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Teens

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Fanny Riva Palacio Nery

Teacher's Edition

Prtd Brilliant! Teens 2 Teacher’s Edition.indd 3Prtd Brilliant! Teens 2 Teacher’s Edition.indd 3 4/12/18 3:55 PM4/12/18 3:55 PM

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Teens

2Fanny Riva Palacio Nery

Teacher's Edition

PBRINGTeensp01.indd 1 6/7/11 12:54 PM

SBRING2GDp01V2.indd 1SBRING2GDp01V2.indd 1 7/17/12 2:23 PM7/17/12 2:23 PM

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El libro Brilliant! Teens 2 Teacher´s Edition fue elaborado en Editorial Santillana por el siguiente equipo:

Dirección General de Contenidos

Antonio Moreno Paniagua

Gerencia de Arte y Diseño

Humberto Ayala Santiago

Coordinación Iconográfica

Nadira Nizametdinova Malekovna

Asistencia Editorial

Ana Linda Sesma

Edición Digital

Miguel Ángel Flores Medina

Diseño de Portada e Interiores

Beatriz Alatriste del Castillo

Iconografía

Iván Navarro

Ilustración

Alma Julieta Núñez, Carlos Andrade Ayala,

María Carolina Delgado Burbano, Marcela Gómez Ruenes

La presentación y disposición en conjunto y de cada página de Brilliant! Teens 2 Teacher’s Edition son propiedad del editor. Queda estrictamente prohibida la reproducción parcial o total de esta obra por cualquier sistema o método electrónico, incluso el fotocopiado, sin autorización escrita del editor.

© 2012 Fanny Riva Palacio NeryD. R. © 2012 por Editorial Santillana, S. A. de C. V. Avenida Río Mixcoac 274 piso 4, colonia Acacias, C. P. 03240, delegación Benito Juárez, Ciudad de México.

ISBN: 978-607-01-1241-6Primera edición: agosto de 2012Sexta reimpresión: abril de 2018

Miembro de la Cámara Nacional de la Industria Editorial Mexicana. Reg. Núm. 802

TEACHERS 2.indd 1 03/05/17 10:19 a.m.

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Dear teacher,

Welcome to Brilliant! Teens 2, where you will fi nd a well-balanced variety of lively and fun student-centered tasks set in three diff erent learning environments. Th ese tasks take into account what learners already know about the English language and what they can do with it as they learn new concepts and work on strategies to help them become more competent and autonomous users of the English language.

To accomplish this, Brilliant! Teens 2 focuses on teaching the social practices of the language, through which students will keep working on developing the receptive abilities of communication and start emphasizing oral production and, to some extent, written production. By doing this, students will recognize linguistic aspects and use of the language, as well as similarities and diff erences between the foreign and native languages.

Because we know that the teacher’s intervention is fundamental at this level, the contents and lesson plans included in Brilliant! Teens 2 components are fl exible and adaptable to any teaching circumstance, need or requirement you may have; therefore the scope and sequence is set in three diff erent learning environments which focus students’ attention on a single communicative ability of the language: familiar and community learning environment (speaking and listening), formation and academic learning environment (written production) and literary and ludic learning environment (reading comprehension).

As the students progress through the book and under your guidance, they develop diff erent competencies in the language so that by the end of the course they will be able to:

– Acknowledge the main idea and some details from a variety of oral and written texts by using their knowledge of the world.

– Understand and use information from diff erent resource texts. – Produce coherent texts, which respond to personal, creative, social and academic aims. – Adapt their language to unexpected communicative needs. – Acknowledge and respect diff erences between their own and foreign cultures. – Express opinions and judgments about relevant and everyday matters. – Approach appropriate communicative styles for a variety of situations. – Look for cohesive elements to comprehend the relationship between the parts

of a sentence or a text. – Edit their classmates’ or their own texts. – Use grammar, spelling and punctuation conventions. – Intervene in formal communicative situations. – Maintain communication, identify ruptures and use strategic means to re-

establish it when required.

Welcome then, to Brilliant! Teens 2, where using a brilliant way of teaching English encourages students to do with the language, to know about the language and to be through the language, as they enjoy learning it and becoming better users of the language! We wish you and each one of your students a brilliant school year!

Th e Authorr

Dear teacher

To the Teacher


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Scope and Sequence1unit

Unit 1 Sales!

LESSONPage

SB/TESOCIAL

PRACTICE

SPECIFIC ACTIVITIES WITH THE

LANGUAGEPRODUCT ACHIEVEMENT

Learning Environment: Familiar and Community Environment

Unit Opener

Lesson 1 What Shall We Buy?Lesson 2 1000 Reason to Buy!Lesson 3 Catalog Shopping! Lesson 4 Brilliant! MagazineBrilliant! Song Product Time!Self-evaluation (I Can…)Evaluation 1A

Learning Environment: Literary and Ludic Environment

Lesson 5 All Fantasy! Lesson 6 Fantasy Creatures!Lesson 7 Ancient Sun!Lesson 8 Brilliant! MagazineBrilliant! Song Product Time!Self-evaluation (I Can…)Evaluation 1B

10/18

12/2016/2420/2824/3225/3326/3427/35TE: 52

28/3632/4036/4440//4841/4942/5043/51TE: 53

Understand and convey information about goods and services.

Read and understand diff erent types of distinctive literary texts from English- speaking countries.

Off er and understand suggestions in order to purchase or sell a product.

Read fantasy literature and describe characters.

Catalog of Goods

Comic Book

• Can revise suggestions to purchase or sell a product, from context clues.

• Can listen to suggestions about the purchase or sales of a product.

• Can distinguish forms of expressing suggestions.

• Can establish linguistic resources to link the sentences in a suggestion.

• Can detect expressions to argue or object.

• Can recognize strategies to emphasize meaning.

• Can express suggestions within a dialog to purchase or sell a product, working from a script.

• Can anticipate central sense and main ideas from known oral expressions.

• Can distinguish main ideas within oral exchanges.

• Can seek confi rmation in an oral exchange.

• Can produce expressions to argue or object.

• Can adjust tone, rhythm and intonation when composing oral texts.

• Can revise fantasy narratives.• Can recognize text arrangement.• Can understand central sense main

ideas and some details of fantasy narratives.

• Can use diff erent comprehension strategies.

• Can clarify meaning of words with the use of a bilingual or English dictionary.

• Can describe characters from a fantasy narrative.

• Can complete sentences with verbs used as names or as characteristics/qualities, using conventional writing.

• Can anticipate central sense and main ideas from known oral expressions.

• Can distinguish main ideas within oral exchanges.

• Can seek confi rmation in an oral exchange.

• Can produce expressions to argue or object.

• Can adjust tone, rhythm and intonation when composing oral texts.

ountries


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Scope and Sequence 2unit

Unit 2 Workshop Fair!

LESSONPageSB/TE

SOCIAL PRACTICE



Learning Environment: Formation and Academic Environment

Unit Opener

Lesson 9 Environmental Emergencies!Lesson 10 How Can I Be Prepared?Lesson 11 Emergency Edition!Lesson 12 Brilliant! MagazineBrilliant! Song Product Time!Self-evaluation (I Can…)Evaluation 2A


Lesson 13 Cinema Workshop!Lesson 14 Dubbing!Lesson 15 Silence, Camera, Action!Lesson 16 Brilliant! MagazineBrilliant! Song Product Time!Self-evaluation (I Can…)Evaluation 2B

48/56

50/58

54/62

58/66

62/7063/7164/7265/73TE:90

66/74

70/7874/82

78/8679/8780/8881/89TE: 91

Understand and write instructions.

Interpret and convey information published in various media.

Understand and compose instructions about facing an environmental emergency.

Script dialogs and interventions for a silent short fi lm.

Instructions to Face an Environmental Emergency.

Script for Th e Dubbing of A Silent Short Film.

• Can revise emergency instructions based on contextual clues.

• Can understand instructions about facing an environmental emergency.

• Can anticipate the central sense based on the subject matter and activate previous knowledge.

• Can recognize steps and their descriptions that explain or exemplify them.

• Can write instructions to make a manual in case of environmental emergencies.

• Can enlist words that determine the sequence of steps.

• Can write steps in simple and complex sentences.

• Can arrange steps in a sequence according to the order of the procedure.

• Can clarify the meaning of unknown terms in order to broaden and refi ne their vocabulary.

• Can understand and point out the order of the components, useful information and main ideas of an emergency manual.

• Can write and classify sentences in order to create instruction sequences.

• Can remove, add and/or edit an instruction manual.

• Can revise while watching a silent short fi lm using context clues.

• Can distinguish diff erent characters.• Can recognize non-verbal

communication.• Can identify the relationship between

scenarios, actions and sound eff ects.• Can understand central sense and

main ideas of a silent short fi lm.• Can produce dialogues and

interventions for a silent short fi lm.• Can write dialogs and interventions.• Can dub dialogs and interventions.• Can anticipate central sense and main

ideas from previous knowledge and non-verbal communication.

• Can compose expressions to produce oral exchanges.

• Can provide examples to main ideas during an oral exchange.

• Can rephrase expressions produced during an oral exchange.


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Unit 3 Medieval Stuff!

LESSONPage

SB/TESOCIAL

PRACTICE




Unit Opener

Lesson 17 Middle Ages Games!Lesson 18 Th e Rules!Lesson 19 Words to Stress!Lesson 20 Brilliant! MagazineBrilliant! Song Product Time!Self-evaluation (I can…)Evaluation 3A

Learning Environment: Formation and Academic Environment

Lesson 21 Useful Appliances and ToolsLesson 22 Blend and Fix!Lesson 23 Stand Still!Lesson 24 Brilliant! MagazineBrilliant! Song Product Time!Self-evaluation (I can…)Evaluation 3B

86/94

88/96

92/10096/104

100/108

101/109102/110103/111TE: 128

104/112

108/116112/120116/124

117/125118/126119/127TE:129

Participate in language games to work with specifi c linguistic aspects.

Read and rewrite informative texts from a particular fi eld.

Participate in language games in order to recognize rhythm, stress and intonation of sentences.

Rewrite information to explain how a machine or device works.

Hangman Game

Poster About Th e Operation of a Machine or Device.

• Can revise examples of language games suitable to practice stress and pronunciation in predetermined sentences.

• Can recognize subject matter, purpose and intended audience.

• Can identify participants in a role.• Can understand stress and

intonation characteristics in words and sentences involved in the game.

• Can distinguish rhythm, stress and intonation in sentences.

• Can recognize rhythm, stress and intonation in sentences.

• Can read sentences out loud to practice rhythm, stress and intonation.

• Can write sentences to participate in language games.

• Can distinguish the stress of specifi c parts of sentences.

• Can read and write sentences to practice rhythm, intonation and stress.

• Can contrast the stress of words, both on their own and within sentences.

• Can revise illustrated processes about the operation of machines or devices.

• Can refl ect on the use of images and/ or illustrations.

• Can understand information that explains how a machine or a device works upon a guided reading.

• Can answer questions to confi rm understanding.

• Can write information to explain how a machine or a device works.

• Can use a fl ow chart to order and link ideas and explanations.

• Can read to revise punctuation and spelling conventions.

• Can verify the order of sentence sequence.

• Can choose and paraphrase sentences.

• Can organize and link main ideas and the information which explains them, in a diagram.

• Can rewrite sentences in order to give explanations.


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Scope and Sequence 4unit

Unit 4 This is Who We are!

LESSONPage

SB/TESOCIAL

PRACTICE




Unit Opener

Lesson 25 Sharing Experiences!Lesson 26 Th ings to Remember!Lesson 27 When I was Little!Lesson 28 Brilliant! MagazineBrilliant! Song Product Time!Self-evaluation (I Can…)Evaluation 4A


Lesson 29 Essays!Lesson 30 Let’s Have Something to Eat!Lesson 31 Festivals and Holidays!Lesson 32 Brilliant! MagazineBrilliant! Song Product Time!Self-evaluation (I Can…)Evaluation 4B

124/132

126/134

130//138

134/142

138/146139/147140/148141/149TE: 166

142/150146/154

150/158154/162155/163156/164157/165TE:167

Understand and incite oral exchanges regarding leisure situations.

Understand and express diff erences and similarities between cultural features from Mexico and English- speaking countries.

Share personal experiences in a conversation.

Read short literary essays in order to compare cultural aspects from English- speaking countries and Mexico.

Autobiographical Anecdote

Comparative Chart

• Can select some personal experiences.

• Can compose the sentences to express personal experiences.

• Can ensure that sentences are understood when spoken and listened to.

• Can organize the sentences into a text to put together an autobiographical event.

• Can practice the enunciation of the autobiographical anecdotes.

• Can establish the turns of participation.

• Can have conversations about autobiographical events.

• Can seek confi rmation. • Can enunciate personal experiences

spontaneously. • Can organize sentences in a

sequence. • Can adapt verbal and non-verbal

behaviors to a specifi c audience. • Can anticipate central sense and

main ideas to sustain a conversation. • Can use direct and indirect speech

while sharing personal experiences.

• Can select cultural aspects to compare between English-speaking countries and Mexico.

• Can consult diff erent sources to get information about the selected cultural aspects.

• Can choose information about the selected cultural aspects for both countries.

• Can compare similarities and diff erences about the cultural aspect from the selected information.

• Can re-write the information to complete the comparative chart.

• Can make a comparative chart and include the information.

• Can revise the writing to be complete and to comply with grammar, spelling and punctuation conventions.

• Can display comparative chart in a presentation.

• Can diff erentiate examples and explanations from main ideas.

• Can formulate and answer questions about literary essays.

• Can compare information, using antonyms.

• Can compose sentences to describe cultural aspects.

657

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Unit 5 All Right!

LESSONPage

SB/TESOCIAL

PRACTICE



Learning Environment:

Academic and Formation

Environment

Unit Opener

Lesson 33 I’m Free!

Lesson 34 Our Rights!

Lesson 35

My Responsibilities!

Lesson 36 Brilliant! Magazine

Brilliant! Song

Product Time!

Self-evaluation (I Can…)

Evaluation 5A

Learning Environment:

Familiar and Community

Environment

Lesson 37 Morning

Activities!

Lesson 38 I Want to Go to

Th e Party!

Lesson 39 Daily Water!

Lesson 40 Brilliant! Magazine

Brilliant! Song

Product Time!

Self-evaluation (I Can…)

Evaluation 5B

162/170

164/172

168/176

172/180

176/184

177/185

178/186

179/187

TE:204

180/188

184/192

188/196

192/200

193/201

194/202

195/203

TE:205

Produce texts

to participate in

academic events.

Interpret

and convey

instructions found

in daily life.

Write diverse points of

view to participate in a

round table.

Provide and understand

instructions for the

performance of daily life

activities.

Round Table

Poster with

Instructions

to Carry Out

Daily Life

Activities.

• Can choose a topic from Civic and Ethics to take part in a round table.

• Can read texts from various sources.• Can contrast the diff erent personal

points of view with the information from the text.

• Can write personal points of view.• Can edit the personal points of view and

make a clean version in a notebook, or on a card.

• Can organize the turns and time of participation for each team.

• Can decide the place and date the round table of each team will take place.

• Can read the points of view to take part in the round table.

• Can use various strategies in order to point out information containing individual points of view.

• Can select and organize information in order to write sentences containing individual points of view.

• Can write paragraphs that express individual points of view.

• Can solve doubts and provide feedback in order to edit individual points of view.

• Can select a daily life activity. • Can compose instructions for the

selected activity. • Can write the instructions. • Can use the poster to provide and follow

instructions. • Can ensure that instructions are

understood when spoken and listened to. • Can practice the enunciation of

instructions. • Can place the poster on a visible place

to use it whenever instructions must be given.

• Can adjust volume intonation and tone to emphasize or alter instructions.

• Can understand and request instruction to carry out an activity.

• Can compose sequences of enunciation to provide instructions.

• Can use linguistic resources to ensure the comprehension of instructions.

• Can produce instructions spontaneously.


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Scope and Sequence

Extra material Page

Components 10

Methodology 12

Games 14

Learning Strategies 207

American and British English 208

Grammar Reference Unit 1 210





Scripts Unit 1 215

Scripts Unit 2 216

Scripts Unit 3 217

Scripts Unit 4 219

Scripts Unit 5 220

Picture Dictionary Unit 1 222





Composition 242

Evidence Files 244

Teaching Tips 246

Bibliography and Webography 248

Extra-activities 251


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Components

Everyunitincludes:

Student’s Book

Student-centered. Provides the learning environments in which the social

practices, tasks, fi nal products and performance evidence are carried out.

Five, theme-based units, each with eight, two-page lessons. Timing: Th e number of hours devoted to each unit is fl exible

and should depend on the particular needs of every group. We suggest the following:

1 lesson = three class sessions = 1 week1 unit = two months

Unit opener: fully illustrated plus questions regarding the contents of the unit to motivate students to work on thinking skills.

Activities: include work in the four language skills and thinking skills through word formation, language, cross-curricular tasks, reading, listening and problem–solving tasks to be performed individually, in pairs, in small groups and/or as a whole group. Every third class-session, students review and reinforce what they have learned so far in the unit through a Brilliant Game!, which off ers diff erent styles and strategies as the contents develop. Th is session also engages students into working on reading strategies in an activity called Brilliant Reading!, where they solve a task directly correlated to their Reader’s Book. Finally, each unit includes a closing activity – Brilliant Time! – where students work on each one of the steps they need to follow to build up the products in the unit.

Every four lessons you will fi nd a review section which is comprised of:Brilliant! Magazine: a magazine-format type activity where both American and British English varieties are included for students to work on diff erent reading strategies as they expand vocabulary and culture in a fun and interesting way.

Brilliant! Song: aimed at working on the pronunciation, intonation and stress of the language.

Brilliant Time!: a page that engages students to visualize, summarize and talk about the way they built up the product they worked on throughout the previous weeks.

I Can: which is a self-evaluation page for students to see and assess their own progress.

To close each unit, a fully-illustrated Picture Dictionary has been included based on the most important and frequently used words learned in the unit off ering a dictionary entry format for easy comprehension.

A back matter section is also included in the book where students will fi nd:

Learning strategies: a two-page fi le off ering helpful strategies to ease the learning process of the language.

Fact Sheets: two pages where students can write their thoughts and ideas about the stories and facts in their Reader’s Book.

American and British equivalencies: two pages presented as a dictionary where students can fi nd diff erent words and the way they are written and pronounced using both varieties of the English language.

Grammar Reference: fi ve pages, one per unit, where the specifi c language structures taught in every unit are included in a grammar table format.

Scripts: transcripts of every listening activity are found in this section for referral.

Bibliography and Webography: every source used to build up the content in the book as well as recommended links for extended practice have been included in this section

Evidence Files: where activities on composition, spelling and extra projects can be found either for extended practice or evaluation purposes. Th ese last pages in the book can be torn out for easy saving as part of the Portfolio activities.


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Teacher’s Edition

Teacher-centered, providing all the necessary teaching tools to facilitate your daily practice as you guide and encourage students to develop language and thinking skills in English.

Step-by-step lesson plans with clearly stated instructions and teaching tips.

Each lesson plan in your Teacher’s Edition includes the corresponding Student’s Book page in a smaller size with overwritten answers. Th is facilitates planning the lesson, as you’ll fi nd all the elements you need on the same page.

A Front Matter, which includes a brief description of the components and methodology off ered in the book.

A Resource File on Games so that teachers have more and better tools to make teaching the program fun.

A Unit Opener at the beginning of every unit, including social practices, learning environments, specifi c activities, the fi nal product and achievement.

Ten Evaluations, two per unit – Evaluation A suggested to be used after the fi rst four weeks in a unit and Evaluation B for the last four weeks of work in the unit. Both evaluations and their answer keys, are found at the end of every unit.

A Back Matter, which off ers teachers extra teaching tips on the how-to teach the Learning Strategies pages, the American and British Word section, the Grammar Reference, the Picture Dictionary and the Evidence File sections in the Student’s Book. Finally, the back matter also includes, fi ve photocopiable Extra Activity pages for extended practice or evaluation purposes.

Reader’s Book:

Th e Reader’s Book exposes students to varied, meaningful, contextualized and language-rich input providing them with opportunities for developing memory, reading, listening and

speaking skills as they read aloud and practice intonation, pronunciation and word-stress. Additionally, in direct correlation with each unit in the Student’s Book, the Reader’s Book also engages students into light discussions on the topic or story being read at the moment. Th is component is fully illustrated and divided into two sections:

Narrative: provides stories set in a fi gurative context along fi ve diff erent chapters where students will be engaged into extending vocabulary and language as they refl ect on values and work on critical thinking.

Descriptive: fi ve chapters off ering updated facts regarding the topics included in the book which engage students to expand their cultural background.

Students work in the Reader’s Book every third class session, meaning once a week. However, please feel free to use it anytime throughout the year in accordance with your class and teaching needs.

Audio CD:

One audio CD accompanies the Teacher’s Edition including all listening tasks plus songs where a variety of styles of pronunciation can be found.

All listening activities are student-centered, theme-related and fun!


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Methodology

APPROACH

Brilliant Teens! considers that adolescents or teen students are unique and become very active learners of a foreign language when they are engaged in activities and tasks that allow them to develop a sense of self and personal identity as well as to seek independence as they think, refl ect and fi nd diff erent ways to solve these tasks. Based on the above, Brilliant Teens! provides diff erent opportunities for the development of “suitable methodologies” for particular contexts rather than focusing on looking for the ideal method.

To accomplish the above, Brilliant Teens! becomes a helping tool for teachers to recognize what students have already learned about the language and can do with the language after having studied 700 hours of English and have reached level A2 (Waystage) of the CEFR. Th e book also provides students with specifi c activities that under your guidance clearly show them what skills they will continue developing as they work individually, in pairs, in small groups, in teams and as a whole group. Th ese specifi c activities also ask for the use of the foreign language in a lively, fun and natural social environment where the formal aspects and the functions of language within diff erent social practices are included as they engage students into developing the tools to participate successfully in the interactions that involve production and interpretation of oral and written texts in the English language within diff erent social learning environments (familiar and community, literary and ludic, formation and academic) as well as to understand the characteristics of the foreign language appropriately and to accept a bigger responsibility for their learning process.

Th ese specifi c activities engage students to work on “learning what to do with the language” with “learning to know about the language” and the consequences of “learning to be through the language” as English becomes part of their everyday life in a natural and meaningful way.

Th e approach in this series considers three learning environments for the construction of knowledge; the teacher being the facilitator of this knowledge:

a) Familiar and community environment. Within this environment, students focus on developing abilities related to oral language (speaking and listening).

b) Literary and ludic environment. In this environment, there is an emphasis on reading comprehension and social interaction skills.

c) Formation and academic environment. It is within this environment, that Brilliant Teens! supports the development of writing skills.

Each one of these environments included in Brilliant Teens! don’t lose sight of the three fundamental stages of this approach: “learning what to do with the language, learning to know about the language and learning to be through the language” as they engage students to develop linguistic competencies in the new language as well as competencies for life. Th is approach also fosters self-confi dence and autonomous learning as students work on developing language products that enable them to see what they Can Do with, and in English.

As a fi nal note on the methodology used in Brilliant Teens!, you will fi nd a list of very helpful sources in the Bibliography and Webography on pages 248 and 249 that make reference to this and other topics. In addition, they off er you interesting ideas for extra activities which always come in handy for lesson planning and class management.


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Organization of the course

Brilliant Teens! off ers fi ve units to be taught throughout the school year, with the suggestion of covering one unit every two months. Th e number of hours devoted to each unit is fl exible and should depend on the particular needs of every group. It also considers three, 50 minute-weekly sessions per lesson, continuous assessment throughout the course and two formal and two self-evaluations in every unit.

Structure of a Unit – Teaching Steps

Each unit includes eight two-page lessons — six content lessons and two review/assessment lessons. Each lesson is taught throughout three class periods of 50 minutes each and identifi ed by a specifi c name: Day 1; Day 2 and Day 3. Days 1 and 2 focus on what to do and learn about the language, while Day 3 engages students into learning to be through the language as they play a revision game, work with their Reader’s book (story or fact according to the stage in the unit) and on specifi c steps leading them to build up the fi nal products in the unit. However, the contents and suggestions on how to carry out each lesson in the book are fl exible for teachers to use according to the group’s needs. Th erefore, you will fi nd that the headings (instructions) in each activity in the Student’s Book have been included exactly the same in your Teacher’s Edition as a useful tool for you to know exactly what instructions your students have.

Every class starts with an Activation stage – commonly known as “warm up” and aimed at activating students’ schema, introducing vocabulary on the topic and / or consolidating the previously learned language.

r ree steps are suggested in the teaching of each class period (Day):

1. Stepping in! – is aimed at having students work in the Activity book and introducing them to the context and concepts of the language to be worked within the lesson.

2. Doing it! – is aimed at having students refl ect and/or discover about the language while practicing, using and reinforcing the language in order to fulfi ll the task. Some of the activities in this stage are fl agged by an icon with the letters GR to encourage students to consult the Grammar Reference section found at the back of their books (pages 206 to 210) to increase their knowledge about the language.

3. Sharing it! – is aimed at ending up a class-period with a social practice type of activity.

Th e Picture Dictionary is a fl exible tool that you and your students can refer to whenever you consider it necessary.

Every four lessons (four weeks), Day 3 is turned into the “Assessment Day” where students refl ect on the product and its application. Students also work on the corresponding unit Evaluation Sheet as well as perform the I Can (self-evaluation) page to be carried out individually or in pairs.

Pair work

Use your notebook Portfolio Grammar Reference Audio CD track

Read in groupRead individuallyWrite

Group work Individual work


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Games

It is said that adolescents focus their attention and learn in a very selective way, they choose what they want or need to learn and respond at their own pace and do it when they are ready to. However, and as Krashen points out, learning requires “meaningful interaction in the target language natural communication in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding”. Th at is why in Brilliant Teens! we are basing the process of learning on the social practices of the language through tasks which include games.

Due to the fact that a game is a task with rules, a goal and an element of fun, the games in Brilliant Teens! provide opportunities for meaningful language development as well as for setting a secure and enjoyable learning environment. As we all know, there are two kinds of games: competitive games, in which players or teams compete to be the fi rst to reach the goal, and the co-operative games, where players or teams work together to reach a goal. Th e games in the book are mainly of the latter kind and the way we suggest using them is only a proposal, so please feel free to choose and apply them according to your teaching needs.

Some of the games included in the book allow for repetition while building long-term memory. Other games allow for students to socialize and practice in such a way that they build self-confi dence at expressing themselves in the target language. Th e games have been classifi ed into the following categories:

Bingo: draw a Bingo card on the board to guide students how to make one (they can do it on a separate sheet of paper or in their notebook). If you like this game, you can have students use a piece of cardboard to make their card and write on items with pencil so that the card can be reused as many times as you wish. Th is game is excellent to review and reinforce vocabulary. Choose a topic and dictate or write a list of the words to be played on. Ask students to work individually and write them wherever they wish on their cardboard but not to follow the order of the list you wrote. Say words at random and ask students to write a tick ( ) on the words you mention. Th e fi rst student to mark all his/her words shouts Bingo!, and becomes the winner.

Tic-tac-toe: draw a table on the board similar to the Bingo one without framing it. In every box, make a drawing or write a word you want to revise with students and work on word formation, reading, pronunciation,

question/answer, etc. Some lessons suggest using this game in combination with miming games. Divide the group into two teams and have a student choose a box and give you the answer. If it’s correct, clean the box and draw the or O symbol corresponding to the student’s team. Th e fi rst team to make a straight line with their symbols in any direction wins the game.

Hangman: Divide the class into two teams. Explain to students that they are going to play Hangman. Th ink of a word (vocabulary from the previous lesson: types of stores, some goods). Place words on separate lines. Th en, taking turns, each guess a letter. If that letter appears in the word then write the letter everywhere it would appear. If the letter isn’t in the word then add a body part to the gallows (head, body, left arm, right arm, left leg, right leg). Th e player will continue guessing letters until they can either solve the word or all six body parts are on the gallows. Th e player(s) wins if they guess the word before the person is hung.

Vocabulary games: The purposes of these games are to practice and reinforce vocabulary. These games are aimed to work on long-term memory development and they are an excellent tool for revision and reinforcement of vocabulary.

Grammar games: Th e purposes of these games are to practice and reinforce the diff erent structures seen in class. Th ere are diff erent games like sentence race that can make easier for students to consolidate language structures.

Miming and Guessing Games: Th ese types of games are fun and suitable for all levels. Th ey are useful to revise or check student’s understanding of new language. Th ey also involve all the members of the class at the same time. Th ese can be played in pairs or teams.Pairs: student A mimes an action, student B guesses. Take turns.

Teams: Divide the group into teams A and B. Team A mimes and team B guesses.

Physical Games: this category implies the movement of students in or outside the classroom.

Find someone who… Tell your request to the students and have them walk around following the instruction. (e.g. “has two brothers”) When one student says “I have two brothers”, that player steps out of the game and makes his/her request.


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Games

Brilliant Teens! 2 also includes Portfolio activities, which are enjoyable and a great tool for students to see their progress and achievements as they advance further in the school year.Portfolio activities have been included in both the Student’s and the Reader’s Books and they are also a wonderful are also a wonderful teaching tool for evaluation purposes and for students to develop and work on correcting strategies. For easy recognition of these activities, a specifi c icon in the Student’s Book as well as in the Teacher’s Edition has been included to fl ag them.

By defi nition, a Portfolio is a selection of written work that exhibits a student’s eff orts and achievement. Th e aims of the writing Portfolio activities are to:

• Provide students with opportunities to develop the skills, knowledge, and confi dence necessary to become independent thinkers and writers in English.

• Promote students’ abilities to communicate to a variety of audiences for a variety of purposes in a variety of ways.

• Engage students to work on diff erent writing strategies, which have been developed over time and in previous courses.

• Integrate performance assessment with classroom instruction.

• Encourage students to work on researching information that will broaden their culture about the World around them and other cultures as well.

In addition, Portfolio activities, help students integrate all linguistic and thinking skills making them become more self-assured at using the target language.

During this school year, students will create a bank of diff erent Portfolio activities as they collect their written creations. By the end of the year, you can have students choose their best griten work to put up a show room or open class and invite everyone to see your students’ achievements as you make them feel proud. for themselves. Th e pages where Portfolio activities have been included are found in the note at the bottom of the page.

A note on teaching tips can be the use of quotes (famous, popular or even written by students) to talk about everyday life activities, refl ect on values or to expand general knowledge and culture. Th e following are examples of quotes you can use to introduce a topic or engage students to think and/or to start a light discussion. You can fi nd more quotes at diff erent web sites, which can be found on this page. As you progress through the units, try to choose two or three that are related to the topic. Write the quote on the board and have students identify or look up the words in their dictionary, then you can start a discussion or have them write or express diff erent sentences using the words in the quote. Later in the year, you can invite students to create new quotes on their own and even have a Quotes Contest. Th is is always fun and extends students’ vocabulary as they work on their thinking skills.

Never put off until tomorrow what you can do the day alter tomorrow. – Mark Twain Quotes A smart person knows what to say, a wise person knows whether or not to say it. – Source UnknownAt the touch of love, everyone is a poet. – Plato

http://www.quotemountain.com/quoteshttp://www.quotemountain.com/quotes/cute_lil_quotes/http: / /www.quotemount ain.com/quotes / friendship_quotes/#funnyfriendshiphttp://www.quotemountain.com/quotes/great_quotes/

And we can’t forget “Th e cherry on the cake!”. Th e Evidence Files cutout section can be found at the end of both the Student’s and the Teacher’s Books. It off ers a page of how-to strategies for writing and spelling, Rubrics (only in the TB), fi ve Composition sheets (one per unit) with specifi c topics to develop, fi ve Spelling dictation sheets and fi ve extra products to work on. Th is Fact FilesSection is also considered to be useful for Portfolio activities.

Portfolio activities in the Student’s Book can be found on pages:

13, 20, 29, 30, 32, 38, 54, 58, 59, 66, 74, 93, 96, 97, 98, 104, 106, 108, 110, 112, 126, 128, 130, 132, 134, 136, 142, 146, 150, 151, 152, 164, 165, 169, 170, 172, 174, 182, 185, 186 and188.


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Lesson Plan

FIRST MONTH

WEEK ONE WEEK TWO

Lesson 1Day 1Stepping in!Doing it!Sharing it!

Day 2Stepping in!Doing it!Sharing it!

Day 3Brilliant Game!BrilliantReading!BrilliantProduct!Product A -Step 1




WEEK THREE WEEK FOUR




Lesson 4Day 1- REVIEWBrilliant! Magazine(Refl ection on the diff erences between American and British varieties of English)

Day 2 – REVIEW

Brilliant! Song

Day 3Assessment DayBrilliant Time!Product A – Step 4I Can. . . 1Evaluation A

SECOND MONTH

WEEK FIVE WEEK SIX



Day 3Brilliant Game!BrilliantReading!BrilliantProduct!Product B -Step 1




WEEK SEVEN WEEK EIGHT




Lesson 8Day 1- REVIEWBrilliant! Magazine(Refl ection on the diff erences between American and British varietes of English)

Day 2 – REVIEW

Brilliant! Song

Day 3Assessment DayBrilliant Time!Product B – Step 4I Can. . . 2Evaluation B


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1Sales!

Recommended resources: Webography links 1 to 6 on page 219 and book numbers 2, 6, 7, 9, 10, 11, 12 and 15 listed in the Bibliography on page 218 of the Student’s Book.

Social practices of the languageUnderstand and convey information about goods and services.

Product: Comic Book

Learning to do with the languageRevise fantasy narratives with the teacher‘s coordination.

- Select fantasy narratives from diverse sources. Recognize text arrangement.

- Determine subject matter, purpose and intended audience. Understand central sense main ideas and some details of fantasy narratives from shared reading and with the teacher‘s guidance.

- Read fantasy narratives. Clarify meaning of words with the use of a bilingual or English dictionary.

- Use different comprehension strategies (e.g., re-reading, self-questioning, vocabulary, text arrangement, etc.)

Describe characters from a fantasy narrative in order to enhance comprehension, with the teacher‘s guidance.

- Complete sentences with verbs used as names or as characteristics/qualities, using conventional writing.

- Form paragraphs from sentences.

Learning to know about the language Learning to be through the languageLanguage and literature

as a means to:- Represent reality.- Recognize creativity

and imagination in the perception or reality.

- Stimulate pleasure and enjoyment towards reading.

Literary and ludic environmentSpecific activities with the language

Read fantasy literature and describe characters.

Social practices of the language Read and understand different types of literary texts distinctive of English speaking countries.

Product: Catalog of GoodsDistribute among teams the necessary actions to design an illustrated goods catalog.

- Select the goods which will be included in the catalog. - Design the catalogue’s format and illustrate its products. - Compose the suggestions about the products included in the catalog.

- Revise the suggestions comply with grammar, spelling and punctuation conventions.

- Practice the enunciation of suggestions, using the catalogue as a guide. - Present the catalogue to a previously selected audience. - Can anticipate central sense and main ideas from known oral expressions.- Can distinguish main ideas within oral exchanges. - Can seek confirmation in an oral exchange. - Can produce expressions to argue or object.

Learning to be through the languageLanguage as a means to:- Formulate, accept or

reject suggestions.- Show assertiveness

during decision-making.

- Foster courtesy with interpersonal relationships.

Learning to do with the languageRevise suggestions to purchase or sell a product, from context clues.

- Listen to suggestions about the purchase or sales of a product.-Recognize subject matter and purpose.

- Identify various behaviors adopted while speaking and listening. Detect rhythm, speed and intonation.

Understand central sense and main ideas of suggestions about purchasing or selling a product in a dialog.

- Locate and comprehend information.- Distinguish forms of expressing suggestions.Detect

expressions to argue or object.Express suggestions within a dialogue to purchase or sell a product, working from a script.

- Choose the subject matter and purpose of a suggestion. Establish linguistic resources to link sentences in a suggestion.

- Employ strategies to emphasize meaning.Construct expressions to offer alternatives to suggestions.

Familiar and community environmentSpecific activities with the language

Offer and understand suggestions in order to purchase or sell a product.

Learning to know about the language

Features and types of oral and written texts

- Subject matter, purpose and intended audience.

- Text components. - Colophon: publishing house, year,

location, etcetera. - Elements in narrative: characters,

events, narrator, etcetera. Phonic, syntactic and semantic elements of texts

- Word repertoire suitable for this practice of language.

- Adjectives: qualifying. - Verb tenses: past and present perfect.

- Adverbs: of time (e.g. yet, already). - Verb forms: gerund, past

participle. - Conditionals (e.g. if she were…,

she would…). - Direct and indirect speech.

Mechanics of writing - Letter groups in beginnings and

endings of words (e.g. sp, st, ank, xt).

- Homophones (e.g. peace, piece). - Differences between British and

American variants (e.g. –ise/-ize, -ogue/-og).



- Context clues: sounds, turns of participation, relationship between participants, attitudes.

- Structure of dialogue: opening, body and closure.

- Speech register. - Non-verbal communication.

Phonic, syntactic and semantic elements of texts


- Verbs: modals (e.g. should, shall).

- Verb forms: subjunctive: (e.g.

she suggests he buy…) - Acoustic features: tone (e.g.

courteous, serious, etc.), rhythm, speed, intonation, pauses.

- Connectives. - Adjectives: qualifying,

comparative, compound (e.g. fifteen-minute process, two-wheel vehicle).

- Comparative structures (e.g. as… as…; like; more slowly, less quickly; the least…, the most quickly).

- Adverbs: of degree (e.g. very, too, rather).

- Sentence types: declarative, interrogative, imperative, exclamative.

- Can use strategies to support the comprehension of narratives. - Can anticipate central sense and main ideas from some details. - Can distinguish between explicit and implicit information.

- Can formulate and answer questions to distinguish and verify specific information. - Can describe characteristics and abilities.


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UnitOpener 1

10

1

Look at the picture and answer.

a. What kind of products would you like to buy?

b. Which is the store you would visit fi rst?c. How many people off ering a

service can you see?

Sales!

SBRING2LAp01.indd 10 6/24/12 9:07 PM

Sales!

Week 1 Day 1

Have students open their books on pages 10 and 11. Go through the illustrations on the left-hand page with students to activate previous knowledge and abilities as well as to raise expectations of what they will cover during the first part of the unit. Help students with any needed vocabulary. Point to the different pictures on the page and elicit vocabulary. Have students read and answer the questions in groups. Check answers with the class by asking different students to read the answers aloud to the rest of the group.


a. What kind of products would you like to buy?b. Which is the store you would visit first?c. How many people offering a service can you see?


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11

By the end of the unit, I’ll be able to:

In this unit you can use any of the books and/or websites included on pages 218 and 219 for a consultation or help.

• off er and understand suggestions in order to buy or sell a product.

• anticipate the sense and main ideas of oral expressions.

• distinguish main ideas within a dialog.• seek confi rmation in a dialog.• produce expressions to argue or object.• adjust tone, rhythm and intonation

when participating in a dialog.• read fantasy literature and describe

characters.• use strategies to support the

comprehension of narratives.• anticipate the central sense and main

ideas from some details.• distinguish between explicit and

implicit information.• formulate and answer questions

to distinguish and verify specifi c information.

• describe characteristics and abilities.


a. Do you like comics?b. Name three famous comics.c. Which is your favorite comic?

t you ny of

and/or ncluded 218 or a on


Go through this page with students before starting the second half of Unit 1.

Direct students’ attention to the illustrations on the right-hand page to activate previous knowledge as well as to raise expectation of what they will practice during the second half of the unit. Have students read and answer the questions. Encourage them to use only English. Look at the picture and answer.

a. Do you like comics?b. Name three famous comics.c. Which is your favorite comic?


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Lesson1

12

Lesson

1What Shall We Buy?

2. Listen again and write a tick ( ) under the conversation that best describes the following statements.

Conversation I Conversation II Conversation III

Th e action takes place in a department store.

Th ey know what they want.

It was a bad service.

Th e shop assistant was polite.

Th ey have enough money.

Th e shop assistant was very kind.

3. Which was the store that off ered the best service? Why? Grade the service off ered at the three stores. Share your answers with another group.

Boutique

Electronics

Department store

1. Listen to the conversations and circle the articles that the diff erent people are looking for.2

22

Student's own answer.


What Shall We Buy?

Week 1 Day 1

ACTIVATION – Before the book

Introduce yourself to the class saying Hello! My name’s…. Gather students in a circle. Explain to them that they are going to know each other. Start by saying I’m Mrs. (Ana) Flores. The next student will go and say Hello, Mrs. (Ana) Flores, I’ m (Carmen) López. Have students say their full name so that other students can remember it.This repeats and every time a student goes, they have to try to say hello to everyone that went before them.

PRACTICE – In the book

1. Listen to the conversations and circle the articles that the diff erent people are looking for.

Ask students to open their Student’s Book to page 12. Elicit today’s date and write it on the board. Have them write the date in their books. Direct students’ attention to the pictures. Have them describe the pictures. Encourage them to use English. Explain to students that they are going to listen to three diff erent conversations. Play the recording for students to circle the articles. Check answers with the class by asking diff erent students to say the answers and explain what are the key words that helped them to choose the correct option.

2. Listen again and write a tick ( ) under the conversation that best describes the following statements.

Go over the instructions and the statements with the students. Make sure they understand them. Play the recording for students to answer the activity. Have them say the answers aloud.

CLOSING

3. Which was the store that off ered the best service? Why? Grade the service off ered at the three stores. Share your answers with another group.

Have them work in groups of three or four. You can organize them in teams having them grade the service offered at the three stores. Elicit an example to make sure they all understand what to do. Go around the classroom and make sure they are all sharing their ideas.

T2

T2


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13

3. Act out the dialog, copying the intonation and answer.

What do we use these expressions for?

could what about let’s suggest how about

Andy: Here we are, hurry because I don’t like shopping.

Sara: Please Andy, it is dad’s birthday.

Andy: Ok, any ideas?

Sara: I we buy a shirt or a tie.

Andy: I don’t agree, he’s got enough of them. buying a wallet?

Sara: I’m not sure.

Shop assistant: Good afternoon, how can I help you?

Andy: We want to buy a wallet for our father, tomorrow is his birthday.

Shop assistant: I can show you some options, please come with me.

Sara: We’re not quite sure a wallet is a good present.

Shop assistant: Sure it is! this one? Th is is a good product because it has many

compartments, it is 100% leather, leather see?

Sara: But it is too big and I don’t think he likes the color.

Shop assistant: Well then, you buy this one, same material and compartments

but is smaller and it is not too expensive, we have it black and brown.

Andy and Sara: Th is one is great! How much is it?

1. Listen and circle T (true statements) or F (false statements). Make a drawing of the object they are buying.

a. Andy likes shopping. T F

b. He wants to buy a shirt or a tie. T F

c. Th e product is 100% leather. T F

d. Th e shop assistant suggested two options. T F

e. Andy’s sister agreed to buy a wallet. T F

2. Listen again and complete the gaps with the expressions below.

2

3

3

let’s

suggest

How about

What about

could

We use them to make suggestions.


Day 2


Divide the class into two teams. Explain to students that they are going to play “Hangman.” Think of a word (vocabulary from the previous day: types of stores, some goods). Place words on separate lines. Then, taking turns, each student must guess a letter. If that letter is in the word then write the letter in everywhere it would appear. If the letter isn’t in the word then add a body part of the gallows (head, body, left arm, right arm, left leg, right leg). The player will continue guessing letters until they can either solve the word or all six body parts are on the gallows. The player(s) win(s) if they guess the word before the person is hung.

PRACTICE – In the book 1. Listen and circle T (true statements) or F (false

statements). Make a drawing of the object they are buying.

Have students read the statements. Explain to them that they are going to listen to a conversation, circle the correct statement and draw the object they are buying. Play the recording for students to answer the activity. You may have to play the recording more than once. Have some volunteers read the answers to the group. Have them show their drawing to a partner.

2. Listen again and complete the gaps with the expressions below.

Ask students: Who is buying a wallet? (Andy and Sara). Direct students’ attention to the words from the box. Make sure they understand them by asking them to give you an example. Tell them to listen to the track again from exercise 1 and complete the dialog. Ask some students to read the dialog aloud to check the answers.

CLOSING

3. Act out the dialog, copying the intonation and answer.

Ask students to read the question. Elicit the answer from diff erent students. Divide the class into pairs. Tell them they have to act out the dialog. Demonstrate the activity. Read the dialog aloud and have students repeat along with you. Tell them to imitate the intonation and act out the dialog. Walk around the classroom and monitor. Pay special attention to rhythm and intonation. Th en, have some pairs go to the front and act out the dialog.

Students read pages 7 to 10 in their Reader’s Book and choose fi ve words from the text within those pages. Write them down with their Spanish meaning and bring them next class.

T3

T3

3


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Lesson1

14

3. Imagine that you have to buy a present for a friend. In your notebooks, write fi ve suggestions using the expressions from activity 2 on page 13. What was your decision? Share your answers and ideas with another team.

1. Match columns and write down the sentences.

a. Why don’t you ( ) go to the other store fi rst.

b. Let’s ( ) going to the candy store fi rst?

c. We could ( ) we buy those little ones.

d. I suggest ( a ) try these shoes too?

e. What about ( ) change it if he doesn’t like it.

a.

b.

c.

d.

e.

2. Play a game. In groups of four, place the articles under the store you can fi nd them. You have fi ve minutes to complete the game. Th e fi rst team to fi nish will win. When you all fi nish, shout… Articles sold!

tennis shoes sweatershoes

Boutique

Toy store Shoe store

t-shirt T.V.

Department store

Candy store

Entertainment

lollipopfood

train

jeansradio

lightbulbs

chocolates slipperscleansing liquids

doll

chewing gum

iPod teddy bear

2

b

e

d

c

Why don’t you try these shoes too?

Let’s go to the other store fi rst.

We could change it if he doesn’t like it.

I suggest we buy those little ones.

What about going to the candy store fi rst?

sweater

jeans

t-shirt

doll

teddy bear

train

lollipop

chewing gum

chocolates

tennis shoes

shoes

slippers

food

cleansing liquids

lightbulbs

T.V.

radio

iPod


Day 3


Explain to students that they are going to participate in a Spelling Bee contest. Include words from the vocabulary seen in the previous days.


1. Match columns and write down the sentences.

Divide the class into pairs. It is advisable that every time they work in pairs, mingle the students, so that way they will be able to adapt working with diff erent partners. Go over the words and phrases on the left column. Elicit some examples. Write them on the board. Have them match the columns and write down the sentences. Walk around the classroom and give help where necessary. Have some volunteers write the answers on the board.

BRILLIANT GAME!

2. Play a game. In groups of four, place the articles under the store you can fi nd them. You have fi ve minutes to complete the game. Th e fi rst team to fi nish will win. When you all fi nish, shout… Articles sold!

Divide the class into groups of three or four. Have them read the words in the box and make sure they understand them by eliciting an example of each one. Explain to students that they have to write the words under the correct store. Tell them that they have fi ve minutes to write the words and if they fi nish before, tell them to say Finish! You say Start! and have them play the game.

CLOSING

3. Imagine that you have to buy a present for a friend. In your notebooks, write fi ve suggestions using the expressions from activity 2 on page 13. What was your decision? Share your answers and ideas with another team.

Write on the board the word present. Tell students to imagine they have to buy a present for a friend. Elicit some suggestions and write them on the board. Example: We could buy a T-shirt. Tell them to write fi ve suggestions in their notebooks, using the expressions from activity 2, p. 13. Give help when needed. Correct their suggestions. Finally, have every team share its suggestions with another team.

2


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15

The Boy and His Book

Th ere are diff erent ways in which you can buy or sell either goods or services, the most common way is going to a market, shopping center or specialized stores in which you can see, touch even try the products you are going to buy. Another way is selling goods in a way so that the consumer doesn’t need to go to the store; this is called “Mail order”. Th e most important tool for this kind of selling is a catalog in which you can fi nd pictures of the articles, their descriptions, advantages and prices.

To make a Catalog of goods you are going to work in groups of four, select the goods you want to sell and that you will include in your catalog. Depending on the number of goods you will have in your catalog work out its design and if you are going to attach pictures or drawings of those goods.

When the class ends, put a tick ( ) next to the steps you followed.

1. Formed groups of four.

2. Selected the goods to be included in the catalog.

3. Worked out the design of the catalog.

Brilliant Time! - Catalog of Goods - Step 1

1. According to what you read on pages 7 to 10 in your Reader's book, answer and discuss the following questions with your group and teacher.

a. What did you do on your last birthday?

b. What would you like to do on your next birthday?

c. What is the present that you received on your last birthday that you liked the most?





Day 3

BRILLIANT READING!Th e Boy and His Book

1. According to what you read on pages 7 to 10 in your Reader’s book, answer and discuss the following questions with your group and teacher.

Display the fi rst page of Th e Boy and His Book (page 7 in the Reader’s book) and have students tell you what they see on it. Allow students to express themselves freely but help them with any needed vocabulary. Show the title on page 7 and have students predict what will happen in the story. Divide the class into pairs. Have them discuss and answer the questions from the story. Tell them they have to support their answers by explaining the paragraph where they found the answer. Have some students share their answers with the rest of the class.

BRILLIANT TIME! Catalog of Goods – Step 1/4

Th e main aim of Product 1 in this unit is to have students produce a Catalog of Goods as they:

Select the goods they want to sell Design the catalog Illustrate the catalog Write suggestions about each product

All of the above done under your guidance and help.

Th ere are diff erent ways in which you can buy or sell either goods or services, the most common way is going to a market, shopping center or specialized stores in which you can see, touch even try the products you are going to buy. Another way is selling goods in a way so that the consumer doesn’t need to go to the store; this is called “Mail order”. Th e most important tool for this kind of selling is a catalog in which you can fi nd pictures of the articles, their descriptions, advantages and prices.To make a Catalog of goods you are going to work in groups of four, select the goods you want to sell and that you will include in your catalog. Depending on the number of goods you will have in your catalog work out its design and if you are going to attach pictures or drawings of those goods.

Divide the class into groups of four. Explain that within three weeks of working together, they will be producing a catalog of goods. Th e fi rst step is to select the goods they want to sell and that they will include in their catalog. Review vocabulary of: clothing, electronic appliances, gadgets, prices. Th en, tell them that once they have decided which goods they will include in their catalog, they have to work out the design of the catalog (size of the catalog, number of pages, number of pictures). Provide the necessary help. At the end, tell them to check the steps they followed in class.


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Lesson2

16

1000 Reasons to Buy!Lesson

2

3. Complete the evaluation to decide whether Mr. Juarez is a good seller or not. Tick ( ) the corresponding column where 1 is poor and 5 is excellent. Have you seen this kind of evaluation before? Where? Discuss your answers with your group and teacher.

The shop assistant: 1 2 3 4 5

… welcomes the customer and introduces himself.

… describes the characteristics of the product.

… talks about price and/or promotions.

… gives several options.

How would you grade our service?

2. Listen to the fi rst and fi nal part of the conversation and complete the following statements.

a. Today you only pay 50% of its price.

b. I this is what I’m looking for.

c. Th is is the why it seemed bigger in the .

d. I’m not taking it with me now.

e. Don’t take too much time to make up your .

1. Listen to the fi rst part of a conversation. Which product is the shop assistant trying to sell? Make a drawing of the information you hear. Listen tothe infor

4

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regular

don’t think

reason catalog

But

mind


1000 Reasons to Buy!

Week 2 Day 1


Play a guessing game. Divide the class into two groups. Explain to them that, taking turns, they are going to describe one of the products they have written in their notebooks. The other team has to guess the name of the product. The team that guesses more words wins.


1. Listen to the fi rst part of a conversation. Which product is the shop assistant trying to sell? Make a drawing of the information you hear.

Explain to students that they are going to listen to a conversation. Remind them that in order to improve their listening skills, they have to concentrate on the information they are asked to complete. Play the recording for students to draw the picture. Have them compare their picture with a partner.

2. Listen to the fi rst and fi nal part of the conversation and complete the following statements.

Have students read the statements. Explain to them that they are going to listen to the conversation from activity 1 again and they have to write the missing information. Play the recording for students to decode the information. You may have to play the recording more than once. Have some volunteers write the answers on the board. Correct any possible mistakes.

CLOSING

3. Complete the evaluation to decide whether Mr. Juarez is a good seller or not. Tick ( ) the corresponding column where 1 is poor and 5 is excellent. Have you seen this kind of evaluation before? Where? Discuss your answers with your group and teacher.

Point to table and ask them what type of text is that (an evaluation). Explain to them that evaluations are given in diff erent places (schools, universities, stores, enterprises). Form groups of three and have them discuss if they have seen this kind of evaluation before. Tell them that they have to complete the table according to the recording they listened to before. Have them compare their answers with their groups. Have some students share their ideas about evaluations and answers with the rest of the class.

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2. In the following sentences circle the word or words that connect ideas.

a. I suggest you buy the CD player because it’s cheap.

b. It plays songs at random and can also repeat the same track.

c. I’m moving to a diff erent city so I need to sell everything.

d. Although it is second hand, it still works well.

e. I’m selling some other appliances such as a microwave oven and a toaster.

3. Every word from the activity above has a purpose, match columns to fi nd that purpose and discuss your answers with your friends and teacher.

1. Look at the advertisement and match words to their defi nitions.

sale Chosen without any regular pattern.

functionality Piece of music or song on a CD.

random Selling goods at a lower price.

track Machine designed to do a particular thing at home.

appliances Working well because of its design.

although

and

because

Gives examples.

so

Contrasts two diff erent ideas.

such as Explains reasons.

Adds ideas.

7

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Day 2


Play “Tic Tac Toe”. Choose words that you want to review from this lesson and the previous lesson.


1. Look at the advertisement and match words

to their defi nitions. Direct students’ attention to the advertisement and

elicit where we can fi nd those types of advertisements (magazines, newspapers, Internet). Have students work in pairs and match the words with its defi nitions. Tell them to try to guess the meaning of the words analyzing the context. Check answers with the class by asking diff erent students to read the answers aloud.

2. In the following sentences circle the word or words that connect ideas.

Write the words on the board: although, and, because, so and such as. Ask students: What do we use those words for? (To connect ideas). Elicit some examples using those words. Write the examples on the board. Have students complete the activity.

Tell them to check their Grammar Reference on page 206 to clarify any doubts.

Check answers with the class by asking them to read their sentences aloud.

CLOSING

3. Every word from the above has a purpose, match columns to fi nd that purpose and discuss your answers with your friends and teacher.

Read the instructions along with the students. Have them complete the activity. Divide the class into groups of four. Tell them to discuss their answers. Have some volunteers read the answers aloud. Make sure they all understand that those are linking words that indicate the relationship between ideas, by asking students to write an example with each of the words. Ask some volunteers to write their examples on the board.

Students read pages 11 to 13 in their Reader’s Book and get prepared to discuss them with the group and you.

3

Recommended resources: Book number 7 listed in the Biliography on pages 248.


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Lesson2

18

2. Play a game. How many sentences can you make? Combine words from each column to make sentences. Write your sentences in your notebook. When you fi nish, count your sentences and compare with other pairs to see who wrote the most.

I think I will buy a camera

The shop assistant showed us a TV

we can use it tomorrow.

we could buy it.

it was a new product.

a CD player.

I need it for the project.

because

and

so

Example: I think I will buy a camera and a CD player.

3. Remember that the attitude, tone of voice as well as the intonation can turn you into a great seller so read your suggestions aloud, and try to convince the others to buy your product. Share your suggestions with another pair.

1. Choose from the box the best answer to reject the following suggestions.

Forget about it, she doesn’t like dolls any more.No thanks, I’ve had enough coff ee for today.We are not interested in a printer, we are looking for a computer.I don’t think so, she wouldn’t use it.I would rather try the red one.

a. What about buying her a mobile phone?

b. Let’s ask for two more cups of coff ee.

c. Why don’t you try that green T-shirt?

d. We could give Tania this beautiful doll.

e. I suggest you buy this printer. It's the best we have.

I don’t think so, she wouldn’t use it.

No thanks, I’ve had enough coff ee for today.

I would rather try the red one.

Forget about it, she doesn’t like dolls any more.

We are not interested in a printer, we are looking for a computer.

Suggested answers:• I think I will buy a camera so we

can use it tomorrow.• I think I will buy a camera

because I need it for the project.• The shop assistant showed us a

TV and a CD player.• The shop assistant showed us a

TV so we could buy it.• The shop assistant showed us a

TV because it was a new product.


Day 3


Ask students to take out their notebooks. Tell them that you are going to describe a department store and that they have to draw what you say. Describe a section of a department store. Then, have them compare their drawings in pairs to check if they understood what you said.


1. Choose from the box the best answer to reject the following suggestions.

Go over the questions with students. Explain to them that they have to choose the best answer from the box to reject them. Have them complete the activity. Have some volunteers read the answers aloud to the rest of the group. Correct any mistakes and pronunciation and intonation mistakes by repeating the question or sentence and have them repeat them aloud.

BRILLIANT GAME!

2. Play a game. How many sentences can you make? Combine words from each column to make sentences. Write your sentences in your notebook. When you fi nish, count your sentences and compare with other pairs to see who wrote the most.

Divide the class into pairs. Have students combine the words from the box and write the sentences in their notebooks, Th en, tell them to compare their sentences with another pair. Have some volunteers write their sentences on the board. Find out who wrote more correct sentences in the class.

CLOSING

3. Remember that the attitude, tone of voice as well as the intonation can turn you into a great seller so read your suggestions aloud, and try to convince the others to buy your product. Share your suggestions with another pair.

Divide the class into groups of four. Tell them to think of a product they would like to sell. Tell them they can make a nice drawing or cut out pictures from a magazine. Explain to students that, taking turns, they have to try to sell their product in their groups. Remind them that attitude, tone of voice and intonation is very important to convince somebody. Walk around the classroom and make sure they are all participating in the activity. Make some notes of the pronunciation and intonation mistakes and at the end of the activity have a whole group feedback session to correct these mistakes.

3


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19


To continue with your Catalog of goods you have to draw or cut out pictures of the products you want to sell from a magazine, newspaper, etc., in order to illustrate the catalogue and make it more attractive. As soon as you have the pictures, start writing suggestions in your notebook including important details and interesting information about each product.




a. What is the best present you have ever received?

b. What is the most interesting adventure that you have ever had?

c. Where would you like to go for your next adventure?

1. Illustrated the products.

2. Wrote suggestions for each product.

3. Included details and interesting

information about the products.





Day 3



Divide the class into teams (10 teams). Have each team read aloud one of the pages of the story Th e Boy and His Book, the rest of the group should read silently. Correct any pronunciation mistakes. Th en, have students read and answer the questions. Finally, have them discuss with a partner. Check answers with the class by asking volunteers to read the answers aloud to the rest of the class.


To continue with your Catalog of goods you have to draw or cut out pictures of the products you want to sell from a magazine, newspaper, etc., in order to illustrate the catalogue and make it more attractive. As soon as you have the pictures, start writing suggestions in your notebook including important details and interesting information about each product.Organize the groups working together in the Catalog of goods. Have them draw or cut out from a magazine, newspaper, etc., images of the products that they want to sell in order to illustrate the catalog and make it more attractive. Th en, have them start writing down in their notebooks suggestions that include important details and interesting information about each product. Elicit an example and write it on the board. Have them read the steps and tick the ones they followed in the class.


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Lesson3

20

Catalog Shopping!Lesson

3

3. Match the columns to compare some of the things Mariana has got in her bedroom. Are any of the comparisons true for you? Which one? Share information with a friend. Look at the example.

Example: Her pillow is faster than her bed.

Her new laptop is more expensive than her old PC.

Some of her CD’s are less expensive than some of her books.

Her collection poster is softer than the rest of her posters.

Her notebook is as expensive as her Mathematics book.

2. Read the sentences and write an S if it is a suggestion or an O if it is an objection.

a. Why don’t you sell everything you were throwing away?

b. I’m not sure…there are many diff erent things.

c. I’m not good at selling, besides my parents hate garage sales.

d. You could do a catalogue, use images.

e. Let’s start then.

1. Listen to the dialog and put the sentences in order.

( ) Mariana’s parents hate garage sales.

( ) Andrea thinks her friend is mad.

( ) Mariana wants a mobile.

( ) Andrea gives ideas on how to make a catalog.

( ) Mariana is throwing away some things.

( ) Andrea suggests to sell everything.2

10

16

5

2

3

6

1

4

S

O

O

S

S


Catalog Shopping!

Week 3 Day 1


Ask students to sit in a circle. Choose a sentence starter for them to complete which relates to the topic or language of the previous lessons and say it. Example: You buy jeans in… Give one student an object to pass around the circle (it could be a book, notebook, etc.), and tell them to complete the sentence with something which is true about the object. They then pass the object to the student next to them, who completes the sentence in a similar way. Continue until the object has been passed around the entire circle.

PRACTICE – In the book 1. Listen to the dialog and put the

sentences in order. Point to the picture and have

students predict what the conversation will be about. Have students read the sentences. Play the recording for them to order the sentences. Check answers with the class.

2. Read the sentences and write an

S if it is a suggestion or an O if it is an objection.

Elicit an example of a suggestion. Write it on the board. Do the same with an objection. Have students classify the sentences. To check answers, ask the girls to read the suggestions and the boys to read the objections.

CLOSING

3. Match the columns to compare some of the things Mariana has got in her bedroom. Are any of the comparisons true for you? Which one? Share information with a friend. Look at the example.

Divide the class into pairs. Go over the instructions with the students. Make sure they all know what to do. Write the example on the board. Monitor while they are working. Check answers with the class. Have volunteers read the answers aloud.

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Recommended resources: Website number 2 and Book number 10 listed on pages 248 and 249.


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2. Complete the sentences using the words below.

less expensive faster as…as softer like

a. Of course any CD player is than a T.V.

b. According to the description, this new computer works than the old one.

c. Th e pillows on page 3 seemed to be than these ones.

d. Look at the number of compartments just those on the front page.

e. Th e new book is interesting her previous ones.

3. What kind of information would you like to see in a catalog? Move around the classroom and ask your friends.

Names Images Price Short description Other

( ) ( ) ( ) ( )

1. Which articles from the catalog are they talking about? Listen and order.

10

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2 1 4 3

less expensive

faster

softer

like

as as


Day 2


Write on the board the following: I don’t think, I would rather, I suggest and I don’t think. Explain to students that they have three minutes to complete the sentences in their notebooks. Then, have them read their sentences aloud and decide which is the most original answer. The answer can’t have any grammatical mistakes. PRACTICE – In the book

1. Which articles from the catalog are they talking about? Listen and order.

Direct students’ attention to the pictures and have students describe them. Tell them that they have to listen to a recording and order the pictures. Play the recording for students to order the pictures. Check answers with the class.

2. Complete the sentences using the words below.

Focus attention on the words from the box. Revise the use of comparatives by eliciting some examples. Clarify any doubts. Allow them plenty of time to complete the activity. Have students read the answers aloud. Remind students to check their Grammar Reference on page 206.

CLOSING

3. What kind of information would you like to see in a catalog? Move around the classroom and ask your friends.

Divide the class into groups of four. Explain to students that they are going to ask some of their classmates about the information they would like to see in a catalog. Tell them to write down the information. Th en, have them compare their table with their partners and fi nd out the similarities and diff erences.

Students read pages 14 to 17 in their Reader’s Book and come prepared to discuss their ideas in class.

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Lesson3

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1. Order the sentences to complete a description of a school bag that is in Mariana’s catalog.

( ) that you can use to push or pull it, although it is small,

( ) a special compartment for pens, pencils, colors, etc. and some other products.

( ) It is a two-wheel school bag with a retractile handle

( ) It also has space for a bottle of water and an independent bag for your lunch.

( ) it has enough space for books and notebooks. Apart from

(

(

(

(

(

3. Ask around the classroom and compare with your own answer.

Example: Which is the best way of selling a product? Th e best way of selling a product is through a specialized store.

Names Julian

… through a specialized store in a shopping center.

…putting ads in public places.

… through the yellow pages.

… through a catalog of goods and/or services.

… doing a door-to door sale.

… putting up a stall in the local market.

2. Play “Tic Tac Toe”. In order to place an or an O you must complete a suggestion in your notebooks. Play as many times as you wish.

Let’s… Why don’t you… How about …

I suggest… You should buy You could… this because…

What about… We could… She suggests…

2

4

1

5

3



Day 3


Divide the class into groups of four. Explain to students them that they are going to play a game. Ask each group to choose five classroom objects from their possessions to go into their classroom shop. Ask students to decide the price of each item, write the prices and make a display on their desks. Elicit and practice language you want the students to use and demonstrate the activity with a group. Example: Good morning. How much is this book? It’s 80 pesos. Divide the groups into two halves and assign the role of shoppers to one half and store clerks to the other half. Tell them they have to buy three things. At the end, ask the students to show and tell what they bought.


