Inglés 1º Medio-Teacher S Book Volumen 2

VO
LU
TEACHER’S BOOK
M
E
2
ENGLISH Gloria Caro Opazo
State Teacher of English,
Universidad de Chile. Department of
Philosophy and Education, Santiago, Chile
TEENS
IN MOTION 1 Primero
medio
INDEX VOLUME 2
Teacher´s Student´s
book book
Page Page
INDEX VOLUME 2 112
INTRODUCTION i
VOLUME 2
Didactic and methodological proposal i

Lesson structure iii
Bibliographical references that support the methodological proposal iii
COURSE DESCRIPTION iv
HOW TO CORRELATE THE COMPONENTS
v
Student´s book - Teacher´s book - Complementary digital resource
CLASSROOM LANGUAGE xi
GENERAL PEDAGOGICAL GUIDANCE xiii
Opening xiii
Development xiii
Closure xiv
SECOND TERM OVERVIEW xv
Unit 3 The arts xv
Unit 4 Respecting traditions xvi
UNIT 3 THE ARTS 116 90

Unit overview 116
Unit plan 116
OPENING
Cross-curricular values (OATs) and attitudes 119
GETTING READY 120 92
Setting objectives 120 92
Do you remember? 120 93
MODULE 1 122 94
Entry slip 122 94
How ready are you? 122 94
LESSON 1 Inspiring artists 123 95
Preparing to read 123 95
Focusing on reading 123 96
DEVELOPMENT
After reading 125 98

Speaking workshop: Asking and answering questions 125 99
Exit slip 126 99
LESSON 2 Culture in the media 127 100
Preparing to listen 127 100
Focusing on listening 127 101
After listening 128 102
Writing workshop: A review 129 102
Exit slip 129 103
112 INDEX VOLUME 2

book book
Page Page
LESSON 3 An artistic night out 130 104
Speaking workshop: Talking about a night out 131 106
VOLUME 2
Exit slip 132 107
SUBJECT CONNECTIONS: Drama 133 108
MODULE 2 134 110
Entry slip 134 110
LESSON 4 Fashion and design 135 111
Writing workshop: A museum website 137 115
Exit slip 138 116
LESSON 5 Mobile art 139 117
DEVELOPMENT
Speaking workshop: Talking about art preferences 141 119
Exit slip 142 120
LESSON 6 The sound of music 143 121
Writing workshop: An article for a music magazine 145 124
Exit slip 146 125
SUBJECT CONNECTIONS: Social Studies-Technology 147 126
CLOSURE
PROJECT: A performance 150 128

SYNTHESIS AND REFLECTION 151 130
COMPLEMENTARY DIGITAL RESOURCE 152
Methodological Guidance 152
TRANSCRIPTS 154
BACKGROUND INFORMATION 157
COMPLEMENTARY ACTIVITIES (photocopiable) 160
EXTRA TEST (photocopiable) 164
ANSWERS 167
Student´s book 167
Complementary activities 170
Extra Test 170
BIBLIOGRAPHY 171
INDEX VOLUME 2 113

book book
Page Page
UNIT 4 RESPECTING TRADITIONS 172 132
Unit overview 172
Unit plan 172
OPENING
Cross-curricular values (OATs) and attitudes 176
GETTING READY 177 134
VOLUME 2
Setting objectives 177 134

Do you remember? 178 135
MODULE 1 179 136
Entry slip 179 136
LESSON 1 The power of the Sun 180 137
Speaking workshop: Narrating a story 183 140
Exit slip 183 141
LESSON 2 Pround to be… 184 142
DEVELOPMENT
Writing workshop: Comparing cultures 186 144
Exit slip 187 145
LESSON 3 Traditions in a cookbook 188 146
Speaking workshop: Presenting a recipe 191 151
Exit slip 191 151
SUBJECT CONNECTIONS: Language and Literature 192 152
114 INDEX VOLUME 2

book book
Page Page
MODULE 2 193 154
Entry slip 193 154
LESSON 4 Reviving traditional games 194 155
VOLUME 2
Speaking workshop: Describing a traditional game 196 157
Exit slip 196 158
LESSON 5 Let´s celebrate 197 159
DEVELOPMENT
Writing workshop: A web-magazine article 199 162
Exit slip 200 163
LESSON 6 Time-honored sports 201 164
Speaking workshop: Taking part in a sport debate 204 166
Exit slip 205 167
SUBJECT CONNECTIONS: Social studies 206 168
CLOSURE
PROJECT: A TV Program 208 170
SYNTHESIS AND REFLECTION 209 172
GLOSSARY 174
BIBLIOGRAPHY 176
Methodological Guidance 210
TRANSCRIPTS 212
BACKGROUND INFORMATION 215
COMPLEMENTARY ACTIVITIES (photocopiable) 218
EXTRA TEST (photocopiable) 223
ANSWERS 226
Student´s book 226
Complementary activities 228
Extra Test 229
BIBLIOGRAPHY 230
RUBRICS APPENDIX xvii

GENERAL BIBLIOGRAPHY xxvii
INDEX VOLUME 2 115

INTRODUCTION
Teens in Motion has been specially written to meet the requirements of the new
Curriculum for the 1st Year of Secondary Education and with the objective of
providing students with a textbook that will keep them motivated and engaged
when using it.
VOLUME 2
The contents in Teens in Motion have been organized in four units which have
been developed around key topics that have proved to be interesting for our
students and that were suggested by the Chilean Ministry of Education. They
range from serious subjects such as choosing a profession or learning about the
advantages of education and lifelong learning to more general topics such as
arts or traditions and celebrations around the world.
The contents in each unit have been organized according to the functions the
learners should be able to carry out in English and considering the development
of the four skills (which have been grouped in three main areas: Oral
Communication, Reading Comprehension and Written Expression. The students’
communicative competence is considered as the mastery of functions they need
to communicate across a range of situations.
This approach allows students to see language as a necessary tool, and
gives the grammatical and lexical content a clear purpose, so that “language
learning can result from creating the right kinds of interactional processes in the
classroom” (Richards, 2006).
Special emphasis has been placed on cross-curricular values (Objetivos
Fundamentales Transversales) and attitudes students should pay attention to
and develop as part of their everyday life.
Didactic and methodological proposal

Teens in Motion adopts the orientations of the an enhancement of the learner’s own personal
Communicative Language Teaching approach, which experiences as important contributing elements to
focuses on developing students’ communicative classroom learning
competence through the use of pair and group work an attempt to link classroom language learning with
activities, role-plays, and project work. It also includes language activation outside the classroom
contributions of other approaches, especially the
Task Based Learning and the Cooperative Language Task-based learning is also linked to classroom
Learning. Quoting Richards, “students are asked to experiential learning. In experiential learning, immediate
participate in classroom activities that are based on personal experience is seen as the focal point for
a cooperative rather than individualistic approach to learning, giving “life, texture, and subjective personal
learning. They are expected to become comfortable with meaning to abstract concepts and at the same time
listening to their peers rather than relying on the teacher providing a concrete, publicly shared reference point
for testing the implications and validity of ideas created
for a model” (Richards, 2006).
during the learning process,” (KoIb, 1984: 21).
This approach to language teaching is characterized by
Regarding the definition and nature of tasks, they have
the following features:
a pedagogically-oriented characterization. In Teens in
an emphasis on learning to communicate through Motion, a task is any classroom activity or action such
interaction in the target language as: drawing a map while listening to a recording or
the introduction of authentic texts into the learning listening to an instruction and performing a command,
situation which is carried out as the result of processing or
understanding language and that “provides a purpose
the provision of opportunities for learners to focus,
for the activity which goes beyond the practice of
not only on language, but also on the learning
language for its own sake” (Richards, Platt, & Weber,
process itself
1985, p. 289).
i INTRODUCTION
At the same time, Teens in Motion has also focused on
developing the following aspects that are regarded as Use of information technology and
the main strands of the Chilean Curriculum: multimodal texts
Technology and multimodal communication are
Critical and creative thinking great tools that can really enhance the experience of
It is essential that students develop critical thinking learning a foreign language. Students who are used
abilities that will enable them to face 21st century to them and know them well are less dependent
demands. These require learners capable of on the teacher when searching for information or
analyzing, synthetizing and interpreting information, completing a task and become more autonomous
solving problems and also reflecting about their own learners. Technology also helps students cope with
VOLUME 2
learning process. different learning styles and use time efficiently.
Explicit teaching of learning strategies Assessment for learning

Students should be taught strategies that enable A strong body of evidence has demonstrated that
them to learn language on their own without their improving formative assessment raises student
teacher’s help. Knowing which strategies are the achievement. Assessment for Learning is also known
ones that best work for them saves time, gives as formative assessment and has been defined as
confidence and motivates learners to go further. “the process of seeking and interpreting evidence for
use by learners and their teachers to decide where
the learners are in their learning, where they need to
Connections go and how best to get there” (Assessment Reform
Connecting school subjects promotes holistic Group, 2002).
learning and motivates students to look for
Assessment for learning is any assessment for which
information in areas that really interest them. When
the first priority in its design and practice is to serve
students make connections with other school
the purpose of promoting students’ learning.
subjects, not only do they use authentic material that
they can recognize from other classes, but also they An assessment activity can help learning if it provides
strengthen and expand their comprehension in information that teachers and their students can
those areas. use as feedback in assessing themselves and one
another, and in modifying the teaching and learning
activities in which they are engaged.
Culture and intercultural competence
Assessment that fosters understanding (rather
Learning a foreign language does not only mean than simply assessment it) has to be more than an
learning about that language’s form, but also about end-of-the-unit test. It needs to inform students
the culture behind it. They learn to value diversity. and teachers about both what students currently
Students realize there is not one way of life, but understand and how to proceed with subsequent
many and therefore become more open-minded and teaching and learning.
respectful of other people. In Teens in Motion, the assessment activities are not
different from the rest of the tasks that are proposed,
The writing process but they include assessment instruments that
provide opportunities for a variety of perspectives on
Teaching students to follow the steps of the writing
assessment over each unit: self-assessment, peer
process allows them to analyze and reflect on the
assessment, and teacher’s assessment.
process of writing and not only the product itself.
Focusing on the different strategies and steps This aims to help students develop the skills they will
(pre-writing, drafting, revising, editing, publishing) need to provide one another and themselves with
helps students gradually develop the ability to write useful feedback. Self-reflection and peer-assessment
organized, coherent and well-thought-out texts in does not come easily to most students, but both can
an easier and faster way. In this process, students be learned from practice.
notice and check their mistakes and errors, and
discover and develop strategies to improve the
final product.
INTRODUCTION ii
Lesson structure Written Production: This skill is developed in the
section called Writing Workshop in which tasks are
Each lesson has a lead-in section that introduces the approached considering the different steps of the
learning objectives and their purpose, and presents an writing process: pre-writing, drafting, revising, editing
engaging task to activate students’ previous knowledge and publishing. In this section, students go through
and trigger their curiosity, interest and motivation. an initial instance of guided practice in which they
analyze a model and see how the the writing process is
The lessons have special sections to practice and
developed. It prepares them to work independently and
integrate reading, oral communication and writing skills.
produce their own pieces of writing.
In the section called Subject Connections, students are
• Assessment for learning
VOLUME 2
asked to connect and apply what they have learned with

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

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

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

“It is not the stron who he is, where
gest of the species what he must do. he belongs,
survives, nor the that Better illogical custo
love and you will most intelligent. can we emerge from sees”. none; men cannot ms than
“Choose a job you life.” one that is the most It is the “Only through art live together with
a day in your Confuciu on
what another pers Marcel Proust out them.”
never have to work s adaptable to chan
ge.” ourselves and know
Robert A. Heinlein
, Citizen of the Galaxy
48 UNIT 2 Charles Darwin 132 UNIT 4
NT CLOSURE NT CLOSURE
DEVELOPME DEVELOPME
OPENING OPENING
OPENING OPENING
DEVELOPME DEVELOPME
6 UNIT 1 NT CLOSURE 90 UNIT 3 NT CLOSURE
UNIT 1 UNIT 3
Joy from work The arts
UNIT 2 Keep on learning UNIT 4 Respec ting traditions
Unit overview Unit overview
The main language aim The main language
learning goals meant to and learning goals meant to develop
been integrated tasks, these are been integrated tasks, these are
1
and objectives and objectives

within the topic have
Unit overview Concerning the e and within the topic have Unit overview Concerning the that they
VOLUME 1 UNIT
VOLUME 2 UNIT
interview, introducin to apply the knowledg topic has been the same time
Throughout the of jobs and work es expressions and of art,
outstanding people different art linked have awareness at and
variety of written
unit, students
will be exposed life. for a job, providing g oneself at a job interview, goals and objectives at guiding students in their own school experienc important contributi controversial artists, to other significant themes: learning goals
and objectives students’ social manifestations
to a applying In this unit, the
main learning education and learn that have made
of traditions, myths
and richness of cultural
and oral texts, jobs, descriptio tips for different
in the topic of information they ons in this area. genres, the role culture in the The main language appreciate the
explore different which will invite
ns of situations, unusual life. unit, students Throughout the media, drama, within the topic will be exposed
theme is presented
perspectives and them
situations where to meaningful topics jobs, and voluntary work, have been integrated and everyday for on- and oral texts,
will be exposed
to a variety of applied in this
of fashion, and
digital technolog
music been integrated ut the unit, students expressions.
to show interest invite been especially
2
all of them written field.

4
which will invite ies festivities. Througho and oral texts, which will
. The connectin the in students’ lives. lifelong learning. ed by also expected the unit plan has assessment
VOLUME 1 UNIT
VOLUME 2 UNIT
represented by g thread of the Concerning the unit is represent Students are ent learning as
a way to contribute perspectives and them
situations where to explore different Concerning the written Each activity in
the main topic
and by the types unit is tasks, g thread of the are ies tasks, these are to a variety of ves and situations the curricular
students are expected
facilitating students’ these are meant and aim The connectin of tasks students going and independ to use communication technolog presented. the theme is at developing meant to and different perspecti topic of designed to address that follows.
to accomplish. of tasks and by the types them to explore In this unit, the table
work, the main In Unit 1, Joy transferal of knowledg at the main topic sh. In Unit 2, Keep
on learning, to society, and
also students’ creative aim is presented. indicators in the
topic of jobs and from information to
their own life. e and other The connectin towards different and
artistic perspecti critical thinking where the theme linked to other significant themes:
linked to other working life has expected to accompli been linked to with responsib ility. g thread of the been traditions among
choosing a job,
significant themes: been Each activity in of education has ent, technolog
ical been designed
to the main topic unit
and by the types is represented by Each activity in
ves. traditions has customs and
job advertisem the main topic in the unit have in the table
preparing and
carrying out a
ents, the
designed to addressunit plan has been especially learning improvem , The activities assessment indicators
expected to accompli of tasks
sh. In Unit 3, The students are
the
designed to addressunit plan has been especially an American legend, l games,
l dishes, traditiona sports, all of
job significant themes: gender equality in education , traditiona
indicators in the the curricular
assessment ,
, school problems address the curricular arts, the main indicators in the the curricular ethnic groups, festivities and
traditiona l
table that follows. learning resources table that follows.
assessment
Unit plan physical education of them meaningful that follows. popular worldwide lives.
importance of English, all Unit plan ul topics in students’
studying them meaningf
advantages of lives.
topics in students’
Section / Lesson Section / Lesson nt Indicators
Time Learning outcomes Time Learning
outcomes
Unit plan Suggested Assessme
Introduction /Main tasks nt Indicators Introduction /Main tasks
outcomes/Main
tasks
In this unit you 45’ A To examine the Suggested Assessme Unit plan Suggested Assessme In this unit you
45’ BTo examine the Suggested Assessme Time Learning Participate actively
in class.
of other
will... learning nt Indicators /Main tasks learning nt Indicators Section / Lesson learning diversity and richness
Over to you D outcomes for the
unit.
Participate actively
Time Learning outcomes Participate actively
in class. will... Coutcomes for the Participate actively A To examine the unit. Show interest in
in class. language unit. in class. 45’
Picturing the unit To evaluate the Section / Lesson content and attitude towards Over to you To evaluate the Show a positive Introduction outcomes for the
importance A To analyze the of the unit. Show a positive attitude B cultures.
of one´s own culture.
of the learning 45’
learning outcomes Picturing the importance of Share new informatio towards learning. In this unit you To evaluate the learning Identify the value one´s own culture.
objectives Introduction importance of
learning. the
objectives for one´s learning n about a familiar the learning about
for one´s own D unit will... importance of Show interest in
life. In this unit you
will... To evaluate the own life. topic. life.
objectives for own
OPENING
To get involved for one´s To get involved Over to you

in the topic Over to you learning objectives in in the
Getting ready of the unit. actions in order
to achieve topic of the unit. the Picturing the To get involved
Getting ready to achieve goals.
OPENING
Picturing the unit own life. Set and do specific

Setting Objectives 90’ A To set personal g and relevant
90’ B topic of the unit. actions in order
learning To set challengin goals. Setting To set personal
learning
unit Set and do specific e about other
cultures.
D goals related to Set and do specific A according to help. goals related to Set and do specific learning
Do you remembe
r? one´s own actions in order Getting ready
90’
learning goals, Ask for the teacher’s
Objectives C one´s own actions in order 90’ A To set personal
one´s own Demonstrate knowledg worldwide celebratio
ns.
reality. goals related to
OPENING
Ask for the teacher’s to achieve goals. . reality. Ask for the teacher’s to achieve goals. Getting ready
personal objectives Set common goals.
Do you Identify and describe
OPENING
help. Setting Objectives help. B

To activate prior Set common goals. knowledge. e to explain and
support remember? To activate prior Set common goals. reality.
Do you remembe
r? To activate prior Setting
Complementary knowledge. Participate actively Use prior knowledgthe information in the text. Complementary knowledge. Describe objects Objectives To activate prior
in order to accomplis strategies to predictions about and artworks. texts about
digital resource 45’ 1 To listen and demonstr h tasks. 45’ 4 To select and use nsion of a digital resource 45’ To respond to Do you knowledge. ideas in digital
1 support comprehe
for watching. the text Identify relevant
(CDR) comprehension ate Identify specific Complementary 4 Set a purpose s according to 7 (CDR) through short To express feelings, remember? relevant ideas, ns.
of information about multimodal text:
prediction
Revise and validatethe text.
discussions. interpretations 2 To identify celebratio audiovisual text.
ideas and explicit general characteristics names and digital resource the content of and opinions about
Complementary
45’ n and
specific informatio al texts elements in the
of jobs.
(CDR) - watch with a
purpose
the information
in the text.
3 Identify cultural vocabulary.
information of
an audio- Identify descriptio
ns prior knowledg e 1. Inspiring
To make connectio
ns with other subjects. digital resource details in audio-visuaround Identify key words and thematic
visual text about of jobs. - use Module 1 ns
Exchange opinions 180’ 8 about celebratio
jobs.
dream about the content - use visual clues artists To read and analyze 10 (CDR)
Relate the informatio of the text. Module 1 9 information in Participate in short the world.
one´s own reality. n of the audio-visual text n. an Module 1 l clues or visuals.
to Summarize informatio and characteristics of 7 about some artisticarticle actively. discussions and
conversations n from contextua n
1. Finding the Module 1 Infer informatio
right 180’ To read a webpage. Identify type, purpose expressions. Make prediction and specific informatio
job 9 To read and analyze 180’ 3 s using previous read and use different Identify main characters
DEVELOPMENT
1. Improve your To write a summary. a text. of To infer informatio Revise and validate knowledge. 180’ 11 To d
10 information in job Identify descriptio 4 ir- to form ir- to form antonyms n from predictions. 1. The power
of strategies to understan related to them. /short story.
the text. ns of jobs and learning To study prefix Recognize prefix pictures. Identify general the sun
12
an American Indian of a literary excerpt
12 advertisements. occupations in and Identify setting in the text.
DEVELOPMENT
10 art, using skimming specific information about

antonyms of words. knowledge.
DEVELOPMENT
Contribute to class words. To ask and answer 13 legend. and the solution
14
To use strategies
to discussion by asking 12 s using previous questions. and scanning. types of of Identify a problem or questions.
specific informatio identify answering questions Make prediction edit a text. Infer informatio 15 To identify the sequencea n using diagrams
n in or draft, revise and n from contextua Summarize informatio comparisons between the
15 texts. Recognize suffixes: about the texts. 14 Organize ideas, To study the Present Identify descriptio l clues and complete
in the learning ns of art expression or visuals. A the story ns and
DEVELOPMENT
A To write a job professions and –er / -ist / -ess

to name 15 Demonstrate autonomy Perfect (unfinishe Identify specific s in the text. story map. Make connectio text and their own reality.
d the
occupations. . actions). information that B pictures. information in
D advertisement. Identify general
and specific informatio C process.
technologies effectively
idea, by answering
questions.
supports the general To relate text to -ful in words.
Use communication s of Use suffix using
skimming and
scanning. n using E Make connectio
ns with one´s own To study expression n ip between ideas,
Write a draft with Identify references reality. contrast and concessio Recognize relationsh
the help of to events that
and the suffix -ful. (although).
or a classmate. a model, the teacher continue in the
present. (Present began in the past and oral presentations.
Revise, correct Identify and describe Perfect) Practice and revise
and edit drafts
Make connectio using a rubric. Identify and accept objects and artworks in detail. Write fiction texts.
ns and compariso others’ advice.
information in
the text and their ns between the expressions. different points
of view and artistic Ask for and accept
values.
Discuss group
problems with
own reality. Identify universal
6 Show respect for respect. 116
UNIT 1 INTRODUCTION others’ opinions. UNIT 3 INTRODUCTION
UNIT 2 INTRODUCTION UNIT 4 INTRODUCTION

58 172
COURSE DESCRIPTION iv
HOW TO CORRELATE THE COMPONENTS:
STUDENT’S BOOK
Unit introduction
VOLUME 2
UNIT 3
The arts The topic of the unit is introduced with an engaging quote
In this unit you will...
read and listen to texts about different
forms of artistic expression and
people who have made important
contributions in this area.
convey ideas and opinions using words
You will also...
develop cultural awareness
and comprehension,
showing interest, respect and
tolerance for your and
What for?
To understand main ideas and
specific information in oral
and written texts about art,
different art expressions and
which is intended to activate student’s curiosity and interest.
other cultures.
and expressions related to painting, contributions of outstanding
music, literature and other disciplines. show interest in on-going people in this area.
and independent learning
practice the pronunciation of vowel To develop communicative
as a way to make a valuable
skills to express ideas about art
Over to you
sounds, link ideas coherently and contribution to society.
make and the disciplines related to
connections with other subjects.
this topic.
To connect the topic and
content of the unit with other
subjects of the curriculum.
Over to you
Read the list of objectives for this
How important are the objectives
Do you think we should value art as

unit. Then tick (✔) and answer briel
to your own life?
How important is art in its different
forms (music, literature, fashion, etc)
y using the questions as a guide.
to you?
Students start the unit learning what is expected from them
much as we value other things that
and reflecting on the importance of learning objectives to

What connection can you make with give us pleasure? Yes/No. Why?
the topics of Units 1 and 2? How
the working life? are the arts linked to learning and
Very important Important Not so important Not important at all
their own lives.

Why?
Picturing the unit

“Only through art can we emerge from
ourselves and know what another person
sees”.
Marcel Proust
1. P Look at the pictures on page 90 and discuss
other classmates.
a. Why do you think it was placed
b. What is the first thing you think
c. What do you think the quotation
these questions. Then, exchange
at the beginning of this unit?

of when you look at it? Why?
opinions with
Picturing the Unit
90 means? How can we discover ourselves
The purpose of this activity is to engage them in the unit

UNIT 3 through art?
OPENING DEVELOPMENT CLOSURE
UNIT 3 91
in such a way as to ensure that their situational interest

is activated.
OPENING
Getting ready
GETTING READY
Setting objectiv
es
Do you remember?
1. P Identify and write the
name of the art forms
in the pictures (1 - 8).
Setting objectives
a – c individually.
In this section, students are given different models of

and answer questions 4
goals for this unit again 3
1. Read the list of learning 2
achieve? Why? 1
think are the easiest to
a. Which ones do you to accomplish? Why?
think are the most difficult to achieve them?
b. Which ones do you do you think you need
(content, vocabulary, attitudes)
c. What specific knowledge
2. G Discuss and compare
3. According to your
your answers in exercise
own interests and reality,

at the example below
1 among your grop.
identify and list some

speciic goals for you
and complete the diagram
to
adding two personal goals. a.
b.
6
c.
7
d.
8
personalized goal setting practices. Different models are
accomplish. Then, look 5
provided to help students identify the personal goals they

My goal is to:
My goal is to...
My goal is to...
describe an artwork
set for the unit and write a learning plan.

h.
g.
f.
e.
because…
because… with
because… area in exercise 1. Compare
person related to each
2. P Write the name of a famous
other pairs.
an art e.
I would like to become
critic. a.
f.
b.
Do you remember?
g.
I can achieve it… c.
I can achieve it… h.
I can achieve it… d.
them to
use to describe a painting. Then, use
expressions you could
by reading models of articles 3. P Circle all the words and 8 to your partner.
and other examples. describe picture 2 or picture
The main dificulty I can

anticipate is…
anticipate is…
anticipate is…
at the bottom
on the right
the style
on the left
in the middle
bookcase
vivid
piano
it shows
it symbolises
it was painted
car
in the background
the colors are
museum
inluence
colorful
watercolor
orchestra
interesting
technique
Students recall and check the previous knowledge
I might not have enough
vocabulary related to the
topic.

UNIT 3 93
necessary to meet the learning objectives for the unit.
92 UNIT 3
In this section, they take notes and record their findings in

diagrams or visual organizers.
Complementary Digital Resource

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

Student’s book - Teacher’s book - Complementary digital resource
TEACHER’S BOOK
Unit introduction
VOLUME 2
Over to you
An introduction with a scope and sequence plan, with the unit objectives,
assessment indicators (which states what is expected from students,
and what they are able to do), and the assessment instruments or rubrics OPENING
Page 91
Pages 91 - 93
180 min.
In this unit you
available (to help teachers gather information about students’ learning).

will…
Read the unit
3
objectives aloud BACKGROUND
VOLUME 2 UNIT
question What with the class. INFORMATION
for? refers to Remind them
each objective. what they will that the Marcel Proust,
be able to do
once they reach (born July 10,
1871, in Auteuil,
Over to you near Paris,
France; died November
Paris). French 18, 1922,
Draw students’ novelist, author
attention to the of À la recherche
objectives to your question How du
own life? and important are
to the categories these perdu - In Search temps
Tell them that in the table. of Lost Time,
this table is the a seven-volume
to value the lesson space where novel based on
they will have Proust’s life told
they are to them. objectives at a personal level
The unit overview includes a short description of each unit and its
the opportunit psychologically
and say how y and allegorical
important ly.
Picturing the unit
P Invite students
at the bottom to look at the
picture on page TEACHING WINDOW
of the page, and 90, read the quotation
then with other discuss the questions, Increasing students’
classmates. Accept first in pairs and
purpose of this
section is mainly the occasiona
l use of Spanish, motivating capacity self-
lessons. It justifies the choice and sequence of the tasks presented in the
and interest. to foster students’ as the
motivation Raise students’
awareness of the
importance of
Page 92 self-motivation.
Encourage students
GETTING READY develop and apply to adopt,
self-
motivating strategies.
Setting objecti Adapted from: Marzano,
ves R., Pickering, D.,
lessons in order to accomplish the learning objectives of each unit.

T., (2011). The Highly Hel
1. Tell students Engaged Classroom: ebower,
Classroom Strategies The
that they have Series. Bloomington,
analyzing their to answer the Research Laboratory IN: Marzano
personal points questions individually
of view. ,
2. G Students
share and compare
the first activity. what they concluded LANGUAGE LEARNING
when doing WINDOW
3. Have some Integrating language
students
them time to completecopy the examples on the content and
the diagram with board and then
the unit. their own objectives give The integration
for of
content can serve language and
Page 93 framework which as a pedagogic
Picturing the unit

can benefit
Do you remembe both students
and
r? various ways. From teachers in
1. P point of view, a motivation
Tell pairs to try content can
if they do not and identify the
know the word art forms illustrated contribute to the
How do you say in English, encourage in the pictures; positive classroomcreation of a
them to ask:
in English? and climate that environment
Answer facilitate
students’ search
Methodological suggestions to help students tackle a different

a. Sculpture. b. for meaning.
Painting. c. Theater. Language and
h. Graffiti. d. Literature. e. content
Dance. f. Film. integration can
g. Cartoon.
result in a
refreshing and
liberating
classroom experience
if you adapt content , especially
needs and interests. to students´
communicative task at the begining of each unit, based on the strategies

Adapted from: Coyle,
D.,
Content and Language Hood, P., & Marsh, D. (2010).
Ernst Klett Sprachen Integrated Learning.
120 UNIT 3
OPENING
suggested by Marzano (2011):

DEVELOPMEN
T CLOSURE
Unit 1: classroom games

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

Pages 132 - 135
180 min.
Page 133
In this unit you
will…
Read the unit BACKGROUND
objectives aloud
Setting objectives
question What with the class. INFORMATION
for? refers to Remind them
each objective. what they will that the Robert A. Heinlein
be able to do
once they reach Robert Anson Heinlein
Over to you 1988) was an American (1907 –
4
novelist
VOLUME 2 UNIT
Draw students’ and science fiction
attention to the
table. Tell them
that this table
questions and
to was often called writer. He
opportunity to is the space where the categories in the science fiction
“the dean of
value the lesson they will have writers”, and
Different models and extension activities are proposed to help students

important they objectives at a the he is one of the
are to them. Invite personal level most popular,
with a few classmate them to share and say how influential, and
s. and compare controversial
answers authors of “hard
Picturing the unit science
fiction”. He set
P Invite students a high standard
to look at the for science and
at the bottom picture on page engineering
of the page, and 132, read the plausibility and
then with other discuss the questions, helped
classmates. Accept
quotation
first in pairs and the genre’s standards to raise
the purpose of of literary
set personal objectives and design an appropriate learning plan

this section is the occasiona quality. He was
mainly to foster l use of Spanish, the first science-
interest.
students’ motivation as fiction writer to
break
and mainstream, general into
Page 134 such as The Saturday magazines
Post, in the late Evening
GETTING READY also among the
1940s. He was
first authors of
Setting objecti bestselling, novel-leng
according to their strengths and weaknesses.

ves fiction in the modern, th science
1. Tell students market era. mass-
that they have
analyzing their to answer the
personal points questions individually
of view. ,
2. G Students share
the first activity. and compare
They can do this what they concluded when
some volunteers in groups, first, doing
to share ideas and then, you
with the class. can ask
3. 39 You can
draw
pause after each this table on the board, play
speaker for students the recording
depending on to make notes with a
their
table on the board. level), and invite different students (once or twice,
Do you remember? Answer
Student 1
Student 2
Objective
to complete the
Reason
39 See transcript on
TEACHING WINDOW
Promoting OATs:
and civic responsib
page
socio-cultural
212.
4. Give students
The activities proposed will help students activate and record their
plenty of time dimension ility
choose those to review the
closest to their goals for each
they will be ready own interest and lesson and This could be a
to complete the reality. By doing great opportuni
diagram with this, for students to ty
their personal demonstrate
goals. knowledge of cultural
and show interest behaviors
about diverse in learning
cultural
manifestations
previous knowledge.
throughout
the country.
OPENING
DEVELOPMEN
T CLOSURE
UNIT 4 177
In each unit, these activities are different and based on examples

provided by literature and research, such as: Carousel Brainstorming,
Two Minute Talks, Think-Pair-Share, Talking Drawings, The First Word
Walk Around Survey, Find someone who, etc.
AL RESO URCE
NTARY DIGIT
COmPLEmE
cal Guidance
Methodologi DIGITAL RESOURC
E7
COMPLEMENTARY nt Indicators

Suggested Assessme the content of
/ Main tasks and opinions about
Learning outcomes interpretations
Stage Time Express feelings,
relevant ideas
3
45’ 3 To identify the text.

ns with other subjects. texts.
VOLUME 2 UNIT
unknown topics. Make connectio

7 about the text ideas in digital
or on-line
To respond to Identify relevant text.
discussions. elements in the
through short Identify cultural
Then,
Screen: 1 of art in the pictures.
the famous pieces
Stage: Opening knowledge about they think they are ranked.
students’ prior e groups about
the activity, elicit order of importanc them to discuss in pairs or small pieces of art
1. Before starting to rank these pieces in the
encourage them ideas. Then, invite to rank the missing
and check their in the list. Encourage students
watch the video are missing
2. Have students of art they think
other famous pieces own opinions.
according to their 3 the specific informatio
n required.
Screen: 2 and
The tasks proposed aim at triggering students’ intellectual and affective

n in
OPENING
ent in order to identify according to the informatio

Stage: Developm to watch the video again on the map,
that they have the correct location
3. Explain to students piece of art to area. Before
the picture of the related to this
They must drag music and an artist watch the video and
this time about students
the video. another short video, life. Then, have
students to watchand prior knowledge on Mozart’s
4. Now, invite ideas
starting, elicit students’ .
commitment in their learning process. complete the sentences in small

Screen: 3 ask them to work
again, if necessary. Then, is a good opportuni ty to
Stage: Closure video
to watch the second . This last activity the diversity of
invite students outstanding musicians human being and the
5. As a round-off, to write a list of other famous appreciate the value of each with and promoting
groups in order and eventually you will be dealing
reflect on, discuss and manifestations. In this way,
make students expressions
all social and cultural dimension.
students´ moral
OAT related to
E8
DIGITAL RESOURC nt Indicators
COMPLEMENTARY Suggested Assessme art in
omes / Main tasks information about
e and contrast
HOW TO CORRELATE THE COMPONENTS vi

STUDENT’S BOOK
MODULE 1
MODULE 2
you start.
in the slip before
Entry slip the questions
- 109) and anwer
lesson (p. 95
will do in each Entry slip
Read what you
Answers
Questions Read what you
will do in each
you?
lesson (p. 111
Modules 1 and 2
What is new to - 127) and anwer
Questions the questions
in the slip before
to you? Why? you start.
What is useful Answers
What is new to
you most? Why? you?
What interests
What is useful
to you? Why?
What interests
you most? Why?
are you? ons in

How ready of artistic professio
ns or occupati
the name
complete the web with
P With your partner, How ready
1.
Music
are you?
each area.
1. Look at the
Literature pictures (1 - 4).
Before you start

encyclopedia. Then, look up
the deinition
of contemporary
art in a dictionar
y or
ns 1
Artistic occupatio 2
Art 3
4
VOLUME 2
Multi-media
your webs. Add

your classmat
es’ examples
to
2. P Use the informati
This is the opening section of each module, which includes
pairs and compare on you collected
G Join two other check with another
engaging and motivating activities to generate students’

2. and your own
pair. ideas to complete
your diagram. area. Write a. Contemporary these sentence
ing artist in each Art can be defi s. Then
about one outstand ned as
for information b. Artists express
know or look their
3. G Use what you with your classmates. c. The main point .
names
and share their module. Tick
(✔) the is
.
this
you are to start
initial motivation and engagement.

ready you think
to evaluate how 3. Now, use .
the rubric below t with your partner.
the rubric below
4. Now, use ready to start. best alternativ to evaluate how
e and then commen barely ready to
start. I am not e and then commen ready you think
best alternativ start. I I am I will definitely
need
t with your partner. you are to start
to coaching. this module.
ready to I am quite ready I will need some coaching. I am completely ready Tick (✔) the
I am completely make a few mistakes. to I am quite ready
help my may start. I could even
to start. I I am
start. I could even classmates.
help my may
make a few mistakes. barely ready to
start. I am not
classmates. CLOSURE
I will need some
coaching. I will ready to start.
NT
OPENiNg DEVELOPME definitely need
coaching.
UNIT 3 MODULE 1
94
110 UNIT 3 MODULE 2
OPENiNg DEVELOPME
NT CLOSURE
Lessons 1 - 6
The Lessons 1 - 3 and 3 - 4 belong to the Development
Inspiring artists
section of each module.
LESSON 1
What for?
All units have six lessons that approach the unit topic from a
of general ideas
te comprehension
To demonstra n in a text.
materials.
You will... work with unusual and explicit informatio
DEVELOPmENT
properly.
about artists that To use language
in oral exchanges
a topic related
read an article
stics of objects. artist and his / her work. information about
identify characteri an To exchange
questions about
ask and answer to art.
Preparing
to read
have ever seen
or heard about.
Look at
different perspective.
piece of art you
most unusual
talk about the s.
1. P In pairs, these question
- 4) and answer
The lessons have a lead-in section that introduces the main

the photos (1 box.
photos show? the words in the
a. What do the Choose from
create these works?
were used to ice
b. What materials gold cardboard
dung wood stone
bronze concrete snow
sand plaster
plastic rubber
c. Do you think
they represent traditiona
l art forms?
1
2
objectives and their purpose.

