

T83d
Mind Map_YWCabSec1.indd 187 17/03/18 6:58 p.m.

3/28/18 12:00 PM
 U t
Unit

Term 3: Unit 9 9 Giving Oral Presentations

Giving Presentations Environment: Academic and educational
Unit Overview

Social Practice Communicative Activities Achievements

Exchanges associated Present information about • Select information.
Environment: Academic and educational with specific purposes linguistic diversity. • Read information.
• Rehearse giving a presentation.
Social Practice: Exchanges associated with specific • Give a presentation.
purposes Final Product: Giving oral presentations Reader: Fun Facts About World Languages

Communicative Activities: Present information

1 Look and guess the topic of each presentation.
about linguistic diversity.
Achievements:
Select information.
Read information.
Rehearse giving a presentation.
Give a presentation.
Evaluation Instrument page T93b (Assessment
Rubric): Make one copy per student you choose to
evaluate this month. Suggested number of students:
5 to 7.
f Listen and check your answers. 39
Final Product: Giving oral presentations Term
T
f Mark () the items you can
er

Reader: Fun Facts about World Languages use in presentations. How Much Do I Know?
r

board projector Answer the questions in pairs.

1. In which classes do you give presentations?
3

poster notes 2. How do you research information?

3. Do you like giving presentations?
video microphone 4. Which piece of equipment do you use in
Teaching guidelines screen markers
your presentations?

Use strategies to find information. 84 Unit 9

Unit 9-YWCabSec1.indd 84 17/03/18 5:52 p.m.

Warm Up f Listen and check your answers. 39

Students define the word presentation to begin the Students are going to listen to Track 39, which contains
class: to produce or display something (a talk, a extracts from the presentations in the previous activity,
play, etc.) to an audience. Students brainstorm in to see whether their predictions were correct or not. They
small groups three presentation topics they would can also note down the most interesting points in each
like to talk about. presentation. They may need some vocabulary defined
for them: foundation, kennels and collars.

Unit Overview f Mark (✔) the items you can use in the
We suggest you explain to students what they are presentations.
going to learn about in this unit and with what Volunteers read the words and explain their meaning
purpose. Students examine the chart and speculate or use: We use notes in case we forget something. Then
on what they will achieve at the end of the unit. They students mark the items they can use in their
could say whether they like giving presentations and presentations at school.
why, and they could discuss how important it is to
talk about language diversity, as language is a big
Wrap Up
part of each culture. What do they love most about How Much Do I Know?
their mother tongue?
We suggest you use this part of the class as a
1 Look and guess the topic of each diagnostic evaluation. Students can reflect on
presentation. how much they know about the topic from other
You may want to form pairs that will work together in classes, movies, etc. In this unit, students discuss
this class. First, students look at the photos and use their the questions in pairs. They may share their ideas
imagination and previous knowledge to guess what with the class.
each presentation shown in the photos is about. They
will get confirmation of the answers in the next activity.

T84 Unit 9

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 Development

1 Read the title, look at the illustration and predict what the article is about. f Match the parts of the text with their
by Jan Kapur
title functions.
About Language headings Language and Culture Students form pairs and do the task. They should first
Languages are probably one of the most Language is culture and culture is language. Culture
ancient inventions of mankind. Unlike animals, began developing just after speech appeared, and there
has been a relation between these two since then.
find the components from the list on the labels in the
humans use a wide variety of languages to
communicate and survive in this world. This does
not reduce the importance of other forms of
Through language, we can learn about any particular
culture. People use their language to communicate article and discuss how they could define them. Then
their beliefs, feelings, identities or events.
communication, such as body language.
It is also very important to add how body language, in they read the definitions and do the matching.
picture/image other words nonverbal communication, varies from
country to country, and how important it is to get
to know its basic rules in order to understand the
message and not to offend anyone. f Read the article and answer the questions.
Diversity enriches our lives. The more we know about
glossary different cultures, the more open-minded and tolerant
we become. It is as important to protect the uniqueness
Before students read the article, they should look at
of our culture as it is to learn about other cultures, so
mankind – the human race
footnote that we can make this world a better place. the labeled arrows pointing to various parts of the
1
Language in this article refers to a system for the expressions of thoughts, feelings, etc., used by a specific group of people. text. After reading, they answer the questions and
f Match the parts of the text with their functions.
compare their answers in pairs. Finally, different
1. footnote gives visual support to the information. students take turns reading and answering the
2. glossary presents additional information about something. questions out loud for the class.
3. picture/image gives the main idea of the text.
4. heading gives the meanings of particular words.
Choose the team you are going to do
5. title introduces or summarizes a section of a text.

f Read the article and answer the questions.

the Final Product presentation with.
1. What makes humans different from animals? Read online about language diversity in
2. Which word is defined as the human race?
Mexico and discuss the questions.
3

3. Which concept does the footnote clarify?

Term

4. What is a nonverbal way to communicate?

Students choose or are assigned their Final Product
Ter
r

Choose the team you are going to do the Final Product presentation with.
Read online about language diversity in Mexico and discuss the questions. teams of three or four students. If teams cannot access
https://publishingperspectives.com/2017/08/mexico-indigenous-language-publishers/ the URL at school, they could do it at home or in a
1. Do you know any indigenous languages?
2. Do you think it is important to help preserve these languages?
place with Internet. The article talks about the actions
3. How do you feel about the efforts the different publishers do to help preserve them?
4. What other things can be done?
publishers are taking to help preserve indigenous
Unit 9 85 languages in Mexico.

Unit 9-YWCabSec1.indd 85 17/03/18 5:52 p.m. Wrap Up

Teaching guidelines
Value—Preserving indigenous languages
Use strategies to find information (titles, pictures, etc.). There is a famous speech by Professor Ghil’ad
Locate information that helps with responding to Zuckermann from the University of Adelaide in
questions. Australia about linguistic diversity in that country.
Evaluate the function of text components (e.g. He gave three reasons why we should help preserve
headings, footnotes, glossary). indigenous languages:
• By supporting language diversity we are
Development strengthening people’s cultural heritage and
their identity.
• People who speak more than one language
Warm Up possess improved cognitive abilities and
In pairs, students race to write down languages in educational outcomes.
one minute before pooling their ideas on the board. • Every language in our world has its own unique
They should check the pronunciation and spelling. elegance and we should embrace that beauty.
Students should say which reason they think is the
1 Read the title, look at the illustration and most important, and whether they would give
predict what the article is about. the same reasons to preserve indigenous languages
in Mexico.
Students do the task individually. Then you could
elaborate on the concept of linguistic diversity. When
talking about individuals, it refers to how many
languages a person speaks. In reference to a society,
it refers to how many languages a society as a whole
speaks. Mexico is a very linguistically diverse place,
with the number of languages spoken estimated at
around 70.
Unit 9 T85

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 2 Read the words and mark () the ones you recognize and understand. Check your
ideas in the Glossary on page 146.
Teaching guidelines LOL unfriend chat blog app

3 Read the title of the article. Then underline what you think it is about.
Relate previous knowledge to the text. The importance of social media How social media affects languages The meaning of emojis
Detect frequently used words to anticipate general
sense.
Use reading strategies: infer implicit information. Nowadays, we talk a lot about social media, but Emojis and emoticons
can we define it? Let’s start by looking at each have become part of the
Define criteria for selecting sources of information. part of the expression – social and media.
Social refers to interacting with other people.
language of social media.
We use them constantly!
Media refers to an instrument of communication, With emojis you can tell
such as the Internet. So, we can now say that someone where you are,
social media are the communication tools what you’re eating, and
available online that help us communicate with what the weather is like,
other people. and with emoticons you
can express how you feel
Languages change constantly, but social media at any given moment. You
Warm Up has accelerated the process. No matter what
languages you speak, if you are fond of social
don’t even need to speak the language of the other
person to be able to communicate with him or her.
media apps and websites, you will definitely
Social media has definitely had an impact on the
In small groups, students discuss the questions understand specific expressions or icons that are
commonly used there. You have already adopted
way we communicate. It is now much easier to
communicate with others, have fun and learn together.
many of the phrases in English and use them
Just remember, whatever the language, use social
about the article they read online. They should give on a daily basis. For example, have you heard of
the words “selfie,” “unfriend,” “chat,” “app,” or the
media wisely and never to hurt anyone.
Source: https://blog.oxforddictionaries.
abbreviation “LOL”? Of course you have.
their opinions about the publishers’ efforts. Would com/2014/06/18/social-media-changing-language/

they like to participate in a similar project? It is f Read the article and discuss the questions.
1. How can we define social media?
important they express their opinions with respect. 2. How has social media had an impact on the way we communicate?
Readad!
3. What piece of advice does the author give? Time to
Ti to Re
02
pp. 99–1
4. Who might be interested in the information in this article? Why?
In your teams, go online and find three more facts related to language on social
2 Read the words and mark (✔) the ones you media that were not included in the article.
Source: https://blog.oxforddictionaries.com/2014/06/18/social-media-changing-language/
recognize and understand. Check your ideas
Term
T 4 Complete the sentences using the words in the box. Then discuss which of these
in the Glossary on page 146. sources of information you would choose for your Final Product presentation.
er
Complete Activity 1 of the Collection of Evidence Template on page 121. T
r

Students should look quickly at the words and raise their textbook social apps magazine Internet dictionary
3

hands if they recognize and understand all of them. 1. When I want to meet people, I use .
2. When I need information about a topic, I look at a and the
They should also say when they use them and why they .
are so well-known. Students mark the words they know. 3. When I want to read for fun, I usually look for a .
4. When I don’t know the meaning of an English word, I look it up in a .
If some students don’t know what they are, they can
86 Unit 9
look them up in the Glossary on page 146 (p.T112).

3 Read the title of the article. Then underline Unit 9-YWCabSec1.indd 86 17/03/18 5:52 p.m.

what you think it is about. 1 of the Collection of Evidence Template on

A volunteer reads the title of the article aloud. page 121.
Another reads the three summary phrases, and Students complete the sentences and then discuss
students say which one might be the main idea of which sources they will use to prepare their
this article, justifying their ideas: Language and social presentation. While they work, they should complete
media are the key words that relate the two topics. the first activtiy on the Collection of Evidence
Template (p.T93a).
f Read the article and discuss the questions.
Students read the article silently and then form pairs Wrap Up
to discuss the questions. Next, students read out the
parts of the article that justify their answers. Finally,
Time to read! Fun Facts about World
they can discuss: Do you use special social media Languages pp. 99–102
language and emojis? Do you think they are useful? Why?
Students read the title of the text. They are going
f In your teams, go online and find three more to read interesting information about languages
in general: Do you think the first humans who used
facts related to language on social media that
language spoke with as many words as we speak today?
were not included in the article. After speculating, students read page 99 to find
In their Final Product teams, students look online for out the answer. Then students read pages 100 to
other examples of social media language and report 102 silently, using the words in the glossary to help
back the next class. them understand the information and, finally, they
summarize it orally in their own words.
4 Complete the sentences using the words in
the box. Then discuss which of these sources
of information you would choose for your
Final Product presentation. Complete Activity

T86 Unit 9

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 5 Look at the numbers from the article below and guess what they refer to.

98% 50 12% 5th

f Read the article and check your predictions.
f Read the article and check your predictions.
Students read the text silently and underline the parts
that show the numbers. Next, different students read
these parts aloud and confirm their predictions.
The English language has USA, Canada, the United and Singapore. In India,
its origins in the 5th century.
Today it is the dominant
Kingdom, Australia and New
Zealand. Canada also has
12% of the population
speaks English as a second
f Find in the text and underline the answers to
language in the world, and 1
billion people speak it or are
French as a Àrst language,
in Quebec, but 85% of
language.
English spread to many
the questions below.
learning it. The number of Canadians speak English other countries through
people who speak English as as their Àrst language. A colonization and emigration.
Students may choose who they want to work with,
a Àrst or native language is
about 380 million, and there
few people speak Celtic
languages in the United
Its importance today is but you may suggest to work with someone they don’t
connected to the strong
are about 50 countries that Kingdom, but 98% of people position of the United States know that well. Students read the questions and find
have English as their Àrst there speak English as their in commerce, technology
language. But more people Àrst language. and industry. For these the answers in the article. They should realize that the
speak Chinese and Spanish
as their Àrst language than
About 505 million people
in the world speak English
reasons, it is unusual to
Ànd places where people
main idea is not always the first sentence. Pairs share
English. as a second language. don’t have at least a basic their ideas. Was there anything in the article that
English as a Àrst language This is the case in many understanding of English.
is spoken mainly in the African countries, India surprised them?
f Find in the text and underline the answers to the questions below.
6 In preparation for your Final Product
1. What is the main idea of the article?
2. Is English the most common native language is the world?
ad!
presentation, go to Worksheet 9 on page 167.
Read
to Re
Time to
Ti 105
3. What two languages are official in Canada? pp. 103–
Then answer the questions on a separate
4. How any people speak English as a second language?
sheet of paper. 9
3
5. What is the main reason for English to be present in so many countries?
Term

Students go to Worksheet 9 on page 167 (p.T93c) and

Ter
r

6 In preparation for your Final Product presentation, go to Worksheet 9 on page 167.

Then answer the questions on a separate sheet of paper. 9
say what information is presented in the first graph:
1. What kind of information can you find in graphs?
2. Do you think graphs can help present information? How?
the percentages of English-speaking people in three
3. What categories or names can you include in a graph? countries, Canada, United Kingdom and India. Students
work in their Final Product teams to read the article
Unit 9 87 in Activity 5 again and color the bars. Then they read
the questions in Activity 2 and find the information
on the second graph. To do their Final Product, they
Unit 9-YWCabSec1.indd 87 17/03/18 5:52 p.m.

may choose to make a bar graph or may need to

Teaching guidelines read information on a graph and interpret it. So both
skills are necessary. Elicit the title of the second graph
Define purposes of reading.
and then have some students share answers to the
Reread information.
questions with the class. They could go online and
Locate information that helps in responding
find out more about Spanish around the world.
to questions.
Finally, to enrich their portfolio of evidence, they
should answer the questions on a separate sheet
of paper.
Warm Up
Students work in pairs to make a list of reasons for Wrap Up
learning and speaking English. Pairs share their
ideas with the rest of the class. Time to read! Fun Facts about World
Languages pp. 103–105
5 Look at the numbers from the article below Students recall information they remember from
and guess what they refer to. pages 99 to 102. Invite them to read pages 103 to
Students read the title of the text, look at the numbers in 105. Students suggest examples of onomatopoeia in
the box and predict what they refer to: What number do other languages.
you think refers to the number of people who speak English
in the UK? What number do you think refers to the number
of people who speak English in India? What number refers to
a particular century? What number do you think refers to the
number of English–speaking countries?

Unit 9 T87

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 7 Read the questions and predict the answers.
1. Which languages are spoken by the most and by the fewest people?
Teaching guidelines 2. How many languages are spoken in the world? 3. How are they distributed?

f Read the article. Then write the number of the corresponding question from the
previous activity next to each paragraph.
Use reading strategies.
There are at least 7,101 living A large number of languages are concentrated
Formulate questions to guide students’ search for languages in the world today. in Asia and Africa. In Africa alone there are
50% of the world’s languages are 1,500 languages. The Americas have 15% of the
information. located in just eight countries: India, world’s languages, and Europe has the fewest
Brazil, Mexico, Australia, Indonesia, number, just 4%. The pie chart below shows
Nigeria, Papua New Guinea and the distribution of languages by region as a
Cameroon. Unfortunately, about percentage of languages in the world.
50% of these languages are
endangered..

Warm Up Because of colonization and

emigration
emigration, many people speak
European and Asian languages. This
Students can do the activity in pairs or orally as a explains why English and French
are spoken in Canada and many
class. If they work in pairs, they should write a list of parts of Africa, and Spanish and
Portuguese are spoken in Latin
countries and their official languages: France – French. America. In many countries, people
speak indigenous languages. This is
Different pairs then take turns saying the name of a the case on the remote islands of
the Pacific Ocean, where only about
country and the language officially spoken there. 1,000 people speak each language.
As a result of these factors,
languages are spread unevenly
around the world.
Adapted from: https://www.washingtonpost.com/news/worldviews
7 Read the questions and predict
8 Use the ideas below to ask and answer questions about the text.
the answers.
1. How many languages / in the world / in danger of extinction?
Students discuss the answers to the questions applying 2. What / two European languages / spoken / Canada?
3. Which / indigenous languages / spoken / your country?
their previous knowledge. They can compare their Te
Term
T 4. Where / most languages / concentrated?
ideas with another pair of students. After that, the
er
e rm 3

How Am I Doing?
whole class discusses the questions, recording some of Read and mark ().
1. I like working in the team we chose.
the predictions on the board.
2. I know what sources of information we can use to do research.

f Read the article. Then write the number 3. I need to choose the topic of the presentation.
4. I need to decide on the graphic components we need to use.
of the corresponding question from the
88 Unit 9
previous activity next to each paragraph.
Unit 9-YWCabSec1.indd 88 17/03/18 10:39 p.m.

Before students read the article, they should look at

How Am I Doing?
the boxes next to each paragraph. After they read
each paragraph, they should write the number of As you are now halfway through the unit, it is
the corresponding question in the box. They should important for students to stop and check how
understand that the information in the paragraph they are doing. Students should work in their
should be an answer to this question. Then students Final Product teams to assess their experience and
go to page 146 of the Glossary section (p.T112) performance so far as a team. They should also
to check the meaning of the highlighted words. look ahead and reflect on what they need to do to
After students have read the text, different students be ready for their Final Product.
could read one paragraph each along with the
corresponding question to report their answers. This is
an opportunity to correct students’ pronunciation. You Wrap Up
could correctly say their mispronounced words after
they’ve finished for them to repeat after you rather Teams share their experiences so far of working
than interrupting their reading. together. They should say what they’ve done well
so far and what they could improve on.
8 Use the ideas below to ask and answer
questions about the text.
Students work in pairs and formulate the questions
correctly using the ideas: How many languages in the
world are there in danger of extinction? Then they take
turns asking and answering questions from memory.
To check, they go back to the text and find the answers.

T88 Unit 9

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 9 Label the pictures using the words in the box.

map graph projector infographic web page survey

f Answer the questions about the pictures on a
1 2 3 separate sheet of paper.
Students take turns reading the questions out loud
for others to answer. The other students in the class
say whether they agree with the answers and give
4 5 6
their points of view. After that, students answer the
questions in full on a sheet of paper and keep it in
their portfolios.

f Answer the questions about the pictures on a separate sheet of paper.

10 Listen to a woman talking about giving
1. Which pictures show sources of information? presentations. Circle the words in the box in
2. Which ones do you think are more effective for giving information? Why?
3. Which ones can you use to give a presentation?
4. Which ones would you select to find information about the following topics?
Activity 9 that she mentions. 40
How to Make a Product A Healthy Diet The History of a Language An important part of getting ready for giving a
Dialects Spoken in Your Country Number of People with Pets
presentation is to listen to other people giving one.
10 Listen to a woman talking about giving presentations. Circle the words in the box in
Activity 9 that she mentions. 40
Students need to learn to listen and get the main ideas
of people’s presentations. They are going to have to
f Listen again and complete the sentences. 40

1. Your audience can be . focus and try not to get distracted. Students are going
2. Plan your time and practice . to hear a woman talking about giving presentations.
3. Your visuals should contain .
The first time they should listen for the answers to the
3

4. Not everything we read or listen to in .

following questions: Who is her audience? What are two
Term
Ter
r

11 To choose the topic for the Final Product presentation, go to Collection of Evidence
Template and complete Activity 2 using the topics you chose as a team previously.
reasons you shouldn’t speak too much? Students listen to
Then vote on the topic you want to present. Consider these questions. T Track 40 and then give the answers to those questions.
1. Is the topic interesting?
2. Do you have enough information? Then they listen again and circle the words in Activity
3. Can you imagine how you would present this information to an audience?
4. What materials would you need?
9 that she mentions.
5. When giving a presentation, will you use formal or informal language? Why?
Unit 9 89 f Listen again and complete the sentences. 40
Students read over the sentences to be completed and
Unit 9-YWCabSec1.indd 89 17/03/18 5:52 p.m. suggest how to complete them. Then they listen to
Teaching guidelines Track 40 again and write the missing information on
the lines.
Define criteria for selecting sources of information.
Define language register. f To choose the topic for the Final Product
presentation, go to Collection of Evidence
Template and complete Activity 2 using
Warm Up the topics you chose as a team previously.
Students suggest definitions for the word source: a Then vote on the topic you want to present.
primary reference, a document that provides information.
Consider these questions.
In pairs, students discuss: What sources of information
do you use at school and to do homework? Which do you Students work in their Final Product teams to complete
find the most useful? Why? Students can discuss their the second activity on the Collection of Evidence
ideas as a class at the end. Template (p.T93a). They should make a final choice
on which topic they will present in the Final Product
and then discuss the questions.
9 Label the pictures using the words in the box.
Students look at the pictures and say what they see.
They read the words in the box and think about their Wrap Up
meanings. Most of the words are cognates, which Student discuss the following questions. They could
means that they resemble words in Spanish. Students listen to Track 40 again if necessary: Is the woman
label the pictures, and then report their answers by using formal or informal language? How do you know?
pointing at the pictures in the order they appear in When giving a presentation at school, should you use
the book and saying what they are. Students discuss: formal or informal language? Why?
Have you ever used any of these tools? What for?

Unit 9 T89

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 12 Unscramble the phrase below. Then listen and check. 41

GLINUA CAFRAN
Teaching guidelines
13 Listen to the first part of a presentation and complete the definition. 42

Prepare notes and graphic resources that support

It’s any of the various used as a common or commercial language
students’ presentation. among whose mother tongue is a one.
Combine oral interaction with graphic resources
and the use of notes to aid students’ memory. f Listen to the second part of the presentation and discuss the questions. 43

1. How could you explain to others what a lingua franca is?

2. Why do you think is English considered a lingua franca?
3. What advantages are there to having a lingua franca?
f Listen to the third part of the presentation and complete the mind map. 44
Warm Up
Worldwide
Students discuss which foreign language they think Organizations

most people in their country study. Then they share United Nations:
with the class which two foreign languages besides Official Languages

English they would like to learn and why. Lingua

Franca

12 Unscramble the phrase below. Then listen Advantages of a

Global Language

and check. 41
The scrambled phrase has to do with languages and Disadvantages of a
Global Language
it is a Latin phrase. Students can find this phrase
Term
T
somewhere on the page. Students work for three
er
r

14 Compare your notes with a classmate. Add or change any necessary information.
minutes before listening to Track 41 to check. Then
f Listen again and complete your notes. 44
they define lingua franca.
3

f Take turns presenting the information using your notes.

13 Listen to the first part of a presentation and 15 In your team, go to Mind Map 9 on page 189 and take notes on the textual and
graphic components needed for your Final Product. Worksheet 9 can give you some
ideas. Now is a good time to assign responsibilities to each team member.
complete the definition. 42
90 Unit 9
Students read the incomplete definition and guess
the missing words. Then they listen to Track 42 and
complete the definition. You may reflect if it is easy to Unit 9-YWCabSec1.indd 90 17/03/18 5:52 p.m.

understand oral presentations. If some students find it f Listen again and complete your notes. 44
difficult, they could listen to the track again. Students listen to Track 44 one more time to check
their notes and make their final adjustments.
f Listen to the second part of the presentation
and discuss the questions. 43 f Take turns presenting the information using
Students work in pairs and read the questions first. your notes.
They could come up with some ideas from previous In small groups, students choose one of the concepts
knowledge. Then they listen to Track 43 once to listen to in the mind map and prepare a presentation about it,
the explanation and say whether their preliminary ideas using their notes and the tips on giving presentations
were right. Students may listen again to confirm their that they saw earlier in this unit.
answers.
15 In your team, go to Mind Map 9 on page
f Listen to the third part of the presentation
189 and take notes on the textual and
and complete the mind map. 44
graphic components needed for your Final
Students discuss the advantages and disadvantages of
having a global language: Can you imagine all the people
Product. Now is a good time to assign
in the world speaking one language? Students look at the responsibilities to each team member.
mind map and guess which languages complete it. They Students work in their Final Product teams to complete
then listen to Track 44 to complete the mind map. They Mind Map 9 on page 189 (p.T93d) in order to organize
may need to listen more than once. their ideas and materials for their presentation and
discuss who will present each part.
14 Compare your notes with a classmate. Add
or change any necessary information.
Wrap Up
Students work in pairs and compare the information
they wrote in their mind maps, making corrections if Students can spend the last few minutes of class
necessary. rehearsing their presentations.