1. Order the sentences to complete a description of a school bag that is in Mariana’s catalog.

Divide the class into pairs. Point to the picture and explain to them that they have to order the sentences to complete a description about the schoolbag. Check answers by asking some volunteers to read the sentences in order.

BRILLIANT GAME!

2. Play “Tic Tac Toe”. In order to place an or an O you must complete a suggestion in your notebooks. Play as many times as you wish.

Divide the group into two teams and have a student choose a box and give you the answer. Tell them that they have to write a suggestion in their notebook. If it’s correct, clean the box and draw the or O symbol corresponding to the students’ team. Th e fi rst team to make a straight line with their symbols in any direction wins the game.

CLOSING

3. Ask around the classroom and compare with your own answer.

Explain to students that they are going to conduct a survey in the classroom to fi nd out what their classmates think is the best way to sell a product. Tell them to write the names of the people they interview. Have them go around the classroom asking the questions. Make sure they are all using English. Find out students’ ideas.

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1. Revised grammar, spelling and punctuation in your notebooks.

2. Practiced the enunciation of suggestions.

To keep on doing your product check that the suggestions you wrote in your notebook haven't got any spelling, grammar or punctuation mistakes. Th en take turns to practice reading the suggestions aloud.



a. What did you fi nd interesting about the story, Th e Boy and His Book?

b. Who is the character that you found most interesting?

c. Which of Caleb’s adventures did you fi nd most interesting? Make a drawing in your notebook to share with your classmates.






Day 3



Divide the class into teams. Have each team explain to their partners what part of the story they found most interesting. Monitor and give help when needed. Have them answer and discuss the questions. Check answers with the class by asking volunteers to read the answers aloud to the rest of the class.


To keep on doing your product check that the suggestions you wrote in your notebook haven’t got any spelling, grammar or punctuation mistakes. Then take turns to practice reading the suggestions aloud.Organize the groups working together in the Catalog of goods. Have each group check their suggestions and make sure they don’t have any spelling, grammar or punctuation mistakes. Tell them that if they have any doubts, they can use their dictionaries to check spelling. Monitor, check their suggestions and correct any mistakes. Finally, tell them to take turns reading the suggestions aloud. Correct any pronunciation mistakes. Have them read the steps and tick the ones they followed in the class.


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Lesson4

24

Listen and read the following text about selling and buying products through a catalog and answer the questions.

L p

8

There are cases in which you can buy a product and send it to a friend or relative, it depends on your payment and the kind of services that the company, so called cataloger, offers.

To order you have to make a phone call or get into

specialized web sites.An extremely important

tool for companies that offer this kind of services is their mail order catalog, which is a publication like a magazine that contains the products a company offers to customers. The catalog

shows an image of the product or products as well as a brief description, main characteristics and their price including a special discount or promotion.

Although the fi rst catalogs ever existed were planned to sell books, nowadays you can order a huge amount of products for all kind of people. You can buy jewelry, clothes, trips, computing articles, toys, books, cosmetics, tickets for the cinema, theater or shows, mobiles, video games and consoles, DVDs, CDs. By this mean you can even book a room in a hotel, a seat in a fl ight… think of something, you can fi nd it in a catalog for sure!

Mail order is a process in which people buy either goods or services, which will be delivered by mail directly to an address previously provided by the customer.

ds

24

Thewhica proit to relation yoand tserviccompcatalo

To order make a phone ca

specialized web sitesAn extremely imp

tool for companies th

Mail order is a process inor services, which will bean address previously pro

MAIL ORDER!

hat offer is their

which is agazine that s a company he catalog

mobiles, video games and consoles, DVDs, CDs. By this mean you can even book a room in a hotel, a seat in a fl ight…think of something, you can fi nd it in a catalog for sure!

tool for companies ththis kind of services imail order catalog, whpublication like a magcontains the products offers to customers. Th


BRILLIANT! MAGAZINEMail Order!

Week 4 Day 1


Point to the pictures and have students say the words. Help them with any new vocabulary words. Have them discuss with a partner which goods they like and why.


Listen and read the following text about selling and buying products through a catalog and answer the questions.

Have students read the text and predict what the text will be about. Explain to students that they are going to read the text and listen to the recording at the same time. Play the recording so that students can answer the questions. Have them compare their answers with a partner. Tell them to check their answers with the text. Have some volunteers read the answers aloud to the rest of the group.

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25

9

shoessportswear

toys

Furniture

sport

travels

What is a cataloger?

Do you think catalogs are effi cient tools for companies? Why?

Have you ever bought anything from a catalog?

Have you ever bought anything by mail order? What was it? Do you know anyone else who has bought something by mail order? What did he/she order? Were they pleased with the service? Do you fi nd mail order useful? Discuss the questions with your friends and teacher.

Write the following words under the correct column.

American English

British English

m

Song: The Great Sale!Listen to the song and sing along.

If you want to buy,please don't cry.

The only thing to dois call me and Jo too.We can help you buyanything you'd like.

With just some changewe're sure you'll have fun.

If you want to sell,please don't tell.

Me and Jo would helpto fi nd the right place

and include your productin our great sale.

jewellery

jewelry

theater

theatre

trip

journey

It’s the way companies that sell products by mail order are called.



jewelry jewellery

theater theatre

trip journey

SBRING2LAp02.indd 25 6/24/12 9:16 PM Write the following words under the correct

column. Remind students that there are some diff erences

between American and British English. Have them write the words under the correct column. Tell them that, if they want, they can check their dictionaries. Have some volunteers write the answers on the board. Correct any mistakes.

CLOSING

Have you ever bought anything by mail order? What was it? Do you know anyone else who has bought something by mail order? What did he/she order? Were they pleased with the service? Do you fi nd mail order useful? Discuss the questions with your friends and teacher. Divide the class into

groups of four. Go over the questions with students and make sure they understand all of them. Have them discuss the questions in their groups. Monitor and help with any vocabulary needed. Th en, have some students share their answers with the rest of the group.

Day 2

BRILLIANT SONG!Th e Great Sale!

Listen to the song and sing along. Have students read the lyrics of the

song Th e Great Sale! Ask them to read the lyrics and underline all the suggestions. Have some volunteers read the phrases aloud.

Read the lyrics aloud and have students read them along with you. Correct any pronunciation mistakes.

Play the recording and have students sing the song.

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Lesson4

Product Time

26

Product: Catalog of Goods. A catalog of goods helps you to understand and give information about goods and services you want to sell or purchase.

1. Using your own words, in your notebook, write the steps you followed to make this product.

2. Ask a partner and write the answers.

a. What do you think about this product?

b. Do you think it helps you to practice and enjoy English?

c. What is there in Spanish similar to this product?

3. Share and discuss your answers in activities 1 and 2 with your teacher and your group.3





Product Time

Day 3


Divide the class into two teams. Explain to them that they are going to participate in a writing contest. Write on the board AMERICAN /BRITISH. Tell them that you are going to say a word and they have to write the word with the correct spelling in American and in British English. The team with the most words spelled correctly wins.



Ask students what steps they followed to make their product. Tell them that they have to write the steps in their own words. Tell them that if they don’t remember any of the steps, they can go back and read them. Have some volunteers read their steps aloud.


Go over the questions with the group. Divide the class into pairs. Have them ask the questions, taking turns. Th en, have some volunteers say the answers aloud to the rest of the group.

CLOSING

3. Share and discuss your answers in activities 1 and 2 with your teacher and your group.

Have students share their answers from activities 1 and 2. Encourage students to participate by asking diff erent students their answers.

3


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27

Read the following activities and answer the questions. When fi nished, write a tick ( ) in the box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are able to do! If you need help, ask your teacher.

1. Read the dialog and answer the questions.

Fernando: What shall we do with these books?

Juan: Why don’t we sell them? Th ey are almost new.

Fernando: Sell them? I’m not sure, they aren’t new.

Juan: Th at is the idea, we sell them at a low price

and save to buy the ones for our new course.

a. What’s the conversation about?

b. Who is hesitating?

c. Who is making a suggestion?

I can I can’t

…off er and understand suggestions in order to buy or sell a product.

I can I can’t

…anticipate the central sense and main ideas from a dialog.

I can I can’t

…distinguish main ideas within a dialog.

I can I can’t

…seek confi rmation in an oral exchange.

I can I can’t

…produce expressions to argue or object.

I can I can’t

…adjust tone, rhythm and intonation when participating in a dialog.

About the possibility of selling some books.

Fernando is hesitating.

Juan suggests selling the books.


Day 3

I Can

Read the following activities and answer the questions. When finished, write a tick ( ) in the box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are able to do! If you need help, ask your teacher.

1. Read the dialog and answer the questions.

Explain to students that this is a very important section because they can reflect on whether or not they understood the language structures and lexis presented in the first part of the unit. Go over each of the tasks with students and tell them that it is important that they answer the tasks individually. Then, check answers with the class by asking volunteers to write the answers on the board. This is very important section because you can detect problems they have with the language and you can do some remedial work to reinforce certain areas of the language.


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Lesson5

28

All Fantasy!Lesson

5

3. In your opinion, which fantasy character is the most interesting? Why? Ask around the classroom and write the answers in your notebooks.

1. Where can you fi nd these fantasy characters? Match the characters to where they belong.

THE CYCLOPS CAVE

Odysseus and his men were at sea for a long time when they started running out of supplies. He and eleven of his men landed on shore to look for food. Th ey found a cave, full of cheese, jars and pots for milks and sheep. Odysseus told his men to wait for the owner in order to exchange some wine and honey for sheep and some milk. Unfortunately everything belonged to a cyclops, a one-eyed giant. At noon, the cyclops came back to his cave, closed the entrance of the cave with a huge rock, lighted a bonfi re and went really mad when he realized there were intruders inside his cave. Of course he didn’t like Odysseus proposal and decided to eat him and his men little by little.

Th e men were terrifi ed but Odysseus told them he had a plan. Next day when the cyclops went out Odysseus sharpened a stick. Th at night Odysseus managed to get the cyclops drunk and blinded him with the stick. Th e cyclops tried to fi nd Odysseus and his men inside the cave to eat them but he couldn’t.

Find the word on line…

a. … 2 that means “the land along the edge of the sea”:

b. … 5 that means “extremely large in size or amount”:

c. …10 that means “to destroy someone’s ability to see”:

a. Do you enjoy reading fantasy literature? Why?

2. Read the following text and complete the activity.

Mexican Arabia Chinese Greek Irish

5

3

y

dragon Cyclops warrior goblin magic carpet


shore

huge

blinded


All Fantasy!

Week 5 Day 1


Play “Bingo”. Draw a Bingo card on the board to guide students in drawing one in their notebook. On the board, write the list of words to be included on the Bingo cards (choose vocabulary words from the previous lessons). Ask students to write them wherever they wish on their Bingo card in their notebook. Say words at random and ask students to highlight on the words you mention. The first student to mark all his/her words shouts Bingo! and becomes the winner.


1. Where can you fi nd these fantasy characters? Match the characters to where they belong.

Point to the pictures. Elicit the words. Help students with any diffi cult word. Have them repeat the words. Ask students: What’s a fantasy story? What’s your favorite fantasy story? Elicit answers from diff erent students. Have students match the characters to where they belong. Check answers with the group. Th en, divide the class into pairs. Have them discuss the question. Have some volunteers share their answer with the rest of the class.

2. Read the following text and complete the activity. Go over the instructions with students. Make sure they

understand that they have to fi nd the word in the text and guess the meaning. Tell them not to use a dictionary. Remind them that it is not necessary to understand every single word from the text. Have some volunteers read the answers aloud to the rest of the group.

CLOSING

3. In your opinion, which fantasy character is the most interesting? Why? Ask around the classroom and write the answers in your notebook.

Explain to students that they are going to fi nd out their classmates’ preferences. Have students go around the classroom and fi nd out which fantasy character their classmates think is the most interesting. Tell them they can look at the pictures from activity 1 or think about vampires, wolf men etc. Tell them to make notes in their notebooks.

Recommended resources: Website number 5 listed in the Webography on pages 249.


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Odysseus and Th e Sirens

( ) Th ey were known as

having the most beautiful

singing voices but their

music was so hypnotic

that sailors stopped

sailing their ships to listen.

( ) His plan worked out

perfectly and he could

hear the magical music

and live to tell about it.

( ) He stuff ed his men’s ears so

they could not hear their

music and asked them to tie him tightly to a mast.

( ) With no one in charge, the ships crashed killing everyone on board.

( ) Th is way he wouldn’t be able to do anything that could hurt him or his crew when

hearing the magical music.

( ) Sirens were magical creatures that looked like mermaids.

( ) In order to listen to the singing creatures Odysseus made up a plan.

2. Another Odysseus adventure has to do with sirens, order the events to know part of this adventure.

1. Listen to the interview and circle the correct option.

a. A colophon is a short/long description at the beginning/end of a book.

b. In old/modern books the information is displayed next to/behind the front page.

c. Homer was a Greek poet/king who wrote/collected and wrote legends.

d. Odysseus was a prince/king of a small/large island.

e. Odysseus went back home as soon as/10 years after the war ended.

3. Take your English book, fi nd the colophon and write in your notebooks the following information: title, publishing house, publishing year, copyright, number of edition, name of the editor and the author. Compare your answers with your group and teacher.

5

4

10

2

7

5

3

6

1

4


Day 2


Explain to students that they are going to find somebody who likes the same fantasy story they do. Have them go around the classroom asking: What is your favorite story? Tell them that when they find that person, they have to explain their reason why the story they chose is their favorite. Monitor and make sure that all students are participating in the activity.


1. Listen to the interview and circle the correct option. Have students read the sentences. Explain to them

that they are going to listen to an interview and circle the correct answer. Play the recording for students to complete the activity. Check answers with the class, asking the group to read the answers aloud.

2. Another Odysseus adventure has to do with sirens, order the events to know part of this adventure.

Direct students’ attention and have them describe the picture. Ask them if they know a story about mermaids. Elicit answers from diff erent students. Divide the class into pairs. Have students read the sentences and order the events. Tell them that if they want, they can look up the meaning of a word in their dictionaries. Monitor and give help when needed. Write the answers on the board.

CLOSING

3. Take your English book, fi nd the colophon and write in your notebooks the following information: title, publishing house, publishing year, copyright, number of edition, name of the editor and the author. Compare your answers with your group and teacher.

Divide the class into pairs. Write on the board the words: colophon, title, publishing house, publishing year, copyright, number of edition, name of the editor and name of the author. Elicit the meaning of each of the words and phrases by asking them to give you an example. Tell them to take their English book and write in their notebooks that information. Have the diff erent pairs compare their answers with another pair. Have diff erent students write the answers on the board. Correct any mistakes.

Students read pages 73 to 77 in their Reader’s Book and get prepared to discuss them in class.

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Recommended resources: Website numbers 4 and 5 listed in the Webography on pages 249.


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Lesson5

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Down Across

1. A giant with one eye. 5. Short description at the end of the book.

2. A Greek poet. 6. Sea creature part woman and part fi sh.

3. An Irish fantasy creature. 7. Noise that makes you feel as if you’re going to fall asleep.4. People who work on a ship or plane.

2. Play a game. In groups of four, work out the following crossword puzzle.

3. In the space below write the things you liked or didn’t like about the fantasy stories. Share your information with another pair.

Example: I didn’t like the way Odysseus and his crew leave the cave.

1. Use your dictionary to fi nd out the meanings of the words from the Sirens’ adventure.

stuff

mast

crew

mermaid

work out

7

6

15

4

32

7

To fi ll a space or container tightly with something.

A tall pole on a boat or ship that supports the sails.

All the people working on a ship, plane, etc.

Creature with woman’s head and body and tail of a fi sh instead of legs.

To succeed.

H G

C O L O P H O N

Y M B C

C E L R

L R S I R E N

O N W

H Y P N O T I C

S



Day 3


Play “Hangman.” Choose the words from this lesson. For example: goblin, warrior, cyclops, etc.


1. Use your dictionary to fi nd out the meanings of the words from the Sirens’ adventure.

Explain to students that they are going to fi nd the meanings of the words in the dictionaries. Tell them that they have to the read the Sirens’ adventure again, and underline the words they are going to look for in the dictionary. Remind them that in English, one word can have diff erent meanings. Tell them that before they write the meanings of the words, read all the defi nitions, and then decide which is the best meaning according to the context. Monitor and give help when needed. Have diff erent students write the answers on the board.

BRILLIANT GAME!

2. Play a game. In groups of four, work out the following crossword puzzle.

Divide the class into groups. Have them complete the crossword puzzle. Tell them that they can’t read information from the previous pages. Th en, have them compare their crosswords with another group. Elicit the answers from students and write them on the board.

CLOSING

3. In the space below write the things you liked or didn’t like about the fantasy stories. Share your information with another pair.

Divide the class into pairs. Tell them that they have to write the things they liked or didn’t like about the fantasy stories they read in this lesson. Write the examples on the board: I didn’t like the way Odysseus and his crew left the cave. I liked Odysseus plan. Monitor and correct their sentences.

2

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Fantasy Stories

Reading and understanding every kind of narratives can be easier if you turn them into a comic. By doing so, you learn to describe the characters and situations of a story making a summary at the same time.



2. Selected and read a fantasy narrative.

3. Defi ned the episode(s) to be read in your comic book.

Brilliant Time! - Comic Book - Step 1


a. Do you like reading? What is your favorite kind of text? Why?

b. What kind of text do you use most at school? Which subject is it related to?

c. What are your favorite fantasy stories? Write down the names of three of them.





Day 3

BRILLIANT READING!Fantasy Stories


Draw on the board the following:

Have students copy it in their notebooks and write as many words as they can related to fantasy stories. Have some of them to write the words on the board.



Divide the class into pairs. Have them read and answer the questions. Ask diff erent students at random to answer the questions.

CLOSING

BRILLIANT TIME! Comic Book – Step 1/4

The main aim of Product 2 in this unit is to have students make a Comic Book, based on a fantasy story, as they:

Choose a fantasy story Read a chapter of the fantasy story Describe the characters and events Design a format for their comic book Write the dialogs

All of the above done under your guidance and help.

Reading and understanding every kind of narratives can be easier if you turn them into a comic. By doing so, you learn to describe the characters and situations of a story making a summary at the same time.Divide the class into groups of four. Tell students that they are going to work on this product during the second part of this unit. Elicit the names of different fantasy stories. Write the names on the board. Explain to students that they have to choose a fantasy story and that they can find more fantasy stories in literature books or the Internet. Tell them to make a list. Then, they have to choose one of those fantasy stories and decide on a chapter to read. Monitor and give help where needed. At the end, tell them to check the steps they followed in this class.

Fantasy stories


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Lesson6

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Fantasy Creatures!Lesson

6

Th e Lady of the Lake

Th e Lady of the Lake is a beautiful, wise and powerful fairy who, along with other three powerful fairies, is the guardian of a great treasure: Excalibur, King Arthur’s sword.

When Merlin, the great wizard, saw her he fell for her immediately. For a while they were devoted to each other and he selfl essly taught her everything he knew about magic and sorcery, she was extremely intelligent and soon she became better than him. Merlin didn’t like being second so they started fi ghting and she decided to walk away.

As time went by, Merlin look for her and asked her to be the guardian of the great sword Excalibur. It is said that when Arthur was mortally wounded, he threw the sword into the lake; she has

hidden it since then. Th e Lady of the Lake along with her fairies took Arthur to Avalon, the magic island where Arthur was healed and trapped; he could never leave the island.

a.

b.

c.

ng

ely. t her elligent

3. Do you know any story about a wizard, fairy or witch? Write in your notebooks his/her name and add the adjectives that best describe him/her then add some more information to complete your description. Share information with your group.

Example: Nicholas Flamel was a great magician who wanted to discover the Philosopher’s Stone.

1. Read the title of the story that follows. What do you think it is going to be about? Underline one of the ideas and share it with your group and teacher.

a. An old lady who lives near a lake.

b. A witch who enchanted a lake.

c. A fairy who has to look after a treasure inside a lake.

d. A beautiful young lady who loves walking around a lake.

2. Listen and read the following story. Underline the words that describe something and use three of the words to make true sentences.

1 10

211

Merlin was a powerful wizard.

Excalibur was a great sword.

Avalon was a magic island.

Suggested answers.



Fantasy Creatures!

Week 6 Day 1


Play a guessing game. Divide the class into two groups. Have some volunteers mime the actions. Tell them that they are going to choose one of the characters from the stories they read in Lesson 5 and they have to mime the character’s. The group has to guess the name of the character.


1. Read the title of the story that follows. What do you think it is going to be about? Underline one of the ideas and share it with your group and teacher.

Have students read the title and predict what the story will be about. Remind them that prediction can help us to understand texts. Elicit some of the answers.

2. Listen and read the following story. Underline the words that describe something and use three of the words to make true sentences.

Point to the picture and elicit what they see. Elicit some words that describe something (adjectives). Write them on the board. Have them read and listen to the story to underline the words that describe something. Play the recording for students to complete the activity. Elicit the answers and write them on the board.

CLOSING

3. Do you know any story about a wizard, fairy or witch? Write in your notebooks his/her name and add the adjectives that best describe him/her then add some more information to complete your description. Share information with your group.

Make sure they understand the words: wizard, fairy and witch. Have them give you an example of each

of the words. Divide the class into pairs. Tell them that they have to think of a character from a diff erent story and write a description about him/her, using adjectives to describe them. Example: Nicholas Flamel was a great magician who wanted to discover the Philosopher’s Stone. Write the example on the board. Monitor and check their sentences. Correct any mistakes. Have some students read their sentences to the rest of the group.

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1. Go back to the story and answer.

a. How many paragraphs are there in the story?

b. Which one is the introduction paragraph?

c. Which one(s) describes the plot of the story?

d. Which one concludes the story?

e. Who is the Lady of the Lake?

2. Use the following words to complete sentences about Th e Lady of the Lake.

becoming being being seeing taking

a. beautiful, wise and powerful made her guardian of a great treasure.

b. her qualities, Merlin fell for her immediately.

c. extremely intelligent, she soon became better than Merlin.

d. care of a great treasure was her command.

e. better than Merlin caused them to fi ght.

3. Based on Th e Lady of the Lake story make a part of a comic strip, invent your own images and dialogs. Share your work with the group and teacher.

page207

There are 4 paragraphs in the story.

The fi rst paragraph is the introduction.

The plot is described on paragraphs 2 and 3.

Paragraph 4 concludes the story.

A fairy who has to look after a treasure inside a lake.

Being

Seeing

Being

Taking

Becoming


Day 2


Explain to students that you are going to write a word and they have to write the name of a character. For example: wizard – Merlin. Then, divide the class into groups of four and have them compare their words with their partners. Have some volunteers read their words to the group.


1. Go back to the story and answer. Divide the class into pairs. Tell them that they have

to read the story Th e Lady of the Lake and answer the questions. Have students read the answers aloud. Make sure students understand the meaning of plot and ask some characteristics of characters.

2. Use the following words to complete sentences about Th e Lady of the Lake.

Ask students what they can say about Th e Lady of the Lake story. Elicit answers from diff erent students. Write the following example on the board: Becoming a magician made him feel proud. Explain to students that gerunds can also be used as nouns. Divide the class into pairs. Have students complete the activity. Tell them to check their Grammar Reference on page 207 to clarify any doubts. Ask volunteers to read the answers aloud.

CLOSING

3. Based on Th e Lady of the Lake story make a part of a comic strip, invent your own images and dialogs. Share your work with the group and teacher.

Ask students to retell the story Th e Lady of the Lake. Explain to students that they are going to create a comic script with the story. Tell them to invent the images and dialogs. Monitor and give help where needed. Th en, form groups of four and have them share their comic strips.


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Lesson6

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Example: Knights were loyal and good with the sword.

a.

b.

c.

d.

e.

2. Play a game. Next to every fantasy creature write three adjectives that describe it. Th e student who fi nishes fi rst, will be the winner.

Example: intelligent fast strong

Magic carpet

Goblin

Fairy

Mermaid

Warrior

Cyclops

3. Invent a fantasy creature combining the characteristics you wrote in activity 2. In your notebook, make a drawing and describe it to your partner.

1. Match characteristics with the fantasy creatures to describe them. Write the sentences above. Th ere is more than one possible answer.

beautiful good at dancing and healing people

knights intelligent

loyal good memory

water fairies old

strong good with the sword

wizards tiny

4

Water fairies were tiny and beautiful.

Wizards were old and had good memory.

Knights were strong and loyal.

Water fairies were good at dancing and healing people.

Wizards were old and intelligent.

comfortable fast safe

short bad rich

tiny happy beautiful

beautiful wet ugly

brave tall strong

silly slow selfi sh


Suggested answer.

Suggested answer.


Day 3


Divide the class into teams of four. Tell them that they are going to choose one of the stories from lesson 5 or 6 and they have to prepare a quiz with five questions. Then, tell them to exchange their quizzes with other group. Have them answer the quizzes.


1. Match characteristics with the fantasy creatures to describe them. Write the sentences above. Th ere is more than one possible answer.

Write fairy, wizard, warriors and cyclops on the board. Elicit adjectives to describe them. Divide the group into pairs. Explain to students that they are going to match the characteristics with the fantasy creatures to describe them. Have them consult their dictionaries if they want to check a meaning of a word. Have students read the answers aloud.

BRILLIANT GAME!

2. Play a game. Next to every fantasy creature write three adjectives that describe it. Th e student who fi nishes fi rst, will be the winner.

Divide the class into pairs. Tell them that the fi rst student, who fi nishes and has no mistakes, wins the game.

CLOSING

3. Invent a fantasy creature combining the characteristics you wrote in activity 2. In your notebook, make a drawing and describe it to your partner.

Tell students to invent and draw a fantasy creature using some of the words from the previous activity. Have them show and explain their fantasy creature to their partners. Ask for some volunteers to show their drawings to the rest of the class.



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35

Fantasy Stories


a. When you hear the word “magic”, what is the fi rst thing that you think of?

b. Write down your own defi nition of magic.

c. Why do you think people like reading stories related to magic?


Remember that when making a comic you can exaggerate or highlight the abilities, qualities and/or defects of the characters in order to make the story attractive and funny.


1. Designed a format for your comic book.

2. Adjusted the information to write the dialogs.

3. Described briefl y the characters and events.





Day 3



Tell them that they are going to have a dictation contest. Dictate some of the words from this lesson. The student that has all the words without any spelling mistakes will be the winner.



Divide the class into pairs. Have them read and discuss the questions. Th en, have them answer the questions according to the reading. Have some volunteers read the answers to the group.


Remember that when making a comic you can exaggerate or highlight the abilities, qualities and/or defects of the characters in order to make the story attractive and funny.Organize the students into their comic book project groups. Have them take out their notes about the chapter they read. Tell them that they have to compare their notes and describe the characters and events. Tell them to make some notes. Then, have them design a format for their comic book, decide what information they are going to include, and write the dialogs. Remind them that dialogs in a comic book should be brief. Finally, have them read the steps and check the ones they followed in the class.


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Lesson7

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Ancient Sun!Lesson

7

2. Match the columns to make true sentences.

a. If Tecuciztecatl wasn’t so afraid if he wasn’t that humble.

b. Gods wouldn’t choose Nanahuatzin Gods wouldn’t need to create a new sun.

c. Nanahuatzin would off er diff erent things he would jump into the fi re.

d. If the bonfi re wasn’t that big if they had another volunteer.

e. If there wasn’t any disasters Tecuciztecatl would jump into it.

3. How would you represent the main characters in a comic strip? In your notebook, draw the characters Tecuciztecatl and Nanahuatzin, then share with your group and teacher.

1. Read and look up in a dictionary the meaning of the underlined words.

THE FIFTH SUN

Four suns have already existed. Nevertheless, great disasters ended with everything, remaining darkness only. Th e gods had a meeting in Teotihuacan in order to create the world again and give human kind another opportunity. Th ey lighted a great bonfi re and deliberated on who has to die and turn into the Sun who will bring life to the new creation.

Gods were wondering who was going to be the right one to have the responsibility to light the world when the youngest and strongest of all called Tecuciztecatl volunteered. As it was needed another one they chose old humble Nanahuatzin who quickly said he would.

For four days while Tecuciztecatl made marvelous off erings with quetzal feathers and precious stones, Nanahuatzin made modest ones with cane and hay.

After the off ering period, the gods met together again around the great bonfi re and encouraged Tecuciztecatl to jump into the fi re. When Tecuciztecatl saw the size of the fi re and felt the heat that came out of it he was so afraid that he refused jumping into the bonfi re, although he tried four times he could not.

a. bonfi re:

b. humble:

c. feather:

d. cane:

e. hay:

Fodgito

thn

p

enanal

6

a large outdoor fi re used as part of a celebration

having a low rank or social position

one of the many soft light parts covering a bird’s body

the hard stem of bamboo or sugar

dried grass used as food for animals



Ancient Sun!

Week 7 Day 1


Divide the class into groups of four. Tell them that each group has to write a riddle about characters from fantasy stories (goblin, cyclops, warrior, wizard, witch, mermaid). Give an example: She’s beautiful, she has long hair, she lives in the sea. (mermaid). Then, they have to join another group and guess the riddles.


1. Read and look up in a dictionary the meaning of the underlined words.

Have students read the title of the story. Ask them if they know the story of Th e Fifth Sun. Elicit answers from diff erent students. Explain to students that they are going to fi nd the meaning of the underlined words in a dictionary. Remind them to read all the meanings, before they choose the best one, according to the context. Have some volunteers write the answers on the board.

2. Match the columns to make true sentences.

Have students read the story of Th e Fifth Sun and match the columns to make true sentences. Have some volunteers read the answers to the group.

CLOSING

3. How would you represent the main characters in a comic strip? In your notebooks, draw the characters Tecuciztecatl and Nanahuatzin, then share with your group and teacher.

Ask students to retell the story of Th e Fifth Sun. Have them give as many details as they can. Elicit the names of the main characters. Tell them that they have to represent them in a comic strip. Have them draw the characters. Th en, have students get in groups of four and share their drawings.

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2. Write the correct questions for the answers.

Example: What did Tecuciztecatl do? He was afraid to jump into the bonfi re.

a. What ?

He jumped into the fi re without thinking so much.

b. ?

He threw a rabbit towards Tecuciztecatl’s face.

c. When ?

We can see the moon only at night.

d. What happened ?

He became a great, beautiful and shiny sun.

3. Which was your favorite fantasy story? Where can you fi nd stories like the one you liked? Ask around the classroom and fi ll in the information you get.

Names OdysseyThe Lady

of the LakeThe Fifth Sun

I can fi nd more stories like this…

1. Listen to the rest of the story and fi ll in the missing words.

THE FIFTH SUN

, the gods encouraged Nanahuatzin to jump into the , he closed his eyes and without thinking so much jumped into it, immediately a great, beautiful shiny sun appeared in the sky taking away the shadows form Earth. When Tecuciztecatl saw that he felt envious and jumped into the bonfi re.

Th en something happened, behind the sun appeared the illuminating the sky with a great glitter. Seeing this, one of the gods took a rabbit and threw it towards the moon hitting Tecuciztecatl’s face and putting out his light allowing us to see it only at .

6

12

Next bonfi re

strange moon

night

did Nanahuatzin do

What did one of the gods do

can we see the moon

when Nanahuatzin jumped into the bonfi re



Day 2


Have a verb contest. Divide the group into two teams. Tell them that you are going to say a verb in its infinitive form and, taking turns, they have to say the simple past of each verb.


1. Listen to the rest of the story and fi ll in the missing words.

Have students read the second part of the story of Th e Fifth Sun. Tell them to try to fi gure out what type of word they have to write (a noun, adjective, verb, etc.). Th en, play the recording for students to fi ll-in the gaps. You may have to play the recording more than once. Have students read the answers. Write them on the board. Have them correct any spelling mistakes.

2. Write the correct questions for the answers.

Divide the class into pairs. Have students read the text from activity 1 and answer the questions. Monitor and give help when needed. Check answers with the class. Make sure they are all using the correct form of the verb.

CLOSING

3. Which was your favorite fantasy story? Where can you fi nd stories like the one you liked? Ask around the classroom and fi ll in the information you get.

Explain to students that they are going to fi nd out about their classmates’ preferences. Go over the questions with the group. Have them go around the classroom and complete the table with the information they get from their classmates. Find out students’ preferences.


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Lesson7

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dranknext

threereading

taught

pretext fox

shadow

thunder

stadium

sport

shiny

been

box

seen

spelling

student

bank

caught

singing

3. Choose fi ve words from the pairs you found and in the space below make sentences with them. Compare your answers with another group.

Example: Th ere was a huge shadow behind Odysseus ship.

2. Play a game. Match the words with the same beginning or ending. As soon as you get a pair read it aloud.

1. Circle the verb that best completes the sentences.

a. Odysseus, saved / didn’t save his men many times.

b. Excalibur was / were Arthur’s magic sword.

c. Merlin like / didn’t like being second.

d. Tecuciztecatl jumped / didn’t jump into the bonfi re fi rst.

e. Sirens were / weren’t like mermaids.



Day 3


Have students stand in a circle. Tell them that they are going to play “The Verb Game.” Explain to them that you are going to say a verb in its infinitive form, and throw a ball to a student; that person has to say the simple past of that verb. Then, that person throws the ball to another student and he/she has to say the past participle of that verb. Repeat the action with other verbs. The person that makes a mistake leaves the circle and sits down.


1. Circle the verb that best completes the sentences.

Have student read and circle the correct form of the verb. Have volunteers read the sentences to the group. Make sure they all understand the diff erence between the affi rmative and the negative form of the simple past tense, by eliciting more examples.

BRILLIANT GAME!

2. Play a game. Match the words with the same beginning or ending. As soon as you get a pair read it aloud.

Go over the words with students. Have them match the words with the same beginning or ending. Tell them to read the words aloud as soon as they get a pair. Correct any pronunciation mistakes by saying the word and have students repeat the word.

CLOSING

3. Choose fi ve words from the pairs you found and in the space below make sentences with them. Compare your answers with another group.

Divide the class into groups of four. Tell them to write sentences in their notebooks with the pairs they found. Monitor and correct their sentences. Th en, tell them to go with another group and read their sentences.

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Fantasy Stories


a. Do you think that comics can help you learn? Why?

b. What are two similarities between fantasy narratives and comics?

c. What is it that you like the most about comics?


To keep on doing your product check that the suggestions you wrote in your notebook hasn’t got any spelling, grammar or punctuation mistakes. Th en take turns to practice reading the dialogs in your comic aloud.


1. Revised grammar, spelling and punctuation of

the dialogs and descriptions.

2. Incorporated the dialogs and descriptions in their

spaces of the comic book and illustrated them.

3. Rehearsed the dramatized reading of the comic book

and revised comprehension.





Day 3



Write on the board: Tecuciztecatl and Nanahuatzin. Tell them that they have two minutes to write as many words as they can to describe those characters. Tell them they can’t look in their activity book or in their dictionaries. Say Stop! after two minutes and have them count how many words they wrote. The student who writes the most words, without any spelling mistakes is the winner.



Divide the class into pairs. Have a whole class session and ask them to explain what they read in their Reader’s book. Elicit information from diff erent students. Th en, have them answer the questions in pairs. Ask diff erent students, at random, to read the answers to the group.


To keep on doing your product check that the suggestions you wrote in your notebooks hasn’t got any spelling, grammar or punctuation mistakes. Then take turns to practice reading the dialogs in your comic aloud.Students get in their project groups to continue working on the comic book. Have them check their suggestions and have them correct any mistakes. Go around and help them when needed. Then, have them read their dialogs aloud. Monitor and correct any pronunciation and intonation mistakes. Have them read the steps and check the ones they followed in class.


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Lesson8

40

13 Listen and read the following text about comics and answer the questions.

ComicsL e t ’ s G i v e

A D i f f e re n t U s e

!

While some critics consider comics as a combination of art and literature, others say that comics are a new kind of art, the truth is that through comics students of all ages would be able to develop creativity and reading techniques also all this by identify implicit and explicit information among many other things. According to Will Eisner “an average comic book story would reveal the involvement of a range of disciplines that would surprise a pedagogue”. Let’s give comics a different use!

Due to their success, comics were organizedorganized in booklets and comic books. Nowadays comics are found in newspapers, magazines, specialized comic books and on the web. There exist comics designed for educative or informative purposes more than merely amusement, for example, the ones that help people understand the importance of security in public offices, instructions in an airplane safety card, savings and the different types of savings instruments and institutions, etcetera. In case you are interested in this or any other kind of comics you can look up for specific information in a catalogcatalog.

Comics are a graphic medium in which images convey a narrative sequence. Although they combine words with images, images are slightly more important.

In a comic strip dialogsdialogs are written inside bubbles or word balloons. As a real mass media comics arose in the United States in the 20th century published in

newspapers on Sundays and later every day.

out

booklets aners, m

images convey a narrative sequence. images are slightly more important. bbles or word balloons. As a real

the 20th century published in h

cospfofoseanInu

In a commass me

newspap


BRILLIANT! MAGAZINELet’s Give Comics a Different Use!

Week 8 Day 1


Play a miming game. Divide the class into two teams. Explain to students that each team has to choose one of the stories they read in lesson 7. Tell them that they have to mime different actions of the story, and the other team has to guess the name of the story. The team that guesses the story on the first try wins.


Listen and read the following text about comics and answer the questions.

Have students read and listen to the text. Play the recording and have them answer the questions. Have them read the answers aloud. You can play the recording one more time for students to read aloud. Th is may help them to improve pronunciation.

T13


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41

What is a word balloon?

What is the difference between a

booklet and a book?

Which purpose other than

amusement do comics have?

Some words can change their ending depending on the English-speaking country where they are used. For example, in the UK and the Commonwealth –ogue endings are the standard, but in the USA –og is the correct spelling. When it comes to –ise and –ize American spelling accepts only –ize while British usage accepts both. Write the equivalences in British English for the words written in bold letters in the article on the previous page.

Have you ever read a comic? Do you have any favorites? Do you know anyone who collects comics? Where can you buy or read a comic? Discuss the questions with your friends and teacher.

American English British Englishdialogcatalogorganize

All the fantasy I can think aboutstories and characters to be found!

Situations and places all aroundSituations and places all aroundadventures on and off the ground.adventures on and off the ground.

All the fantasy I can nd in a textAll the fantasy I can nd in a textreading until there's no pages left.reading until there's no pages left.

Studying books about romanceStudying books about romancewhen all I want is dance.when all I want is dance.

Where can I get some helpWhere can I get some helpfor the spelling and speaking test?for the spelling and speaking test?

Of course, fantasy can!Of course, fantasy can!Mixing all the ideas in a special plan.Mixing all the ideas in a special plan.Greek, Irish, Roman, English storiesGreek, Irish, Roman, English stories

Mexican and Native American, no worries.Mexican and Native American, no worries.Sure I believe I can, sure I can.Sure I believe I can, sure I can.

All the fantasy I can nd in a textAll the fantasy I can nd in a textreading until there's no pages left.reading until there's no pages left.

Studying books about romanceStudying books about romancewhen all I want is dance.when all I want is dance.

Where can I get some helpWhere can I get some helpfor the spelling and speaking test?for the spelling and speaking test?

Of course, fantasy can!Of course, fantasy can!

AAstsssstss

14

SongFantasy

Reading!

Listen to the song and sing along.

What is a word ba

Wha

Americandial

The part in a comic where you write the dialogs.

The booklet is thinner and cheaper.

They can be used with educational and informative purposes.

dialogue

catalogue

organize/organise


Day 2

Some words can change their ending depending on the English-speaking country where they are used. For example, in the UK and the Commonwealth –ogue endings are the standard, but in the USA –og is the correct spelling. When it comes to –ise and –ize American spelling accepts only –ize while British usage accepts both. Write the equivalences in British English for the words written in bold letters in the article on the previous page.

Elicit some words that have diff erent spelling in American and British English from previous lessons. Write them on the board. Have them read the text from activity 1 and complete the table. Have volunteers write the words on the board.

CLOSING

Have you ever read a comic? Do you have any favorites? Do you know anyone who collects comics? Where can you buy or read a comic? Discuss the questions with your friends and teacher.

Divide the class into groups of four. Go over the questions with students. Tell them that they should take turns discussing the questions. Th en, have them join another group and have them compare their answers.

BRILLIANT SONG!Fantasy Reading!

Listen to the song and sing along. Go over the lyrics with students. Read

aloud and have students repeat the lyrics. Play the recording for students to sing the song.

T14


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Lesson8

Product Time

42

Product: Comic Book. Making a comic book helps you to read and understand one of the diff erent types of literary texts distinctive of English speaking countries.











Product Time

Day 3



Have students read the paragraph about the product. Have some volunteers say the answers to the group.


Divide the class into pairs. Go over the questions with students. Tell them to take turns asking and answering the questions. Monitor and make sure everybody is answering in English.

CLOSING


Divide the class into groups of four. Have them discuss the answers from activities 1 and 2 in their groups. Have some of the groups share their answers with the group.

3


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43

Read the following activities and answer the questions. When fi nished, write a tick ( ) in the box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are able to do! If you need help, ask your teacher.

1. Underline the statement that doesn't correspond with what you think.

To understand a narrative I...

a. Read the text more than once.

b. Make a question-answer exercise.

c. Read the summary only.

d. Describe main characters and situations.

e. Try to change the ending of the story.

I can I can’t

…use strategies to support the comprehension of narratives.

I can I can’t

… anticipate central sense and main ideas from some details.

I can I can’t

… distinguish between explicit and implicit information.

I can I can’t

… formulate and answer questions to distinguish and verify specifi c information.

I can I can’t

… describe characteristics and abilities.

ty and er.

think.Student's own answer.


Day 3

I Can!

Read the following activities and answer the questions. When finished, write a tick ( ) in the box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are able to do! If you need help, ask your teacher.

1. Underline the statement that doesn’t correspond with what you think.

Remind students that this is a very important section because they reflect on whether or not they understood the language structures and lexis presented in the second part of the unit. Go over each of the task with the students and tell them that it is important that they answer the tasks individually. Then, check answers with the class by asking volunteers to write the answers on the board. This is very important section because you can detect problems they have with the language and you can do some remedial work to reinforce certain areas of the language.


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Evaluation A

1unit

Name Date

1. Complete the sentences with a word or phrase from the box.

Let’s What about Why don’t you I suggest We could

A) go to the movies if you want.

B) we buy the black boots.

C) going to the supermarket fi rst.

D) try the blue jeans?

E) go to the bookstore fi rst.

5 points

2. Complete the sentences with a word from the box.

such as and Although but because

A) I want to buy this computer it is small.

B) Th e new iPod is stylish easy to use.

C) I want to buy a new cellphone I have to save money.

D) Th ey sell diff erent types of clothes pants and jackets.

E) it is cheap, it works perfectly well. 5 points

3. Complete the sentences with the correct word from the box.

never sometimes always often usually

A) My mother cooks dinner. She cooks every day.

B) Mike and Pete play basketball in the afternoon. Th ey practice from Monday to Saturday.

C) Linda arrives on time to school. She always gets a report.

D) My parents go to the cinema. Th ey go every Wednesday.

E) I go to parties. I don’t like them very much.

5 points


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Evaluation B

1unit

Name Date

1. Complete the sentences with the correct word from the box.

magic big wise powerful great

A) My grandfather is a man. He has the answer to every question.

B) Th ey found a treasure in the ocean.

C) Merlin is known as the wizard.

D) Avalon is a island.

E) Arthur was a king.

5 points

2. Read the sentences and circle the correct word or words.

A) Th e princess lived / didn’t live in a house.

B) Th e prince saved / didn’t save the princess.

C) Th e King had / didn’t have a kingdom.

D) Th e magician liked / didn’t like magic.

E) Today, people believe / don’t believe in mermaids.

5 points 3. Put the words in the correct column.

jewellery dialog theater trip catalog

jewelry dialogue theatre journey catalogue

American English British English

10 points


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Evaluation A

Exercise 1

A) We could B) I suggest C) What about D) Why don’t you E) Let’s

Exercise 2

A) because B) and C) but D) such as E) Although

Exercise 3

A) always B) usually C) never D) often E) sometimes

Answer Key

Evaluation B

Exercise 1

A) wiseB) magicC) greatD) bigE) powerful

Exercise 2

A) didn't liveB) savedC) hadD) likedE) don't believe

Exercise 3


jewelry jewellery

dialog dialogue

theater theatre

trip journey

catalog catalogue


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Workshop Fair! 2

Social practices of the languageUnderstand and write instructions.

Product: Script for the dubbing of a silent short film.

Learning to be through the language

Language as a means to- Reflect emotions and

expressions of people and their cultures.

- Appreciate cultural expressions particular to English language.

- Acknowledge values and behaviors particular of English-speaking countries.

Learning to know about the languageFeatures and types of oral and written texts

- Genre, subject matter, purpose and intended audience.

- Context clues.- Speech register.- Non-verbal communication.

Phonic, syntactic and semantic elements of texts- Word repertoire suitable for this practice of

language.- Similarities and differences between native and

English language.- Acoustic features.- Sentence types.- Connectives.- Verbs modals (e.g. would, could, need to).

Learning to do with the language


Script dialogs and interventions for a silent short film.

Social practices of the language Interpret and convey information published in various media.

- Can clarify the meaning of unknown terms in order to broaden and refine their vocabulary.

- Can understand and point out the order of the components, useful information and main ideas of an emergency manual.

- Can write and classify sentences in order to create instruction sequences.

- Can remove, add and/or edit an instruction manual.

Product: Instructions to face and environmental emergency.


Language as a means to:- Prevent and face

problems.- Protect and safeguard

integrity.- Act in a supportive and

responsible manner with the group and community.


Learning to do with the languageRevise emergency instructions based on contextual clues.

- Select emergency manuals based on their graphic and text components.

- Recognize text organization (e.g. the sequence of steps and instructions).

Understand instructions about facing an environmental emergency from shared reading.

- Read emergency manuals.- Identify abbreviations and clarify the meaning of unknown

terms to refine vocabulary.- Identify specific language that is used to describe the steps

to follow.Write instructions to make a manual in case of environmental emergencies.

- Compose sentences.- Enlist words that determine the sequence of steps (e.g. first,

next, after, etc.).- Write steps in simple and complex sentences.-Broaden,

explain and/or exemplify steps.Edit instruction manuals about facing environmental emergencies.

- Read to revise punctuation and spelling conventions.-Verify the order in the sequence of sentences.

- Mark and solve questions.-Remove, add and/or change information to improve a text. Write final version.


Understand and compose instructions about facing and environmental emergency.

- Can anticipate central sense and main ideas from previous knowledge and non-verbal communication.

- Can compose expressions to produce oral exchanges.

- Can provide examples to main ideas during an oral exchange. - Can rephrase expressions produced during an oral exchange.

Revise while watching, a silent short film, using context clues.

- Establish setting(s) where the action takes place.

- Distinguish different characters. Identify the relationship between scenarios, actions and sound effects.

Understand central sense and main ideas from previous knowledge and non verbal communication.

- Establish genre (e.g. comedy, melodrama, suspense, etc.).

- Formulate and write questions and answers to understand the contents.

Produce dialogs and interventions for a silent short film, with the teacher’s guidance.

- Suggest sentences to compose dialogs and interventions.

- Organize sentences into sequences. Write dialogs and interventions. Dub dialogs and intervention.



- Graphic components: diagrams, images, typography (e.g. bold, italics, underlining, etc.), symbology.

- Text components: titles, margin notes, etc.

- Patterns of text arrangement: list of steps.

Phonic , syntactic and semantic elements of texts


- Syntactic particularities of the English language: it (e.g.

It is raining, It is likely...).- Sentence types.- Adverbs of time (e.g. for,

since), of sequence (e.g. after, firstly, next).

- Abbreviations (e.g. ASAPM, S.O.S.)

- Pronouns (e.g. who, whom, etc.) and relative adverbs (how, why, when, where).

- Prepositions (e.g. by, about, for, in, into) and prepositive phrases (e.g. at the end of, in front of).

Mechanics of writing- Punctuation: period,

comma, exclamation mark.- Suffixes (e.g. -able/-ible,-

ness) and prefixes (e.g. –un/-in,-en/-em)

Recommended resources: Webography links 7 to 11 on page 219 and book numbers 3, 4 and 2, 6, 7, 9, 10, 11, 12, 15 listed in the Bibliography on page 218 of the Student’s Book.


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UnitOpener 2

48

2Workshop Fair!

Look at the picture and answer.a. What workshop would you

choose? Why?b. What workshop wouldn’t you

choose? Why?c. Do you think it is important to have a

rescue team at school? Why?


Workshop Fair!

Week 9 Day 1

Have students open their books on pages 48 and 49. Go through the illustrations on the left-hand page with students to activate previous knowledge and abilities as well as to raise expectations of what they will cover during the first part of the unit. Point to the different pictures on the page and elicit vocabulary. Help them with any needed vocabulary. Have students read and answer the questions in groups.


a. What workshop would you choose? Why?b. What workshop wouldn’t you choose? Why?c. Do you think is important to have a rescue team at school? Why?


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49



a. What would you prefer the music or the fi lmmaker workshop?

b. Is there any other workshop than the ones on the picture you would like to take?

c. Which one?

• clarify the meaning of unknown terms in order to increase and refi ne my vocabulary.

• understand and point out the order of the components, useful information and main ideas of an emergency manual.

• write and classify sentences in order to create instruction sequences.

• remove, add and/or edit an instruction manual.

• anticipate sense and main ideas from previous knowledge and non-verbal communication.

• compose expressions to produce oral exchanges.

• provide examples to main ideas during an oral exchange.

• rephrase expressions produced during an oral exchange.


you can usebooks and/or cluded18 r a on



Direct students’ attention to the illustrations on the right-hand page to activate previous knowledge as well as to raise expectation of what they will practice during the second half of the unit. Have students read and answer the questions. Encourage them to use only English. Then, have students compare their answers with a partner. Have some students share their answers with the rest of the group.


a. What would you prefer the music or the filmmaker workshop?b. Is there any other workshop than the ones on the picture you would like to take?c. Which one?


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Lesson9

50

Lesson

9Environmental Emergencies!

3. According to your experience and observation, which is the most common weather event in your town? Which one is the least common? Which is the one you are most afraid of? Write your answers and ask four classmates, write down the information in the following chart.

Names Most common Least common I’m afraid of

Me

2. Listen again and complete the statements with the names of the weather events.

1. Listen to the defi nitions of some weather events and natural disasters and order them as you listen.

a. A is a violent storm with very strong winds.

b. A is a large amount of water that covers an area which is usually dry.

c. A is a mass of earth or rock that falls down the slope of a mountain.

d. A long period of time when there is little or no rain is a .

e. is a sudden and violent shaking of the earth’s surface.

f. is a violent storm with very strong winds which move in a circle.

drought earthquake hurricane tornadofl ood landslide

15

1 5 2 6 3 4

hurricane

fl ood

landslide

drought

Earthquake

Tornado



Environmental Emergencies!

Week 9 Day 1


Divide the class into two teams. Explain to students that they are going to participate in a vocabulary contest. Tell them that each team has to write all the vocabulary words they recall from Unit 1. Tell them that they can’t look at their activity books, notebooks or dictionaries. Then, have the different teams write the words on the board. The team that has most words without any spelling mistakes wins.


1. Listen to the defi nitions of some weather events and natural disasters and order them as you listen.

Point to the pictures and have students describe them. Present the vocabulary words they don’t know. Explain to students that they are going to listen to a recording and they have to order the pictures. Play the recording for students to answer the activity. Have students read the answers aloud. Correct any mistakes.

2. Listen again and complete the statements with the names of the weather events.

Have students read the words in the box. Play the recording again and have students match the words with the pictures from Activity 1. Have them say the words aloud. Correct any pronunciation mistakes by having students repeat the word.

CLOSING

3. According to your experience and observation, which is the most common weather event in your town? Which one is the least common? Which is the one you are most afraid of? Write your answers and ask four classmates, write down the information in the following chart.

Ask students to identify the most recent weather events in the country. Elicit answers from diff erent students. Go over the questions with students. Make sure they understand them. Have them go around the classroom and ask four classmates the questions. Tell them to write the information in the chart. Monitor and correct any pronunciation and intonation mistakes. Th en, divide the class into groups of three and have them compare the information from the table. Find out some of the students’ answers.

T15

3


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51

2. Listen to the suggestions made by the leader of a rescue team and complete the answers.

a. What is the objective of the steps to be followed?

Th e objective is to be prepared for .

b. Who is the radio program directed to?

It is directed to .

c. What are the batteries for?

Th e batteries are for .

d. Why does he recommend non-perishable food and water?

In case the emergency .

e. Why does he recommend having a fi rst-aid kit?

In case there are minor .

3. Are you ready to face an emergency? Which of the things from activity 1 do you have at home? Which are the ones you are missing? Ask at least ten classmates and make a chart in your notebook. Compare answers with your group.

1. Match the objects with their names.

batteries

fl ashlight

portable radio

fi rst-aid kit

non-perishable food

injury

rs.

7

11

16

an emergency

all kind of people mainly adults

the fl ashlight and the radio

lasts for a long time

injuries


Day 2


Divide the class into pairs. Explain to students that each one has to choose one of the weather events from Activity 1, page 50 but they can’t say it to their partners. Then, explain that they are going to describe their chosen weather event to their partners. He/she has to draw the weather event and write the word. The student that draws the correct weather event and writes the word without any spelling mistake wins. After, their partner does the same thing.


1. Match the objects with their names. Direct students’ attention to the picture and ask them

when they use those types of objects. Elicit answers from diff erent students. Divide the class into pairs. Have them match the objects with their names. Tell them that they can’t look up the meanings of the

words in their dictionaries. Have them say the answers aloud. Correct any pronunciation mistakes by asking them to repeat the words several times, if necessary.

2. Listen to the suggestions made by the leader of a rescue team and complete the answers.

Have students read the questions and the answers. Explain to students that they are going to listen to a recording and write the suggestions made by the leader of a rescue team. Play the recording for students to complete the answers. Have some volunteers write the answers on the board. Correct any mistakes.

CLOSING

3. Are you ready to face an emergency? Which of the things from activity 1 do you have at home? Which are the ones you are missing? Ask at least ten classmates and make a chart in your notebook. Compare answers with your group.

Ask the questions. Elicit answers from diff erent students. Make a chart on the board:

Name Name Name Name Name Name Name Name Name Name

Have students go around the classroom and ask the questions to ten classmates. Tell them to write the information in the chart. Th en, ask students to form groups of four or fi ve and compare their charts. Find out some of the students’ answers.


3

T16

Recommended resources: Book number 7 and Website number 11 listed on pages 248 and 249.


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Lesson9

52

e w e r t y u i o pa s d f g h j k l ñr z x c v b n m q wt e d r t y l u i oh u r r i c a n e jq p o a s d n f g hu k u l ñ z d x c va b g n m q s w e rk t h y u f l o o de i t o p a i s d fg t o r n a d o h jk l ñ z x c e v b n

3. Do you think that the use of images can help people understand and follow steps to be prepared for an emergency? Why? Ask four classmates and write the answers in the chart. Discuss your fi ndings with your group and teacher.

Names Yes No Reason

2. Play a game. Word Search! Th e following weather events are hidden in the word search. Find them!

1. Order the steps you should follow in case of an earthquake.

( ) Stay away from windows, outside walls and furniture.

( ) If you are indoors stay there.

( ) Remain calmed.

( ) Go to the meeting point.

( ) Don’t light matches or candles because

there might be a gas leak.

( ) Do not use the elevator.

W h a t t o d o i n c a s e o f a n

E A R T H Q U A K E

drought earthquake fl ood hurricane landslide tornado

eart d lh u r r i c a n eq o nu u da g sk h f l o o de t i

t o r n a d oe


3

5

1

6

2

4


Day 3


Divide the class into two groups. Explain to students that they are going to play a game. Choose one of the vocabulary words seen in the previous two lessons. Without using a dictionary, each team writes down a definition. Collect the two definitions and read them aloud. When you have finished reading the definition, they will have to decide which of those is the correct one. The team that has the correct definition gets a point.


1. Order the steps you should follow in case of an earthquake.

Ask them: What do the pictures describe? Where can we fi nd those type of pictures? (they are signs we fi nd in most of the buildings and give advice on what to do in case of an earthquake). Divide the class into pairs. Have them read the steps and order them. Have some volunteers read the answers aloud.

BRILLIANT GAME!

2. Play a game. Word Search! Th e following weather events are hidden in the word search. ¡Find them!

Divide students into groups of three or four. Have them fi nd the weather event words. Th en, have them join another group and compare their word search her. Monitor and make sure everybody has completed the activity.

CLOSING

3. Do you think that the use of images can help people understand and follow steps to be prepared for an emergency? Why? Ask four classmates and write the answers in the chart. Discuss your fi ndings with your group and teacher.

Divide the class into groups of four. Go over the questions with students. Have them discuss the questions in their groups. Monitor and help them with any needed vocabulary. Th en, have a whole class session and have the diff erent groups share their answers with the group.

2

3


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53

A Tale from Long Ago


a. Where did you spend last summer?

b. What did you do last summer?

c. What was the most interesting thing you did last summer?

Instructions give us information on how to use or do something. For environmental emergencies, instructions become more important because the more we know about what to do there are less risks, injuries and things to regret about. You are making an Instruction Manual to face an environmental emergency.

To work out your Instruction Manual you are going to work in groups of four, chose an environmental emergency and look for information on how to face it. When you gather the information write the instructions to face that environmental emergency.



2. Chose an environmental emergency and looked for

information on how to face it.

3. Wrote instructions to face that emergency.

Brilliant Time! - Instruction Manual to face an environmental emergency - Step 1





Day 3

BRILLIANT READING!A Tale from Long Ago


Ask students to read the title from the story and have them predict what the text will be about. Elicit predictions from diff erent students. Divide the class into pairs. Have them retell part of the story (pages 19-23) to their partners. Monitor and help them with any needed vocabulary. Th en, have them answer the questions. Finally, have diff erent pairs read the answers aloud to the rest of the group. Ask them if their predictions were right or wrong.

BRILLIANT TIME!Instruction Manual to Face an environmental emergency – Step 1/4

Th e main aim of Product 1 in this unit is to have students produce an Instruction Manual to face an environmental emergency as they:

Select and read environmental emergency instruction manuals.

Understand main ideas of the instruction manuals.

Write the instructions to face the environmental emergency.

Order the instructions and illustrate them.All of the above done under your guidance and your help.

Instructions give us information on how to use or do something. For environmental emergencies, instructions become more important because the more we know about what to do there are less risks, injuries and things to regret about. You are making an Instruction Manual to face an environmental emergency.To work out your Instruction Manual you are going to work in groups of four, chose an environmental emergency and look for information on how to face it. When you gather the information write the instructions to face that environmental emergency.Students get in groups of four. Elicit diff erent environmental emergencies. Write environmental emergency as a title and elicit some sentences about it. With students’ help, write some instructions on the board. Ask them where can they fi nd information about environmental emergencies. Have them choose an environmental emergency and look for information on how to face it. Explain to students that they have to read the information, extract the main ideas and make some notes in their notebooks. Th en, ask them to write the instructions to face that emergency. Monitor and check their instructions. Have them read the introduction and look at the steps. Th ey tick the ones they followed in class.


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Lesson10

54

How Can I Be Prepared?Lesson

10

3. Discuss with your group and teacher the following questions and write the answers in your notebooks. Does your school have any emergency procedure? What kind of procedure is it? Do you think it is needed? Which environmental emergency is most likely to happen?

2. Read again and answer the questions.

a. Which environmental emergency is the procedure for?

b. What is the purpose of the procedure?

c. What does the procedure say about emergency warnings?

d. Who is involved in the procedure?

1. Read the introduction to an instruction manual and fi nd a word that means…

a. … something that you have to do because is your responsibility (plural):

b. … involving risk or danger, especially to someone’s health or safety:

c. … statement that tells when something bad will happen in the future for you to avoid it:

Subject: Hurricane emergency procedureResponsible Offi cial: Chief of public safetyA. Purpose

The purpose of this procedure is to provide guidance and specifi c duties for faculty, staff, and students in the event of a hurricane emergency.

B. Scope

These procedures apply to all personnel, buildings and grounds owned and operated by the University.

C. Policy

1. General Statement

It is the policy of the University to view each hurricane threat as an extremely hazardous condition and to minimize the risk to students, faculty and staff consistent with protecting University property. Please listen to emergency warnings on local television and radio stations and take such warnings seriously.

Coastal University Carolina

9

duties

hazardous

warning

The procedure is for a hurricane.

The purpose is to provide guidance and specifi c duties in the event of a hurricane emergency.

The procedure says to listen and take the warnings seriously.

The faculty, staff and students are involved in this procedure.


How Can I Be Prepared?

Week 10 Day 1


Divide the group into two teams. Explain that two students, one from each team, come to the front and one of them shows a picture or cut out, and asks: How do you say and spell (word)? The other student has to say and spell the word in English. If he/she says and spells the word correctly, the team gets a point. Choose vocabulary words seen in the previous lesson to recycle vocabulary.


1. Read the introduction to an instruction manual and fi nd a word that means…

Go over the instructions with students. Make sure they understand them by asking a student to explain what they have to do. Tell them to read the text and fi nd the words for the defi nitions. Tell them that, for this activity, they are not allowed to use their dictionaries. Have some volunteers read the answers aloud.

2. Read again and answer the questions.

Explain to students that they are going to read the introduction to the instruction manual on activity 1 and answer the questions. Remind them that it is not necessary that they understand every single word from the text to answer the questions. Go around and give help if needed. Have some students write the answers on the board. Tell them to correct any mistakes.

CLOSING

3. Discuss with your group and teacher the following questions and write the answers in your notebooks. Does your school have any emergency procedure? What kind of procedure is it? Do you think it is needed? Which environmental emergency is most likely to happen?

Go over the questions with students. Divide the class into groups of three. Explain to students that they have to discuss the questions and get one answer for each team. Monitor and make sure they are discussing in English. Th en, have a whole group session and have diff erent teams share their answers with the group.

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a. Title for the emergency plan: .

b. Purpose: .

c. It is directed to: .

d. Manage water is important in case: .

2. Arrange the following ideas to make a part of an emergency plan. Use the words from the boxes to determine the sequence of steps.

Make sure that water is used wisely at home and around the garden. /Look out for dripping taps, leaky pipes and reduce the waste of water. /Install a rainwater tank and have shorter showers. /Follow water restrictions.

1.

2.

3.

4.

1. Read the information on how to be prepared for a drought in Australia and complete.

Droughts in AustraliaOver much of Australia, droughts can last for many months or even many years. It is important to understand how to prepare for droughts and how to manage during a drought.

Being prepared for a drought means being able to manage water, so that it lasts for longer – even when there is no rain for a long time. Preparing for a drought is a job for governments, communities and families.

Australian Government

fi rst next also fi nally

3. Draw the instructions from above. Compare your drawings with your group and teacher.

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Droughts: Ready and Prepared.

To be prepared for a drought.

Governments, communities and families.

A drought lasts for longer.

First, make sure that water is used wisely at home and around the garden.

Next, look out for dripping taps, leaky pipes and reduce the waste of water.

Also, install a rainwater tank and have shorter showers.

Finally, follow water restrictions.



Day 2


Have students sit in a big circle. Explain that you are going to say a word (choose words from the vocabulary previously seen) and the student next to you has to spell the word. Then, the next student has to say a word, beginning with the last letter of the word given. The student that makes a mistake – pronouncing a word incorrectly misspelling it, saying a word that has been said already – has to sit down. The last one remaining in the game is the winner.


1. Read the information on how to be prepared for a drought in Australia and complete.

Write on the board: Australia. Ask students: What do they know about this country? Where is it located? What is its capital? Who lives in that country? Elicit answers from diff erent students. Have students read the title of the text. Ask them to predict what the text will be about. Have them read the text and write the missing information. Have some volunteers write their answers on the board.

2. Arrange the following ideas to make a part of an emergency plan. Use the words from the boxes to determine the sequence of steps.

Have students read the words from the boxes and ask them what those words are for (Connectors of sequence). Divide the class into pairs. Explain to students that they have to read the information and order it to make a part of an emergency plan. Tell them they can use their dictionaries to check for the meaning of words. Remind them to use their Grammar Reference on page 207 to clarify any doubts. Have some students read the answers aloud to the group. Correct any mistakes.

CLOSING

3. Draw the instructions from above. Compare your drawings with your group and teacher.

Go with students over the emergency plan from activity 2. Have them draw the instructions from the plan in the box provided. Ask them to stand up, walk around and show their drawings to diff erent classmates. Vote for the best drawings.

