Yes We Can 3

we
Secondary
3
Teachers G
Teachers Guide
u id e
INTRO
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can 3 Teachers book.indd 9/12/11 10:32
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AM
Av. Ro Mixcoac No. 274, Col. Acacias
Del Benito Jurez, C.P. 03240, Mxico, D.F.
Yes, We Can! Secondary is a collective work written and edited by the following team: Griselda Cacho,
Miroslava Guerra, Dominic Wright
Publisher: Justine Piekarowicz

Proofreading: John Barnaby Wright
Design Supervisor: Marisela Prez
Design: Orlando Llanas
Cover Design: Orlando Llanas
Art Direction: Celia Alejos, Karla Avila, Orlando Llanas
Layout and DTP: Gina Castaeda, Karen Esquivel, Erick Lpez, Daniel Meja, Jess Prez, Oscar Pozos
Technical Coordination: Salvador Pereira

Technical Assistance: Susana Alcntara, Julin Snchez, Daniel Santilln
Illustrations: Gustavo Del Valle, Humberto Garca, Guillermo Graco, Grupo Pictograma,
Teresa Martnez, Javier Montiel, Diego Llanso
Photographs: AFP: pp. 40 (The Picture Desk), 40 (Frazer Harrison), 70 (Jiji Press), 70 (Kazuhiro NogI);
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Commons: pp. 55, 61, 95, 98
Richmond publications may contain links to third party websites. We have no control over the content of
these websites, which may change frequently, and we are not responsible for the content or the way it may
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First Edition: July 2012
First Reprint: May 2013
ISBN: 978-607-06-0734-9
D.R. Richmond Publishing, S.A. de C.V., 2012
Av. Ro Mixcoac No. 274, Col. Acacias,
Del. Benito Jurez, C.P. 03240, Mxico, D.F.
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INTRO YWC-Secondary TG3.indd ii 5/21/13 8:39 PM

Contents
Introduction
Teaching Teenagers iv
Course Philosophy and Methodology vi
Course Structure vii
Resources viii
Five-Minute Activities x
Scope and Sequence xi
Unit Notes
Unit 1 a Making Complaints T4
b Expressing Emotions T14
Teachers Corner T23a - T23b
Unit 2 a Experimenting with Science T24

b Reacting to TV Shows T34
Unit 3 a Playing with Language T44

b Writing about History T54
Unit 4 a Sharing the Unexpected T64

b Performing a Play T74
Unit 5 a Preparing a Debate T84

b Organizing Activities T94
Resources
Assessments T104
Tracks T114
Glossary / Bibliography T120
Answer Key (Fiction / Nonction Readers) T121 - T122
Tiii
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Welcome
Welc
come
e to
to Level
Le
L evel
v 3 of
of Yes,
Yes, We
We Can!
Can
n!
In this level, students will be exposed to connectives, register, reexive
pronouns, irregular verb forms, and basic composition skills. In their learning
process, students need your reinforcement, encouragement and patience.
Keep in mind that young students need and want correction. However, you
should always encourage them to speak and write even if their production is
not perfect. Try to create an environment where English is exciting and fun to
learn, where students are free to express their opinions and are encouraged
to be creative. You can make learning a wonderful experience!
Teaching Teenagers
Teen agers
How to Motivate
ore, but not
Not children anym
teenagers nd
quite adults either,
cult place.
themselves in a dif
ions run high
Interests vary, emot
ep. However, the
and frustrations de
is inquisitive and
average teenager
t for knowledge.
has an endless thirs
d the unique
If we can understan
nage learners
characteristics of tee
e teaching
and employ effectiv
rces, we will
methods and resou
enge a teenage
motivate and chall
int erest.
class to learn with
Todays Teenagers
Teenagers look for meaning
in what
they are taught by relating
it to their
own lives. The latest genera
teenagers has grown up sur
tion of Making Decisions
rounded
by text messages, music pla Teenagers appreciate participating
yers,
Facebook, and Messenge in decisions about what happens in
r, among
other means of communic the classroom so that they feel some
ation and
entertainment. Keeping up ownership of and commitment to
to date
with technology and events the learning program. Its important
that
interest teenagers is vital to nd ways to encourage teen
to getting
and holding their attention participation in decision-making
.
without allowing total teen control of
your classroom.
iv Introduction
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Their Identity
Between the ag
es of 13 and 19
teenagers try ou ,
t different iden
and like their te tit ies
achers to see th
as individuals em
with their own
Most teenager ideas.
s prefer their te
to value and re achers
spect them rath
than to be thei er What They Are Like
r friends. Acad
closeness is ac emic
ceptable betw Teenagers have great learning
teachers and te een
enagers, but no potential, but they are difcult
intimate friends t
hip, which is to motivate and manage. It also
regarded with takes longer to build up a trusting
disrespect.
relationship with them, but once
you nd the correct balance of
respect and authority, teaching
teenagers can be a rewarding and
fun-lled experience.
Their L
oo k
We ma
y not li
teens: ke
pants h the look of s
hips, h anging ome
air in t low on
h eir face t h
walk a
nd a m , a pec eir
eyes. B y st u li a
ut their erious look in r
mean appea their
tee ranc
Behind nagers are un e does not
that ha reacha
sensitiv rd shell ble.
e perso , there
fun an n, eag is a
d enga er to le
ging a arn wit
ctivitie h
s.
Their Lives How to Motivate them

leave their lives
Teenagers do not usually As a rule, most teenagers are quite
y often bring
outside the classroom. The self-centered. We should look for
e just gotten a
in their excitement if theyv activities that allow students to
ir bad mood
romantic text message; the express themselves freely and talk
an expected
when they havent received endlessly about a topic they are
bec ause they
phone call; or their anxiety interested in: their own ideas.
abo ut the exam
havent told their parents
atio ns affe ct your
they failed. All these situ
students behavior.
Adapted from: Teaching Teenagers: How to Motivate and Interest Them http://www.suite101.com/content/teaching-
teenagers--how-to-motivate-and-interest-them-a229340#ixzz1JPuogHnq
Introduction v
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Course Philosophy and Methodology
About the Program

Yes, We Can! Secondary exposes students to real-life
situations through interesting oral, written and
visual texts. The program provides a wide variety
of activities so that students can develop their
language skills and prepare for the outside world.
This book has been written to optimize the foreign
language learning process and aims to make Competency
-b ased Tea ching
students effective and active users of English. Students need
to learn to do,
through a lang to know and
uage in orde to be
Yes, We Can! r to gain com
Secondary prov pe tency.
situations an ides commun
d specic activ icative
gain compete ities to help st
ncy in English. udents
Competency-ba This is called
sed teaching.
competent on Students can
ly when three become
knowledge, sk areas are cove
ills and values red:
Methodology ing should take
also must be
a guide or fa
and attitudes.
There
ggests that learn that students cilitator who
This program su l environments: are provided ensures
e different socia learn. This is with opportun
place within thre ludic and the role of th ities to
unity, literary and e teacher.
familiar and comm
ademic.
formation and ac
follows:
are developed as
Language skills pa rt of the familiar
tening are
speaking and lis ading
environment; re
and community ed w ith in the literary
is promot
comprehension n production
ment; and writte
and ludic environ d academic
the formation an
is approached in
environment. students to
e program is for
The purpose of th d knowledge to
th e ne ce ss ary abilities an
acqu ire glish, which
at e in th e so cial practices of En
parti cip municates in
e w ay s in w hi ch a person com
are th ht to interpret
la ng ua ge . St udents are taug
th e and written
uc e co ntextualized oral
an d pr od rn to do what Content
ords, students lea
texts. In other w language as a The lesson topics stem naturally from the related
of English do with
native speakers social environments, which ensures that students
unication.
means of comm are involved in real-life situations and thus learn
when and how to use language. Moreover,
the units are carefully planned so that students
identify with familiar contexts, which makes
learning meaningful and fun.
vi Introduction
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Course Structure
Each level of Yes, We Can! Secondary consists of ve The Self-Evaluation refers students back to The Plan at
units. Each unit covers two social practices of the The Beginning, and helps them evaluate their progress
language in two different environments. In this way, by marking each objective.
each unit is divided into two sections, A and B, which
are organized as follows: Q Tip Box
This provides guidance on how to perform an activity
The Beginning or specic language to help students produce an oral
This section provides students with an overview of the or written text. Read this box with students to make
topic of the unit. It seeks to activate students previous them feel more condent about doing an activity.
knowledge and familiarize them with what they will
Q Worksheets
be doing. Students have a chance to personalize the
topic by means of questions, exercises and tasks in These are found at the end of the Students Book.
which they share their opinions or experiences. There are two worksheets per unit with exercises or
tasks for further practice. The Worksheets may also
The Plan include tips to help students perform the activities
more easily. Students are referred to the Worksheets at
This section is part of The Beginning. It lists the
the optimal moment in the unit. Make sure students
objectives of the unit so that students know what they
use the correct one by looking at the number included
will have achieved by the end of it. It is related to the
in the icon:
Self-Evaluation section at the end of the unit.
Q Portfolio
The Steps
A portfolio is a collection of a students work. It can be
These are a series of activities that lead students to organized in a le, a binder or even a box. Portfolios
acquire the necessary language for the nal product. are a useful tool because students can see their
This section covers eight pages and includes activities progress and evaluate their learning. They can add
to be performed individually , in pairs or in or take away material whenever they want in order
groups . The activities develop from controlled to keep it updated. In Yes, We Can! Secondary students
to free, and depend on the social environment and are encouraged to keep certain pieces of work in their
practices focused on in that part of the unit. For portfolio, but they can also add any other work they
example, if students have to write a text at the end of like. Work suggested for inclusion in the portfolio is
a unit, The Steps will ensure they acquire the necessary marked with an icon:
skills and language to do so.
Q Five-Minute Activities
The Presentation
In order to learn, students need to be exposed to
This is the last section of each unit. It contains vocabulary and structures many times. For example,
clear instructions to guide students to create a nal students may recognize a word after seeing it only
product. By this stage, students will have acquired the once, but it is unlikely they will be able to use it until
necessary language and skills to prepare and perform they have been exposed to the word four or more
the nal task. However, the number of sessions times. The acquisition of language structures and
needed to create the nal product is not stated, as this tenses takes even longer. These Five-Minute Activities
will depend upon students progress and the teachers help recycle and review language students have
preference. It is important to read about the nal already seen. We recommend you do one of these
product in advance so that students have what they activities at the end of each class. You can do them in
need at their disposal when they start working. any order.
The End
This section is found within The Presentation. It
consists of Group Reection and Self-Evaluation sections.
Students complete the Group Reection by answering
a series of questions about their experiences and
performance throughout the unit.
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Resources
Q Language Reference Apart from formal written assessments, you can
The Students Book includes a section with evaluate your students progress in a variety of ways:
explanations of the grammar and examples of the careful analysis of their work, including homework
functional language covered in each unit. The aim is informal oral evaluation as students are working
to provide students with a model so that they can put
observation and systematic record-keeping of
the language into practice effectively.
learners during everyday classroom activities
Q Dictionary a portfolio with a collection of each students work
The Dictionary at the end of the Students Book self-assessment by learners
includes a selection of words taken from the texts of
the units. Each entry includes a Spanish translation,
Q Evaluation Card (photocopiable)
a denition in English and an example of the word There is an Evaluation Card in the Teachers Corner
in a sentence. The Dictionary also presents students at the end of every two-part unit. This Evaluation
with idiomatic expressions from everyday language. Card is divided into two sections. The rst section
It is organized by page and by unit so that students contains a checklist with a set of editing symbols
can easily nd the words they need. The use of the that is used to mark written texts. Whenever students
Dictionary is suggested throughout the course in order produce a written text, they should check their own or
to promote students independence when dealing with one anothers work and use symbols from the list to
unknown vocabulary. It is marked with the following indicate any mistakes they nd. Correcting their own
icon: work is more useful to students than being provided
with the answers. The second section consists of a
Q Bibliography series of questions for students to use in reecting
The bibliography at the end of the Students Book on the correction of their written work and on their
provides students with a selection of books and participation when working with others.
websites. These aim at helping students put into
practice the language they have studied.
Q Worksheets
At the end of the Students Book, students have a
section of Worksheets. There are two worksheets for
every unit. Activities that require a worksheet are
marked with the following icon: 1
Q Assessments
For each two-part unit, there is a two-page
photocopiable assessment at the back of this Teachers
Guide. This assessment guides students to transfer
onto paper what they have learned during the unit.
It focuses on language and / or the skills developed
throughout the unit. When using the assessments,
follow these steps:
1. Make a copy of the assessment for every student.
2. Read all the instructions out loud and make sure
everyone understands what they have to do.
3. Get students to work on the assessment
individually.
viii Introduction
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Teachers Corner
This section is found at the end of each unit.
It provides tips for busy teachers with ideas for
classroom management, class planning, student
evaluation and other similar tasks. It also includes
website and song suggestions.
Time to Read! (Fiction and Nonction

Readers)
A person who wont read has no advantage over one
who cant read. Mark Twain
We are aware of the importance of reading as a part
of everyday life, including the classroom.
Yes, We Can! Secondary is accompanied by a series
of fiction and nonfiction stories to foster the habit
and skill of reading. The stories include a series of
activities to develop reading strategies.
For your convenience, you can find the answers
to those activities in the Answer Key on pages
T121-T122.
Components
Introduction ix
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Five-Minute Activities
Q Detectives Q Describing Feelings
This game provides practice the afrmative, negative Ask students to close their eyes; they might want to
as well as questions to form the past tense. place their heads on their arms. Ask them to think
Choose a volunteer to go outside he or she is the about their day so far, or about a good or special day
detective. Give a coin to one of the students in the they remember. If possible, play some nice music
class to hide on their person he or she is the thief. so they feel relaxed and comfortable. After a few
The detective returns and accuses any member of minutes, students who are willing to do so can say
the class: Did you take the money? The accused, what their feelings are. You can also have students
whether guilty or innocent, answers: No, I didnt take share their ideas and feeling in pairs or small groups.
the money, X (names one of the others) took it.
Q Odd One Out
The detective then accuses X, using the same formula
as before, and so on, until ten or fteen people have Write six words on the board from one broad lexical
been accused (it is up to the students to make sure set. For example, mix, add, pour, experiment, drop, wait.
that the real thief is named). The detective watches Ask students which word does not belong to the others
the accused people and has to try to detect by their and ask them to justify why the word is the odd one
behavior which one is lying. Give him or her three out. For example, the word experiment is the odd one
guesses. out because its a noun, and the other words are verbs
You can use the same procedure with different that can be used to describe the steps to follow in the
questions or situations. For example, saying that context of an experiment.
the criminal did other crimes in order to practice other
Q Oral Cloze
verbs: broke a window, stole a book, ate someones
lunch, etc. The questions can also be different: Read a story or interesting passage, which can be
Do you have / Have you got ? etc. from the Students Book. Stop occasionally before a
key word and get the students to guess what it is going
Q Expanding Texts to be: they can either volunteer the word orally, or
This activity consists of forming grammatical write it down. If the passage is one they have worked
sentences by adding words or phrases. on recently, this can function as a review exercise of
key vocabulary.
Write a simple verb in the center of the board.
Invite students to add one, two or three words to it. Q What Has Just Happened?
For example, if the word was go they might suggest
Write a series of exclamations on the board not
I go or Go to bed! They should go on suggesting
more that about ten. In pairs or groups, students
additions of a maximum of three consecutive words
choose an exclamation, think of an event which
each time, making a longer text until you, or they,
might have caused someone to say it, and write down
have had enough.
a brief description of the event. For example, they
The rule is that they can only add at the beginning might choose What? and write: Someone hasnt heard
or end of what is already written otherwise you will clearly what was just said.
end up with a rather untidy series of additions. Add or
Then they choose another and do the same.
change punctuation each time as appropriate.
After two minutes, invite students to read out their
For example,
sentences without identifying the exclamations that
Go gave rise to them; the rest of the class guess what the
Go to bed! exclamations were.
Go to bed! said my mother.
Go to bed! said my mother angrily.
You must go to bed! said my mother angrily.
You must go to bed! said my mother angrily.
No! I answered.
x Introduction
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Scope and Sequence
Unit 1
a Making Complaints
Social Practice Interpret and convey instructions found in Connectives (e.g. furthermore, on one hand... on the other).
daily life. Infer central sense.
Environment Family and community Detect and interpret technical or specialized information.
Objectives Establish motive or reason for a complaint.
Review complaints about a health service using context clues. Identify main ideas and information that explains or
complements them.
Listen to oral complaints (e.g. through the phone or the
Internet, etcetera) about a health service. Detect expressions to suggest solutions.
Recognize subject matter and purpose. Recognize strategies to emphasize meaning (e.g. rephrasing,
adjusting volume / speed, negotiate meaning, etcetera).
Establish form of communication.
Phonic, syntactic and semantic elements of texts.
Recognize the attitudes of speakers.
Verbs: modal (e.g. can, would).
Relationship between participants, attitude, etcetera.
Acoustic features.
Speech register.
Compose an oral complaint about a health service.
Detect ways to adjust the actions of speaking and listening
(e.g. pauses, rhythm, tone, etcetera). Express motive or reason. Choose word repertoire relevant to
a complaint.
Context clues: sounds, turns of participation.
Use and adapt a pertinent speech register based on the
Determine place or target of a complaint. addressee.
Structure of complaints: opening, body and closure. Use strategies to modify the meaning (e.g. volume, tone,
Interpret central sense, main ideas and some details about a rhythm, amount of details, etcetera).
telephone complaint. Compose expressions to suggest solutions.
Clarify meaning of words either by using an English Use linguistic resources to devise complete ideas in a complaint.
dictionary or from their context.
The Product: Leave a telephone complaint voice mail.
Activate previous knowledge.
Group reection and self-evaluation.
b Expressing Emotions
Social Practice Read and understand different types of Answer questions to infer characters emotional states from
literary texts distinctive of English speaking countries. explicit information.
Environment Literary and ludic Relate emotional states to characters.
Make links in texts using explicit and implicit information
Objectives (e.g. main idea and details that enhance it, sequence of key
Determine subject matter. events, etcetera).
Recognize purpose (e.g. persuade, frighten, etcetera). Distinguish specic characteristics of language (e.g.
Detect intended audience from explicit information. connectives, determinants, adverbs, etcetera).
Identify text arrangement. Organize paragraphs to form texts.
Understand central sense, main ideas and some details of a Complete sentences to express emotional states.
suspense narrative. Describe characters emotional states.
Read and re-read narratives. Make sentences from words that express emotional states.
Use diverse comprehension strategies (e.g. self-questioning, Adjectives: comparative, superlative.
vocabulary, text arrangement and structure, etcetera). Pronouns: reexive (e.g. myself, ourselves), relative.
Elements in narrative: narrator, characters, events, etcetera. Express and justify personal impressions towards a text (e.g.
Detect frequently used words. I didnt like because, It was interesting but, etcetera).
Express and justify personal impressions towards a text. The Product: Create an inventory of emotions.
Listen to others opinions and justications to recognize Group reection and self-evaluation.
different interpretations.
Infer main ideas from details.
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Unit 2
a Experimenting with Science
Social Practice Understand and write instructions. Make questions about the procedures to complete sentences.
Environment Formation and academic Establish number of steps.
Use panels, ordinary numbers or words that indicate
Objectives sequence to point out steps.
Select instruction manuals to perform experiments based on Write simple and complex sentences.
contextual clues.
Verb tenses: simple present.
Examine distribution and function of text and graphic
components. Arrange sentences in a certain procedures sequence.
Recognize text arrangement. Aid sentences with illustrations.
Identify purpose and intended audience. Complete sentences with the descriptions of steps and
activities.
Read instruction manuals.
Punctuation: period, comma, apostrophe, question mark.
Clarify meaning of words.
Read to review punctuation and spelling conventions.
Anticipate central sense through self-questioning.
Verify the arrangement of the sequence in sentences.
Go through procedure components (e.g. steps, descriptions,
activities, times, etcetera). Remove, add, change and / or rearrange information to
improve a text.
Distinguish the details that describe steps. Verb forms:
imperative. Write nal version.
Follow instructions to conrm understanding. The Product: Create an album of instructions for experiments.
Recognize instruction order. Group reection and self-evaluation.
Adverbs of sequence.
Determine procedure components.
b Reacting to TV Shows
Social Practice Interpret and convey information published Identify the function of pauses, rhythm and intonation.
in various media. Point out speech register.
Environment Familiar and community Recognize strategies to rephrase, adjust volume / speed,
negotiate meaning, etcetera.
Objectives
Differentiate main ideas and information that enhances,
Establish genre, subject matter, purpose and intended exemplies or explains them.
audience.
Share emotions and reactions caused by a TV program.
Distinguish set(s) or place(s) where actions occur.
Exchange emotions or reactions.
Determine the roles of participants.
Formulate questions about the emotions and reactions
Distinguish visual effects. caused by a TV program.
Interpret central sense and some details of a TV program. Answer questions about the contents of a TV program.
Clarify the meaning of words. Include the explanation of main ideas during an exchange.
Reect on the relationship between actions, images, dialogues Compose expressions to share emotions.
and sound effects.
Use strategies to repair a failed conversation.
Interpret technical or specialized information.
The Product: Make an oral presentation about a TV program.
Infer the central sense.
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Unit 3
a Playing with Language
Social Practice Participate in language games to work with Compare sentences with and without irregular verb forms.
specic linguistic features. Determine simple past, present perfect, past perfect and
Environment Literary and ludic future perfect in sentences.
Sort out sentences in simple past, present perfect, past
Objectives perfect and future perfect.
Identify games by name. Complete sentences with irregular verb forms.
Recognize subject matter, purpose and intended audience. Compare differences and similarities in the composition of
Determine elements that construct a word game. irregular verb forms.
Recognize function of graphic and text components. Organize irregular verb form groups.
Establish number of words involved in the game. Compose sentences containing irregular verb forms.
Identify participants and role they play. Dictate and list sentences containing irregular verb forms.
Determine number of players and participation turns. Complete irregular verb forms based on one of their parts.
Recognize steps taken by a player to participate in a game. Order letters and words to compose irregular forms.
Language and language games as means to promote The Product: Memory game.
recreational activities. Group reection and self-evaluation.
Locate sentences with irregular verb forms in diverse texts.
b Writing about History

Social Practice Read and rewrite informative texts from a Complete ow charts with information that broadens main
particular eld. ideas.
Environment Formation and academic Rewrite sentences to include information that broadens main
ideas.
Objectives Emphasize and clarify ideas in a text.
Select descriptions of historic events. Determine the order of key events in a timeline.
Activate previous knowledge. Group sentences which give similar information to form
Graphic and text components. paragraphs.
Identify subject matter and intended audience. Write a short report, based on a model.
Recognize text organization. Read to review punctuation and spelling conventions.
Read history texts. Add, remove, change and / or reorganize information.
Identify new terms to broaden vocabulary. Adjust language in accordance to the intended audience
Anticipate subject matter from familiar words or phrases. and purpose.
Point out information about key events. Write a nal version.
Ask questions to differentiate main ideas from secondary The Product: Create an anthology of historical event reports.
ideas. Group reection and self-evaluation.
Recognize order and meaning of a text.
Identify chronological order.
Compose simple and complex sentences paraphrasing main
ideas.
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Unit 4
a Sharing the Unexpected
Social Practice Understand and incite oral exchanges Recognize strategies used to rephrase ideas.
regarding leisure situations. Clarify meaning of words.
Environment Familiar and community Compose sentences to describe unexpected situations.
Objectives Include details to main ideas.
Listen to descriptions of unexpected situations. Determine sequence of enunciation.
Identify subject matter, purpose and intended audience. Produce descriptions of unexpected situations.
Establish the speakers proles. Adverbs of time and place.
Determine the place where an exchange occurs. Use non-verbal communication.
Distinguish attitudes and emotions. Change direct speech into indirect speech and vice versa.
Observe and understand non-verbal communication in an Use strategies to repair a failed conversation.
exchange. Produce descriptions of unexpected situations spontaneously.
Listen to descriptions of unexpected situations shared in oral Maintain an exchange and use strategies to add meaning.
exchange. Anticipate central sense and main ideas to carry out a
Infer central sense from explicit information. conversation.
Formulate questions to understand a description. Adjust diction and intonation.
Recognize ways to describe an unexpected situation. Rephrase ideas.
Identify main ideas and ideas that enhance, exemplify and The Product: Give a testimonial about unexpected situations.
explain them. Group reection and self-evaluation.
Notice English variant.
b Performing a Play
Social Practice Understand and express differences and Clarify meaning of words.
similarities between cultural features from Mexico and Verb tenses: (present continuous and present perfect).
English speaking countries.
Use diverse comprehension strategies.
Environment Literary and ludic
Formulate and answer questions to explain and describe
Objectives attitudes and behaviours.
Revise short plays suitable for a young audience from their Determine current actions, which continue to exist nowadays
oral reading. and / or begin in the past and conclude in the present.
Recognize text arrangement. Participate in the dramatized reading of a short play to aid
its comprehension.
Identify author(s).
Read dialogues from a play to practice pronunciation.
Determine subject matter, purpose and intended audience.
Relate rhythm, speed, intonation and volume with the
Understand central sense, main ideas and details in a short meaning of dialogues.
play suitable for a young audience from shared reading.
Link non-verbal communication with the meaning of
Read a short play. dialogues.
Distinguish stage directions. Perform a dramatized reading of a short play.
Point out genre of a short play (e.g. tragedy, comedy, farce, The Product: Perform a play.
etcetera).
Recognize protagonist(s), secondary character(s) and/or
incidental character(s).
Recognize central sense.
Point out details (e.g. attitudes and behaviours, place and
setting in which the actions occur, etcetera).
xiv Introduction
INTRO
Yes weYWCTG3_sinlogos.indd xiv 14
Unit 5
a Preparing a Debate
Social Practice Produce texts to participate in academic Write agreeing and / or disagreeing arguments about a
events. subject matter of interest to take part in a debate.
Environment Formation and academic Search information from various sources.
Select information to write agreeing and disagreeing
Objectives arguments.
Determine purpose and intended audience. Organize information in agreement or in disagreement with
Predict subject matter from previous knowledge. a personal stance on a graph.
Review a topic of interest from various sources based on Paraphrase information to broaden, exemplify and explain
contextual clues. sentences that express agreeing and disagreeing arguments.
Choose texts about a subject matter of interest in various Emphasize or clarify agreements and / or disagreements.
sources. Employ words and punctuation marks to link sentences in a
Read texts. paragraph.
Anticipate central sense from explicit information. Write a short text that expresses agreements and / or
Clarify meaning of words. disagreements.
Recognize expressions used by the author to express opinions Edit agreeing and disagreeing arguments.
in agreement and / or disagreement about a subject matter. Read to review punctuation and spelling conventions.
Identify main ideas in agreement or disagreement with a Solve doubts and promote feedback.
personal stance. Write a nal version.
Establish connections between a personal stance and The Product: Debate.
information in agreement or disagreement with it.
Use strategies to point out the information in agreement or
disagreement with a personal stance.
Distinguish a link between different parts of texts.
b Organizing Activities
Social Practice Interpret and convey instructions found in Determine speech register.
daily life. Rephrase ideas.
Environment Familiar and community Include non-verbal communication.
Objectives Use strategies to inuence, establish or negotiate meaning.
Listen to instructions to plan a eld trip or visit. Employ strategies to repair a failed conversation.
Recognize place and medium. Offer instructions.
Perceive intentions. Give further explanations to clarify instructions.
Identify volume and tone. Rephrase instructions to conrm comprehension.
Infer meaning from explicit information. Judge the relevance of instructions.
Compose instructions. The Product: Present an activity schedule.
Recognize composition of sentences. Group reection and self-evaluation.
Understand central sense and details regarding a eld trip
plan.
Recognize general information regarding a eld trip plan.
Use words and expressions to link ideas.
Introduction xv
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U t
Unit
Unit 1a 1a Making Complaints

Making Complaints 1 Identify the place in the picture and discuss services you
The Beginning
receive there.
Social Practice Interpret and convey instructions

found in daily life.
Environment Family and community
Objectives
Review complaints about a health service using

context clues.
Common Complaints from Patients
doctor.
f Read these complaints about I had to wait a long time to see the
health services. Mark () the
Before the Book ones that are common in your
The doctor got the diagnosis wrong.
me.
community. The staff at the clinic were rude to
tion.
I was prescribed the wrong medica
Common Complaints Answers may vary.
Write the word complaint on the board and elicit f Add two more complaints. Then discuss The Plan
what causes the problems.
or explain its meaning. In their notebooks, have In this unit you will:
1.
students write down three common complaints they review complaints about a health service
make: My little brother is annoying. I dont like trafc. interpret central sense, main ideas and
some details about a telephone complaint
We get too much homework. Ask for volunteers to share 2.
compose an oral complaint about a
health service
some of their complaints.
The Beginning 4 Unit 1a Review complaints about a health service using context clues.
1 Identify the place in the picture and discuss

services you receive there. on why the problems occur: Why do people sometimes
Have students describe what they can see in the have to wait a long time to see the doctor? Why do doctors
picture: clinic, doctor, wheelchair, stethoscope. Write the sometimes get the diagnosis wrong?
words on the board and model their pronunciation for
the class to repeat. Divide the class into groups and The Plan
have students list services you can receive in a health
Invite volunteers to read the objectives one by one.
clinic. Monitor and provide vocabulary as necessary.
Then get students to share their ideas about the
Elicit ideas and write them on the board.
meaning of each objective. Encourage the class to say
f Read these complaints about health what expectations they have of the unit.
services. Mark () the ones that are common Five-Minute Activity
in your community. Choose an activity from page x and do it with the
Ask students to discuss their own experiences with class.
health clinics. Have several students share their
ideas. Read out each complaint and elicit or explain
the meaning of unfamiliar words with drawings,
denitions, synonyms and examples. In groups, have
students put a check mark beside the complaints that
are common in their community.
f Add two more complaints. Then discuss

what causes the problems.
In groups, have students discuss other complaints
people might make about health clinics. Monitor
and provide vocabulary. Write down some of their
complaints on the board. Then hold a class discussion
T4 Unit 1a
Unit1a_YWCabSec3.indd 4
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The Steps
1 Say whats happening in the pictures. Then listen and check. 1 The Steps
1 2
1 Say whats happening in the pictures. Then

Ambrox
listen and check. 1
Write on the board: appointment, pain, allergic reaction,
ankle. Elicit or explain the meaning of each word and
tell students that they will hear the words in some
3
9
12
3
4 dialogues. Divide the class into pairs. Point to the rst
6
picture and have students discuss what is happening.

Elicit their ideas but dont conrm or correct them at
this stage. Play Track 1. Pause after the rst dialogue
and ask students whether their predictions were
correct. Repeat the procedure with the remaining
f Listen again. Underline the correct options to complete the sentences.
pictures and dialogues.
1. The patients in the conversations are:
a) apologizing b) complaining f Listen again. Underline the correct options
2. The patients in conversations 1 and 2 are upset because:
a) their doctor was late b) theyy received the wrong
g treatment or diagnosis
g
to complete the sentences.
3. The patient in conversation 3 is: Have students read the statements and the possible
a) polite gy
b) rude and angry
4. The patient in conversation 4:
answers. Check everyone understands. Play Track 1
a) wants his dad b) wants a doctor again. Ask students to underline the correct option for
f Answer the questions.
1. doctorpatient 2. mothergirlman
each statement before checking their answers in pairs.
1. Who is speaking in each conversation? 3. patientnurse 4. fatherson
2. Which complaints are made in person and which over the telephone?
person: 2,3 Telephone: 1,4 f Answer the questions.
Listen to oral complaints (e.g. through the phone or the Internet, etcetera) In pairs, have students discuss and answer the two
about a health service. Recognize subject matter and purpose. Establish form
of communication. Recognize the attitudes of speakers. Relationship between questions. Go over the answers with the class. Finally,
participants, attitude, etcetera. Speech register. Unit 1a 5
ask students whether they have ever had a problem
with a health service: Have you ever had to wait long to
see a doctor? Has any of your friends or relatives had this
Objectives problem? Has a doctor or a nurse been rude to you?
Elicit why it is important to complain sometimes in
Listen to oral complaints (e.g., through the phone those situations: Because people who are sick need to be
or the Internet, etcetera) about a health service. treated quickly and well. When we complain, we can
Recognize subject matter and purpose. make a difference for the next patient. Explain that we
all need to complain politely without getting angry.
Establish form of communication.
Recognize the attitudes of speakers. Time to read! Nonction pp. 5-8
Relationship between participants, attitude,
etcetera. Ask students if they live with elderly people
Speech register. (grandparents, aunts, etc.). Have them tell you
what these people need besides love and care
Preparation Write these complaints on slips of
(medical attention, medicine, etc.). Ask students to
paper: The doctor made us wait a long time. The
turn to page 5 and read the title aloud. Explain
medicine was too expensive. The nurses were rude to
that we say Hear me out when we want someones
me. The oor was dirty. The injection hurt my arm.
attention. Elicit ideas about the topic: People
The clinic was closed.
complaining about lack of attention to their problems.
Next, have students read the corresponding pages
Before the Book on their own. When they have nished, ask: What
country is the information from? Whats a nursing
Complaint Charades home? (A place where old people live if they cannot live
Have a pair of students come to the front of the with family or on their own.) Finally, invite volunteers
classroom and show them a slip of paper. Tell them to say what more they can learn from this reading.
to act out the complaint written on the paper without
saying a word. Have the rest of the class guess what
Five-Minute Activity
the complaint is. Repeat the procedure with the
remaining complaints. Choose an activity from page x and do it with the class.
Unit 1a T5
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10/18/11 4:06 PM
2 Listen to a conversation between Sarah and a laboratory clerk. Say what Sarah's
problem is. 2
Objectives Sarah wants some test results.
Reception
/DERUDWRU\
Recognize subject matter and purpose.

/DERUDWRU\
Recognize the attitudes of speakers.

/DERUDWRU\
Detect ways to adjust the actions of speaking and

listening (e.g., pauses, rhythm, tone, etcetera).
Context clues: sounds, turns of participation. /DERUDW
RU\
Relationship between participants, attitude,

etcetera.
Preparation Write these adjectives on slips of
paper: polite, rude, angry, bored, excited, sad,
f Listen again and answer the questions.
embarrassed, nervous.
1. How does Sarah's tone of voice change during the conversation?
It becomes less polite.
2. Why does it change?
Before the Book She gets angry.
3. Why do you think she pauses on some occasions?
Tone Words To calm down.

4. How would you describe the clerks attitude?
Write on the board: How may I help you? Give a Rude.
volunteer a slip of paper and have the student read f Write three things that you would do in Sarah's situation.
1. Answers may vary.

out the question on the board using the tone of the
2.
adjective on the paper. Ask the rest of the class to
3.
guess the adjective. Then write the adjective on the f Discuss with your teacher what the best solution would be.
board and have the class say the question with the
correct tone. Recognize subject matter and purpose. Recognize the attitudes of speakers. Detect
ways to adjust the actions of speaking and listening (e.g. pauses, rhythm, tone,
etcetera). Context clues: sounds, turns of participation. Relationship between
2 Listen to a conversation between Sarah and 6 Unit 1a participants, attitude, etcetera.
a laboratory clerk. Say what Sarahs problem

is. 2
f Discuss with your teacher what the best
Point to the picture and have students predict what
the conversation will be about. Elicit ideas but dont solution would be.
conrm or correct them at this stage. Play Track Elicit possible solutions and write them on the board:
2. In pairs, have students discuss if the predictions complain to the manager, explain to the clerk that it is
were correct. Elicit that Sarahs problem is that the important to be polite, ask the clerk if there is a reason
laboratory clerk was rude and did not even look for why she is rude, etc. Make sure students explain their
Sarahs test results. suggestions. Discuss as a class which solution seems
like the best option.
Write these words on the board and elicit or explain
Value
their meaning: rude, polite, results, blood test. Read
the questions with the class and check everyone Maturity
understands. Play Track 2 again. Have students write Tell students that its important to be mature
the answers. Nominate open pairs to ask and answer when dealing with problems. Point out that there
the questions. is usually more than one way to react and that
the best thing to do is consider the options and
f Write three things you would do in Sarahs
their consequences. Ask What would happen if Sarah
situation. started yelling at the clerk? What would happen if Sarah
Tell students to imagine that they are in Sarahs asked to see the manager? Which solution is best?
situation and that the laboratory clerk has treated
them rudely. Ask them what they would do. In pairs,
have students write three possible responses.
Choose an activity from page x and do it with the
class.
T6 Unit 1a
3 Listen to what Sarah did next and say where she is now. 3
Sarah got the results of a different person decided to complain.
Sheswith the manager now.
f Listen to the conversation again. Underline the correct option in the speech bubbles. For each problem, have students write a possible
solution. Have several volunteers share their ideas.
1. I want to 4. Thats not
complain / talk bad / good
g at all.
about a member I do apologize. 3 Listen to what Sarah did next and say where
of your staff.
she is now. 3
5. I promise it Ask students what problem Sarah had and remind
2. She was very
will / wont
happen again.
them of key vocabulary: results, blood test, rude. Play
angry / rude.
Track 3. In pairs, have students discuss where they
think Sarah is now. Elicit that she is talking to the
manager of the laboratory.
3. First,, / Then she 6. I'll go and get
said the results the results in a
weren't ready. g now.
minute / right f Listen to the conversation again. Underline
f Complete the sentences about Sarah's two conversations. Write 1 or 2. the correct option in the speech bubbles.
1. The laboratory worker in conversation 1 is very rude.
2. Conversation 2 is more formal.
Read the speech bubbles with the class and elicit or
3. Sarah remains calm in conversation 2 . explain the meaning of new words. Explain that
4. The person apologizes in conversation 2 . students will listen to the track again and underline
f Answer the questions with a partner.
Possible answers: the correct option in italics in each speech bubble.
1. How does Sarah begin her complaint above? What does she say at the end.
I want to complain about... Play Track 3 again and have students complete the
2. Why is it important not to interrupt when someone is making a complaint? activity. To check, invite pairs of volunteers to act out
Its rude.
3. Should you ever raise your voice when you make a complaint? Why or why not?
the dialogue imitating the peoples tone of voice.
No, becuse people will not listen to you.
4. What should your attitude be when expressing a complaint? Why? f Complete the sentences about Sarahs two
Polite. Because then people listen to you.
5. Do you think Sarah was right to make a complaint? conversations. Write 1 or 2.
Answers may vary.
Explain that conversation 1 refers to Sarahs
Listen to oral complaints about a health service. Determine place or target of a
complaint. Recognize the attitudes of speakers. Context clues: sounds, turns of conversation with the clerk, and conversation 2 with
participation. Structure of complaints: opening, body and closure. Unit 1a 7
the manager. In pairs, have students decide which
conversation each sentence refers to.
Objectives Language Awareness

Listen to oral complaints about a health service. Using Do / Does to Emphasize Meaning
Determine place or target of a complaint. Elicit from students when they use the auxiliary do
Recognize the attitudes of speakers. / does: In the interrogative and negative (do / does
not) sentences in the simple present tense. Explain
Context clues: sounds, turns of participation.
that sometimes when we speak English and want to
Structure of complaints: opening, body and closure. make sure that the meaning is clear to the listeners,
we can use do / does in afrmative sentences: I do
Before the Book believe you. He does tell the truth. Invite students to
look at the Activity 3 and nd an example of the
Problems and Solutions emphatic do: I do apologize. Elicit why the person
Draw this table on the board for students to copy and used it in that case: To make sure the girl understood
complete: how he felt. Finally, get volunteers to come up with
some examples of the use of emphatic do.
Problem Solution
At a restaurant you order
f Answer the questions with a partner.
orange juice but you get
soda. Write words on the board: complaint, interrupt, raise
your voice, attitude. Elicit or explain their meaning.
At a soccer game the
In pairs, have students write answers to the questions.
person in front of you is
Elicit ideas from several pairs and discuss differences
blocking your view.
of opinion.
In class you look in your
bag and see someone has Five-Minute Activity
stolen your phone. Choose an activity from page x and do it with the
class.
Unit 1a T7

9/7/11 5:04 PM
4 Listen to Ken and say who he is talking to. 4
to the Complaints Manager.
Objectives f Listen again and circle T (True) or F (False).
1. Ken says the hospital food made him sick. T F

2. Ken went to the hospital with a bad headache. T F
Interpret central sense, main ideas and some details 3. Ken is complaining about one of the doctors. T F
4. Ken had to wait a long time to be treated. T F
about a telephone complaint. 5. Ken is going to use the hospital services again. T F
Listen to a complaint. f Read the lines from the conversation and guess the meaning of the words in bold.
Then check their meaning in the Dictionary.
Clarify meaning of words. 1. I was in severe pain.
2. I want to make a complaint about one of the staff in the emergency room.
Activate previous knowledge. 3. Well look into your complaint.
4. I can assure you not all our staff are like that.
Connectives (e.g., furthermore, on one hand..., on the
f Complete the sentences with the words in bold from the previous exercise.
other).
1. I can assure you that were doing all we can.
2. Half the staff in my dads company lost their jobs.
3. The police say they will look into the burglary.
Before the Book 4. I have a terrible pain in my back.
f Listen and complete the extract. 5

Clinical Complaints
and before but furthermore one hand so the other
Write this sentence head on the board: I want to
So I told one of the doctors I was
complain about... In pairs, have students complete but
in severe pain, all he did was
the sentence in three ways about things they might tell me to take a seat. On one hand
that was rude, and on the other it was
complain about in a hospital. Elicit ideas from several
negligent, too! Furthermore, I had to wait
pairs. for almost three hours before I was
attended to!
4 Listen to Ken and say who he is talking to.

4 f Mark the function of the missing expressions.
They connect ideas. They describe someone or something.

Play Track 4. Have students say who they think
Ken is talking to (the manager of the complaints
Interpret central sense, main ideas and some details about a telephone
department). complaint. Listen to a complaint. Clarify meaning of words. Activate previous
8 Unit 1a knowledge. Connectives (e.g. furthermore, on one hand... on the other).
f Listen again and circle T (True) or F (False).

Read the ve sentences with the class and elicit or
explain the meaning of unfamiliar vocabulary. Play f Listen and complete the extract. 5
Track 4 again. Have students circle t or f for each Have students read the extract and predict which
sentence. Get volunteers to read out a sentence each words in the box complete the gaps. Play Track 5 and
and then say if its true or false. have students complete the extract. Have students
check their answers in pairs.
f Read the lines from the conversation and
guess the meaning of the words in bold. Then f Mark the function of the missing
check their meaning in the Dictionary. expressions.
Divide the class into pairs and have students guess Underline the expressions students used to complete
the meaning of the words in bold from their context. the text. Discuss with the class the function of the
Elicit possible meanings from pairs and have them phrases and elicit their meaning in Spanish. Elicit
justify their answers: Pain might mean dolor because other words that connect (connectives) and write them
Ken was complaining a lot. Dont conrm or correct on the board: because, although, however, etc.
ideas at this stage. Have students look up the words Write these on the board:
in the Dictionary at the back of the book to check Adding ideas: furthermore, and
their guesses. Elicit the answers from the class. Contrating ideas: but, however, although, on one
hand, on the other.
f Complete the sentences with the words in Expressing cause and effect: so, because
bold from the previous exercise. Elicit examples for the use of each of the connector
Have pairs use the words in bold: pain, staff, look into, and write them next to the corresponding heading.
assure to complete the four sentences. Have volunteers Finally, have students copy the information into their
read out a completed sentence each to report their notebooks.
answers.
class.
T8 Unit 1a
5 Listen to a conversation between Joss mother and a social worker and mark the
correct picture of Jos. 6

5 Listen to a conversation between Joss
mother and a social worker and mark the
correct picture of Jos. 6
In pairs, have students discuss what is wrong with the
young man in each of the pictures. Elicit the answers
but dont correct or conrm them at this stage.
Play Track 6. Have students mark the picture that
f Listen again and choose the correct answers to the questions. illustrates the conversation.
1. Which is the correct spelling of Joss mothers name?
a) Ana Lopes b) Anna Lpez f Listen again and choose the correct answers
2. Who is she complaining about?
a) a nurse b) Dr. Williams to the questions.
3. How does she feel and how do you know?
a) upset because you can hear it in her voice b) angry because she shouts
Read the questions and possible answers with the
4. Why does Joss mother use the phrase in bold: She was totally apathetic, I mean, class and elicit or explain the meaning of unfamiliar
she just did not care? vocabulary. In pairs, have students predict the correct
a) to emphasize her anger b) to explain apathetic
5. What solution does the social worker suggest?
answers. Play Track 6 again. Have students listen
a) writing a letter to the hospital manager b) referring Jos to another doctor carefully and circle the correct answers. Nominate
f Match the words from the conversation with the denitions. Look up the words in the open pairs to ask and answer the questions.
Dictionary if necessary.
1. decongestant stuffy
2. ophthalmic gel medicine for your nose
Language Awareness
3. dose eye gel
4. congested health problem
Vocabulary in Context
5. infection measure of a medicine
Explain that there are many ways to determine
Infer central sense. Detect and interpret technical or specialized information. the meaning of unfamiliar words in English. Using
Establish motive or reason for a complaint. Identify main ideas and information
that explains or complements them. Detect expressions to suggest solutions. context clues is one important way. For example,
Recognize strategies to emphasize meaning (e.g. rephrasing, adjusting volume/
speed, negotiate meaning, etcetera). Unit 1a 9 by looking at the rest of the sentence, you can
often determine the meaning of the word, such as
in question 4 of the previous exercise. Sometimes,
you can understand a word because it is a cognate,
Objectives which means it is similar to a word in your rst
language. For example infection in English and
Infer central sense.
infeccin in Spanish are cognates. Other times it is
Detect and interpret technical or specialized necessary to look up the meaning of a word in a
information. dictionary.
Establish motive or reason for a complaint.
Identify main ideas and information that explains f Match the words from the conversation with
or complements them.
the denitions. Look up the words in the
Detect expressions to suggest solutions.
Dictionary if necessary.
Recognize strategies to emphasize meaning (e.g.,
Have students match the words with the denitions
rephrasing, adjusting volume / speed, negotiate
and then check in the Dictionary at the back of the
meaning, etcetera).
book. Elicit the answers from the class. Then ask
which column contains technical terms (the rst) and
Before the Book which contains more informal terms (the second).
Finally, get volunteers to make up riddles for their
A Complaint classmates to guess the words: I use it when I have a
Write on the board: complain, rude, wait, three hours, stuffy nosedecongestant.
doctor, attitude. In pairs, have students write a brief
dialogue including the words. Have several pairs Five-Minute Activity
perform their dialogue for the class. Choose an activity from page x and do it with the
class.
Unit 1a T9

9/7/11 5:04 PM
6 Underline the types of complaints about health services you have listened to in the
unit.
Objectives 1. Complaints about diagnoses.
2. Complaints about hospital fees.
3. Complaints about health insurance.
Compose an oral complaint about a health service. 4. Complaints about doctors and nurses.
Express motive or reason. f Think of a specic problem with a health service and complete the chart.
Answers may vary.
Choose word repertoire relevant to a complaint. Problem
Before the Book

Complaint Categories Where and when Who was involved
it happened
Copy the following sentences and chart onto the
board: The staff at the hospital was very rude to me.
The doctor said I had a cold, when really I had stomach
u. The insurance company wont cover the costs of my
surgery. The hospital charged me ve hundred dollars just
to put a band-aid on my knee!
What happened Who you will tell about it How you want your
problem solved
Complaints about
diagnoses
Complaints about
hospital fees f Discuss which expressions you can use to complain about your problem.
Complaints about 1. How can I help you? 4. Im not happy with the service
2. Could you say that again, please? 5. The problem is that
health insurance 3. I want to complain about 6. Tell me what happened, please.
Complaints about
doctors and nurses Compose an oral complaint about a health service. Express motive or reason.
10 Unit 1a Choose word repertoire relevant to a complaint.
Have students categorize the complaints according to

their type. Elicit or explain the meaning of vocabulary
as necessary. Have students think about their own
f Discuss which expressions you can use to
experiences with health services and add any
personal complaints to the chart. complain about your problem.
Read the phrases with the class and elicit which are
6 Underline the types of complaints about used to make a complaint. Have students go to the
health services you have listened to in the Language Reference on page 104 for more language
unit. about complaints.
In pairs, have students look back through the unit
and discuss which types of complaints they have seen Time to read! Nonction pp. 9-12
so far. Elicit that they have heard complaints about
Have volunteers remind the class what they
diagnoses and about doctors and nurses.
learned from the rst part of this reading. Elicit the
f Think of a specic problem with a health title: Hear Me Out! Assign students to read the
corresponding pages of the reading. Have them
service and complete the chart.
identify the different ways in which people complain
Share a personal experience (real or invented) that and which they think is the most effective one.
caused you to complain about a health service. Finally, ask students whether their guesses about the
Model the activity by completing the chart on the content of these pages were correct.
board. In pairs, have students focus on a complaint
(from the Before the Book activity, a real experience
or an invented one) and complete the chart with Five-Minute Activity
information about it. Pairs can write the same Choose an activity from page x and do it with the
complaint or help each other write their own class.
complaints. Monitor and provide help as necessary.
T10 Unit 1a
9/7/11 11:56 PM
AM Unit1a_YWCabSec3
7 Look at the pictures and answer the questions.
Answers may vary. complaints department receptionist
7 Look at the pictures and answer the
a doctor questions.
Divide the class into small groups and have students
look at the pictures. Read the questions with the class
and check everyone understands. Then have groups
discuss and answer the questions. Elicit ideas from
a nurse
several groups. Ask why some conversations would be
more formal than others.
your parents the hospital director
f Circle Yes or No and discuss the answers with