T90 Unit 9

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 16 Discuss the questions.

f Listen to the extracts and circle the correct

1. Are you good at speaking in public? 2. Is your voice clear enough?
3. Are you good at speaking formally? 4. Is your voice loud or soft?

f Listen to the extracts and circle the correct options. 45 options. 45

Extract volume rhythm clarity register
Students are going to listen to three people giving
formal
1 low / mid / high slow / mid / fast unclear / mid / very clear semiformal presentations. They should evaluate each person’s
informal
delivery, considering four aspects: volume – how loudly
formal
2 low / mid / high slow / mid / fast unclear / mid / very clear semiformal or softly they speak; rhythm – how fast or slow they speak;
informal
clarity – how easy or difficult it is to understand them; and
formal
3 low / mid / high slow / mid / fast unclear / mid / very clear semiformal register – how formal or informal the language they use is.
informal
They should understand the options in the table first,
f Match each phrase with its function. Go to Language Reference 9.1 on page 134 and then listen to Track 45 more than once if necessary.
to review the language you will need while giving your Final Product presentation.

1. Are you saying that…? To wrap up ideas and give final thoughts. f Match each phrase with its function.
2. Finally,… To ask the audience if they have questions.
3. I would like to add… To give additional information.
Go to Language Reference 9.1 on page 134
4. As I was saying,… To continue talking or bring up a topic. to review the language you will need while
5. Any doubts? To clarify ideas.
giving your Final Product presentation.
f Complete using the phrases from the activity above.

1. That is the end of the presentation. ?

Students read the phrases in the left-hand column, which
2. , I’d like to invite you to support our organization to teach English are taken from the listening activity. Then they read their
to children in difficult circumstances.
functions in the right-hand column. In pairs, students
3. , speaking different languages opens doors to new horizons.
discuss and match the phrases with their function. They
rm 3

4. that it is not only indigenous languages that are

Term

disappearing, but also the culture of those small communities. might want to refer to page 134 (p.T93d) to confirm their
Ter

f Practice saying the sentences above using different rhythm, volume or clarity. ideas and to see more examples of phrases they can
Decide whether you want to sound formal or informal.
use during their presentation. After that, students take
Go online and make a list of the five most important points for you to remember
when you give your Final Product presentation. turns reading the sentences, paying attention to volume,
https://learnenglishteens.britishcouncil.org/exams/speaking-exams/oral-presentation clarity and rhythm.
Unit 9 91
f Complete using the phrases from the activity
above.
Unit 9-YWCabSec1.indd 91 17/03/18 5:53 p.m.

Students read and complete the sentences before

Teaching guidelines listening to Track 45 one more time so that they can
check their answers.
Classify and compare prosodic resources (e.g. volume,
rhythm, clarity). f Practice saying the sentences above using
Make explicit references to the topic and questions different rhythm, volume or clarity. Decide
of the investigation (e.g. I would like to add…).
whether you want to sound formal or informal.
Summarize or extend information to clarify ideas.
Invite the audience to ask questions or make Students read the instructions. In order to sound more
comments. (e.g. Any questions?). or less formal, they may have to change some of the
Confirm or clarify ideas (e.g. Are you saying…?, words. They should practice saying the sentences in
Do you mean that…?). pairs. Finally, some pairs say the sentences for the class.

Go online and make a list of the five most

important points for you to remember when
Warm Up
you give your Final Product presentation.
The following are examples of situations that require
either formal or informal language. Students decide Students can do this as homework in preparation for
which: You want to … borrow a pencil from a classmate, their presentations. They should choose the five points
ask the speaker a question during a presentation, ask a they find most useful as tips for their Final Product.
teacher a question, ask a friend to explain a math problem. They could do it in the same teams as when they chose
Students work in pairs on a dialogue for one of the the topic for their presentation so that they can start
situations and then act it out for the class. practicing what to say and how to say it.

16 Discuss the questions. Wrap Up

Students need to know the words loud and soft. They read Students share their findings from the website on oral
and think of the answers to the questions individually presentations with the class.
and then share their ideas with a classmate.

Unit 9 T91

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 17 Label the pictures using the phrases in the box.

eye contact facial expressions body posture hand gestures

Teaching guidelines
1 2 3 4

Review and practice nonverbal language (e.g. facial

expressions, body posture, eye contact, gestures, etc.).

Warm Up Poster 9
f Listen and check your answers. 46

It is important that students imitate the people

18 Listen and mark (✓) which photo illustrates the dialogue. Go to Language Reference
in the scenes to start getting acquainted with the 9.1 on page 134 if needed. 47

postures and gestures they will use during the

presentation. Volunteers should go first. Students
need to learn to feel comfortable and at ease in
front of the class.

17 Label the pictures using the phrases in the box.

Students look at the words in the box, read them aloud f Listen again and answer the questions. 47

and give or look up their meaning. Students label the 1. Why is the Sam worried?
2. Does his friend give him good advice?
pictures. 3. How does Sam feel at the end?
Term
T
f Listen again and underline the correct option.
f Listen and check your answers.
47
er

46
r

1. You should stand upright / at the back and face your audience. ad!
Read
to Re
Time to
Ti 108
pp. 106–
Students listen to Track 46 to check. Then they could 2. Make eye contact with everybody / some people from time to time.
3

3. When you are talking, don’t move your hands / move your hands in a relaxed way.
imitate some of the body language shown in the 4. If people speak to you, be serious / smile and show empathy.
pictures for the rest of the class to identify. f Go to Language Reference 9.2 page 134 and read the tips you will need for the Final
Product presentation. Practice different forms of nonverbal language in your team.

18 Listen and mark (✓) which photo illustrates 92 Unit 9

the dialogue. Go to Language Reference 9.1

on page 134 if needed. 47 Unit 9-YWCabSec1.indd 92 17/03/18 5:53 p.m.

Students listen to Track 47 and mark the photo Wrap Up

that illustrates the dialogue. Students can refer to
Language Reference 9.1 on page 134 (p.T93d) for more Time to read! Fun Facts about World
information. Languages pp. 106–108
f Listen again and answer the questions. Students recall some of the language facts they
47 remember from the pages they have read. Then they
read pages 106 to 107 and use the words in the
Students can continue in the same pairs and listen to
glossary to help them with the meaning of unfamiliar
the track again to answer the questions. Students should
vocabulary. Students discuss the questions on page
reflect on the importance of asking for help and helping
108. They should access at least one of the suggested
others.
readings in order to enrich their knowledge.
f Listen again and underline the correct
option. 47
Students read the options before listening to Track 47
again. Students then discuss the importance of each tip.

f Go to Language Reference 9.2 page 134

and read the tips you will need for the Final
Product presentation. Practice different forms
of nonverbal language in your team.
Students work in their Final Product teams to go through
the tips in Language Reference 9.2 on page 134 (p.T93d).
They should take turns demonstrating and identifying
types of body language.

T92 Unit 9

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 Final Product
1 Give a presentation to your class.
Before you begin your Final Product presentation, review as a team the process
you followed to get to this point. Final Product
1. Choose the team and brainstorm ideas on language diversity.
Page 85
2. Brainstorm and choose sources of information.
1 Give a presentation to your class.
Page 86 T
Students work in their teams to review the steps
3. Brainstorm ideas about two topics and choose one to give your presentation about.
Page 89 T
they have taken so far towards their Final Product.
4. Prepare notes and graphic resources (mind maps, pictures, charts, infographics, etc.). When teams give their presentations to the class, the
Page 87 , Page 90 9
audience could make comments and ask questions.
9

5. Learn useful language and expressions.

Page 91 Language Reference 9.1 After each presentation is finished, students should
6. Select from online sources tips that are useful for your presentation. hold a short feedback session about it, discussing both
Page 91
7. Practice nonverbal language that is useful for giving presentations.
the content and delivery of the presentation.
Page 92 Language Reference 9.2

8. Make sure your material is clear and everybody can see it. Reflection
9. Give your presentation. Invite the audience to ask questions or make comments.
Students work in the same teams as before and discuss
Reflection
the answers to the questions. The class discusses
1. Did you like working in the team you together how they worked and what they would like to
chose. Why or why not?
2. Did you participate in the creation
focus on in the future.
of visual materials for presentations?
3. Did you rehearse your presentation? Self-evaluation
4. Did you listen to others’
presentations attentively?
As a part of continuous evaluation, it is time for
Self-evaluation students to reflect on their Final Product performance.
rm 3

It isn’t necessary for students to share their reflections.

Term

For the Final Product presentation...

1. I found the topic interesting. Agree. Disagree.
Ter

2. I participated in finding information in different sources. Agree. Disagree.

It is an individual and personal evaluation to reflect
3. I used new language and expressions. Agree. Disagree.
on what they have to work on the future.
4. I applied tips about body language and tone of voice. Agree. Disagree.
5. I answered questions from the audience. Agree. Disagree.
Wrap Up
Unit 9 93
Students review the unit individually and recall the
presentations. They should choose one fact about
Unit 9-YWCabSec1.indd 93 17/03/18 5:53 p.m. linguistic diversity. They report the fact to the class
Teaching guidelines and say why they find it interesting or useful.

Prepare notes and graphic resources that support the

presentation.
Rehearse the presentation.
Give the presentation.
Review and practice nonverbal language.
Define language register.
Invite the audience to ask questions or make comments.
Monitor progress from a starting point.

Warm Up
Before students give their presentation, they could
reflect on the most important lessons from this unit
and give ideas about the importance of linguistic
diversity in the world. Do they feel more curious
now about learning languages? Would they like
to tell people about the importance of preserving
indigenous languages in Mexico?

Unit 9 T93

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 T Collection of Evidence Template
Investigation Questions

1 Make a list of four different sources of information.

2 Write two questions about the topics you chose as a team. Answer the questions using
the information you researched.
Topic 1:
Questions:
?
?
Answers:

Topic 2:
Questions:
?
?
Answers:

f Discuss the questions, then choose one of the topic for you Final Product.
1. What sources of information could you use to find additional details?
2. What graphic components could you use to illustrate your information?

T93a Unit 9 Photocopiable

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Collect Evidence_YWCabSec1.indd 121 17/03/18 6:42 p.m.
 Evaluation Instrument Unit 9
Assessment Rubric

1 Use the following rubric to evaluate your students’ performance.

Name: Date:

sometimes
generally
correctly, but correctly incorrectly
easily and correctly but
The student can with minor but with and with great
correctly with some
difficulties noticeable difficulty
difficulties
difficulties

define criteria for

selecting sources of
information

read and
understand
information about
a topic

write notes about

a topic

use appropriate
register when giving
a presentation

use graphic
resources and notes

use appropriate
body language

Photocopiable Unit 9 T93b

U9_YWC_TGSec1.indd 95 3/28/18 12:05 PM

/18 6:42 p.m.
 Worksheet
Wor
Workshe
ksheet
eet 9
1 Color the g
graph
p according to th
the infor
information iin the a
article
articl
rticle on page
p g 87.

2 Read the graph below that shows the number of native Spanish speakers. Then discuss
the questions.

1. How many native speakers of Spanish are there in the world?

2. Which country has the most speakers of Sp
panish?
3. Does the presence of the U.S. in the graph surprise you? Why?
4. Which two countries have the same number of speakers?

Go online and find out what countries are missing in the graph.. Then draw similar
graph in your notebook and include them.
https://www.lingoda.com/en/spanish-speaking-countries

T93c Unit 9

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 Language Reference
Unit 9 Giving Presentations

U9_YWC_TGSec1.indd 97
9.1 Language and Expressions When Giving Presentations

When you are giving a presentation, there are some useful phrases you can use. Look at the
categories below.

As I was saying…
Mind Map 9 To make references
1 So, as we previously mentioned…
to the topic
1 Complete the cluster with information about your presentation. Going back to what we were discussing…

Are you saying…?

2 To confirm or clarify ideas Do you mean…?
Are you trying to say…?

Now, what do you think...?

To invite the audience to
Materials 3 Any questions?
make questions or comments
Any comments?

I would like to add…

4 To expand on information Let me say something else…
One last thing…

Finally,…
Information Photographs 5 To summarize ideas
Lastly,…

9.2 Body Language

When you give a presentation, remember these tips:

• Eye contact. That means visual contact with another person’s eyes. Don’t be afraid to look at
Topic
your audience. They are there because they want to listen to you.
• Posture. Always stand upright, but not rigid. That will make your audience feel comfortable,
too. Don’t put your hands in your pockets and don’t cross your arms.
• Hand gestures. Move your hands and arms in a natural way. Don’t move them too much. Use
your hands to point to your visual material during your presentation.
Maps Illustrations • Facial expressions. Remember to smile; don’t make funny faces or show confusion. Be nice to
your audience.
These are key elements to keep your audience interested.

Charts

134
1 34 Unit 9

Language Referance Sec YWC L1.indd 134 17/03/18 6:00 p.m.

Unit 9
Unit 9 189

T93d
Mind Map_YWCabSec1.indd 189 17/03/18 6:58 p.m.

3/28/18 12:05 PM
 U t
Unit

Term 3: Unit 10 10 Where Should We Go?

Where Should We Go? Environment: Family and community
Unit Overview

Social Practice Communicative Activities Achievements

Exchanges associated with Agree with others on a travel • Seek and consult information.
Environment: Family and community the environment itinerary. • Compare pros and cons of ideas
and proposals.
Social Practice: Exchanges associated with the • Build arguments to defend ideas
and proposals.
environment. • Listen and express pros and cons
to come to an agreement.
Communicative Activities: Agree with others on a Final Product: Designing a travel itinerary Reader: I'm Going Away
travel itinerary.
1 Number the photos according to the travel destinations.
Achievements: 1. beach 2. mountains 3. city 4. rainforest 5. archeological site
Seek and consult information.
Compare pros and cons of ideas and proposals.
Build arguments to defend ideas and proposals.
Listen and express pros and cons to come to an
agreement. f Write the names of the places people would probably like to go.
Someone who likes…
Evaluation Instrument page T103b (Questionnaire): water sports and sunbathing.
nature and watching wild animals.
Make one copy per student you choose to evaluate skiing and rock climbing.
this month. Suggested number of students: 5—7. sightseeing and shopping.
monuments and structures of ancient cultures.
Final Product: Designing a travel itinerary Te
Term
Ter
e
How Much Do I Know?
Reflect and mark ().
Reader: I’m Going away
rm 3

1. How many travel destinations can

you name in English? Five or more. Between three and five. Less than three.
2. How many activities related to travel
destinations can you name? Five or more. Between three and five. Less than three.
3. Do you know phrases to propose
ideas about travel? Yes. Some. No.
Teaching guidelines 4. Do you know expressions to give
reasons for your choices? Yes. Some. No.

94 Unit 10
Propose destinations and travel ideas.
Add data to viable proposals and ideas.
Emphasize words or alter volume to get an effect unit 10-ywcabsec1.indd 94 17/03/18 6:29 p.m.

of impact. Students work in pairs to share their ideas, including

their extra information.
Unit Overview
We suggest you explain to students what they are
How Much Do I Know?
going to learn about in this unit and with what We suggest you ask students to complete the
purpose. Students look at the chart and suggest ideas activity individually as a diagnostic evaluation.
about what they will achieve at the end of the unit. This will help them become aware of and
You may discuss with students how they feel about activate their existing knowledge of the topic. We
designing a travel itinerary. recommend that students work individually, then
discuss their answers in pairs.
1 Number the photos according to the travel
destinations.
Students look at the photos and describe them.
Wrap Up
They may need help with vocabulary: skyscrapers
(tall buildings), pyramids, vegetation, hiking, etc. Then Students share their experiences of traveling to the
students number the pictures according to the words kinds of places mentioned in Activity 1. If they haven’t
in the box and name them out loud. been, they could just name nearby places where
people can do the activities.
f Write the names of the places people would
probably like to go.
Students read the instructions and write ideas
individually. They should think about reasons for
their choices and provide examples: You can see all
kinds of wild animals in rainforests. Big cities are ideal for
shopping because they usually have big, famous stores.

T94 Unit 10

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 Development

1 Look and discuss. f Listen and write the number of the dialogue
1. Where in Mexico are these places?
2. Which place would you like to visit? Why? in which people decide to go to each of
these places. 48
Students are going to listen to people discussing going to
these places. Students should listen to Track 48 to check
their answers, more than once if necessary.
f Listen and write the number of the dialogue in which people decide to go to
each of these places. 48 f Answer the questions.
f Answer the questions. 48
Students read the questions before listening to the
1. What reasons do people give to go to Palenque? 2. What attractions form part of the other destination?
a) a)
dialogues again. Students write their answers, then
b) b) report them to the whole class.
c)

f Complete the sentences from the dialogues using the words in the box. Then listen f Complete the sentences from the dialogues
again and check your answers. 48

forward should don’t quite think

using the words in the box. Then listen again
1. That’s a good idea. and check your answers. 48
2. Traveling by plane is expensive, you agree?
These sentences are from the dialogues that students
3. I’m looking to going to a place with hot weather.
4. I don’t it’s a good idea; it will be crowded.
have just listened to. Students read the incomplete
5. We really go there. sentences and complete them. They then discuss the
answers as a class before listening to Track 48 again to
rm 3

To start thinking about your Final Product, go online and do the tasks.
Term

https://www.lonelyplanet.com/mexico/travel-tips-and-articles/top-8-places-to-
check their answers.
Ter

safely-visit-in-mexico-now/40625c8c-8a11-5710-a052-1479d277c50c
1. Form teams you would like to work in throughout this unit. Make sure you work
with classmates you haven't worked with before.
ad!
To start thinking about your Final
2. Write a list of destinations and ideas about travel. Read
to Re
Time to
Ti 110
3. Discuss where you would like to go. pp. 109–
Product, go online and do the tasks.
4. Use the expressions from the activity above to propose ideas and negotiate plans.
You may wish to assign students to teams of three to
Unit 10 95 five students so they work with partners they haven’t
worked with before. Students first access the URL to get
unit 10-ywcabsec1.indd 95 17/03/18 11:04 p.m.
ideas about places to go. If they access it outside school,
Teaching guidelines they could do the other tasks in the next class. Students
should analyze each other’s proposals and their
Propose destinations and travel ideas. reasons to help them decide on a list of places to visit.
Analyze reasons of proposals and ideas. They should try to moderate the stress and volume
Reflect on ways to negotiate ideas and proposals of their speech. Students should write a final list on a
(e.g. I’m looking forward to…don’t you agree? That’s separate piece of paper and include it in their portfolio.
not good, It sounds fantastic, etc.). They should check their work for spelling, grammar,
Emphasize words or alter volume to get an effect of vocabulary and any other errors.
impact (e.g. The lake, definitely, The national park, Wrap Up
you say?).
Time to read! I’m Going Away
pp. 109—110
Warm Up
Students read the title of the story and predict what
Students discuss the following questions in pairs and it might be about. Students define go away and then
then share their ideas with the rest of the class: Have discuss: Why do you think a teenager might decide to go
you ever traveled with friends or been on school trips? away? Students read pages 109 and 110 and use the
Where did you go? Did you like traveling with friends / words in the glossary to help them understand the
classmates? Why? story. Next, students compare their predictions with
what happens on the first two pages of the story and
1 Look and discuss. discuss whether the boy’s decision was wise or unwise.
Students look at the two pictures and guess where they
are: Palenque and Oaxaca. They should discuss question
2 in pairs. Students share their ideas with the class.

Unit 10 T95

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 2 Match the sources of information about travel destinations with their names.

Teaching guidelines guidebook

agency
Define sources of information to find out about
website
destinations.
Take note of data that support viable proposals magazine

and ideas.
Reflect on ways to negotiate ideas and proposals f Talk about your vacation destination.

(e.g. I’m looking forward to…don’t you agree? That’s 1. How often do you travel with your family? 2. How do you choose your destination?

not good, It sounds fantastic, etc.). 3 Listen and complete the information. 49

Monarch Butterfly Sanctuary

Cacahuamilpa Caves and Taxco
and Valle de Bravo
Location: Michoacán, Mexico Location:
Warm Up Where to stay: Where to stay:

Students can start the class by discussing their

travel experiences in pairs: Where have you traveled What to do: What to do:

to? Was it easy to get information about the place?

Who did you go with?
4 In pairs, write what you know about one of the places in the pictures. Share with the
class and complete your notes.
2 Match the sources of information about
travel destinations with their names. Term
T er

Students match the travel information sources with

r

Laguna de San Ignacio,

the pictures and compare the sources. Students tell Peña de Bernal, Querétaro
Baja California
Oaxaca, Oaxaca
3

the class if they have ever used any of them, and if so, In your team, go online and list 10 activities in different destinations in Mexico.
https://www.viator.com/Mexico/d76-ttd
what for.
Then choose two travel destinations and go to the Collection of Evidence Template
on page 123 and complete it. T
f Talk about your vacation destination. 96 Unit 10
We suggest students work in different pairs to discuss
the questions. Several students share their answers
unit 10-ywcabsec1.indd 96 17/03/18 6:29 p.m.

with the class.

adding any information they think is relevant or useful.
3 Listen and complete the information. 49 They then write a short paragraph containing the
information. They will keep this in their portfolio so they
Students are going to listen to a conversation between
should write clearly and check their work. This will help
two friends exchanging information about places
them develop skills to complete their Final Product—an
to go on vacation. Students look at the tables and
itinerary.
say which two places will be discussed. They should
then discuss: Who has information about the sanctuary? In your team, go online and list 10
Where did she get it from? Who has information about the activities in different destinations
Cacahuamilpa Caves? Where did he get it from? Students
listen to Track 49 to find the answers.
in Mexico. Then choose two travel
Students listen again to complete the missing
destinations and go to the Collection
information in their books. Students say the information of Evidence Template on page 123 and
that supports each proposal and give any additional complete it.
information they think is relevant, or that they would Students work in their Final Product teams to do
add to a discussion about visiting these places. the task. If they access the URL outside school, they
Students could also listen to Track 49 again for the can pool their ideas in the next class and choose
phrases each speaker uses to negotiate ideas and ten activities. They should then choose two travel
proposals. destinations and complete the Collection of Evidence
Template on page 123 (p.T103a) about them.
4 In pairs, write what you know about one of
the places in the pictures. Share with the
Wrap Up
class and complete your notes.
Teams could tell the class about their chosen
Students should use at least one of the sources
travel destinations. Allow teams to change their
mentioned in Activity 2 to get information. They should
destinations if there is too much overlap. They will
complete a table similar to the ones in Activity 3,
make a final destination choice in the next lesson.

T96 Unit 10

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 5 Listen to the telephone conversation and complete the notes. 50

Place
before listening to Track 50, more than once if
Get there by necessary, to complete the information.
Opens at Closes at
Only guides can and 6 Listen to John talking to his friends. Complete
the sentences with the following linking
The tour lasts
Tickets cost words or phrases. 51
Students can start by reading the words in the box.
6 Listen to John talking to his friends. Complete the sentences with the following linking They are all words used to connect ideas. Students
words or phrases. 51
complete the sentences using the connectors. They
although and so but this means that because
could listen to Track 51 so that they can check their
1. Maybe not at six, no later than seven.
answers. Different students read one sentence each to
2. we would have to pay 200 pesos extra, I think we should
hire a guide. report their answers.
3. The caves are enormous it’s easy to get lost.
we must stay together all the time.
Students should not speak too loudly but should
4. We should wear light clothes it’s very warm in the caves. adjust the way they speak for the person they are
5. We still have a few days before the trip , if we have further questions, speaking to. This is particularly important on the
we can discuss them.
telephone because you cannot see the speakers face or
f Write the linking words and phrases in the mind map.
body language.
Several students could come to the front of the class,
one at a time, to have a conversation with another
Term 3

student who is seated in the class. They should adjust

Ter
r

their voice so it is loud and clear enough for the other

person to hear, even though they are not right in front
f To choose a final destination for your Final Product, first use the expressions in of the person speaking.
Language Reference 10.1 on page 135 to discuss the pros and cons of the two places
you listed in the Collection of Evidence Template. Reach an agreement on which
destination you will be working on.
f Write the linking words and phrases in the
Unit 10 97
mind map.
Connectors or linking words have different functions.
unit 10-ywcabsec1.indd 97 17/03/18 6:29 p.m.