3
4 It includes a communicative task to activate students’
motivation and relate the topic with their previous knowledge.
Each lesson includes special sections with simple and varied
correct.
e you think is
the alternativ
and 97. Circle
on pages 96
text and the pictures
2. Look at the
l art forms.
The text is about… c. four traditiona in art.
sial modern artists. materials used
a. four controver d. four unusual
art.
communicative activities that focus on developing students’

works of modern 95
b. four famous LESSON 1
UNIT 3 MODULE 1
NT CLOSURE
OPENiNg DEVELOPME
communicative competence through pair and group work

activities, role-plays, and project work.
They also include an exit-slip to make students reflect on
different aspects of each lesson.
Scene 1:
Drama
SUBJECT CONNECTIONS Down the
What for?
rabbit hole to
a script.
specific information in
You will... To identify general and
based on a children’s story. To complete a scene map.
read a scene from a play and topic with other subjects
of the text. To connect the content
identify structure and features complete a scene map.
identify specific information
perform a short scene
and
of a play.
of the curriculum. Wonderland
1. P Read the text on page
Name
109 and complete this
scene map.
Setting
The story is just as you
Rabbit: Who are you?
Alice: That’s not a very polite
remember it. Here is
way of introducing yourself.

hole? I suppose you’re
Alice meeting the White
going to say you fell from

Rabbit.
Subject Connection
you doing in my rabbit
Rabbit: Whatever are
the sky. very fast
a rabbit; he was running
fact I remember chasing
Alice: Well no, as a matter of
and saying...
Scene 1
Secondary characters and whiskers!
Rabbit: Oh, my ears (Rabbit takes out his watch.)
A section that includes special and challenging tasks to put

Protagonists and he had a pocket watch...
Alice: Yes, exactly like that...
Rabbit: Like this one?
Alice: Yes. And he kept saying...
late! Well, good-bye.
dear, I shall be too, too
Rabbit: Oh dear, oh
I only just got here.
I’m sure you mean hello.
the concepts into practice and connect them with other

Alice:
good-bye, hello...
Rabbit: Good-bye, hello,
your mind.
the questions about the
presentation Alice: I wish you’d make up
Analyze the text and answer time for that. I’m going
to be late!
2. GWork in groups of three. Rabbit: No time. No
and organization of information. Alice: Late for what?
of the characters indicated? Very dificult to say.
school subjects.
a. How are the names the set and actions? Rabbit: Dificult to say.
include descriptions of it is you are late for...
b. How does the author Alice: If you don’t know what screen.)
to her as he exits behind
2. that now. Hello! (Waves
you mentioned in exercise Rabbit: No time for low hall.)
of the characteristics She inds herself in a long
3. G Find and underline examples Alice: Wait! (Alice follows Rabbit.
Alice: He’s gone. How very strange.
about the content. is your name, child?
the scene again. Answer
these questions (No one answers.) Idiots! What
4. Read Queen: Who’s this?
Majesty.
a. How did Alice enter
the rabbit hole? Alice: Alice, so please Your
the cards on the ground.)
in a hurry? these? (She indicates
b. Why was the rabbit Queen: And who are to me.
look like a few old cards
c. What happened with
the rabbit?
Alice: How should I know? They
ask to do with Alice’s head? head!
d. What did the Queen Queen: Off with her Retrieved from http://www.havescripts
.com/
Adventures in Wonderland.
– An adaptation from Alice’s
and act the scene out in front of your Adapted from: Lokwood,
K. (n.d.) Alice’s Adventures
in the group, practice
5. G Assign a role to each student AlicesAdventures.html
MODULE 1 109
vote for the best performance. UNIT 3
classmates. As a class,
DEVELOPMENT CLOSURE
OPENiNg
DEVELOPMENT CLOSURE
OPENiNg
108 UNIT 3 MODULE 1

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

TEACHER’S BOOK
DEVELOPME
Modules 1 and 2
NT Pages 94 - 127
Page 94
Module 1
3
TEACHING WINDOW
VOLUME 2 UNIT
Give students Using goal-setti
a few minutes ng methods
them recognize to read what they
the content, skills will do in module Use goal-settin
and attitudes 1, g methods in your
they will develop. helping classroom so as
Entry slip to:
(5 minutes) Encourage learners
Make sure students specific, short-term to select
activate their ideas, themselves. goals for
and have them experience
answer
prerequisite language the questions before you s and impressions Emphasize goal
Before you start

move on practicing completion
and vocabular deadlines and
y they need. the offer on-going
feedback.
How ready
are you? (10 Adapted from: Marzano,
minutes) R. J., Pickering, D.,
1. P
If there is time, (2011). Classroom
Instruction that Works: Pollock, J.
of different artistic let students do some research based Strategies
for Increasing Student Research-
occupations. to find out names Alexandria, VA: Association Achievement.
brainstorm and If not, give them Curriculum Development for Supervision and
then share names a few minutes
with the rest of to
The two modules included in each unit are organized in the Opening-
2.
G Students share the class.
board for students and compare webs. Draw
to fill in with the the diagram of TEACHING WINDOW
names they come the
Possible answer up with.
Literature: writer, Promoting OATs:
literature teacher, novelist, poet, scriptwriter, playwright moral
VOLUME 2
dimension
literature professor,
literary agent, essayist, , editor, publisher,
translator, proofreade Again, this is a
etc. r, literary critic, good
encourage students´ moment to
Development-Closure stages. The activities included in the initial section

Music: pianist,
guitarist, cellist,
music director, violinist, conductor, and appreciati reflection
singer, songwriter music teacher, on of the diversity
Multi-media: , drummer, lyricist, arranger, of all social and
director, producer, etc. cultural
graphic designer, choreographer, expressions and
effect specialist illustrator, animator, photograp make-up artist, editor, You may use the
manifestations.
for movies, special her, audio engineer, rubric
effect specialist
for cartoons, specialeffect specialist for TV shows, special xxv to gather informatioon page
Art: actor, ballet effect specialist special n and
dancer, choreograp for computer games, give feedback
to students.
of each module are aimed at motivating students and activating their

cartoonist, painter, her, architect, artisan, etc.
critic, art dealer, sculptor, museum curator, designer, graffiti artist,
art historian, film artists’ model, art
critic, illustrator,
3. G You can scenographer,
divide the class etc.
one of the areas into four
of artistic occupatio groups and assign each
names of outstandin ns for them to group
diagram in exercise g artists in each. You can find and share
1 again for them ask them to draw the
names. to write in the the
previous knowledge.
corresponding
4. After they have
finished, make
alternative that students choose
best describes and
challenges. Encourage their feelings towards tick (✔) the
think what they them to give the future
can do to improve, honest answers and help
help in case they solve problems them
need, etc. they may have,
get
122 UNIT 3 MODULE 1
OPENiNg DEVELOPME
NT CLOSURE
Lessons 1 - 6
The lesson plans have also been organized in three stages (Opening –
Development – Closure) and specify the estimated time and resources
needed for each session:
Page 95
CD tracks, assessment instruments, extension ideas, complementary

g artists
Lesson 1: Inspirin What for?
comprehension
of general ideas
and
Students will… work To demonstrate in a text.
about artists that explicit information oral exchanges properly.
read an article
3
in
180 min. To use language
VOLUME 2 UNIT
with unusual materials. about a topic.
identify characteris
tics of objects.
an To exchange information
questions about (OA: 7, 8, 9)
ask and answer work.
activities or suggested websites to explore additonal resources related to

her
artist and his /
Pages 95 - 99
with the
objectives aloud be
and the lesson what they will
Read the name
of the lesson for? refers to
question What
them that the
class. Remind objective.
they reach each
able to do once
the contents and topic of each lesson. Opening (30 minutes)

Preparing
1.
to read
P If possible, show
and then give
students other
to talk about their
own
them a few minutes at http://www.designyourway.net/
examples
works of art
examples of unusualexperiences.
otos/
BACKGROUND
Picture 1: ice
INFORMATION
sculpture of
unidentified artist
in Tokyo,
You can find interesting that-youll-love-80-ph Japan.

ge-examples-of-art- sculpture of
blog/inspiration/stran tional-art/ Picture 2: sand at FIESA,
com/blog/unconven 3,
http://www.hongkiat. learned in exercise unidentified artist Sculpture
expressions they International Sand Portugal
the words and
a. Students use
Lessons plans for each section, together with the resources, activities and
the pictures.
class; then, give
pairs a Festival in Algarve,
page 93 to describe with the
in the box aloud (2009)
b. Read the words a variety of answers. African mask
answer. Accept Picture 3: wooden
few minutes to
craft of Asian
Answer c. Wood. d. Stone. supporting Picture 4: stone
a. Ice. b. Sand. opinions, with monks.
to give their personal
students
c. Encourage
traditional art
assessment instruments suggested. / do not represent

ideas.
they represent
Example: I think
forms because… look at the text
to have a quick
that they are required make a prediction
about
2. Remind studentson the next two pages to when
and the pictures focus their attention
predictions will more detailed
is about. Their for the second,
what the text providing a purposestage.
they begin reading, at this
check answers
reading. Do not
Methodological suggestions are provided to guide students in the relevant Page 96

Development
Focusing on
reading
(140 minutes)
can be used for

students to listen
and read
all the
of these texts they have completed INFORMATION
activities of each section.

The recording listen to once BACKGROUND
or for them to
at the same time n on the artists
2, See informatio
reading tasks. prediction in exercise d Information
to find out if their with a partner. in the Backgroun 158.
the text once
1. Students read They can compare
answers Appendix on page
page 95, is correct. used by the artists
concentra ting on the materials
again,
Students read
in each case.
The Windows describe the theoretical background and research findings

LESSON 1
123
UNIT 3 MODULE 1
NT CLOSURE
OPENiNg DEVELOPME
supporting the lesson plans. They also give extension ideas, background
information and suggestions to deal with frequent errors.
This icon indicates the moment in which the Complementary Digital
Resource may be used and the page where the methodological
suggestions for using it can be found.
Page 108
SUBJECT CONNE
CTIONS Drama
90 min. Students will...
read a scene from
identify structure a play based on a children´s What for?
story.
identify specific and features of the text. To identify general
Pages 108 - 109 information and information in and specific
perform a short complete a scene a script.
scene of a play. map.
Subject Connection
To complete a
scene
To make connection map.
and other subjects s between the text
(OA: 7) of the curriculum
Opening (10 minutes) .
3
VOLUME 2 UNIT
Read the name

of the lesson and
Elicit a description the lesson objectives
of a script from aloud with the WHAT DOES RESEARCH
or speech). them (the words class. SAY?
of a film, play, Integrating content
broadcast,
Development Research has shown
(70 minutes) integrating content that
1. other areas of from
G Give students the
and then tell them a few minutes to read the
labels of the scene
improves learners’ curriculum
Answer
to read the excerpt
from a script on map in both curricular performance
page 109. the foreign language.subjects and
shows that learners It also
This is the Closure stage of each module.

Name
Down the rabbit confident when are more
hole Setting using the target
to Wonderland The rabbit hole language, they
and a acquire a more
long corridor in extensive and
the varied vocabulary
Queen’s palace and they reach
higher levels of
Protagonists Scene 1 English.
Alice, the Rabbit, Additionally, research
the Queen Secondary characters shows
that learners are
The cards more
cognitively active
2. G Encourage the learning process. during the
and then examine groups to read the instruction
Different types of texts and tasks are presented to allow

its organizatio s
Answer n to answer them. and the questions Adapted from: Coyle,
(2010). Content and
D., Hood, P., & Marsh,
Language Integrated D.
a. In bold. Ernst Klett Sprachen Learning.
b. In brackets,
in a different color,
3. G in italics.
Give students
Queen) and descriptio time to underline
the
hall.) and actions ns of the set (She characters (Rabbit, Alice, The
(Rabbit takes finds herself in
exits behind screen.), out his watch.), a long, low
students to apply what they have learned and connect it with

(Waves to her
indicates the cards (Alice follows Rabbit.), (No as he BACKGROUND
INFORMATION
on the ground.), one answers.),
in different colors. (She Alice’s Adventure
4. Working individually s in
again, to find , students read Wonderland
the required informatiothe questions and then the Alice is a fictional
Answer n. Check text character
answers orally. and protagonis
a. She was chasing t of
Carroll’s children’s Lewis
b. He was going the rabbit. c. He left. novel Alice’s
other school subjects.

to be late. Adventures in Wonderlan
d. She ordered
to cut it off. (1865) and its d
Closure (10 minutes) sequel, Through
the Looking-Glass
mid-Victorian era (1871). A
5. G Tell students to
form groups of unintentionally child, Alice
protagonists, 3 eight: 3 students goes on an
the secondary should be the underground adventure
the special effects characters and after
technician. Give the other accidentally falling
the presentatio
n of the them time to rehearse2 the director and rabbit hole into down a
in respectful silence. scene. Make sure students and then organize Wonderland; in
Take a vote to watch each presentatio the sequel, she
choose the best n steps through
performance. a mirror into the
Looking-Glass
Land.
OPENiNg DEVELOPME
NT CLOSURE
UNIT 3 MODULE 1
133
Complementary Digital Resource COmPLEmE

NTARY DIGIT
cal Guidance
AL RESO URCE
Methodologi DIGITAL RESOURC

E7
COMPLEMENTARY nt Indicators
Suggested Assessme the content of
/ Main tasks and opinions about
Learning outcomes interpretations
Stage Time Express feelings,
relevant ideas
3
45’ 3 To identify the text.

ns with other subjects. texts.
VOLUME 2 UNIT
unknown topics. Make connectio

7 about
The tasks proposed allow students to practice what they have learned in
or on-line
To respond to
the text ideas in digital
discussions. Identify relevant text.
through short elements in the
Identify cultural
Then,
Screen: 1 of art in the pictures.
the famous pieces
Stage: Opening knowledge about they think they are ranked.
students’ prior e groups about
the activity, elicit order of importanc them to discuss in pairs or small pieces of art
1. Before starting to rank these pieces in the
ideas. Then, invite to rank the missing
the context of authentic multimodal texts related to the topic of the unit.
encourage them and check their in the list. Encourage students
watch the video are missing
2. Have students of art they think
other famous pieces own opinions.
according to their 3 the specific informatio
n required.
Screen: 2 and n in
OPENING
ent in order to identify according to the informatio

Stage: Developm to watch the video again on the map,
that they have the correct location
3. Explain to students piece of art to area. Before
the picture of the related to this
They must drag music and an artist watch the video and
this time about students
the video. another short video, life. Then, have
students to watchand prior knowledge on Mozart’s
4. Now, invite ideas
starting, elicit students’ .
The tasks also aim at triggering students’ intellectual and affective complete the sentences
Stage: Closure
Screen: 3
invite students
to watch the second
video again,
outstanding musicians
5. As a round-off, to write a list of other famous appreciate the value of each
groups in order
make students expressions
and eventually
reflect on, discuss and manifestations. In this way,
if necessary. Then,
ask them to work
. This last activity
is a good
human being and
you will be dealing
in small
opportuni ty to
the diversity of
with and promoting
the
all social and cultural dimension.
commitment in their learning process.

students´ moral
OAT related to
E8
DIGITAL RESOURC nt Indicators
COMPLEMENTARY Suggested Assessme art in
omes / Main tasks information about
e and contrast
HOW TO CORRELATE THE COMPONENTS viii

STUDENT’S BOOK
PROJECT
II Procedure writing, an extract of
A performance 1. As a whole class, brainstorm
alternatives for a skit (a
short piece of humorous
Project
of a sitcom, etc.).
a theatre play, a scene and that
that is easy to perform
listed, preferably one
one of the options you
2. As a group, choose
likes.
everybody in your group develop a plot that
I Preparation create characters, and
6. draft of your play. Invent a basic story line, conclusion. Do not make it too
G Work in groups of 4 to 3. Make a i rst or even dramatic,
1.
in the ile. action, and an interesting,
and ill in the information has an opening, middle
in the Procedure section it will be too much to learn by heart.
2. Read the instructions as
you start, read the
long, each character with their
Before say. Use the name of
action plan for the project. clearly what the characters or any other).
in the ile, elaborate an 4. Write your script stating the model on page 109
3. With the information the areas that will be evaluated. each time. (You can follow
you know in advance lines following in sequence
rubric carefully so that
should act.
the way the characters
5. Describe scenes and or remove to polish it.
ION FILE on anything you can add
PROJECT 3 PREPARAT script as a group. Agree
A final group task that constitutes the end product of the unit
6. Revise and edit the the rest of the
the necessary actors and
there should be one director, atmosphere and setting
up
7. Distribute roles. Remember (if any), creating the appropriate
costumes
group can help preparing
the stage. special attention to
Due date looking at the script. Pay
say all the lines without
Task 8. Practice until you can
Sources of information
Areas of curriculum involved
Member:
Task:
intonation and pronunciation.
III Presentation
If possible, make a video
of your skit. If not, present
it to the other groups,
to another class or to
the learning process.
whole school!
Task:
Member:
It helps students apply, consolidate and assess what they

VOLUME 2
Task: IV Evaluation group’s work and evaluate your

Member: the skit, relect on the
the video or performed scale:
After you have showed according to the following
the corresponding column
Materials performance. Tick (✔) Needs improvement
/ 2 = Satisfactory / 1 =
4 = Excellent! / 3 = Good 1
4 3 2
group…
Every member of the
actively contributed to
choose the best alternative
followed the instructions
helped and supported

carefully and completed
for the skit.
the assigned tasks.
the others, offering suggestions

and recommendations.
have learned.
ideas respectfully.
listened to each other’s
and other cultural expressions.
and tolerance for own
showed comprehension
to society.
learning as a way to contribute
showed interest in independent
UNIT 3 129
DEVELOPMENT CLOSURE
OPENiNg
DEVELOPMENT CLOSURE
OPENiNg
128 UNIT 3
CLOSURE
SYNTHESIS AND REFL

ECTION
Synthesis and reflection

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

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

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

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

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

a partner to assess your
the rest of the class. performance and then
discuss your relections with
5. In pairs, comment
on the things you can do
to improve your weak
points in the future.
130 UNIT 3
OPENiNg DEVELOPMENT CLOSURE

OPENiNg DEVELOPMENT CLOSURE
UNIT 3 131

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

TRANSCRIPTS
COmPLEmENTARY ACTIVITIES
a brief cultural review (around

artistic expressions below and write
Engaging photocopiable 1. On your own, choose one of the

80 words). Remember to include
the four sections:
Introduction: name of event / product

and protagonists.
29 STUDENT’S BOOK - UNIT 3 - PAGE
EXERCISE 1
Speaker:
99 - 31 STUDENT’S BOOK - UNIT 3 - PAGE
EXERCISE 1
104 -
VOLUME 2 UNIT 3
of the event or product. What…? Speaker 1:

weaknesses and notable features
Highlights: assessment of the strengths, Who…? a. Not really, I’m a little tired.
VOLUME 2 UNIT 3
overall opinion. b. Great idea!

Critique: brief report on the reviewer’s length of a movie or a street
How long...?
c. I feel a little sick.
activities ( and the complete

event or product (such as: the running Why…?
Additional information: details of Speaker 2:
When…?
address of an event). d. Why not?
e. No way. Too busy.
f. How about tomorrow night?
Soccer 2016 30 STUDENT’S BOOK - UNIT 3 - PAGE
The transcripts of the

101 - Speaker 3:
EXERCISE 1 g. Cool! I love going to the cinema!
guidelines to work with them)

Speaker 1: Culture in the media h. I don’t feel like going out.
As you can see from “Guernica”, Picasso, i. Fantastic. I’d love to do something.
one of
the greatest and most inluential artists
of the 20th j. I’d rather stay at home.
century, as well as the co-creator
of Cubism, was
against war.
recordings are included in the

The painting, wall-sized and with a
palette of gray,
black, and white, is regarded as one 32 STUDENT’S BOOK - UNIT 3 - PAGE
of the most 105 -
to meet students’ different

moving and powerful anti-war paintings EXERCISE 1
in history.
It was first shown in Paris, then in Mickey: So, what do you want to
the Museum of do?
Modern Art in New York, and finally Claire:
at the Museo I’m not sure. It’s a tricky one. And
Reina Sofia in Spain, where it has I’m kind
been on display of tired.
since 1992.
Mickey: C’mon, Claire. You said
Student’s Book and in the

Speaker 2: we could go out
tonight.
The story takes place mostly in the Claire:
learning styles, and to review

head of an I know, I know.
11-year-old girl named Riley, who
has just moved Mickey: How about going to the
with her parents to San Francisco. cinema?
Riley’s brain is Claire: No, not cinema. Let’s do something
controlled by five busy, contentious
emotions: fear, different tonight. We always either
anger, disgust, sadness and joy. Each go to
one has a a concert, to the cinema or simply
necessary role to play, and they all visit
carry out their
Teacher’s Book.
duties in Riley’s neurological command friends and play our guitars.
center. Mickey: What do you have in mind?
“Inside Out” is an absolute delight
and expand the contents of

— funny and Claire: We could go to the new arts gallery
charming, fast-moving and full of in
surprises. Grafton Street. The famous Yayoi
Speaker 3: Kusama
show is on.
The main role of this charming story
written by Mickey: Yayoi Kusama? What’s
Dianna Wynne is played by the loving that?
baker’s Claire: Who is that. The famous Japanese
daughter Charmain. The tale twists artist.
and turns, taking Mickey: Tell me more.
Charmain from her family home, all
the way to the
Royal Mansion. Along the way, Charmain Claire:
each lesson.
Her works are all about dots, loops,
first learns colors
how to do housework, then tries her and lights. Big dots, small dots, pink
hand at a spot dots,
. of magic... and last discovers she’s black dots. They represent her idea
not a very nice of
Review of person. infinity.
The House of Many Ways is a really Mickey: I’d rather stay home and
cool idea - play videogames!
imagine being able to travel to loads I got the new “Dragon master”.
of places (and
even times) without leaving your house! Claire: Mickey! We should at least try to come
up
The book is full of amazing characters. with something more exciting!
As you read
it, you never know who - or what! Mickey: How about getting a bite
- you’re going to to eat in that little
meet next. restaurant on the corner?
154 UNIT 3 TRANSCRIPTS

PHOTOCOPIABLE
160 UNIT 3 COMPLEMENTARY ACTIVITIES
EXTRA TEST
ANSWERS
1. Read the text. Parts of some
sentences have been cut out (a -
Student’s book in the correct positions in the text e). Place them back
3 points
Page 101 (1 - 5).
Page 95 Exercise 1
VOLUME 2 UNIT 3
Exercise 1, b.
Who is Banksy?
The answers to the activities

a. ice. b. sand. c. wood. d. stone. Yes / No
Information Prediction (✔) R1 R2 R3 I. He is perhaps the most famous,
VOLUME 2 UNIT 3
Page 96 a. Name of cultural or infamous, artist alive. To some,

event / product
Yes Yes Yes he is a genius; to others, a vandal. Always
Exercise 2 controversial, he inspires
admiration and provokes outrage in
a. The text is about four controversial b. Name of reviewer equal measure.
modern artists. No No No II. Since Banksy made his name
I. Elephant dung. c. Place where you can with his trademark stencil-style
Yes No No ‘guerrilla’ art on walls, subways, buses
in the Student’s Book and in

II. Concrete, plaster, rubber, and styrofoam. find the product / and other public spaces -
III. Bronze. attend the event on walls in London, Brighton, and
even on the West Bank barrier
IV. Ice. d. Personal opinion of separating Israel from Palestine - his
Extra tests to assess the

the reviewer
No Yes Yes works have sold for hundreds
Smart reading
of thousands of pounds.
1. a. I. (Bob Marley). b. IV. (Canada). Listening ile answer III. He has dozens of celebrity collectors
c. II. (styrofoam). including Brad Pitt and
d. III. (Rome). e. I. (London). f. III. (sparrow). General information Christina Aguilera
the Complementary Digital

g. IV. (stone, snow, ice sand, wood,
leaves). Cultural expression reviewed: (1) ! For example, Banksy’s painting of
h. II. (concrete, plaster, rubber). Picture 1: R3. Picture 2: R1. Picture monkey wearing a sandwich board a
3: R2. sold for £228,000. He has also
painted murals including a Mona Lisa
language skills and contents of

Page 98 Opinion expressed:
with a rocket launcher – sold
R1: Ne. R2: P. R3: P. for another outrageous amount.
Work it out!
a. ii. They all started in the past and Speciic details IV. Yet his most provocative statement,
continue in the and the one that generates
present. Which review (1, 2, or 3) describes
/ mentions… the most publicity, is the fact that Banksy’s
true identity has always
Resource, to the Extra Tests, b. For and since. a. R2. b. R1. c. R3. d. R1. been a jealously guarded secret,
Match. (2) . Some myths have grown around
him:
each unit.
Vocabulary in context a. - ii. b. - iii. c. - i. that his real name is Robin Banks;
that before he became a painter
Exercise 2 main conclusions (3) ; that his parents don’t know what
Students can work in pairs to put and think that he is an unusually successful he does
a. The parts in blue represent objects together all the painter and decorator.
(nouns). information they got from the recording
b. The parts in green represent characteristics to answer the Then, there’s the suggestion that Banksy
and to the Complementary

questions is actually a number of
(adjectives). artists or that he does not exist at all.
Page 102 V. Such is the curiosity about Banksy
Page 100 that when the great man is
Work it out! supposed to have thrown away a pizza
Exercise 1 box into a bin in Los
a. ii. To show the sequence of events. Angeles, (4) , with the seller suggesting that
Picture 1 – An exhibition – Painting
the few anchovies left inside might
Picture 2 – A concert – Music Writing workshop, exercise 1, have traces of his DNA! Trying
a to establish just who the elusive Banksy
activities included in the Picture 3 – A book fair – Literature Introduction (iv); Highlights (i); Critique is has proved as difficult as
(iii); Additional predicting the location of his next work.
Picture 4 – A movie viewing – Movies information (ii)
VI. Banksy has supposedly been
photographed a few times, but each
Writing workshop, exercise 1, photo appears to be that of a different
b person, so who knows?
Introduction: This story (...) around However, does it really matter who
the world. (first Banksy is? Is art about the
paragraph) artist (5)
Highlights: It’s an ideal story (...), ? The people who buy his art think
Teacher’s Book.
age group. that the person behind it does not
Additional information: And there
(...) with it! (third
really matter. It seems to
paragraph) support the statement: “Art, in the
end, is only about art.”
Critique: A heart-warming novel (...)
on reading. Adapted from: Joseph, C. (July 12,
(second paragraph) 2008). Graffiti artist Banksy unmasked
Retrieved June 6, 2016, from: http://www.dailymail.co.uk/femail/ ... as a former public schoolboy from
middle-class suburbia. Mail Online.
article-1034538/Graffiti-artist-Banksy-unmasked---publ
suburbia.html
Words the writer uses to express ic-schoolboy-middle-class-
his / her opinion:
heart-warming, so good that, cool,
ideal, enjoyable,
recommended.
164 UNIT 3 EXTRA TEST
PHOTOCOPIABLE
UNIT 3 ANSWERS 167
ix HOW TO CORRELATE THE COMPONENTS

TEACHER’S BOOK
CLOSURE
Pages 128 - 131
Page 128
Project
Project: A
performance
3
VOLUME 2 UNIT
Students will…
180 min. role-play a job
interview. What for?
work in groups
to
talk about relevantcreate a multimodal project. To present oral
information creatively
world. information in multimodal resources. using
the working
Pages 128 - 129 show respect for To work responsibly
others’ ideas and a common goal, and collaborativ
opinions. showing respect ely towards
for others’ ideas and interest
and opinions.
I. Preparati (OA: 5, D)
on
1. G Help
form the groups.
classmates they Ideally, students
feel should TEACHING WINDOW
may be necessary comfortable with, but teacher’s work with
avoid disruptive to ensure a variety of styles intervention Go through all
behavior. and levels, and the steps of the
Final task in which students apply what they have learned and develop
to project carefully,
2. Students go making sure
through the instruction students understan
complete the s in part II, Procedure d what they
Preparation file, , and are expected to
different members assigning roles do. Emphasize
of the group. and tasks to the the importance
of
3. Students defi
ne their personal responsibiassuming
rehearsals, making action plan, including research to the best of lities, working
their capacity,
should also read a video of their skit if applicable to be done, sharing and supporting
the assessme , etc. They
group, and respecting the
collaborative skills.
that they know nt rubric at the
what aspects end of page 129 everyone’s
they should pay so contributions at
Page 129 special attention all times.
to.
II. Procedur
e
1. You can share ASSESSMENT FOR
this LEARNING
brainstorm ideas: description of a skit with the Students need
to learn that
A class
quick little scenes skit is a small play or performan to help them most of the first
that are usually ce. Skits are attempts of
thinking of ideas funny. To make a project do not
that make you a skit, start by immediately
result in high quality
It may also be used as an instance of formative assessment to collect

2. Students in laugh.
each group agree For this reason, work.
on an idea they when
3. Students follow want to develop
into a skit. students in project guiding
the suggestion
4. Students write
s to write the establish a process work,
first draft of their to provide
the script using skit. feedback (teacher,
page 109, as the text Down
a model. Remind the rabbit hole, self-assessment) peer, and
names of the them of the use on so
characters, italics of bold for the use this valuable that they
normal script in brackets for
for what the characters information to
make revisions.
information.
stage directions,
VOLUME 2
5. Students include say, etc.
the details suggested Set a range of
in the script.
formative
6. The whole assessment practices
group revises to
to improve it. the script, adding improve project
and removing outcomes and
elements increase students’
7. With the class, performance.
make a list of For this purpose,
can be adapted the necessary it
to each skit. roles on the board;
this communicate and is useful to
Director:
assessment criteriaanalyze the
Characters:
students and then with the
In this section, detailed instructions to help students work on the different Played by:
Special effects:
Costumes:
Scenographers:
in using rubrics support them
and
comment on peer models to
Adapted from: Stein,
work.
Future: A Customer-driven
and Lifelong Learning.
Institute for Literacy.
S. (1995). Equipped
Washington, DC:
(ED 384 792)
for the
Vision for Adult Literacy
National
150
projects are provided.