1. Who would you go to rst to complain about a health service?
2. Who can help you the most and why?
your teacher.
3. Would the conversations be formal or informal?
Read the sentences with the class and discuss if the
f Circle Yes or No and discuss the answers with your teacher.
Answers may vary. three factors can affect the formality of a conversation
Talking formally or informally can depend on
1. who you talk to. Yes No
(yes). In small groups, have students discuss: 1. who
2. where you are talking. Yes No they would talk to formally, 2. where they would have
3. what you have to say. Yes No a formal conversation, 3. what subjects are usually
f Rewrite the sentences in a more formal way.
formal. Elicit ideas from several groups and discuss
1. Help me solve my problem.
differences of opinion.
Would you please help me solve my problem ?
2. The service is awful.
Im afraid to say that the service is awful . f Rewrite the sentences in a more formal way.
3. When is the doctor going to see me?
Write these sentences on the board: Give me your
Can you please tell me when the doctor is going to see me ?
4. The nurse doesnt care at all. number. Could I please have your number? Ask students
The nurse seems a little negligent. which sentence is more formal. Explain that you can
always say the same thing in a formal or informal
Compose an oral complaint about a health service. Use and adapt a pertinent
speech register based on the addressee. Phonic, syntactic and semantic elements way. Have students complete the sentences to express
of texts. Word repertoire suitable for this practice of language. Unit 1a 11
the same ideas in a more formal way. Elicit the
answers and brainstorm other formal and informal
pairs of sentences.
Objectives
Time to read! Nonction pp. 13-14
Use and adapt a pertinent speech register based on Assign students to read page 13. Ask them to
the addressee. identify the strategies the people from the text used
when they complained. Have them say which tips
Phonic, syntactic and semantic elements of texts.
they think are the most important. Finally, have
Word repertoire suitable for this practice of students turn to page 14. Form pairs and have
language. them solve the tasks and check with another pair.
Before the Book Five-Minute Activity

Formal or Informal Choose an activity from page x and do it with the
class.
Copy the following situations and chart on the
board: A birthday party. A phone call to complain about
a doctors appointment. A meeting with the principal.
A soccer game. Dinner with your friends parents. In small
groups, have students categorize the situations as
formal or informal. Then have them brainstorm
more formal and informal situations. Elicit their ideas
and write them on the board. Ask if their choice of
language changes according to the situation and how.
Unit 1a T11
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9/7/11 8:59 AM
PM
8 Write a draft of your complaint about the problem you chose on page 10. Use the
chart on that page as a guide. Answers may vary.
Objectives

Use strategies to modify the meaning (e.g., volume,
tone, rhythm, amount of details, etcetera).
Compose expressions to suggest solutions.
f Revise your draft by writing an X in the appropriate column.
Use linguistic resources to devise complete ideas in
In the draft of my complaint Yes Sometimes No
a complaint. I included all the information in the chart on page 10.
Preparation Write an example of a complaint I gave enough details to express the problem.
about a health service on the board (it can be the I used appropriate expressions in my complaint.
same example that you used on page 10). My ideas are clearly and logically connected.
I used the appropriate degree of formality.
The general purpose of my complaint is clear.
Before the Book I open and close my complaint clearly.
f Practice expressing your complaint. With the help of your teacher, check what emotion
Formal Scramble you are showing: concern, anger, condence, etc.
Scramble the words in the following formal 9 Make your complaint to a partner. Suggest three solutions for his or her problem using
the phrases in the box.
complaints and write them on the board. In pairs
I suggest you I think you should Perhaps you could
or small groups, have students unscramble the
1.
complaints: Id like to make a complaint. I wish to
2.
complain about a member of staff. The treatment that I 3.
received was unsatisfactory. f Say if you agree or disagree with your partners suggestions.
f Go to Worksheet 1. 1
8 Write a draft of your complaint about the

Compose an oral complaint about a health service. Use strategies to modify
problem you chose on page 10. Use the chart the meaning (e.g. volume, tone, rhythm, amount of details, etcetera). Compose
expressions to suggest solutions. Use linguistic resources to devise complete ideas
12 Unit 1a in a complaint.
on that page as a guide.
Have students look back at the chart they completed
on page 10. Tell students to use the notes in the
chart to help them write a draft of their complaint. 9 Make your complaint to a partner. Suggest
Have students go to the Language Reference on page three solutions for his or her problem using
104 for ideas on what language to include in their the phrases in the box.
complaint.
Read out your complaint to the class and elicit
f Revise your draft by writing an X in the suggestions from students. Encourage them to use
the phrases in the box to make their suggestions.
appropriate column.
Then divide the class into pairs and have students
Use the chart in the Students Book and evaluate the take turns reading out their complaints and writing
complaint you wrote on the board in order to model suggestions as to how their partner could deal with
the activity for students. Have students read their the problem.
complaints and mark the appropriate columns to
evaluate their drafts. Monitor and provide help as f Say if you agree or disagree with your
necessary. Have students write a nal version of their partners suggestions.
complaint and add it to their portfolios.
Have several volunteers share their partners suggestions
f Practice expressing your complaint. With and say whether they agree with them or not.
the help of your teacher, check what f Go to Worksheet 1. 1
emotion you are showing: concern, anger, Ask students to turn to page 117. Focus attention on
condence, etc. the activities and check that everyone understands
Remind students of the importance of tone in order to the instructions. Have students complete the activities.
express meaning. Have students practice reading their Monitor and provide help as necessary. Ask volunteer
complaints to you and the rest of the class. Tell them pairs to perform their dialogue for the class.
what type of tone they are using, and whether or not
it is appropriate.
class.
T12 Unit 1a
The Presentation
1 Make a voice mail complaint.
1. Think of another problem with a health service. Repeat step 6 from the unit.
2. Write a draft of the complaint. Check it has an appropriate opening and include expressions
The Presentation
you learned in this unit to complain about a health service.
3. Make sure you are using formal or informal language as appropriate.
4. Revise your complaint by going through the chart in step 8 from the unit.
1 Make a voice mail complaint.
5. Practice the pronunciation and intonation of the complaint with the help of your teacher.
6. Make your complaint to your partner to make sure your message is appropriately expressed
Explain that this activity will allow you to assess how
and understood. well students have learned the skills from the unit.
7. Propose solutions to your partners complaint.
8. If possible, record your complaint and listen to it.
Point out that the skills include:
Writing a complaint
Choosing formal/informal language as appropriate
Taking notes before writing a draft
Revising a draft using a rubric
Using appropriate tone when expressing a
complaint
Suggesting solutions for other peoples complaints
Read the instructions carefully with the class and
check everyone understands. In pairs, have students
The End choose a complaint and repeat the procedures from
Group Reection
steps 6 and 8 from the unit. Monitor and provide
1. Was it easy to follow the steps to express your
complaint? help as necessary. However, it is important that you
2. What do you nd difcult about expressing your
ideas with the appropriate intonation?
encourage students to work more independently than
3. Was it easy to think of formal ways to express your previously in the unit. If possible, when students are
complaint?
nished, have them record themselves reading their
Self-Evaluation
Now turn to page 4 and mark ( or ) your progress.
complaints. Play some of the complaints for the rest of
the class to propose possible solutions.
The Product: Leave a telephone complaint voice mail. Group reection and
self-evaluation. Unit 1a 13
The End
Group Reection
Objectives Join pairs to form groups of four or six students. Read
the questions out loud and have groups discuss the
The Product: Leave a telephone complaint voice answers together. Lead a discussion on the topic of
mail. how to evaluate the way they used the appropriate
Group reection and self-evaluation. intonation and level of formality. Ask what they
Suggested Materials voice recorders would like to focus on in later classes.
Self-Evaluation
Before the Book Have students turn to page 4. Read the objectives for
this part of the unit again and ask students to mark
Complaints Department them according to their own opinion. Put students
Read these complaints to the class and have students into pairs or small groups and have them compare
propose solutions as if they were the manager of a their answers together.
complaints department or similar: The doctor said my
ankle was bruised but really it was broken. Im sure I was Five-Minute Activity
charged too much for my treatment. The hospital food is Choose an activity from page x and do it with the
disgusting. The doctor is refusing to attend to me because class.
I dont have insurance. I only have a broken toenail but I
have been waiting for six hours. Go to Assessment 1a
on page T104.
Unit 1a T13

9/7/11 5:05 PM
U t
Unit
Unit 1b 1b Expressing Emotions

Expressing Emotions 1 Read an extract from The Hound of the Baskervilles. Then circle
The Beginning
the best options to complete the sentences.

1. The story is for a) young children b) any readers c) scientists
Social Practice Read and understand different 2. The story is a) funny b) informative c) scary
3. The story is about a) a mysterious dog b) a dark moor c) the great swamp
types of literary texts distinctive of English speaking
4. The genre is a) suspense b) romance c) fantasy
countries.
A
strange cry suddenly rose out of the darkness of the moor, a cry that I had already
Environment Literary and ludic heard near the edge of the great swamp. It came with the wind through the
silence of the night, a long, deep mutter. Then a rising howl and finally, a sad
moan. Again and again it sounded, the whole air vibrant with it, wild and menacing.
Henry grabbed my arm and his face was white in the darkness.
My God, whats that, Watson? he asked.
I dont know. Its a sound they have on the moor. I heard it
Objectives once before. It died away, and an absolute silence closed in
upon us. We stood straining our ears, but nothing came.
Watson, said Henry, it was the cry of a hound.
Determine subject matter. My blood ran cold in my veins, for there was a break in his
voice that told of the sudden horror that had seized him.
Recognize purpose (e.g. persuade, frighten, etcetera).
Detect intended audience from explicit information. f Look at the extract again and answer the questions.
1. Was the writer of the narrative present? How do you know?

Identify text arrangement. Yes, because of the use of I and my.
2. Is the text about a past, present or future event?
A past event.
3. How do you know when someone is speaking?
Beause this persons speech is in the quotation marks.
The Plan
Before the Book In this unit you will:
revise suspense narratives
Dogs understand central sense, main ideas and some details
of a suspense narrative from independent reading
Ask students about dogs: Do you like dogs? Who has a describe characters emotional states in a suspense narrative
dog? What breeds make the best pets/guard dogs/seeing to aid comprehension
eye dogs? Ask if anyone is afraid of dogs, and if some

Determine subject matter. Recognize purpose (e.g. persuade, frighten, etcetera).
kinds of dogs are scarier than others. Encourage 14 Unit 1b Detect intended audience from explicit information. Identify text arrangement.
students to share personal anecdotes about dogs.
The Beginning
1 Read an extract from The Hound of the Choose an activity from page x and do it with the
Baskervilles. Then circle the best options to class.
complete the sentences.
Read the sentences and options with the class
and elicit or explain the meaning of unfamiliar
vocabulary. Then have students read the extract
and circle the best options to complete the sentences.
Ask volunteers to read a sentence each to check the
answers.
f Look at the extract again and answer the

questions.
Read the questions with the class. Then have students
read the text again and write their answers to the
questions in their notebooks. Discuss the answers
as a class. Finally, elicit or explain the meaning of
unfamiliar vocabulary in the text.
The Plan
Invite volunteers to read the objectives one by one.

what expectations they have of the unit.
T14 Unit 1b
Unit1b_YWCabSec3.indd 14
9/7/11 5:05 PM Unit1b_YWCabSec3
The Steps
1 Read another extract from The Hound of the Baskervilles and circle The Steps
T (true) or F (false).
Come now, Watson, didnt you think that it was 1 Read another extract from The Hound
a hound? I am not a child. Dont be afraid to tell
the truth, said Henry. of the Baskervilles and circle T (true) or
Stapleton was with me when I first heard it.
He said that it might be a strange bird.
No, no. It was a hound, replied Henry. My God,
F (false).
can there be some truth in all these stories? Is it
possible that I am really in danger from so dark a
Have students read the extract individually.
cause? You dont believe it, do you, Watson? Then read the statements with the class and check
No, no.
And yet it was one thing to laugh about it in everyone understands. Have students read the text
London, and it is another to stand out here in
the darkness of the moor and to hear such a cry
again and decide if the statements are true or false.
as that. And my uncle! There was the footprint
of the hound beside him as he lay dead. It all
Elicit the answers and have volunteers correct the
fits together. I dont think that I am a coward,
Watson, but that sound seemed to freeze my very
false statements.
blood. Feel my hand!
It was as cold as a block of marble. f Find synonyms for these words in the
1. They arent absolutely sure what made the noise. T F
text.
2. Henry laughed when he heard the noise. T F Explain that synonyms are words with the same
3. There is some evidence that a dog made the noise. T F
meaning. Find a synonym for dog in the second
4. Henry is cold because of the weather. T F
line with the class to demonstrate the activity.
f Find synonyms for these words in the text.
1. dog hound (line 2) Tips Then have them nd synonyms for the other two
2. kid child (line 2) Remember: words. Encourage them to look up the words in the
3. mysterious strange (line 5) Synonyms are words that have
similar meanings. For example,
Dictionary at the back of the book if necessary.
f Find antonyms for these words in the text. pretty / beautiful, smart / intelligent. Write on the board: Whats a synonym of X? Nominate
1. impossible possible (line 8) Antonyms are words that have
opposite meanings. For example, open pairs to ask and report their answers.
2. alive dead (line 15) tall /short, happy /sad.
3. melt freeze (line 17)
Tips
Understand central sense, main ideas and some details of a suspense narrative.
Read and re-read narratives. Use diverse comprehension strategies (e.g. self-
Unit 1b 15
Read the text in the Tips box with students. Make sure
questioning, vocabulary, text arrangement and structure, etcetera).
they understand what synonyms and antonyms are.
Elicit more examples of both, and write them on the
board.
Objectives
f Find antonyms for these words in the text.
Understand central sense, main ideas and some Explain that antonyms are words with opposite
details of a suspense narrative. meanings. Have students follow the same procedure
Read and re-read narratives. as in the preceding activity to nd the antonyms.
Use diverse comprehension strategies (e.g. self- Encourage students to look up unfamiliar words in the
questioning, vocabulary, text arrangement and Dictionary. Check the answers in the same way.
structure, etcetera).
Time to read! Fiction pp. 5-7
Before the Book Ask students whether they know what bullying is.
Elicit characteristics of a bully. Ask them to read
Baskervilles Review
the corresponding pages and then ask volunteers
In groups, have students recall everything they can to name the bully and its victim in the story. Invite
of the extract on the previous page. Write these students to share their ideas about how Bob can
headings on the board to help them: Where? What solve his problem.
happened? Who? How did they feel? Then ask: What do
the characters in the extract think made the noise?
What do you think? Five-Minute Activity
class.
Unit 1b T15
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9/7/11 9:00 AM
PM
2 Match the narrative elements with the examples from The Hound of the Baskervilles.
1. the setting Supernatural events always have a logical explanation.
Objectives 2. an event An inhospitable moor.
3. the narrator Watson, Holmes, Henry and Henrys uncle.
Use diverse comprehension strategies (e.g. self- 4. the characters Watson, Sherlock Holmess great friend.
questioning, vocabulary, text arrangement and 5. the plot Watson and Henry hear a terrifying howl on the moor.
6. the theme Holmes and Watson have to solve the mystery of a killer hound.
structure, etcetera).
f Find words in the two extracts for the denitions.
Elements in narrative: narrator, characters, events,
etcetera.
Detect frequently used words.
Express and justify personal impressions towards a
text.
Listen to others opinions and justications to
recognize different interpretations.
Before the Book 1. The partial or total absence of light: d arkness .

2. At a low temperature, or feeling horror: c old .
3. A red liquid that circulates around the body: b lood .
Synonyms and Antonyms
4. Absence of sound: s ilence .
In pairs, have students write a list of synonyms and 5. An area of uncultivated land with hills: m oor .
another list of antonyms. Then join two pairs to form 6. A person who is not brave enough to do something: c oward .
f Discuss why the words appear more than once in the extracts.
groups of four and have them ask and answer about Possible answer: They create a mood of suspense
the words they listed: Whats a synonym of happy? 3 Ask and answer the questions. Justify your answers.
Answers may vary.
Whats an antonym of day? Have several pairs ask 1. How did the extracts make you feel?
2. Would you like to read more of the story?
the class about some of their words.
Use diverse comprehension strategies (e.g. self-questioning, vocabulary, text
arrangement and structure, etcetera). Elements in narrative: narrator, characters,
2 Match the narrative elements with events, etcetera. Detect frequently used words. Express and justify personal
impressions towards a text. Listen to others' opinions and justications to
the examples from The Hound of the 16 Unit 1b recognize different interpretations.
Baskervilles.
Explain that almost all ctional works contain the
narrative elements on the left. In pairs have students Five-Minute Activity
match the narrative elements with the examples from Choose an activity from page x and do it with the
the text. Elicit the answers from different pairs and class.
have the rest of the class say if they agree.
f Find words in the two extracts for the

denitions.
In the same pairs, have students read the denitions
and then look back in the two extracts from
The Hound of the Baskervilles to nd the words they
dene. Explain that the rst letter of each word has
been provided. Elicit the answers as full sentences:
Darkness is the partial or total absence of light.
f Discuss why the words appear more than

once in the extracts.
Discuss with the class why they think the words
appear more than once. Establish that they create
a mood of suspense or horror for the story.
3 Ask and answer the questions. Justify your

answers.
Join pairs to form groups of four. Have students ask
and answer the questions and justify their answers.
Stress that all students should get a chance to give
their opinion. Elicit ideas form several students.
T16 Unit 1b
4 Read an extract from Oliver Twist and underline the correct answers to the questions.
Before the Book

T
he evening arrived, and the boys
took their places at the dinner table.
The master, in his cooks uniform, Charles Dickens
stood beside the big pot of food, his
assistants behind him. The thin soup of oats
and salt was served and quickly eaten. The
Form ten groups. Hand out the envelopes and invite
boys whispered to each other and winked at groups to arrange the sentences in order. When they
Oliver while his neighbors pressured him.
He was desperate with hunger and reckless are ready, invite volunteers to read the text out loud.
with misery. He rose from the table, and
advancing to the master, bowl and spoon in Then explain that they will read several excerpts from
hand, said boldly, Please, sir, I want some
more. The master was a fat, healthy man, Oliver Twist during next classes. Tell students that
but he turned very pale. Shocked,
the master looked at the small rebel for some of the texts have been adapted for them to do
some seconds, and then put his hand on the
pot of gruel for support. The assistants were
the activities. Explain that the original was written in
paralyzed with wonder, the boys with fear.
What! said the master at length, in a quiet
old English, which is difcult to understand. Finally,
voice. Please, sir, replied Oliver, I want invite students to visit the website: http://www.
some more. The master tried to hit Olivers
head with a big spoon, then held him with kidsfreesouls.com/charles.htm to learn more about
one arm and called aloud for the principal.
Charles Dickens and his novels.
1. Where does the story take place?
a) In a private school. b) In an orphanage. c) In a restaurant.
4 Read an extract from Oliver Twist and
2. Why does the boy ask for more food? underline the correct answers to the
a) Hes greedy. b) Hes naughty. c) Hes hungry.
f Read again and match the questions with the answers.

questions.
1. Who are amazed? The other boys. Read the questions with the class and check everyone
2. Who is brave? Oliver.
understands what they have to do. Have students
3. Who is furious? The assistants.
4. Who are scared? The master.
read the extract and underline the correct answers.
f Answer the questions. Nominate open pairs to ask and answer the questions.
Answers may vary.
1. Are the boys treated well? How do you know?
2. Who is the hero of the novel? f Read again and match the questions with
Understand central sense, main ideas and some details of a suspense narrative.
Read and re-read narratives. Infer main ideas from details. Answer questions to
the answers.
infer characters emotional states from explicit information. Unit 1b 17
Have the students re-read the text and match the
questions with the answers. Nominate open pairs to
ask and answer the questions. Then invite students
Objectives to say why the people feel they way they do. Elicit or
explain the meaning of unfamiliar vocabulary in the
Understand central sense, main ideas and some text.
details of a suspense narrative.
Read and re-read narratives.
Divide the class into pairs and have them discuss their
Infer main ideas from details.
answers to the questions. Discuss the questions as a
Answer questions to infer characters emotional class and have students justify their answers.
states from explicit information.
Suggested Materials Write this information about Five-Minute Activity
Charles Dickens on a piece of paper and make Choose an activity from page x and do it with the
copies for ten groups. Then cut the information in class.
ve or six parts and put each set in an envelope:
Charles Dickens lived in the 19th century in
England. He was a sensitive, delicate child and
always preferred reading books to playing with
other kids. When he was 12, his father was sent to
prison for having debts and Charles had to work
in a factory. Then he moved to London and began
working as a reporter. He was 21 when he wrote his
rst piece of ction. Charles Dickens wrote Oliver
Twist in 1838. Its a story about an orphan and his
many adventures.
Unit 1b T17

9/7/11 5:05 PM
5 Read another extract from Oliver Twist and use the adjectives to describe the people in
the pictures.
Objectives afraid compassionate excited hurt kind rich tired unfriendly violent
Relate emotional states to characters. "Stop thief! Stop thief!" There is a magic in the words that eveyone responds to. The crowd runs
away, yelling, screaming and pushing each other. "Stop thief, stop thief," people shout. One
Make links in texts using explicit and implicit miserable child, exhausted, with terror in his eyes and large drops of perspiration on his face tries
hard to escape from the people who are chasing him.
information (e.g. main idea and details that With every step, they cheer because the boy is losing strength. Finally, he stops. Someone in the
crowd steps forward and kicks the boy. He is down on the pavement and the crowd gets closer,
enhance it, sequence of key events, etcetera). shouting at him.
A man dressed in fine clothes and an expensive hat is walking down the street.
"Here comes the gentleman that you robbed," says someone in the crowd.
A woman yells out, "Here! We caught him. Come this way!"
Before the Book Another man pulls the gentleman in front of the crowd. "Is this the boy, sir?"
Finally, form pairs and get students to talk about The gentleman looks at the boy, dirty with mud and bleeding from his mouth.
"Yes," said the gentleman. "Poor boy, he has hurt himself."
famous people or people they know who could be
described using these and other adjectives. Elicit
answers from several pairs.
Language Awareness
Oliver The Gentleman The Crowd
ed and ing Adjectives afraid compassionate excited

hurt kind unfriendly
Use this opportunity to clarify the difference tired wealthy violent
between amazed / amazing and other adjectives

f Underline the parts of the text that helped you choose the correct description.
that follow this pattern. Write on the board: The
f Read the extract again. Discuss and answer the questions. Possible answers:
juggler is amazing. The crowd is amazed. Explain
1. Why are the people chasing Oliver? Because they hear Stop the thief.
that the adjective that end in -ing describe the way 2. What happened between Oliver and the gentleman before the chase? He robbed the man.
someone is. The adjectives that end in -ed describe 3. Why do you think the gentleman is kind to Oliver? Because the boy is scared.
the way people feel. Elicit other adjectives that 4. Do you think Oliver is still in the orphanage? No, he isnt.
follow the same pattern: frightened / frightening, Relate emotional states to characters. Make links in texts using explicit and
implicit information (e.g. main idea and details that enhance it, sequence of key
bored / boring, worried / worrying, surprised / 18 Unit 1b events, etcetera).
surprising. Write these sentence parts on the board

for students to complete: He is worried because
/is an exciting person because Elicit ways to
volunteer to nd and read a sentence that helped
complete the sentences from the class.
them decide that the gentleman was rich: A man dressed
in ne clothes and an expensive hat is walking down
5 Read another extract from Oliver Twist and the street. Allow a couple of minutes for groups to
use the adjectives to describe the people in nish the activity. Finally, have volunteers read the
sentences aloud and get other student to name the
the pictures.
adjectives.
Invite students to look at the pictures and read the
captions. Elicit what a crowd is: many people in one f Read the extract again. Discuss and answer
place. Have volunteers read parts of the extract the questions.
while you mime what is happening to facilitate Read the questions with the class and check that
understanding. When they have nished reading, everyone understands them. Then have groups reread
point out the adjectives in the box. Elicit which the text and answer the questions. Ask volunteers to
adjectives have positive meaning and which ones answer the questions and have other students conrm
have negative meaning. Say afraid and elicit who this or correct them.
adjective describes: Oliver. Then form groups of four
and allow a couple of minutes for students to match Five-Minute Activity
the remaining adjectives with the characters that they Choose an activity from page x and do it with the
describe. Invite them to write the adjectives on the class.
lines. Finally, name a character and have volunteers
say the corresponding adjectives.
f Underline the parts of the text that helped

you choose the correct description.
In the same groups as above, have students nd in
the extract the sentences that helped them decide
which adjectives described each character. Invite a
T18 Unit 1b
6 Read another extract from Oliver Twist and complete the sentences.
I robbed for you when I was a child not half his age!
6 Read another extract from Oliver Twist and
shouted Nancy, pointing at Oliver. I have been stealing
for you for twelve years now. Dont you know it? Speak out! complete the sentences.
Dont you know it?
Well, well, replied Fagin calmly, and now its your living. Divide the class into pairs and have students read
Yes, it is! screamed the girl desperately. It is my living,
and the cold, wet, dirty streets are my home, and youre the
the next extract from Oliver Twist. Then have them
villain who put me there and who will keep me there, day complete the sentences with information in the text.
and night, day and night, till I die!
And Ill do much worse, warned Fagin, now angry too, Have volunteers read a sentence each to check the
much worse than that, if you say any more!
The girl said nothing more, but, tearing at her hair and
answers. Allow other students to give alternative
dress, ran at Fagin wildly. Sikes caught her roughly before answers. Elicit or explain the meaning of unfamiliar
she could reach him and held her till she fainted.
vocabulary in the text.
1. Nancy and Oliver robbed for Fagin.
2. Nancy has been a thief for twelve years.
3. Nancy is angry at Fagin . Have students look at the text again, discuss the
4. At the end Nancy attacks Fagin. questions with their partner and then write the
f Answer the questions. answers when they are sure. Check the answers
1. How many times does said appear in the extract?
One
as a class.
2. What other words describe how someone speaks?
shouted, replied, screamed, warned f Find the words in the text and complete the
3. Why are these phrases repeated: Dont you know it?; day and night; much worse?
TO create the mood of despair.
table.
f Find the words in the text and complete the table. In the same pairs, have students nd words to
Connectives Adjectives Nouns Adverbs complete the table. Draw the table on the board as
wh e n co l d ch i l d ca l m l y students are working. Ask volunteers to write one
an d we t s t r e e t s de s p e r a t e l y word each in the table on the board to check the
t i l l d i r t y ho me w i l d l y answers.
bu t an g r y ha i r r o u g h l y
Detect frequently used words. Distinguish specic characteristics of language (e.g.

connectives, adjectives, adverbs, etcetera). Unit 1b 19 Value
Compassion
Use this opportunity to talk to students about
Objectives compassion. Compassion is having sympathy
and concern for the sufferings or misfortunes of
Detect frequently used words. others. Although the gentleman believes that Oliver
Distinguish specic characteristics of language (e.g. stole his watch, he still treats him kindly because
connectives, determinants, adverbs, etcetera). he recognizes the difcult life that Oliver leads.
The gentleman perhaps believes that in other
circumstances, Oliver wouldnt have behaved this
Before the Book
way and so he is prepared to give him a chance.
Word Ladders Stress the importance of helping other people in
need and of trying to understand the reasons for
Divide the class into teams of four or ve students
their behavior.
and give each team a board marker. Name a category:
Animals. Have group members take turns coming
to the board and writing a word from the category. Five-Minute Activity
Explain that the second word has to start with the last Choose an activity from page x and do it with the
letter of the rst word, and so on: tiger, rat, turtle, elk, class.
kangaroo. All team members have to write one word
to complete each round. Other possible categories
include: things you nd at school, adjectives, sports, toys,
free-time activities, transportation, and so on. Award two
points to the team that nishes rst and one point to
any other team that completes a word ladder.
Unit 1b T19

9/7/11 5:05 PM
7 Number the paragraphs from another extract from Oliver Twist in order.
Objectives Crackit pushed the boy into a dark 3 The man on the horse shouted, "Bring
room and locked the door. me a ladder!" His face was red and 4
the
"Hey!" shouted Sikes at the crowd crowd stepped away quickly.
Organize paragraphs to form texts. through the window. "Try to catch "Give me a rope," demanded Sikes,
me! I'll just escape!" moving away from the window. The
Complete sentences to express emotional states. Some people shouted to set the
to
whole crowd is in front of the house.
I
house on fire while others yelled may be able to escape out the back.
Describe characters emotional states. the police officers to shoot him. Give me a rope, or I will murder more
people and then kill myself!"
Make links in texts using explicit and implicit
information (e.g. main idea and details that Sikes had his knee on Oliver's throat
when Crackit pointed to the window 1
enhance it, sequence of key events, etcetera). .
There were lights on the street below, "Help!" cried Oliver. "Nan
cy's murderer 2
door!"
and they could hear loud voices. is here! Break down the
Listen to others opinions and justications to Many footsteps were crossing the
bridge "Find some place to lock
this boy up,"
ed the boy
Sikes told Crakit and push
recognize different interpretations. and there was even one man on a
Then they heard a loud knocking
horse.
toward him.
at
the door downstairs and angry voices
behind it.
Before the Book

f Complete the sentences. Look up the words in the Dictionary if necessary.
Text Prediction angry deant furious terried violent worried
Have students recall how the previous extract ended: 1. Sikes is violent towards the boy. 4. The people in the crowd are angry .
Sikes holding Nancy until she fainted. Generate interest 2. The boy is terried of Sikes. 5. Sikes is deant of the crowd.
3. Crackit is worried about the crowd. 6. The man on horseback is furious .
in the next extract by having students predict what
Tips
will happen to Nancy and Sikes. 8 Answer the questions.
Possible answers: Remember that you can use the following
1. What happened to Nancy? How do you know? language to express your opinion:
She was killed. Oliver says Nancys murderer
7 Number the paragraphs from another 2. How do you think the boy feels about this?
Angry.
3. How do you think Sikes feels?
I think that
I believe that
Desperate. I dont think that
extract from Oliver Twist in order. f Go to Worksheet 2. 2
I dont believe that
Elicit from students which is the rst paragraph

Organize paragraphs to form texts. Complete sentences to express emotional
(bottom left) or tell them if they are having difculty. states. Describe characters emotional states. Make links in texts using explicit
and implicit information (e.g. main idea and details that enhance it, sequence
Then divide the class into pairs and have them order of key events, etcetera). Listen to others' opinions and justications to recognize
20 Unit 1b different interpretations.
the remaining paragraphs. Elicit the meaning of
unfamiliar vocabulary using the context for help.
f Complete the sentences. Look up the words match the characters with the proles. In the same
in the Dictionary if necessary. groups, have students answer the questions. Then
Elicit the meaning of the adjectives from students or discuss and answer the questions as a class.
have students look up the adjectives in the Dictionary
at the back of the book. In pairs, have students use Time to read! Fiction pp. 8-11
the adjectives to complete the sentences, referring
back to the text if necessary. Have volunteers read out Ask students the following questions:
a sentence each to check the answers. How does Bob feel? How does Marvin feel? What do
you think Bob should do? Ask students to read the
8 Answer the questions. corresponding pages. Have students raise their
Join pairs to form groups of four. Have students hand if they think Lindsays advice was good. If
discuss the answers to the questions. Elicit the answers there are students who disagree with her advice,
from several groups. Accept any plausible answer as ask them to justify their answers. Then ask: Whos
long as students are able to justify their opinions. Marvins other victim? (Dave.) Elicit predictions about
the ending of the story. Accept all answers.
Tips
Read the text in the Tips box with students. Then go Five-Minute Activity
over the answers for activity 8 with the whole class,
encouraging students to express their opinions. You
class.
can also ask them their opinion about other aspects
of the text: Do they think it is interesting? Do they think
it is exciting?
Ask students to turn to page 119. Elicit what students
already know about each character. Then have them
T20 Unit 1b
9/7/11 9:00 AM
PM Unit1b_YWCabSec3
9 Read an extract from Frankenstein. Decide who speaks rst, Victor Frankenstein or the
monster. The monster
I am alone and miserable. Man will not
associate with me, but one as deformed Read the questions with the class and check everyone
and horrible as myself would not deny
herself to me. You must create a female understands. Have students read the extract more
for me.
You want me to make another creature
carefully and nd the answers. Elicit the answers and
like you so together you may devastate
the world. Get out! I have answered you.
write them on the board. Take a class vote on the
You may torture me, but I will never
consent.
third question and encourage students to justify their
You are wrong, replied the fiend, and answers.
instead of threatening, I am content to
reason with you. I am malicious because
I am miserable. Am I not hated by 10 Look up the adjectives in the Dictionary and
everyone? You, my creator, would love
to destroy me. Why should I feel sorry
for humans? They dont feel sorry for
use them to describe the emotional states
me. You would not call it murder if you
could kill me, the work of your own of Frankenstein and the monster.
hands. Should I respect humans when
they condemn me? Divide the class into pairs. Have students decide
which character each adjective describes. Have them
look up the adjectives in the Dictionary at the back of
1. What does the monster want Frankenstein to do? the book if necessary.
Create a companion for him.
2. Why does Frankenstein refuse? f Share your ideas with other pairs.
He is worried they will cause devastation in the world.
3. Who do you feel sympathy for? Join two or three pairs to form groups and have
Answers may vary.
students discuss their ideas and justify them. Ask
10 Look up the adjectives in the Dictionary and use them to describe the emotional states volunteers to say which characters the adjectives
of Frankenstein and the monster.
Frankenstein: deant, horried, repentant. The monster: lonely, reasonable, unhappy. describe and to explain why.
deant horried lonely reasonable repentant unhappy
f Share your ideas with other pairs. Five-Minute Activity

Understand central sense, main ideas and some details of a suspense narrative. Choose an activity from page x and do it with the
Describe characters emotional states. Make sentences from words that express
emotional states. Listen to others opinions and justications to recognize class.
different interpretations. Unit 1b 21
Objectives
Understand central sense, main ideas and some

details of a suspense narrative.
Describe characters emotional states.
Make sentences from words that express emotional
states.
Listen to others opinions and justications to
recognize different interpretations.
Before the Book

Frankenstein Hangman
Play Hangman with the title of the novel: Frankenstein.
Explain to students before the game starts that
Frankenstein is the title of a famous suspense novel in
English. Brainstorm what students know about the
story and write the information on the board.
9 Read an extract from Frankenstein. Decide

who speaks rst, Victor Frankenstein or the
monster.
Have students read the extract quickly and decide
who speaks rst. Check the answer as a class.
Unit 1b T21
8/9/11 9:00 AM Unit1b_YWCabSec3.indd 21

9/7/11 5:05 PM
11 Underline reexive pronouns in the sentences.
1. He doesnt commit crimes himself, but uses children to do his dirty work.
Objectives 2. Poor boy, he has hurt himself.
3. Give me a rope, or I will do more murders and kill myself.
Adjectives: comparative, superlative. 4. Man will not associate with me, but one as deformed and horrible as
myself would not deny herself to me.
Pronouns: reexive (e.g. myself, ourselves). f Complete the sentences with reexive pronouns.
Express and justify personal impressions towards a ourselves when we go to the beach.
1. We always enjoy ______________
text (e.g. I didnt like because, It was interesting myself

2. Im doing this exercise by ______________.
itself
3. The door opened by ______________!
but, etcetera).
12 Guess which characters from the extracts may say these sentences.
Suggested Materials a small mirror
1. Im the ugliest creature in the world, it lamented. the monster
2. There isnt a better thief in all of London! he boasted. Sikes
3. Thats the most terrible sound Ive heard, he said. Watson / Henry
Before the Book 4. Im more dangerous than you think, Nancy, he warned. Fagin
f Find comparative and superlative adjectives in the sentences. Then write sentences in
Looking at Yourself your notebook that compare the characters represented in the pictures below.
Answers may vary.
Look at yourself in a mirror. Make a funny face and

say I am looking at myself. Say it again, but this time
point to yourself while you say it: I am (point to
yourself) looking at myself (point to yourself again).
Repeat with talk to myself, point at myself. Then invite
a student to look in the mirror and say to the class:
She (He) is looking at herself (himself). Elicit what the
relationship between the subject and the object of 13 Answer the questions. Answers may vary.
each of the sentences is: The subject and the object of 1. Which extracts from this unit did you like and why?
2. Are you going to read any of the books now? Which ones?
the action is the same person. 3. Which characters did you like the most? Which characters didnt you like?
11 Underline reexive pronouns in the Adjectives: comparative, superlative. Pronouns: reexive (e.g. myself, ourselves).
Express and justify personal impressions towards a text (e.g. I didnt like
sentences. 22 Unit 1b because, It was interesting but, etcetera).
Invite students to go to the Language Reference on

page 104 and read about reexive pronouns. Tell
students that they are going to work by themselves to long adjectives) and superlative adjectives (add
identify reexive pronouns in sentences. Have them the + est to short adjectives and the most to long
read the sentences (which come from the texts in the adjectives. Then invite them to do the next activity.
unit) and underline the reexive pronouns. Check the
answers as a class.
f Find comparative and superlative adjectives
f Complete the sentences with reexive in the sentences. Then write sentences in
pronouns. your notebook that compare the characters
Have students complete the sentences with the represented in the pictures below.
missing reexive pronouns. Have volunteers read Invite students to look at the pictures and identify the
sentences to check the answers. characters. Then form new pairs and allow students
10 minutes to write as many sentences as possible
12 Guess which characters from the extracts
to compare the characters. After the rst couple of
may say these sentences. minutes, have volunteers read some sentences to give
Elicit from students the characters that they have examples: Sherlock Holmes is the most intelligent. Oliver
read about in this unit and write them on the board: is the youngest, etc. When they nish, invite them to
Sherlock Holmes, Fagin, Oliver Twist, Frankestein, etc. exchange their sentences with another pair and edit
Them have students read the sentences and guess their work. Monitor and help as necessary. Finally, get
which characters may say them. Discuss the answers as students to write the nal draft in their notebooks.
a class and encourage students to justify their answers.
13 Answer the questions.
Form groups of four and have students discuss their
Language Awareness
answers to the questions. Elicit the answers to see if there
Comparatives and Superlatives are any clear favorites. Help students gain access to
Review with the class rules for forming comparative these books and others in English if they show interest.
adjectives (add er to short adjectives and more to
Choose an activity from page x and do it with the class.
T22 Unit 1b
The Presentation
1 Create an inventory of emotions.
1. Choose a suspense story in English and read it.
2. Choose a character and write a list of
list. Suggest different ways to organize the adjectives
adjectives to describe him or her. Include three
adjectives that end in "ing".
and have each group choose one. Have groups discuss
3. Compare your character with the ones and write one situation that typies each emotion.
of different groups. Use comparative and
superlative adjectivies: My character is taller, Make sure they check the grammar, spelling and
older and more scary than yours.
4. Write a list of emotions that describe how your
punctuation. Have students create a nal draft of
character feels. Include three adjectives that
end in "ed".
their situations (complete with illustrations) to make
5. Divide the emotions into two groups: positive their emotionary. Have students organize an event
and negative.
6. Discuss situtations that can cause each
to present their emotionary. Encourage each group
emotion. member to make a copy of the emotionary and add it
7. Write down one situation for each emotion and
check the grammar, spelling and punctuation. to their portfolios.
8. Read your examples to the class and give
feedback to other groups.
9. Create an illustrated inventory of emoticons. The End
10. Invite others to read your "Emotionary."
Group Reection
Have students work in the same groups as before.
Read the questions aloud and get groups to discuss
the answers. Lead the class into a discussion on how
The End to evaluate how they worked, and what they would
Group Reection like to focus on in later classes.
1. Was it easy to nd suspense narratives?
2. Was it easy to think of situations for the emotions on your list?
3. Did you enjoy reading the extracts in the unit?
Self-Evaluation
4. Do you read novels in your free time?
Have students turn to page 14. Read the objectives for
5. Do you plan to read more novels after studying this unit?
Self-Evaluation
this part of the unit again and ask students to mark
Now turn to page 14 and mark ( or ) your progress. them according to their own opinion. Put students
into pairs or small groups and have them compare
The Product: Create an inventory of emotions. Group reection and self-
evaluation. Unit 1b 23
their answers together.

Objectives Have volunteers remind the class of their predictions
about what happens next. Then have them
The Product: Create an inventory of emotions. read the corresponding pages. When they have
Group reection and self-evaluation. nished, ask: Were you surprised? What did you like
best? How would you deal with a bully? Finally, form
pairs and get them to solve the tasks on page 16.
Before the Book
Have students form small groups and check their
Todays Emotions answers.
Divide the class into pairs and have students list all
the emotions they have felt so far today. Demonstrate Five-Minute Activity
by giving an example: When my alarm clock rang, I felt Choose an activity from page x and do it with the
tired and sleepy, but after breakfast I felt better. I left my class.
house a little late, so I was worried about the time.
Call upon a few volunteers to tell the class what they Go to Assessment 1b
have felt today. on page T105.
The Presentation
1 Create an inventory of emotions.

Bring a selection of graded readers or other texts to
class for students to choose from. Divide the class into
groups. Read the instructions with the class. Allow
groups time to choose a suspense novel and nd a
suitable narrative. Have students read the narrative
in silence and list emotions they and the characters
feel. Encourage them to add other emotions to the
Unit 1b T23

9/7/11 12:01 PM
Teachers Corner Unit 1 Geography
http://www.wildwildweather.com
Teaching Tip This is a great site by meteorologist Dan Sattereld.
The page, aimed at kids and teens, is educational and
Giving Positive Feedback lled with fun facts and games. You will nd statistics,
Everybody likes to be praised when they do something information on weather patterns, quizzes and even
well. This ranges from a quick Thats a good example, a link to a page on climate change.
Pedro. to technically explicit praise I really like this
story, Fabi. It had a great ending, and you used a large Suggestions for Songs
variety of vocabulary. Well done! Generally, immediate
appraisal is more effective. However, sometimes it 1. Umbrella, by Rihanna
is more recommendable to nd a moment (during Print out the words from http://www.lyrics.com
or after class) to give positive feedback to a student and white out all the words related to weather.
about some aspect of his work or contribution to the Make a copy for each student and have a
lesson. volunteer bring a CD with this song.
Learning Tip Play the song and ask students to ll in the gaps.
Play it again and sing as a class.
Listening Tasks
2. Im a Rainbow too, by Bob Marley
To help students with listening tasks, have them focus
Print out a copy of the lyrics from http://www.
on specic information. For example, while listening
justsomelyrics.com
to news reports tell them to pay attention to words
or expressions such as: last night, this morning, today, Ask a volunteer to bring to class a CD with the song.
tomorrow, etc. This will help them determine the Play the song and tell the students to tally the times
sequence of events. the word rainbow appears in the song.
Hand out the lyrics and ask students to check their
Formative Assessment Tip
answers.
Preparation Write down some questions about the Finally, play the CD again and invite students to
lesson on a sheet of paper. Make a copy per group. sing along.
Number students according to the number of
Website used for the development of the unit:
questions you wrote down. Ask students to form
groups according to the number they have. Give Unit 1a
out the questions. Allow enough time for groups http://esl.about.com
to answer the questions. Then randomly select a http://psychcentral.com/news/2009/10/08/
number. The group with that number answers the teens-reason-well-but-not-always-with-emotional-
question. maturity/8849.html
Website Suggestions http://www.myenglishpages.com/site_php_les/

communication-lesson-complaininig.php
Ecology Unit 1b
http://wateruseitwisely.com/index.php http://grammar.ccc.commnet.edu/grammar/
A well-presented site that offers good advice on how adjectives.htm
to save water. It includes 111 water-saving tips and an http://www.kidsfreesouls.com/charles.htm
invitation to try at least some of the tips it features.
http://www.gradesaver.com/frankenstein/
The rst tip is a reminder of how we can all make a
difference: There are a number of ways to save water, and
they all start with you.
T23a Unit 1
Evaluation Card
Student A USE THIS SHEET TO EVALUATE YOUR PORTFOLIO AND GROUPWORK
Richmond Publishing, S.A. de C.V., 2011 Photocopiable

Edit your writing
USE THE FOLLOWING SYMBOLS TO COMMENT ON YOUR OWN (OR A CLASSMATES) WRITING:
Editing is important
xw = wrong word xw When we make mistaking in our writing,
xt = wrong tense xt the reader having a hard time with our text.
sp = spelling sp It is impossible to avoid mestakes, but
p = punctuation p we should correct them; and write a new
cap = capitalization cap version of our text. this helps the reader
= word missing understandideas.
Evaluate your work. Circle the answers.

WRITTEN WORK
Did you or a classmate edit your rst version? Yes / Somewhat / No
Did you make corrections accordingly? Yes / Somewhat / No
Are you happy with your work? Yes / Somewhat / No
GROUPWORK/PAIRWORK
Did every member have a clear role? Yes / Somewhat / No
Did all the group members participate equally? Yes / Somewhat / No
Are you happy with the group? Yes / Somewhat / No
Did you enjoy working with other classmates? Yes / Somewhat / No
Student B USE THIS SHEET TO EVALUATE YOUR PORTFOLIO AND GROUPWORK

Edit your writing

WRITTEN WORK
GROUPWORK/PAIRWORK
Unit 1 T23b

9/7/11 5:06 PM
U t
Unit
Unit 2a 2a Experimenting with Science

Experimenting with Science 1 Look at the pictures and guess what the experiments
The Beginning
demonstrate.
2 1 3
Social Practice Understand and write instructions.
Environment Formation and academic
f Read the texts and match them with the pictures.

Music
in a glass of
3
1 water
Can you make an egg 2 Materials
Objectives float in water? Taste but dont smell! 4 or more drinking glasses
potato
You need: You need a small piece of peeled or glass bottles
One egg, water, salt and a tall glass. and a small piece of peeled apple. water
of
Select instruction manuals to perform experiments Instructions: With your eyes closed, mix the pieces a stick or pencil
1. Pour water into the glass until it apple and potato so you cant tell
which What to do
based on contextual clues. is half full.
2. Add about six tablespoons of salt
is which.
and
First put the glasses in
Hold your nose so you cant smell, a row and fill them with
the
and stir. eat each piece. Can you distinguish different amounts of water.
Examine distribution and function of text and 3. Pour more water into the glass difference? The first one should have a
until it is nearly full. Do this very The explanation is simple. It is hard
graphic components. carefully so that the fresh water to tell the difference between the
two
little water and the last one
should be almost full.
and salt water don't mix much. pieces because Then hit the glasses with a
Recognize text arrangement. 4. Put the egg into the water and pencil and listen
watch what happens.
The Plan
Identify purpose and intended audience.
In this unit you will:
Answers may vary. revise instruction manuals to perform
1. Which school subjects are the experiments
Before the Book experiments related to?
2. Who would do these experiments?
interpret instructions to perform an
experiment
3. Where would you nd these
Science Experiments experiments: in a newspaper, a
science textbook, etc.?
write instructions to perform a simple
experiment
Write three headings on the board: materials, 4. Are the experiments organized in the
same way? Find some similarities and
edit instruction manuals to perform an
experiment
procedure, conclusion. Divide the class into small differences.
groups and tell students to think of a science Select instruction manuals to perform experiments based on contextual clues.
Examine distribution and function of text and graphic components. Recognize
experiment and to note ideas under the headings 24 Unit 2a text arrangement. Identify purpose and intended audience.
in a notebook. Elicit ideas from each group.
The Beginning
The Plan
1 Look at the pictures and guess what the Invite volunteers to read the objectives. Then get
experiments demonstrate. students to share their ideas about the meaning
Divide the class into pairs and focus attention on the of each objective. Encourage the class to say what
pictures. Have students guess what they think the expectations they have of the unit.
experiments are designed to demonstrate. Elicit ideas
from several pairs but dont conrm or correct them Five-Minute Activity
at this stage. Choose an activity from page x and do it with the
class.
f Read the texts and match them with the
pictures.
Explain that the texts describe the experiments in
the photos. Have students read the texts and match
them with the pictures. Check the answers with the
class. Elicit or explain the meaning of unfamiliar
vocabulary with drawings, denitions, synonyms
and examples.

Read the questions with the class and check everyone
understands. Then form pairs and have students
discuss and answer the questions. Monitor and
provide help as necessary. Elicit the answers from
several pairs and discuss differences of opinion.
T24 Unit 2a
Unit2a_YWCabSec3_2.indd 24
The Steps
1 Look at the materials and guess what experiment they are for. The Steps
bottle cooking oil detergent food coloring water
f Complete the rst two columns of the table.