Students read pages 24 to 27 in their Reader’s book and choose fi ve words from the text within those pages to discuss in the next class.

Recommended resources: Website numbers 7 and 8 listed in the Webography on pages 249.


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Lesson10

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3. You have to prepare an emergency kit for your classroom. Which of the above articles would you include? Make a list of nine objects. Compare your list with your group and teacher, and together decide which articles you will include in your classroom's emergency kit.

1. Listen to part of an evacuation plan and complete the sentences with the words from the boxes.

a. Follow each leader fl uorescent uniform will be clearly seen.

b. Th e evacuation route is indicated with fl uorescent painting on the fl oor.

c. Get together at the meeting point is on the football fi eld.

d. Please report to your counselor, will be wearing an orange fl uorescent vest.

2. Circle all the things you need in order to be prepared for an emergency.

who whose which that

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whose

which

that

who




Day 3


Ask students to sit in circle. Choose a sentence starter for them to complete and write it on the board. Example: In case of an earthquake… Give one student an object (it could be a pen, marker, etc.) to pass around the circle and invite him/her to complete the sentence. Then, he/she passes the object to a student next to him/her, who completes the sentence in a similar way, and so on around the circle.


1. Listen to part of an evacuation plan and complete the sentences with the words from the boxes.

Ask students for the meanings and uses of the words below (Th ey are relative pronouns and join ideas). Have students read the sentences. Make sure they understand words like: meeting point, counselor and vest. Explain to students that they are going to listen to part of an evacuation plan to complete the sentences. Play the recording for students to answer the activity. You may have to play the recording more than once. Have the whole group read the sentences aloud. Correct any mistakes. Play the recording one more time so students can listen and check their answers. Remind students to check their Grammar Reference on page 207.

2. Circle all the things you need in order to be prepared for an emergency.

Point to the pictures and elicit the words. Help them with any diffi cult vocabulary. Write the words on the board. Elicit from diff erent students what are the things they have used in an environmental emergency. Divide the class into pairs and have them circle all the things they need in order to be prepared for an emergency. Have diff erent students say the answers to the group.

CLOSING

3. You have to prepare an emergency kit for your classroom. Which of the above articles would you include? Make a list of nine objects. Compare your list with your group and teacher, and together decide which articles you will include in your classroom’s emergency kit.

Read the instructions with the students. Write the following on the board: emergency kit. Explain that an emergency kit contains things to help people during an unexpected situation. Have students say some articles that are necessary to include in an emergency kit. Write some of the words on the board. Th en, have them decide which articles they would include in their own emergency kit. Ask them to make a list. Have them compare their lists with the group and decide which articles they will include in their classroom’s emergency kit.

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a. What do you know about Native Americans?

b. What would you do if you were the tribe’s chieftain, Chayton?

c. What do you think is the best way to control anger?

To continue with your Instruction Manual you have to write the instructions in your notebooks in order and illustrate them either with drawings or cut outs.


1. Ordered the sequence of instructions and illustrated them.

2. Edited the instructions to write the fi nal version of your manual.






Day 3



Have students open their Reader’s book to page 24. Read aloud from page 24-27 and have students follow along silently. Th en, have them read aloud along with you. Divide the class into pairs and have them retell that part of the story and answer the questions. Monitor and give help where needed. Have some volunteers read the answers to the group.


To continue with your Instruction Manual you have to write the instructions in your notebook in order and illustrate them either with drawings or cut outs. Have students get in their project groups (from the previous step) and share the information about the Instruction Manual they have written in their notebooks. Tell them that for this step they have to illustrate their manual with drawings or cut outs. Correct any mistakes in each Instruction Manual. Have students read the steps and check the ones they followed in class.


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Lesson11

58

Emergency Edition!Lesson

11

2. Use the information from activity 1 to write a set of instructions on the fi ve most important things you have to consider in case of a fl ood.

1. .

2. .

3. .

4. .

5. .

3. Choose a title for the manual, add three more steps and remove, add or change information in the steps you wrote in order to improve your instructions. Work in your notebooks.

1. Read the following information. Write a period (.) or a comma (,) where needed and use your dictionary to fi nd out the meanings of the words in bold letters.

Flood waters may contain toxic chemicals and will almost certainly have dangerous bacteria It is important that you have your own supply of water for drinking and washing If you have any cuts or open soressores do everything you can to keep them protected from fl ood waters

If you fi nd yourself stuckstuck in a fl ooded area avoid contact with fl ood water whenever possible If you have to walk through fl ood water only do so while wearing boots that are high enough to protect you from the water

Wash your hands with soap and clean safe water thoroughlythoroughly and often If it’s available, use antibacterial soap This is especially important when preparing food or eating Don't drink any water except bottled water until the water supply has been certifi ed safe by public offi cials Stay away from all electrical devices -- even if unplugged they

may have components that could harm you If safe turn off your main electrical breaker while the power is off so when it comes back on you can decide when it is safe to turn it back on in your home Buildings that have been fl ooded can be very dangerous Ceilings can fall in and the entire structure can collapse without warning Have your home inspected by a professional and certifi ed safe for you and your family

Sore: .

Stuck:

Th oroughly:

11

Avoid contact with fl ood water whenever possible.

Wash your hands with soap and clean safe water thoroughly and often.

Don't drink any water except bottled water.

Stay away from all electrical devices.

Have your home inspected by a professional.

a part of your body that was hurt and it is painful

unable to move or to be moved

completely and with great attention to detail

.

.

.

.

. ,, ,

.

. ..

.

.

.

.

.


Emergency Edition!

Week 11 Day 1


Play “Hangman”. Use vocabulary words seen in the previous lessons.


1. Read the following information. Write a period (.) or a comma (,) where needed and use your dictionary to fi nd out the meanings of the words in bold letters.

Ask students: When do we use a period and a comma? Elicit answers from diff erent students. Explain to students that they have to read the information and write periods and commas. Also, tell them they have to fi nd the meanings of the words written in bold in their dictionaries. Remind them that when they look up for information in their dictionaries it is important to read all the meanings of a given word, and then decide which is the best meaning according to the context. Have volunteers share their answers with the group.

2. Use the information from activity 1 to write a set of instructions on the fi ve most important things you have to consider in case of a fl ood.

Ask students to say in their own words what is the text from activity 1 about. Ask them if they have ever been in a fl ood. What was their experience? Elicit answers from diff erent students. Divide the class into pairs. Have them write instructions about the fi ve most important things to consider in a fl ood. Have diff erent pairs read their instructions to the group. Write the instructions on the board. Have a whole class session and have them explain why those are the most important things they have to consider in case of a fl ood.

CLOSING

3. Choose a title for the manual, add three more steps and remove, add or change information in the steps you wrote in order to improve your instructions. Work in your notebooks.

Divide the class into pairs (the same as in activity 2). Explain students that they have to create an instruction manual in case of a fl ood. Tell them they have to write in their notebooks three more steps, and improve the ones from the previous activity. Tell them they can use their dictionaries, in case they want to check a meaning or spelling of words. Monitor give help when needed and correct their sentences. Th en, have students stand up, walk around the classroom and show their instructions to diff erent students.


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1. Listen to a weather forecast and answer the questions.

a. Where is it likely to rain?

It is likely to rain

b. Which hurricane is approaching?

Hurricane

c. Which states already present fl oods?

d. Is the weather going to get better?

e. Why do people have to listen to the radio?

In case

2. Complete the sentences with the words from the boxes.

a. Hurricane is expected the day.

b. Villagers have been expecting some help.

c. Help will arrive 12:30 pm.

d. Th e rescue team is the shelter.

e. 45 families lost their houses and belongings because of the fl ood.

in front of by at the end of about for

3. What can you do to help a community which has suff ered an emergency? Ask around the classroom and write down the ideas.

Example: We can gather and send bottled water.

a.

b.

c.

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in the center of the country.

Ivan is approaching.

Tabasco, Veracruz and Chiapas.

No, it isn’t. It is going to be worse.

an evacuation becomes necessary.

We can collect and send non-perishable food.

We can gather and send baby food.

We can gather some clothes.

at the end of

for

by

in front of

About

Suggested answers.


Day 2


Divide the class into groups of three. Show the picture or cut out of a flood (or hurricane or an earthquake, or tornado or landslide, or drought). Dictate two true statements and two false statements. Example: A hurricane is a violent storm. A hurricane is a mass of earth that falls down the slope of a mountain. Ask the groups to decide which statements they think are true and which are false. Then, have them report back and justify their views. After a brief class discussion, tell them the ones that are true and the ones that are false.


1. Listen to a weather forecast and answer the questions. Write on the board: weather forecast. Elicit the

meaning and have them say where can people read, or listen to weather forecasts. Direct students’

attention to the pictures and have them say the environmental emergencies that each one represents. Explain to students that they have to listen and order the weather events. Play the recording for students to order the pictures. Check answers by asking the group to read the answers aloud. Tell students that they can check their Grammar Reference on page 207.

2. Complete the sentences with the words from the boxes.

Have students read the words from the boxes and say what type of words are those. If they have any doubts, tell them to check their Grammar Reference on page 207. Have them read and complete the sentences. Check answers with the class.

CLOSING

3. What can you do to help a community which has suff ered an emergency? Ask around the classroom and write down the ideas.

Go over the question with students. Ask them to go around the classroom, and ask the question to diff erent classmates and write their partners’ answers in their notebooks. Th en, divide the class into groups of four. Have them exchange the information they collected from the interviews and have them make one list of the things they consider are the best to help a community which has suff ered an emergency. Monitor and give help when needed. Th en, have the diff erent groups read their lists to the group. Finally, make one list of the best ideas. Write them on the board. Have students copy the fi nal list.

Students read pages 28 to 30 in their Reader’s Book and get prepared to discuss it in class.

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Lesson11

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Beginnings Words Endings New words

un-

un-

en-

em-

believecount

comfortsafe

changeemployemptychantclosecreditenjoyhappy

-able

-ible

-ness

3. Use the words in the right column from the activity 2 to make three sentences related to emergencies.

Example: In case of evacuation staying at home could be unsafe.

1.

2.

3.

2. Play a game. How many new words can you form in fi ve minutes? Combine the letters at the beginning and/or the end of the following words, write down the new words on the right.

1. Match the columns to fi nd out the meanings of some abbreviations that are usually found in emergency manuals.

ARC

CAP

ASAP

EMC

EAL

SOS

Crisis Action Procedures

As soon as possible

Emergency Management Center

Save our souls

American Red Cross

Emergency Action Level

unbelievable

uncountable

countable

unsafe

employable

unchangeable

emptiness

enchant

enclose

credible

incredible

enjoyable

happiness

unhappy

Suggested answers.



Day 3 ACTIVATION – Before the book

Play “Bingo” (choose vocabulary words from the previous lessons).


1. Match the columns to fi nd out the meanings of some abbreviations that are usually found in emergency manuals.

Direct students’ attention to the abbreviations. Ask them if they know any of the abbreviations. Have them match the columns to fi nd out the meaning. Ask the whole class to read the answers aloud.

BRILLIANT GAME!

2. Play a game. How many new words can you form in fi ve minutes? Combine the letters at the beginning and/or the end of the following words, write down the new words on the right.

Divide the class into pairs. Go over the words with students. Tell them that they have to combine the beginnings and the endings and write as many words as they can. Tell them they will start writing when you say Start and they will have fi ve minutes. When you say Stop! Th ey have to stop writing. Have diff erent pairs write the words on the board. Th e pair that has all the words without any spelling mistakes, wins.

CLOSING

3. Use the words in the right column from the activity 2 to make three sentences related to emergencies.

Divide the class into groups of four. Have them write three sentences related to emergencies using words from the right column from activity 2. Monitor and correct any mistake. Have the diff erent groups read their sentences to the group.

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a. What do you know about tornadoes?

b. Have you ever been in a tornado?

c. What do you think the crow represents?

As soon as you fi nish your instructions to face an environmental emergency, you can gather all the information in your group, make the Instruction Manual and share it with the whole school. Th is is a real way to help your community.


1. Agreed on a design to display the manuals

in a bulletin board.

2. Set up the bulletin board to display the manuals

and share information with the school community.






Day 3



Divide the class into pairs. Explain to students that each student has to read one of the pages aloud and his/heir partner has to follow silently. Th en, the one that has read silently has to retell the story to his/her partner. Th en, vice versa. Monitor and give help when needed. After that, tell them to answer the questions. Have volunteers read the questions to the group.


As soon as you finish your instructions to face an environmental emergency, you can gather all the information in your group, make the Instruction Manual and share it with the whole school. This is a real way to help your community.Students get in their project groups and take out their information about instructions to face an environmental emergency. Share the information and decide which information to include in an instruction manual. Tell them to write the information in their manual and illustrate it. Walk around the classroom and correct their instructions. Make sure they don’t have any mistakes. Have them display their manuals on a bulletin board and visit different classrooms and distribute their manuals among the students. Finally, have them read the steps and check the ones they followed in class.


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Lesson12

62

EMERGENCY

MANAGEMENT!

Due to catastrophic consequences of the 1985 earthquake in Mexico, there arose lots of initiatives in order to create an institution which

could study technical issues to prevent emergencies. This is when it was created the SINAPROC (National System to Protect Civilians). On the other hand, Japan supported Mexico to improve its knowledge related to prevent disasters originated by earthquakes and this is how along with the UNAM (National University of Mexico) it was created the CENAPRED (National Center to Prevent Disasters) with the main objective of applying technologies to prevent and reduce disasters. It offers professional and technical training and spreads preventive measurements through all the people exposed to an eventual disaster.

Many countries consider natural disasters, industrial accidents, terrorism and computer viruses as factors that can cause emergencies and all of them work really hard to reduce their impact. Australia developed and published an Emergency Manual series to assist in the management and delivery of support services in an emergency context. It comprises principles, strategies and actions put together by practitioners with management and service delivery experience in a range of disaster events. In U.K., disaster Management training is generally conducted at the local level by the organisations involved in any response. This is consolidated through professional courses that can be undertaken at the Emergency Planning College.

Emergency management refers to strategic processes used to protect

people or things that are valuable from hazard risks. In general this

management process is divided in four areas of activity that deal

with risk education or prevention, preparing resources to respond

to the hazard, responding to the actual damage, limiting further

damage and returning to the state before the hazard incident.

Listen and read the following text about emergency management and answer the questions.Le

19


BRILLIANT! MAGAZINEEmergency Management!

Week 12 Day 1


Have an alphabet race. Divide the class into two teams. Number the students and explain that this is the order in which they should come to the board. Draw a line down the center of the board to separate the space for each team. Explain that the object of the game is for each team to write a word on the board for each letter of the alphabet in order as fast as they can. Tell them that all the books and notebooks must be closed during the game. Words may not be repeated for any letter. If a team can’t think of a letter they write Pass. There can be only one student at the board from each team at a time, and the next student can only go once the previous student is sitting down again. Start the game by saying: Number ones, Are you ready? Go! Stop the game as soon as one team gets to the end of the alphabet. Score the game by counting the number of passes and deduct points for spelling mistakes. The team with the most words spelled correctly wins the game.


Listen and read the following text about emergency management and answer the questions.

Direct students’ attention to the pictures and have them describe them. Read the title of the article along with the students and have them predict what the text will be about. Play the recording for students to listen and read the text. Have them answer the questions. Check answers with the class by asking volunteers to read the answers to the group.

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Soongg

LLet'ss heelp!

What is emergency management?

Which area of the emergency management can you participate actively?

Who promotes preventive measurements in Mexico?

Find in the text the American equivalences to:

In American English we talk about landslides, but in British English the term landslip is used for a similar event of smaller dimensions. Mention at least two more equivalences between both languages and share information with your friends and teacher.


Let's help, let's help!

Gather clothes and some food,gather water for the fl ood.


Send vaccines and medicinesto people suffering from the hurricanes.


Rescue teams and volunteersall of us working as one team.


Solidarity and empathyfrom us who are healthy

to the ones in despair and need.Forget about stuff like greed.


Help is what our world needs.Let's help, let's help!

20

British English American English

centre

organisation

Emergency management refers to processes to protect valuable assets form hazard risks.

The area that deals with risk education or prevention.

The CENAPRED.

center

organization


Find in the text the American equivalences to: Have students read the text again and fi nd the

American equivalences to the words in the table. Have volunteers write the answers on the board. Correct any mistakes.

CLOSING

In American English we talk about landslides, but in British English the term landslip is used for a similar event of smaller dimensions. Mention at least two more equivalences between both languages and share information with your friends and teacher.

Divide the class into pairs. Tell them to fi nd out more equivalences in British English and write them in

their notebooks. Tell them they can use their dictionaries. Have diff erent students write the equivalences on the board. Have students copy in their notebooks the ones they don’t have.

Day 2

BRILLIANT SONG!Let’s Help!


Have students look at and describe the pictures. Elicit details and ask them about the environmental emergencies shown. Encourage them to use only English.


Listen to the song and sing along. Have students read the lyrics aloud.

Ask them what is the song about. Elicit answers from diff erent students.

Play the recording for students to sing the song.

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Lesson12 Product Time

64

Product: Instruction Manual to face an environmental emergency. Th is Instruction Manual will help you to know how to face diff erent environmental emergencies according to the place you live in.











Product Time

Day 3


Divide the class into groups of five. Tell them to take turns saying a sentences while the rest of their group guesses what it is. Write an example: When there is little rain or no rain, it is a



Have students read the paragraph about the product from this fi rst half of the unit and have them write the steps in their own words.


Divide the class into pairs. Tell them to take turns discussing the questions.

CLOSING


Have a whole group feedback session. Have all the groups share their opinions.


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Order the information from the paragraph to write a part of an emergency manual. When fi nished, write a tick ( ) in the box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are able to do! If you need help, ask your teacher.

Title:

Purpose:

Follow the next steps:

1.

2.

3.

4.

5.

6.

I can I can’t

…clarify the meaning of unknown terms in order to increase and refi ne my vocabulary.

I can I can’t

…understand and point out the order of the components, useful information and main

ideas of an emergency manual

I can I can’t

…write and classify sentences in order to create instruction sequences.

I can I can’t

…remove, add and/or edit an instruction manual.

Cholera is an infection of the small intestine which symptoms are profuse watery diarrhea and vomiting and it is transmitted through consuming contaminated drinking water or food. To prevent cholera drink boiled and purifi ed water; wash and disinfect fruits and vegetables; cook well or fry food; wash your hands before you eat and after going to the washroom; eat only in clean places; if any symptoms call your doctor.

Prevent Cholera

Warn people from getting cholera

Drink boiled and purifi ed water.

Wash and disinfect fruits and vegetables.

Cook well or fry food.

Wash your hands before you eat and after going to the washroom.

Eat only in clean places.

If any symptoms call your doctor.


Day 3

I Can

Order the information from the paragraph to write a part of an emergency manual. When finished, write a tick ( ) in the box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are able to do! If you need help, ask your teacher.Tell students that they have to first read and order the paragraph. Then, have them write a part of an emergency manual. Walk around the classroom and help them when needed. Then, have them check the boxes that shows what they can or can’t do.

Explain students that this is a very important section because they reflect on whether or not they understood the language structures and lexis presented in the first part of the unit. Go over each of the task with students and tell them that it is important that they answer the tasks individually. Then, have a whole class feedback session and clarify any possible doubts.This is very important section because you can detect problems they have with the language and you can do some remedial work to reinforce certain areas of the language.


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Lesson13

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Lesson

13Cinema Workshop!

1. Listen to the conversation and order the genres as they are mentioned.

( ) action ( ) horror

( ) adventure ( ) musicals

( ) comedy ( ) science fi ction

( ) crime ( ) western

( ) drama

2. Match the scenarios with the corresponding genre.

science fi ction

grave yard

park

UFO

hospital

wild west

adventure

comedy

horror

drama

western

archaeologist

3. Which is your favorite movie? What genre does it belong to? Ask two classmates, share your answers with your group and decide which the favorite genre in your group is.

a. ’s favorite movie is . It is a .

b. ’s favorite movie is . It is a .

c. ’s favorite movie is . It is a .

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Cinema Workshop!

Week 13 Day 1


Write on the board: movies and have students write in their notebooks all the words they can relate to movies. Then, have volunteers write their words on the board.


1. Listen to the conversation and order the genres as they are mentioned.

Have students read the words and ask them what those words are related to (movies). Play the recording for students to order the genres. Check answers with the class by asking volunteers to read the answers to the group.

2. Match the scenarios with the corresponding genre.

Direct students’ attention to the pictures and have students describe them. Elicit answers from diff erent students. Have them match the scenarios with the corresponding genre. Have the whole group read the answers.

CLOSING

3. Which is your favorite movie? What genre does it belong to? Ask two classmates, share your answers with your group and decide which the favorite genre in your group is.

Have students read the questions. Make sure they understand them. Have them walk around the classroom and ask two classmates the questions. Tell them to write the answers in the space provided. Th en, divide the class into groups of four and have them compare their answers. Find out which is the most popular movie in the classroom and their favorite genre.

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1. Look at the picture from a silent movie and answer the questions.

a. Where is he?

b. What is he doing?

c. How does he look like?

2. Listen to the dialog and complete the statements.

a. A silent movie have a synchronized sound.

b. Th e genres produced in silent movies were and crime mainly.

c. was one of the most important actors of silent movies.

d. Non-verbal communication is related to the use of

e. use non-verbal communication to express everything.

3. Try and see fi ve minutes of a silent movie and answer the following questions.

a. Where does the action take place?

b. Who were the main characters?

c. What was the genre of the fi lm?

d. What was the fi lm about?

4. How good are you at expressing yourself without sound, only miming? Work in groups and express surprise, fear, anger, happiness, boredom and tiredness without talking. Who was the best?

Harold Lloyd

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He is on the street.

He is resting. /He is waiting for someone.

He looks bored/sad.





doesn't

dramas, comedies, horror

Charlie Chaplin

gestures and movements of the body.

Mimes


Day 2


Write on the board the first letter of the following words: action, adventure, comedy, crime, drama, horror, musicals, science fiction and western. Tell them they have five minutes to complete the words. Tell them those are vocabulary words from the previous lesson. The winner is the person who has all the words without spelling mistakes.


1. Look at the picture from a silent movie and answer the questions.

Go over the questions with students. Have them look at the picture and answer the questions. Th en, have them compare their answers with a partner. Have students read the answers.

2. Listen to the dialog and complete the statements.

Have students read the statements. Tell them that they are going to listen to a dialog and they have to complete the statements. Play the recording for students to complete the activity. You may have to play the recording more than once. Have some students read the answers to the group.

3. Try and see fi ve minutes of a silent movie and answer the following questions.

Have students watch a silent movie at home and answer the questions. Th ey can watch it on the Internet or they can rent it. On the Internet they can search Charlie Chaplin’s movies. Tell them to write the answers in their notebooks and bring them for next class.

CLOSING

4. How good are you at expressing yourself without sound, only miming? Work in groups and express surprise, fear, anger, happiness, boredom and tiredness without talking. Who was the best?

Have students read the words related to feelings. Make sure they understand all of them. Divide the class into groups of three or four and tell them that, taking turns, they have to mime the feelings. Tell them that they are not allowed to speak. Have some students go to the front and mime the feelings for the rest of the group.


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Lesson13

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3. Choose one of the movies from above and act it out in groups by miming. Th e rest of the group and teacher must guess the movie.

2. Play a game, “Movies!”. In groups of four you have to complete the game board with the name of a movie in each box. Th e team that fi nishes the board fi rst is the winner.

1. Look at the picture, use your imagination and circle the option that best completes the statements.

a. Th e name of the silent movie is “Waiting”/“City Lights”.

b. Chaplin has a fl ower/lighted match in his hand.

c. He looks worried/sad.

d. Th e scene is during the day/at night.

e. He is sitting in a trunk that is in a basement/in the street.

f. Th e fi lm is a comedy/drama.

action

crime

westernadventure

musical

drama

comedy

science fi ction

horror

Charlie Chaplin



Day 3


Divide the class into groups of four or five. Explain to students that they have to pretend they are in a silent movie and they have to represent some actions. Their partners have to guess what the movie is about.


1. Look at the picture, use your imagination and circle the option that best completes the statements.

Point to the picture and ask students if they know that person (Charlie Chaplin). Tell students that he was a British comic actor and fi lm director of the silent fi lm era. Go over the statements with students. Explain to students that they have to look at the picture and circle the correct option. Tell them that they can use their dictionaries if they want to check a meaning of a word. Have students read the answers.

BRILLIANT GAME!

2. Play a game, “Movies!”. In groups of four you have to complete the game board with the name of a movie in each box. Th e team that fi nishes the board fi rst is the winner.

Divide the class into groups of four. Explain to students that each team has to write names of movies on the board game. To make it more diffi cult, tell them that they have to write the names of the movies in English. Th e fi rst team that fi nishes, and has the correct names under the correct type of movie is the winner.

CLOSING

3. Choose one of the movies from above and act it out in groups by miming. Th e rest of the group and teacher must guess the movie.

Students work in groups (the same ones from activity 2). Tell them that they have to choose a movie from activity 2, act it out by miming. Th e rest of the group has to guess the name of the fi lm. Th e group that correctly guesses the name of the movie wins.

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Silent Movies

As you saw in your Reader’s book, dubbing is a process of replacing or adding voices to a fi lm. It is useful to clarify ideas, to change the language of a fi lm, etc. It is not an easy process because you must be sure that words match to the movement of the speaker’s mouth. Th is time you are going to prepare a script for the dubbing of a silent short fi lm.

To work out your script you are going to work in groups of four, select a silent short fi lm, observe the scenes and select one and compose the dialogs and interventions of each character.



2. Selected a silent short fi lm.

3. Observed the scenes and chose one.

Brilliant Time! - Script for the dubbing of a silent short film- Step 1


a. Do you think that cinema is a good way to communicate? Why?

b. Have you ever thought of becoming a great director, producer or actor (actress)? Why?

c. What is your opinion about silent movies? Do you think dubbing is important? Why?





Day 3

BRILLIANT READING!Silent Movies


Have a movie contest. Tell students that they are going to say a name of a movie and they have to tell wich genre it is.



Ask students to open their Reader’s book to page 88. Have them look at the pictures from page 88 to page 91. Ask them to infer what the reading will be about by looking at the pictures. Remind them that pictures,

as well as graphs, titles and subtitles, help us to predict the content of a text. Divide the class into pairs. Have them read and answer the questions. Tell students that they can use their dictionaries to look for the meaning of words. Have diff erent pairs read the answers to the group.

BRILLIANT TIME!Script for the Dubbing of a Silent Short Film – Step 1/4

The main aim of Product 2 in this unit is to have students write a script of a silent movie as they:

Select a silent movie. Watch a silent movie. Select one of the scenes of the

silent movie. Suggest and compose dialogs and/

or interventions of each character. Organize in a text the dialogs and/

or interventions of the scene. Check that the structure of dialogs and/

or interventions complies with grammar, spelling and punctuation conventions.

Put together a script with the dialogs/ interventions corresponding to the scene.

Practice reading the script aloud. All of the above under your guidance and help.

As you saw in your Reader’s book, dubbing is a process of replacing or adding voices to a film. It is

useful to clarify ideas, to change the language of a film, etc. It is not an easy process because you must be sure that words match to the movement of the speaker’s mouth. This time you are going to prepare a script for the dubbing of a silent short film.

To work out your script you are going to work in groups of four, select a silent short film, observe the scenes and select one and compose the dialogs and interventions of each character.Divide the class into groups of four. Write silent movies on the board and elicit information about silent movies. Have students select a silent short film. Tell them that they have to go home and watch it, discuss the film and select one of the scenes to write the script. Tell them that it is important that they make notes about the scene they are going to work with. Tell them that, if it’s possible, it would be better if they watch the movie with their group and discuss it. Have them read the introduction and look at the steps. They tick the ones they followed in class.


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Lesson14

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Lesson

14Dubbing!

1. Listen to the conversation and circle T (true statements) or F (false statements).

a. “Th e Kid” isn’t a silent fi lm. T F

b. Charlie Chaplin plays the role of a tramp. T F

c. “Th e Kid” is a comedy. T F

d. Chaplin and the kid work cheating people. T F

e. Chaplin and the kid are poor. T F

3. In front of your group act out the dialog you chose. Mime the action as if you were the characters in the picture and decide who the best silent movie actors are.

2. What are they saying? Look at the image taken from the fi lm “Th e Kid” and choose the dialog you think is the best for the situation.

a. Kid: Look! A cop is coming!

Chaplin: Stay here with me.

Kid: I will.

b. Chaplin: Hold my hand tight.

Kid: Why? What’s going on?

Chaplin: Nothing, let’s cross the street.

c. Kid: I hate those people. Th ey are bad!

Chaplin: You’re right.

Kid: Let’s go before they come closer.

Charlie Chaplin and Jackie Coogan in Th e Kid (1921).

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Dubbing!

Week 14 Day 1


Have students make groups of five or six. Tell them that each of the students have to act a very short scene from the movies they watched and the rest of the group has to guess the actions and say them in English. Walk around the classroom and make sure everybody participates.


1. Listen to the conversation and circle T (true statements) or F (false statements).

Go over the statements with students. Explain to them that they are going to listen to a conversation between a professor and his students. Play the recording and have them circle the correct answer. Th en, have volunteers read the answers to the group.

2. What are they saying? Look at the image taken from the fi lm “Th e Kid” and choose the dialog you think is the best for the situation.

Have students read the dialogs. Tell them that they have to choose the dialog they think is best for the situation. Tell them to fi rst choose the dialog, then compare and discuss with a partner. Find out students’ answers and have them say why they chose that dialog.

CLOSING

3. In front of your group act out the dialog you chose. Mime the action as if you were the characters in the picture and decide who the best silent movie actors are.

Divide the group into pairs. Have them practice. Tell them to act out the dialog they chose and mime the actions. Have some students act out their dialogs in front of the class. Vote for the best actors.

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3. Write down the dialog in your notebook, changing the ending. Practice the actions without sound and ask another team to read the dialogs while you act. Switch roles.

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1. Look at the scenes and answer.

a. Who are they?

b. Where are they?

c. What do the students want?

2. Order the lines to make a dialog. Listen to check your answers.

( ) Mr. Aguilar: Ok, let’s see. Wow, it is really well done, it’s a shame you didn’t hand it in

on time. I’ll make an exception just because it’s a really good work.

( ) Student A: Yes, we did it.

( ) Student B: We did it two days ago, but we didn’t realize when you asked for the homework.

( ) Student A: Sorry, we were talking. It won’t happen again.

( ) Student A: Mr. Aguilar, please check our composition.

( ) Mr. Aguilar: I’m not getting any homework delivered late.

( ) Student B: We shouldn’t talk that much. We must be careful because next time

we might not be that lucky.

( ) Student B: Do not accept it if you don’t want but please look at our work, we made a great eff ort.

A teacher with his students.

They are inside a classroom.

They want him to see something (homework, essay, drawing, etc.)

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Day 2


Have students sit in a circle. Choose an object (it could be an eraser, marker, etc.) that you can pass around the circle. Select a student to hold the object. You say to the person holding the object, Name three action movies. Pass the eraser! (or the name of the object you have selected). As soon as you say, Pass the eraser! the person holding the object passes it to the right. Students quickly pass the object around the circle. If the object returns to the original holder before he or she can name the movies, the holder is still the same student. Otherwise, the person holding the object when the student finishes listing the movies is the new holder. You should prepare your statements in advance. Choose the statements that have to do with the topic from this unit.


1. Look at the scenes and answer. Direct students’ attention to the scenes

and have them describe all of them. Encourage the entire group to describe the picture in detail. Have students look at the pictures and answer the questions. Have the group read the answers aloud. Correct any mistakes.

2. Order the lines to make a dialog. Listen to check your answers.

Have students read the lines of the dialog. Ask them where the conversation is taking place. Have them give arguments for their answers. Divide the class into pairs. Have them order the dialog. Play the recording for students to check their answers. Th en, read the dialog aloud and have students read it aloud along with you.

CLOSING

3. Write down the dialog in your notebook, changing the ending. Practice the actions without sound and ask another team to read the dialogs while you act. Switch roles.

Divide the class into groups of three. Ask students to write down the dialog in their notebooks and change the ending. Walk around the classroom and give help where needed. Have them practice the actions. Th en, ask the students to join another team. One of the teams should read the dialog while the other acts it out. Th en, have them switch roles. Finally, have some volunteers act out the dialog in front of the class.

Students read pages 92 to 95 in their Reader’s Book and bring it for the next class.

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3. Practice the dialog from the activity 1 above. Act it out copying the actions from the picture.

2. Play a game. Where did it take place? Write down in fi ve minutes two diff erent scenarios where the following fi lms can take place.

1. Look at the picture and write down a dialog between Sherlock Holmes, Dr. Watson, a police inspector and the owner of a racehorse that is missing.

Holmes:

Mr. Ross:

Inspector:

Watson:

Mr. Ross:

Inspector:

Watson:

Holmes: 'Th e Adventures of Sherlock Holmes' by Conan Doyle.

Suggested answer.

Mr. Ross nice to meet you, I’m Sherlock Holmes.

Nice to meet you too. I hope you can help me.

Don’t worry Mr. Rose he will fi nd your horse.

When was the last time you saw it?

Yesterday afternoon after the race.

It was the winner.

I see.

Can you take us to the stable?


Day 3


Divide the group into two teams. Explain to students that each is going to write three (or more) questions related to movies. Some examples of questions: Who acted in…? What’s the name of the film where…? The team that answers all the questions, wins.


1. Look at the picture and write down a dialog between Sherlock Holmes, Dr. Watson, a police inspector and the owner of a racehorse that is missing.

Point to the picture and ask students if they who Sherlock Holmes is. You can tell them that Sherlock Holmes is a fi ctional detective created in the 19th century by Sir Arthur Conan Doyle, a Scottish author. Holmes is famous for his ability to solve diffi cult cases. Tell them that they have to look at the picture and write down a dialog between Sherlock Holmes and Dr. Watson, the police inspector. Monitor and help students with any diffi cult vocabulary. Correct their dialogs.

BRILLIANT GAME!

2. Play a game. Where did it take place? Write down in fi ve minutes two diff erent scenarios where the following fi lms can take place.

Divide the class into groups of four. Tell them that they have fi ve minutes to write down fi ve diff erent locations where the fi lms take place. Say a type of fi lm and elicit some examples (Science fi ction: in a spaceship, in a submarine, etc). Say Start! For them to star writing. Th en, say Stop! For them to stop writing. Find out the diff erent groups’ answers. Th e team that has written all the scenarios wins.

CLOSING

3. Practice the dialog from the activity 1 above. Act it out copying the actions from the picture.

Divide the class into groups of four. Tell them that they fi rst have to decide which of the dialogs from activity 1 they are going to act out. Th en, have them practice the dialog copying the actions from the pictures. Monitor and give help where needed. Ask the diff erent groups to act their dialog in front of the class.


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Silent Movies


a. Write down the name of your favorite movie. What genre does it belong to? Why did you mention this movie?

b. Write down the name of the fi lm that you hate the most and explain the reason.

c. Who is your favorite actor/actress? Does he/she have a trademark such as Chaplin's mustache and baggy-pants? What is it?

To continue with the dubbing of a silent fi lm, based on the scene you have chosen write in your notebook the dialogs for each character, organize the dialog according to the sequence and peace of the scene and check that your dialog is written correctly.


1. Suggested and composed dialogs and/or interventions of each character.

2. Organized in a text the dialogs and/or interventions of the scene.

3. Revised that the structure of dialogs and/or interventions complied grammar,

spelling and punctuation conventions.

Brilliant Time! - Script for the dubbing of a silent

short film- Step 2





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Day 3



Ask the questions in the book to diff erent students at random, to check that all of them read the assigned pages. Th en, divide the class into pairs and have them compare and discuss their answers. Walk around the classroom and give help when needed. Check answers with the class.


To continue with the dubbing of a silent film, based on the scene you have chosen write in your notebook the dialogs for each character, organize the dialog according to the sequence and peace of the scene and check that your dialog is written correctly.Students get in groups. Students take out their notes about the silent film. Tell them that now they have to write down the characters from the silent movie scene they have chosen and write the dialogs for each character. Then, have them organize their dialogs. Walk around the classroom and help them where needed. Check their dialogs. Have them correct any mistakes in their dialogs. When finished, have them read the steps and tick the ones they followed in class.


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Lesson

15Silence, Camera, Action!

1. Read part of a Sherlock Holmes' story and use your dictionary to fi nd out the meaning of the words in bold letters.

A Scandal in Bohemia

Sir Arthur Conan Doyle

Th at afternoon, Holmes asked Watson for some information about a woman. Mrs. Adler was an opera singer who was born in the United States but now lives in London and had had a relationship with a member of the royal family. Th ey were looking for some evidence of that romance to avoid a scandal. As they were checking they couldn’t fi nd any written evidence that prove they were once dating but there was a picture that could be used to blackmail him now that he was about to get married. Th e picture has disappeared.

scandal:

dating:

blackmail:

2. Read the paragraph again and answer the questions.

a. Where was the action taking place?

b. Who are the main characters?

c. Who are the secondary characters?

d. Which is the sub-genre of the story for a silent movie?

e. What is the purpose of Holmes’ investigation?

3. Do you think any of the characters mentioned in activity 1 has the picture they are talking about? Why? Discuss your ideas with your partner, and then share them with your group and teacher.

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behavior that people think is wrong and can cause public feelings of shock or anger

when two people see on a romantic date

when someone demands money from a person by threatening to tell a secret about him/her

It was taking place at Holmes’ house or studio.

Holmes and Watson were the main characters.

The member of the royal family and the opera singer were the secondary characters.

It is a detective or mystery story.

He must fi nd the picture to avoid blackmailing.


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Lesson15

Silence, Camera, Action!

Week 15 Day 1


Write the following on the board: movies. Each student writes the letters A to Z on a sheet of paper. Students have five minutes to create an alphabetical list of as many movies as they can think of. Then, the game begins; the first student must tell the name of a movie; the second person must give the name of a movie that begins with the last letter of the movie given by the first person; the third person must name a movie that begins with the last letter of the second person’s movie and so on. One at a time, students are eliminated.


1. Read part of a Sherlock Holmes’ story and use your dictionary to fi nd out the meaning of the words in bold letters.

Have them read the text and fi nd out the meaning in their dictionaries of the words in bold letters. Th en, have them work with a partner and compare their answers. Have some volunteers read the answers to the group. Make sure they all understand the meanings of the words by eliciting some examples.

2. Read the paragraph again and answer the questions.

Have students read the paragraph and answer the questions. Th en, have them compare with a partner and discuss their answers. Check answers with the class by asking diff erent students to read the answers aloud.

CLOSING

3. Do you think any of the characters mentioned in activity 1 has the picture they are talking about? Why? Discuss your ideas with your partner, and then share them with your group and teacher.

Ask students: What does the text in activity 1 is about? Elicit answers from diff erent students. Divide the class into pairs. Have students discuss the questions. Monitor while they are discussing. Have them share their ideas with the class.



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1. Look at the picture and write the questions for the answers.

a. What is happening?

A man is hanging from a hand of a big clock.

b.

Th e action is taking place in a city.

c.

It belongs to a silent movie.

d.

His name is Harold Lloyd.

e.

He did comedies.

2. What is he saying? Write down fi ve possible expressions that fi t with the image.

a.

b.

c.

d.

e.

3. Imagine that Harold Lloyd is talking with someone else inside the building as in the real silent movie. Write down two interventions including one of the above. Th en act out the scene, remember that a good dubbing must fi t the dialogs with the movement of the lips.

Harold: Help! Somebody help me, please!

Friend inside:

Harold:

Friend inside:

Harold Lloyd

Where is the action taking place?

What kind of fi lm does it belong to?

What is the name of the actor?

What kind of movies did he do?

Help! Somebody help me, please!

Wow! I’m falling down!

Ahhhhhh!

Hello everybody! I’m here!

Oops! I think I’ve broken the clock!

Hold on, I’m looking for a rope or something else to help you.

What about calling the fi remen?

Good idea! Let me fi nd a coin for the phone!

Suggested answer.

Suggested answer.


83

Day 2


Play “Bingo” (select some of the actions mentioned in the previous lessons).


1. Look at the picture and write the questions for the answers.

Have students describe the picture. Ask a question from the picture and elicit the answer. Th en, tell them to write questions to the answers. Have volunteers write the questions on the board. Correct any mistakes.

2. What is he saying? Write down fi ve possible expressions that fi t with the image.

Divide the class into pairs. Have them write down some possible expressions that fi t the image. Monitor and correct any mistake. Ask students to join another pair and compare their expressions. Have some students read their fi ve expressions to the group.

CLOSING

3. Imagine that Harold Lloyd is talking with someone else inside the building as in the real silent movie. Write down two interventions including one of the above. Th en act out the scene, remember that a good dubbing must fi t the dialogs with the movement of the lips.

Divide the class into pairs. Tell them to look at the picture on activity 1 again, and imagine a dialog between Harold Lloyd and somebody inside the window. Walk around the classroom and check their dialogs. Th en, have them act out the scenes. Tell them to switch roles. Have some volunteers act in front of the class.

Students read pages 96 to 100 in their Reader’s Book and get prepared to share their ideas with their classmates and you.


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1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

3. Which dubbing is easier to make? Why? Ask around the classroom and write down the answers in your notebooks.

Action fi lms Cartoons Video games Silent movies Science fi ction fi lms

2. Play a game. Th is is a three-minute game. Write down as many words as you remember that are related to silent movies or cinema. Th e winner will be the one who writes the most words correctly.

1. Look at the picture and answer the questions.

a. What kind of audience is the picture for?

b. Why?

c. What is happening in this scene?

It is for kids.

Becuase Peter Pan and Wendy are well known in the children's literature.

Peter Pan is asking Wendy to go with him.

Suggested answer.



84

Lesson15

Day 3


Play “Hangman”. Select vocabulary seen in the previous lessons.


1. Look at the picture and answer the questions.

Point to the picture and elicit what is the picture about. Ask them if they recognize the characters and the scenes. Elicit answers from diff erent students. Divide the class into pairs. Have them answer the questions. Ask volunteers to share their answers with the class.

BRILLIANT GAME!

2. Play a game. Th is is a three-minute game. Write down as many words as you remember that are related to silent movies or cinema. Th e winner will be the one who writes the most words correctly.

Divide the class into pairs. Tell them that when you say Start! Th ey will have three minutes to write as many words as they remember about silent movies or cinema. When you say Stop! they have to stop writing. Find out who has written the most words.

CLOSING

3. Which dubbing is easier to make? Why? Ask around the classroom and write down the answers in your notebooks.

Divide the class into groups of four. Tell them that they have to discuss which dubbing they think is easier to make. Tell them they have to give reasons. Have the diff erent groups say their answers to their classmates.

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Silent Movies


a. What do you think about Mexican cinema?

b. Write down the name of fi ve Mexican actors/actresses. Which one of them was/is a comic?

c. Write the name of your favorite Mexican movie. What genre does it belong to? Was it mentioned by anyone else in the classroom?

Once you have your dialogs checked out it comes the most diffi cult but fun part, now you have to make sure the dialogs match the scene and movements to the mouth and/or body of the characters, practice reading the dialogs and carry out the dubbing.


1. Put together a script with the dialogs/interventions

corresponding to the scene.

2. Practiced reading aloud the script.

Brilliant Time! - Script for the dubbing of a

silent short film- Step 3





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Day 3



Divide the class into pairs. Tell them that they have to discuss and answer the questions. Also, ask students to discuss the reasons why they have chosen that answer, as well as the vocabulary words they didn’t understand that they looked up in their dictionaries. Check answers with the class by asking diff erent students to read the answers aloud.


Once you have your dialogs checked out it comes the most difficult but fun part, now you have to make sure the dialogs match the scene and movements to the mouth and/or body of the characters, practice reading the dialogs and carry out the dubbing.Students take out their silent movie’s dialog. Before they start with the next activity, make sure they all have their dialogs without any mistakes. Then, tell them they have to practice their dialogs and make sure the dialogs match the scene, including mouth movements and characters' body language. Walk around the classroom and give help when needed. Finally, have them read the steps and check the ones they followed.


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Cinema has become an important recreational media which is also used for advertising and educational purposes. As an educational media cinema helps people think about important things in life and also helps to learn not only with logics but through art.

Thanks to cinema we can travel by boat, spaceships, fl ying cars or just appearing or disappearing to a different country or galaxy. Although we see the things as the director wants us to see, we have the possibility to do more than that. Cinema is also an evidence of how societies and humanity are changing, an evidence that will remain forever.

Finally cinema has always been related to science too. Thanks to scientifi c observations cinema was born, it has been improving hand by hand with scientifi c discoveries. First, it was impossible to think of images and sound at the same time, today we use special glasses to see a 3D fi lm may be in the future glasses won’t be necessary. What will be the next scientifi c-cinematographic surprise?

Some people think cinema is the best communication

media that has ever existed; it puts together the sound

of the radio, the color of magazines, information and

images from newspapers apart from its size.

me people think cinema is the best communica

media that has eit put

Some peopi

Why is cinema considered the best communication media?

How long will cinema last as a communication media?

Are science and cinema related?

Listen and read the following text about a different side of cinema.Listen and read the following text the following text about a different side of cinemferent side of cinema.

become an ecreational media o used for advertising onal purposes. As an media cinema helps k about important e and also helps to nly with logics but .s, fl ying cars or justlaxy. Although we see possibility to do more and humanity are

ence too. Thanks to een improving hand mpossible to think of se special glasses to be necessary. What rise?

unication media?

cation media?

L25

Because it embraces a little part of the other communication media.

It will last forever, though in diff erent forms.

Yes, they are.


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Lesson16

BRILLIANT! MAGAZINEA Different Face on Movies!

Week 16 Day 1


Divide the class into groups of four or five. Tell them that each student has to write a question about movies. Then, they have to ask the question. The winner is the student that answers the question correctly.


Listen and read the following text about a diff erent side of cinema.

Have students read the title of the lesson and predict what the lesson will be about. Tell them that they have to read and listen to the text. Play the recording for students to listen, read and answer the questions. Have the group read the answers aloud.

T25


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Complete the statement with the words below.

Do you like going to the cinema? Have you ever thought that cinema is useful for more things than only entertaining? What do you think about cinema’s role as an educational media? Discuss these questions with your group and teacher.

the sttastaatement with the tatem

theatre, theater, favourite, favorite, movie house, movie, fi lm, cinema

While in the US you go to a or

to see your

, in the UK you go to the

to see your , and to

the to enjoy a ballet show.

to see your , and to ,

the to enjoy a ballet show.


Song: What to See?

Friday afternoon, where to go?To the movies I would say so.What to see?A comedy,I don't agree.Drama? Adventure?I'm not sure.Friday afternoon, where to go?To the movies I would say so.A silent movie?There aren't any now!What about science fiction?I would rather Action.Great! Fiction then!And tomorrow?Saturday afternoon, what to do?Let's go to the movies too.What to see?Not a comedy,I do agree!

S26

movie house

theater favorite movie

cinema

favourite fi lm

theatre


87

Complete the statement with the words below. Have them read and complete the statements with the

words below. Th en, have them compare their answers with a partner. Have some students read the paragraph.

CLOSING

Do you like going to the cinema? Have you ever thought that cinema is useful for more things than only entertaining? What do you think about cinema’s role as an educational media?

Discuss these questions with your group and teacher.

Go over the questions with students. Make sure they understand all of them. Divide the class into pairs. Have them ask and answer the questions. Have some students share their answers with the rest of the group.

Day 2

BRILLIANT SONG!What to See?


Divide the class into two teams. Tell them that they are going to play a guessing game. Explain to students that a student from each team has to say a sentence, and a student from the other team has to complete it. For example: A drama movie is…


Listen to the song and sing along.Go over the lyrics with students. Play the recording for students to sing the song.

T26


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80

Product: Script for the dubbing of a silent short fi lm. Th e dubbing of a silent fi lm helps you to convey information from specifi c communication media. It also helps you to increase your vocabulary, develop your creativity and have some fun while you are learning.











88

Lesson16

Product Time

Day 3


Have students read the paragraph about the product. Tell them they can refer back to the diff erent steps in the product if they need help writing the sentences. Walk around the classroom and give help when needed.


Go over the questions with students. Divide the class into pairs. Have them take turns asking and answering the questions. Tell them to write their answers in the space provided.


Divide the class into groups of four. Have them discuss their answers from activities 1 and 2. Go around the classroom and fi nd out some of the students’ answers. Discuss the diffi culties they had when doing the product. Make some notes about their answers. Th is may help you to guide them with the future products.


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Look at the picture and make up a dialog with four interventions for the dubbing of this scene. Work in groups of four; two students will act out the scene and two more will do the dubbing. When fi nished, write a tick ( ) in the box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are able to do! If you need help, ask your teacher.

Ana:

Lorena:

Ana:

Lorena:

I can I can’t

…anticipate main ideas from previous knowledge

and non-verbal communication.

I can I can’t

…compose expressions to produce oral exchanges.

I can I can’t

…provide examples to main ideas during an oral exchange.

I can I can’t

…rephrase expressions produced during an oral exchange.

rventions for the dubbing of out the scene and two more he box that shows what you

what you are able to do! If

That was really funny!

It was embarrassing…but funny.

Embarrassing?

That falling wasn't acting was for real!


89

Day 3

I Can

Look at the picture and make up a dialog with four interventions for the dubbing of this scene. Work in groups of four; two students will act out the scene and two more will do the dubbing. When finished, write a tick ( ) in the box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are able to do! If you need help, ask your teacher.Divide the class into groups of four. Have students look at the pictures and write dialogs for the four interventions for the dubbing of the scene. Once they have finished writing the dialogs, tell them to individually check the boxes that shows things they can or can’t do. Finally, have a whole class session and discuss which are the areas students need more help.

Remind students that this is a very important section because they reflect on whether or not they understood the language structures and lexis presented in the second part of the unit. Go over each of the task with students and tell them that it is important that they answer the tasks individually. Then, check answers with the class by asking volunteers to write the answers on the board. This is a very important section because you can detect problems they have with the language and you can do some remedial work to reinforce certain areas of the language.


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Name Date

Photocopiable Material Total /16

Evaluation A

2unit

1. Complete the sentences with words from the box.

Earthquake Tornado drought fl ood landslide hurricane

A) is a violent storm with very strong winds which move in a circle.

B) A is a large amount of water that covers an area which is usually dry.

C) is a sudden and violent shaking of the earth’s surface.

D) A long period of time when there is little or no rain is a .

E) A is a mass of earth or rock that falls down the slope of a mountain.

5 points2. Label the pictures with words from the box.

portable radio fl ashlight non-perishable food injury fi rst-aid kit

A) B) C) D) E)

5 points3. Complete the steps in case of an earthquake.

1. calm.

2. light matches or candles there might be a gas leak.

3. away from windows, outside walls and furniture.

4. use the elevator.

5. If you are indoors there.

6. to the meeting point.6 points

W h a t t o d o i n c a s e o f a n

E A R T H Q U A K E


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Evaluation B

2unit

Name Date


1. Write the diff erent movie genres.

A) B) C) D) E)

F) G) H) I)

2. Look at the pictures and make a dialog.

Scene 1 Scene 2 Scene 3 Scene 4 Scene 5

11 points

9 points


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Answer Key

Evaluation A

Exercise 1

A) Tornado B) fl ood C) Earthquake D) drought E) landslide

Exercise 2

A) injury B) non-perishable food C) fl ashlight D) fi rst-aid kit E) portable radio

Exercise 3

1. Remain 2. Don’t 3. Stay 4. Don’t 5. stay 6. Go

Evaluation B

Exercise 1

A) action B) adventure C) comedy D) crime E) drama F) horror G) musicals H) western I) science fi ction

Exercise 2

Student’s own dialog.


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Medieval Stuff! 3

Product: poster about the operation of a machine or device. - Can choose and paraphrase sentences. - Can organize and link main ideas and the information which explains them, in a diagram. - Can rewrite sentences in order to give explanations.

Learning to be through the languageLanguage as a means to:

- Have access to scientific and technologic information.

- Appreciate the usefulness, benefits and risks of scientific and technologic progress.

- Promote feedback as a fundamental aspect of the learning process.

Features and types of oral and written texts - Subject matter, purpose and intended

audience. - Text and graphic components. - Patterns of text arrangement:

comparison and contrast listing. Phonic, syntactic and semantic elements of texts


- Comparatives (e.g. more slowly, less quickly, etcetera), superlative adverbs (e.g. the least…, the most quickly, etc.).

- Verb forms: modals (e.g. can, could). - Connectives (e.g. in order to, so that,

so/such… that).

- Verbs: phrasal verbs (e.g. set upon, get about, etc.).

- Adverbs: of the sentence (e.g. too, either, etc.).

- Syntactic features of the English language: split infinitive [to + word(s) + verb] (e.g. This machine is intended to not do harm, This is a great device to once again communicate…).

Mechanics of writing - Upper and lower case letters.- Punctuation: comma, semi-colon,

parentheses, apostrophe, dash. - Differences between British and

American varieties (e.g. -ogue/-oge, -ce/-se).

Learning to do with the languageRevise illustrated processes about the operation of machines or devices.

- Choose illustrated processes (e.g. juicer, telephone, lamp, etc.).

- Recognize text organization. Reflect on the use of images and/or illustrations.

Understand information that explains how a machine or a device works upon a guided reading.

- Select information from various sources. Point out main ideas and information that broadens them.

- Answer questions to confirm understanding (e,g, what is it? What is it for?, etc.).

Write information to explain how a machine or a device works.

- Select information to explain how things work. Use a flow chart to order and link ideas and explanations.

- Paraphrase information to explain how things work (using, for example: be able to).

Edit texts with the teacher‘s coordination.

- Read to revise punctuation and spelling conventions. Verify the order of sentence sequence.

- Add, remove and/or change information. Write final version

Formation and academic environmentSpecific activities with the language

Rewrite information to explain how a machine or device works.

Social practices of the language Read and rewrite informative text from a particular field.

Product: Hangman game - Can distinguish the stress of specific parts of sentences. - Can read and write sentences to practice rhythm, intonation and stress. - Can contrast the stress of words, both on their own and within sentences.

Learning to be through the languageLanguage as a means to:

- Assist the enjoyment of schoolwork.

- Participate in activities of common interest among students.

- Compete with effort and respect.

Learning to know about the languageFeatures and types of oral and written texts

- Subject matter and intended audience. - Graphic and text components. - Purpose of language games: discover

sentences. Phonic, syntactic and semantic elements of texts

- Acoustic features. - Sentence composition.

Mechanics of writing - Conventional writing of words. - Punctuation: apostrophe (e.g. He didn‘t, I‘ve). - Upper and lower case letters. - Diphthongs: (e.g. oi, ou, au).

Learning to do with the languageRevise examples of language games suitable to practice stress and pronunciation in predetermined sentences (e.g. Sentence Hangman).

- Identify games from their names. - Recognize subject matter, purpose and intended audience. - Determine which elements make up the language game. - Recognize the function of graphic and text components. - Define the number of words used on each sentence. - Identify participants and the role they play (e.g. coordinator, players, etc.). - Determine the number of players and their turns to participate. - Recognize steps taken by a player and detect the order to follow.

Understand stress and intonation characteristics in words and sentences involved in the game.

- Read a list of sentences out loud. - Distinguish stress of pronouns and/or contractions in sentences. - Recognize rhythm, stress and intonation in sentences. - Guess, infer and discover sentences to practice rhythm, stress and

intonation. Write sentences to participate in language games.

- Suggest and complete sentences. - Compose sentences. Dictate sentences.- Break up sentences to observe the difference in word stress, when

forming a sentence and when isolated.

Social practices of the languageParticipate in language games to work with specific linguistic aspects.


ork

Literary and ludic environmentSpecific activities with the language

Participate in language games in order to recognize rhythm, stress and intonation of sentences.

Recommended resources: Webography links 12 to 15 on page 219 and book numbers 5, 13, 14 and 2, 6, 7, 9, 10, 11, 12, 15 listed in the Bibliography on page 218 of the Student’s Book.


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a. What do we call the period in history between the years 400 and 1500 A. D.?

b. What was the role of the minstrel?c. What are the children doing?

3Medieval Stuff!


94

UnitOpener 3

Medieval Stuff!

Week 17 Day 1

Have students open their books on pages 86 and 87. Go through the illustrations on the left-hand page with students to activate previous knowledge and abilities as well as to raise expectations of what they will cover during the first part of the unit. Point to the different pictures on the page, elicit vocabulary and teach them new words (gallows, blacksmith, minstrel, castle, village, fountain, etc.) Then, divide the class into groups of three and have them read and answer the questions. Tell them to join another group and compare their answers. Have some volunteers share their answers with the rest of the group.


a. What do we call the period in history between the years 400 and 1500 A.D.?b. What was the role of the minstrel?c. What are the children doing?


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a. What were the main activities of the village?

b. Was the role of the inventor important for the villagers?

c. What is the name of the invention the old man with glasses (the inventor) is showing to the young man?

• distinguish the stress of specifi c parts of sentences.

• read and write sentences to practice rhythm, intonation and stress.

• contrast the stress of words on their own and within sentences.

• choose and paraphrase sentences.• organize and link main ideas and the

information which explains them in a diagram.

• rewrite sentences in order to give explanations.


nit you can of the books websitesd on

8 and 219 sultation


95


Direct students’ attention to the illustrations and elicit vocabulary to activate previous knowledge and to raise expectations of what they will produce during the second half of the unit. Have students read and answer the questions. Encourage them to use only English. Then, have students compare their answers with a partner. Have some students share their answers with the rest of the group.


a. What were the main activities of the village?b. Was the role of the inventor important for the villagers?c. What is the name of the invention the old man with glasses (the inventor) is showing to the young man?


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Middle Ages Games!Lesson

17

2. Match each game mentioned in the text to its image.

3. Have you played any of the games mentioned above? Which one is your favorite? Which one do you not like? Interview two classmates and complete the following sentences with true information.

a. My favorite game is , I don’t like playing .

b. ’s favorite game is , doesn’t like playing .

c. ’s favorite game is , doesn’t like playing .

1. Read the following passage. Underline and correct the spelling mistakes writing your answers above each letter.

the middle ages is the period in history between 400 and 1500 A.D., which means from the

fall of the roman empire to the renaissance. it was a violent period in which keeping order was

especially di cult, economic problems opened the way for thieves and peasants frequently

revolted, there were lots of spies, pirates and assassins, it became unsafe to travel or trade

goods which increased poverty. law did not have xed rules, torture chambers were included in

many castles, criminals were condemned to die by being hung in gallows, among other terrible

punishments.

nevertheless, it was the time of knights, there were many scienti c discoveries and arts had also

an important development. as in any period in history people used to have fun playing di erent

games such as dice, marbles and checkers. chess began to be played toward the end of the

middle ages and as soon as paper reached europe, playing cards became fashionable. the most

common toys for kids were whistles, little dishes and dolls.

Middle Ages

a. dice b. marbles c. checkers d. chess e. cards f. whistles

12

a

T M A

R E R I

L

N

A

C

M A E T

c f

e b d



96

Lesson17

Middle Ages Games!

Week 17 Day 1


Have students work in pairs. Tell them they are going to play a memory game. Explain that they have to take turns looking at the picture on pages 86 and 87. Then, close the book and describe the picture.

PRACTICE – In the Book

1. Read the following passage. Underline and correct the spelling mistakes writing your answers above each letter.

Have students read the title of the text and elicit all the information they know about the Middle Ages. Encourage them to use only English. Help them with any necessary vocabulary. Have students read the fi rst sentence and say what the mistakes are. Tell them to read the text and correct the mistakes. Have some volunteers write the answers on the board.

2. Match each game mentioned in the text to its image.

Direct students’ attention to the pictures and elicit the words. Divide the class into pairs. Have them match the images to the words. Tell them that they are not allowed to use the dictionary. Write the answers on the board. Have them correct any mistake.

CLOSING

3. Have you played any of the games mentioned above? Which one is your favorite? Which one do you not like? Interview two classmates and complete the following sentences with true information.

Go over the questions with students. Tell them that they have to go around the classroom and interview two classmates, write the answers in the notebooks. Th en, have them complete the sentences with their classmates’ answers. Go around and make sure everybody is using only English.

3Recommended resources: Website number 12 listed in the Webography on pages 249.


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89

1. Listen to the conversation and complete the answers.

a. What are the students and teacher talking about?

Th ey are talking about .

b. How old are games?

Th ey are as old .

c. What were games used for?

Th ey were used to transmit .

d. Why are games an aff ective way to teach?

Because they engage our and use

and .

2. Listen and underline the words that are stressed in each sentence. Check as you read aloud.

a. Games are as old as humankind.

b. In the Middle Ages there were lots of games.

c. Do games really help to learn?

d. Students are easily excited about playing.

3. Do you think that games are good for teaching and/or learning? Which is the game that you consider the best example of this? Ask eight classmates and fi ll in the information in the chart. Follow the example.

Name Teaching Learning Example

Luisa Memory game

27

27

page208

games

as art

experiences

attention imagination

creativity



Day 2


Play “Bingo” (choose vocabulary words from the opener pages: gallows, castle, blacksmith, bridge, river, woods, etc.).


1. Listen to the conversation and complete the answers.

Point to the picture and ask students to predict what the conversation will be about. Play the recording for students to answer the questions. Play the recording one more time for students to check their answers. Have some volunteers read the answers to the group.

2. Listen and underline the words that are stressed in each sentence. Check as you read aloud.

Remind students that the English language doesn’t have accents like we do in Spanish, but it does have “stress.” Speakers of English stress the words that convey (give) the main idea in the sentence. Write on the board the example: Games are as old as humankind. Read the sentence and ask students which the stress words are. Underline the words. Play the recording for students to complete the activity. Allow them to compare their answers with a partner. Tell students they can check their Grammar Reference on page 208 to clarify any doubts. Have them read the sentences with the correct stress. Correct any intonation and pronunciation mistakes by modeling the sentence and having them repeat it several times.

CLOSING

3. Do you think that games are good for teaching and/or learning? Which is the game that you consider the best example of this? Ask eight classmates and fi ll in the information in the chart. Follow the example.

Ask students if they like games, and which games they like? Elicit answers from diff erent students. Divide the class into groups of six. Tell them to take turns asking and answering the questions and fi ll-in the chart below. Th en, have them compare their answers and fi nd out the similarities and diff erences in their groups.

Students read pages 31 to 34 in their Reader’s Book and get prepared to discuss their ideas in class.

T27

T27

3


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Lesson17

90

a. What is the purpose of the game?

b. What would happen if the letter that you chose is not in the word or sentence?

c. How many mistakes can you make to guess the word or sentence?

2. Every language has “intonation” and English is not an exception. Listen and write if intonation goes up or if it goes down in the following questions and statements.

Isn’t it funny how a terrible punishment could be turned into an amazing game? ( )

What are you talking about? ( )

Are you talking about the famous Hangman? ( )

Correct! ( )

Why don’t we play? ( )

Great! I’m sure you’ll lose. ( )

3. In groups of four play Hangman and guess one of the following sentences.

1. Number the parts of the Hangman diagram as you listen.

rope ( )

( ) wooden piece head ( )

( ) pole arms ( )

body ( )

( ) base legs ( )

t

t

t

k t

h

h

b n

h

28

228

I

w a s

h e

i m e

o f

n i g h s .

T e y

a v e

e e

u s e d

t o

t e a c .

3

2

1

The purpose is to guess a word or a sentence letter by letter.

You have to draw a part

of the hangman.

We can make seven mistakes.

4

5

8

6

7


Day 3


Explain to students that they are going to participate in a spelling game. Say a word and ask a student to spell it. Then a second student should say a word beginning with the last letter of the word given and the next student should spell it, and so. The person who makes a mistake is out of the game.


1. Number the parts of the Hangman diagram as you listen.

Point to the picture and elicit what the picture is about. Play the recording for students to number the parts of the hangman. Play the recording a second time for students to confi rm their answers. Elicit the answers from diff erent students.

BRILLIANT GAME!

2. Every language has “intonation” and English is not an exception. Listen and write if intonation goes up or if it goes down in the following questions and statements.

Explain to students that every language has “intonation” and English is not an exception. Ask students to read the instructions. Make sure they understand them by eliciting an example. Play the recording for students to complete the activity. Check answers with the class. Play the recording again for students to read the sentences aloud and imitate the intonation.

CLOSING

3. In groups of four play Hangman and guess one of the following sentences.

Divide the class into groups of four. Elicit the rules to play Hangman. Have students play and guess the sentences. Find out who the winner is in each of the teams.