We suggest you go over the different functions, which

Teaching guidelines are shown on the mind map on page 97. Students
complete it with the linking words and example
Use connectors to link reasons and data to build
sentences. Students compare their answers in pairs
arguments.
before they check them with the whole class.
Add data to viable proposals and ideas.
Talk clearly and loud enough. f To choose a final destination for your
Final Product, first use the expressions in
Language Reference 10.1 on page 135 to
Warm Up
discuss the pros and cons of the two places
Students could review telling the time in English
before starting the activities. In pairs, students take you listed in the Collection of Evidence
turns saying the times shown on different analog Template. Reach an agreement on which
clocks (clocks with hands) drawn on the board: destination you will be working on.
8.00, 10.45, 6.30, 7.15.
We suggest students work in pairs. They first refer
to Language Reference 9.1 on page 135 (p.T103d)
5 Listen to the telephone conversation and in their Final Product teams. They should use the
complete the notes. 50 language to discuss the travel destinations on their
Students recall the previous lesson by answering the Collection of Evidence templates and make a final
following questions: Where have James and Jennifer choice.
decided to go? What activities can they do there? Who are
they planning to travel with? John (James and Jennifer’s Wrap Up
friend) is going to call the Cacahuamilpa National
Park to ask for information: What kind of information Students could write two examples for each
do you think he is going to ask for? Students look at the connector and share their ideas with the class.
notebook page to help them with their predictions

Unit 10 T97

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 7 Look at the photos and underline what the people mean. Then listen and check. 52

1 2 3
Teaching guidelines

Interpret gestures and body language to detect

emotions. a. I have a question.
b. Let me think about it.
a. I have no idea.
b. I agree.
a. I have a question.
b. I agree.
Recognize emotions in persuasive language.
4 5 6
Discard proposals based on consulted information.

a. Let me think about it. a. I have a question. a. I disagree.

Warm Up b. I disagree. b. I have an idea. b. I have no idea.

f Complete the dialogue with the expressions above. Then act it out using gestures.
You may find it useful to open the class with a A: Is everything clear?
miming activity to direct students' attention to the B: . Can we take photos inside the caves?
topic of body language. To do so, students write five A: Can we buy souvenirs at the park?

different travel activities from the unit. Then they B: . You’d better ask the teacher.
A: We should ask the principal to extend our trip.
form groups and take turns miming the activities for B: . Some of us are in the school play and we cannot miss the rehearsals.
the other members of the group to guess. A: Can we light a campfire in the evening?
B: . I’ll let you know later.
A: How can we find John now?
7 Look at the photos and underline what the
B: . Let’s send him a text message!
people mean. Then listen and check. 52 A: Let’s all wait for the guide here.
Read
to Re d!!
ad
B: . We should always stay together. Time to
Ti
Students define the term body language in their own Te
Term
T er
e pp. 111–
114

words: nonverbal communication that uses the body

rm 3

How Am I Doing?

and movement (such as gestures, posture and facial In preparation for your Final Product, do some research about your favorite places.
Find out when is the best moment to go there, what you can do there, the weather,
expression) to convey messages. Then students look at etc. Then decide what information you still need for the destination of your choice.
https://travel.usnews.com/rankings/best-mexico-vacations/
the photos and decide what each one means before
listening to Track 52 to check their answers.
98 Unit 10
f Complete the dialogue with the expressions
above. Then act it out using gestures.
unit 10-ywcabsec1.indd 98 17/03/18 6:29 p.m.

Students work individually to complete the exchange. Wrap Up

This is a good opportunity to help students with
pronunciation and word and sentence stress. They Time to read! I’m Going Away
could also give examples of how emphasis and
pp. 111–114
volume could be altered to effect the impact of the
statements. Students plan the word stress and tone of
Students give a brief summary of what they have
voice they want to use in each sentence, then practice
read so far. Then they read pages 111–114 and
the dialogue in pairs. You could monitor the activity
look up the words in the Glossary to help them
for correct pronunciation or intonation. Students
understand. Students can ask about any other
should also imitate the body language shown in the
words they have questions about. After reading,
photos above.
they should discuss: Who do you think the man is?
Students should think about how they can review Which of the plans on the screen do you think are the
decisions in light of new information. In pairs they most exciting? Would you have accepted the man's
could discuss whether they would like to take this trip invitation? Why? Would you agree with the itinerary?
based on the information in the dialogue. Students Why?
should give reasons for their decisions.

How Am I Doing?
Students can work alone or in their Final Product
teams to research useful information about
their favorite travel destinations or places they
would like to go. Then they consider their chosen
destination and assess what other information
they need for the Final Product.

T98 Unit 10

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 8 Look at the pictures and discuss which would be your dream travel destination.

9 Listen and write in your notebook what

advantages and disadvantages they mention
about each place. 53
South Africa Peru Oaxaca Amazonas Mexico City Students consider the following questions before listening
to Track 53 to check: What is the topic of the conversation?
9 Listen and write in your notebook what advantages and disadvantages they mention
about each place. 53 Who is talking? Then they listen again to write the
f Listen again and complete the graphic organizer below. 53
advantages and disadvantages in their notebook.
A Dream Travel Destination
f Listen again and complete the graphic
Suggestion 1 Suggestion 2 Suggestion 3
organizer below. 53
Pros Cons Pros Cons Pros Cons
Students look at the headings and information they
Need
have to complete before listening Track 53 again. You
to save
money may need to pause after each piece of information to
give students time to write it down.
f Discuss these questions.

1. What is easier, taking notes in your notebook or taking notes with the graphic organizer?
2. What are the advantages of using a graphic organizer? What are the disadvantages?
f Discuss these questions.
f Listen again and complete the expressions using the words in the box. 53 Students can discuss the questions in pairs, bearing in
sure sounds mean idea mind that there is not just one right answer to any of
them.
3
1. I’m not . 2. That great!
Term

3. What do you ? 4. That’s not a good .

f Listen again and complete the expressions
Ter
r

f Write the number of the expression that corresponds to each use.

doubt strong agreement clarifying disagreement using the words in the box. 53
10 In preparation to do your Final Product itinerary, go to Worksheet 10 on page 169 and Students complete the expressions used to approve or
plan a trip to Mexico City. 10
disapprove of a proposal. They could listen to Track 53
Unit 10 99 one more time to confirm their answers.

f Write the number of the expression that

unit 10-ywcabsec1.indd 99 17/03/18 6:29 p.m.

corresponds to each use.

Teaching guidelines
We suggest students read aloud the expressions from
Contrast advantages and disadvantages of using the previous activity. They can decide as a class which
graphic material. use each has according to the options. Students then
Analyze expressions and strategies of persuasion (e.g. write four short dialogues including the expressions.
Are you sure we…? That’s quite a good idea, We really
should go there, etc.). 10 In preparation to do your Final Product
Reflect on ways to negotiate ideas and proposals itinerary, go to Worksheet 10 on page 169
(e.g. That’s not good, It sounds fantastic.). and plan a trip to Mexico City. 10
Students go to page 169 (p.T103c). Each team can split
into two groups to do the pairwork activity, or they could
Warm Up form pairs with other students. They then choose who
Students each name one place they would love to will be Student A or B. They have to negotiate what
visit in the world and say why. to do each day. They should include the expressions
suggested on the page or any others from the unit.
Finally, pairs act out the conversations in front of the
8 Look at the pictures and discuss which would
class using appropriate body language. Students keep
be your dream travel destination. their Worksheet in the portfolios.
Students work in pairs to share their knowledge and
opinions of the places in the photos. This will activate
students’ knowledge, help them develop their skills in Wrap Up
describing places and analyzing ideas and data, as Students discuss their own experiences or ideas
well as giving them additional ideas to include in their about Mexico City: Have you been to Mexico City? If
Final Product. so, what’s your favorite thing to do? If not, where would
you like to go in Mexico City?

Unit 10 T99

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 11 Look at the pictures and texts below and decide where you would find each of them.

Teachers guidelines

Analyze reasons of proposals and ideas.

Take notes on data that support viable proposals
and ideas.
Contrast advantages and disadvantages using
graphic material.
Enlist proposals of destinations and ideas about Tour A Tour B Tour C
During this two-week tour, you’ll
travel. enjoy the city life and culture
of three iconic South American
This 10-day package tour is one The beaches in Buzios have the
smoothest sand and the bluest sea
of the most exciting vacations
capitals: Buenos Aires, Rio de you have ever seen. There’s a lot to
on offer. Stay in a cabin next to do during the day. You can go scuba
Janeiro and Santiago. Stay at the
a lake in the Chilean Andes and diving
diving, surfing, play beach soccer or
best hotels and try the best South
campfires You can
cook over campfires. just lie in the sun. You can eat the
American cuisine
cuisin
cuisine. Learn how
to dance the tango, samba and
rafting cycling and
go fishing, rafting, most delicious freshly caught fish
rock climbing in some of the
Warm Up Chilean cueca. And don’t forget the
shopping! Take advantage of the most beautiful scenery in the
and, at night, you can listen to some
of the best Brazilian music around.
incredible winter sales! world.
Students could take a short quiz about South All just for $2,800 Price: Only $1,500 Cost: $1,200 for 7 days
America to start the class in order to spark their
f Write the letter of the corresponding tour in the photos.
curiosity and activate their prior knowledge: What
f Read the texts again and complete the chart.
is the largest country in South America? What are
the capitals of Argentina, Chile and Brazil? What Tour A Tour B Tour C

Location:
mountain range separates Chile from Argentina? What
Cost:
river runs through six different countries? Students Term
T
Duration:
copy and answer the quiz. Volunteers give the
er
r

Things to do:
answers: Brazil, Buenos Aires, Santiago, Brasília, The
Andes, The Amazon.
3

f Listen and write which tour the boy prefers. In your notebook, make notes about the
reasons for his choice. 54

f In preparation for the Final Product, go to Mind Map 10 on page 191. In your team,
11 Look at the pictures and texts below and note down ideas related to the destination you chose. Think about additional
resources you can use to create your itinerary.
decide where you would find each of them. 100 Unit 10

Students may say what the texts are and what type of
information they include. Then they say where they can
unit 10-ywcabsec1.indd 100 17/03/18 6:29 p.m.

expect to find them. (They can refer back to page 96 if

Students examine the information they are listening
they need help with ideas.) Students can use page 147 of
for before listening to Track 54 and answering the first
the Glossary section to look up new words.
part of the task. Then they can listen to the track again
f Write the letter of the corresponding tour in to write their notes. You may like to check answers
by calling different students to the front to write their
the photos.
reasons on the board.
It is useful for students to link this information to their
prior learning by recalling the way they organized f In preparation for the Final Product, go to
information using a chart in the previous lesson. Mind Map 10 on page 191. In your team,
Students describe the photographs, saying which tour
note down ideas related to the destination
each one refers to and writing the corresponding letter
in each box. They then say what parts of the texts refer you chose. Think about additional resources
to things seen in the photos. you can use to create your itinerary.
In their Final Product teams, students go to Mind Map
f Read the texts again and complete the
10 on page 191 (p.T103d) and summarize all the most
chart. relevant information about their chosen destination.
Students complete the table. While they are working you They can also check if there is any information
may write the following prompts on the board: Tour … missing about the destination and research and add
goes to …. It costs …. It lasts …. During the tour you will it if so.
… Then students work in pairs and use the prompts to
check their answers. Finally, different students can read
the information for the rest of the class. Wrap Up
Students discuss which of the three tours they
f Listen and write which tour the boy prefers. would most like to take and say why. They could
In your notebook, make notes about the also do a quick poll to find out the class favorite.
reasons for his choice. 54

T100 Unit 10

U10_YWC_TGSec1.indd 100 3/28/18 12:08 PM

 12 Read the text and complete the information about the park.

yosemitenationalpark.com
refer to page 147 of the Glossary section (p.T113) if
YOSEMITE NATIONAL PARK necessary. Then students read the text again and
complete the information on the right-hand side of
1 Are you planning to travel this vacation? We
have the ideal place for you. Visit YOSEMITE the page. Students could share their own point of view
NATIONAL PARK and admire the wonders
of nature in some of the most spectacular by saying whether they would like to visit the park
scenery in the US.
5

This enormous park in Sierra Nevada,

and why.
California, embraces almost 1,200
square miles of scenic wild land. It is open
all year round.
f Complete the sentences.
NAME:
There are many different activities to enjoy
10
during your visit. These include guided LOCATION: In order to avoid repetition of words or phrases in
walks, bus and tram tours, horseback riding,
climbing, fishing, swimming and much more.
SIZE: a text and to keep it from becoming monotonous
If you love nature you should not miss the OPEN: to read, we use some words called reference words.
15 spectacular views from Glacier Point and
the Sequoias (gigantic trees) in the
ACTIVITIES:
These words are often pronouns (I, you, he, she, it, we,
Mariposa Grove.
After a long day exploring the park,
they), possessive adjectives (my, your, his, her, its, our,
POINTS OF INTEREST:

20
relax and enjoy an evening of creative
performances at the Yosemite Valley Theater
their), possessive pronouns (mine, yours, his, hers, its,
or visit the Yosemite Museum with its unique
ENTERTAINMENT: ours, theirs) or demonstratives (this, that, these, those).
collection of Indian baskets. Accommodation
in the park includes hotels, motels and inns, Students look at the words in bold in the text and
as well as campgrounds for backpackers.
ACCOMMODATION: determine that they are all reference words. Students
FOR MORE INFORMATION CALL
+1 209 372 0200 then decide what each word refers to and complete
the sentences.
f Complete the sentences.
3

f Discuss and agree on what you would do

Term

1. In line 1, you refers to .

Ter
r

2. In line 8, It refers to .
3. In line 11, These refers to .
and where you would stay if you visited
4. In line 21, its refers to . Yosemite National Park for two days.
f Discuss and agree on what you would do and where you would stay if you visited
Yosemite National Park for two days.
Students write notes individually first to prepare them
for the speaking activity. This is a good opportunity
Unit 10 101 to remind students of the ways they can use their
voices and body language to add meaning to their
unit 10-ywcabsec1.indd 101 17/03/18 6:29 p.m.
communication. They can review word stress and
Teaching guidelines volume, adding emotion, speaking clearly and with
appropriate volume, and using body language.
Define sources of information to find out about Students can then work in pairs to discuss and agree
destinations. on the topic, giving reasons for their answers. Students
Take notes on data that support viable proposals and discuss as a class and different students talk about
ideas. their choices. This kind of negotiating and discussing
Analyze reasons of proposals and ideas. will help them with their Final Product.

Wrap Up
Warm Up
Value—Managing anger
Students recall prior knowledge by making a list of
at least two national parks they know in Mexico. It is important not to make rash decisions when
Students should include the following information you are angry. Students could reflect on possible
about these national parks: where they are located alternatives, such as: giving yourself time before
and what activities can be done there. Students reacting, discussing the situation with someone you
compare their information before discussing as a trust, or expressing your point of view and giving
class which of the places are more popular and reasons in a respectful way.
whether they have been to any of them.

12 Read the text and complete the information

about the park.
Students first define the source of information: what
it is, where it is found, what kind of information they
can expect to find in it. Then students read the text
silently once for general understanding. They can

Unit 10 T101

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 13 Read the text quickly and discuss the questions.
1. Who is the text for? 2. What is it for? 3. Where is the event going to be held?
Teaching guidelines
f Complete the text using the words in the box.

campfires rafting healthy birds countries rope pulling

Exchange opinions to reach a consensus. Define
sources of information to find out about destinations.
Discard proposals based on the information
consulted. Analyze expressions and strategies of
persuasion ITA
(International Teens Association)

The best way to promote friendship among nations is by meeting people from different
around the world and sharing cultures and customs. Join our 3-day
Warm Up Poster 10 International Youth Camp in Chiapas, Mexico. Learn about camping life, participate
in exciting hikes and enjoy unexpected encounters with different wild animals and
Students can start by reviewing strategies for ! Play handball, badminton and soccer. Practice water sports, like
swimming, rowing and . Participate in sack race,
discussions, both those for verbal and body and treasure hunt competitions. Light and show your talents in our
language, and those for negotiating, agreeing, international talents night. Eat delicious, food at our camp dining room.

and adding details. Students look at Poster 10 and For more information and registration contact your local ITA center.

identify the places and activities before discussing the f Use the information in the text and the following schedule to design the activities for
following in pairs: where they would like to go, who they the third day.

would like to go with and which activities they would like SCHEDULE
to do. DAY 1 DAY 2 DAY 3
Morning: Arrival at camp. Morning: Rowing excursion Morning:
Term
T Cabin assignment. along the river.
13 Read the text quickly and discuss the
er
Afternoon: Campsite tour. Afternoon: Treasure hunt Afternoon:
r

Evening: Breaking the ice competitions.

questions. campfire. Forming teams. Evening: Campfire stories. Evening:
3

In order to find specific information in a text, it is not f In your team, plan the itinerary for the destination of your choice.
Go back to the Collection of Evidence and the Mind Map to make
always necessary to read every word. Students should sure you include all the ideas. Assign parts of the itinerary to each Time to
Ti to Re
120
ad!
ead
team member to rehearse saying them aloud. Rehearse saying your pp. 115–
skim for the answers in the text and discuss them in Final Product itinerary as a team.

pairs, coming to a consensus. 102 Unit 10

f Complete the text using the words in the box.

Students read the text in detail and complete it. f In your team, plan the itinerary for the
unit 10-ywcabsec1.indd 102 17/03/18 6:29 p.m.

Different students read parts of the text aloud. This is destination of your choice. Go back to the
a good opportunity to correct pronunciation, volume Collection of Evidence and the Mind Map to
and clarity of speech. You might like to use this text
make sure you include all the ideas. Assign
to help students identify and analyze the expressions
and strategies used to persuade the reader. Then parts of the itinerary to each team member
students identify what the purpose of the text is: to to rehearse saying them aloud. Rehearse
persuade the reader to attend the camp. saying your Final Product itinerary as a team.
f Use the information in the text and the Students use all the material in their portfolios to decide
on a final itinerary for their destination. They should
following schedule to design the activities
divide the itinerary so that they all participate. Then
for the third day. they should practice their part by themselves before
In pairs, students start by discussing the campers’ running through the complete itinerary with their team
activities on the first two days: What are they going to a few times.
do on the first day in the morning? What are they going to
do on the second day in the evening?, etc. Next, students Wrap Up
complete the schedule for the third day, using the
same writing style used in the first two days and Time to read! I’m Going Away
without repeating activities. pp. 115–120

Students summarize the story so far and predict what

will happen next. Then they read the rest of the story
and answer the following questions: Did the boy like
the adventure? If you could travel to outer space, what
would your itinerary be? Who would you travel with?
Finally, students can work together on page 120.

T102 Unit 10

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 Final Product
1 Design a travel itinerary.
Before you begin presenting your travel itinerary, review as
a team the process you followed to get to this point. Final Product
1. Choose the team to work with and brainstorm travel destinations.
Page 95
2. Write a list of possible activities and choose two travel destinations. 1 Design a travel itinerary.
Page 96 T
3. Take turns giving arguments for and against (pros and cons) both destinations and come to an Students work in their teams to review the steps they
agreement on which one you want to work.
Page 97 Language Reference have taken so far towards their Final Product. They
4. Write notes about the destination you chose.
Page 98 How Am I Doing?
gather their Worksheets, Mind Maps and Collection
5. Practice designing a travel itinerary. of Evidence Templates in preparation for their final
Page 99 10
6. Complete notes on your travel destination. presentations. Teams take turns presenting their
Page 100 10
itinerary. Other students should listen respectfully and
7. Rehearse saying your itinerary as a team.
Page 102 ask questions or offer feedback at the end.
8. Present your itinerary orally
to the rest of the class. Then
you can decide to send the Reflection
itinerary by email to students
from other grades and family Encourage students to work individually to complete
members.
the reflection questions to help them reflect on
their experience of designing an itinerary. This can
be completed as homework if appropriate to your
context.

Reflection
Self-evaluation Self-evaluation
As part of their continuous evaluation, it is time for
rm 3

1. How easy or difficult was it for the team to While preparing the Final Product, I...
Term

think of options and reach agreements?

2. How easy was it for you to use the expressions
• searched for information. students to think about what they have learned. It
Ter

gave arguments against

suggested in the unit while discussing? •
and for a destination.
isn’t necessary for students to share their reflections
3. How similar or different was your team’s
itinerary to or from those of the other teams? • reached agreements. as this is an individual and personal evaluation to
4. What part of the project did you find the
most interesting?
• spoke clearly. raise their awareness of what they have to work on in
the future.
Unit 10 103

Wrap Up
unit 10-ywcabsec1.indd 103 17/03/18 11:49 p.m.
Students say which of the itineraries other than
Teaching guidelines their own they would choose to take and why. They
can mingle in the classroom asking and answering
Enlist proposals of destinations and ideas about travel. other students and then report their findings to the
Analyze reasons for proposals and ideas. class.
Organize agreements showing assertiveness.
Build arguments to defend ideas and proposals.
Listen and express pros and cons to come to an
agreement.

Warm Up
Students today will be concentrating hard on
presenting their itinerary and on listening to other
presentations. They could take the opportunity at
the beginning of the class to release any nervous
energy that could affect their performance by
closing their eyes and slowly breathing in and out
ten times, filling their abdomen each time.

Unit 10 T103

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 T Collection of Evidence Template
List of Ideas and Proposals

1 Choose two travel destinations and complete the chart below.

Proposal 1 Proposal 2

Destination: Destination:

Location: Location:

Suggested number of days: Suggested number of days:

List of activities: List of activities:

PROS: PROS:

CONS: CONS:

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p.m.
 Evaluation Instrument Unit 10
Questionnaire

Name: Date:

1 Use the code to answer the questions about the student's performance.

4 Yes. Correctly and confidently.

3 Yes. Correctly with occasional difficulties.
2 Yes, but with frequent difficulties.
1 No. He or she is unable to do it.

1. Can the student use different sources of information to obtain information?

1 2 3 4

2. Is he or she able to contrast the advantages and disadvantages of travel proposals?

1 2 3 4

3. Can he or she build arguments to defend ideas and proposals?

1 2 3 4

4. Is he or she able to use appropriate language to negotiate proposals?

1 2 3 4

5. Can he or she use connectors to link reasons and information to build arguments?
1 2 3 4

6. Can he or she talk clearly and loudly enough?

1 2 3 4

7. Can he or she use body language correctly and correctly interpret others’ body language?

1 2 3 4

2 Use the student’s overall score to provide feedback.

If the student gets an overall score of 17 or higher, suggest reviewing the areas in which he or she scored the
lowest.
If the student gets an overall score of 16 or lower, suggest answering the exercises in the unit again, using the
Collection of Evidence Template to detect weak areas of knowledge and asking for peer help or help from the
teacher.

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 Worksheet 10
1 Read about the attractions in Mexico City and discuss which ones you should do.
Use the expressions in the box.

We really should go... How about... Are you sure? That's a good idea. It sounds fantastic.

Student A: Student B:

Visit the National Museum of Anthropology: see Go to the pyramids of Teotihuacan: climb the
the Aztec Sunstone; spend several hours there Sun and the Moon pyramid; take a balloon ride
Go to Xochimilco: see the floating gardens Frida Kahlo Museum: visit the house of the
(chinampas); be on the water all day famous painter; takes about two hours
Go to a wrestling event: watch masked Go up the Latin American Tower: see the city
luchadores; lots of local fans from the 43rd floor; aquarium

2 Discuss and choose an activity for each day. Act out a conversation using the
expressions in the box.

What about... Let's... That’s not a good idea. I’m not sure.

Sunday Go to Xochimilco.
Monday

Tuesday

Wednesday

Thursday

If you need more information about attractions in Mexico City, go to:

https://www.visitacity.com/en/mexico-city/attraction-by-type/all-attractions.