1 Look at the materials and guess what
Answers may vary.
Mixing oil and water
experiment they are for.
What I know What I want to know What I learned Divide the class into pairs and focus attention on
the words in the box. Invite a volunteer to read
the words out loud and check students know the
meaning. Explain that the words are materials for
an experiment and give pairs a minute to discuss
f Look up the words in the Dictionary and match them with the pictures.
1. drops 2. tablespoon 3. cap 4. screw 5. shake

how they are used.
1 5 2
f Complete the rst two columns of the table.
Draw the table on the board and have pairs discuss
what they know and wish to know about mixing oil
3 and water. Elicit ideas and write them in the rst two
4 columns: Oil and water dont mix. How does detergent
affect the experiment? Keep the table on the board for
subsequent activities.
f Read the experiment and complete the last column of the table. f Look up the words in the Dictionary and
Answers may vary.
Instructions match them with the pictures.
Add some drops of food coloring to the water. Then add two tablespoons of the colored water
and two tablespoons of cooking oil to the bottle. Screw the lid on tightly and shake the bottle as Have a volunteer read out the words. Explain that the
hard as you can. Stop shaking. What happens to the oil?
Now add some detergent to the mixture of oil and water. Youll see that the detergent is photos illustrate the words, and have pairs match the
attracted to both the oil and water, forming an emulsion.
words with the photos, referring to the Dictionary at
Read instruction manuals. Clarify meaning of words. Anticipate central sense the back of the book if necessary. Elicit the answers
through self-questioning. Unit 2a 25
from the class.
f Read the experiment and complete the last

Objectives column of the table.
Review the table on the board with students and
Read instruction manuals. explain that they are going to read an explanation
Clarify meaning of words. of the experiment. In pairs, have students read the
Anticipate central sense through self-questioning. instructions and complete the third column of the
chart. Monitor and provide help as necessary. Elicit
the answers and complete the chart on the board.
Before the Book
Instructions Match Choose an activity from page x and do it with the
Write two columns on the board: class.
1. Mix a) about six tablespoons of salt
2. Pour b) the pieces of apple and potato
3. Eat c) more water into the glass
4. Add d) the egg into the water
5. Put e) each piece
Divide the class into pairs and have them match the
verbs with the phrases. Then have them check their
answers in the texts on the previous page.
Unit 2a T25
7/29/11 5:06 PM Unit2a_YWCabSec3_2.indd 25

9/7/11 5:06 PM
2 Unscramble the materials for an experiment. Then listen and check. 7
1. limk milk 2. lassg glass 3. tewar water 4. shalfhtgil ashlight

Objectives f Look at the pictures and circle the correct description of each step, A or B.
Go through procedure components (e.g. steps, Sky in a Glass

descriptions, activities, times, etcetera).
Distinguish the details that describe steps.
Verb forms: imperative.
Before the Book
Word Draw a) Pour water into a clear glass

until it is two-thirds full.
a) Add one teaspoon of milk
and stir well.
a) Shine the light from above.
The liquid should be bluish.
Invite a volunteer to come to the front and whisper b) Fill a clear glass with water. b) Fill the rest of the glass with
milk.
b) Shine the light from above.
The liquid should be reddish.
(or write on a piece of paper) one of these words: oil,
shake, mix, detergent, drops, tablespoon, cooking oil, stir,
experiment, food coloring. Have the student draw the The small particles
of milk in the water
word on the board for the class to guess. Invite the behave like dust
particles in the
student who guessed correctly to come to the board atmosphere, and the
flashlight represents
and draw the next word, and so on. the sun. The particles
disperse the light into
different colors. This is
2 Unscramble the materials for an experiment. a) Shine the light through the a) Shine the light from below
why the sky is blue and
sunsets are sometimes
bottom of the glass. and observe the liquid.
Then listen and check. 7 b) Shine the light through one b) Shine the light from the side
orange or red.
side of the glass. and observe the liquid.

Explain that the scrambled words are materials for
an experiment. Have students unscramble the words, f Read the instructions again and circle the verbs. Then choose the correct option.
referring to the photos for help if necessary. Play Track 1. To give instructions or describe procedures in experiments we use:
a) the simple present b) imperatives c) question forms
7 and have students listen and check.
Go through procedure components (e.g. steps, descriptions, activities, times,
26 Unit 2a etcetera). Distinguish the details that describe steps. Verb forms: imperative.
f Look at the pictures and circle the correct
description of each step, A or B.
Divide the class into pairs. Explain that the photos
Have students go to the Language Reference
show the steps of an experiment and the text contains
on page 105 for more information about the
the instructions for the steps. Explain that they have
imperative form. Play Simon Says with students.
to look at the photos and decide which instructions
Give an instruction. If you precede the instruction
describe them correctly. Divide the class into pairs and
with: Simon says, they should follow it; if not, they
have them complete the activity. Monitor and provide
should ignore it.
help as necessary. Check the answers with the class
and then elicit or explain the meaning of unfamiliar
words. Five-Minute Activity
f Read the instructions again and circle the
class.
verbs. Then choose the correct option.
Ask students to look at the rst picture and read the
text. Elicit the rst verb: pour. Write it on the board.
Have students complete the activity. Elicit the verbs
and write them on the board. Ask students to choose
the correct verb form from the options.
Language Awareness
The Imperative
Establish that we use the imperative form to give
instructions, commands and advice. Ask students
how we can recognize imperative verbs: They dont
have a subject. Elicit the form of the imperative in
the rst person plural: Lets + innitive without to.
T26 Unit 2a
3 Number the instructions for the two experiments below in the correct order. Then
listen and check. 8
of instructions and have students write the number 1
2
Baking Soda For this experiment,
1 in the corresponding box. Divide the class into pairs
First, put some baking
soda into the container. and Vinegar you need baking soda
(which is another nam
e
and ask them to number the steps of each experiment
for sodium bicarbonate),
and
in order. Elicit the answers from the class, but dont
The explanation is simple: 4 vinegar, a container
the baking soda is a base and paper towels or a cloth
. conrm or correct them yet. Play Track 8, and have
the vinegar is an acid. When
they are mixed, they form students listen and check their answers. Check the
carbonic acid, which quickly
deteriorates to form water and
Then pour in some 3
vinegar and watch
answers with the class.
carbon dioxide. The carbon what happens!
dioxide creates all the fizzing.
Have pairs answer the questions. Nominate open
1
Then hold the tennis
3
Next, let go off the
4 pairs to ask and answer the questions, and have other
For this experiment,
you need a basketball ball on top of the
basketball.
balls at exactly the students correct them if necessary.
and a tennis ball. same time. Finally,
observe what happens.
Ene f Find the words in the experiments and circle
rg n s f er
y
Here's how it works: The
Tra
5
basketball is much heav
the tennis ball so it has
ier than
more
them.
kinetic energy. When the
hit the ground together,
balls
the
First, hold the basketball 2 Write the words on the board. Ask students to nd the
kinetic energy in the bask at arm's length in one
transferred to the smal
etball is
ler tennis
hand. same words in the two texts and put a circle around
ball and sends it flying
the air.
high into them.

f Number the words in order.
1. Which experiment produces a chemical reaction? baking soda and vinegar Have students number the words 14 in the order they
2. Which experiment illustrates kinetic energy? energy transfer
sequence an event. Invite a volunteer to come to the
f Find the words in the experiments and circle them.
board and number the words.
3 next 1 rst 4 nally 2 then
f Number the words in order.
Follow instructions to conrm understanding. Recognize instruction order. Value

Adverbs of sequence. Unit 2a 27
Perseverance
Use this opportunity to talk with students about
Objectives the importance of perseverance. Write the word
on the board and ask if anyone can explain the
Follow instructions to conrm understanding. meaning. Elicit or explain that perseverance means
continuing to try to do something even though
Recognize instruction order.
there are problems, or not giving up because it
Adverbs of sequence. becomes difcult. Ask if students know of any
examples of people persevering in history. Mention
Before the Book that it took Thomas Edison almost two years of
failed attempts before he was able to invent the
Imperative Mime electric light bulb. Elicit tasks in students lives that
Divide the class into two teams. Have one member may need a certain amount of perseverance, such
of each team come to the front and write one of the as learning English, and discuss them. Teach the
following imperatives or another on a piece of paper: expression: If at rst you dont succeed, try, try again.
Pour a glass of water. Peel a potato. Eat an apple. Hold
your nose. Hit a glass with a pencil. Shake a bottle. Screw Five-Minute Activity
the cap on a bottle. Shine a ashlight. Have the students
mime the action for their team to guess. The rst
class.
team to guess wins a point for the team. Only accept
the imperative form in correct answers.
3 Number the instructions for the two

experiments below in the correct order. Then
listen and check. 8
Explain that the instructions for the two experiments
are in the wrong order. Ask them to quickly read the
instructions for the rst experiment. Elicit the rst set
Unit 2a T27

9/7/11 5:06 PM
4 Look at the pictures and answer the questions.
Objectives
Determine procedure components.

Make questions about the procedures to complete
sentences.
Answers may vary.
Establish number of steps. 1. What does the nal product show?
2. What do you think you do with the materials to get the
nal product?
Before the Book 3. Do you think you can do the experiment at home?
4. Do you think its dangerous? Fin t
.
al gh
prod k li
5. Would you like to do the experiment? uct under blac
Hangman f Look up the words in the Dictionary and complete the text about the experiment.
Play Hangman using the phrase: ultraviolet light. cut knife remove room submerge turn
Then divide the class into small groups and have

Cut knife Remove
them brainstorm what they know about ultraviolet the highlighter pen open with the .
from the highlighter and submerge it in the glass of water for a few minutes. Go to a dark
the felt
light. Elicit ideas from students and write them on room . Turn on the black light and observe the result.
the board.
f In your notebook, rewrite the procedure using sequencers. Decide on the number of
steps you want to include.
4 Look at the pictures and answer the f Read the explanation of the experiment and circle T (true) or F (false).
questions. 1. You cannot usually see ultraviolet light. T F

Black light is another name for
Have students describe the pictures. Ask volunteers to ultraviolet (UV) light, which is invisible
to the eye. The ink in the highlighter
2. All water glows under ultraviolet light. T F
3. The phosphor comes from the highlighter. T F
read out the questions. Check everyone understands pen contains a type of phosphor. When
the UV light hits the phosphor in the 4. Tonic water also contains phosphor. T F
them. Divide the class into pairs and have them water, it becomes visible, which is why
the water glows in the dark.
discuss and answer the questions. Elicit the answers The experiment also works with tonic
water and a black light, without the
from the class. need for the highlighter ink.
f Look up the words in the Dictionary 28 Unit 2a

Determine procedure components. Make questions about the procedures to
complete sentences. Establish number of steps.
and complete the text about the

experiment.
Ask students to read the text, ignoring the gaps. Then f Read the explanation of the experiment and
ask them to complete the text using the words in the circle T (true) or F (false).
box. Tell them that the words are in the Dictionary
Have students look at the nal photo and guess why
at the back of the book if they have difculty. Have
the water glows. Then have them read the text and
volunteers read out a line each to report the answers.
check their guesses. Elicit or explain the meaning of
f In your notebook, rewrite the procedure unfamiliar words. Read the sentences with the class.
Then divide the class into pairs and ask them to
using sequencers. Decide on the number of
discuss if the sentences are true or false.
steps you want to include.
Write the original text on the board. Ask students to Five-Minute Activity
suggest ways of dividing the text into steps. Accept Choose an activity from page x and do it with the
all logical alternatives. Then elicit the adverbs of class.
sequence from page 27, write them on the board
and add other possibilities: second, third, after that.
Divide the class into pairs and have them rewrite the
procedure including adverbs of sequence. Monitor
and provide help as necessary. Invite students to read
the texts out loud.
T28 Unit 2a
5 Look at the pictures and read the notes. Look up the words in the Dictionary if necessary.
Then write the experiment procedure on the card.
sequence: First, stretch the balloon. Write the sentence
on the board and have students copy it in their book.
Divide the class into pairs and have them complete
the activity, referring to the Dictionary at the back of
the book if necessary. Monitor and provide help as
stretch / balloon pour 40 ml / bottle teaspoon / baking soda
necessary. Elicit the procedure from students and write
it on the board.
6 Look at the sentences and answer the

question.
stir / straw squeeze / lemon juice very quickly / balloon / mouth
Have students read the sentences and the question.
of bottle Check the answer to the question with the class and
Balloons and CO2 then elicit the form of the verbs.
Explanation
Procedure If the experiment goes well,
First, stretch the balloon with both the balloon should inflate.
hands. Then pour 40 ml of water into a

This happens because the
combination of the ingredients Language Awareness
bottle. Next, add a teaspoon of baking (baking soda, water and lemon
soda. Stir with a straw. Squeeze a lemon

juice) creates a chemical reaction.
The baking soda is a base and
Simple Present
the lemon juice is an acid. When
into the bottle. Put the balloon very
mixed, they create a gas, carbon Establish that the simple present is used to describe
quickly over the mouth of the bottle. dioxide (CO2). The gas inflates
the balloon.
facts (as well as routines) and ask students for other
examples of facts: Water boils at 100C. The sun
6 Look at the sentences and answer the question.
rises in the East and sets in the West. Gold costs more
The combination of the ingredients creates a chemical reaction. than silver. Ask students what verb form they use in
When mixed, they create a gas, carbon dioxide (CO2).
Spanish to express facts.
The gas inates the balloon.
1. What do the underlined verbs express, routines or facts?
Use panels, ordinary numbers or words that indicate sequence to point out steps.
Write simple and complex sentences. Verb tenses: simple present. Unit 2a 29
class.
Objectives
Use panels, ordinary numbers or words that

indicate sequence to point out steps.
Write simple and complex sentences.
Verb tenses: simple present.
Before the Book

Sentence Transformations
Write on the board: Turn on the black light and observe
the result. Invite students to invent variations by
changing one or two words at a time: Turn on the black
light and watch the result. Turn on the television and
watch the show. Continue until students have run out
of ideas.
5 Look at the pictures and read the notes. Look

up the words in the Dictionary if necessary.
Then write the experiment procedure on the
card.
Allow students a little time to look at the pictures
and read the notes. Ask students to look at the rst
picture and elicit the instructions. Encourage them
to use the words under the picture and an adverb of
Unit 2a T29

9/7/11 5:06 PM
7 Number the steps of the lava lamp experiment in order.
Objectives 5 6 3
Arrange sentences in a certain procedures

sequence.
Aid sentences with illustrations.
Then add a dozen drops of
food coloring to the mixture. Finally, cut the tablet, drop
Watch as the food coloring a piece into the bottle and
Before the Book falls through the oil and mixes observe. When the reaction Next, pour vegetable oil into
with the water. stops, add another piece. the bottle until it is almost full.
Simple Facts 4 2 1
Divide the class into two teams. Ask each team

to write down ve true statements and ve false
statements: Blue and red make purple. Guanajuato is the
biggest state in Mexico. Monitor and provide help as
necessary. Either have teams exchange their quizzes To do this experiment you
need water, a clear plastic
and answer them or take turns reading out a sentence First, pour water into the bottle bottle, vegetable oil, food
Wait until the oil and water until it is around one quarter coloring and an indigestion
for the other team to identify as true or false. have separated. full. tablet.
f Illustrate the steps of the experiment.

7 Number the steps of the lava lamp
f Choose the correct picture to illustrate the nal product of the experiment.
experiment in order.
Draw a lava lamp on the board. Ask students if they
know what it is. Dont conrm or correct ideas at
this stage. Give students a few minutes to look at the
pictures and read the instructions. Elicit the rst step

from students. Divide the class into pairs and have
them complete the rest of the activity. Check the 30 Unit 2a
Arrange sentences in a certain procedures sequence. Aid sentences with
illustrations.
answers with the class.
f Illustrate the steps of the experiment.

Have students read the texts again and underline Time to read! Nonction pp. 15-19
unfamiliar words. Elicit or explain their meaning with
drawings, denitions, synonyms and examples. Then Write the following statements about lab safety on
have students illustrate each step of the experiment. the board: You can eat and drink in the lab. / Keep
Allow students time to compare their drawings in electrical equipment far from water. / It is not necessary
small groups. to use protection in the lab (goggles, gloves, etc.) /
Always clean glassware before and after you use it.
f Choose the correct picture to illustrate the Have students decide whether the statements are
nal product of the experiment. true or false. Ask students to read the corresponding
pages. Then say: To do the Floating Egg experiment,
Ask students to look at the two pictures and choose
you need... Have volunteers complete the sentence:
which best represents what the lava lamp should look
eggs, glass, etc. Continue with similar statements.
like. Elicit the answer from the class.
Ask whether students nd this experiment
interesting and why.
class.
T30 Unit 2a
9/7/11 9:01 AM
PM Unit2a_YWCabSec3
8 Look at the picture and circle the
words you think will appear in the
experiment. Look the words up in 8 Look at the picture and circle the words you
the Dictionary if necessary.
add orange straw

think will appear in the experiment. Look
cut potato strong
the words up in the Dictionary if necessary.
hand stab thumb
Ask volunteers to describe the picture. Explain that it

is for an experiment. Then have other volunteers read
f Complete the experiment procedure
re with words in the box.
box
the words in the box out loud. Ask students to circle
Magic Straw the words they think will appear in the experiment
First, hold the potato in your hand and try to push the straw into it. Then try to
stab the potato again, but this time cover the straws opening with your thumb . procedure, looking them up in the Dictionary if
So how does it work? If you dont cover the opening of the straw , it bends when you try to necessary. Elicit ideas but dont conrm or correct
stab it into the potato. When you cover the opening, the air in the straw is compressed, making the
straw strong enough to penetrate the potato.
them at this stage.
9 Look back at the experiment and circle these punctuation marks. f Complete the experiment procedure with
comma (,) period (.) apostrophe () question mark (?)
f Tell a partner when you think we use the punctuation marks.

words in the box.
f Match and make rules. Explain that the text describes the experiment in
1. Commas (,) are used to create possessive forms and contractions. the photo. Ask students to read the text, ignoring
2. Periods (.) are used at the end of afrmative and negative sentences.
the gaps. Then have them complete the text with
3. Apostrophes () are used at the end of questions.
4. Question marks (?) separate sentence clauses or elements in a series.
appropriate words from the box. Have volunteers read
f Add punctuation marks where necessary.
out a line each to report their answers.
Invisible Ink
You need lemon juice,water,a cotton bud ,white paper and a lamp or lightbulb. Add a few drops 9 Look back at the experiment and circle these
of water to the lemon juice .Then dip the cotton bud into the mixture and write a message on the
white paper.Wait until it dries and you cant see it anymore.To reveal your secret message,heat the punctuation marks.
paper by holding it close to a lightbulb .
Do you know how it works?The lemon juice oxidizes and turns brown when you heat it . Have students nd and circle examples of the
Complete sentences with the descriptions of steps and activities. Punctuation:
punctuation marks in the experiment procedure.
period, comma, apostrophe, question mark. Unit 2a 31
f Tell a partner when you think we use the

punctuation marks.
Objectives Divide the class into pairs and ask them to discuss
how the punctuation marks are used. Elicit ideas from
Complete sentences with the descriptions of steps students and encourage them to say if they are used
and activities. in the same way in Spanish.
Punctuation: period, comma, apostrophe, question
f Match and make rules.
mark.
Explain that students have to match the punctuation
marks with the phrases to make rules for their use.
Before the Book Have pairs complete the activity. Ask volunteers to
read out a rule each to check the answers.
Word Bingo
Choose a dozen or so verbs from the unit and write f Add punctuation marks where necessary.
them on the board: mix, peel, screw, shake, add, pour, Ask students to look at the text. Explain that all the
ll, shine, turn off, remove, cut, stretch, stir, squeeze. punctuation marks are missing and elicit the rst
Ask students to choose any six words and write one: a comma after juice. Have pairs complete the
them down. Read out the words randomly and have activity. Monitor and provide help as necessary. Check
students cross them off their list as they hear them. the answers with the class by reading a portion of the
The rst student to cross off all six words shouts text and having students stop you when they think a
Bingo! and wins the game. To make the game punctuation mark should be inserted.
harder, use each verb in a sentence so that students
have to pick it out. Five-Minute Activity
class.
Unit 2a T31
8/9/11 9:01 AM Unit2a_YWCabSec3_2.indd 31

9/7/11 5:06 PM
10 Find six spelling mistakes in the text and correct them.
1. cherchair 4. objetobject
Objectives 2. eigtheight 5. plastikplastic
3. nexnext 6. wenwhen
Read to review punctuation and spelling
A
Parachute
conventions.
Verify the arrangement of the sequence in
sentences.
Remove add, change and / or re-arrange
information to improve a text. 4 Finally, stand on a cher and drop your
parachute. You can also throw it in
the air, but its' more difficult to get the
Write nal version. parachute to open that way.
Then cut eigth small holes around
2
the edge of the plastic and attach
eight pieces of string. Use knots or
Before the Book adhesive tape to attach the string to

the plastic.
3 Nex,tie the pieces of string to an
objet such as a small doll,a toy car or
The Magic Straw a pen .
1 First,cut a large square from a plastik
Tell students you are going to read out the instructions bag and trim the edges to make an
octagon.
for the magic straw experiment and they are going 5 Explanation: wen you release the
parachute, the weight pulls down on
to listen. Read out the instructions twice. Divide the the strings and opens up the plastic.
This creates air resistance so the
class into groups of four students and have them parachute doesnt' fall too quickly.
reconstruct the text from memory. Allow a few minutes

and then read out the text again. Give students
another few minutes and then ask groups to compare
their texts with the text on page 31. f Read again and number the steps of the experiment in order.
f Write punctuation marks (commas, periods and apostrophes) where necessary.
10 Find six spelling mistakes in the text and f Go to Worksheet 3. 3
correct them. Read to review punctuation and spelling conventions. Verify the arrangement of
the sequence in sentences. Remove, add, change and / or rearrange information
Have students look at the text. Invite a volunteer to 32 Unit 2a to improve a text. Write nal version.
read the rst sentence out loud and elicit the spelling
mistake and its correct form: cherchair. Have
students nd the other ve spelling mistakes and stuck, allow them to refer back to the text on page 32,
write the corrections in their books. Elicit the words but discourage them from copying the instructions
and the corrections and write them on the board. word by word. Then have students illustrate each
step in the spaces provided. Display the completed
f Read again and number the steps of the
worksheets around the class and have students vote
experiment in order. on the clearest explanations and best illustrations.
Ask students to read the instructions again and Encourage students to put their worksheets in their
number them in order. Monitor and provide help as portfolios.
necessary. Have volunteers read out a step each. Elicit
or explain the meaning of unfamiliar vocabulary. Five-Minute Activity
f Write punctuation marks (commas, periods class.
and apostrophes) where necessary.
Divide the class into pairs and explain that some
punctuation marks are missing in the text. Have pairs
read the instructions again and insert the missing
punctuation marks in the correct places. Read out the
text and have students stop you where they think a
punctuation mark is missing.
Divide the class into pairs and have them turn to
page 121. Focus attention on the activity and check
that everyone understands the instructions. Have
students complete the worksheet by paraphrasing
the procedure for the parachute experiment. Monitor
and provide help as necessary. If students become
T32 Unit 2a
The Presentation
1 Make an instruction album.
1. Work in small groups, choose an experiment and nd information about it.
2. Write instructions to carry out the experiment.
science-experiments.com / or a similar website and
3. Check the sequence of the instructions and illustrate them. choose one. Have students write a list of materials
4. Check spelling and punctuation. Tips
5. Edit and rewrite a nal version of the instructions.
and then the steps for their experiments. Monitor and
Writing clear instructions can be
6. Design an album to display all the experiments.
tricky, so choose an experiment
provide help as necessary. Have students check the
7. Make an index with the names of the experiments.
8. Put the album together and add it to the classroom library.
that is easy to do.
spelling and punctuation in their texts and then write
a nal version. Have them illustrate the steps. Ask
the class to compile a class album including an index
page with all the experiments.
Tips
Read the text in the Tips box with students. Discuss
different types of simple experiments they could
choose, and if necessary, help them write some simple
intructions on the board for one of the experiments.
The End
The End
Group Reection
Group Reection Have students work in the same groups as before.
1. Was it easy or difcult to interpret instructions to perform an experiment?
Read the questions out loud and get groups to discuss
2. Could you write clear instructions for your experiment?
3. Was editing your notes easy? the answers. Lead the class into a discussion on how
4. Did you like the topic you chose for your experiment?
to evaluate how they worked, and what they would
5. Did you learn anything interesting from the experiments?
Self-Evaluation
like to focus on in later classes.
Self-Evaluation
The Product: Create an album of instructions for experiments. Group reection
and self-evaluation. Unit 2a 33
Have students turn back to page 24. Read the
objectives for this part of the unit again, and ask
students to mark them according to their own
opinion. Put students into pairs or small groups and
Objectives have them compare their answers together.
The Product: Create an album of instructions for

experiments.
Group reection and self-evaluation. Write the following tips for writing effective
Suggested Materials Internet access, books or instructions on the board: Know your audience.
magazines with information on experiments Include language and terms that you know they will
understand. / Keep your instructions short and concise.
/ Use the simplest terms. / Instructions that are in steps
Before the Book should be like a recipe. / Use imperatives. Ask students
to read the corresponding pages and decide
Experiment Mistakes
whether the instruction in the text follow the tips
Read out the instructions for the lava lamp on page above. Finally, have students turn to page 24 and
30, but introduce deliberate mistakes: To do this do the tasks on their own. To check, have volunteers
experiment you need alcohol, a clear plastic cup, vegetable read questions 1-4 and give their answers. They
oil, food coloring and an indigestion tablet. When should say on which page they found the answer.
students hear a mistake, they raise a hand and call To check the matching activity, say a word and
out the correction. elicit the opposite.
The Presentation
1 Make an instruction album. Choose an activity from page x and do it with the
Ask students to read the instructions. Check that class.
everyone understands. Divide the class into groups
of three or four students and ask them to choose an Go to Assessment 2a
experiment. If the groups have trouble thinking of on page T106.
an experiment, you can have them go to /www.kids-
Unit 2a T33

9/7/11 12:02 PM
U t
Unit
Unit 2b 2b Reacting to TV Shows

Reacting to TV Shows 1 Find the TV genres in the pictures.
The Beginning
cartoon comedy documentary drama news reality show soap opera

documentary
Social Practice Interpret and convey information
news soap opera
published in various media.
Environment Familiar and community.
cartoon
drama comedy
Objectives
Establish genre, subject matter, purpose and

intended audience.
Distinguish set(s) or place(s) where actions occur. reality show
f Draw a table in your notebook. Use the TV genres as seven column headings.
Determine the roles of participants. Answers may vary.
1. In the rst row, write the name of a program from each genre.
Distinguish visual effects. 2. In the second row, write the purpose of each genre: to The Plan
scare, to inform, to make you laugh, etc.
3. In the third row, write who watches each genre: males,
females, adults, teens, children, etc. revise a TV program
using context clues
Before the Book interpret central sense
2 Choose one TV program that you all watch and
answer the questions. and some details of
TV Mind Map Answers may vary.
1. Who are the participants?
a TV program
share emotions and
2. What is each participants role in the show?
Draw this mind map on the board: 3. Where does the show take place?
reactions caused by
a TV program
4. Does the show have a distinctive title tune or graphic?
Establish genre, subject matter, purpose and intended audience. Distinguish set(s)
mdraa nsew poear or place(s) where actions occur. Determine the roles of participants. Distinguish
34 Unit 2b visual effects.
asop
roocta
ydmoec TV genres
Value
laeriyt Good Judgment
psonS
hswo Use this opportunity to talk with students about the
miheTs ranemdcotyu
inuence TV shows can have on they way we see
the world. For example, characters in sitcoms and
soap operas are often exaggerated, and young
Explain that the scrambled words are examples of people especially have a tendency to imitate their
TV genres, except one, which is the name of a TV behavior. Ask students to name characters who set
program. Have students unscramble the words to nd a bad or a good example and why.
the names of the genres and identify the odd one out.
Check as a class.
2 Choose one TV program that you all watch
The Beginning and answer the questions.
Join two or three pairs to form groups. Allow a few
1 Find the TV genres in the pictures.
minutes for students to discover a TV program that
Focus attention on the TV genres in the box and the they all watch and to answer the questions about it.
pictures. In pairs, have students identify the pictures Elicit the answers from several groups.
that illustrate the genres. Check as a class.
The Plan
f Draw a table in your notebook. Use the TV
genres as seven column headings. Invite volunteers to read the objectives one by one.
Call on three volunteers to read out the prompts.
Draw a table on the board as an example. In the
what expectations they have of the unit.
same pairs, have students draw the table and
complete it. Elicit the answers from several students Five-Minute Activity
and discuss differences of opinion.
T34 Unit 2b
The Steps
1 Read the transcript from a TV show and circle the correct options in The Steps
the sentences.
1. The script is from a reality / documentary / news show.

2. The show runs in the morning / afternoon / evening.
1 Read the transcript from a TV show and
3. National Pancake Day is an important / the major / a secondary news story of the day. circle the correct options in the sentences.
4. Lauren Snchez is in the studio / Chula Vista / a scene.
Allow students time to read the transcript silently.

Then ask three volunteers to read out the transcript
ANCHOR: Hi, Im Tom Livingston and welcome to the show. Its six a.m. on Wednesday,
November 6. Ashley Johansen, our meteorologist, joins us with a quick look at todays (one student as the anchor, another as Ashley and the
weather forecast. Ashley?
third as Lauren). Form pairs and have students read
ASHLEY: Hi, Tom, its going to be fair all day here in San Diego, with temperatures ranging
from 65 on the coast to just over 80 inland, and without a cloud in the sky. Ill be back the sentences and circle the correct options. Check as
with the complete forecast in around half an hour. Back to you, Tom.
a class.
ANCHOR: Thanks, Ashley. In our top story its
National Pancake Day, today, and in
honor Patticakes Restaurant in Chula
Vista is giving away free pancakes to
f Find these words in the text and guess their
the rst 100 clients. Our reporter Lauren
Snchez is on the scene. Lauren, have
meaning from context. Then check in the
you claimed your free pancakes yet?
Dictionary.
LAUREN: You bet I have, Tom! With bacon
and blueberries, mm. Do you want me
to bring some back for you?
Read the words with the class. In the same pairs,
ANCHOR: I'd love that, Ashley, but you
have students underline the words in the text, guess
know I'm on a diet. Now, on to other
news
their meaning from context and write the denitions
on the lines in pencil. Then have students look up
f Find these words in the text and guess their meaning from context. Then check in the
Dictionary. the words in the Dictionary at the back of the book.
Answers may vary.
1. forecast 5. cloud Have them change incorrect denitions, but not if
2. fair 6. sky they expressed the same meaning in different words.
3. coast 7. half an hour
Monitor and help students decide if their denitions
4. inland 8. claim
are incorrect or just differently worded. Finally, have
Interpret central sense and some details of a TV program. Clarify the meaning
of words. Unit 2b 35 students write the correct denitions in pen.

Objectives Divide the class into groups. Have them talk about
what their favorite television program is now, and
Interpret central sense and some details of a TV
what it was when they were in primary school.
program.
Ask volunteers to give examples of their ndings.
Clarify the meaning of words. Write the results on the board. Ask students why
they think these shows are so popular. Next, write
Before the Book these incomplete sentences on the board and have
students copy them into their notebooks: We are
TV Habits Zoc Gold... / Oscar looks like a... / The names of the
Ask students about their TV-watching habits: Do you superheroes are... / Their birthmarks show a... / The
watch TV before or after doing your homework? Why? superheroes live in... / The mission is... Have students
Do your parents stop you watching TV at a certain time read the corresponding pages and then complete
at night? What time? How do you feel about that? How the sentences on their own. To check, form pairs
much TV do you watch on a weekday? How about on and have students exchange their books. Finally,
the weekend? Do you watch TV more in the morning ask whether they would like to watch a program
or evening? Be sure to end with a question about like this on TV and why.
watching TV in the mornings, to link this discussion
to the following activity, about breakfast TV. Five-Minute Activity
class.
Unit 2b T35

9/7/11 12:04 PM
2 Look at the transcript again and number the people in the order they appear.
Objectives
Reect on the relationship between actions, images,

dialogues and sound effects.
Interpret technical or specialized information.
cameraman 3 reporter
Before the Book
Team Denitions
2 meteorologist
Divide the class into two teams. Have one member
from each team sit at the front facing away from
1 anchor
the board. Write one of the words from the second
f Label the people in the pictures with their professions.
activity on page 35 on the board and have the other
team members dene the word for the two students anchor cameraman meteorologist reporter
to guess. They must not use Spanish, and they must f Imagine you have one of these professions. Discuss the questions.
Answers may vary.
not say the word on the board. Continue until all the 1. What are you?
words have been reviewed. 2. What do you do every day?

3. What do you like best about your job?
2 Look at the transcript again and number the f Complete the sentences using words in the box.
correspondent desk host location map microphone news symbol temperature

people in the order they appear.
1. A weather forecast includes information about precipitation, wind and temperature.
Have students read the transcript on page 35 again 2. The anchor usually sits behind a desk .
and then number the people in the order they appear. 3. The main presenter of a TV show is also called the host .
Check as a class. 4. A correspondent is a reporter who is assigned to a particular subject or place.

5. A symbol on a weather map can be a sun, a cloud or just a raindrop.
f Label the people in the pictures with their Reect on the relationship between actions, images, dialogues and sound effects.
36 Unit 2b Interpret technical or specialized information.
professions.
Have students label the people with the names of the
professions in the box. To check, describe a person
and get a volunteer to say the profession.
Language Awareness
f Imagine you have one of these professions.
Word Families
Discuss the questions.
Use this opportunity to explore word formation
Form pairs and invite students to imagine that they and afxes. Ask students to list more words for
work as one of the people in Activity 2. Have them people ending with er/or and ist, and other
discuss the questions as if they were the professionals. words related to them: reporter, report, visitor, visit;
Finally, ask students how many would like to have meteorologist, meteorology, meteorological, biologist,
one of these professions in the future. biology, biological. Explain that students can expand
their vocabulary more quickly by learning complete
f Complete the sentences using words in the
word families rather than individual words.
box.
Focus attention on the sentences and explain that the
gaps can be lled using some of the words in the box
from the previous activity. Allow time for the students Choose an activity from page x and do it with the
to complete the sentences, referring to the Dictionary class.
at the back of the book if necessary. Have volunteers
read out a completed sentence each to check the
answers. Finally, have students create sentences for
some the other words in the box.
T36 Unit 2b
3 Listen to an extract from a TV show and mark the correct picture. 9
Play Track 9. Have students mark the correct picture.

Check as a class.
f Listen again and number the sound effects

in order.
Read the sound effects with the class and elicit what
f Listen again and number the sound effects in order.
each sounds like. Play Track 9 again and have
3 a window breaking 2 knocking on a door 1 a car 4 gunshots
students number the sound effects in order. Check as
f Write the speakers names on the lines.
a class.
f Write the speakers names on the lines.

Have students describe the people in the pictures.
Then have them write the peoples names beside
the lines of dialogue.
Tips
B OSS K LEIN R OZ Read the text in the Tips box with students. Encourage
1. Boss : Roz, you go around the back.
students to try to say the followig sentence with
2. Boss : Klein, come with me!
3. Klein : Why dont we break the door down, Boss?
different tones of voice: I think we should go. Tell
4. Roz : Everythings under control. Tips
them to say the sentence angrily, sadly, desperately,
f Listen again and check. Then answer the questions. Remember that you can condently, etc.
convey feelings with your
1. Which person sounds authoritative? Boss .
f Listen and check. Then answer the
tone of voice. Practice
2. Which person is submissive? Klein . expressing different feelings
in English by changing
3. Which person is condent? Roz .
your own tone of voice! questions.
4. What does Roz mean in line 4? That there .is no problem.
Infer the central sense. Reect on the relationship between actions, images, dialogues
Play Track 9 again and have students check their
and sound effects. Identify the function of pauses, rhythm and intonation. Unit 2b 37 answers to the previous activity. Divide the class into
pairs and have students answer the questions. Check
as a class. Then have volunteers repeat the lines using
Objectives the same intonation.
Infer central sense.
Reect on the relationship between actions, images,
class.
dialogues and sound effects.
Identify the function of pauses, rhythm and
intonation.
Before the Book
Sound Effects
Write the following genres on the board: cartoon,
romantic soap opera, crime drama. Have students list
four sound effects they would expect to hear in each
type of program. Elicit some possibilities for each
type, and then have pairs or small groups of students
choose one of the genres and create a scene involving
all four sound effects. Call on volunteers to act out
their scene for the class, including the sound effects.
3 Listen to an extract from a TV show and

mark the correct picture. 9
Have students describe the pictures and identify which
TV genre each represents. Explain that students will
listen to an extract and decide its genre.
Unit 2b T37

9/7/11 9:01 AM
PM
4 Look at the characters from a TV show and guess the genre. soap opera
Objectives
Infer the central sense.

Identify the function of pauses, rhythm and
intonation.
Point out speech register. Marco Xavier Liliancita Julian
the stepfather the mother the son
Before the Book
TV Characters
Make a list of characters from popular TV shows.
Divide the class into teams. Call out the rst name on
the list and have students raise a hand if they know Tom
Julians best friend
Watson
the butler
which TV show the character is from. Elicit the answer
f Read the dialogues from the show and name the speakers.
from the rst student to raise a hand and award 1. I dont feel well. Can I stay home today? J Sure, honey, but ask your dad, too. L
the team a point if it is correct. Continue with other 2. Do you think I could stay home today? J Never! You need to toughen up! MX
3. Answer the door, Watson. MX Yes, sir, right away, sir. W
characters. 4. Hello, is Julian at home? T I will call him, boy. Wait right there. W
5. Hey, dude. Whats up? J Your butler is so full of himself. T
4 Look at the characters from a TV show and f Listen and check. Then match the speakers with the emotions. 10
guess the genre. 1. kind Liliancita weak Julian

2. respectful Julian strict Marco Xavier
Divide the class into pairs and ask students to look at 3. submissive Watson bossy Marco Xavier
the characters from a TV show. Elicit the genre (soap 4. arrogant Watson polite Tom
opera) and discuss what helped students decide. 5. friendly Julian critical Tom
f Read the dialogues from the show and 38 Unit 2b

Infer the central sense. Identify the function of pauses, rhythm and intonation.
Point out speech register.
name the speakers.

Have students read the mini-dialogues with their
partner and identify which characters are speaking in
each one. Check as a class.
f Listen and check. Then match the speakers

with the emotions. 10
Play Track 10 and have students check their answers
to the previous exercise. Read the list of emotions with
the class. Have students read out the corresponding
entries in the Dictionary if necessary. Then have pairs
match the speakers in each dialogue to the emotions.
Check as a class. Have pairs practice each dialogue,
using appropriate intonation. Ask volunteer pairs to
perform a dialogue for the class.
class.
T38 Unit 2b
5 Match the lines from the soap opera with the responses.
1. I cant stand him! The new what? Whats PS3?

with the class and check everyone understands. Then
2. Dinner will be served at seven. You hate him?
3. Can you get me the new Supermario for PS3? Hey, slow down. Whos Johnny?
have pairs write the responses under the appropriate
4. And then Johnny and Karl were late for gym Like what? heading. Draw the table on the board and have
and Mr. Howard sent them to detention and its volunteers write one response each in the correct
so unfair because Mr. Howards always late and
5. The butler says some horrible things to me. What time? Speak up, man!
column. Finally, play the track again and pause after
f Listen and check. Then write the responses in the table. 11
each response for students to repeat with the correct
Asking for Repetition Asking about Meaning Asking for an Example
intonation.
You hate him? The new what?
What time? What's PS3?
Like what?
For example?
f Add these phrases to the table.
Say again? Hey, slow down. Who's Johnny?
Such as?
I didn't catch that. What does that mean? Have pairs add the phrases to the table. Have
f Add these phrases to the table.
volunteers write a phrase each on the board. Invite
Say again?
students to perform a role-play to practice the phrases
in the table.
Language Awareness
Such as?
For example?
Whats that? Intonation
Explain to students that the meaning of a sentence
I didnt catch that. can change according to the intonation you use.
For example, regular phrases, such as several of the
ones on the page, can be turned into questions by
using rising intonation at the end: Say again? Such
What does that mean?
as? For example?
Recognize strategies to rephrase, adjust volume / speed, negotiate meaning, etcetera. Unit 2b 39 Time to read! Fiction pp. 20-22
Ask students the following questions: Would you

watch this type of program? / Is it similar to anything
Objectives on TV now? / Do you identify with any characters on TV
like Rita does? / What do you think the hunters will be
Recognize strategies to rephrase, adjust volume / like? Ask students to read the corresponding pages
speed, negotiate meaning, etcetera. of the story. When they have nished, ask students
to describe the hunters: Theyre green, they have
Before the Book horns. They have warts on their noses. etc. Then ask:
Do kids enjoy this program? How do you know? (Yes,
Soap Opera Mind Map because they are very interested in it. Some feel scared,
Write the names of the soap opera characters from some feel sad for the seals, etc.). Finally, get them to
page 38 on the board and elicit from students what predict the ending. Elicit ideas from volunteers and
they can remember about each character. Create a have students note them down for the next reading
mind map for each character with the information. time.
Leave the information on the board for students to
refer to during the class. Five-Minute Activity
5 Match the lines from the soap opera with the Choose an activity from page x and do it with the
class.
responses.
Focus attention on the lines from the soap opera.
Divide the class into pairs and have students read the
lines in the rst column and match them with the
responses in the second column.
f Listen and check. Then write the responses

in the table. 11
Play Track 11 for students to check their answers to
the previous activity. Read the headings in the table
Unit 2b T39

9/7/11 9:01 AM
PM
The rst
6 Complete the TV show synopses with the genres. sentence in each
paragraph should
Objectives animated comedy musical drama reality show science ction drama be underlined in
red.
The Vampire Diaries

Differentiate main ideas and information that This science f iction drama series is about a girl
who falls for two vampire brothers. The series is set in Mystic Falls,
enhances, exemplies or explains them. Virginia, which is haunted by supernatural beings. Elena has an
evil doppelganger, Katherine, who wants to destroy the town, the
Share emotions and reactions caused by a TV brothers and Elena.
program.
Top Model
This popular reality show revolves around
a modeling competition. Twelve aspiring young models compete to
Before the Book become the next top model, with one model eliminated each week.
The winner receives a contract with a major agency and a cover
shoot with a fashion magazine.
Alphabet Shows
Divide the class into teams and have one student in Glee
This highly original musical drama focuses on
each team write the letters of the alphabet vertically a high school music group. While the group is competing on the
show choir circuit, its members deal with relationship and social
in the margin of a notebook. Give teams three issues. The elaborate choreography and popular music make this
show a hit with teens and adults alike.
minutes to write the name of one TV show for each
letter. When the time is up, ask teams how many TV
The Simpsons
shows are on their list. Check their responses as a This animated comedy parodies American
life. The show is set in the ctional city of Springeld, and stars
class. Homer, Marge, Bart, Lisa and Maggie Simpson. Jokes revolve
around American culture, society, television and the lifestyle of the
American working class.
6 Complete the TV show synopses with the
genres. f Read the synopses again. Underline the ideas in these colors.
the main idea further information

Have students look at the photos and read the genres
f Ask and answer the questions. Answers may vary.
in the box. Then have them insert the genres into 1. Do you ever watch any of the shows?
the synopses to complete them. Check as a class and 2. Do you like them?
3. How do you feel when you watch them?
elicit keywords in each synopsis that help identify the
genre. 40 Unit 2b
Differentiate main ideas and information that enhances, exemplies or explains
them. Share emotions and reactions caused by a TV program.
f Read the synopses again. Underline the

ideas in these colors.
Have students read the synopses again, underlining
the main idea of each synopsis in red and further Choose an activity from page x and do it with the
information in blue. Check as a class. Ask in which class.
sentence of each synopsis the main idea appeared:
the rst one. Have volunteers share more information
about the shows if they watch them.
f Ask and answer the questions.

Divide the class into groups and have students discuss
and answer the questions. Hold a class discussion
about the shows. If few or no students watch these
shows, elicit popular shows from similar genres and
hold the discussion about them instead.
Value
Health
Use this opportunity to discuss how a sedentary
lifestyle, aided by watching too many hours of
television, can cause poor physical health and lead
to obesity if not balanced with more energetic
activities. Elicit other examples of activities that
are ne in moderation but that become harmful in
excess.
T40 Unit 2b
7 Complete the table with information about three TV shows that you watch.
Answers may vary.
Name / Genre Actors / Characters Main Idea and Further Information
about the feelings that something or someone
provokes in us. Elicit adjectives that we could use
with this expression: happy, sad, scared, frightened,
excited, bored, etc.
Invite volunteers to share their ideas about how
some things or people make them feel: My little
brother makes me feel happy.
Finally, explain that in the next activity they will have
an opportunity to use these expressions to talk about
how TV programs and movies make them feel.
f Complete the sentences about the shows.
Answers may vary.
1. (name of show) makes me feel (adjective).
2. I always feel (adjective) when I watch (name of show). 7 Complete the table with information about
3. (name of actor) is (adjective).
4. My favorite shows are all (genre).
three TV shows that you watch.
5. I talk about my favorite shows with (names). Using the TV shows from the opening activity or
f Unscramble the questions.
others, have students complete the table with as much
1. is / what / favorite / show / your / of / type
information as they can. Call on a few volunteers to
What is your favorite type of show? ?
2. which / shows / do / never / miss / you
share their information with the class.
Which shows do you never miss? ?
3. what / main / of / the / is / show / each / idea f Complete the sentences about the shows.
What is the main idea of each show? ?
Have students complete the sentences about the shows
4. make / how / the / do / feel / you / shows
How do the shows make you feel? ?
in the table. They can also copy and complete the
5. what / actors / are / like / the sentences in their notebook in order to write about all
What are the actors like? ? the shows. Call on volunteers to share their completed
Exchange emotions or reactions. Formulate questions about the emotions and sentences with the class.
reactions caused by a TV program. Unit 2b 41
f Unscramble the questions.

Have students unscramble the questions. Ask
Objectives volunteers to write the unscrambled questions on the
board to check the answers.
Exchange emotions or reactions.
Formulate questions about the emotions and Time to read! Fiction pp. 23-26
reactions caused by a TV program.
Invite volunteers to remind the class of their
predictions about the ending of the story. Then ask
Before the Book students to read the corresponding pages. When
they nish, ask them whether they were surprised
Favorite Shows
or not. Elicit who thought there wouldnt be a clear
Have students write the names of their three favorite ending. Form pairs and have them draw scenes to
TV shows in their notebooks. Then have students illustrate the best ending for the program. Finally,
mingle, asking and answering about the shows. have them turn to page 26 and solve the tasks. To
When they nd someone with one or more of the check, have volunteers each read the beginning of
same favorite programs, they should write down that a sentence and point to a classmate to nish it. To
persons name. After a few minutes, have students check the vocabulary task, have volunteers spell
return to their seats. Ask several students to name each new word.
their favorite shows and to name other students who
also like them.
Language Awareness
class.
Make + object pronoun + Feel + Adjective
Say This show makes me feel sad. I feel sad when I
watch this show. Write make + object pronoun (me,
you, him, her, them) + feel + adjective on the board
and explain that we use this expression to talk
Unit 2b T41

9/7/11 12:04 PM
8 Read why conversations sometimes fail. Mark () if you have had these experiences.
Answers may vary.
2 You dont understand a word that another person uses.
Objectives
5 Someone speaks too quickly.
3 Someone speaks too quietly.
Answer questions about the contents of a TV 6 You dont have anything else to say.
program. 1 The other person doesnt understand.
4 You dont know the correct word to express your idea.
Include the explanation of main ideas during an
f Say which strategies can repair the failed conversations above.
exchange. 1. Check understanding.
2. Ask about meaning.
Share emotions and reactions caused by a TV 3. Ask the person to speak more loudly.
program. 4. Ask what the word is or paraphrase.
5. Ask the person to speak more slowly.
Compose expressions to share emotions. 6. Ask another question.
Use strategies to repair a failed conversation. f Match each strategy above with an appropriate example. Write the corresponding
numbers in the boxes. Then think of more examples.
Do you see what I mean? Could you speak up? How do you say
espeluznante in English?
Before the Book 1 3
4
Communication Breakdown
Conduct any normal part of the classroom
routine: calling the roll, checking homework, etcetera.
Deliberately cause communication problems by
speaking too quickly or too quietly. At the end of the
activity, ask students what you were doing and what
effect it had on them. Ask them if they have ever Do you like the actors? 6 What does that mean? 2
Say that more
slowly, please. 5
experienced these problems outside the classroom
f Ask and answer the questions that you unscrambled in Activity 7. Use the strategies
(either in English or in Spanish). above to keep the conversation going.
Answer questions about the contents of a TV program. Include the explanation

8 Read why conversations sometimes fail. Mark of main ideas during an exchange. Share emotions and reactions caused by a TV
program. Compose expressions to share emotions. Use strategies to repair a failed
() if you have had these experiences. 42 Unit 2b conversation.
Read the communication problems with the class

and check everyone understands. Divide the class
into small groups and have them share personal strategy. Compile lists on the board. Ask students
experiences of failed English or Spanish conversations to go to the Language Reference on page 105 on
for each problem. Have students put a check mark their own. Use this opportunity to clarify any doubts
beside communication problems that they have students may still have.
experienced.
f Ask and answer the questions that you
f Say which strategies can repair the failed unscrambled in Activity 7. Use the strategies
conversations above. above to keep the conversation going.
Explain that the six strategies are ways of overcoming Have students turn back to Activity 7 on page 41.
the communication problems in the previous activity. Get them to ask and answer the questions in their
Have groups read the list of repair strategies and groups, using the strategies and phrases they learned
match them with the reasons why conversations in Activity 8 to keep the conversation going. Refer
sometimes fail. Check as a class and then elicit them to the Language Reference on page 105 for help
personal experiences of failed conversations and if necessary. Nominate open pairs to ask and answer
whether students were able to repair them. the questions.
f Match each strategy above with Five-Minute Activity
an appropriate example. Write the Choose an activity from page x and do it with the
corresponding numbers in the boxes. class.
Then think of more examples.
Focus attention on the pictures and phrases. Explain
that each phrase is an example of a strategy from the
previous activity. Have students match the phrases
with the strategies. Check as a class. Then have
groups think of more examples. Encourage them
to come up with at least two more phrases for each
T42 Unit 2b
The Presentation
1 Make an oral presentation about a TV program. 4
1. Select a TV program.
2. Go to Worksheet 4.
program to use. Ask students to turn to page 123
3. Work with another pair. Take turns reading your sentences. Use conversation strategies to keep and look at the worksheet. Read the instructions
the conversation going.
4. Establish turns and extension for each oral presentation. and the prompts with the class and check everyone
5. Make your oral presentation to the class. understands. Have pairs complete the notes on the
6. Pay attention to other presentations and ask for further information or something to be
repeated, claried or said more slowly. worksheet, referring to the completed example on
7. Add the Worksheet to your portfolio.
page 43 as necessary. Monitor and provide help as
Worksheet 4 necessary. Next, ask them to expand their notes into
1 Choose a TV program and take notes. Look for vocabulary in the Dictionary.
full sentences in their notebooks before revising the
Name, genre and Actors Characters
setting
Nicholas Hoult,
Tony: popular, attractive
Sid: Tony's best friend, nerd
spelling, meaning and punctuation of the sentences.
Skins Jack O'Connell,
Michelle: Tony's girlfriend,
mature Join pairs to form groups of four or six. Have students
teen drama Dakota Blue
Cassie: Michelle's friend,
high school in Richards

eccentric, troubled
Chris: outgoing, difficult establish turns and extension for each participation.
home life
England Anwar: silly, rebellious
Then have them take turns reading their sentences
Main idea ribe
AdMectives to desc Characters
follows grou the show and why
you like
The End
to the rest of the group and using conversation
p of Tony, cool, nice
teenagers thr
high school,
ough real, funny, others
to
Group Reection
strategies to keep the conversation going. Allow
am
actors, explo ateur
controversial,
issues
res teen challenging, sad
Cassie, fun, cra
can relate to her
zy, 1. Were you able to nd a show that enough time for the groups to practice until they
you and your partner watch?
2. Was it easy to write sentences
feel comfortable. Finally, have students take turns
you dont Other peoples typical
Characters
like and why reactions feel when
about the show? giving their presentations to the class. When it is not
How you 3. Did other students understand your
Michelle:
vain, controversial, you watc
h
presentation? their turn to present, students should pay attention
superficial he's unrealistic,
sad, I 4. Which strategies did you employ to
s
Chris: think ntrol stereotypical, badly happy, ple keep the conversation moving?
to other presentations, ask for further information
eo
cool, out of
co written know p or something to be repeated, claried or said more
t
like tha Self-Evaluation
2 In your notebook, expand your notes into sentences. Now turn to page 34 and mark ( or ) slowly. Encourage students to add their worksheets to
your progress.
3 Revise your sentences. Check spelling, meaning and punctuation.
their portfolios.