T28

T28


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91

A Pirate s Tale


a. What do you know about pirates?

b. Where did pirates live?

c. Who are the most famous pirates that you know?

Th e key to human knowledge is staying active to learn new things. Th erefore, playing well-planned games (including objectives, timing and results) is an excellent way to learn new things about oneself and others. Furthermore, games help us work in teams more eff ectively when every member in the team has a specifi c role helping everyone achieve the same goal. Th is time, you will organize a Hangman game.

First, decide on the number of teams and how many players each team will have. Th en, decide on the number of times that each player can participate. Finally, establish rules for the Hangman game.

By the end of the class, put a tick ( ) next to the steps you followed.

Brilliant Time! - Hangman Game- Step 1

1. Decided on the number of teams and players in each one.

2. Decided on the number of turns for each player to participate in the game.

3. Set up the rules to play the game.





Day 3

BRILLIANT READING!A Pirate’s Tale


Ask students to open their Reader’s book to page 31. Have them read the title, look at the pictures and predict what the story will be about. Elicit answers from diff erent students. Divide the class into pairs. Tell them to read from page 32 to page 35, and retell that part of the story to their partner. Th en, have them answer the questions. Ask some students to read the answers.

BRILLIANT TIME!Hangman Game – Step 1/4

The main aim of Product 1 in this unit is to have students make a Hangman game as they:

Establish the rules for the game. Make a word list. Write sentences using correct spelling

and punctuation. Edit sentences. Play Hangman.

All of the above done under your guidance and your help.

The key to human knowledge is staying active to learn new things. Therefore, playing well-planned games (including objectives, timing and results) is an excellent way to learn new things about oneself and others. Furthermore, games help us work in teams more effectively when every member in the team has a specific role helping everyone achieve the same goal. This time, you will organize a Hangman game.

First, decide on the number of teams and how many players each team will have. Then, decide on the number of times that each player can participate. Finally, establish rules for the Hangman game.Students get in groups of four. Elicit different rules for games. Write some of them on the board. Remind them that rules are written with imperative verbs. Tell them that they have to decide the number of teams, players and turns of participation and set up the rules for the game. Monitor and check the rules. Have them read the introduction and look at the steps. Students tick the ones they followed in class.


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Lesson18

92

The Rules!Lesson

18

3. In groups of four, write three sentences from activity 2, stress the words in each one and write the Wh-question words that helped you solve the activity.

a. I ’ve played Hangman twice already.

Who does the action? What action? How many times? b. Th e players to start the game when c. Don’t worry! the contest.

d. We in .

e. Th is from the .

f. to be a in the game.

g. A in the same round of turns.

2. Complete the following statements using the corresponding contraction from the ones below.

didn’t ‘ve can’t ‘m ‘ll weren’t doesn’t don’t

Example: I’m sure Marcos wants to be the coordinator.a. I played Hangman twice already.

b. Th e players ready to start the game when we arrived.

c. worry! I help you coordinate the contest.

d. We participate in yesterday’s game.

e. Th is modern game come from the Middle Ages.

f. I happy to be a contestant in the game.

g. A student participate twice in the same round of turns.

1. Listen to the conversation and complete the rules of the game.

a. Number of words in each sentence:

b. Name of the coordinator:

c. Number of players per team:

d. Contractions allowed:

e. Turns:

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Between fi ve and six.

Marcos

Three

Contractions aren’t allowed until the fi nal stage of the contest.

A student can only repeat after two turns.

’ve

weren’t

Don’t ’ll

didn’t

doesn’t

’m

can’t

weren’t ready we arrived.

What is the problem? Who arrived?

I’ll help you coordinate

Who does the action? What action?

didn’t participate yesterday’s game.

Negative form (didn’t) What action? When?

modern game doesn’t come Middle Ages.

What are we talking about? Negative form (doesn’t) What about the game?

I’m happy contestant

Who? How is the person feeling? Why?

student can’t participate twice

Who? Negative form (can’t) What action? How many times?


The Rules!

Week 18 Day 1


Divide the class into two teams. Explain to students that you are going to say the beginning of a sentence and they have to complete it. Allow one participant from each team at a time. Example: A fountain is… The team that completes the most correct sentences wins.


1. Listen to the conversation and complete the rules of the game.

Have students work in pairs. Play the recording for students to complete the rules of the game. Ask students at random to read the answers. Play the recording again for students to confi rm their answers.

2. Complete the following statements using the corresponding contraction from the ones below.

Write on the board: isn’t (is not). Explain students that in English we use contractions as a popular way to speak and sometimes in written texts. Go over the contractions from below with the students. Ask volunteers to write the full form of each contraction. Tell students to check their Grammar Reference on pages 207 and 208 to learn more about contractions. Have students complete the activity. Have some students read the answers aloud.

CLOSING

3. In groups of four, write three sentences from activity 2, stress the words in each one and write the Wh-question words that helped you solve the activity.

Read the instructions along with the students. Explain

to students which words to stress in a sentence. A good tip is using Wh-question words: Who does the action? What action? Why? When or Where? Tell them that also, negative forms are always stressed. Write the following example on the board: I’ve played Hangman twice already. Ask students: Who does the action? What action? How many times? Elicit answers from diff erent students. Invite a volunteer to underline on the board the words that are to be stressed. I’ve played Hangman twice. Divide the class into groups of four. Have them complete the activity. Monitor and clarify any doubts. Have volunteers read and write their answers on the board.

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1. Read the information in the text and underline the words to be stressed.Middle Ages uring the 15th Century, population increased and the upper class activities decreased.

Therefore, many new forms of literature emerged. Troubadours appeared in Southern

France; Dante Alighieri wrote “The Divine Comedy”, which was the most important poem in this

period. Chess was also invented as were many other sports and games. The High Middle Ages gave

birth to important inventions such as the astrolabe and the very rst glasses.

2. Read as you listen. Listen again and write for raising intonation or for falling intonation, the same way that you did in lesson 17. Finally, read each sentence aloud imitating intonation and stress.

a. Th ere emerged many new forms of literature.

b. Troubadours appeared in Southern France.

c. Dante wrote “Th e Divine Comedy”.

d. Chess was also incorporated as many games.

e. Middle Ages gave birth to important inventions.

3. In groups of four, read the following sentences and underline the stressed syllable in the highlighted words in bold type to know the rhythm each word has.

1. Happy birthday! I brought a present for you.

2. Th e author will present his book next week.

3. My wife is from China, she’s Chinese.

4. My mom uses the china I gave her every Sunday.

5. Can you write your address on this application, please?

6. Mr. Hanes will address the audience with a very interesting talk.

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Day 2

ACTIVATION – Before the Book

Write on the board the following heading: Middle Ages. Have students write as many words as they can related to the topic. To check, have some students write the words on the board. Correct any spelling mistakes. They can also check at pages 94-95 to find more words.


1. Read the information in the text and underline the words to be stressed.

Ask students: What important event do you know about the Middle Ages? Elicit answers from diff erent students. Ask students to read the text and underlined the words that are to be stressed.

Check answers with the class. Ask students to read the text aloud, stressing the words, and have students read aloud in unison. Correct any mistakes in pronunciation or intonation.

2. Read as you listen. Listen again and write for raising intonation or for falling intonation, the same way that you did in lesson 17. Finally, read each sentence aloud imitating intonation and stress.

Write on the board: Do you think English is diffi cult?

Yes, I do. What are you doing? I’m studying.

Say the sentences while drawing arrows to show the direction of the pitch. Have them repeat the statements aloud. Have them look at the statements and explain the diff erences. Tell the students that a sentence ends with a falling pitch. A question may end with a rising or falling pitch. Questions with a question word (who, when, why, etc.) end with a falling pitch. Yes/No questions end with a rising pitch.Ask students to read the instructions. Play the recording for students to read and listen. Play the recording again for students to complete theactivity. Ask volunteers to read their answers aloud. Have them read each sentence aloud several times. Correct any mistakes in pronunciation and intonation.

CLOSING

3. In groups of four, read the following sentences and underline the stressed syllable in the highlighted words in bold type to know the rhythm each word has.

As you already know, we stress words in English to convey meaning, but at the same time, each word in English has its own stressed syllable depending on the function of the word (noun, adjective, verb, etc.) in a sentence. Th is is what gives English its own rhythm. Go over the instructions with students. Elicit some examples of nouns, adjectives, verbs, prepositions, conjunctions. Write them on the board. Have students work in groups of four. Tell them to underline the stressed syllable in the words in red to know the rhythm each word has. Remind them they can check their Grammar Reference on page 208. Check answers with the class by asking them to read the sentences aloud. Correct any mistakes.

Students read pages 35 to 37 in their Reader’s Book.

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Lesson18

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3. Here you have fi ve more words. Read them aloud to fi nd the sound they correspond to. Write the correct match next to each word, using the words from above.

clear

share

May

buy

joy

2. Game. “Endings that sound alike!”. Read the words aloud and write l for a long ending sound and s for a short ending sound. Th e fi rst pair to fi nish is the winner.

book ( s ) show ( )

day ( ) chair ( )

my ( ) pay ( )

boy ( ) here ( )

low ( ) cook ( )

how ( ) toy ( )

near ( ) cow ( )

hair ( ) shy ( I )

1. Separate the following sentence into its component words and then write each word under the corresponding function. Write a tick ( ) if the word must be stressed in the sentence and underline the stressed syllable in each word.

There were many scientifi c discoveries during the Middle Ages.

adjective adverb article noun preposition verb

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near, here

middle there the ages during were

many discoveries

scientifi c

hair, chair

day, pay

my, shy

boy, toy

l

l l

l l

l s

l s

s l

s s

l


Day 3


Elicit all the vocabulary words they have seen in this unit so far. Have different students write the words on the board. Correct any spelling mistakes. Have students classify those words in lexical sets. Have volunteers classify the words on the board.


1. Separate the following sentence into its component words and then write each word under the corresponding function. Write a tick ( ) if the word must be stressed in the sentence and underline the stressed syllable in each word.

Go over the instructions with the students. Make sure they all understand the instructions. Have them complete the activity. Monitor and give help when needed. Have volunteers read the answers and the sentence aloud. Correct any pronunciation, stress and intonation mistakes.

BRILLIANT GAME!

2. Game. “Endings that sound alike!”. Read the words aloud and write l for a long ending sound and s for a short ending sound. Th e fi rst pair to fi nish is the winner.

Write on the board the words: book and shy. Ask students to read the words aloud and say which of the words has a long ending sound and which one a short ending sound. Make sure students understand the diff erence by eliciting some examples. Have students complete the activity. Check answers with the class. Ask them to read the words aloud.

CLOSING

3. Here you have fi ve more words. Read them aloud to fi nd the sound they correspond to. Write the correct match next to each word, using the words from above.

Divide the class into pairs. Tell them that fi rst they have to read the word aloud, and then write the words according to the sound they belong. Have the whole class read the words aloud.



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95

A Pirate s Tale


a. What type of clothing did pirates wear?

b. Th ink about Th e Fall of the West and make a drawing in your notebook. Share your drawing with the group.

c. What do you think about Captain Ted Hatchetback?

Let’s continue working on our Hangman game. Th is time you have to secretly propose and select among your teammates only, a list of sentences with diff erent rhythms, intonation, stress and with/without contractions. Finally in your notebook, write the sentences you agreed to use in your game for your classmates to guess.

When the class ends, write a tick ( ) next to the steps you followed.


1. Proposed and selected a list of sentences.

2. Wrote the fi nal sentences in your notebook.





Day 3



Ask some students at random to retell A Pirate’s Tale! Explain to students that they have to read three more pages and answer the questions. Remind them that it is not necessary to understand every single word from the text. Also, tell them they can consult in their dictionaries for the meaning of words they don’t know. Have them work in pairs and discuss the story in detail.


Let’s continue working on our Hangman game. This time you have to secretly propose and select among your teammates only, a list of sentences with different rhythms, intonation, stress and with/without contractions. Finally in your notebook, write the sentences you agreed to use in your game for your classmates to guess.Have students get in their groups. Elicit a sentence with five or six words and write it on the board. Have students read the sentence aloud. Ask them which words should be stressed. Underline the words. Have students read the sentence aloud. Correct any pronunciation or intonation mistake. Tell students that they have to write some sentences with different rhythms and stress. Tell them to write these in their notebooks. Check students’ sentences. Have them read the steps and tick the ones they followed in class.


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Lesson19

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Lesson

19Words to Stress!

2. Now that you have learned about word stress, order the words from activity 1 to make correct sentences.

a. Crusades/place/Th e/Middle/Ages/took/in/the

b. Holy/Th e/were/Crusades/Wars

c. States/were/by/Th ey/Christian/done/Europe/of

d. objetive/spread/Th eir/to/Christianity/was

3. Take the ten words in activity 1 and write in your notebook one sentence using them all. Exchange your sentence with another pair of students. Have them underline the stressed words in your sentence as you do the same with the sentence you received. Get your sentence back and check. Finally, share it aloud with your teacher and group and watch your intonation, rhythm and stress.

1. Read the following words aloud and underline the stress. Listen to check your answers. Choose fi ve words from the lists and write a sentence. Remember to use connectives to join ideas. Are all the words you chose stressed in your sentence?

Crusades land

series thousands

holy Christian

war done

release states

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The Crusades took place in the Middle Ages.

The Crusades were Holy Wars.

They were done by Christian States of Europe.

Their objective was to spread Christianity.

Suggested answer.


Words to Stress!

Week 19 Day 1


Divide the class into two teams. Tell students that you will write a sentence on the board and, taking turns, a member of each team reads the sentence with the correct rhythm and intonation. The team gets a point for any student who reads their sentence without any mistakes.


1. Read the following words aloud and underline the stress. Listen to check your answers. Choose fi ve words from the lists and write a sentence. Remember to use connectives to join ideas. Are all the words you chose stressed in your sentence?

Read the instructions along with the students. Remind them that if they need help with connectives, check their Grammar Reference on page 208. Have students complete the activity. Monitor and give help when needed. Have some students read and write the sentences on the board.

2. Now that you have learned about word stress, order the words from activity 1 to make correct sentences.

Remind students that in order to write correct sentences, it is important to identify the parts of speech. Elicit the parts of speech seen in the previous lesson. Have them work in pairs and order the words to make sentences. Have students read the sentences. Insist on the rhythm and stress.

CLOSING

3. Take the ten words in activity 1 and write in your notebook one sentence using them all. Exchange your sentence with another pair of students. Have them underline the stressed words in your sentence as you do the same with the sentence

you received. Get your sentence back and check. Finally, share it aloud with your teacher and group and watch your intonation, rhythm and stress.

Divide the class into pairs. Go over the instructions with the students. Have them complete the activity. Monitor and make sure they are all using English. Ask the diff erent pairs to read their sentences aloud to the rest of the class.

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The Crusadesuring the Middle Ages, The Crusades took place. They were a series of

Holy Wars carried out by the Christian States of Europe that started in 1095. The objective of the Crusades was to force the Saracens out of the Holy Land including Jerusalem. The name “Crusade” came from the French word “crois” that means “cross”. There were eight Crusades; the first four are sometimes called the Principal Crusades, and the remaining four the Minor Crusades.

The Crusades caused thousands of deaths, but they also brought many innovations from the East to the West. Architecture was greatly improved and Eastern inventions brought back to Europe were useful for exploration during the 15th century.

1. Make four sentences (affi rmative, negative, interrogative) based on the information below.

y

n

3. Dictation: In groups of four, choose one of the sentences you wrote in activity 1 and read it aloud to the rest of your classmates to write. Consider stress and intonation when dictating and decide which of the words in each sentence should be stressed. You can also play a game writing new sentences in your notebook and dictating them as to see who has fewer written mistakes or the best intonation and stress at speaking.

a.

b.

c.

d.

2. Remember that using correct intonation when speaking or reading in English helps listeners to understand better and to keep them interested. Listen to the sentences and write a when intonation goes up and when intonation goes down.

a. Th e Crusades took place during the Middle Ages.

b. Where does the word Crusade come from?

c. Did Th e Crusades cause lots of deaths?

d. Chess was also invented, as were many other sports and games.

a.

b.

c.

d.

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The name Crusade came from a French word.

Was architecture improved during The Crusades?

Which inventions were important?

There weren’t 10 Crusades.

Suggested answers.



Day 2


Tell students to think of a word and write it on a piece of paper. Then, tell them to stand up, go around the classroom and find five students that have written a word that is the same part of speech (noun, adjective, adverb, pronoun, etc.) and get in a group. Then, tell them to write a different word and do the same. Go around and make sure they are grouped correctly.


1. Make four sentences (affi rmative, negative, interrogative) based on the information below.

Point to the picture and have students predict what the text will be about. Have them read the text and write four sentences based on the text. Monitor and check students’ sentences. Have some volunteers read the sentences aloud.

2. Remember that using correct intonation when speaking or reading in English helps listeners to understand better and to keep them interested. Listen to the sentences and write a when intonation goes up and when intonation goes down.

Read the instructions along with the students. Play the recording for students to complete the activity. Have students compare their answers with a partner. Check answers with the class. Play the recording again so that students can read the sentences aloud with the correct intonation. Ask students to read the sentences aloud again, but this time without the recording.

CLOSING

3. Dictation: In groups of four, choose one of the sentences you wrote in activity 1 and read it aloud to the rest of your classmates to write. Consider stress and intonation when dictating and decide which of the words in each sentence should be stressed. You can also play a game writing new sentences in your notebook and dictating them as to see who has fewer written mistakes or the best intonation and stress at speaking.

Divide the class into groups of four. Ask students to dictate a sentence to their partners from the previous activity. Th en, have them check the sentences and decide which of the words should be stressed. Encourage them to write new sentences in their notebook and fi nd out who has written more sentences. Monitor while they are working.

Students read pages 38 to 41 in their Reader’s Book and get prepared to share their ideas with their classmates and you.

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Lesson19

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3. Play Hangman in groups of four. Two of the members in the team create a sentence with five or six words related to the Middle Ages for the other two teammates to take turns guessing letters and completing the sentence. As soon as you guess the sentence, read it aloud and change roles. Use your Portfolio for the game.

2. How do you know when to rise or decrease the intonation of a statement? Read aloud the statements in the chart and complete it writing a tick ( ) under the corresponding column. Check with your teacher and group.

1. Listen and complete the paragraph with the words from the box.

centuries Crusades Europe gunpowder innovations Christianity scientifi c

High Middle Ages he High Middle Ages took place during the 11th, 12th and 13th centuries. It was a period of

with being successfully incorporated into Asian warfare. In only three , more discoveries were made than during the whole previous millennium!

During this time, the population of grew very quickly and people began to concentrate in cities. Products and ideas began to move between these cities, which led to many discoveries and inventions. During this time period, Christianity also became the dominant religion in Europe, which brought greater peace throughout the region. However, the Pope wanted to banish the other religions practiced in Eastern Europe and the Holy Land. He called for a Holy War and kings and nobles agreed to fight in order to spread . These wars were called The .

Type of statement Falling intonation

Rising intonation

Wh-questionsWhen did the Crusades take place?What is the meaning of Middle Ages?

Yes/No questionsDid the Crusades take place in the 15th Century?

Yes, they did.

StatementsTh e word crusade comes from the French word “crois”.

Tag questions fi rst part (chat)He liked the topic on the Crusades, didn’t he?

Tag question second part (check)Th e History teacher is excellent, isn’t she?

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innovations gunpowdercenturies

Europe

Christianity Crusades

scientifi c


Day 3


Divide the class into two teams. Tell students that the teams will take turns writing on the board the word that you spell. They have to read it and say the meaning. If they write it correctly and say the correct meaning, the team gets a point. To play this game, make a list of words in advance, from this unit related to the Middle Ages.


1. Listen and complete the paragraph with the words from the box.

Go over the words below with students. Elicit the meaning of the words. Have them work in pairs. Ask students to read the paragraph. Th en, play the recording for students to complete the paragraph. Have the group read the answers aloud. Play the recording a second time for students to confi rm their answers.

BRILLIANT GAME!

2. How do you know when to rise or decrease the intonation of a statement? Read aloud the statements in the chart and complete it writing a tick ( ) under the corresponding column. Check with your teacher and group.

Divide the class into pairs. Read the instructions along with students. Have them complete the activity. Check answers with the group by asking them to read the questions and statements aloud.

CLOSING

3. Play Hangman in groups of four. Two of the members in the team create a sentence with fi ve or six words related to the Middle Ages for the other two teammates to take turns guessing letters and completing the sentence. As soon as you guess the

sentence, read it aloud and change roles. Use your Portfolio for the game.

Divide the class into groups of four. Read the instructions along with students. Clarify any doubts. Monitor while they are playing. Correct their sentences. Th e winner is the student who correctly guesses the most sentences.

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A Pirate s Tale


a. Which is the character that you found most interesting? Why?

b. Where do you think the story took place?

c. Write a diff erent ending in your notebook and share it with the group.

Let’s fi nish and play our Hangman game. Take out the sentences you wrote in your notebook to play in this game and check that the grammar, spelling, and punctuation is correct in each one. If necessary, use a dictionary or ask your teacher for help. Once you are sure the sentences are correct, play Hangman and read the sentences aloud at the end of each round. Don’t forget to use the appropriate stress, rhythm and intonation as you say the sentences.



1. Checked grammar, spelling and punctuation

conventions in the sentences to be used in the game.

2. Played Hangman.

3. Read the sentences aloud at the end of each round.





Day 3



Have students discuss the answers in detail in pairs. Have them also discuss the new vocabulary words and their meanings. Ask the questions to diff erent students at random, to check that all of them read the assigned pages.


Let’s finish and play our Hangman game. Take out the sentences you wrote in your notebook to play in this game and check that the grammar, spelling, and punctuation is correct in each one. If necessary, use a dictionary or ask your teacher for help. Once you are sure the sentences are correct, play Hangman and read the sentences aloud at the end of each round. Don’t forget to use the appropriate stress, rhythm and intonation as you say the sentences.To finish the Hangman game, check that the grammar, spelling, and punctuation of the sentences they wrote are correct. Tell them they can use their dictionaries to check their meaning and spelling of words. Check students’ sentences. Once they have all sentences correct, tell them they have to start playing Hangman. Remind them to use the correct stress, rhythm and intonation. Have students read the steps and check the ones they followed in class.


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Lesson20

100100

t the beginning of the Middle Ages the breakdown of Roman Society led to many problems. One of them was that illiteracy rose incredibly in the West as most Roman schools and libraries stopped operating. The Christian Church was the only institution that survived the fall of the Empire mostly intact. Bishops, who still studied and knew how to write properly, became more important in this newly-created society. Early

medieval books were painstakingly hand-copied and illustrated by monks.Language saw further development during the Middle Ages. Rules for

using capital and lowercase letters were developed. Books were treasures, rarely shown openly in a library, but rather, kept safely under lock and key. Finding someone who might loan you a book was a true friend. Some might

rent out their books, while others, desperate for cash, might turn to the book as a valuable item to be sold. Much of medieval literature relied on allegory to convey the morals the author had in mind while writing, an example of this is “The Divine Comedy” by Dante Alighieri.

Although an important amount of medieval literature is anonymous, there were also extraordinary writers such as Geoffrey Chaucer. Known

as the Father of English literature, he is considered the greatest English poet of the Middle Ages. One of his major works was “The Canterbury

Tales” which is a collection of stories that were told as part of a story-telling contest by a group of pilgrims travelling together on a journey to

Canterbury. Pilgrims were knights, pardoners, summoners, clerks, priests and nuns basically who had characteristics that we can easily recognize

nowadays in the people around us.

Listen and read the following text about Medieval Literature and answer the questions.

Find a word:a. In the fi rst paragraph, a word that means that something was done

with a lot of effort, attention and care, is: b. In the second paragraph, a word that means a story in which

each character or event is a symbol representing a quality, is:

c. In the third paragraph a word that refers to a person who travels to a holy place for religious reasons, is:

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painstakingly

pilgrim

allegory


BRILLIANT! MAGAZINEMedieval Literature!

Week 20 Day 1


Prepare a list of vocabulary words to review. Write each word on two small pieces of paper. That means, writing the word twice, one on each piece of paper. Organize the pieces in two sets of identical words. Divide the class into two teams. Distribute each list of words to both teams; every student on each team should have a paper. Both teams have the same words. When you call a word, two students should stand up, one from each team. The student must then run to the blackboard and race to write a sentence using their word. The winner is the one with a correct and clearly written sentence.


Listen and read the following text about Medieval Literature and answer the questions.

Play the recording for students to read the text about Medieval Literature. Have them work in pairs. Ask students to read the text again. Have them discuss with their partner new words. Tell them they can consult their dictionaries to fi nd the meanings of words. Have students answer the questions. Ask some volunteers to read the questions aloud.

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SongListen to the song and sing along.

The Dark Ages Song!

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In The Canterbury Tales, there are lots of British English terms. Match these terms with their defi nition or equivalency in American English.

Have you ever read any of the medieval pieces of literature mentioned in the text? Did you enjoy them? Why? Share information with your friends and teacher.

British English

3 vicar

3 pardoner

3 summoner

Black and brown throughout the townthieves and pirates were hanged no bluff!It was really a complete mess all around

diseases and famines were common stuff.

But troubadours sang like doves!They sang of triumphs and sang of love.

Dark Ages? I don't think so.Dark Ages? I don't think so.

Checkers and cards were played. Oh, yeah!No matter the class was super low,

drums and whistles were also played and chess was played by many a pro.

But bringing good times to enjoy.No matter! Good times for every girl and boy.


Excellent pieces of literature, poetry and plays!And lots of inventions and discoveries,architecture excelled I'm so amazed!Doors opened to great opportunities.

Then green, yellow, pink and white!Many new colors came in sight.


American English

3 In the writer’s time the person who gave or sold the Church’s pardon.

3 In the writer’s time the person who was sent to call people to appear in court.

3 a priest


Day 2

In Th e Canterbury Tales, there are lots of British English terms. Match these terms with their defi nition or equivalency in American English.

Have students work in pairs. Ask students to match the two columns. Tell them they can check their dictionaries. Have some volunteers read the answers to the group.

CLOSING

Have you ever read any of the medieval pieces of literature mentioned in the text? Did you enjoy them? Why? Share information with your friends and teacher.

Divide the class into pairs. Go over the questions with students. Make sure students understand them. Students discuss the questions. Have diff erent students share their answers with the rest of the class.

BRILLIANT SONG!Th e Dark Ages Song!


Form teams of four. Ask each team to read the lyrics and discuss what the song is about. Tell them they can look up for the words in their dictionaries. Have a speaker from each group tell the class what the song is about.


Listen to the song and sing along. Read the lyrics aloud for students, to

provide a pronunciation model. Th en, have students read it out loud. Play the recording for students to sing the song.

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Lesson20

Product Time

102

Product: Hangman Game. Games help you to learn and practice different aspects of a language. One of the most challenging and funniest games is Hangman, because it depends on your knowledge of the language and on your creativity!

1. Using your own words, write in your notebook, the steps you followed to make this product.










Product Time

Day 3


Quiz time! Have each student write five questions about the Middle Ages. Students exchange the quizzes and write the answers. Then, give the quizzes back and check the answers.



Read the paragraph about the product with students. Tell students that they can refer back to the product if they need help writing the steps. Walk around the classroom and help students. Have a whole class feedback session.


Have students work in pairs. Students answer the questions.


Have several students share the answers with the class. Have a whole class feedback session. Find out students’ opinions.

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Play Hangman in order to guess the hidden sentence below. Write what the stressed words are, and if the intonation rises or falls as you read it aloud. When fi nished, write a tick ( ) in the box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are able to do! If you need help, ask your teacher.

Stress words:

Intonation:

I can I can’t

… distinguish the stress of specifi c parts of sentences.

I can I can’t

… read and write sentences to practice rhythm, intonation and stress.

I can I can’t

… contrast the stress of words, both on their own and within sentences.

activity and see for

h v w h

thieves, pirates, hanged

falls

T i e e s a n d p i r a t e s e r e h a n g e d .


Day 3

I CanPlay Hangman in order to guess the hidden sentence below. Write what the stressed words are, and if the intonation rises or falls as you read it aloud. When finished, write a tick ( ) in the box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are able to do! If you need help, ask your teacher. Have students play Hangman. Walk around the classroom and help them when needed. Then, have students check the boxes that show what they can or can’t do.

Explain to students that this is a very important section because they reflect on whether or not they understood the language structures and lexis presented in the first part of the unit. Go over each of the task with students and tell them that it is important that they answer the tasks individually. Then, have whole class feedback session and clarify any doubts. This is a very important section because you can detect problems they have with the language and you can do some remedial work to reinforce certain areas of the language.


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Lesson21

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Lesson

21Useful Appliances and Tools

2. Use the names of the appliances and tools in activity 1 to complete the statements below.

a. A is a powerful tool intended to be used in woodworking, metalworking, construction and

do-it-yourself projects.

b. A is a device to be used in case of a blackout.

c. A is a mechanical device used for joining sheets of paper or similar materials using staples.

d. A is an appliance intended to suck up dust and dirt using an integrated air pump.

e. A is an electric appliance, which mixes soft food or liquids.

3. Play the Right Word. As we know, we use tools and appliances for housework, but we can also use utensils. A utensil is a hand-held tool for a particular domestic use, like pots and pans. Copy the chart below in your notebooks and in groups of fi ve, think of many items you use in your house and classify them in the chart. You have only fi ve minutes to play. Use a dictionary for help. Th e team with the most words wins!

Appliance Tool Utensil

blender drill Cooking spoon

1. Look at the pictures. Some are appliances and others are tools. An appliance is a mechanical or power-driven device, especially for household use, while a tool is a device held and manipulated by the hand and used to make, repair or transform something. Are the following appliances and tools useful at home? Use numbers 1 to 5 to order them depending on how helpful these items are, with 1 being the most useful and 5 the least useful.

fl ashlight blender vacuum cleaner drill stapler

15

drill

fl ashlight

stapler

vacuum cleaner

blender




Useful Appliances and Tools

Week 21 Day 1


Play a guessing game. Divide the class into two teams. Tell students that you are going to describe an objects used at home. Make a list of words. Example: blender, toaster, vacuum cleaner, etc., and they have to guess the word. Example: It is used to clean carpets and rugs. It’s a…


1. Look at the pictures. Some are appliances and others are tools. An appliance is a mechanical or power-driven device, especially for household use, while a tool is a device held and manipulated by the hand and used to make, repair or transform something. Are the following appliances and tools useful at home? Use numbers 1 to 5 to order them depending on how helpful these items are, with 1 being the most useful and 5 the least useful.

Ask students to read the instructions. Point to the pictures and have students say the words. Ask students: Which are appliances and which ones are tools? Have them order the images. Have some volunteers share their answers with the class.

2. Use the names of the appliances and tools in activity 1 to complete the statements below.

Have students work in pairs and complete the descriptions with the names of the appliances and tools in activity 1. Have volunteers read the answers to the group.

CLOSING

3. Play the Right Word. As we know, we use tools and appliances for housework, but we can also use utensils. A utensil is a hand-held tool for a particular domestic use, like pots and pans. Copy the chart below in your notebooks and in groups of fi ve, think of many items you use in your house and classify them in the chart. You have only fi ve minutes to play. Use a dictionary for help. Th e team with the most words wins!

Read the instructions along with students. Ask students to give an example of an appliance, a tool, a machine, and a utensil.

Divide the class into groups of four. Have students complete the activity in their notebook. Find out which team the winner is.


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105

1. Listen to the description of a tool or appliance. What is the person describing? Is it a tool or an appliance? Circle the correct name.

2. Listen to the description of a stapler once and describe it to your partner. Listen again and label its parts in the right place.

hanger head base magazine staples spring anvil

hole puncher stapler pencil sharpener scissors computer

3. What do you think about including diagrams in instruction manuals on how to handle, build or fi x something? Is it better to work with pictures or without them? Discuss with your teammates and think of fi ve objects that should include pictures in their instruction manuals as well as fi ve in which images aren’t necessary.

Objects that should include images Objects that shouldn’t include images

136

37

anvil

head

base

magazine

staples

hanger

spring



Day 2


Have students work in pairs. Student A thinks of a machine used at home or at the office (vacuum cleaner, blender, stapler, etc.). Then, student A mimes the word with actions, and student B guesses.


1. Listen to the description of a tool or appliance. What is the person describing? Is it a tool or an appliance? Circle the correct name.

Point to the pictures and ask students: Which are tools and which ones are appliances? Elicit answers from diff erent students. Play the recording for students to circle the correct option. Check answers.

2. Listen to the description of a stapler once and describe it to your partner. Listen again and label its parts in the right place.

Have students work in pairs. Play the recording for students to listen to the description of a stapler. Have them describe to their partner. Play the recording again for students to label it. Have some volunteers read the answers and point to the picture in front of the class.

CLOSING

3. What do you think about including diagrams in instruction manuals on how to handle, build or fi x something? Is it better to work with pictures or without them? Discuss with your teammates and think of fi ve objects that should include pictures in their instruction manuals as well as fi ve in which images aren’t necessary.

Ask students what a diagram is for. Elicit answers from diff erent students. Have students work in groups of four. Go over the instructions with students. Have them discuss in their groups. Th en, tell them that each member of each team should go to another team and share their answers.


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T37

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3. In your opinion, which is the most useful tool mentioned in activity 2? Do you know how it works? What is a tool that everyone at school should know how to use? Discuss with your group and teacher and take notes in your notebook because it will help you create this month’s product.

2. Game. Th e longest list. In groups of four write as many offi ce or school supplies as you can in fi ve minutes. Th e words on the list must start with the last letter of the previously written item as in the example. Th e team with the longest list, wins!

Example:glueeraserrulerr……

1. Compare the offi ce machines mentioned in activity 1, page 105 and write fi ve sentences using the adjectives below.

small heavy expensive useful modern

Examples: Scissors are the most common machines.

Staplers are more useful than hole punchers.

a.

b.

c.

d.

e.

Suggested answers.

Computers are the most modern machines.

Pencil sharpeners are the least expensive machines.

Pencil sharpeners are the smallest machines.

Computers are the heaviest machines.

Staplers are heavier than hole punchers.



Day 3


Write on the board the following headings: adjectives to describe things / adjectives to describe people. Have students write all the words they can under the correct heading. Have some volunteers write the words on the board.


1. Compare the offi ce machines mentioned in activity 1, page 105 and write fi ve sentences using the adjectives below.

Have students read the example. Make sure they all understand how to use the comparative and superlative. Clarify any doubts. Students work in pairs. Have them write the sentences. Check students’ sentences.

BRILLIANT GAME!

2. Game. Th e longest list. In groups of four write as many offi ce or school supplies as you can in fi ve minutes. Th e words on the list must start with the last letter of the previously written item as in the example. Th e team with the longest list, wins!

Divide the class into groups of four. Tell students that they have to write as many offi ce or school objects as they can in fi ve minutes. Th e words must start with the last letter of the previous word written. Tell them that they are not allowed to use dictionaries. Say Start! for them to start writing. Say Stop! for them to stop writing. Walk around the classroom. Find out which group has the longest list. Th e group with the longest list is the winner.

CLOSING

3. In your opinion, which is the most useful tool mentioned in activity 2? Do you know how it works? What is a tool that everyone at school should know how to use? Discuss with your group and teacher and take notes in your notebook because it will help you create this month’s product.

Have students work in groups of four. Students discuss the questions and make notes in their notebook. Have a whole class session and have each group share their conclusions with the rest of the class.

3

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Tools and Machines


a. Write the names of three machines or devices that you use every day. What do you use them for?

b. What is the most important tool ever invented by man? Why?

c. China, India and the Islamic world contributed to the development and improvement of many tools. Which country has contributed the most to the development of Mexican technology?

Brilliant Time! - Poster about the operation of a machine or device- Step 1

As you already know, a device or machine is an object or a piece of equipment that has been designed to do a particular job. To take advantage of the benefi ts a machine off ers, you must know its purpose and how to make it work. When you know this, you can also avoid having or provoking accidents. Th is time you will make a poster on how a machine or device operates.

First, get in groups of four and choose a machine or device you would like to work with. Th en, search and select information about it from diff erent sources (books, encyclopedias, magazines, brochures, ads and Websites can be helpful).



2. Chose a machine or device.

3. Searched and selected information from various sources.





Day 3

BRILLIANT READING!Tools and Machines


Have students discuss the text and the answers in detail. Ask the questions in the book to diff erent students at random, to check that all of them read the assigned pages.

BRILLIANT TIME!Poster about the Operation of a Machine or Device – Step 1/4

The main aim of Product 2 in this unit is to have students make a poster about the operation of a machine or device as they:

Select a machine or device.Search and select information from different sources.Write the instructions.Include visual material.Check that the structure of instructions complies with grammar, spelling and punctuation conventions.Display the posters in the school.

All of the above under your guidance and help.

As you already know, a device or machine is an object or a piece of equipment that has been designed to do a particular job. To take advantage of the benefits a machine offers, you must know its purpose and how to make it work. When you know this, you can also avoid having or provoking accidents. This time you will make a poster on how a machine or device operates.

First, get in groups of four and choose a machine or device you would like to work with. Then, search and select information about it from different sources (books, encyclopedias, magazines, brochures, ads and Websites can be helpful).Divide the class into groups of four. Write machines/devices on the board. Elicit words and have students write the words under the correct heading. Have students select a machine or device. Tell them that they have to search for and select information from different sources. Elicit some information sources (reference books, encyclopedias, Internet). Write the following on the board: What is that machine/device for? How does it work? Tell them that those are two questions that may guide their search for information. Have students read the introduction and look at the steps. Students tick the ones they followed in class.


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Lesson

22Blend and Fix!

3. What other kind of kitchen appliances do you know that are similar to a blender? Have you ever used them? Are there any safety rules you must follow at using them? In groups of fi ve, write the answers in your notebooks and share them aloud with the rest of the group and your teacher.

1. Read and complete the paragraph by writing the corresponding parts of the blender. Look at the verb in bold-face type in the text; it is a phrasal verb because it has a verb + preposition. See the Grammar Reference on page 208 to learn more about these verbs. Read aloud to check.

A Magic Appliance

Th is electric appliance has three parts: a pitcher, a blade and a base. Th e pitcher is made of glass or plastic and its function is to hold the food that is to be crushed, cut or chopped.

Th e holds the motor that makes the appliance work and it has buttons that indicate the type of process and speed you want to use.

Th e is the most important, delicate and dangerous part in this appliance. It is usually formed by two or four very sharp and small knives that cut, chop and even liquefy food depending on the speed settings. You must always be careful when handling the blade in this appliance because you can cut yourself. And don’t forget to always put the on the before starting the process to keep the food in the appliance. What’s the name of this magic appliance? Th e blender, of course!

2. Read the text again and answer the following questions.

a. Is the blender a mechanical or electric appliance? How do you know?

b. Have you ever used a blender at home?

c. What have you used the blender for?

d. Are there any safety rules one should observe when handling a blender? Why?

e. Where can you fi nd descriptive texts on appliances like the one in activity 1?

button

base

pitcher

lid

blade

15

3

page208

It’s electic because

it needs to be plugged in to work.



Yes, one

must be careful when handling the blade because you can cut yourself.

In ads,

manuals, books, cooking magazines, Websites.

base

blade

lid pitcher


Blend and Fix!

Week 22 Day 1


Tell students that you are going to describe a machine or device. They will have to draw it, according to your description and also write the name of it.


1. Read and complete the paragraph by writing the corresponding parts of the blender. Look at the verb in bold-face type in the text; it is a phrasal verb because it has a verb + preposition. See the Grammar Reference on page 208 to learn more about these verbs. Read aloud to check.

Read the instructions along with the students. Point to the pictures and ask students to predict what the text will be about. Tell students to look at the text in bold type in the reading. Explain to students that it is a phrasal verb because it has a verb + preposition. Tell them to see the Grammar Reference on page 208 to learn more about these verbs Have students read and complete the paragraph. Check answers.

2. Read the text again and answer the following questions.

Go over the questions with the students. Have them read the text again and answer the questions. Monitor while they work. Check students’ answers.

CLOSING

3. What other kind of kitchen appliances do you know that are similar to a blender? Have you ever used them? Are there any safety rules you must follow at using them? In groups of fi ve, write the answers in your notebooks and share them aloud with the rest of the group and your teacher.

Divide the class into groups of four. Go over the questions with the class. Make sure they all understand the questions. Explain to students that they will take turns discussing the questions. Remind them to use English when discussing. Have them share their safety tips with the group.

3


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3. Following safety tips when using electrical appliances at home is very important. In groups of four, write some safety tips you can give people when using an iron. Remember to draw the appliance and label its parts: surface, handle, cord and buttons. Use a dictionary or ask your teacher for help.

1. Read the sentences about using a blender and put them in order as you listen to the instructions. Listen a second time and check your work.

Caution should always be heeded around the stainless steel blades.

Th e pitcher should always be locked into place, the lid tightly secured and the

base should be on a fl at and even surface before using it.

1 A blender only works when proper use and care is taken.

Only the proper types of food in small quantities should be put into the pitcher

to assure the blender works correctly.

2. Use the verbs in the box to complete the instructions on how to correctly operate a blender. Find the phrasal verb and underline it. Check with your teacher and classmates as you read the instructions aloud. Remember to watch your pronunciation, stress and rhythm.

a. Put the base on a fl at surface.

b. the pitcher into place.

c. small quantities of food inside the pitcher.

d. the lid on the pitcher.

e. the blender and press the “start” button to start the process.

f. Press the “stop” button when the mix you need is ready, and unplug the blender.

put secure plug in lock

15

138

Lock

Put

Secure

Plug in

3

2

4



Day 2


Play “Bingo” with vocabulary seen in the last lessons.


1. Read the sentences about using a blender and put them in order as you listen to the instructions. Listen a second time and check your work.

Go over the words from the box with the students. Make sure they know their meanings. Have students read the instructions. Play the recording and have them put the text in order by writing a number next to each sentence. Play the recording a second time for students to confi rm their answers.

2. Use the verbs in the box to complete the instructions on how to correctly operate a blender. Find the phrasal verb and underline it. Check with your teacher and classmates as you read the instructions aloud. Remember to watch your pronunciation, stress and rhythm.

Read the instructions along with the students. Make sure they all understand what to do. Review the meaning of phrasal verb (a verb + preposition). Have students complete the activity. Monitor while they work. Check students’ answers. Correct any mistakes.

CLOSING

3. Following safety tips when using electrical appliances at home is very important. In groups of four, write some safety tips you can give people when using an iron. Remember to draw the appliance and label its parts: surface, handle, cord and buttons. Use a dictionary or ask your teacher for help.

Ask students to read the instructions. Ask a volunteer what an iron is. Explain the diff erence between the appliance (plancha) and the element (hierro) Draw a picture of an iron on the board and ask students to identify the parts. Explain the vocabulary words, as needed. Divide the class into groups of four and have them complete the activity. Have the groups compare their work with another group.

Students read pages 106 to 109 in their Reader’s Book and choose fi ve words from the text within those pages. Th en, they should use a dictionary to fi nd the meanings and write them down in their notebook.

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Lesson22

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anvilbase lid hanger magazine

pitcherblades

head

3. Imagine you are an inventor. Th ink about a useful tool or appliance. What would you use it for? Write the steps to operate it using the words from the box to describe the steps and share the information with your group and teacher.

First After That Then Next Finally

2. Play Th e Right Parts! game. In pairs, write the parts that correspond to each device next to it. Put the words in alphabetical order. Th e fi rst pair of students to fi nish will win. Have fun!

1. Correct the punctuation and spelling in the text below. Write capital letters above the words that need them, add commas and periods where necessary.

decide which electric drill is best for you the cord or cordless place the work to be

drilled either in front of you or under you Th ese are the two safest ways to use a drill

if the material you are drilling is hard or thick use a hole puncher to make a small hole

before you start drilling push the drill slightly harder and increase the speed as you go

deeper in making the hole. don’t forget to use protective eye glasses and remember

this device is intended to not do harm but to help people at work

es

ad

15

page208

anvil base

base blade

head lid

magazine pitcher


D . T . P

. .

I ,

. P

D

.


Day 3


Ask students to think of an unusual object used at home or at the office. Tell them to write its name and a brief description of how it works. Have them go around the classroom and exchange their information with a partner.


1. Correct the punctuation and spelling in the text below. Write capital letters above the words that need them, add commas and periods where necessary.

Before they start this activity, tell students to pay attention to the words in bold type. Th ey are placed in a particular way to emphasize a specifi c idea or intention. Refer to Grammar Reference on page 208 for more information on how to use this characteristic of the language (split infi nitives).

BRILLIANT GAME!

2. Play Th e Right Parts! game. In pairs, write the parts that correspond to each device next to it. Put the words in alphabetical order. Th e fi rst pair of students to fi nish will win. Have fun!

Have students work in pairs. Explain to students that they have to order the parts and write them next to the device they correspond to and order the words in alphabetical order. Th e fi rst pair to fi nish is the winner.

CLOSING

3. Imagine you are an inventor. Th ink about a useful tool or appliance. What would you use it for? Write the steps to operate it using the words from the box to describe the steps and share the information with your group and teacher.

Students work in pairs. Tell them to choose a useful tool and write the steps to operate it. Tell them they can use their dictionaries to check the spelling of words. Correct students’ texts. Have them share the information with their classmates.


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111

Tools and Machines


a. Th ink about the activities you do every day. Are there any activities that you can do without tools? Which ones?

b. Name the tools you need to make a cake. Which tools do you need to do your homework?

c. What is the best game ever invented? Which tools do you need to play it?

Continue making your poster. Take out the information you researched on the machine or device you and your team will describe on your poster. Use your notebook and write a short explanation on how it operates. Add illustrations to the text you wrote.



1. Wrote explanations on how the machine or device operates.

2. Added illustrations to the text.





Day 3



Students read and discuss the questions in detail. Remind them to use their dictionaries. Have volunteers read the answers to the rest of the class.

BRILLIANT TIME!Poster about the Operation of a Machine or Device – Step 2/4

Continue making your poster. Take out the information you researched on the machine or device you and your team will describe on your poster. Use your notebook and write a short explanation on how it operates. Add illustrations to the text you wrote.Students get in groups. Tell them that they have to write the explanations about the machine or device they chose. Check students’ writing. Have them decide which illustrations they will include. Have them correct any mistakes in their dialogs. When finished, have them read the steps and tick the ones they followed in class.


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Lesson23

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Stand Still!Lesson

23

( ) To turn the camera off , press and hold the power button for one second.

( ) Press the shutter button half way so that you lock in the exposure.

( 1 ) In order to turn on the camera, press the power button.

( ) Press the shutter button completely down to take the picture.

( ) Center the subject.

Power button

Shutter button

2. Order the instructions to operate a digital camera.

3. Have you ever seen or used a still fi lm camera? Th is is the old-fashioned mechanical camera that uses a roll of fi lm. What other diff erences do you know there are between these two types of cameras? Which one of the two do you prefer? Why? Write your answers in your notebook and share with your classmates and teacher.

1. Read the information about a camera and match each text to the place where it can be found.

The basic technology that allows taking photographs is simple. A still fi lm camera is made of three basic elements: an optical element (the lens), a chemical

element (the fi lm) and a mechanical element (the camera body itself). Photography combines these elements in

such a way that they record a recognizable image.

A device or piece of equipment for taking photographs, moving pictures or videos.

Encyclopedia

Owner’s manual

Technical magazine or book

Congratulations on your purchase of the new Digital Camera! With your

new camera, picture taking and print making is fun and easy.

5

3

4

2


Stand Still!

Week 23 Day 1


Have a contest. Find out who remembers more words. Give students five minutes to write as many words as they remember from this unit. The student who writes the most words without any spelling mistakes wins.


1. Read the information about a camera and match each text to the place where it can be found.

Students work in pairs. Have students read the text and match the two columns. Remind students they can use their dictionaries to fi nd the meanings of words.

2. Order the instructions to operate a digital camera.

Point to the picture and elicit the diff erent parts of a digital camera. Have students order the instructions. Check answers with the class by asking students to read the instructions to the rest of the class.

CLOSING

3. Have you ever seen or used a still fi lm camera? Th is is the old-fashioned mechanical camera that uses a roll of fi lm. What other diff erences do you know there are between these two types of cameras? Which one of the two do you prefer? Why? Write your answers in your notebook and share with your classmates and teacher.

Have students work in groups of four. Go over the questions. Make sure they understand all of them. Taking turns, students ask and answer the questions. Tell them to write their conclusions in their notebook. Th en, have students go around the classroom and share their information.


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1. Listen and order the conversation. Circle the instructions on how to use the device mentioned in the dialog.

Teenager 1: Why don’t you ask that kid for help? ( )

Child: I’m not sure; I don’t know how to use a camera. ( )

Teenager 2: But if I take the picture, I won’t be in it with you. ( )

Child: What? I didn’t imagine that taking a picture was that diffi cult! ( )

Teenager 1: Look at this beautiful sunset! Let’s take a picture, but hurry up

because it’s getting dark. ( 1 )

Teenager 2: It’s very easy; the only thing you have to do is point the camera

at a well-lit area, look through the viewfi nder and turn the diopter

dial until the scene you are framing appears sharp and focused. ( )

Teenager 2: Excuse me, could you take a picture of us? ( )

2. Imagine that you are explaining how to use a digital camera to a child. Write down instructions to help him.

1.

2.

3.

3. Th ink of another device that you commonly use. Write the steps to turn it on and use it in the left column. Draw a diagram explaining the steps in the right column. Share your work with your teacher and classmates.

Device to be used:

Step Instruction Drawing

1

2

3

4

39

Make sure that we are all inside this small screen.

Without moving your arms press the green button.

Don’t release the button until the fl ash lights.

Suggested answers.

Enter the code to release the phone.

Dial the number you want to call.

Press the green button once.

When fi nish talking press the red button.

Suggested answer.

Mobile phone

3

5

2

7

6

4


Day 2


Divide the class into teams of four. Students look at the digital camera on page 112 for one minute and close their books. They will write the instructions for the camera operation manual. Get two teams together to make instruction operation manual, eliminating the steps that are repeated. The team with the best operation manual is the winner.


1. Listen and order the conversation. Circle the instructions on how to use the device mentioned in the dialog.

Read the instructions along with the students. Have students read the script. Play the recording for students to complete the activity. Check answers. Play the recording one more time for students to confi rm their answers.

2. Imagine that you are explaining how to use a digital camera to a child. Write down instructions to help him.

Students work in pairs. Have them write instructions for a child about how to use a camera. Monitor and check their instructions. Correct any mistakes. Have them rewrite their instructions without any spelling or punctuation mistakes.

CLOSING

3. Th ink of another device that you commonly use. Write the steps to turn it on and use it in the left column. Draw a diagram explaining the steps in the right column. Share your work with your teacher and classmates.

Students work in pairs. Have them talk about other devices they commonly use. Tell them to choose one of those devices and write the steps to turn it on and use it. Monitor and check their instructions. Finally, have them make a drawing that illustrates the instructions. Get two pairs together to compare their instructions and drawings.


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3. Which of the devices have you used? Ask fi ve friends and put a tick ( ) on the device you and your friends have used. What have your friends use that device for? Share your information with the rest of your classmates and, with the help of your teacher, fi nd out how many students have used the devices.

Me

blender

camera

computer

electric drill

extinguisher

1. Do you know how to use an extinguisher in case of an emergency? Put the steps in order and fi nd out how to operate it.

( ) Direct the hose to the base of the fi re.

( ) Take out the fastener.

( ) Press the handle until the chemical dust or gas has come out completely.

( ) Hold the extinguisher with your right hand (if you are right-handed) and the hose with the other hand.

( ) Remove the extinguisher from the wall.

2. Play a game. Find the names of the following devices in the the word search. Th e fi rst pair who fi nishes will win.

q w e r t y u i f o p a s d f g h jk v a c u u m c l e a n e r l ñ z xs c v b n m q w a e r t l y u i o pt c a s d f g h s j k l e ñ z x c va b i n m q a z h w s x c e d c r fp v t s g b y h l n u j t m i k o ll p ñ z s a q x i s w c r d e v f ce r b g t o n h g y m j i u k i l or o ñ p m n r b h v c x c z ñ l k mj h g f d s a s t p o i d u y t r pe w q z x c v b c a m e r a n m a ue x t i n g u i s h e r i r t y u ts d f g h j k l ñ q w e l r i o p et e y m f t u o o s a b l e n d e r

blender

electric drill

scissors

camera

extinguisher

stapler

computer

fl ashlight

vacuum cleaner

4

2

5

3

1


fv a c u u m c l e a n e r

s a lt c s ea i h cp s l tl s i r ce o g i or r h c m

s t d pc a m e r a u

e x t i n g u i s h e r tl e

b l e n d e r


Day 3


Write the following: should / shouldn’t / might / might not / could / could not /. Tell students that they have five minutes to write sentences with those modal verbs. Say Start! for them to star writing. Say Stop! for them stop writing. Have the different teams write their sentences on the board; one student at a time. The team with the most sentences without any grammar or spelling mistakes wins.


1. Do you know how to use an extinguisher in case of an emergency? Put the steps in order and fi nd out how to operate it.

Write the word extinguisher on the board. Ask the following: What is an extinguisher used for? Where can we fi nd extinguishers? Students work in pairs. Have them order the steps. Ask volunteers to read the steps aloud.

BRILLIANT GAME!

2. Play a game. Find the names of the following devices in the word search. Th e fi rst pair who fi nishes will win.

Go over the names of the devices. Have students work in pairs. Students have to fi nd nine devices. Have them compare their answers with another pair.

CLOSING

3. Which of the devices have you used? Ask fi ve friends and put a tick ( ) on the device you and your friends have used. What have your friends used that device for? Share your information with the rest of your classmates and, with the help of your teacher, fi nd out how many students have used the devices.

Ask students to complete the table with their information. Have students go around the classroom, asking questions to complete the table. Have them compare with the whole group. Find out how many students have used the devices.

3


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115

Tools and Machines


a. Which machine do you use the most? Why?

b. What do you think is the relationship between technological progress and environment?

c. If you could invent a machine what would it do?

You have come to the fi nal step in making your poster, so today you will need to take out the fi nal explanations you have written in your notebook to describe the operation of the device or machine you are to show on your poster and edit them. Watch the grammar, spelling and punctuation in your text and when you are sure there are no mistakes, write a clean copy on your poster and illustrate your explanations using drawings, pictures or magazine cutouts. Finally, place your and your classmates’ posters in diff erent spots in your school for everyone to read and learn about diff erent useful devices or machines.


1. Edited your explanations as you corrected possible grammar,

spelling and / or punctuation mistakes.

2. Wrote a clean copy on your poster.

3. Placed the posters in diff erent spots of the school.






Day 3



Have students work in pairs. Have them open their Reader’s book on page 100. Tell them to read the text, and underline the words they don’t know. Students should look up the meanings of the words they don’t know in their dictionaries. Read again and discuss the questions. Have a whole class session to talk about the answers.

BRILLIANT TIME!Poster about the Operation of a Machineor Device – Step 3/4

You have come to the fi nal step in making your poster, so today you will need to take out the fi nal explanations you have written in your notebook to describe the operation of the device or machine you are to show on your poster and edit them. Watch the grammar, spelling and punctuation in your text and when you are sure there are no mistakes, write a clean copy on your poster and illustrate your explanations using drawings, pictures or magazine cutouts. Finally, place your and your classmates’ posters in diff erent spots in your school for everyone to read and learn about diff erent useful devices or machines.Students take out their explanatory material. Make sure they have all the corrections marked. Have students write a new version without mistakes. Tell them to include illustrations. Give them enough time to complete the activity. Have students read the steps and tick the ones they followed in class. Finally, ask students to place their posters in diff erent places in their school.


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Lesson24

116116

Technology has helped communication to increase speed, clarity and proximity making the world a smaller place to live in. It has also contributed to healthcare by developing medical devices, new medicines and treatments that allow people to recover sooner or avoid illnesses.

On the other hand, problems our society is facing, such as the overconsumption of natural resources, nuclear accidents, and production of greenhouse gases are the result of the irresponsible use of science and technology. We must stop and repair the enviromental damage we have caused. Now, there is a new way to view technology: Environmental Sustainability.

Environmental Sustainability means meeting the needs of the present generation without compromising the ability of future generations to meet their own needs. The United Nations has set different goals to ensure environmental sustainability by integrating the principles of sustainable development into country policies, programs, and reversing the loss of environmental resources. Our society has committed to science and technology for the near future, but we must start working right away on the production of clean energy, the development and application of biological and medical research, and increasing and knowledge for

the benefi t of humankind.

According to the text, mention:

Two benefi ts of science and technology:

Two risks of science and technology:

13

Tools like axes, hammers, fl ashlights

and scissors as well as some appliances such as vacuum cleaners, just to mention a few examples

of innovation and progress, have existed

and helped people at work since the Neolithic

era as well as many other discoveries in the Industrial, Technological and Science fi elds which

have brought plenty of benefi ts to humankind.

Listen and read the following text about Science and Technology.

40

m

pr

increase communication speed and develop of new medicines.

excessive emissions of greenhouse gases and nuclear accidents.


BRILLIANT! MAGAZINEEnvironmental Sustainability!

Week 24 Day 1


Play Hangman with the words from this unit that you consider to be the most difficult for students to write correctly.


Listen and read the following text about Science and Technology.

Play the recording for students to listen to and read the text. Have students read the text again, circling unknown vocabulary and looking for the meanings of words in the dictionary. Tell them to read one more time and answer the questions. Check answers.

T40


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117

British English

American English

axe

torch

hoover

programme

Do you think you can contribute to developing more responsible science and technology? How? What do you think is your role related to Environmental Sustainability? Share information with your friends and teacher.

We have fun, we can run,

we are healthier,so we're happier.

Thanks to technology!Nature we owe you an apology!

We can play,we can study,

we live further,communication's easier.


Let's apply a methodology to support ecology!


SongThanks to Technology!Listen to the song and sing along.

117

gy! sing along.

41

In the text, fi nd the American English words equivalent to the following British English words.

ax

fl ashlight

vacuum cleaner

program


Day 2

In the text, fi nd the American English words equivalent to the British English words.

Have students read the previous text. Tell them to fi nd the American equivalents for the British words. Tell them that they can use their dictionaries. Have some volunteers write the answers on the board.

CLOSING

Do you think you can contribute to developing more responsible science and technology? How? What do you think is your role related to Environmental Sustainability? Share information with your friends and teacher.

Students work in pairs. Have students discuss the questions with their partners. Monitor and help when

needed. Encourage them to use only English. Have a whole class session and share their conclusions with the rest of the class.

BRILLIANT SONG!Th anks to Technology!

ACTIVATION – Before the bookDraw on the board the following:

Have students complete the web with at least ten words related to the topic. Have volunteers write words on the board.


Listen to the song and sing along. Read the song aloud along with

students. Have them practice. Play recording for students to sing the song.

Environmental Sustainability

T41


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Lesson24

Product Time

118

08 Texto normal

Product: Poster about the operation of a machine or device. Explanatory notes, ads, articles and / or posters on how a device works are very useful tools at learning new and interesting things about machines because they facilitate understanding on how they operate, how to solve problems the machine may give you and are great for safety tips.











Product Time

Day 3


Have students read the paragraph about the product. Tell them they can refer back to the diff erent steps in the product if they need help writing the sentences. Walk around the classroom and give help when needed.


Go over the questions with students. Divide the class into pairs. Tell students to take turns asking and answering the questions. Tell them to write their answers in the space provided.

3. Share and discuss your answers in activities 1 and 2 with your teacher and your group.Encourage students to participate by asking diff erent students their answers.

3


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119

Write down the steps you should follow to operate your personal radio or iPod. When fi nished, write a tick ( ) in the box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are able to do! If you need help, ask your teacher.

I can I can’t

… choose and paraphrase sentences.

I can I can’t

… organize and link main ideas and the information which

explains them in a diagram.

I can I can’t

… rewrite sentences in order to give explanations.



Day 3

I Can

Write down the steps you should follow to operate your personal radio or iPod. When finished, write a tick ( ) in the box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are able to do! If you need help, ask your teacher.

Students work individually. Have them check the things they can or can’t do. Find out students’ answers.

Remind students that this is a very important section because they reflect on whether or not they understood the language structures and lexis presented in the second part of the unit. Go over each task with students and tell them that it is important that they answer the tasks individually. Then, check answers with the class by asking volunteers to write the answers on the board. This is very important section because you can detect problems students have with the language and you can do some remedial work to reinforce certain areas of the language.


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Evaluation A

Name Date


3unit

1. Complete the sentences with words from the box.

Holy War Th e Crusades innovation Middle Ages

A) gave birth to important inventions.

B) took place in the Middle Ages.

C) Th e Crusades were a .

D) Th e Middle Ages was a period of .5 points

2. Underline the stress in the following words.

A) Crusades

B) war

C) release

D) land

E) thousands

5 points

3. Write fi ve sentences and mark the stress words.

A)

B)

C)

D)

E)

10 points


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Evaluation B

Name Date


3unit

1. Write the words under the pictures.

A) B) C) D) E)

5 points

2. Write an instruction manual for using a digital camera.

10 points


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Answer Key

Evaluation A

Exercise 1

A) Middle Ages B) Th e Crusades C) Holy War D) innovation

Exercise 2

A) Crusades B) war C) release D) land E) thousands

Exercise 3

Student’s own answer.

Evaluation B

Exercise 1

A) fl ashlight B) blender C) vacuum cleaner D) electric drill E) stapler

Exercise 2



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This is Who We are! 4

Product: Comparative Chart

Learning to be through the language:Language as a mean to

- Acknowledge and respect differences between cultures.

- Appreciate cultural expressions particular to different countries.

- Develop flexibility and value different people and cultures.


- Subject matter, purpose and audience.

- Text and graphics components.

- Patterns of text arrangement.


- Acoustic features. - Word repertoire suitable for

this practice of language - Key words. - Antonyms.

- Verb tenses: progressive forms, past, present.

- Adjectives: compound (e.g. good-looking, well-dressed).

- Adverbs: of time (e.g. never, always, sometimes, often).

- Nouns: irregular plurals (e.g. fish, sheep, goose-geese, mouse-mice, cactus-cacti).

Mechanics of writing - Punctuation: apostrophe,

hyphen. - Homophones. - Upper and lower case letters.

Learning to do with the languageRevise short literary essays about a cultural aspect of English speaking countries.

- Select texts from their index. Recognize text organization. Identify publishing data.

- Establish links between cultural aspects from illustrations and key words.

Understand central sense, main ideas and some details in a short literary essay, upon guided reading.

- Read short literary essays about a cultural aspect. Use different comprehension strategies.

- Detect frequently used words Formulate and answer questions. Describe and compare cultural aspects.

- Make a list of characteristics about a cultural aspect. - Compose sentences to describe cultural aspects. Arrange

sentences in paragraphs.

Literary and ludic environment Specific activities with the language

Read short literary essays in order to compare cultural aspects from English speaking countries and Mexico.

Social practices of the languageTo understand and incite oral exchanges regarding leisure situations.

Social practices of the language Understand and express differences and similarities between cultural features from Mexico and English speaking countries.

Distribute among teams the necessary actions to work an autobiographical anecdote into a conversation.

- Select some personal experiences. - Compose the sentences to express the

personal experiences. - Revise that sentences are understood

when spoken and listened to. - Organize the sentences into a text to put

together an autobiographical event.

Practice the enunciation of the autobiographical anecdotes.

- Establish the turns of participation. Have conversations about autobiographical anecdotes.

Product: Autobiographical Anecdote


Language as a mean to:- Exercise empathy. -Collaborate with

a speaker to achieve successful communication.

- Share common experiences.




Learning to know about the languageFeatures and types of oral and written texts. - Subject matter, purpose and intended audience. - Context clues. - Form of communication: on-site, long distance.

Phonic, syntactic and semantic elements of texts- Acoustic features. - Sentence types. - Verbs: modals (e.g. would, used to), causative (have/get) - Adverbs: of time (e.g. always, never, sometimes, etc.). - Connectives (e.g. so, nor). - Language formulae (e.g. greeting, courtesy and

farewell expressions). - Word repertoire suitable for this practice of language. - Direct and indirect speech. - Syntactic differences between British and American

variants: use of prepositions (e.g. She went there on Friday, she went there Friday).

Revise personal experiences in a conversation working from context clues, with the teacher’s coordination.

- Listen to personal experiences in a conversation (e.g. special occasions: anniversaries, birthdays, etcetera).

- Recognize non-verbal communication. Identify form of communication.

Understand central sense, main ideas and some details regarding personal experiences in a conversation.

- Listen to experiences. - Clarify meaning of words

from their context or

by using an English dictionary.

- Recognize words used to link ideas. Determine sequences of enunciation.