T103c Unit 10

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 18 5:55 p.m.
Language Reference
Unit 10 Where Should We Go?

U10_YWC_TGSec1.indd 107
10.1 Connectors

Connectors are words or expressions used to join words or sentences. They are used to add
information, give reasons, contrast ideas or express results.

He has visited Yucatán and Quintana Roo. (add information)

Mind Map 10 They are going to camp near a lake and cook their meals over a campfire. (add information)
1 Complete the describing wheel to plan an itinerary. Although it was a little cold, they swam in the sea. (contrast two ideas)
He took his camera so I’m sure he’s going to take lots of pictures. (express a result)
We should wear comfortable shoes because we are going to go for long walks. (give a reason)
We visited the park but we did not sleep there. (contrast two ideas)

Here is a list of some common conjunctions and the ideas they convey.

What can you What is the

do there? weather like? Contrasting Expressing Cause
Adding Ideas Explaining Ideas Time
Ideas And Effect

• But • Also • For example, • As a result, At The Beginning

• However, • Besides • For instance, • Thanks to this, • First(ly),
• Nevertheless, • In addition, • In other words • For this reason, • At first,
• In contrast, • What is more, • The main • Therefore, • In the
• Although • Moreover, reason for this… • Consequently, beginning,
• Instead • Furthermore, • I believe / • Because of this Continuing
suppose / • Later
• On the other • Likewise, • Due to (the
Travel imagine that…
What is the What are the hand, • Similarly, fact)… • After that,
destination
typical food? points of interest? • Whereas • Next,
Finishing
In conclusion,
To sum up,
Finally,
Last but not least,
How can you
get there?

Unit 10 135

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Unit 10
Unit 10 191

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3/28/18 12:08 PM
 Glossary
Unit 1 scarf n.– bufanda; a broad band of cloth
page 7 worn about the shoulders, around the neck,
or over the head: This scarf is long.
cap n.– gorra; a head covering, especially
one with a visor and no brim: When it’s sweater n.– suéter; a knitted or crocheted
sunny, I usually wear my cap. pullover: Grandma knitted a sweater for my sister.
cardigan n.– suéter abierto; a usually winter jacket n.– chamarra; a warm
collarless sweater that opens the full length garment, usually worn in winter: I keep a
of the center front: I love my blue cardigan winter jacket in the car.
because it keeps me warm.
page 8
coat n.– saco; an outer garment worn on
bacon n.– tocino; thin strips of salted and
the upper body and varying in length and
smoked meat from the sides and the back
style according to fashion and use: He was
of a pig: I love bacon sandwiches.
wearing a coat and tie.
beef n.– carne; the flesh of an adult (as a
glove n.– guante; a covering for the hand
steer or cow) used as food: He isn’t eating as
with space for each finger: When it’s cold, I
much beef as he used to.
usually wear my gloves.

It fits like a glove.

flour n.– harina; a product consisting of

finely milled wheat: We need two cups of flour
to make the cake.
garlic n.– ajo; widely cultivated for its
This English idiom is used to say that compound bulbs and much used in cookery:
something fits very well. A pasta dish flavored with basil and garlic.
Me queda como guante.
iced adj.– con hielo; containing small pieces
Una expresión idiomática usada en inglés of ice or ice cubes: Iced tea is my favorite drink
es to fit like a glove. Se emplea para decir in the summer.
que alguna prenda de ropa nos queda
muy bien, como un guante. onion n.– cebolla; a vegetable that
grows in the ground: The
supermarket sells white
hat n.– sombrero; a covering for the head,
onions and red onions.
usually having a shaped crown and brim:
In those days, no properly dressed person left soup kitchen n.– comedor
home without a hat. de beneficiencia; a place
that gives food (such as soup and bread) to
jacket n.– saco; a garment for the upper
poor people: The homeless man eats at the
body usually having a front opening, collar,
soup kitchen everyday.
lapels, sleeves and pockets: Her jacket has a
lot of pockets.

T104 Glossary

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 Glossary
Unit 2 page 20
page 19
forever adv.– para siempre; for a limitless
gold n.– oro; a yellow metallic element that time: She was convinced that she would live
occurs free or in a few minerals and is used forever.
especially in coins, jewelry and dentures: This
guess v.– adivinar; to form an opinion from
ring is made of gold.
little or no evidence: He guessed that it would
miller n.– molinero; one who operates a mill; rain today.
specifically: one who grinds grain into flour:
keep v.– conservar; to retain in one’s
His father was a miller.
possession or power: We kept the money we
necklace n.– collar; an ornament worn found.
around the neck: These earrings match the
servant n.– criado; a person who is
necklace.
employed to do work for another person,
spinning wheel n.– rueca; a small domestic especially to work in another person’s home
hand-driven or foot-driven machine for doing jobs such as cooking and cleaning:
spinning yarn or thread: My grandma had a The rich family had servants to clean and cook
spinning wheel. for them.

straw n.– paja; a natural or artificial heavy

fiber used for weaving, plaiting or braiding:
The basket is made of straw.

Glossary T105

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 Glossary
Unit 3 islands, with a small head, large ears, long
page 28 powerful hind legs, a long thick tail used
as a support and in balancing, and rather
elephant n.– elefante; a very large, gray
small forelegs not used in locomotion:
animal that has a trunk (= long nose) with
Kangaroos can jump.
which it can pick things up: Elephants are
mammals.

To have a memory like an elephant.

lion n.– león; a large, heavily built, social

cat of open or rocky areas, chiefly of
This English idiom is used to say that sub-Saharan Africa, though once widely
someone has a very good memory. It is distributed throughout Africa and southern
known that elephants are very intelligent Asia, that has a tawny body with a tufted
and have a very good memory. tail and a shaggy blackish or dark brown
mane in the male: Lions roar.
Tener memoria de elefante.
Una expresión idiomática usada en inglés es monkey n.– mono; a nonhuman primate
to have a memory like an elephant. Se emplea mammal with the exception usually of the
para decir que alguien tiene muy buena lemurs and tarsiers: Monkeys can climb trees.
memoria. El elefante se caracteriza por su rabbit n.– conejo; any of a family of long-
gran inteligencia y su prodigiosa memoria. eared, short-tailed lagomorph mammals
with long hind legs: We keep rabbits as pets.
gill n.– branquia; an organ (as of a fish) for sweat gland n.– glándula sudorípara; a
obtaining oxygen from water: Fish have gills simple tubular gland of the skin that excretes
to breathe. perspiration, is widely distributed in nearly
hair n.– pelo; a slender threadlike outgrowth all parts of the human skin, and consists
of the epidermis of an animal; especially : typically of an epithelial tube extending
one of the usually pigmented filaments that spirally from a minute pore on the surface
form the characteristic coat of a mammal: of the skin into the dermis or subcutaneous
Both males and females have hair. tissues where it ends in a convoluted tuft: Pigs
have very few sweat glands.
heart n.– corazón; the organ inside the chest
that sends the blood around the body: zebra n.– cebra; any of several fleet
I could feel my heart pounding. African mammals related to the horse but
distinctively and conspicuously patterned in
kangaroo n.– canguro; any of various stripes of black or dark brown and white or
herbivorous leaping marsupial mammals buff: Zebras look like horses but with stripes.
of Australia, New Guinea, and adjacent

T106 Glossary

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 Glossary
Unit 4 pride n.– orgullo; the quality or state of
page 36 being proud: They needed help, but their pride
wouldn’t let them ask for it.
anger n.– enojo; a strong feeling that makes
you want to hurt someone or be unpleasant To swallow one’s pride.
because of something unfair or hurtful that
has happened: He found it hard to control This English idiom is used to say that
his anger. someone has to forget about his / her
pride and accept something humiliating.
Tragarse el orgullo.
Una expresión idiomática usada en inglés
es To swallow one’s pride. Se emplea para
decir que tenemos que tragarnos nuestro
orgullo y aceptar una situación humillante.

sadness n.– tristeza; the state of being

affected with grief or unhappiness: Her
sadness at her mom’s death was obvious.
shame n.– pena; an unlucky situation: It’s a
curiosity n.– curiosidad; an eager wish to shame that the concert had to be cancelled.
know or learn about something: I’m burning
suffering n.– sufrimiento; the experience of
with curiosity - you must tell me who won!
physical or mental pain: The war will cause
envy n.– envidia; wishing that you had widespread human suffering.
something that another person has: His
surprise n.– sorpresa; an unexpected
house provoked envy among all his friends.
event or the feeling caused by something
fear n.– miedo; an unpleasant emotion unexpected happening: Don’t tell Anne about
caused by the anticipation or awareness of the party–I want it to be a surprise.
danger: Trembling with fear, she handed over
the money to the gunman.
frustration n.– frustración; a feeling of
annoyance or lack of confidence because you
cannot achieve what you want; something
that makes you feel like this: I could sense his
frustration at not being able to help.
happiness n.– felicidad; the feeling of being
happy: It was only later in life that she found
happiness and peace of mind.
love n.– amor; (1): strong affection for
another arising out of kinship or personal worry n.– preocupación; mental distress or
ties (2): the affection and tenderness felt by agitation resulting from concern usually for
lovers (3): affection based on admiration, something impending or anticipated: His
benevolence, or common interests: Children only worry is getting to the airport on time.
need unconditional love from their parents.

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 Glossary
Unit 5 page 48
page 47
diving n.– clavado; the sport of jumping into
choose v.– escoger; to select freely and after water with your head first and your arms
consideration: The political party chose a leader. stretched out in front of you: Diving is what
James likes doing best when he goes to the
committee n.– comité; a group of people
swimming pool.
who are chosen to do a particular job or to
make decisions about something.
honor v.– honrar; to regard or treat
(someone) with admiration and respect: We
honored the queen.
host v.– ser anfitrión; to serve as host to, at,
or for: She will host a dinner party.
participate v.– participar; to take part: She
always participates in class discussions.
start v.– comenzar; to come into being, activity,
or operation: When does the movie start?
take place v.– llevar a cabo; to come into
existence: The match will take place tomorrow.
train v.– entrenar; to get prepared (as by
exercise) for a test of skill: He trains every
morning.

race n.– carrera; a contest of speed: Fred won

the race around the park.
weight lifting n.– levantamiento de pesas;
the activity of lifting heavy objects (called
weights) for exercise or in competition:
Weight lifting builds muscle and strengthens
your heart.

watch v.– mirar; to look at: My father likes to

watch comedy movies.

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 Glossary
Unit 6 page 57
page 56
blink v.– parpadear; to close and then open
elbow n.– codo; the joint of the human arm: your eyes very quickly: People often blink
Brian bent his elbow. frequently in dry places.
cell n.– célula; the basic structural unit of
living things that performs specific functions
necessary for life: Each student drew a
diagram of a cell for biology class.

joint n.– articulación; the point of contact

between elements of an animal skeleton and
the parts that surround and support it: Peter
injured a finger joint when he tried to catch the
ball. pharynx n.– faringe; the part inside your
mouth where the passages of the nose
rubber band n.– liga; a thin, flexible loop
connect to your mouth and throat: The doctor
that is made of rubber and used to hold
pointed out that the problem was in the pharynx.
things together: The mail carrier uses rubber
bands to bundle together letters for the same sniff v.– oler; to smell (something or
address. someone) by putting your nose close to it
and taking air in through your nose in short
breaths: She put a little bit of the perfume on
her wrist and sniffed it.
tendon n.– tendón; a tough piece of tissue in
your body that connects a muscle to a bone:
Drew tore a tendon from running too fast and
too long.
tissue n.– tejido; a mass or layer of cells
usually of one kind that perform a special
function and form the basic structural
material of an animal or plant body: The
stretch v.– estirar; to extend in length: He
doctor said there was some damage to the
stretched his neck to see what was going on.
tissue.
wrist n.– muñeca; the joint or the region of
the joint between the human hand and the
arm or a corresponding part on a lower
animal: Nina put a bracelet on her wrist.

Glossary T109

8 5:59 p.m.
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 Glossary
Unit 7 His mother gave him the nickname “Winky”
page 64 when he was a baby.
cooking n.– cocinar; the act of preparing post v.– publicar; to publish (as a message)
and cooking food: Cooking soups is his in an online forum (as an electronic bulletin
favorite hobby. board): I posted a message to my friend.
drawing n.– dibujar; the act or art of making risk n.– riesgo; possibility of loss or injury: The
a picture, image, etc., with a pencil, pen, degree of risk is minimal.
marker, chalk, etc., but usually not with
safe adj.– seguro; free from harm or risk: This
paint: I am really bad at drawing! I can’t even
is a safe place.
draw a straight line.
painting n.– pintura; the art or act of Safe and sound
making pictures using paint: He doesn’t like
abstract painting.
watching sports v.– ver deportes; To look at
or observe sports, without participating: I
love watching sports at the weekend, especially
soccer.
page 70
join v.– unir; to come into close association
or relationship: Would you like to join us?

If you can’t beat them, join them.

This proverb is used to say that if you have This English idiom is used when you reach
to give up fighting some group because your destiny unharmed and whole or
you cannot beat them, you should band healthy.
together and join them instead.
Sano y salvo
Si no puedes vencerlos, úneteles.
Una expresión idiomática usada en inglés
El proverbio If you can’t beat them, join them, es safe and sound. Se emplea cuando
se emplea para expresar que te rindes de llegas a tu destino sin daño alguno: I got
llevarle la contraria a un grupo de personas home safe and sound.
y decides que lo mejor es unírteles.

unlikely adj.– improbable; not likely: He was

nickname n.– apodo; a usually descriptive an unlikely candidate for the position.
name given instead of or in addition to the
one belonging to a person, place, or thing:

T110 Glossary

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 Glossary
Unit 8 page 81
page 78
pull v.– jalar; to move something towards
bored adj.– aburrido; feeling unhappy yourself, sometimes with great physical
because something is not interesting or you effort: He pulled the heavy box across the floor
do not have anything to do: I was so bored to the door.
that I slept through the second half of the film.
send v.– enviar; to cause something to go or be
taken somewhere without going yourself: He
sent a message to his friend who lived in London.
throw v.– lanzar; to send something through
the air with force, especially by a sudden
movement of the arm: The boy threw the ball
back over the fence.

comic strip n.– tira cómica; a series of

cartoon drawings that tell a story or part of
a story.
disagree v.– no estar de acuerdo; to have a
different opinion.
dose n.– dosis; a measured amount of
something such as medicine: The label says wind n.– viento; the movement of air
to take one dose two times a day. outside, especially when strong enough to
be felt: The wind is strong around skyscrapers.
increase v.– aumentar; to make something
become greater in amount, size or number:
Gradually increase the temperature to
boiling point.
stressful v.– estresante; that causes great
worry: Not knowing whether or not we had
passed the exam was very stressful.

Glossary T111

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 Glossary
Unit 9 page 88
page 86
emigration n.– emigración; leaving one's
app abbr.– aplicación; application, a country in order to live in another country:
computer program designed for a particular There was a considerable emigration of people
purpose: This app will give your snapshots a from a number of Arab countries.
vintage look.
endangered adj.– en peligro de extinción;
blog n.– blog; a website that contains in danger of disappearing: Tigers are an
thoughts, opinions or experiences that you endangered species and must be protected from
put on the internet for other people to read: exploitation.
I’m going to post it on my blog.
pie chart n.– gráfica circular; a way of showing
chat n.– chat; a formal or informal online talk: information about how a total amount is
Should we start a chat among the three of us? divided up, consisting of a circle that is divided
from its center into different parts: Pie charts
are an easy way to visualize expenses.

LOL abbr.– riendo a carcajadas; laughing out

loud: James typed LOL after the comment, so I
knew he was only joking.
unfriend v.– eliminar (de una red social); to
remove (a person) from a list of friends or
contacts on a social media website: She spread v.– extenderse; to become larger or to
was mad at me and she unfriended me. affect a larger area, to move into more places:
Christianity gradually spread across Europe.

T112 Glossary

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 Glossary
Unit 10 page 101
page 100
basket n.– canasta; a container usually
cabin n.– cabaña; a small, simple house made by weaving together materials (such
made of wood: Henry’s parents live in a cabin as reeds, straw, or strips of wood): The
in the mountains. indigenous people of this region used to weave
baskets out of grasses.
campfire n.– fogata; a fire that is built
outdoors at a camp or picnic area: After
dinner there are marshmallows to roast over the
campfire.
cuisine n.– cocina; a style of cooking: The
chef is an expert in French cuisine.
iconic adj.– icónico; widely known and campground n.– campamento; an area
acknowledged especially for distinctive or place that is used for camping; a place
excellence: The Statue of Liberty is iconic of where people can put up a tent or park a
America. camper and that usually has toilets and
showers for campers to use: Please put up
rafting n.– rafting; the activity of traveling
tents only in designated campgrounds.
on a river in a small boat: My friends and I
went rafting on the New River last summer.
scuba diving n.– buceo; a sport or activity in
which a person swims underwater using an air
tank and a special breathing machine strapped
onto the body: We wanted to do some scuba
diving but couldn’t afford to rent the equipment.

embrace v.– abarcar; to take in or include

as a part, item, or element of a more
inclusive whole: Charity embraces all acts that
contribute to human welfare.
scenery n.– paisaje; a view of natural
features (such as mountains, hills, valleys,
etc.) that is pleasing to look at: Having
reached the top of the mountain, Robert paused
to admire the scenery.
wonder n.– maravilla; something or
someone that is very surprising, beautiful,
amazing, etc.: The Panama Canal is one of the
wonders of the modern world.

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 Name: Assessment 1
1 Complete the sentences using the words and expressions in the box. /6

another time brown looking for size small try them on

SALESPERSON: May I help you?

MAN: Yes, I’m a pair of black boots.
SALESPERSON: We have these elegant black leather boots.
MAN: Yes, I like them. May I ?
SALESPERSON: Of course; what do you wear?
MAN: Size 8.
SALESPERSON: I’m afraid we don’t have this model in size 8. Would you like
e
to try them in size 7.5?
MAN: No, those would be too .
SALESPERSON: May I show you a pair of boots?
MAN: No, thank you. Maybe .

2 Number the spaces appropriately. /6

At the Doctor’s Office

PATIENT: Good afternoon. I’m here to see Dr. Jones. 1 No, the doctor will be
NURSE: with you in a few minutes.

PATIENT: Yes, it’s at five-thirty. 2 Fine, Miss Jackson.

NURSE: Please fill out this form.
PATIENT: It’s Jane Jackson. 3 Thank you. Please
NURSE: take a seat.
PATIENT: Yes, it is. A friend recommended Dr. Jones to me.
4 Is this your
NURSE: first time here?
(5 minutes later)
PATIENT: Here it is. 5 Do you have an
appointment?
NURSE:
PATIENT: Will I have to wait long? 6 What is your
NURSE: name, please?

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 Name: Assessment 2
1 Read and circle the correct options. /4

The Princess and the Pea

Once upon a time there was a So he was returning / returned home
handsome prince who was wanting / feeling very disappointed.
wanted to marry a princess, but she One night there was a terrible
had to be a true princess. So he was storm with thunder and lightning.
traveling / traveled all over the world Suddenly, while it was raining / rained,
to find one. There were plenty of someone knocked on the palace
princesses but he couldn’t find out if gate.
they were real. They all had defects.

2 Number the paragraphs and discover the ending of the story. /3

No one but a princess could be so sensitive; it had to be

true! So they called the prince and told him that they
had found him a real princess. The minute he saw her
he fell in love, and they got married immediately.

The wise queen had an idea. She made a bed for their
guest. She put a pea under twenty mattresses and twenty
quilts. When she finished, she showed the girl to her bed. The
next morning the king and the queen asked her how she
had slept. “Not very well,” she said. “There was something
in my bed and I couldn’t sleep. Now I’m all bruised!”

The old king went to the door and there stood a beautiful girl, dripping wet. Water was
running from her hair, her clothes were soaked and her shoes were muddy. She said, “I am
a princess who has lost her way in the storm. Will you let me stay?” The king invited her in
and called the queen. But how could they be sure she was really a princess?

Answer the questions about the story. /5

1. Who are the characters in the story?
2. What is the setting?
3. What is the event?
4. What is the conflict?
5. What is the resolution?

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 Name: Assessment 3
1 Write the corresponding part of speech next to each word. /2

adjective article conjunction noun preposition verb

1. on 4. begin
2. and 5. the
3. fascinating 6. festival


Complete the text using the words above. /2

There is an Ice and Snow Sculpture in China. It starts

January 5th and lasts one month. Sometimes the
exhibits earlier or stay open longer, depending on
weather conditions.
Sculptors use saws to cut ice into blocks. Some of the
sculptures include buildings and monuments of different styles. There
are also figures of animals, people mythical creatures.
This event attracts lots of tourists from all over the world because the
sculptures are enormous and amazing. Everything is full of lights and
color. It is a unique and experience.

2 Number each sentence according to the appropriate meaning of “long”. /3

1. long adj. – (in time) largo/a This house has very long corridors.
2. long adj. – largo/a After a day of work, I long for some rest.
3. long v. – añorar The movie was 3 hours long.

3 Write about how to use a bilingual dictionary, using the notes below. /5

1. analyze / context
2. decide / part of speech
3. find / dictionary section
4. read / meanings
5. decide / which meaning

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 Name: Assessment 4
1 Number the pictures. /2
1. worry 2. happiness 3. sadness 4. anger

2 Look at the scenes from a silent movie and answer the questions. /6

1. Where is the woman?

2. What is at the end of the hall?
3. Why is the woman scared at first?
4. What does she see?
5. What does she decide to do?
6. What does she see at the end?

3 Unscramble the sentences. /4

1. arrives / woman / at / a / hotel / a
2. hears / noises / she
3. werewolf / sees / a / she
4. arrives / a costume party / she / at

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 Name: Assessment 5
1 Write predictions about the future using the verbs in the box. /3

become have live marry study travel

1. You medicine at an important university.

2. You an excellent heart surgeon.
3. You all over the world.
4. You an intelligent, fun man/woman.
5. You five girls.
6. You in a pretty house.

2 Complete the weather reports. /5

1. Today the is going to reach 28°C at noon and is going to
drop to 10°C at night.
2. Tomorrow will be a good day to fly our kites. It is going to be .
3. It is going to tonight. That will help cool things down.
4. The weather says that the sky is going to be partly cloudy.
5. Take your sunglasses with you. It is going to be in the south of
the country.

3 Number the predictions to match them with the topics shown. /4

1. Entertainment 2. The Environment 3. Health 4. Learning

All trash will be recycled.

No one will be overweight and everyone will exercise 1 hour a day.
There will be no more candy or chips in school stores.
Everyone will shop online.
Every household will have a 3D television set.
All animals will be extinct.
There will be no classrooms. Everyone will study via the Internet.
There will be a cure for cancer.

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 Name: Assessment 6
1 Name three parts of each of the following bodily systems. /4

Circulatory Respiratory Digestive Skeletal

2 Underline the spelling mistakes and write the correct words. /5

1. The ligaments hold your vones together. They are like rubber bands.
2. The lloints are the bending places where two bones meet.
3. The muscles pull your bones to muv them.
4. Shoulders, elbous and wrists are joints.
5. The bones hold you up, give your body shape and jelp you move.

3 Complete using the words in the box. /3

breathing exhale inhale

1. Taking air in and out of your lungs is called .

2. When we , we breathe in air.
3. When we , we breathe out air.

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 Name: Assessment 7
1 Read the e-mail and complete the chart. /5

From: karen_rodgz@teenworld.com
To: susansmith@youthclub.com.uk
Dear Susan,
I’m really glad we’re friends. We have so much in common!
We both love playing tennis and swimming. I know you like doing yoga. I don’t like it especially, but I
like karate. At school, we both hate history, but I love math. You don’t like math, do you?
I know you love baking. Do you think you could send me a recipe for a cake? Saturday is my mom’s
birthday.
Best,
Karen

e-mail address likes dislikes loves hates

Karen
Susan

2 Match the sentences with the question tags. /2

1. She is too old to act so childish, does he?

2. Kevin doesn’t have a lot of money, are they?
3. Sandra went to the mall on Saturday, isn’t she?
4. Larry and Bob aren’t playing soccer, didn’t she?