Unit 2b 123
The End
The Product: Make an oral presentation about a TV program. Group reection Group Reection
and self-evaluation. Unit 2b 43
Have students work in the same groups. Read out the
questions and have groups discuss the answers. Lead
the class into a discussion on how to evaluate how
Objectives they worked and what they would like to focus on in
later classes.
The Product: Make an oral presentation about a TV
program. Self-Evaluation
Group reection and self-evaluation. Have students turn back to page 34. Read the
objectives for this part of the unit again and ask
Before the Book
opinion. Put students into pairs or small groups
Stop the Bus and have them compare their answers together.
Play Stop the Bus (known in Spanish as Basta) with Five-Minute Activity
the following categories: TV programs, TV show genres,
Actors, Characters from TV shows. Explain that you will
class.
give students a letter, and to get a point, they have
to think of one example for each category that starts
Go to Assessment 2b
with that letter. When they have nished, they shout:
on page T107.
Stop the bus! Explain that only the rst team to nish
will get a point, so they have to be quick. Check as a
class after each round.
The Presentation
1 Make an oral presentation about a TV

program. 4
Read the instructions with the class and check
everyone understands. Divide the class into pairs.
Allow sufcient time for pairs to decide which TV
Unit 2b T43

9/7/11 5:07 PM
Teachers Corner Unit 2 Website Suggestions
Teaching Tip
Ecology
http://www.sciencedaily.com/news/earth_climate/
How to Review Previous Material ecology/
At this point of the semester, encourage students to This is a very complete site where students can nd the
review what they have learned so far. Suggest several latest news about the environment along with amazing
ways of doing so. In the case of vocabulary, ask them images and videos of unusual plants, animals and
to write in their notebooks as many sentences as places. If you need to research about pollution, natural
possible, using words related to the different topics. disasters, ecosystems or the history of our planet, this
For functional items, invite them to write short website is an excellent source of exploration.
dialogues and to practice them with a partner.
Finally, for grammar practice, ask them to write small Sociology
paragraphs using the structures they have more http://www.aicr.org.uk/Ideas.stm
difculty with. Why not raise money for charity or for a local project?
This site lists many ideas from guess the baby
Learning Tip competition, to sponsored haircuts. It also offers support
in the development of a successful fundraising campaign.
Learning Adjectives
To help students learn adjectives, suggest that they Suggestions for Songs
keep a special section in their notebooks where they
can note down adjectives and nouns that go with 1. Penny Lane, by the Beatles
them. They can even draw pictures. Print out a copy of the lyrics from http://www.
To help students build their vocabulary, invite them to lyrics.com.
draw a table in their notebooks where they can write White out all the words that are related to jobs
words that come from the same root, for example: and make one copy of your version for each pair
of students. Ask a volunteer to bring a CD with
Adjective Noun Verb
this song to class.
mysterious mystery - Play the song and ask students to complete the song
wooden wood - by lling in the blanks.
sharp - sharpen Play it again and encourage students to sing along.
Point out that there is nothing wrong with writing 2. Buttery, by Mariah Carey
the translation of the adjective, but that following Print out a copy of the lyrics from http://www.lyrics.com.
the suggestions above will make it much easier to
Underline the following words: deeply, succumb,
remember them.
spread, unbridled, owing.
Formative Assessment Tip Make one copy for each pair of students and ask a
volunteer to bring a CD of the song to class.
Debates exemplify different ways of thinking about
Play the song and ask the class to deduce the
a problem and solving it. They demonstrate higher
meaning of these words from context.
order of thinking and problem-solving skills.
Divide the class into several sections (possibly as Website used for the development of the unit:
many sections as there are ways of approaching a
Unit 2a
problem). Ask the large groups to think from the
different perspectives and come up with arguments http://www.suffolk.lib.ny.us/youth/jcsexperiments.html
to defend their way of thinking. Give students ve http://www.helping-you-learn-english.com/how-to-
minutes to discuss in pairs or proximity-seating give-instructions.html
small groups. Then call the class to regroup and ask http://www.ehow.com/list_6515375_fun-science-
volunteers to give examples of their way of thinking. experiments-teens.html
If you use debates to explore pros and cons, consider
also a third group who must not take sides, but which Unit 2b
may come up with reasons for an agnostic approach. http://www.answers.com/topic/television-habits
http://www.bbc.co.uk/tv/programmes/genres
http://www.charlottedillon.com/synopsis.html
T43a Unit 2
Evaluation Card

Edit your writing

WRITTEN WORK
GROUPWORK/PAIRWORK

Edit your writing

WRITTEN WORK
GROUPWORK/PAIRWORK
Unit 2 T43b

9/7/11 5:07 PM
U t
Unit
Unit 3a 3a Playing with Language

Playing with Language 1 Match the names of the games with the pictures.
The Beginning
6
5 3
Social Practice Participate in language games to

work with specic linguistic features.
Environment Literary and ludic
4 2 1
Objectives
Identify games by name. 1. scrabble 3. bingo 5. memory game

2. board game 4. word search puzzle 6. crossword puzzle
Recognize subject matter, purpose and intended f Answer the questions.
Answers may vary.
audience. 1. Who plays these games?
2. What can you learn by playing them?
f Solve and explain the riddle.
Before the Book What can be caught but not thrown?

A cold
Riddles
The Plan
Have students say if they know what a riddle is (a In this unit you will:
statement or a question that has a hidden meaning). get to know different language games
Then say a riddle and have students solve it: Where understand the characteristics of irregular verb forms
write sentences with irregular verb forms to create a language game
does Friday come before Thursday? In the dictionary! Elicit
create a memory game with irregular verb forms
more riddles from the students and have students
solve them. Present some more if students cannot
44 Unit 3a Identify games by name. Recognize subject matter, purpose and intended audience.
think of any: What has two hands and a face, but no
arms and legs? A clock. What cant be used until its
broken? An egg. Which letter is not me? U. What ve-
letter word becomes shorter when you add two letters to it? The Plan
Short.
Invite volunteers to read out the objectives one by
The Beginning one. Then get students to share their ideas about the
1 Match the names of the games with the what expectations they have of the unit.
pictures. Five-Minute Activity
Focus attention on the illustrations. Invite volunteers
to read the names of the games out loud. Ask students
class.
to write the corresponding number in the square next
to each game. Elicit the answers and check as a class.

Divide the class into groups. Read the questions with
the class and then have students discuss and answer
them. Elicit the answers and discuss as a class.
f Solve and explain the riddle.

Invite a volunteer to describe the photo. Then ask
groups to read and solve the riddle. Elicit the answers
and encourage students to explain the riddle. Discuss
as a class.
T44 Unit 3a
The Steps
1 Solve the crossword puzzle to discover some basic elements of Form pairs and have students solve the crossword
language games.
Across
puzzle. Monitor and provide help as necessary. Then
2. The aim of a game, or when you score in football. join pairs to form groups of four and have them
4. Another name for the parts of a game, such as tokens, counters, boards, cards and dice.
6. If you don't follow these, you're a cheat!
compare their puzzles. Have volunteers read out one
Down clue and answer each to check the answers.
1. These are the people who participate in a game.
3. Combinations of letters form these.
5. This is what a game is called.
2 Use the answers in the crossword to discuss
the games on page 44.
Divide the class into groups. Encourage students to
p use the answers to the crossword puzzle to ask and
l answer about the games on page 44. Read out the
g o a l
example questions and elicit others: What are the
y
e
rules? What is the goal of the game? How many players
w r are there? Have groups ask and answer the questions.
c o m p o n e n t s Monitor and provide help as necessary. Finally,
r a
d m
nominate open pairs to ask and answer questions
s r u l e s about the games.
2 Use the answers in the crossword to discuss the games on page 44.
Value
What are the rules? Integrity
What are the
components?
Explain to students that nobody likes to lose in any
game, but it is very important not to cheat or break
the rules. If participants dont follow the rules,
the game loses all integrity and there is no point
Determine elements that construct a word game. Unit 3a 45 playing.
Objectives Time to read! Nonction pp. 25-28
Write on the board:

Determine elements that construct a word game.
[mnemonic (pronounced nee.MON.ik) is used as
Suggested Materials magazines, scissors, a noun meaning a device, such as a formula or
envelopes (one per group), sheets of paper (one per rhyme, that helps a person remember something.]
group) Some mnemonics for spelling English words can
be found here. http://www.mnemonic-device.eu/
Before the Book spelling-grammar/ To spell Sheriff-A sheriff has one
rie but fires twice. Laugh-Laugh And U Get Happy.
Jigsaw Puzzles Ask the students for any mnemonics they know.
Divide the class into ve groups and distribute the Ask students to read the corresponding pages.
materials. Have students look in their magazines for a When they have nished, ask what mnemonics
large illustration, cut it out and paste it onto the sheet were mentioned in this part of the reading (rhymes,
of paper. Next, have students cut the illustration into stories, repeating patterns). Form pairs and ask
several pieces to create a jigsaw puzzle and put them them to use one of the mnemonics to learn two or
in the envelopes. Invite groups to exchange their three irregular verbs that they nd difcult.
envelopes and assemble the puzzles. Finally, have
groups describe the illustrations. Five-Minute Activity
The Steps Choose an activity from page x and do it with the
class.
1 Solve the crossword puzzle to discover some
basic elements of language games.
Focus attention on the crossword puzzle and ask
students how this is solved (you have to solve clues for
numbered words and then write them in the puzzle).
Unit 3a T45

9/7/11 9:25 AM
PM
3 Use the words in the box to label the parts of this bingo game.
Objectives board cards components counters goal participants rules
swim board
teach
Recognize function of graphic and text talk components
boards cards counters
components.
participants
Establish number of words involved in the game. 1 coordinator or caller
16 players
Identify participants and role they play. clean
cook
sing rules
Determine number of players and participation Hand out a bingo board to
turns. each player.

The caller takes a card, reads
Recognize steps taken by a player to participate in the verb on it and says a

sentence containing that verb.
a game. write
dance
The players place a counter on
the image if its on their board.
think
goal
Before the Book Once a player has a counter on

each square, he or she shouts
Bingo! and wins the game.
Word Snakes
Divide the board into three sections and write a word run
related to word games in each section: bingo, puzzle,

board. Then divide the class into three groups. Invite a
student from each group to write a word starting with counters
the last letter of the word in their section of the board. cards
Continue until everyone has participated. Award one 1. The bingo game above includes six boards. Each verb appears only three times on the boards.
point for each word that groups added and two points How many verb cards are there in total? 18
2. What do you think of the illustrations in this game? How would the game be different without
if the word is related to word games. illustrations? Answers may vary.
Recognize function of graphic and text components. Establish number of words

3 Use the words in the box to label the parts of involved in the game. Identify participants and role they play. Determine number of
players and participation turns. Recognize steps taken by a player to participate in a
this bingo game. 46 Unit 3a game.
Invite a volunteer to read the words in the box out

loud. Elicit or explain the meaning of unfamiliar
vocabulary with drawings, denitions, synonyms
and examples. Focus attention to the game board
and illustrations and invite volunteers to name the
actions. Then have students read the information in
the boxes on the right. Ask students to label the parts
of the bingo game with the words in the box. Check
as a class.

Divide the class into groups. Have volunteers read out
one question each about the bingo game. Then have
groups discuss and answer the questions. Monitor
groups and provide help as necessary. Elicit the
answers from each group and discuss different ideas.
class.
T46 Unit 3a
4 Read the text and solve the doublet.
4 Read the text and solve the doublet.

Doublets Now try to LOCK the DOOR using three
by Lewis Carroll links. Ask students if they know who Lewis Carroll is: the
Mr. Lewis Carroll, the author of Alice's
Adventures in Wonderland and a regular
DOOR writer of Alices Adventures in Wonderland. Encourage
contributor to our magazine, has created a
b o o r
word game called doublets. Here is what Mr. b o o k volunteers to describe the novel: A girl named Alice
Carroll writes about his new game: l o o k falls into a rabbit hole and nds a fantasy world. Have
Propose two words of the same length. Link LOCK
these by writing other words between them. students read the text, looking up unfamiliar words in
You can change one letter each time, and the
other letters have to stay in the same place. the Dictionary at the back of the book. Ask questions
Each new word has to be a valid word. First,
change one letter in the start word, then change to check comprehension: Who invented this word game?
one letter in the next word, and so on until you
arrive at the end word. This is an example.
Whats its name? How many letters can you change
HEAD each time? Does each subsequent word have to be a real
HEAL
TEAL
word? Next, have students solve the doublet on the
TELL right. Write the start and end words on the board and
TALL
TAIL
have volunteers write the linking words. Finally, give
students some other doublets to solve: micerats (mite,
mate, rate); milkpail (mill, mall, mail); campsite (came,
5 Read the text and complete the crossword with the irregular verbs in bold.
same, sate).
1 2
Several years ago, Myles Mellor began writing amateur
crossword puzzles and sending them to his father in
s w 5 Read the text and complete the crossword
5
b e g a n
England. His father sent the puzzles back to see if he was
correct and made comments on them. Soon he told his 3 n s 4
with the irregular verbs in bold.
6
son to consider making a profession out of his hobby. g o t t
For several months, Myles sent his puzzles to magazines. a o Ask students whether or not they like doing crossword
Unfortunately, he got rejection after rejection. He never l
gave up and slowly they began to get published. He now 7
a
v puzzles. Elicit where you can nd crossword puzzles:
publishes about eighty crosswords per month in over one
m d e d
hundred magazines and web sites. newspapers, magazine, specialized books. Then
explain to students that they will read a text about
f Make true sentences about yourself using the verbs from the crossword.
Answers may vary.
a professional crossword writer. Invite them to read
Language and language games as means to promote recreational activities.
the text in silence. They can look up some unknown
Locate sentences with irregular verb forms in diverse texts. Unit 3a 47 words in the Dictionary. Ask comprehension
questions: Who was the rst person to read Myles
crosswords? Did he like them? How do you know? Was it
Objectives easy to publish his crosswords? Has he been successful?
After that, get students to work in pairs to solve
Language and language games as means to the crossword puzzle in the text. They are going to
promote recreational activities. complete it with the irregular verbs in bold. When
they are nished, check by saying a number and
Locate sentences with irregular verb forms in diverse
inviting a volunteer to spell the words out. Finally, ask
texts.
how we know these verbs are irregular : They dont end
in -ed.
Before the Book
f Make true sentences about yourself using
the verbs from the crossword.
Language Awareness
Invite students to keep working in the same pairs.
Irregular Verbs Have them make up ve true sentences about
Elicit or explain that the past and past participle themselves using the verbs from the crossword. Ask in
form of regular verbs is made by adding ed at the which tense the verbs in the crossword are: the simple
end, but that the past and past participle forms of past tense. Give students an example if necessary: I
irregular verbs undergo different changes: begin, began teaching ve years ago. Finally, invite pairs of
began, begun; put, put, put; think, thought, thought. volunteers to share their sentences with the class.
Write the innitive form of several regular and
irregular verbs on the board. Say a verb and have Five-Minute Activity
students say if it is regular or irregular. Then have Choose an activity from page x and do it with the
volunteers spell out the past and past participle class.
forms for you to write on the board.
Unit 3a T47

9/7/11 5:08 PM
6 Read the text and number the events in order.
Objectives
I had never seen a cow before last weekend. On
Compare sentences with and without irregular verb Saturday my dad took me to a farm and there it was
a beautiful, black and white cow with little calves,
forms. grazing on the field. I watched them for hours and
decided never to eat meat again. Since then I have
Determine simple past, present perfect, past perfect become a vegetarian. I havent eaten any meat in
three days, only vegetables and fruit. I investigated
and future perfect in sentences. online and discovered that if I keep doing that, by
the time I am twenty I will have saved twenty cows!
Sort out sentences in simple past, present perfect,

past perfect and future perfect.
not eat meat 3 not see a cow 1 save twenty cows 4 spend time on the farm 2
Before the Book f Now nd in the text the complete sentences for the events you numbered above and
copy them onto the timeline.
I had never seen I watched them I haven't eaten I will have saved
Language Awareness a cow before. for hours. any meat. twenty cows.
Auxiliary Verbs Past Perfect Simple Past Present Perfect Future Perfect
7 Read the sentences and write SP (simple past), PrP (present perfect), PaP (past perfect)
Explain to students that auxiliary verbs are or FP (future perfect) next to each one.
combined with main verbs to form tenses. Write 1. Where did you spend your last vacation? SP
2. Had you nished your homework before you went to the park? PaP
the following sentences on the board and elicit
3. Claudia has worked as a teacher for over fteen years. PrP
the auxiliary verb or verbs and main verb in 4. I hadnt been to that mall before last weekend. PaP
each one: I dont like water sports. Did you do your 5. Will you have nished college by 2016? FP
homework? I have lived here all my life. We will have 6. Where has she been for the last two years? PrP
nished school in ve years time. Ask students which 7. I went to the cinema and saw a movie. SP
8. Adrian will have nished his homework by 5 p.m. FP
tenses the auxiliary verbs indicate. Write sentences
on the board with the auxiliary verbs missing for 8 Go to Worksheet 5. 5
volunteers to complete. Compare sentences with and without irregular verb forms. Determine simple
past, present perfect, past perfect and future perfect in sentences. Sort out
48 Unit 3a sentences in simple past, present perfect, past perfect and future perfect.
6 Read the text and number the events in

order.
event that had taken place before a specic event in the
Invite volunteers to explain what a vegetarian is:
past. How do we form it: With the auxiliary had and the
A person who doesnt eat meat. Have them read the
past participle form of the verb. Invite students to go to
story silence and number the events in order. Ask
Language Reference on page 106 for help.
comprehension questions and tell students to reect
whether they numbered the events correctly while 7 Read the sentences and write SP (simple
they are answering your questions: What hadnt the
past), PrP (present perfect), PaP (past
person seen before she went to the farm? Who did she
go with? Did she like the animals? How do you know? perfect) or FP (future perfect) next to each
What will have happened in some years according to her one.
investigation? Ask volunteers for the order of events. Divide the class into pairs. Have them read the
Finally, elicit the irregular verbs in the text: seen, took, sentences, decide which verb form they contain
was, become, eaten. and write the corresponding abbreviation. Elicit the
answers and check them as a class. Clarify any doubts
f Now nd in the text the complete sentences
students may have about vocabulary or meaning.
for the events you numbered above and
copy them onto the timeline. 8 Go to Worksheet 5. 5
Explain to students that a timeline is a graph that Ask students to turn to page 125. Read the
shows the events in someones life in order. Then instructions with the class and check everyone
ask a volunteer what was the rst event in the girls understands. Divide the class into pairs and have
story: She hadnt seen a cow. Invite students to nd them play the game. Monitor pairs while they play.
the sentence in the text: I hadnt seen a cow before Check the answers with the class and correct them as
last weekend. Tell them to copy it onto a timeline as necessary.
the rst event. After that, get them to continue on
their own copying the remaining sentences. Finally,
ask students about the use and form of the different Choose an activity from page x and do it with the
tenses: When do we use the past perfect: To talk about an class.
T48 Unit 3a
9 Complete the text with the correct form of the verbs in parentheses.
A Word Game with History played? How many Scrabble sets have been sold around
One hundred and twenty-one countries around the world have played (play present perfect)
Scrabble. Game-makers Hasbro and Mattel have sold (sell present perfect) more than 100 the world? Who invented the game?
million sets of the game in twenty-nine languages worldwide.
Alfred Mosher-Butts created (create simple past) the crossword type game in 1931.
Alfred had been (be past perfect) an architect who had lost (lose past perfect) his
job during the Great Depression. He found (find simple past) a way to combine luck
and skill in one game. He called his first version of the game Lexico. Alfred made (make
Language Awareness
simple past) 200 Lexicos himself and sold (sell simple past) them to his friends.
In 1948 he met (meet simple past) investor James Brunot, who bought Time Expressions
(buy simple past) the rights and produced thousands of games.
By 2014, many people will have seen (see future perfect) the game on television, since plans Since students are going to play a game that deals
are ready to turn the popular game into a TV show.
with four different tenses, its important to review the
10 Play a game!
time expressions to use with each of the new tenses.
1. Play Rock, Paper, Scissors to see who goes rst (Student A).
Explain that a time expression is a word or phrase
2. Student A chooses one of the following sentences, reads it out loud and says the name of a that indicates when an event occurs. Write several
team member (Student B).
3. Student B completes the sentence with the verb in the appropriate tense.
time expressions on the board: last night, for ve
4. If the sentence is correct, he or she chooses a sentence, reads it out loud and says the name years, before he moved, by noon, etc. Hold up an
of another team member (Student C).
5. If it is not correct, Student A starts all over again. index card and invite volunteers to say a sentence
using a time expression on the board and the
1. John caught (catch) the bus at seven oclock yesterday morning.
2. Have you ever taken (take) the subway by yourself?
verb form on the card. Continue with other time
3. Anna hasnt fed (feed) the cat yet today. expressions and verb forms.
4. Robert will have nished (nish) by ten o'clock this evening.
5. We had been (be) living in that neighborhood for ten years before we moved.
f Unscramble the past and past participle forms of each verb. Then make up more 10 Play the game!
sentences and play again.
1. eat tea ate tneea eaten Have volunteers show to class how you play Rock,
2. forget otgrof forgot ntfgorote forgotten Paper, Scissors. Then read the rules of the following
3. grow werg grew ngrwo grown game aloud. Explain doubts as necessary. Tell them
4. become mbeace became embcoe become
to remember what they learned about the time
5. drink krand drank dunrk drunk
expressions before they decide on the form of the verb.
Complete sentences with irregular verb forms. Compose sentences containing
irregular verb forms. Order letters and words to compose irregular forms. Unit 3a 49 For example, in sentence 1 they should know that the
specic time (seven oclock yesterday morning) demands
the simple past tense. Form groups of ve and invite
them to play. Monitor and check as necessary.
Objectives
f Unscramble the past and past participle
Complete sentences with irregular verb forms.
forms of each verb. Then make up more
Compose sentences containing irregular verb forms.
sentences and play again.
Order letters and words to compose irregular forms.
In the same groups as above, have students
Suggested Materials a soft ball unscramble the forms of the verbs. Check as a class.
When they are ready, have each member of the group
Before the Book write one sentence with the incomplete verb form.
When all the members are ready get them to play the
Error Correction game from Activity 10 again.
Say a verb and its corresponding past and past
participle forms. Throw the ball to a student and Time to read! Nonction pp. 29-31
ask if the forms are correct or incorrect. If they are
incorrect, the students should also give the correct Form groups and have them make lists of irregular
forms. Repeat the procedure until all students have verbs with common sounds: buy bought bought
participated. / catch caught caught, etc. Have students read
the corresponding pages in pairs and nd the
9 Complete the text with the correct form of following: a name of a thing you tell to make someone
the verbs in parentheses. laugh / word that means important / name for
the garden behind your house. Elicit answers from
Divide the class into pairs. Focus attention on the text
volunteers. Finally, have pairs make a rhyme with
and ask if they have ever played Scrabble. Then have
an irregular verb and the words above.
pairs read the text and write the verbs in parentheses
in the corresponding tenses.
Elicit answers. Ask some questions to check Five-Minute Activity
comprehension: In how many countries is Scrabble Choose an activity from page x and do it with the class.
Unit 3a T49

9/7/11 9:02 AM
PM
11 Read the rules and complete the conjugations.
Objectives Tips
Some verbs undergo similar changes to form the past and past participle forms. Grouping
verbs with similar changes will help you learn them faster.
Organize irregular verb form groups.
Conjugation 1 Conjugation 2
Compare differences and similarities in the Simple past: the vowel changes to a Simple past: the vowel changes to o
composition of irregular verb forms. Past participle: the vowel changes to u Past participle: the vowel is o, ends in en
Present Past Past participle Present Past Past participle
sing sang sung break broke broken
Conjugation 3 Conjugation 4
Before the Book Simple past: the vowel changes to o Simple past: ends in ew
Past participle: the vowel is i, ends in en Past participle: ends in own
Tense Conversation Present

drive
Past
drove
Past participle
driven
Present
know
Past
knew
Past participle
known
Write these tenses on the board: Simple Past, Present Conjugation 5 Conjugation 6
Perfect, Past Perfect, Future Perfect. Divide the class Innitive: ends in nd Simple past: same as innitive
Simple past and past participle: ends in nt Past participle: same as innitive
into pairs and have students write a conversation on Present Past Past participle Present Past Past participle
a sheet of paper including at least one example of bend bent bent let let let
two of the verb forms. Monitor and provide help as f Classify the verbs in the chart.
necessary. Have students practice their conversation. drink forget get grow hit hurt blow lend put ride ring rise
send speak spend swim throw write
Ask volunteers to read out their conversations for the
class to identify the verb forms. Conjugation Present Past Past Participle
1 begin ring began rang begun rung
drink swim drank swam drunk swum
11 Read the rules and complete the 2 wake
get
forget
rise
woke
got
forgot
rose
woken
gotten
forgotten
risen
conjugations. 3 drive
ride
speak
write
drove
rode
spoke
wrote
driven
ridden
spoken
written
4 know blow knew blew known blown
Divide the class into new pairs. Invite a volunteer to grow throw grew threw grown thrown
5 bend send bent sent bent sent
read the rst conjugation out loud. Elicit the correct lend spend lent spent lent spent
6 let hurt let hurt let hurt
past and past participle forms and write them on the hit put hit put hit put
board as the class spells them out. Have pairs read the
rest of the conjugations and complete the examples. 50 Unit 3a
Organize irregular verb form groups. Compare differences and similarities in the
composition of irregular verb forms.
Elicit the forms and write them on the board.
f Classify the verbs in the chart.

Refer students back to the six conjugation patterns
above. Explain that the verbs in the box all follow one
of the conjugation patterns. Read the example of each
conjugation with the class and do the rst two verbs
with them: Drink follows conjugation pattern 1: drink,
drank, drunk. Forget follows conjugation pattern 2: forget,
forgot, forgotten. Divide the class into pairs and have
students categorize the rest of the verbs in the table.
class.
T50 Unit 3a
12 Play a game!
class.
Ive / gift / the / put
/ box / in / a
zero degrees Celsius
a video game / for Victor / we / for / eight
/ water / at / freezes
/ his / Billy / birthday / have / known / years
/ got
1. Put a marker on the Start box.

2. Toss a coin. If it lands on heads, move
one box. If it lands on tails, move two
boxes. in the morning / ten
3. Unscramble the words in each box o'clock / plane / left / the
and say a complete sentence. / the / airport / at
4. Have your partner say if your sentence
is correct or not.
5. If it is not correct, go back to where
you were.
6. Continue taking turns until one of
you gets to the End box.
I / just / made /
Angela / a / cake / had
/ when / arrived
by / he / will / we / good / saw / a / soccer player? /

received / next / very / a / night / movie have / ever / met / you
/ last toy / car? / how / / famous
November / have /
did / pay / much / you
his / drivers license
/ for / that
f Start the game again. This time dictate the sentences for your partner to write.
Correct each others work.
Dictate and list sentences containing irregular verb forms. Unit 3a 51
Objectives
Dictate and list sentences containing irregular verb

forms.
Suggested Materials four index cards
Preparation Write each of these verb forms on an
index card: Simple Past, Present Perfect, Past Perfect
and Future Perfect.
Before the Book

12 Play a game!
Divide the class into pairs. Focus attention on the
game board. Go through the instructions with the
class and check everyone understands. Monitor and
provide help as necessary while students play.
f Start the game again. This time dictate the

sentences for your partner to write. Correct
each others work.
Encourage students to play the game again. This time
when they land on a square, have students dictate the
sentence for their partner to write. Invite volunteers to
write the sentences on the board and check them as a
class.
Unit 3a T51

9/7/11 5:08 PM
13 Read the expressions and decide at what stage of a game you could use them.
Stages: Preparing the Game Playing the Game Reecting on the Game
Objectives
I think we sho
uld... Well played.
ns!
Congratulatio
Recognize steps taken by a player to participate in
a game. ork!
Right, next! Great teamw could...?
Maybe we
Before the Book lly well!

That one wa
s hard!
You did rea I'm not sure tha Well done!
t...
Sentence Chain
idea.
Start a chain by saying: Yesterday I went to the mall, Let's try harder!
We'll do better
next time! That's a great
and I drank a soda. Then have a volunteer repeat the

whole sentence and add another action using an What do you
Wow! You are
really
think about... You guys were
irregular verb: and I saw a movie. Continue the chain ? good at this! awesome!
until most have participated.

f Follow the instructions and play charades.
13 Read the expressions and decide at what Preparing the Game

1. Select ten verbs to use for the game. While you work, communicate using
stage of a game you could use them. the expressions in the red speech bubbles.
2. Write the verbs on slips of paper, fold them and give them to the teacher.
Explain to students that the next game that they Playing the Game
will play involves three stages: Preparing the Game, 1. Team A: One player comes to the front and takes a slip of paper.
2. Team B: Start timing one minute.
Playing the Game and Reecting on the Game. The 3. Team A: Describe the action for your classmates to guess.
expressions that belong to each stage of the game are 4. Team B: Say Stop! after one minute. Use the expression in the blue speech
bubbles to compliment Team A and encourage your team members.
written in different speech bubbles. Form teams of ve 6. Change roles.
and allow several minutes and invite volunteers to 7. Play until all the slips of paper have been used. Keep the score.
Reecting on the Game
share their ideas: Red Preparing the Game / Blue Take turns using the expressions in the green speech bubbles to compliment the
other winning team and your own effort.
Playing the Game / Green Reection.
f Follow the instructions and play charades. 52 Unit 3a Recognize steps taken by a player to participate in a game.
Ask students to say if they have ever played charades

and if so, what the rules are. Read the rules and
explain doubts as necessary. Invite the same teams
from the activity above to play against each other.
Monitor and check that students are using the
expressions that they have learned above. Explain
that it is a very important part of a game to
communicate with your team members at all stages
of the game.
class.
T52 Unit 3a
The Presentation
1 Make a memory game.
1. Work in teams.
2. Make a list of irregular verbs from the unit or another source. Include the past and past Remind students to communicate using the
participle forms.
3. Agree on twenty verbs to use in your memory game. Write a sentence with the past or past
expressions they learned in the previous class for
participle form of each verb on a sheet of paper, putting a line instead of the verb. While you different stages of the game. Once their games are
are doing this, communicate with your team members using the expressions appropriate for this
stage of the game. ready, ask teams to play the memory game. Finally,
4. Write the simple past and past participle form of each verb on a card.
5. Write each sentence on another card.
have teams swap games and play again. After
6. Check grammar, spelling and punctuation. students have played a few times, encourage them
7. Establish the rules for the memory game, for example: Each player turns over two cards. If the
cards match, he/she keeps them and continues playing. If they dont match
to make a copy of their memory games and put it in
8. Play the memory game. Read the verbs and the completed sentence out loud each time a pair is their portfolios.
found. Use the expressions from the previous page when you are playing.
9. Each make a copy of the memory game and add it to your Portfolio.
10. At the end of the game compliment one another using the corresponding expressions. The End
By the end of bought
the summer, bought Group Reection
she will have
(break) a
record. Read the questions out loud and have groups discuss
The End the answers together. Lead the class into a discussion
She hasnt
Group Reection on how to evaluate how they worked, and what they
1. How useful did you nd the memory game would like to focus on in later classes.
(buy) any to learn verbs?
books this 2. Did you communicate in all stages of the
year. game using the new expressions? Self-Evaluation
3. Can you think of a variation of the
memory game to make it more
challenging?
4. Which of the language games in the unit objectives for this part of the unit again and ask
was the most useful for learning verbs?
He
Why? students to mark them according to their own
(write) twenty Self-Evaluation opinion. Put students into pairs or small groups and
e-mails last
weekend. Now turn to page 44 and mark ( or ) your have them compare their answers together.
progress.
The Product: Memory game. Group reection and self-evaluation. Unit 3a 53 Time to read! Nonction pp. 32-36
Assign students to read the corresponding

pages of the reading. Ask them to identify the
Objectives strategies they found in the text that helps them
memorize irregular verbs. Ask them if they have
The Product: Memory game. any suggestions of their own. Finally, form pairs
Group reection and self-evaluation. and have students solve the tasks. When they
Suggested Materials a magazine photo showing have nished, have them read their answers to
a busy scene, index cards the questions aloud. To check the table, invite
volunteers to complete it on the board.
Before the Book

Memory Game Choose an activity from page x and do it with the
Display the magazine photo on the board and class.
encourage students to look at it for one minute. Take
the picture down and ask students to use as many Go to Assessment 3a
irregular verbs as they can to describe it. Write the on page T108.
verbs on the board. Then invite a volunteer to select a
verb and say its past and past participle forms. Follow
the same procedure with the remaining verbs.
The Presentation
1 Make a memory game.

Divide the class into teams. Distribute the index cards
or have students use paper from their notebooks.
Go through the instructions with the class and check
that everyone understands. Monitor and provide help as
groups follow the steps to create their memory game.
Unit 3a T53

9/7/11 9:02 AM
PM
U t
Unit
Unit 3b 3b Writing about History

Writing about History 1 Answer the question. Then read the text and check if your
The Beginning
ideas appear.
What do you know about the rst time man landed on the Moon? Think about: which nation,
when, who, what they did, etc. Answers my vary.
Social Practice Read and rewrite informative texts
from a particular eld. Apollo 11
The mission plan of Apollo 11 was to land the moment Armstrong set foot on the surface
Environment Formation and academic two men on the surface of the Moon and of the Moon. As Armstrong stepped off,
return them safely to Earth. When the crew he proclaimed: Thats one small step for (a)
finally got back to Earth on July 24, 1969, man, one giant leap for mankind.
the mission evaluation concluded that all 3. Surface Operations
tasks had been completed satisfactorily. The astronauts had several tasks.
1. Mission Crew They planned to collect rock samples, to
Objectives The spacecraft carried a crew of three:
Neil Armstrong, Michael Collins and Edwin
do several experiments and to examine and
photograph the lunar surface. Armstrong and
"Buzz" Aldrin. Collins, the command module Aldrin were out of the lunar module for over
pilot, remained in orbit while the mission two hours, during which time all the scientific
Select descriptions of historic events. commander, Armstrong, and lunar module activities were completed.
pilot, Aldrin, went to the moon. 4. Lunar Samples
Activate previous knowledge. 2. The Landing Apollo 11 carried the first rock samples from
The Apollo 11 Lunar Module, the Eagle, the Moon back to Earth. These samples
Suggested Materials twenty index cards landed in the Sea of Tranquility on July 20,
1969. A camera on the lunar module filmed
provided no evidence of living organisms on
the Moon.
Preparation Write the following historic events

from the sixties on ten cards and events from f Answer the questions. The Plan
other decades on the rest: Martin Luther Kings 1. Do you know anything else about the event In this unit you will:
described in the text?
Assassination, Woodstock Festival, Assassination of John 2. What other events were occurring in the
revise descriptions of
historic events
world around that time?
F. Kennedy, Olympic Games in Mexico, Cuban Missile 3. What did Neil Armstrong mean when he understand the content of
Crisis, The Beatles, First Man on the Moon, The Vietnam said, Thats one small step for (a) man, a historical text
one giant leap for mankind? write and edit a short report
War, Construction of the Berlin Wall, The Hippie 4. Do you think our lives changed after the about a historic event
Apollo 11 mission? Explain your answer.
Movement. create an anthology of
Answers my vary. historical reports
Before the Book 54 Unit 3b Select descriptions of historic events. Activate previous knowledge.
Previous Knowledge
Write The Sixties on the board. Display the cards
The Plan
around the room. Divide the class into four groups
and invite groups to nd cards with events from the Invite volunteers to read the objectives one by one.
sixties and to attach them to the board. At the end, Then get students to share their ideas about the
check everyone is in agreement about the ten events meaning of each objective. Encourage the class to say
from the sixties and elicit information about each what expectations they have of the unit.
one.
The Beginning Choose an activity from page x and do it with the
class.
1 Answer the question. Then read the text and
check if your ideas appear.
Divide the class into groups. Have a volunteer read
the question out loud and have groups note their
ideas on a sheet of paper. Ask groups to read the text
about Apollo 11 and check if their ideas appeared
on the text. Ask several groups which of their ideas
appeared in the text.

Divide the class into new groups. Invite a volunteer
to read the questions out loud. Encourage groups to
answer the questions on a sheet of paper. Monitor
and help students with unfamiliar vocabulary. Invite
volunteers from each group to read their answers out
loud.
T54 Unit 3b
The Steps
1 Mark () the photograph that best illustrates the text on page 54. keep the bookmark. Otherwise they return the
bookmark, and the other team takes a turn.
The Steps
1 Mark () the photograph that best illustrates

the text on page 54.

photographs and invite volunteers to describe them.
Have pairs mark the photograph that best illustrates
f Underline the correct title for the text. the text on Apollo 11 on page 54. Elicit the answers
y of the Apollo
1. A Summary p 11 Mission and discuss why it is the most illustrative photo as a
2. Neil Armstrong and His Crew
3. The Samples of the Apollo 11 Mission
class.
2 Read about four ways to organize a nonction text. Decide which structure was used
for the text.
f Underline the correct title for the text.
Have pairs read the three titles. Encourage them to
Compare and Contrast Description or List underline the most suitable title for the text about
an event
Similarities and differences are A description of
about it is Apollo 11. Elicit the answer and have students justify
presented in texts that use this or a list of facts
structure.
structure.
ture. included in this
why they selected that title.
or Problem
Cause and Effect Sequence or Time Order
and Solution 2 Read about four ways to organize a
cribes effects and A sequence of events
This structure des
their causes or
problems and the
ir is described in this
structure.
nonction text. Decide which structure was
solutions.
used for the text.
f Discuss where the text may appear and who would read it. Explain to students that the cards show four ways
Graphic and text components. Identify subject matter and intended audience. to organize nonction texts. Invite four volunteers
Recognize text organization. Unit 3b 55
to read out a structure each. Then divide the class
into new pairs and encourage them to select which
structure was used in the Apollo 11 text. Discuss the
Objectives answer as a class.
Graphic and text components. f Discuss where the text may appear and who
Identify subject matter and intended audience. would read it.
Recognize text organization. Have pairs discuss where the text would appear and
to which audience it is intended. Give them options
Suggested Materials paper bookmarks, a box
if they are having difculty deciding: a textbook, the
Preparation Write a title of a nonction or ction Internet, an encyclopedia, a magazine, a newspaper,
book on each bookmark: NonctionAmericas a novel; college students, children, historians, school
Great Depression, Anne Franks Diary, Philosophy and students, etc. Elicit the answers and discuss them as a
Civilization, A Study of History, How the Brain Works; class.
FictionAlices Adventures in Wonderland, The Lord
of the Rings, Harry Potter and the Sorcerers Stone, Five-Minute Activity
Twilight. Choose an activity from page x and do it with the
class.
Before the Book
Fiction or Nonction?
Write the words Fiction and Nonction on the board.
Have students dene the difference: Fiction describes
imaginary events. Nonction is about facts and real
events. Divide the class into two teams. Teams take
turns sending a student to draw a bookmark from the
box, read the title on the bookmark and say if it is
ction or nonction. They win a point if correct and
Unit 3b T55

9/7/11 5:09 PM
3 The rst paragraph of this text and some other words are missing. Skim the text and
predict what it is about.
Objectives
Washkansky, a South African grocer dying
Read history texts. from chronic heart disease, received a
Identify new terms to broaden vocabulary. transplant from Denise Darvall, a young woman
who had died in a car accident. Surgeon Christiaan
Anticipate subject matter from familiar words or Barnard performed the revolutionary transplant,
using a technique that Norman Shumway had
phrases. developed on dogs.
Suggested Materials four short magazine articles After Washkanskys surgery, he was given drugs
to suppress his immune system and prevent
in English his body from rejecting the heart . These
drugs left him susceptible to infections, however,
and eighteen days later he died from pneumonia.
heart
Before the book Washkanskys new had functioned normally until his death.
In the 1970s anti-rejection drugs improved and this type of operation became more
viable. Dr. Barnard continued to perform heart transplant operations,
Skimming and by the late 1970s many of his patients were living up to five years with a new
heart . Heart transplant recipients now survive for an average of
Explain to students that skimming is like reading fifteen years. The main obstacle is finding appropriate donors.
but three or four times faster. Reasons to skim a text
include: there is a lot of material and a little time; to see
f Complete the text with one of these pairs of words.
if it is going to be of your interest; or to identify the main
1. kidney, surgery 2. heart, transplant 3. hair, transplant
idea. One common way of skimming a text is to read f Mark the correct rst paragraph.
the title, subheadings, captions and the rst sentence On December 3, 1987, 53-year-old Louis Washkansky received the rst human heart
of each paragraph. Divide the class into four groups transplant in Cape Town, South Africa.
and give each a magazine article. Have groups skim On December 3, 1967, 53-year-old Louis Washkansky received the rst human heart
transplant in Cape Town, South Africa.
the article and write on a sheet of paper the main On December 3, 1967, 53-year-old Christiaan Barnard received the rst human heart
idea and an incorrect main idea. Then have groups transplant in Cape Town, South Africa.
exchange articles and papers. Encourage groups to f Read the text again and list unfamiliar words in your notebook. Guess their meaning
from context and then look them up in the Dictionary.
skim the new articles and to circle the corresponding
Read history texts. Identify new terms to broaden vocabulary. Anticipate subject
main idea. Monitor groups and provide help as 56 Unit 3b matter from familiar words or phrases.
necessary.
3 The rst paragraph of this text and some

f Read the text again and list unfamiliar
other words are missing. Skim the text and
words in your notebook. Guess their
predict what it is about.
meaning from context and then look them
photograph and invite a volunteer to describe it: up in the Dictionary.
Doctors are performing some sort of surgery. Then have Have students form new pairs. Encourage them to
pairs skim the text and predict what it is about. Elicit read the text again and to note unfamiliar words
the answers and discuss different ideas. in their notebooks. Have them guess their meaning
from context. Then have students look up the words
f Complete the text with one of these pairs of in the Dictionary at the back of their books. Elicit the
words. words and denitions and write them on the board.
Point out that the same two words are missing from Invite pairs to say how many meanings they guessed
several parts of the text. Invite a volunteer to read out correctly.
the three pairs of words. Then have pairs complete the
text with one of the pairs of words. Have volunteers
read out a sentence or two each to report their Choose an activity from page x and do it with the
answers. class.
f Mark the correct rst paragraph.

Invite three volunteers to read out a paragraph each.
Then encourage pairs to mark the correct opening
paragraph for the heart transplant text. Elicit the
answer and have students say why the other two
paragraphs are incorrect.
T56 Unit 3b
4 Read paragraphs 14. Then add sentences af to the paragraphs. Write the letters on
the lines.
4 Read paragraphs 14. Then add sentences
1. Martin Luther King helped organize a boycott of the af to the paragraphs. Write the letters on
Montgomery bus system. a
2. In 1963, King led mass protests in Birmingham, Alabama. the lines.
d, f
3. King participated in a huge civil rights march in Washington,
Focus attention on the photo of Martin Luther King
D.C. e Jr. Then encourage students to say what they know
b, c
4. In 1964, King was awarded the Nobel Peace Prize.
about him. Explain that paragraphs 14 contain the
a) The boycott was organized after Rosa Parks, a black woman, refused to give her bus seat
main idea of four paragraphs and that sentences af
to a white man. are further details about the main idea. Have students
b) He got the prize for ghting for civil rights without resorting to violence.
c) He was the youngest person ever to win the prize.
decide which main idea the further details go with.
d) The protestors were angry at discriminatory laws in Alabama and other states in the South. Check the answers as a class. Ask some questions to
e) He delivered his most famous speech, I have a dream, in front of a quarter million people at
the Lincoln Memorial in Washington, D.C. check comprehension: What did Rosa Parks refuse to
f) For his participation in the Birmingham protests, King was arrested and put in jail. do? What were the protestors angry at? Which is Martin
5 Read more about the history of civil rights in the USA and answer the questions. Luther Kings most famous speech?
President Harry S. Truman
agreed that something had to
1. What is the main idea of the rst 5 Read more about the history of civil rights in
paragraph?
be done about civil rights.
He asked Congress to legislate a) The role of the U.S. Government in the the USA and answer the questions.
against racial discrimination, civil rights
g movement.
and asked the Supreme Court b) Legislation in Congress against Form new pairs and focus attention on the texts. Have
to rule against the legality of discrimination.
segregated schools. c) Segregated schools are ruled illegally. pairs read each paragraph and choose the main idea
of each one. Elicit the answers and ask why the other
sit-ins
In 1955 black college students staged
people. 2. What is the main idea of the second options are not correct: They are about details and not
at cafeterias that served only white
Integrated teams of black and white
travelers
South. For the
paragraph?
the main idea.
staged Freedom Rides across the a) White-only cafeterias.
black people were openly rebelling
first time, b) Blacks and whites traveling together.
er, using
against racial discrimination. Moreov c) Public action against
g discrimination.
nonviolent tactics.
Value
Point out information about key events. Ask questions to differentiate main ideas
from secondary ideas. Unit 3b 57
Tolerance
Explain to students that in order to live peacefully,
we must be tolerant of others. Tolerance is the
acceptance of other peoples opinions and behavior
Objectives that we may not agree with, as long as they dont
do any harm. Tolerance also includes acceptance of
Point out information about key events.
other peoples religion, language, ethnicity, culture,
Ask questions to differentiate main ideas from and so on. Ask students why it is important to be
secondary ideas. tolerant toward people who are different from us.
Suggested Materials slips of paper, a bag
Preparation Write these main ideas on slips of
paper and put the slips in a bag: The rules of conduct Time to read! Fiction pp. 27-31
for exams are clear. Recycling is an important way of
Divide the class into groups. Have them talk about:
saving the environment. Technology makes our lives
What important inventions didnt exist when you were
easier. People have always fought for equal rights.
born, but do now? What did these inventions replace?
Social networks may be dangerous.
What did people do before this object was invented?
Ask volunteers to give examples of their ndings.
Before the Book Ask students to read the corresponding pages and
then ask: When did Bob start his diary? Why? How
Main Ideas many years have passed on these pages? Finally, ask
Divide the class into four groups. Have a student from students who has been writing a diary and for how
each group draw a slip from the bag. Ask groups to many years.
read the main idea written on the slip and list ve
details to support it. Invite a volunteer from each
group to read their main idea and supporting details
out loud. Discuss the ideas as a class. Choose an activity from page x and do it with the
class.
Unit 3b T57

9/7/11 9:03 AM
PM
6 Number the sentences in order. Then write the complete paragraph in your notebook.
Compare your paragraph with a partners.
Objectives
4 The Cold War ended with the collapse of the Soviet Union in 1991.
2 From the mid-1940s to late 1980s, international politics was heavily influenced by the rivalry
Recognize order and meaning of a text. of the two groups. It also divided the world into two political ideologies: capitalism and
Identify chronological order. communism.

3 In the late 1980s Soviet President Mikhail Gorbachev introduced two important reforms that
led to the end of the Cold War: "Perestroika" (reconstruction) and "Glasnost" (openness).
1 The Cold War refers to the post-World War II struggle and competition between the United
Before the Book States and its allies and the Soviet Union and its allies.
Chronological Order 7 Follow the instructions and play a game.