- Distinguish composition of expressions used to share personal experiences.


- Compose sentences to share personal experiences. Organize sentences into a sequence.

- Include details to main ideas. Convey personal experiences using direct and indirect speech


Recommended resources: Webography links 16 to 24 on page 219 and book numbers 2, 6, 7, 9, 10, 11, 12, 15 listed in the Bibliography on page 218 of the Student’s Book.

- Can differentiate examples and explanations from main ideas.

- Can formulate and answer questions about literary essays.

- Can compare information, using antonyms. - Can compose sentences to describe cultural aspects.


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UnitOpener 4

124


a. What do you think the girl and the counselor are talking about?

b. Which of the two boys has done the homework? Which one hasn’t?

c. What is the relationship between the name of the unit and the autobiographical anecdote?

This is Who We are! 4


This is Who We are!

Week 25 Day 1

Go through the illustrations on the left-hand page with students to activate previous knowledge and to raise expectations of what they will produce during the fi rst half of the unit. Take advantage of the illustrations to introduce new vocabulary. Have students read and answer the questions in pairs. Elicit answers from diff erent students. Encourage them to use only English and to participate. Help them with any needed vocabulary.


a. What do you think the girl and the counselor are talking about?b. Which of the two boys has done his homework? Which one hasn’t?c. What is the relationship between the name of the unit and the autobiographical anecdote?


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125



a. What is the main characteristic of a comparative chart?

b. Do you fi nd comparative charts useful? Why?

c. Name two more subjects in which you can apply comparative charts.

• seek confi rmation.• enunciate personal experiences

spontaneously.• organize sentences in a sequence.• adapt verbal and non-verbal

behaviors to a specifi c audience.• anticipate central sense and main

ideas to sustain a conversation.• use direct and indirect speech while

sharing personal experiences.• diff erentiate examples and

explanations from many ideas.• formulate and answer questions

about literary essays.• compare information using

antonyms.• compose sentences to describe

cultural aspects.


you canbooks and/or cluded 18

or a ion



Direct students’ attention to the illustrations on the right-hand page to activate previous knowledge as well as to raise expectation of what they will practice during the second half of the unit. Have students read and answer the questions. Ask some volunteers to read their answers to the rest of the class.


a. What is the main characteristic of a comparative chart?b. Do you fi nd comparative charts useful? Why?c. Name two more subjects in which you can apply comparative charts.


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Lesson25

126

Sharing Experiences!Lesson

25

3. Write down a list of the things that can go wrong in a party as well as a possible solution. Share your answers with other pairs.

Unforeseens at a party Solutions

1. Listen to the conversation and circle the correct option.

a. Mariana and Diana were together yesterday. T F

b. Diana was stuck in the highway. T F

c. Th ere was a problem in the highway. T F

d. Everything went right at the party. T F

e. Th ere were only a few kinds of music. T F

2. Listen again and match the questions to their answers.

a. What was the party for? No, they aren’t. Th ey are talking by phone. ( )

b. What was Diana’s mood? Mariana’s brother helped with the music. ( )

c. Are they having a cup of coff ee? Th e CD player didn’t work. ( )

d. What was the problem at the party? It was to celebrate Mariana’s birthday. ( )

e. Who helped with the music? Th ey listened to the radio and danced all night. ( )

f. What did they do all night? She was sad for not being at the party. ( )

42

42

c

e

d

a

f

b

Reschedule it.

Order pizza.

Improvise group games.

Suggested answer.

Guests don’t arrive.

Not enough food.

Blackout.


Sharing Experiences!

Week 25 Day 1


Draw on the board:

Ask students to write eight words they relate to the word party (e.g. cake, candles, music, soft drinks, food, presents, friends, and dancing).


1. Listen to the conversation and circle the correct option.

Direct students’ attention to the picture and predict what the conversation will be about. Have students read the statements. Make sure they understand the words: stuck and highway by asking them the following: What does….mean? Play the recording for them to circle the correct option. Play the recording a second time for them to check their answers. Have some volunteers read the answers to the rest of the group.

2. Listen again and match the questions to their answers.

Ask students to read the questions and the answers. Tell them that they have to match the questions to the answers. Ask them: What was the conversation between the two friends about? Elicit as many details as you can. Play the recording for students to complete the activity. To check answers, have the boys read the questions and the girls the answers.

CLOSING

3. Write down a list of the things that can go wrong in a party as well as a possible solution. Share your answers with other pairs.

Divide the class into pairs. Have students read the instructions. Give them plenty of time to discuss and write their answers. Monitor while they are working. Tell them to join another pair and share their answers. Have some volunteers share their ideas with the rest of the class.

T42

T42


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127

2. Listen to the third conversation and complete the gaps. Listen once more and pay attention to the rhythm, speed and intonation. Repeat the statements aloud.

a. What’s ?

b. I was to the offi ce when I .

c. Did you get ?

d. Actually I , I stood up .

e. Rafael, the 3rd grader ran after me.

f. Th at was really !

3. Have you ever had an embarrassing situation like the one mentioned above? What happened? Where did it happen? Were you alone? Ask fi ve classmates and fi ll in the information in the chart.

Name Embarrassing situation Place Extra information

1. What are they talking about? Listen and put a tick ( ) under the correct conversation. Use your dictionary to fi nd the meanings of the words below.


Th ey are talking about an accident.

Th ey are talking about holidays.

Th ey are talking about a History project.

canoeing:

fail:

slip:

counselor:

44

43

the sport of travelling in or racing a canoe

to not be successful in achieving something like an exam or a course

to slide a short distance by accident so that you fall or nearly fall

a person who has been trained to advise people with personal problems

up?

walking counselor's slipped

hurt

didn’t quickly

handsome

embarrassing



Day 2


Have a verb contest. Divide the class into two teams. Explain to students that you will say a verb in the infinitive form and then, one member from each team will take turns saying the past and past participle of the verb. If the verb is correct, the team gets a point.


1. What are they talking about? Listen and put a tick ( ) under the correct conversation. Use your dictionary to fi nd the meanings of the words below.

Explain to students that they are going to listen to three diff erent conversations between friends. Tell them that they have to put a tick under the correct

conversation. Play the recording and pause after each conversation for students to complete the table. Play the recording one more time for students to check their answers. Ask the group to share their answers.

2. Listen to the third conversation and complete the gaps. Listen once more and pay attention to the rhythm, speed and intonation. Repeat the statements aloud.

Point to the picture and have students describe it. Have them predict what the conversation will be about. Play the recording for students to complete the dialog. Check answers with the class. Play the recording again and have students repeat the dialog aloud. Th en, have them practice the conversation with a partner. Tell them to switch roles. Go around the classroom and correct any pronunciation, rhythm and intonation mistakes. Ask the boys to be Emilio and the girls Yoli. Have them read the conversation aloud.

CLOSING

3. Have you ever had an embarrassing situation like the one mentioned above? What happened? Where did it happen? Were you alone? Ask fi ve classmates and fi ll in the information in the chart.

Go over the questions with students and make sure that they understand them. Have them go around the classroom and ask fi ve classmates the questions. Tell them to write down the information in the chart. Walk around the classroom and make sure everybody is asking and answering in English.

Students read pages 43 to 47 in their Reader’s Book and get prepared to discuss their ideas with their classmates and you.

T43

T44

3


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Lesson25

128

1. Number the expressions to make a dialog. Read it aloud.

( ) Nice to meet you Karen. I’m Tania one of your new partners. Good morning! ( )

( ) Well, welcome again and I’ll see you tomorrow at the lab. Th at’s very kind of you. ( )

( ) Excuse me, what’s your name? Nice to meet you Tania. ( )

( 1 ) Good morning! My name is Karen. ( )

( ) I only wanted to welcome you to our science team. Th ank you, see you tomorrow. ( )

2. Each sentence describes a special type of person. Follow the example, and work with a partner to complete the other sentences. Write the letters of each word in the boxes. If you complete the activity correctly, the mystery person will be revealed!

3. Do you remember how you met your best friend? What did you talk about? Write down a small dialog representing the day you met.

Student A:

Student B:

Student A:

Student B:

Student A:

Student B:

You have with him/her all the time. F U N

It’s someone you can . T S T

He/She always to what you have to say.

S T S

He/She makes you happy when you are sad.

F E

He/She tries to your point of view. D R S D

You can count on him/her in moments.

B A


5

9

3

7

2

8

6

4

10

R U

L I E N

E L

U N E T A N

D


Week 25 Day 3


Write on the board the following headings: Present, Past and Future . Tell them that they have three minutes to write all the time expressions that they know. Say: Start! to start the contest. Say: Stop! for them to stop writing. The person who has written the most time expressions without any spelling mistakes is the winner.


1. Number the expressions to make a dialog. Read it aloud.

Go over the expressions from the box with students. Have them work in pairs and number the expressions to make a dialog. Have some volunteers read the dialog aloud to the rest of the class. Have the students practice their dialog with their partner. Monitor and correct any pronunciation or intonation mistakes by modeling the expression and having them repeat it.

2. Each sentence describes a special type of person. Follow the example, and work with a partner to complete the other sentences. Write the letters of each word in the boxes. If you complete the activity correctly, the mystery person will be revealed!

Divide the class into groups of four. Go over the instructions with students. Have them complete the activity. Monitor while they are working. Check answers with the class.

CLOSING

3. Do you remember how you met your best friend? What did you talk about? Write down a small dialog representing the day you met.

Divide the class into pairs. Have them read and complete the dialog using their own information. Monitor and check everybody’s dialogs. Have them practice and read aloud. Ask some volunteers to go to the front and read the dialog aloud.


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129

The Life of a Genius


a. When do you think the story takes place?

b. Where do you think the story takes place?

c. How would you modify Dr. Franken Viper Lankantovich’s fi rst invention?

An autobiography is the story of a person’s life written in a chronological way by the same person. Th is time, you are going to write an autobiographical anecdote to share some personal experiences with your classmates.

To write your autobiographical anecdote you are going to work in groups of four, select some personal experiences and write in your notebook ten sentences to express them.


Brilliant Time! - Autobiographical Anecdote- Step 1


2. Selected some personal experiences.

3. Composed the sentences to express your personal experiences.





Day 3

BRILLIANT READING!Th e Life of a Genius


Ask students to open their Reader's book to page 43 and take a look at all the pictures in the story The Life of a Genius and predict what will the text be about. Divide the class into pairs. Have them go over pages 43-47 and discuss the answers. Tell them that they have to support their answers by saying the paragraph and lines where they found the answer. Remind students

that they can use their dictionaries to check the meaning of the unknown words. Tell them that it would be a good idea if they make a glossary with the words they don’t know. Elicit the answers from diff erent students at random to check that all of them read the assigned pages.

BRILLIANT TIME! Autobiographical Anecdote – Step 1/4

Explain students that products are important because they are an opportunity to put into practice everything they have learned so far. Th e main aim of Product number 1 in this unit is to produce and autobiographical anecdote as they:

Select some personal experiences.Write some sentences to express personal experiences.Revise the sentences about personal experiences.Organize the sentences to make an autobiographical anecdote.Have a conversation about autobiographical anecdotes.

All of the above done under your guidance and with your help.

An autobiography is the story of a person’s life written in a chronological way by the same person. Th is time, you are going to write an autobiographical anecdote to share some personal experiences with your classmates.

To write your autobiographical anecdote you are going to work in groups of four, select some personal experiences and write in your notebook ten sentences to express them.Divide the class into groups of four. Explain that within three weeks of working together, they will be producing an autobiographical anecdote. Th e fi rst step is to select some personal experiences and write in their notebooks sentences to express those experiences. Have students read the introduction and look at the steps. Walk around the classroom and help them with any needed vocabulary. Have them tick the ones they followed in class.


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Lesson26

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Things to Remember!Lesson

26

1. Listen and order the events.

Th e war began.

All our holidays were great.

My grandparents had their

house painted.

We used to go to my

grandparents’ house.

We ended up completely

covered in brown paint.

My cousin splashed some

drops on the rest of us.

We met our cousins there and

had many adventures.

( )

( )

( )

( )

( )

( )

( )

2. Make a paragraph with the seven sentences from above, use the words in the box to complete your ideas. Follow the example.

because so every year fi nally once and

We used to go to my grandparents’ house every year, all

3. What are the best holidays you have ever had? Why? What are the worst holidays you have ever had? Why? Ask fi ve classmates and write their answers on the chart.

Name Best holidays Why? Worst holidays Why?

12

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6

2

4

1

7

5

3

Suggested answer.

our holidays were great because we met our cousins there and we had

many adventures. Once my grandparents had their house painted and my cousin splashed some drops on the rest of us so the war began, fi nally we ended up

completely covered in brown paint.



Things to Remember!

Week 26 Day 1


You need a paper ball or soft ball for this activity. Explain to students that you are going to say a word (always, every day, every two months, once a week, never, almost never, usually, twice a year, sometimes) and they have to say a correct sentence including one of those words. Say: always and throw the ball to a student. The student catches the ball and says a sentence. He/She says another word, while throwing the ball to another student. The student catches the ball, and says the sentence. Continue this procedure until most students have participated.


1. Listen and order the events. Point to the picture and have

students describe it. Use the picture to recycle vocabulary (painting, paintbrush, diff erent colors). Ask students to read the sentences. Clarify any vocabulary doubts. Play the recording for students to order the events. Ask some volunteers to read the answers aloud.

2. Make a paragraph with the seven sentences from above, use the words in the box to complete your ideas. Follow the example.

Have students read the words from the box. Elicit the meaning of each one by asking students to give an example. Write the examples on the board. Th en, explain to students that they have to use the words from the box to make a paragraph with the sentences from the previous activity. Write the example on the board and have them complete the paragraph. Go around the classroom and help when needed. Tell them they can use their dictionaries to look for the meanings or spellings of words. Check and correct their paragraphs, if necessary.

CLOSING

3. What are the best holidays you have ever had? Why? What are the worst holidays you have ever had? Why? Ask fi ve classmates and write their answers on the chart.

Have students read the questions. Make sure they all understand them. Clarify any doubts. Explain to students that they have to go around the classroom and ask fi ve classmates the questions and complete the chart. Demonstrate the activity. Walk around the classroom and help them with any needed vocabulary.

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1. Number the ideas to make a conversation. Read the conversation aloud.

( ) Come on, it shouldn’t be that diffi cult. Th ere was a blackout and we were all

together in my room. ( )

( ) What kind of noise? No, believe it or not we couldn’t fi nd anything

out of its place. ( )

( 1 ) What is the scariest experience Th e scary part was when we went to

you have ever had? the kitchen. ( )

( ) What happened then? Actually it is not that diffi cult. ( )

( ) Th at isn’t scary. We suddenly heard a loud noise in the kitchen. ( )

( ) So? Th e scariest? Let me think. ( )

( ) Th ere was a cat for sure. Like dishes falling down. ( )

2. Th ink of a scary situation you have experienced. Th en, write the situation in the fi rst column of the chart. In the second column, add as many details as you remember about it.

Scary situation Details

3. Show the information you wrote in activity 2 to a partner, answer his/her questions to clarify doubts and give more information if necessary. Look at your partner’s work and ask questions too. Write the questions and answer them below.

Questions Answers

3

9

7

11

5

13

6

14

12

4

8

2

10

Suggested answers.

Suggested answers.

A shadow in the bushes when there wasn’t anyone.

Rainy and windy night.

There was a black out

We heard a sound like creaking branches.

We pass in front of a park.

There was a strange smell.

We had seen a scary movie.

There were only two people walking down the street.

When did it happen?

Who were you walking with?

How close was the noise?

What movie did you see?

How far was the park from your house?

Two years ago.

I was walking with my sister.

I was about two meters from the place we were walking.

We saw “The night of the zombies”.

It was about 4 block far.


Day 2


Divide the class into two teams. Explain to students that they are going to play the question game. Tell them that when you say a “wh” word (e.g. what, where, when, why, which), a member of each team has to go to the board and write a question with a “wh” word you said. If the question does not have any mistakes, the team gets a point.


1. Number the ideas to make a conversation. Read the conversation aloud.

Ask students to read the statements. Make sure they understand the meaning of blackout, scary, the scariest. Elicit the meanings of those words from diff erent students. Have students order the conversation. To check, have volunteers read the conversation aloud. Divide the class into two teams and have one team say the fi rst

sentence of the conversation, the other team, the second sentence and so on. Correct any pronunciation and intonation mistakes.

2. Th ink of an scary situation you have experienced. Th en, write the situation in the fi rst column of the chart. In the second column add as many details as you remember about it.

Explain to students that they have to write about a personal scary situation. Explain them that in the left-hand column they have to write the situation and in the right hand column, they have to write details. Tell them to include the following: What happened? When did it happen? Where did it happen? What did they hear? What did they see? Were they alone? Tell them they can use their dictionaries to check the meaning or spelling of unknown words. Walk around the classroom and check their sentences. Correct any mistakes.

CLOSING

3. Show the information you wrote in activity 2 to a partner, answer his/her questions to clarify doubts and give more information if necessary. Look at your partner’s work and ask questions too. Write the questions and answer them below.

Have students work in pairs. Explain to students that they will take turns presenting and explaining the information they wrote in the previous exercise. Tell them that they have to ask questions to each other to clarify any doubts or to give more details about the situation they wrote. Elicit some of the questions they may ask and write them on the board: e.g. When did it happen? Who was with you? What did you see? What did you hear? Tell them they have to complete the chart with the questions and their partner’s answers. Monitor and make sure they are all answering correctly.

Students read pages 48 to 51 in their Reader’s Book.


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Lesson26

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1. Listen to some experiences and complete them with the words from the box.

had - got sometimes never had - cut used to

a. When I was a baby I my hair every month.

b. I jump the rope with my friends at school.

c. My brothers and I rang door bells and ran.

d. I liked playing with dolls.

e. I usually my ears cleaned and my nails cut.

2. Game. Memories. Play in groups of four; you need a dice and a clock. Roll the dice, and according to the number on the dice go to the box and mention an experience you have had on that topic. You only have one minute to talk; if you take more than a minute you will have to do it again on your next turn.

3. We always need some others to help us with certain activities. Complete the sentences with information that is true for you. Share with your group.

Example: When I was littleI had my diaper changed. Now I have my clothes washed.

When I was little I had my . Now I have my .

When I was little I had my . Now I have my .

When I was little I . Now I have .

When I . Now I .

Example: When I was little my cousins and I used to imagine we were superheroes.

happy memory scary

memory

embarrassing memory

funnymemory

memory of your

childhood

sad memorysad memory

cy

4

321

6

5

10

3

46

page208 & 209


had cut

used to

sometimes

never

had got


Day 3


Explain to students that they are going to play a word game. Divide the group into two teams. Tell them that one student from each team comes to the front and one of them says: How do you say...? (and a word in their mother tongue). The team gets a point if the student says the correct word.


1. Listen to some experiences and complete them with the words from the box.

Ask students to read the instructions. Make sure they all understand them by asking a student to explain the instructions to the rest of the class. Give students time to read the sentences and predict the answers. Remind them they can check their Grammar Reference on pages 208 and 209. Play the recording for students to complete the activity. Check answers with the class by asking volunteers to read the answers aloud.

BRILLIANT GAME!

2. Game. Memories. Play in groups of four; you need a dice and a clock. Roll the dice, and according to the number on the dice go to the box and mention an experience you have had on that topic. You only have one minute to talk; if you take more than a minute you will have to do it again on your next turn.

Have students work in groups of four. Read the game instructions aloud along with students. Before they start playing, make sure they all know what to do. Demonstrate the activity with one of the students. Have them play the game. Monitor and listen to students’ sentences. If you detect some mistakes, take notes and after they fi nish playing, have a whole group feedback session to clarify any possible doubts.

CLOSING

3. We always need some others to help us with certain activities. Complete the sentences with information that is true for you. Share with your group.

Read the instructions along with the students. Make sure they all know what to do by eliciting an example. Have them complete the activity. Have them get in groups of four and exchange their sentences.

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a. What was his fi rst invention?

b. Who did he want to destroy?

c. Who was Julian Von Blood?

To continue writing your autobiographical anecdote, check for comprehension as you read them out loud to your teammates. Th en, organize the sentences to conform a text to describe your anecdote. Write it in your notebook.



1. Checked that sentences were understood

when spoken and listened to.

2. Organized the sentences into a text.





Day 3



Ask volunteers to retell part of the story Th e Life of a Genius, which they read in the previous class. Encourage students to participate and to explain the story in English. Help them with any needed vocabulary. Have them work in pairs. Explain to them that, taking turns, they have to read aloud one of the pages of the story to their partner, and he/she has to explain what did she/he understood, and vice versa. Th en, have them answer the questions. Finally, tell them they may use their dictionaries to look for the meaning of unknown words. Ask volunteers to read the answers to the rest of the class.

BRILLIANT TIME!Autobiographical Anecdote – Step 2/4

To continue writing your autobiographical anecdote, check for comprehension as you read them out loud to your teammates. Then, organize the sentences to conform a text to describe your anecdote. Write it in your notebook.Organize the project groups working together on the autobiographical anecdote. Explain to students that they have to check their sentences. Tell them to read them aloud and correct any mistakes. Then, tell them they have to organize the sentences in order to make an autobiographical event. Elicit an example and write it on the board. Walk around the classroom and check their autobiographical anecdotes. Have students read the steps and ticks the ones they followed in class.


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Lesson27

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When I was Little!Lesson

27

1. Listen to the conversation and order the situations as they are mentioned.

3. Th ink about something that your mom used to tell you when you were little. Write one sentence each using her original words and then rephrase them as in the exercise above.

Student A:

Student B:

2. In order to communicate our experiences, we can use the same words a person used or use our own words. Read the examples and underline the best option to complete the sentences.

Example using mom’s words: When I was little, my mom told me “Don’t touch the bulb because it is hot”.

Example without mom’s words: When I was little, my mom told me (not to/not) touch the bulb because it (is/was) hot.

Example using mom’s words: She told us “Jump the rope outside the house, please!”

Example without mom’s words: She told us (to jump/not to jump) the rope outside the house.”

a. My mom said “Be careful because the fl oor is wet”.

My mom said (to is/to be) careful because the fl oor (was/were) wet.

b. She said “Don’t run or you will fall”.

She said (not to run/to run) because I (could/would) fall.

c. My mom told me “Don’t play with the ball inside the house”.

My mom told me (to play/not to play) with the ball inside the house.

d. She ordered “Go to bed early!”

She ordered (to go/no to go) to bed early.

47

Suggested answers.

My mom told us “Don’t jump on the bed!” / My mom told us not to jump on the bed.

My mom said “Pay attention to your teacher”. / My mom said to pay attention to our teacher.

3 1 4 2


When I was Little!

Week 27 Day 1


Explain to students that they are going to play the verb spelling game. Tell the students that verbs can be in the infinitive, past or past participle form. Ask students to sit in a circle. Say a verb (e.g. burn) and ask a student to spell it, and then a second student should say a verb beginning with the last letter of the word given. The game continues until someone makes a mistake, that is to pronounce the word incorrectly, misspell it or come up with a verb that has been already said. If they make a mistake, then he/she is out. The last one remaining in the game is the winner.


1. Listen to the conversation and order the situations as they are mentioned.

Direct students’ attention to the pictures. Have students describe the pictures. Play the recording for students to order the situations. Play the recording again for students to check the answers. Write the answers on the board.

2. In order to communicate our experiences, we can use the same words a person used or use our own words. Read the examples and underline the best option to complete the sentences.

Write on the board the examples: Example using mom’s words: When I was a kid my mom told me, “Don’t touch the bulb because it is hot”. Example without mom’s words: When I was a kid my mom told me not to touch the bulb because it was hot. Ask students to read the two examples and explain the diff erence between them. Tell them also to identify the structure of the sentence and explain it. Have some students explain to their classmates the diff erences between the two sentences and elicit the answer. Write it on the board. Have them complete the activity. Walk around the classroom and give help when needed. Have some volunteers write the answers on the board. Correct any mistakes.

CLOSING

3. Th ink about something that your mom used to tell you when you were little. Write one sentence each using her original words and then rephrase them as in the exercise above.

Have students work in pairs. Tell them to write something that their mom used to tell them. Write an example on the board: My mom used to tell me: “don’t run in the hall”. Elicit some other examples from diff erent students. Write them on the board. Tell them to follow the example from the previous exercise. Monitor and check their sentences. Correct any mistakes.

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1. Do you know how to start a conversation? Order the steps and fi nd out.

Steps Examples

Find out how he or she is/they are. How are you?/How are things with you?

Show empathy and reply kindly.I see what you mean./I do agree with you./Don’t worry.

Talk about the things you have in common.Have you fi nished your anecdote?/What about our Math’s homework?

Greet the person or people in a friendly way. Good morning./Hello./Good evening/Hi.

Be prepared to draw a topic out. Forget about it. What are you into right now?

2. Listen to the dialog and circle the correct option.

a. Ramon knows how to start a conversation. T F

b. Th ey are talking about diff erent hobbies. T F

c. Carmen doesn’t understand the meaning of collecting. T F

d. Carlos isn’t collecting cars anymore. T F

e. Manuel used to collect stamps. T F

f. Manuel doesn’t collect anything now. T F

g. Ramon tried to include diff erent peers in the conversation. T F

3. Use the ideas from the activities above to start and continue a conversation about an anecdote related to something you already collect or used to collect but not any more. Write down the dialog and read it aloud.

Example: Student A: Hi. How are you?

Student B: Fine, and you? Have you fi nished your anecdote?

A: .

B: .

A: .

B: .

A: .

B: .

A: .

B: .

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2

5

3

1

4



Day 2


Write on the board series of categories like school, professions, and actions. Divide the class into two teams. Explain to students that they will take turns acting out and guessing the professions. Tell them they have only 30 seconds to act it out and guess. Tell them that no speaking or noises are allowed.


1. Do you know how to start a conversation? Order the steps and fi nd out.

Ask students: How can you start a conversation? Elicit answers from diff erent students. Write the phrases on the board. Have students read the questions and order the steps of a conversation. Have some volunteers read the answers aloud.

2. Listen to the dialog and circle the correct option.

Go over the statements with students. Play the recording for students to circle the correct option. Before you check answers, ask them where the conversation takes place? Check answers with the class by asking some students at random to read the answers aloud.

CLOSING

3. Use the ideas from the activities above to start and continue a conversation about an anecdote related to something you already collect or used to collect but not any more. Write down the dialog and read it aloud.

Have students work in pairs. Tell them that they have to continue the conversation from the previous activity, or use their autobiographical anecdote or any other topic to continue the conversation. Tell them they can use their dictionaries to look up for the meanings or spellings of words. Monitor and help students when needed.

Students read pages 52 to 55 in their Reader’s Book and get prepared to share their ideas in class.

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Lesson27

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…want to know how to write a word.

… are freezing and the window is open.

… didn’t understand anything.

… don’t agree with a situation.

… want to know someone’s opinion.

… realize there is something wrong on the board.

…think something is not impartial.

I’m not sure I understood, can you please give us another example?

What do you think about…?

You don’t mind closing the window, do you?

Excuse me, I think there’s a mistake in number 4.

I would really like to know what you think about it.

Can you spell it, please?

I’m afraid I don’t agree with you.

I don’t think this is fair.

1. Th ere are many ways to clarify or emphasize the meaning of certain words throughout a conversation. Listen once and put a tick ( ) on the one they are using. Th en, listen to the third conversation again and answer the questions.


Negotiating meaning

Adjusting volume

Rephrasing

a. What is the conversation about?

b. What are two ideas mentioned to avoid delivering the anecdote?

2. Play a game. What do you say if you…? Match each situation with its solution. Th e fi rst pair to fi nish will be the winner!

3. Th ink of an experience in which you used one of the expressions from above. Write this experience down and share it with your teammates.

Example: Student A: You don’t mind bringing some stamps for the project, do you?

Student B: Of course I don’t.

a) Student A:

Student B:

b) Student A:

Student B:

49

A student didn’t do the anecdote.

The projects were for a diff erent day and it was a holiday.

Answer 5 is wrong, isn’t it?

Let’s see… you are right, the answer is wrong.

He is a good student, isn’t he?

I’m afraid I don’t agree with you, he doesn’t like working at all.

Suggested answers.


Day 3


Divide the group into two teams. Explain that they are going to play the vocabulary game. Tell them that two students at a time stand up (one from each team) and says, “How do you say…?” and shows a picture, object or cutout. The first student to get the answer from the other team stands up and the other one sits down. The team gets a point for the right answer.


1. Th ere many ways to clarify or emphasize the meaning of certain words throughout conversation. Listen once and put a tick ( ) on the one they are using. Th en, listen to the third conversation again and answer the questions.

Ask students: What are the diff erent ways to clarify or emphasize the meaning of words when we are talking? (stressing the words). Play the recording for students to complete the table. Play the recording one more time for students to write down the stressed word or words.

BRILLIANT GAME!

2. Play a game. What do you say if you…? Match each situation with its solution. Th e fi rst pair to fi nish will be the winner!

Have students work in pairs. Tell them they have a few minutes to match each situation with the solution. Tell them to say Finish! when they fi nish. Th e fi rst pair to fi nish and have all the answers correct is the winner. Find out by having the students to read the answers aloud.

CLOSING

3. Th ink of an experience in which you used one of the expressions from above. Write this experience down and share it with your teammates.

Have students work in groups of three or four. Explain to students that they have to think of an experience they have had in which they used one of the expressions from the previous exercise. Have them read the example. You may also write the example on the board. Tell them to write their experience and then, take turns reading it to their group. Have some volunteers share their experiences with the rest of the class.

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a. Choose one of Dr. Franken Viper Lankantovich’s inventions and make a drawing of it in your notebook. Share it with your partners.

b. Choose some of the scenes from the story and make a cartoon. Share it with the group.

c. Work in pairs. Write a dialog between Julian Von Blood and Dr. Franken Viper Lankantovich. Th en, act it out.

Once you have your autobiographical text practice the enunciation of your anecdote, establish the turns of participation and fi nally, have light discussions about everyone’s autobiographical anecdotes.



1. Practiced the enunciation of the autobiographical anecdotes.

2. Had conversations about the autobiographical anecdotes.





Day 3



Have students work in pairs. Explain to students that each of them has to read aloud one of the pages from the readers to his/her partner. When they fi nish reading the selected page; they have to ask their partner what the text is about and elicit as many details as they can. Th en, tell them to switch roles. After that, tell them to answer the questions. Have some volunteers read the questions aloud to the class.

BRILLIANT TIME!Autobiographical Anecdote – Step 3/4

Once you have your autobiographical text practice the enunciation of your anecdote, establish the turns of participation and finally, have light discussions about everyone’s autobiographical anecdotes.Organize the project groups working together on the autobiographical anecdote. Have them read their text aloud one more time, to make sure it doesn’t have any mistakes. Tell them that they have to decide the order in which the different teams have to read the anecdotes. Have them read their autobiographical anecdote and have them present a conversation, as in the exercise from the previous lesson about their anecdotes. Monitor and make sure they are all presenting their conversation. Have students read the steps and tick the ones they followed in class.


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Lesson28

138

An autobiography is the story of a person’s life, written by that person. It is sometimes related and even confused with a memoir, which is also an account by somebody, especially famous, about their life and experiences; nevertheless a memoir focuses in feelings and emotions rather than the life of the writer.

Autobiography! Listen and read the following text about autobiographies and answer the questions.50

Some people say that autobiographies are subjective and sometimes authors change or recreate history.

Everybody has a story to tell, in order to capture all the stories of your life and keep them intact, it is an excellent idea to write an autobiography. The most popular style to organize an autobiography is in chronological order and it could be easier if you make a timeline highlighting the most important experiences.

There are some different ways to use words inside a sentence whether you write in American English or British English. The two most important differences are: British use “and” to separate two activities, for example “Come and see what I’ve found” whereas Americans omit it “Come see what I found”; the other difference is the use of “prepositions” before days in British English, for example “My mom went there on Tuesday” whereas Americans would say “My mom went there Tuesday”.

• Look up in a dictionary the defi nition of autobiography.

• After reading the article, would you like to write your autobiography? Why?

• What do you need to write your autobiography?

wwwwwwwww

The story of a person’s life, written in chronological order by that person.




BRILLIANT! MAGAZINEAutobiography!

Week 28 Day 1


Prepare a list of review vocabulary words from the previous lessons and units. Write each word on two small pieces of paper. That means writing the word twice, once on each paper. Organize the pieces like bundles, two bundles, two sets of identical words. Divide the class into two teams. Distribute each list of words to both teams. Every student on each team should have a paper. Both teams have the same words. When you call a word, two students should stand up, one from each team. The students must then run to the blackboard to write a sentence using their word. The one with a correct and clear sentence is the winner.


Listen and read the following text about autobiographies and answer the questions.

Point to the pictures and have students describe them. Ask students the following: What is an autobiography? Elicit answers from diff erent students. Play the recording for students to read and listen to the text. Have students answer the questions. Check answers with the class.

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Based on the information from the text decide which statements from an autobiography correspond to American English and which ones to British English by writing AE or BE in the boxes.

Think about two events you would want to include as part of your autobiography. Why? Write them down. Share information with your friends and teacher.

Celebrity autobiographiesit

We swam Saturdays.

We went fi shing on Sundays.

When we ran out of water we went and take a bath on the river.

Then she madly said “I’ll go have a bath until next year!”

Candy, popsicles, gum and cake,games and tricks and jokes with friends.Oh, oh, sweet memories come back again!

Classes and holidays shared by allamazed with the glorious colors of fallrunning through dry leaves with their familiar smell.Skipping along to a chiming Church bell.


Remembering happy parties and festsplaying with favorite toys and petseveryone dancing on the streetssharing good times and tasty treats.


Remembering Halloween zombies and ghosts,chasing incredible dreams and hopes, laughing and crying, cheering and fi ghting.Those were the times I loved the most.


a.

b.

51 SweetMemories!


The autobiography of

Shakespeare

AE

BE

BE

AE



Day 2

Based on the information from the text decide which statements from an autobiography correspond to American English and which ones to British English by writing AE or BE in the boxes.

Have students read the last paragraph and elicit some examples of syntactic diff erences. Write them on the board. Go over the instructions with students and have students complete the exercise. Have them work in pairs. Ask some volunteers to read the answers aloud.

CLOSING

Th ink about two events you would want to include as part of your autobiography. Why? Write them down. Share information with your friends and teacher.

Ask students to think about two things they would like to include in their autobiography. Elicit some ideas from

diff erent students. You may write an example on the board. I want to include in my autobiography when I got a 10 in a Math exam. Have them write three things they would want to preserve as part of their autobiography. Go around the classroom and help them with any needed vocabulary. Th en, have them compare their notes with a partner. Ask students to stand, walk around the classroom and share their information with some classmates. Make sure they are all exchanging the information in English.

BRILLIANT SONG!Sweet Memories!


Have students work in pairs. Point to the picture on this page and tell them that they have 30 seconds to look at it. Then, tell the students to close their Activity books and take turns describing what he/she remembers about the picture. Then, tell them to open the book, look at the picture and find out who described the picture better.


Listen to the song and sing along. Read the lyrics aloud and have

students read them along with you. Correct any pronunciation mistakes. Ask students: what is the song about? Elicit answers from diff erent students. Play the recording for students to sing the song. You may also prepare some handouts with the song and delete some of the words. (e.g. games, tricks, jokes, memories, stepping, running, parties, gests, pets, gums, cakes, zombies, ghosts, laughing, crying, cheering, fi ghting). Play the recording and have students complete the song. Th en, compare with a partner, and have them sing the song.

T51


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Lesson28

Product Time

140

Product: Autobiographical anecdote. Making an autobiographical anecdote helps you to remember and share diff erent personal experiences.








Product Time

Day 3


Explain to students that they are going to participate in a contest. Divide the class into groups of five. Tell them that, in their teams, they have five minutes to write all the differences they can remember between British and American English. Tell them that they are not allowed to look at their Activity book or notebook. Any team that does look at their Activity book will be disqualified from the contest. Then, tell them that the first team to finish has to say Done! And write the differences on the board. If they don’t make any mistakes, they are the winners.


Read with students the paragraph about the product. Tell students that they can refer back to the product if they need help writing the steps. Walk around the classroom and help students. Have a whole class feedback session and have them explain the steps they followed to make the product.


Have students work in pairs. Students answer the questions. Th en, ask them to join another pair and compare their answers.


Have some volunteers share their answers with the rest of the class. Ask students for their opinions about the product, especially if they think this product helped them to practice and enjoy English. You may also ask them, particularly, what activities or steps enjoyed the most. Make some notes and keep in mind to promote similar activities in the future.


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141

Order the ideas of the following autobiographical anecdote. When fi nished, write a tick ( ) in the box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are able to do! If you need help, ask your teacher.

( ) I clearly remember granny saying

“Don´t go far, stay around”

( ) It was the beginning of an

amazing adventure

( ) when the branch broke and I fell over

my little brother.

( ) Th at was a summer to remember, my

brother is a good witness.

( ) also telling us not to climb the old willow.

( ) we fi nished at the hospital with and

arm and leg broken,

I can I can’t

… seek confi rmation.

I can I can’t

…enunciate personal experiences spontaneously.

I can I can’t

…organize sentences in a sequence.

I can I can’t

…adapt verbal and non-verbal behaviors to

a specifi c audience.

I can I can’t

…anticipate central sense and main ideas

to sustain a conversation.

I can I can’t

…use direct and indirect speech while sharing

personal experiences.

2

4

6

1

3

5


Day 3

I Can

Order the ideas of the following autobiographical anecdote. When finished, write a tick ( ) in the box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are able to do! If you need help, ask your teacher.Have students order the ideas from an autobiographical anecdote. Be ready to give any help. Then, have students check the boxes that show what they can or can’t do.

Explain to students that this is a very important section because they reflect on whether or not they understood the language structures and lexis presented in the first part of the unit. Go over each task with students and tell them that it is important that they answer the tasks individually. Then, have whole class feedback session and clarify any doubts. This is very important section because you can detect problems they have with the language and you can do some remedial work to reinforce certain areas of the language.


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Lesson29

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Essays!Lesson

29

1. Read and answer the questions.

ESSAYAn essay is a short piece of writing on a particular subject. It communicates directly with the reader and the author gives his/her own opinion of the event, story, subject and even life in general.

Essays are normally written in prose and are often subjective. All essays, regardless their purpose, have three basic components: an introduction, a body or development and a conclusion. A good introduction includes a brief preview of the supporting ideas that will develop the main point. Th e body usually consists of three to fi ve paragraphs which should begin with a topic sentence that states the main point of a paragraph, followed by sentences to support that main point. Th e conclusion summarizes the entire essay.

Th ere are diff erent kinds of essays depending on their form and style. A lot of famous English writers have been using this type of written work to express their own opinion of some subjects or events. Abraham Cowley, Joseph Addison, Francis Bacon, Virginia Woolf and J.B. Priestley are some examples. In the USA, the essay has been frequently used as the means of literary criticism. Some American essayists such as R.W. Emerson, H. D. Th oreau and Edgar Allan Poe were the most remarkable reviewers. Octavio Paz was a Mexican writer, poet and essayist who won the Literature Nobel Prize in 1990.

In many countries like the United States, essays have become a major part of formal education because they help students to develop their writing skills and organize their thoughts coherently.

3. You’ve heard about the origin of British customs and traditions, what do you know about Mexican customs and traditions? What historical events have infl uenced them? Why? Write down two sentences in your notebooks and share with your group and teacher. Look at the example.

Example: Th e Spanish conquest infl uenced Mexican customs because they brought a new religion as well as food and animals that didn’t exist in Mexico before.

2. Listen to the introduction of an essay and decide if the statements are True (T) or False (F).

a. Th e introduction is about British customs and traditions. T F

b. It is about where the popular customs come from. T F

c. Rites associated with the Christian Church are the only source of customs. T F

d. Historical periods and particular events have not infl uenced on British customs. T F

e. Th e Industrial Revolution modifi ed British customs. T F

a. What is an essay?

b. What are the basic components of an essay?

c. What are the names of three diff erent essayists of diff erent nationalities?

24

52

It is a short piece of writing on a particular subject.

The three basic components of an essay are: introduction, body and conclusion.

Virginia Woolf, Edgar Allan Poe and

Octavio Paz.


Essays!

Week 29 Day 1


Play “Bingo”. Draw a Bingo card on the board to guide students. Ask students to draw the diagram in their notebooks. Dictate a list of words for students to play with, such as words from previously seen vocabulary. Ask students to write them wherever they wish in their notebooks. Say words at random and ask students to write a tick next to the words you mention. The first student to mark all his/her words shouts Bingo! and becomes the winner.


1. Read and answer the questions. Write the word essays on the

board. Have students explain what they know about essays. Elicit answers from diff erent students. Ask students to read the text and answer the questions. Tell them they can use their dictionaries to check the meaning of unknown words. Ask volunteers to read the answers aloud. Correct any possible mistakes.

2. Listen to the introduction of an essay and decide if the statements are True (T) or False (F).

Ask students the following: What’s an essay? What are the parts of an essay? Elicit answers from diff erent students. Go over the statements with students. Make sure they understand all of them. Play the recording for students to complete the activity. You may play the recording more than once. Have students compare their answers with a partner. Check answers with the class by asking diff erent students at random to read the answers aloud to the rest of the class.

CLOSING

3. You’ve heard about the origin of British customs and traditions, what do you know about Mexican customs and traditions? What historical events have infl uenced them? Why? Write down two sentences in your notebook and share with your group and teacher. Look at the example.

Have students read the questions. Elicit some answers. Ask students to work in pairs. Explain to students that they will take turns discussing the questions. Monitor and check that everybody is asking and answering the questions. Th en, tell them to write two sentences in their notebooks. Have them read the example. Have some volunteers read their sentences to the rest of the class.

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1. Look at part of the text on the front page on a publication and complete the statements.

The Death of the Moth, and other essaysby

Virginia WoolfeBooks@Adelaide

2009This web edition published by [email protected] into HTML by Steve Thomas.Last updated Tue Aug 24 14:54:09 2010.

a. Name of the author:

b. Th e book is about:

c. Published by:

d. You can read these publication in:

2. Look at the index in one of Virginia Woolf’s books of essays. Read the title of the essay and imagine what it is about. Th en match the name of the essay with its subject and check the answers with your teacher.

3. Look at your answers on the previous activity and discuss with another pair the reasons you considered to make the choices you made. Do you agree with them? Why? Write down your conclusions.

a. We agree with them because…

1. Th e Death of the Moth

2. Evening Over Sussex: Refl ections in a Motor Car

3. Th ree Pictures

4. Old Mrs. Grey

5. Street Haunting: A London Adventure

6. Jones and Wilkinson

Th ree diff erent situations ( )

Th e description of a street in London ( )

Kind of butterfl y ( )

An old lady ( )

How the author describes a place ( )

Th e life of two diff erent men ( )

Virginia Woolf

Essays

eBooks@Adelaide

the web

3

5

1

4

2

6



Day 2


For this game you need a soft or paper ball. Ask students to stand up in a circle around you. Throw the ball to a student and ask a question, such as What’s the meaning of…? How do you say…? The student responds and throws the ball back to you. You then throw the ball to another student and ask another question.


1. Look at part of the front page on a publication and complete the statements.

Ask students to look at the text. Have them read the title and say where the text comes from. Have them read the text and answer the questions. Check answers with the class by asking volunteers to read the answers aloud. Correct any mistakes.

2. Look at the index in one of Virginia Woolf’s books of essays. Read the title of the essay and imagine what it is about. Th en match the name of the essay with its subject and check the answers with your teacher.

Ask students what an index is and where we can fi nd one. Elicit some answers. Ask students to read the title and have them predict what the essay is about Go over the index in the left-hand column, and the titles in the right-hand side. Have them match the name of the essay with its subject. Before they complete the activity, make sure they all understand the instructions by eliciting an example. Have students work in pairs. Check answers with the class.

CLOSING

3. Look at your answers on the previous activity and discuss with another pair the reasons you considered to make the choices you made. Do you agree with them? Why? Write down your conclusions.

Explain to students that there are diff erent kinds of essays such as argumentative essays, cause and eff ect essays, evaluation essays, literary essays. Remind them the parts of an essay (introduction, body and conclusion). Tell students that, in some type of essays, the conclusion is very clear and may even use words to signal the conclusion (such as To conclude and In conclusion). However, in the case of literary essays, conclusions are not very clear and not very formal. Ask students to read part of the essay and answer the questions. Ask the answers to diff erent students. Tell them to explain how do they know it is the conclusion.


3


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Lesson29

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1. Th e track you listened to in

the fi rst class was about the

origin of British .

2. Th e is a short piece of

writing on a particular subject.

3. Th e fi nal part of an essay is

the .

4. Essays help student to

develop their skills.

5. Th e is the

fi rst part of an essay.

6. Part of the essay that

explains all the ideas of the

author is the .

7. A Mexican essayist was

Octavio .

8. Virginia was

an English essayist.

DownAcross

5 1 3

4

8

7

6 2

1. Read part of Virginia Woolf ’s essay, Old Mrs. Grey. Then, circle the word most frequently used and answer the questions.

“…Mrs. Grey sat on a hard chair in the corner looking — but at what? Apparently at nothing. She did not change the focus of her eyes when visitors came in. Her eyes had ceased to focus themselves; it may be that they had lost the power. They were aged eyes, blue, unspectacled. They could see, but without looking. She had never used her eyes on anything minute and dif cult; merely upon faces, and dishes and elds…”

3. Elderly people in English-speaking countries live on their own or in old people’s homes. Do you know any elderly people? Who are they? Who do they live with? Discuss your answers with your group and teacher.

a. What is wrong with Mrs. Grey’s eyes?

b. Does she live in a city? Why?

c. Does she wear glasses?

d. How old do you think she is?

e. Who do you think she lives with?

2. Game. Crossword puzzle. In groups of four complete the statements to fi nd out the words in the crossword puzzle.

24

They are old and tired.

No she doesn’t. Because it says that she used her eyes to see fi elds.

No, she doesn’t (unspectacled).

Suggested answer. She is over 80 years old (she’s actually 92).

Suggested answer. She lives alone.

I N T R O D U C T I O N

R O W

A N R

D C I

I D E V E L O P M E N T

T S U I

I S S N

O P A Z I G

N Y W O O L F

S N

traditions

introduction

development

Paz

Woolf

essay

conclusion

writing


Day 3


Divide the class into teams of six. Explain to students that they are going to play the “Knowledge” game. Tell them that they have to write down all the English-speaking countries and the continents where they are located. Tell them they have two minutes to make the list. Find out who has the longest and more accurate list.


1. Read part of Virginia Woolf’s essay, Old Mrs. Grey. Th en, circle the word most frequently used and answer the questions.

Explain to students that they have to read part of an essay. Tell them to circle the word most frequently used. Ask them: Which word is repeated several times? Explain to students that when we read a foreign language it is not necessary to understand every single word. However, when a word appears several times, that means that it is an important word for readers to understand. If we don’t know the meaning of that word repeated several times, it is important to look up in the dictionary for the meaning of that word. Have them read the text again and answer the questions. Check answers with the class by asking diff erent students to read the answers aloud.

BRILLIANT GAME!

2. Game. Crossword puzzle. In groups of four complete the statements to fi nd out the words in the crossword puzzle.

Divide the class into groups of three or four. Have them complete the crossword puzzle. Tell them that they may look up for some information from previous classes. Th en, have each of the groups read an answer.

CLOSING

3. Elderly people in English-speaking countries live on their own or in old people’s homes. Do you know any elderly people? Who are they? Who do they live with? Discuss your answers with your group and teacher.

Have students work in groups of four. Tell them to read and discuss the questions in their groups. Tell them also to share in their groups if their grandparents or great grandparents live in the house with their family. Tell them also to compare what diff erences they fi nd between the way elderly people live in Mexico and in the United States. Th en, ask a speaker from each group to share their conclusions with the rest of the class.


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145

English and English-speaking Countries


a. Do you use the same expressions and words with your friends that you use to talk with your parents or grandparents? Why?

b. Is learning English language important for you? Why?

c. Write down two reasons why English is an important language in Mexico and around the world.

Comparative charts allow you to identify similarities and diff erences between two or more topics. Th ey help you identify the elements you want to compare, set parameters to be compared, identify and write characteristics of every topic, object or event. Th is time you are making a comparative chart about cultural aspects in English-speaking countries and Mexico.

To create your comparative chart, you are going to work in groups of four. First, select a cultural aspect to compare between English-speaking countries and Mexico and use diff erent sources to get information about the selected cultural aspect.


Brilliant Time! - Comparative Chart- Step 1


2. Chose a cultural aspect to compare.

3. Used diff erent sources to get information about the aspect you chose.





Day 3

BRILLIANT READING!English and English-speaking Countries


Write the following on the board: slang / phrasal verb. Ask students if they know what slang and phrasal verbs are. Have diff erent students answer the question. Ask them to work in pairs. Tell them to open their Reader’s book to page 116. Have them read pages 116-119 and answer the questions. Ask students at random the answers to fi nd out if they read the assigned pages.

BRILLIANT TIME!Comparative Chart – Step 1/4

The main aim of Product 2 in this unit is to have students make a comparative chart about the similarities and differences between English speaking countries and Mexico, as they:

Choose a cultural aspect to compare.Use different sources to get information about the aspect they chose.Choose information about the cultural aspect from both countries.Compare similarities and differences about the chosen aspect.Make the comparative chart.Check grammar, spelling and punctuation conventions.Display their chart in a presentation.

All of the above under your guidance and help.

Comparative charts allow you to identify similarities and diff erences between two or more topics. Th ey help you identify the elements you want to compare, set parameters to be compared, identify and write characteristics of every topic, object or event. Th is time you are making a comparative chart about cultural aspects in English-speakingcountries and Mexico.

To create your comparative chart, you are going to work in groups of four. First, select a cultural aspect to compare between English-speaking countries and Mexico and use diff erent sources to get information about the selected cultural aspect.Divide the class into groups of four. Ask them to mention some aspects of the Mexican culture. Write some ideas on the board. Ask them if they know some cultural aspects from the USA, Canada, the UK or any other English-speaking country. Explain to the students that they have to choose a cultural aspect to compare. Decide which sources of information they will use to fi nd information about the cultural aspect they have chosen. Remind them that it is advisable to write beforehand some questions about the aspect they will want to fi nd information about. Th at may simplify their search. Have students read the introduction and look at the steps. Students tick the ones they followed in class.


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Lesson30

146

Let’s Have Something to Eat!

Lesson

30

1. Read part of an essay on Canadian food and fi nd:

a. examples of meals:

b. examples of people:

c. factors that characterize Canadian food:

3. In your notebooks, make a chart comparing Canadian and Mexican food in daily life.

2. According to what you have read, write some sentences that describe the following aspects. Look at the example.

Example: (dinner) In Canada, the dinner is the most important meal of the day.

a. (meat) In Canada,

b. (characteristics of meals) In Canada,

c. (breakfast) In Canada,

d. (lunch) In Canada,

“ …The agricultural and ethnic richness of Canada has led to two distinctive characteristics of everyday food consumption. The fi rst is its scale. Canadians are "big eaters," with meat portions in particular dominating the Canadian meal. There are generally three regular meals in a given day.

Breakfast, often large and important in rural areas, but less so in urban areas, is most often not eaten in a group. Lunch, at midday, is most often a snack in urban areas, but remains a substantial meal in rural centers. Dinner, the fi nal formal meal of the day, is also the meal most likely to be eaten by a residential

group as a whole, and it is the largest and the most socially important meal of the day. It is the meal most often used as a social event or to which invitations to nonfamily

members are extended, in contrast with lunch which

is often, for adults, shared with coworkers. Meat plays a key role in all

three of the formal meals, but with increasing importance at breakfast and dinner. Dinner should have some special, and most often, large, meat portion as its key component. Each of these three meals can be, and often are, very substantial. There are general rules concerning appropriate foods for each meal, rules that can be quite complex…”

19

breakfast, lunch, dinner

nonfamily members, adults, coworkers

agricultural and ethnic richness

meat plays a key role in all three formal meals.

the three meals are very substantial.

breakfast is large and an important meal in rural areas.

lunch is a snack in urban areas.


Let’s Have Something to Eat!

Week 30 Day 1


Divide the class into groups of four. Explain to students that they have to prepare a five question quiz about English and English- speaking countries. Tell them that they have to know the answer to the questions they include in their quiz. Then, tell them to exchange the quiz with another group for them to answer the quiz. Once they have answered the quiz, each team has to give it back. Each team has to correct the quizzes. Find out which team gets the best grade.


1. Read part of an essay on Canadian food and fi nd:

Point to the picture and ask them which fl ag is that. Tell them to predict what the text will be about. Elicit ideas from diff erent students. Write the following words on the board: richness, coworkers, meal, key and role. Make sure they understand these words. Clarify by giving the meaning of any of these words as an example. Ask them to read the text. Tell them that dictionaries are not allowed for this activity. Remind students that it is not necessary to understand every single word from the text. Tell them that they may read the questions fi rst, and then read the text. Ask volunteers to read the answers. Ask them if their predictions were right or wrong.

2. According to what you have read, write some sentences that describe the following aspects. Look at the example.

Go over the questions with students. Make sure they understand all of them. Have students work in pairs. Tell them that they have to read the text from the previous activity and answer the questions. Tell them that before they answer the questions, they have to discuss with their partner and decide which the best answer is. Ask diff erent students at random to read the answers aloud. Correct any mistakes.

CLOSING

3. In your notebooks, make a chart comparing Canadian and Mexican food in daily life.

Write the following chart on the board:

CANADIAN FOOD MEXICAN FOOD

Explain to students that they have to make a comparative chart between Canadian and Mexican food in daily life. Tell them to include: breakfast, lunch and dinner, as it is mentioned in the text. Th en, have students compare their charts with another pair. Have a pair of volunteers complete the chart on the board.


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1. Read about British and Mexican traditional food and complete the statements below.

3. Complete the comparative chart according to what you have read and heard.

Mexican traditional food British traditional food

Very valuable food

Didn’t have these ingredients

Adopted food

Ingredient used to sweeten food

2. Listen to a chef talking about British and Mexican traditional food and complete the sentences using the words in the box.

chocolate ketchup rice tea wine curry

a. Aztec adopted , wheat and barley.

b. Aztec also adopted olive oil, , almonds, parsley and many spices.

c. was fi rst drunk rather than eaten.

d. British adopted from China and exported the habit to India.

e. British adopted -style spicing from India.

f. British developed a line of spicy sauces like .

a. Traditional food that included lots of fruits and vegetables:

b. Traditional food that included lots of spices:

British traditional foodTraditional British cuisine is substantial, simple and wholesome.

When the Frankish Normans invaded, they brought with them the spices of the east: cinnamon, saffron, mace, nutmeg, pepper, ginger. Sugar came to England at that time, and was considered a spice -- rare and expensive. Before the arrival of cane sugars, honey and fruit juices were the only sweeteners. For centuries the English aristocracy ate French food which they felt distinguished them from the peasants.

Mexican traditional food Aztec's diet consisted largely of corn-based dishes with chiles and herbs, usually complemented with beans and tomatoes or nopales. The diet of the people in Pre-Columbian Mexico also included chocolate, vanilla, tomatillos, avocado, guava, papaya, sapodilla plum, mamey, pineapple, yam bean, squash, sweet potato, peanuts, achiote, huitlacoche, turkey and fi sh. When Spanish conquered Mexico, they introduced a variety of animals, including cattle, chickens, goats, sheep, and pigs.

22

253

Mexican

British

chocolate sugar

spices spices

olive oil tea

-------------------------------------------- honey and fruit juices

rice

wine

Chocolate

tea

curry

ketchup


Day 2


Divide the class into two teams. Explain to students that they are going to play the food guessing game. Tell students to send one member from each team to the front of the class. One of the students describes a food or a meal and the other students must guess the word. For example, It is red and round. Answer: an apple.


1. Read about British and Mexican traditional food and complete the statements below.

Write on the board: Mexican / British. Ask them to mention typical food from both countries. Write them on the board under the correct heading. Help them with any diffi cult vocabulary. Have students read the text and complete the sentences. Check answers with the class.

2. Listen to a chef talking about British and Mexican traditional food and complete the sentences using the words in the box.

Ask students to read the sentences and underline the words they don’t understand. Ask them to say the words they underlined. Write them on the board. Ask students to fi nd the meaning of the words in their dictionaries. Th en, play the recording for students to complete the sentences with words below. Check answers with the class by asking the whole group to read the sentences aloud.

CLOSING

3. Complete the comparative chart according to what you have read and heard.

Ask students to read the information in the chart. Ask students if they can say something about what the chef mentioned about British and Mexican traditional food in the recording. Explain to students that they are going to listen to the chef again and complete the chart. Play the recording. Have students compare their chart with a partner. Th en, have some volunteers write the answers on the board.

Students read pages 120 to 123 in their Reader’s Book and get prepared to discuss their ideas with their classmates and you.

T53



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Lesson30

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1. Read about the food in Ireland and make questions for the answers given below.

2. Game. Ingredients mixture! In groups of four, place the ingredients under the country they correspond to. Th e fi rst team to fi nish will win!

3. Boxty is considered as part of the Irish culture and it has inspired folk rhymes such as the one below. Read it aloud. Can you think of a Mexican rhyme, saying, proverb or riddle related to food? Write it next to the Irish one.

Irish Cuisine

Boxty on the griddle,boxty on the pan.If you can't bake boxtysure you'll never get a man.

a. Irish beef is exported because of its high quality.

b. Potatoes are the ingredient in all the dishes.

c. Bacon and sausages come from pork.

curryguavachiles

parsleybacon

nutmegcabbage

cinnamon

corngingerlamb

onionschocolatepepperbeans

Ingredients used in Mexican food

Ingredients used in British food

Ingredients used in Irish food

Irish cuisine takes its infl uence from the crops grown and animals farmed in its temperate climate. Irish beef is exported worldwide and renowned for its high quality. Representative Irish dishes are Irish stew, bacon and cabbage, boxty, coddle, and colcannon.

Irish stew is made of lamb or mutton, potatoes, carrots, onions and parsley. Boxty is a traditional Irish potato pancake. Coddle consists of roughly sliced pork sausages and bacon with sliced potatoes and onions, it can also include barley. Finally colcannon consists of mashed potatoes with kale or cabbage.

20

What is exported due to its high quality?

What is the ingredient you can fi nd in all the dishes?

Where do bacon and sausages come from?

beans cinnamon bacon

chiles curry cabbage

chocolate ginger lamb

corn nutmeg onions

guava pepper parsley


Day 3


Write on the board: United States / Canada / Great Britain / Australia. Divide the class into groups of four. Tell them that they have to write as many cities as they know from each country. Tell them that they are not allowed to look up information in any reference book. Have a member of each team write the cities on the board. Find out how many cities they know that are located in a country where English is the native language. If they don’t know many cities, you can ask them to look up for information in some reference books (such as an atlas) and complete the activity


1. Read about the food in Ireland and make questions for the answers given below.

Write the following on the board: Aztecs used to eat squash. Ask students to guess what the question is. Elicit ideas from diff erent students. Write the question on the board. If you fi nd out that they have problems asking questions, do some remedial work. You can do this by writing diff erent answers on the board and then guide students to write the question. After that, have students read the text about food in Ireland and make questions. Go around the classroom and give help when needed. Have some volunteers write the answers on the board.

BRILLIANT GAME!

2. Game. Ingredients mixture! In groups of four, place the ingredients under the country they correspond to. Th e fi rst team to fi nish will win!

Ask students to work in groups of four. Explain to students that they have to place the ingredients under the correct heading. Tell them that it is not allowed to go back to the previous exercise and that the fi rst team to fi nish has to say Finish! Th e fi rst team to write all of the ingredients under the corresponding heading will win.

CLOSING

3. Boxty is considered as part of the Irish culture, and it has inspired folk rhymes such as the one below. Read it aloud. Can you think of a Mexican rhyme, saying, proverb or riddle related to food? Write it next to the Irish one.

Ask students what Boxty is (if they don’t remember, have them fi nd the meaning in the text about Irish food that they read before). Have them read the rhyme and tell them to try to understand. Read the rhyme aloud and have students read in unison. Tell them to think of a Mexican rhyme, saying or riddle related to food. Tell them to write it down. Go around and help them with any needed vocabulary. Th en, ask diff erent students to read their rhyme, saying or riddle aloud.

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a. Imagine that you are going to live in the USA. Name three things about the USA that would make the transition to your new life easy.

b. Now, name three things about the USA that could represent obstacles for your adaptation to your new country.

c. You must decide to go to and study or live in the USA or the UK. Which one would you choose? Why?

To continue with your comparative chart choose information about the cultural aspect you selected for both countries and write similarities and diff erences about it in your notebook. Write a comparative chart including the information.



1. Chose information about the cultural aspect for both countries.

2. Compared similarities and diff erences about the chosen aspect.





Day 3



Ask students to work in pairs. Tell them to read from page 120 to page 123 from the Reader’s book. Explain to students that they have to answer the questions and then write a sentence comparing each of the situations with Mexico. Write an example on the board: In Mexico there is a president and a Congress… Ask students at random to read the answers and their sentences aloud.

BRILLIANT TIME! Comparative Chart – Step 2/4

To continue with your comparative chart choose information about the cultural aspect you selected for both countries and write similarities and differences about it in your notebook. Write a comparative chart including the information.Students should sit in their project groups and have all of their information and material ready. Consulting their information, they should brainstorm ideas and decide what the most useful and relevant information is. Students should make notes during their brainstorming process. Finally, they will organize their information in a chart. Go around the classroom and give help when needed. Make sure all the groups are discussing in English. Finally, have students read the steps and tick the ones they followed in class.


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Lesson31

150

Festivals and Holidays!Lesson

31

1. Read the information and propose a title for the text.

2. Read the text again and make a list of the activities that Australians do for Christmas.

The heat of early summer in Australia has an impact on the way that Australians celebrate Christmas and on which northern hemisphere Christmas traditions are followed.

In the weeks leading up to Christmas houses are decorated; greetings cards sent out; carols sung; Christmas trees installed in homes, schools and public places; and children delight in anticipating a visit from Santa Claus. On Christmas Day family and friends gather to exchange gifts and enjoy special Christmas food.

Many Australians spend Christmas out of doors, going to the beach for the day, or heading to camping grounds for a longer break over the Christmas holiday period. It has become traditional for international visitors who are in Sydney at Christmas time to go to Bondi Beach where up to 40,000 people visit on Christmas Day.

Source: www.cultureandrecreation.gov.au/articles/christmas/

3. What do you do for Christmas? Make a list with six activities you and your family do for Christmas. Compare your activities with the ones in the last activity that come from Australia. Are they similar or diff erent? Discuss with your group and teacher.

Example: Australians decorate their houses.

16


Australians send out cards.

They sing carols.

They install trees in homes, schools and public places.

They gather to exchange gifts and enjoy special food.

They spend Christmas out of doors.

They go to the beach for the day.

Christmas in Australia


Festivals and Holidays!

Week 31 Day 1


Ask students to make a Venn diagram in their notebooks. Ask students to work in pairs. In one of the circles they write Mexican traditional food and in the other circle they write British traditional food. The food that is eaten in both countries should be where the two circles intersect. Then, have students go around the classroom and share their diagrams with the rest of the class.


1. Read the information and propose a title for the text.

Ask students the following: How do you celebrate Christmas? Elicit answers from diff erent students. Have students work in pairs. Tell them to read the text and think of a title. Have volunteers write their titles on the board. Th en, have a whole class session and decide which the best title for the text is.

2. Read the text again and make a list of the activities that Australians do for Christmas.

Ask students if they remember any of the information from the text about Australia. Tell them to read the text again and make a list of the activities people do in Australia for Christmas. Have students compare their lists with a partner. Have volunteers read their lists to the rest of the class.

CLOSING

3. What do you do for Christmas? Make a list with six activities you and your family do for Christmas. Compare your activities with the ones in the last activity that come from Australia. Are they similar or diff erent? Discuss with your group and teacher.

Ask students to make a list of the activities they do at Christmas. Th en, tell them to compare their activities with the ones from Australia. After that, tell students to form groups of four and compare their lists with other students. Tell them to fi nd the similarities and diff erences between them and their group. Have a volunteer from each group share their group information with the rest of the class.

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1. Listen to the explanation of a holiday. In the comparative chart, circle the country spoken about and complete the statements below.