3 Use the expressions in the boxes to respond to the statements. /5

I’m not sure. Wow, that’s great! Oh no, that’s terrible!

One moment, please. Oh, really?

1. His dad had a car accident and is in the hospital.

2. Could you please take my order? I’m in a hurry!
3. Patricia and Jim are expecting a baby.
4. I think he will be moving out of town.
5. Would you like to go to the movies on Friday night?

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 Name: Assessment 8
1 Complete the information about the comic strip. /4

1. Name of the comic strip:

2. Author:
3. Genre:
4. Number of panels:

Unscramble the questions about the comic strip. Then answer them.
 /6

1. duck / go / can’t / why / out / the / ?

?
2. do / what / his / do / friends / ?
?
3. at / he / do / what / the / does / end / ?
?

2 Circle four onomatopoeic phrases. /2

ding dong! okay crash! Hi! thanks

Cool! hahahaha! chirp chirp

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 Name: Assessment 9
1 Read and complete the text using the words in the box. /4

uniforms different and They speak differently in the

Both the Americans and the British English, but not exactly in the same way.
pronounce and spell some words : compare color (AmE)
and colour (BrE). Apart from this, there are also cultural differences, like the fact that the
British drive on the left side of the road, while Americans drive on right.
Young people these countries are , too. Most British
children wear to school, but most Americans don’t. British children play
soccer rugby, while American kids play football and baseball.

Circle four cultural areas discussed in the text above. /2

eating habits language differences literature dress codes

driving codes music sports preferences

2 Match the terms with their meanings. /2

Footnote 1. Visual support for the information in the text.
2. A comment at the bottom of a page, referring
Glossary to a specific part of the text on a page.
3. A name given to a book, article, play, musical
Picture/Image composition or other work.
4. An alphabetical list giving meanings of difficult
Title words in a text or book.

Label the parts of the text using the words above. /4

1
by Jan Kapur

About Language
Languages are probably one of the most
ancient inventions of mankind. Unlike animals,
humans use a wide variety of languages to
communicate and survive in this world. This does
2
not reduce the importance of other forms of
communication, such as body language.
3
4
mankind – the human race
1
Language in this article refers to a system for the expressions of thoughts, feelings, etc., used by a specific group of people.

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 Name: Assessment 10
1 Look at the schedule and complete the information below. /4

School We e ke nd Trip to San C le me nt e Island Destination:

Schedule
Departure: May 3rd Return: May 5th Number of days:
5:00 a.m. 5:00 p.m.
Day 1 Day 2 Day 3
Accommodation:
5:00 Bus to Long Beach 7:00 Wake up 7:00 Wake up
6:30 Ferry to San Clemente 8:00 Breakfast 8:00 Breakfast
8:00 Breakfast 9:00 Hike to mountain top 9:00 Pack up gear Main activities:
9:00 Hike to campground 13:00 Lunch 11:00 Hike to port
12:00 Lunch 14:00 Swimming and 14:00 Ferry to Long
14:00 Set up tents snorkeling Beach
15:30 Water Sports 18:00 Cook out 15:30 Bus to school
18:00 Cook out 20:00 Campfire games 17:00 Arrival
20:00 Campfire activities and songs

Responsible teachers: Mr. Calvo, Miss Myers and Mr. Fletcher

2 Complete the dialogue. /5

Tim: Mom, the school is organizing a camping trip to San Clemente.

Mom: Do you want to go?
Tim: Yes, I do.
Mom: When would you go?
Tim: On Friday the 3rd, at 5:00 a.m.
Mom: Where are you going to sleep?
Tim: We are going to set up in a campground.
Mom: And what kind of are you going to do?
Tim: We’re going to swim, snorkel and hike. We’re also going to light
and out.
Mom: Who is going to be responsible?
Tim: Our teachers, Mr. . Can I go, Mom?
Mom: Let me talk it over with your dad, but I don’t see why not.

3 Cross out the words that don’t belong with the others. /3

1. tent ferry hostel cabin

2. website magazine campfire guidebook
3. campsite hiking rope pulling rafting

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 Name: Assessment Term 1 (1-4)

Part 1 Vocabulary ( / 15)

Circle the correct option, A, B or C.
1. May I take your ...?
A dessert
B help 9.
C order A hope
B happiness
2. Please fill out this .... C frustration
A form
B dictionary
Term
T erm 1

C book 10 .
3. A ... is a person in a story. A sadness
A resolution B shame
B event C envy
C character
4. A ... is a problem of a character 11.
in the story. A happiness
A event B surprise
B conflict C hope
C setting
12. In a dictionary, the ... is the information that
5. The ... is where a story takes place. appears in bold and in alphabetical order.
A setting A entry
B event B part of speech
C resolution C translation
6. The ... is the main story of 13. The ... are the abbreviations in italics
a literary work. in the dictionary.
A conflict A subentries
B genre B guidewords
C plot C parts of speech
7. The ... is the description of what happens and 14. A ... helps you translate words from one
what characters are doing in a scene. language to another.
A scene description A dictionary
B scene direction B bilingual dictionary
C dialogue C monolingual dictionary
8. I don’t like ... movies. I hate guessing 15. In a dictionary, the... shows you how to
what the characters might be saying. pronounce the words correctly.
A science fiction A translation
B horror B phonetic transcription
C silent C guideword

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 Name: Assessment Term 1 (1-4)

Part 2 Grammar ( / 15)

Write the words in the correct order.
1. your / I / take / ? / May / order 9. The girl ... through the forest.
A run
B was run
C was running
2. anything / you / drink / Would / to / ? / like
10. When the lights ... out, we ... dinner.
A were going, prepared

erm 1
B went, prepare
C went, were preparing

Term
3. like / please / to / I’d / the / juice, / . / have
11. Tom ... take a taxi to save some time. It’s late.
A might

T
B was
4. I / have / four / the / show, / tickets / Can /
C might not
for / please /?
Write the sequence words to order the
instructions for replacing a lightbulb.

5. I / Can / your / ? / see / ID Then Finally First Next

12. remove the lightbulb.

13. , turn on the electricity and
Circle the correct option, A, B or C. switch on the light.
6. In the past, the citizens of Hamelin ... honest 14. , turn off the electricity.
and industrious people.
A was 15. , screw in the new lightbulb.
B were
C are
7. And as the years ... by, they ... very rich.
A go, became
B went, become
C went, became
8. ... you ... anything today?
A Did, catch
B Did, caught
C Do, catch

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 Name: Assessment Term 1 (1-4)

Part 3 Reading ( / 10)

Read and circle Right, Wrong or Doesn’t say.

Dracula 3. One of the characters is an old lawyer.

Last week I was helping my cousin do his A Right B Wrong C Doesn’t say
homework. He had to write some information 4. The novel’s setting is Count Dracula’s castle
about Count Dracula. I told him I didn’t know in England.
everything but that I could give him some facts. A Right B Wrong C Doesn’t say
I know it’s a horror novel that was written by an
Irish writer, Bram Stoker. My cousin told me it 5. The conflict in the novel starts when Dracula
Term
T

was published in 1897 and that it was Stoker’s locks Jonathan in a cell.
erm 1

masterpiece. He said that the original title for A Right B Wrong C Doesn’t say
the novel was “The Dead Un-Dead.” I didn’t Circle the correct option, A, B or C.
know that. The title sounded so interesting that
6. What was the boy doing last week?
we decided to read more about it. We found out
A He did his homework.
that the novel is about a young lawyer, Jonathan
B He did his cousin's homework.
Harker, who travels to Transylvania to help a
C He was helping his cousin do homework.
rich nobleman, Count Dracula, buy an estate in
England. 7. What did he find interesting about the novel
As Harker is on his way to his destination, people at first?
tell him about the dangers in getting to his A The novel’s title.
destination. He doesn’t believe anything they B The novel’s setting.
say and decides to continue his journey, but he is C The novel’s author.
scared. 8. What is the plot of the novel?
When Harker meets the Count he thinks that A A young man trapped in Count Dracula’s
everything is fine, as Dracula seems to be a well- castle in Transylvania plans to escape
educated and hospitable man. But after a few from him.
days, Harker realizes that he is a prisoner in the B A young lawyer sells a castle to Count
castle. He fears for his life and tries to escape from Dracula in Transylvania.
the castle by climbing down the walls. C Count Dracula invites a young lawyer to
We haven’t read the novel so we know nothing his castle for the summer.
about the plot or the ending. We got really
excited. 9. What seems to be the boy’s reaction
I asked my parents to buy the book for me. to the novel?
I would like to start reading it this summer! A He is not very interested in the story.
B The story scares him.
1. The title of the novel was originally C He is interested in and excited about
“The Dead Un-Dead.” the story.
A Right B Wrong C Doesn’t say 10. What might the boy do during the summer?
2. The novel’s author is the English writer A He might read the novel.
Bram Stoker. B He might travel to Transylvania.
A Right B Wrong C Doesn’t say C He might visit his cousin.

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 Name: Assessment Term 1 (1-4)

Part 4 Writing ( / 10) Part 5 Speaking ( / 10)

Number the scenes in the correct order to Student A: You are a customer at a café. Choose
make a story. the options from the menu that you would like
to order.

Café Menu
Drinks
Italian sodas (lemon, berry, orange, kiwi)
Smoothies (berry, chocolate, mango, coconut)

erm 1
Sodas (coke, lemon, orange, grape)

Term
Coffee (mocha, cappuccino, latte)
Desserts

T
Cake (chocolate, carrot, coconut, coffee, vanilla)
Pie (cheese, apple, berry, mango)
Ice cream (strawberry, vanilla, chocolate, lemon)

Part 5 Speaking ( / 10)

Student B: You are the waiter/waitress at a café.
Welcome your customer and take the order.

Table: 2
Order:

Drinks:

Desserts:

Write the dialogues for each scene on a

separate sheet of paper. Total:
✃

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 Name: Assessment Term 2 (5-7)

Part 1 Vocabulary ( / 15)

Complete the words. Circle the correct option, A, B or C.

1. Today it is 35°C; it is . 9. These are sports:

A swimming, weight lifting, running.
2. It will be 10°C over the weekend; it is going to
B soccer, tennis, playing video games.
be . C playing drums, riding a bike, playing tennis.
3. Look at those clouds. It’s going to 10. These are bodily organs:
r soon. A brain, esophagus, nose.
4. I like to imagine how things will be in the B heart, lungs, blood.
future: I enjoy making C mouth, intestine, hormone.

p . 11. These are some of the body's systems:

A skeletal, respiratory, muscle.
5. This organ is part of our digestive system:
B digestive, respiratory, skeletal.
the s __ __ __ __ __ __. C circulatory, skeletal, nerves.
6. These are part of our respiratory system: 12. These are bones:
the l . A spine, skull, lungs.
7. This controls our movements, sensations and B thighbone, neck, mouth.
. C ribs, spine, kneecap.
thoughts the b
13. These are related to the respiratory system:
8. These hold you up, help you move and give
Te
Term
Ter

A nose, lungs, inhale.

shape to your body: the b .
er m 2

B nose, mouth, stomach.

C nose, exhale, hormones.
14. These are related to the circulatory system:
A blood, veins, arteries.
B blood, veins, neurons.
C blood, bones, heart.
15. These are leisure activities:
A baking cupcakes, riding a bike, taking
pictures.
B swimming, playing video games, studying.
C running, reading, washing clothes.

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 Name: Assessment Term 2 (5-7)

Part 2 Grammar ( / 15)

Write the words in the correct order.
1. it / to / today / Is / rain / going / ? 9. In the digestive system, food ... to nourish
our body.
A is broken down
B broken down
2. is / Friday / to / It / going / sunny / be / not C is broke down
/ on /.
10. Nutrients and oxygen ... to all parts of the
body by the blood.
A are carry
3. people / the / shopping / go / in / Will / B are carried
future / ? C carry
11. The human brain is ... a computer.
A more fast than
B faster than
4. are / to / everything / buy / online /. / going C not faster than
/ People
12. I ... video games with my friend.
A enjoy play
B enjoy playing
5. I / going / I’m / get / ill /. / think / to C enjoy to play

erm 2
Term
Complete the questions by adding question

Ter
tags.

Te
13. The man over there is looking at me,
Circle the correct option, A, B or C.
?
6. If I study a lot, ...
A I will get a scholarship for college. 14. They don’t like this band, ?
B going to pass my exam.
C I get a ten in my exam. 15. She came late last night, ?

7. If they keep playing like this, ...

A they win the match.
B they going to win the match.
C they will win the match.
8. The heart ... blood around the body.
A move
B sends
C pumps

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 Name: Assessment Term 2 (5-7)

Part 3 Reading ( / 10)

Read and circle Right, Wrong or Doesn’t say. Circle the correct option, A, B or C, to complete
the mini conversations.
INTERVIEWER: Hi, and welcome to our program,
“Weekend Fun”! Today in our studio we have 6. The world will be very different in the
two members of the hiking club, Mike and year 2050, won’t it?
Anna. Welcome to the program. A Who knows? It might be very different.
MIKE AND ANNA: Thanks. It’s good to be here. B Just a minute, please!
INTERVIEWER: Can you tell our listeners about the C Don't worry.
club? What do you do? When do you meet?
7. Which is more important, the heart or the
ANNA: Sure. The hiking club is an organization
brain?
for teenagers and young adults. We all love
A I think the brain is more important.
the outdoors! We organize excursions to the
B The stomach might be.
mountains or to the forest every weekend. We
C Let me see. The heart was.
like to hike, climb and rappel.
INTERVIEWER: Can you explain what rappel means? 8. Daniel is 65 cm tall. I’m 70 cm tall. I’m taller
MIKE: Of course. It means to go down the side of than him.
a mountain using ropes. A I’m 72 cm. Well, I’m tallest than Daniel
INTERVIEWER: Wow! So, all the club members enjoy and you.
adventures, don’t they? B Yes, I agree.
MIKE: It’s definitely not a club for couch potatoes! C Well, I’m 72 cm. That means I’m the tallest.
We don’t like spending weekends at home. And 9. Oh, no! The clouds are gray.
Te
Term
Ter

we all hate watching TV!

er m 2

A I think it’s going to rain.

B It’s cloudy.
1. The interview is about a hiking club for
C An umbrella.
people who don’t like to stay home on
weekends. 10. What do we have to do?
A Right B Wrong C Doesn’t say A Oh, no! I don’t like it.
B Make a chart of the human body.
2. The club goes on outdoor excursions every
C No, I don’t want to help you.
weekend.
A Right B Wrong C Doesn’t say
3. Rappelling is going on excursions in the
mountains and through the forest.
A Right B Wrong C Doesn’t say
4. All the members of the hiking club are couch
potatoes.
A Right B Wrong C Doesn’t say
5. Some of the activities that members of the
club do are hiking, climbing and rappelling.
A Right B Wrong C Doesn’t say

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 Name: Assessment Term 2 (5-7)

Part 4 Writing ( / 10) Part 5 Speaking ( / 10)

1. Make a list of the things that define you: Student A: Interviewer

for example, think about your personality, You are going to interview your partner about
values, interests, leisure activities and plans his or her favorite leisure activities. Plan the
for the future. interview and write the questions you are going
2. Write your profile including information to use.
about your past, present and future.

erm 2
Term
Ter
Part 5 Speaking ( / 10)

Te
Student B: Interviewee

You are going to be interviewed by your partner

about your favorite leisure activities. Make a list
of the activities you like to do and the ones you
dislike. Get ready to answer the questions.
✃

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 Name: Assessment Term 3 (8-10)

Part 1 Vocabulary ( / 15)

Complete the words.

1. A c strip is a funny story told 11. Go to this place if you want to see monuments
using pictures and very little text. and structures from ancient cultures.
A beach
2. The person or artist who both writes and
B city
illustrates a comic strip is the
C archeological site
c .
12. This is the period of time from January 1st to
3. O is December 31st.
words that imitate natural sounds. A gap year
4. A s b B leap year
contains a character’s dialogue. C calendar year
13. This is a year that you spend traveling,
5. A p is a single drawing or
working, etc., before continuing your studies.
picture in a comic strip.
A gap year
Circle the correct option, A, B or C. B leap year
C calendar year
6. It gives visual support to the information.
A picture 14. Formal, informal and semiformal are types of:
B footnote A volume.
C glossary B register.
C rhythm.
7. It explains the meaning of special words
in the text. 15. Low, mid and high are types of:
A picture A volume.
B footnote B register.
C glossary C rhythm.
8. It is a source of information.
A projector
B map
C screen
9. It is an example of nonverbal language.
Te
Term
Ter

A speech
erm 3

B eye contact
C volume
10. It is the ideal place for someone who likes
sightseeing and shopping.
A mountains
B rainforest
C city

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 Name: Assessment Term 3 (8-10)

Part 2 Grammar ( / 15)

Write the words in the correct order.

1. do / Why / say / you / that / ? 9. Maybe not early in the morning, ... no later
than noon.
A because
B but
2. expensive / you / Don’t / it / is / think / a / C and
little / ?
10. You should ... and face your audience.
A stand at the back
B stand up straight
3. I / expensive / was / As / organic / products / C sit down
saying, / are /. 11. If people speak to you, smile and show ....
A empathy
B you don’t care
C are happy
4. you / to / products / ? / Are / say / trying /
you / are / organic / against 12. Make eye contact with ... from time to time.
A no one
B everybody
C some
5. it’s / not easy / I / would like / to get /
13. I don’t ... it’s a good idea; it will be crowded.
to add / products /. / organic / that
A like
B think
C agree
Circle the correct option, A, B or C. 14. I’m looking ... to going to the beach.
6. I want to visit Mexico City ... Cuernavaca. A forward
A but B ahead
B and C excited
C although 15. There are many places to visit, ...,
7. ... I didn’t want to come, I’m having a good the lake, the mountain or the town.
time. A example erm 3
A Because B like
Term

B But C for instance

C Although
Ter
Te

8. We shouldn’t carry a lot of luggage ... we are

going to walk.
A because
B and
C although

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 Name: Assessment Term 3 (8-10)

Part 3 Reading ( / 10)

Read and circle Right, Wrong or Doesn’t say.
Simple Presentation Tips

1
When giving presentations, these simple tips 4. The information you get on the web is
will help you, especially for giving presentations always reliable.
at school. Talk to the audience and make eye A Right B Wrong C Doesn’t say
contact. Use nonverbal language to help
5. According to the text, you should always
5
you express your ideas better. Make sure you
include audiovisual materials when giving a
know who your audience is, for instance, your
presentation.
classmates, your parents or your teachers.
A Right B Wrong C Doesn’t say
Don’t try to say too much; remember that less is
more. What we mean is that you don’t need Circle the correct option, A, B or C, to
10
to prove you know a lot. Besides, you may not complete the mini conversations.
have enough time. This is important: plan your
6. And this is the end of the presentation.
time and practice your presentation. You can ask
A Any questions?
a friend or your parents to listen to you.
B Let me know.
Use visual materials effectively. Make sure you
C I have a question.
15 use the ones you feel comfortable with: graphs,

charts, infographics, pictures, maps, etc. And 7. What should we wear to the party?
remember, your visual material should be A Let me show you.
clear and attractive and contain relevant and B I have no idea. Let’s find out.
organized information. You can also use audio C Any ideas?
20
or videos for your presentations but be prepared 8. Can we light a campfire in the evening?
for any technical problems. In looking for A Let me think about it.
information, make sure to pay attention to how B Let’s wait.
reliable your sources are; not everything we C Come on!
25 read or listen to in blogs or websites is true. And

lastly, remember to have fun and enjoy your 9 Can we stop to rest for a few minutes?
presentation. Try not to get nervous. A I have a question.
B I don’t know. You’d better ask the guide.
1. The main purpose of this text is to give C I disagree. Let’s ask the guide.
suggestions for giving a presentation. 10. Where should we go?
A Right B Wrong C Doesn’t say A I’m not sure.
Te
Term
Ter
erm 3

2. In line 14, you refers to the reader. B It’s really great!

A Right B Wrong C Doesn’t say C That sounds good!

3. It is important that you show your audience

you know a lot about the topic.
A Right B Wrong C Doesn’t say

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 Name: Assessment Term 3 (8-10)

Part 4 Writing ( / 10)

You are planning the best weekend ever with your best friend. Complete the chart with your ideas.
Then design a schedule. Finally, write an email to your friend about your schedule. Invite him or her
to add any other activities.

“The Best Weekend Ever” Schedule

Time Saturday Sunday
Morning

Afternoon

Night

✃
Part 5 Speaking ( / 10)

You are going to give a 5-minute presentation to the examiner about one of the topics on the list
below. Choose the basic tips for giving a presentation that apply to this situation. You don’t have
much time to prepare your talk, so be creative.

Topics:
A Language and social media. erm 3
B Travel destinations in your state.
Term

C What do you prefer: novels, silent films or comic strips? Why?

Ter

Tips:
Te

1. Write down your ideas.

2. Prepare some simple visual material to help you present organized information.
3. Make eye contact and use nonverbal language.

Preparation time: 10 minutes.

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 Answer Key – Student's Book
Unit 1 p. 10
p. 4 11 1. He needs somewhere to stay the night.
2. He's looking for a puppy.
1 1. Sports center 2. Fast-food restaurant 3. Drugstore
f Dialogue 1: Good evening, Sir. Can I have your full
4. Store. 2. Answers will vary.
name, please? Formal
f 1. She forgot her ID. 2. He is having lunch.
Dialogue 2: Hi. What’s your name? Informal
3. She is asking for something for a headache.
f 1. Ask for personal information, 2. Greet someone
4. She will ask someone to bring orange juice.
formally, 3. Greet someone informally, 4. Ask for
help, 5. Express what you need, 6. Show a friendly
p. 5
attitude.
1 1. They are at the Music Castle music store. 12 Answers will vary.
2. They buy music CDs and DVDs.
2 1. They are looking for the latest album by Big Five. p. 11
Yes, they did. 3. They are speaking face-to-face.
13 4, 8, 1, 2, 3, 5, 9, 7, 6
The woman asks them to go with her to the pop
14 1. B, 2. C, 3. A, 4. C, 5. B, 6. B
music section. She says, “Here you are.”
f 1. E, 2. P, 3. A, 4. A, 5. E, 6. P
f C, R, C, L, L, C
f Answers will vary.
f 1. Good afternoon, Welcome to Music Castle,
f Answers will vary.
2. May I help you? 3. We are looking for the pop
music section. 4. That’s over there. Answers will vary.
f Good, Welcome, Hello, May I help, We're looking
for, over there p. 12
15 help, donate, water, inventory, Thanks
p. 6 16 Answers will vary.
3 1. c, 2. a
f 3, 6, 1, 2, 8, 7, 4, 5 Unit 2
f 1. Can I have … 2. That’s 20 dollars, please. p. 14
3. Enjoy the movie! 4. The 6:15 show, please.
5. Here you are. 1 1. Cinderella, 2 Snow White, 3. Aladdin,
4. Little Red Riding Hood
p. 7 f 1. 2, 2. 3, 3. 4, 4. 1
4 Photo 1;
f 1. She’s looking for a sweater. 2. Medium, p. 15
3. No, she doesn’t. 1 First column: subtitle; Second column: title,
f 4, 1, 3, 2 authors, illustration, text
5 Answers will vary. f 1. The title. So that it will stand out. 2. “We need
help!” “I can help, but it will cost you.” “Whatever
p. 8
the price, we will pay.” They're in quotation marks
6 At a restaurant / In Spanish they use hyphens. 3. Answers will
f Boy: mozarella sticks, steak fajitas and lemonade; vary. 4. They help them understand the story
Girl: soup, chicken Cesar wrap, water and iced better.
tea they are having lunch because the waiter says
Good afternoon. Answers will vary.
7 First column: C, C, W; Second column: C, C, W
p. 16
p. 9
2 The Fisherman and His Wife
8 Photo 3 f First row: 3, 4, 2; Second row: 1, 5
f 1. At the library. 2. the girl wants to borrow some f Answers will vary.
books. 3. A ID. f apologise, colour, grey, metre
9 How can I help you? What do I need to join? It is
valid if it has your photo. Just a photo ID and a
certificate of health. I’ll go to see the doctor then.
Answers will vary.
10. Answers will vary.