1. Select a topic in world history and make a list of ve key events.
Divide the class into pairs. Ask them to divide a 2. Write a sentence about each event.
sheet of paper into six panels. Have pairs write 3. Check the spelling and punctuation and then copy each sentence onto a slip of paper.
4. Give your slips of paper to another group.
instructions for a simple task with one step in each 5. Form a paragraph by ordering the sentences on the other groups slips.
panel: making popcorn, sending a text mail or riding 6. Return the paragraph for the other group to check.
public transportation. Have pairs cut out the panels, 8 Write your sentences from the game in chronological order. Write the years in the blue
boxes and copy the sentences in the rectangles.
exchange them and arrange the panels so that they
are in order. Next, invite students to write the events
using the Simple Past in their notebooks. Refer them
to the Language Reference on page 106 for help with Answers my vary.
this tense. Get volunteer pairs to describe the steps of

the task in order.
6 Number the sentences in order. Then write

the complete paragraph in your notebook.
Compare your paragraph with a partners.
Ask students to say what they know about the Cold 58 Unit 3b Recognize order and meaning of a text. Identify chronological order.
War. Then ask students to read the texts and number

the events in chronological order. Have students write
the complete paragraph in their notebooks. Form Five-Minute Activity
pairs and have students compare their paragraphs.
Invite volunteers to read out a paragraph each to
class.
check the answers.
7 Follow the instructions and play a game.

Form groups. Read the instructions with the class and
check everyone understands. Help students with ideas
for events and direct them to sources of information
for research if necessary. Monitor students while they
are playing and provide help as necessary.
8 Write your sentences from the game in

chronological order. Write the years in the
blue boxes and copy the sentences in the
rectangles.
Focus attention on the chart. Ask individuals to use
the sentences that their group wrote in the previous
game to complete the chart. Have them write the
years in the blue boxes and the sentences in the
corresponding rectangles. Allow them to do further
research as a group if necessary, such as on dates,
locations or protagonists.
T58 Unit 3b
Have groups choose one sentence and add clauses
to create a complex sentence. Monitor and provide
help as necessary. Invite volunteers from each
group to read out their complex sentences.
9 Follow the steps to write a report about robots.
1. Read the information and write the headings.
Disadvantages Robots in Space Advantages 9 Follow the steps to write a report about
robots.
Robots in Space
1. Ask students to describe the pictures. Then have
Disadvantages Advantages them look at the ow chart. Explain that the top
level is the topic, the next level is for main ideas
can do dangerous jobs batteries dont last long
do not need oxygen difcult to maneuver from about the topic, and the nal level is for specic
far away
can stay in space a long time
need precise programming
ideas. Have students write the two words and the
can move in rough surfaces
contribute to science phrase from the box in the ow chart below.
Robots can do dangerous jobs. Robots batteries dont last long. 2. Next, have students to work in pairs. Ask them
to come up with a short sentence about robots.
2. Write a simple sentence at the end of each column. Say, A sentence without connectives is called a simple
3. Say complex sentences about robots. Go to the Language Reference on page 106.
First, complete the two examples below.
sentence, for example: Robots can look like humans.
Function: Contrast Cause Additional information
Ask for one or two additional examples and then
However, because and have students work in pairs or groups.
Connectives: but Therefore, In addition,
Although Moreover, 3. Explain that complex sentences are ones with
I think robots are important because They can do dangerous jobs .
connectives. Go over the information in the box
Robots can do dangerous jobs. However, Their batteries dont last long . with the students. Refer them to the Language
4. Write complex sentences about robots in your notebook. Reference on page 106 to review the function of
Complete ow charts with information that broadens main ideas. each connective and its position in a sentence.
Compose simple and complex sentences. Unit 3b 59
Read the rst phrase (I think robots are important
because) and elicit some responses. Then have
students write answers in their books in pairs. Next,
Objectives ask students to practice describing robots using
complex sentences. Elicit one or two examples from
Complete ow charts with information that the class rst. Walk around and monitor.
broadens main ideas. 4. Finally, have them remember four sentences of the
Compose simple and complex sentences. ones they said in pairs, and write them in their
notebooks.
Before the Book
Language Awareness Ask students the following questions: What historic

events have occurred in your lifetime? Will future
Simple and Complex Sentences
generations read about these events and think they
Explain to students that a simple sentence has one are important moments in history? Write ideas on
clause, one main verb and one main idea: The the board. Ask students to read the corresponding
scientist invented a robot. Complex sentences have pages of the story. When they have nished,
two or more main verbs, two or more clauses and elicit the historical events mentioned in the whole
more than one main idea: Although the scientist reading so far. Ask students to predict what will
invented a robot, he doesnt want people to know happen to the author of the diary in the future.
about it because it might get stolen. Connectives are
used to join clauses in complex sentences (but,
although, because, etc.) Divide the class into groups. Five-Minute Activity
Write two or three simple sentences on the board: Choose an activity from page x and do it with the
Peter took some photos of the game. I found a wallet in class.
the park. Some students want to study online.
Unit 3b T59

9/7/11 9:03 AM
PM
Objectives
Rewrite sentences to include information that

broadens main ideas.
5. Write the sentences in the corresponding columns.
Emphasize and clarify ideas in a text.
Robots are important in the media.
First robot appeared in movie Metropolis in 1926.
NASAs Mars Rovers perform science experiments.
Before the Book Famous movie robot is C3PO (Star Wars).
De Vaucanson made a robot musician in 1737!
Historic Events
Title: History and Importance of Robots
Brainstorm historic events with the class and write Main idea: Main idea: Main idea:
Robots are important
them on the board. Have the class vote for one event. Robots have a long history. Robots contribute to society. in the media.
Then brainstorm main ideas that students want to Supporting information: Supporting information: Supporting information:
know about the event and write them as questions In 4000 BC, Archytas built a
wooden bird; could y!
The medical industry: robots
help in complex operations. First robot
on the board. Have the class vote for one main idea. appeared in movie
Metropolis in 1926.
De Vaucanson NASAs Mars
Divide the class into ve groups and have them write made a robot Rovers perform
Famous movie
musician in science
the introductory paragraph for a report about the 1737! experiments.
robot is C3PO
(Star Wars).
event. Explain that the paragraph should include an
introduction to the topic and a thesis statement in 6. Write a paragraph with a main idea and supporting ideas.
Use connectives to clarify the ideas. Follow the example.
which the question about the main idea is answered. Robots have a long history. About 6,000 years ago, the Greek
Monitor groups and provide help as necessary. Invite mathematician and astronomer invented a wooden bird. It was amazing,
because it could really y! A more recent invention was
a volunteer from each group to read their paragraph
out loud. Have groups vote for the best paragraph.
9 Follow the steps to write a report about

robots. Rewrite sentences to include information that broadens main ideas.
60 Unit 3b Emphasize and clarify ideas in a text.
5. Go over the ow chart with students. Since students
saw it last class, you can now elicit that the title is
in the top box, that the main ideas follow in the
next boxes, and that the supporting ideas are at the
bottom. Ask students to read the sentences in the
box and write them in the correct spaces in the ow
chart. To check, have volunteers read their answers.
6. Read the sample paragraph of the main idea and
supporting information. Ask students to identify
which sentence describes the main idea, and which
sentences supply supporting information. Point
out that the connective because is used to clarify
the information. Have students write a similar
paragraph. They can work individually or in
pairs, as they prefer. Walk around and help out
where necessary. When students are done, have
volunteers read their paragraphs to the class.
class.
T60 Unit 3b
10 Make notes on the key events in the history of robots and computers on the timeline.
a) In 1943 Colossus, the worlds rst electronic computer, is built in Britain.
b) In 1997 world chess champion Gary Kasparov loses to IBMs Deep Blue supercomputer.
students note the letter of the events in order on the
c) In 1833 Charles Babbage begins work on the Analytical Engine, one of the rst computational timeline. Monitor pairs and provide help as necessary.
machines.
d) In 1948 British robotics pioneer William Grey Walter creates autonomous machines, Elmer and
Elsie, that mimic lifelike behavior with very simple circuitry. f Read the paragraph and nd two key events
e) In 1999 Sony sells 5,000 Aibos, the rst electronic dogs, in twenty minutes.
f) In 1921 Karel Capek publishes the play R.U.R. (Rossums Universal Robots), in which human-like from the timeline. Notice the change in
machines are created to replace workers.
g) In 1973 the Articial Intelligence Department at Edinburgh University shows off Freddy II, a tense from present to past.
robot that assembles objects automatically.
Have students form new pairs. Focus attention
on the photograph and ask students if they know
1800 1840 1880 1920 1960 2000
what machine it shows: The Colossus computer. Then
invite pairs to read the paragraphs and to identify
which two key events from the previous activity are
c f a d g b e
mentioned. Explain that past events are usually
written in the present tense on a timeline.
f Read the paragraph and nd two key events from the timeline. Notice the change in
f Find two more sets of key events on the
tense from present to past.
timeline. Then write a paragraph about
each set of events in your notebook.
In 1833 Charles Babbage
began work on the Analytical
Engine, one of the first
y
Have pairs nd two more sets of key events on the
computational machines. timeline. Ask them to write a paragraph about each
More than one hundred
years later, Colossus, the first set in their notebooks. Monitor and provide help as
electronic computer, was
built in Britain. necessary. Remind students to use the past tense and
have them go to the Language Reference on page 106
f Find two more sets of key events on the timeline. Then write a paragraph about each for help. Invite pairs to exchange notebooks and read
set of events in your notebook.
each others paragraph. Ask volunteer pairs to read
Determine the order of key events in a timeline. Group sentences which give
similar information to form paragraphs. Unit 3b 61
their work out loud.
Objectives class.
Determine the order of key events in a timeline.

Group sentences which give similar information to
form paragraphs.
Before the Book
Personal Timeline
Explain to students that a timeline is used to present
a series of events in a chronological order. Encourage
them to make their own timeline. Ask students to
draw a horizontal line on a sheet of paper and to
write a start and end date, such as birth until now,
last year, the rst ve years of their life, and so on.
Have students divide their timeline into logical
segments and label each division. Encourage students
to note signicant events in their lives on the timeline.
Have students explain the events on their timeline to
a partner.
10 Make notes on the key events in the history

of robots and computers on the timeline.
Divide the class into pairs. Go through the key events
in the history of robots and computers and elicit or
explain the meaning of unfamiliar words. Then have
Unit 3b T61

9/7/11 5:09 PM
11 Follow the steps in Activity 9 to write a historical report in your notebook.
Objectives
1. Select a topic from history and write it in the top box.
2. Choose three main ideas about the topic and write them in the
Write a short report, based on a model. flow chart below.
3. Research details to support your main ideas. Note the details in
the flow chart.
Read to revise punctuation and spelling 4. Write paragraphs containing the main ideas and their supporting
conventions. details.
5. Write an introductory paragraph.
Add, remove, change and / or reorganize 6. Revise the spelling and punctuation in your text.
7. Consider who is going to read your work. Ask yourself: Is it
information. too long? Is it too difficult? If necessary, add, remove or
reorganize the information.
Adjust language in accordance to the intended 8. Write a final draft of your report.
audience and purpose.
Write a nal version.
Suggested Materials card (one sheet per group),
paste, scissors
Language Awareness Answers my vary.
Punctuation and Spelling

Write a sentence on the board without punctuation
and with spelling mistakes. Divide the class into
two teams. Have a student from one team come to
the board and correct the sentence. The other team
12 Go to Worksheet 6. 6
members can call out advice. If successful, award

the team a point. Follow the same procedure with
a student from the other team and with another Write a short report, based on a model. Read to review punctuation and spelling
conventions. Add, remove, change and / or reorganize information. Adjust
sentence. Continue until several students have had a language in accordance to the intended audience and purpose. Write a nal
62 Unit 3b version.
chance to correct a sentence.
11 Follow the steps in Activity 9 and write a

historical report in your notebook. spin wheel and play the game. Monitor and provide
Encourage individuals to think of a historic event and help as necessary.
to do some research about it in an encyclopedia or on
the Internet. Once students have all the information, Time to read! Fiction pp. 35-38
focus attention on Activity 9 and ask them to follow
the steps to write a historical report. First, have them Ask students to read the corresponding pages of the
write three main ideas and supporting details in a story. Ask how old Bob is now. Elicit whether their
ow chart. Then encourage students to write three predictions were correct so far. Ask which historical
paragraphs using the information in the chart. moment described in Bobs diary they liked the
Remind them to write an introductory paragraph. best and why. Ask students the following questions:
Monitor students and provide help as necessary. What do think will happen or what inventions will be
Have students check the spelling and punctuation in made by the time you are 60 or 70 years old? What do
their paragraphs and correct them if necessary. Ask you think the world will be like?
them to write a nal draft. Get students to read their Finally, have students form small groups and solve
classmates historical reports and comment on them. the tasks on page 38. They should discuss each
Ask volunteers to read their report out loud. Have the point and write the answers only if they have
class vote on the best report. Encourage students to reached an agreement. In case there are doubts,
add their historical reports to their portfolios. encourage them to ask their classmates for help.
Ask students to turn to page 127. Divide the class into
small groups and distribute materials. Focus attention
class.
on the activity and check that everyone understands
the instructions. Brainstorm a list of historic events,
subjects and people and write them on the board for
students to choose from. Have groups create a history
T62 Unit 3b
The Presentation
1 Create an anthology of reports on historic events.
1. Work in teams.
2. Choose a topic or event from history. Tips Have each group choose a historic event and do
3. Read texts about the topic and select Remember that historical events are written research on it in reference books or on the Internet.
information you wish to include. in the past. Check that you are using
4. Organize the information on a ow chart irregular verbs correctly. Here are some of Make sure each group chooses a different event.
or a timeline. the most common irregular verbs:
5. Write a report using the information. be was/were lose lost
Then ask groups to arrange the information that they
6. Edit the report and write a nal draft. do did know knew found on a ow chart or a timeline. Have groups
7. Agree on a design for the anthology. fall fell ride rode
8. Create an index. ght fought run ran
use their chart or timeline to write a report about the
9. Integrate all the reports in the anthology y ew see saw event, including an introductory paragraph. Monitor
and donate it to the school library. get got sit sat
give gave speak spoke
groups while they work and provide help as necessary.
go went write wrote Next, have students edit their reports and write a nal
The Wo draft. Invite volunteers from each group to read their
mens L
ib
Movemen eration
report out loud and encourage other groups to give
t feedback. Collect the reports and have the whole class
It is har
d
differen to imagine ju
women
t the w st
orld was how design a cover and index page for them to create an
just fift for
my gran
she had
y ye
dmother ars ago. When
got mar
anthology. Finally, put the reports in the cover and
to leave ri
bank. It her job ed, donate the anthology to the school library.
w in a
husban as assumed th
d at her
and she would take ca
would re of her
look af
home.
Th
many jo is was not un
ter the
usual
Tips
bs, incl in
civil se u
rvice, m ding the entire
The End were n ar
ot emp ried women Read the text in the Tips box with students. Go over
loyed.
Group Reection the list of verbs with the class and make sure all the
1. Was it difcult to choose a historic event?
students know their meaning. Then, as students are
2. Where did you nd information about the event?
3. Did you all participate in the writing and correcting of the reports? working on their reports, write any new irregular
4. How did you agree on the design for the anthology?
verbs on the board, for all the class to use as reference.
5. Did you listen to different proposals respectfully?
Self-Evaluation
The End
The Product: Create an anthology of historical event reports. Group reection Group Reection
and self-evaluation. Unit 3b 63
Read the questions out loud and have groups discuss
Objectives to evaluate how they worked, and what they would
The Product: Create an anthology of historical
event reports. Self-Evaluation
Group reection and self-evaluation. Have students turn back to page 54. Read the
Before the Book
opinion. Put students into pairs or small groups and
True or False? have them compare their answers.
Invite a pair of students to come to the front of the Five-Minute Activity
classroom. Say some information about a historic
event and ask students to say if it is true or false:
class.
Columbus discovered America in 1942. If students
answer correctly, they stay for the next sentence.
Go to Assessment 3b
If either or both students answer incorrectly, other
on page T109.
students take their place. Continue with other historic
events.
The Presentation
1 Create an anthology of reports on historic

events.
Explain to students that an anthology is a collection
of stories, poems or any other kind of writing, and
that they are going to create an anthology of reports
on historic events. Divide the class into several groups.
Unit 3b T63

9/7/11 5:09 PM
Teachers Corner Unit 3 food-eating couch potato? This website will give you
important tips and information on how to keep or
Teaching Tip become healthy. Find out interesting facts such as
how much sleep you need and how to plan healthy
Use of English meals.
Provide students with plenty of opportunities to talk Biology
about their plans when they nish high school.
http://www.rain-tree.com/facts.htm
Encourage them to say how English will be useful
when they leave school. Invite students to role-play This comprehensive website contains a wealth of facts
real-life situations in which English could be required. about the rainforest, covering plants, animals, illegal
Encourage them to bring to class written material in logging and farming as well as medicinal plants.
English, which may be of their interest. There is also a great section for students including
Make sure students keep in mind all the learning tips topics such as rainforest education.
they have seen so far, such as writing down two new
Suggestions for Songs
words a day.
All this will help them to continue acquiring English
1. Your Body Is a Wonderland, by John
once they have left the school environment.
Mayer
Learning Tip Print out the words from http://www.lyrics.com and
white out all the words related to parts of the body.
Real World English Make a copy for each student and ask a student to
Encourage students to relate English to their own bring a copy of the song on a CD to class.
lives and interests. Every time a unit is over, ask them Play the song and ask students to ll in the gaps.
to recall the topics, vocabulary and structures they
Play the song again and invite the class to sing
have studied. Invite them to select a topic of their
along.
preference and encourage them to surf the web and
look for related links. Have them read magazines, see 2. Doctor, Doctor, by Robert Palmer
lms or listen to songs that contain material covered
Print out the words from http://www.lyrics.com and
in the unit they have just nished. Ask students
make a copy for each student.
to note down phrases and words they liked from
whichever source they selected. Ask a volunteer to bring to class a CD with the song.
Whenever students are allowed to choose topics in Play the song. Have students tally the times the
English freely, they remember the structures and word doctor appears in the song.
vocabulary more easily than the language included Hand out the lyrics and ask students to check their
in their textbooks! answers.
Formative Assessment Tip Finally, play the CD again and invite students to
sing along.
Role-playing works well in history and literature
classes. Divide the class into groups for role-playing. Website used for the development of the unit:
Ask students to perform their arguments or plan the Unit 3a
behavior the characters they are representing would http://iteslj.org/c/jokes-riddles.html
have. Students may choose different characters of
http://thinks.com/words/doublets.htm
a play or different groups in history. Establish the
context. Then ask students to discuss briey, in pairs http://esl.about.com/od/englishgrammar/English_
or small groups, how their characters would react. Grammar_Help_Rules_Worksheets_Games_Quizzes_
Then ask them to represent their descriptions. Exercises.htm
Unit 3b
Website Suggestions
http://kclibrary.lonestar.edu/decade60.html
Health http://www.ehow.com/how_6894648_do-write-history-
http://familydoctor.org/online/famdocen/home/ report_.html
children/teens.html http://www.grammar-quizzes.com/
The habits you develop now will affect you later in
life. Do you exercise and eat well or are you a junk-
T63a Unit 3
Evaluation Card

Edit your writing

WRITTEN WORK
GROUPWORK/PAIRWORK

Edit your writing

WRITTEN WORK
GROUPWORK/PAIRWORK
Unit 3 T63b

9/7/11 5:09 PM
U t
Unit
Unit 4a 4a Sharing the Unexpected

Sharing the Unexpected 1 Look at the pictures and discuss what is happening
The Beginning
in each situation.
A B C D
Social Practice Understand and incite oral
exchanges regarding leisure situations.
Environment Familiar and community
Objectives 3 2 4 1
f Listen and number the pictures in order. 12
Listen to descriptions of unexpected situations. f Listen again and complete the missing information about each person.
Identify subject matter, purpose and intended Person Place Occupation Was the event good or bad?
audience. Rachel England student bad
Establish the speakers proles. Sandra ofce secretary good
Alan town teacher good

Determine the place where an exchange occurs.
Alanna beach swimmer good
The Plan
Before the Book In this unit you will:
revise descriptions about unexpected situations from context clues
Unexpected Events understand central sense, main ideas and some details in descriptions
of unexpected situations
Give students an example of an unexpected event: describe unexpected events
I was walking down the street, and I saw a famous
movie star. In small groups, have students discuss Listen to descriptions of unexpected situations. Identify subject matter, purpose
and intended audience. Establish the speakers proles. Determine the place
unexpected events from their life. Elicit anecdotes 64 Unit 4a where an exchange occurs.
from several students.
The Beginning
The Plan
1 Look at the pictures and discuss what is Invite volunteers to read the objectives one by one.
happening in each situation. Then get students to share their ideas about the
Write these words on the board and elicit or explain meaning of each objective. Encourage the class to say
their meaning: police ofcer, secretary, ofce, reporter, what expectations they have of the unit.
swimmer. In pairs, have students discuss what is
happening in each picture. Elicit the answers but Five-Minute Activity
dont conrm or correct them at this stage. Choose an activity from page x and do it with the
class.
f Listen and number the pictures in
order. 12
Play Track 12. Have students number the pictures in
order. Elicit the answers from the class.
f Listen again and complete the missing

information about each person.
Read through the chart with the class and elicit
the type of information they need to write in each
column. Play Track 12 again and pause after the rst
dialogue. Elicit from the class that Rachel is a student
on vacation in England and that the event was bad:
her bag was stolen. Repeat the procedure with the
remaining dialogues. Then elicit the answers and any
further information students heard on the track.
T64 Unit 4a
The Steps
1 Look at the situations and discuss. describing the unexpected situation? What do you think
1. Who is describing an unexpected situation to whom? Answers my vary. happened? How do the people feel? In pairs, have
2. Which words describe how the people feel? Check in the Dictionary if necessary.
students answer the questions about each picture.
surprised happy confused angry embarrassed
Elicit ideas from several pairs.
excited scared interested entertained sad
1 2
f Match the pictures with what the people
say.
Have students read the texts and decide which picture
illustrates each one. Elicit answers from the class, but
dont conrm or correct them at this stage.
3 4 f Listen and check. 13

Play Track 13. Have students check their answers.
Ask students to raise their hands if they have a

f Match the pictures with what the people say.
curfew during the school week. Ask a few of these
2 It was great! There was nothing in the hat, and suddenly he pulled a rabbit out of it! students why they think their parents make them
I swear it was magic.
1 She was walking next to me, smelling the flowers and all. And then, out of nowhere, this
follow a curfew? Divide the class into groups. Have
other dog appeared and Zoe ran after it. I tried to catch her, but she was too fast. students discuss a time when they had to decide
4 Unbelievable! He finally did it. He popped the question out on the beach. He brought a
shell and gave it to me. And the ring was inside. Oh, so beautiful between what their friends wanted to do and
3 Last night, I went out on the balcony to get some fresh air. And there it was, in the sky,
above our neighbor's roof, a very bright light. It wasnt a plane. You have to believe me!
what their parents expected them to do. How did
they solve this dilemma? Ask volunteers to give
f Listen and check. 13
examples of their stories. Then ask students to read
Distinguish attitudes and emotions. Observe and understand non-verbal
communication in an exchange. Unit 4a 65 the corresponding pages and answer the following:
Why cant Sara go out on school nights? What do Sara
and David do? Whats the problem? How does Sara
feel? How does David feel? Then refer them to the
Objectives questions on page 41 and have volunteers share
their ideas.
Distinguish attitudes and emotions.
Observe and understand non-verbal
communication in an exchange. Five-Minute Activity
Preparation Write these words on slips of paper: Choose an activity from page x and do it with the
surprised, happy, confused, angry, embarrassed, class.
excited, scared, interested, entertained, sad.
Before the Book
Feeling Words
Have a volunteer come to the front of the class. Give
the student a slip of paper. Tell the student to act out
the meaning of the word. Have the rest of the class
guess what the word is. Repeat the procedure with the
remaining adjectives.
The Steps
1 Look at the situations and discuss.

Explain to students that in each picture somebody is
describing an unexpected situation. Have students
look the adjectives up in the Dictionary at the back
of the book if they are unsure of the meaning.
Write these questions on the board: Which person is
Unit 4a T65

9/7/11 12:09 PM
2 Listen and write two things that you can do in Rio de Janeiro. 14
Objectives
Listen to descriptions of unexpected situations

shared in oral exchange.
Infer central sense from explicit information.
Formulate questions to understand a description.
Before the Book

climb Sugarloaf Mountain visit the Corcovado
Tour Guides
f Listen again and discuss.
Ask students to imagine that a student from 1. When did the woman go to Rio? Last year.
2. Did she like Rio de Janeiro? Justify your answer. Yes, because she wants to go back.
another country is going to visit them for a week.
3. What unpleasant experience did she have? Her wallet was stolen.
In pairs, have students list possible activities. Write f Listen to the second part of the recording. Circle the verbs you hear. 15
this sentence structure on the board: We should A: Something very strange happened to me when I went to Rio. You wont believe who
I met / ran into!
because Elicit ideas from several pairs: We should go B: Who? What happened?
to the ruins because they are the biggest in the state. A: Well, I was walking / hiking up Sugarloaf Mountain and as I arrived at / got to the top,
I saw a very old friend from primary school! Can you believe it? It was such a surprise!
We hadnt seen / spoken to each other for a long time. It was so nice to see her. She was
2 Listen and write two things that you can do with her husband and her two children.
B: So you mean you went / traveled all the way to Rio and you bumped into a friend from
in Rio de Janeiro. 14 primary school?
A: Yes, its unbelievable, isnt it?
Have students describe the pictures and say what f Unscramble the questions about the text. Then underline the answers in the text.
they know about Rio de Janeiro. Play Track 14. Have 1. she / what / doing / was 3. friend / alone / was / her
students note two of the activities mentioned on the What was she doing ? Was her friend alone ?
track. 2. did / who / she / see

Who did she see
4. had / in touch / they / been / recently
Had they been in touch recently?
?
f Listen again and discuss. 66 Unit 4a

Listen to descriptions of unexpected situations shared in oral exchange. Infer central
sense from explicit information. Formulate questions to understand a description.
Read the questions with the class and elicit or explain

the meaning of justify and unpleasant. Play Track 14
again. In pairs, have students answer the questions.
f Unscramble the questions about the text.
Elicit answers from the class.
Then underline the answers in the text.
f Listen to the second part of the recording. Have students unscramble the rst question. Write it
Circle the verbs you hear. 15 on the board: What was she doing? Ask students to nd
Ask students to read the dialogue. Elicit or explain the the answer in the text and underline it: I was hiking up
meaning of unfamiliar vocabulary with drawings, Sugarloaf Mountain. In pairs, have students complete
denitions, synonyms and examples. Explain that the rest of the activity. Nominate open pairs to ask
students have to choose the correct verbs from the and answer the questions.
options in italics. Play Track 15. Have students circle
the correct verbs. Ask volunteers to read a line each to
report their answers. Choose an activity from page x and do it with the
class.
Language Awareness
Past Forms
Remind students that for most verbs in English, you
add ed to the end in order to form the past tense,
but that many verbs have irregular past forms,
which they have to memorize. Write these verbs
on the board: meet, run, walk, arrive, get, go, travel,
happen. In pairs, have students write the past form
of each verb and decide if it is regular or irregular.
T66 Unit 4a
3 Listen and mark the scene that is not mentioned in the dialogue. 16
3 Listen and mark the scene that is not

mentioned in the dialogue. 16
Have volunteers describe the pictures. Explain that
they show a boys excuses for why he didnt do his
homework. Play Track 16. Have students decide which
f Listen again and write the numbers of the missing sentences in the correct places.
1. Right, youd better stay and do it at lunch so nothing else happens to it!
picture doesnt illustrate one of the boys excuses and
2. What do you mean? You havent given me any homework all week. mark it.
3. Are you telling me that someone stole your incomplete homework from your bag?
4. But Im sure you brought the rest of it, didnt you?
5. What are you saying? Your baby brother ate your homework?!
f Listen again and write the numbers of the
MATT: Sir, I just want to let you know that I TEACHER: 4
missing sentences in the correct places.
can't hand in my homework today. MATT: Sir, Im really sorry, but I think that Read the sentences and dialogue with the class. Elicit
TEACHER: 2 someone stole it from my bag. I left my
bag under my chair and went to the or explain the meaning of unfamiliar vocabulary.
MATT: You wont believe what happened. I did
my homework and left it next to my baby
bathroom. When I came back, I saw my Explain that students have to use the numbered
bag was open. And the homework was
brother. I went to the bathroom. When
gone! sentences to complete the dialogue. Have them
I came back, he had eaten some of the
pages! I could see paper in his mouth. TEACHER: 3 predict where each sentence goes. Play Track 16 again
TEACHER: 5 MATT: Its strange, isnt it? and have students insert the missing sentences in
MATT: Well, he didnt eat it all, just the most TEACHER: 1
important parts.
the dialogue. Read out the dialogue again and have
f Read the completed dialogue and underline the main idea.
volunteers say the missing sentences as you get to
them.
Babies eat paper. People steal homework. Matt doesnt do homework.
f Imagine you are Matt giving excuses to your teacher. Make up a dialogue using your f Read the completed dialogue and underline
imagination and the phrases below. Answers may vary.
You wont believe it!

the main idea.
suddenly I couldnt believe it!
In pairs, have students discuss what the main idea of
appeared out of nowhere I heard a noise / it was scary
the dialogue is. Elicit the answer and have students
Recognize ways to describe an unexpected situation. Identify main ideas and
ideas that enhance, exemplify and explain them. Unit 4a 67
say why the other ideas are not the main one.
f Imagine you are Matt giving excuses to your

teacher. Make up a dialogue using your
Objectives imagination and the phrases below.
Recognize ways to describe an unexpected Read the phrases with the class and elicit or explain
situation. the meaning of unfamiliar words. Have students use
the Dictionary. In pairs, have them write a similar
Identify main ideas and ideas that enhance,
dialogue to the one on the page, including different
exemplify and explain them.
excuses and some of the suggested phrases. Monitor
Preparation Write these unexpected situations on and provide help as necessary. Have pairs practice
slips of paper: You nd 1,000 pesos on the sidewalk. their dialogues. Ask volunteer pairs to perform their
You see your favorite singer in the mall. You are eating dialogue for the class.
dinner at home when your chair breaks. You are at
the beach when a tsunami starts coming toward you.
Youre playing soccer in the park when a dog steals your Value
ball. Trust and Honesty
Point out that if students want adults and people in
Before the Book authority to trust them, its important to be honest
and frank. In the case of Matt, explain that the
Charades teacher will have a hard time believing him in the
Have a pair of students come to the front of the future.
classroom and give them a slip of paper. Tell them
to act out the situation written on the slip for the rest
of the class to guess. Repeat the procedure with the
remaining slips of paper. Choose an activity from page x and do it with the
class.
Unit 4a T67

9/7/11 5:10 PM
4 Listen to the dialogue and answer the questions. 17
1. Where are the girls from? Vanessa is from the USA, and Lydia is from England.
Objectives 2. Where are they now? England
f Read the phrases and write BE (British English) or AE (American English). Then listen
Notice English variant. again and check.
BE Great at, right? BE Did you see that great shop next door?
Recognize strategies used to rephrase ideas. AE There was a huge line at the subway. AE Oh, you mean the store.
Clarify meaning of words. BE There was a long queue for the underground. AE It had some nice pants.
5 Write the words in the table. Look them up in the Dictionary if necessary.
bill car park check diaper elevator ashlight football highway license plate
Before the Book lift motorway nappy number plate pants parking lot ride rubbish sneakers
soccer subway torch trainers trash trousers underground
Comparing Countries British English American English
Draw two columns on the board with the headings

nappy, underground, car soccer, license plate,
USA and UK. Brainstorm information about the park, trousers, rubbish, bill, sneakers, highway,
two nations and write it on the board. Have several lift, football, torch, trainers, ashlight, parking lot,
motorway, number plate ride, check, elevator,
students share their ideas. subway, diaper, pants,
trash
4 Listen to the dialogue and answer the
questions. 17
Explain that students will listen to a conversation
between two girls, Vanessa and Lydia. Play Track 17. f Play a game!
In pairs, have students discuss where the two girls are 1. Form a team of ve. Each teammate writes a British or American word on a slip of paper.
from and where they are now. 2. Hand the slips to the teacher. He / She should shufe them and put them face down on a table.
3. Teams take turns sending a person to pick a slip and describe the meaning of the word for
his / her team to guess. He / She cant use the actual word or its equivalent in British or
f Read the phrases and write BE (British American English: lift its a machine that takes you up or down in a building.
4. If the team cant guess after two tries, the other teams get a chance to guess.
English) or AE (American English). Then listen 5. Teams get a point for guessing the word.
again and check. Notice English variant. Recognize strategies used to rephrase ideas. Clarify
68 Unit 4a meaning of words.
Explain that all languages have different dialects,
and that two dialects of English are American English,
from the USA, and British English, from the UK. In
pairs, have students read the phrases and guess if Time to read! Nonction pp. 42-44
they are British or American English. Play Track 17
again. Have students conrm or correct their answers. Divide the class into groups. Ask them if anyone has
ever put them on the spot. (If you put someone on
5 Write the words in the table. Look them up in the spot, you cause them embarrassment or difculty
the Dictionary if necessary. by forcing them at that moment to answer a difcult
Point out that one way in which the dialects of a question or make an important decision.) Were they
language differ is their vocabulary. Tell students that comfortable with the situation? How did they handle it?
they have to sort the words according to whether they Have they ever put someone in this kind of situation?
are used in British or American English. In pairs, have Ask students to read the corresponding pages and
students guess which dialect the words are from before then elicit what the unexpected situation was: Frida
checking in the Dictionary at the back of the book introduced Billy to her boss. Then refer students to
and writing them in the table. Draw the table on the the last paragraph and have a volunteer read the
board and have volunteers complete it. questions aloud. Then form groups and have them
discuss them. Finally, have volunteers share their
f Play a game! groups ideas with the class.
everyone understands. Divide the class into teams Five-Minute Activity
and pair teams up to play against each other. Hand
out slips of paper for students and then have teams
class.
play against each other. Monitor games and provide
help as necessary.
T68 Unit 4a
6 Match the parts of the sentences to discover the unexpected situations.
1. Liz was running when suddenly the lights went out.
rest of the activity on their own. Have volunteers read
2. Tony was thinking about calling his sister a taxi came along.
out a completed sentence each.
3. I was having my nap when without warning she saw a wallet.
4. We were lost when out of nowhere my sister threw water on me.

f In your notebook, rewrite the sentences
5. We were in the mall when all of a sudden when out of the blue she called him.
f In your notebook, rewrite the sentences adding more information. You can use the
adding more information. You can use the
phrases in the box. Answers may vary.
phrases in the box.
When: early in the morning in the afternoon last night on Friday
Where: in San Francisco in the living room in the park on the ground Model the activity for students. Write the rst sentence
on the board: Liz was running when suddenly she saw
7 Number the pictures in order to nd two stories. Then tell one story to
a friend using the underlined phrases in Activity 6. a wallet. Ask Where do you think Liz was running? Use
3 1 4 2
a phrase from the box to add information to the
sentence: Liz was running in the park when she saw a
wallet. Have students rewrite the remaining sentences
in their notebooks, adding information about where
and when the situations took place.
7 Number the pictures in order to nd two

2 4 1 3
stories. Then tell one story to a friend using
the underlined phrases in Activity 6.
Explain that the pictures tell two stories, one per row,
but that they are out of order. In pairs, have students
number the pictures in each story in the correct order.
Elicit the answers and have students describe what
is happening in each picture. Provide vocabulary as
Compose sentences to describe unexpected situations. Include details to main
necessary and write it on the board. In pairs, have
ideas. Determine sequence of enunciation. Produce description of unexpected
situations. Adverbs of time and place. Unit 4a 69
students take turns telling the stories, using the
phrases underlined in Activity 6 as transitions and
the vocabulary on the board. Have volunteers tell the
stories to the class.
Objectives
Compose sentences to describe unexpected Choose an activity from page x and do it with the
situations. class.
Include details to main ideas.
Determine sequence of enunciation.
Produce descriptions of unexpected situations.
Adverbs of time and place.
Before the Book

British and American English
Write the following sentences on the board. In pairs,
have students copy them, changing the American
English words to British English words: We left the
highway and pulled into a parking lot. It was dark in the
elevator so, I turned on the ashlight on my cell phone.
I usually play soccer in my sneakers. Elicit the British
English versions and write them on the board.
6 Match the parts of the sentences to discover

the unexpected situations.
Read the rst sentence stem: Liz was running when
suddenly Ask students which option correctly
completes the sentence. Tell students to complete the
Unit 4a T69

9/7/11 5:10 PM
8 Look at the scenes and answer the questions.
1. In which scene is the person reporting what someone else said? Scene 2
Objectives 2. Whose words is the boy reporting? The reporter's
3. Do you think the boy wants to go to the zoo? Justify your answer. Answers may vary.
Use non-verbal communication. We can go this weekend.
Change direct speech into indirect speech and vice

versa.
The reporter said that the
animals were all over the zoo.
Before the Book
f Listen and complete the police report. 18
Animal Translations A Siberian tiger , six capuchin monkeys , a white

rhino and a 400-pound male African lion
Tell students to write a list of ten animals in Spanish escaped from their cages. The situation is dangerous because the animals may
attack people. The recommendation is to stay indoors .
on a piece of paper. Have students give their paper to
a partner to translate the animals into English.
9 Read the sentences and
answer the questions.
8 Look at the scenes and answer the 1. Who says the rst sentence, the
zookeeper or the reporter?
questions. the zookeeper
2. What happens to the verb tense
The zoo is closed
to visitors.
in the second sentence? The zookeeper said that the
In pairs, have students look at the two scenes and It is in the past.
f Complete the direct and reported sentences.
zoo was closed to the public.
answer the questions. Elicit answers from several 1. Police ofcers are investigating the escape.
pairs. Explain to the class that today they will be The radio show reported that police ofcers were investigating the escape. .
learning how to report things that other people have 2. The escape was provoked by careless zookeepers.
The zoo director said that the escape had been provoked by careless zookeepers. .
said. 3. The director said that four different types of animal had escaped.
Four different animals have escaped. .
f Listen and complete the police report. 18 4. Police reported there was a fear that the animals would attack people.
There is a fear that the animals will attack people. .
Read the paragraph with the class and have students
10 Go to Worksheet 7.
guess the missing words. Explain that students will 7
listen to a track about a police report and that they 70 Unit 4a

Use non-verbal communication. Change direct speech into indirect speech and
vice versa.
have to listen for the missing information. Play Track
18. Have students ll in the missing words. Elicit the
answers from the class.
Have them go to the Language Reference on page 107
9 Read the sentences and answer the for help. Elicit the answers and write them on the board.
questions.
Have students read the speech bubbles and answer
In pairs, have students read the table and answer
the questions. Elicit that the second sentence was said
the questions. Then have them work on their own to
by the reporter. Help students notice that the verb in
rewrite the seven statements as reported speech or
the rst sentence is in the present tense, while the verb
direct speech.
in the second sentence is in the past.
Language Awareness Choose an activity from page x and do it with the
class.
Reported Speech
Explain to the class that when reporting what
somebody else has said, it is necessary to change
the verb tense. Although the rules are complex, it
can be simplied in the following way: If the direct
speech (original statement) is in the present tense, the
reported speech should be in the past tense. If the direct
speech is in the past tense, the reported speech should
be in the past perfect.
f Complete the direct and reported sentences.

Read the four sentences with the class. Ask Which
sentences are in reported speech and which are in direct
speech? Have students rewrite the sentences.
T70 Unit 4a
11 Discuss these statements and mark () which are true for you. Justify your answers.
Answers may vary.
An unexpected situation 11 Discuss these statements and mark ()
sometimes makes me happy.
which are true for you. Justify your
sometimes makes me nervous.
happens to me almost every day. answers.
does not happen to me very often.
In pairs, have students discuss the statements and
check the ones that are true for them. Ask volunteers
12 Listen to the dialogue and number the phrases in the order they are said. 19
Underline in the following colors: to share their ideas and explain them: An unexpected
6 Youre kidding! Blue 4 Do you mean like a surprise party? Yellow
3 I dont understand what you're saying. Yellow 1 Can I ask you a question? Dark green
situation sometimes makes me happy because I like
5 I mean something out of the ordinary. 2 What do you want to know? Dark green surprises.
Light green
f Underline the phrases according to the key.
disbelief asking for information asking for clarication clarifying 12 Listen to the dialogue and number the
f Interview other students about unexpected events in their lives and take notes.
phrases in the order they are said. 19
f Complete the chart using your notes. Then write what your friends said using reported
speech. Answers may vary. Read the six statements with the class and check
Name What he / she says What you report
everyone understands what they have to do. Play
Track 19. Tell students to number the statements in
Anna said that she had
I got a letter from a order. Have volunteers read one sentence each in
Karen gotten a letter from a
secret admirer.
secret admirer. order to report their answers.
Friend 1:
f Underline the phrases according to the key.
Friend 2:
Read the key with the class and check everyone
understands the meaning of the functions. Elicit an
example of each function if necessary: I dont believe
Friend 3:
you. Distribute the colored pens or pencils. Have
students underline the phrases according to their
Use strategies to repair a failed conversation. Produce descriptions of unexpected
function using the color key. Play Track 19 again for
situations spontaneously. Maintain an exchange and use strategies to add
meaning. Unit 4a 71
students to conrm or correct their ideas.
f Interview other students about unexpected

events in their lives and take notes.
Objectives Write these questions on the board: Can you tell me
about an unexpected event in your life? When / Where
Use strategies to repair a failed conversation.
did it happen? Who else was involved? What did you or
Produce descriptions of unexpected situations other people say? How did you feel? Divide the class into
spontaneously. groups of four. Have students take turns asking and
Maintain an exchange and use strategies to add answering the questions. Tell students to take notes on
meaning. their classmates stories.
Suggested Materials blue, purple, yellow and
f Complete the chart using your notes. Then
green colored pens or pencils
write what your friends said using reported
speech.
Before the Book
Have students write the names of the other members
Reporting Speech of their group in the rst column and one sentence
Write the following sentences on slips of paper: to summarize their unexpected events in the second
I am a doctor. I work in a hospital. column. Then have them write the event in reported
I am a taxi driver. I like my job. speech. Monitor and provide help as necessary. Have
I am a scientist. I went to college in New York. students compare their reported speech versions with
I am a student. I am studying biology. those of the other group members. Elicit the events in
reported speech from several students.
Have a volunteer come to the front, take a slip of
paper and read the sentences out loud. The rest of Five-Minute Activity
the class should write down what the student said in
reported speech: The doctor said he worked in a hospital.
class.
Elicit the reported sentences and write them on the
board.
Unit 4a T71

9/7/11 5:10 PM
13 Look at the pictures and predict what the accounts will be about.
Objectives
Anticipate central sense and main ideas to carry

out a conversation.
Adjust diction and intonation.
Rephrase ideas.
Before the Book f Read the accounts aloud. Pay attention to diction and intonation considering that
they are talking about a very scary unexpected event. Then listen and compare. 20
Natural Disasters Mind Map I was in my ofce. I I was coming back

felt the earthquake from a business trip. The
Write Natural Disasters on the board and draw a circle and got under my plane was about to land
desk. I could feel
around it. Draw a line from the circle to a smaller the whole building
when the earthquake
struck. We had to y to a
circle and write earthquake in it. Then elicit words moving. different airport.
Kashiro, 26 years old
related to earthquakes and write them alongside. In Nozomi, 47 years old
I was picking up my
small groups, have students copy the mind map into kids from school. My car began to
We saw the trees move from one side
their notebooks and add more natural disasters and swinging from side to to another. I got very
side. The kids started nervous. I stopped and
words related to them. Monitor and provide help and crying. jumped out of the car.
vocabulary as necessary. Elicit ideas and write them Miko, 35 years old
Hiroshi, 30 years old
on the board. Tips
f Imagine you heard the
Remember that when you are telling someone about
accounts above and you are
13 Look at the pictures and predict what the telling a friend about them.
what you heard, you dont have to use exactly the
same words.
accounts will be about. Use synonyms: I was in my ofce He was working.
Describe the person who was talking: She was in
Explain that an account is a report or description of shock. He looked terried.
an event or experience. In pairs, have students look at

Anticipate central sense and main ideas to carry out a conversation. Adjust
the pictures and discuss what they think the accounts 72 Unit 4a diction and intonation. Rephrase ideas.
will be about. Elicit the answers but dont conrm or

correct them at this stage.
f Read the accounts aloud. Pay attention to elicit and write Kashiros account in reported speech
as an example: Kashiro had been in his ofce. When
diction and intonation considering that they
he felt the earthquake, he got under his desk. He could
are talking about a very scary unexpected feel the whole building moving. In pairs, have students
event. Then listen and compare. 20 rewrite the remaining accounts in reported speech.
Have students look at the pictures of the four Elicit reported versions from several pairs and discuss
individuals giving their accounts and tell them to differences.
nd the same people in the pictures in the previous
activity. Ask students what the people might have Time to read! Nonction pp. 45-48
been feeling at the time. In pairs, have students take
turns reading the rst account out loud. Tell them Assign students to read the corresponding pages
to imagine how Kashiro feels and to adjust their of the reading. Ask them to identify the strategies
tone of voice accordingly. Play Track 20 and pause recommended in the text to do when they
after Kashiros account. Ask students to compare the encounter unexpected situations. Ask them if they
intonation on the recording with the intonation they have any suggestions of their own. Finally, have
used. Play the account again for students to repeat students turn to page 48 and solve the tasks in
if necessary. Repeat the procedure for the remaining groups of three. Set a time limit. When time is up,
accounts. read the answers aloud for students to check their
work.
f Imagine you heard the accounts above and
you are telling a friend about them. Five-Minute Activity
Tell students that they are now going to rewrite the Choose an activity from page x and do it with the
accounts in reported speech. Go to the Language class.
Reference on page 107 again for help. Go over the tips
with students and reinforce the idea that they dont
have to use exactly the same words. On the board,
T72 Unit 4a
9/7/11 9:04 AM
PM Unit4a_YWCabSec3
The Presentation
1 Share an account of an unexpected event from your life.
1. Form groups and brainstorm unexpected events from your lives. They can be from the unit or
any other that you have heard about. have learned the skills from the unit. Point out that
2. Choose an unexpected event for your account. the skills include:
3. Compose sentences to describe the event. Assign a leader to check the sentences.
4. Practice reading your sentences aloud and check if all the group members understand them. Sharing an unexpected situation
5. Decide who is going to read which part during the presentation.
6. Give your accounts to the class. Using appropriate word choice and intonation
7. Keep your accounts in your portfolios.
Taking appropriate notes before writing a draft
Working collaboratively
Read the instructions carefully with the class. Explain
that, as a group, they should choose one unexpected
situation that they were all involved in. The situation
could be something that really happened to one
of them or something they have made up, for
example, students could imagine that they were all
in a building together when a re started and they
had to evacuate. Have students compose individual
accounts and then join their group to prepare a joint
presentation. Have each group present its accounts
The End
to the class. Tell the rest of the class to take notes so
Group Reection
that they can report what some of the speakers said.
1. Did you like talking about unexpected situations? Remind the class of the importance of being attentive
2. Do you know how to describe situations like these?
listeners. After the presentations, encourage students
3. How did you feel preparing a testimonial with your group?
4. What did you learn from the experience? to put the accounts in their portfolios.
Self-Evaluation
Turn back to page 64 and mark ( or ) your progress. The End
The Product: Give a testimonial about unexpected situations. Group reection

and self-evaluation. Unit 4a 73
Group Reection
Have students work in groups. Read the questions out
loud and have groups discuss the answers together.
Lead a discussion on the topic of how to evaluate
Objectives the way they used intonation to effectively share
unexpected situations. Ask what they would like to
The Product: Give a testimonial about unexpected
focus on in later classes.
situations.
Group reection and self-evaluation. Self-Evaluation
Have students turn back to The Plan on page 64.
Before the Book Read the objectives for this part of the unit again and
ask students to mark them according to their own
More Unexpected Events opinion. Put students into pairs or small groups and
Brainstorm surprising events with students, prompting have them compare their answers together.
them if necessary, and write them on the board: You
received an unexpected visitor. You got a great birthday or
Christmas present. You got a very good or bad grade. You Choose an activity from page x and do it with the
witnessed an amazing event. You met someone famous. class.
You were caught up in a natural disaster. You witnessed
a crime. You broke something of yours or someone elses. Go to Assessment 4a
You lost something of yours or someone elses. You found on page T110.
something valuable. Your pet died. You got lost. Ask
students how they would feel in each situation.
The Presentation
1 Share an account of an unexpected event

from your life.
Divide the class into small groups. Explain that this
activity will allow you to assess how well students
Unit 4a T73
8/9/11 9:04 AM Unit4a_YWCabSec3.indd 73

9/7/11 5:10 PM
U t
Unit
Unit 4b 4b Performing a Play

Performing a Play 1 Look at the text and answer the questions.
The Beginning
1. Where is the text from? a) a newspaper b) a play c) a novel

2. What is the text for? a) reading b) acting on stage c) both
Social Practice Understand and express differences 3. What is the text about? a) a historic event b) a dramatic scene c) a safari
and similarities between cultural features from f Find these parts in the text.
Mexico and English speaking countries. author character dialogue title
Environment Literary and ludic THE MOUSE AND THE LION

title dialogue
Adapted from Aesops Fable Lion: Sunflower seeds? Im the king of the jungle.
author I dont eat sunflower seeds.
Act 1
dialogue
Kid Mouse: (shouts to someone offstage) Mom, Im so Kid Mouse: (worried) Gulp! So what do you eat?
character
hungry. Lets go find some food in the jungle. Lion: Anything that moves, including mice!
Objectives Mom Mouse: (calls from offstage) You go, sweetie,