UNIT 3
OPENiNg DEVELOPMEN
T CLOSURE
Synthesis and reflection 8. Provide spaces

them, helping
III. Presentation
negotiate with
for the groups
and correcting
.
to practice
of presentation
and circulate
they are going

students the type whole class, to the school,
the
to
among
etc., and
3
in groups, for
VOLUME 2 UNIT
make: videoed,
as you can.
help as much
ent and the provided
IV. Assessm and use the rubric and
into their groups ce. encourage them to discuss
students get they reach
their performan of opinion until
scale to evaluate
there are differences
negotiate when
This stage provides students with the opportunity to synthesize and reflect a consensus.
Page 130
AND REFLECTION
on what they have learned. It also allows them to evaluate their strengths
SYNTHESIS What for?
autonomy in the
learning
Students will… To demonstrate
did in the unit. in terms of process. achieve goals,
recall what they the attempts to
they have learned To persevere in
45 min. recognize what attitudes. despite the difficulties.
content, skills and application of
future fields of (OA: B)
identify possible to their
learned, according
what they have goals.
and weaknesses and to become aware of what and how they have Pages 130 - 131 personal learning
just finished; TEACHING WINDOW

unit they have sment
to examine the Students’ self-asses
plenty of time
1. Give students . practices
this individually
they should do as
first, but be flexible of determine
table individually with some To help students
complete the share opinions now, you can:
2. Students should let them exchange and where they are
learned, and their feelings towards it.

they should include d the
to when you could examples of what ensure they understan work, so
s. Elicit from them second column (skills, language), criteria for quality to assess
their classmate
(activities), in the what they have
learned
in the first column application of tables with that they are able and
column (personal share and compare fairly
and in the third Students themselves as
future learning). n as possible.
accurately as possible. assume
in real life or in much informatio
to include as
a partner in order help students gradually
lity for their
more responsibi
as they practice
Page 131 sure students own learning,
class and make ment tools
nt chart with the to give them plenty using self-assess rubrics and
3. Read the assessme to. It is essential such as: checklists, ng forms.
each point refers
understand what
In this section, the tasks and instruments have been specially designed and answer truthfully. student-led conferenci
of time to reflect each other using
the same provide students
with
and evaluate nt discuss their
to work in pairs your own assessme opportunities to light of peer
4. Get students give each student in
if you want to self-assessment
criteria. Decide ’s. t.
of their classmate and teacher assessmen
besides or instead
J. H., Hearn, J. (2008).
Adapted from: McMillan,: The Key to Stronger Student
Student Self-assessment
to allow students to self-evaluate, correct or expand previous ideas about

Achievement. Educational
Motivation and Higher http://iles.eric.ed.gov/fulltext/
Horizons, 87(1), 40-49.
EJ815370.pdf
UNIT 3 151
their learning process and reflect on the results of their efforts. OPENiNg DEVELOPMEN
T CLOSURE
COmPLEmE
NTARY DIGIT
AL RESO URCE
Methodologi
cal Guidance
Complementary Digital Resource COMPLEMENTARY
3
Stage Time DIGITAL RESOURC
VOLUME 2 UNIT
Learning outcomes
/ Main tasks E7
45’ 3 To identify
relevant ideas Suggested Assessme
7 about unknown topics. Express feelings, nt Indicators
interpretations
To respond to the text. and opinions about
the text the content of
through short Make connectio
discussions. ns with other subjects.
Identify relevant
ideas in digital
Stage: Opening Identify cultural or on-line texts.
Screen: 1 elements in the
1. Before starting text.
the activity, elicit
encourage them students’ prior
to rank these pieces knowledge about
2. Have students in the order of the famous pieces
watch the video importance they of art
other famous pieces and check their
ideas. Then, invite think they are ranked.in the pictures. Then,
In this stage, students are expected to developing their self-assessment

according to their of art they think are missing
OPENING
them
own opinions. in the list. Encourage to discuss in pairs or small
Stage: Developm students to rank groups
ent the missing pieces about
Screen: 2 and of art
3. Explain to students 3
They must drag that they have
the picture of the to watch the video again in
the video. piece of art to order
the correct location to identify the specific informatio
4. Now, invite on the map, according n required.
students to watch
skills and their commitment towards independent learning.

starting, elicit students’ another short video, to the informatio
n in
complete the sentencesideas and prior knowledg this time about music and
. e on Mozart’s life. an artist related
Stage: Closure Then, have students to this area.
watch the video Before
Screen: 3 and
5. As a round-off,
invite students
groups in order to watch the second
to write a list of video again, if
make students other famous outstandin necessary.
reflect
all social and cultural on, discuss and eventually g musicians. This Then, ask them to work in
expressions appreciate the last activity is a small
OAT related to good
students´ moral and manifestations. In this way,value of each human being andopportunity to
dimension. you will be dealing the diversity of
with and promoting
the
Stage Time COMPLEMENTARY

Learning outcomes DIGITAL RESOURC
E8
45’ 3 / Main tasks
To respond to
the t Suggest
CD-Rom RUBRICS APPENDIX
Assessment instruments
The CD-Rom that comes These assessment instruments are

assessment
tools you can use to measure students’
work. They
Applying assessment instruments
Self- assessment
VOLUME 2
are scoring guides that seek to evaluate
1
students’ Give copies to students and ask them
ENGLISH
performance based on the sum of to assess their
a full range of criteria own progress on a task or project.
rather than a single numerical score. Their assessment
should not count toward a grade.
with the Teacher’s Book

The point is to help
The assessment instruments provided students learn more and produce
here include: better final products.
Rubrics Always give students time to revise
their work after
Questionnaires assessing themselves.
TEENS IN MOTION
A Rubrics Appendix with a set
Observation sheets Peer assessment
The instruments included in this section Peer assessment takes some time
differ from to get used to.
traditional methods of assessment
includes a set of classroom

in that they examine Emphasize the fact that peer assessment,
students in the actual process of learning, like self-
clearly assessment, is intended to help everyone
showing them how their work is being do better
evaluated. They work.
communicate detailed explanations
of what constitutes
excellence throughout a task and You can then see how fair and accurate
of rubrics to assess students’

Primero provide a clear their feedback
• Audio
teaching directive. is, and you can ask for evidence that
supports their
medio These instruments are meant, above
opinions when their assessments
don’t match yours.
• Printable all, to inform and
language expressions and

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

in peer assessment When you assess students’ work,
and then used to provide feedback.
Material Volume 2
performance in language and

use the same
instrument that was used for self-
Prior to assessment, the assessment and peer-assessment.
instruments can When you hand the marked instrument
be used to communicate expectations back with the
to students.
all the recordings used to

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

their grade and their
strengths and weaknesses. Identify the maximum number of points
for achieving
Students can use them to see the the highest level of quality and assign
correlation between a number to
practice Oral Communication

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

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

of their direct Once you have worked out students’
instruction by providing focus, emphasis, scores, you
and attention can express them in gradations. Gradations
to particular details as a model for are the
students. descriptive levels of quality starting
Students have explicit guidelines with the worst
regarding teacher quality up to the best quality.
expectations.
Students can use these instruments
as a tool to
develop their abilities.
listening comprehension.
Teachers can reuse these instruments
for various
activities.
xvii RUBRICS APPENDIX
BACKGROUND INFORmATION
BIBLIOGRAPHY
Background Information
GETTING READy A practical
Christie (england, 1890 - 1976), ernest Ur, P. (1988). Grammar practice activities:
Hemingway Press.
Page 93 Do you remember? Exercise (Usa, 1899 – 1961), stephen King General content guide for teachers. Cambridge University
2 (Usa, 1947 - ), J. K.
Famous artists Rowling (england, 1965 - ), etc. Content and
Coyle, D., Hood, P., & Marsh, D. (2010).
Assessment for learning
VOLUME 2 UNIT 3
Klett Sprachen.
Sculpture: Dance (ballet): language integrated learning. Ernst
Teaching
Chile: Rebeca matte (1875 - 1929), Chile: malucha solari (1920 - 2005), Celce-Murcia, M., & McIntosh, L. (1991). assessment Reform Group. (2002).
Assessment
VOLUME 2 UNIT 3
lily Garafulic (1914 Jorge Cáceres Heinle &

- 2012), marta Colvin (1917 - 1995), (1923 - 1949), Patricio Bunster (1924 English as a second or foreign language. to guide
for learning: Research-based principles
Appendix
Juan egenau (1927 - 2006), osvaldo
A list of bibliographical references

- 1988), matías Vial (1931 - ), mario Jeldres (1929 - 2014), Rodrigo Guzmán Heinle Publishers.
irarrázaval (1940 -), (1979 - ), classroom practice.
miranda Bodenhöfer (1990 -), etc. activities. Cambridge:
Gaspar Galaz (1941 -), iván Cabezón
(1955 -), etc. Dale, L. & Tanner, R. (2012). CLIL Black, P., Harrison, C., & lee, C. (2004).
Working
Other: donatello (italy, 1386? - 1466), anna Pavlova (Russia, 1881 – 1931), Cambridge University Press for learning in the
michelangelo Vaslav nijinsky learning and inside the black box: Assessment
(italy, 1475 - 1564), Gian lorenzo (Russia, 1889 – 1950), margot Fonteyn Ellis, R. (2003). Task-based language
Bernini (italy, 1598 - (england, 1919 Press classroom. Granada learning.
1680), auguste Rodin (France, 1840 –1991), Rudolf nuréyev (Russia, 1938 teaching. Oxford: Oxford University teaching
- 1917), Constantin Baryshnikov (latvia, 1948 - ), Fernando
– 1993), mikhail Pearson Black, P., & Wiliam, d. (2005). Changing
Brancusi (Romania, 1876 - 1957),
sylvia shaw Judson Bujones (Usa, Harmer, J. (2006). How to teach English. through formative assessment: Research
and practice.
1955 – 2005), misty Copeland (Usa,
An appendix at the end of

(Usa, 1897 - 1978), Henry moore Education India.
and websites that were

(england, 1898 – 1982 - ), iván CeRi, 2005, 223-240.
1986), etc. Vasílev (Russia, 1989 - ), etc. J. (2011).
Marzano, R. J., Pickering, D., & Pollock, Using
Research-based earl, l. (2003). Assessment as Learning:
movies – Directors: Classroom Instruction that Works: Maximize Student Learning.
Painting: Classroom Assessment to
Chile: Juan Francisco González (1854 Chile: alejandro Jodorowsky (1929 Strategies for Increasing Student Achievement.
- 1933), Roberto - ), Raúl Ruiz (1941 and Corwin Press, inC
matta ( 1912 - 2002), nemesio antúnez - 2011), Patricio Guzmán (1941 - Alexandria, VA: Association for Supervision Self-
(1918 - 1993), ), miguel littín (1942 mcmillan, J. H., Hearn, J. (2008). Student
Gracia Barrios (1927 -), Claudio Bravo - ), silvio Caiozzi (1944 - ), ignacio Curriculum Development Student Motivation
(1936 - 2011), agüero (1952 - ), t. (2011). assessment: The Key to Stronger
Carmen aldunate (1940 -), Gonzalo Ricardo larraín (1957 – 2016), andrés
Wood (1965 - ), Marzano, R. J., Pickering, D., & Helebower, Horizons, 87(1),
and Higher Achievement. Educational
each unit, which contains

Cienfuegos (Chile, marzano Research
consulted in the preparation of

1949 -), etc. Pedro Peirano (1971 - ), Álvaro díaz The highly engaged classroom.
said (1972 - ), alicia scherson (1974
(1972 - ), marcela
laboratory. 40-49. http://iles.eric.ed.gov/fulltext/eJ815370.pdf
Other: leonardo da Vinci (italy, 1452 - ), Coca Gómez (2006). Formative
– 1519), (1975 - ), Pablo larraín (1976 -), sebastián marzano, R. J. (2005). Building Academic
Vocabulary: nicol, d. J., & macfarlane‐dick, d. and
Rembrandt (netherlands, 1606 – silva (1979 a model
1669), Jan Vermeer -), matías Bize (1979 - ), etc. Teacher’s Manual. alexandria, Va:
association for assessment and self‐regulated learning:
(netherlands, 1632 – 1675), Paul practice. Studies in
Cezanne (France, Other: Charles Chaplin (england, supervision and Curriculum development. seven principles of good feedback
1839 - 1906) Claude monet (France, 1889 - 1977), alfred
1840 – 1926), Hitchcock (Usa, 1899 – 1980), akira stein, s. (1995). Equipped for the
Future: A Customer- higher education, 31(2), 199-218.
august Renoir (France, 1841–1919), Kurosawa (Japan,
Vincent Van Gogh Lifelong Learning.
(netherlands, 1853 – 1890), Pablo 1910 – 1998), ingmar Bergman (sweden, driven Vision for Adult Literacy and
useful information about

Picasso (spain, 1881 1918 – 2007), for literacy. (ed 384
the teaching guide.

– 1973), etc. stanley Kubrick (Usa, 1928 – 1999),
Woody allen (Usa, Washington, dC: national institute Webpages
1935 - ), martin scorsese (Usa, 1942 792)
Theater - Playwrights: - ), George lucas https://hispano123.wordpress.com/2014/01/16/
(the Usa, 1944, -), steven spielberg
Chile: antonio acevedo Hernández (Usa, 1946 - ), connectors-irst-later-after-that-next-then-inally/
(1886 - 1962), James Cameron (Usa, 1954 - ), tim
Pedro de la Barra (1912 - 1977), isidora 1958), Peter Jackson (1961 - ), Quentin
Burton (Usa, Language skills Connectors: irst, later, after that, next,
then, inally.
aguirre (1919 tarantino (Usa,
- 2011 ), luis alberto Heiremans (1928 Five essential https://www.grammarly.com/blog/how-to-use-the-
- 1964), Jorge 1963 - ), Christopher nolan (england,
1970, -), etc. ahmed, R. (June 18, 2015). Voices:
díaz (Chile, 1930 - 2007), alejandro Retrieved from: passive-voice-correctly-2/?at 3389=1
sieveking (santiago, listening skills for english learners.
culture and language issues

1934 - ), marco antonio de la Parra Cartoon:
(Chile, 1952 -), etc. Chile: nataniel Cox méndez, Pug https://www.britishcouncil.org/voices-magazine/ How to use the passive voice correctly
Other: William shakespeare (england, (1881-1908), Jorge ive-essential-listening-skills-english-learners
1564 - 1616), délano, Coke (1895 - 1980), René that work:
Jean-Baptiste Poquelin, molière (France, Ríos, Pepo (1911 -
1622 - 1673), 2000),Percy eaglehurst, Percy (1922 Harvey, s. & Goudvis, a. (2007). Strategies Cra resources
Henrik ibsen (norway, 1828 - 1906), - 2013), themo Teaching comprehension for understanding
and
oscar Wilde (1854 lobos (1928 —2012), Renzo Pecchenino del inglés: Un
– 1900) anton Chejov (1860 - 1904) (italia, 1934 - engagement. stenhouse Publishers. atkinson, H. (2008). Pronunciación
samuel Beckett 1988), Guillermo Galindo, malaimagen inglesa. méxico
(ireland, 1906 –1989), Harold Pinter, (1981 - ), etc. a. (2001). Teaching oral skills. teaching resumen de los sonidos de la lengua
(england, 1930 Other: Friz Freleng (Usa, 1906 – lazaraton,
- 2008) 3, 103-115.
1995), Georges english as a second or foreign language, trillas.
related to the topic of the units.

Prosper Remi, Hergé (Belgium, 1907 Inglés-
Literature – Writers: – 1983), Charles leograndis, d. (2012) Launching the
Writing Workshop: Diccionario Oford compact: Español-Inglés,
m. schulz (Usa, 1922 – 2000), Joaquín nY: scholastic dictionary:
Chile: Baldomero lillo (1867 - 1903), lavado, Quino A Step-by- Step Guide in Photograph. Español The pocket Oxford Spanish
Gabriela mistral (argentina, 1932 - ), Jim davis (Usa, oxford: oxford
1945), mike Judge speaking.
(1889 - 1957), marcela Paz (1902
- 1985), Pablo (england, 1950 - ), matt Groening Pronunciation tips- a Guide to Better Spanish-English, English-Spanish.
(Usa, 1954 - ), etc. http://www. University Press. diccionario
neruda (1904 - 1973), Francisco Coloane
(1910 - Retrieved may 5, 2016, from
Grafiti: más de
2002), oscar Castro (1910 - 1947),
maría luisa Bombal pronunciationtips.com/intonation2.htm Pocket: Español Inglés - English Spanish:
(1910 - 1980), nicanor Parra (1914 Chile: dasic Fernández; nelson Rivas, méxico:
- ), José donoso Ceki; Julio Ur, P. (1984). Teaching Listening Comprehension. 57000 entradas y 100000 acepciones.
(1925 - 1996), isabel allende (1942 simón, etc.
- ), Hernán Rivera Cambridge University Press larousse.
letelier (1950 - ), Roberto Bolaño Other: Bansky (england)), Ricardo inglesa
(1953 - 2003 ), etc. Cavolo, obey (Usa), Forget, G. (2005). Larousse gramática
suso 33 (spain), Blu (italy), Bihno
Other: Jane austen (england, 1775
–1817), edgar allan Ribeiro (Brazil), dúo Language and structure comunicativa. Barcelona: larousse.
Poe (Usa, 1809 - 1849), Charles os Gemeos (Brazil), Jaz (argentina), in use. Cambridge:
dickens (england, nerf (argentina), murphy, R. (2009). English grammar
1812 - 1870) mark twain (Usa, 1835 ever (argentina), etc. English
– 1910), agatha Birch, B. (2005). Learning and Teaching Cambridge University Press.
Prentice Hall.
Grammar, K–12. White Plains, nY:
UNIT 3 BIBLIOGRAPHY 171

UNIT 3 BACKGROUND INFORMATION 157
HOW TO CORRELATE THE COMPONENTS x

CLASSROOM LANGUAGE
1 GREETINGS 5 THE DATE

Good morning. / Good afternoon. / Hello. / Hi. A: What day is it today?
Good bye. / See you tomorrow. / See you later. B: It’s Monday. / It’s Tuesday. / It’s Wednesday. / It’s
Have a nice weekend. / Enjoy your holiday. Thursday. / It’s Friday. / It’s Saturday. / It’s Sunday.
VOLUME 2
A: What’s the date today?

B: It’s (Monday) March 9th.
2 MOODS AND FEELINGS

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

Can you repeat that, please?
Can you say that again, please? 7 THE TIME
Sorry? I’m afraid I didn’t understand. A: What’s the time? / What time is it?
Can you help me with this exercise, please? B: It’s one o’clock. / It’s two o’clock. / It’s three
o’clock. /
It’s ten o’clock. / It’s twelve o’clock.
A: What’s the time? /What time is it?
4 ENCOURAGEMENT (TEACHERS) B: It’s quarter past nine. / It’s half past ten. / It’s five
Well done! past eleven. / It’s ten past twelve. / It’s twenty
Good! past one. / It’s twenty five past two.
Excellent! A: What’s the time? / What time is it?
Good work! B: It’s a quarter to eight. / It’s twenty five to nine. / It’s
Congratulations! twenty to ten. /
Do it more carefully. It’s ten to three. / It’s five to four.
Say it again.
Try to correct that, please.
Not too bad.
You’ll do better next time. 8 SOME COMMANDS AND INSTRUCTIONS
Keep trying! (TEACHERS)
Add more words.
Answer the questions.
Be quiet.
Check your answers.
Check your predictions.
Close the door.
Come to the board.
Compare your answers.
Compare your answers in your group.
Complete the paragraph.
Complete the sentences.
Complete the summary.
xi CLASSROOM LANGUAGE
Complete the table. 9 TURN TAKING AND PERMISSIONS
Copy the instructions. (STUDENTS)
Cross out the words you do not hear.
Can I talk to you after the class?
Discuss the ideas in your group.
Excuse me, can I say something?
VOLUME 2
Do Exercise 1.
Excuse me; can I leave the room for a minute?
Do not write in ink.
May I go to the bathroom?
Do not write in your book.
It’s your turn.
Fill in the blanks.
Sorry, it’s my turn.
Find examples in the text.
Find out who wrote this poem.
Find the cognates in the text.
Go to the board.
Identify the best description.
Listen to the recording.
Listen.
Look.
Look at the pictures.
Look up these words in the dictionary.
Make a list.
Make a list of topics.
Make some notes.
Match the pictures.
Name three activities.
Open the window.
Open your books.
Pay attention, please.
Put the pictures in order.
Read the instructions.
Read the sentences.
Select the correct answer.
Silence, please.
Sit down.
Stand up.
Talk to your partner.
That’s all for today, thank you.
Work in groups of four.
Work in groups of three or four.
Work with your partner.
Write the sentences.
CLASSROOM LANGUAGE xii

GENERAL PEDAGOGICAL GUIDANCE
Opening Development
• Examining importance of learning objectives • Teaching Comprehension Strategies
a key element of students’ engagement, that is when The more explicit the comprehension strategy and
VOLUME 2
or whether a student chooses to learn, is the practice self-regulatory instruction, the higher the likelihood that
of examining importance of the objectives. once students will make significant gains in comprehension.
students are able to to understand the importance
Provide students with explicit instruction in
that unit tasks may have in their own life (present
comprehension strategies as a way to help them
or future), they will be open to acquiring the new
overcome difficulties in understanding written or
knowledge and skills that are presented to them.
oral texts.
Getting students involved in thinking about the
objectives is a teaching opportunity that should not Students should be able to assess how well they
be wasted. have accomplished the tasks, and to what extent
the use of strategies has helped them achieve better
• Setting objectives and creating learning plans comprehension.
Helping students with organization is important,
so consider this as a key element in your teaching. • Critical thinking
organization skills are worthwhile life-long skills, which Critical thinking is the intellectually disciplined
will prepare students to face the challenges of the process of actively and skillfully conceptualizing,
real world. applying, analyzing, synthesizing, and/or assessment
information gathered from, or generated by,
Before you start a new unit, teach your students set
observation, experience, reflection, reasoning, or
their own goals and organize a work plan and end the
communication, as a guide to belief and action. In its
process by reviewing what was accomplished towards
exemplary form, it is based on universal intellectual
meeting the objectives.
values that transcend subject matter divisions:
• The importance of prior knowledge clarity, accuracy, precision, consistency, relevance,
sound evidence, good reasons, depth, breadth, and
the beliefs, life and academic experiences which
fairness. (Retrieved June 6, 2016, from: http://www.
students bring to the classroom are variables that
criticalthinking.org/pages/defining-critical-thinking/766)
influence what is learnt and how it is learnt. At times,
it is the case that prior knowledge has a positive effect The critical thinker processes his/her experiences
on learning as students are able to create a mental in the world interpreting, analyzing, assessment,
network of connections between the previous and the and making inferences about life, information and
new information. However, the opposite can also be knowledge.
given and the new knowledge can come to conflict
Students must develop and effectively apply critical-
with students´ preexisting misinformation. As a result,
thinking skills to their studies and to the decisions
activating prior knowledge before teaching a new unit
they make.
or lesson acquires key importance since learners´
preconceptions can lead to either failure or success in
the classroom.
As you plan instruction, consider engaging your
students´ preconceptions before you present them
with the new lesson. Check for prior knowledge that
can facilitate learning, possible misconceptions, if any,
and teach students to constantly contrast prior and
new knowledge throughout a unit or lesson.
xiii GENERAL PEDAGOGICAL GUIDANCE

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

SECOND TERM OVERVIEW
Unit 3
UNIT 3: THE ARTS
Time 38 class hours Topic Different artistic expressions; remarkable people related to the area
VOLUME 2
LEARNING OUTCOMES
Skills Knowledge
Oral Communication Reading Comprehension Language functions
OA1 OA9 To identify and describe objects in detail
To demonstrate comprehension of To demonstrate comprehension of To describe processes and actions in
general ideas and explicit information in general ideas and explicit which the subject is unknown, using
oral texts, about music, painting, information in texts about music, the Passive Voice.
literature, etc. painting, literature, etc. To describe past actions that continue
in the present using the Present Perfect
OA2 OA10
+ never / ever.
To identify key words and thematic To demonstrate comprehension of
To express predictions, necessity,
vocabulary, collocations, connectors (and expository texts.
promises and possibility.
last), short / long vocal sounds.
OA11 To express the frequency, degree and
OA3 To demonstrate comprehension of time in which actions happen
To identify: literary texts. To use frequent words and expressions,
topic, relevant ideas, purpose of the text synonyms and compound words.
OA12
specific information and details
To select and use different strategies To link ideas using and last
relationships between ideas
to support comprehension. To use suffixes –er; -ist
OA4 Written expression Vocabulary
To select and use strategies to support
OA13 composer, artist, writer, paintings,
comprehension of texts.
To write short descriptive and expressionism, cubism, piano, violin,
OA5 narrative texts. guitar, metal, wooden, wind/percussion/
To present oral information creatively OA14 string instruments, drums, harp, electric
using multimodal resources. To write a variety of short texts guitar, classical, rhythm and blues,
using the steps of the writing publishing company, publisher, editor,
OA6
process, according to a rubric. ballet dancer, ballet, theater, actors, stage,
To participate in dialogues and
novel, poem, work of art, literature,
presentations, using different strategies OA15 orchestra, conductor, script, scriptwriter,
before, during and after speaking. To write using: sculptor, watercolor, acrylic, technique,
OA7 connectors (and last) fond of, music hall, library, recordings,
To respond to the texts through short correct spelling of frequent words century, influence, museum
discussions and conversations. proper punctuation (apostrophe)
Pronunciation: short / long vocal
OA8 OA16 sounds (flute, beat/bit, sight, light, red, rap,
To use language in oral presentations and Use language in written texts rock)
exchanges properly. properly. Punctuation: apostrophe (I’ve never.)
ATTITUDES
OAB: To develop cultural awareness and comprehension showing interest, respect and tolerance for one’s and other cultures.
OAC: To show interest for on-going and independent learning as a way to contribute to society.
CROSS CURRICULAR VALUES (OFTs)
Socio-cultural and moral dimension (*)
Cognitive and intelectual dimension (*)
(*) all the dimensions of oat are integrated along the units, but these ones are particularly articulated with the
learning outcomes and emphasized in each unit.
xv SECOND TERM OVERVIEW

Unit 4
UNIT 4: RESPECTING TRADITIONS
Time 38 class hours Topic Traditions, myths, festivities and celebrations in Chile and around the
VOLUME 2
world
LEARNING OUTCOMES
Skills Knowledge
Oral Communication Reading Comprehension Language functions
OA1 OA9 To identify and describe places
To demonstrate comprehension of general To demonstrate comprehension of To use frequent words and
ideas and explicit information in oral texts, general ideas and explicit information expressions, synonyms and
about traditions and celebrations. in texts about traditions and compound words. (chopstick,
celebrations. weekend, supernatural, moonlight,
OA2
shipwreck)
To identify key words and thematic OA10
vocabulary, collocations, connectors To demonstrate comprehension of To give essential and additional
(although), sound /ʃ/. expository texts. information using relative pronouns
(when, where, which).
OA3 OA11
To link ideas using although.
To identify: To demonstrate comprehension of
topic, relevant ideas, purpose of literary texts. To use suffix –ful (colorful,
the text wonderful, cheerful, successful)
OA12
specific information and details To use prefix dis- (disappoint,
To select and use different strategies
relationships between ideas disagree, dislike, disappear, disorder,
to support comprehension.
disrespectful)
OA4 Written expression
To select and use strategies to support Vocabulary
comprehension of texts. OA13 busy, crowded, full of people,
To write short descriptive and believe, belief, saint, local, really,
OA5 narrative texts. extremely, quite, amazing, event,
To present oral information creatively using
OA14 fasting, together, lanterns, delicious,
multimodal resources.
To write a variety of short texts using religious, features, characteristic,
OA6 the steps of the writing process, traditional, festivity, colorful,
To participate in dialogues and according to a rubric. wonderful, cheerful, disappoint,
presentations, using different strategies disappear, greetings, bow,
before, during and after speaking. OA15
To write using: handshake, hug, pat, harvest, mask,
OA7 connectors (although) carnival, handcraft, handmade, local
To respond to the texts through short correct spelling of frequent words people, immigrants, inheritance
discussions and conversations. proper punctuation (apostrophe) Pronunciation: sound /ʃn/
OA8 OA16 (celebration, location, destination,
To use language in oral presentations and Use language in written texts transportation, information,
exchanges properly. properly. description, imagination)
Punctuation: apostrophe
ATTITUDES
OA A: To show a positive attitude towards themselves and their own capacity to learn English.
OA B: To develop cultural awareness and comprehension showing interest, respect and tolerance for one’s and other cultures.
CROSS CURRICULAR VALUES (OFTs)
Emotional and physical dimension (*) Socio-cultural, moral and spiritual dimension (*)
( ) all the dimensions of oat are integrated along the units, but these ones are particularly articulated with the learning
*
outcomes and emphasized in each unit.
SECOND TERM OVERVIEW xvi

UNIT 3 The arts
Unit overview
the main language learning goals and objectives have topic has been linked to other significant themes:
been integrated within the topic of art, different art controversial artists, culture in the media, drama, music
VOLUME 2 UNIT 3
expressions and outstanding people that have made genres, the role of fashion, and digital technologies
important contributions in this area. throughout the applied in this field.
unit, students will be exposed to a variety of written
Concerning the tasks, these are meant to and aim
and oral texts, which will invite them to explore different
at developing students’ creative and critical thinking
perspectives and situations where the theme is
towards different artistic perspectives.
presented.
Each activity in the unit plan has been especially
the connecting thread of the unit is represented by
designed to addressess the curricular assessment
the main topic and by the types of tasks students are
indicators in the table that follows.
expected to accomplish. in Unit 3, The arts, the main
Unit plan
Section / Lesson Time Learning outcomes/Main tasks Suggested Assessment Indicators

Introduction 45’ B To examine the learning Participate actively in class.
In this unit you C outcomes for the unit. Show a positive attitude towards learning.
will... To evaluate the Share new information about a familiar topic.
Over to you importance of the learning
Picturing the objectives for one´s own life.
unit To get involved in the
OPENING
topic of the unit.

Getting ready 90’ B To set personal learning Set and do specific actions in order to achieve goals.
Setting C goals related to one´s own Ask for the teacher’s help.
Objectives reality. Set common goals.
Do you To activate prior Describe objects and artworks.
remember? knowledge.
Complementary 45’ To respond to the text To express feelings, interpretations and opinions about
digital resource through short discussions. the content of the text.
7 (CDR) To make connections with other subjects.
Module 1
1. Inspiring 180’ 8 To read and analyze Participate in short discussions and conversations
artists 9 information in an article actively.
about some artistic Make predictions using previous knowledge.
7
expressions. Revise and validate predictions.
To infer information from Identify general and specific information about types of
DEVELOPMENT
pictures. art, using skimming and scanning.

To ask and answer Infer information from contextual clues or visuals.
questions. Identify descriptions of art expressions in the text.
To study the Present Identify specific information that supports the general
Perfect (unfinished idea, by answering questions.
actions).
Make connections with one´s own reality.
Identify references to events that began in the past and
continue in the present. (Present Perfect)
Identify and describe objects and artworks in detail.
Identify and accept different points of view and artistic
expressions.
116 UNIT 3 INTRODUCTION

2. Culture 180’ 4 To listen and identify Participate in short discussions actively.
in the media 6 general and specific Make predictions using previous knowledge.
information in cultural Identify cultural elements in the recordings.
13
reviews.
VOLUME 2 UNIT 3
14 Make connections.
To use previous Link ideas expressing a sequence, using and last.
16 knowledge to anticipate
Organize ideas before writing.
the content of a recording.
Write a draft with the help of a model, the teacher or a
To study and use
classmate.
sequence connectors.
Revise, correct and edit drafts using a rubric.
To write a short cultural
review. Use connectors to express ideas coherently.
3. An artistic 180’ 2 To listen to a dialog about Set a purpose for listening.
night out 4 a night out. Infer information using phonological clues (tone,
6 To participate in intonation).
conversations about arts, Make connections.
8 culture and related Identify idioms or collocations related to art, music and
activities. literature.
To study suggestions and Use frequent words and expressions, synonyms and
recommendations. compound words.
Identify the difference between short and long vowels.
Pronounce short and long vowel sounds properly.
Participate in short discussions and conversations actively.
Practice and revise oral presentations.
Use specific vocabulary and language structures in oral
DEVELOPMENT
presentations.
Subject 90’ 11 To read a scene from a Make connections with other subjects: Drama.
connection: 5 play based on a children´s Identify main characters and specific information related
Drama story. to them.
6
To identify structure and Identify setting of a literary excerpt /short story.
features of the text. Describe protagonists’ characteristics from their actions.
To identify specific Summarize the plot of a story using visual organizers.
information and complete
a scene map.
To perform a short scene
of a play.
Module 2
4. Fashion and 180’ 10 To read and analyze a Infer information from contextual clues or visuals.
design 14 museum website. Identify key words and thematic vocabulary.
15 To continue studying the Identify general and specific information using skimming
Present Perfect. and scanning.
16
To write a text for a Identify specific information in digital texts or webpages.
museum website. Identify the structure of a text as an aid to
comprehension.
Make connections between the information in the text
and their own reality.
Use frequent words and expressions.
Identify references to events that began in the past and
continue in the present. (Present Perfect)
Organize ideas in a diagram before writing.
classmate.
Use correct punctuation.
UNIT 3 INTRODUCTION 117

5. Mobile Art 180’ 1 To listen and identify general and Express feelings, interpretations and opinions.
3 specific information about art forms Make predictions using previous knowledge.
in a conversation. Revise and validate predictions.
7
To describe works of art. Infer information from contextual clues or visuals.
8
To express opinions about the use of Set a purpose for listening.
new technology. Identify general and specific information.
Make connections.
Use suffixes – er / - ist to name professions and
occupations related to arts.
VOLUME 2 UNIT 3
Participate in short discussions and conversations

actively.
Use specific vocabulary and language structures
in oral presentations.
6. The sound 180’ 9 To read and analyze an article about Use visual aids and diagrams with key ideas.
of music 12 reggae music. Ask and answer questions about specific
To study the Passive Voice. information.
13
DEVELOPMENT
To write a short article about a music Summarize relevant information using diagrams.
14 Identify key words and thematic vocabulary
genre.
related to music.
Identify general and specific information using
skimming and scanning.
Identify references to actions in which the subject
is unknown (Passive voice).
Write a draft with the help of a model, the teacher
or a classmate.
Subject 90’ 1 To listen to a recording and identify Make connections with other subjects: Social
connection 2 geographical location of countries. Studies and Technology.
Social Studies- To relate images with previous Use visual aids and diagrams with key ideas.
3
Technology knowledge. Identify general and specific information.
actively, expressing opinions.
Complementary 45’ To respond to the texts by Compare and contrast information about art in
digital resource comparing information. other countries and cultures.
8 (CDR) To identify specific information and Identify relevant ideas in digital texts about art.
relationships between ideas.
Project 180’ 5 To work collaboratively to prepare Create multimodal projects, individually or in groups.
A performance 6 and set a group performance. Paraphrase and follow instructions independently
to complete a task.
Write texts about other subjects, creatively.
Write a draft with the help of a model, the teacher
or a classmate.
CLOSURE

Synthesis and 45’ B To show a positive attitude towards Demonstrate autonomy in the learning process.
Reflection own’s capacity to learn English as a Persevere in the attempts to achieve goals,
way to make an important despite the difficulties.
contribution to society.
Complementary 45’ To respond to the texts by To express feelings, interpretations and opinions.
digital resource expressing opinions. To identify relevant ideas.
9 (CDR) To identify specific information. To react towards gender stereotypes.
To develop awareness towards
gender opportunities in the field
of art.