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 Answer Key – Student's Book
p. 17 p. 22
3 A cottage, a palace , to be a king and queen 8 1. In which two tales were the characters very
f Answers will vary. greedy? In the Fisherman and His Wife and
f Possible answers: Beginning: The fisherman and his Rumpelstiltskin. 2. What did the miller say his
wife lived in a dirty shack. One day he caught a big daughter could spin from straw? Gold. 3. Where did
fish. The man let it go. the man find his wife when he returned home? In
Middle: The wife was angry. She told him to a beautiful cottage. 4. What happened when the
ask for a better house. He did and the house became man played his flute? The rats followed him out
a beautiful cottage. The wife then wanted a palace. of town. 5. Why was the miller’s daughter crying
She got the palace. when the little man appeared? She didn’t know
End: The wife wanted the fish to make them king how to spin straw into
and queen and they lost everything. gold. 6. What type of plague invaded the town?
f Answers will vary. A plague of rats.
9 Rumpelskiltskin, The Fisherman and His Wife, The
Pied Piper of Hamelin
p. 18
f Answers will vary.
4 The Pied Piper of Hamlin: Characters: the Pied
Piper, the children, the mayor, the rats; Setting: the Unit 3
town of Hamlin; Conflict: The mayor refused to
p. 24
pay the Piper. Resolution: The Piper played his flute
1 Picture 4
and took the children away. The Fisherman and
f 2, 1, 4
His Wife: Characters: the fisherman, his wife and
the fish; Setting: a shack near the ocean. Conflict:
p. 25
The fisherman's wife gets greedy and wants more
and more. Resolution: The fish returns everything 1 Row 1: entries, change in the part of speech, main
to how it was entry, synonyms/collocations; Row 2: subentries,
f Answers will vary. example; Row 3: phonetic transcription, parts of
speech, forms of entry, translation
p. 19 Answers will vary.
5 1. Once upon
p. 26
f Possible answer: The miller told the king his
daughter could spin straw into gold but she didn’t 2 A, C, F, H, K, N, Q, T, V, Y
know how. The king locked her in a room. A little 3 1. rite, 2. poquito, 3. rock, 4. portón, 5. seal, 6. libro,
man came and said he could help. 7. seashell, 8. lidear
f Answers will vary. 4 First row: 9, 8, 4, 6, 7; Second row: 2, 5, 1, 3
f Answers will vary. f First Column: repel, repellant, repent, repentance,
f While she was crying, a little man appeared repentant; Second Column: repercussion, repertoire,
in the room. repetition, repetitious
2. You look at the second letter. 3. You look at
p. 20 the third letter. 4. Bilingual, because it has a
6 1. 2, 2. 1 translation.
f opened, saw, was bringing, said, answered, offered
f First column: 3, 2; Second column: 1, 4 p. 27
5 1. d, 2. c, 3. g, 4. f, 5. a, 6. h, 7. b, 8. e
p. 21 6 below-prep.; but-conj.; fast-adj., adv, v.; lock-n., v.;
7 Answers will vary. mine-pron., n., v.; the-art.
f 1. Rumpelstiltskin turned the straw into gold. f 1. n., 2. v., 3. adv., 4. n., 5. pron., 6. v.
7 Worksheet 3: First column: 3, 1, 2, 5, Second
2. Rumpelstiltskin demanded the queen’s baby.
column: 6, 4
3. A servant was walking in the forest when he
heard Rumpelstiltskin singing his name.
4. Rumpelstiltskin got angry and disappeared
forever.
f Answers will vary.

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 Answer Key – Student's Book
p. 28 p. 32
8 and-y, backwards–hacía atrás, in-en, interesting- 15 a
interesante, lay-poner, live-vivo, lungs-pulmones, f First column: ✓, ✓, -, ✓, -; Second column: -, ✓, ✓,
mammals-mamíferos, them-ellos, until-hasta (que) ✓, ✓
f 2. and, 3. live, 4. lay, 5. in, 6. lungs, 7. interesting, 8. f First column: 1, 2, - 3, - Second column: -, 4, 6, 7, 5
mammals, 9. backwards, 10. until f Answers will vary.
2. conj. 3. adj. 4. v. 5. prep. 6 n. 7. adj. 8. n. 9. adv. Answers will vary.
10. adv
f Answers will vary. Unit 4

p. 29
p. 34
9 Common nouns: country, man, mountain, ocean,
1 Answers will vary.
woman; Proper nouns: Mount Everest, Nadia,
Pacific, Simon, Uruguay
p. 35
10 Red: D(emonstrations), F(amous), H; Yellow:
1 Game: 1. a 2. c 3. 3, Charlie Chaplin, his girlfriend,
. ! “ ? “ Green: E(gypt)
the villain 4. c 5. Yes 6. Charlie Chaplin and his
f Nouns n.: demonstrations, Egypt, planet, scientists,
girlfriend are at the fair. The villain is watching
singer, weekend
them. 7. The villain tries to bother the girlfriend
Verbs v.: are asking, can save, is, turn
but Charlie Chaplin sees them. 8. Yes. You can see
Adjective adj.: famous, free, violent
it on her face. 9. b 10. Charlie Chaplin saves her
Pronoun pron.: our, themselves, we
and scares the villain away.
Preposition prep.: in, over
Article art.: the
p. 36
Adverb adv.: again, how
f 4, 2, 3, 1 2 1. anger 2. happiness
3. surprise 4. sadness
p. 30 3 frightening-Scene 2, melodramatic-Scene 3,
comic-Scene-1
11 Accept student's ideas.
f 4, 3, 2, 1
p. 37
f 1. Try, 2. Decide, 3. Look up, 4. Search, 5. Check,
6. Do 4 Answers will vary.
12 Possible answers: We saw a good play on Sunday. f 5, 3, 1, 4, 6, 2
Ben plays tennis very well. My cousin plays the f 1. The man. 2. He stands in line but the line doesn’t
piano. The actor plays the part of a thief. move. 3. No, he doesn’t. 4. He feels disappointed.

p.31 p. 38
13 2. Arabic numerals: 1, 2, 3 3. 3. examples: The 5 3, 2, 1, 4
dog was pulling the sleigh. 4. guidewords: pull- f 1. He might want to marry her. 2. Because she might
pumpkin 5. phonetic transcription: /p´lp/ not love him. 3. He might be the man he loves.
14 1. Examples establish a context for the use of the f Answers will vary.
word. 2. Phonetic transcriptions help us pronounce 6 What do you want to do? I am going to fight it.
the word. 3. Guidewords help us locate the entry What do you need to fight the mummy? Where is it?
faster. 4. The abbreviations help us identify the
part of speech of the word. 5. Arabic numerals p. 39
show us the different meanings of the word. 6.
Roman numerals show us the different parts of 7 First row: science fiction, comedy, romance, Second
speech of the same word. row: horror, musical, animation
8 B
f Answers will vary.
p. 40
9 3, 5, 2, 4, 1

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 Answer Key – Student's Book
10 1. First speech bubble, 2. Second speech bubble, p. 48
3. First speech bubble, 4. First speech bubble,
5 4, 6, 5, 2, 3, 7
5. First speech bubble
f Maria: swimming competition, Lola: weight-
f Answers will vary.
lifting event, Pedro: 50 meters freestyle, Frank:
2,000-meter race, Marla: diving competition
p. 41
11 1. INT.-interior, EXT.-exterior, 2. The scene p. 49
descriptions, 3. When they are characters, 6 1. This dress is really pretty... 2. He’s going to fall
4. They go in parentheses. down. 3. Shhh, the film’s going to start … 4. I have
12 Answers will vary. too much homework… 5. Look at those clouds…
Students draw a picture of a cloudy day.
Unit 5 f 1. Because she has too much. 2. It is really pretty.
f 1. Why is the boy going to fall down? There is an
p. 44 open manhole in the street and he isn’t look at
1 Answers will vary. where he is going. 2. What is going to happen if
f 1. 3, 2. 1, 3. 2, 4. 4 the couple doesn’t keep quiet? They will miss the
beginning of the movie. 3. Why is it going to rain
p. 45 soon? Because it is very cloudy.
1 1. The weather. 2. Answers will vary.
p. 50
f 1. It is going to … 2. “is” and “it” change places.
7 1. They will take all their classes at home using the
3. To rain, to rain, to be, sunny, cloudy
Internet. 2. They will talk to and see their friends
f is going to be 17°
using smartphones. 3. People won’t leave their
Possible answers: On Tuesday, the maximum
homes. 4. Answers will vary.
temperature is going to be 21°C and the lowest
f Answers will vary.
temperature is going to be 15°C. It is going to be f The sentences with if express a condition for
cloudy. something else to happen.
On Wednesday, the maximum temperature is 8 Answers will vary.
going to be 19°C and the lowest temperature is
going to be 8°C. It is going to rain. p. 51
9 Possible answers: Maria will study foreign
p. 46
languages and will learn about other cultures.
2 1. He is going to Mexico City. 2. He is going to stay Pedro will have a family and volunteer for a social
a week. 3. Ana is helping him with the weather program. Paola will make good friends and invent
forecast. new technology.
f On Tuesday and Wednesday, it is going to be hot
and very sunny. The rest of the week is going to be p. 52
cool. The high temperature will be only 17 degrees
11 Personality: friendly and responsible. Values:
it will be 10 degrees at night. And it is going to rain
likes helping other people. Interests: reading and
on Friday.
writing stories. Free-time activities: plays basketball
f Possible answers: 1. Weather forecasters
and takes swimming classes. Plans for the future:
Meteorologist. 2. Before you decide what to wear.
Enter a writing contest. She would like to become
If you are planning outdoor activities. 3. Possible
a teacher. Will help her classmates prepare for
answers: Economist. Trader. Marketer. Designer.
midterm exams.
f Answers will vary.
p. 47
Answers will vary.
4 Answers will vary.
f started, watched, takes, chooses, will host, will be
f 1. The next Olympics will take place in 2020.
2. Tokyo, Japan will host the games. 3. The theme
will be "Discover Tomorrow."
f Answers will vary.

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 Answer Key – Student's Book
Unit 6 f First column: nasal passages; Second column (top
to bottom): trachea, lungs
p. 54 Answers will vary.
1 1. Respiratory system, 2. Heart, 3. Skeletal system,
p. 59
4. Digestive system. 5. Nervous system.
f PE teacher - to show what parts of the body 8 1. A human brain. 2. It sends a higher number of
students use during exercise - labeled chart of the messages. 3. Doing exercise. 4. The cerebrum.
skeletal and muscular systems f (top to bottom) biggest, higher, smarter, most
secondary school students - to brainstorm general complex, more powerful
information about human body systems - a 9 1. What is the heaviest organ in the human body?
concept map of each system The skin. 2. Which is the longest bone in the
heart surgeon - to explain the procedure to a heart human body? The femur. 3. Whose heart is bigger:
surgery patient - simple diagram of the heart a blue whale’s or a human’s? The blue whale’s.
medical student - to learn about the human body 4. What is the most important function of the
in detail - detailed diagrams of all systems and cerebrum? To control our movements, thoughts and
parts of the human body memory.
5. Which is the fastest human sense? The sense
p. 55 of hearing.
1 First column (top to bottom): skull, spine,
p. 60
thighbone, shinbone, foot; Second column (top to
10 Answers will vary.
bottom): neck, ribs, pelvis, kneecap, toes
f 1. The heart pumps blood around the body. 2.
f 1 .a, 2. c, 3. b, 4. a, 5. b, 6. c
Veins and arteries. 3. The right and left ventricle
f Answers will vary.
and the right and left atrium. 4. The heart, the
blood vessels and the blood. 5. The blood carries
p. 56
nutrients and oxygen to all parts of the body and
3 bones, muscles, joints and ligaments carries away waste materials and carbon dioxide.
Circle: Your bones hold you up and help you
move. They also give your body shape and protect p. 61
other parts of your body. Your joints help you move,
11 1. Do exercise every day. 2. Eat a lot of fresh fruit
too. You also need muscles to move and to stand.
and vegetables. 3. Drink a lot of water. 4. Do
They pull on the bones to move them. Ligaments
activities to relax. 5. Brush your teeth at least twice
hold your bones together.
a day.
f muscles - help you move and stand, move bones; f 1. Don’t eat too much. 2. Don’t eat junk food like
joints - help you bend and move; ligaments - hold candy and chips. 3. Don’t spend a lot of time in
your bones together front of the computer. 4. Don’t watch more than
p. 57 an hour of TV each day. 5. Don’t drink sodas.
5 1. high school students, 2. an anatomy textbook f Exercise: Do exercise every day. Do activities to
f 4, 1, 2, 3 relax.
f 1. They pull on bones to move them and help you Food: Drink a lot of water. Eat a lot of fresh fruit
to move and stand. 2. Smooth muscles control our and vegetables. Other Habits: Brush your teeth at
breathing. 3. We can't control our cardiac muscle. least twice a day.
f 1. facts, 2. the verb to be, 3. past participle form 12 1 2. Our teacher says, "eat balanced meals and
6 1. are, activated, 2. is protected, 3. is stored do a lot of exercise to have a healthy heart." 3.
Your brain controls how you feel, how you think
p. 58 and how you act. 4. The brain and the spinal cord
make up your central nervous system.
7 Answers will vary. 2 1. Answers will vary. 2. Bronchitis, colds and the
f 1. breathing, 2. trachea, 3. lungs, 4. inhale, 5. nasal flu are respiratory diseases, so is pneumonia.
passages, 6. exhale 3. Answers will vary. 4. The heart is a muscle, it is
f 1. inhale, 2. exhale, 3. breathing, 4. nasal passages, part of the circulatory system.
5. trachea, 6. lungs

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 Answer Key – Student's Book
p. 62 p. 69
14 Left-column: 5, 3, 1; Right-column: 6, 4, 2 8 Answers will vary.
f Digestion begins with the nose. f B: Every weekend; B: With some friends, B: a bike
Food enters your body through the mouth. accident, B: People and animals, B: noisy and dirty
The tongue esophagus pushes the food from the
back of your tongue throat to your stomach. p. 70
The stomach breaks down and stores some of the
9 Answers will vary.
food and sends it to the large small intestine.
f Red: Yes, it’s great! It’s a perfect way to keep in
The small intestine builds up breaks down the food;
touch with my friends. Eddie: I agree. I also like
it gets help from the appendix pancreas, liver and
communicating with people that way. I don’t think
gallbladder. The large intestine is a short long tube;
so. In my opinion, it’s very unlikely that anything
it includes 3 organs: the colon, rectum and anus.
bad could happen.
Green: But don’t you think it can be dangerous?
Unit 7 I disagree. I don’t think it’s so simple. We need
to be careful. Some strangers might use our
p. 64
information to rob our houses or to bother us.
1 watching sports, painting, dancing, cooking f Answers will vary.
2 Be quiet!-Emoticon 2, Come here!-Emoticon 3, Who
knows?- Emoticon 1, Just a minute, please. p. 71
-Emoticon 4
10 f1. It’s safe, isn’t it?
S QT
p. 65
2. He doesn’t enjoy loud music, does he?
1 Answers will vary. S QT

f Answers will vary. 3. You don’t like fish, do you?

f don’t like, enjoy, hate, love S QT

f enjoy / hate: ✓, ✗, ✓; like / love: ✓, ✓, ✓; 4. It isn’t going to snow, is it?

dislike: ✓, ✓, ✓ S QT

p. 66 f 1. She doesn’t dance well, - does she? 2. Paul likes

3 Answers will vary. swimming, - doesn’t he? 3. My mom is very strict,
f 1. She hates swimming because she is afraid of the -isn’t she? 4. Alfred didn’t help at all, -does he?
water. 2. Yes, she loves it. 3. She likes lifting weights 5. You are angry, -aren’t you? 6. They have a lot of
and playing football. 4 She asks Anna to help her money, - don’t they?
prepare a surprise party.
f 1. BE, 2. AE, 3. AE, 4. BE p. 72
4 2, 3, 1 12 1. Formal, 2. The main parts are: opening, body,
closing. 3. Opening: salutation, Body: central idea,
p. 67 Closing: good-bye. 4. Answers will vary.
5 Alan, Gareth 5. A summer job.
f Hey, swim, and, don’t, Well, weather, no f Answers will vary.
f Answers will vary.
6 1. Oh, really? 2. Oh, no! That can’t be true. Unit 8
3. Wow! That’s great! 4. Hmm. I’m not sure. p. 74

p. 68 1 1. Superhero, 2. Comedy, 3. Western, 4. Horror,

5. Romance
7 1. Choosing a workshop. 2. Planning an excursion. 2 5, 2, 3, 1, 4
3. Chatting with a friend.
f 1. 3, 1, 4, 2; 2. 1, 3, 4, 2, 5; 3. 2, 1, 4, 3
f I, I, F

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 Answer Key – Student's Book
p. 75 p. 81
1 Someone playing a joke on someone else. 10 f1. What did Mr. Simpson decide to do on his
f Top to bottom: 1, 3, 2, 4 vacation? He decided to take the train to the
f 1. There are 3 events. Because there are 3 panels. mountains.
2. In the speech bubbles. 3. Exclamatory 4. Comic 2. What did he do on the train? He put his head
strips have less writing and more drawings that are out of the window to look at the mountains.
in a sequence. 3. What did the wind do? It blew his hat off.
f 1. Zip, 2. He takes and eats Zap’s sandwich. 4. What did Mr. Simpson do then? He took his bag
3. They’re friends. 4. Answers will vary. and threw it out the window, too. 5. What did the
f Answers will vary. other passengers on the train ask? Why did you
throw your bag out of the window? 6. What did Mr.
p. 76 Simpson answer? When somebody finds the hat
and the bag, they’ll return them both to me.
2 Clouds
f 1. The woman. 2. The man. 3. The dog. He sees the
p. 82
shape of a cat.
11 f1. Super Toddler, 2. Smart Woman, 3. Healing
f 1. three, 2. woof, 3. two
Girl, 4. Geek Boy
f 3, 4, 2, 1
f explaining something
f Answers will vary.
p. 77
3 Be constructive when giving an opinion. Unit 9
f Red: Dad, that boy told me that my drawing is
p. 84
ugly.
Blue: I like the colors very much, but I think you 1 First row: pet foundation, company investments;
have to add details. Second row: languages around the world,
Green: I’ll think about that. Thank you for your math formulas
comment. f All of the above.
f Answers will vary. f All can be used in presentations.

p. 78 p. 85
4 1. e, 2. f, d, 3. a, 4. c, b 1 The differences in languages and cultures around
f 1. Because the doctor didn’t prescribe her any the world.
pills. 2. Because he thinks having so many pets is f 1. presents additional information about
stressful. something, 2. gives the meanings of particular
5 1. did you think, 2. do you say, 3. Don’t you, words, 3. gives visual support to the information,
4. at all, 5. I’m not 4. introduces or summarizes a section of a text, 5.
gives the main idea of the text
p. 79 f 1. We use a wide variety of languages to
6 2, 1, 4, 3 communicate. 2. mankind, 3. language,
f Answers will vary. 4. body language
7 Answers will vary.
p. 86
p. 80 2 Answers will vary.
8 good and polite social behavior 3 How social media affects languages
9 let’s, That’s, about, Any, would f 1. Social media are the communication tools
f 3, 2, 1 available online that help us communicate
with other people. 2. It is now much easier to
communicate with others, have fun and learn
online. 3. Use social media wisely and never hurt
anyone. 4. Answers will vary.
4 1. social apps, 2. textbook, Internet, 3. magazine,
4. Dictionary

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 Answer Key – Student's Book
p. 87 Language: Worldwide communication, harmony,
5 Answers will vary. peace. No misunderstandings. Disadvantages of a
f 98% of people speak English as a second language Global Language: There would be a monolingual
in the United Kingdom, 50 countries have English social class. Some languages would disappear.
as a first language, 12% of the population speaks 15 Answers will vary.
English as a second language, the English language
has its origins in the 5th century p. 91
f 1. The main idea is to show where English is 16 Answers will vary.
spoken around the world. 2. Yes, it is. 3. French f 1. mid, fast, unclear, informal, 2. mid, mid, very
and English. 4. About 505 million people. clear, formal 3. mid, slow, very clear, semiformal
5. English spread through colonization and f 1. To clarify ideas, 2. To wrap up ideas and give
emigration. final thoughts. 3. To give additional information,
6 Worksheet 9: 2 1. 427 million native speakers. 4. To continue talking or bringing up a topic.
2. Mexico. 3. Answers will vary. 4. Spain and 5. To ask the audience if they have a question.
Argentina.
f 1. Any doubts, 2. Finally, 3. As I was saying,
4. I would like to add
p. 88
7 Answers will vary. p. 92
f 2, 3, 1
17 eye contact, body posture, hand gestures, facial
8 1. How many languages in the worls are in danger
expressions
of extinction? About 23 percent of the world’s
18 Photo 1
languages. 2. What two European languages
f 1. Because he’s going to give a presentation.
are spoken in Canada? French and English. 3.
2. Yes, she does. 3. He feels more confident.
Which indigenous languages are spoken in your
f 1. stand upright, 2. some people, 3. move your
country? Answers will vary. 4. Where are the most
hands in a relaxed way, 4. smile
languages concentrated? In Asia and Africa.
Unit 10
p. 89
p. 94
9 1. infographic, 2. graph, 3. projector, 4. web page,
5. map, 6. survey 1 3, 4, 5, 1, 2
f 1. infographic, graph, web page, map, survey, f beach, rainforest, mountains, city, archeological
2. Answers will vary, 3. All of them, 4. Answers will site
vary. p. 95
10 map, graph, infographic, web page 1 1. Palenque, Chiapas, 2. Answers will vary.
f 1. classmates, parents and teachers. 2. your f 1, 2
presentation, 3. relevant and organized f 1. a) surrounded by nature, jungle, b) learn about
information, 4. blogs or websites is true. ancient Mayan culture
11 Answers will vary. f 1. quite, 2. don't, 3. forward, 4. think, 5. should

p. 90 p. 96
12 lingua franca 2 First column: guidebook, agency; Second column:
13 languages, people, different magazine, website
f 1. It is a language used as a common or f Answers will vary.
commercial language among people whose 3 Location: Monarch Butterfly Sanctuary. Where to
mother tongue is different. 2. Because it is the stay: The sanctuary has several places you can put
most commonly spoken language. Because of up your own tent or in a hotel in Valle de Bravo,
the importance of the United States in commerce, What to do: Learn about the Monarch butterfly,
technology and industry. 3. There is better hike in the forest, go horseback riding. In Valle de
communication and fewer misunderstandings. Bravo: go kayaking, visit waterfalls, climb a rock to
f Worldwide Organizations: United Nations, see the view.
UNESCO, UNICEF. United Nations Official Cacahuamilpa Caves and Taxco. Location: on
Languages: Arab, Chinese, Russian, English, the border of Morelos and Guerrero, about 2 ½
French, Spanish. Advantages of a Global hours from Mexico City, Where to stay: campsites

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 Answer Key – Student's Book
in the park or in a hotel inTaxco, What to do: p. 100
Visit the caves, explore subterranean rivers, go
11 Answers will vary.
rock climbing, go to a botanical garden, see wild
f C, A, B
animals.
f Tour A. Location: South America: Buenos Aires,
4 Answers will vary.
Rio de Janeiro, Santiago, Cost: $2,800, Duration:
two weeks, Things to do: learn how to dance the
p. 97
tango, samba and the Chilean cueca, go shopping
5 Place: Parque Nacional Cacahuamilpa. Get there Tour B. Location: Chilean Andes, Cost: $1,500,
by: bus or car, Opens at: 10:00 a.m., Closes at: 5 Duration: ten days, Things to do: cook over a
p.m., Only guides can: turn on the lights, tell you campfire, go fishing, rafting, cycling and rock
lots of interesting stories about the caves, The tour climbing, see beautiful scenery.
lasts: about two hours, Tickets cost: 60 pesos per Tour C. Location: Buzios, Cost: $1,200, Duration:
person seven days, Things to do: go scuba diving and
6 1. but, 2. Although, 3. and, this means that, surfing, play soccer on the beach, eat fresh fish,
4. because, 5. so listen to music.
f First column: and, because; Second column: but/ f Tour C.
although, so f Answers will vary.

p. 98 p. 101

7 1. b, 2.b, 3. a, 4. b, 5. b, 6. b 12 Name: Yosemite National Park, Location: Sierra

f I have a question. I have no idea. I disagree. Let Nevada, California, Size: 1,200 square miles, Open:
me think about it. I have an idea. I agree. all year round, Activities: walks, bus and train tours,
horseback riding, climbing, fishing, swimming,
p. 99 Points of Interest: Glacier Point, Sequoias (gigantic
trees) in Mariposa Grove, Entertainment: Yosemite
8 Answers will vary. Valley Theater, Yosemite Museum. Accomodation:
9 South Africa. Pros: Many safari parks. Cons: too far campgrounds, hotels, motels and inns.
and too expensive. f 1. you-the person reading the article, 2. It-Yosemite
South America. Pros: See Machu Picchu, go Nacional Park, 3. These-activities, its-Yosemite
paddling in the Amazon. Cons: too exotic, doesn’t Museum’s.
like water.
Mexico. Pros: can see attractions in Oaxaca and
p. 102
Mexico City.
f Answers will vary. 13 1. For teenagers and young adults. 2. An
international youth camp. 3. Chiapas, Mexico.
f 1. sure, 2. sounds, 3. mean, 4. idea
f countries, birds, rafting, rope pulling, campfires,
f 1, 2, 3, 4 healthy
f Answers will vary.