Im busy. But watch out for the other animals.
Kid Mouse: But I am so small. You wont even
know Im in your stomach!
They may be hungry, too! Lion: Better than nothing!
Kid Mouse: OK, Mom! (sets off foraging) Ah, there
Revise short plays suitable for a young audience are some sunflower seeds. Ill eat a few and
Kid Mouse: Please, Lion. I promise, if you save
me, Ill make it up to you some day.
then take some home. (starts eating)
from their oral reading. Lion: Roar! (appears on stage)
Lion: (laughs, pauses, then laughs again) Ha, ha, ha.
You, Mouse? Help me, Lion? (laughs again)
Recognize text arrangement. Kid Mouse: Argh! Whos that? Thats the best laugh Ive had in ages. Just for
that Ill let you go
Lion: Its me, Lion. And Im hungry!
Identify author(s). Kid Mouse: Well, youre in luck! There are lots of
sunflower seeds here.
Kid Mouse: Oh, thank you, Lion. Sunflower seed?
Lion: Roar! (Kid Mouse runs offstage.)
Determine subject matter, purpose and intended

f Listen to your teacher and read along. Then guess what happens next.
audience.
The Plan
Suggested Materials pages or photocopies from In this unit you will:
a newspaper, a play and a novel (in English or revise short plays suitable for a young audience from their oral reading
Spanish), eight index cards understand central sense, main ideas and details in a short play from shared reading
participate in the dramatized reading of a short play to aid its comprehension
Preparation Write these phrases on the index
cards: gives objective information; has photographs; Revise short plays suitable for a young audience from their oral reading.
Recognize text arrangement. Identify author(s). Determine subject matter,
is written in columns; has extensive descriptions; is 74 Unit 4b purpose and intended audience.
divided into chapters; is performed by actors; has stage

directions; is divided into acts and scenes.
point to the parts. As a class, elicit how you can
Before the Book recognize each of these elements: bold, capital letters,
punctuation, text arrangement.
Play Features
Form four groups. Give each group a page from a f Listen to your teacher and read along. Then
newspaper, a play and a novel. Ask groups to decide guess what happens next.
which texts give information, which are literary Focus attention on the title of the play. Ask them if
works and which are performed in a theater. Divide they know the fable it is based on and what its title in
the board into three columns and write the headings: Spanish is. Have volunteers recount the fable. Read
Newspaper, Novel and Play. Then give two index cards the play out loud, using appropriate intonation for
to each group at random. Have each group paste the each character. Ask students to underline unfamiliar
index cards under the appropriate heading. Check the words and then guess their meaning from context.
answers as a class. Elicit the words and check or correct students ideas
about their meaning. Divide students into groups and
The Beginning
have them discuss what they think will happen next
in the play. Elicit predictions without conrming or
1 Look at the text and answer the questions.
correcting them at this stage.
Go through the questions with the class and check
everyone understands. Form pairs. Ask them to The Plan
look at the text and answer the questions. Elicit the
answers and correct them if necessary. Invite volunteers to read the objectives one by one.
f Find these parts in the text. meaning of each objective. Encourage the class to say
Read the words in the box with the class and elicit what expectations they have of the unit.
or explain their meaning. Ask students to look at
the text and nd the elements in the text. Then have
some students go to the front with their books and Choose an activity from page x and do it with the class.
T74 Unit 4b
The Steps
1 Listen to your teacher and read along to the second part f Listen again and repeat each line after your
of the play.
teacher. Then answer the questions.
Act 2 Read out the play again, pausing after each sentence
(Lion continues walking through jungle.)
Lion: (rapping) Im the king of the jungle, nobody
for students to repeat. Model the pronunciation
messes with me, when they hear me
coming, they run and hide up a tree. (gets caught
in a hunters net) Oh no! Im stuck. Help! of difcult or new words. Have students copy your
Kid Mouse: Whats that strange roar? Is that
Lion: Help!
Lion?
intonation as closely as possible. Go through
Kid Mouse: It sounds like hes saying help. But
hes Lion! He cant need help. the questions with the class and check everyone
Lion: Heeeelp!
Kid Mouse: Oh my! Coming! (reaches Lion) Oh,
understands. Form pairs and have students answer
Lion, what happened?
Lion: I got caught in this net. Im doomed! The
hunters will return any minute and turn me the questions. Monitor and provide help as necessary.
into a rug!
Kid Mouse: Perhaps I can help. Have volunteer pairs ask and answer the questions
Lion: Oh, Mouse, I wish you could, but youre
so small and weak! and allow others to correct them as necessary.
Kid Mouse: I may be small and weak but my
teeth are big and strong. See? (flashes him a smile)
Lion: So you have a lovely smile. And?
Kid Mouse: And I can chew through the net.
Watch! (chews away busily, Lion falls heavily to the
f Underline the moral of the story.
ground)
Lion: Ouch! Lets go! What a good decision that
was to save your life! (Mouse and Lion run away.)
Write moral on the board and ask students if they
know what the moral of a story is: A lesson that a story
contains. Go through the possible morals and elicit
f Listen again and repeat each line after your teacher. Then answer the questions.
or explain the meaning of unfamiliar words. Ask
1. Why did Lion spare Mouses life in Act 1? Mouse made lion laugh. students to underline the sentence that contains the
2. Did Lion think Mouse could help him? No. moral of the play and then to compare their answers.
3. How did Mouse help Lion? By chewing through the net.
Check the answer as a class.
4. Why is some of the text in italics? Theyre the stage directions.
f Underline the moral of the story.
y p
1. It always y to be kind to others.
pays Value
2. Depend on nobody but yourself.
3. Humans can be cruel to animals.
Kindness
Understand central sense, main ideas and details in a short play suitable for
a young audience from shared reading. Read a short play. Distinguish stage Take the opportunity to have students relate the
directions. Unit 4b 75
moral of the story to their own lives. Have them
say who has been kind to them and who they have
been kind to, and how kindness has paid off.
Objectives
Understand central sense, main ideas and details Time to read! Fiction pp. 39-44
in a short play suitable for a young audience from
shared reading. Have students say what a play is. Listen to several
ideas, but do not correct. When someone comes
Read a short play.
up with the correct explanation, ask: What are the
Distinguish stage directions. characteristics of a play? (dialogues, scene descriptions,
etc.) Then have students read the corresponding
Before the Book pages and pay special attention to the format.
When they have nished, ask: What parts is a play
Play Summary divided into? How do we know who is saying each line?
Form groups and ask students to discuss what has How do we recognize the scene description? Finally,
happened so far in the play. Then check as a class. elicit and write the characters on the board and ask
what the play is about.
The Steps
1 Listen to your teacher and read along to the
second part of the play.
class.
Read the play out loud, changing your voice for each
character, as students read along. Have students say
how the second part of the play is similar or different
to the fable they know. Ask them to tell you which
version they prefer and why.
Unit 4b T75

Yes we can 3 Teachers book.indd 93 8/12/11 11:45 PM
9/7/11 12:41 AM
2 Complete the denitions of types of plays.
Objectives comedy farce historical satire tragedy
1. A comedy is a funny play with unusual characters and strange situations.

tragedy
Understand central sense, main ideas and details 2. A is a very dramatic play that often makes you feel sad.
3. A satire is also humorous but it has a serious message about society.
in a short play suitable for a young audience from 4. A historical play focuses on actual events from history.
shared reading. 5. A farce is like a comedy but the humor is absurd.
Read a short play. f Listen to your teacher and read along. Then mark the correct picture.
Point out genre of a short play (e.g. tragedy,
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Recognize protagonist(s), secondary character(s) Adapted from a Traditional
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Tale of Nasrudin BUSCANDO

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and/or incidental character(s). (Its night. Naz is on his hands and knees outside his house Neighbor 2: No, I havent, but Ill help you look.
under a streetlamp.) (The three continue searching. Before long Nazs wife comes
Verb tenses: present continuous and present perfect. Naz: Where can it be? Where can it be?! home from work.)
Neighbor 1: What are you doing, Naz? Nazs wife: What are you doing?
Naz: Im looking for something. Neighbors: Were looking for Nazs key.
Neighbor 1: I can see that. What are you looking for? Nazs wife: Is this true, Naz? Have you lost your key?
Before the Book Naz: My key. Naz: Yes, dear.
Neighbor 1: Let me help. Nazs wife: Where did you lose it?
Favorite Plays Naz: Thank you, thats very kind. Naz: In the house.
(The two continue searching. Before long another neighbor Neighbor 1: In the house?
Ask students if they have ever seen any plays or even appears.) Neighbor 2: Then why are we looking outside?
Neighbor 2: Hello, neighbors. What are you doing? Naz: Because there is more light out here!
acted in one. If not, ask them to name other plays. Neighbor 1: Were looking for Nazs key. Have you Nazs wife: Fool!
seen it?
Have them say what kinds of play they like: humorous,
f Read the play again. Then answer the questions.
sad, etc.. Find out the most popular kinds of play
1. Who is the protagonist? Nasrudin.
among students.
2. How many secondary characters are there? Three
3. What type of play is it? Comedy / Farce
2 Complete the denitions of types 4. Where does it take place? On the street outside Nasrudins house.
of plays. Understand central sense, main ideas and details in a short play suitable for a young
audience from shared reading. Read a short play. Point out genre of a short play (e.g.
Divide the class into pairs. Read the play genres in tragedy, comedy, farce, etcetera). Recognize protagonist(s), secondary character(s)
76 Unit 4b and/or incidental character(s). Verb tenses: present continuous and present perfect.
the box and the sentences with the class and check
everyone understands. Then have pairs complete
the sentences with the play genres, taking into
account keywords. Have volunteers read a completed
denition each. Language Awareness
f Listen to your teacher and read along. Then Present Continuous vs. Present Perfect
mark the correct picture. Ask volunteers to remind the rest of the class how
Focus attention on the title, subtitle and pictures and to form the present continuous and the present
have them predict what they think the play is about. perfect tenses. Elicit the auxiliary words: be and
Read the play out loud, changing your voice for have. Elicit the forms of the verb: present participle
each character and using appropriate intonation, as (-ing) and past participle. Then get students to
students read along. Have students mark the picture nd and underline in the play the sentences in the
that correctly illustrates the play. Check as a class. present continuous and the present perfect tenses
using two different colors. Finally, get them to read
f Read the play again. Then answer the the sentences and write in pairs a denition for
questions. the use of each of the tenses: We use the present
continuous to talk about actions that are happening
As students read along once more, have them
at this moment. We use the present perfect to talk
underline unfamiliar words. Then ask students
about actions that started at an unidentied moment
to guess the meaning of the words from context.
in the past and their result is important at the present
Conrm or correct their guesses. Have pairs answer
moment.
the questions. Check as a class and ask students to
justify their answers.
class.
T76 Unit 4b
3 Write which characters in The Key are described by these adjectives.
1. helpful The neighbors 2. foolish Nasrudin 3. critical Nasrudins wife
are contained in the play. Give pairs enough time to
f Read three morals of the play and say which you like the most.
Answers may vary.
1. The answer to our problems is often inside, but its easier to look outside.
discuss which moral they prefer. Take a class vote on
2. The easy course of action isnt always the correct course of action. the favorite moral and ask students to justify their
3. Its good to try to help others even if you cant solve their problems.
answers.
f Find the words and phrases in the play. Then guess what they mean from their context
and check in the Dictionary.
1. streetlamp 2. search 3. on his hands and knees 4. before long
f Find the words and phrases in the play. Then
f Match the questions and answers. Then ask and answer about other words in the guess what they mean from their context
plays on pages 7476.
1. What is a streetlamp? Light. and check in the Dictionary.
2. Is search the same as look for? Its a light on a pole on the street.
3. Whats the opposite of dark? Its the joint in the middle of your leg. In the same pairs, have students scan the play and
4. What does knee mean? Yes, it is. underline the words. Encourage them to guess their
4 Look at the pictures and match them with the captions. meaning using context clues, such as the pictures or
Naz kept looking for many days, Naz had the key arou
synonyms. Then have them look up the words in the
Naz remembered nd
where he left his key.
but he never found the key. his neck the whole time
. Dictionary at the back of the book.
f Match the questions and answers. Then ask

and answer about other words in the plays
on pages 7476.
Form new pairs and have students do the matching
exercise. Nominate students to ask and answer the
Tips
Remember to always be respectful of your classmates
questions to check. Then tell pairs to write four similar
f Imagine that one of the pictures opinions. You can use the following language: questions about other words in the plays. Have pairs
illustrates a different ending of I see your point, but
the play. Discuss which one you I understand what your mean, but
ask and answer with another pair.
would like the best. Share your
Yes, you are right in a way, but
ideas with the class.
4 Look at the pictures and match them with
Read a short play. Recognize central sense. Point out details (e.g. attitudes and
behaviours, place and setting in which the actions occur, etcetera). Clarify
meaning of words. Unit 4b 77
the captions.
Invite students to look at the pictures of the man and
elicit his name: Naz. Then have volunteers describe
in their own words what they think each picture
Objectives describes. Then form pairs and get them to read the
captions and match them with the corresponding
Read a short play.
pictures. To check, describe a picture and have a
Recognize central sense. volunteer read the appropriate caption.
Point out details (e.g. attitudes and behaviors,
place and setting in which the actions occur, etc). Tips
Clarify meaning of words. Read the text in the Tips box with students. Ask them
why it is important to respect each others opinion.
Have them practice using the phrases when discussing
Before the Book the ending of the story.
Hangman f Imagine that one of the pictures illustrates
Play Hangman with words from The Key, including a different ending of the play. Discuss which
help and fool. After each word is guessed, elicit its
one you would like the best. Share your
meaning and an example sentence.
ideas with the class.
3 Write which characters in The Key are Invite students to work in the same pairs as in the
described by these adjectives. previous activity. Then have them choose the picture
Form pairs and elicit or explain the meaning of the that they would like as the ending of the story.
words. Have pairs complete the activity. Check as a Encourage them to make up creative reasons to
class and have students justify their answers. defend their choice: He is in love so he is very distracted
and always forgets things. Finally, invite them to share
f Read three morals of the play and say which their ideas with the class.
you like the most.
Read the three morals with the class and check
everyone understands. Explain that all three morals
class.
Unit 4b T77

9/7/11 5:11 PM
5 Read the play. Decide if the protagonist is a brilliant mind reader or a clever fraud.
Answers may vary.
Objectives
THE MEDIUM
by Hamish McTavish
Read a short play. Tranzo: Ladies and gentlemen, with the (Tranzo checks the paper.)
help of the spirits and my able assistant Tranzo: Oh, sorry, not even close. Please,
Distinguish stage directions. Manuel, I will show you the most amazing audience, be completely silent and still
feat of mind reading. Manuel, can you while I work, or the spirit voices wont be
Use diverse comprehension strategies. bring three volunteers to the stage,
please?
clear.
Volunteer 3: This is a joke!
Recognize protagonist(s), secondary character(s) Manuel: Yes, Maestro. Raise your hand if
youd like to accompany Tranzo. Yes, you
Tranzo: Give me another chance. Ive been
doing this for years, and it doesnt always
and/or incidental character(s). sir, and you madam, and you. Thank you.
work the first time. (takes out another piece
(starts clapping; audience joins in)
of paper and holds it to his forehead) Yes,
Tranzo: Do I know any of you? this time its much clearer, um, wait, yes.
Volunteers: No./Not me./No, sir. Youre training for a job in the circus!
Before the Book Tranzo: Have I met any of you before? Is that right?
Volunteers: Never./Nope./No way. Volunteer 1: (gasps) How on earth? Thats
me! (applause from audience)
Tranzo: Now, each of you write something
Simon Says about yourself on a piece of paper. (hands (TRANZO checks the paper quickly, takes another
out paper) It can be a recent experience, from the hat and holds it to his forehead.)
Play Simon Says. Give instructions. Students should something youre doing at the moment Tranzo: Next one. Um, youve been
or just a fact about you. But it has to be preparing to audition for a reality TV
only follow your instructions if they are preceded true! show.
Volunteer 1: Im helping my grandma Volunteer 2: Yes! I have. Thats incredible.
by Simon says. Students sit down if they follow an decorate her house. Volunteer 3: What about me? This is
instruction incorrectly or when theyre not supposed Tranzo: No, no! Dont tell me; just write it rubbish.
down. But not that! (laughs from audience) Tranzo: Well, two out of three isnt bad.
to. The last student standing is the winner. Possible OK, now fold up your paper and put it in
Manuel: Maestro Tranzo, ladies and
this hat.
actions include: clap, laugh, applaud, cheer, take out, (Tranzo secretly adds another piece of paper to the
gentlemen.
g
ge applause, cheers))
ntlemen. ((applause,
hold, and others from the unit. hat with a mark on it. He then takes out a different
piece of paper and holds it to his forehead.)
Tranzo: Now, the first experience Please,
5 Read the play. Decide if the protagonist is a complete quiet in the crowd, no noise
at all or youll scare away the spirits. Ah,
Im listening, yes, its here: Youve been
brilliant mind reader or a clever fraud. taking karate classes!
Volunteer 1: (laughs) Ha ha, not me!
Read the play out loud, using appropriate intonation Volunteer 2: Me either, sorry.
for each character, as students read along. Dont read
out the stage directions. Have students identify the Read a short play. Distinguish stage directions. Use diverse comprehension strategies.
main character and secondary characters and say 78 Unit 4b Recognize protagonist(s), secondary character(s) and/or incidental character(s).
why you didnt read the content in parentheses. Next,

form pairs and have students say if the protagonist is
a fraud or not. Ask volunteers to justify their answer Five-Minute Activity
to the class.
class.
Value
Honesty
Take the opportunity to talk to students about the
importance of honesty. Have students say why it is
important to be honest, and how they feel when
someone tricks them.
Ask students the following questions: How do you

think the children will enter Normas castle? What do
you think is special about the carpets? How will they
convince Norma to give them the potion? Ask students
to read the corresponding pages and conrm
the answers to the questions. Then ask why it is
important to keep dreams from disappearing. Ask
whether they dream when they sleep and elicit
some strange dreams from the class.
T78 Unit 4b
9/7/11 9:05 AM
PM Unit4b_YWCabSec3
f Unscramble the questions about the play. Then ask and answer the questions.
1. Tranzo guess/the rst sentence/Why cant 4. does Volunteer 3/How/Tranzo/feel about

Why cant Tranzo guess the rst sentence ? How does Volunteer 3 feel about Tranzo ?
6 Read the examples and rules, and write the
2. the other sentences/Does Tranzo/cheat on 5. the other/feel/How do/volunteers/about him verb forms.
Does Tranzo cheat on the other sentences ? How do the other volunteers feel about him?
3. What/do wrong/Volunteer 1/does 6. the act/the crowd/Does/believe Read the examples taken from the play on the
What does Volunteer 1 do wrong ? Does the crowd believe the act ?
previous page, and rules in the chart with the class
6 Read the examples and rules, and write the verb forms. and check everyone understands. Form groups and
present continuous present perfect present perfect continuous have students discuss which verb form is used in each
example. Have them identify how each verb form is
Example Rule Verb form made and how it is used. Elicit the answers from the
Im helping my grandma A current action. class.
decorate her house. present
continuous
Have I met any of you A past state that f Find more examples of the verb forms in The
before? continues to exist. present
perfect Medium.
Youve been taking A past action that
karate classes. continues to exist. present perfect
In their groups, have students underline more
continuous
examples of the verb forms and discuss why each is
f Find more examples of the verb forms in The Medium. used. Divide the board into three columns with the
f Use the prompts to share personal information. headings Present continuous, Present perfect, Present
Answers may vary.
perfect continuous, and have volunteers write
one example each in the correct column. Have students
go to the Language Reference on page 107 on their
own. Use this opportunity to clarify any doubts
students may still have.
something youre doing something youve been doing something youve had for f Use the prompts to share personal
this semester since primary school a long time
information.
Formulate and answer questions to explain and describe attitudes and
behaviours. Determine current actions, which continue to exist nowadays and / or
begin in the past and conclude in the present. Unit 4b 79
Have students describe the pictures. Ask what the two
students in the rst picture are doing this semester
(Theyre doing science experiments.), what the girl in the
second picture has been doing since primary school
Objectives (She has been riding her bike to school since primary
school.) and something that one student has had for a
Formulate and answer questions to explain and long time (He has had a teddy bear since he was a baby.).
describe attitudes and behaviors. In groups, have each student share at least one piece
Determine current actions, which continue to exist of personal information for each prompt. Have some
nowadays and / or begin in the past and conclude volunteers share their information with the class.
in the present.
Language Awareness
Before the Book
For and Since
Memory Write the examples from the chart on the board
Divide the class into groups and ask them to write and underline for and since. Have students tell
four sentences about The Medium, two true and you where the words come in the sentence, which
two false. Have groups take turns reading out their verb forms they are used with, and how they are
sentences for the rest of the groups to identify as true used: for with a period of time, and since with a
or false from memory. Give groups one point for each point in time. Write some more present perfect and
sentence they correctly identify as true or false. continuous sentences on the board with for and
since missing and have students copy and complete
f Unscramble the questions about the play. them.
Then ask and answer the questions.
Form pairs and have them unscramble the questions. Five-Minute Activity
Have volunteers write a question each on the board Choose an activity from page x and do it with the
for the class to check and correct if necessary. Invite class.
pairs to ask and answer the questions. Nominate
students to ask and answer the questions in front of
the class.
Unit 4b T79

9/7/11 5:11 PM
7 Listen to the play and read along. 21
Objectives COYOTE AND RABBIT

Adapted from a Traditional Native American Tale
(Son and Mother are standing beside their bean field.) Coyote: Yes, shes much too good for you.
Participate in the dramatized reading of a short Son: Mother, Mother, just look at our field! Rabbit Rabbit: Why dont you marry her instead? You are
play to aid its comprehension. has been eating the beans again. Soon there
will be none left! What are we going to do?
strong and handsome, and you'd make a much
better husband than I.
Suggested Materials a picture of a rabbit and a Mother: Dont worry, Son. I know just how to
stop him. First, take this doll and cover it with
Coyote: Of course I will.
Rabbit: Help me out of the bag and take my place.
picture of a coyote molasses. Then leave it by the side of the field
(Coyote unties the bag and lets Rabbit out. Coyote then gets
and well hide behind this tree.
in the bag and Rabbit ties it up.)
(Son covers the doll with molasses and they both hide.
Coyote: Now go away quickly before the old
Before long Rabbit appears on stage.)
woman comes back. (to self) Stupid Rabbit!
Before the Book Rabbit: Aha! Those foolish humans have left their
beans unguarded again. Its time for my lunch!
(Rabbit exits. Son and mother enter stage with wood in
their arms and start to make a fire.)
(Rabbit goes toward the field but falls over the doll and gets
Son: Ah, what a delicious dinner were going to
Descriptions one foot stuck.)
have!
Rabbit: Let go, Doll, or Ill hit you! (waits for a reply
Coyote: (wriggles a little in bag; aside to audience)
Attach the pictures to the board and have students but doesnt get one) Let go I say! (hits doll and gets
his hand stuck) Let go of my hand and foot or Ill
Dinner?
identify the animals. Form groups and give students punch and kick you! (receives no reply so punches
and kicks the doll, and becomes completely stuck)
Mother: Yes, Im so hungry. OK, the fires ready.
Son, open the bag and well cook Rabbit!
two minutes to write as many adjectives as possible (Mother and Son appear from behind the tree.) Coyote: (aside to audience) Fire?
(Son opens bag, Coyote jumps out and runs away.)
to describe the animals. Elicit the adjectives and have Mother: Now weve caught you, Rabbit!
Son: (gets a shock) Mercy me!
Son: And youll taste delicious with all those beans
students justify their choices if necessary. The group inside you! Coyote: (runs offstage shouting) Rabbit! Rabbit! You
Mother: Put Rabbit in a bag and lets collect some tricked me. Ill get you for this!
with the most adjectives wins. wood for a fire.
(Son and Mother leave Rabbit in the bag at the front of the
stage and exit. Coyote appears on stage.)
7 Listen to the play and read along. 21 Rabbit: Whos that walking by?
Focus attention on the title of the play. Ask them if Coyote: It is I, Coyote. Is that you, Rabbit? What
are you doing in that bag?
they know other stories in which a coyote or a rabbit Rabbit: The old woman put me in this bag because
she wants me to marry her daughter.
appear. Play Track 21. After listening, ask students to Coyote: Really?
compare the actions or personalities of coyotes and Rabbit: Yes, but Im small and ugly, and her
daughter is tall and beautiful.
rabbits in other stories with those of the characters in
this play. f Listen again and read along out loud.
f Listen again and read along out loud. 80 Unit 4b Participate in the dramatized reading of a short play to aid its comprehension.
Before listening, have students identify unfamiliar

words and elicit or explain their meaning. Play Track
21 again and have students read along out loud. Play
the track again, pausing after each line, for students
to repeat with the same rhythm and intonation. After
listening, have individual students identify the main
idea of the play.
class.
T80 Unit 4b
8 Match the characters with the lines from the play. Write M (Mother), R (Rabbit),
S (Son) or C (Coyote).
says each one. Have volunteers read a line each and
say whose line it is.
f Listen and underline the stressed syllables

in the lines. Then listen again and repeat.
22
Divide the class into pairs and have them guess
which words or syllables are stressed in each line of
the previous activity. Play track 22, more than once if
1. Dont worry, Son. M
necessary, for students to check their guesses. Play the
2. Let go, Doll, or Ill hit you! R
3. Whos that walking by? R track once more and have students repeat each line
4. What are you doing in that bag? C individually and in chorus, stressing the correct words
5. Help me out of the bag. R or syllables.
6. Shes much too good for you. C
7. Im so hungry. M
f Answer the questions. Then listen again and
8. Ill get you for this! C
f Listen and underline the stressed syllables in the lines. Then listen again
check.
and repeat. 22
f Answer the questions. Then listen again and check.
1. Why are the sentences in 2 and 8 said more loudly? Because they are threats.
understands. Form pairs and have them answer the
2. Which sentences are questions, taking into account punctuation marks
a) questions? 3,4 b) threats? 2,8 c) imperatives? 1,5 d) afrmative sentences? 6,7
3. How does the intonation change on the different sentences?
and context clues. Nominate students to ask and
Because they have different meanings. answer the questions to check.
9 Work in groups of four. Choose a character and read the play. Then change characters
and read the play again.
9 Work in groups of four. Choose a character
and read the play. Then change characters

Read dialogues from a play to practice pronunciation. Relate rhythm, speed,
intonation and volume with the meaning of dialogues. Perform a dramatized
reading of a short play. Unit 4b 81
and read the play again.
Divide the class into groups and have each assign
roles from the play. Ask them to practice their lines
individually using the appropriate pronunciation,
Objectives stress and intonation. Monitor and provide help as
necessary. Then have groups read through the play.
Read dialogues from a play to practice
Next, have students change roles and read through
pronunciation.
the play again. Finally, have groups read through the
Relate rhythm, speed, intonation and volume with play in front of the class. Take a class vote on the best
the meaning of dialogues. reading.
Perform a dramatized reading of a short play.
Ask students to turn to page 131. Form pairs and
Before the Book
check that everyone understands the instructions.
Moral of the Play Have students complete the worksheet. Monitor
and provide help as necessary. Have volunteer pairs
Ask students if they remember what the moral of a
perform their plays for the class. Encourage students
story is. Divide the class into pairs and ask them to
to keep their plays in their portfolios.
think of another story with a moral (not one from
the unit). Have students summarize the story for the Five-Minute Activity
class and say what the moral is. Then have students
identify the moral of Coyote and Rabbit.
class.
8 Match the characters with the lines from the
play. Write M (Mother), R (Rabbit), S (Son) or
C (Coyote).
Have students identify the characters from the play
in the picture. Read the sentences with the class and
check everyone understands. Have students nd the
lines in the play on the previous page and write who
Unit 4b T81

9/7/11 5:11 PM
11 Discuss what these gestures mean.
Objectives 1 2
Link non-verbal communication with the meaning

of dialogues.
Perform a dramatized reading of a short play. 4
3
Suggested Materials slips of paper
Preparation Write the name of a character from
the plays in the unit on each slip of paper.
f Match the gestures with the phrases. Then say if you use the same gestures in Mexico.
Before the Book 4 Come here! 2 Go away! 3 Everything's OK. 1 Be quiet!
f Think of other hand signals that you use to communicate ideas.

Name that Character
f Find lines in Coyote and Rabbit for these non-verbal clues.
Divide the class into two teams. Explain that teams 1 2
will take turns sending a volunteer to the front to
choose a slip of paper and mime the character. The
group that guesses the character rst is the winner.
I'm hungry. Go away quickly.
11 Discuss what these gestures mean. 3 4
Write gestures on the board. Ask students if they know

what that word means: A movement of the hand or head
to express something. Divide the class into groups and
Let go, or I'll hit you. I'll get you for this!
have them identify what the gestures mean. Monitor
groups and provide help as necessary. 12 Work in groups of four. Assign characters and perform the play again. This time
act out the scenes while you read.
f Match the gestures with the phrases. Then 82 Unit 4b

Link non-verbal communication with the meaning of dialogues. Perform a
dramatized reading of a short play.
say if you use the same gestures in Mexico.

Read the phrases with the class and check everyone
understands. Then have groups match the gestures same time. Monitor and provide help as necessary.
with the phrases. Act out each gesture and have the Ask volunteer groups to act out the play in front of
class chorus the corresponding phrase. Next, ask the class.
students if they use these gestures or similar ones.
f Think of other hand signals that you use to Time to read! Fiction pp. 48-50
communicate ideas. Ask students to sum up the story so far. Then have
Form groups and ask students to think of at least them choose one of the following endings for the
three more hand signals (not rude ones). Monitor and story:
provide help as necessary. Have a volunteer from each 1. Norma and Pablo appear in another world and they
group go to the front and make the hand signals. The dont see each other again.
rest of the class has to say what the signals mean. 2. Norma and Pablo go back home and they visit each
other in their dreams.
f Find lines in Coyote and Rabbit for these non- 3. Norma and Pablo cant go back home.
verbal clues. Ask students to read the corresponding pages of the
Focus attention on the pictures and have them say story and check their predictions. Finally, have them
what ideas the people are expressing. Ask students turn to page 50 and solve the tasks in small groups.
to nd lines in the play for the gestures and to write For the writing part, have them write the denitions
them under the pictures. Check the answers as a class. on separate sheets of paper to put away in their
portfolios.
12 Work in groups of four. Assign characters
and perform the play again. This time act Five-Minute Activity
out the scenes while you read. Choose an activity from page x and do it with the
Divide the class into groups of four and tell them to class.
assign roles from Coyote and Rabbit. Ask groups to
practice reading their lines and acting them out at the
T82 Unit 4b
9/7/11 9:05 AM
PM Unit4b_YWCabSec3
The Presentation
1 Perform a play.
1. Select a short play for a young audience. It can be one from the unit or another of your choice.
2. Read the selected play out loud.
front of the class or invite other classes and even
3. Choose or assign characters. parents if possible.
4. Check you understand the stage directions.
5. Choose a time and date to perform your play.
6. Rehearse the dialogue. Try to memorize your lines.
Tips
7. Hold a dress rehearsal. Find suitable costumes if possible.
8. Decide on a date and time and perform the play in front of the class.
Read the text in the Tips box with students. Encourage
them to take the tips into account when acting out
their play.
The End
Group Reection
The End
Self-Evaluation
Group Reection
1. Did you like the play that you chose?
2. Did you get the part that you wanted? objectives for this part of the unit again and ask
3. Was it easy to memorize the lines? Tips
4. Did you get nervous when you performed the play?
Remember to speak in a loud
5. Did you enjoy acting? and clear voice. Dont speak too opinion. Put students into pairs or small groups and
6. Which groups play was the best? quickly. Try to make pauses, this
creates a more dramatic effect. have them compare their answers together.
Self-Evaluation Also, try to convey emotions
Now turn to page 74 and mark ( or ) your progress. with your tone of voice.
The Product: Perform a play. Group reection and self-evaluation. Unit 4b 83
class.
Go to Assessment 4b
Objectives on page T111.
The Product: Perform a play.

Before the Book

Play Discussion
Discuss these questions with the class: What makes a
play interesting? What makes a good actor? Have you ever
seen a play? Would you like to go after studying this unit?
Would you like to act in a play? What sort of role would
you prefer?
The Presentation
1 Perform a play.
Divide the class into groups. Read the instructions
with the class and check everyone understands.
The preparation of the play may take more than
one class. Encourage students to nd other plays
of interest to young people in a library or on the
Internet. If possible, have them create costumes.
Monitor and provide help as necessary. Remember
to help students with pronunciation, intonation and
body language. Have students perform the play in
Unit 4b T83

9/7/11 5:11 PM
Teachers Corner Unit 4 Ecology
http://www.an-inconvenient-truth.com/
Teaching Tip Al Gores movie on global climate change has had a
huge impact on our awareness of the problem. This
Practice Makes Perfect site offers links, resources and a guide for calculating
There are language structures, which are more your personal impact on the environment.
complex in English than in Spanish, and students
tend to give up when learning them. Explain that Suggestions for Songs
there are some patterns that require extra practice
before they can be produced automatically. 1. She Blinded Me with Science, by Thomas
Provide students with additional activities containing Dolby
structures that might be difcult for them. Encourage Print out the words from http://www.lyrics.
them to carry out the activities one at a time and not com and white out the words related to science
all at once. Remember: Practice does make perfect. and technology. Make a list of these words with
scrambled letters on a separate sheet of paper.
Learning Tip
Make one copy of each sheet per pair of students.
Ask a student to bring a CD with the song.
Language Chunks
Hand out the scrambled words and have pairs
Make students aware of the important of language
unscramble them.
chunks as well as individual words. Help them by
writing phrases like these on the board: Do you want Hand out the lyrics. Play the song and ask students
another one? Can you come back tomorrow? Can you to write the missing words.
tell me the way to the station? You must be joking! Finally, play the song again and invite students to
Then divide the class into pairs. Have students think sing as a class.
of as many situations as possible where each of the
phrases could be used. Elicit ideas from the whole 2. Galileo, by the Indigo Girls
class. Then ask students which of the phrases they Print out the words from http://www.lyrics.com and
like the best. Encourage them to have a section make a copy for each student. Ask a volunteer to
in their notebooks where they write down phrases bring a CD with the song to class.
and other chunks of language that catch their Play the song and tell the students to tally the times
attention. Explain that doing this will help them to Galileo appears in the song.
communicate more uently.
Hand out the lyrics and ask students to check their
Formative Assessment Tip answers.
Finally, play the CD again and invite students to
Mini-cases can be used as a start up for a lesson sing along.
or used in between topics to help students better
understand through specic examples. Divide the Website used for the development of the unit:
class into pairs or form small groups. One group Unit 4a
presents the case to the entire class. Then pairs or
http://www.ehow.com/how_6241321_write-tour-guide-
small groups work for several minutes to develop
resume.html
responses by directly applying the lesson content to
the case example. http://esl.about.com/od/grammarintermediate/a/
reported_speech.htm
Website Suggestions http://academic.cuesta.edu/acasupp/as/308.HTM
Science Unit 4b
http://www.greenpeace.org/usa/en/news-and-blogs/ http://www.123teachme.com/learn_spanish/cultural_
news/true-food-shopping-list/ differences_mexico_united_states
Greenpeace is famous for protecting the environment. http://www.ehow.com/how_2045040_write-play.html
They are also concerned about genetically modied http://www.everythingesl.net/inservices/body_
produce. Check out their list of GMO and non-GMO language.php
foods so that you can make healthy, informed choices.
T83a Unit 4
Evaluation Card

Edit your writing

WRITTEN WORK
GROUPWORK/PAIRWORK

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WRITTEN WORK
GROUPWORK/PAIRWORK
Unit 4 T83b

9/7/11 5:11 PM
U t
Unit
Unit 5a 5a Preparing a Debate

Preparing a Debate 1 Look at the poster and answer the questions.
The Beginning
1. What is the poster for?

Annual Debate
2. Whats the topic?
Social Practice Produce texts to participate in Equality Richmond Middle School
3. Have you ever watched a
academic events. debate on television?
Annual Debate May 31
Tell your partner about it.
Environment Formation and academic Answers may vary.
4. Have you ever had a debate
at school?
Answers may vary.
If yes, what was it about?
How did it go?
Answers may vary.
Objectives If not, would you like to take
part in the poster?
Would you argue for or
Determine purpose and intended audience. against equality? Why?
Answers may vary.
Predict subject matter from previous knowledge. Register by May 20th
f Complete the denition with the words in the box.
Before the Book arguments contest persuading speakers

The Plan
A debate is a contest In this unit you will:
Debate Motion in which two or more speakers
learn what is needed for
present their arguments intent on a debate
Write the following debate motions on the board, persuading one another.
read texts to help with the
and elicit or explain the meaning of unfamiliar f Discuss why the following qualities are important arguments for a debate
in a debate.
vocabulary. Then take a quick class vote on how write arguments for and
against a motion
many students are for or against each motion and good memory persuasive condent
learn to use connectors
to express points of view
tally the numbers alongside. Elicit reasons and expressive voice good listener and speaker
have a debate
rebuttals from several students. Encourage them
to see both sides of the argument if everyone is in Determine purpose and intended audience. Predict subject matter from previous
84 Unit 5a knowledge.
agreement. Tell students that they will be debating
several motions over the course of this unit: Cell
phones shouldnt be allowed in schools. Violent
television shows and video games make kids violent. f Discuss why the following qualities are
Space exploration is a waste of money. School should be important in a debate.
voluntary. Junk food shouldnt be sold in schools. Beauty
Go through the qualities with the class and elicit
pageants set a bad example.
or explain their meaning. Ask Why is good memory
The Beginning important in debates? Have several students give their
ideas. Divide the class into groups of three or four
1 Look at the poster and answer the questions. students and ask them to discuss the other qualities.
Elicit ideas from groups and discuss them as a class.
Divide the class into pairs and have students look at The Plan
the poster and questions. Read the questions with the
class and check everyone understands. Then have Invite volunteers to read the objectives one by one.
pairs ask and answer the questions. Elicit the answers Then get students to share their ideas about the
to questions 1 and 2 and then discuss questions 3 and meaning of each objective. Encourage the class to say
4 with the class. what expectations they have of the unit.
f Complete the denition with the words in Five-Minute Activity

the box. Choose an activity from page x and do it with the class.
Read the words in the box with the class and elicit
or explain their meaning. Read the rst part of the
text and elicit the rst missing word. Then have pairs
complete the rest of the text. Check the answers with
the class.
T84 Unit 5a
Unit
Yes 5a
we YWC-TGSec3.indd 84
can 3 Teachers book.indd 104 7/29/11 12:42
9/7/11 5:11 PM Unit 5a YWC-TGSec
The Steps
1 Follow the lines and write sentences about what debating The Steps
teaches you.
D Qd
dLVWLQJXLVK oWKHU YLHZ doQ
W LQIoUPDWLoQ 1 Follow the lines and write sentences about
coQVLdHU EHWZHHQ SoVLWLoQ SUHVVXUH XQLPSoUWDQW LQIoUPDWLoQ what debating teaches you.
WDNH XQdHU oWKHU \oX LdHDV DJUHH ZLWK Focus attention on the activity. Ask students to nd
WKLQN SoLQWV XS oI DQd ZLWK the word distinguish, follow the lines from it, and
SHUVXDdH EDcN UHlHYDQW \oXU SHoSlH LQIoUPDWLoQ
dictate the entire sentence for you to write on the
board. Have students complete the rest of the activity.
Debating is useful because you learn to
1. Distinguish between relevant and unimportant information. Have volunteers read out a sentence each to check
2. Consider other points of view. the answers. Have students look up the meaning of
3. Take a position you dont agree. unfamiliar vocabulary in the Dictionary at the back
4. Think under pressure.
of the book.
5. Persuade other people.
6. Back up your with information.
7. Find information.
2 Reading is one of the most important steps in
2 Reading is one of the most important steps in preparing for a debate. Discuss and
preparing for a debate. Discuss and mark ()
mark () where you can nd accurate information. Answers may vary.
where you can nd accurate information.
newspapers encyclopedias textbooks
magazines the Internet movies Divide the class into pairs and have them decide in
which sources they can nd accurate information for
3 Read these debate motions and decide if you agree () or disagree ().
Answers may vary. a debate. Elicit ideas and ask students to explain their
Make way for cyclists.
Ban all experiments on animals. choices.
Theres nothing wrong with using
Roads are for drivers, not cyclists.
animals in experiments.
3 Read these debate motions and decide if you
Uniforms are a must at schools. No cell phones for children under 16.
agree () or disagree ().
Clothes dene your personality. Cell phones are not dangerous.
Read the debate motions with the class. Check
Review a topic of interest from various sources based on contextual clues.
Choose texts about a subject matter of interest in various sources. Unit 5a 85 everyone understands them. Ask students to consider
how they feel about the sentences and to mark them
accordingly.
Objectives
Review a topic of interest from various sources
Ask students to take notes individually about:
based on contextual clues.
1. what they know about penguins 2. what they
Choose texts about a subject matter of interest in dont know 3. what they would like to know. Ask
various sources. students to read the corresponding pages of the
reading. When they have nished, ask them to
Before the Book check and complete their notes. Finally, ask whether
they found out the information that they didnt
Debate Dictation know about penguins.
Divide the class into pairs. Dictate the following
sentences, spelling out unfamiliar words if necessary, Five-Minute Activity
and have pairs write them down. Then have students
discuss which sentence is not true about debates (the
second one; often debaters are required to argue a
position contrary to their personal standpoint):
A debate is an argument with rules. Debaters only argue
positions that they agree with. In a debate, one team
argues in favor of a motion and the other team argues
against the motion. Have volunteers write a sentence
each on the board and other students correct them
if necessary.
Unit 5a T85
7/29/11 5:11 PM Unit

Yes 5a
9/7/11 9:34 AM
PM
4 Read the text and underline the parts that support each argument.
Uniforms are a must at schools. = Clothes dene your personality. =
Objectives
Nowadays children are much more conscious of their
clothes and appearance, which is not surprising because
Read texts. they are also two of society's main obsessions. However,
kids get even more fanatical than adults about the latest
Anticipate central sense from explicit information. fashion trends, probably because they do not have as
much perspective about their true importance, which
Clarify meaning of words. develops with age and experience. Teens who wear uncool Red
clothes are sometimes laughed at or even bullied. To avoid
this, their parents buy them expensive clothes, which is Blue
Recognize expressions used by the author to express one of the reasons many schools and parents are in favor
opinions in agreement and / or disagreement about of school uniforms. Some students think they lose their Red
individuality if they have to wear a school uniform, but
a subject matter. Blue others think it promotes equality. Another positive aspect
of school uniforms, at least for teachers, is that they
generate a sense of order and discipline in the classroom,Blue
as well as a positive learning environment.
Before the Book

f Find the words in the text and match them with the meanings.
For or Against 1. conscious (adj.) point of view
Divide the class into small groups and write on the 2. trend (n.) costing a lot of money
3. perspective (n.) good behavior
board: loshoc munro. Have pairs race to unscramble 4. bullied (adj.) aware
the two words: school uniform. Then write two 5. expensive (adj.) tendency, fashion
6. discipline (n.) physically or emotionally abused
headings on the board: Advantages, Disadvantages.
Give groups a few minutes to brainstorm the pros and 5 Play a game!
cons of wearing a school uniform. Elicit ideas and 1. Play in teams of four.
pool them on the board. Leave the ideas on the board 2. Students A are in favor of uniforms. Students B are against uniforms.
3. Students A: You have one minute to give your point of view on why uniforms
for the duration of the lesson. are important at schools.
4. Students B: You have one minute to give your point of view on why uniforms
should not be used at schools.
4 Read the text and underline the parts that 5. When both teams have nished giving their points of view, discuss how you
felt debating without preparing a written document.
support each argument.
Focus attention on the activity. Have students scan the Read texts. Anticipate central sense from explicit information. Clarify meaning of
words. Recognize expressions used by the author to express opinions in agreement
text to see if their ideas from the brainstorm appear. 86 Unit 5a and / or disagreement about a subject matter.
In pairs, have students read the text more carefully

and underline the arguments according to the color
scheme. Monitor and provide help as necessary. Elicit Five-Minute Activity
the answers and check if students had anticipated
each one during the brainstorm.
f Find the words in the text and match them

with the meanings.
Have students nd the rst word in the text and guess
its meaning from context. Then have them look at the
possible meanings in the second column and match
the word to the correct one. In pairs, have students
nd the rest of the words and match them with their
meanings. Elicit answers in full sentences: Conscious
means the same as aware.
5 Play a game!
Ask volunteers to read the instructions out loud.
Check everyone understands. Divide the class into
groups of four, pair up groups and assign each pair
A and B roles. Give students a few minutes to prepare
their arguments, referring back to the text but without
writing anything down. Monitor and provide help as
necessary. Then have teams close their books and take
turns stating their views. At the end, ask students how
difcult it was to debate ideas from memory without
recourse to written notes.
T86 Unit 5a
Unit
Yes 5a
6 Read the arguments in favor of and against wearing school uniforms. Underline the
ones that represent your personal point of view.
Arguments in favor of wearing school Arguments against wearing school

6 Read the arguments in favor of and against
uniforms uniforms
wearing school uniforms. Underline the ones
It reduces envy between students. Uniforms inhibit students ability to make
Students focus on their education rather
than their clothes.
decisions.
Students dont feel unique.
that represent your personal point of view.
Uniforms encourage school identity. Uniforms restrict self-expression.
Uniforms reduce social clashes and violence Uniforms take away childrens identity.
in schools. Uniforms deny childrens personal Read the sentences with the class and elicit or explain
Uniforms save parents money. preferences.
Uniforms promote discipline. Uniforms don't look cool. the meaning of unfamiliar vocabulary. Then have
f Write the arguments that represent your point of view in your own words.
students underline the sentences that represent their
Answers may vary. own views. Explain that they can underline sentences
in favor of or against wearing uniforms.
f Play another game! f Write the arguments that represent your

1. Work with a partner. Show him or her the point of view in your own words.
ideas that represent your personal point of
view. Reach a consensus on the main three Write on the board: It reduces envy between students.
ideas. The aim is to convince your partner
of your ideas or to give in to his or her Elicit the main idea from students and have them
arguments.
2. Work with another pair of students and do suggest other ways to express it: Students dont get so
the same again. You should all come to an
agreement on the same three main ideas
jealous. Have students write three of the arguments
by either convincing the others or giving in
yourselves.
they underlined in the previous activity in their own
3. Work with another group of four students words. Monitor and provide help as necessary. Have
and reach a nal consensus.
4. Reect on how it feels to convince other several students read out their paraphrases for the
people of your point of view, or how it feels
to give in and adopt a different point of view.
class to identify the original sentence and correct if
5. Remember: it's only a game! necessary.
f Play another game!