Australia Ireland Mexico

Labor Day 1st Monday in October 1st Monday in May May 1

Country Day January 26 __________ __________

Independence Day __________ April 18 September 15

Saint Patrick’s Day March 17, no public holiday March 17 March 17, no public holiday

2. Use the information in the chart to write fi ve sentences about holidays in the three diff erent countries.

3. Use the information from the chart in activity 1 to complete the following statements. How do the diff erent English-speaking countries’ holidays compare to Mexican ones? Share the information with your group.

a. In , they celebrate the following holidays: on the Labor Day; on

the Independence Day and on Saint Patrick’s Day though it is not a public holiday.

b. In , they celebrate the following holidays: on the Labor

Day; on the Australia Day and on Saint Patrick’s Day though it is not a

public holiday.

c. In , they celebrate : every fi rst the

Labor Day; on the Independence Day and on March 17 which

is a public holiday.

a. Th is day people wear clothing.

b. Th e legend says that drove all the from .

c. Th e shamrock is its .

Examples: Labor Day in Australia is celebrated on the fi rst Monday every October. Neither Mexico nor Ireland celebrates a Country Day.

a.

b.

c.

d.

e.

y

54

green

Saint Patrick snakes Ireland

symbol

Mexico May 5 September 15

March 17

Australia the fi rst Monday every October

January 26 March 17

Ireland the following holidays Monday of May

April 18 Saint Patrick’s Day

Australia celebrates the Family Day on October 10.

Mexico celebrates its Independence Day on September 15.

Saint Patrick’s Day is celebrated on March the 17th every year.

Ireland celebrates its Independence Day on April 18.

Australia’s Day is celebrated on January 26.



Day 2


Write the letters of the alphabet on the board. Ask students to write the name a fruit of, vegetable, meat or dairy product that begins with each letter. Set a time limit of five minutes. Say stop for students to stop writing. Find out who has the most words without spelling mistakes.


1. Listen to the explanation of a holiday. In the comparative chart, circle the country spoken about and complete the statements below.

Go over the chart with students. Ask them to say something about each of the celebrations in Mexico. What do they do? Where do they go? Do they like that celebration? Yes/ No, Why? Have them discuss the questions with a partner. Monitor and listen to their answers. Explain to students that some information is missing in the chart. Play the recording for students to complete the chart. Tell them to concentrate on the information they are being asked for. Remind them that it is not necessary to understand every single word from the recording. Elicit the answer from the group. Th en, have students read the statements. Play the recording again for students to complete the statements. Have some volunteers write the answers on the board. Correct any possible mistakes.

2. Use the information in the chart to write fi ve sentences about holidays in the three diff erent countries.

Have students work in pairs. Tell them that they have to write fi ve sentences about holidays in the three diff erent countries. Tell them to follow the example. If they have to check the spelling of any word, tell them they can use their dictionaries. Go around the classroom and help them when needed. Correct their sentences. Ask some volunteers to read their sentences to the rest of the class.

CLOSING

3. Use the information from the chart in activity 1 to complete the following statements. How do the diff erent English-speaking countries’ holidays compare to Mexican ones? Share the information with your group.

Have students work in pairs. Explain to students that they have to complete the statements with words from the chart. Th en, have students share their answers with the group.

Students read pages 124 to 127 in their Reader’s Book and get ready to discuss their ideas in class.

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Lesson31

152

1. Circle the words in the paragraph that mean the opposite of the words in the chart below.

ApartheidIn South Africa apartheid—racial separation— imposed greater restrictions on Bantus (black Africans), Asians, and Coloreds (in South Africa the term meant any nonwhite person). Over a half-century, the nonwhite population of South Africa was forced out of designated white areas.

Africans were forced to move from cities to rural townships where they lived in terrible conditions. Th is led to violent protests.

In 1964 the ANC’s (African National Congress) leader, Nelson Mandela, was sentenced to life imprisonment. After that black protests against apartheid grew stronger and more violent. After 27 years of imprisonment, Mandela was released.

In 1991, a multiracial forum led by Frederick de Klerk and Mandela, began working on a new constitution. Th is broke up apartheid and provided for a multiracial democracy with majority rule. Th e peaceful transition of South Africa from one of the world's most repressive societies into a democracy is one of the 20th century's most remarkable success stories. Mandela and de Klerk were jointly awarded the Nobel Peace Prize in 1993.

Words from the text Words from the text

Example: black white old

urban minority

death violent

before ordinary

3. What did you know about apartheid and Mandela? How important was Mandela to his country? Do you think there is someone with Mandela’s characteristics in Mexican History? Discuss with your group and teacher.

2. Play a game. Antonyms! Write the antonyms of the following words. Th e fi rst team to fi nish will win.

startrightneverfi rst

young

mandayhighnewmore

Word Antonym Word Antonym

21

1

33333333333333

page209

end / fi nish

wrong / left

always

last

old

woman

night

low

old

less

rural

life

after

new

majority

peaceful

remarkable


Day 3


Ask students to work in groups of three. Explain to students that they are going to participate in a contest. You need a dictionary for this activity. Choose a long, difficult and unknown word. Without using a dictionary, ask students to write down a definition. Allow them a few minutes to think and write. Have each group read their definition aloud, ensuring that all students pay attention. Ask students to decide which of the definitions they heard is correct (if any). After the vote, reveal the true meaning.


1. Circle the words in the paragraph that mean the opposite of the words in the chart below.

Write on the board: Apartheid. Ask them if they know what that word means. Elicit answers from diff erent students. Read the instructions along with the students. Make sure they all know what to do. Have students complete the activity. Tell them they can check their Grammar Reference on page 209. Check answers with the class by asking volunteers to write the words on the board.

BRILLIANT GAME!

2. Play a game. Antonyms! Write the antonyms of the following words. Th e fi rst team to fi nish will win.

Ask students to work in groups of three. Tell students that they have to write the antonyms of the words in the chart. Tell them that the fi rst team to fi nish with no spelling mistakes will be the winner. Ask the fi rst team to fi nish writing the words on the board.

CLOSING

3. What did you know about apartheid and Mandela? How important was Mandela to his country? Do you think there is someone with Mandela’s characteristics in Mexican History? Discuss with your group and teacher.

Divide the class into groups of four. Have them discuss the questions. Monitor while they are discussing. Have the diff erent groups share their answers with the class.



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a. Which language other than English would you like to learn? Why?

b. Which one thing or cultural aspect best represents Ireland, Australia and South Africa?

c. Which one of the above mentioned countries would you like to visit? Why?

With the information you and your teammate have gathered; elaborate a comparative chart in your notebook. Check grammar, spelling and punctuation conventions and display it in a presentation.



1. Elaborated the comparative chart.

2. Checked grammar, spelling and punctuation conventions.

3. Displayed your chart in a presentation.





Day 3



Ask students the following: What have you learned about English speaking countries so far? Elicit answers from some students. Encourage everybody to share their answers with the rest of the class. Have students work in pairs. Tell them to read from page 124 to page 127 from their Reader’s book and answer the questions. Have them read the pages, underline the unknown words, look up for the meanings in the dictionary. Once they have found the words, tell them to read the text again and answer the questions. Have diff erent students share their answers with the rest of the class.

BRILLIANT TIME!Comparative Chart – Step 3/4

With the information you and your teammate have gathered; elaborate a comparative chart in your notebook. Check grammar, spelling and punctuation conventions and display it in a presentation.Ask students to get in their groups and to take out their comparative chart they are working with. Explain to students that with the information they have gathered and discussed, they will make a comparative chart. Tell them they can use one of the comparative charts from the previous activities as a model. Tell students that they have to check grammar, spelling and punctuation. Monitor and check their charts. Then, ask them to make corrections. Once they have done the corrections, explain to students that they have to display their chart in a presentation. You may assign an area of the classroom to display the comparative charts. Finally, ask students to go and read all the comparative charts and take notes about information that they didn’t know before. Finally, students read the steps and tick the ones they followed in class.


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Lesson32

154154

Talking about food in England we can fi nd good-looking chefs, dressed in hard-wearing clothing, preparing dishes like Yorkshire pudding which is not usually eaten as a dessert like other puddings but instead

as part of the main course or as a starter. This pudding is made from fl our, eggs and milk, is a sort of batter baked in the oven and usually moistened with gravy. The traditional way to eat a Yorkshire pudding is to have a large, fl at one fi lled with gravy and vegetables as a starter of the meal. Then when the meal is over, any unused puddings should be served with jam or ice-cream as a dessert. On the other hand, the famous Toad-in-the-Hole is similar to Yorkshire pudding but with sausages placed in the batter before cooking.

Another important part of culture. A dress code is a set of rules that dictate what clothes may be worn together. The classifi cation for these codes depends on the level of formality and time of day. Most countries base their codes in the traditional Western dress, this includes the majority of English-speaking countries and Mexico; however, there can be some differences, for example, when English men go to the opera, ballet, charity balls or royal events they must wear a black or grey jacket with black or gray striped suit pants, white shirt, grey tie, black socks, black lace up shoes and a grey or black hat that must be taken off when they are inside; women wear evening gowns, a shawl made out of an expensive fabric, shoes to suit the gown and formal opera length gloves on white or coordinated to the gown, only remove when dining. In Mexico, although people dress formally, there is no comparison with the British way.

• What do you think are the three most important aspects of a culture?

• What do you think about dress codes?

Listen and read the following text about some cultural aspects and answer the questions.

55

Culture in EnglishDifferent Views of

Speaking Countries!

Culture is de ned as the customs and beliefs, art, way of life and social

organization of a particular country or group. This is why aspects

such as food, dress codes,

festivals, holidays, are

considered important

examples of culture.

way of life and sociorganization of

particular couor group. This why aspec

such as foodress co

festivaholidayare

considerimportan

examplcultur




BRILLIANT! MAGAZINEDifferent Views of Culture in English Speaking Countries!

Week 32 Day 1


Prepare a list of review vocabulary words (from this unit). Write each word on two small pieces of paper. That means writing the word twice, once on each paper. Organize the pieces like bundles, two bundles, two sets of identical words. Divide the class into two teams. Distribute each list of words to both teams. Every student on each team should have a paper. Both teams have the same words. When you call a word, two students should stand up, one from each team. The students must then run to the blackboard and race to write a sentence using their word. The one that writes a correct and clear sentence is the winner.


Listen and read the following text about some cultural aspects and answer the questions.

Point to the text and have students predict what the text will be about. Ask students to read the text and answer the questions. Tell them they can use their dictionaries to look up the meanings of unknown words. Ask students at random to read the answers aloud.

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56

Culture!

SongIn the text there are two British words in color, use your dictionary to fi nd out the corresponding words in American English:


pudding

batter

British English • American English

Do you think dress codes are important? Why? Do you follow a dress code? What is your dress code? Share information with your friends and teacher.

Culture! Hey!It's not just architecture or sculpture.Culture! Hey! It's not just food and holidays.It's not just the way you celebrate birthdays.Culture!

Culture is eating a traditional dishlike a tasty plate of salty fi sh and chips.Culture is learning a brand new languageso pack all your bags and pay your passageto take off and explore around the world trip!

Culture! Hey! It's not just architecture or sculpture.Culture! Hey! It's not just food and holidays.It's not just the way you celebrate birthdays.Culture!

Culture is celebrating independence, we honor the founders, so brave and valiant.Culture is a dancer who moves with grace.It's a rock concert, music in your face!Fashion, art or poetry. What's your preference?

Culture! Hey! It's not just architecture or sculpture.Culture! Hey! It's not just food and holidays.It's not just the way you celebrate birthdays.Culture!

Cold dessert like cream fl avored with fruit, chocolate, etc.

Dough to make a cake.


Day 2

In the text there are two British words in color, use your dictionary to fi nd out the corresponding words in American English

Ask students to work in pairs. Have students read the words in the chart and fi nd the equivalence in American English. Ask some volunteers to read their answers aloud.

CLOSING

Do you think dress codes are important? Why? Do you follow a dress code? What is your dress code? Share information with your friends and teacher.

Ask students to work in pairs. Have them discuss the answers to the questions. Th en, have all the pairs share their answers by reading their sentences aloud.

BRILLIANT SONG!Culture!


Divide the class into pairs. Ask students to write a three question quiz about celebrations in English-speaking countries. Then, have them exchange their questions with another pair. Tell them to answer the quiz, and give the quiz back to their partners for them to check.


Listen to the song and sing along. Ask students to look at the pictures

and describe them. Read the song aloud and ask students to read it along with you. Th en, ask them what is the song about. Finally, play the recording for students to sing the song.

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Lesson32

Product Time

156

Product: Comparative Chart. Comparative charts allow you to identify similarities and diff erences between two or more topics. Making a comparative chart will help you understand and communicate similarities and diff erences between cultural aspects from Mexico and English speaking-countries.








Product Time

Day 3


Read the paragraph about the product with students. Tell the students that they can refer back to the diff erent steps in the product if they need to. Go around the classroom and read their sentences.


Have students work in pairs. Students ask the questions to their partners and write the answers.


Ask students to work in groups of four or fi ve. Tell them to discuss their answers for activities 1 and 2. Have a whole class session and have the diff erent groups share their answers with the rest of the class.

3


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157

Diff erences

1.

2.

Based on the information you have seen write down two similarities and two diff erences between Ireland and Mexico. When fi nished, write a tick ( ) in the box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are able to do! If you need help, ask your teacher.

Example: Both countries celebrate Saint Patrick’s Day. Irish celebrates Independence Day on April 18 whereas

Mexico does it on September 15.

Similarities

1.

2.

I can I can’t

…diff erentiate examples and explanations from main ideas.

I can I can’t

…formulate and answer questions about literary essays.

I can I can’t

…compare information using antonyms.

I can I can’t

…compose sentences to describe cultural aspects.

Both countries celebrate Labor Day in May.

Both countries celebrate an Independence Day.

Saint Patrick Day is a Public Holiday in Ireland.

Labor Day changes day every year.

Suggested answers.


Day 3

I Can

Based on the information you have seen write down two similarities and two differences between Ireland and Mexico. When finished, write a tick ( ) in the box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are able to do! If you need help, ask your teacher.Go over the instructions with students. Make sure they all understand what to do before they start writing. Tell them they can go back and read information about Ireland from this unit. Monitor and give help when needed.

Remind students that this is a very important section because they reflect on whether or not they understood the language structures and lexis presented in the second part of the unit. Go over each of the tasks with students and tell them that it is important that they answer the tasks individually. Then, check answers with the class by asking volunteers to write the answers on the board. This is very important section because you can detect problems they have with the language and you can do some remedial work to reinforce certain areas of the language.


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Name Date


Evaluation A

4unit

1. Choose the correct word from the box to complete the sentences.

always usually sometimes never twice a year

A) I hate fruit. I eat apples.

B) Cindy is an excellent student. She goes to class and studies for her exams.

C) Tina goes swimming. She goes swimming from Monday to Saturday.

D) , my family and I go on vacation. We go in June and in December.

E) George plays basketball, but he doesn’t like it very much. He prefers to play football.

5 points

2. Read the sentences and circle the correct word.

A. I want to go to Colorado and/because I want to ski.

B. Next Friday we have a Science and/but an English exam. We have to study very hard.

C. I can’t help you with your homework so/because I’m very busy.

D. I have a class at four and/so I can’t go out with you.

E. Juan can’t go to the United States so/because he doesn’t have a visa.

5 points

3. Match the situation with its solution.

1. You don’t agree with a situation. A) Can you spell it, please? 2. You want to know someone’s opinion. B) You don’t mind opening the window, do you?

3. You want to know how to write a word. C) I’m afraid I don’t agree with you.

4. You think something is not impartial. D) I would really like to know what you think about it.

5. You think it’s hot and the window is closed. E) I don’t think this is fair.

5 points


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Evaluation B

Name Date


4unit

1. Write questions to the answers.

A)

Canadians usually eat meat for dinner.

B)

Aztecs used to eat corn and squash.

C)

English aristocracy ate French food.

D)

Spanish introduced cattle, sheep and pigs to Mexico.

E)

Irish eat stew, bacon and cabbage, boxty, coodle, and colcannon.

10 points

2. Look at the comparative chart between Canada and Jamaica and write fi ve sentences comparing the two countries.

COUNTRY CANADA JAMAICASIZE 9,970,610 km2, surpassed only by the

Russian Federation. Second largest country in the world. Divided in ten provinces and three territories.

4,411 square miles. Slightly smaller than the state of Connecticut in the USA.

POPULATION 33,212,696 2,605,800

WEATHER Cold long winters Hot, Humid

10 points


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Answer Key

Evaluation A

Exercise 1

A) never B) always C) usually D) Twice a year E) sometimes

Exercise 2

A) because B) and C) because D) so E) because

Exercise 3

1-C 2-D 3-A 4-E 5-B

Evaluation B

Exercise 1

A) What do Canadians usually eat for dinner? B) What did Aztecs used to eat? C) What did English aristocracy eat? D) What did Spanish introduce to Mexico? E) What do Irish eat?

Exercise 2



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All Right! 5


Product: Poster with instructions to carry out daily life activities


Language as a means to:- Plan and organize. - Convey respect

and courtesy when providing orders and instructions.

- Examine the need to follow instructions.

Features and types of oral and written texts - Subject matter, purpose and intended audience. - Context clues.

Phonic, syntactic and semantic elements of texts - Acoustic features. - Word repertoire suitable for this practice of the language. - Determiners: quantifiers (e.g. some, any, few), articles (a, an, the). - Nouns: count and non-count. - Verb tense: simple present. - Verbs: modals (e.g. should, must). - Adverbs: manner. - Verb forms: imperative. - Connectives. - Prepositions (e.g. in, to, at, on). - Lexical differences between British and American variants.


Provide and understand instructions for the performance of daily activities.

Social practices of the language Interpret and convey instructions found in daily life.

Product: Round table- Can use various strategies in order to point out information containing individual points of view. - Can select and organize information in order to write sentences containing individual points of view. - Can write paragraphs that express individual points of view. - Can solve doubts and provide feedback in order to edit individual points of view.

Social practices of the languageProduce texts to participate in academic events.

Formation and academic environment Specific activities with the language

Write diverse points of view to participate in a round table.

Learning to do with the language Learning to be

through the languageLanguage as a means to:- Learn to live in

communion.- Promote respect

towards other‘s opinions.

- Foster cooperation and team work.


- Can adjust volume intonation and tone to emphasize or alter instructions.

- Can understand and request instruction to carry out an activity. - Can compose sequences of enunciation to provide instructions.

- Can use linguistic resources to ensure the comprehension of instructions.

- Can produce instructions spontaneously.

Revise instructions to perform routine daily life activities from context clues.

- Listen to instructions to carry out activities. - Recognize emotional states from non-verbal communication.

Understand general sense, main ideas and some details regarding instructions for the performance of routine daily life activities.

- Listen to instructions particular to daily life. - Recognize words which link ideas.

Provide instructions to carry out activities. - Compose sentences to give instructions. Organize sentences

into a sequence. - Formulate questions to clarify doubts and broaden

information.

Revise a Civic and Ethic Formation topic from different sources from contextual clues.

- Select texts about a topic of Civic and Ethic Formation from various sources (e.g.: the rights and responsibilities of teenagers).

- Predict subject matter based on graphic components.

Understand the central sense and main ideas of a text about civic and ethic formation upon reading aloud.

- Compare personal points of view with main ideas of a text (using, for example: be/get used to).

- Identify synonyms used by the author to express the same idea.

Write points of view about a Civic or Ethic formation topic to take part in a round table.

- Select information from a text to write sentences with personal opinions.

- Rewrite main ideas to write opinions; using synonyms.

- Write a paragraph that conveys points of view from a model, to take part on a round table.

Edit points of view. - Read to revise punctuation

and spelling conventions. Solve doubts and provide with feedback.

- Create a final version. Write a final version.



- Text and graphic components.

- Patterns of text arrangement: cause/effect, problem/solution, etcetera.



- Synonyms. - Connectives (e.g.

because, if, unless, although, in spite of).

- Conditionals (e.g. If we were…, we would; If they do…, they will…).

Mechanics of writing - Punctuation: period,

comma, apostrophe, parenthesis, hyphen, dash.

- Suffixes (e.g.: -tion, -sion) and prefixes (e.g.: im-, in-).

-Digraphs and trigraphs.


Recommended resources: Webography links 25 to 27 on page 219 and book numbers 1, 8 and 2, 6, 7, 9, 10, 11, 12, 15 listed in the Bibliography on page 218 of the Student’s Book.


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UnitOpener 5

162

5All Right!


a. What is going on in the classroom?b. What are the main characteristics of a

round table?c. Should participants be prepared in

advance?


All Right!

Week 33 Day 1

Go through the illustrations on the left-hand page with students to activate previous knowledge and to raise expectations of what they will produce during the first half of the unit. Take advantage of the illustrations to introduce new vocabulary. Have students read and answer the questions in pairs. Elicit answers from different students. Encourage them to participate using only English. Help them with any needed vocabulary.


a. What is going on in the classroom?b. What are the main characteristics of a round table?c. Should participants be prepared in advance?


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• use various strategies in order to point out information containing individual points of view.

• select and organize information in order to write sentences containing individual points of view.

• write paragraphs that express individual points of view.

• solve doubts and provide feedback in order to edit individual points of view.

• adjust volume, intonation and tone to emphasize or alter instructions.

• understand and request instructions to carry out an activity.

• compose sequences of enunciation to provide instructions.

• use linguistic resources to ensure the comprehension of instructions.

• produce instructions spontaneously.


a. What does the boy usually do at 19:00?b. Name three activities that you carry

out every day.c. What activities from the ones you

daily do are diff erent to the boy's activities?

In this unit you can use any of the books and/or websites included on pages 218 a consultation or help.

r websites included on pages 218 a onsultation r help.



Direct students’ attention to the illustrations on the right-hand page to activate previous knowledge as well as to raise expectations of what they will practice during the second half of the unit. Have students read and answer the questions. Ask some volunteers read their answers to the rest of the class.


a. What does the boy usually do at 19:00?b. Name three activities that you carry out every day.c. What activities from the ones you daily do are different to the boy’s activities?


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Lesson33

164

I’m Free!Lesson

33

1. Look at the images and words. What is the fi rst word that comes into your mind when you look at them? Write it down.

2. Read the following texts and match with their source.

3. What do you think freedom is? Which of the ideas from above is more appealing to you? Do you agree with them? Does freedom have a limit? Write in your notebooks the answers to these questions and share them with your group and teacher and start a light discussion on the topic.

Freedom (frid´m) n 1. The right to do or say what you want without anyone stopping you. 2. The state of not being prisoner or slave.

Sen's "perspective of freedom" is concerned with "expanding the freedoms we have reason to value," so that our lives will be "richer and less restricted" and we will be able to become "fuller social persons, exercising our own capacities for deliberate choice and interacting with--and influencing--the world in which we live".

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Part of a book

Dictionary

The introduction of an essay

Liberty

Independence

Set free

Open space

9

The meaning of freedom

“Freedom” is a very diffi cult term to defi ne with a short, simple statement. It is loaded with so much meaning because every person has a different set of personal experiences and ideas that can apply to their own concept of what experiencing freedom is all about.

Suggested answer.

Freedom


I’m Free!

Week 33 Day 1

ACTIVATION – Before the bookMake copies of the following word search.

D T L U S Q R I G H T S L E HG I N D E P E N D E N C E A HE M A N C I P A T I O N Q H UJ C Z R B W A L I B E R T Y Q

W W O T J U S T I C E L O Z IS C W Z V V Y P F R E E D O MU T X Z Y W N H S L A V E R YD I S C R I M I N A T I O N NB C V V E X X V F P E A C E IM T O L E R A N C E O W L J T

You may have one copy for each student or one copy per pair. If it’s not possible to make copies, draw the word search on the board before you start the class.Explain students that they have to find ten words related to human rights vocabulary. Have some volunteers write the words on the board.


1. Look at the images and words. What is the fi rst word that comes into your mind when you look at them? Write it down.

Point to the pictures and ask students the following question: What is the fi rst idea that comes into your mind when you look at them? Elicit answers from diff erent students. Have them express their ideas. Help them with any needed vocabulary. Write some of the answers on the board.

2. Read the following texts and match with their source.

Ask students the following: Where can we fi nd diff erent types of information? Have students work in pairs. Students have to read the texts and match them with their source. Have some students read the answers aloud and have them explain why they chose that answer.

CLOSING

3. What do you think freedom is? Which of the ideas from above is more appealing to you? Do you agree with them? Does freedom have a limit? Write in your notebooks the answers to these questions and share them with your group and teacher and start a light discussion on the topic.

Go over the questions with students. Make sure they understand all of them. Have students work in groups of three. Explain to students that they have to discuss the questions and answer them in their notebooks. Th en, tell them they have to make a drawing that expresses their idea of freedom. Monitor and encourage them to use only English. Give help when needed. When they fi nish, ask students to show and explain their picture to their partners. Finally, have students put the drawings on the classroom’s walls.

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1. Listen to an Ethics professor talking about freedom and complete the following statements.

a. You can work out and choose a way of being.

b. Freedom is one of your characteristics.

c. Freedom is something you with other human beings.

d. is not only considering and respecting your own, but everyone else's too.

e. Whatever you do takes a your own choices, but everyone else's too.

2. Match the words that have the same meaning. Look up for more synonyms in your dictionary.

particular necessary liberty duty

Words Synonyms

freedom liberation, release,

deliverance, delivery, discharge

personal

responsibility

essential

3. What are the situations in which you have lived/seen/heard about freedom? What are the things you can do freely? Consider your life at home, at the school, in your community and in Mexico and write down ten of your ideas on the following lines. Look at the example.

Freedom

Example: I can study what I like.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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Suggested answers.

I’m not a slave.

I can walk on the street freely.

My family and I can travel wherever we want.

We can choose the food we like the most.

I can dress the way I like.

I can choose my religion.

I can express what I think and what I feel.

I can choose my friends.

I can make my own decisions.

I can choose the music I like to hear.

personal

essential

share

Freedom

responsibility

liberty

Particular

Duty

Necessary


Day 2


Divide the class into two teams. A student from each team comes to the board. Tell them that when you say a letter from the alphabet they have to write a sentence starting with a word beginning with the given letter. If the sentence is correct, the team gets a point; repeat this action until everyone has written a sentence on the board.


1. Listen to an Ethics professor talking about freedom and complete the following statements.

On the board, write the words: Freedom / Ethics. Ask students to say all the words they relate to freedom and ethics. Write some of the words on the board. Read the statements aloud along with students. Make sure they understand all of them. Tell them they have to listen to an Ethics professor talking about

freedom and complete the statements. Play the recording for students to complete the activity. Play the recording again for students to check their answers. Have some volunteers write the answers on the board.

2. Match the words that have the same meaning. Look up for more synonyms in your dictionary.

Ask students to read the words below. Make sure they understand the meanings of all of them. Tell them to read the previous activity and fi nd words with similar meanings. Ask some students to write the answers on the board.

CLOSING

3. What are the situations in which you have lived/seen/heard about freedom? What are the things you can do freely? Consider your life at home, at school, in your community, and in Mexico and write down ten of your ideas on the following lines. Look at the example.

Divide the class into groups of three. Go through the questions with students and explain the task. Elicit some of the answers. Write some of the examples on the board. Have students discuss and write their answers. Walk around the classroom and give help when needed. Correct students’ sentences. Have volunteers read some of their answers aloud.

Students read pages 57 to 61 in their Reader’s book and get prepared to share their ideas with their classmates and you.

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Lesson33

166

1. Read the text and fi nd ways to:

Living TogetherIt is considered that personality is formed thanks to living with others. This is why I’m afraid I have to disagree with people who think that the relationship between a person and the society has nothing to do with personality. I would say that what you have been, what you are, your plans, etc. are the result of living with others as part of a society. I think that much of what we know, we have learned from others. I also believe that as long as we live together, as part of a community we would not stop learning.

a. express a general point of view:

b. express a personal point of view:

c. disagree with an opinion:

2. Game. "Synonyms & Antonyms!" Which words give the idea of freedom? Which words give a diff erent idea? In groups of four, look at the following words in a dictionary and put them in the right column.

Synonym Antonym

3. What do you think about the highlighted part in the text Living Together? Use the following expressions and write down your points of view. Look at the example.

In my opinion Personally, I think I don’t agree I’m not sure about I agree with I believe that

Example: I agree with the idea because I’ve learned many things at home with my parents and brothers.

a.

b.

dependence

liberty

captivity

independence

infl exibility

release

emancipation

fl exibility

imprison

slavery

8


liberty

independence

release

emancipation

fl exibility

captivity

dependence

imprison

slavery

infl exibility

It is considered that

I would say that/I think that/I believe that

I’m afraid I have to disagree


Day 3


Explain to students that they are going to play the verb game. Divide the class into two teams. Tell them that a student from one team says a time word or phrase (e.g. next year, a few days ago, today). A student from the other team must complete a sentence using the proper verb tense. Then that student says a different time word or phrase, another student from the other team says a sentence. The team gets a point for each correct sentence.


1. Read a text and fi nd ways to: Ask students to read the title and

predict what the text is about. Elicit answers from diff erent students. Have students work in pairs. Ask them to read the text and fi nd ways to express a general point of view, a personal point of view, and to disagree with an opinion. Check answers and provide help if needed.

2. Game. “Synonyms & Antonyms!” Which words give the idea of freedom? Which words give a diff erent idea? In groups of four, look at the following words in a dictionary and put them in the right column.

Divide students into groups of four. Go over the words with students. Elicit the meaning of synonym and antonym. Elicit an example. Explain to them that antonyms are opposites. Tell students that they have to fi nd the meanings of the words in the dictionary. Th en, write them in the correct column. Monitor and provide help if needed. Have some volunteers from diff erent groups write the answers on the board.

CLOSING

3. What do you think about the highlighted part in the text Living Together? Use the following expressions and write down your points of view. Look at the example.

Write the following on the board: In my opinion…, I’m not sure about…, I think…, I don’t agree with…, I believe that…, I agree with… Invite some volunteers to complete the ideas on the board. Have students work in pairs. Ask students to discuss the questions about the highlighted part of the text in activity 1. Tell them to use the above expressions. Tell them they have to write their opinions. Monitor while they discuss and write. Give help when needed. Ask some students to share their opinions with the rest of the class.

1

2


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The Knight and The Dragon


a. When did Knight stories usually take place?

b. Do you know the names of any Knight stories?

c. Which is your favorite Knight story? Why?

When discussing at round tables, everyone is equal and has the same rights. In order to participate in a round table you must be able to express and understand diff erent points of view on a certain topic.

In order to be prepared to participate in a round table you will work in groups of four. Choose a topic related to Civics or to Ethics, gather information from diff erent sources and participate in a round table discussion.


Brilliant Time! - Round table - Step 1


2. Chose a topic related to Civics or Ethics to take part in a round table.

3. Gathered information from diff erent sources.





Day 3

BRILLIANT READING!Th e Knight and Th e Dragon


Ask students to open their Reader’s book on page 57. Ask them to look at the pictures from this story and predict what the text will be about. Th en, have students work in pairs. Tell them to read from page 58 to 61 and discuss the questions in detail. Ask some students to read the answers aloud. Th en, have the class say if their predictions about the story were right or wrong.

BRILLIANT TIME!Round table – Step 1/4

Th e main aim of Product number 1 in this unit is to have students participate in a round table as they:

Choose a Civic and Ethic Formation topic to take part in a round table.

Read texts from diff erent sources. Contrast their personal points of

view with the information from the text.

Write personal points of view. Edit their points of view for clarity.

All of the above done under your guidance and with your help.

When discussing at round tables, everyone is equal and has the same rights. In order to participate in a round table you must be able to express and understand diff erent points of view on a certain topic.

In order to be prepared to participate in a round table you will work in groups of four. Choose a topic related to Civics or to Ethics, gather information from diff erent sources and participate in a round table discussion.Students get in groups of four. Ask students what a round table is. Elicit answers from diff erent students. Also elicit diff erent topics of Civic and Ethical Formation. Write them on the board. Groups choose a Civic and Ethical Formation topic for the round table. Students look for information from diff erent sources. Tell them to make some notes and include the references. Students read the introduction and look at the steps. Th ey tick the ones they followed in class.


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Lesson34

168

Our Rights!Lesson

34

1. Read the text and answer the questions.

3. Do you think that knowing our rights is enough to avoid discrimination, intolerance, injustice, oppression and slavery? Why? Write the answer in your notebooks, and share it with your classmates and teacher. Follow the example.

Example: I don’t think it is enough; we have to respect and apply them in our daily life.

2. Rewrite the main ideas from the text giving your opinion. Look at the example.

Example: I think that everyone in the world has rights.

a. In my opinion

b. Speaking for myself

c. I believe that

d. I would say that

a. What is the main idea in the introduction (paragraph 1)?

b. What is the main idea in paragraph 2?

c. What is the main idea in paragraph 3?

d. What is the main idea in paragraph 4?

What areHuman Rights?

They are “rights” because they refer to what you are allowed to be, to do or to have. These rights are meant for your protection against people who might want to harm or hurt you. They are also meant to help us get along with each other and live in peace.

Many people know something about their rights. Generally they know they have the right to food and a safe place to stay. They know they have a right to be paid for the work they do. But there are many other

rights. When human rights are not well known by people, abuses such as discrimination, intolerance, injustice, oppression and slavery can arise.

Born out of the atrocities and enormous loss of life during World War II, the United Nations Universal Declaration of Human Rights was signed in 1948 to provide a common understanding of what everyone’s rights are. This document is the basis for a world built on freedom, justice and peace.

Every person is entitled to certain fundamental rights, simply by the fact of being human. These are called “human rights”.

www.youthforhumanrights.org retrieved on March 22, 2011.

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rights are there to protect us.

rights help us to get along and live in peace.

people must know their rights to avoid abuses.

the Declaration of Human Rights set the basis for a better world.

We have rights by the fact of

being human.

Rights are there to protect us and help us get along and live

in peace.

When people don’t know about Human Rights they can’t

avoid abuses.

The Declaration of Human Rights forms the basis for a better world.


Our Rights!

Week 34 Day 1

ACTIVATION – Before the Book

Tell students that they are going to participate in a competition. Each row of desks is a different team. Students will take turns writing word associations on the board, one after another. For example: responsibilities homework make the bed wash the dishes. The row with the most correctly spelled words or phrases at the end is the winner.


1. Read the text and answer the questions.

Have students read the title. Ask them provide some answers without reading the text. Elicit answers from diff erent students. Write some of them on the board. Students read the text and answer the questions. Remind students that they don’t have to understand every single word. Tell them they can use their dictionaries if they have to. Suggest that your students read each of the answers and try to locate the answers in the text. Check answers.

2. Rewrite the main ideas from the text giving your opinion. Look at the example.

Students work in pairs. Go through instructions with students. Tell them they have to use the phrases to complete their ideas. Write the following on the board: I think. Elicit some ideas to complete the phrase. Write them on the board. Students write their ideas. Help them when needed. Tell them they can use their dictionaries to look up the meaning and spelling of words. Have a whole class session to share their ideas.

CLOSING

3. Do you think that knowing our rights is enough to avoid discrimination, intolerance, injustice, oppression and slavery? Why? Write the answer in your notebooks, and share it with your classmates and teacher. Follow the example.

Students read and answer the questions in their notebooks. Tell them to follow the example and use phrases from previous activities. Discuss these questions with the whole group after they fi nish writing.

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1. Th ere are 30 Articles of the Universal Declaration of Human Rights; most of them are quite familiar because we have them in our Constitution. Work out the meaning of the following ones.

3. Look at the eight rights mentioned in activities 1 and 2. Which one is the most important for you? Why? Complete the sentence with your information and share it with your group and teacher.

In my opinion the most important right is the one that says that because

.

2. Next to every human right, write down what you think it means and what it is connected to.

Example:

We are all born free and equal.

a. No slavery.

b. Freedom of thought.

c. Freedom to move.

We are all born free and should be treated in the same way.

a. Right to seek a safe place to live

b. Right to public assembly

c. Right to democracy

d. Freedom of expression

e. Social security

( ) Th e right to take part in the government of your country. Every

grown-up should be allowed to choose their own leaders.

( ) Th e right to meet your friends and work together in peace to

defend your rights. Nobody can make you join a group if you

don’t want to.

( ) Th e right to have a house, medicine, education and child

care, enough money to live on and medical help if we are ill

or old.

( ) If you are frightened of being badly treated in your own

country, you all have the right to go to another country to

be safe.

( ) Th e right to make up our own minds, to think what we like,

to say what we think, and to share our ideas with

other people.

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a

Suggested answer.

“we all born free and equal”

it is the bottom line of every other right.

No one has the right to make us a slave. We cannot make anyone our slave.

We all have the right to believe in what we want to believe, to have a religion, or to change it

if we want to.

We all have the right to go everywhere we want to travel in our country and as we would

like to.

c

b

e

d


Day 2


Choose a word in the dictionary that is long, difficult, and unknown to the students. Write it on the board. Without using a dictionary, ask students to write a definition. They can work in groups of three. Collect all definitions and read them aloud. When you have finished reading, students will decide which definition is correct (It doesn’t matter if none of them are correct). After they have voted, reveal the true definition.


1. Th ere are 30 Articles of the Universal Declaration of Human Rights; most of them are quite familiar because we have them in our Constitution. Work out the meaning of the following ones.

Read the instructions with students and make sure they understand them. Th ey have to read the defi nitions and write them using the phrases on the left. Once students have completed the activity, ask volunteers to read the answers aloud.

2. Next to every human right, write down what you think it means and what it is connected to.

Go through instructions and example with students. Elicit some examples. Write them on the board. Have students work in pairs. Monitor and give help when needed. Correct their writing. Have some volunteers share their ideas with the class.

CLOSING

3. Look at the eight rights mentioned in activities 1 and 2. Which one is the most important for you? Why? Complete the sentence with your information and share it with your group and teacher.

Ask students what a bar chart is. Elicit answers from diff erent students. Write the layout of the bar chart on the board. Tell students to divide the chart as follows: Divide the horizontal line into fi ve (up to 45) and write the names of the students. On the vertical line write each of the rights. Tell them to go around the classroom, and ask questions to diff erent students. Th en, have them complete the bar chart. Have a whole class session to share the information.


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Lesson34

170

I would say that… In my experience… Some people say that…

What I mean is… I don’t agree with… I belive that…

Personally, I think… I think that… I agree with…

1. Gender Equality Act is considered to be a human right. Listen and complete the following points of view.

a. social roles obstruct the potential of girls and women.

b. discrimination takes the power to make decisiones away from girls and women.

c. discrimination denies women health care and education.

d. by recognizing discrimination against girls and women we would fi ght against it easily.

e. entire societies develop when girls and women contribute equally as community members.

2. Game. “Tic Tac Toe.” Play in groups of four, choose or O, and make sentences that begin with the phrases on each space.

3. What do you think about gender equality? Write down your opinion and three examples of your daily life in which you observe/don’t observe gender equality. Share information with your classmates and teacher.

a. I think that gender equality

b. Examples of gender equality:

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58

In my opinion

I believe that

As far as I know,

In my experience,

I would say that

Suggested answer.

is important in growing societies because we need to work as a team.

principals can be male or female; we can fi nd policeman and policewoman; when

we work in teams we try to have the same number of boys and girls.


Day 3


Ask students to sit in a circle. Give a word and ask the student next to you to spell it, then the next student should say a word beginning with the last letter of the word given. Tell them they can only say words related to this unit (human rights). Any student who makes a mistake is out of the game. The last one remaining in the game is the winner.


1. Gender Equality Act is considered to be a human right. Listen and complete the following points of view.

Write on the board: Gender equality. Ask students what do they know about gender equality. Have them read the sentences. Tell them they have to complete them with the recording. Play the track for students to become familiar with the text. Play it again for them to complete the sentences. Check by inviting some volunteers to write the answers on the board.

BRILLIANT GAME!

2. Game. “Tic Tac Toe”. Play in groups of four, choose or O, and make sentences that begin with the

phrases in each space. Divide the class into groups of four. And assign to

some students and O to other students. To win a box, the student has to produce a correct sentence.

CLOSING

3. What do you think about gender equality? Write down your opinion and three examples of your daily life in which you observe/don’t observe gender equality. Share information with your classmates and teacher.

Divide the class into groups of four or fi ve students. Students discuss the questions and write down their opinions. Monitor and give help when needed. Correct their sentences. Th en, tell them to join another group and compare their answers. Have some volunteers share their ideas with the class.

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a. In your notebook make a drawing of the place where the Knights live. Share it with the group.

b. How do you think Sir Lancer felt when he arrived in Redfern?

c. If you were the children from the story, what would you say to Sir Lancer?

To continue with your preparation for the round table discussion, contrast your personal points of view with the information from the text and write down.



1. Contrasted your personal points of view with

the information from the text.

2. Wrote personal points of view.





Day 3



Have students work in pairs. Tell them to discuss the questions in detail. Ask diff erent students to check that all of them read the assigned pages.


To continue with your preparation for the round table discussion, contrast your personal points of view with the information from the text and write down.Continue preparing for the round table. Th e diff erent groups share their information about the topic they chose. Tell them they have to discuss and compare their information. Th en, tell them they have to write their own points of view. Write some examples on the board. I think that it is a very important topic; I don’t believe they have been in the experiment. Th ey can also look at the examples from previous lessons from this unit. Check students’ sentences. Tell them to read the steps and check the ones they followed in class.


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Lesson35

My Responsibilities!

Week 35 Day 1


Each row of desks is a separate team. Whisper a sentence to the student seated in the last desk of each row. Once you have shared the sentence with each of the students, give them 20 seconds to memorize the sentence. On the teacher’s cue, the students whisper the sentence to the student seated directly in front of them. Students must repeat the sentence until it reaches the student at the front of each row. Then, the students seated in the front must write the sentence that they heard on the board. The row that finishes writing the sentence correctly wins.


1. What is a responsibility? Who is responsible for an action? What is a consequence? Use your dictionary to fi nd out the meanings of these words.

Write on the board Responsibility / Consequence. Ask students to defi ne those words. Ask them to give some examples. Elicit answers from diff erent students. Students have to answer the questions individually. Go around the classroom and give help when needed. Have them compare their answers with a partner. Have some volunteers share their answers with the class.

2. Read the paragraph and complete with /. /, / ? / ( ) where needed.

Revise punctuation rules. Ask students to read the paragraph and correct the punctuation mistakes. Ask for volunteers to read the answers to the class. Correct any possible mistakes.

CLOSING

3. What are your responsibilities at home or school? What will happen if you don’t do what you are supposed to do? Write down four responsibilities and make sentences as in the example.

Write on the board the following: “I have to wash the

dishes every day. If I wash the dishes, I will go out with my friends on Fridays.” “I have to do my homework. If I don’t do my homework, I won’t watch TV.” Ask students to read the sentences and say which one is a responsibility and which one is a consequence. Focus students’ attention to the sentences and tell them to analyze the grammatical structure and explain it. Before they start completing this activity, make sure everybody understands what to do. Have them work in pairs. Ask them to discuss the questions and write four responsibilities. Tell them to follow the example. Tell them they can use their dictionaries to look up the meaning of unknown words. Monitor and correct their sentences. Have some volunteers read the sentences aloud.

172

My Responsibilities!Lesson

35

1. What is a responsibility? Who is responsible for an action? What is a consequence? Use your dictionary to fi nd out the meanings of these words.

a. Responsibility:

b. Consequence:

2. Read the paragraph and complete with /. /, / ? / ( ) where needed.

Your ResponsibilitiesIf you want to use your rights and have other people respect them you have to accept certain responsibilities

You do have the right to say “no” to actions or situations but there is always a consequence to your actions and behavior For example if you say “no” to doing your homework what do you think would be the consequences punishment extra homework failing exams etc

So even when you have the right to make decisions about your future you need to make sure they are informed decisions and that you know all the possible consequences of the choices you make

If you expect to be respected believed and listened to then it's only fair that you give other people respect believe in them and listen to them

www.centralscotland-youthproject.co.uk/rights.htm retrieved on March 24, 2011.

3. What are your responsibilities at home or school? What will happen if you don't do what you are supposed to do? Write down four responsibilities and make sentences as in the example.

Example: I have to make my bed every day. If I make my bed every day, I don't have to take the garbage out.

a.

b.

c.

d.

25

a duty to deal with or to take care of, so that you may be blamed if something goes wrong.

a result of something that has happened.

I have to set the table for supper.

If I set the table for supper, I don't have to do the dishes.

I have to do my homework.

If I don’t do my homework, I won’t watch t.v.

I have to keep my room clean.

If I keep my room clean, I will go out with my friends.

I have to wear a uniform at school.

If I don’t wear a uniform, I will get a report.

, .

, . , , ?

( , , , .). ,

. , , , .




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1. Listen to some responsibilities of young people and children. Order them as they are mentioned.

( ) Have good behavior at school and at home.

( ) Respect other's opinions and customs.

( ) Always tell the truth and keep your promises.

( ) Respect your body, thoughts, and feelings.

( ) Respect your parents, teachers and people around you.

( ) Respect your country.

( ) Take care of the environment for the sake of everyone living now and in the future.

2. Imagine that you are a candidate to become president of Mexico. What would you do regarding young people’s rights and responsibilities? Write fi ve sentences as in the example.

Example: If I were president, I would encourage all kinds of sports.

a. If I were president, I would

b. If I were president, I

c. If I were president,

d. If I were

e. If I

3. Th ink of the following imaginary situations and complete the sentences. Share answers with your teammates.

a. If I were the English teacher, I would

b. If I were the director of the school, I would

c. If I worked at the United Nations, I would

d. If I won the lottery, I would

e. If I were a famous artist, I would

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improve schools.

would improve health care centers.

I wouldn’t allow that young people work in the streets.

president, I would build enough schools for everybody.

were president, I would make strict rules to take care of the environment.

Suggested answers.

Suggested answers.

play more songs in class.

make uniforms optional.

end all of the wars.

buy a new house for my grandparents.

go to amazing parties.


Day 2


Divide the class into groups of four. Tell them they are going to play the category game. Write the following on the board: nouns/adjectives/verbs. Say a letter of the alphabet. Tell them they have only one minute to think of one word for each category before the time runs out. All words must start with a letter designated by you. A team only scores a point if no other team has the same word.


1. Listen to some responsibilities of young people and children. Order them as they are mentioned.

Ask students to read the sentences. Tell them to underline the words they don’t know. Elicit the meanings of the following words: behavior, customs,

truth, keep, and sake. Ask them to give some examples. Go over instructions with students. Play the recording for students to order the sentences. Play the recording again for students to check their answers. Write the answers on the board. Tell them to correct any mistakes.

2. Imagine that you are a candidate to become president of Mexico. What would you do regarding young people’s rights and responsibilities? Write fi ve sentences as in the example.

Write on the board the following: If I were president, I would encourage all kinds of sports. Tell students that the second conditional is used to refer to imaginary situations. Remind them that in the If part the verb goes in past tense and the verb in the results part is preceded by would/should/could/might. Elicit some examples from students. Write them on the board. Have students work in pairs and discuss the question. Remind them they can check their Grammar Reference on page 210 to clarify any doubts. Monitor the class and provide help when needed. Correct students’ sentences.

CLOSING

3. Th ink of the following imaginary situations and complete the sentences. Share answers with your teammates.

Divide the class into groups of three. Have them complete the sentences. Make sure they know what to do. Elicit an example. Write it on the board. Have students complete the activity. Invite each of the groups to share their answers with the class.

Students read pages 66 to 69 in their Reader’s Book and prepare to share their ideas in class.

T59


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Lesson35

174

1. Read the following paragraph for a round table discussion; circle the spelling and punctuation mistakes and rewrite it right on the lines below.

2. Play a game. Right or responsibility? Next to the statements write RI if it is a right or RE if it is a responsibility. Th e fi rst team to fi nish will win.

Topic: Gender EqualityI strongly disagree with those how think that women wouldn’t had the same opportunities than men. in my opinion Gender Equality is not that woman and men are the same, but that thay have equal value and should receive equal treatment. i don’t agree with the fact that althoug women do the same work they is paid less than men. I believe that women have a extremely important role in modern society not only as mothers or housewifes but also as a tool for the development of our contry and reducing poverty.

3. Choose one of the topics mentioned during this unit and write down a small paragraph expressing your points of view, as you did in activity 1 on this page. Show it to your partner so he/she can check possible mistakes. Share with your group and teacher.

26

I strongly disagree with those who think that women wouldn’t have the same opportunities than men. In my opinion Gender Equality is not that women and

men are the same, but that they have equal value and should receive equal treatment. I don’t agree with the fact that although women do the same work they

are paid less than men. I believe that women have an extremely important role in modern society not only as mothers or housewives but also as a tool for the

development of our country and reducing poverty.

RE

RE

RE

RI

RE

RI

RE

RI

RI



Day 3


Divide the class into two teams. Explain to students that the teams will take turns asking and answering questions about punctuation rules. A student from the other team has to answer. If she/he says the correct rule, the team scores a point.


1. Read the following paragraph for a round table discussion; circle the spelling and punctuation mistakes and rewrite it right on the lines below.

Have students read the text and correct the spelling mistakes. Th en, tell them to compare their answers with a partner. Have some volunteers read the text with the correct punctuation. Correct any possible pronunciation mistakes.

BRILLIANT GAME!

2. Play a game. Right or responsibility? Next to the statements write RI if it is a right or RE if it is a responsibility. Th e fi rst team to fi nish will win.

Divide the class into groups of four. Tell them they have to write RI next to the rights and RE next to the responsibilities. Tell them to say Finish! when they fi nish playing. Th e fi rst team to fi nish is the winner.

CLOSING

3. Choose one of the topics mentioned during this unit and write down a small paragraph expressing your points of view, as you did in activity 1 on this page. Show it to your partner so he/she can check possible mistakes. Share with your group and teacher.

Divide the class into pairs. Go over instructions with students. Th ey will choose a topic and write about it. Tell them to exchange their paragraph with their partner. Students have to correct their partner’s paragraph. Th en, students re-write their paragraph. You may train students to correct their paragraphs by writing some examples on the board, including some mistakes, and have them correct the mistakes. Finally, tell students to stand up, go around the classroom and share their ideas with some of their classmates.

1

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175



a. Do you have any pets? If not, which one would you like to have? Make a drawing in your notebook

of the pet you have or the one you would like to have and share it with the group.

b. Imagine you are Sir Lancer and you have to write a letter to the King. What would you say to him? Write a short letter in your notebook and read it aloud to the class.

c. Have you ever read any other stories about dragons? Write what happens in one of them.


Once you have written your personal points of view, edit them and make a clean version on a card or notebook. Th en name a moderator, organize turns and time of participation for each team and read the points of view to take part in the round table.


1. Edited your points of view and make a clean

version on a card or notebook.

2. Organized turns and time of participation

for each team.





Day 3



Ask students to open their Reader’s book on page 66, look and describe the picture. Ask them to read the story and discuss the questions in pairs. Elicit ideas from diff erent students. Have students work in pairs. Tell them to read and answer the questions. Ask some students to answer the questions aloud.


Once you have written your personal points of view, edit them and make a clean version on a card or notebook. Th en name a moderator, organize turns and time of participation for each team and read the points of view to take part in the round table.Ask students to get in their groups. Tell them they will continue working on the round table. Tell them that if they have fi nished writing their personal points of view, they have to check them and correct any possible mistakes. Th en, tell them to re-write their points of view in cards or in their notebooks. After that, tell them they have to choose a moderator. Ask students: What does a moderator do? Tell them to organize the turns and time of participation for each team. Walk around the classroom and give help when needed. Th en name a moderator, organize turns and designate participation times for each team. Th en, read the points of view that will be presented in the round table. Remind students they should be quiet and listen to the participants and be ready to ask questions. Finally, students read the steps and check the ones they followed.


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Lesson36

176

ResponsibilitiesDecisions Listen and read the following text about young people’s decisions and responsibilities and answer the questions.

Knowing our rights and responsibilities is as important as respecting the rights of others. We must not forget that every action has a consequence and our rights shouldn’t be exercised unless we are aware that we have to accept the responsibilities that come with it.

Young people can look for help or advice from their parents, another relative, teachers or

a counselor, but when this is not possible fortunately, there is plenty of information available. If the Internet is your choice, make sure that you look up information on offi cial sites of organizations such as the United Nations, or Human Rights Watch or other trustworthy sites from the country or city you live in. Good decisions never hurt anyone and always make you feel good. Being informed makes making decisions easier and safer.

We are aware that young people don't “like” rules, just keep in mind that a responsibility can be seen as something we can do for other people, for our society and for our environment. It doesn't matter that you don't like waiting in lines, or that you fancy a certain fl avor of crisps - respecting others' opinions avoids arguments. If you know your responsibilities and follow the rules you will live in peace.

sietiesiessessnss

Being young is not easy at all. Today, more than ever, making good decisions and taking responsibilities become a real challenge and depend on how well-informed we are,

because our decisions can affect the rest of our lives.

Do you think that being young is easy? Why?

What do you think about rules?

What can you do to live in peace?

important as respecting the y action has a consequence and re aware that we have to accept

dvice fromhers or ossible

formation r choice, ormation such as the ts Watch or other

ntry or city you live in. Good nd always make you feel good. g decisions easier and safer. eople don't “like” rules, just keep be seen as something we can do

and for our environment. It doesn't g in lines, or that you fancy a ng others' opinions avoids

w well-informed we are, the rest of our lives.

ing young is easy? Why?

bout rules?

ive in peace?

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BRILLIANT! MAGAZINEDecisions to Make, Responsibilities to Take!

Week 36 Day 1


Divide the class into three teams. A student starts a sentence chain by saying a sentence related to human rights vocabulary, e.g. We have the right to study. The student to the right continues: We have the right to study and express our opinions. The next student says the previous sentence and adds another. Continue the procedure until the last student says the last sentence. If a student forgets the sequence, the next student starts all over again, so the one that lost becomes the last.


Listen and read the following text about young people’s decisions and responsibilities and answer the questions.

Elicit words related to responsibilities and write them on the board. Play Track 60. Students will listen and read the text. Th en, students will read the text again and answer the questions. Have them compare their answers in pairs before you check them.

T60



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Hey! Young people have rights, you know?They need the same rights as adults, to grow.All of us here are born free and equal.We need good information to be happy people.

Let's get informed.Let's know our rights.Let's take responsibility.To make a better future for you and me!

Why should I know my responsibilities?It improves decision-making abilities.Knowing what society expects is my rightand increases my awareness and foresight.


I hope you'll respect my thoughts and feelingsthen, I'll do the same with other beings.Try it out! It is not all that diffi cult.Happy, peaceful living is the result.


You know, they say that gender equalityis important to break down unfair boundaries.Equal treatment between all human beingsis essential for productive and prosperous living.


A Better Future!

61

Song


In the last paragraph of the article there are three words in Red letters. Match them with the words they correspond to in British English.

In groups of four discuss the following questions and complete the statements. When you are looking for some advice, who do you turn to? What is your main responsibility at school? What is your main responsibility at home? Share information with your friends and teacher.


a. When I’m looking for some advice I turn

to .

b. My main responsibility at school is

.

c. My main responsibility at home is

.

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line

chips

argument

crisps

row

queue

quWwremin

a

b

c

my mom

study hard

help with the house work

Suggested answer.


In the last paragraph of the article there are three words in Red letters. Match them with the words they correspond to in British English.

Go over the bold letters from previous text. Students have to fi nd the equivalence of those words in British English in their dictionaries and match them up. Check answers.

CLOSING

In groups of four discuss the following questions and complete the statements. When you are looking for some advice, who do you turn to? What is your main responsibility at school? What is your main responsibility at home? Share information with your friends and teacher.

Students discuss the answers to the questions and write their answers. Lead an open discussion and fi nd out the most common responsibility at school and at home.

Day 2

BRILLIANT SONG!A Better Future!


Form teams of four. Ask each team to draw a lexical set about human rights. Th e team with the most complete lexical set is the winner.


Listen to the song and sing along. Point to the pictures and have

students describe them. Tell them to read the title of the song and predict what the song will be about. Read the lyrics aloud for students to provide a pronunciation model. Th en students read it out loud. Play Track 61 and have students sing the song.

T61


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Lesson36

Product Time

178

Product: Round table. Remember that in a round table you can express diff erent points of view on a certain topic but also remember that you must listen and respect other’s points of view whether you agree with them or not.








Product Time

Day 3


Play a word search. Students draw a 10 x 10 square table. Each student has to write words from the unit, writing one letter per square in these directions: vertical, horizontal and diagonal. They fill in the rest of the squares with letters at random. Divide the class into pairs. Students will exchange their word search with their partner and solve them.


Read the paragraph about the product with students. Tell students that they can refer back to the product if they need help on how to write the steps. Walk around the classroom and help students. Have a whole class feedback session and have them explain the steps they have followed to make the product.


Have students work in pairs. Students answer the questions. Th en, ask them to join another pair and compare their answers.


Have some volunteers share their answers with the rest of the class. Encourage students to share their opinions, especially if they think this product helped them to practice and enjoy English. You may also ask them what particular activities or steps they enjoyed the most. Make some notes and keep these in mind to promote similar activities in the future.


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179

I can I can’t

…use various strategies in order to point out information

containing individual points of view.

I can I can’t

…select and organize information in order to write sentences

containing individual points of view.

I can I can’t

…write paragraphs that express individual points of view.

I can I can’t

…solve doubts and provide feedback in order to edit

individual points of view.

Read the information about the family and express your points of view completing the ideas. When fi nished, write a tick ( ) in the box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are able to do! If you need help, ask your teacher.

A strong family creates a safe, positive and supportive place for

all members to grow. In a strong family, adults are good models

that lead by example. Th ey teach their children the importance of

sharing and standing by each other. Th ey work together to solve

problems, and they pass their skills on to the next generation.

a. In my opinion

b. I think that

c. I don’t think that

Suggested answers.

adults have the responsibility to grow good people.

good communication makes a strong family.

strong families depend only on adults.


Day 3

I Can

Read the information about the family and express your points of view completing the ideas. When finished, write a tick ( ) in the box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are able to do! If you need help, ask your teacher.Have students read the text and write their points of view. Be ready to give any needed help. Then, have them share their opinions with some of their classmates. Have a group discussion about their opinions. Then, have students check the boxes that show what they can or can’t do.

Explain students that this is a very important section because they reflect on whether or not they understood the language structures and lexis presented in the first part of the unit. Go over each of the tasks with students and tell them it is important that they answer the tasks individually. Then, have a whole class feedback session and clarify any doubt. This is very important section because you can detect problems students have with the language and you can do some remedial work to reinforce certain areas of the language.


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Lesson37

180

Morning Activities!Lesson

37

1. Listen to a radio program, circle the image that represents the main topic of the program and answer the questions.

a. Is it the most important meal of the day?

b. Do lower grades at school have to do with this meal?

c. Who is the main audience of the program?

d. Which of the two nutritionists is kinder? Why?

2. Listen to another part of the radio program and order the suggestions.

( ) Serve nutritious, simple and easy to eat foods.

( ) Cut up diff erent fruits and serve them with yogurt.

( ) Be a good example by eating breakfast.

( ) Get your kids and teenagers to eat breakfast sitting down instead of on the go.

( ) Make sure they get a lot of liquids such as milk, fruit juice and water.

( ) Avoid sugary breakfast cereals and donuts in the morning.

3. Read the suggestions in activity 2 aloud copying the intonation of both nutritionists, discuss and complete the sentences to answer the questions. Which intonation do you like most? Why? Do you think that intonation helps people to follow instructions? When you get instructions from your parents or teachers how do you feel? Why?

a. Th e intonation I liked most was , because it .

b. Th e intonation I didn’t like was , because .

c. I think intonation people to follow instructions.

d. When I get instructions from my parents I feel because .

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the second one is kinder

the fi rst one it is aggressive

helps/doesn’t help

good sometimes I need guidance

Yes, it is.

Yes, they do.

Housewives and mothers.

Nutritionist 2, because of the tone of his voice.

Suggested answers.


Morning Activities!

Week 37 Day 1


Divide the class into groups of four. Write the following on the board: Activities I do every day. Tell students that they have two minutes to write in their notebooks all the words they can relate to activities they do every day. The team that writes the most activities without spelling mistakes wins.


1. Listen to a radio program, circle the image that represents the main topic of the program and answer the questions.

Point to the pictures and have students describe each of them. Go over instructions and questions with students. Play the recording for students to complete the activity. Check answers and elicit more vocabulary related to daily routines.

2. Listen to another part of the radio program and order the suggestions.

Have students read the suggestions. Make sure they understand all of them. Play the recording for students to listen to the second part of the program and order the suggestions. Write the answers on the board. Play the recording again for students to confi rm their answers.

CLOSING

3. Read the suggestions in activity 2 aloud copying the intonation of both nutritionists; discuss and complete the sentences to answer the questions. Which intonation do you like most? Why? Do you think that intonation helps people to follow instructions? When you get instructions from your parents or teachers how do you feel? Why?

Students discuss the questions in groups of three or four. Make sure the questions are understood. Lead a class discussion after students discuss in their groups. Find out students’ opinions.

T62

T63


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181

1. Andrea’s mom had to go out and couldn’t prepare lunch today, so she left a note with instructions to prepare it. Read the note and decide if the statements are true or false.

3. Do you help your mother in the morning before going to school? What do you do? Write down three examples.

Example: I sometimes make sandwiches.

a.

b.

c.

2. Turn the activities from the note into a set of instructions, remember that instructions start with a verb in the infi nitive form. Look at the example.

Example: Spread mustard and mayonnaise on each slice of bread.

a.

b.

c.

d.

e.

a. Andrea is preparing lunch for her sister. T F

b. Andrea prepares lunch every day. T F

c. Andrea’s sister takes lunch boxes to school. T F

d. Th ey will drink milk for lunch. T F

e. Andrea’s mom is taking them to school. T F

And®±a,Only for #today you a®± going #to p®±pa®± sandwich±s #for #lunch. I #l±ft all #th± #ing®±dients on #the #tabl¶. For your sandwich, sp®±ad mustard and mayonnaisæç on each slice of #b®±ad #th±n #put soμæç #ham or salami and ch±±s± #b±tw±±n each slice of #b®±ad. For your sist±r s sandwich sp®±ad som¶Ç #butt±r and strawb±rry çjam on #the bread. Wrap up #th± sandwich¶Çs in Çpap¶çr napkins; çput yours in a #plastic #bag and your sister s #inside çh±r #lunch #box and a #bottl¶ of #juice. I çll #pick you #up çin 30 min, get ®±ady #please.Thanks #for your #h±lp.

Love,Mom

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Put some ham or salami and cheese between each slice of bread.

Spread some butter and strawberry jam on the bread.

Wrap up the sandwiches in paper napkins.

Put yours in a plastic bag.

Put your sister’s inside her lunch box with a juice.

I make my bed every day.

I set the table for breakfast every day.

I make some orange juice.

Suggested answers.


Day 2


Have a spelling contest. Divide the class into two teams. Say a word (related to daily activities) and have students spell it. The team scores a point if they spell the word correctly. The team that earns the most points is the winner.


1. Andrea’s mom had to go out and couldn’t prepare lunch today, so she left a note with instructions to prepare it. Read the note and decide if the statements are true or false.

Explain the instructions so that they are clearly understood. Elicit some of the activities from Andrea’s mom. Write them on the board. Have students work

in pairs and complete the activity. Remind them they can check their Grammar Reference to clarify any doubts. Monitor while they are working. Have some volunteers write their answers on the board. Correct any possible mistakes..

2. Turn the activities from the note into a set of instructions, remember that instructions start with a verb in the infi nitive form. Look at the example.

Write on the board: Spread mustard and mayonnaise on each slice of bread. Ask students to underline the verb in the sentence. Remind students that instructions start with a verb in the infi nitive form. Elicit more examples from diff erent students. Explain the instructions so that they are clearly understood. Elicit some of the activities from Andrea’s mom. Write them on the board. Have students work in pairs and complete the activity. Tell them they can check their Grammar Reference on page 210 to clarify any doubts. Monitor and give help when needed. Have some volunteers write their answers on the board. Correct any possible mistakes.

CLOSING

3. Do you help your mother in the morning before going to school? What do you do? Write down three examples.

Ask the question to the students. Elicit examples from diff erent students. Write some of them on the board. Ask students to work in pairs. Students discuss the questions and write down three examples. Walk around the classroom and check their sentences. Have some students share their answers with their classmates.



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Lesson37

182

1. Roger does a lot of things in the morning before going to school. Order the activities as if you were him.

( ) Make my bed.

( ) Have breakfast.

( ) Put on my shoes.

( ) Get my school bag ready.

( ) Comb my hair.

2. Game. Countable and uncountable nouns. In groups of four classify all the things Roger usually has for breakfast. Th e fi rst team that fi nishes the correct classifi cation will be the winner.