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 Answer Key – Assessments
Assessment 1 Assessment 6
Page T114 Page T119
1 looking for; try them on; size; small; brown; another 1 Possible answers: Circulatory: heart, vein, blood;
time Respiratory: lungs, trachea, nasal passages;
2 5, 6, 4, 2, 3, 1 Digestive: mouth, stomach, large intestine; Skeletal:
skull, spine, rib
Assessment 2 2 1. vones  bones; 2. lloints  joints;
Page T115 3. muv  move; 4. elbous  elbows;
5. jelp  help
1 wanted; traveled; returned; was raining 3 1. breathing; 2. inhale; 3. exhale
2 3, 2, 1
f Possible answers: 1. The princess, the prince, the Assessment 7
king and the queen. 2. The palace where the king,
Page T120
the queen and the prince live. 3. The prince is
looking for a real princess to marry, but he can’t find 1 Karen – e-mail address: karen_rodgz@teenworld.com;
one. One night, a beautiful princess appears at the likes: karate; dislikes: doing yoga; loves: math,
palace looking for shelter from the rain. 4. The king playing tennis and swimming; hates: history
and the queen are not sure that she’s a real princess. Susan – e-mail address: susansmith@youthclub.com.uk;
So the queen has an idea and puts her to the test. likes: doing yoga; dislikes: math; loves: baking,
5. The princess proves to be a real princess when she playing tennis and swimming; hates: history
says that she couldn’t sleep well. The prince meets 2 1. isn’t she?; 2. does he?; 3. didn’t she?; 4. are they?
her and they get married. 3 1. Oh, no, that’s terrible! 2. One moment, please.
3. Wow, that’s great! 4. Oh, really? 5. I’m not sure.
Assessment 3
Assessment 8
Page T116
Page T121
1 1. preposition; 2. conjunction; 3. adjective; 4. verb;
5. article; 6. noun 1 1. Black Ducks; 2. Igor Zakowski; 3. comedy; 4. seven
f festival; on; begin; the; and; fascinating f Answers may vary. 1. Why can’t the duck go out?
2 2, 3, 1 Because he has a terrible cold. 2. What do his
3 Possible answers: 1. Analyze the context in which the friends do? They come visit him to take care of him.
word is being used. 2. Decide the part of speech. 3. 3. What does he do at the end? He pretends to be
Find the right dictionary section. 4. Don’t read all the sick again so that his friends will keep taking care
meanings; read only the ones corresponding to the of him.
part of speech you chose. 5. Decide which meaning is 2 ding dong!; crash!; hahahaha!; chirp chirp
the one you’re looking for.
Assessment 9
Assessment 4
Page T122
Page T117
1 speak; They; differently; the; in; different;
1 2, 3, 4, 5, 1 uniforms; and
2 Answers may vary. 1. She’s in a hotel. 2. The shadow f language differences; dress codes; driving codes;
of a man. 3. Because she hears someone knocking sports preferences
loudly on the door while she is in bed. 4. She sees 2 1. Picture/Image; 2. Footnote; 3. Title; 4. Glossary
a man wearing a werewolf mask. / She sees a f 1. Title; 2. Picture/Image; 3. Glossary; 4. Footnote
werewolf. 5. She decides to follow him. 6. She sees
that there’s a costume party. Assessment 10
3 1. A woman arrives at a hotel. 2. She hears noises. Page T123
3. She sees a werewolf. 4. She arrives at a costume
party. 1 Destination: San Clemente Island; Number of days: 3;
Accommodation: tents in campground; Main
Assessment 5 activities: hiking, water sports, cooking out, campfire
activities.
Page T118
2 tents; activities; campfires; cook; Calvo, Miss Myers
1 1. will study; 2. will become; 3. will travel; and Mr. Fletcher.
4. will marry; 5. will have; 6. will live 3 1. ferry; 2. campfire; 3. campsite
2 1. temperature; 2. windy; 3. rain; 4. forecast;
5. sunny
3 2, 3, 3, 1, 1, 2, 4, 3

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 Answer Key – Term Assessments
Assessment Term 1
Part 4 Writing (10 points)
Part 1 Vocabulary (15 points) (2 points) 2, 4, 1, 3 (8 points) Answers will vary: Students
should write the dialogues for the comic strip. Check that
1. C
they use the format seen on page 41 of the Activity Book.
2. A
Review spelling, grammar and coherence.
3. C
4. B
5. A Part 5 Speaking (10 points)
6. C Answers will vary: Student B writes down what Student
7. A A orders. Check that students use suitable questions
8. C and expressions to carry out the conversation. You can
9. C ask them to switch roles if time allows.
10. B
11. B
12. A Assessment Term 2
13. C
14. B Part 1 Vocabulary (15 points)
15. B 1. hot
2. cold
Part 2 Grammar (15 points) 3. rain
4. predictions
1. May I take your order? 5. stomach
2. Would you like anything to drink? 6. lungs
3. I’d like to have the juice, please. 7. brain
4. Can I have four tickets for the show, please? 8. bones
5. Can I see your ID? 9. A
6. B 10. A
7. C 11. B
8. A 12. C
9. C 13. A
10. C 14. A
11. A 15. A
12. Then
13. Finally,
14. First, Part 2 Grammar (15 points)
15. Next, 1. Is it going to rain today?
2. It is not going to be sunny on Friday.
Part 3 Reading (10 points) 3. Will people go shopping in the future?
4. People are going to buy everything online.
1. A 5. I think I’m going to get ill.
2. B 6. A
3. B 7. C
4. B 8. C
5. B 9. A
6. C 10. B
7. A 11. B
8. A 12. B
9. C 13. isn’t he?
10. A 14. do they?
15. didn’t she?

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 Answer Key – Term Assessments
Part 3 Reading (10 points) Part 2 Grammar (15 points)
1. A 1. Why do you say that?
2. A 2. Don’t you think it is a little expensive?
3. B 3. I was saying, organic products are expensive.
4. B 4. Are you trying to say you are against organic
5. A products?
6. A 5. I would like to add that it's not easy to get
7. A organic products.
8. C 6. B
9. A 7. C
10. B 8. A
9. B
10. B
11. A
Part 4 Writing (10 points)
12. B
Answers will vary: Students write a couple of 13. B
paragraphs as a self-profile. They should include 14. A
information about their personality, values, interests, 15. C
leisure activities and plans for the future. Review for
spelling, grammar and coherence.
Part 3 Reading (10 points)
1. A
Part 5 Speaking (10 points) 2. A
3. B
Student A interviews Student B about his or her
4. B
favorite activities. Check that students use suitable
5. C
questions and expressions to carry on the conversation.
6. C
You can ask them to switch roles if time allows.
7. A, B, or C
8. A or B
Assessment Term 3 9. B
10. A
Part 1 Vocabulary (15 points)
1. comic Part 4 Writing (10 points)
2. cartoonist
3. Onomatopoeia Answers will vary: Students write an email to their
4. speech bubble friend explaining the schedule for their best weekend
5. panel ever. They should include a variety of activities along
6. A with the schedules. They should also invite him or
7. C her to add activities to the schedule. Review spelling,
8. B grammar and coherence.
9. B
10. C Part 5 Speaking (10 points)
11. C
Answers will vary: Students give a short presentation
12. C
about one of the three topics on the list. They should
13. A
follow the tips given and take 10 minutes to prepare.
14. B
Optionally, you can ask them to prepare this for
15. A
homework so that they have more time. Review with
the students the tips that they should use nonverbal
language and visual aids and speak clearly.

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 Audioscript
Unit 1 TRACK 3 TRACK 6
TRACK 1 WOMAN: Good afternoon. Welcome WAITER: Good afternoon. May I take
NARRATOR: Dialogue 1 to Music Castle. your order?
MAN: Good afternoon. BOY: Hello, thank you. GIRL: Yes. I’d like the soup of the
GIRL: Good afternoon. I forgot my GIRL: Hey, Rob, let’s find the pop day and then a chicken Caesar
ID and my Pilates class begins in section. I’d like to listen to the Big wrap, please.
ten minutes. Five album before I buy it. WAITER: Would you like anything
MAN: Don’t worry. I can give you BOY: OK. Let’s ask where it is. to drink?
a day pass so you can get into the WOMAN: May I help you? GIRL: Hmm… a glass of water and
club for today. GIRL: Yes, please. We’re looking for some iced tea, please.
GIRL: Great! Thanks. the pop music section. WAITER: And what would you like to
MAN: You’re welcome. WOMAN: It’s over here; come with order?
NARRATOR: Dialogue 2 me. Are you looking for a specific BOY: I’d like to have the mozzarella
CASHIER: Good afternoon. May I band or singer? sticks, please.
take your order? BOY: Yes, the latest album of the WAITER: Mozzarella sticks…
BOY: Yes, please. I’d like a crispy Big Five. Anything else?
chicken burger and a side salad. WOMAN: That’s over there. Here BOY: Can I have the steak fajita
CASHIER: Anything to drink? you are. wrap, please?
BOY: A small soda, please. BOY: Thanks. WAITER: Sure. Anything to drink?
CASHIER: OK, a crispy chicken burger, TRACK 4 BOY: I’ll have a glass of lemonade.
a side salad and a small soda. WOMAN: Good afternoon. Welcome WAITER: OK. Let me confirm your
BOY: That’s right. to X-press Cinemas. order… A soup of the day, a
CASHIER: That’s $4.50, please. BOY: Good afternoon. Can I have chicken Caesar wrap, an order
NARRATOR: Dialogue 3 four tickets to see Surviving in the of mozzarella sticks and a steak
MAN: Hello. I’d like something for a Ocean, please? fajita wrap. And to drink, a glass of
headache, please. WOMAN: Sure. What time? water, some iced tea and a glass of
WOMAN: Would you like aspirin or BOY: The 6:15 show, please. lemonade.
ibuprofen? WOMAN: OK, four tickets to see GIRL: That’s right, thanks.
MAN: Er... ibuprofen. Surviving in the Ocean at 6:15. That’s WAITER: You’re welcome. I’ll be right
WOMAN: Here you are. Make sure 20 dollars, please. back.
you read the instructions on the BOY: 20 dollars… here you are. TRACK 7
box, and go to your doctor if you WOMAN: Thank you. Enjoy the movie. LIBRARIAN: Good morning. How can
don’t start to feel better soon. BOY: Thanks. I help you?
MAN: OK, thanks. How much is it? GIRL: Good morning. I’d like to
WOMAN: $3.50, please. TRACK 5
MAN: Good afternoon. Can I help borrow some books.
MAN: Here you are. LIBRARIAN: Right. You have to get an
WOMAN: Thanks! Bye. you?
WOMAN: Yes, please. I’m looking for ID first.
NARRATOR: Dialogue 4 GIRL: Sure. What do I need to get
CASHIER: Good morning. a sweater.
MAN: Sure. What size do you need? one?
GIRL: Good morning. LIBRARIAN: Fill out this form. Then
CASHIER: Did you find what you WOMAN: Medium, please.
MAN: What color would you like? bring proof of residence and your
needed? school ID.
GIRL: No, I couldn’t find the orange WOMAN: I don’t know… I like blue,
green or black. GIRL: Can I use my school ID,
juice. because it has my address on it?
CASHIER: Orange juice? That’s MAN: Come with me; this way. Here
you are. LIBRARIAN: I’m afraid not. You have
strange. May I call someone to get to bring a different one.
it for you? WOMAN: Thanks. Can I try it on?
MAN: Yes. The changing rooms are GIRL: Is the electric bill OK?
GIRL: Yes, please. LIBRARIAN: Yes. That’s fine.
CASHIER: OK. Give me a minute, over here.
WOMAN: Thanks. GIRL: OK. So I need my school ID,
please. the electric bill and the form.
GIRL: Thank you. MAN: Does it fit you?
WOMAN: No, I think it’s too tight. LIBRARIAN: That’s right.
TRACK 2 MAN: Do you want to try a bigger size? GIRL: I’ll come back tomorrow, then.
WOMAN: Good afternoon. Welcome WOMAN: Oh, no thanks. Maybe next LIBRARIAN: If you want, you can fill
to Music Castle. time. out the form today and have your
BOY: Hello, thank you. MAN: You’re welcome. ID picture taken tomorrow.

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GIRL: Great! Thanks. TRACK 11 a fire and singing. “I’m ugly and
LIBRARIAN: OK. So here’s the form to WOMAN: Good afternoon. May I bad and short and thin, my name
fill out and… help you? is Rumpelstiltskin.” The servant
TRACK 8 MAN: I’d like to donate some things quickly returned and told the
NARRATOR: 1 for the earthquake victims. queen.
MAN: Good evening. WOMAN: Great! What are they? 4. On the third day the little man
GIRL: Good evening, Sir. MAN: I have some bottles of water, appeared again and demanded
MAN: Can I spend a night here? clothes and blankets. her baby. But the queen said, “No,
GIRL: Yes, of course. We still have WOMAN: Thank you. you may not take him because I
some space. MAN: What else can I do to help? know your name is Rumpelstilt
MAN: Thank you. WOMAN: Could you help us skin. The little man got angry and
GIRL: Can I have your full name, packing? disappeared forever.
please? MAN: Sure. I can pack and make an Unit 3
MAN: Karl Lobbit. inventory. TRACK 14
GIRL: Thank you. Have a good WOMAN: Thanks for volunteering. NARRATOR: a, b, c, d, e, f, g, h, i, j, k, l,
night. (fades...) Unit 2 m, n, o, p, q, r, s, t, u, v, w, x, y, z
NARRATOR: 2 TRACK 12 TRACK 15
CLERK: Hi. What can I do for you? NARRATOR: The Fisherman and His NARRATOR: portón, rock, rite, libro,
BOY: Hello. I’m looking for a puppy. Wife by Jacob and Wilhelm Grimm. seal, poquito, seashell
CLERK: Come with me. What’s your Once upon a time a fisherman and
name? his wife lived in a small, dirty, gray TRACK 16
BOY: Sam. shack near the ocean. One day, while NARRATOR: An adjective describes a
CLERK: This way, Sam. he was out fishing, the fisherman noun. An adverb describes a verb,
BOY: Wow! Look at that black one, caught a big fish. It was a beautiful adjective or adverb. An article
it’s so cute. color and nearly a meter long. The is used before a noun; it can be
CLERK: Do you know how to take fish said to him, “Please let me live. definite or indefinite. A conjunction
care of a puppy? I am an enchanted prince. Put me joins words, phrases or clauses with
BOY: No, not really… back in the water and let me go.” each other. A noun names a person,
CLERK: Let me tell you what you When the fisherman arrived home, place, thing or state. A preposition
need to do… his wife asked, “Did you catch describes the relationship between
anything today?” “Yes,” said the a noun and another noun, verb or
TRACK 9 adverb. A pronoun replaces a noun
MAN: Good evening. man. “I caught a big fish, but he
told me that he was an enchanted or noun phrase. A verb describes an
GIRL: Good evening, Sir. action or existence.
MAN: What could I eat tonight? prince, so I apologized and I let him
GIRL: We have chicken soup. go.” “And what did you ask for in TRACK 17
MAN: Mmm, sounds good. return?” said the woman. “Nothing,” BOY 1: Hi, Ron. What are you doing?
GIRL: Would you like ice cream said the fisherman. “Nothing?” BOY 2: I don’t understand this word
for dessert? shouted his wife angrily. “Go back to in English. I need to look it up, but I
MAN: Yes, I would like a scoop of the ocean at once!” “But what should can’t find it!
chocolate ice cream, please. I ask for?” said the fisherman. TRACK 18
GIRL: Here it is. Enjoy your food! TRACK 13 BOY 1: Turn to the English–Spanish
MAN: Thanks. NARRATOR: section. Don’t just flip the pages.
TRACK 10 1. The miller’s daughter became BOY 2: Yes, I know! But there are so
(Boy, very enthusiastic): Hello! May queen and had a child. The little many words!
I help you? man said, “Now give me what you BOY 1: Use the guidewords to help
(Girl, polite not enthusiastic): promised.” you. What’s the word?
Would you like ice cream for 2. The queen cried so much that the BOY 2: “Po-lish.” What are
dessert? little man said, “If you can guess guidewords?
(Boy, angry): I’d like to adopt a cat. my name within three days, you BOY 1: They’re the words at the top
(Man, angry): Can I have more may keep your child.” But he of the page. They show you the first
bread? knew she’s never guess his name. and the last words on the page.
(Woman, enthusiastic): Thank you 3. That night a servant was walking GIRL: And don’t read all the meanings.
very much! in the in the forest when he saw BOY 1: Wait, first he has to find
(Girl, polite): Good evening. the little man dancing around the word. You know the English
alphabet, right?
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BOY 2: Yes, yes. Pi... Po... pol... Oh, TRACK 21 and gives it its shape. Without this
here it is: “polish.” There is one with NARRATOR: The Olympic Games system, the body would be like a
a capital P and one with a lowercase began over 2,700 years ago in rag doll, without any form. First,
p... I guess the first one is the one I Olympia, Greece. The Games started we have the skull. Do you know
want. as part of a religious festival. They what the skull protects? Yes, that’s
GIRL: No, don’t guess. What’s the honored the king of the gods, Zeus. right – the brain. Next, we have
context? People came from all over Greece. the neck. Then we have the spine
BOY 2: I’m reading a text about The best athletes participated and on our chart. Another word for the
household chores in the past. “They lots of people watched. The Games spine is the backbone. Going down
used to polish the silver.” took place every four years. The on our chart, you can see the ribs.
BOY 1: So it’s a verb; the word with first modern Olympics were held in The ribs protect the heart and the
the capital P is a nationality, an Athens, Greece in 1896. This multi- lungs, a very important job, indeed.
adjective. sport event continues today and still Next comes the pelvis, and, after
BOY 2: Ah, OK. But how do I know takes place every four years. Every that, we see the thighbone. The
what part of speech it is? country chooses its best athletes kneecap comes next, followed by
GIRL: Find the abbreviation. It tells to participate. The athletes train the shinbone. Then comes the foot
you what part of speech it is. For for a long time. The International and the toes. OK, now we’ve taken
your context you need a verb. Look, Olympic Committee chooses a host a quick trip through our skeletal
here it is: v. polish – pulir. country and city. Tokyo will host the system.
BOY 2: So is this right: polish? 2020 Olympic Games. The theme TRACK 24
BOY 1: Hmm. Let’s see. According will be “Discover Tomorrow.” MAN: Hi, kids! I’m Doctor Jack.
to the phonetic transcription, the TRACK 22 Today you’re going to learn about
verb form is pronounced polish, not GIRL: We’re going to have school the respiratory system. It's all about
Polish. Olympics next Friday. We’re very breathing. Yes, b-r-e-a-t-h-i-n-g.
BOY 2: Cool. Thanks! excited. The windpipe or trachea, t-r-a-c-
Unit 4 BOY: We’re going to tell you h-e-a, and the lungs, l-u-n-g-s, are
TRACK 19 the steps to follow to organize the main parts of this system. It all
SOUND EFFECT [piano] Olympic games at your school. starts with the nose. You breathe in
SOUND EFFECT [doorbell] Listen carefully because we have or inhale, i-n-h-a-l-e, air through
SOUND EFFECT [airplane] experience. It will be a lot of fun for your nose. The air moves from your
Unit 5 everyone! nasal passages, that’s n-a-s-a-l
TRACK 20 GIRL: First, form an Olympic p-a-s-s-a-g-e-s, to the back of your
GIRL: Hi Chris, how are you? committee. These kids will be in throat. It goes through your trachea
BOY: Hi Ana. I need help. I am going charge of the event. It will be a lot to two tubes. Each tube leads to a
to Mexico City tomorrow for a week. of work but you’ll learn many new lung. Your diaphragm and other
I don’t know what to pack. things. muscles in your chest and abdomen
GIRL: Check the weather forecast. BOY: Then assign responsibilities to help you breathe out or exhale,
BOY: I can’t I don’t have my each committee member. that’s e-x-h-a-l-e.
computer here. GIRL: Choose the events you will TRACK 25
GIRL: Let’s see. Hmm, Mexico City, have for your Olympics. Then have NARRATOR: Human Body Quiz
Mexico City. Yes, right. So how the classmates sign up who want to Question number 1: What is the
many days are you going to be participate. heaviest organ in the human body?
there? BOY: Choose the date and time. MAN: The skin. It weighs about 5
BOY: From tomorrow till Sunday. After that, make a list of all the kilograms.
GIRL: OK, Tuesday to Sunday. It is materials you will need. NARRATOR: Question number 2:
going to be hot on Tuesday and GIRL: And, of course, you will have to Which is the longest bone in the
Wednesday, very sunny too. make posters to advertise the event. human body?
But the rest of the week is going to Unit 6 MAN: The femur. It is located in the
be cool. High temperature only 17 TRACK 23 upper leg.
degrees and 10 degrees at night. NARRATOR: OK, kids, let’s look at NARRATOR: Question number 3:
And it is going to rain on Friday. the chart of the skeletal system Whose heart is bigger: a human’s
BOY: Oh no, I need to take a raincoat with some of the important bones. or a blue whale’s?
and a sunblock. Remember, the skeletal system MAN: The blue whale’s heart is
supports and protects the body much bigger than a human’s heart.