Identify main ideas in agreement or disagreement with a personal stance. Ask volunteers to read the instructions out loud.
Establish connections between a personal stance and information in agreement or
disagreement with it. Unit 5a 87 Explain that its important to be honest about the
strength of their arguments for this activity to work.
Divide the class into pairs. Give them a few minutes
to decide on their three strongest arguments from the
Objectives previous activity. Monitor and help students come to
an agreement. Then join pairs to form groups of four
Identify main ideas in agreement or disagreement
and have them do the same again. Finally, lead the
with a personal stance.
class in a discussion on how students felt when they
Establish connections between a personal stance convinced others of their point of view or ceded to
and information in agreement or disagreement another students arguments.
with it.
Value
Before the Book
Respect
Vocabulary Review Use this opportunity to talk with students about
Divide the class into groups of four or ve students. the importance of respect for other peoples ideas
Have each group send one member to the front of the and opinions. Establish that we should always give
classroom. Read the rst word from the following list others the opportunity to put forward their points
out loud and have the students at the front write it on of view whether we agree with them or not. Point
the board. The rst student to write the word correctly out that it isnt always necessary for people to
wins a point for the group. Repeat the procedure with agree on something and sometimes we just have to
other words and students: bullied, expensive, discipline, agree to disagree.
trend, conscious, perspective, appearance, fanatical,
obsession. Five-Minute Activity
Unit 5a T87
7/29/11 5:11 PM Unit

Yes 5a
9/7/11 5:11 PM
7 Mark () the statement you agree with. Answers may vary.
Cell phones cause brain cancer. Cell phones are not dangerous.
Objectives
f Underline ideas in the text that support the statement you marked.
Use strategies to point out the information in

Relation between cancer and cell phones inconclusive
agreement or disagreement with a personal stance.
Many people believe that cell phones cause brain cancer, but a recent study shows no definite
Distinguish a link between different parts of texts. conclusions. Although the study indicates that brain tumors occur in some people with cell
phones, for the majority of cell phone users there is no evidence of increased risk.
However, the results of the study are not definitive, and scientists cant prove that cell phones
and brain cancer are not related. So the advice from experts and doctors is
mixed. On the one hand, they cant declare that cell phones are dangerous,
Before the Book but on the other hand, they cant say that cell phones are totally safe,
either. The only thing they can say is that more research is necessary.
One doctor is more direct about the findings of the study. He said,
Millions of people use cell phones every day. However, there isnt an
Common Objects epidemic of brain cancer. So its clear to me that there is no link between
the two.
Other experts say that there is more brain cancer in people with
Tell students that you are thinking of a common constant exposure to cell phones more than 30 minutes a day for ten years.
Cell phone users in this category were more likely to get a brain tumor, but
object, such as a cell phone, and they have to ask yes very few people fall in this category.
One surprising indication of the study was a decreased risk of cancer in
/ no questions to guess what it is: Is it made of wood? some phone users, which could be attributed to phone radiation actually
destroying tumors, although the numbers were not significant enough to
Do you eat with it? Then divide the class into groups draw a firm conclusion.
Critics of the study point out that a lot of people use their cell phone
and have them carry out this quick survey amongst for more than half an hour a day. Therefore, the actual risk of getting a
tumor may be much higher than the study shows.
each other: 1. Do you have a cell phone? 2. What do you
use it for? 3. How much time to you spend talking? Elicit f Write the connectives from the text in the right columns.
answers from groups and discuss them as a class. Add information Contrast Cause and effect
and but So
Although Therefore
7 Mark () the statement you agree with. However
On the one hand
Read the statements with the class and then have on the other hand
students decide which they agree with. Take a f Talk about cell phones using the connectives above.
quick show of hands for each statement and have
Although experts are not sure about
volunteers give reasons for their point of view. the risk for cancer, I am not worried. Youre wrong! I think
f Underline ideas in the text that support the Use strategies to point out the information in agreement or disagreement with a
88 Unit 5a personal stance. Distinguish a link between different parts of texts.
statement you marked.
Ask students to read the text and underline ideas
that support the statement they marked. Have them
look up the meaning of unfamiliar vocabulary in the
Dictionary at the back of the book, and ask you or Language Awareness
guess from context if the words dont appear there.
Agreeing and Disagreeing
f Write the connectives from the text in the Divide the class into groups. Draw three columns
right columns. on the board with these headings and have
students copy them in their notebooks: Informal,
Ask students what the rst connective in the text (but)
Neutral, Formal. Explain that you are going to
expresses. (A contrast.) Ask students to write the word
dictate phrases agreeing and disagreeing and
but in the column with the header Contrast. Have
students must decide in which column they go.
students work in pairs to copy the other connectives in
Elicit the answers and write them in the correct
the corresponding columns. Check their answers.
column on the board: Youre wrong! Absolutely!
f Talk about cell phones using the connectives I agree with you up to a point. Yes, youre right. I agree.
Well, you have a point. Im afraid I cant agree with
above.
you. Thats complete nonsense! I disagree. You dont
Read the instructions and the examples aloud. Ask know what youre talking about! Finally, model the
students to give you a few additional examples and pronunciation of the phrases for students to repeat.
write them on the board. Elicit what people say to Have students go to the Language Reference on
express agreement or disagreement (see the Language page 108 for more useful debating language.
Awareness section below). Ask students to have a brief
discussion in pairs. Walk around and offer help when
necessary. Five-Minute Activity
T88 Unit 5a
Unit
Yes 5a
8 Write the arguments in the table.
Drivers pay taxes. Cycling is good exercise. Cyclists dont f Add one more statement to each column of
respect trafc rules.
Cyclists cause accidents. Gasoline is expensive.

the table.
Bicycles help reduce pollution.
Have groups think of other arguments in the cars
Bikes take up little parking space. vs. bikes debate and write one in each column of the
Driving a car is more
table. Elicit ideas from several groups.
comfortable.
f Discuss where to nd the following
You cant carry many
things on a bike. information. Choose from these four sources
Cars vs. bikes
of information or others.
Roads are for drivers, not cyclists Make way for cyclists
Ask volunteers to read out a sentence each. Check
Drivers pay taxes. Bicycles help reduce pollution.
You cant carry many things Bikes take up little parking everyone understands the sentences. Indicate the
on a bike. space.
Driving a car is more Cycling is good exercise. sources of information and ask students where they
comfortable. Gasoline is expensive.
Cyclists cause accidents. would expect to nd the information in the rst
Cyclists dont respect trafc
rules. sentence. Have students work in groups to complete
the activity. Monitor and provide help as necessary.
f Add one more statement to each column of the table.
Check the answers with the class.
f Discuss where to nd the following information. Choose from these four sources of
information or others.
NHZVSDSHU AUWLclHV IQWHUYLHZV TKH IQWHUQHW GoYHUQPHQW DDWD Time to read! Nonction pp. 51-55
1. Statistics on road accidents in which bicycles have been involved.
2. Transit regulations for cyclists.
Write the following questions on the board:
3. Health benets of cycling. Answers may vary. Whats the Greenhouse effect? Why is it useful?
4. Statistics on the number of cars on the road per day.
5. Information from other countries about how to set up bicycle lanes.
How is the Earths atmosphere similar to the
6. Financial benets of cycling. Greenhouse effect? When did the last Ice Age end?
7. Public opinion of bicycle lanes.
What happened? Is a warm period good or bad? What
Write agreeing and / or disagreeing arguments about a subject matter of interest
to take part in a debate. Search information from various sources. Unit 5a 89
do scientists illustrate that is happening to our planet?
Where does most of carbon dioxide come from? Do you
think humans are responsible for global warming? Refer
students to the corresponding pages of the reading
Objectives and encourage them to nd the answers to the
questions. When they are ready, elicit answers from
Write agreeing and / or disagreeing arguments volunteers.
about a subject matter of interest to take part in a
debate.
Search information from various sources.
Before the Book

Sentence Builder
Write on the board: I study. Invite students to add one
or more words at a time to form a longer and longer
sentence: I study math. I study math online. I never study
math online. Repeat the procedure with other simple
sentences.
8 Write the arguments in the table.

Invite volunteers to read one argument out loud.
Encourage them to look up the meaning of unfamiliar
words in the Dictionary at the back of the book.
Divide the class into small groups and have students
classify the arguments in the table. Draw the table
on the board and have volunteers write an argument
each.
Unit 5a T89
7/29/11 5:11 PM Unit

Yes 5a
9/7/11 12:12 PM
9 Follow the instructions.
Objectives 1. Take a personal position in the car vs. bikes debate. Write your position in the box
at the top
of the diagram.
2. Write four arguments in favor of your position in the diagram below.
Select information to write agreeing and 3. Then write four arguments against your position in the diagram. In a debate, its important
to predict what arguments your opponents will use against you.
disagreeing arguments.
Organize information in agreement of My position:
disagreement with a personal stance on a graph.

In favor Against
Before the Book
Cars vs. Bikes

Divide the class into groups. Have half the groups Answers may vary.
brainstorm the advantages and disadvantages of cars

and the other half brainstorm the advantages and
disadvantages of bikes. Elicit ideas from students and
pool them on the board. Leave the ideas on the board
for future reference.
9 Follow the instructions. f Compare the arguments using the words in the box. Go to the Language Reference on
page 106.
Read the instructions with the class and check that
although and because but in addition moreover therefore
everyone understands. Have students write their
Cars are faster. However, they pollute more. Possible answers:
position in the box at the top of the diagram. Then Bicycles help reduce pollution. In addition, they take up little parking space.
have them write arguments for their position in the Drivers pay taxes. Moreover, driving a car is more comfortable.
four boxes on the left-hand side. Next, have them Cyclists dont respect trafc rules. Therefore, they cause accidents.
write a counter-argument for each of their arguments. f Find another student who took the same position as you. Discuss the questions.
Refer students to the arguments on the board Select information to write agreeing and disagreeing arguments. Organize
90 Unit 5a information in agreement or in disagreement with a personal stance on a graph.
throughout the activity.
f Compare the arguments using the words in

the box. Go to the Language Reference on
page 106.
Go over the connectives in the box, eliciting
whether they express a contrast, give a reason or
add information. Read the example aloud. Elicit
one or two additional examples and write them on
the board. Have students work individually to write
additional sentences. Walk around and offer help
when needed. Ask students to check their sentences
with a partner.
f Find another student who took the same

position as you. Discuss the questions.
Have volunteers read the questions out loud. Have
students pair up with another student who supported
the same position and ask them to discuss and answer
the questions. Elicit the answers from several pairs.
Stress the importance in debates of being able to
determine the strength of their arguments.
T90 Unit 5a
Unit
Yes 5a
10 Use your notes to write a paragraph about your position. Use the tips.
10 Use your notes to write a paragraph about

your position. Use the tips.
Ask a student to read the instructions and the tips
from the box. Make sure that all students understand
Tips
what to do. Have them work individually. However,
Write an introductory paragraph.
students that need more guidance can work in pairs;
Include one idea in each paragraph. just make sure both students have the same point of
Remember to use the connectives from the previous page.

Include a conclusion with your own opinion.
view. Walk around, monitor and offer guidance where
Revise spelling and punctuation. necessary. As you observe students work, take note of
a few sentences that could benet from clarication.
You will use these sentences in the next step.
f Read your sentences out loud. Help each

other clarify, add or delete information.
Answers may vary.
Ask students to work in pairs. (At this time, it doesnt
matter whether students have the same point of view
or not.) Read the instructions aloud. Write on the
board the sentences that you collected from students
(but keep it anonymous). Elicit how the sentences can
be made clearer. Next, have students work in pairs.
Explain that the purpose of the activity is to help each
f Read your sentences out loud. Help each other clarify, add or delete information. other, not to criticize.
f In your notebook, add two more arguments to emphasize your position.
Write sentences to express agreeing and / or disagreeing arguments. Paraphrase

f In your notebook, add two more arguments
information to broaden, exemplify and explain sentences that express
agreeing and disagreeing arguments. Emphasize or clarify agreements and / or to emphasize your position.
disagreements. Unit 5a 91
Finally, give students a few minutes to add two more
arguments in their notebooks. If time is limited, this
step can be done for homework.
Objectives
Write sentences to express agreeing and / or
disagreeing arguments. Write IPCC on the board and have students scan
Paraphrase information to broaden, exemplify the text on page 56 to nd what these letters stand
and explain sentences that express agreeing and for: International Panel on Climate Change. Then
disagreeing arguments. have students read the corresponding pages of
Emphasize or clarify agreements and / or the reading. When they have nished, ask whether
disagreements. or not they agree with the IPCC reports: Should we
worry? Is the danger real? Finally, have students turn
to page 60 and solve the tasks in groups of three.
Before the Book Assign a different activity to each group member.
They should solve it and have a partner check the
Word Bingo
answers. When everybody agrees that the answers
Choose words from the unit to review and write them are correct, they should all copy them into their
on the board: argument, debate, statement, bullied, books.
perspective, envy, unique, discipline, conscious, trend,
analyze, distinguish, speaker. Ask students to choose
any six words and write them down. Read out the Five-Minute Activity
words at random one by one and have students cross Choose an activity from page x and do it with the class.
them off their list if they appear. The rst student
to cross off all six words shouts Bingo! To make
the activity harder, give the denition of each word
instead of saying it.
Unit 5a T91
7/29/11 5:12 PM Unit

Yes 5a
9/7/11 12:12 PM
11 Read the motion and the arguments. Write F next to the arguments for the motion
and A next to the arguments against the motion. Then add another argument.
Objectives
Motion: Junk food should be
Employ words and punctuation marks to link banned in school cafeterias.
sentences in a paragraph.
Not all junk food is bad for you. F
Write a short text that expresses agreements and/or Any food is OK in moderation. F
disagreements. Students should be allowed to choose their
own food. F
Edit agreeing and disagreeing arguments. If schools ban junk food, students will bring it
from home or buy it from a local store. A
Read to review punctuation and spelling It's up to parents, not schools, to decide what
conventions. their children should eat. F
Most adults ate junk food when they were at
Solve doubts and promote feedback. school and they are OK. F
Write a nal version. Answers may vary.
Before the Book f Number the arguments in order: 1 = the most persuasive argument.
f Write a counter argument for each of the points above.
Sentence Transformation 1. Most of junk food is bad for you.

2. Some foods should be avoided entirely.
Write on the board: Bicycles are environmentally friendly
3. Some students are unable to choose the right food for them.
because they dont use gasoline. Divide the class into 4. Schools shouldnt promote unhealthy food.
pairs of students and invite them to invent variations, 5. Schools play an important part in the health education of the students.
by changing one word at a time: Skateboards are 6. There is more variety of junk food now than before.
environmentally friendly because they dont use gasoline. 7. Answers may vary.
Students can change the sentence as much as they 12 Go to Worksheet 9. 9
like, providing they keep the same grammatical

pattern: Lions are very smelly because they dont take Employ words and punctuation marks to link sentences in a paragraph. Write a
short text that expresses agreements and / or disagreements. Edit agreeing and
showers. Give students two or three minutes to make disagreeing arguments. Read to review punctuation and spelling conventions.
92 Unit 5a Solve doubts and promote feedback. Write a nal version.
as many variations as they can. Then elicit sentences
from several pairs.
11 Read the motion and the arguments. f Write a counter argument for each of the
Write F next to the arguments for the points above.
motion and A next to the arguments In the same pairs, have students read the arguments
against the motion. Then add another against the motion again and think of a counter
argument. argument for each one. Monitor and provide help
as necessary. Elicit a counter argument from several
Read the motion with the class and elicit possible
pairs and have the class decide which of the original
arguments for and against it. Divide the class into
arguments it counters.
pairs and have them decide if the arguments are for
or against the motion. Get them to write F or A on the 12 Go to Worksheet 9. 9
lines next to each argument. Elicit the answer and
Ask students to turn to page 133. Focus attention on
explain the meaning of unfamiliar vocabulary. Have
the activities and check that everyone understands
pairs add another argument against the motion. Elicit
the instructions. Have students write a text according
arguments from several pairs.
to the instructions. In pairs, have students check each
f Number the arguments in order: 1 = the others texts and suggest improvements. Monitor
and provide help as necessary. Invite volunteers to
most persuasive argument.
read out the nal version of their text to the class.
In the same pairs, have students read the arguments Encourage students to put the nal draft of the texts
again and number them according to how strong in their portfolios.
they are. Elicit the answers and see if there is a class
consensus. Five-Minute Activity
T92 Unit 5a
Unit
Yes 5a
The Presentation
1 Have a debate. Go to the Language Reference on page 108.
1. Work in teams. Make sure there is an even number of teams.
2. Choose one or more motions of interest to the class. Decide which teams will argue for each
go to the Language Reference on page 108 for help.
motion and which will argue against it. When the teams are ready, ask them to agree on the
3. In your teams, look for information in different sources. Read the texts and take notes.
4. Write your arguments and anticipate your opponents' arguments using the steps you learned in procedure for their debate, as per points eight and
the unit. Ask your teacher for help if necessary.
5. Write a short text with your arguments.
nine in the instructions. Check teams have organized
6. Check that the information is clear: add to it, expand or delete it as necessary. their debates and everyone knows how their debate
7. Check the grammar, punctuation and spelling.
8. Decide on a place and date for the debate(s) to take place.
will proceed. Have the teams carry out their debates.
9. Choose a moderator. Dene how long each team has:
a) to make a presentation of their arguments b) to reply to the other team's arguments
The End
10. Take a vote at the end of each debate to see who won.
Group Reection
the answers together. Lead the class into a discussion
on how to evaluate how they worked, and what they
would like to focus on in later classes.
The End Self-Evaluation

Group Reection
1. Did you enjoy taking part in the debate?
2. Did you agree with your stance? Or would you have liked to take the opposite stance? objectives for this part of the unit again and ask
3. How well prepared was your argument?
4. Would you have added or deleted something from it?
5. If your team won, do you feel it was because your arguments were stronger? opinion. Put students into pairs or small groups and
6. If your team lost, was it because your arguments were not strong enough?
have them compare their answers together.
7. What would you like to do differently the next time you have a debate?
Self-Evaluation
The Product: Debate. Group reection and self-evaluation. Unit 5a 93
Go to Assessment 5a
on page T112.
Objectives
The Product: Debate.

Suggested Materials Internet access, magazines
on current affairs, reference books
Before the Book

Debate Ideas
Brainstorm a list of interesting topics for a debate and
write them on the board. Then divide the class into
groups and have students share their preferences.
Elicit ideas from the class and see if there are any
clear favorites.
The Presentation
1 Have a debate. Go to the Language

Reference on page 108.
Read the instructions with the class and check that
everyone understands. Divide the class into teams,
pair two teams together and ask them to choose
a motion to debate. Have groups work together to
produce their arguments and counter arguments.
Monitor and provide help as necessary. Have students
Unit 5a T93
7/29/11 5:12 PM Unit

Yes 5a
9/7/11 5:12 PM
U t
Unit
Unit 5b 5b Organizing Activities

Organizing Activities 1 Listen and mark () the instructions you hear. 23
The Beginning
come on time dont be late bring a book

take notes keep it in your pocket bring a sandwich
Social Practice Interpret and convey instructions f Listen again and answer the questions.
found in daily life. 1. Where does the conversation take place? At school.
2. Where are they going to go? To the museum.
Environment Familiar and community 3. How are they going to get there? By bus.
4. What should students do during the visit? Take notes.
5. What are students going to do after the visit? Eat lunch.
6. What is not permitted? Talking on a phone or texting.
f Mark the phrases using the code. Then listen one more time and check.
Objectives L / S loud and serious L / SU loud and surprised Q / D quiet and disappointed
So, dont be late. L/S Oh, thats not fair. Q/D Take notes? L/SU
Listen to instructions to plan a eld trip or visit.
Recognize place and medium.
Perceive intentions.
Identify volume and tone.
Before the Book Exam? L/SU Is that clear?

Q/D
Yes, Mr. Brewster.
L/S
Field Trips The Plan

Write on the board: Who? What? Where? When? Why? revise instructions to plan a eld trip
How? In small groups, have students use the prompts interpret central sense, main ideas and details of instructions for a eld trip or visit
to share details about the last eld trip they went on. offer instructions for the planning of a eld trip or visit
Call on volunteers to share their experiences with

Listen to instructions to plan a eld trip. Recognize place and medium. Perceive
the class and have other students ask them further 94 Unit 5b intentions. Identify volume and tone.
questions.
The Beginning
The Plan
1 Listen and mark () the instructions you Invite volunteers to read the objectives one by one.
hear. 23 Then get students to share their ideas about the
Read the phrases with the class and elicit or explain meaning of each objective. Encourage the class to say
the meaning of unfamiliar words with drawings, what expectations they have of the unit.
mime, synonyms, denitions and examples. Play
Track 23 and have students put a check mark beside Five-Minute Activity
the instructions they hear. Check the answers as a Choose an activity from page x and do it with the class.
class.

understands. Play Track 23 again. Have students
listen and answer the questions. Nominate open pairs
to ask and answer the questions.
f Mark the phrases using the code. Then listen

one more time and check.
Divide the class into pairs. Ensure that the code is
clear to students. Then have them work with their
partners to mark the phrases using the code from
memory. When they have done as much as they can
remember, play the track again and have students
check the answers they could remember and add the
others.
T94 Unit 5b
Unit
Yes 5b
9/7/11 5:12 PM Unit 5b YWC-TGSec
The Steps
1 Imagine you can choose a place for a eld trip. Order these places to share their preferences with the class. Encourage
from 1 (favorite) to 5 (least favorite). Answers may vary.
them to explain why they prefer certain places to
others. Ask if anyone has been to any of the places.
f Name school subjects related to each eld

Monarch Buttery Pea de Bernal, Cacahuamilpa San Ignacio The Pyramids of
trip destination.
Sanctuary, Quertaro Caves, Guerrero Lagoon, Baja Palenque, Chiapas
Michoacn California
Lead a class discussion on which school subject a visit
f Name school subjects related to each eld trip destination. to each of these places would be related to. Accept
biology, history, geography
any plausible answers as long as students can justify
2 Read the advertisement. In your notebook, list what you need to take on a
three-day trip to this place. them.
Water for washing and showers
no drinking water 2 Read the advertisement. In your notebook,
Areas for camping
No gas or electricity
list what you need to take on a three-day
A small grocery store trip to this place.
No public phone
Nearest medical center in Valle de Have students read the advertisement quickly. Elicit or
Bravo (25 km)
explain the meaning of unfamiliar vocabulary. Then
No public transportation from Valle
Open from October to March horses and bikes for rent divide the class into pairs and have students make
f Listen and check your ideas. 24
a list in their notebooks of items they would need to
f Listen again and circle T (true) or F (false). take on a three-day trip to the sanctuary. Elicit the
1. The teacher is going to plan everything. T F answers and create a list on the board.
2. They are going to stay for more than one night. T F
f Listen and check your ideas.

3. They don't know exactly when the store is open. T F
4. Theyre going to be able to deal with major accidents. T F 24
5. The trip is going to end on a weekday. T F
Play Track 24 and have students check their answers.
f In pairs, plan a trip for a different place in Activity 1. Write a list of the things you
need to take. Afterwards, go over the list on the board and put a
Listen to instructions to plan a eld trip or visit. Infer meaning from explicit check mark or an X next to each item according to
information. Unit 5b 95
whether it is mentioned on the track or not.
f Listen again and circle T (true) or F (false).

Objectives Read the statements with the class and check
everyone understands. Play Track 24 again and have
Listen to instructions to plan a eld trip or visit. students decide if the statements are true or false.
Infer meaning from explicit information. Check the answers as a class and have students
correct the false statements.
Before the Book f In pairs, plan a trip for a different place in

Activity 1. Write a list of the things you need
Local Trip
to take.
Ask students to name places in this area that would
be good for a eld trip. Write the places on the board Form pairs and invite students to decide which other
and ask students what they would like to do in each place shown in the Activity 1 they would like to visit.
one. Then ask students to name local places they Get them to write the list of things that they would
wouldnt like to go to on a eld trip. need to take. Finally, form groups of four and have
them discuss the items on their lists. Encourage them
The Steps to accept suggestions as to what to add or remove
from their lists.
1 Imagine you can choose a place for a eld
trip. Order these places from 1 (favorite) to 5
(least favorite).
Look at the destinations with the class and elicit
information about each one. Divide the class into
pairs and have them number the destinations
according to their personal preference (they do not
have to agree with their partners). Call on volunteers
Unit 5b T95
7/29/11 5:12 PM Unit

Yes 5b
9/7/11 5:12 PM
3 Listen and mark () the objective of the trip. 25
Objectives Collect and study live

Relax and enjoy the scenery of the
monarch butteries.
Monarch Buttery Sanctuary.
Compose instructions.
Recognize composition of sentences.
arch
Understand central sense and details regarding a Do a project about mon
ation.

butteries and their migr
eld trip plan.
f Listen again. Write the instructions that the guide gives for each of these points.
Before the Book 1. taking photos: Take lots of photos.

2. touching the butteries: You mustnt touch the butteries.
Simon Says 3. throwing garbage: You mustnt throw garbage.

4. making a re: Put it out before you go to sleep.
Play Simon Says with the class. Explain that students 5. getting separated: You shouldnt get separated.
should only follow an instruction if it begins with 6. shouting: Dont shout.
Simon Says. They are out of the game if they perform f Answer the questions about the instructions above.
1. Which instructions include an imperative? 1 , 4 , 6

an action that does not begin with Simon Says, or if
2. Which instructions include a modal verb? 2, 3 , 5
they perform the wrong action. Use the opportunity
f Listen to the conversation one more time and answer the questions.
to review language from the unit so far: Simon says 1. Why is it not permitted to touch the butteries?
put your hand in your pocket. Simon says eat a sandwich. They have delicate wings.
Simon says take notes. Take a shower! 2. Why should the students stand still and wait to get a photo with butteries?
The butteries will come to them.
3. What information do the students need for their project?
3 Listen and mark () the objective of the trip. About their migration.
25 4. Why cant they leave a re burning all night?

Fires destroy large parts of the sanctuary every year.
Read the three possible objectives with the class. Elicit 5. What do they need to do to see other animals?
Keep quiet.
or explain the meaning of unfamiliar vocabulary.
Play Track 25 and have them put a check mark next
Compose instructions. Recognize composition of sentences. Understand central
to the objective of the school trip. 96 Unit 5b sense and details regarding a eld trip plan.
f Listen again. Write the instructions that the

guide gives for each of these points.
f Listen to the conversation one more time
Divide the class into pairs. Read the prompts with
and answer the questions.
the class and encourage students to guess what
instruction the guide will give about each one. Play Read the questions with the class and check everyone
Track 25 again. Pause after the rst instruction and understands. Play Track 25 once more and have
elicit it from the class. Then play the rest of the track. students answer the questions. Have students check
Have volunteers write the other instructions on the their answers in pairs and correct them if necessary.
board for the class to conrm or correct. Nominate open pairs to ask and answer the questions.
f Answer the questions about the instructions Five-Minute Activity

above. Choose an activity from page x and do it with the class.
Read the instructions with the class and check everyone
understands what an imperative sentence is and what
a modal verb is. In pairs, have students categorize the
instructions. Check the answers as a class.
Language Awareness
Imperatives and Modal Verbs for
Instructions
Using the examples from the track, guide students
to compare and contrast the form and meaning of
instructions given with imperatives and with modal
verbs. Ask What do you notice about the verb after the
modal verb? What form of the verb is used to make the
imperative? Which instructions are stronger?
T96 Unit 5b
Unit
Yes 5b
4 Listen and complete the notes. 26
f Listen to the next part and complete the

Place: Cacahuamilpa sentences with the linking words or phrases.
Day: Friday
Opening hours:
10 a.m. to 5 p.m. 27
car or bus
Transportation: by Read through the sentences with the class and
Tickets:
60 pesos
: two hours have students guess which phrases may complete
Duration of the tour
them. Encourage them to look up the meaning of
f Listen to the next part and complete the sentences with the linking
words or phrases. 27
unfamiliar words in the Dictionary at the back of the
although and because but since so this means that too
book. Play Track 27 and have students complete the
but
sentences. Have students check their answers in pairs.
1. Maybe not at seven, no later than eight.
2. Do we have to pay an entrance fee, too ?
Then check the answers as a class.
3. Although it might seem expensive, I really think we should go with a guide.
4. They can turn the lights on and they know lots of stories about the caves. f Write the linking words and phrases in the
5. So I guess its worth it.
This means that we must stay together.
mind map. Then, in your notebook, write a
6.
7. Since its very warm in the caves, we should wear light clothes. sentence using each one.
8. You need to wear good walking shoes because its slippery and easy to fall down.
Copy the mind map on the board and elicit or
f Write the linking words and phrases in the mind map. Then, in your notebook, write a
sentence using each one. Answers may vary. explain the meaning of each heading. In pairs, have
students look at the context for each word and phrase
Adding Contrasting
information ideas
and write it beside the correct heading in the book.
Do one or two examples with the class if necessary to
Linking demonstrate the activity. Check the answers as a class
words
and complete the mind map on the board. Then have
Giving Giving pairs write a sentence with each of the linking words
reason result
in their notebooks. Elicit the sentences and have other
students correct them if necessary.
Recognize general information regarding a eld trip plan. Use words and
expressions to link ideas. Unit 5b 97
Read the title of the story out loud and have

Objectives students look at the illustrations. Ask them questions
to help them predict what the story will be about:
Recognize general information regarding a eld trip
Where are the kids? What is the itinerary for? Do the
plan.
kids look happy? Write the word chocolate on the
Use words and expressions to link ideas. board and have students say everything they know
about chocolate. Write their ideas in note form as
Before the Book a mind map on the board. Ask students to read
the corresponding pages of the story. Finally, have
Trip Planner students work in pairs to complete the permission
Have students imagine that they are going to plan slip on page 53. Then go over the questions on
a eld trip to a local area of natural beauty such as page 54 with the whole class.
a national park. Decide on a place and then write
these prompts on the board to help them make a Five-Minute Activity
plan: day, time, duration, transportation, money, food,
clothes, safety. Divide the class into small groups and
have them discuss the logistics of their trip. Elicit ideas
from several groups and allow students to debate
differences of opinion.
4 Listen and complete the notes. 26

Focus attention on the notes they have to complete.
Elicit the kind of information required for each
prompt. Play Track 26 and have students complete
the notes. Divide the class into pairs and have
students compare their answers. Write the prompts on
the board and have volunteers complete them.
Unit 5b T97
7/29/11 5:12 PM Unit

Yes 5b
9/7/11 12:14 PM
5 Listen to Tracks 26 and 27 again. Then answer the questions. 26, 27
1. Which part is formal and which is informal? The rst part is formal; the second informal.
Objectives 2. Which part is a face-to-face conversation? The second.
3. What kind of conversation is the other one? A phone conversation.
Determine speech register. 4. Which conversation has more participants? The second.
f Read the sentences and write F (formal) or I (informal).

Rephrase ideas.
Good afternoon. Hi, guys. With pleasure.
F I F
Before the Book
Could you answer some Say around Yep.
Formal and Informal People of my questions, please? eight?
I
Explain to students that how formally we speak F I
often depends on who we are talking to. Dictate the

following list of people and have students write them Thank you very much. Thanks. Good job!
in two columns headed formal and informal: a doctor, F I I
your best friend, your friends parents, your cousin, a
6 Rewrite the following instructions using the prompts.
waiter, the president, a police ofcer, a university student.
1. We should take photos.
Check the answers as a class and allow students to Its important that we take photos .
debate differences of opinion. 2. You mustnt go off on your own.
Its forbidden to go off on your own .
5 Listen to Tracks 26 and 27 again. Then 3. You need to take walking shoes because its slippery.
Since it is slippery, you need to take walking shoes .
answer the questions. 26, 27 4. Since it is warm, you should wear light clothes.
You should wear light clothes because its warm .
Divide the class into pairs. Read the questions with 5. Whats the price of admission?
the class and check everyone understands. Play Tracks How much are the tickets ?
6. This means that we must stay together.
26 and 27. Have pairs discuss the questions and write So we must stay together .
their answers. Discuss the answers as a class.
f Read the sentences and write F (formal) or I

98 Unit 5b Determine speech register. Rephrase ideas.
(informal).
In the same pairs, have students read the sentences
and decide if each one is formal or informal. Check
the answers as a class and elicit a more formal or
informal version of each sentence as appropriate.
6 Rewrite the following instructions using the

prompts.
Do the rst sentence with the class to demonstrate the
activity. In pairs, have students rephrase the other
instructions. Check the answers as a class.
Focus attention on Worksheet 10 and read the
instructions with the class. Have students cut out the
cards and match the sentences and pictures. Point
to the pictures in turn and have the class chorus
the corresponding sentence. In pairs, have students
shufe their two sets of cards and spread them face
down on a desk. Explain that students will take turns
turning over two cards at a time. If the cards form a
matching picture and instruction, students keep them.
If not, they put them back in the same place. After the
game, have students paste the matching pairs in their
notebook.
T98 Unit 5b
Unit
Yes 5b
8 Look at the photos and underline what the people say. Then listen and check. 28
9 Read the extracts. Then discuss and choose

the correct options.
Divide the class into pairs and have students read the
1. a) I have a question. 2. a) I have no idea. 3. a) I have a q
question.
b) Let me think about it. b) I agree.
g b) I agree. dialogues, paying special attention to the underlined
phrases. Have students look up the meaning of
unfamiliar words in the Dictionary at the back of
their book. Point out that the statements below
4. a) Let me think about it.
b) I disagree.
g
5. a) I have a question.
b) I have an idea.
6. a) I disagree.
b) I have no idea.
the extracts refer to the underlined phrases. Have
students read the statements and discuss which option
9 Read the extracts. Then discuss and choose the correct options.
completes them correctly. Check the answers as a
2
1 A: We are going to need ropes and A: There are going to be some souvenir
stores at the entrance, but dont go mad
class. Finally, have pairs role-play the dialogues using
good shoes.
B: Hmm. I dont understand. Are you
spending! the appropriate intonation and exchanging roles.
suggesting that we climb that B: What do you mean by go mad?
mountain? A: I mean dont spend all your money there.
A: Yes, thats right! There is going to be more stuff to buy
inside the museum. Time to read! Fiction pp. 55-58
3 A: You're
not allowed into the
4 A: Were going to visit the senior citizen center.
factory wearing tennis shoes. Let
me make it clear: If you dont Make sure you show them the respect they
Ask students to read the corresponding pages of the
have security shoes on, you are deserve. For example, do not answer your story. Then ask them the following questions: Where
not getting in. cell phone or chat to each other when you
are with a person. do cacao pods grow? What is found inside a cacao pod?
1. In extract 1, Person B b . What do the kids need to wear at the processing plant?
a) adds information b) interprets what Person A said
Go over the questions on page 56 with the whole
2. In extract 2, Person B b .
a) understands what Person A said b) is not sure what Person A means
class. Finally, go over the rules on page 58 with the
3. In extract 3, the person a . class and ask students to say why they think each
a) claries what she has said b) expresses lack of understanding
rule is necessary and what could happen if you
4. In extract 4, the person says that talking on the phone in the presence of others is b .
a) respectful b) disrespectful break it.
Include non-verbal communication. Use strategies to inuence, establish or
negotiate meaning. Unit 5b 99
Objectives
Include non-verbal communication.

Use strategies to inuence, establish or negotiate
meaning.
Before the Book

Five Sentences
Write these words on the board and have students
in pairs use them to write ve sentences: I, a, agree,
disagree, no, question, have, idea, an. They do not have
to use all the words in each sentence, and they can
repeat words. Check the answers as a class: I agree.
I disagree. I have a question. I have an idea. I have no idea.
8 Look at the photos and underline what the

people say. Then listen and check. 28
Read the sentences with the class and check everyone
understands. Then have students look at the pictures
and predict which sentence each person is saying
based on the facial expression. Play Track 28 for
students to check their answers. Play the track again
and have students repeat the sentences in order to
practice the intonation.
Unit 5b T99
7/29/11 5:12 PM Unit

Yes 5b
9/7/11 9:06 AM
PM
10 Look at the scenes and discuss what they have in common.
Objectives 1 2
Employ strategies to repair a failed conversation.
Before the Book
Chinese Whispers
3 4
Divide the class into large groups of around ten
students and have each group stand or sit in a circle.
Whisper the same short sentence to the rst student
in each group. Have them whisper what they heard to
the next student and so on until the sentence reaches
the last student in each group. Make sure each
student whispers the sentence only one time.
The listeners have to guess the content if they are not f Match the dialogues with the pictures.
sure. Have the last student say the sentence. Compare
Hello, hello Is anybody there? I Now, you must stay together during 2
the sentence to the original one and award a point to didnt catch the last thing you said.
4
the visit.
Could
Could you repeat that, please? Im sorry, sir. We cant hear you.
the team whose nal sentence is closest to the original. you possibly speak louder?
left,
You have to go straight, then 1
10 Look at the scenes and discuss what they then right and then left again Sh.. pl.. meand 3
what
Excuse me, I dont think I follow Sorry, I dont understand what youre
have in common. youre saying. Can you speak a
little saying. Could you speak more clearly,
slower, please? please?
Divide the class into pairs. Have them describe
f Listen and check. 29
the pictures and say what they have in common.
f Now think of other situations where you could use the expressions above.
Have volunteers describe the pictures to the class. Act them out for the class.
Elicit what they have in common (they all show

100 Unit 5b Employ strategies to repair a failed conversation.
communication problems).
f Match the dialogues with the pictures.

In the same pairs, have students read the dialogues f Now think of other situations where you
and decide which picture they correspond to. could use the expressions above. Act them
f Listen and check. 29 out for the class.
Play Track 29. Have students check they matched the In pairs, have students choose one of the phrases and
dialogues and pictures correctly. Play the track again write a short dialogue to demonstrate how its used.
for students to repeat individually, in groups or as a Have them rehearse their dialogues. Have volunteers
whole class. perform their dialogues and have other students say
if the phrases are well employed. If there is time, have
students choose another phrase and write another
Language Awareness dialogue.
Conversation Repairs
Elicit phrases from the dialogues that can be
used to repair a breakdown in communication
(the question at the end of each dialogue). Write
the phrases on the board and check everyone
understands them. Drill the phrases to help
students remember them and then elicit phrases
with similar meaning.
T100 Unit 5b
Unit
Yes 5b
11 Listen and answer the questions. 30
1. How many people are participating? Four

2. Whos the leader? Peter
f Listen again and complete the dialogue with
3. Who doesnt like the idea of the visit? Elli
the letters of the missing lines.
f Listen again and complete the dialogue with the letters of the missing lines.
Read the lines in the box with the class and give
a) The important thing is b) Let me explain. c) What are we going to write about?
d) And what if they dont need anything? e) You need to remember that f) What for? students time to read the dialogue quickly. Play Track
30 again and have students complete the dialogue
by adding the letter of the missing lines in the gaps.
Have students check their answers in pairs. Then
check the answers as a class and elicit or explain the
meaning of unfamiliar vocabulary.
PETER: OK, guys. Lets p

plan the visit to the OSCAR: b Were going
g g to write who we
red
old peoples home. are, what we do. We can also ask them blue
Value
ELLI: Let's just go and see what happens, what they like.
Peter. ANNA: Or maybe we can ask whether they
y
PETER: Thats not very helpful, Elli. Anyone need something.
blue Teamwork
green else? Anna? ELLI: d
Use this opportunity to talk with students about
ANNA: I think that rst we should nd out PETER: We can take some chocolates or
blue p p who live there, Peter.
the names of people owers.
blue
the importance and principles of good teamwork.
ELLI: f ELLI: And if theyy dont like them? green Sometimes, like Elli, we may not really like what
blue ANNA: So we can then each choose a p
person PETER: a to show that we care. blue we have been asked to do, or we may not agree
and make the visit more p
personal. ANNA: You aren't very happy about this visit,
PETER: Thats a good idea. are you, Elli? green
with all the decisions taken by the team, but it is
blue OSCAR: And we can write our person a letter ELLI: I just think it is going to be a bit sad. important to work together anyway and support
before going. OSCAR: Im sure its going to be great. e blue the other people in the team. Elicit some of the
green ELLI: c I dont get it. theyy probably
p y feel lonelyy and our visit is
going to change that.
ways we can be good team workers.
f Read the conversation again and underline phrases according to the code.
giving instructions asking for explanation clarifying information

f Read the conversation again and underline
phrases according to the code.
Offer instructions. Give further explanations to clarify instructions. Unit 5b 101
In the same pairs, have the students read the dialogue
one more time and underline phrases for giving
instructions, asking for explanation and clarifying
Objectives information. Elicit the answers and write them on the
board in three columns.
Offer instructions.
Give further explanations to clarify instructions. Time to read! Fiction pp. 59-60
Ask students the following questions:

Before the Book
What do you know about the history of chocolate?
Old Peoples Home Who were the rst people to eat chocolate? What did
the Spanish people add to chocolate? Ask students to
Have students imagine that they are going to visit an
read the corresponding page of the story. Then go
old peoples home on a school trip. Ask Do you think
over the questions on page 58 with the whole class.
that the experience will be great or sad? Why? Stress that
Ask student if they know what other ingredients are
everyones opinion is valid and make sure students
added to chocolate today: vanilla and milk. Finally,
arent judged on the basis of their answer. However,
have students turn to page 60 and solve the tasks
they should use ideas to support their opinion and
with a partner. When they have nished, have them
be encouraged to see both points of view. Discuss the
form groups of four with another pair and check
question as a class.
their answers.
11 Listen and answer the questions. 30
Read the questions with the class and check everyone Five-Minute Activity
understands. Divide the class into pairs. Play Track Choose an activity from page x and do it with the class.
30 and have pairs answer the questions. Check the
answers as a class and allow students to look at the
transcript below to conrm them.
Unit 5b T101
7/29/11 5:12 PM Unit

Yes 5b
9/7/11 12:14 PM
12 Read the schedule for the visit to the old peoples home. Then write plans for the visit
in your notebook.
Objectives
Visit to Orchard House
March 23, 2012
Rephrase instructions to conrm comprehension.
8:00 a.m. Leave school 11:15 a.m.1 p.m. Play games with
Judge the relevance of instructions. 9:00 a.m. Arrive at the home everybody in the
sitting area
9:15 a.m. Meet the director
12 p.m. Lunch with everybody
9:30 a.m. Meet your elderly
in the dining area
person
Before the Book 9:3011 a.m. Spend time alone
2:15 p.m. Leave the home
with the person 3:00 p.m. Arrive at school
Field Trip Activities

Divide the classroom into four zones. Have students Were going to leave the school at eight oclock.
in Zones 1 and 2 imagine that they live in an old f Read what the people say and write the time of the corresponding plans.
peoples home. Ask the students in Zones 3 and 4 to OK, pay attention. OK, guys, get on
11:15 a.m.1 p.m.
imagine that they are high school students who are Ready? Lets play. the bus. Its time
2:15 p.m.
to go home.
going to visit the old peoples home. Ask the students
in Zones 1 and 3 to discuss separately what they Sit down. So, I really
enjoyed getting your letter.
9:30 a.m. Hi, Mom. We had
3:00 p.m.
a great time.
would like to do during the visit. Ask the students in
Zones 2 and 4 to discuss separately what topics they Today, were going to We're here. Let's go and
12 p.m.
have chicken tacos.
would like to talk about during the visit. After a few wait for the director in
9:00 a.m.
the reception.
minutes, ask students in Zone 1 to nd a partner in
Its great to meet you all. Im
Zone 3, and ask students in Zone 2 to nd a partner sure everybody is going to OK. Sit down. It
enjoy this visit. Just remember, should take us an
in Zone 4. Have students tell their partners what this is all about respect.
9:15 a.m.
hour to get there.
8:00 a.m.
they discussed in their groups and see if any of their

suggestions coincided.
13 Look back through the unit and answer the questions.
Answers may vary.
1. Where would you like to go with your class?
12 Read the schedule for the visit to the old 2. What instructions are necessary for a visit to the place?
peoples home. Then write the plans for the Rephrase instructions to conrm comprehension. Judge the relevance of
102 Unit 5b instructions.
visit in your notebook.

schedule. Elicit some details to check understanding:
What time will the visitors arrive at the home? What will
the visitors be doing at 12 p.m.? Read the example
below the schedule and have pairs write the plans in
their notebooks for the rest of the schedule. Check the
answers as a class.
f Read what the people say and write the

time of the corresponding plans.
Focus attention on the speech bubbles and explain
that each phrase corresponds with one of the plans in
the schedule. Demonstrate the activity by matching
the rst speech bubble with a plan. In pairs, have
students match the times of the rest of the plans with
the speech bubbles. Check the answers as a class.
Ask students to guess who is speaking for each speech
bubble. Accept any plausible answer.
13 Look back through the unit and answer the

questions.
Have students look back through this part of the unit
to refresh their memories. Then divide the class into
pairs and have them discuss the questions. Elicit ideas
from several pairs.
T102 Unit 5b
Unit
Yes 5b
The Presentation
1 Present an activity schedule.
1. Work in groups. Select your eld trip destination.
2. Set the day and the time.
Help groups think of an original way to present their
3. Make a schedule of activities for the day of your trip. schedule to the class, such as with a poster or in the
4. Write instructions for the activities.
5. Practice the pronunciation of the instructions.
manner of an advertisement. Have groups take turns
6. Think of a way to present your schedule to the class. presenting their schedule to the class and encourage
7. Make a copy of your eld trip schedule and
instructions and put it in your Portfolio. other groups to use conversation repair strategies
if anything is unclear. Finally, take a vote on the
best eld trip. Encourage students to make a copy
of their eld trip schedules and instructions for their
portfolios.
The End
Group Reection
Read the questions aloud and get groups to discuss
The End
Group Reection Self-Evaluation

1. Did you enjoy working in your group?
2. Did you divide up the work equally? Have students turn back to page 94. Read the
3. Did you appoint a group leader?
4. Did this activity strengthen your interpersonal connections?
Self-Evaluation
Now turn to page 94 and mark ( or ) your progress. opinion. Put students into pairs or small groups and
have them compare their answers together.
The Product: Present an activity schedule. Group reection and self-evaluation. Unit 5b 103
Objectives Go to Assessment 5b
on page T113.
The Product: Present an activity schedule.
Before the Book
Local Field Trips

Draw a table on the board with these column
headings: Natural, Cultural, Social, Educational, Other.
In groups, have students copy the table and complete
it with local destinations for eld trips. Draw the table
on the board and have groups call out their ideas
to create a class list. Leave the list on the board for
students to refer to in the next activity.
The Presentation
1 Present an activity schedule.

Divide the class into groups of four or ve students.
everyone understands. Have groups work through
the instructions to plan their eld trip. Have students
go to the Language Reference on page 108 for help.
Monitor and help students with the pronunciation of
their eld trip instructions.
Unit 5b T103
7/29/11 5:12 PM Unit

Yes 5b
weYWC-TGSec3.indd 103
9/7/11 5:12 PM
Teachers Corner Unit 5 Website Suggestions
Teaching Tip
Sociology
http://www.beyondintractability.org/essay/stereotypes/
Checking Answers This website explains stereotypes and actions that can
When you check the answers of a given activity, you be taken to combat stereotypes. It also contains links to
need to be efcient, purposeful and often creative. various other resources for addressing stereotypes.
Sometimes a task only requires students to write one
word in a sentence, or match one item with another. Human Rights
In this case, getting volunteers to read the completed http://www.hrw.org/
item aloud is often the most practical and efcient Human Rights Watch is an organization dedicated to
technique to make sure that everyone has the same promoting human rights around the world. Their team
answer. However, for activities that require a change of journalists, lawyers and academic professionals calls
in the form of a word or language creation like attention to human rights violations.
writing a whole sentence it can be better for students
to write their answers on the board. Finally, take Suggestions for Songs
into consideration the purpose of the activity. If the
task is to get students to think about a subject, you 1. Free Nelson Mandela, by the Specials
may not need to check answers at all. Just monitor Print out the words from http://www.lyrics.com.
and comment as students do the activity. If the task
Ask a volunteer to bring a CD with the song to class.
helps students to choose between two verb tenses,
encourage them to give the answer and say why they Play the song and tell the students to tally the times
chose it. In the end, you want students to be equipped the word free appears in the song.
with a repertoire of problem-solving techniques and Hand out the lyrics and ask students to check their
language functions. The correct answers in the book answers.
are only a means to that end. Write these headings on the board in random order:
His time in prison / His political activism / Public pressure
Learning Tip ignored
Leaving Written Messages Finally, invite students to match a heading with a
verse and check answers as a class.
Explain that written messages should be short and
concise. We should also make sure we include all the 2. Independent Woman, by Destinys Child
important information.
Print out the words from http://www.lyrics.com and
Have students look at message number 1. Elicit the
white out specic items that the singers say they bought
most important information: The place and the time.
themselves. Compile a list of all the words you have
Point out how the writer uses the abbreviations
whited out and put the words in random order in a box.
CU. Continue in the same way with the remaining
messages. Make a copy for each student and ask a student to
bring a CD to class.
1 Were meeting @ Joes Next, invite students to work in pairs to ll in the gaps.
2 Paula needs your report
Caf after work tonight.
before 3 p.m. Finally, play the song again and invite students to sing
CU there?
along.
3 I have to go now. Call
4 Urgent: Call Jake
me on my cell if you need Website used for the development of the unit:
Merkel back! 3368-5211!
any help. Susana Unit 5a
http://www.truthtree.com/debates.shtml
Formative Assessment Tip
http://targetstudy.com/languages/english/debate-
Preparation Write a short quiz with questions similar writing.html
to the ones on the assessment.
http://www.mindtools.com/pages/article/newISS_01.htm
Hand out the quizzes. Have students answer them
individually or in groups. Evaluate students Unit 5b
understanding of the topic(s) and review if necessary. http://www.techscribe.co.uk/ta/how-to-write-
instructions.htm
http://www.englishgrammarsecrets.com/imperative/
menu.php
T103a Unit 5 http://www.learnenglish.de/grammar/verbmodal.htm
Unit
Yes 5b
Evaluation Card

Edit your writing

WRITTEN WORK
GROUPWORK/PAIRWORK

Edit your writing

WRITTEN WORK
GROUPWORK/PAIRWORK
Unit 5 T103b
7/29/11 5:13 PM Unit

Yes 5b
9/7/11 5:13 PM
Name: Assessment 1a
1 Mark ((
()) the sentences that refer to complaints about health services. /5 1
The doctors are always late. The doctors at the clinic are rude to me.
There isnt enough medicine at the clinic. The appointments are never on time.
There arent any good products to buy. I had to wait for the doctor for three hours.
The quality of transportation is really bad. The cost of the products is expensive.
2 Read the conversation and answer the questions. /5
MAN: Good morning. I have an MAN: But you never told me that!
appointment at 8 oclock. RECEPTIONIST: Would you like to make
RECEPTIONIST: Im afraid the doctor will be late. an appointment for next week?
Hes got a surgery today. MAN: Oh, no thanks. Im going
MAN: I made an appointment last week! to complain formally, and I dont
RECEPTIONIST: Im sorry, but this surgery was think I want to see this doctor.
scheduled a month ago. RECEPTIONIST: OK, sir.
1. Where does the conversation take place?