Considering the learning outcomes and the suggested assessment indicators, the activities in each stage of the unit
have been especially designed for:
OPENING
Activate and foster intrinsic motivation: A set of challenging questions invite students to discuss ideas in pairs, in groups or
as a class, using their creativity.
Develop metacognition: Students are guided to set their own learning goals and to draw up a learning plan for goal
attainment.
VOLUME 2 UNIT 3
DEVELOPMENT
Activate prior knowledge: The unit provides a space where students can keep record of the previous ideas and knowledge
that will help them make sense of the new material.
Develop skills and strategies: Special process-oriented activities and strategies designed to help students develop reading
comprehension, written expression and oral communication.
Evaluate for learning: The formative assessment activities embedded in the unit allow students to gather information
about their learning and track their progress.
CLOSURE
Evaluate for learning: A challenging final project and the final synthesis allow students to recognize and apply what they
have learned.
Develop metacognition: Students synthesize what they have learned and formulate remedial actions to face future difficulties.
Cross-curricular values (OATs) and attitudes

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

Socio cultural and civic responsibility dimension The objectives in this dimension aims at placing students in their
To appreciate life in society as an essential dimension roles of citizens, accomplished with their environment and with
of a person’s development. a high sense of social responsibility.
To recognize and enhance the equality of rights and They also promote their ability to develop respect for people’s
opportunities for men and women in all aspects of opinions and lifestyles.
family, social and cultural life.
Cognitive and intellectual dimension The objectives in this dimension guide students in their process
To identify, process and synthesize information from of knowing and understanding reality, and promote their ability
different sources; organize relevant information about to analyze, research and set a position towards new situations
a topic; review new perspectives. and alternatives they may face.
To develop free, creative and critical thinking.
Moral dimension This dimension promotes development of students’ ability to
To appreciate the value of each human being, and the make judgments about reality, according to recognized universal
diversity of all social and cultural expressions. human rights.
To recognize and appreciate cultural, religious and
ethnic diversity.
Attitudes
OA B: To develop cultural awareness, showing interest, This objective aims at helping students recognize their strengths
respect and tolerance for one’s and other cultures. and weaknesses in the learning process.
OA C: To show interest for on-going and independent It aims at guiding students in the process of recognizing and
learning as a way to make important contributions to appreciating the value of any human artistic expression, using a
society. human rights and gender equality perspective.
It aims at helping students recognize their strengths and
weaknesses in the learning process, and making them aware of
the importance of education in the role that they are called on
to play in society.
(*) all the oats are integrated along the units, but these ones are particularly articulated with the learning outcomes
and emphasized in each unit.

OPENING Pages 91 - 93
180 min.
Page 91
BACKGROUND INFORMATION
In this unit you will…
Marcel Proust, (born July 10,
Read the unit objectives aloud with the class. Remind them that the 1871, in Auteuil, near Paris,
VOLUME 2 UNIT 3
question What for? refers to what they will be able to do once they reach France; died November 18, 1922,
each objective. Paris). French novelist, author
of À la recherche du temps
Over to you
perdu - In Search of Lost Time,
draw students’ attention to the question How important are these a seven-volume novel based on
objectives to your own life? and to the categories in the table. Proust’s life told psychologically
tell them that this table is the space where they will have the opportunity and allegorically.
to value the lesson objectives at a personal level and say how important
they are to them.
TEACHING WINDOW
Picturing the unit
P invite students to look at the picture on page 90, read the quotation Increasing students’ self-
at the bottom of the page, and discuss the questions, first in pairs and motivating capacity
then with other classmates. Accept the occasional use of Spanish, as the Raise students’ awareness of the
purpose of this section is mainly to foster students’ motivation importance of self-motivation.
and interest. Encourage students to adopt,
develop and apply self-
Page 92 motivating strategies.
Adapted from: Marzano, R., Pickering, D., Helebower,
GETTING READY T., (2011). The Highly Engaged Classroom: The
Classroom Strategies Series. Bloomington, IN: Marzano
Setting objectives Research Laboratory
1. Tell students that they have to answer the questions individually,

analyzing their personal points of view.
LANGUAGE LEARNING WINDOW
2. G Students share and compare what they concluded when doing Integrating language and
the first activity. content
3. Have some students copy the examples on the board and then give The integration of language and
them time to complete the diagram with their own objectives for content can serve as a pedagogic
the unit. framework which can benefit
both students and teachers in
Page 93 various ways. From a motivation
point of view, content can
Do you remember? contribute to the creation of a
1. P Tell pairs to try and identify the art forms illustrated in the pictures; positive classroom environment
if they do not know the word in English, encourage them to ask: and climate that facilitate
students’ search for meaning.
How do you say in English?
Language and content
Answer integration can result in a
a. Sculpture. b. Painting. c. Theater. d. Literature. e. Dance. f. Film. g. Cartoon. refreshing and liberating
h. Graffiti.
classroom experience, especially
if you adapt content to students´
needs and interests.
Adapted from: Coyle, D., Hood, P., & Marsh, D. (2010).
Content and Language Integrated Learning.
Ernst Klett Sprachen
120 UNIT 3 OPENING DEVELOPMENT CLOSURE

TEACHING WINDOW
You may also use the Complementary Digital Resource 7
to allow students deal with authentic multimodal texts related to Words and expressions most
the topic of the unit that will enhance their motivation, interest likely to be used when
and curiosity. The tasks proposed also aim at triggering students’ describing a picture:
intellectual and affective commitment in their learning process. at the bottom, on the left, vivid,
See the instructions to use this resource on page 152. it shows, in the background
influence, on the right, in the
You may also gather information on students’ performance using the
VOLUME 2 UNIT 3
middle, it was painted, the
checklist below. Write Yes or No. colors are vibrant, interesting,
Student can... Yes / No the style, it symbolizes, museum,
watercolor, technique.
identify relevant information
key words
purpose of tasks
problems to be solved
understand the instructions and deal with questions
closed or multiple choice
true or false
analytical
evaluative
incorporate changes when new and relevant ideas and new
information was presented
2. P Give students plenty of time to do research and find out the

names of famous people related to the art forms in exercise 1. You
can assign the different art forms to different pairs, asking them to find
names of Chilean and foreign artists.
See possible answers in the Background Information Appendix, on
page 157.
3. P Read the words and expressions in the box aloud with the class.
Ask them to say which of them they think could be used to describe a
picture. To help students prepare their descriptions, you can show them
this diagram:
At the top In the top

right-hand
corner
In the background
On the In the On the

left middle right
In the foreground
In the
bottom
left-hand
corner At the bottom
OPENING DEVELOPMENT CLOSURE UNIT 3 121

DEVELOPMENT Pages 94 - 127
Page 94
TEACHING WINDOW
Module 1 Using goal-setting methods
VOLUME 2 UNIT 3
Use goal-setting methods in your

Give students a few minutes to read what they will do in module 1, helping classroom so as to:
them recognize the content, skills and attitudes they will develop. Encourage learners to select
specific, short-term goals for
Entry slip (5 minutes) themselves.
Emphasize goal completion
make sure students activate their ideas, experiences and impressions deadlines and offer on-going
and have them answer the questions before you move on practicing the feedback.
prerequisite language and vocabulary they need.
Adapted from: Marzano, R. J., Pickering, D., Pollock, J.
(2011). Classroom Instruction that Works: Research-
How ready are you? (10 minutes) based Strategies for Increasing Student Achievement.
Alexandria, VA: Association for Supervision and
1. P if there is time, let students do some research to find out names Curriculum Development
of different artistic occupations. If not, give them a few minutes to

brainstorm and then share names with the rest of the class.
TEACHING WINDOW
2. G Students share and compare webs. Draw the diagram of the
board for students to fill in with the names they come up with. Promoting OATs: moral
dimension
Possible answer
Literature: writer, novelist, poet, scriptwriter, playwright, editor, publisher, Again, this is a good moment to
literature teacher, literature professor, translator, proofreader, literary critic, encourage students´ reflection
literary agent, essayist, etc. and appreciation of the diversity
Music: pianist, guitarist, cellist, violinist, conductor, music teacher, arranger, of all social and cultural
music director, singer, songwriter, drummer, lyricist, etc. expressions and manifestations.
Multi-media: director, producer, choreographer, make-up artist, editor, You may use the rubric on page
graphic designer, illustrator, animator, photographer, audio engineer, special xxv to gather information and
effect specialist for movies, special effect specialist for TV shows, special give feedback to students.
effect specialist for cartoons, special effect specialist for computer games, etc.
Art: actor, ballet dancer, choreographer, architect, artisan, graffiti artist,
cartoonist, painter, sculptor, museum curator, designer, artists’ model, art
critic, art dealer, art historian, film critic, illustrator, scenographer, etc.
3. G You can divide the class into four groups and assign each group
one of the areas of artistic occupations for them to find and share the
names of outstanding artists in each. You can ask them to draw the
diagram in exercise 1 again for them to write in the corresponding
names.
4. After they have finished, make students choose and tick (✔) the
alternative that best describes their feelings towards the future
challenges. Encourage them to give honest answers and help them
think what they can do to improve, solve problems they may have, get
help in case they need, etc.
122 UNIT 3 MODULE 1 OPENiNg DEVELOPMENT CLOSURE

Page 95
Lesson 1: Inspiring artists

Students will… What for?
180 min. read an article about artists that work To demonstrate comprehension of general ideas and
with unusual materials. explicit information in a text.
identify characteristics of objects. To use language in oral exchanges properly.
ask and answer questions about an To exchange information about a topic.
VOLUME 2 UNIT 3
Pages 95 - 99 artist and his / her work. (OA: 7, 8, 9)
Read the name of the lesson and the lesson objectives aloud with the
class. Remind them that the question What for? refers to what they will be
able to do once they reach each objective.
Opening (30 minutes)

Preparing to read
1. P if possible, show students other examples of unusual works of art
and then give them a few minutes to talk about their own experiences. BACKGROUND INFORMATION
You can find interesting examples at http://www.designyourway.net/ Picture 1: ice sculpture of
blog/inspiration/strange-examples-of-art-that-youll-love-80-photos/ unidentified artist in Tokyo,
http://www.hongkiat.com/blog/unconventional-art/ Japan.
a. Students use the words and expressions they learned in exercise 3, Picture 2: sand sculpture of
page 93 to describe the pictures. unidentified artist at FIESA,
b. Read the words in the box aloud with the class; then, give pairs a International Sand Sculpture
few minutes to answer. Accept a variety of answers. Festival in Algarve, Portugal
Answer (2009)
a. Ice. b. Sand. c. Wood. d. Stone. Picture 3: wooden African mask
c. Encourage students to give their personal opinions, with supporting Picture 4: stone craft of Asian
ideas. monks.
Example: I think they represent / do not represent traditional art
forms because…
2. Remind students that they are required to have a quick look at the text
and the pictures on the next two pages to make a prediction about
what the text is about. Their predictions will focus their attention when
they begin reading, providing a purpose for the second, more detailed
reading. Do not check answers at this stage.
Page 96
Development (140 minutes)
Focusing on reading
The recording of these texts can be used for students to listen and read
at the same time or for them to listen to once they have completed all the
reading tasks.
1. Students read the text once to find out if their prediction in exercise 2,
page 95, is correct. They can compare answers with a partner. See information on the artists
in the Background Information
Students read again, concentrating on the materials used by the artists Appendix on page 158.
in each case.
OPENiNg DEVELOPMENT CLOSURE UNIT 3 MODULE 1 LESSON 1 123

Answer:
a. The text is about four controversial modern artists. LEARNING SKILLS WINDOW
I. Elephant dung. Using the dictionary
II. Concrete, plaster, rubber, and styrofoam.
III. Bronze. Remind students of these
IV. Ice. essential dictionary skills:
Before reading the article in more detail, invite students to check the Words appear in alphabetical
meaning of the key words using their dictionaries, noticing where the words order.
and expressions appear in the texts and whether the definitions apply. Words normally appear in their
VOLUME 2 UNIT 3
Cast (n.): an object made by pouring hot liquid into a container and leaving singular form.
it to become solid. To find out meaning of
Dung: solid waste from animals, especially cattle and horses; manure. expressions, it may be
necessary to look up the
Melt (v.): to turn from something solid into something soft or liquid, or to
cause something to do this. individual words and then
work out the meaning of the
Pole (n.): a long, thin stick of wood or metal, often used standing straight up
expression.
in the ground to support things.
Context has to be taken into
Sparrow: a small, grey-brown bird that is especially common in towns. account at all times.
Styrofoam: a type of polystyrene (= a light, usually white plastic used
especially for putting around delicate objects inside containers to protect
them from damage, or for putting around something to prevent it from
losing heat). ASSESSMENT FOR LEARNING
Strategy in mind Notice that the activity in
Your analysis can be used as
Read the advice with the class, encouraging close attention to Assessment for learning, as
details in the pictures. they apply what they have
read when giving reasons for
Smart reading their answers and find very
Remind students of the importance of taking the instructions specific information. Share this
for the activities into account in order to identify the specific information with the class.
information they are expected to find.
Answer
1. a. I. (Bob Marley). b. IV. (Canada). c. II. (Styrofoam). d. III. (Rome).
e. I. (London). f. III. (sparrow). g. IV. (stone, snow, ice sand, wood,
leaves). h. II. (concrete, plaster, rubber).
Page 97
Your analysis
Explain to students that this section requires them to read the
texts more carefully.
Answer
a. He uses elephant dung as a symbol of his African heritage.. TEACHING WINDOW
b. A song by reggae singer Bob Marley.
Promoting OATs: moral
c. The space around or inside objects and buildings.
dimension and socio-cultural
d. Concrete, plaster, rubber, styrofoam.
e. Since 1992.
and civic responsibility
f. Freedom, strength and femininity.
dimension
g. To make unique sculptures. The questions in the Think
h. Outdoors. critically section provide a good
opportunity to talk about the
Think critically importance of respecting every
art forms and expressions.
This section provides an opportunity for students to link the
contents of the lesson to their own ideas and experiences. Going further, it is also a good
Encourage them to reflect on the questions individually first and moment to start a conversation
then invite them to share and compare ideas in pairs or about the role and presence of
small groups. women in art.
124 UNIT 3 MODULE 1 LESSON 1 OPENiNg DEVELOPMENT CLOSURE

Page 98
After reading a. Expressing duration
Work it out! Expressing time of actions For is used to indicate a
period of time.
students read the examples and answer the questions in pairs. Refer them
to what was discussed in Unit 2, pages 73 and 82. Since is used to refer to the
starting point of actions or
Answer situations.
a. ii. They all started in the past and continue in the present.
VOLUME 2 UNIT 3
b. For and since. b. The Present Perfect
We use the Present Perfect
Vocabulary in context tense to talk about
unfinished actions that
1. P ask students to read the phrases quickly, paying special attention started in the past and are
to the parts in green and blue. still true in the present.
2. P Give students time to answer the questions. Find more information on
Answer
this topic in the Background
a. The parts in blue represent objects (nouns). Information Appendix, on
page 158.
b. The parts in green represent characteristics (adjectives).
Adapted from: Birch, B. (2005). Learning and Teaching
3. G students in the groups brainstorm characteristics to describe the English Grammar, K–12. White Plains, NY: Prentice Hall.
pictures in detail, using their bilingual dictionaries. tell them to write
complete sentences. Check and correct their sentences as you walk
around the classroom and ask a few students to write their descriptions
ADDITIONAL ACTIVITY
Picture 1: Jake sent Marlene some beautiful and aromatic exotic flowers.
Have students write ten
Picture 2: We saw a documentary about a sweet and playful furry little different adjectives on pieces of
lion cub.
paper. They shuffle the papers
Picture 3: The artist made an amazing and delicate detailed sand castle. and then try to use as many of
Picture 4: I had a bowl of delicious ripe and colorful fresh fruit for breakfast. them as possible to describe the
pictures.
Page 99
Speaking workshop: Asking and answering questions
G make students notice how they are guided, step by step, to produce
a short piece of spoken language, asking and answering questions, in
turns.
1. Preparing to speak
a. 29 Play the recording once through for students to relate written
form and pronunciation of the question words they will use. 29 See the transcript on page 154.
b. individually, students reflect and write down five questions using the
question words provided to ask a partner about topics connected
with art or their personal life.
2. Practicing
G Students practice asking their questions with the help of all the
students in the group. If necessary, play the recording again.

3. Performing
a. G students work with a different group to ask them their ASSESSMENT FOR LEARNING
questions. they make a few notes of the answers they get. Make sure they exchange
b. G students work with their original group and report on their comments and suggestions for
findings, using the provided pattern. improvement.
4. Assessment
For example:
We could revise previous
Students reflect on their performance and evaluate it using the prompts lessons to improve the
VOLUME 2 UNIT 3
in the box. Negotiate with them how the assessment will be used: as language used.
useful information to make decisions for improvement, as the basis for a We should be more rigorous
mark, fully or part teacher –part student, etc. when making notes so as
You may use the checklist below to gather information on students’ not to leave out important
speaking skills. information.
We could spend extra time
Criteria Yes Needs improvement listening and repeating
models of spoken language.
Information is clear.
Adapted from: Black, P., Harrison, C., & Lee, C.
Uses previously learnt and new vocabulary. (2004). Working inside the black box: Assessment
for learning in the classroom. Granada Learning.
Considers audience, context and purpose.
Uses gap fillers appropriately.
Uses connectors.
WHAT DOES RESEARCH SAY?
Uses new language structures properly.
Promoting effort attributions
Closure (10 minutes) It is a dangerous practice to
place emphasis on ability in
Exit slip the classroom. Highlighting
the role of effort, instead,
Students reflect on the work they have done in the lesson and write their
facilitates future achievement
personal responses, which they can share with some of their classmates.
and everybody has an equal
chance to it. Making students
believe that higher levels
of effort in general offer
a possibility for success,
promotes their persistence in
spite of the inevitable failures
that accompany learning.
Adapted from: Marzano, R. J., Pickering, D.,
Pollock, J. (2011). Classroom Instruction that
Works: Research-based Strategies for Increasing
Student Achievement. Alexandria, VA: Association for
Supervision and Curriculum Development

Page 100
Lesson 2: Culture in the media

180 min.
listen to extracts of radio and To select and use strategies to support comprehension.
TV programs. To talk about culture in the mass media.
summarize the main ideas. To write cultural reviews.
describe artistic expressions. To write using the steps of the writing process.
VOLUME 2 UNIT 3
To use language in written texts properly.
Pages 100 - 103
(OA: 4, 6, 13, 14, 16)
Opening (30 minutes) BACKGROUND INFORMATION

Read the name of the lesson and the lesson objectives aloud with the Review
class. Remind them that the question What for? refers to what they will A review is an assessment
be able to do once they reach each objective. invite them to describe the of a publication, service, or
relationship between this lesson and the previous one – Inspiring artists. company such as a movie (a
movie review), video game
Preparing to listen (video game review), musical
composition (music review of
1. P encourage students to examine the pictures carefully to identify a composition or recording),
the events illustrated and then relate them to a specific artistic book (book review); a piece
expression. of hardware from a car, home
Answer appliance, or computer; or an
Picture 1 – a. An exhibition – Painting event or performance, such as a
Picture 2 – b. A concert – Music live music concert, play, musical
Picture 3 – c. A book fair – Literature theater show, dance show, or
art exhibition. In addition to a
Picture 4 – d. A movie viewing – Movies
critical assessment, the review’s
2. P G Students answer the questions with a partner first and then author may assign the work a
share and compare answers with another pair. rating to indicate its relative
merit. A compilation of reviews
Possible answer may itself be called a review.
a. A friend’s recommendation, comments in the social networks, reviews in
newspapers, magazines or the internet, etc. Created by the publishing team.
b. Never. /Sometimes / Often, etc.
A lot. / A little. / Not at all., etc.
c. In newspapers, magazines, the internet, etc. LEARNING SKILLS WINDOW
3. P Students choose the information that is likely to appear in the Listening strategies: Predicting
reviews they are going to listen to. Emphasize the importance of using When students make predictions
their own personal predictions to focus their attention when they listen before listening, they generate
to the recording the first time. Do not check answers at this point. hypotheses about the type,
purpose or scope of a text. These
Page 101 hypotheses provide a framework
for comprehension.
Development (140 minutes) Adapted from: Lazaraton, A. (2001). Teaching Oral
Skills. In M. Celce-Murcia (Ed.), Teaching English as a
Focusing on listening Second or Foreign Language (pp. 103-115). Boston:
Heinle & Heinle.
Strategy in mind
Read these two pieces of advice with the class and emphasize
the importance of using predictions and previous knowledge of
the topic as a way of focusing attention on anticipating words,
phrases and content.

Smart listening
Read this suggestion with the class and indicate it is useful to
try and guess the next word or idea as you listen for specific
information.
1. 30 This activity has two purposes: check predictions and find general 30 See the transcript on page 154.
information. Refer students to the predictions they made in exercise 3,
page 100 and then play the recording for them to check. Then, draw
VOLUME 2 UNIT 3
their attention to the pictures and to the general information they are
expected to obtain. Explain that the letter R stands for review.
Answer
Yes / No
Information Prediction (✔) R1 R2 R3
a. Name of cultural event / product Yes Yes Yes
b. Name of reviewer No No No
c. Place where you can find the Yes No No
product / attend the event
d. Personal opinion of the reviewer No Yes Yes TEACHING WINDOW
2. Read the instructions and the alternative with the class to help students Promoting OATs: cognitive and
listen for details and anticipate information. intellectual dimension
Answer The questions in the Think
General information critically section give a
Cultural expression reviewed: good opportunity to start
Picture 1: R3. Picture 2: R1. Picture 3: R2. a conversation about the
Opinion expressed: importance of identifying,
R1: Ne. R2: P. R3: P. processing and synthesizing
Specific details information from different
Which review (1, 2, or 3) describes / mentions… sources, and analyze it critically.
a. R2. b. R1. c. R3. d. R1.
Match.
a. – ii. b. - iii. c. - i.
Main conclusions
Students can work in pairs to put together all the information they got
from the recording to answer the questions
Think critically
ASSESSMENT FOR LEARNING
You may use the rubrics in
contents of the lesson to their own ideas and experiences.
the Appendix, on pages xviii
Encourage them to reflect on the questions individually first and
and xx, to gather information
then invite them to share and compare ideas in pairs or small
about students’ listening and /
groups.
or critical thinking skills.
Page 102
After listening
Work it out!: Linking ideas
Tell students to read the examples paying special attention to the parts in
bold to identify their purpose. You will find useful information on this topic
in Background Information Appendix, on page 158.
Answer
a. ii. To show the sequence of events.

Writing workshop: A review
Remind students that the writing task is carefully guided following the steps ASSESSMENT FOR LEARNING
of the writing process and a clear model is provided. ask them to read the The interactive feedback
assessment prompts in Point 5 before they start working, so that they know is central to formative
what will be taken into account at the moment of the final peer assessment. assessment. Make sure
students exchange comments
1. G Organizing ideas and suggestions for
a. Students identify the main sections of a review. improvement for each of the
VOLUME 2 UNIT 3
Answer prompts provided.
Introduction: name of event / product and protagonists For example:
Highlights: assessment of the strengths, weaknesses and notable We could have made better
features of the event or product use of the sections of a
Critique: brief report on the reviewer’s overall opinion review identified in the first
Additional information: details of event or product (such as: the running activity of the workshop.
length of a movie or a street address of an event) We could have made better
b. Read the instruction with the class. Then, students identify the four use of the definitions of the
sections described in exercise a, and use different colors to show different sections of a review
them in the text. to make sure all the required
Answer information was present.
Introduction: This story (...) around the world. (first paragraph) We should be more confident
Highlights: It’s an ideal story (...), age group. (last paragraph)
of our own points of view
and collect supporting
Additional information: And there (...) with it! (third paragraph) information.
Critique: A heart-warming novel (...) on reading. (second paragraph) A bit of research on the
Words the writer uses to express his / her opinion: heart-warming, so good event / product could
that, cool, ideal, enjoyable, recommended. have provided additional
information,
Page 103
You may use the rubrics in
c. Students agree on a cultural event or product they are all familiar with the Appendix, on page xxi,
and collect information and make notes about the points suggested. to gather information about
students´ writing and their
2. Drafting writing process skills.
Refer students to the model provided on page 102 and, if necessary, Adapted from: Nicol, D. J., & Macfarlane-Dick, D.
(2006). Formative Assessment and Self-regulated
provide copies of the transcript they worked with on page 101. Learning: A model and seven principles of good
feedback practice. Studies in higher education, 31
3. Revising (2), 199-218.
Students organize their review into paragraphs, using appropriate
connectors of sequence and a variety of adjectives to express their
emotions and recommendations.
4. Editing
Students check their work and indicate corrections using the Editor’s Research has shown the
marks suggested. The can exchange reviews with another group to benefits of encouraging learners
have a different point of view. to explain their failures by the
lack of effort and appropriate
5. Publishing strategies applied rather than
a. Students divide the review into three parts, one for each member of by their insufficient ability.
the group to rehearse and present to the rest of the class.
b. Students exchange reviews with a different group to evaluate their Pollock, J. (2011). Classroom Instruction that
work and their performance. Student Achievement. Alexandria, VA: Association for
Closure (10 minutes)
Exit slip
See Complementary Activity 1 on
Students reflect on the work they have done in the lesson and write their page 160.

Page 104
Lesson 3: An artistic night out

180 min. listen to a conversation. To identify key words and expressions.
talk about plans for a night out. To select and use strategies to support comprehension.
use key words and expressions To offer, accept and reject invitations.
related to arts and artistic activities. To talk about arts, culture and related activities.
VOLUME 2 UNIT 3
Pages 104 - 107 (OA: 2, 4, 6, 8)

able to do once they reach each objective. invite them to describe what
they would consider “an artistic night out”.
Preparing to listen
1. P 31 Give students enough time to read the message and the 31 See the transcript on page 154.
possible answers. Play the recording for them to connect the written
and spoken version of the replies. then, tell them to get into pairs and
rehearse mini-dialogs to decide which would be correct.
Answer LEARNING SKILLS WINDOW
Only g. would be not be a good answer; all the rest are correct.
Aims of pre-listening tasks
2. P With the whole class, brainstorm names of activities related to Motivating students is a key
art that they can do and write them on the board. then, students use task. To accomplish this,
them to talk in pairs and describe the frequency with which they do the personalization activities are
activities. very important. A pair work
Examples: workshop: crafts / jewellery / painting / sculpture, etc. discussion about the activities
exhibition: rock / classical / pop, etc. / concert / piano / guitar / clarinet, etc. related to art they often do,
class: attending or taking part in ballet / theater, etc. performances, etc. will bring them into the topic
and make them more willing to
3. Read the instructions and the expressions in the box with the class. listen.
Help them notice that the speakers are irish, so their accent is different Adapted from: Marzano, R., Pickering, D., Helebower,
and sometimes they use different words, for example, cinema instead of T., (2011). The Highly Engaged Classroom: The
movies. Give students a few minutes to predict the activities in the box Research Laboratory
mickey and Claire will be discussing, based on the characteristics of the
speakers mentioned. do not check answers at this point.
Page 105
Focusing on listening
Remember to always have students read instructions and exercises before
doing them, so that they know what to focus their attention on.
Strategy in mind
Remind students that paying attention to intonation and stress
helps identify speakers’ moods and attitudes.
1. 32 First, play the recording once through for students to check

their predictions in exercise 3, page 104. Play the recording again for
students to get the general information requested. 32 See the transcript on page 154.

Answer
Activities discussed: going to the cinema, going to a concert, going to the TEACHING WINDOW
cinema, visiting friends, playing the guitar with friends, visiting an art gallery, Teaching listening strategies
eating out.
Students need to receive
Smart listening explicit instruction on listening
strategies. Listening strategies
With the class, make a list of words from the recording whose can help students develop both
intonation and stress can help them infer speakers’ intentions the ability and the confidence
and moods.
VOLUME 2 UNIT 3
that are necessary to enhance
Possible key words: tired; How about…? No , not the …; Let’s …; We comprehension beyond
could…; I’d rather…; We should…; etc. the classroom.
Adapted from: Ur, P. (1984). Teaching Listening
2. 32 Play the recording again twice for students to find the specific Comprehension. Cambridge University Press
details required.
Answer
General information BACKGROUND INFORMATION
Style and tone: b. Informal, friendly
See information on the artist
Main topic: b. Ideas for things to do
in the Background Information
Specific details Appendix on page 158.
Nationality of the artist whose show is on at the gallery: b. Japanese.
(You will find information about this artist in the Background Information
Appendix, on page 172).
Work of art created by the artist: c. (Her works are all about dots, loops,
colors and lights. Big dots, small dots, pink dots, black dots).
Mickey or Claire? a. Mickey. b. Claire. c. Claire. d. Claire.
Main conclusions
Students can work in pairs to discuss the answer to these questions and
reach consensus.
a. No. Claire wants to do different things while Mickey would like to stick
to his routine.
b. Because they are finally going to do all the things she suggested.
Think critically
Encourage them to reflect on the questions individually first and then
invite them to share and compare ideas in pairs or small groups.
Page 106
TEACHING WINDOW
After listening
Explaining grammar
Work it out! Expressing suggestions and recommendations
Go straight on to practice once
Give students a few minutes to analyze the examples and underline the you’ve finished explaining the
phrases that express suggestions and recommendations. Check answers language point. You may require
on the board. students to think of as many
Answer examples as possible.
How about going to the cinema? The main point is to elicit
Let’s do something different tonight. plenty of examples of the target
We should at least try to come up with something more exciting! language and help students feel
We could go to the new art gallery.
that they are in control of it.
Adapted from: Ur, P. (1996). A Course in Language
Speaking workshop: Talking about a night out Teaching: Practice and Theory. Cambridge: Cambridge
University Press
Make students notice how they are guided, step by step, to produce a
short piece of spoken language, asking about a night out.

a. 33 Play the first part of the recording once through and then with 33 See the transcript on page 155.
pauses after each phrase for students to listen and repeat, paying
special attention to the vowels that may be difficult for Chilean
students to produce. If you think it may help, transcribe the phrases LEARNING SKILLS WINDOW
on the board.
Reflecting on Learning
big dots small dots pink dots black dots
/´bɪg `d ts/ /’smɔl `d ts/ /’pɪŋk `d ts/ /’blæk `d ts/ After completing the speaking
VOLUME 2 UNIT 3
task, invite students to reflect

b. 33 Play the second part of the recording once through and then on their performance. Help them
with pauses after each pair of words for students to listen and giving the following prompts:
repeat, paying special attention to the vowels. Please note that the I learnt to do...
length of the vowels is not important; what matters is that the vowels I learnt to use...
may seem similar to a Chilean ear, but they are totally different. If you I feel... about my learning.
think it may help, transcribe the words on the board.
Adapted from: Marzano, R. J., Pickering, D., Pollock, J.
pick - peak sit - seat pill – peel (2011). Classroom Instruction that Works: Research-
/pɪk – pi:k/ /sɪt – si:t/ /pɪl – pi:l/ based Strategies for Increasing Student Achievement.
Alexandria, VA: Association for Supervision and
food - foot pool - pull fool – full Curriculum Development
/fu:d - fʊt/ /pu:l - pʊl/ /fu:l - fʊl/

fox - fork dark - duck walk – wok
/f ks - fɔ:k/ /d :rk - dʌk/ /wɔ:k - w k/
c. 33 Play the third part of the recording once through and then with
pauses after each opening for students to listen and repeat. Tell
students to work in pairs, turn the openings into complete sentences
and practice saying them.
34 See the transcript on page 155.
Page 107
2. Practicing ASSESSMENT FOR LEARNING
a. P 34 Play the recording twice for students to listen, read and Make sure students exchange
repeat the dialog; students repeat one of the characters first and comments and suggestions for
then the other. Then, they get into pairs to practice the conversation, improvement for each of the
taking turns to be each of the characters. prompts provided. For example:
My partner...
b. After practicing and correcting each other, students replace the parts
should listen and repeat
in red in the dialog with their own ideas and suggestions for a night
recordings of dialogs.
out.
positive comments and
c. Help and correct students’ performance as they practice their new suggestions are very helpful.
conversation. should try to sound more
3. Performing interested and enthusiastic.
should get help from the
G Help students form groups of four pairs to present their dialogs. teacher or from a good
4. Assessment student.
should listen and repeat
P Students work with their original partner again to evaluate each plenty of other dialogs.
other’s performance when role-playing the dialogue, using the prompts
in the box. Negotiate with them how the assessment will be used: as Remember you may use the
useful information to make decisions for improvement, as the basis for a rubrics in the Appendix,
mark, fully or part teacher –part student, etc. on page xxii, to gather
information about students´
oral performance and skills.
Adapted from: Nicol, D. J., & Macfarlane-Dick, D.
Exit slip (2006). Formative Assessment and Self-regulated
Learning: A model and seven principles of good
Students reflect on the work they have done in the lesson and write their feedback practice. Studies in higher education, 31
(2), 199-218.