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It has the size of a small car. WOMAN: Of course. It means to go BOY 2: And we can eat those great
NARRATOR: Question number 4: down the side of a mountain using quesadillas there.
What is the most important ropes. BOY 1: You always think about food,
function of the cerebrum? INT: Wow! So, all the club members don’t you?
MAN: To control our movements, enjoy adventures, don’t they? NARRATOR: 3
thoughts and memory. MAN: It’s definitely not a club for WOMAN: OK, Pedro, tell me… Do
NARRATOR: Question number 5: couch potatoes! We don’t like you like being outdoors?
Which is the fastest human sense? spending weekends at home. And BOY: Yes, I love canoeing and
MAN: The sense of hearing. A we all hate watching TV! hiking.
person can recognize a sound in as TRACK 29 WOMAN: And you also play soccer,
little as 0.05 seconds. ALAN: Hey, Gareth. Do you want don’t you?
Unit 7 to go to Valle de Bravo on the BOY: Yes, I can organize a soccer
TRACK 26 weekend? team!
NARRATOR 1: One. I like watching GARETH: Hmm. I'm not sure... What TRACK 32
sports, especially soccer. would we do there? WOMAN: So... you like playing the
NARRATOR 2: Two. I am not good at ALAN: Oh, there’s plenty to do! We drums...
dancing. But I would like to learn. could swim, for example, and sail. YOUNG MAN: Oh, yes. I love it!
NARRATOR 3: Three. Painting is You like sailing, don’t you? WOMAN: When do you play?
my favorite leisure activity. I love GARETH: Well, I like to sail, but I hate YOUNG MAN: Every weekend.
abstract painting. cold weather. It’s really cold in Valle, WOMAN: Who do you play with?
NARRATOR 4: Four. I don’t like isn’t it? YOUNG MAN: With some friends.
cooking, but my best friend loves it! ALAN: Yes, it is cold, but that’s no WOMAN: Why don’t you like riding
Track 27 excuse. Just try not to fall into the a bike?
NARRATOR: 1 water! You don’t want to stay home YOUNG MAN: I had a bike accident.
MOM: Who painted this wall? the whole weekend, do you? WOMAN: Oh, no! That’s horrible.
BOY: Hmm. Who knows? GARETH: No, I don’t. But can’t we do And what do you take photos of?
NARRATOR: 2 something else? YOUNG MAN: People and animals.
WOMAN: Be quiet, boys. TRACK 30 WOMAN: I don’t think you like
BOYS: Sorry, ma’am. NARRATOR: 1 taking photos of dogs! You don’t
NARRATOR: 3 GIRL: Oh, really? That’s good news. like dogs, do you?
GIRL: Come here, guys. Look! NARRATOR: 2 YOUNG MAN: No, not really. They’re
NARRATOR: 4 GIRL: Oh, no! That can’t be true. noisy and dirty.
MAN: Can you please help me? They lost again? TRACK 33
WOMAN: Just a minute, please. NARRATOR: 3 NARRATOR: Social Media – should
TRACK 28 GIRL: Wow! That’s great! We’ve made we love it or hate it? By Jacaranda
INTERVIEWER: Hi, and welcome to our it to the final 10! Ruiz. How much time a day do you
program, “Weekend Fun”! Today in NARRATOR: 4 spend on social networking sites? Do
our studio we have two members GIRL: Hmm. I’m not sure. What you have a favorite site? How many
of the hiking club, Mike and Anna. would be the right thing to do? friends do you have on that site?
Welcome to the program. TRACK 31 Most teenagers would answer “Lots,"
MAN/WOMAN: Thanks. It’s good to NARRATOR: 1 “Yes” and “Many” to these questions.
be here. MAN: What do you like to do? But have you ever thought about
INT: Can you tell our listeners about GIRL: Hmm, I’m not sure. I like whether these sites are good for you?
the club? What do you do? When cooking, but I also like making Are they safe? What risks are you
do you meet? clothes. taking by using them? Today I am
MAN: Sure. The hiking club is an MAN: You still have two weeks to talking to Natalia and Eddie, two
organization for teenagers and decide, don’t you? students from Julio Verne secondary
young adults. We all love the GIRL: Yes, that’s right. school in Veracruz.
outdoors! We organize excursions to NARRATOR: 2 JACARANDA: Welcome and thank you
the mountains or to the forest every BOY 1: So, where are we going to go? for coming to talk to me.
weekend. We like to hike, climb and BOY 2: To Teotihuacán, I think. I like NATALIA: Thank you for having us.
rappel. visiting archeological sites. J: Natalia, you love your social
INT: Can you explain what rappel BOY 1: Yes, that’s a good idea. networking page, don’t you?
means? N: Yes, it’s great. It’s a perfect way

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to keep in touch with my friends. Unit 8 SUE: I know. You’re talking about
EDDIE: I agree, I also like TRACK 36 Super Toddler.
communicating with people that way. TED: What did you think of the ALAN: Yeah!
J: But don’t you think it can be comic strip, Bob? ANDY: Now it’s your turn, Sue.
dangerous? BOB: I think it’s brilliant! SUE: Mm… She created a powered
E: I don’t think so. In my opinion, TED: Why do you say that? suit to save her life and escape when
it’s very unlikely that anything bad BOB: Because the doctor thought she was kidnapped by evil scientists
could happen. of a cool solution for the woman’s who wanted her to create a new
N: I disagree. I don’t think it’s so problem without prescribing any pills. weapon for mass destruction.
simple. We need to be careful. Some TED: Don’t you think that having so ANDY: Smart Woman. Now it’s my
strangers might use our information many pets is stressful? turn. She has two retractable boots
to rob our houses or to bother us. BOB: Not at all. Pets are a lot of fun to and a healing factor that allows her
J: What would you recommend? look after. What do you think, Ted? to recover from virtually any wound.
N: Let’s see… you shouldn’t post TED: Well, I’m not sure. I still think ALAN: Healing Girl.
your full name on it. that looking after so many pets is a ANDY: That’s correct! Your turn
E: But how will your friends find lot of work. again, Alan.
you? BOB: Really? I have two dogs and ALAN: He has no special powers but,
N: Your real friends know your two cats at home and I love playing with his brilliant mind and the help
nickname, where you live and other with them and looking after them. of his supercomputer and other
personal information. My mom helps me, of course. gadgets he has in his room, he can
J: Well, yes, that’s true… But are all TRACK 37 solve riddles and fight his enemies.
these people really your friends? Do RACHEL: Guys, let’s do the homework SUE: Geek Boy. That was too easy.
you know all of them? about good manners. I think we Now let’s think of a really difficult
N: Hmm… No, some are just friends should start by defining the term one…
of my friends. good manners. Unit 9
E: Some just know your name and PAUL: That’s what I think, too. Then, TRACK 39
want to join your page. we might give examples. NARRATOR: 1
J: So, can you tell me what else we RACHEL: I agree. What about you, WOMAN 1: We urge you, please, to
can do to protect ourselves from Mary? Any ideas? support our foundation. You can
unwanted “friends”? MARY: Yes, we might draw a comic donate money or pet stuff you don’t
E: I think… strip about good manners. use anymore, like kennels, clothes,
TRACK 34 PAUL: That would be super cool! collars, etc.
NARRATOR: 1 TRACK 38 NARRATOR: 2
It’s safe, isn’t it? ANDY: Let’s play riddles about WOMAN 2: In this presentation, I
NARRATOR: 2 superheroes. would like to talk about languages
He doesn’t enjoy loud music, does he? SUE: What’s that, Andy? around the world. I will tell you
NARRATOR: 3 ANDY: What I mean is that we take about the most common languages
You like fish, don’t you? turns giving details about superheroes used in the five continents.
NARRATOR: 4 without saying their names, and the N ARRATOR: 3
It isn’t going to snow, is it? others have to guess who they are. MAN 1: As I have mentioned before,
TRACK 35 SUE: What kind of details? small companies have invested
NARRATOR: 1 ANDY: For instance, their origin, a lot of money in marketing. In
She doesn’t dance well, does she? special abilities, etc. Let me show the last 10 years, marketing has
NARRATOR: 2 you: He comes from planet Krypton become a very important factor in
Paul likes swimming, doesn’t he? and he can fly. small and big companies.
NARRATOR: 3 SUE: I know! Superman. NARRATOR: 4
My mom is very strict, isn’t she? ANDY: That’s right! Shall we play? MAN 2: Well, these formulas seem
NARRATOR: 4 SUE: Yeah, let’s play. Who starts? to be rather complex. But in fact,
Alfred didn’t help at all, did he? ANDY: Alan, would you like to start? math as a subject is not really that
NARRATOR: 5 ALAN: Okay! His real name is diffi cult. Math has been part of
You are angry, aren’t you? Bruno Haro. He drank a bottle of human life since…
NARRATOR: 6 radioactive milk when he was in TRACK 40
They have a lot of money, don’t they? his mother’s laboratory. This caused WOMAN: Well, I can’t say I’m an
him to become a strong baby of expert giving presentations but
incredible power. I’m sure these simple tips will help

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you, especially to give presentations but you speak English. Some people language, 505 million people who
at school. Talk to the audience there speak English, too. speak it as a second language and,
and make eye contact. Make sure WOMAN: Then English becomes a listen to this… 750 million people
you know who your audience is: lingua franca. who speak English as a foreign
classmates, parents, teachers. MAN: Exactly! English is the language! Any doubts?
Don’t try to say too much; remember language you and other people can TRACK 46
that less is more. You don’t need use as a means of communication. NARRATOR:
to prove you know a lot. Besides, TRACK 44 1. Eye contact.
you may not have enough time. MAN: There’s a strong need to have 2. Body posture.
This is important: plan your time a lingua franca in this century, 3. Hand gestures.
and practice your presentation. You particularly after the foundation 4. Facial expressions.
can ask a friend or your parents to of some organizations such as
listen to you. TRACK 47
the United Nations, UNESCO or LUISA: Let’s go home, Sam! It’s Friday!
I would like to add some tips UNICEF. The United Nations, for
about visual materials. Use them SAM: I think I’m going to the
example, has adopted six official library. I’m going to study, I’m a bit
effectively. Make sure you use the languages: Arab, Chinese, Russian,
ones you feel comfortable with: worried.
English, French and Spanish. LUISA: Why? What’s wrong?
graphs, charts, infographics, But do we really need a lingua
pictures, maps, etc. And SAM: It’s this presentation on
franca or a global language? What Monday. I’m nervous. I’m not
remember, your visual material are the advantages of having a
should be clear, attractive and very good at speaking in public.
global language? There would And your presentation today was
should contain relevant and be worldwide communication,
organized information. You can awesome, fantastic!
harmony, peace and no LUISA: Don’t worry. I can help you.
also use audio or videos for your misunderstandings.
presentations but be prepared for SAM: Yes, please give me some advice.
Disadvantages? I’d say that there LUISA: Well, when you give a
any technical problems. would be a monolingual social
Finally, here are some suggestions presentation, it’s important to
class because not everybody can remember these factors: body
about getting information. We need speak that language. And maybe
to know which sources are reliable; posture, eye contact, hand gestures
some languages could disappear. and facial expressions.
not everything we read or listen to
in blogs or websites is true. So be TRACK 45 SAM: OK. But then what?
careful… NARRATOR: Extract 1 LUISA: The first thing you should
MAN 1: Are you saying that you do is this: stand upright. Your body
TRACK 41 agree with the idea of choosing a posture is essential. You need a
NARRATOR: Lingua franca. L-I-N-G- unique lingua franca? It’s unfair for good posture, face your audience.
U-A F-R-A-N-C-A. Lingua franca. many people who don’t even have SAM: Fine, I’ll do that. Watch me, is
TRACK 42 access to formal education. Many this OK?
MAN: Today I will be talking about languages would disappear over LUISA: Mmm, so so. Look at me.
the concept of lingua franca. Let’s the years. SAM: All right. I’m ready. Then?
begin with a definition. Please feel NARRATOR: Extract 2 LUISA: Establish eye contact with
free to ask any questions during the WOMAN: Finally, I would like to your audience.
presentation. A lingua franca is any add that 50% or so of the world’s SAM: But there are so many people
of the various languages used as languages, that is about 3,500 in the classroom! That’s impossible!
common or commercial language or so, will be lost in the next 100 LUISA: Well, make eye contact with
among people whose mother tongue years. This sounds far away in the different people from time to time.
is a different one. future but in fact… SAM: Good. Do I look OK like this?
TRACK 43 NARRATOR: Extract 3 LUISA: Mmm, yeah. That’s fine.
MAN: For example, let’s suppose you MAN 2: As I was saying, many SAM: What else?
travel to France. What’s the official people refuse to give English LUISA: Now, when you’re talking,
language in France? a privileged status, either as remember to use some hand
WOMAN: French, the official language foreign language or as an official gestures. Not too many, because
spoken in France is French. language. Despite that, there are it’s distracting. Point to your
MAN: That’s right. As I was saying, millions of people who speak presentation or move your hands in
let’s suppose you go somewhere in English. There are 375 million a relaxed way.
France and you don’t speak French people who speak English as a first SAM: How about facial expressions?

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What do you mean? San Marcos Fair in Aguascalientes. rent. In Valle, you can go kayaking,
LUISA: Well, that’s related to eye There are several events like the visit a waterfall and go up a rock
contact, too. For example, when Coronation of the Queen, the with a beautiful view of the lake.
someone is asking a question, smile embroidered regional wear contest, JAMES: I think I’ve written
or show empathy with your face. and the spring parade. everything down. Now, let me tell
SAM: Not serious at all? This MR. MILLER: That’s an excellent you about the place I found for
is supposed to be a formal idea! I need to discuss both our vacation. I found a website
presentation. destinations with my friends. about the Cacahuamilpa Caves in
LUISA: I know, but formal doesn’t MRS. DAVIS: Let me know if I can the State of Guerrero. I read that
necessarily mean serious. help in any way. these caves are one of the largest
SAM: Can you help me rehearse this NARRATOR: Dialogue 2 cave systems in the world. And you
weekend? Pleeaasee??? ANGELICA: I’m so excited that we’re know what? There are lots of cool
LUISA: Sure! going on vacation! things to do in the area.
SAM: Thanks, Luisa. I feel more PAUL: Me too. It’s awesome! Where JENNIFER: Great! Tell me more about it.
relaxed now. do you think we should go? JAMES: Well, you can visit the caves,
Unit 10 MARCO: It would be cool if we went of course, explore two subterranean
TRACK 48 to the San Marcos fair. rivers, go to a botanical garden,
NARRATOR: Dialogue 1 ANGELICA: I don’t think it’s a good and even do rock climbing. There
MRS. DAVIS: Good morning, I’m idea, Marco. It will be very crowded is also a huge swimming pool in
Laura Davis. Welcome to our travel and noisy. the park. Oh, and you can see lots
agency. How can I help you? MARCO: I hadn’t thought about of wild animals like green iguanas,
MR. MILLER: Good morning, that. cougars, ocelots and many others.
Mrs. Davis. I’m Samuel Miller. PAUL: Why don’t we go to Palenque? JENNIFER: Awesome! What about
Could you help me find a travel I bet that we will have a great time accommodation?
destination? there. It’s surrounded by nature and JAMES: There are camp areas in the
MRS. DAVIS: Sure. Would you like to we could learn about the Mayas. park, but if you don’t want to sleep
travel to a place with hot weather MARCO: Yeah, we should really go in a tent you can stay in a hotel in
or would you prefer a place with there. the colonial city of Taxco, which is
cold weather? ANGELICA: It sounds fantastic! I read near the park. In Taxco, you can
MR. MILLER: I’m looking forward to that there are some waterfalls nearby. visit some very old silver mines.
going to a place with hot weather. TRACK 49 JENNIFER: What about
MRS. DAVIS: Allow me to suggest JAMES: Jennifer, what did you find transportation?
Palenque in Chiapas. It is known out for our vacation in Mexico? JAMES: There are buses that leave
for its ancient Mayan ruins. The JENNIFER: I checked information Taxco every half hour and leave
Palenque National Park is formed about the Monarch Butterfly you at the entrance of the park.
by the archeological site and the Sanctuary in the State of JENNIFER: I think I would like to visit
surrounding jungle. Michoacán in a travel guidebook this place.
MR. MILLER: That’s quite a good that my dad lent me. JAMES: Me too.
idea. How can I get there? JAMES: Great! Tell me more about JENNIFER: Let’s tell John we have
MRS. DAVIS: You can get there from the sanctuary and I’ll take notes to decided where to go.
Mexico City by car, by bus or by design an itinerary. TRACK 50
plane. In my opinion, you should JENNIFER: The sanctuary has several ANDRÉS: Buenos días, Parque
go by plane. areas where you can put up your Nacional Cacahuamilpa. Le
MR. MILLER: But traveling by plane own tent. You can learn about the atiende Andrés Ramírez.
is expensive, don’t you agree? migratory cycle of the monarch JOHN: Excuse me, do you speak
MRS. DAVIS: You’re right, Mr. Miller. butterflies and hike in the forest. If English?
How much money would you like you stand still, butterflies will stand ANDRÉS: Sure. How can I help you?
to spend on this vacation? on you. JOHN: My name is John Smith.
MR. MILLER: Hmm… I think I can JAMES: What other activities are there? I’m calling from Mexico City. I’m
spend about one hundred dollars JENNIFER: You can also take planning to go to the caves with
a day. horseback rides along the trails. some friends. Could you answer
MRS. DAVIS: OK. I’ll help you plan The beautiful village of Valle de some questions for me, please?
your vacation within your budget. Bravo is near the sanctuary. There ANDRÉS: Of course. What would you
MR. MILLER: Thank you. is no public transportation to and like to know?
MRS. DAVIS: You could also go to the from Valle, but there are bikes for

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 Audioscript
JOHN: What is the best way to get JOHN: Yes, sixty pesos. too exotic for me. I don’t like water
there? JAMES: I think it’s worth it. Can we that much.
ANDRÉS: You can get here by car or take photos inside the caves? THOMAS: What do you mean? You
by bus. It’s about two and a half JOHN: Yes, we can and we should. don’t know how to swim?
hours from Mexico City. It’s our summer vacation. BOY 1: No, I never learned...
JOHN: What time do you open on JENNIFER: What about exploring? Thomas: I have an idea! We should
Friday? JAMES: Well, the caves are enormous go to Mexico. It has plenty of
ANDRÉS: We open at 10 a.m. every and it’s easy to get lost. This means attractions to visit.
day and we close at 5 p.m. that we must stay together all the BOY 1: Yes, that sounds great! We
JOHN: Hmm… So, we should leave time. could go to Oaxaca or even Mexico
around seven-thirty to be there at JENNIFER: And what about clothes? City.
opening time. Is that right? JOHN: We should wear light clothes THOMAS: Yes, Mexico has it all and
ANDRÉS: Yes, that’s right. because it’s very warm in the caves. it’s not that far away.
JOHN: Do you think we should hire I would say shorts and T-shirts. BOY 1: We need a part time job to
a guide or can we go by ourselves? JAMES: And swimsuits. Remember start saving money and make this
I mean, is a formal tour really there are two underground rivers. dream come true!
necessary? JOHN: We’ll see about that later. But TRACK 54
ANDRÉS: You can go through the you definitely need to wear good BOY: Dad, I think this tour is the
caves by yourselves. However, I walking shoes because it’s slippery best. I really like it because we’ll be
suggest you hire a guide. Only and easy to fall down. able to do lots of exciting outdoor
guides can turn on the lights, and JENNIFER: I think we have all the activities. Can you imagine,
they can tell you lots of interesting information we need. catching your own fish and then
stories about the caves. How many JOHN: We still have a few days cooking it? We could also go
people are going with you? before the trip so, if we have further rafting. That will be awesome!
JOHN: Five. questions, we can discuss them. Walking around a city and staying
ANDRÉS: OK, you could hire a guide TRACK 52 in elegant hotels is boring, and
for only 200 pesos. NARRATOR: 1 I love going to the beach but we
JOHN: That’s quite reasonable. How MAN: Let me think about it. went to the beach last year. Let’s do
long does the tour last? NARRATOR: 2 something different this time.
ANDRÉS: About two hours. WOMAN: I agree. DAD: Okay. Let me think about it.
JOHN: One more question… How NARRATOR: 3
much do the tickets cost? BOY 1: I have a question.
ANDRÉS: They’re sixty pesos per NARRATOR: 4
person. If you have more questions GIRL 1: I disagree.
you can go to our website. NARRATOR: 5
JOHN: Thank you very much, BOY 2: I have an idea.
Mr. Ramírez. NARRATOR: 6
ANDRÉS: You’re welcome. GIRL 2: I have no idea.
TRACK 51 TRACK 53
JOHN: Hi, guys. I’ve talked to the BOY 1: Let’s imagine we can travel
people from Cacahuamilpa. There to any destination in the world.
are several things I want to tell you. Where would we go?
First of all, the caves open at ten BOY 2: What about Africa? South
a.m. so we should leave early if we Africa sounds great. There are so
want to be there in good time. many safari parks.
JAMES: Around six a.m.? BOY 1: That’s not a good idea.
JOHN: Maybe not at six, but no later It is very far and probably very
than seven. Next thing, although expensive.
we would have to pay 200 pesos Thomas: Yes, you might be right. It
extra I think we should hire a is far. What about South America?
guide. They will turn the lights on Imagine discovering Machu Picchu
inside the caves for us and will give in Peru or going paddling in the
us lots of interesting information. Amazon.
JENNIFER: Do we have to pay an BOY 1: I’m not sure. That sounds
entrance fee, too?

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 Glossary Bibliography

Brainstorming: generating ideas centered on a Aga, Gisele (ed.) (2010). Upgrade. Richmond.
particular topic. There is no editing or ordering of Chitravelu Nesamalar, Sithamparan Saratha et al.
these ideas. They may then be used as the basis for (2005). ELT Methodology Principles and Practice
another activity such as writing or discussion. It is Oxford Fajar Sdn Bhd
often very productive as a whole-class activity.
Folse, Keith S. (2006) The Art of Teaching Speaking:
Conveying meaning: making sure that students Research and Pedagogy for the ESL/EFL Classroom
understand the significance of the vocabulary University of Michigan Press ELT
and structures they are learning. Meaning can be
Frey, Nancy, & Fisher, Douglas (ed.) (2008). Teaching
conveyed through mime, examples or paraphrasing.
Visual Literacy: Using Comic Books, Graphic Novels, Anime,
Elicitation: having students provide information Cartoons, and more to Develop Comprehension and Thinking
(vocabulary) to the teacher rather than the teacher Skills. Corwin Press.
providing it to the students. Elicitation develops Olness, Rebecca (2007). Learner English. Using Literature
a learner-centered dynamic, makes learning to Enhance Content Area Instruction. International
memorable because students link new ideas with Reading Association.
information they already have, and helps to produce
Pennington, Martha (ed.) (1995). New Ways in Teaching
an engaging environment.
Grammar. TESOL.
Functional language: language that is meant to Swan, Michael, & Smith, Bernard (2001). Learner English.
achieve a particular purpose, e.g. a request or a promise. A teacher's guide to interference and other problems.
Mind map: a diagram (= simple outline) with lines Second edition. Cambridge.
and circles for organizing information so that it is Thornbury, Scott (2005). How To Teach Speaking
easier to use or remember. Pearson Education

Monitoring: watching and listening without interfering Thornbury, Scott (2002). How To Teach Vocabulary
directly, while students are involved in an activity. Pearson Education
Note that in monitoring, there are times when a brief Ur, Penny (1994). Grammar Practice Activities. A practical
intervention is appropriate: to clarify instructions, or to guide for teachers. Cambridge Handbooks for Language
help students move forward by prompting them with Teachers.
simple questions. Monitoring is an excellent way of
Dornyei Zoltán (2004) Group Dynamics in the Language
finding out what problems the students are having so as
Classroom Cambridge Language Teaching Library
to be able to give them feedback.
Primary Methodology Handbook: Practical Ideas for ELT
Portfolio: a method of testing where students are (2014). Richmond Publishing.
given a grade for a selection of work that they have
put together over time instead of or in addition to Richmond Pocket Dictionary (2009). Richmond Publishing.
grading them simply on a final test. Website Suggestions
Scanning: a way of reading quickly. Scanning is Supplementary EFL Teaching Materials
looking for specific information, and is only really http://funenglishgames.com
possible with things that really stand out such as
Educational Technology in ELT
numbers, long words, and words starting with capital
http://educationaltechnologyinelt.blogspot.mx
letters.
Sounds of American English
Self-evaluation: having students reflect on and judge http://soundsofspeech.uiowa.edu/resources/english/
their own progress. Self-evaluation allows students english.html
to discover what they know, what they can do, what
they need, and what they would like to explore.

Skimming: a way of reading quickly. Skimming is

reading through a text very quickly, for example so
that you know what each paragraph is about before
you look at comprehension questions or to check
whether the text really is something you want to read
or describes something you really want to buy.

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 Guide
uide
1

Teacher’s G
we

Teacher’s
we
Secondary
Secondary

1
Yes, We Can! is designed for the twenty-first century secondary
school teacher, using a friendly approach and modern
methodology. The course is made up of four components that
interact fully for optimum results:

we
• Student’s Book Secondary
• Fiction and Nonfiction Reader

• CD (Digital Component)
• Audio Program & CD Track List
• Posters
• Teacher’s Guide

All in all, Yes, We Can! is a complete and balanced course

that learners and their teachers will enjoy. Yes, We Can! helps
learners learn and teachers teach. It’s that simple!
1
Secondary
Secondary Teacher’s G
Teacher’s Guide
uide

DISTRIBUCIÓN GRATUITA
PROHIBIDA SU VENTA

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