3. Is there anything else you do in the morning before going to school? Add two more activities to the ones in activity 1 and take out the one(s) you don’t do. Write them down here, and compare with your teammates. Finally, make a fi nal version in your notebooks considering everyone’s activities.

eggs

tea

orange juice

milk shake

milk

jam

sausages

bread

jelly

hot cakes

applebeans

sandwichCountable Uncountable

banana

page210



eggs

sandwich

apple

hot cakes

milk shake

banana

sausages

milk

orange juice

bread

tea

beans

jam

jelly


Day 3


Divide the class into two teams. Write a word on the board from vocabulary seen in this lesson (e.g. have breakfast). Tell them that two students (from each team) have to write a sentence on the board with that word. The team that finishes first, and has no grammar or spelling mistakes, scores a point. Tell them everyone should be quiet while the students are writing on the board.


1. Roger does a lot of things in the morning before going to school. Order the activities as if you were him.

Elicit some of the activities students do every day. Students then read the instructions and complete the activity. Have them compare their answers with a partner. Ask some volunteers to read their answers aloud.

BRILLIANT GAME!

2. Game. Countable and uncountable nouns. In groups of four classify all the things Roger usually has for breakfast. Th e fi rst team that fi nishes the correct classifi cation will be the winner.

Write on the board the following words: apple/water. Elicit from students which of those words are countable, and which one is uncountable. Remind them that uncountable nouns cannot be pluralized. Tell them they can check their Grammar Reference on page 210 to get more examples. Divide the class into groups of four. Explain the instructions so they are clearly understood. Tell them to say Finish! When they are done. Th e fi rst team to fi nish is the winner. Monitor while students play.

CLOSING

3. Is there anything else you do in the morning before going to school? Add two more activities to the ones in activity 1 and take out the one(s) you don’t do. Write them down here, and compare with your teammates. Finally, make a fi nal version in your notebooks considering everyone’s activities.

Divide the class into groups of three. Go over instructions with students. Elicit some examples. Write them on the board. Go around the classroom and give help when needed. Have them walk around the classroom and compare their lists with other students. Lead a whole class session and fi nd out students’ activities before they arrive at school.

2

3


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183

Good Habits


a. Are habits important? Why?

b. What is the diff erence between a bad habit and an addiction?

c. It is said that: “It takes 21 days of determination and discipline to change or form a new habit no matter the age”. Do you agree? Why?

Th is time you are going to make a poster with instructions to carry out daily activities, it is useful to organize your time and effi ciently distribute your activities so that you can have enough time for all the things you have and want to do.

To work out a poster with instructions to carry out daily life activities you are going to work in groups of four, select an activity you carry out every day and write the instructions to perform the selected activity.


Brilliant Time! - Poster with instructions to carry out daily activities - Step 1


2. Selected a daily life activity.

3. Composed instructions for the selected activity.





Day 3

BRILLIANT READING!Good Habits


Ask students to go through the pictures from pages 129 to 133. Tell them to predict what the text will be about. Have students read the text and discuss the questions. Monitor while they discuss. Have some students read the answers aloud.

BRILLIANT TIME!Poster with Instructions to Carry Out Daily Activities – Step 1/4

The main aim of Product 2 in this unit is to have students make a poster to carry out daily activities, as they:

Form groups of four. Select a daily life activity. Compose instructions for the

selected activity. Write the instructions. Use the poster to provide and follow

instructions. Check if instructions are understood

when spoken and listened to.All of the above under your guidance and help.

Th is time you are going to make a poster with instructions to carry out daily activities, it is useful to organize your time and effi ciently distribute your activities so that you can have enough time for all the things you have and want to do.

To work out a poster with instructions to carry out daily life activities you are going to work in groups of four, select an activity you carry out every day and write the instructions to perform the selected activity.Divide the class into groups of four. Elicit some daily activities. Write them on the board. Go over instructions with students. Tell them to make a list of the activities they carry out every day. Th en, tell them to decide which of those activities they would like to make their poster about. After that, tell them to write some instructions on how to perform the activity they have selected. Write an example on the board: Have breakfast. First, wash your hands. Th en, sit down on the table. Monitor and give help when needed. Have students read the introduction and look at the steps. Students should tick the steps they followed in class.


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Lesson38

184

I Want to Go to The Party!Lesson

38

1. Listen to the conversation and complete the sentences with one word.

a. Antonio wants to go to a .

b. Th e party is in weeks.

c. Antonio’s bedroom is a .

d. To go to the party the bedroom must be in and at least 21 days.

e. Antonio has some old in his bedroom.

2. Antonio’s mother gave him three orders, listen to the track again, match the orders and repeat them copying the intonation.

a. How do we know these are orders?

3. Using the words from the box, complete Antonio’s chores for the next 21 days. Read them aloud giving orders. Which of them do you do? Share information with your teammates and group.

put arrange dust open clean put make

a. the curtains and window.

b. my bed.

c. my dirty clothes away with the laundry stuff .

d. my night table and bookcase.

e. my books and notebooks.

f. and order my shoes.

g. every CD in its place.

Turn the volumeyou have to do!

Write down everything

Don’t bring

food in here!

down now!

64

64

party

three

disaster

order shiny

cookies

Because of the intonation

Open

Make

Put

Dust

Arrange

Clean

Put


I Want to Go to The Party!

Week 38 Day 1


Divide the class into two groups. Say a word and have a student from one of the teams give the meaning of that word in English. Say words from previous lessons to recycle vocabulary. Tell them they are not allowed to say words in languages other than English. The team scores a point if the definition is correct.


1. Listen to the conversation and complete the sentences with one word.

Go over instructions with students. Tell them to read the sentences and predict what type of word they should write (e.g. a noun, verb, adjective). Play the recording for students to complete the sentences. Play the recording again and pause after each sentence for students to confi rm their answers. Ask some volunteers to write the answers on the board. Correct any possible spelling mistakes.

2. Antonio’s mother gave him three orders, listen to the track again, match the orders and repeat them copying the intonation.

Play the recording again for students to match the two columns. Check answers. Play the recording for students to repeat the orders. Have them repeat the orders without the recording. Correct any pronunciation mistakes by asking students to repeat the order.

CLOSING

3. Using the words from the box, complete Antonio’s chores for the next 21 days. Read them aloud giving orders. Which of them do you do? Share information with your teammates and group.

Write the word: chores on the board. Elicit some of the chores students have to do every day. Write some of them on the board. Have students complete the sentences about Antonio’s chores using words from the box. Check answers. Have volunteers read the sentences aloud. Have them say which ones they do. Have them share the information with the group.

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185

1. Th e following paragraph describes Antonio’s activities after school, circle the words or phrases used to link ideas. Look at the example.

3. What do you do when you arrive home from school? Write down three activities you usually do in the afternoons. Is there any special activity your mom asks you to do? Write down two orders using your mom’s words. Share information with your teammates.

Afternoon activities

a.

b.

c.

Mom’s orders

a.

b.

2. Use the information below to write instructions to help Antonio shine his shoes.

With a small brush, a

little soap and water

take away dirt and

mud from the shoes.

Use a piece of cloth to dry the water and soap.

Using blue, black

or brown shoe

polish, polish

the shoes.

With a piece of cloth put some wax on the shoes.

Use a brush for shoes to brush them and make them shine.

a.

b.

c.

d.

e.

I usually leave school at 14:30 then I walk home, take my uniform off , get dressed with something diff erent and wash my hands in order to help my mother. Although she works in the morning, she arrives home a little bit earlier than us and starts preparing supper. As soon as I wash my hands, I choose the fruit to prepare some fruit juice while my little sister sets the table or washes the vegetables for the salad. After supper I do my homework, I like fi nishing homework early because in that way I can go out to play football with my friends or ride my bike along the neighborhood. Sometimes in the afternoons I help my father to fi x cars in his car shop and every evening before going to bed I shine my shoes for them to look like new the following day.

page209

Suggested answers.


Take away dirt and mud from the shoes

with water and soap.

Dry the water and soap with a piece

of cloth.

Polish the shoes.

Put some wax.

Brush the shoes to make them shine.


Day 2


Divide the class into two teams. Tell students that they will take turns miming and guessing actions related to chores. The team scores a point if they guess at the first try.


1. Th e following paragraph describes Antonio’s activities after school; circle the words or phrases used to link ideas. Look at the example.

Have students read the example. Elicit more connectives and their meanings. If they can’t remember other linking words, tell them to check their Grammar Reference on page 209. Students have to read the text and circle the words or phrases used to link ideas. Check answers.

2. Use the information below to write instructions to help Antonio shine his shoes.

Elicit some of the verbs that are used to give instructions, such as put, try, clean, brush, mix. Have students read the information below. Make sure they understand all the words. Go over instructions with students. Make sure they all understand. Have them write down the instructions. Monitor and give help when needed. Check answers. Have some volunteers write the answers on the board. Correct any grammar or spelling mistakes.

CLOSING

3. What do you do when you arrive home from school? Write down three activities you usually do in the afternoon. Is there any special activity your mom asks you to do? Write down two orders using your mom’s words. Share information with your teammates.

Have students discuss the questions. Tell them to write two orders using their mom’s words. Ask them to stand up and read their orders to other classmates. Go around and make sure they are all saying correct sentences. Correct any possible mistakes.

Students read pages 134 to 137 in their Reader’s Book and get prepared to discuss them in class.

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Lesson38

186

1. Homework can be stressful, how can Antonio do homework easily? Order the ideas to fi nd it out.

a.

b.

c.

d.

e.

2. Game. Cars! Antonio’s father fi xes cars, circle the American English word to complete the sentences, use your dictionary. Th e pair that fi nishes fi rst, will be the winner.

Make sure that you choose a quiet place to work./Write down each subject’s homework in a special notebook or planner./Concentrate on one task at a time./If you have a lot of homework take a small break to avoid tiredness./Find a place to do your homework.

3. How do you do homework? Describe in fi ve steps the way you do homework every day and share information with another pair.

a.

b.

c.

d.

e.

1. Pedestrians should walk on the

2. Cars need

3. My father keeps the tools in the

4. On

5. Th at small rock broke the

to avoid accidents.

to move.

of the car.

speed limit is higher.

of the car.

pavementside walk

petrolgasoline

boottrunk

highwaysmotorways

windscreenwindshield


Write down each subject’s homework in a special notebook or planner.

Find a place to do your homework.

Make sure that you choose a quiet place to work.

Concentrate on one task at a time.

If you have a lot of homework, take small breaks to avoid tiredness.


Day 3


You need a soft ball for this game. Ask students to stand up in a circle around you. Throw a ball to a student and ask a question or give an order, e.g. Say a chore. The student then responds and throws the ball back to you. The teacher then throws the ball to another student and asks another question.


1. Homework can be stressful, how can Antonio do homework easily? Order the ideas to fi nd it out.

Have students read and order the text. Have them discuss their answers with a partner. Ask some volunteers to read the answers aloud.

BRILLIANT GAME!

2. Game. Cars! Antonio’s father fi xes cars, circle the American English word to complete the sentences, use your dictionary. Th e pair that fi nishes fi rst, will be the winner.

Explain the instructions to students. Monitor while students play. Have the fi rst pair to fi nish read their answers to the rest of the class.

CLOSING

3. How do you do homework? Describe in fi ve steps the way you do homework every day and share that information with another pair.

Have students work in pairs. Have them discuss the questions. Th en, have them write their sentences. Tell them to join another pair and share their information.


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187

Good Habits


a. In your opinion, which three basic habits do you need to grow up healthy?

b. Discuss and write down three things you must avoid if you want to grow up healthy.

c. How many hours do you sleep every day? Who in the classroom sleeps the most/the least?

To continue with your poster, you are going to write the instructions to carry out the activity you selected in Step 1 in your notebooks, check spelling and punctuation and then copy them on a poster so you can use the poster to give and follow the instructions to carry it out.



1. Wrote the instructions.

2. Used the poster to provide and follow instructions.





Day 3



Monitor while students discuss the questions. Make sure everybody reads the assigned pages. Ask some students to share their answers with the rest of the class.


To continue with your poster, you are going to write the instructions to carry out the activity you selected in Step 1 in your notebooks, check spelling and punctuation and then copy them on a poster so you can use the poster to give and follow the instructions to carry it out.Students take out the instructions they are working with and the materials they brought for their posters. Students write the instructions in their notebooks. Tell them to use their dictionaries to look up the meaning and spelling of words. Have them exchange their sentences in their groups and correct their partner’s sentences. Monitor and give help when needed. Check their sentences and make sure there are no mistakes. Once they have corrected their sentences tell them to copy them in their poster. Finally, students read the steps and tick the ones they followed in class.


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Lesson39

188

Daily Water!Lesson

39

1. Look at the information about the amount of water used in daily activities and answer the questions.

2. Order the steps to perform an activity related to grooming, act the steps out and answer the questions.

( ) Put tooth paste on your brush.

( ) Rinse out again.

( ) Open the faucet and pour some water in a glass.

( ) Brush your teeth.

( ) Rinse out your mouth with some water.

( ) Wash you brush with the remaining water.

a. What are the instructions for? .

3. In your notebooks write down the instructions to wash your hands and share them with your group and teacher.

a. Which activities do you do every day?

b. How much water do you use in those activities?

c. What are the two activities in which you use more water?

d. Which is the activity in which you use less water?

VolumeActivity

Toilet fl ushing

Having a shower

Washing dishes by hand

Dish washer

Laundry

Cooking and drinking

Washing teeth with a glass of water

Washing hands in two minutes six times a day

Yard watering with hose

Washing the car with hose

80 liters (per person every day)

19 liters

114 liters

14 liters (per load)

72 liters (per load)

7 liters (per person)

1 liter (per person every day)

192 liters

41 liters

680 liters

faucet

13

3

Teeth brushing

1

5

2

4

3

6

Toilet fl ushing, shower, drinking washing hands and teeth.

299 liters.

Toilet fl ushing and washing hands.

Cooking and drinking.


Daily Water!

Week 39 Day 1


Draw the following on the board:

Have students work in pairs. Ask students to write down all the words related to water. Have them compare their charts with a partner. Tell them to write down the words they didn’t write. Ask some volunteers to draw their lexical set on the board.


1. Look at the information about the amount of water used in daily activities and answer the questions.

Go through the chart with the students. Elicit which of those activities they do every day. Have them read the chart and complete the questions. Allow them to compare with a partner. Ask diff erent students to answer the questions.

2. Order the steps to perform an activity related to grooming, act the steps out and answer the questions.

Read the instructions along with students. Make sure they understand the meaning of grooming. Have them order the steps and answer the questions. To check answers ask students to stand up and act the steps out in order. Correct any possible mistakes.

CLOSING

3. In your notebooks write down the instructions to wash your hands and share them with your group and teacher.

Have students work in groups of three. Have them read the instructions. Make sure they understand what to do. Have them write their instructions. Monitor and give help when needed. Ask students to join another group and share their instructions.

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1. Listen to some students interviewing an environmentalist and order from 1 to 6 the images as they are mentioned.

2. Listen again and write the missing words. Role-play the dialog copying the intonation.

Student A: Can you give us some ideas about how to save water in our daily activities? Environmentalist: Sure, the fi rst thing is the time water runs while you take a shower;

the water when brushing your teeth; let the water run while you are washing your hands.

Student B: Don’t let the water run. Ok, what else can you tell us? Environmentalist: using the toilet as a wastebasket. Student C: Avoid using the toilet as a wastebasket? What do you ? Environmentalist: I mean that tissues, insects, hair and other things belong to a trashcan, not the toilet. Student A: I see...Environmentalist: Tell your parents to only full loads in the washing machine. Finally,

when washing dishes, tell them to up plenty of them, and them in batches to letting the water run continuously.

Student B: Th anks a lot!

3. Which of the activities mentioned above do you carry out? Ask your classmates and complete the chart to see how good your group is at taking care of water.

Example: Do you limit the water while you take a shower? Yes, I do./No, I don’t.

ActivityNumber of students

who answer: YesNumber of students

who answer: No

Limit the time water runs while you take a shower.

Turn off the water when brushing your teeth.

Don’t let the water run while you are washing your hands.

Avoid using the toilet as a wastebasket.

165

265

5 3 4 1 6 2

limit

turn off don’t let

Avoid

mean

run

soap rinse

avoid



Day 2


Divide the group into pairs. Choose one of the pictures from their Activity book. Ask students to look at their pictures. Tell them they have 30 seconds to look at it. Then, tell students they have to close their books and one of the students has to describe the picture to his/her partner, and vice versa. The student that describes the picture with the most details wins.


1. Listen to some students interviewing an environmentalist and order from 1 to 6 the images as they are mentioned.

Point to the pictures and have students describe them. Play the recording for students to order the pictures. Play the recording again for students to confi rm their answers.

2. Listen again and write the missing words. Role-play the dialog copying the intonation.

Have students read the dialog. Ask them to predict what the missing words are. Play the recording for students to complete the dialog. Play the recording again pausing after each line for students to confi rm their answers. Write the answers on the board and have them correct any spelling mistakes. Ask them to work in pairs. Have them role-play the dialog. Monitor and correct any pronunciation or intonation mistakes. Invite some of the students to role-play the dialog in front of the class.

CLOSING

3. Which of the activities mentioned above do you carry out? Ask your classmates and complete the chart to see how good your group is at taking care of water.

Elicit some of the activities mentioned in previous activity. Write them on the board. Tell them to go around the classroom and ask their partners which of the activities they carry out. Find out students’ activities to save water.

Students read pages 138 to 141 in their Reader’s Book and prepare to share their ideas in class.

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Lesson39

190

1. Read a paragraph with ideas for saving water and complete the gaps with the following prepositions.

2. Play a game. Articles! Write a/an/the in front of the words. You have fi ve minutes to fi nish. Th e fi rst pair to complete the activity without mistakes will win.

near in into off on

…take fi ve-minute showers and if you want to save even more water turn

the water only when fi rst getting wet and when rinsing then turn the

water the middle while you soap up and wash your hair. You can also

keep a bucket in or the shower to catch the cool water that runs before

your shower warms up. Normally that water would go down the drain, let it fl ow

a bucket and use it to water plants or to fl ush the toilet.

3. According to the information in the paragraph in activity 1, use your own words to write the steps you follow to take a shower.

a.

b.

c.

d.

crystalline water instruction bucket toilet

shower soap intention chart

faucet Pacifi c Ocean laundry at the corner engineer

environmentalist boy in blue t-shirt dish washer architect

glass of water fl ower pot teenager over there broken hose

audience exam trash can hose

North Pole teenager old washing machine sink

fi rst pair

13

page210

Suggested answers.

the an a a

a a an a

a the the an

an the a an

a a the the

an an a a

the a the a

on

off

in

near

into

Catch cool water before the shower warms up.

Turn on the water to get wet.

Turn off the water while you soap and wash your hair.

Turn on the water to rinse.


Day 3


Divide the class into groups of four. Give students five minutes to review the vocabulary they have learned in this unit. Then, write on the board the following: We do it every day in the morning usually before leaving home to school. The students have one minute to write all the things related to that topic (wake up, brush my teeth, take a shower, have breakfast). After the time is up, the teacher checks the students’ lists. Each activity counts as a point. Then, the teacher writes another sentence.


1. Read a paragraph with ideas for saving water and complete the gaps with the following prepositions.

Go over instructions and the words below. Make sure they know the meaning of the words and that those words are prepositions. Have students read and complete the paragraph with words from the box. Remind students they can check their Grammar Reference on page 210 to clarify any doubts. Have some volunteers read the answers aloud.

BRILLIANT GAME!

2. Play a game. Articles! Write a/an/the in front of the words. You have fi ve minutes to fi nish. Th e fi rst pair to complete the activity without mistakes will win.

Read instructions with students. Before they start playing, make sure they all understand what to do. Have them work in pairs. Monitor while they play. Check answers and fi nd out who the winner is.

CLOSING

3. According to the information in the paragraph in activity 1, use your own words to write the steps to take a shower.

Have students read the text on activity 1. Have them write the steps to have a shower. Elicit an example. Write it on the board. E.g. Turn on the water to get wet. Tell them to compare their steps with a partner. Have some volunteers read their steps to the rest of the class.

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Good Habits


a. Who do you think you can learn good or bad habits from?

b. What do you do to study for a diffi cult subject?

c. What is your opinion about study habits? Do you think they work? Why?

Check that the instructions in your poster are understood when spoken and listened to. Practice the enunciation of instructions and place the poster on a visible place to use it whenever instructions must be given.



1. Checked if instructions were understood

when spoken and listened to.

2. Practiced enunciation of instructions.





Day 3



Have them work in pairs and discuss the questions. Ask the questions in the book to diff erent students. Monitor while they are discussing. When they fi nish have them do the quiz. Have a feedback session to check answers and fi nd out how the quiz was for diff erent students.


Check that the instructions in your poster are understood when spoken and listened to. Practice the enunciation of instructions and place the poster on a visible place to use it whenever instructions must be given.Students take out their poster with instructions to carry out daily activities and the material they are working with. Have them work in groups. Tell them to read their instructions aloud to check that instructions are understood when spoken and listened to. Have them practice their instructions. Tell them to place the posters on a visible place in the classroom to use it whenever they need to. Have students read the steps and tick the ones they followed in the class.


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Lesson40

192192

Our body is mainly water in different forms. In order to carry out all its functions our body needs around 1.5 liters of water per day, this

is without considering the quantity of water included in food or any other liquids we drink. We can live several weeks without food but only a couple of days without water.

Water makes Earth unique in the solar system, and probably the only one capable of supporting higher forms of life. Three-fourths of the surface of the Earth is covered with water. Water is

an unusual compound that commonly exists in large amounts in all three physical states. Unfortunately its properties make water

very easy to pollute, this is also why we must take care of it.Thanks to water we can carry out a great many activities from

eating and grooming, energy production, agriculture, to leisure activities and sports. Waterfalls are used to produce electric energy, which is used to make subway and elevators work so we can easily get to our house or apartment. Fortunately, we have water in the bathroom so we can take a shower, wash our hands or brush our teeth and use the toilet. We can also wash our clothes.

In order to understand how important water is for us, imagine what will happen if you did not have water at home for just a day. It would be a disaster, wouldn’t it?

Listen and read the following text about the importance of water in our lives and answer the questions.

66

Maybe because

we are so lucky

to have it, we

forget about the

importance of

water in

our lives.

Why is water easy to pollute?

How much water do a body needs to work out healthy?

Mention 5 activities in your daily life that couldn’t be done without water.

of water in our lives an

eatinactivwhicto ouso wtoile

Iwill a d

Li66

13

Because of its properties.

It needs about 1.5 liters of water.

Eating, grooming, having energy, use a transport, clean our house, car, clothes, etc.


BRILLIANT! MAGAZINEWater!

Week 40 Day 1


Write on the board the following headings: Daily activities / Water / Human rights. Ask students to work in groups of four. Explain to students that they have five minutes to write in their notebooks as many ideas as they can under each heading. It is not allowed to use dictionaries or check their Activity books or notebooks. Divide the board into sections (depending on the number of teams). Tell students that they have to write all the words they included under each heading. The team with the most correctly spelled words wins.


Listen and read the following text about the importance of water in our lives and answer the questions.

Ask students to read and listen to the text. Ask them to read the text again and answer the questions. Encourage them to use their dictionaries to look up meanings. Check answers.

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67

What would happen if you could only use 50 liters of water a day? What would you do or stop doing? Share information with your friends and teacher.

a. subway ( ) flat

b. elevator ( ) trousers

c. apartment ( ) lift

d. bathroom ( ) waistcoat

e. vest ( ) underground

f. sweater ( ) jumper

g. pants ( ) loo

193193

Match each American English word with the British English word that it corresponds to.


Water Activities!Water Activities!Snorkeling, swimming and scuba diving,waterskiing, sailing, and canoeing.A water world of fun for all.These are activities that water can bring.

Water gives us health,water gives us life,water fills the earth,water makes me happy.

Washing and cleaning as we sing,watering our gardens is so exciting,irrigation for the farmer's fields.These are activities that water can bring.


Everyday we must think, when we stop to take a drink,water brings activities that give us joy.A precious treasure for us to enjoy!

Playing, working, and importing,water helps trading and transporting.Water helps us go here and there!These are activities that water can bring.


a

c

g

b

e

f

d


Match each American English word with the British English word that it corresponds to.

Go over the words with students. Have them look up in their dictionaries and fi nd the equivalence in British English. Ask some volunteers to write the answers on the board.

CLOSING

What would happen if you could only use 50 liters of water a day? What would you do or stop doing? Share information with your friends and teacher.

Have students work in pairs and discuss the questions. Ask them to walk around the classroom and share their answers. Find out students’ answers.

Day 2

BRILLIANT SONG!Water Activities!


Point to the pictures and elicit the names of the sports. Write them on the board.


Listen to the song and sing along. Read the song out loud along with

students. Ask them to read the song again. Correct any possible pronunciation mistakes. Play the recording for students to sing along.

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Lesson40

Product Time

194

Product: Poster with instructions to carry out daily activities. Th is product is useful to organize your time and effi ciently distribute your activities so you can have enough time for all the things you have and want to do.











Product Time

Day 3

This product is useful for organizing and distributing your activities so that you can have enough time to do everything you need .


Read the paragraph about the product with the students. Tell students that they can review the steps in the product if they need help writing the sentences. Monitor while they write.


Have students answer the questions. Tell them to compare their answers with a partner.


Have a class discussion about the answers. Find out students’ opinions about the product.

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195

I can I can’t

…adjust volume intonation and tone to emphasize

or alter instructions.

I can I can’t

…understand and request instruction to carry out an activity.

I can I can’t

…compose sequences of enunciation to provide instructions.

I can I can’t

…use linguistic resources to ensure the comprehension of instructions.

I can I can’t

…produce instructions spontaneously.

A friend of yours must prepare hot cakes next weekend. You know how to make hot cakes because you prepare them every Saturday, so write down the instructions to help him. Use the information from the box. When fi nished, write a tick ( ) in the box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are able to do! If you need help, ask your teacher.

Instructions:

1.

2.

3.

4.

5.

6.

7.

Hot cakes

Mix in a bowl: fl our for hot cakes, an egg, a cup of milk and a spoon of butter or vegetal oil. Heat up the fry pan, put a little butter to avoid hot cakes stick on the pan, pour the mixture and turn the cake when is cooked. Serve with some butter on the top and prepare with jam or syrup.

how to e down the fi nished, write a activity and see her.

Mix ingredients in a bowl.

Heat up the fry pan.

Put a little butter on the pan.

Pour some mixture on the pan.

Turn the cake when is cooked.

Serve with butter.

Prepare with jam or syrup.


Day 3

I Can

A friend of yours must prepare hot cakes next weekend. You know how to make hot cakes because you prepare them every Saturday, so write down the instructions to help him. Use the information from the box. When finished, write a tick ( ) in the box that shows what you can or can’t do. Enjoy this activity and see for yourself what you are able to do! If you need help, ask your teacher. Go over instructions with students. Make sure they all understand what to do before they start writing. Monitor and give help when needed.

Remind students that this is a very important section because they reflect on whether or not they understood the language structures and lexis presented in the second part of the unit. Go over each of the tasks with students and tell them it is important that they answer the tasks individually. Then, check answers with the class by asking volunteers to write the answers on the board. This is a very important section because you can detect problems they have with the language and you can do some remedial work to reinforce certain areas of the language.


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Name Date


Evaluation A

5unit

1. Complete the chart with a synonym.

WORDS SYNONYMS

liberty

duty

necessary

particular

4 points2. Complete the chart with an opposite word.

Synonym Antonymrelease

fl exibility

dependence

liberty

slavery

5 points3. Read the text about Convention on the Rights of the Child, and express a general point of view, or a personal

point of view, and disagree with an opinion.

Convention on the Rights of the ChildUNICEF’s mission is to advocate for the protection of children’s rights, to help meet their basic needs and to expand their opportunities to reach their full potential. UNICEF is guided in doing this by the provisions and principles of the Convention on the Rights of the Child.

Built on varied legal systems and cultural traditions, the Convention is a universally agreed set of non-negotiable standards and obligations. Th ese basic standards—also called human rights—set minimum entitlements and freedoms that should be respected by governments. Th ey are founded on respect for the dignity and worth of each individual, regardless of race, colour, gender, language, religion, opinions, origins, wealth, birth status or ability and therefore apply to every human being everywhere. With these rights comes the obligation on both governments and individuals not to infringe on the parallel rights of others. Th ese standards are both interdependent and indivisible; we cannot ensure some rights without—or at the expense of—other rights.

Retrieved on April 13, 2011 from: http://www.unicef.org/crc/

6 points


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Evaluation B

Name Date


5unit

1. Write the instructions to make a ham and cheese sandwich to take to school.

A) .

B) .

C) .

D) .

E) .

10 points

2. Order the following steps James does before leaving home.

Have breakfastTake a showerGet upBrush his teethGet dressed

5 points

3. Write fi ve chores you have to do at home.

A)

B)

C)

D)

E) 10 points

4. Circle the correct word.

A) If I were rich, I would /will buy a car.

B) If I were president, I wouldn’t / would improve schools.

C) If I were an architect, I would / wouldn’t build ships.

D) If I were you, I would /wouldn’t study harder to pass the exams.

E) If I were you, I would/ wouldn’t go back to school and get more qualifi cations.

5 points


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Answer Key

Evaluation A

Exercise 1

freedom responsibility essential personal

Exercise 2

imprison infl exibility independence captivity emancipation

Exercise 3


Evaluation B

Exercise 1

Suggested answers. A) Spread some mayonnaise and mustard

on the bread. B) Put some ham and cheese on the bread. C) Wrap up the sandwich in a paper napkin. D) Put it in a plastic bag. E) Put it inside your lunch box.

Exercise 2

4 2 1 5 3

Exercise 3


Exercise 4

A) would B) would C) wouldn’t D) would E) would


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Learning Strategies

Th ere are several learning strategies that you can use to improve your progress in learning English.

Listening Listening comprehension may be easier for some students than others. Listening and interpreting unfamiliar sounds and vocabulary may be tiring for many students because the pace is set by someone else, and the breaks may or may not occur where you need them. Some students need more practice than others. Th ere are some strategies you can use to improve listening.

• Try to recognize words, sounds. Don’t try to understand every single word that is said. Just get used to the sound of the language. Successful comprehension does not necessarily mean total comprehension.

• Whenever you listen, try to guess what will be said next.• When others in class speak, listen to what they say and mentally build images of their speech.• Download a media program that has the text of what is said and review the text one sentence at a time. Follow a sentence several times

while listening. Listen to the text in short paragraphs or chunks. Listen to the whole conversation or story without interruption.

ReadingTo improve reading comprehension you can use the following strategies:

• Before you start reading, think about what you already know about the subject of the text. • Make predictions about the text by looking to the pictures, table of contents, chapter headings, maps, diagrams and make some notes.

While reading, look for words or phrases from those predictions. After reading, confi rm your predictions.• While reading, think visually, using shapes, spatial relationships, movements, and colors. Imagine explanations or processes happening

visually. Use nouns, verbs, and adjectives to create pictures, diagrams, or other mental images. You can also use graphic organizers to diagram information.

• Ask and answer questions. Before reading, think about the subject. Make note of anything you are interested about. While reading, pause and write down some questions about the text, especially if there is any confusion. After reading, ask yourself the following: Were all my questions answered?

WritingTo improve your writing you need a lot of practice. Th ere are some strategies you can use to become a better writer:

• Write out sentences you have practiced orally. • Construct patterns and then write out the sentences with substitute words several times. • When the teacher corrects, re-write the sentences or text.• Every time you learn new words and structures, write many sentences. To improve spelling keep a “spelling notebook” and make lists of

words you commonly misspell or that you have trouble with.

SpeakingMany language learners are afraid to speak. You can build up your confi dence and improve your speaking if you follow some strategies:

• Read aloud as many texts as you can. Th is may train your mouth to make the new sounds.• Learn short standard sentences, then substitute vocabulary and repeat them as many times as you can.• Use English in the classroom.• Try to speak English with your teachers and classmates all the time.

GrammarGrammar is an essential aspect of language. In order to understand and put into practice the new structures learned in the class, you can use some strategies.

• Read a short and clear explanation of the new grammar rule.• Find several examples of the rule and read them carefully.• Create your own examples drawn from your daily life.• Write as many sentences as you can using the diff erent structures.

Learning Vocabulary Strategies

Every student is diff erent and has his/her own style of studying and learning. Th e most important thing is that you do have a strategy that helps you learn the diff erent aspects of a language (English).As you may see throughout the lessons there is plenty of new vocabulary. Learning all these new words does not have to be boring or hard. Here you can fi nd some tips to study and learn vocabulary:

1. Many students are visual. For this reason, writing the word next to an image or picture is an excellent idea. Take advantage of your picture dictionary or make one of your own in your notebook with the words you consider more diffi cult.

2. In order to increase your vocabulary read as much as you can (books, magazines, tales, etc.) and try to guess the meaning of unknown words from the context in which they are used. Do the same with movies (it is very useful to select the captions in English) and video games.

3. Write the new words (the most diffi cult ones) on cards and draw images. Study with a friend by showing him/her the pictures and eliciting the vocabulary word or a synonym/antonym. If the card has a verb try to tell the past and past participle.

4. Choose the word you want to learn and use it in context. Example: knight – Th e black knight was the bravest of all.5. Play games: scrabble, memory game, word search or build words. Example: Make as many words as you can using only these letters in

any order “D S L E E N E S” : see, seen, need, lend, led, send, etc.


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American and British English

BehaviourbI”heI.vj´r

ChipstSIps

Biscuit"bIs.kIt

Nappy"n{p.i

Doctor’s Surgeryda k.t´rz s3 .dZ´´r.i

Taptœp

Fibre"faI.b´r

BlokeblÚk

Tramptr{mp

Bonnet "bÅn.It

Number Plate"n m.b´r pleIt

LoungelaUndZ

MoustachemU”stA S

PloughplaU

Bootbu t

BehaviorbI”heI.vj´

French Fries"frent S.fraIz

Cookie"kUk.i

Diaper"daI.p´

Doctor’s offi ce"da k.t´rz "A .f”s

Faucet"fA .sIt

Fiber"fa .b´

GuygaI

Hobo"hoU.boU

Hood hUd

License Plate"laI.sńts pleIt

Living Room"lIv.IN rUm

Mustache"m s.t{S

PlowplaU

Trunktr Nk

68


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Apartment Building´pA rt.mńt "bIl.dIN

CankAn

ChecktSek

CornkO rn

EraserI”reI.s´

Freeway"fri .weI

Honor"Ån.´r

Jello"dZel.oU

Jelly"dZel.i

MailmeIl

PajamaspœdZ{m.´z

Period"pIr.i.´d

Rentrent

Soccer"sA .k´

TiretaIr

Block of FlatsblÅk ´v flAts

TintIn

ChequetSek

MaizemeIz

Rubber"r b.´r

Motorway"mÚ.t´.weI

Honour"A .n´

Jelly"dZel.i

JamdZ{m

PostpÚst

PyjamaspdZA .m´z

Full StopfUl stÅp

HirehaI´r

Football"fUt.bO l

TyretaI´r

69


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Grammar ReferenceUNIT 1 Modal Verbs: Should, ShallModals are auxiliary verbs. Th ey do not need an additional auxiliary to form negatives or questions. We use them the same with all nouns and pronouns.ShouldWe use should when we ask for or give an opinion about something.

Affi rmative Interrogative Negative

I/She should take the medicine. Should we invite him to the party?Yes, we should. Th ey shouldn’t smoke.

ShallWe use shall the same way we use will to indicate future action. It is commonly used with “I” and “we” to make off ers, promises and suggestions.


We shall go early. Shall I open the window? I shan’t / shall not be here tomorrow.SubjunctiveTo form the subjunctive we use the simple form of the verb (infi nitive without “to”) and it is used to emphasize urgency or importance. It is also used after verbs such as ask, suggest, insist, recommend, etc.Th e shop assistant suggests we rent the two-wheel vehicle.I recommend you buy the red one, it fi ts you better.Connective words – We use connective words to show how ideas are connected logically in a sentence. Connective words can establish the order of ideas, show consequence and/or contrast of ideas; add, summarize and defi ne ideas. Some connective words are:If – expresses condition: We will be late, if we don’t hurry.But – introduces a word or phrase that contrast with what was said before: He arrived at 6:30 but the show started at 6:00.And – adds ideas to a sentence and it is useful when making lists: I suggest you buy a bag and a pair of shoes that match with the dress.Because – expresses reason: I will take this one because it is cheaper.Compound adjectivesTh ey are made up of two or more words, normally with hyphens between them. Th e use of these adjectives is not so restricted as many other grammar categories: new combinations are always possible.Th e music my grandfather likes is a little bit old-fashioned. Have you seen “Th e Never-Ending Story” movie?Adverbs of degreeAdverbs of degree (almost, too, very, just, completely, etc.) tell us about the intensity or degree of an action, an adjective or another adverb. Th ey are usu-ally placed before the adjective or adverb they are modifying, before the main verb. Th is coff ee is too hot. He runs very quickly.Sentence Types Declarative – It makes a statement. It ends with a period. Th is i-Pod is very expensive.Interrogative – It is a sentence that asks a question. It ends with a question mark. What about going to the movies?Imperative – It gives a command. Most of the times the subject of an imperative sentence (you) is understood. Get off the bed.Exclamative – An exclamatory sentence is a statement that shows strong emotion. It usually ends with an exclamation mark. Th is video game is amazing!AdjectivesAdjectives are words that describe or modify another person or thing. You are a clever student!Present perfectWe use present perfect when there is a connection with the present, to give new information or to announce a recent happening. It is formed with have/has + past participle of the verb.

Affi rmative Interrogative NegativeI have lost my English book.

She has lost her purse.Have you seen my English book?

We haven’t seen it.She hasn’t seen it.

Past perfectTh e past perfect is the past of the present perfect. It is formed with had + past participle of the verb.


Th ey had seen the stars many times before. Had she bought a radio before this one? You hadn’t been there.

Adverbs of timeTh ey tell us when something happens. (now, soon, yesterday, yet, already)Have you fi nished your homework yet? I have already fi nished my homework.Gerunds Verbs in gerund end in –ing, they function as nouns. Reading is a good habit.


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Direct speechSaying exactly what someone has said is called direct speech, what a person says appears within quotation marks.She said, “Th e exam is tomorrow”.Indirect speechAlso called reported speech doesn’t use quotation marks to enclose what a person said and the tense usually changes because we usually talk about a time in the past. She said the exam was tomorrow.

UNIT 2 Adverbs of timeTh ey tell us when something happens. For and since are used to say how long something has been happening. We use since when we say the beginning of the period and for when we say the period of time.He has worked here since August. I haven’t seen you for three days.

Relative adverbsRelative adverbs (how, why, when, where) are used to join sentences and give extra information about the person, thing or situation we are describing.I clearly remember the day when I arrived to this school.Give the reason why you are late.Th at is the school where I study.

PronounsWho – is used in questions to ask about the name, identity or function of a person; to show which person or people you mean, and to give more informa-tion about someone. In all cases it refers to the subject of a sentence.Th e man who lives next door is a scientist.Whom – is used instead of who but as the object of a verb, but it is not often used in spoken English.Th e teacher whom I wanted to see was out of the offi ce.

PrepositionsTh ey describe a relationship between other words in a sentence; they can be used before a noun or pronoun to show place, position, time or method.My family has a house by the river. I’ve been waiting for about 1 hour.

Prepositional phrasesTh ey can be made up of many diff erent words: a preposition followed by a determiner, an adjective or two, and a pronoun or noun. Th ey can act as an adjective or adverb.Tanya lives in front of the post offi ce. I will pay you at the end of the month.

UNIT 3 Apostrophe in contractionsContraction is a short form of a word in which a syllable is substituted by an apostrophe. Th ey are often negative forms or combinations of pronouns with auxiliary verbs.

Full form Contraction

notI cannot run that fast.

-n’tI can’t run that fast

amI am an English student.

-‘mI’m an English student.

areTh ey are celebrating.

-‘reTh ey’re celebrating.

ishas

She is very beautiful.She has been waiting for you.

-‘s

She’s very beautiful.She’s been waiting for you.

haveI have forgotten something.

-‘veI’ve forgotten something.

willWe will be late today.

-‘llWe’ll be late today.

let usLet us go to the movies.

let’sLet’s go to the movies.


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Grammar ReferenceComparative and superlative adverbsTo form the comparative and superlative of an adverb ended -ly we just add more/less and most/least.

Comparative Superlative

Th is machine is more slowly than the new one. Th is machine is the most slowly.

John works less carefully than Peter. John works the least carefully of all.Modal VerbsCanWe use can to say that something is possible or that someone has the ability to do something.


He can speak fi ve languages.Can you ride a bike?

Yes, I can.She can’t buy the tickets.

CouldWe use could as the past tense of can or to talk about possible future actions, especially when we make a suggestion.


We could go to the cinema. Could you come back later? I couldn’t fi nish on time.

ConnectivesIn order to, so that are connectives frequently used to talk about purpose.I woke up earlier in order to arrive on time.She studied harder so that she could get a better mark.So… that /such… that are connectives that emphasize qualities and characteristics.Th e exam was so diffi cult that Tom took two hours to fi nish.It was such a long earthquake that it caused lots of damages.

Phrasal verbsTh ey are a verb combined with an adverb or a preposition or sometimes both, to give a new meaning.run out – be fi nish Th e car stopped because it ran out of gasoline.look up – seek information about Take your dictionary and look the word up.

Rhythm and Stress Rules- We can only stress vowels, not consonants. In words with two or more syllables:1. Stress on fi rst syllable: two-syllable nouns (export) and two-syllable adjectives (happy).2. Stress on last syllable: most two-syllable verbs (present).3. Stress on penultimate syllable: words ending in –ic (Graphics) and in -sion and –tion (television).4. Compound words (words with two parts):

- compound nouns (blackbird): the stress is on the fi rst syllable.- compound adjectives (bad-tempered) and verbs ( understand), the stress is on the second syllable.

Split Infi nitivesWe use this type of collocation (the way we place words in phrases or sentences) to emphasize ideas or intentions. Split infi nitives “must” have a word between “to” and the “verb”, this word is usually an adverb. Look:Th e drill is intended to not do harm, but to help people at work.I was told to always pay attention in class.

UNIT 4Modal VerbsWouldWe use would to make off ers and invitations and sometimes as the past tense of will.


My father would lend me some money. Would you like something to drink? If I were you, I wouldn’t.Used toWe use used to with a verb in infi nitive to say that something regularly happened in the past but no longer happens.


He used to play tennis a lot. Did you use to eat meat? I didn’t use to ride a bicycle.CausativeIt is used to say that someone else did something for us. Th e structure is formed with have/had + object + past participle.Yesterday I had my hair cut.Th e neighbor had his roof repaired last week.


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Adverbs of timeTh is kind of adverbs tell us when an action happened (always, never, sometimes, often, later, now, soon, etc.), but also for how long and how often. We usually place them before the main verb but after the auxiliary verbs.I always drink milk in the morning.She is often late.We have never seen something like this before.

AntonymsAntonym is a word that means the opposite of another word.

early late

always never

clean dirty

tall short

fat thin

Past and present progressiveProgressive tenses also called continuous tenses indicate a continuous action either in the present or in the past. Th ey are formed with verb “to be” and the present participle of the verb (ends –ing).


He is watching T.V. Is she studying? We aren’t playing.

He was watching T.V. Were they swimming? I wasn’t paying attention.Irregular plurals for nouns

Singular Plural

child children

man men

woman women

mouse mice

deer deer

fi sh fi sh

sheep sheep

tooth teeth

foot feet

goose geese

Compound NounsNouns that are modifi ed by other nouns or adjectives form most of the compound nouns. Th ey are made up of two or more words. Look at him. He’s eating ice-cream.

UNIT 5 SynonymsA synonym is a word or expression that has the same or nearly the same meaning as another in the same language.

fully completelyalways every timeclear understandablehunt chasesmall little

ConnectivesBecause – used to give a reason: She got the 1st place because she studies a lot.If – expresses a condition: I will only be there if you promise to be with me.Unless – expresses a condition: You won’t have a prize unless you arrive on time.Although – used to contrast ideas: Although it was raining we went out for a walk.In spite of – used to contrast ideas: In spite of the rain we went out for a walk.


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Grammar ReferenceConditionalsTh ey are statements formed by two sentences.1st conditional or conditional type 1, refers to something that is likely to happen. If it rains you will get wet. I’ll help you if I can.2nd conditional or conditional type 2, is used to refer to less probable, impossible or imaginary situations. In the If part the verb goes in past tense and the verb in the other part is preceded by would/should/could/might.If I were you, I would buy the fastest car. If I were rich, I would travel around the world.

DeterminersDeterminers are words used before a noun to “determine” the precise meaning of the noun. Th ey can be articles (a, an, the), quantifi ers (some, any, few). Sometimes no determiner is necessary.

NounsCountable – Th ey are nouns that refer to things we can count. Th ey can be singular or plural and take a or an. Examples: window, pencil, orange, fl ower, box, house, children, etc.Watch out! A window is opened. Look! Th ose windows are broken.Uncountable – Th ey are nouns that refer to materials, concepts, information, etc. which are not individual objects and can’t be counted. Th ey are always singular and use a singular form of the verb. Examples: water, sugar, oil, grass, information, etc.Th ere is some sugar in the bottle. Your classmates brought lots of interesting information.

Simple PresentIt is used to talk about things in general as well as for true facts, things that do not change and routines.I work in a pet shop. I wake up at 6 o’clock every day.For he/she/it add an “s”, “es” or “ies” to the verb.My best friend plays foot ball every Saturday. He likes swimming too.

Modal Verbs: MustWe use must to say that something is necessary or very important, also to recommend something you think is a good idea.


Ronaldo must be an excellent player. Must I help in the kitchen? You mustn’t tell anyone what I said.

Adverbs of mannerTh ey are formed by adding ‘–ly’ to an adjective, but sometimes there are needed some other spelling changes. Th ey usually have the same meaning of the adjective.

Adjective Adverb

deep deeply

careful carefully

quick quickly

happy happily

clean cleanlyImperativeIt is the form of a verb that expresses an order. We can use the imperative on signs and notices (Pull, Insert a coin) but also

a) To give a direct order: Stand up straight.b) To give instructions: Open your books on page 79.c) To make an invitation: Come in and sit down.d) To give an advice: Stay at home and get better.

Prepositions Prepositions are words or group of words used before a noun or pronoun to show:

a) Place: Th e cat is in the box.b) Position: Th ere is no one in the classroom.c) Time: I usually go out on Friday evenings.

Some/any Use some in affi rmative sentences and any in negative sentences.Paul bought some new shoes.Linda didn’t buy any shoes.

FewUse few with plural nouns.We received the letter a few days ago.

Indefi nite Article a/anUse a before a noun beginning with a consonant sound. Use an before a noun that begins with a vowel sound.Th ere is an umbrella in a basket.

Defi nite Article theUse the to refer to something specifi c.Agustin is the tallest boy in the classroom.Th e washing machine on the corner is the oldest.


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Scripts

UNIT 1Track 1 CopyrightTrack 2 Lesson 1, Page 12, Activity 1Girl 1: Look! Th ose pale blue jeans are great!Girl 2: You’re right, but I ‘drather something less expensive.Shop assistant: Good morning. Is there anything I can do for you?

Man 1: I told you, buying a present for my son is not that easy.Man 2: Come on, here it’s impossible not to fi nd anything he’d like. Wow!

Look at this camera!Man 1: We didn’t come to buy a camera! We’re looking for an iPod! Hey sir,

sir. Who can help us here?

Shop assistant: Can I help you?Wife: Yes, please. We are looking for a printer, it must be quick, for heavy

use and the least expensive you have.Husband: Please Sandra, do not exaggerate, we can aff ord something better.Shop assistant: I think I have what you want, please follow me.

Track 3 Lesson 1, Page 13, Activities 1 & 2Andy: Here we are, let’s hurry because I don’t like shopping.Sara: Please Andy, it is dad’s birthday.Andy: Ok, any ideas?Sara: I suggest we buy a shirt or a tie.Andy: I don’t agree, he’s got enough of them. How about buying a wallet?Sara: I’m not sure.Shop assistant: Good afternoon, how can I help you?Andy: We want to buy a wallet for our father, tomorrow is his birthday.Shop assistant: I can show you some options, please come with me.Sara: We’re not quite sure a wallet is a good present.Shop assistant: Sure it is! What about this one? Th is is a good product because it has

many compartments; it is 100% leather, leather see?Sara: But it is too big and I don’t think he likes the color.Shop assistant: Well then, you could buy this one, same material and compartments

but it’s smaller and it is not too expensive, we have it black and brown.

Sara and Andy: Th is one is great! How much is it?

Track 4 Lesson 2, Page 16, Activity 1Mr. Juarez: First of all welcome to our toy store, I’m Pedro Juarez. According to your request I suggest you this two-wheel vehicle, it has many advantages, look at its beautiful red and black metallic color and the wide of its wheels make it the safest of its kind. Although it is a little bit expensive today you only pay 50% of its regular price.

Track 5 Lesson 2, Page 16, Activity 2Mrs. Robles: I don’t think this is what I’m looking for, it is bigger than the bike on

the catalog, the seat is too high.Mr. Juarez: Th e high is not a problem; you can adjust the seat depending on

your child’s height… see? Th is is the reason why it seemed bigger in the catalog.

Mrs. Robles: But I’m not taking it with me now, I can’t take it home because is a surprise for his birthday which is within 4 days.

Mr. Juarez: Th at isn’t a problem either; we can keep it here and send it to your house any day you want. Don’t take too much time to make up your mind; it’s the only one we have left.

Track 6 Lesson 3, Page 20, Activity 1Andrea: What’s up Mariana? What are you doing?Mariana: I’m throwing away the things that I don’t use any more.Andrea: Why? Most of these things are almost new! Are you mad?Mariana: Just a little bit. Have I told you that I want a mobile? Well, I really do.

My parents told me to use my savings to buy one but I don’t have enough money… What? What are you thinking about?

Andrea: Why don’t you sell everything you were throwing away?Mariana: I’m not sure… there are many diff erent things… I’m not good at

selling, besides my parents hate garage sales.Andrea: Please Mariana! Th ere is no need for a garage sale, you could do a

catalog, use images, pictures, drawings you’re very good at drawing!Mariana: It doesn’t sound that bad…Andrea: Come on! Let’s start then.

Track 7 Lesson 3, Page 21, Activity 1Luisa: What do you think about it?

Monica: Th ey are too loose, why don’t you try a smaller size?Roberto: I say this one is smaller.Marco: In fact is as small as the old one but it is thinner.Ana: Haven’t you got that one?Jose: Of course not! I have the single this is a twenty-track version.Valeria: Th e color is beautiful, you could combine it with your black jeans.Paola: But it is almost summer, I’m not wearing it for long.

Track 8 Lesson 4 Page 24, Brilliant Magazine!“Mail Order!”Mail order is a process in which people buy either goods or services, which will be delivered by mail directly to an address previously provided by the customer.

There are cases in which you can buy a product and send it to a friend or relative, it depends on your payment and the kind of services that the company, so called cataloger, offers. To order you have to make a phone call or get into specialized web sites.

An extremely important tool for companies that off er this kind of services is their mail order catalog, which is a publication like a magazine that contains the products a company off ers to customers. Th e catalog shows an image of the product or products as well as a brief description, main characteristics and their price including a special discount or promotion.

Although the fi rst catalogs ever existed were planned to sell books, nowadays you can order a huge amount of products for all kinds of people. You can buy jewelry, clothes, trips, computing articles, toys, books, cosmetics, tickets for the cinema, theater or shows, mobiles, video games and consoles, DVDs, CDs. By this mean you can even book a room in a hotel, a seat in a fl ight… think of something, you can fi nd it in a catalog for sure!

Track 9 Lesson 4, Page 25, Brilliant Song!“Th e Great Sale!”If you want to buy, / please don’t cry.Th e only thing to do / is call me and Jo too.We can help you buy / anything you’d like.With just some change / we’re sure you’ll have fun.If you want to sell, / please don’t tell.Me and Jo would help / to fi nd the right place / and include your product / in our great sale.

Track 10 Lesson 5, Page 29, Activity 1Reporter: Before the commercial break, professor Robles was explaining the

parts of a book. Professor before you start talking about Homer’s Odyssey, can you please explain our audience what a colophon is?

Professor: Yes, of course. A colophon is no other thing but a short description located at the end of a book that describes production notes important to the edition, for example information regarding authors, translators and legal matters such as the copyright date or the date the book was written or published. In modern books, this information is displayed on page 2, in other words, behind the front page.

Reporter: Th anks professor. Now, what can you tell us about Th e Odyssey?Professor: Well, fi rst of all, Homer was a Greek poet who collected and wrote

lots of ancient legends. He took stories about Odysseus and put them together in a book named Th e Odyssey.

Reporter: Who was Odysseus?Professor: Th is Greek hero was King of a small island called Ithaca. He took

part in the Trojan War. When the war ended he went back home but it took him 10 years to do it. During all those years he and his crew had lots of adventures that are told in this great Homer’s book.

Track 11 Lesson 6, Page 32, Activity 2“Th e Lady of the Lake”Th e Lady of the Lake is a beautiful, wise and powerful fairy who, along with other three powerful fairies, is the guardian of a great treasure: Excalibur, King Arthur’s sword.

When Merlin, the great wizard, saw her he fell for her immediately. For a while they were devoted to each other and he selfl essly taught her everything he knew about magic and sorcery, she was extremely intelligent and soon she became better than him. Merlin didn’t like being second so they started fi ghting and she decided to walk away.

As time went by, Merlin looked for her and asked her to be the guardian of the great sword Excalibur. It is said that when Arthur was mortally wounded, he threw the sword into the lake; she has hidden it since then. Th e Lady of the Lake along with her fairies took Arthur to Avalon, the magic island where Arthur was healed and trapped; he could never leave the island.


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Track 12 Lesson 7, Page 37, Activity 1“Th e Fifth Sun”Next, the gods encouraged Nanahuatzin to jump into the bonfi re, he closed his eyes and without thinking so much jumped into it. Immediately a great, beautiful shiny sun appeared in the sky taking away the shadows from Earth, when Tecuciztecatl saw that he felt envious and jumped into the bonfi re.

Th en something strange happened, behind the sun appeared the moon illuminating the sky with a great glitter. Seeing this, one of the gods took a rabbit and threw it towards the moon hitting Tecuciztecatl’s face and putting out his light allowing us to see it only at night.

Track 13 Lesson 8, Page 40, Brilliant Magazine!“Let’s Give Comics A Diff erent Use!”Comics are a graphic medium in which images convey a narrative sequence. Although they combine words with images, images are slightly more important. In a comic strip dialogs are written inside bubbles or word balloons. As a real mass media comics arose in the United States in the 20th century published in newspapers on Sundays and later every day.

Due to their success, comics were organized in booklets and comic books. Nowadays comics are found in newspapers, magazines, specialized comic books and on the web. Th ere exist comics designed for educative or informative purposes more than merely amusement, for example, the ones that help people understand the importance of security in public offi ces, instructions in an airplane safety card, savings and the diff erent types of savings instruments and institutions, etcetera. In case you are interested in this or any other kind of comics you can look up specifi c information in a catalog.

While some critics consider comics as a combination of art and literature, others say that comics are a new kind of art, the truth is that through comics students of all ages would be able to develop creativity and reading techniques also all this by identify implicit and explicit information among many other things. According to Will Eisner “an average comic book story would reveal the involvement of a range of disciplines that would surprise a pedagogue”. Let’s give comics a diff erent use!

Track 14 Lesson 8, Page 41, Brilliant Song!“Fantasy Reading!”All the fantasy I can think about / stories and characters to be found! / Situations and places all around / adventures on and off the ground.

All the fantasy I can fi nd in a text / reading until there’s no pages left. / Studying books about romance / when all I want is dance. / Where can I get some help / for the spelling and speaking test?

Of course, fantasy can! / Mixing all the ideas in a special plan. / Greek, Irish, Roman, English stories / Mexican and Native American, no worries. / Sure I believe I can, sure I can.

All the fantasy I can fi nd in a text / reading until there’s no pages left. / Studying books about romance / when all I want is dance. / Where can I get some help / for the spelling and speaking test? / Of course, fantasy can!

UNIT 2Track 15 Lesson 9, Page 50, Activity 1Reporter: Good morning professor, fi rst of all would you be so kind and

explain our audience which are the most common weather events in Mexico and what does every one of them involve?

Professor: Th anks for the invitation. A Tropical cyclone is a violent storm with very strong winds of 74 miles per hour and faster that rises in any ocean but especially in the Atlantic. It is called hurricane in America, typhoon in Asia, willy willy in Australia, for example. Mexico has been struck by many as Gilbert (1988), Wilma (2005) and Dean (2007), just to name some. A fl ood is a large amount of water that covers an area which is usually dry; it’s very common to see fl oods in Veracruz, Tabasco, Oaxaca and Chiapas. When there has been a lot of rain, landslides are very frequent; a landslide is a mass of earth or rock that falls down the slope of a mountain. A drought on the other hand is a long period of time when there is little or no rain. Th en we have earthquakes, an earthquake is a sudden and violent shaking of the earth’s surface, the worst on the last century was the earthquake in Mexico City in 1985. Finally a tornado is a violent storm with very strong winds which move in a circle and starts on earth’s surface. Th ough tornadoes in Mexico are rare, the worst tornado recorded occurred in 2004, when a tornado struck Piedras Negras, Coahuila.

Track 16 Lesson 9, Page 51, Activity 2“Leader of a rescue team.”Th e following steps may help you to be prepared for an emergency:

1. Buy extra batteries for your fl ashlights.2. Make sure you have a portable battery-operated radio and a good supply of

extra batteries.3. Check that your fi rst-aid kit contains bandages, painkillers and antiseptics in

case of minor injuries.4. Get a supply of non-perishable food and water, in case the emergency lasts for

a long time.

Track 17 Lesson 10, Page 56, Activity 1Director: Dear students in case of an earthquake follow the steps you already know by heart. In case an evacuation is needed, follow each leader whose fl uorescent uniform will be clearly seen. Follow him through the evacuation route which is indicated with fl uorescent painting on the fl oor. Get together at the meeting point that is on the football fi eld. Please report to your counselor, who will be wearing an orange fl uorescent vest.

Track 18 Lesson 11, Page 59, Activity 1Reporter: Now the weather forecast.Forecaster: Whereas it is likely to rain in the center of the country specially

Mexico City, Queretaro, Morelos and Estado de Mexico as hurricane Ivan is approaching, it is heavily raining in the south east of Mexico. States like Tabasco, Veracruz and Chiapas already present fl oods and it is going to get worse. Bring outdoor furniture, tools and other objects inside. Close all windows and cover them with wooden boards. Listen to the radio in case an evacuation becomes necessary, as well as to fi nd out the location of shelters.

Track 19 Lesson 12, Page 62, Brilliant Magazine!“Emergency Management!”Emergency management refers to strategic processes used to protect people or things that are valuable from hazard risks. In general this management process is divided in four areas of activity that deal with risk education or prevention, preparing resources to respond to the hazard, responding to the actual damage, limiting further damage and returning to the state before the hazard incident.

Due to catastrophic consequences of the 1985 earthquake in Mexico, there arose lots of initiatives in order to create an institution which could study technical issues to prevent emergencies. Th is is when it was created the SINAPROC (National System to Protect Civilians). On the other hand, Japan supported Mexico to improve its knowledge related to prevent disasters originated by earthquakes and this is how along with the UNAM (National University of Mexico) it was created the CENAPRED (National Center to Prevent Disasters) with the main objective of applying technologies to prevent and reduce disasters. It off ers professional and technical training and spread preventive measurements through all the people exposed to an eventual disaster.

Many countries consider natural disasters, industrial accidents, terrorism and computer viruses as factors that can cause emergencies and all of them work really hard to reduce their impact. Australia developed and published an Emergency Manual series to assist in the management and delivery of support services in an emergency context. It comprises principles, strategies and actions put together by practitioners with management and service delivery experience in a range of disaster events. In U.K., disaster management training is generally conducted at the local level by the organizations involved in any response. Th is is consolidated through professional courses that can be undertaken at the Emergency Planning College.

Track 20 Lesson 12, Page 63, Brilliant Song!“Let’s Help!”Let’s help, let’s help! / Gather clothes and some food, / gather water for the fl ood. / Let’s help, let’s help!

Send vaccines and medicines / to people suff ering from the hurricanes. / Let’s help, let’s help!

Rescue teams and volunteers / all of us working as one team. / Let’s help, let’s help!Solidarity and empathy / from us who are healthy / to the ones in despair and need.

Forget about stuff like greed. / Let’s help, let’s help!Help is what our world needs. / Let’s help, let’s help!

Track 21 Lesson 13, Page 66, Activity 1Professor: Welcome to the Cinema Workshop, I’m glad you are here. Th rough

the course we are going to learn how cinema was born, its main characteristics, its genres and sub-genres, important actors and actresses and many other things.


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Antonio: What are we going to start with?Professor: Very well, today we are going to talk about genre because this is

an important factor to classify cinema. Can you give me some examples? Just think about your favorite kind of fi lms.

Julian: Action and horror! Th ey are my favorites.Maggie: Mine are comedy and drama.Antonio: Of course they are. You are a girl!Maggie: Th ere is nothing to do with that because I also like crime and

science fi ction.Professor: Her classmate is right, our likes and dislikes have nothing to do with

our gender. My favorite genre is drama but I also enjoy westerns a lot. Which is your favorite genre Julian?

Julian: Well, to tell you the truth I like adventures but I also enjoy musicals.Maggie: You see?

Track 22 Lesson 13, Page 67, Activity 2Professor: Let’s check your homework. What is a silent movie?Caro: A silent movie is the one which doesn’t have a synchronized sound.Professor: Very good, silent movies were produced at the beginning of the

cinema era. Which were the main genres produced in that era?Alonso: Th ere were dramas, comedies, horror and crime.Professor: Can you name one of the most important actors of silent movies?All students: Charlie Chaplin!Professor: Excellent! You must consider that being an actor of a silent movie

involved lots of skills because they didn’t have the support of sound or fabulous make up. Th eir most important tool was non-verbal communication.

Caro: What is non-verbal communication?Professor: Have you seen a mime? A mime uses gestures and movements

of his body to communicate an idea. Th is is non-verbal communication.

Track 23 Lesson 14, Page 70, Activity 1Professor: Today we are going to work with one of the most famous silent

fi lms written, directed, produced and acted by Chaplin: Th e Kid. What do you think is about?

Antonio: It’s about a kid!Maggie: Come on! Of course it is about a kid, what happened to this kid,

professor?Professor: In this fi lm Chaplin, playing his role of the famous tramp, fi nds an

abandoned baby in an alley and takes care of him.Julian: Is it a comedy?Professor: Not completely. I’m not going to tell you the end in case you want

to see it.All students: Professor, please tell us a little bit more.Professor: Fine, when the kid is 5 years old, Chaplin shows him how to cheat

people so they can earn some money to survive, they had many adventures but when the kid gets sick, social services tries to take the boy away from him.

Maggie: It is a drama then!Professor: Better see the fi lm.

Track 24 Lesson 14, Page 71, Activity 2Student A: Mr. Aguilar, please check our composition.Student B: We did it two days ago, but we didn’t realize when you asked for the

homework.Mr. Aguilar: I’m not getting any homework delivered late.Student A: Sorry, we were talking. It won’t happen again.Student B: Do not accept it if you don’t want but please look at our work, we

made a great eff ort.Mr. Aguilar: Ok, let’s see. Wow, it is really well done, it’s a shame you didn’t hand it

in on time. I’ll make an exception just because it’s a really good work.Student A: Yes, we did it.Student B: We shouldn’t talk that much. We must be careful because next time

we might not be that lucky.

Track 25 Lesson 16, Page 78, Brilliant Magazine!“A Diff erent Face on Movies!”Some people think cinema is the best communication media that has ever existed; it puts together the sound of the radio, the color of magazines, information and images from newspapers apart from its size.

Cinema has become an important recreational media which is also used for advertising and educational purposes. As an educational media cinema helps people think about important things in life and also helps to learn not only with logics but through art.

Th anks to cinema we can travel by boat, spaceships, fl ying cars or just appearing or disappearing to a diff erent country or galaxy. Although we see the things as the director wants us to see, we have the possibility to do more than that. Cinema is also an evidence of how societies and humanity are changing, an evidence that will remain forever. Finally cinema has always been related to science too. Th anks to scientifi c observations cinema was born, it has been improving hand by hand with scientifi c discoveries. First, it was impossible to think of images and sound at the same time, today we use special glasses to see a 3D fi lm. Maybe in the future glasses won’t be necessary. What will be the next scientifi c-cinematographic surprise?