Page 108
SUBJECT CONNECTIONS Drama
90 min.
Students will... What for?
read a scene from a play based on a children´s story. To identify general and specific
identify structure and features of the text. information in a script.
identify specific information and complete a scene map. To complete a scene map.
Pages 108 - 109 perform a short scene of a play. To make connections between the text
VOLUME 2 UNIT 3
and other subjects of the curriculum.
(OA: 7)

Read the name of the lesson and the lesson objectives aloud with the class. Integrating content
elicit a description of a script from them (the words of a film, play, broadcast,
or speech). Research has shown that
integrating content from
other areas of the curriculum
Development (70 minutes) improves learners’ performance
in both curricular subjects and
1. G Give students a few minutes to read the labels of the scene map the foreign language. It also
and then tell them to read the excerpt from a script on page 109.
shows that learners are more
Answer confident when using the target
Name Setting language, they acquire a more
The rabbit hole and a extensive and varied vocabulary
Down the rabbit hole
to Wonderland long corridor in the and they reach higher levels of
Queen’s palace English.
Scene 1 Additionally, research shows
Protagonists that learners are more
Secondary characters
Alice, the Rabbit, cognitively active during the
The cards learning process.
the Queen
Adapted from: Coyle, D., Hood, P., & Marsh, D.
2. G Encourage the groups to read the instructions and the questions (2010). Content and Language Integrated Learning.
Ernst Klett Sprachen
and then examine its organization to answer them.
Answer
a. In bold. b. In brackets, in a different color, in italics.
3. G Give students time to underline the characters (Rabbit, Alice, The

Queen) and descriptions of the set (She finds herself in a long, low BACKGROUND INFORMATION
hall.) and actions (Rabbit takes out his watch.), (Waves to her as he
exits behind screen.), (Alice follows Rabbit.), (No one answers.), (She Alice’s Adventures in
indicates the cards on the ground.), in different colors. Wonderland
Alice is a fictional character
4. Working individually, students read the questions and then the text and protagonist of Lewis
again, to find the required information. Check answers orally. Carroll’s children’s novel Alice’s
Answer Adventures in Wonderland
a. She was chasing the rabbit. c. He left. (1865) and its sequel, Through
b. He was going to be late. d. She ordered to cut it off. the Looking-Glass (1871). A
mid-Victorian era child, Alice
Closure (10 minutes) unintentionally goes on an
underground adventure after
5. G Tell students to form groups of eight: 3 students should be the accidentally falling down a
protagonists, 3 the secondary characters and the other 2 the director and rabbit hole into Wonderland; in
the special effects technician. Give them time to rehearse and then organize the sequel, she steps through
the presentation of the scene. Make sure students watch each presentation a mirror into the Looking-Glass
in respectful silence. Take a vote to choose the best performance. Land.
OPENiNg DEVELOPMENT CLOSURE UNIT 3 MODULE 1 133

Page 110
LEARNING SKILLS WINDOW
Module 2 Interdisciplinary connections
The language learning
Read the objectives with the class and encourage them to share and experience is more interesting
compare their expectations, what they know about the topics, how and challenging when teachers
interesting they sound to them, etc. encourage students to make
interdisciplinary connections.
Help them recognize the content, skills and attitudes they will develop.
VOLUME 2 UNIT 3
Together with enjoyment,

instruction that fosters
Entry slip (5 minutes) interdisciplinary connections
make sure students activate their ideas, experiences and impressions and offers a number of other
have them answer the questions before you move on to practicing the advantages:
prerequisite language and vocabulary they need. Integration of the language
processes of reading, writing,
How ready are you? (10 minutes) listening, speaking, and
thinking.
1. ask students to say what the pictures illustrate and then invite them Exposure to a variety of reading
to find the information required. You may need to explain the word and listening materials for
challenge (v.): to question if something is true or legal. various purposes.
Answer Students are encouraged to
The term contemporary art refers to art made and produced by artists living use prior knowledge to create
today. relationships among various
It is a dynamic combination of materials, methods, concepts, and subjects sources of information.
that challenges traditional definitions. Contemporary art reflects a wide Application of new learning
range of materials, media, and technologies, as well as opportunities to in meaningful and ‘real world’
consider what art is and how it is defined. contexts.
Enhancement of motivation
2. P Students share and compare their understanding of the definition and participation in classroom
of contemporary art and use it to complete the sentences. Accept a activities.
variety of answers.
Adapted from: Dale, L. and Tanner, R. (2012). CLIL
Possible answer Activities. Cambridge: Cambridge University Press
a. Contemporary Art can be defined as a dynamic combination of materials,
methods, concepts, and subjects that challenges traditional definitions.
b. Artists express their own concepts using a wide range of materials, media,
and technologies.
c. The main point is freedom of expression, the use of materials,
technologies, techniques, etc.
3. After they have finished, make students choose and tick (✔) the
alternative that best describes their feelings towards the future
think what they can do to improve, solve problems they may have, get
help in case they need it, etc.

Page 111
Lesson 4: Fashion and design

read and follow instructions. To understand general and specific ideas of expository texts.
180 min. match a text and images. To communicate information about museum exhibitions, using
write a text for a museum thematic vocabulary and images to support meaning.
website. To write with varied purposes, using connectors, and correct spelling
VOLUME 2 UNIT 3
and punctuation.
Pages 111 - 116 To use language in written texts properly.
(OA: 10. 14, 15, 16)
class. Remind them that the question What for? refers to what they will
be able to do once they reach each objective. invite them to describe the Art in fashion
relationship between fashion and design and art. Picture 1: Fashion design based
on John Chamberlain’s colorful
Opening (30 minutes) wrecks out of scrap metal and
old automobile parts.
Preparing to read Picture 2: A dress made with
1. P Help students notice that in each square there are two pictures a fabric that reproduces the
and try to explain the connection between them and with the name of famous Marilyn, one of the
the lesson. Read the information in the window. mass-produced images created by
Pop-artist Andy Warhol.
Possible answer
Works of art have been used for the design of clothes. Picture 3: A colorful dress that
emulates the work of Bogotá-
2. P Read the questions with the class and elicit a definition of the based mural artist Stinkfish.
word fashion: a style that is popular at a particular time, especially in
clothes, hair, make-up, etc.; the business of making and / or selling
Picture 4: Striped suits that
clothes in new and different styles. Tell them to make notes of their recall the 1960s op art of Victor
answers. Vasarely.
You will find more information
3. P Give students time to write down as many words as possible on the artists and their styles
they associate with the word fashion. Then, they create their own word in the Background Information
maps or classification of the words. Appendix, on pages 158 and 159.
Page 112
Development (140 minutes) LEARNING SKILLS WINDOW
Using the dictionary
Focusing on reading
Remind students of these
1. Refer students to the notes they took when doing exercise 2, page 111. essential dictionary skills:
They use them to focus their reading in order to confirm or reject their Nouns normally appear in their
ideas. singular form and verbs appear
Before reading the article in more detail, invite students to check the in the Infinitive.
meaning of the key words using their dictionaries, noticing where the To find out meaning of
words appear in the text and whether the definitions apply. expressions, it may be
necessary to look up the
Disguise (v.): to give a new appearance to a person or thing, especially individual words and then
in order to hide its true form; to hide an opinion, a feeling, etc. work out the meaning of the
Breathtaking (adj.): extremely exciting, beautiful, or surprising expression.
Store (v.): to put or keep things in a special place for use in the future. Context has to be taken into
account at all times.

Strategy in mind
discuss with the class how identifying the structure of the text
can help them read and understand better. in this case, they Identify and analyze text
can discover that the text has three different sections: times and structure
prices, descriptive information about the museum, and visitors’ How is the information
comments. this will help them channel their expectations, activate organized? Authors make
the appropriate previous knowledge and focus their attention. decisions about how to present
information. They choose from a
VOLUME 2 UNIT 3
Smart reading variety of structures to organize

Remind students of the importance of taking the instructions the information for readers:
for the activities into account in order to identify the specific Chronological / Sequence (Time
information they are expected to find. / Order):
Articles reveal events in a
1. Check that students understand which part of the text is the top sequence from beginning
part (above the first subtitle About us). to end. Words that signal
Answer chronological structures
a. Probably the address, e-mail, how to follow them in Facebook, include: first, then, next, finally,
Twitter or other social networks, etc. and specific dates and times.
b. Probably under Contact or News.
Cause / Effect:
c. Six, Monday to Saturday. It is closed on Sunday. Informational texts often
d. It is closed on Sunday. describe cause and effect
e. If all the children are over 5, they could pay £20.00. relationships. The text describes
f. Children 5 and under do not pay. events and identifies or implies
causal factors.
2. Tell students to copy the sentences into their notebooks to
complete them. Problem / Solution:
Answer The text describes a problem
a. Many people think that fashion is a method of clothing and and presents solutions.
wearing accessories that is used to show or hide something Compare / Contrast:
about themselves.
Author uses comparisons
b. According to the fashion museum, fashion statements can be to describe ideas. Similes,
expressed using your clothes, accessories, shoes, hair, metaphors, and analogies
makeup, even your cell phone.
are used.
c. Fashion can be an art form.
Description:
Page 113 Sensory details help readers
visualize information.
Your analysis
Directions:
In this case, this section invites students to express their own How-to-texts frame the
views about the topic of the lesson. For this purpose, three information in a series of
statements are provided and students choose the one that most directions or instructions.
coincides with their ideas.
Adapted from: Harvey, S. & Goudvis, A. (2007).
Strategies That Work: Teaching Comprehension for
Think critically Understanding and Engagement. Stenhouse Publishers.

Encourage them to reflect on the questions individually first and ASSESSMENT FOR LEARNING
groups. You may use the rubrics in the
Appendix, on pages xix and
xx, to keep track and gather
information on students’
reading skills.

Page 114
ADDITIONAL ACTIVITY
After reading
Have students bring cut-outs
Vocabulary in context of clothes, classify them into
1. P ask students to read the sentences and take turns to explain the men’s, women’s and unisex
words trying not to use a dictionary. wear, paste them onto a piece
of cardboard, label them and
Possible answer display the posters in the
Desire (n.): a feeling of wanting something very much
VOLUME 2 UNIT 3
classroom.
Method (n.): a way of doing something
Disguise (v.): hide, make something look like what it is not
Make up (n.): color creams, pencils, substances used on your face to make
you look better. LEARNING SKILLS WINDOW
Wear (n.): clothes of a particular type Vocabulary journals
2. P Students use the definitions they created in exercise 1 to find the To help students explore the
correct synonyms. meanings of the new words they
encounter while reading, they
Answer
desire – wish; method – manner; disguise – hide; makeup – cosmetics;
may keep vocabulary journals.
wear – clothing. These journals are a specific type
of learning log where students
3. P Students write their own examples and then share and compare can record different ideas,
with a partner. You can ask a few students to read their examples images, examples, notes and
aloud. information about the new words
they learn while reading.
Possible answer
a. A new computer, a bike, a nice room of my own, clothes, a tv set; better Students may be able to respond
marks in a school subject, a best friend, better relationships with and transact with the new words
somebody, etc. they learn using a variety of
b. How to do different things on your computer, how to tidy up your room concepts and ideas through the
quickly, how to finish homework quickly, how to persuade your parents to use of their own language in
let you do something, etc. their vocabulary journals.
c. Love, hatred, anger, nervousness, shyness, fear, stress, weakness, etc. Adapted from: Marzano, R. J. (2005). Building
d. Lip gloss, blush, mascara, eye shadow, eyeliner, eyebrow pencil, lipstick, Academic Vocabulary: Teacher’s Manual. Alexandria,
VA: Association for Supervision and Curriculum
etc. Development.
e. Menswear: jeans, t-shirt, shirt, jacket, trousers, coat, parka, sweatshirt, etc.
Womenswear: dress, skirt, blouse, tights, leggings, tank top, etc.
Work it out! Uninished actions (continued)

Read the examples with the class and refer them to what they discussed
about his topic in unit 2, page 73 and in this unit, page 98, to answer the
questions.
Answer
a. The sentences refer to actions that started in the past and continue in the
present.
b. No specific past expressions are used; the Present Perfect tense is used.
Page 115
Writing workshop: A museum website
Remind students that the writing task is carefully guided following the
steps of the writing process and a clear model has been provided in the
reading text, pages 112 - 113. Help them get into pairs and lead them
through the steps one by one, emphasizing the importance of making
notes of their ideas. Ask them to read the assessment prompts in Point
5 before they start working, so that they know what will be taken into
account at the moment of the final peer assessment.

1. P Organizing ideas
a. You can brainstorm types of museums and write a list on the board. ASSESSMENT FOR LEARNING
if there isn´t a museum in your area, encourage students to write An essential component of
about one they would like to have. the assessment stage is the
Possible answer feedback students exchange.
Art (traditional, contemporary, fine arts, etc.) aviation, computer, design, For each of the prompts
fashion, folk, geology, heritage, maritime, memory, national history, provided, make sure they make
natural history, science, technology, textile toy, transport, wax, etc. comments and suggestions for
VOLUME 2 UNIT 3
b. students use the table to enter what they already know and what improvement.
they need to find out, assigning each other tasks and responsibilities. For example:
c. Students collect the missing information and write down all their The information is interesting
sources. and complete: more research
is needed; could have
2. P Drafting followed the model more
Read the instructions and the information to be included in the website closely.
with the class. Draw their attention to the template provided, which they All the sources of information
have to copy into their notebooks and refer them to the model text on are acknowledged: other
pages 112 - 113. webpages, sites and authors
should be acknowledged,
Page 116 even if not following the
established formats.
3. Revising
The webpage follows the
Students organize their information into paragraphs, using appropriate model provided: could have
connectors and a variety of adjectives to make their description more followed the model more
attractive. Refer them to the model text on pages 112 - 113 and help closely.
them notice these characteristics in that text. The content was revised and
edited: could have asked
4. Editing
other students or the teacher
Students check their work and indicate corrections using the Editor’s to help correct.
marks suggested. They can exchange reviews with another pair to have All of the photographs,
a different point of view. graphics, sound and / or
5. Publishing
video enhance the content
and create interest: could
a. Students make their webpage as attractive as possible, including a have been more selective in
nice layout and visuals. the presentation of visuals;
b. Students share their webpage using the class blog, other social not all of them contribute to
networks, or, if neither of these alternatives is possible, a handmade create interest or illustrate
version displayed in the classroom. the points presented.
c. Students work together with another pair, exchange their work and Remember you may use the
evaluate it using the provided points. rubrics in the Appendix, on
d. Remind students of the importance of positive feedback and a page xxi, to keep track and
respectful attitude throughout the process. gather information about
students´ writing and their
Closure (10 minutes) writing process skills.
Students reflect on the work they have done in the lesson and write their feedback practice. Studies in higher education, 31
personal responses, which they can share with some of their classmates. (2), 199-218.
See Complementary Activities 2 and 3

on page 161.

Page 117
Lesson 5: Mobile art

identify art forms and link them to To understand general and specific information about types
180 min.
prior knowledge. of art.
identify the purpose of a recording. To identify type and purpose of a text.
describe, discuss, and present To describe works of art.
VOLUME 2 UNIT 3
preferences in connection with To express opinions about the use of new technology in art.
Pages 117 - 120 different art forms. (OA: 1, 3, 7, 8)

Read the name of the lesson and the lesson objectives aloud with the Picture 1: A maidservant pours
class. Remind them that the question What for? refers to what they will milk, entirely absorbed in her
be able to do once they reach each objective. invite them to describe the work. Except for the stream
relationship between this lesson, the previous ones and the general topic of milk, everything else is
of the unit. still. Vermeer took this simple
everyday activity and made it
Preparing to listen the subject of an impressive
1. P encourage students to answer the question in detail. if you think painting – the woman stands
they may not be able to answer, bring some examples yourself. You like a statue in the brightly
can get materials at: http://www.designyourway.net/blog/inspiration/ lit room. Vermeer also had an
strange-examples-of-art-that-youll-love-80-photos/ eye for how light by means of
hundreds of colorful dots plays
http://www.cracked.com/article_19204_9-mind-blowing-pieces-art-
over the surface of objects.
made-with-ridiculous-materials.html
http://www.hongkiat.com/blog/unconventional-art/ Picture 2: The geometric
elements and the perspectival
2. P students examine and comment on the paintings and express distortion in The Street Enters
their preferences. suggest they make a few notes of their ideas to the House demonstrate the
compare later with another pair. influence of Expressionism and
Cubism on Boccioni. According
3. P students choose the device they think will be involved in the to the original catalog entry
new art form. emphasize the importance of using their own personal for the work, “The dominating
predictions to focus their attention when they listen to the recording the sensation is that which one
first time. Do not check answers at this point. would experience on opening a
window: all life, and the noises
Page 118 of the street rush in at the same
time as the movement and the
Development (140 minutes) reality of the objects outside.”
Focusing on listening You will find more information
on the artists in the Background
Strategy in mind Information Appendix, on
Remind students that identifying type and purpose of a text can page 159.
help them anticipate the language that will be used.

Key words
tell students to check the meaning of the key words using a
dictionary, paper or online. Remind them to consider the topic
of the lesson to choose the most appropriate meaning for this
context.
Answer
Stroke (n.): (a line or mark made by) a movement of a pen or pencil
when writing or a brush when painting
VOLUME 2 UNIT 3
Woodlands (n.): land on which many trees grow.

Texture (n.): the quality of something that can be decided by touch;
the degree to which something is rough or smooth, or soft or hard
Draw (v.): to make a picture of something or someone with a pencil
or pen
1. 35 this activity has two purposes: check predictions and find general
information. Refer students to the predictions they made in exercise 3,
35 See the transcript on page 155.
page 117 and then play the recording for them to check. Then, draw
their attention to the first point in the file and to the general information
they are expected to obtain. Explain that the letter R stands for
recording. LEARNING SKILLS WINDOW
Answer Taking notes
Predictions: c. A smartphone.
During a listening task, by taking
notes students evaluate what
Smart listening they comprehend.
Read this suggestion with the class and indicate it is useful to try Using this strategy, students are
and note special expressions used by the speakers that can show able to check on their progress
their opinion. while listening.
Answer When students take notes, they
General information are able to:
Type: check their understanding,
RI: Report. compare their understanding
RII: Personal experience with new information,
Purpose: identify sources of difficulty.
RI: Inform. Adapted from: Lazaraton, A. (2001). Teaching Oral
RII: Describe Skills. In M. Celce-Murcia (Ed.), Teaching English as a
Second or Foreign Language (pp. 103-115). Boston:
Specific details Heinle & Heinle.
Painting mentioned:
a. A country road in autumn colors. The water on the ground is so vivid
you actually think it is real.
Topics mentioned: b., c. and d.
Remember you may use the
Main conclusions rubrics in the Appendix,
Students can work in pairs to decide on the general opinion of the
speakers. Both opinions are positive.
on page xviii, to gather
information about students´
listening comprehension
Think critically
and skills.
groups.

Page 119
After listening
Vocabulary in context Artistic professions
1. draw students’ attention to the words that refer to artistic professions,
painters, artist.
2. lead students to identify the two components of the words, a root

word, paint, art, plus a suffix, -er, -ist, that turns the root word into a
VOLUME 2 UNIT 3
new one that indicates the doer of an action.
3. P Encourage students to add suffixes to the provided words and BACKGROUND INFORMATION
then check if the result is correct using a dictionary.
Suffixes –ist and -er
Answer
a. Pianist d. Novelist, writer The suffix –ist denotes a person
b. Composer e. Violinist who does a specified action or
c. Guitarist f. Dancer activity.
4. Art auctioneer, art dealer, cinematographer, designer, dress maker,

The suffix –er is used in forming
photographer, screenwriter, singer, etc.
nouns designating people to
Art therapist, cartoonist, muralist, taxidermist, ventriloquist, etc.
the object of their occupation
Actor, director, editor, illustrator, museum curator, sculptor, tailor, etc.
or labor.
English Grammar, K–12. White Plains, NY: Prentice Hall.
Speaking workshop: Talking about art preferences
Make students notice how they are guided, step by step, to produce a
short piece of spoken language, talking about art preferences.
a. P Read the gapped conversation with the class and then give
pairs time to complete it using the picture clues as reference and
expressing their own preferences.
Page 120
b. 36 Play the recording once through for students to compare with

what they wrote in exercise 1 a. Play he recording again for students 36 See the transcript on page 155.
to listen as they follow the conversation in their books.
2. Practicing
P Give students time to practice the conversation several times,
taking turns to be the two characters. If necessary, play the recording
again for students to listen and repeat. While practicing, ask students to
listening to their partners carefully so as to help and correct intonation
and pronunciation.
3. Performing
a. P Students bring pairs of pictures that illustrate different styles or
art forms to use as props in their conversations.
b. G Students get into groups of four to discuss the art forms in
their pictures. Encourage them to use the opening provided and the
model dialog in exercise 1 b.
c. Organize the presentations of the different dialogs in front of
the class.

4. Assessment
P students discuss their performance and evaluate it using the ASSESSMENT FOR LEARNING
prompts in the box. negotiate with them how the assessment will be Help and guide students
used: as useful information to make decisions for improvement, as the exchange supporting feedback
basis for a mark, fully or part teacher –part student, etc. for each of the prompts
You may use the checklist below to give feedback to students about their
provided. They should make
speaking skills. evaluate them according to this scale:
comments and suggestions for
improvement.
3= accomplished 2= developing 1= needs improvement
VOLUME 2 UNIT 3
For example:
Aspect Points prepared for the exercise very
carefully: could make better
Vocabulary use of models provided.
Uses learned expressions and words appropriately.
followed the instructions:
Fluency could make better use of
Presents information in coherent and fluent way, uses varied own ideas when following
connectors. instructions.
Pronunciation helped each other express our
Uses sounds correctly. preferences, showing respect
Speaking skills for our differences: should
Shows enthusiasm, clear articulation, proper volume and pauses. avoid feeling personally
Speaks clearly. attacked when criticized or
corrected.
Physical expressions
Communicates interest in the topic, keeps eye contact, conveys supported each other
confidence with posture and appearance. correcting our grammar,
vocabulary and
pronunciation: could invite
You may also use the Complementary Digital Resource 8 another classmate or
to allow students deal with authentic multimodal texts related to the teacher to help with
the topic of the unit that will enhance their motivation, interest correction.
and curiosity. In this step, students are expected to deepen their used words, structures and
knowledge and practice the contents of the unit. The tasks proposed ideas from the lesson: should
also aim at triggering students’ intellectual and affective commitment make better use of the
in their learning process. material already studied.
See the instructions to use this resource on page 152. You may use the rubrics in
the Appendix, on page xxii,
to gather information on
Closure (10 minutes) students’ oral skills.
students reflect on the work they have done in the lesson and write their feedback practice. Studies in higher education, 31

Page 121
Lesson 6: The sound of music

read an article about a music To demonstrate comprehension of general ideas and explicit
180 min.
genre, using a graphic to information in a text about a music genre.
summarize the information. To select and use different strategies to support comprehension.
write a short article about a To describe a music genre and narrate its origin and
VOLUME 2 UNIT 3
music genre. development, in written form.
Pages 121 - 125 To write using the steps of the writing process.
(OA: 9, 12, 13, 14)

able to do once they reach each objective. invite them to express what the
sound of music is for them.
Preparing to read
1. P examine the word map with the class and ask different students
to draw it on the board and enter the corresponding examples they
mentioned at the beginning of the lesson. then, give them time to
complete it in pairs, with their own ideas and preferences. Check
answers on the map drawn on the board.
Possible answer
Professions: arranger, choir director, composer, conductor, drummer,
guitarist, jingle writer, lyricist, music teacher, pianist, singer, ____(instrument) LEARNING SKILLS WINDOW
player, etc.
K-W-L chart
Styles: afro-cuban, anarcho, blues, brass, Britpop, cabaret, children’s, classical,
country, dance, disco electronic, emo, folk, funk, fusion, glam, grunge, hip K-W-L (Ogle, 1986) is an
hop, jazz, latin, metal, opera, pop, popular, progressive, psychedelic, punk, instructional reading strategy
rap, reggae, religious, revival, rock, r&b, ska, soul, soundtrack, stage & screen, that is used to guide students
techno, traditional, thrash, etc. through a text. Students begin
Instruments: accordion, bagpipe, banjo, bass, bass drums, bassoon, bongo by brainstorming everything
drums, bugle, cajón, castanets, cello, clarinet, clavichord, flute, guitar, they Know about a topic. This
harmonica, harmonium, harp, horn, keyboard, lute, mandolin, marimba, information is recorded in the K
oboe, ocarina, organ, pan flute, piano, recorder, saxophone, triangle, column of a K-W-L chart. Then,
trombone, trumpet, tuba, ukulele, viola, violin, xylophone, etc. they fill in the W column with
Famous songs and famous people: students’ favorites. what they Want to know from
the text. Finally, after reading
2. G Give groups time to answer the questions. You can divide the the text, students complete the
class into three big groups and assign one question to each group. ask L column with everything they
a few groups to share their answers. actually Learned.
3. Revise with students what a KWl chart is (Know, Want to know, Because K-W-L charts are graphic
Learned). Copy the chart on the board and elicit one example for the organizers they can help students
first column and one example for the second column. Then, give pairs organize information before,
time to add a few more ideas. Do not check answers at this point. during and after a unit or a lesson.
They can be used to engage
students in a new topic, activate
prior knowledge, share unit
objectives and monitor learning.

Page 122
Focusing on reading
1. students can read the text twice, once to find out if what they know TEACHING WINDOW
about the topic is mentioned and a second time to check if what
they want to know is mentioned. In both cases, prepare them to Remember to always have
read and create some language background that facilitates reading students read instructions and
VOLUME 2 UNIT 3
comprehension. exercises before doing them, so

that they know what to focus
their attention on.
Key words
Before reading the text in more detail, invite students to check the
meaning of the key words using their dictionaries, noticing where
the words and expressions appear in the article and whether the
definitions apply.
Answer
beat (n.): in music, a regular emphasis, or a place in the music where
such an emphasis is expected; rhythm
accomplishment (n.): something that is successful, or that is achieved
after a lot of work or effort
release (v.): If a company releases a film or musical recording, it allows
the film to be shown in cinemas, or makes the musical recording
available for the public to buy
propel (v.): to cause someone to do an activity or be in a situation
Strategy in mind
Read the strategy with the class and ask them to find different
graphic organizers on this page and on others ( page 121 exercise Remember you may use the
1, page 108 exercise 1, etc.). rubrics in the Appendix, on
pages xix and xx, to keep
Smart reading track and gather information
about students´ reading
1. Remind students that a title summarizes the text it refers to. comprehension and skills.
Answer
a. Paragraph III; b. Paragraph IV; c. Paragraph I; d. Paragraph II.
2.
a. Reggae music.
Pop
b. Punk
Rock
c. Rags or ragged clothing.
Spanish term for “the king’s music.

Page 123
Your analysis
Interdisciplinary connections
1. students can use the text to substitute the appropriate The activities in the classroom
sections to describe their favorite music style. they can then should include space for learning
enter this information into a table. beyond subject boundaries,
so that students can make
Reggae My favorite music style
connections between different
VOLUME 2 UNIT 3
It started in the 1960’s in Jamaica. areas of learning.
It is a combination of ska and These connections, based upon
rocksteady music groupings of experiences and
outcomes from within and
across curriculum areas, can
provide relevant, challenging and
enjoyable learning experiences
and stimulating contexts to meet
2. students copy what they did not know about reggae and the varied needs of students.
learned in this lesson in the third column of the chart on page
121, exercise 3. Activities. Cambridge: Cambridge University Press
Think critically
this section provides an opportunity for students to link the
encourage them to reflect on the questions individually first and then
invite them to share and compare ideas in pairs or small groups.
Page 124
After reading
Describing actions in which
Work it out! Describing actions in which the subject is unknown the subject is unknown – The
P Give students a few minutes to analyze the examples and answer the Passive voice
questions individually; then, they compare answers in pairs. You may share Sentences in the Passive
the information in the window and in the appendix with the students. voice mention the thing or
Answer person receiving an action
a. We do not know. before mentioning the action
b. ii. The action itself. itself, and may omit the actor
altogether. You will find more
information on the Passive
Writing workshop: An article for a music magazine
Voice form and its uses in
G Remind students that the writing task is carefully guided following the the Background Information
steps of the writing process and a clear model has been provided in the Appendix, on page 159.
reading text, pages 122 - 123. Help them get into groups and lead them
through the steps one by one, emphasizing the importance of making Adapted from: Birch, B. (2005). Learning and Teaching
notes of their ideas. Ask them to read the assessment prompts in Point
5 before they start working, so that they know what will be taken into
account at the moment of the final peer assessment.
1. Organizing ideas
a. Refer students to the text on pages 122 - 123 and tell them to pay
attention to the titles they chose for each paragraph, to identify what
each of their paragraphs should contain.
b. Organize the distribution of musical genres among the groups; act as
a referee if more than one group wants to write about the same; also,
accept other sensible suggestions.
c. Tell students to time themselves carefully; for example, they can
devote five minutes to brainstorm and five minutes to organize
the information.

d. suggest they make a list of what needs to be done and distribute
tasks among the members of the group. ASSESSMENT FOR LEARNING
e. students make notes of the information they have collected and Remember an essential
distribute them along a time line; this can be horizontal, like the one component of the assessment
in the example, or vertical. stage is the feedback students
2. Drafting
exchange. For each of the
prompts provided, make sure
Read the instructions with the class, remind them to refer to the model they exchange comments and
text on pages 122 - 123 as many times as necessary and finish the text
VOLUME 2 UNIT 3
suggestions for improvement.

with a conclusion that is personal.
For example:
We could have used a graphic
Page 125 organizer to clarify our ideas.
3. Revising We needed support to make
Students revise their first draft following the tips provided. You can sure all the members of the
suggest they divide the text into equal parts and each member of the group contributed equally.
group takes responsibility for one piece; then they exchange and share We should have paid more
comments and corrections. Finally, they put the text together again and attention to different
make sure it makes sense. suggestions and ideas.
We should have collected
4. Editing more accurate information
Students check their work and indicate corrections using the Editor’s to make the time line more
marks suggested. They can exchange articles with another pair to have complete.
a different point of view. We needed a bit more
revision of the language
5. Publishing learned so far.
a. Students make their article as attractive as possible, including a nice We could have asked the
layout and visuals. teacher or a classmate to
b. As a class, students put together their articles in the form of a music lend us a hand.
magazine. To choose a name, you can brainstorm a few names, We shouldn’t get upset when
write them on the board and choose the most popular through a our classmates correct or
show of hands. make negative comments on
our work.
c. Read the magazine to make sure it does not have glaring mistakes,
inappropriate art work or incorrect information and organize how You may use the rubrics in
students can go about donating it to the school library. the Appendix, on page xxi,
d. Remind students of the importance of positive feedback and a to gather information about
respectful attitude throughout the process. students´ writing and their
writing process skills.
Closure (10 minutes) (2006). Formative Assessment and Self-regulated
Exit slip feedback practice. Studies in higher education, 31
(2), 199-218.
See Complementary Activity 4 on
page 162.

Page 126
SUBJECT CONNECTIONS Social Studies-Technology

90 min. learn how an artist uses a technological tool To exchange information about the topic of the
to travel virtually. recording and relate it to other curricular subjects.
relate images to previous knowledge. To make connections between the text and other
identify geographical location of countries. subjects of the curriculum.
Pages 126 - 127 (OA: 3, 7)
VOLUME 2 UNIT 3
TEACHING WINDOW
To help students make
connections with Social
be able to do once they reach each objective. elicit an explanation of the
Studies, conduct exercise 3 as
expression travel virtually (to visit exotic, distant places almost anywhere
a webquest, providing students
on the planet using new virtual technology).
a list of websites they can
1. P Read the names of the countries in the box and the headings of visit and where they can find
the table (continents) with the class. then, give students a few minutes the information they need to
to complete the task. Check answers orally. complete the chart. If internet
Answer is available, give them some
time to visit the websites and
Africa America Asia Europe Oceania research in pairs or small groups.
South Africa Mexico China England Australia You may evaluate students’
Egypt Brazil Vietnam France Fiji ability to deal with this type of
Kenya The USA India Italy New Zealand
Madagascar Chile Japan Holland Papua New
activity using the rubric on page
Somalia Argentina Taiwan Portugal Guinea xxii.
Samoa
2. P You can organize this activity as a competition; the first pair to
match all the countries and tourist attractions wins a prize.
Answer
Picture 1 – England. Picture 2 – India. Picture 3 – The USA. Picture 4 – China.
Picture 5 – Italy. Picture 6 – France. Picture 7 – Brazil. Picture 8 – Holland
Page 126
3. P Give students time to find information to complete the table.
Check answers asking different students to draw and complete the
table on the board.
Answer
Name of
Picture Location Description
spot
1 Big Ben Houses of The clock inside the tower was the
Parliament, world’s largest when it was installed
London in the middle of the nineteenth
century. The name Big Ben actually
refers to the clock’s hour bell.
2 The Taj Agra, India An immense mausoleum of white
Mahal marble, built between 1631 and 1648
by order of the Mughal emperor Shah
Jahan in memory of his favorite wife,
Mumtaz Mahal.
3 The Statue New York, The statue was a gift of friendship
of Liberty the USA from the people of France to the
United States and is recognized as a
universal symbol of freedom and

democracy. The Statue of Liberty was
dedicated on October 28, 1886. It was
designated as a National Monument
in 1924. It is located on Liberty Island
in New York Harbor.
4 The Great China It is a series of fortifications made of
Wall of stone, brick, tamped earth, wood, and
China other materials, generally built along
an east-to-west line across the
VOLUME 2 UNIT 3
historical northern borders of China in

part to protect the Chinese Empire
from intrusions by various nomadic
groups or military incursions by
various warlike peoples.
5 The Rome, Italy It is the most famous monument to
Colosseum have survived from the classical
world. This amphitheater was built
nearly two thousand years ago for the
purpose of hosting violent gladiator
games and other entertainment.
Large sections of the Colosseum as it WHAT DOES RESEARCH SAY?
now stands are not ancient at all, but
the result of restoration in the 19th Using WebQuests
century. Only 1/3 of the original WebQuests can help students
amphitheater remains intact. develop higher level cognitive
6 The Eiffel Paris, It is on the Champs de Mars in Paris, skills in an engaging way. They
Tower France France. It was originally built as the are typically interdisciplinary
entrance arch for the World’s Fair and are inquiry-oriented. They
in 1889. incorporate cooperative or
It is named after Gustave Eiffel, whose collaborative learning and
company was in charge of the project. provide scaffolding for learners
It is 320 meters high and was the and guidance on cognitive and
tallest man made structure in the social skills.
world for 41 years before being They also facilitate meaningful
surpassed by the Chrysler Building in
use of the internet for
New York. It is made of iron and
weighs around 10000 tons. educational ends.
7 Christ the Rio de Colossal statue of Jesus Christ at the Pollock, J. (2011). Classroom Instruction that
Redeemer Janeiro, summit of Mount Corcovado, Rio de Works: Research-based Strategies for Increasing
Brazil Janeiro. It was completed in 1931 and Student Achievement. Alexandria, VA: Association for
stands 30 meters tall, its horizontally
outstretched arms spanning 28
meters. The statue, made of reinforced
concrete clad in a mosaic of
thousands of triangular soapstone
tiles, sits on a square stone pedestal
base about 8 meters high, which itself
is situated on a deck atop the
mountain’s summit. The statue is the
largest Art Deco-style sculpture in
the world.
8 Windmills Holland There are more than a thousand
and tulip windmills in Holland. Once a country
plantation of 10,000 windmills, Holland now has
over 1,000 historic vertical mills, more
than any other country in the world.
Several areas in the country are known
for their windmills, and are definitely a
part of any tour of Holland.