2. What time is the appointment?
3. Whats the mans problem?
4. Is the receptionists attitude nice?
5. What does the man decide to do? 2
3 Rewrite the sentences in a more formal way. Use the words in parentheses. /5
1. The service is terrible. (inadequate)

Im afraid to say that .
2. Tell the doctor Im waiting. (please)
Would you ?
3. The clinic staff doesnt care. (negligent)
The clinic staff .
4. What time does the doctor arrive? (arrives)
Can you please tell me what ?
5. Help me. (can)
Excuse me. , please?
T104 Richmond Publishing, S.A. de C.V., 2011 Photocopiable
BM
YesYWC-TGSec3.indd 104
we can 3 Teachers book.indd 126 7/29/11 12:42
9/7/11 5:13 PM
BM YWC-TGSec3.indd
Name: Assessment 1b
1 Read the extract from The Canterville Ghost and complete the sentences. /7
Youll be sorry you bought the house, her as she was dressing for dinner. I must tell
people told Mr. Hiram B. Otis. Everyone you, Mr. Otis, that several other members of my
knows that a ghost lives in it. family have also seen it. My wife herself cannot
Mr. Otis was a rich American who had just sleep at night because of the noises in the library!
bought a ne, old house called Canterville Ill take the furniture and the ghost, sir, answered
Chase. It had been the country home of Lord Mr. Otis. I come from a modern country where
Canterville, who had been completely honest money can buy anything. If theres a ghost here,
with Mr. Otis about his reasons for selling it. Ill send it to America. Back home, theyd pay to see it!
We havent liked living in the place ourselves Its certainly here, said Lord Canterville. The ghost
since an old aunt of mine was terribly has been known for three hundred years. It always
frightened by the ghost, Lord Canterville told appears before the death of anyone in
Mr. Otis. Two skeleton hands touched the family.
1. The story is about a man who .
2. had a lot of money.
3. People say there is in the house.
4. was scared by the ghost before dinner.
5. cant sleep at night.
6. Mr. Otis wants to send the to America.
7. When someone is going to die .
2 Read another extract and nd synonyms for the words below. /8
O n the steps in front of the big house,

an old woman was waiting. She was
Mrs. Umney, who had been Lady Cantervilles
Mrs. Otis suddenly noticed a large, red stain
on the oor near the replace. She pointed at
it. Whats this, Mrs. Umney? I dont like dirty
housekeeper. Mr. Otis gave her the job. oors in my house!
He knew she was kind. Thats blood, Madam, said the housekeeper
They went into the library of the house. in a low mysterious voice. Blood has always
It was a long, low room with dark wood walls. marked the oor in this room.
At the far end, there was a beautiful window of How horrible! said Mrs. Otis. I dont like
colored glass. Tea was ready for them on bloodstains in my sitting room. You must
a small table. They sat down and looked clean it at once, Mrs. Umney.
around, while Mrs. Umney served tea.
1. elderly 4. close to 7. mystic
2. considerate 5. unclean 8. immediately
3. pretty 6. awful
Richmond Publishing, S.A. de C.V., 2011 Photocopiable T105
7/29/11 5:13 PM Yes we can 3 Teachers book.indd 127 9/7/11 12:42 PM

BM YWC-TGSec3.indd 105 7/29/11 5:13 PM
Name: Assessment 2a
1 Order the steps of the experiment and answer the questions. /5 1
Floating
Then ll the next third with oil. Wait for the two liquids to settle.
First, ll one third of a tall, clear bottle with honey.
Now, ll the last third with water.
Finally, drop the coin, the cork and the grape into the bottle.
The explanation is simple: Each item (coin, cork and grape) ends up in a different
level because each liquid and item has a different density.
2 Complete the text with the words from the box. /5
balloon chemical experiment gas ingredients
If the goes well, the balloon should

2
inate. This happens because the combination of the
(baking soda, water and lemon juice)
creates a reaction. The baking soda is
a base and the lemon juice is an acid. When mixed, they
create a called carbon dioxide (CO2).
The gas inates the .
3 Add the corresponding punctuation marks to the text. /5

3
() apostrophe (,) comma (!) exclamation
clamation mark (.) period (?) question mark
Magnets have a special power which

enables them to attract things made
from iron or steel. How is this done
It s easy One end of a magnet iss
called the North pole and the other end
nd
is called the South pole. If you bring two
wo
North poles together they repel each
otheror push each other away. If
you put a South pole next to a North
pole they jump together because
opposite poles attract
BM
9/7/11 5:13 PM BM YWC-TGSec3.in
Name: Assessment 2b
1 Complete the sentences with the words from the box. /5
comedy documentary news science ction weather forecast
1. Sometimes I read the newspaper, but other days

I watch the on TV.
2. Every time I remember the
I saw last night, I burst out in laughter.
3. The for today
predicts rain and lower temperatures.
4. Lets watch that
movie about the aliens invading the Earth.
5. On Sunday we saw a very interesting about ancient Egypt.
2 Match the phrases with the words. /5

1. Im the best salesman in the city. submissive
2. Come in and make yourself at home. bossy
3. He turns in his work late and poorly done. arrogant
4. If you arent here on time, well leave without you! friendly
5. Ill do whatever you say. critical
3 Write the phrases under the corresponding situation. /5
Could you speak louder? Could you speak more slowly? Could you please explain?
Did you hear about Jane? Do you see what I mean?
1. Someone speaks too softly.
2. Someone speaks too fast.
3. You dont have anything else to say.
4. You dont understand.
5. The other person doesnt understand.
7/29/11 5:13 PM BM
9/7/11 5:13 PM
Name: Assessment 3a
1 Complete the crossword with the verbs in parentheses in the correct form. /8 1
8
1. Have you ever (see) a famous person?

2
2. I (feed) my three dogs this morning.
3. Wait, please. I havent (nish) yet.
3 1
4. Claire (see) Tim at the party last night.
5. Chris is hungry. He hasnt (eat) anything.
5 6. I (drink) three liters of water yesterday!
7. You (eat) a lot at lunch time today!
6 7
8. Has she ever (take) the subway in this city?
2 Fill in the blanks with the correct form of the verbs in parentheses. /7
Leslie Scott (invent simple past) a game

called Jenga, (to build in Swahili). She and her family
(develop past perfect) the game for
awhile before they (give simple
f
past) it to the public. If you (not play present
perfect) Jenga then youll need
instructions.
Jenga has 54 rectangular blocks. First, a
player constructs a tower with the blocks
using a stabilizing tray. Once the player
(remove present perfect) the
tray, the fun begins.
2
The rst player starts by removing any one
block and places it on top. After the rst player
(nish present perfect), the second
player removes another block. If the player hasnt moved a
block in ten seconds, the play ends. If the structure falls, the game ends.
The game is so popular that video game and mobile phone versions are available. More
than 100 million people (play future perfect) Jenga!
BM
Name: Assessment 3b
1 Read the history of chess and number the events in order. /5
The origin of chess is not denitely other for centuries, the rst international
known. But the game may have started tournament was played during the Great
in India around the 6th or 7th century. Exhibition in London in 1851. The World
It arrived in Europe by way of Persia. Chess Federation, founded in 1924 in
In the Middle Ages, collections of chess Switzerland, governs all world chess
problems appeared in written form. events. Late in the 20th century, the
A chess book, written by a Dominican friar rst matches between
in about 1300, was published in 1476. human chess
The gures of the chess pieces and their experts and
movements used today are probably from computer
the 15th century. Although people from programs
different countries played against each took place.
The World Chess Federation was founded in Switzerland.

The rst matches took place between computers and humans.
The rst international chess tournament was held in London.
A chess book was written by a Dominican friar.
The gures of chess pieces and moves we use today were established in the 20th century.
f Read again and circle T (True) or F (False). /5

1. Chess comes to Europe directly from India. T F
2. The chess movements we use today are denitely from the 16th century. T F
3. No one really knows the origin of chess. T F
4. Nowadays there are games between humans and computers. T F
5. An organization is in charge of world chess events. T F
2 Complete the text with the words from the box. /5
experiments lunar samples mission module surface
The scientic plan of Apollo 11 was to land two men on the of the
Moon and return them safely to Earth.
The astronauts had several tasks. They planned to collect to
do several and to examine and photograph the lunar surface.
Armstrong and Aldrin were out of the lunar for over two hours;
during that time all the activities were completed.
7/29/11 5:13 PM BM YWC-TGSec3.indd

Yes 109
we can 3 Teachers book.indd 131 7/29/1112:42
9/7/11 5:13 PM
PM
Name: Assessment 4a
1 Unscramble the sentences about unexpected situations. /4 1
1. picture / suddenly / fell off / the / wall / the

.
2. were lost / when we / arrived / out of nowhere / a park ranger
.
3. rang / when / reading / all of a sudden / I was / the doorbell
.
4. hit / the small town / tornado / without warning / The
.
2 Complete the direct and reported sentences. /6

1. I got three new CDs for my birthday, said Jane.
Jane said that she .
2. The doctor said I had to eat more fruits and vegetables.
You have .
3. We are doing our homework together, said Karen and Susan.
Karen and Susan said .
4. The king told his subjects to pay their taxes.
Pay .
5. Painting is such an interesting hobby, said the art teacher.
The art teacher .
6. The man said he had gone to Paris before summer.
I . 2
3 Complete the sentences with words from the box. /5
excited embarrassed interested sad scared
1. My neighbors were very when their dog died.

ed.
2. I was so that I hid under the bed.
3. Jerry was so about his party that he couldnt
nt sleep.
4. He was really when his shoe fell off in the middle
of the dance.
5. Everyone was in the conference.
BM
Name: Assessment 4b
1 Read the text and answer the questions. /5
THE MOUSE AND THE LION Adapted from Aesops Fable
KID MOUSE: (shouts to someone offstage) Im the king of the jungle.
Mom, Im so hungry. Lets go nd some food I dont eat sunower seeds.
in the jungle. KID MOUSE: (worried) Gulp!
MOM MOUSE: (calls from offstage) You go, sweetie, So what do you eat?
Im busy. But watch out for the other animals. LION: Anything that moves, including mice!
They may be hungry, too! KID MOUSE: But I am so small. You wont even
KID MOUSE: OK, Mom! (sets off foraging) know Im in your stomach!
Ah, there are some sunower seeds. LION: Better than nothing!
Ill eat a few and then take some KID MOUSE: Please, Lion. I promise, if you save
home. (starts eating) me, Ill make it up to you some day.
LION: Roar! (appears on stage)
LION: (laughs, pauses, then laughs again) Ha, ha, ha.
KID MOUSE: Argh! Whos that? You, Mouse? Help me, Lion? (laughs again)
LION: Its me, Lion. And Im hungry! Thats the best laugh Ive had in ages. Just for
KID MOUSE: Well, youre in luck! that Ill let you go
There are lots of sunower KID MOUSE: Oh, thank you, Lion. Sunower
seeds here. seed?
LION: Sunower seeds? LION: Roar! (Kid Mouse runs offstage.)
1. Who are the characters?

2. Why does the mouse go out?
3. Why does the lion laugh?
4. What does the mouse offer the lion?
5. Does the lion eat the mouse?
2 Use the prompts to make questions about the text. Then answer them. / 10
1. name / fable ?
.
2. who / author ?
.
3. who / hungry ?
.
4. mouse / helpful ?
.
5. lion / kind ?
.
7/29/11 5:13 PM BM
9/7/11 5:13 PM
Name: Assessment 5a
1 Read the text and complete the chart with ideas from the text. /4 1
Video Games
Violent video games have become effects in some contexts
an important issue between parents and such as team play, and it can
school authorities, regarding their restriction also help people develop
and prohibition. Some people argue that certain skills and thinking
videogames expose people to violent images such strategies, as well as exercising
as criminal behavior, addiction and aggression. the brain.
Some studies have shown that exposure to Many school authorities suggest parents make
violent games causes a temporary increase the right choice for their kids in order to ensure
of aggression in the real world. good and positive entertainment. Apart from
On the other hand, recent research has doing so, they should also set specic rules like
suggested that playing video games the amount of time their kids spend playing
may actually have potential positive them.
Arguments in favor of playing video games Arguments against playing video games
1. 1.
2. 2.
2 Look at the phrases and write F (For) or A (Against). /7

1. Skating is good exercise.
2. The subway is always crowded and its uncomfortable.
3. Cyclists should not be allowed in streets.
4. Wearing a uniform makes you lose your real identity.
5. Uniforms help people look equal and clean.
6. Using the subway is more practical.
7. The Internet is not a reliable source of information.
3 Write two sentences for and two against the use of public transportation in a city. /4
1. .
2. .
3. .
4. .
BM
Name: Assessment 5b
1 Rewrite the following instructions. /6
1. Its forbidden to separate from the group.
We must .
2. You need to take light clothes because its very hot.
You should .
3. Is it necessary to pay in advance?
Do we have ?
4. Whats the cost of the tour?
How ?
5. Its forbidden to bring cameras in.
You cant .
6. Its important to take photos.
You should .
2 Read the itinerary and complete the notes. /9
Dear Cool Adventurers,

Thank you for choosing our one-day trip. We really hope you have a great time. Below you will find a
description of tomorrows itinerary.
Breakfast is served from 6 to 9 at the hotels restaurant. Your tour guide will meet you at the hotel at
9 oclock. Then youll be taken to the archaeological site called Tulum, where you will spend from 2
to 3 hours, depending on the visit and how long you all want to stay there. You dont have to pay the
entrance fee because its included in your package.
Then a van will pick you up and take you to the nearest beach to have lunch in a nice outdoor restaurant.
After lunch, youll be taken to a traditional market, where you can buy souvenirs or have a drink
before we go back to the hotel. We are planning to come back at 5 oclock so you can rest. You will
have a free evening to get ready for next day.
If you have any questions, do not hesitate to contact any of our staff members.
Enjoy your trip!
Cool Adventures Manager
Lunch place:
Breakfast time:
Activity after lunch:
Breakfast place:
Transportation:
Tour starts:
Visit: Returning time:
Entrance fee:
7/29/11 5:13 PM BM
9/7/11 5:13 PM
Tracks
Unit 1a miss classes because the doctors SARAH: Well, she was very rude
TRACK 1 behind schedule. He should show when I asked her for the results
NARRATOR: Conversation 1. more respect to his patients. Its not of my blood test.
DR. SOLIS: Redford Clinic, good right that MANAGER: How so?
morning. NARRATOR: Conversation 4 SARAH: First, she said the results
MAN: Hello, Dr. Solis? Its Michael FATHER: Hello werent ready, and it was only when
Taylor. BOY: Dad, its me. I insisted that she went to look for
DR. SOLIS: Hello, Michael. How are FATHER: Dave, whats up? them. And she interrupted me all
you? BOY: Well, I twisted my ankle the time.
MAN: Not too well, Doctor Solis. playing football. MANAGER: I see
In fact, Im calling to complain FATHER: Oh, no! Are you OK? SARAH: Then when I arrived home
about the service I received at your BOY: Yeah, yeah, Im ne now. and opened the envelope, they were
clinic. The gym teacher took me to the somebody elses results!
DR. SOLIS: Oh! Please tell me what clinic downtown. The problem is that MANAGER: Oh, thats not good at all.
happened. the doctor hasnt told me when I I do apologize.
MAN: Well, last week I had an can go home. Hes been very rude SARAH: Would you please make sure
appointment with Dr. Lee, you to me. Whenever I ask him if I can I get my test results today? Ah, and
know, the other dentist? go, he says he will only talk to you you can ask your staff not to be so
DR. SOLIS: Sure. and walks away. The nurse let me rude, too.
MAN: And I told him I had a terrible call you. Can you come and get me? MANAGER: Yes, I promise it wont
pain in one of my teeth. So he FATHER: Of course I can, and I will happen again. Ill go and get the
checked the tooth and said it was also speak to the hospital manager. results right now.
in perfect condition. But obviously Wait right there. SARAH: OK, thank you very much.
he was wrong because now I have
an abscess, and I cant TRACK 2 TRACK 4
NARRATOR: Conversation 2 SARAH: Good morning, miss Miss? MANAGER: Hello, City Hospital,
MR. SNCHEZ: Come in, please. CLERK: Yes. complaints manager. How can
MOTHER: Mr. Snchez, excuse me SARAH: Im here to pick up the I help you?
for interrupting, but this is important. results of my blood test. My names KEN: Its Ken Jensen here. I want to
MR. SNCHEZ: No, problem. Please, Sarah Smith. make a complaint about one of the
take a seat. How can I help you? CLERK: Theyre not ready yet. staff in the emergency room.
MOTHER: Well, Im afraid one of SARAH: Oh! Well. Could you check? MANAGER: OK, Mr. Jensen, tell me
your doctors is not doing her job I was told to pick them up today what happened, please?
properly. and KEN: I went to the hospital because
MR. SNCHEZ: Oh, which one? CLERK: Madam, I said they are not I had a serious stomach infection,
What did she do? ready yet. you see.
MOTHER: Its Dr. Powell Marcela, SARAH: Look. Please, I really need MANAGER: Go on
can you explain what happened those test results today. Could you KEN: So I told one of the doctors
to Mr. Snchez? at least take a look? I was in severe pain, and all he did
PATIENT: Yes, Im allergic to CLERK: Yeah, whatever. Oh, here was tell me to take a seat and wait
penicillin, you see. If the doctor had they are. for my turn.
read my medical history carefully, SARAH: See? MANAGER: Oh
she would have known that. CLERK: Calm down, lady. Theres KEN: On one hand that was rude,
I trusted her and took the pills she no need to make a fuss. and on the other it was negligent,
gave me, and then I had an allergic SARAH: A fuss? If you knew how too!
reaction and had to go to the ER. to do your job, I wouldnt need to MANAGER: I agree. Thats not good.
It was a terrible make a fuss! What did you expect? KEN: Furthermore, I had to wait for
NARRATOR: Conversation 3 almost three hours before I was
PATIENT: Nurse, I was supposed to TRACK 3 attended to!
see the doctor at eight oclock, and MANAGER: How can I help you? MANAGER: Do you know the doctors
its eight forty-ve already. SARAH: I want to complain about name?
NURSE: Im sorry, sir, but the doctor a member of your staff, the woman KEN: Its Thompson. I think hes
will see you as soon as he who delivers the test results. totally incompetent. I mean doctors
PATIENT: No, no, no. I always have MANAGER: Oh! OK. Please tell me should listen to their patients,
to wait a long time. And I always what happened. right?
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MANAGER: Of course, and Im very he asked the nurse, she told him Unit 2b
sorry about this, Mr. Jensen. Well she was too busy. She was totally TRACK 9
look into your complaint, and if we apathetic, I mean she just did not BOSS: Roz, you go around the back.
need any more information, well care about Jos at all. ROZ: On my way, boss.
get back in touch. SOCIAL WORKER: Well, Ms. Lpez, BOSS: Klein, come with me.
KEN: Whatever. Thats the last time I suggest you write a letter of KLEIN: Yes, sir, Boss!
Ill ever be coming to your hospital. complaint to the hospital manager. BOSS: Police! Open up. Open up!
MANAGER: Thats understandable, ANNA: And perhaps you can refer Its the police. Open up!
sir, but I can assure you not all our my son to another doctor KLEIN: Why dont we break the door
staff are like that. SOCIAL WORKER: We can certainly down, Boss?
KEN: OK, then. Thank you for your do that. Please hold the line one BOSS: Go for it!
listening, at least. Good-bye. moment. KLEIN: Ow! Shoot. That hurt. You try.
MANAGER: Good-bye, Mr. Jensen. ANNA: Thank you, I will. BOSS: Dude, its open. Roz! Roz!
ROZ: Dont worry, Boss. Everythings
TRACK 5 Unit 2a under control.
KEN: So I told one of the doctors TRACK 7
I was in severe pain, and all he did 1. milk, m-i-l-k, milk TRACK 10
was tell me to take a seat. 2. glass, g-l-a-s-s, glass 1. JULIAN: I dont feel well.
On one hand that was rude, and 3. water, w-a-t-e-r, water Can I stay home today?
on the other it was negligent, too! 4. ashlight, f-l-a-s-h-l-i-g-h-t, LILIANCITA : Sure, honey, but ask
Furthermore, I had to wait for ashlight your dad, too.
almost three hours before I was 2. JULIAN: Do you think I could stay
attended to! TRACK 8 home today?
Baking soda and vinegar MARCO XAVIER: Never! You need to
TRACK 6 For this experiment, you need toughen up!
SOCIAL WORKER: Crawley Health baking soda (which is another 3. MARCO XAVIER: Answer the door,
Center, this is the social worker name for sodium bicarbonate), Watson.
speaking. vinegar, a container and paper WATSON: Yes, sir, right away, sir.
ANNA: Hello, its Anna Lpez here. towels or a cloth. First, put some 4. TOM: Hello, is Julian at home?
SOCIAL WORKER: Is that Lpez with baking soda into the container. WATSON: I will call him, boy. Wait
an s or a z? Then pour in some vinegar and right there.
ANNA: With a z. watch what happens! 5. JULIAN: Hey, dude. Whats up?
SOCIAL WORKER: And are there two The explanation is simple: the baking TOM: Your butler is so full of himself.
ns in Anna? soda is a base and the vinegar is
ANNA: Yes, two ns. an acid. When they are mixed, they TRACK 11
SOCIAL WORKER: OK, Ms. Lpez. form carbonic acid, which quickly 1. JULIAN: I cant stand him!
What can I do for you? deteriorates to form water and TOM: You hate him?
ANNA: Im not happy with the way carbon dioxide. The carbon dioxide 2. WATSON: Dinner will be served
Dr. Williamss nurse treated my creates all the zzing. at seven.
son Jos. Energy transfer MARCO XAVIER: What time? Speak
SOCIAL WORKER: What happened For this experiment, you need a up, man!
exactly? basketball and a tennis ball. First, 3. JULIAN: Can you get me the new
ANNA: Well, I took Jos in early this hold the basketball at arms length Supermario for PS3?
morning because he had a stuffy in one hand. Then hold the tennis LILIANCITA: The new what? Whats
nose and an eye problem, you see. ball on top of the basketball. Next, PS3?
SOCIAL WORKER: An eye infection? let go off the balls at exactly the 4. JULIAN: And then Johnny and Karl
ANNA: Yes, I think so. Anyway, same time. Finally, observe what were late for gym and Mr. Howard
Dr. Williams prescribed two doses happens. Heres how it works: sent them to detention and its so
of decongestant and some The basketball is much heavier than unfair because Mr. Howards always
ophthalmic gel. She knows that the tennis ball so it has more kinetic late and
Jos has trouble communicating energy. When the balls hit the LILIANCITA: Hey, slow down. Whos
in English, so she told the nurse to ground together, the kinetic energy Johnny?
help Jos if he had any doubts. in the basketball is transferred to 5. JULIAN: The butler says some
SOCIAL WORKER: OK the smaller tennis ball and sends it horrible things to me.
ANNA: But Jos doesnt understand ying high into the air. LILIANCITA: Like what?
what dose means, and when
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PM
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Unit 4a ALAN: I havent seen you for ages. 2. BOY: It was great! There was
TRACK 12 How have you been? nothing in the hat, and suddenly
NARRATOR 1. BRIAN: Fine, thanks. How about you? he pulled a rabbit out of it. I swear
POLICE OFFICER: Good morning, miss. ALAN: Very well. So what have you it was magic.
How can we help you? been up to? 3. TEEN: Last night, I went out on
RACHEL: Good morning. My name BRIAN: Ah, you know, not much. the balcony to get some fresh air.
is Rachel Walsh, and Im here to What are you doing in town And there it was, in the sky, above
report a crime. anyway? Shouldnt you be at school our neighbors roof, a very bright
POLICE OFFICER: Please tell me what teaching? light. It wasnt a plane. You have to
happened. ALAN: Um, yes, but I just came to believe me!
RACHEL: Well, Im here on vacation town quickly to get this pair of 4. WOMAN: Unbelievable! He nally
in England with my brother. hiking boots for a trip next weekend. did it. He popped the question out
We went for a walk, and I left my BRIAN: Wow! Nice boots! I love on the beach. He brought a shell
bag in our tent. When we got back, hiking. and gave it to me. And the ring was
the bag had disappeared! Im very ALAN: Really? Because Im going inside. Oh, so beautiful
sad because this is the last day of alone. I was going to go with some
our vacation before we go back to other teachers, but they canceled TRACK 14
the States. on me, you see. NARRATOR: Part 1.
POLICE OFFICER: Thats terrible, BRIAN: Perhaps we could go WOMAN: Last year I went to Rio
Rachel! together de Janeiro, and I thought it was
NARRATOR: 2. ALAN: Great idea! one of the most beautiful places
RADIO HOST: Today on Star FM NARRATOR: 4. in the world. There are so many
Radio, we have free tickets to see NEWS ANCHOR: After sixteen hours exciting things to do; you never get
Roxanne Scott, the most famous in the sea, Alanna Cahill is about bored. Every day theres something
singer in town. As you probably to become one of the youngest and different to do. You can visit the
know Roxanne Scott is playing a fastest swimmers to cross the English Corcovado and see a huge statue
live show this weekend and to win Channel. Our reporter is live in of Jesus Christ. Its one of the most
your free tickets just call us at France as Alanna arrives on the famous statues in the world. You
SANDRA: Hey Kate, we should call. beach. Whats going on over there? can also climb Sugarloaf Mountain
Its Roxanne Scott. She has an REPORTER: Here she comes, now. or learn Samba, Brazils traditional
incredible voice! Congratulations, Alanna! What dance. But, as in any big city,
KATE: Yeah, shes my favorite singer. a marvelous achievement! you must be careful with your
SANDRA: Well never win. Roxanne ALANNA: Thanks so much. possessions. One day I got a nasty
is so famous. Everyone in town will REPORTER: How did it go? shock when I opened my bag and
be calling. ALANNA: It was tough. I really didnt found that my wallet had been
KATE: Go on, call, Sandra! think that I would make it at one stolen. Soon I will go back to Rio de
SANDRA: Im dialing! point. I was so tired. My legs just Janeiro. There is still so much fun
RADIO HOST: Youre through to Star couldnt kick for the last few hours. to have.
FM, and youve won two tickets REPORTER: We would like to know
to see Roxanne Scotts concert why you attempted this heroic task. TRACK 15
tomorrow night. Whats the name ALANNA: I wanted to show other NARRATOR: Part 2.
of our lucky winner? young people that they can do WOMAN: Something very strange
SANDRA: My names Sandra. anything they want. You just have happened to me when I went to
RADIO HOST: Sandra, are you a fan to put your mind to it. Rio. You wont believe who I ran
of Roxanne Scott? REPORTER: Alanna, we are very into!
SANDRA: Yes, I am. Im a secretary in proud of you today! MAN: Who? What happened?
an ofce, and we listen to her songs WOMAN: Well, I was hiking up
all day. TRACK 13 Sugarloaf Mountain, and as I got to
RADIO HOST: Well, congratulations, 1. MAN: She was walking next to the top I saw a very old friend from
Sandra. Enjoy the concert! me, smelling the owers and all. primary school! Can you believe it?
SANDRA: I will. Thank you so much! And then, out of nowhere, this It was such a surprise! We hadnt
NARRATOR: 3. other dog appeared and Zoe ran spoken to each other for a long
ALAN: Hello, Brian! after it. I tried to catch her, but she time. It was so nice to see her.
BRIAN: Alan! was too fast. She was with her husband and her
two children.
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MAN: So you mean you traveled all LYDIA: Did you just get here? ANNA: Youre kidding!
the way to Rio and you bumped VANESSA: Yeah, it took ages; there KAREN: Well, I think
into a friend from primary school? was a huge line at the subway.
WOMAN: Yes, its unbelievable, isnt it? LYDIA: A what? Ah, you mean TRACK 20
there was a long queue for the KASHIRO: I was in my ofce. I felt
TRACK 16 underground. the earthquake and got under my
MATT: Sir, I just want to let you VANESSA: Underground? Like in desk. I could feel the whole building
know that I cant hand in my a mine? moving.
homework today. LYDIA: A mine? No. Anyway, did NOZOMI: I was coming back from
TEACHER: What do you mean? you see that great shop next door? a business trip. The plane was
You havent given me any VANESSA: An autoshop? about to land when the earthquake
homework all week. LYDIA: No, the clothes shop. struck. We had to y to a different
MATT: You wont believe what VANESSA: Oh, you mean the store. airport.
happened. I did my homework Yes, it had some nice pants. MIKO: I was picking up my kids
and left it next to my baby brother. LYDIA: We say trousers over here. from school. We saw the trees
I went to the bathroom. When I VANESSA: I guess. Hey, did you bring swinging from side to side. The kids
came back, he had eaten some of a car? started crying.
the pages! I could see paper in his LYDIA: Yes, why? HIROSHI: My car began to move
mouth. VANESSA: Do you think you can give from one side to another. I got very
TEACHER: What are you saying? me a ride home later? nervous. I stopped and jumped out
Your baby brother ate your LYDIA: You mean a lift, right? of the car.
homework?! Sure, as long as its not
MATT: Well, he didnt eat it all, just Unit 4b
the most important parts. TRACK 18 TRACK 21
TEACHER: But Im sure you brought REPORTER: The London National Zoo NARRATOR: Coyote and Rabbit,
the rest of it, didnt you? is closed to visitors at the moment as Adapted from a Traditional Native
MATT: Sir, Im really sorry, but I police are investigating the escape American Tale
think that someone stole it from of a 300-pound female Siberian SON: Mother, Mother, just look at
my bag. I left my bag under my tiger, six capuchin monkeys, our eld! Rabbit has been eating
chair and went to the bathroom. a white rhino and a 400-pound the beans again. Soon there will be
When I came back, I saw my bag was male African lion. The escape was none left! What are we going to do?
open. And my homework was gone! provoked by careless zookeepers and MOTHER: Dont worry, Son. I know
TEACHER: Are you telling me that there are fears that the animals will just how to stop him. First, take this
someone stole your incomplete attack the general public. doll and cover it with molasses.
homework from your bag?! Police are requesting that local Then leave it by the side of the eld
MATT: Its strange, isnt it? residents stay indoors and report any and well hide behind this tree.
TEACHER: Right, youd better stay incident to the police immediately. RABBIT: Aha! Those foolish humans
and do it at lunch so nothing else have left their beans unguarded
happens to it! TRACK 19 again. Its time for my lunch!
ANNA: Hello, Karen. Can I ask you RABBIT: Let go, Doll, or Ill hit you!
TRACK 17 a question? Let go I say! Let go of my hand and
LYDIA: Hi. Its Vanessa, right? KAREN: Sure, Anna, what do you foot or Ill punch and kick you!
From the USA? want to know? MOTHER: Now weve caught you,
VANESSA: Yes, thats right. And you ANNA: Have you ever experienced Rabbit!
are? an unexpected situation? SON: And youll taste delicious with
LYDIA: Im Lydia. Youre at my KAREN: Um, I dont understand what all those beans inside you!
school here in England. youre saying. MOTHER: Put Rabbit in a bag and
VANESSA: Nice to meet you. ANNA: Has anything surprising ever lets collect some wood for a re.
LYDIA: Are you enjoying the party? happened to you? RABBIT: Whos that walking by?
VANESSA: Yeah, its cool. KAREN: Do you mean like a surprise COYOTE: It is I, Coyote. Is that you
LYDIA: Great at, right? party? Rabbit? What are you doing in that
VANESSA: Flat? Like a tire? ANNA: No, I mean something out bag?
LYDIA: No, at, um, what do you of the ordinary. RABBIT: The old woman put me in
say in the States? Apartment? KAREN: Yes! Last week I got a letter this bag because she wants me to
VANESSA: Ah, apartment. Yeah, from a secret admirer. It was a marry her daughter.
its nice. nice letter. COYOTE: Really?
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RABBIT: Yes, but Im small and TEACHER: No, but you should have TEACHER: Good work. Now, theres
ugly, and her daughter is tall and a pencil and a notebook with you no phone or electricity. We can
beautiful. to take notes. use cell phones but we should use
COYOTE: Yes, shes much too good for STUDENT 3: Take notes? them only in an emergency.
you. STUDENT 1: What? And we are going to need ashlights.
RABBIT: Why dont you marry STUDENT 2: Yeah, right. Come on! I also have a rst-aid kit for minor
her instead? You are strong and TEACHER: Yes, everything that you accidents. If theres a more serious
handsome, and youll make a learn in the museum will be on medical problem, well need to go to
much better husband than I. the exam. So pay close attention. the clinic in Valle de Bravo. Its good
COYOTE: Of course I will. STUDENT 1: Exam? were going to have the school bus!
RABBIT: Help me out of the bag and STUDENT 2: Sir!
take my place. STUDENT 3: Oh no! TRACK 25
COYOTE: Now go away quickly TEACHER: Yes, the exam on the GUIDE: Welcome to the Monarch
before the old woman comes back. human body. Oh, one more thing, Buttery Sanctuary. This is a
Stupid Rabbit! under no circumstances do I want wonderful place and Im sure
SON: Ah, what a delicious dinner to catch anybody talking on a youre going to learn a lot.
were going to have! phone or texting. STUDENT 1: Can we take photos?
COYOTE: Dinner? STUDENT 3: But can I bring my GUIDE: No problem. Take lots of
MOTHER: Yes, Im so hungry. OK, the phone? photos. And I have a tip for you:
res ready. Son, open the bag and TEACHER: Look, I just dont want If you want to take a photo with
well cook Rabbit! to see it or hear it. Keep it in your the butteries, just stand still and
COYOTE: Fire? pocket. Is that clear? wait. The butteries will come to you.
SON: Mercy me! ALL STUDENTS: Yes, Mr. Brewster. STUDENT 2: Wow! Thats so cool.
COYOTE: Rabbit! Rabbit! You tricked STUDENT 1: What about lunch? Can we touch them?
me. Ill get you for this! Teacher: Bring a sandwich and a GUIDE: No, you mustnt touch the
drink. We will have some time to butteries. The oils on your skin
TRACK 22 eat it outside the museum. can damage them. Theyre very
1. MOTHER: Dont worry, Son. delicate.
2. COYOTE: Let go, Doll, or Ill hit TRACK 24 STUDENT 3: Were doing a science
you! TEACHER: Can I have your attention, project about the monarch butteries
3. RABBIT: Whos that walking by? please? Now youve read the and their migration to Mexico.
4. COYOTE: What are you doing in information about the campsite. Are we going to hear information
that bag? STUDENT 1: Yes, we have. Its a bit about that during the visit?
5. RABBIT: Help me out of the bag. basic. Something about how they navigate
6. COYOTE: Shes much too good for TEACHER: Well, thats why planning to the same place every year?
you. is everything. I hope you have GUIDE: Of course. Were going to
7. MOTHER: Im so hungry. come up with some ideas. have plenty of time to talk about
8. COYOTE: Ill get you for this! STUDENT 2: We think we should take this. And Im sure it will help with
bottles of water and cans of food. your project.
Unit 5b We should get a gas stove and some STUDENT 3: Thanks a lot.
TRACK 23 pots, too. But if not, we can eat cold GUIDE: Youre welcome. Just
TEACHER: OK, guys. Were leaving food. Its only three days. remember a few important things.
tomorrow at eight oclock sharp. TEACHER: Or we could take matches You mustnt throw garbage on the
Remember that if you dont come and make a re. ground; there are plenty of garbage
on time, you will not go. And it STUDENT 2: If they allow that. cans around. If you make a re at
will cost you a point in science. Were going to need some paper night, put it out before you go to
So, dont be late! plates and cups. We can buy some sleep. Every year res destroy large
STUDENT 2: Oh, thats not fair. fresh food in the store, I guess. areas of the sanctuary. Also you
STUDENT 1: No way. TEACHER: It might be closed on the shouldnt get separated from the
STUDENT 3: Whatever. rst day since its a Sunday. group, its easy to get lost. Oh, and
STUDENT 1: Where are we meeting? Where are we going to sleep? dont shout.
TEACHER: At the main entrance. STUDENT 3: We plan to take three big STUDENT 2: Will we see any other
The buses will be waiting. tents with air mattresses. Its going animals?
STUDENT 2: Should we bring our to be cold at night, so we might GUIDE: Oh, yes, I hope so. Thats why
books? need sleeping bags. its important to keep quiet. Right.
Lets start our tour. Follow me!
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TRACK 26 BOY: First of all, the caves open at MALE FACTORY GUIDE: Now, you must
NARRATOR: PART 1 ten a.m. So we should leave early stay together during the visit.
MAN: Hello, Cacahuamilpa if we want to be there in good time. BOY: Im sorry, sir. We cant hear
National Park, this is Andrs BOY 2: Say around seven? you. Could you possibly speak
Ramrez speaking. BOY 1: Maybe not seven, but no louder?
BOY: Good afternoon. Were calling later than eight. Next thing, I think NARRATOR: Three
from Mexico City. Our class is we should hire a guide and take OLD LADY: sh pl me and
planning a eld trip to the caves. a tour. But the guide charges 150 MALE: Sorry, I dont understand
Could you answer some of my pesos. what youre saying. Could you
questions, please? GIRL 2: Do we have to pay an speak more clearly, please?
MAN: With pleasure. What would entrance fee, too? NARRATOR: Four
you like to know? BOY 1: Yep, sixty pesos. Although MALE: Hello, hello Is anybody
BOY: How can we get there? it might seem expensive, I really there? I didnt catch the last thing
MAN: You can get here by car or by think we should go with a guide. you said. Could you repeat that,
bus. Its about two and a half hours They can turn the lights on and please?
from Mexico City. they know lots of stories about
BOY: What time do you open on the caves. TRACK 30
Friday? BOY 2: So I guess its worth it. PETER: Ok guys. Lets plan the visit
MAN: We open at ten a.m. every Can we take photos? to the old peoples home.
day and we close at ve p.m. BOY 1: Yes, you can and you ELLI: Lets just go and see what
BOY: Hmm So, we should leave should. We need photos for our happens, Peter.
around seven-thirty to be there at presentation. PETER: Thats not very helpful, Elli.
opening time. Is that right? GIRL 1: What about exploring? Anyone else? Anna?
MAN: Yes, thats right. BOY 1: Well, the caves are enormous ANNA: I think that rst we should
BOY: Do you think we should hire and its easy to get lost. This means nd out names of people who live
a guide or go by ourselves? I mean, that we must stay together. there, Peter.
is a formal tour really necessary? REST OF STUDENTS: No problem. Fine. ELLI: What for?
MAN: You can go through the caves BOY 1: Since its very warm in the ANNA: So we can then each choose
by yourselves. However, I suggest caves, we should wear light clothes, a person and make the visit more
you hire a guide. Only guides can shorts and T-shirts. personal.
turn on the lights, and they can BOY 2: Or swimsuits! PETER: Thats a good idea.
tell you lots of interesting stories. BOY 1: Right, very funny. Finally, OSCAR: And we can write our person
How many people are there in your you need to wear good walking a letter before going.
group? shoes because its slippery and easy ELLI: What are we going to write
BOY: About twenty-ve. to fall down. Is everything clear? about? I dont get it.
MAN: OK, so you could hire a guide REST OF STUDENTS: Yes, good job! OSCAR: Let me explain. Were going
for only 150 pesos. Thanks. to write who we are, what we do.
BOY: Thats pretty cheap. And how We can also ask them what they like.
long does the tour last? TRACK 28 ANNA: Or maybe we can ask
MAN: It lasts about two hours. 1. MAN: Let me think about it. whether they need something.
BOY: One more question 2. WOMAN: I agree. ELLI: And what if they dont need
How much do the tickets cost? 3. TEEN BOY: I have a question. anything?
MAN: Theyre sixty pesos per person. 4. TEEN GIRL: I disagree. PETER: We can take some chocolates
Also, if you have more doubts you 5. TEEN BOY: I have an idea. or owers.
can go to our website. 6. TEEN GIRL: I have no idea. ELLI: And if they dont like them?
BOY: Thank you very much. PETER: The important thing is to
MAN: Youre welcome. TRACK 29 show that we care.
NARRATOR: One ANNA: You arent very happy about
TRACK 27 MAN: You have to go straight, this visit, are you, Elli?
NARRATOR: Part 2 then left, then right, and then left ELLI: I just think its going to be a
BOY 1: Hi, guys. Ive talked to the again bit sad.
people from Cacahuamilpa, and WOMAN: Excuse me. I dont think I OSCAR: Im sure its going to be
Ive checked out the website. follow what youre saying. Can you great. You need to remember that
GIRL 1: Great. speak a little slower, please? they probably feel lonely, and our
GIRL 2: What did you nd out? NARRATOR: Two visit is going to change that.
Tracks T119
7/29/11 5:13 PM BM
9/7/11 5:13 PM
Glossary
Brainstorming: generating ideas based around a Skimming: a way of reading quickly. Skimming is
topic. There is no editing or ordering of these ideas. reading through a text very quickly, for example, so
They may then be used as the basis for another that you know what each paragraph is about before
activity such as writing or discussion. It is often very you look at the comprehension questions or to check
productive as a whole-class activity. whether it really is something you want to read or
buy.
Conveying meaning: making sure that students
understand the signicance of the vocabulary
and structures they are learning. Meaning can be
conveyed through mime, examples or paraphrasing. Bibliography
Elicitation: having students provide information Richmond Pocket Dictionary, Spain, Richmond
(vocabulary) to the teacher rather than the teacher Publishing, 2009.
providing it to the students. Elicitation develops
a learner-centered dynamic, makes learning Callella, Trisha and Marilyn Marks, Integrating
memorable because students link new ideas with Science with Reading Instruction, United States,
information they already have, and helps to produce Creative Teaching Press, 2002.
an engaging environment.
Harmer, Jeremy, The Practice of English Language
Functional Language: language that is meant to Teaching. Third Edition, United States, Pearson
achieve a particular purpose, e.g. a request or a Education, 1997.
promise.
Jaggar, Angela and M. Trika Smith-Burke, Observing
Mind Map: a diagram (= simple plan) with lines and the Language Learner, United States,
circles for organizing information so that it is easier to International Reading Association / National
use or remember. Council of Teachers of English, 1985.
Monitoring: watching and listening without Olness, Rebecca, Using Literature to Enhance Content
interfering directly, while students are involved in Area Instruction, United States, International
an activity. Note that in monitoring, there are times Reading Association, 2007.
when a brief intervention is appropriate: to clarify
instructions, or to help students move forward by Pennington, Martha C., ed., New Ways in Teaching
prompting them with simple questions. Monitoring Grammar, United States, TESOL, 1995.
is an excellent way of nding out what problems
the students are having so as to be able to give them Ur, Penny, Grammar Practice Activities. A practical guide
feedback. for teachers, Great Britain, Cambridge
Handbooks for Language Teachers, 1994.
Portfolio: a method of testing where students are
given marks for a selection of work they have put
together rather than/ as well as for a nal test.
Scanning: a way of reading quickly. Scanning is

looking for specic information, and is only really
possible with things that really stand out such as
numbers, long words, and words starting with capital
letters.
Self-Evaluation: having students reect on and judge

their own progress. Self-evaluation allows students
to discover what they know, what they can do, what
they need, and what they would like to explore.
T120 Glossary
BM
9/7/11 4:52 PM Layout Answer Key N
Answer Key Fiction Reader
Bullied Plutos Cup
Answer the questions.

Think of three adjectives to describe each item from the
1. Yes. story.
2. Because he was afraid.
Possible answers:
3. Because he didnt want to go with them like a
Arinya funny / friendly / brown
crybaby.
Ixchel spotted / intelligent
4. Yes, he did.
Emily and Pablos world polluted / sad / hopeless
5. By encouraging him to talk about Marvins attitude.
The witch scary / evil / ugly
The potion green / magic / powerful
Find the antonyms in the text.
accidentally (p. 6) deliberately Now choose one of the items and write a full description
kind (p. 7) evil of it.
best (p. 7) worst
(Answers will vary.)
dry (p. 7) wet
clean (p.7) dirty
Write a definition of each term in your own words.
avoid (p.9) confront
great (p.9) terrible 1. mermaid: a mythical creature that is half woman
alone (p.10) together and half sh
2. nightmare: a bad dream
3. vanish: disappear
Hellick City 4. awake: in a state of consciousness
5. emerge: appear
Complete the sentences with your own words.
Possible answers:
Chocolate: Food of the Gods
1. The three superheroes communicate with birthmarks
of a comet on their hands which are radars that allow
Complete the table.
them to do so.
2. Their mission this time is to stop hunters who plan to Departure time: 7 a.m.
kill seals for their fur. Then they want to hunt bears and What to wear: comfortable clothes and shirts
tigers. What to take: Possible answers: lunch / snacks /
3. Moorlicks are ugly creatures that have warts on their notebook / pen
noses. Fee amount: $200 pesos
4. Sukie freezes this time to give Oscar time to use his Fee includes: entry to the museum / transportation /
skateboard to y towards the bullet. dinner and water
5. Answers will vary in sentence 5. Accept students ideas.
Write the numbers.
Find words for these definitions in the text. 1. 20 to 30 pods a year
1. useless 2. 5 to 6 days
2. birthmark 3. 500 grams
3. blood
4. bulletproof Find the words in the story.
5. still 1. cacao pods
2. cocoa powder
My Space 3. the Mayans
4. sugar and cinnamon
Choose one of the dates and write a summary or 5. Theobroma Cacao
definition. Use your own words.
(Answers will vary.)
Unscramble the words and match them to their meaning.

1. gravity (The force that pulls you down.)
2. amazing (Incredible.)
3. atmosphere (The air around our planet.)
4. disease (Illness.)
5. poverty (The lack of money.)
Answer Key T121
8/9/11 4:52 PM Layout

Yes weAnswer Key N3.indd
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book.indd 8/9/11 12:42
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Answer Key Nonction Reader
Hear Me Out Unexpected Situations
Mark (9) the correct option for each question. 1. a) Sara has a curfew, but her boyfriend has tickets
for a movie.
1. e-mail / phone / in person / letter
b) Billy is surprised by an unplanned meeting with his
2. Nursing home / Medicine / Dentist / Hospital
sisters boss.
3. Apologize / Be polite / Take notes / Listen
c) Diegos car has a at tire and he doesnt know how
4. Aromatherapy / Meditation / Acupuncture / Massage
to x it.
5. bad service / shortages / mistakes / negligence
2. She has a 9 p.m. curfew on school nights and isnt
allowed to go out to the movies without her parents
Match each definition with the appropriate word.
permission.
1. Abuse somebody or something mistreat 3. He is nervous and doesnt feel prepared to meet her.
2. Load or a weight that causes stress burden (Answer may vary.)
3. Make full again replenish 4. Diego doesnt know how to change a at and is
4. Immoral behavior misconduct afraid they will not get to the dance on time. (Answer
5. With the necessary tools to do the job equipped may vary.)
5. Breathe deeply / Keep calm / Accept what
happened / Keep positive / Dont think about the
Experiments
negative aspects. (Answers may vary.)
6. A rule requiring children to return home by a
1. It is important to have fun and learn at the same time.
specic time.
2. These two salts make a clear salt solution. Table
7. To be very angry. (Answers may vary.)
salt will be cloudy.
8. To be conned at home as punishment.
3. To discover iron in the water with the bill.
9. To have a look of depression. (Answers may vary.)
4. Number the steps for The Money Blending
10. To make others have a good opinion of you.
experiment: 3 1 5 2 4
5. Match the opposites: result cause / fail succeed /
raw cooked / sink oat / dangerous safe Global Warming: Man-made or Natural
Phenomenon?
If You Play, You Have Played But If You Read,
Read each statement and write T (true) or F (false).
Have You Read?
1. F
1. Strategies for learning the past and past participle 2. T
forms of verbs. (Answers may vary.) 3. T
2. Regular verbs end with -ed and irregular ones do 4. T
not. They must be memorized. 5. F
3. That you know what an irregular verb is. / That
you want to get better at using them while writing, Correct the following statements.
listening or speaking. 1. The atmosphere prevents the heat from going back
4. Rhymes help because they have rhythm and are into space.
catchy. 2. Scientists do not agree that men generated most of
5. In grammar books or on the Internet. the CO2 in the atmosphere.
6. The context in which they appear will help identify
which form is being used. Each word is a synonym of a new word from the text. Write
7. Make a list of ve regular and ve irregular verbs the appropriate words on the lines.
that you nd in the text.
1. verify 2. severe 3. tide 4. warm up 5. decrease
Possible answers:
Regular Irregular
stop write
play ride
move hide
happen drive
remember hit
T122 Answer Key
Layout
Yes weAnswer Key N3.indd
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book.indd 8/9/11 12:42
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Impreso en Mxico Printed in Mexico

INTRO YWC-Secondary TG3.indd ii 5/21/13 8:39 PM

Unit 2 a Experimenting with Science T24

Unit 3 a Playing with Language T44

Unit 4 a Sharing the Unexpected T64

Unit 5 a Preparing a Debate T84

9/12/11 4:17 PM INTRO

Their Lives How to Motivate them

8/9/11 8:58 AM INTRO

About the Program

7/29/11 5:03 PM INTRO

Time to Read! (Fiction and Nonction

INTRO YWC-Secondary TG3.indd ix 5/24/13 7:55 AM

7/29/11 5:04 PM INTRO

b Writing about History

7/29/11 5:04 PM INTRO

7/29/11 5:04 PM INTRO

Unit 1a 1a Making Complaints

Social Practice Interpret and convey instructions

Review complaints about a health service using

1 Identify the place in the picture and discuss

f Add two more complaints. Then discuss

1 Say whats happening in the pictures. Then

picture and have students discuss what is happening.

7/29/11 5:04 PM Unit1a_YWCabSec3.indd 5

Objectives Sarah wants some test results.

Recognize subject matter and purpose.

Recognize the attitudes of speakers.

Detect ways to adjust the actions of speaking and

Relationship between participants, attitude,

Tone Words To calm down.

1. Answers may vary.

2 Listen to a conversation between Sarah and 6 Unit 1a participants, attitude, etcetera.

a laboratory clerk. Say what Sarahs problem

Objectives Language Awareness

7/29/11 5:04 PM Unit1a_YWCabSec3.indd 7

1. Ken says the hospital food made him sick. T F

f Listen and complete the extract. 5

4 Listen to Ken and say who he is talking to.

 They connect ideas. They describe someone or something.

f Listen again and circle T (True) or F (False).

7/29/11 5:04 PM Unit1a_YWCabSec3.indd 9

Before the Book

Have students categorize the complaints according to

f Circle Yes or No and discuss the answers with

Before the Book Five-Minute Activity

8/9/11 11:56 AM Unit1a_YWCabSec3.indd 11

Compose an oral complaint about a health service.

I used the appropriate degree of formality.

The general purpose of my complaint is clear.

Before the Book I open and close my complaint clearly.

8 Write a draft of your complaint about the

7/29/11 5:05 PM Unit1a_YWCabSec3.indd 13

Unit 1b 1b Expressing Emotions

the best options to complete the sentences.

1. Was the writer of the narrative present? How do you know?

eye dogs? Ask if anyone is afraid of dogs, and if some

students to share personal anecdotes about dogs.

f Look at the extract again and answer the

They connect ideas. They describe someone or something.