Track 26 Lesson 16, Page 79, Brilliant Song!“What to See?”Friday afternoon, where to go? / To the movies I would say so. / What to see? / A comedy, / I don’t agree. / Drama? Adventure? / I’m not sure.

Friday afternoon, where to go? / To the movies I would say so. / A silent movie? / Th ere aren’t any now! / What about science fi ction? / I would rather Action. / Great! Fiction then! / And tomorrow?

Saturday afternoon, what to do? / Let’s go to the movies too. / What to see? / Not a comedy, / I do agree!

UNIT 3 Track 27, Lesson 17, Page 89, Activities 1 & 2Fernando: So, games are as old as humankind.Anabel: Yesterday, we learned that in the Middle Ages there were lots of

games.Miss Judy: Yes, they are as old as art. Games were a way to transmit experiences

from one generation to the next one. Th ey have been used to teach people diff erent things.

Anabel: Do games really help people to learn?Miss Judy: Of course they do. In a game, people learn to be organized. Th ey

engage their attention and use imagination and creativity. But the greatest thing in a game is that you can become so excited while playing, that you learn without noticing!

Track 28 Lesson 17, Page 90, Activity 1 Arturo: Isn’t it funny how a terrible punishment could be turned into an

amazing game?Tania: What are you talking about?Arturo: Yesterday, during History class we talked about the Middle Ages and

the teacher mentioned that one of the most common punishments was hanging.

Tania: Do you mean “hanging” as in the famous Hangman game? Arturo: Correct!Tania: How many chances have we got before guessing the word or

sentence?Arturo: Chances are the same as the number of parts in the gallows, except

for one. We have the base, the pole, the wooden piece for the rope and the rope. Th at makes four chances.

Tania: Don’t forget about the hangman’s body parts: head, chest, legs and arms. Th at adds up to four more chances.

Arturo: You’re right. Eight chances minus one makes seven chances in total. Why don’t we play?

Tania: Great! I’m sure you’ll lose.

Track 29 Lesson 18, Page 92, Activity 1Andrea: How many words are we considering in a sentence for the contest?Fernando: Let’s say between five and six.Andrea: Excellent, who is going to be the coordinator?Fernando: What about Luis? Caro: No way! Luis is playing with us!Luis: I’m sure Marcos wants to be the coordinator, don’t you Marcos?Marcos: Yes, of course! I’ll help you coordinate the contest. So there will be

three students per team. Is the use of contractions allowed at this stage?

Andrea: I don’t think so. I think we can use contractions later to increase diffi culty and make the contest more interesting.

Caro: Excellent! So, to reach the fi nal stage of the contest the teams can use contractions in the sentences. Are we missing any other rule?

Marcos: A student can’t participate continuously. Th at means that the same player cannot participate one turn after another in a round of turns. Th ey must wait two rounds until they can participate again.

Luis: Let’s share the rules with the other four teams.Fernando: I can’t wait to start the contest.


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Track 30 Lesson 18, Page 93, Activity 2a. Th ere emerged many new forms of literature.b. Troubadours appeared in Southern France.c. Dante wrote Th e Divine Comedy.d. Chess was also incorporated as many games.e. Middle Ages gave birth to important inventions.

Track 31 Lesson 19, Page 96, Activity 1Crusades, land, series, thousands, holy, Christian, war, done, release, states.

Track 32 Lesson 19, Page 97, Activity 2Crusades took place during the Middle Ages.Where does the word Crusade come from?Did the Crusades cause lots of deaths?Chess was also invented, as were many other sports and games.

Track 33 Lesson 19, Page 98, Activity 1“High Middle Ages”Th e High Middle Ages took place during the 11th, 12th and 13th centuries. It was a period of innovations with gunpowder being successfully incorporated into Asian warfare. In only three centuries, more discoveries were made than during the whole previous millennium! During this time, the population of Europe grew very quickly and people began to concentrate in cities. Products and ideas began to move between these cities, which led to many scientifi c discoveries and inventions. During this time period, Christianity also became the dominant religion in Europe, which brought greater peace throughout the region. However, the Pope wanted to banish the other religions practiced in Eastern Europe and the Holy Land. He called for a Holy War and kings and nobles agreed to fi ght in order to spread Christianity. Th ese wars were called Th e Crusades.

Track 34 Lesson 20, Page 100, Brilliant Magazine!“Medieval Literature!”At the beginning of the Middle Ages the breakdown of Roman Society led to many problems. One of them was that illiteracy rose incredibly in the West as most Roman schools and libraries stopped operating. Th e Christian Church was the only institution that survived the fall of the Empire mostly intact. Bishops, who still studied and knew how to write properly, became more important in this newly-created society. Early medieval books were painstakingly hand-copied and illustrated by monks.

Language saw further development during the Middle Ages. Rules for using capital and lowercase letters were developed. Books were treasures, rarely shown openly in a library, but rather, kept safely under lock and key. Finding someone who might loan you a book was a true friend. Some might rent out their books, while others, desperate for cash, might turn to the book as a valuable item to be sold. Much of medieval literature relied on allegory to convey the morals the author had in mind while writing. One example of this is Th e Divine Comedy by Dante Alighieri.

Although an important amount of medieval literature is anonymous, there were also extraordinary writers such as Geoff rey Chaucer. Known as the Father of English literature, he is considered the greatest English poet of the Middle Ages. One of his major works was Th e Canterbury Tales which is a collection of stories that were told as part of a story-telling contest by a group of pilgrims travelling together on a journey to Canterbury. Pilgrims were knights, pardoners, summoners, clerks, priests and nuns basically who had characteristics that we can easily recognize nowadays in the people around us.

Track 35 Lesson 20, Page 101, Brilliant Song!“Th e Dark Ages Song!”Black and brown throughout the town / thieves and pirates were hanged no bluff ! / It was really a complete mess all around / diseases and famines were common stuff .

But troubadours sang like doves! / Th ey sang of triumphs and sang of love. / Dark Ages? I don’t think so. / Dark Ages? I don’t think so.

Checkers and cards were played. Oh, yeah! / No matter the class was super low, / drums and whistles were also played / and chess was played by many a pro.

But bringing good times to enjoy. / No matter! Good times for every girl and boy. / Dark Ages? I don’t think so. / Dark Ages? I don’t think so.

Excellent pieces of literature, poetry and plays! / And lots of inventions and discoveries, / architecture excelled I’m so amazed! / Doors opened to great opportunities.

Th en green, yellow, pink and white! / Many new colors came in sight. / Dark Ages? I don’t think so. / Dark Ages? I don’t think so.

Track 36 Lesson 21, Page 105, Activity 1Th is device can be operated manually or by electricity. It shaves away the worn surface of a pencil.

Track 37, Lesson 21, Page 105, Activity 2.Th ere are eight metal or plastic pieces that are put together to make this mechanical device or tool; however, the most important parts are the head and the base. Connected to the head is the magazine, which holds the staples. Th e head is connected to the base by a hangar, which is soldered in place. Th e pin at the back of the stapler allows the head to swing up and down for staples to be loaded and, in some models; it opens up completely so that the user can tack items to fl at surfaces. Inside the stapler you will see two springs: one spring pushes the staples down the magazine to reload the stapler and the other spring pushes the stapler’s head back to its original position after stapling a document. On the base, you’ll see the anvil, which is a metal plate with two small holes where the staples go through to be bent in order to secure the pages when stapling a document.

Track 38, Lesson 22, Page 109, Activity 1A blender only works when proper use and care is taken. Th e pitcher should always be locked into place, the lid tightly secured and the base should be on a flat and even surface before using it. Caution should always be heeded around the stainless steel blades. Only the proper types of food in small quantities should be put into the pitcher to assure the blender works correctly.

Track 39 Lesson 23, Page 113, Activity 1Teenager 1: Look at this beautiful sunset! Let’s take a picture, but hurry up

because it’s getting dark.Teenager 2: But if I take the picture, I won’t be in it with you.Teenager 1: Why don’t you ask that kid for help?Teenager 2: Excuse me, could you take a picture of us?Child: I’m not sure; I don’t know how to use a camera.Teenager 2: It’s very easy; the only thing you have to do is point the camera at a

well-lit area, look through the viewfi nder and turn the diopter dial until the scene you are framing appears sharp and focused.

Child: What? I didn’t imagine that taking a picture was that diffi cult!

Track 40, Lesson 24, Page 116, Brilliant! Magazine“Environmental Sustainability!”Technology has helped communication to increase speed, clarity and proximity making the world a smaller place to live in. It has also contributed to healthcare by developing medical devices, new medicines and treatments that allow people to recover sooner or avoid illnesses. On the other hand, problems our society is facing, such as the overconsumption of natural resources, nuclear accidents, and production of greenhouse gases are the result of the irresponsible use of science and technology. We must stop and repair the environmental damage we have caused. Now, there is a new way to view technology: Environmental Sustainability.

Environmental Sustainability means meeting the needs of the present generation without compromising the ability of future generations to meet their own needs. Th e United Nations has set diff erent goals to ensure environmental sustainability by integrating the principles of sustainable development into country policies, programs and reversing the loss of environmental resources. Our society has committed to science and technology for the near future, but we must start working right away on the production of clean energy, the development and application of biological and medical research, and increasing knowledge for the benefi t of humankind.

Track 41 Lesson 24, Page 117, Brilliant Song!“Th anks to Technology!”We have fun, / we can run, / we are healthier, / so we’re happier.Th anks to technology! / Nature we owe you an apology!We can play, / we can study, / we live further, / communication’s easier.Th anks to technology! / Nature we owe you an apology!Let’s apply a methodology to / support ecology!Th anks to technology! / Nature we owe you an apology!


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UNIT 4Track 42 Lesson 25, Page 126, Activities 1 & 2Diana: Hi Mariana, happy birthday!Mariana: Hello Diana, thanks but I missed you, what happened?Diana: You have no idea, we’re just arriving, there was a problem in the

highway and we couldn’t pass until this morning, but I’ll tell you tomorrow. How was your party?

Mariana: You’re not going to believe it but in the beginning there was no music.

Diana: No music? Juan was supposed to bring the CDs!Mariana: You’re right, but the CD player never worked.Diana: I can’t believe it!Mariana: Th ank God my brother was around, he lent us a special connector

that’s plugged into a radio so we could connect iPods, it turned out better because that way we listened to many diff erent kinds of music and danced all night long.

Track 43 Lesson 25, Page 127, Activity 1Ivan: What was the best thing you did last holidays?Andres: As you know, we went to Veracruz and there, we had the chance to

practice canoeing.Ivan: I’m sure the rapids were exciting.Andres: You have no idea.Sandra: Remember the day when we almost failed History?Monica: How can I forget it? Th e printer at the library went off , I almost died.Sandra: Fortunately Mr. Simon’s secretary could help us.Monica and Sandra: And we could deliver our project on time!

Track 44 Lesson 25, Page 127, Activity 2Emilio: What’s up? You seem terrible!Yoli: I was walking to the counselor’s offi ce when I slipped, fell down and

dropped all my papers and notebooks.Emilio: Did you get hurt?Yoli: Actually I didn’t, I stood up quickly, hoping nobody had seen me,

when Rafael, the handsome 3rd grader ran after me asking if I was all right. Th at was really embarrassing!

Track 45 Lesson 26, Page 130, Activity 1Mrs. Th omas: All right, let’s continue with your anecdotes, Marcos it’s your turn. Th e rest

of you please pay attention.Marcos: When I was a little boy my family and I used to go to my

grandparents’ house. Th ey lived in a small village near a river. All our holidays were great, because we met with our cousins and we had many adventures together. Four years ago, my grandparents had their house painted and the painters left some paint outside the back door. At the beginning, we were trying to paint the shed’s door, but by accident my cousin splashed some drops on the rest of us so the war began and we ended up completely covered in brown paint, it was a little bit diffi cult to take off the paint. Our parents went mad but we were so happy that we even enjoyed the scolding.

Track 46 Lesson 26, Page 132, Activity 1Mrs. Th omas: Raise your hands to share an experience from your childhood. Okay,

fi rst Rodrigo, then Tere, Andres, and Lea.Rodrigo: When I was a baby I had my hair cut every month. My look has

changed a lot since then.Tere: I used to jump the rope with my friends at school.Andres: My brothers and I sometimes rang door bells and ran away.Lea: I never liked playing with dolls but my parents insisted on buying

them.Jaime: I usually had my ears cleaned and got my nails cut.

Track 47 Lesson 27, Page 134, Activity 1Jesus: My mom had a sort of magical touch, everything she said turned

out to be true!Marina: Your mother? I think that all mothers have that touch.Erika: What are you talking about? I don’t understand.Jesus: When I was a kid my mom told me “Don’t touch the bulb because

it is hot!” I didn’t listen to her advice and got burned.Erika: I see what you mean, once my mom said “Be careful because the

fl oor is wet, don’t run or you will fall.” I didn’t pay attention, ran across the fl oor and fell down.

Marina: What can you say about this Mario?

Mario: Well actually my mom always told us “Don’t play with the ball inside the house!” guess what! We played inside and hit her favorite fl owerpot which broke into tiny pieces… I’m sure you can imagine the rest.

Marina: Ha, ha, ha. Something similar happened to us when she said “Jump with that rope outside!” We didn’t and the rope hit my dad’s trophy.

Erika: What about “go to bed early because it’s impossible to wake you up in the morning”.

Jesus: Maybe you should listen to them more often.

Track 48 Lesson 27, Page 135, Activity 2Professor Ruiz: All right, Ramon, today is your turn to start.Ramon: Sir, I’m not sure I can.Professor Ruiz: Just relax and talk about something you like or enjoy.Ramon: What about hobbies?Professor Ruiz: Excellent! Class, take your seats and pay attention please.Ramon: Many of us like collecting things as a hobby, but we don’t like

collecting the same things we used to collect when we were kids, do we? Carmen, what do you think about your collecting things?

Carmen: Collecting?Professor Ruiz: Collecting like bringing things together from diff erent places, for

example.Carmen: I think that you can collect things when you have the time and

space in your room, don’t you think Carlos?Carlos: She says so because I had to give away my entire collection of cars

because I didn’t have enough space and my mom was a little bit mad with my mess.

Ramon: Who is collecting anything? Manuel?Manuel: I like collecting stamps. I used to collect movie stamps, now I like

collecting stamps or cards of football players. Tina, what are you thinking about?

Track 49 Lesson 27, Page 136, Activity 1Mrs. Toledo: Good morning dear students, I’m Lorena Toledo. I’m going to be

your counselor this year.Jimena: Counselor?Mrs. Toledo: Th e person who will help you with any problem you may have at

school such as marks, discipline, subjects, etc.

Mr. Torres: Good morning students, take out a piece of paper, you have a surprise exam.

Pedro: Exam?Mr. Torres: Surprise exam!

Miss Ale: Attention please, hand in your autobiographical anecdotes!Pedro: But teacher you said “Please bring your autobiographical anecdotes

on Monday”.Miss Ale: Precisely.Pedro: Today is Tuesday!Miss Ale: I know, but yesterday was a holiday and we didn’t come.Pedro: Exactly so projects must be for next Monday.Miss Ale: I’m afraid you didn’t do it, did you?

Track 50 Lesson 28, Page 138, Brilliant Magazine !“Autobiography!”An autobiography is the story of a person’s life, written by that person. It is sometimes related and even confused with a memoir, which is also an account by somebody, especially famous, about their life and experiences; nevertheless a memoir focuses in feelings and emotions rather than the life of the writer.

Some people say that autobiographies are subjective and sometimes authors change or recreate history. Everybody has a story to tell, in order to capture all the stories of your life and keep them intact, it is an excellent idea to write an autobiography. Th e most popular style to organize an autobiography is in chronological order and it could be easier if you make a timeline highlighting the most important experiences.

Th ere are some diff erent ways to use words inside a sentence whether you write in American English or British English. Th e two most important diff erences are: British use “and” to separate two activities, for example “Come and see what I’ve found” whereas Americans omit it “Come see what I found”; the other diff erence is the use of “prepositions” before days in British English, for example “My mom went there on Tuesday” whereas Americans would say “My mom went there Tuesday”.


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Track 51 Lesson 28, Page 139 Brilliant Song!Sweet Memories!

Candy, popsicles, gum and cake, / games and tricks and jokes with friends. / Oh, oh, sweet memories come back again!

Classes and holidays shared by all / amazed with the glorious colors of fall / running through dry leaves with their familiar smell. / Skipping along to a chiming Church bell.


Remembering happy parties and fests / playing with favorite toys and pets / everyone dancing on the streets / sharing good times and tasty treats.


Remembering Halloween zombies and ghosts, / chasing incredible dreams and hopes, / laughing and crying, cheering and fi ghting. / Th ose were the times I loved the most.


Track 52 Lesson 29, Page 142, Activity 2“British Customs and Traditions”Most popular and colorful British customs come from early celebrations marking the passage of the seasons, such as those surrounding the advent of spring or midsummer at Stonehenge. Another source of British customs are festivities and rites associated with the Christian Church, such as Christmas and Easter. Some pre-Christian religious ceremonies have become so closely associated with later church customs that they mixed and are now inseparable from each other. Dramatic historical periods or particular events have had repercussions on British customs. Th e Industrial Revolution was probably the most devastating, because a lot of people had to move from the country to the huge manufacturing cities.

Track 53 Lesson 30, Page 147, Activity 2Chef: Apart from cattle, the Spanish also introduced to Mexico rice, wheat, and

barley as well as olive oil, wine, almonds, parsley and many spices. Chocolate played an important part in the history of Mexican cuisine. Th e word “chocolate” originates in Mexico’s Aztec cuisine, derived from the Nahuatl word xocolatl. Chocolate was fi rst drunk rather than eaten. It was used as currency as for religious rituals. Chocolate was also an important luxury good throughout pre-Columbian Mesoamerica, and cacao beans were often used as currency. As for British traditional food they learned quite a bit from the colonies, from East Asia (China) they adopted tea (and exported the habit to India), and from India they adopted curry-style spicing, they even developed a line of spicy sauces including ketchup, mint sauce, Worcestershire sauce, and many others.

Track 54 Lesson 31, Page 151, Activity 1Teacher: Every year on March 17th, the Irish people honor their patron saint, Patrick,

also known as Saint Pat or Paddy. Th e legendary saint is said to have driven all the snakes from Ireland. His symbol is a shamrock, so the Irish wear shamrocks on his day. People celebrate this day all over the world with parades during the day and special dinners at night of corned beef and cabbage, traditional Irish fare. People wear green clothing, badges, buttons or ribbons on the day as this is the color associated with the Emerald Isle and the shamrock. Th is is known as the custom of wearing the green.

Track 55 Lesson 32, Page 154, Brilliant Magazine!“Diff erent Views of Culture in English Speaking Countries!”Culture is defi ned as the customs and beliefs, art, way of life and social organization of a particular country or group. Th is is why aspects such as food, dress codes, festivals and holidays, are considered important examples of culture.

Talking about food in England we can fi nd good-looking chefs, dressed in hard-wearing clothing, preparing dishes like Yorkshire pudding which is not usually eaten as a dessert like other puddings but instead as part of the main course or a starter. Th is pudding is made from fl our, eggs and milk, is a sort of batter baked in the oven and usually moistened with gravy. Th e traditional way to eat a Yorkshire pudding is to have a large, fl at one fi lled with gravy and vegetables as a starter of the meal. Th en when the meal is over, any unused puddings should be served with jam or ice-cream as a dessert. On the other hand, the famous Toad-in-the-Hole is similar to Yorkshire pudding but with sausages placed in the batter before cooking.

Another important part of culture. A dress code is a set of rules that dictate what clothes may be worn together. Th e classifi cation for these codes depends on the level of formality and time of day. Most countries base their codes in the traditional Western dress, this includes the majority of English speaking countries and Mexico; however, there can be some diff erences, for example, when English men go to the opera, ballet,

charity balls or royal events they must wear a black or grey jacket with black or gray striped suit pants, white shirt, grey tie, black socks, black lace up shoes and a grey or black hat that must be taken off when they are inside; women wear evening gowns, a shawl made out of an expensive fabric, shoes to suit the gown and formal opera length gloves in white or coordinated to the gown, only removed when dining. In Mexico, although people dress formally, there is no comparison with the British way.

Track 56 Lesson 32, Page 155, Brilliant Song!“Culture!”Culture! Hey! / It’s not just architecture or sculpture. / Culture! Hey! / It’s not just food and holidays. / It’s not just the way you celebrate birthdays. / Culture!

Culture is eating a traditional dish / like a tasty plate of salty fi sh and chips. / Culture is learning a brand new language / so pack all your bags and pay your passage / to take off and explore around the world trip!

Culture! Hey! / It’s not just architecture or sculpture. / Culture! Hey! / It’s not just food and holidays. / It’s not just the way you celebrate birthdays. / Culture!

Culture is celebrating independence, / we honor the founders, so brave and valiant. / Culture is a dancer who moves with grace. / It’s a rock concert, music in your face! / Fashion, art or poetry. What’s your preference?

Culture! Hey! / It’s not just architecture or sculpture. / Culture! Hey! / It’s not just food and holidays. / It’s not just the way you celebrate birthdays. / Culture!

UNIT 5Track 57 Lesson 33, Page 165, Activity 1Professor: Please consider that you are able to build many things, fi nd diff erent solutions and possibilities to solve a problem. However, it doesn’t mean all the solutions can come true. No matter your character, your family and formal education, you can choose a personal way of being, all this because you are free. Human beings are free to choose and decide. Freedom is one of your essential characteristics. Freedom is something you share with other human beings. Freedom is not only considering and respecting your own choices, but everyone else’s too. Freedom means that what you do is up to you, but whatever you do takes a responsibility that you must assume.

Track 58 Lesson 34, Page 170, Activity 1Teacher: What do you think about gender equality? Or in other words,

discrimination against girls and women? What are the results of this kind of discrimination? What can we do to avoid it?

Aldo: In my opinion social roles obstruct the potential of girls and women.Luisa: I believe that discrimination takes the power to make decisions away

from girls and women.Andrea: As far as I know, discrimination denies women health care and

education.Paola: In my experience, by recognizing discrimination against girls and

women we could fi ght against it easily.Jose Luis: I would say that entire societies develop when girls and women

contribute equally as community members.

Track 59 Lesson 35, Page 173, Activity 1Teacher: Ok, we’ve been talking about our rights, as we have rights we also have certain responsibilities to one another in order to make sure we all live peacefully together and in safety. Examples of responsibilities you have are:

1. Respect your parents, teachers and people around you.2. Have good behavior at school and at home.3. Always tell the truth and keep your promises.4. Take care of the environment for the sake of everyone living now and in the

future.5. Respect your body, thoughts, and feelings.6. Respect others’ opinions and customs.7. Respect your country.

Track 60 Lesson 36, Page 176, Brilliant Magazine!“Decisions to Make, Responsibilities to Take!”Being young is not easy at all. Today, more than ever, making good decisions and taking responsibilities become a real challenge and depend on how well-informed we are, because our decisions can aff ect the rest of our lives.

Knowing our rights and responsibilities is as important as respecting the rights of others. We must not forget that every action has a consequence and our rights shouldn’t be exercised unless we are aware that we have to accept the responsibilities that come with it.

Young people can look for help or advice from their parents, another relative, teachers or a counselor, but when this is not possible fortunately, there is plenty of information available. If the Internet is your choice, make sure that you look up information on offi cial sites of organizations such as the United Nations, or Human


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Rights Watch or other trustworthy sites from the country or city you live in. Good decisions never hurt anyone and always make you feel good. Being informed makes making decisions easier and safer.

We are aware that young people don’t “like” rules, just keep in mind that a responsibility can be seen as something we can do for other people, for our society and for our environment. It doesn’t matter that you don’t like waiting in lines, or that you fancy a certain fl avor of crisps - respecting others’ opinions avoids arguments. If you know your responsibilities and follow the rules you will live in peace.

Track 61 Lesson 36, Page 177, Brilliant Song!“A Better Future!”Hey! Young people have rights, you know? / Th ey need the same rights as adults, to grow. / All of us here are born free and equal. / We need good information to be happy people.

Let’s get informed. / Let’s know our rights. / Let’s take responsibility. / To make a better future for you and me!

Why should I know my responsibilities? / It improves decision-making abilities. / Knowing what society expects is my right / and increases my awareness and foresight.


I hope you’ll respect my thoughts and feelings / then, I’ll do the same with other beings. / Try it out! It is not all that diffi cult. / Happy, peaceful living is the result.


You know, they say that gender equality / is important to break down unfair boundaries. / Equal treatment between all human beings / is essential for productive and prosperous living.


Track 62 Lesson 37, Page 180, Activity 1Host: For those who have just turned the radio on, good morning again.

Today our guests are nutritionists and we are talking about good eating habits. Dear guests, it is very common to hear that breakfast is the most important meal of the day. Is this right?

Nutritionist 1: Of course it’s right! If you skip breakfast, in the middle of the morning there won’t be any energy to use and you will feel tired and sluggish.

Nutritionist 2: Everyone should eat breakfast to keep the body fueled up, especially children and teenagers who are growing. Skipping the most important meal of the day can cause real problems.

Host: What kind of problems?Nutritionist 1: Th eir growth and development can be harmed; they can get lower

grades at school, have learning and behavioral problems or even develop a nutritional defi ciency.

Host: A lot of housewives and mothers are sending us messages; they basically want to know a way to help their children on this matter.

Track 63 Lesson 37, Page 180, Activity 2Nutritionist 1: Th e fi rst thing parents can do is be a good example by eating

breakfast themselves.Nutritionist 2: Serve nutritious, simple and easy to eat foods.Nutritionist 1: Get your kids and teenagers to eat breakfast sitting down instead of

on the go.Nutritionist 2: Avoid sugary breakfast cereals and donuts in the morning.Nutritionist 1: Cut up diff erent fruits and serve them with yogurt.Nutritionist 2: Make sure that they get a lot of liquids such as milk, fruit juice and

water.

Track 64 Lesson 38, Page 184, Activities 1 & 2Mother: I’m not sure you can go.Antonio: Mom, please! I really want to go!Mother: Please turn the volume of that music down. Th e graduation party is

in three weeks!Antonio: Precisely! We have so many things to work out; and it’s going to be

the party of my life!Mother: I don’t think you are going to go. Look around; this bedroom is like a

battlefi eld, a disaster!Antonio: Come on! It is not that bad, my uniform is in its place!Mother: Your uniform is the only thing in its place! Turn the volume down now!Antonio: Ok, what do you want me to do mom?Mother: What you were supposed to do every day, which is…Antonio: I know… open the curtains and window, make my bed, put my

dirty clothes away with the laundry stuff , dust my night table and

bookcase, arrange my books and notebooks, clean and order my shoes, put every CD in its place.

Mother: Very good! So you really know what to do, what is the problem then?

Antonio: Th e problem is that I sometimes forget about them.Mother: If you want to go to that party, this bedroom must be in order and

shiny at least 21 days from now. Write down on a piece of paper or poster or whatever everything you have to do! Don’t forget to include homework, this way you won’t forget anything again. We will talk then.

Antonio: Ok mom, I swear it will be as you say.Mother: Don’t bring food in here! Look at those cookies!…they have been

there for about…

Track 65 Lesson 39, Page 189, Activities 1 & 2Student A: Can you give us some ideas about how to save water in our daily

activities?Environmentalist: Sure, the fi rst thing is limit the time water runs while you take a

shower; turn off the water when brushing your teeth; don’t let the water run while you are washing your hands.

Student B: Don’t let the water run. Ok, what else can you tell us?Environmentalist: Avoid using the toilet as a wastebasket.Student C: Avoid using the toilet as a wastebasket? What do you mean?Environmentalist: I mean that tissues, insects, hair and other things belong to a

trashcan, not the toilet.Student A: I see...Environmentalist: Tell your parents to run only full loads in the washing machine.

Finally, when washing dishes, tell them to soap up plenty of them, and rinse them in batches to avoid letting the water run continuously.

Student B: Th anks a lot!

Track 66 Lesson 40, Page 192, Brilliant Magazine!“Water!”Maybe because we are so lucky to have it, we forget about the importance of water in our lives.

Our body is mainly water in diff erent forms. In order to carry out all its functions our body needs around 1.5 liters of water per day, this is without considering the quantity of water included in food or any other liquids we drink. We can live several weeks without food but only a couple of days without water.

Water makes Earth unique in the solar system, and probably the only one capable of supporting higher forms of life. Th ree-fourths of the surface of the Earth is covered with water. Water is an unusual compound that commonly exists in large amounts in all three physical states. Unfortunately its properties make water very easy to pollute, this is also why we must take care of it.

Th anks to water we can carry out a great many activities from eating and grooming, energy production, agriculture, to leisure activities and sports. Waterfalls are used to produce electric energy, which is used to make subway and elevators work so we can easily get to our house or apartment. Fortunately, we have water in the bathroom so we can take a shower, wash our hands or brush our teeth and use the toilet. We can also wash our clothes.

In order to understand how important water is for us, imagine what would happen if we did not have water at home for just a day. It would be a disaster, wouldn’t it?

Track 67 Lesson 40, Page 193, Brilliant Song!“Water Activities!”Snorkeling, swimming and scuba diving, / waterskiing, sailing, and canoeing. / A water world of fun for all. / Th ese are activities that water can bring.

Water gives us health, / water gives us life, / water fi lls the earth, / water makes me happy.Washing and cleaning as we sing, / watering our gardens is so exciting, / irrigation

for the farmer’s fi elds. / Th ese are activities that water can bring.Water gives us health, / water gives us life, / water fi lls the earth, / water makes me

happy.Everyday we must think, / when we stop to take a drink, / water brings activities

that give us joy. / A precious treasure for us to enjoy!Playing, working, and importing, / water helps trading and transporting. / Water

helps us go here and there! / Th ese are activities that water can bring.Water gives us health, / water gives us life, / water fi lls the earth, / water makes me happy.

Track 68 (American and British English, page 204)Track 69 (American and British English, page 205)


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department store noun A large store or shop that is divided into several parts, each part selling diff erent type of goods.I love visiting department stores in a mall. It is very practical because I fi nd everything I need.

jewelry nounObjects such as rings and necklaces that people wear as decoration.Th at store has some lovely pieces of jewelry.

leather nounMaterial made by removing the hair or fur from animal skins and preserving the skins through special processes.Th at jacket is made of black leather.

customer nounA person or organization that buys something from a store, shop or business.Today, a customer bought the nicest gift.

catalog noun(BrE catalogue) A complete list of items, for example, of things that people can look at or buy. Th is catalog shows a lot of products!

appliance nounA machine that is designed to do a particular thing at home such as preparing food, heating or cleaning. A microwave is a very useful appliance to warm food.

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stall nounA table or small shop with an open front that people sell things from, especially at a market.My aunt has a fruit stall at the Sunday market.

tie nounA long narrow piece of cloth worn around the neck, especially by men, with a knot in the front.Look at this tie! My father will love it.

wallet nounA small fl at folding case made of leather or plastic used for keeping in bills, credit cards, ID, etc.Have you seen my brown wallet? I need it now!

shop assistant nounA person whose job is to help customers in a shop or store.Th anks to the shop assistant I found the perfect gift for my boyfriend.

savings nounMoney that you have saved in the bank, piggy bank, etc.I have all my savings in my piggy bank.

mobile noun(AmE cellphone) A telephone that does not have wires and works by radio, that you can carry with you and use anywhere. What’s your mobile number?

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goblin nounA small ugly creature that likes to trick people or cause trouble.Th e goblin’s off er of gold coins seems suspicious.

READER'S BOOKVOCABULARY


humble adjectiveShowing you think you have modest pretensions.Mennonite people live a humble life.

feather nounSoft light part that covers a bird’s body.Birds have soft and beautiful feathers. I love watching them fl y.

bonfi re nounA large outdoor fi re for burning waste or as part of a celebration.Lighting a bonfi re is not an easy task.

cartoon nounAn amusing drawing executed for entertaining purposes.Manga is my favorite type of cartoon.

fairy nounA creature like a small person, who has magic powers.Fairies love fl owers.


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spell verb, nounWords that are thought to have magic power or to make a piece of magic work; also a piece of magic that happens when somebody says these magic words.Th e witch is making a magic spell.

storyteller nounA person who tells or writes stories.Miss Lety is a great storyteller.

sorcerer nounA man with magic powers who is helped by evil spirits.Th e sorcerer had an evil look.

motion nounTh e act or process of moving or the way something moves.It is hard to take a picture while runners are in motion.

priest nounA person who is qualifi ed to perform religious duties and ceremonies.Aztec priests used to dance for their gods.

mast nounA tall pole on a boat or ship that supports the sails or holds a fl ag.Pirates hung a special fl ag from the tallest mast.


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fi rst-aid noun Simple medical treatment that is given to somebody before the person can be taken to a hospital. Th e paramedic gave Melissa fi rst-aid after she fell down.

fl ashlight noun A small electric light that uses batteries and that you can hold in your hand.You should have a fl ashlight in case of a blackout.

injury noun Harm done to a person’s body in an accident or a disaster.Th e boy was taken to the ER with serious injuries.

leak verb, nounTo allow liquid or gas to get in or out through a small hole or crack.Th e fl oor is wet because the tap is leaking.

beg regular verb 1. to ask somebody for something especially in an anxious way because you want or need it very much. 2. to ask somebody for money, food, etc., especially in the street.He was begging for some coins to get something to eat.

banish regular verb 1. to make somebody or something go away; get rid of it. 2. to order somebody to leave a place, especially a country as a punishment.Th e king banished him for breaking the rules.





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shelter noun A structure built to give protection, especially from the weather or from attack.Have in mind the location of the shelter in case of evacuation.

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Red Cross noun An international organization that takes care of people suff ering because of war or natural disasters. Members of the Red Cross are bringing food, water and clothes for the victims of the earthquake.

rescue team nounPeople trained to save somebody from a dangerous or diffi cult situation.Th e rescue team saved the child from the fl ood.

sore adjective A part of your body that hurts and is often red, especially because of infection or because a muscle was used too much.Our feet were sore after the long walk.

tent noun A shelter made of a large sheet of canvas or other materials that is supported by poles and ropes fi xed on the ground and that is used for camping.Th e tent was large enough for the whole family.

vaccine nounA substance that is put into the blood and that protects a body from a disease.Get a vaccine to prevent fl u.



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cop noun (informal) A police offi cer.In the U.S., most people call policemen “cops”.

grave yard nounA piece of land, often near a church, where people are buried.In horror fi lms, zombies and ghosts live in the graveyard.

hut noun A small simply built house or shelter.In the American West, pioneer families lived in huts.

blind noun An adjustable window covering usually made of long strips of plastic or rolled fabric.Blinds can be opened to let light into a room.

baggy adjective (of clothes) fi tting loosely.Chaplin wore baggy pants.

alley nounA narrow passage behind or between buildings.Th is is a very dark alley!



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match nounA small stick made of wood or cardboard that is used for lighting fi re.Use a match to light the bonfi re.

mustache noun (BrE moustache) A line of hair that a man allows to grow on his upper lip.My father’s mustache is unique.

race horse nounA horse that is bred and trained to run in races.Silver Blizzard, the racehorse, won fi rst place.

UFO nounAbbreviation for “Unidentifi ed Flying Object.” An object that is believed to be a spacecraft from another planet.Some people saw a UFO over the mountains.

tramp noun(AmE hobo) A person with no home or job who travels from place to place, usually asking people in the street for food or money.Chaplin played the role of a tramp in his movies.

reel nounRound object around which you wind a wire or a fi lm.Silent movies were one-reel length.


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loan noun, verbMoney that an organization such as a bank lends and somebody borrows.My parents go to the bank every month to pay back their loan.

marble nounA small ball of colored glass that children roll along the ground in a game.In the Middle Ages, people had fun playing marbles.

noose nounA circle that is tied in one end of a rope with a knot that allows the circle to get smaller as the other end of the rope is pulled.Th e noose hangs from the gallows.

gallows nounA structure on which people, such as criminals, were killed by hanging. In the past, criminals and murderers died in the gallows.

famine nounA lack of food during a long period of time in a region.When there isn’t enough rain, food disappears and people suff er from famines.

crew noun, verb1. All the people working on a ship, plane, etc. except the offi cers who are in charge. 2. To be part of a crew, especially on a ship.Th e crew of the ship keeps everything clean and in order.


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sin nounA behavior considered to go against religious or moral law.Gluttony is one of the seven deadly sins.

troubadour nounA writer and performer of songs or poetry.Troubadours sang to love and also took news from one village to the other.

weapon nounAn object such as a knife, gun, bomb, etc. that is used for fi ghting or attacking somebody.Pirates used cannons as a weapon to attack ships.

parchment nounMaterial made from the skin of a sheep or goat, used in the past for writing on. Th is is a very old parchment; my father bought it at an antique store.

pilgrim nounA person who travels to a holy place for religious reasons.English pilgrims traveled to the New World to fi nd religious tolerance.

sailors nounA person who works on a ship as a member of the crew.It was nice to see the sailors waving at us.


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plug noun, verb1. A small plastic object with two or three metal pins that connects a piece of electrical equipment to the main supply of electricity. 2. To fi ll a hole with a substance or piece of material that fi ts tightly into it.Electric appliances use plugs to receive power.

pottery noun Pots, dishes, etc., made with clay that is baked in an oven, especially when they are made by hand.Pottery was one of the fi rst tools made by men.

screen noun, verb 1. Th e fl at surface at the front of a television or computer, on which you see pictures or information. 2. To hide or protect somebody or something by placing an object in front of or around them.Flat screens usually have high resolution.

drill nounA tool or machine with pointed end for making holes.Th e electric drill was my father’s favorite present.

chariot nounAn open vehicle with two wheels, pulled by horses, used in ancient times in battle and for racing.Th e chariot was the fastest vehicle in Ancient Rome.

blackout noun A period when there is no light as a result of an electrical power failure.Th e last blackout lasted for about four hours.


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swamp noun, verb 1. An area of ground that is very wet or covered with water and in which plants, trees, etc. are growing. 2. To make somebody have more of something than they can deal with. Th ere are many swamps in Mexico.

wheelbarrow noun (also barrow) A large open container with a wheel and two handles thet you use outside to carry things.Wheelbarrows are an important tool for the construction industry.

windmill noun A building with machinery for grinding grain into fl our that is driven by the power of the wind turning long arms called sails.Windmills are a clean source of energy.

shovel nounA tool with a long handle and a broad blade with curved edges, used for moving earth, snow, sand, etc.Shovels are examples of levers.

screwdriver noun A tool with a narrow blade that is specially shaped at the end, used for turning screws.We need a thinner screwdriver for these tinny screws.

spectacles noun (informal glasses, American English eyeglasses) Two lenses in a frame that rests on the nose and ears, used in order to be able to see better or protect the eyes from bright light.Spectacles were invented in the Middle Ages.


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fall noun, verb 1. To drop down from a higher level to a lower level. 2. An act of falling. Her piggy bank broke and the coins were falling all over the fl oor.

fl owerpot nounA container made of plastic or clay for growing plants in.I would rather buy that fl owerpot, it is bigger.

gorgeous adjective (informal) Very beautiful and attractive; something that gives pleasure and enjoyment. Look at her, she is gorgeous.

disappointed adjective Upset because something you hoped for has not happened or been as good as you expected.Andrew was disappointed at the result of the game.

counselor nounA person who is in charge of helping young people or who has been trained to advise people with problems.At school there is a counselor for every grade.

canoeing noun Th e sport of travelling in or racing a canoe.We went canoeing last holidays.


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grill noun, verb 1. A fl at metal frame that you put food on to cook over a fi re. 2. To cook food over a fi re, especially outdoors.Argentineans love to grill meat.

highway nounA main road for traveling long distances, especially one that connects cities and towns.If you travel on the new highway, you can arrive earlier.

scold verb (formal)To speak angrily to somebody, especially a child, because he/she has done something wrong.His mother scolded him when she saw the bad grades on his report card.

splash verb, noun 1.To make somebody/something wet by making water, mud, etc. fall on them/it. 2. Th e sound of something hitting liquid or of liquid hitting something.Don’t splash me with water from the hose!

slip verb, noun 1.To slide a short distance by accident so that you fall or nearly fall. 2. A small mistake, usually made by being careless or not paying attention.He slipped on a banana peel as he walked down the street.

shed nounA small simple building, usually built of wood or metal used for keeping things.My grandfather keeps his tools in the shed.


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crop noun A plant that is grown in large quantities, especially as food; the amount of grain, fruit, etc. that is grown in one season.Corn is one of the most important crops in Mexico.

glove noun Covering for the hand with separate parts for each fi nger and the thumb.My new gloves are made of wool.

moth noun A fl ying insect with a long thin body and four large wings, like a butterfl y but less brightly colored.Moths fl y at night and they are attracted to bright lights.

clover nounA small, wild plant that usually has three round or heart-shaped leaves on each stem.If you fi nd a four-leaf clover, you will have good luck.

chart noun, verbA diagram that shows relationships between numbers.Th e bar chart shows the diff erences between boys’ and girls’ preferences.

Amerindian nounA native American.Amerindians represent 10% of Mexico’s population.


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SREADER'S BOOKVOCABULARY

striped adjective Marked with a pattern of stripes.You should wear formal, gray or black, striped suit pants.

wealthy adjectiveHaving a lot of money, possessions, etc.Th e king was an extremely wealthy man.

yam bean nounMexican fruit.Yam bean is eaten with lemon and chili.

shawl noun A large piece of cloth worn by a woman around the shoulders or head.Th is shawl is made of a special fabric.

peasant noun A farmer who owns or rents a small piece of land especially in the past or in poorer countries.Peasants ate diff erently from royalty.

parliament nounTh e group of people who are elected to make and change the laws of a country.In the UK, the Parliament consists of the House of Commons and the House of Lords.


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Picture Dictionary

A B

G K

C5



knight noun A man of high social rank who had a duty to fi ght for his king. King Arthur and the Knights of the Round Table are part of British legends.

gender nounTh e fact of being male or female.We must work for gender equality.

gallop verbTo ride a horse very fast.Th e cowboy galloped across the fi eld to get home quickly.

cave nounA large hole in the side of a hill or under the ground. Th e dragon lived in a huge cave.

bookcase nounA piece of furniture with shelves for keeping books on.Most of the books in her bookcase are fantasy stories.

assembly nounTh e meeting together of a group of people for a particular purpose.Th e student council met with the principal to plan the school assembly.


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village nounA very small town located in a country area.Living in a village has many advantages.

threat nounA statement in which you tell somebody that you will punish or harm them, especially if they do not do what you want.Th e dragon was a threat for the villagers.

thought noun Something that you think of or remember.Writing is a great way to express my thoughts.

makeup noun Th e diff erent qualities that combine to form somebody’s character or being; substances used especially by women to make their faces look more attractive, or used by actors to change their appearance.Egiptians had their make up done by artists.

round table adjective Of discussions, a meeting, at which everyone’s opinion is equal.Th e round table on human rights was very interesting.

slave nounPerson who is legally owned by another person and is forced to work for them.Th e slave was punished for not working.


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Picture Dictionary

A B C

F

5


cranky adjectiveSomeone bad-tempered or eccentric.Mrs. Th omas is our cranky neighbor. She does strange things and yells a lot.

curtains noun A piece of cloth that is hung to cover a window.Open the curtains. It is too dark in here!

faucet nounDevice that controls the fl ow of water from a pipe.Turn off the faucet while you soap up your hands.

comb noun, verb 1. A fl at piece of plastic or metal with a row of thin teeth along one side, used for making our hair neat. 2. To pull a comb through your hair in order to make it neat.I comb my hair right after taking a shower.

brave noun, adjective, verb1. A person willing to do things which are diffi cult, dangerous or painful. 2. To have to deal with something diffi cult or unpleasant in order to achieve something.Th e black knight was the bravest of all.

arrange verb To plan or organize something in advance; put something in a particular order; to make something neat or attractive.Th ey arrange the activities for the summer camp.


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VOCABULARY

pavement noun (American English sidewalk) A fl at part at the side of the road for people to walk on.You must always walk on the pavement to avoid accidents.

trunk noun (British English boot) Th e space at the back of a car where you can put things.Th e tools are in the trunk.

tiredness noun Feeling that you would like to sleep or rest.You have to eat and sleep well to avoid tiredness.

stretch verbTo put your arms or legs out straight and contract your muscles.Before any physical exercise, make sure to stretch and warm up.

planner nounA book, computer program, etc., that contains dates and is used for recording information, arranging meetings, etc.I use a planner so I don’t forget any of my daily activities.

hose nounA long tube made of rubber or plastic that is usually used for watering plants or putting out fi res.Th is hose is too short. We need a longer one to reach the tree.


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Composition

How to use it

Th e Composition Section in the Student’s Book is to be used at the end of every unit. Th ese pages can be separated from the Student’s Book for you to review and mark. Compositions become personal, and are a very helpful evaluation tool. Students choose a topic and write a composition, following the writing process they developed in the unit products. You may want to give students at this level a minimum of 35 words and a maximum of 50, to keep them focused on the task. Th e writing process helps students in many aspects of their academic life, as this competency can be transferred to any of the other subjects. Go with students through the illustration in the Student’s Book and make sure they understand that it implies going back and forth through the diff erent steps – that’s why there are two-way arrows.

Prewriting StageAt this stage, students prepare for the writing task.

a) Selecting topic and audienceb) Brainstorming, sharing ideas c) Planning (illustrations, graphic organizers)

Writing a Drafta) Putting ideas on paperb) Start writing ideas

Respondinga) Monitor as many teams as possible, so you can control the length of writingb) Make eye contact with the students c) Don’t tell students what they should write – you provided models alreadyd) Resist making judgments about the writing

RevisingStudents share their work with you and other peers for revision and feedback. Make sure the writing makes sense and includes an opening, a body and a conclusion.

EditingTh is step requires making changes, if necessary. Students look out for:

Words / Length / Spelling / Punctuation / Capitalization / Grammar / Visual Presentation

PublishingTh is stage is where students publish and share their work, as in the unit products. However, the compositions should be shared and published, too.

Suggested comment / questions to ask teams:Who is your audience? Is language appropriate for your audience?What is the title of your writing?Tell me more about this.So you’re trying to say…Read it to me again.What’s the most important thing you want to say?How / Where can you find out more about your topic?Is all this information essential? Is there anything you can delete?Does this attract the audience’s attention?Are the graphics/illustrations clear for your intended audience?

of writing

Composition

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Choose a topic:

Games to Easily Learn English

Th e Most Useful Machine Ever Invented

3

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2.

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Composition

Composition Unit 1

Composition Unit 2

Composition Unit 3

Composition Unit 4

Composition Unit 5

Describe Th ree Products You Want

to Sale

My Favorite Comic

Th e Worst Emergency I Have Ever Faced

My Favorite Movie

Games to Easily Learn English

Th e Most Useful Machine Ever

Invented

Th e Happiest Memory of My Life

Similar Cultural Aspects between Mexico and Th e English-speaking

Country you choose

Rights and Responsibilities of

Teenagers

Importance of Having Good Habitss

Spelling!Spelling is the process or activity of writing or naming the letters of a word in their correct sequence. To learn and practice spelling in a fun and easy way, nothing works better than playing word games. Some suggestions are the following:

a) Crossword Puzzlesb) Hangman c) Scrambled wordsd) Word searche) Spelling Bee

You can organize these types of games within the group to make it easier for your students to write words accurately and for you to evaluate this skill.Spelling is not only a skill, but also a real life competency we should develop in students. Th ey will eventually have the need to spell something out, both in their native language and in the foreign language. English spelling is not easy for students, due to the fact that most words in English are not pronounced the way they are written, unlike in Spanish.Go through the Spelling page in their books, and help them organize spelling games that they fi nd attractive. Organize Spelling Bees, maybe even once every unit. Use your creativity and knowledge of your group to add games of your own. Students will appreciate the fun and the learning!Th e Spelling Section is for you to give dictation to students. Dictation gives students practice in identifying English words and sounds, and practice in spelling. Th e words for this section are from the Picture Dictionary and from the lessons studied. For your reference the words are:

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

1. appliance2. bonfi re3. glitter4. goblin5. handle6. humble7. leather8. savings9. sorcerer

10. stall

1. alley2. banish3. fi rst-aid4. fl ashlight5. hut6. leak7. mustache8. reel9. shelter

10. tramp

1. blackout2. famine3. gallows4. noose5. pilgrim6. pottery7. sailor8. shovel9. swamp

10. windmill

1. counselor2. crop3. disappointed4. gorgeous5. immigration6. parliament7. peasant8. scold9. shed

10. wealthy

1. assembly2. cranky3. gender4. harmful5. knight6. seek7. threat8. planner9. tiredness

10. trunk

Composition

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Choose a topic:

Describe Th ree Products You Want to Sale

My Favorite Comic

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Evidence Files

How to use it

Th e Evidence Files Section in the Student’s Book has the purpose of consolidating the processes students followed during the two products in every unit. Th ese pages give students extra work, to further practice the organization and carrying out of a project similar in process to the ones they already made. Here, students will also develop process-writing skills.

You may wish to revise the steps with students, using the project pages in the Student’s Book, and following the same steps in the production of this supplementary work.

Th e work can be published and shared with other members of the class, family and friends. You can use it as an open class activity, for parents to witness how well their children can work in an English-only environment.

Th is section also gives you an opportunity to mark diff erent areas: collaboration, participation, research skills, speaking and writing skills, reading aloud and attitudes towards learning and sharing.

235

Product Evidence File3

Unit

Choose one of the ideas below. Group and organize yourselves in small teams to make and

present your idea to your teacher and classmates. Have fun!

a. Scrabble.

b. Th e odd one out.

Follow the steps you performed in Unit 3 to organize a game in which you could practice

vocabulary. Th is time, choose the materials you’d like to use and present your work to your

teacher and classmates. Give each member in your team a specifi c role so that everyone

participates in developing the game.


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Product Evidence File

3Unit

Choose one of the ideas below. Group and organize yourselves in small teams to make and

present your idea to your teacher and classmates. Have fun!a. Th e machine you use the most at home.

b. Th e best machine ever invented. Follow the steps you performed in Unit 3 to create a poster about how a machine works.

Th is time, choose the materials you’d like to use and present your work to your teacher

and classmates. Give each member in your team a specifi c responsibility so that everyone

participates in producing and presenting the product.



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Th e following is the list of products we have included in the Evidence fi les and which we hope you fi nd useful for students to expand their knowledge as they have fun and keep on developing skills and strategies to work together with others.

EVIDENCE UNIT 1 -Aa. Clothes and accessories.b. Entertainment (books, CD’s and games)

EVIDENCE UNIT 1 -Ba. Super heroe(s) that save(s) the planetb. Teen heroes.

EVIDENCE UNIT 2 - Aa. How to face an earthquake.b. How to face a drought.

EVIDENCE UNIT 2 - Ba. Cartoon.b. T.V. show.

EVIDENCE UNIT 3 - Aa. Scrabble.b. Th e odd one out.

EVIDENCE UNIT 3 - Ba. Th e machine you use the most at home.b. Th e best machine ever invented.

EVIDENCE UNIT 4 - Aa. Th e funniest situation you have ever lived.b. Th e most embarrassing situation you have ever lived.

EVIDENCE UNIT 4 - Ba. Compare two ancient cultures.b. Compare Mexico’s natural resources with the U. S.

EVIDENCE UNIT 5 - Aa. Gender equality.b. Saving the planet.

EVIDENCE UNIT 5 - Ba. Instructions to prepare scrambled eggs.b. Instructions to take a shower.


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Teaching Tips

How to use Th e Teaching Tips

Classroom management and management of discipline are skills that teachers acquire over time. Teachers normally need some years’ experience before managing a group and applying discipline successfully. Every day, many diff erent things happen in a classroom. Teachers need background knowledge of classroom management, common sense and fl exibility, consistency, a sense of fairness and courage. Teachers also need to know their groups, the developmental stage of the age group and the students’ needs and backgrounds. Every student comes from a diff erent background, even if they all belong to the same community. It is easy to misunderstand body language and certain behaviors. For example, avoiding eye contact, spitting, swearing, and eating chalk may be caused by a wide variety of factors. Get to know your students’ backgrounds so that you can understand the silent messages they send.

A very helpful tool for developing management skills is peer-teacher observation. Invite a more experienced colleague to observe your lesson and give you feedback and valuable ideas afterwards. You can record one of your lessons and listen to it at home, to identify strengths and areas of opportunity. Th is will help you notice what works and what doesn’t.

Poor lesson planning contributes to discipline problems. Students, especially adolescents, can see when the teacher hasn’t fully prepared a lesson, and take advantage of it. Keep your students busy and on task at all times, whether it is on concentration or ludic activities.

Set rules from the very beginning of the school year. If you want to negotiate rules, do so. But if you notice students are not taking the collaborative making of rules seriously, stop the activity and set the rules yourself. Th is way, students know that you are being serious and consistent. Post the rules in the classroom, visible for everybody at all times. Refer to them when students start misbehaving or challenging your authority. Remember to only include rules you are willing and ready to enforce.

Warn students about every consequence that comes from breaking the rules and stick to them. Consistency is the best policy, even if it breaks your heart at times!

Never, under any circumstance, disrespect your students or underestimate their intelligence. Th ey may not know English, but they are intelligent and understand what is going on.

Don’t assume they understand something just because it seems simple to you. Simplify language, repeat as necessary, and rephrase until everything is clear for them.

Praise students’ work, but do not overdo it. Praise when they do something that is beyond your expectations. Praise the student directly and sincerely, for an extra eff ort, for an accomplishment, for extraordinary behavior and collaboration, for a competence or skill well worked with or acquired.

Make eye contact with all students in the class – address diff erent individuals to give shy students the opportunity to shine.

Should you wish to read more on classroom management tips, skills and principles, visit http://www.adprima.com/managing.htm


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Using Rubrics to Assess Performancehttp://www.rubrics4teachers.com/

What is a rubric?

“A rubric is a scoring guide that seeks to evaluate a student’s performance based on the sum of a full range of criteria rather than a single numerical score. A rubric is a working guide for students and teachers, usually handed out before the assignment begins in order to get students to think about the criteria on which their work will be judged. It is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process. Students themselves are involved in the assessment process through both peer and self-assessment.” (Adapted from Assessment Rubrics, [Online] 8 April 2011. http://edtech.kennesaw.edu/intech/rubrics.htm).

Advantages of Rubrics

Rubrics improve students’ performance – when students know what is expected of them and how they will be assessed, they make an extra effort to reach your expectations. They become participants in the teaching and learning process.Feedback to students is fairer and more objective than a single numerical score.Rubrics provide teachers with valuable feedback on students’ strengths and weaknesses.They provide parents with information that is objective and tells them more than a simple mark.

Look at a simple example of a rubric, which you can download for free from: http://www.teach-nology.com/cgi-bin/phonics.cgi


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Bibliography and

Webography

Borras, L. (2008). Salud integral. Mexico City: Ediciones Culturales Internacionales.

Clarke, C., & Parnwell, E.C. (1978). Th e New Oxford Picture Dictionary. Oxford: Oxford University Press.

Conan Doyle, A. (2007). Th e Adventures of Sherlock Holmes. Ann Arbor, Michigan:Borders Group, Inc.

Cositorto, B. (Ed.). (2008). Biografías universales Time Life: grandes protagonistas en la historia de la humanidad. Mexico City: Ediciones Culturales Internacionales.

Cowie, A.P., & Mackin, R. (1993). Oxford Dictionary of Phrasal Verbs. (2nd rev. ed.). Oxford: Oxford University Press.

Galimberti Jarman, B., & Russell, R. (2003). Gran Diccionario Oxford : Español-inglés, Inglés-español. Oxford: Oxford University Press.

Hornby, A.S., & Cowie, A.P. (1994). Oxford Advanced Learner’s Dictionary of Current English. (4th ed.) Oxford: Oxford University Press ELT.

Langner Romero, L., & Chávez Torolero, M. (2009). Formación Cívica y Ética I Recursos Didácticos – Secundaria Ateneo. Mexico City: Editorial Santillana.

Merriam-Webster, Inc. (2008). Merriam-Webster’s Collegiate Dictionary. (11th ed.). Springfi eld, Massachusetts: Merriam-Webster.

Murphy, R. (1985). English Grammar in Use. Cambridge: Cambridge University Press.

Spratt, M., Pulverness, A., & Williams, M. (2005). Th e TKT Test: Teaching Knowledge Test. Cambridge: Cambridge University Press.

Stannard Allen, W. (1980). Living English Structure. London: Longman.

Time-Life. (1994). Enciplopedia ilustrada de ciencia y naturaleza: ecología. Alexandria, Virginia: Time Life Latinoamérica.

Time-Life. (1997). Fuerzas físicas. Alexandria, Virginia: Time Life Latinoamérica.

Waite, M. (2004). Oxford Th esaurus of English. (2nd ed.). Oxford: Oxford University Press.

UNIT 1

Australian Media Pty Ltd. (2008). History of Witchcraft. In Witches.net. Retrieved from witches.net/historyofwitchcraft.htm.

Beare, K. (2011). Making Suggestions. In English as 2nd Language. Retrieved from esl.about.com/od/grammarstructures/a/f_suggestions.htm3.

British Broadcasting Company. (2011). Compound adjectives. In Learning English. Retrieved from www.bbc.co.uk/worldservice/learningenglish/grammar/learnit/learnitv224.shtml.

Capital Community College Foundation. (2011). Adjectives. In Guide to Grammar & Writing. Retrieved from grammar.ccc.commnet.edu/grammar/adjectives.htm.

Donn, D. (2011). Homer’s Odyssey. In MrDonn.org. Retrieved from greece.mrdonn.org/odyssey.html.

Instituto Nacional de Antropología e Historia. (2009). Leyenda del Quinto Sol. In Teotihuacan, ciudad de los dioses. Retrieved from cultura-inah.gob.mx/index.php?option=com_content&task=view&id=92&Itemid=53.

UNIT 2

Attorney-General’s Department, Australian Government. (2011). Droughts – Ready and Able. In Emergency Management for Schools. Retrieved from www.ema.gov.au/www/ema/schools.nsf/Page/Learn_AboutDroughts_ReadyandAble_ReadyandAble.


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Capital Community College Foundation. (2011). Prepositions: Locators in Time and Place. In Guide to Grammar & Writing. Retrieved from grammar.ccc.commnet.edu/grammar/prepositions.htm.

Coastal Carolina University. (2008). Hurricane Plan. Retrieved from www.coastal.edu/emergency/pdfs/hurricanePlan.pdf.

Gibson, M. (2010). Who & Whom. In Professor Malcolm Gibson’s Wonderful World of Editing. Retrieved from web.ku.edu/~edit/whom.html.

Launch 3, LLC. (2011). Safety Tips in Case of Flood. In Solve Your Problem. Retrieved from www.solveyourproblem.com/emergency-disasters/safety_tips_in_case_of_fl ood.shtml.

UNIT 3

Alchin, L.K. (2006). Th e Crusades. In Middle Ages. Retrieved from www.middle-ages.org.uk/the-crusades.htm.

Carr, K. (2011). Th e Middle Ages. In Kidipede - History and Science for Kids. Retrieved from historyforkids.org/learn/medieval.

Gascoine, B. (2001). Inventions and Discoveries. In History World. Retrieved from historyworld.net/wrldhis/PlainTextHistories.asp?groupid=1410&HistoryID=ab23&gtrack=pthc.

Gundrum, C. (2010). Simple Machines. In Mikids.com. Retrieved from www.mikids.com/Smachines.htm

UNIT 4

Australian Government. (2009). Christmas season celebrations in Australia. In About Australia. Retrieved from australia.gov.au/about-australia/australian-story/christmas-season-celebrations.

Barrow, M. (2011). What special foods are eaten during festivals in England? In British Life & Culture. Retrieved from woodlands-junior.kent.sch.uk/customs/questions/festfood.htm.

Capital Community College Foundation. (2011). Past Progressive Tense. In Guide to Grammar & Writing. Retrieved from grammar.ccc.commnet.edu/grammar/past_progressive.htm.

Drozdow-St.Christian, D. (2011). Canada. In Countries and Th eir Cultures. Retrieved from www.everyculture.com/Bo-Co/Canada.html.

European Cuisines.com. (2011). Pictures of Irish Food. In European Cuisines. Retrieved from www.europeancuisines.com/Pictures-of-Irish-Food.

International Marketing Council of South Africa. (2011). South Africa’s population: In SouthAfrica.info. Retrieved from www.southafrica.info/about/people/population.htm.

Learn English Network. (2011). British Food. In Learn English Network. Retrieved from www.learnenglish.de/culture/foodculture.htm.

Mastin Mallory, K. (2011). Irregular Plurals List. In English-Zone.com. Retrieved from english-zone.com/spelling/plurals.html

Woolf, V. (2009). Th e Death of the Moth, and other essays. In Ebooks Adelaide. Retrieved from ebooks.adelaide.edu.au/w/woolf/virginia/w91d/.

UNIT 5

Central Scotland Youth Project. (2005). Human Rights for Young People. In Central Scotland Youth Project. Retrieved from www.centralscotland-youthproject.co.uk/rights.htm.

Unicef. (2011). Gender Equality. In Unicef. Retrieved from www.unicef.org/gender.

Youth for Human Rights International. (2011). Youth for Human Rights. Retrieved from www.youthforhumanrights.org.


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Extra Activities

Th e following pages include diff erent extra activities which you can work on with your students as pair work activities, small group activities or as a whole group activities. Each extra activity is correlated to the contents and products in each unit and, therefore, can provide extended practice, when needed.

You can also fi nd these extra activities useful for evaluation purposes or for those days when your lesson plan needs a shift.

We sure hope you fi nd them enjoyable and useful in fulfi lling those teaching needs that come up unexpectedly.

THE WRITING PROCESS

Prewriting

Respondingteacher/peer conferenceself/peer evaluation

Editingconventions

Writingorganizationvoiceword choicesentence fluency

Revisingclarifyingreorganizingrefiningusing precise language

Publishing/Sharingbulletin boardwebsiteperformanceauthor´s chair


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Extra Activities

Unit 1 (For pages 239 – 240 Student’s Book)

Have you ever been to a shopping center?

Match the object in the left column to the store in which you can fi nd it. What characteristics of each product would you highlight? Draw or cut out some images in order to make a catalog of goods.

1. A new pair of jeans. ( ) Toy store

2. CD player and iPods. ( ) Entertainment store

3. A table game. ( ) Electronics

4. A blender. ( ) Bookstore

5. A video game. ( ) Jewelry

6. Comics and books. ( ) Boutique

7. A bracelet. ( ) Shoe store

8. A pair of slipper. ( ) Appliances

Note: In the student’s book you’ll fi nd fi rst unit 5, the purpose of that is students can tear out the book pages with what they are going to work fi rst.



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Extra Activities


Unit 2 (For pages 237 – 238 Student’s book)

Environmental emergencies

Order the following environmental emergencies according to the possibility to face them in the place you live and answer.

Earthquake

Drought

Landslide

Hurricane

Flood

Tornado

What do you have to do to face an environmental emergency?

What are the most important items in a fi rst-aid kit?


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Extra Activities


Games with words

Here are some extra ideas to play games using a dictionary.Chinese whispers – to play this game arrange students into teams of 7-10 students each team. Ask them to write down in a piece of paper three sentences (affi rmative, negative, interrogative). Ask students to line up, cut out the sentences and give the fi rst student in the line a sentence and ask him/her to whisper the sentence to the student behind and so on. Ask the last student on the line to say the sentence aloud.Puzzle – group students into teams of four, ask them to write fi ve sentences on a cardboard and cut out word by word. Th en give the pieces to diff erent teams, ask them to put them down and work out the sentences.Diff erent moods – group student into teams of four, ask them to write fi ve imperative sentences. Swap sentences with another team and ask each member of the team to read the sentences aloud as if they were:

a. Happyb. Sadc. Madd. Sleepy



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Extra Activities



English-speaking countries

Choose an English-speaking country from the ones reviewed in class to answer the questions and work out a comparative chart.

1. Five similarities between Mexico and the English-speaking countries you choose which is___________________.

a)

b)

c)

d)

e)

2. Five diff erences between Mexico and the English-speaking countries you choose which is___________________.

a)

b)

c)

d)

e)

Comparative chart


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Extra Activities


Unit 5 (For pages 231– 232 Student’s book)

Round table

Do you agree or disagree with the following statements? Why? Team up according to your points of view (those who agree together and those who disagree in another team) and organize a discussion.

1. Men and women must have the same opportunities.

2. Men must help women with the household chores.

3. Women must stay at home and take care of the house and children.

4. Schedules at work must be shorter for women.

5. Everyone in a family must help with the household chores.

6. We all must take care of the environment.

7. Only developed countries must take care of the environment.


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Fanny Riva Palacio Nery

Teacher's Edition

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