4. 37 Read the instructions and the alternatives with the class and then 37 See the transcript on page 156.
play the recording once or twice for students to choose the best options.
Answer
a. iii. b. ii.
ADDITIONAL ACTIVITY
5. 37 Play the recording again for students to write the names of the After students complete the
VOLUME 2 UNIT 3
countries mentioned. You can refer students to exercise 1 on page 126. discussion group activity in
Answer exercise 7, invite each group
England, Scotland, Italy, France, Switzerland and Portugal. to create a new question. Then
encourage them to split up
6. Read the gapped sentences aloud with the class and then play the and work with other groups to
recording with pauses for students to complete them. discuss their new questions.
Answer
a. For the past year, Bill has spent hundreds of hours travelling thousands
of miles.
b. When I was younger and single I traveled around Europe and other
countries across the world.
c. I am working on a series of those views I think are still iconic of their
countries, but not necessarily the most famous.
d. I simply pick a place name out of a hat and virtually walk around until I
find an inspiring view.

7. G Help students form groups of three or four students and
encourage them to pool together all the information they collected and
remember to answer the questions.
Answer
a. Because he had to look after his family and keep his job, so he couldn’t
travel so much anymore.
b. He can still visit and paint the places as if he was really there.
c. Students’ opinions.
d. The views are iconic of their countries, but not necessarily the most
famous.
You may finish the unit using the Complementary Digital

Resource 9 to allow students deal with authentic multimodal texts
related to the topic of the unit at the same time they consolidate
and round off the contents they learnt. The tasks proposed also aim
at triggering students’ intellectual and affective commitment in their
learning process.
See the instructions and the rubric to use this resource on page 153.

CLOSURE Pages 128 - 131
Page 128
Project: A performance
VOLUME 2 UNIT 3

180 min. role-play a job interview. To present oral information creatively using
work in groups to create a multimodal project. multimodal resources.
talk about relevant information in the working To work responsibly and collaboratively towards
world. a common goal, showing respect and interest
show respect for others’ ideas and opinions. for others’ ideas and opinions.
Pages 128 - 129
(OA: 5, D)
I. Preparation TEACHING WINDOW

1. G Help form the groups. ideally, students should work with
classmates they feel comfortable with, but teacher’s intervention Go through all the steps of the
may be necessary to ensure a variety of styles and levels, and to project carefully, making sure
avoid disruptive behavior. students understand what they
are expected to do. Emphasize
2. students go through the instructions in part ii, Procedure, and the importance of assuming
complete the Preparation file, assigning roles and tasks to the personal responsibilities, working
different members of the group. to the best of their capacity,
3. Students define their action plan, including research to be done, sharing and supporting the
rehearsals, making a video of their skit if applicable, etc. They group, and respecting everyone’s
should also read the assessment rubric at the end of page 129 so contributions at all times.
that they know what aspects they should pay special attention to.
Page 129 ASSESSMENT FOR LEARNING

II. Procedure Students need to learn that
most of the first attempts of
1. You can share this description of a skit with the class to help them
a project do not immediately
brainstorm ideas: A skit is a small play or performance. Skits are
result in high quality work.
quick little scenes that are usually funny. To make a skit, start by
For this reason, when guiding
thinking of ideas that make you laugh.
students in project work,
2. Students in each group agree on an idea they want to develop into a skit. establish a process to provide
3. Students follow the suggestions to write the first draft of their skit.
feedback (teacher, peer, and
self-assessment) so that they
4. Students write the script using the text Down the rabbit hole, on use this valuable information to
page 109, as a model. Remind them of the use of bold for the make revisions.
names of the characters, italics in brackets for stage directions,
Set a range of formative
normal script for what the characters say, etc.
assessment practices to
5. Students include the details suggested in the script. improve project outcomes and
increase students’ performance.
6. The whole group revises the script, adding and removing elements
to improve it. For this purpose, it is useful to
communicate and analyze the
7. With the class, make a list of the necessary roles on the board; this assessment criteria with the
can be adapted to each skit. students and then support them
Director: in using rubrics and models to
Characters: comment on peer work.
Played by:
Adapted from: Stein, S. (1995). Equipped for the
Special effects: Future: A Customer-driven Vision for Adult Literacy
and Lifelong Learning. Washington, DC: National
Costumes: Institute for Literacy. (ED 384 792)
Scenographers:
150 UNIT 3 OPENiNg DEVELOPMENT CLOSURE

8. Provide spaces for the groups to practice and circulate among
them, helping and correcting.
III. Presentation
negotiate with students the type of presentation they are going to
make: videoed, in groups, for the whole class, to the school, etc., and
help as much as you can.
IV. Assessment
VOLUME 2 UNIT 3
students get into their groups and use the rubric and the provided
scale to evaluate their performance. encourage them to discuss and
negotiate when there are differences of opinion until they reach
a consensus.
Page 130
SYNTHESIS AND REFLECTION

45 min.
recall what they did in the unit. To demonstrate autonomy in the learning
recognize what they have learned in terms of process.
content, skills and attitudes. To persevere in the attempts to achieve goals,
identify possible future fields of application of despite the difficulties.
what they have learned, according to their (OA: B)
Pages 130 - 131 personal learning goals.
1. Give students plenty of time to examine the unit they have just finished; TEACHING WINDOW
they should do this individually.
Students’ self-assessment
2. Students should complete the table individually first, but be flexible as practices
to when you could let them exchange and share opinions with some of
To help students determine
their classmates. Elicit from them examples of what they should include
where they are now, you can:
in the first column (activities), in the second column (skills, language),
ensure they understand the
and in the third column (personal application of what they have learned
criteria for quality work, so
in real life or in future learning). Students share and compare tables with
that they are able to assess
a partner in order to include as much information as possible.
themselves as fairly and
accurately as possible.
Page 131 help students gradually assume
3. Read the assessment chart with the class and make sure students more responsibility for their
understand what each point refers to. It is essential to give them plenty own learning, as they practice
of time to reflect and answer truthfully. using self-assessment tools
such as: checklists, rubrics and
4. Get students to work in pairs and evaluate each other using the same student-led conferencing forms.
criteria. Decide if you want to give each student your own assessment provide students with
besides or instead of their classmate’s. opportunities to discuss their
self-assessment in light of peer
and teacher assessment.
Adapted from: McMillan, J. H., Hearn, J. (2008).
Student Self-assessment: The Key to Stronger Student
Motivation and Higher Achievement. Educational
Horizons, 87(1), 40-49. http://files.eric.ed.gov/fulltext/
EJ815370.pdf
OPENiNg DEVELOPMENT CLOSURE UNIT 3 151

COmPLEmENTARY DIGITAL RESOURCE
Methodological Guidance

Stage Time Learning outcomes / Main tasks Suggested Assessment Indicators
VOLUME 2 UNIT 3
45’ 3 To identify relevant ideas Express feelings, interpretations and opinions about the content of
7 about unknown topics. the text.
To respond to the text Make connections with other subjects.
through short discussions. Identify relevant ideas in digital or on-line texts.
Identify cultural elements in the text.
Stage: Opening Screen: 1
1. Before starting the activity, elicit students’ prior knowledge about the famous pieces of art in the pictures. Then,
encourage them to rank these pieces in the order of importance they think they are ranked.
2. Have students watch the video and check their ideas. Then, invite them to discuss in pairs or small groups about
other famous pieces of art they think are missing in the list. Encourage students to rank the missing pieces of art
according to their own opinions.
OPENING
Stage: Development Screen: 2 and 3

3. Explain to students that they have to watch the video again in order to identify the specific information required.
They must drag the picture of the piece of art to the correct location on the map, according to the information in
the video.
4. Now, invite students to watch another short video, this time about music and an artist related to this area. Before
starting, elicit students’ ideas and prior knowledge on Mozart’s life. Then, have students watch the video and
complete the sentences.
Stage: Closure Screen: 3
5. As a round-off, invite students to watch the second video again, if necessary. Then, ask them to work in small
groups in order to write a list of other famous outstanding musicians. This last activity is a good opportunity to
make students reflect on, discuss and eventually appreciate the value of each human being and the diversity of
all social and cultural expressions and manifestations. In this way, you will be dealing with and promoting the
OAT related to students´ moral dimension.

45’ 3 To respond to the texts by comparing information. Compare and contrast information about art in
7 To identify specific information and relationships other countries and cultures.
between ideas. Identify relevant ideas in digital texts about art.
1. Start the session by asking students their ideas about “urban art”. Seize the opportunity here to make students
express themselves freely through a short discussion and thus foster the development of their free, creative and
DEVELOPMENT
critical thinking. In this way, you will be dealing with and promoting the OAT related to cognitive and intellectual
dimension. Then, ask students to watch the video about five famous outstanding artists in this area.
2. Two alternatives are possible in relation to this activity. You may ask students to first drag the expressions to the
correct location in the table and then check as they watch the video again; or you may ask students to watch the
video first and then complete the table.
3. Invite students to read the sentences in the boxes and predict the sequence in which mural paintings are made.
4. Have students check their predictions by watching the video.
Stage: Closure
5. Ask students to watch the video on Screen 1 again, if necessary. Then, motivate them to express their opinions
and exchange information about other famous artists related to this art expression.
152 UNIT 3 COMPLEMENTARY DIGITAL RESOURCE

45’ 3 To respond to the texts by expressing opinions. To express feelings, interpretations and opinions.
7 To identify specific information. To identify relevant ideas.
To develop awareness towards gender To react towards gender stereotypes.
opportunities in the field of art.
VOLUME 2 UNIT 3
1. Begin the session by encouraging students to exchange ideas about the sentences on the screen. They may
predict their answers and then check as they watch the video.
2. Invite students to express their ideas and make their own ranking about famous painters. Then, have them
discuss their ideas in pairs, while they compare rankings.
CLOSURE
Stage: Development Screen: 2

3. Elicit students’ previous information about the famous museum in the video and then have them watch the
video. Encourage them to share interesting facts about another famous museum in Chile or in other countries.
Stage: Closure Screen: 3
4. Ask students to watch another video, this time about another art expression which may be unfamiliar to them,
and then identify the answers to each question.
Round off the session with a general conversation. This is an excellent moment to elicit students’ ideas about the
situation of women in the world of art: the difficulties they may face or the advantages / disadvantages they
have when becoming artists. You should prompt students to recognize and enhance the equality of rights and
opportunities for men and women in all aspects of life. In this way, you will be dealing with and promoting the
OAT concerning the dimension of socio-cultural and civic responsibility.
CDR (Complementary Digital Resource) Rubric

Partially Needs
CATEGORY Exemplary 3 Proficient 2 Points
Proficient 1 improvement 1
Key aspects (relevant Identified more than Identified between Identified fewer Could not identify
information, key words, five significant three and five than three any significant
purpose of tasks, problems aspects in the significant aspects significant aspects aspects of the
to be solved) resource. in the resource. in the resource. resource.
Fully understood. Understood the Understood a few Did not
Ability to understand
majority of the instructions. understand the
the instructions
instructions. instructions.
Ability to deal with a Correctly answered Correctly answered Correctly answered Unable to answer
variety of question types at least five between three and fewer than three questions.
(closed or multiple choice, questions of five questions of questions that are
true or false, and analytical different types. different types. the same type.
or evaluative questions.)
Used a large number Used several Rarely used original Did not use any
Use of creative thinking
of original ideas and original ideas and ideas to answer. original ideas to
strategies
strategies to answer. strategies to answer. answer.
Readily adapted Made changes with Hesitated to make Did not consider
changes when new some changes when new new and relevant
Ability to react to
and relevant ideas encouragement. and relevant ideas ideas and
constructive feedback
and new information and information information.
was presented. were presented.
All team members Assisted group/ Finished individual Contributed little
Group/pair teamwork contributed equally partner in the task but did not to the group
to the activity’s activity’s objective. assist group/partner effort during the
objective. during the activity. activity.
TOTAL POINTS
UNIT 3 COMPLEMENTARY DIGITAL RESOURCE 153

TRANSCRIPTS
29 STUDENT’S BOOK - UNIT 3 - PAGE 99 - 31 STUDENT’S BOOK - UNIT 3 - PAGE 104 -

EXERCISE 1 EXERCISE 1
Speaker: Speaker 1:
VOLUME 2 UNIT 3
What…? a. Not really, I’m a little tired.

Who…? b. Great idea!
How long...? c. I feel a little sick.
Why…? Speaker 2:
When…? d. Why not?
e. No way. Too busy.
30 STUDENT’S BOOK - UNIT 3 - PAGE 101 - Speaker 3:
g. Cool! I love going to the cinema!
EXERCISE 1
h. I don’t feel like going out.
Speaker 1: Culture in the media
i. Fantastic. I’d love to do something.
As you can see from “Guernica”, Picasso, one of
the greatest and most inluential artists of the 20th j. I’d rather stay at home.
century, as well as the co-creator of Cubism, was
against war.
The painting, wall-sized and with a palette of gray, 32 STUDENT’S BOOK - UNIT 3 - PAGE 105 -
black, and white, is regarded as one of the most EXERCISE 1
moving and powerful anti-war paintings in history.
Mickey: So, what do you want to do?
It was first shown in Paris, then in the Museum of
Claire: I’m not sure. It’s a tricky one. And I’m kind
Modern Art in New York, and finally at the Museo
of tired.
Reina Sofia in Spain, where it has been on display
since 1992. Mickey: C’mon, Claire. You said we could go out
tonight.
Speaker 2:
Claire: I know, I know.
The story takes place mostly in the head of an
11-year-old girl named Riley, who has just moved Mickey: How about going to the cinema?
with her parents to San Francisco. Riley’s brain is Claire: No, not cinema. Let’s do something
controlled by five busy, contentious emotions: fear, different tonight. We always either go to
anger, disgust, sadness and joy. Each one has a a concert, to the cinema or simply visit
necessary role to play, and they all carry out their friends and play our guitars.
duties in Riley’s neurological command center. Mickey: What do you have in mind?
“Inside Out” is an absolute delight — funny and Claire: We could go to the new arts gallery in
charming, fast-moving and full of surprises. Grafton Street. The famous Yayoi Kusama
Speaker 3: show is on.
The main role of this charming story written by Mickey: Yayoi Kusama? What’s that?
Dianna Wynne is played by the loving baker’s Claire: Who is that. The famous Japanese artist.
daughter Charmain. The tale twists and turns, taking Mickey: Tell me more.
Charmain from her family home, all the way to the Claire: Her works are all about dots, loops, colors
Royal Mansion. Along the way, Charmain first learns and lights. Big dots, small dots, pink dots,
how to do housework, then tries her hand at a spot black dots. They represent her idea of
of magic... and last discovers she’s not a very nice infinity.
person. Mickey: I’d rather stay home and play videogames!
The House of Many Ways is a really cool idea - I got the new “Dragon master”.
imagine being able to travel to loads of places (and Claire: Mickey! We should at least try to come up
even times) without leaving your house! with something more exciting!
The book is full of amazing characters. As you read Mickey: How about getting a bite to eat in that little
it, you never know who - or what! - you’re going to restaurant on the corner?
meet next.

Claire: No, we will definitely go to the Kusama 35 STUDENT’S BOOK - UNIT 3 - PAGE 118 -
show and only then, we will get some
EXERCISE 1
Chinese take-away and visit Trevor in
Walkinstown. Speaker 1:
Today’s subject is Infinite Painter- a painting app
Mickey: Ok, then. You are right. Let’s go to the
for smartphones that can be used to create pieces
gallery and do something different tonight.
of art. You’ll be surprised by the range of effects
you can get. Some professional painters use this
application to create impressive works of art. My
VOLUME 2 UNIT 3
33 STUDENT’S BOOK - UNIT 3 - PAGE 106 - favorite painting by the famous artist David Hockney
EXERCISE 1.a is a country road in autumn colors. The water on
Speaker 1: the ground is so vivid you actually think it is real.
a. big dots small dots pink dots black dots The brushes within the app permit to easily create
different effects and textures. The app includes a
Speaker 2:
color wheel so you can easily find the right shade
b. pick – peak sit – seat pill – peel
you’re after. If you make a mistake or decide against
Speaker 1: your latest stroke you can quickly and easily undo
food – foot pool – pull fool – full or redo actions without having to paint over and
Speaker 3: recreate whole sections of your piece. You can easily
fox – fork dark – duck walk – wok tweet, email, save or print your finished work from
Speaker 1: the app. This means everyone will get to enjoy your
c. How about... latest piece of art.
What do you think of... Speaker 2:
Speaker 2: I started using a smartphone around 9 or 10 years
How do you feel about... ago. I carried it with me in my pocket when going
Let’s... on walks to the nearby woodlands. So if you carry
something around you might as well use it, and I
Speaker 3:
did! I began drawing and painting with a smartphone
I’d rather...
application like I never did in my life. I could do one
I don’t feel like...
painting a day. I painted as fast as possible – just
I’d love to
like Van Gogh did. In 2011, I had nearly a hundred
smartphone paintings, and I chose the best 51 for
my exhibition “The arrival of spring”. One of my
34 STUDENT’S BOOK - UNIT 3 - PAGE 107 - favorite paintings from the collection is a canvas
EXERCISE 2.a which shows the country with water on the ground,
Glenn: So, how about going out tonight? but in the background, you can see that the land is
Sue: Sure, why not? What do you have in mind? already waking up to spring.
Glenn: I was thinking of a concert of some kind.
Sue: Ok, let’s look in the newspaper.
Glenn: There is a samba festival in the Arts Center. 36 STUDENT’S BOOK - UNIT 3 - PAGE 120 -
Sue: Who’s playing? EXERCISE 1.b
Glenn: There’s a band from Brazil. Rhonda: What is your favorite art form?
Sue: I’m not sure it is my kind of music. Brandon: I much prefer painting.
Glenn: Well, then you come up with a suggestion. Rhonda: Which do you prefer, modern or traditional
Sue: We could go to the theater to see a good play. art?
Glenn: Fine with me. Let’s do it! Brandon: I think modern art is fantastic.
Rhonda: Do you think that the colors used in digital
paintings are more or less vivid than in
traditional paintings?
Brandon: They’re definitely more vivid.
Rhonda: Are digital artists better than traditional
ones?
UNIT 3 TRANSCRIPTS 155

Brandon: In my opinion, digital artists can be as
38 TEACHER’S BOOK - UNIT 3 - EXTRA TEST
good… or as bad as traditional ones.
- PAGE 165 - EXERCISE 4
Rhonda: And if you were a painter, what style of
paintings would you do? Jen: Hello?
Brandon: I would choose to do digital paintings. Dani: Jen, is that you?
Jen: Hi, Dani. Yes, it’s me.
Dani: What are you doing?
37 STUDENT’S BOOK - UNIT 3 - PAGE 127 - Jen: I’m studying for my Maths exam. You know I
VOLUME 2 UNIT 3
hate Maths and I’m not doing that great in it.

EXERCISE 4
Dani: Yeah, I know. Listen, Carol and I are going to
Interviewer: Today, our guest is Bill Godfried, an
a concert tonight. Want to come?
artist who cannot afford to travel
Jen: Sorry, Dani, but I am busy today. I’m
and uses Google Street View to
cramming for the test on Monday.
visit locations around the world and
capture them in paint. For the past Dani: C’mon, Jen. I have a spare ticket to a
year Bill has spent hundreds of hours Coldplay show.
traveling thousands of virtual miles to Jen: I love Coldplay!
visit places he feels he will never get to Dani: So, are you coming?
see in person. So, Mr. Godfried, how Jen: I’d love to go, but I have to study.
did you start using this technological Dani: Oh, c’mon. This is your only chance! You
tool? must come!
Bill: Well, having to look after my family Jen: No, Dani. My Maths exam is more important
and hold down a job have meant now.
that my traveling days are numbered. Dani: Hello? What are you saying? I can’t hear you!
Street view has really changed
Jen: I can’t go.
everything for me because it means I
Dani: Don’t be a spoilsport! You cannot miss them.
can go to all of those places I am in
love with, sit and paint them as if I am Jen: No, Dani, I can’t. Maybe next time.
really there. Dani: Sorry, but there is no next time. It’s now or
Interviewer: Do you know how many countries and never.
spots have you visited so far? Jen: My mum will kill me if I fail the exam!
Bill: When I was younger and single I Dani: Hey, how about this? You come to the
travelled around Europe and other concert with us and I can help you with Maths
countries across the world and it is tomorrow. I love Maths!
the best thing I have ever done. Jen: Really? Can you help me?
I have visited my whole country as Dani: Cross my heart! So, are you in?
well as some European countries: Jen: You bet I am! I’m a concert fan!
England, Scotland, Italy, France,
Switzerland and Portugal. Now that
I have become a painter, of course I
would love to revisit some of those
places and capture them in paint. But
for the present, Google is an amazing
alternative.
Interviewer: What are you currently working on?
I’ve heard that you are focused on
the places travelers don’t normally
visit, rather than world landmarks.
Bill: You’re right! I am working on a series
of those views I think are still iconic of
their countries, but not necessarily the
most famous.
Interviewer: How do you choose what place to
paint?
Bill: Very easy! I simply pick a place name
out of a hat and virtually walk around
until I find an inspiring view.

GETTING READy Christie (england, 1890 - 1976), ernest Hemingway

(Usa, 1899 – 1961), stephen King (Usa, 1947 - ), J. K.
Page 93 Do you remember? Exercise 2 Rowling (england, 1965 - ), etc.
Famous artists
Dance (ballet):
VOLUME 2 UNIT 3
Sculpture: Chile: malucha solari (1920 - 2005), Jorge Cáceres
Chile: Rebeca matte (1875 - 1929), lily Garafulic (1914 (1923 - 1949), Patricio Bunster (1924 - 2006), osvaldo
- 2012), marta Colvin (1917 - 1995), Juan egenau (1927 Jeldres (1929 - 2014), Rodrigo Guzmán (1979 - ),
- 1988), matías Vial (1931 - ), mario irarrázaval (1940 -), miranda Bodenhöfer (1990 -), etc.
Gaspar Galaz (1941 -), iván Cabezón (1955 -), etc. anna Pavlova (Russia, 1881 – 1931), Vaslav nijinsky
Other: donatello (italy, 1386? - 1466), michelangelo (Russia, 1889 – 1950), margot Fonteyn (england, 1919
(italy, 1475 - 1564), Gian lorenzo Bernini (italy, 1598 - –1991), Rudolf nuréyev (Russia, 1938 – 1993), mikhail
1680), auguste Rodin (France, 1840 - 1917), Constantin Baryshnikov (latvia, 1948 - ), Fernando Bujones (Usa,
Brancusi (Romania, 1876 - 1957), sylvia shaw Judson 1955 – 2005), misty Copeland (Usa, 1982 - ), iván
(Usa, 1897 - 1978), Henry moore (england, 1898 – Vasílev (Russia, 1989 - ), etc.
1986), etc.
movies – Directors:
Painting: Chile: alejandro Jodorowsky (1929 - ), Raúl Ruiz (1941
Chile: Juan Francisco González (1854 - 1933), Roberto - 2011), Patricio Guzmán (1941 - ), miguel littín (1942
matta ( 1912 - 2002), nemesio antúnez (1918 - 1993), - ), silvio Caiozzi (1944 - ), ignacio agüero (1952 - ),
Gracia Barrios (1927 -), Claudio Bravo (1936 - 2011), Ricardo larraín (1957 – 2016), andrés Wood (1965 - ),
Carmen aldunate (1940 -), Gonzalo Cienfuegos (Chile, Pedro Peirano (1971 - ), Álvaro díaz (1972 - ), marcela
1949 -), etc. said (1972 - ), alicia scherson (1974 - ), Coca Gómez
Other: leonardo da Vinci (italy, 1452 – 1519), (1975 - ), Pablo larraín (1976 -), sebastián silva (1979
Rembrandt (netherlands, 1606 – 1669), Jan Vermeer -), matías Bize (1979 - ), etc.
(netherlands, 1632 – 1675), Paul Cezanne (France, Other: Charles Chaplin (england, 1889 - 1977), alfred
1839 - 1906) Claude monet (France, 1840 – 1926), Hitchcock (Usa, 1899 – 1980), akira Kurosawa (Japan,
august Renoir (France, 1841–1919), Vincent Van Gogh 1910 – 1998), ingmar Bergman (sweden, 1918 – 2007),
(netherlands, 1853 – 1890), Pablo Picasso (spain, 1881 stanley Kubrick (Usa, 1928 – 1999), Woody allen (Usa,
– 1973), etc. 1935 - ), martin scorsese (Usa, 1942 - ), George lucas
(the Usa, 1944, -), steven spielberg (Usa, 1946 - ),
Theater - Playwrights:
James Cameron (Usa, 1954 - ), tim Burton (Usa,
Chile: antonio acevedo Hernández (1886 - 1962),
1958), Peter Jackson (1961 - ), Quentin tarantino (Usa,
Pedro de la Barra (1912 - 1977), isidora aguirre (1919
1963 - ), Christopher nolan (england, 1970, -), etc.
- 2011 ), luis alberto Heiremans (1928 - 1964), Jorge
díaz (Chile, 1930 - 2007), alejandro sieveking (santiago, Cartoon:
1934 - ), marco antonio de la Parra (Chile, 1952 -), etc. Chile: nataniel Cox méndez, Pug (1881-1908), Jorge
Other: William shakespeare (england, 1564 - 1616), délano, Coke (1895 - 1980), René Ríos, Pepo (1911 -
Jean-Baptiste Poquelin, molière (France, 1622 - 1673), 2000),Percy eaglehurst, Percy (1922 - 2013), themo
Henrik ibsen (norway, 1828 - 1906), oscar Wilde (1854 lobos (1928 —2012), Renzo Pecchenino (italia, 1934 -
– 1900) anton Chejov (1860 - 1904) samuel Beckett 1988), Guillermo Galindo, malaimagen (1981 - ), etc.
(ireland, 1906 –1989), Harold Pinter, (england, 1930 Other: Friz Freleng (Usa, 1906 – 1995), Georges
- 2008) Prosper Remi, Hergé (Belgium, 1907 – 1983), Charles
m. schulz (Usa, 1922 – 2000), Joaquín lavado, Quino
Literature – Writers:
(argentina, 1932 - ), Jim davis (Usa, 1945), mike Judge
Chile: Baldomero lillo (1867 - 1903), Gabriela mistral
(england, 1950 - ), matt Groening (Usa, 1954 - ), etc.
(1889 - 1957), marcela Paz (1902 - 1985), Pablo
neruda (1904 - 1973), Francisco Coloane (1910 - Grafiti:
2002), oscar Castro (1910 - 1947), maría luisa Bombal Chile: dasic Fernández; nelson Rivas, Ceki; Julio
(1910 - 1980), nicanor Parra (1914 - ), José donoso simón, etc.
(1925 - 1996), isabel allende (1942 - ), Hernán Rivera Other: Bansky (england)), Ricardo Cavolo, obey (Usa),
letelier (1950 - ), Roberto Bolaño (1953 - 2003 ), etc. suso 33 (spain), Blu (italy), Bihno Ribeiro (Brazil), dúo
Other: Jane austen (england, 1775 –1817), edgar allan os Gemeos (Brazil), Jaz (argentina), nerf (argentina),
Poe (Usa, 1809 - 1849), Charles dickens (england, ever (argentina), etc.
1812 - 1870) mark twain (Usa, 1835 – 1910), agatha

Lesson 1: Inspiring artists Lesson 2: Culture in the media
Page 96 Focusing on reading Page 102 Work it out!
Christopher “Chris” Oili (born 10 october 1968) is an Connectors of sequence: first, later, after that,
english turner Prize-winning painter who is best known next, then, finally
for his paintings that incorporate elephant dung. since
These words are called connectors because they help
2005, he has been living and working in trinidad, where
you link your ideas and clarify which action comes first.
he currently resides in Port of spain. He also lives and
works in london and Brooklyn.
VOLUME 2 UNIT 3
They can be introduction of ideas: first, first of all.

divided into: sequencing different actions: later,
Rachel Whiteread, is an english artist who primarily
then, next, after that
produces sculptures, which typically take the form of
conclusion: finally.
casts. She was the first woman to win the annual Turner
Prize in 1993. These connectors usually go at the beginning of the
sentence or paragraph and tey are always followed by
Tracey Emin, is an English artist known for her
commas.
autobiographical and confessional artwork. She
produces work in a variety of media including drawing, Example: How to make an English cup of tea
painting, sculpture, film, photography, neon text and Introduction First of all, you boil water in a kettle.
sewn appliqué. of ideas
Andy Goldsworthy, is a British sculptor, photographer Sequencing Then, you warm the teapot with boiling
and environmentalist producing site-specific sculpture water.
and land art situated in natural and urban settings. He After that, put some tea into the teapot.
lives and works in Scotland. Next, leave it for 2 - 4 minutes.
Later, pour the tea into the cup.
Page 98 Work it out! Expressing time of actions Conclusion Finally, you can put some milk into the
We use the Present Perfect tense to talk about cup, and your tea is ready! Enjoy!
unfinished actions that started in the past and are still
Only the connectors of introduction and conclusion
true in the present.
have a fixed position in the sequence, beginning and
Examples: I’ve known John for three years. end. The others are interchangeable.
Louise has lived in Chile since 2012.
The Present Perfect is often used when we are talking

Lesson 3: An artistic night out
about how much or how many. Page 105 Focusing on listening
Examples: Neil has drunk five cups of coffee this
Yayoi Kusama (born March 22, 1929) is a Japanese
morning.
artist and writer. Throughout her career she has worked
The children have eaten three ice creams each!
in a wide variety of media, including painting, collage,
The Present Perfect can also be used to refer to an scat sculpture, performance art, and environmental
action that has been completed, without indicating installations, most of which exhibit her thematic
when this happened. interest in psychedelic colors, repetition and pattern.
Examples: I’ve been to Italy, France and Spain. A precursor of the pop art, minimalist and feminist art
She has seen that film several times. movements, Yayoi Kusama influenced contemporaries
such as Andy Warhol and Claes Oldenburg. Although
To make the affirmative form of the Present Perfect largely forgotten after departing the New York art scene
tense, use have / has + the Past Participle. in the early 1970s, she is now acknowledged as one of
Examples: We have studied a lot for the test. the most important living artists to come out of Japan,
It has rained very little this winter. and an important voice of the avant-garde.
To make the negative form of the Present Perfect tense,
add not after have or has. Lesson 4: Fashion and design
Examples: The children haven’t read that book yet.
Page 111 Exercise 1
Rick hasn’t found a job yet.
John Angus Chamberlain (April 16, 1927 – December
To make a question, place have or has in front of the 21, 2011) was an American sculptor. Chamberlain is
subject. best known for creating sculptures from old automobiles
Examples: Have you finished your homework? (or parts of) that bring the Abstract Expressionist style of
Has your mother ever traveled by plan painting into three dimensions.
158 UNIT 3 BACKGROUND INFORMATION

Stinkish is a Colombian street artist who uses found Lesson 5: Mobile art
photographs to recreate the images on street art
murals. these walls are recreated with inventions of Page 117 Exercise 2
psychedelic themes and elements. Johan Vermeer (1632 –1675) was a Dutch painter
Stinkfish was born in Mexico but he spent his childhood who specialized in domestic interior scenes of middle-
in Colombia once his parents migrated there. He initially class life. Vermeer worked slowly and with great care,
began making stencils around the years 2000-2001. In and frequently used very expensive pigments. He is
2003, in Bogotá, he created a very intricate street art particularly renowned for his masterly treatment and use
piece in remembrance of John F. Kennedy’s murder.
VOLUME 2 UNIT 3
of light in his work.
Stinkfish’s work is created, primarily, by portraying He was recognized during his lifetime in Delft and The
a variety of random faces artistically. He chooses Hague, but his modest celebrity gave way to obscurity
intriguing photographs of strangers. Once these after his death. In the 19th century, Vermeer was
pictures are taken, he then selects the ones that will be rediscovered and, since that time, Vermeer’s reputation
used for wall art. has grown, and he is now acknowledged as one of the
Andy Warhol (August 6, 1928 – February 22, 1987) greatest painters of the Dutch Golden Age.
was an American artist who was a leading figure in Umberto Boccioni (1882 - 1916) was an influential
the visual art movement known as pop art. His works Italian painter and sculptor. He helped shape the
explore the relationship between artistic expression, revolutionary aesthetic of the Futurism movement
celebrity culture, and advertisements that flourished by as one of its principal figures. Despite his short
the 1960s. After a successful career as a commercial life, his approach to the dynamism of form and the
illustrator, Warhol became a renowned and sometimes deconstruction of solid mass guided artists long after
controversial artist. The Andy Warhol Museum in his his death. His works are held by many public art
native city, Pittsburgh, Pennsylvania, holds an extensive museums.
permanent collection of art and archives. It is the largest
museum in the United States dedicated to a single artist.
Warhol’s art used many types of media, including
Lesson 6: The sound of music
hand drawing, painting, printmaking, photography, silk Page 124 Work it out!
screening, sculpture, film, and music. He was also a
pioneer in computer-generated art using computers that Describing actions in which the subject is
were introduced in 1985, two years before his death. unknown – The Passive voice
Pop art is an art movement that emerged in the mid- Consider this sentence:
1950s in Britain and the late 1950s in the United The leaves were blown by the wind.
States, drawing inspiration from sources in popular The leaves receive the action of being blown. In the
and commercial culture such as advertising, Hollywood example, the agent is specified with the preposition
movies and pop music. Key pop artists include Andy by. However, the agent could have been left out of the
Warhol, Roy Lichtenstein, Richard Hamilton, Peter Blake sentence: The leaves were blown.
and David Hockney.
When is it proper to use the Passive voice?
Victor Vasarely (1906 - 1907) was a Hungarian-
French artist credited with having created the Op Art If you do not know who did the action; the agent is
movement. Vasarely’s paintings and sculpture unknown.
utilized geometrical shapes and colorful graphics to My camera was stolen from my locker at school.
create illusions of spatial depth on two-dimensional If you prefer the attention to be on the action and not
surfaces. Vasarely first enrolled in the Hungarian branch on the person doing it.
of the Bauhaus in Budapest in the late 1920s. After Many candles were lit at the memorial service by family
settling in Paris in 1930, Vasarely worked as a graphic and friends.
artist and developed his signature abstract aesthetic.
You are expressing a general truth that is applicable
Op art, also known as optical art, is a style of visual art to many.
that uses optical illusions. Op art works are abstract, Diets are made to be broken.
with many better known pieces created in black and
Form of the Passive voice
white. Typically, they give the viewer the impression
of movement, hidden images, flashing and vibrating Subject + Form of to be + Past Participle (3rd column of
patterns, or of swelling or warping. irregular verbs)
The verb to be expresses the tense (Present, Past,
Future, etc.) and forms the negative and interrogative
forms.

1. On your own, choose one of the artistic expressions below and write a brief cultural review (around
80 words). Remember to include the four sections:
Introduction: name of event / product and protagonists.
Highlights: assessment of the strengths, weaknesses and notable features of the event or product.
VOLUME 2 UNIT 3
Critique: brief report on the reviewer’s overall opinion.

Additional information: details of event or product (such as: the running length of a movie or a street
address of an event).
Soccer 2016
Review of .
160 UNIT 3 COMPLEMENTARY ACTIVITIES PHOTOCOPIABLE

2 . Complete the diagram with the vocabulary you learned in the unit so far. Write at least 3 examples
for each category.
Art
VOLUME 2 UNIT 3
Forms Movements Occupations Events
3. Fill in the blanks of the conversation about an artistic night out using the phrases in the box below.
Then, check your work with your group and role-play the dialog.
come up with a suggestion a concert of some kind to see a good ilm

going out Brit-pop show
Mark: So, how about tonight?

Tracy: Sure, why not? What do you have in mind?
Mark: I was thinking of .
Tracy: Ok, let’s look on the internet.
Mark: There is a in the Arts Centre.
Tracy: Who’s playing?
Mark: There’s a band which comes from the suburbs of Manchester.
Tracy: I’m not sure it is my kind of music.
Mark: Well, then you .
Tracy: We could go to the movies .
Mark: Fine with me. Let’s do it!
PHOTOCOPIABLE UNIT 3 COMPLEMENTARY ACTIVITIES 161

4. With your partner, describe the pairs of art forms (A - F) using the expressions in the box. Then,
discuss the questions below, expressing your opinions and explaining your ideas and preferences.
a. these pictures show different art forms. Compare them and answer: How can you describe each
one? What movement do you think they belong to? How do they make you feel?
b. Which art form would you like to have? Why? What message did the artist try to transmit?
VOLUME 2 UNIT 3
The irst picture shows... While the second picture shows... What I think is that...
I much prefer.... This art form makes me feel... As far as I know...
In my opinion,... It belongs to...
A B C
D E F

5. Webquest: Roman Red Riding-hood
Introduction: Literature is born from the human need to tell stories about oneself or about others, or about the world
to better understand our existence. All stories, myths, fables and novels are, in fact, the result of this
wish and this basic need: they help us to live, to survive; they help children to grow up and develop.
VOLUME 2 UNIT 3
Task: In this project, you will have to re-write the famous story of Little Red Riding-Hood set in Roman
times (around 1000 words). You will have to include all the events of the original story but set during
the times of the Roman Empire. In order to do so, you will work in groups of 3 students and each of
you will be in charge of a different aspect of the project.
Process: 1. A short story is a brief work of fiction usually dealing with a few characters and a single event. On
your own, watch the following video and take down notes. Then, describe the 5 elements of a
short story to your partners.
• https://www.youtube.com/watch?v=VDmhl-SU5Yk
2. As a team, visit the following website and read the 11 tips on how to write a short story (Part 1)
carefully. Later, answer the questions below.
• http://www.wikihow.com/Write-a-Short-Story
a. What are the basics to a good short story? Explain each step briefly.
b. What should you do if you find it difficult to describe a character?
c. How many points of view to tell a story are there? Mention them.
d. What does Tip #10 say about time when writing?
3. Now, read the information on the following websites and pay attention to some characteristics of
everyday life in Roman society. Comment with your partners and fill in the chart with specific
details which includes this information:
• Family life • Housing and homes
• Clothing • Children and school
• Food and eating habits
• http://www.ducksters.com/history/ancient_rome_food_daily_life.php
• http://www.ancient-rome.biz/daily-life.html
• http://rome.mrdonn.org/clothing.html
• http://rome.mrdonn.org/countrylife.html
• http://rome.mrdonn.org/afternoon.html
• http://rome.mrdonn.org/school.html
4. Go over this website and scan the different versions of the short story. Choose one and read it
more carefully. You will use the events of this version as a model for your work.
• http://www.pitt.edu/~dash/type0333.html
5. Follow the steps of the writing process you have learned in class to write your version of Little
Red Riding Hood. As a reminder, have a quick look at the picture on the following website.
• https://blogs.longwood.edu/postonsn/investigating-a-writing-rule/
6. To round off your group work, publish your short story in a creative way. You may write the final
version in a handmade story book or comic, as a motion picture, as a Power Point presentation
with audio, etc. Be as creative as possible!
Assessment: The new version of the short story will be evaluated with a common grade for group work creativity
and good writing skills will be highly valued, too. Rubric is as follows:
• Creativity: 40%
• Quality of writing: 40%
• Use of historical facts: 20%
Conclusion: Above all, the project you have just prepared has allowed you to use your imagination and creativity
to a wide extent. It has also given you the opportunity to expand your knowledge on the history of
the Roman Empire and to develop your reading and writing skills.

EXTRA TEST
1. Read the text. Parts of some sentences have been cut out (a - e). Place them back 3 points
in the correct positions in the text (1 - 5).
VOLUME 2 UNIT 3
Who is Banksy?
I. He is perhaps the most famous, or infamous, artist alive. To some,
he is a genius; to others, a vandal. Always controversial, he inspires
admiration and provokes outrage in equal measure.
II. Since Banksy made his name with his trademark stencil-style
‘guerrilla’ art on walls, subways, buses and other public spaces -
on walls in London, Brighton, and even on the West Bank barrier
separating Israel from Palestine - his works have sold for hundreds
of thousands of pounds.
III. He has dozens of celebrity collectors including Brad Pitt and
Christina Aguilera
(1) ! For example, Banksy’s painting of a
monkey wearing a sandwich board sold for £228,000. He has also
painted murals including a Mona Lisa with a rocket launcher – sold
for another outrageous amount.
IV. Yet his most provocative statement, and the one that generates
the most publicity, is the fact that Banksy’s true identity has always
been a jealously guarded secret,
(2) . Some myths have grown around him:
that his real name is Robin Banks; that before he became a painter
(3) ; that his parents don’t know what he does
and think that he is an unusually successful painter and decorator.
Then, there’s the suggestion that Banksy is actually a number of
artists or that he does not exist at all.
V. Such is the curiosity about Banksy that when the great man is
supposed to have thrown away a pizza box into a bin in Los
Angeles, (4) , with the seller suggesting that
the few anchovies left inside might have traces of his DNA! Trying
to establish just who the elusive Banksy is has proved as difficult as
predicting the location of his next work.
VI. Banksy has supposedly been photographed a few times, but each
photo appears to be that of a different person, so who knows?
However, does it really matter who Banksy is? Is art about the
artist (5) ? The people who buy his art think
that the person behind it does not really matter. It seems to
support the statement: “Art, in the end, is only about art.”
Adapted from: Joseph, C. (July 12, 2008). Graffiti artist Banksy unmasked ... as a former public schoolboy from middle-class suburbia. mail online.
Retrieved June 6, 2016, from: http://www.dailymail.co.uk/femail/article-1034538/Graffiti-artist-Banksy-unmasked---public-schoolboy-middle-class-
suburbia.html
164 UNIT 3 EXTRA TEST PHOTOCOPIABLE

a. he had been a butcher
b. known to only a handful of trusted friends
c. or is it about the art itself
d. the box was sold on eBay, the auction site
e. who buy his art without actually meeting the man
VOLUME 2 UNIT 3
2. Read the text again and tick (✔) the paragraph where you can ind this information. 6 points
Information I II III IV V VI
a. a truth about art.
b. difficulty to prove Banksy´s identity.
c. Famous collectors and pricey paintings.
d. Invented information about Banksy.
e. People´s reaction to Banksy´s work.
f. Places he has painted.
3. Read the text once more and answer these questions. 4 points
a. What are some things that Banksy has painted?

.
b. Who are some of Banksy’s collectors?
.
c. What object supposedly belonging to the artist was sold on eBay?
.
d. Do people who buy his art care about his identity?
.
4. 38 Listen to the conversation and underline the best option. 4 points
a. Who is going to the concert?

i. Dani and Carol.
ii. Dani, Carol and Jen.
iii. Dani and Jen.
b. When is Jen’s Maths exam?
i. Tomorrow.
ii. Next Monday.
iii. Today.
PHOTOCOPIABLE UNIT 3 EXTRA TEST 165

c. How is Jen doing in maths?
i. it is her worst subject.
ii. it is her favorite subject.
iii. it is her most important subject.
d. What will dani do if Jen goes to the concert?
i. He´ll invite her to eat out.
ii. He´ll help her with maths.
VOLUME 2 UNIT 3
iii. He´ll do her maths test.
5. 38 Listen again and write the name of the speaker, Dani or Jen. 4 points
a. : i’m studying for my maths exam.

b. : i have a spare ticket to a Coldplay show.
c. : don´t be a spoilsport!
d. : i’m a concert fan!
6. 38 Listen once more and circle the word you hear. 5 points
a. this is your only chance / choice.

b. i´m studying / cramming for the test on monday.
c. my maths exam is more important / difficult now.
d. You cannot / mustn’t miss them.
e. I can / can’t help you with Maths tomorrow.
Total score=
28 pts.
Interpret your test results

Great! Good OK Not good enough
(24 - 28) (18 - 23) (9 - 17) (0 - 8)
Your score is excellent! It Keep on working hard! Your performance is You need to revise the
means you are achieving You are very well prepared. satisfactory, but you contents and practice more
the learning goals. You can easily achieve the can improve. Revise the in order to improve your
highest score by analyzing mistakes you made and performance.
the few mistakes you made. reinforce the weakest areas
in the assessment.

ANSWERS
Student’s book Page 101
Page 95 Exercise 1
Exercise 1, b. Yes / No
a. ice. b. sand. c. wood. d. stone. Information Prediction (✔) R1 R2 R3
VOLUME 2 UNIT 3
a. Name of cultural Yes Yes Yes
Page 96 event / product
Exercise 2 b. Name of reviewer No No No
a. the text is about four controversial modern artists.
c. Place where you can Yes No No
I. elephant dung. find the product /
II. Concrete, plaster, rubber, and styrofoam. attend the event
III. Bronze. d. Personal opinion of No Yes Yes
IV. ice. the reviewer
Smart reading Listening ile answer
1. a. i. (Bob marley). b. iV. (Canada). c. ii. (styrofoam). General information
d. iii. (Rome). e. i. (london). f. iii. (sparrow).
Cultural expression reviewed:
g. iV. (stone, snow, ice sand, wood, leaves).
Picture 1: R3. Picture 2: R1. Picture 3: R2.
h. ii. (concrete, plaster, rubber).
opinion expressed:
Page 98 R1: ne. R2: P. R3: P.
Work it out! Speciic details
a. ii. they all started in the past and continue in the Which review (1, 2, or 3) describes / mentions…
present. a. R2. b. R1. c. R3. d. R1.
b. For and since. match.
a. - ii. b. - iii. c. - i.
Vocabulary in context
main conclusions
Exercise 2
students can work in pairs to put together all the
a. the parts in blue represent objects (nouns). information they got from the recording to answer the
b. the parts in green represent characteristics questions
(adjectives).
Page 102
Page 100 Work it out!
Exercise 1 a. ii. to show the sequence of events.
Picture 1 – an exhibition – Painting
Writing workshop, exercise 1, a
Picture 2 – a concert – music
introduction (iv); Highlights (i); Critique (iii); additional
Picture 3 – a book fair – literature information (ii)
Picture 4 – a movie viewing – movies
Writing workshop, exercise 1, b
Introduction: this story (...) around the world. (first
paragraph)
Highlights: It’s an ideal story (...), age group.
Additional information: And there (...) with it! (third
paragraph)
Critique: A heart-warming novel (...) on reading.
(second paragraph)
Words the writer uses to express his / her opinion:
heart-warming, so good that, cool, ideal, enjoyable,
recommended.
UNIT 3 ANSWERS 167

Page 105 Page 112
Exercise 1 Smart reading
Activities discussed: going to the cinema, going to a 1. a. Probably the address, e-mail, how to follow them
concert, going to the cinema, visiting friends, playing the in Facebook, Twitter or other social networks, etc.
guitar with friends, visiting an art gallery, eating out. b. Probably under Contact or News.
Listening ile answer c. Six, Monday to Saturday.
General information d. It is closed on Sunday.
VOLUME 2 UNIT 3
style and tone: b. informal, friendly e. If all the children are over 5, they could pay
main topic: b. ideas for things to do £20.00.
f. Children 5 and under do not pay.
Speciic details
nationality of the artist whose show is on at the 2. a. Many people think that fashion is a method of
gallery: b. Japanese. clothing and wearing accessories that is used
Work of art created by the artist: c. (Her works are all to show or hide something about themselves.
about dots, loops, colors and lights. Big dots, small b. According to the fashion museum, fashion
dots, pink dots, black dots). statements can be expressed using your clothes,
mickey or Claire? a. mickey. b. Claire. c. Claire. accessories, shoes, hair, makeup, even your
d. Claire. cell phone.
main conclusions c. Fashion can be an art form.
students can work in pairs to discuss the answer to
Page 114
these questions and reach a consensus.
a. no. Claire wants to do different things while mickey
would like to stick to his routine. 2. desire – wish; method – manner; disguise – hide;
b. Because they are finally going to do all the things makeup – cosmetics; wear – clothing.
she suggested.
Work it out!
Page 108 c. The sentences refer to actions that started in the past
Exercise 1 and continue in the present.
Name: Down the rabbit hole to Wonderland d. No specific past expressions are used; the Present
Setting: The rabbit hole and a long corridor in the Perfect tense is used.
Queen’s palace
Page 118
Protagonists: Alice, the Rabbit, the Queen
Exercise 1
Secondary characters: The cards
Predictions: c. A smartphone.
Exercise 2
Listening ile answer
a. In bold.
General information
b. In brackets, in a different color, in italics. Type:
Exercise 3 RI: Report.
RII: Personal experience.
Characters: (Rabbit, Alice, The Queen)
Descriptions of the set: (She finds herself in a long low Purpose:
hall.) RI: Inform.
Actions: (Rabbit takes out his watch.), (Waves to her as RII: Describe.
he exits behind screen.), (Alice follows Rabbit.), (No one Speciic details
answers.), (She indicates the cards on the ground.)
Painting mentioned:
Exercise 4 a. A country road in autumn colors. The water on the
ground is so vivid you actually think it is real.
a. She was chasing the rabbit.
Topics mentioned: b., c. and d.
b. He was going to be late.
main conclusions
c. He left.
Speaker 1: a. Positive
d. She ordered to cut it off.
Speaker 2: a. Positive
168 UNIT 3 ANSWERS

Page 119 3 The Statue New York, The statue was a gift of
3. a. Pianist d. novelist, writer of Liberty the USA friendship from the
people of France to the
b. Composer e. Violinist
United States and is
c. Guitarist f. dancer recognized as a
universal symbol of
Page 122 freedom and
Smart reading democracy. The Statue
1. a. Paragraph iii. b. Paragraph iV. c. Paragraph i. of Liberty was
VOLUME 2 UNIT 3
dedicated on October
d. Paragraph ii.
28, 1886. It was
2. a. Reggae music. designated as a
National Monument in
b. Pop,
1924. It is located on
punk Liberty Island in New
rock. York Harbor.
c. Rags or ragged clothing. 4 The Great China It is a series of
spanish term for “the king’s music. Wall of fortifications made of
China stone, brick, tamped
Page 124 earth, wood, and other
Work it out! materials, generally built
along an east-to-west
a. We do not know. line across the historical
b. ii. the action itself. northern borders of
China in part to protect
Page 126 the Chinese Empire
Exercise 1 from intrusions by
various nomadic groups
Africa America Asia Europe Oceania or military incursions by
South Mexico China England Australia various warlike peoples.
Africa Brazil Vietnam France Fiji 5 The Rome, Italy It is the most famous
Egypt The USA India Italy New Colosseum monument to have
Kenya Chile Japan Holland Zealand survived from the
Madagascar Argentina Taiwan Portugal Papua New classical world. This
Somalia Guinea amphitheater was built
Samoa nearly two thousand
years ago for the
Exercise 2 purpose of hosting
Picture 1 - england. Picture 2 - india. Picture 3 - the violent gladiator games
and other
Usa. Picture 4 - China. Picture 5 - italy. Picture 6 -
entertainment. Large
France. Picture 7 - Brazil. Picture 8 - Holland sections of the
Exercise 3 Colosseum as it now
stands are not ancient
Name of at all, but the result of
Picture Location Description
spot restoration in the 19th
1 Big Ben Houses of The clock inside the century. Only 1/3 of the
Parliament, tower was the world’s original amphitheater
London largest when it was remains intact.
installed in the middle 6 The Eiffel Paris, It is on the Champs de
of the nineteenth Tower France Mars in Paris, France. It
century. The name Big was originally built as
Ben actually refers to the entrance arch for
the clock’s hour bell. the World’s Fair in 1889.
2 The Taj Agra, India An immense It is named after
Mahal mausoleum of white Gustave Eiffel, whose
marble, built between company was in charge
1631 and 1648 by order of the project.
of the Mughal emperor It is 320 meters high
Shah Jahan in memory and was the tallest man
of his favorite wife, made structure in the
Mumtaz Mahal. world for 41 years
UNIT 3 ANSWERS 169

before being surpassed Exercise 7
by the Chrysler Building a. Because he had to look after his family and keep his
in New York. It is made job, so he couldn’t travel so much anymore.
of iron and weighs
b. He can still visit and paint the places as if he was
around 10000 tons.
really there.
7 Christ the Rio de Colossal statue of Jesus
Redeemer Janeiro, Christ at the summit of c. Students’ opinions.
Brazil Mount Corcovado, Rio d. The views are iconic of their countries, but not
de Janeiro. It was necessarily the most famous.
VOLUME 2 UNIT 3
completed in 1931 and

stands 30 meters tall, its
horizontally Complementary activities
outstretched arms
spanning 28 meters. The Complementary Activity 2
statue, made of
Possible answers.
reinforced concrete clad
in a mosaic of Forms: sculpture, painting, book, song, caricature,
thousands of triangular handcraft, tatoo, etc.
soapstone tiles, sits on a
square stone pedestal movements: impressionism, baroque, realism, cubism,
base about 8 meters gothic, futurism, etc.
high, which itself is Occupations: artist, singer, writer, painter, sculptor,
situated on a deck atop actor, etc.
the mountain’s summit. Events: exhibition, show, concert, book fair, etc.
The statue is the largest
Art Deco-style sculpture Complementary Activity 3
in the world.
8 Windmills Holland There are more than a going out; a concert of some kind; Brit-pop show; come
and tulip thousand windmills in up with a suggestion; to see a good film.
plantation Holland. Once a country
of 10,000 windmills,
Holland now has over Extra test
1,000 historic vertical
mills, more than any 1. a. (3); b. (2); c. (5); d. (4); e. (1).
other country in the 2.
world.
I II III IV V VI
Several areas in the
country are known for a. A truth about art. ✔
their windmills, and are b. Difficulty to prove Banksy´s ✔
definitely a part of any identity.
tour of Holland. c. Famous collectors and ✔
Exercise 4 pricey paintings.
a. – iii; b. – ii d. Invented information about ✔ ✔
Banksy.
Exercise 5 e. People´s reaction to ✔
england, scotland, italy, France, switzerland and Banksy´s work.
Portugal. f. Places he has painted. ✔
Exercise 6 3. a. A monkey wearing a sandwich board, Mona Lisa
a. For the past year, Bill has spent hundreds of hours with a rocket launcher.
travelling thousands of miles. b. Brad Pitt, Christina Aguilera.
b. When i was younger and single i traveled around c. A pizza box.
Europe and other countries across the world. d. No, they don´t.
c. i am working on a series of those views i think are 4. 38 a. ii.; b. ii.; c. i.; d. ii.
still iconic of their countries, but not necessarily the 5. 38 a. Jen; b. Dani; c. Dani; d. Jen.
most famous.
d. i simply pick a place name out of a hat and virtually 6. 38 a. chance; b. cramming: c. important;
walk around until I find an inspiring view. d. can; e. can´t.
170 UNIT 3 ANSWERS

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McMillan, J. H., Hearn, J. (2008). Student Self-
Marzano, R. J., Pickering, D., & Heflebower, T. (2011). assessment: The Key to Stronger Student Motivation
The highly engaged classroom. Marzano Research and Higher Achievement. Educational Horizons, 87(1),
Laboratory. 40-49. http://files.eric.ed.gov/fulltext/EJ815370.pdf
Marzano, R. J. (2005). Building Academic Vocabulary:
nicol, d. J., & macfarlane‐dick, d. (2006). Formative
Teacher’s Manual. Alexandria, VA: Association for
assessment and self‐regulated learning: a model and
Supervision and Curriculum Development.
seven principles of good feedback practice. Studies in
Stein, S. (1995). Equipped for the Future: A Customer- higher education, 31(2), 199-218.
driven Vision for Adult Literacy and Lifelong Learning.
Washington, DC: National Institute for Literacy. (ED 384
792) Webpages
https://hispano123.wordpress.com/2014/01/16/
Language skills connectors-first-later-after-that-next-then-finally/
Connectors: first, later, after that, next, then, finally.
Ahmed, R. (June 18, 2015). Voices: Five essential
listening skills for English learners. Retrieved from: https://www.grammarly.com/blog/how-to-use-the-
https://www.britishcouncil.org/voices-magazine/ passive-voice-correctly-2/?AT 3389=1
five-essential-listening-skills-english-learners How to use the passive voice correctly
Harvey, S. & Goudvis, A. (2007). Strategies that work:
Teaching comprehension for understanding and Cra resources
engagement. Stenhouse Publishers.
Atkinson, H. (2008). Pronunciación del inglés: Un
Lazaraton, A. (2001). Teaching oral skills. Teaching
resumen de los sonidos de la lengua inglesa. México
English as a second or foreign language, 3, 103-115.
Trillas.
Leograndis, D. (2012) Launching the Writing Workshop:
A Step-by- Step Guide in Photograph. NY: Scholastic Diccionario Oford compact: Español-Inglés, Inglés-
Español The pocket Oxford Spanish dictionary:
Pronunciation Tips- A Guide to Better Speaking.
Spanish-English, English-Spanish. Oxford: Oxford
Retrieved May 5, 2016, from http://www.
University Press. Diccionario
pronunciationtips.com/intonation2.htm
Ur, P. (1984). Teaching Listening Comprehension. Pocket: Español Inglés - English Spanish: más de
Cambridge University Press 57000 entradas y 100000 acepciones. México:
Larousse.
Forget, G. (2005). Larousse gramática inglesa
Language and structure comunicativa. Barcelona: Larousse.
Birch, B. (2005). Learning and Teaching English Murphy, R. (2009). English grammar in use. Cambridge:
Grammar, K–12. White Plains, NY: Prentice Hall. Cambridge University Press.

UNIT 3
The arts
“Only through art can we emerge from

ourselves and know what another person sees”.
Marcel Proust

In this unit you will... You will also... What for?
read and listen to texts about different develop cultural awareness to understand main ideas and
forms of artistic expression and and comprehension, specific information in oral
people who have made important showing interest, respect and and written texts about art,
contributions in this area. tolerance for your and different art expressions and
convey ideas and opinions using words other cultures. contributions of outstanding
and expressions related to painting, show interest in on-going people in this area.
music, literature and other disciplines. and independent learning To develop communicative
practice the pronunciation of vowel as a way to make a valuable skills to express ideas about art
sounds, link ideas coherently and make contribution to society. and the disciplines related to
connections with other subjects. this topic.
To connect the topic and
content of the unit with other
subjects of the curriculum.
Over to you
Read the list of objectives for this unit. Then tick (✔) and answer briely using the questions as a guide.
How important are the objectives to your own life?
How important is art in its different forms (music, literature, fashion, etc) to you?
Do you think we should value art as much as we value other things that give us pleasure? Yes/No. Why?
What connection can you make with the topics of Units 1 and 2? How are the arts linked to learning and
the working life?

Why?
Picturing the unit

1. P Look at the pictures on page 90 and discuss these questions. Then, exchange opinions with
other classmates.
a. Why do you think it was placed at the beginning of this unit?
b. What is the first thing you think of when you look at it? Why?
c. What do you think the quotation means? How can we discover ourselves through art?

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

critic.
I can achieve it… I can achieve it… I can achieve it…
by reading models of articles

and other examples.
The main difficulty I can The main difficulty I can The main difficulty I can
anticipate is… anticipate is… anticipate is…
I might not have enough

vocabulary related to the topic.

Do you remember?
1. P Identify and write the name of the art forms in the pictures (1 - 8).
1 2 3 4
a. b. c. d.
5 6 7 8
e. f. g. h.
2. P Write the name of a famous person related to each area in exercise 1. Compare with
other pairs.
a. e.
b. f.
c. g.
d. h.
3. P Circle all the words and expressions you could use to describe a painting. Then, use them to
describe picture 2 or picture 8 to your partner.
at the bottom on the left vivid it shows in the background inluence orchestra
on the right in the middle piano it was painted the colors are colorful interesting
the style bookcase it symbolises car museum watercolor technique

MODULE 1
Entry slip
Read what you will do in each lesson (p. 95 - 109) and anwer the questions in the slip before you start.
Questions Answers
What is new to you?
What is useful to you? Why?
What interests you most? Why?
How ready are you?

1. P With your partner, complete the web with the name of artistic professions or occupations in
each area.
literature music
Artistic occupations
multi-media art
2. G Join two other pairs and compare your webs. Add your classmates’ examples to
your diagram.
3. G Use what you know or look for information about one outstanding artist in each area. Write
and share their names with your classmates.
4. Now, use the rubric below to evaluate how ready you think you are to start this module. Tick (✔) the
best alternative and then comment with your partner.
i am completely ready to i am quite ready to start. i i am barely ready to start. i am not ready to start.
start. i could even help my may make a few mistakes. i will need some coaching. I will definitely need
classmates. coaching.

LESSON 1 Inspiring artists
You will... What for?

read an article about artists that work with unusual materials. to demonstrate comprehension of general ideas
identify characteristics of objects. and explicit information in a text.
ask and answer questions about an artist and his / her work. to use language in oral exchanges properly.
to exchange information about a topic related
to art.
Preparing to read
1. P In pairs, talk about the most unusual piece of art you have ever seen or heard about. Look at
the photos (1 - 4) and answer these questions.
a. What do the photos show?
b. What materials were used to create these works? Choose from the words in the box.
bronze concrete dung gold cardboard ice

plastic rubber sand plaster snow wood stone
c. do you think they represent traditional art forms?
1 2
3 4
2. Look at the text and the pictures on pages 96 and 97. Circle the alternative you think is correct.
the text is about…
a. four controversial modern artists. c. four traditional art forms.
b. four famous works of modern art. d. four unusual materials used in art.

Key words Focusing on reading
cast
dung 1. Read the text and check your prediction in exercise 2, page 95.
melt Identify which materials from exercise 1 are used by these artists,
pole
using the pictures as clues.
sparrow
styrofoam
Inspiring artists
Strategy in mind
Identifying / inferring I.
information from
pictures. For many years, the famous artist
look at the pictures
Chris Ofili has used elephant dung
and identify things that
help you think about the
in his paintings as a symbol of his
answers to the questions. African heritage.
One of his best-known works is his
No Woman No Cry, the title of one
Smart reading of Bob Marley’s songs.
1. Read the text carefully. The painting is a tribute to the family
identify the paragraph in of Stephen Lawrence, a London
which these concepts teenager who was murdered by a
are mentioned. racist gang. The boy’s face can be
a. a very famous seen in each of the crying woman’s
reggae singer. tears. The painting stands on two
b. an american dried, varnished lumps of elephant
country. dung. A third is used as the pendant
of the necklace.
c. a new insulation
material.
II.
d. an ancient
empire.
English artist Rachel Whiteread creates
e. the capital city of elegant and poetic sculptures which
england. typically take the form of casts.
f. the name of a Since the late 1980’s, she has created
little animal. unusual sculptures of everyday domestic
g. materials taken items. One of her most famous
from nature. sculptures was House- a concrete cast of
h. some artificial
the inside of a town house.
materials. Rachel Whiteread has also used
materials like plaster, rubber, and
styrofoam to define the space around
or inside objects and buildings.

Your analysis
a. What strange material
does Chris Ofili use?
Why?
b. What is No Woman No
Cry?
c. What does Rachel
Whiteread represent in
her sculptures?
d. What materials does
she use?
e. How long has Tracey
Emin worked on birds?
f. What do birds represent
III. to her?
g. Why has Andy
Tracey Emin’s Roman Standard, which Goldsworthy worked
features a small bronze bird on top of a with natural materials?
four-meter high bronze pole, is a tribute to h. Where does he usually
work?
Liverpool’s famous symbol the Liver Bird.
Since 1992, this artist has made a series of
drawings and prints of birds.
For her, birds are the angels of this earth
that represent freedom, strength and
femininity.
The sculpture is the size of a sparrow. It disappears when the people view
it from the front and only reappears as the viewers move left to right. It has
been very controversial, as many people have complained about the high
cost of such a small sculpture.
IV.
Since he was an art student, Andy Goldsworthy has worked with natural
materials to make unique sculptures. He usually works outdoors to create Think critically
structures out of stone, snow, ice sand, wood or leaves. A breath-taking but make Text-to-world
connections
temporary example of his work is the ice arch in the picture. He built it
one early winter morning in Canada- as the sun became warmer, the arch Do you think it is
important to respect
gradually melted and finally collapsed.
every art form? Why not?
In your opinion, are these
artists “inspiring”? Yes /
No. Why?
make Text-to-self
connections
Which of the art forms in
the text do you find the
most interesting? Why?
Have you met or heard
of any other artists
Created by: Publishing team. who work with unusual
materials?

After reading
Work it out! Expressing time of actions
P Analyze these examples from the text and answer the questions. Then, compare your answers
with your partner.
For many years, the famous artist Chris Ofili has used elephant dung in his paintings as a symbol of his
African heritage.
Since the late 1980’s, she has created unusual sculptures of everyday domestic items.
Since 1992, this artist has made a series of drawings and prints of birds.
Since he was an art student, Andy Goldsworthy has worked with natural materials to make unique
sculptures.
a. What do all the actions in the sentences have in common?

i. They all started and finished in the past.
ii. They all started in the past and continue in the present.
iii. They all refer to past habits.
b. What words are used to refer to the time in which the events started? Circle them in the examples.
1. P Analyze these phrases from the texts. Pay special attention to the parts in color.
two dried, varnished lumps everyday domestic items
elegant and poetic sculptures four-meter high bronze pole
natural materials unique sculptures early winter morning
2. P Answer these questions.

a. What do the parts in blue represent? object(s) / characteristics
b. What do the parts in green represent? object(s) / characteristics
3. G Look at the pictures (1 - 4). Use your dictionary to find words to describe them in detail.
1 2 3 4

Speaking workshop Asking and answering questions
G Work in groups of three. You will take turns to exchange information.

a. 29 listen to the recording once through. then, listen again and repeat each line of the dialogs
imitating intonation and pronunciation.
b. individually, write a set of five questions you would like to What…? Who…? How long...?
ask your partners (they can be about a topic related to
arts or to their personal life). Use the question words in
Why…? When…?
the bubbles.
2. Practicing
G Practice repeating the questions aloud in your group, imitating the pronunciation and intonation in
the recording. Correct each other’s mistakes.
3. Performing
a. G Choose three other classmates and interview them using the questions you prepared. Take
notes of their answers.
b. Return to your original group and share with them what you found out. Use the pattern in the bubble.
I…
has since / for . ns.
prepared and corrected my questio
He / she usually because . took notes of the answers.
He / she because . imitated the recording.
reported my findings.
ons
accepted my classmates’ correcti
4. Evaluating
with respect.
After you finish, self-evaluate your work using the prompts in in
showed enthusiasm and interest
the box. the task.
Exit slip
Relect on your performance in the tasks and tick (✔) the corresponding line. Discuss the results of
your self-evaluation in your group and/or with the teacher.
Achievement What difficulties do I

anticipate for next lesson?
I exceeded the objectives.

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

LESSON 2 Culture in the media

listen to extracts of radio and tV programs. to select and use strategies to support comprehension.
summarize the main ideas. to talk about culture in the mass media.
describe artistic expressions. to write cultural reviews.
to write using the steps of the writing process.
to use language in written texts properly
Preparing to listen
1. P Identify the events in the pictures (1 - 4). What is the artistic expression related to each
of them?
1 2 3 4
a. b. c. d.
2. P G Answer these questions in pairs and then share your comments with other classmates.
a. How do you choose what movie to see, book to read or video game to play?
b. do you ever read / listen to reviews? How much do they determine whether you will or will not
choose to experience something?
c. Where do you generally find reviews?
3. P You will listen to three cultural reviews. Before starting, tick (✔) the information you expect to
find in it. Do not complete the last column of the table yet.
Yes / No
Information Prediction (✔) R1 R2 R3
a. Name of cultural event / product Yes Yes Yes
b. Name of reviewer No No No
c. Place where you can find the product / attend the event Yes No No
d. Personal opinion of the reviewer No Yes Yes

30 Listen to the recording and check your predictions in exercise 3, Strategy in mind
1.
page 100. As you listen, complete the first point in the file. making and conirming
predictions
Using previous
2. 30 Listen to the recording again (twice), focusing your attention on knowledge to
anticipate the content
the parts of the recording that are relevant to complete the missing
information in the file.
LISTENING FILE: Culture in the media Smart listening

While you listen, use
General information what you know to
anticipate what may
Cultural expression reviewed: (write R1, R2 or R3)
come.
opinion expressed (Write P=positive, n=negative or

ne=neutral)
R1: R2: R3:
Speciic details
Which review (1, 2, or 3) describes / mentions...
a. the protagonist’s emotions?

Think critically
b. some colors?
make Text-to-text
c. a girl’s adventures? connections
Have you ever heard /
d. the artist’s political ideas? read similar texts?
Where?
match.
make Text-to-self
a. Guernica i. charming and cool connections
b. Inside Out ii. moving, wall-sized Have you ever changed
c. House of Many Ways iii. surprising, delightful and charming your mind after reading /
listening to a review?
When?
main conclusions Which of these cultural
do the reviews contain all the necessary information? expressions would you
What other information would you add to each review? choose to watch, see or
read? Why?

After listening
Work it out! Linking ideas

Read and analyze the examples from the recording and answer the questions. Then, compare your
answers with your partner.
It was first shown in Paris, then in the Museum of Modern Art in New York, and finally at the Museo
Reina Sofia in Spain.
Along the way, Charmain first learns how to do housework, then tries her hand at a spot of magic... and
last discovers she’s not a very nice person.
a. What are the words in bold used for?

i. to express the frequency of events.
ii. to show the sequence of events.
iii. to express the time in which the events happened.
Writing workshop A review
1. G Organizing ideas
a. Before you start, match the name of the review sections in the box with the corresponding
definition (i - iv).
Introduction Highlights Critique Additional information
i. evaluation of the strengths, weaknesses and notable features of the event

or product
ii. details of event or product (such as: the running length of a movie or a street
address of an event)
iii. brief report on the reviewer’s overall opinion
iv. name of event / product and protagonists
b. Read this review. Use a color code to highlight or underline each section and identify the words the
writer uses to express his / her personal opinion.
Kaspar, Prince of Cats

This story is really about a boy called Johnny Trott, a brave young boy who
risks his life for a cat. He’s an orphan and works at a hotel in London. Kaspar
comes to stay with his interesting owner, Countess Kandinsky. They befriend
Johnny and the adventures begin. Pretty soon, events take Johnny and Kaspar
all around the world.
A heart-warming novel; the story is so good that if you start it, you’ll want to
keep on reading.
And there are some really cool illustrations to go with it!
It’s an ideal story for cat lovers, and even for people who are allergic to them!
It is enjoyable for boys and girls and recommended for any age group.

c. Choose a cultural event or product you have recently attended / read / watched. take some notes
about the following points:
name main features overall opinion additional information
2. Drafting
Use your notes to write the first version of the review.
3. Revising
Put the ideas together into two or three paragraphs, using connectors to introduce and link your ideas.
Remember to add words to express your opinion and recommendations. Follow the example.
4. Editing Editor´s Marks

Capital letter /
Check for grammar, spelling and punctuation mistakes using the Editor's marks Lowercase
in the box and write the final version of your review.
Punctuation
Add a word
5. Publishing ss Check spelling
s
a. As a class, organize the cultural section of a TV Change place
or radio program. Assign a part of the review to
each member of the group and read the review
aloud in front of the class. If possible, record the
The group…
reviews and share them with your teacher and
ew.
classmates. organized the content of the revi
tion.
b. When you finish, exchange your review with included all the required informa
another group and evaluate each other’s work. stated and supported their opinion.
Use the prompts in the box. nt /
gave additional details of the eve
product reviewe d.
re
revised and edited the review befo
writing the final vers ion.
Exit slip



LESSON 3 An artistic night out

listen to a conversation. to identify key words and expressions.
talk about plans for a night out. to select and use strategies to support comprehension.
use key words and expressions related to arts to offer, accept and reject invitations.
and artistic activities. to talk about arts, culture and related activities.
Preparing to listen
1. 31 P Listen to these expressions (a - j). What answer(s) would you give to the question in the
bubble? Why?
a. not really, i’m a little tired.
b. Great idea!
c. i feel a little sick.
d. Why not? Do you feel like
going out tonight?
e. no way. too busy.
g. Cool! i love going to the cinema!
h. i don’t feel like going out.
i. Fantastic! i’d love to do something.
j. i’d rather stay at home.
2. P In pairs, discuss activities related to arts that you:

a. often do.
b. never to.
c. sometimes do.
d. occasionally do.
3. You will hear Mickey and Claire, two young Irish musicians, talking about different night-time
activities in Dublin. Based on the title of the lesson and considering their age and profession,
predict which activities in the box they will be discussing.
going to a disco visiting an art gallery going to a concert eating out
visiting friends going to the opera playing the guitar with friends
going to a writers´ club going to the cinema staying at home to watch TV

32 Listen to the recording and check your predictions in exercise 3, on Strategy in mind
1.
page 104. As you listen, complete the first points of the listening file. Using speakers’
intonation and stress
as help.
2. 32 Listen again twice. Identify the specific details of the conversation
and complete the rest of the file.
LISTENING FILE: An artistic night out
General information
style and tone:
a. formal / unfriendly b. informal / friendly Smart listening

main topic: While you listen, focus
on the intonation and
a. Preferences in music c. Future activities stress of key words and
phrases to help you infer
b. ideas for things to do d. dublin night attractions the speaker’s intention.
Speciic details
nationality of the artist whose show is on at the gallery.
a. Portuguese b. Japanese c. Chinese

Work of art created by the artist.
a. b. c.
Think critically
mickey or Claire? Write the name.
make Text-to-world
a. wants to go to the cinema. connections
What is the connection
b. suggests going to an art gallery. between the topic of the
recording and Chile?
c. describes the artist’s style.
make Text-to-self
d. decides where to go in the end. connections
do you enjoy cultural
main conclusions activities? Why not?
What type of cultural
a. do mickey and Claire enjoy doing the same things?
activities do you
b. Why does she change her tone in the end? particularly enjoy?

After listening
Work it out! Expressing suggestions and recommendations

Read the examples from the recording. Underline the phrases that express suggestions and
recommendations.
How about going to the cinema?

Let’s do something different tonight.
We should at least try to come up with something more exciting!
We could go to the new art gallery.
Speaking workshop Talking about a night out
You will role-play a conversation.

a. 33 listen and repeat these phrases. Pay special attention to the different pronunciation of the
underlined vowels.
big dots small dots pink dots black dots
b. 33 listen and repeat these words, paying attention to the pronunciation of the vowel sounds. Can
you notice any difference in the pronunciation of each pair?
pick - peak sit - seat pill - peel

food - foot pool - pull fool - full
fox - fork dark - duck walk - wok
c. 33 listen and repeat these openings. imitate the intonation and stress.
How about... What do you think of... How do you feel about...
Let’s... I’d rather... I don’t feel like... I’d love to...

2. Practicing
a. P 34 listen and read the dialog. then, practice it in pairs, taking turns to be Glen and sue.
Correct each other’s pronunciation.
Glenn: So, how about going out tonight?
Sue: Sure, why not? What do you have in mind?
Glenn: I was thinking of a concert of some kind.
Sue: Ok, let’s look in the newspaper.
Glenn: There is a samba festival in the Arts Center.
Sue: Who’s playing?
Glenn: There’s a band from Brazil.
Sue: I’m not sure it is my kind of music.
Glen: Well, then you come up with a suggestion.
Sue: We could go to the theater to see a good play.
Glen: Fine with me. Let’s do it!
b. after you have practiced for a while, replace the parts in red in the conversation with your own
suggestions of cultural activities.
c. Practice the new dialog paying special attention to pauses, intonation and pronunciation.
My partner...
3. G Performing
practiced the dialog imitating the
Join three other pairs and role-play the conversation recording.
in front of your classmates.
gave me supportive feedback.
sm.
role-played the dialog with enthusia
4. Evaluating used the correct language.
P After you finish, work in pairs again. Evaluate used the correct pronunciation and
each other’s participation using the prompts in intonation.
the box.
Exit slip



SUBJECT CONNECTIONS Drama
read a scene from a play based on a children’s story. To identify general and specific information in a script.
identify structure and features of the text. To complete a scene map.
identify specific information and complete a scene map. To connect the content and topic with other subjects
perform a short scene of a play. of the curriculum.
1. P Read the text on page 109 and complete this scene map.
Name Setting
Scene 1
Protagonists
Secondary characters
2. G Work in groups of three. Analyze the text and answer the questions about the presentation
and organization of information.
a. How are the names of the characters indicated?
b. How does the author include descriptions of the set and actions?
3. G Find and underline examples of the characteristics you mentioned in exercise 2.
4. Read the scene again. Answer these questions about the content.
a. How did Alice enter the rabbit hole?
b. Why was the rabbit in a hurry?
c. What happened with the rabbit?
d. What did the Queen ask to do with Alice’s head?
5. G Assign a role to each student in the group, practice and act the scene out in front of your
classmates. As a class, vote for the best performance.

Scene 1:
Down the
rabbit hole to
Wonderland
The story is just as you remember it. Here is Alice meeting the White Rabbit.
Rabbit: Who are you?
Alice: That’s not a very polite way of introducing yourself.
Rabbit: Whatever are you doing in my rabbit hole? I suppose you’re going to say you fell from
the sky.
Alice: Well no, as a matter of fact I remember chasing a rabbit; he was running very fast
and saying...
Rabbit: Oh, my ears and whiskers!
Alice: Yes, exactly like that... and he had a pocket watch... (Rabbit takes out his watch.)
Rabbit: Like this one?
Alice: Yes. And he kept saying...
Rabbit: Oh dear, oh dear, I shall be too, too late! Well, good-bye.
Alice: I’m sure you mean hello. I only just got here.
Rabbit: Good-bye, hello, good-bye, hello...
Alice: I wish you’d make up your mind.
Rabbit: No time. No time for that. I’m going to be late!
Alice: Late for what?
Rabbit: Difficult to say. Very difficult to say.
Alice: If you don’t know what it is you are late for...
Rabbit: No time for that now. Hello! (Waves to her as he exits behind screen.)
Alice: Wait! (Alice follows Rabbit. She inds herself in a long low hall.)
Alice: He’s gone. How very strange.
Queen: Who’s this? (No one answers.) Idiots! What is your name, child?
Alice: Alice, so please Your Majesty.
Queen: And who are these? (She indicates the cards on the ground.)
Alice: How should I know? They look like a few old cards to me.
Queen: Off with her head!
Adapted from: Lokwood, K. (n.d.) Alice’s Adventures – An adaptation from Alice’s Adventures in Wonderland. Retrieved from http://www.havescripts.com/
AlicesAdventures.html

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

1. Look at the pictures (1 - 4). Then, look up the definition of contemporary art in a dictionary or
encyclopedia.
1 2 3 4
2. P Use the information you collected and your own ideas to complete these sentences. Then
check with another pair.
a. Contemporary Art can be defined as .
b. Artists express their .
c. The main point is .
I am completely ready to I am quite ready to start. I I am barely ready to start. I am not ready to start.
start. I could even help my may make a few mistakes. I will need some coaching. I will definitely need

LESSON 4 Fashion and design

read and follow instructions. to understand general and specific ideas of expository texts.
match text and images. To communicate information about museum exhibitions, using thematic
write a text for a museum vocabulary and images to support meaning.
website. To write with varied purposes, using connectors, and correct spelling and
punctuation.
To use language in written texts properly.
Preparing to read
1. P Look at the pairs of pictures (1 - 4) below. Identify the relationship between the two images in
each of them.
1 2
3 4
2. P Answer these questions and then share your opinions with another pair.
a. What do you think of when you hear the word fashion?

b. is fashion important? Why? Why not?
c. is there a difference between high fashion and art?
d. should fashion clothing be exhibited as a work of art? Why not? Where?
3. P Spend one minute writing down different words you associate with the word fashion. Share
your words with another pair and talk about them. Together, put the words into different categories.

disguise
breathtaking 1. Read the information on the museum website and check your ideas
storing in exercise 2 on page 111.
Fashion Museum, Bath - w
http://www.fashionmuseum.co.uk
Home Contact Exhibitions News How to find us

Strategy in mind Opening Times Tickets Information
Identifying text structure Monday 10:30 - 16:00
Type Tariff*
and organization Tuesday 10:30 - 16:00
Family (2 Adults + 4 Children) £20.00
Wednesday 10:30 - 17:00
Thursday 10:30 - 17:00 Adult £7.00
Friday 10:30 - 16:00 Child (6 - 16) £5.00
Smart reading Saturday 10:30 - 16:00 Child (5 and under) Free
1. study the top part of the Sunday Closed
website and answer the
questions (a - f). About us
a. What do you think What is fashion? To many, it is an art form. Throughout times, clothing
you will find if you has expressed our desire for external beauty just like a painting, a
click on How to find sculpture or a mural. Nowadays, fashion design is studied at universities
us?
and is a career many young people want to pursue.
b. Does the museum
provide information While some do think it is a form of art, most think it is a method of
for the media? clothing and wearing accessories that is used to show or hide something
c. How many days a about themselves. Fashion can be used to express something about
week is the museum someone, to serve as an extension of someone’s personality; it can show
open? that you are a goth, a hip-hopper or a professional person.
d. When is the museum
closed? Or it can be used to disguise someone’s true self: a conservative in ultra-
e. How much would a modern clothing, a hippie in conservative clothing. Fashion statements
family of 6 pay for can be made with clothes, accessories, shoes, hair, makeup, even with
tickets? your cell phone.
f. How much do small
children pay?
Our museum has a world-class collection of contemporary and historical
dress which includes 150 dressed figures to illustrate how fashion has
2. Complete. changed from ancient times to the present day.
a. Many people think
The galleries have been completely re -designed in a series of themes
that fashion is
including men’s wear and women’s wear, dress for the day and dress for
. the evening, as well as alternative fashion and fashion today.
b. According to the
fashion museum, Visitors’ experiences
fashion statements
Breathtaking exhibitions. I was stunned by how well preserved the
can be expressed
textiles were. I was also very impressed by the “behind the scenes”
using
exhibits from the archives. I hope to repeat the visit.
.
Lynn, from the USA
c. Fashion can be
Created by: Publishing team.
.

Your analysis
1. some people consider
fashion and design art
forms. Which statement
below best reflects your
opinion on the subject?
a. Fashion and design
are unnecessary
and only used by
superficial people.
MENU
b. Fashion and design
Future events FAQs can express my
feelings and certainly
Special offers are art forms.
Museums saver ticket c. Some kinds of fashion
and design can be
Buy a saver ticket to
considered art forms,
the Fashion Museum,
but not many.
the Roman Baths and
the Victoria Art Gallery
and visit three great
museums during your
stay. Tickets are valid for
14 days.
Three-year season
ticket
With one of our great
value season tickets, you
can come to the Fashion
Museum, the Roman
Baths and the Victoria Art
Gallery as often as you
like for three years.
Resident's discovery
card
This card allows local
residents free entry to
the Fashion Museum, Think critically
the Roman Baths and make Text-to-world
the Victoria Art Gallery connections
and discounts at many Have you heard about a
other museums, shops, similar museum in Chile?
restaurants and hotels. Which one?
make Text-to-self
connections
I took an excellent Rosemary guided us through
Do you believe that
guided tour with an the 'backstage' storage
what people wear is
enthusiastic guide and areas of the museum. She an expression of their
returned in the evening for a showed us the methods of storing the personality and attitude?
great talk on fashion design. wonderful exhibits. Why? Why not?
Oliver, from the UK Jolanta, from Poland Do you think fashion is an
art? Why? Why not?

After reading
1. P Read the sentences from the text. Explain the meaning of the words in red in your own
words to your partner.
a. throughout times, clothing has expressed our desire for external beauty.
b. most think it is a method of clothing and wearing accessories that is used to show or hide
something about themselves.
c. it can be used to disguise someone’s true self.
d. Fashion statements can be made with clothes, accessories, shoes, hair, makeup, even with your
cell phone.
e. the galleries have been completely re-designed in a series of themes including menswear and
womenswear.
2. Choose one synonym from the box to replace each word marked in red in point 1. Use a
hardcopy or online dictionary if necessary.
cosmetics clothing wish manner hide
3. Write down and exchange examples with your partner of:

a. something you desire.
b. a method you have to do something.
c. an emotion you tend to disguise
d. a piece of makeup.
e. a piece of menswear and womenswear.
Work it out! Uninished actions (continued)

Read and analyze these sentences from the text. Answer questions a and b and then check with
your partner.
Throughout times, clothing has expressed our desire for external beauty just like a painting, a sculpture or
a mural.
The galleries have been completely re-designed in a series of themes.
a. What do the sentences express / narrate?

b. How do you know that?

Writing workshop A museum website
You will design and prepare a text for the website of a museum. (It can be a museum in your city /
region or any other type of museum you would like to visit).
1. Organizing ideas
a. P With your partner, agree on what museum you will write about (arts, science, technology,
Regional, etc.) if there isn’t a museum in your town / city / region, you can design a website for an
imaginary one.
b. Use the table below to take notes and organize the information.
1. What we already know 2. What we need to know 3. Where we can find information
c. Begin collecting information for column 3. make sure you take notes of the sources.
2. Drafting
P Use the template below and the information you collected to write the first version of the website.
Remember to establish the following points.
Name of the museum
Type of exhibitions
Location
When it was established
Other information you think is important for visitors (opening time, ticket prices, how to get there,
facilities, etc.)
Remember that the information should be interesting to make visitors want to see the exhibits.

3. Revising
Put the ideas together into two or three paragraphs, using connectors to introduce and link your ideas.
look at the example on pages 112 - 113.
Editor´s Marks
Capital letter /
4. Editing lowercase
Check for grammar, spelling and punctuation mistakes using the Editor's marks Punctuation
in the box. add a word
ss Check spelling
s
5. Publishing Change place
a. Write the final version of the text and design
an attractive layout to present the information
on the webpage, adding some visuals.
b. If possible, upload the webpage to the class The information is interesting and
blog. If not, share it via e-mail or other social complete.
networks with your classmates. All the sources of information are
c. Join another pair and peer-evaluate each acknowledged.
other´s work, using the prompts in the box. The webpage follows the model
(Yes: ✔ No: ✘). provided.
ed.
d. When you finish, discuss the results of the The content was revised and edit
evaluation and offer supporting feedback to All the photographs, graphics, sou
nd
each other. the con tent and
and / or video enhance
Remember to accept all the ideas and opinions create interest.
with respect.
Exit slip

i exceeded the objectives.

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

LESSON 5 Mobile art

identify art forms and link them to prior knowledge. to understand general and specific information about types
identify the purpose of a recording. of art.
describe, discuss, and present preferences in To identify type and purpose of a text.
connection with different art forms. To describe works of art.
To express opinions about the use of new technology in art.
Preparing to listen
1. P In pairs, talk about the most unusual piece of art you have ever seen or heard about. Use
these questions as clues.
a. Is it a painting, a sculpture, a mural or other?
b. Why was it unusual?
c. Who is / was the artist?
2. P Look at the pictures below. One of them is painted in a style called realism and the other in a
style called futurism. Analyze them carefully and then exchange opinions with another pair using
expressions and adjectives from the boxes. Which one do you prefer?
as …. as interesting original unusual revolutionary innovative

not so …. as singular creative modern futuristic surprising
more / less than breathtaking rare unique exotic
Boccioni, U. (1911)
Vermeer, J. (1658) The street enters the
The Milkmaid [Oil on house [Oil on canvas]
canvas] Rijksmuseum, Sprengel Museum,
Amsterdam, Holland. Hanover, Germany.
3. You will hear two people talking about a new art form that involves a technological device.
Considering the title of the lesson, which of these do your think it is?
a. A desktop computer. b. A tablet. c. A smartphone.

35 Listen to the recording and check your ideas in exercise 3 on page Key words
1.
117. As you listen, complete the first point in the file. Then, listen again stroke
woodlands
and complete the rest of the file.
texture
to draw
LISTENING FILE: Mobile art
General information Strategy in mind

type: Identifying type and
purpose of a text.
R i:
R ii:
Purpose:
R i:
R ii:
Smart listening
Speciic details
While you listen, try
Painting mentioned (a, b or c). How do you know? to take notes of the
speakers’ expressions
that may help you
identify their purpose
and general opinions.
a. b. c. Think critically
make Text-to-world
topics mentioned by speakers (s1, s2, or both?) connections
What do you think about
a. the name of a collection of paintings paintings done with an
artist’s own hands and
b. Characteristics of an artistic application paintings done using
some type of software?
c. a famous painter do you think they are
both works of art?
d. a season of the year
make text-to-self
connections
main conclusions
if you could choose
General opinion of the application: a painting, would
you choose one by
speaker 1: a. Positive b. negative c. neutral a classical painter
or one created on a
speaker 2: a. Positive b. negative c. neutral smartphone? Why?

After listening
Vocabulary in context Artistic professions

1. Read these sentences from the recording, paying special attention to the underlined parts.
Some professional painters use this application
My favorite painting by famous artist David Hockney is a country road in autumn colors.
2. In your own words, explain to your partner the function of the underlined parts in the words in
point 1.
3. P In pairs, find out the words to name a person who...
a. plays the piano: d. writes novels:
b. composes songs: e. plays the violin:
c. plays the guitar: f. dances:
4. Find more examples of professions related to art. Share your examples with your classmates.
Speaking workshop Talking about art preferences
You will discuss the art form you prefer with your partner.
a. P Complete this conversation using your own ideas. tick (✔) your preferences next to the
corresponding pictures.
Rhonda: What is your favorite art form?

Brandon: I much prefer .
Rhonda: Which do you prefer, modern or traditional art?

Brandon: I think art is .
Rhonda: Do you think that the colors used in digital

paintings are more or less vivid than in traditional
paintings?
Brandon: They’re definitely .
Rhonda: Are digital artists better than traditional ones?

Brandon: In my opinion, .
Rhonda: And if you were a painter, what style of paintings

would you do?
Brandon: I would .

b. 36 listen to the recording and compare it with your ideas.
2. Practicing
P Practice the conversation with your partner imitating intonation and pronunciation. take turns to
be Rhonda and Brandon and then correct each other’s mistakes.
3. Performing
a. P Prepare a set of cut-outs that show different art forms or use an art book from the library. each
of you will need at least one pair of pictures.
b. G Join another pair. Use your cut-outs to perform a dialog exchanging opinions about different
art forms. You may use the openings in the bubbles and the model in point 1.
What is...? Which do you prefer...? Do you think...?
We…
fully.
If you were a...what...? Why do you...? prepared for the exercise very care
followed the instructions.
helped each other express our
our
c. Watch your classmates’ performance. preferences, showing respect for
differences.
supported each other correcting
4. Evaluating our grammar, vocabulary and
pronunciation.
P After you finish, use these points to self-evaluate s from
your performance. (Yes: ✔. No: ✘). used words, structures and idea
the lesson.
Exit slip



LESSON 6 The sound of music

read an article about a music genre, to demonstrate comprehension of general ideas and explicit
using a graphic organizer to summarize information in a text about a music genre.
the information. to select and use different strategies to support comprehension.
write a short article about a music genre. to describe a music genre and narrate its origin and development,
in written form.
to write using the steps of the writing process.
Preparing to read
1. P In your notebook, make a word map for music on a sheet of paper. Show your map and share
the examples with your classmates.
Professions styles
Music
instruments Famous people
Famous songs
2. G Answer and discuss these questions in your group.
a. Why do you think people like music?

b. Why do we prefer some kinds of music over others?
c. How is music related to a particular learning style?
3. P You are going to read an article about the history of reggae music. Before starting, complete
the first and second columns of the K-W-L chart with your ideas and questions.
What I know What I want to know What I learned

beat
accomplishment 1. Read the text and check if what you know and the information you
release wanted to learn is mentioned in it.
propel
ska
The History of
Strategy in mind
Reggae Music
Using a graphic
organizer to summarize
and organize information
Smart reading
1. identify the correct title
for each paragraph.
a. the reaggae
ambassador
b. Influencial music
c. How it all started
d. The origin of the
word
2. Complete the diagram
below with the following
information.
a. General topic.
By Matthew Hall
b. Three types of music
influenced by reggae
I. II.
c. Two different origins
of the word reggae Reggae music was first started The meaning of reggae refers
a. in the 1960’s in Jamaica. It to the ‘rags or ragged clothing’
is a combination of ska and worn by the musicians. Bob
rocksteady music, but the beat Marley, the most famous Reggae
b. is a slower tempo than regular artist, said that the word came
Jamaican music. It is easily from a Spanish term for “the
recognized by the guitar rhythm. king’s music”.
c.

Your analysis
1. Based on the
information in the text,
compare your favorite
music style with reggae.
2. Complete the third
column of the chart on
page 121, exercise 3.
III. artists. It was first especially

noticeable in the Beatles’ pop
Marley, a Jamaican singer, song Ob-La-Di, Ob-La-Da.
musician and songwriter served Later, Eric Clapton’s song, I
as a world ambassador for reggae
Shot the Sheriff, helped bring the
music. Marley achieved several
music to everyone’s attention,
great accomplishments during
making it an international
his lifetime, including earning
success. Subsequently, in the
induction into the Rock and
1970’s, punk and rock bands
Rock Hall of Fame in 1994, and
used reggae influences in their
selling more than 20 million
music. During the 1980’s, bands
records—making him the first
like UB40 also used reggae
international superstar to emerge
influences to propel their songs
from the Caribbean region.
to the top of the charts. The
influence of reggae music is still
IV.
common today as it mixes well
The first reggae albums were with different musical styles. It
released in 1968 and soon reggae complements American hip-hop
music started to influence other music and also rock n’ roll.
Think critically
make Text-to-text
connections
tell your partner about a
similar text you have read
about any other music
genre.
Where did you find it?
What was it about?
make Text-to-self
connections
If you could start a band,
what type of music would
Adapted from: Hall, M. (2012). The History of Reggae Music. Retrieved from: https://prezi.com/kxqm_r7ix56u/ you play? Why?
the-history-of-reggae-music/
If you could interview
Bob Marley, what three
questions would you ask
him? Why?

After reading
Work it out! Describing actions in which the subject is unknown
P Read the examples from the text and answer questions a and b. Then, check your conclusions
with your partner.
Reggae music was first started in the 1960’s in Jamaica.

It is easily recognized by the guitar rhythm.
The first reggae albums were released in 1968.
a. Who did the actions expressed in the sentences above?

b. What / Who is the focus of the sentences?
i. the person who did the action. ii. the action itself.
Writing workshop An article for a music magazine
G Work in groups of four. You will write an article on the history of a music genre.
1. Organizing ideas
a. Before you start, analyze the article on pages 122 and 123 again.
b. Choose a music genre from the box and one student to take notes. every group should choose a
different genre, so be prepared to negotiate.
classical folk heavy metal jazz pop rap reggaeton rock n’roll
c. Brainstorm what you know about the genre and then organize the gathered information in some
meaningful way (for example, by dates).
d. decide what tasks still need to be carried out, for example, investigate the topic using the internet or
the library, collect and classify pictures, etc.
e. Prepare a time line of the history of your chosen genre and plan your article by using all the
information you have gathered.
2. Drafting
a. Write the first draft of the article using the notes and the time line you prepared.
b. Decide how many paragraphs the article will have and choose one heading for each paragraph.
c. Finish the article with a conclusion: what was the reason you chose to write about this style? Why is
this style especially important for you?

3. Revising
a. Revise your work. Remember these points:
i. Keep it simple. Do not use “flowery language”, or overly complex sentences.
ii. Write about the past in the Past tense. Remember the sequence of events.
iii. Avoid writing in the first person (I, we). Editor´s Marks
b. Reread your article and make sure that it makes sense. Capital letter /
Lowercase
Punctuation
4. Editing
Add a word
Proofread your revised article using the Editor's marks in the box. ss
s Check spelling
Change place
5. Publishing
a. Write the final version of the article and illustrate it We…
with the visuals you gathered. the
analyzed the topic and organized
b. Put all the articles together and create an issue of information.
a music magazine. As a class, choose a catchy
divided the tasks before writing.
name for the magazine. le
discussed the structure of the artic
c. Donate the issue of the magazine to the school title and para grap h
and agreed on the
library so that other students can read about headings.
this topic. nts
used a time line to organize the eve
d. As a group, evaluate your work following the points in the correct sequen ce.
in the box. Remember to accept other students’ used expressions and structures
opinions with respect and showing interest in learned in the lesson.
becoming an independent learner. ,
checked and corrected grammar
mis take s.
spelling and punctuation
accepted other students’ opinions
with respect.
Exit slip



SUBJECT CONNECTIONS Social Studies-Technology
learn how an artist uses a technological tool to travel to exchange information about the topic of the
virtually. recording and relate it to other curricular subjects.
asociate images with previous knowledge. to make connections between the text and other
identify geographical location of countries. subjects of the curriculum.
1. P Write the name of the countries in the box in the corresponding column of the table.
Argentina Australia Brazil Chile China Egypt England Fiji France Holland Italy Japan
Kenya Madagascar Mexico New Guinea India Papua Portugal Samoa Somalia
South Africa Switzerland Taiwan the USA Vietnam New Zealand
Africa America Asia Europe Oceania
2. P Match the countries in exercise 1 with the typical spots in these pictures. There are more
countries than spots.
1 2 3 4
5 6 7 8

3. P Use what you know or find information about the spots in the pictures on page 126 and
complete the table below.
Picture Name of spot Location Description
4. 37 Listen to an artist explaining how he uses a technological tool. Identify the following
information:
a. type: i. lecture ii. advertisement iii. interview iv. personal report
b. speaker’s profession: i. designer ii. painter iii. digital painter
5. 37 Listen again. As you listen, write the name of the countries that are mentioned.
6. 37 Listen once more. Fill in the gaps in these sentences from the recording.
a. For the past , Bill has spent hundreds of traveling thousands
of miles.
b. When i was and single i traveled around and other countries
across the .
c. i am working on a series of those i think are still iconic of their ,
but not necessarily the .
d. i simply pick a out of a hat and virtually until I find an .
7. G In your group, discuss these questions. Then, share your ideas with other groups.
a. Why did Bill Godfried start using a technological tool? What for?
b. In what way has this tool helped him do his work?
c. Do you agree that this is an amazing alternative? Why? Why not?
d. What is the main characteristic of his new series of paintings?

PROJECT
A performance
I Preparation
1. G Work in groups of 4 to 6.
2. Read the instructions in the Procedure section and fill in the information in the file.
3. With the information in the file, elaborate an action plan for the project. Before you start, read the
rubric carefully so that you know in advance the areas that will be evaluated.
PROJECT 3 PREPARATION FILE
task due date
sources of information
areas of curriculum involved
member: task:
member: task:
member: task:
materials

II Procedure
1. As a whole class, brainstorm alternatives for a skit (a short piece of humorous writing, an extract of
a theatre play, a scene of a sitcom, etc.).
2. As a group, choose one of the options you listed, preferably one that is easy to perform and that
everybody in your group likes.
3. Make a first draft of your play. Invent a basic story line, create characters, and develop a plot that
has an opening, middle action, and an interesting, or even dramatic, conclusion. Do not make it too
long, as it will be too much to learn by heart.
4. Write your script stating clearly what the characters say. Use the name of each character with their
lines following in sequence each time. (You can follow the model on page 109 or any other).
5. Describe scenes and the way the characters should act.
6. Revise and edit the script as a group. Agree on anything you can add or remove to polish it.
7. Distribute roles. Remember there should be one director, the necessary actors and the rest of the
group can help preparing costumes (if any), creating the appropriate atmosphere and setting up
the stage.
8. Practice until you can say all the lines without looking at the script. Pay special attention to
intonation and pronunciation.
III Presentation
If possible, make a video of your skit. If not, present it to the other groups, to another class or to the
whole school!
IV Evaluation
After you have showed the video or performed the skit, relect on the group’s work and evaluate your
performance. Tick (✔) the corresponding column according to the following scale:
4 = excellent! / 3 = Good / 2 = satisfactory / 1 = needs improvement
Every member of the group… 4 3 2 1
actively contributed to choose the best alternative for the skit.
followed the instructions carefully and completed the assigned tasks.
helped and supported the others, offering suggestions and recommendations.
listened to each other’s ideas respectfully.
showed comprehension and tolerance for own and other cultural expressions.
showed interest in independent learning as a way to contribute to society.

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

3. Individually, relect on and evaluate your performance in the unit using the markers: always,
sometimes, never.
Area to evaluate My view My teacher / partner's view

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

UNIT 4 Respecting traditions
Unit overview
the main language learning goals and objectives have Concerning the tasks, these are meant to develop
been integrated within the topic of traditions, myths and students’ social awareness at the same time that they
VOLUME 2 UNIT 4
festivities. throughout the unit, students will be exposed appreciate the richness of cultural manifestations and
to a variety of written and oral texts, which will invite expressions.
them to explore different perspectives and situations
Each activity in the unit plan has been especially
where the theme is presented. in this unit, the topic of
designed to address the curricular assessment
traditions has been linked to other significant themes:
indicators in the table that follows.
an American legend, customs and traditions among
ethnic groups, traditional dishes, traditional games,
popular worldwide festivities and traditional sports, all of
them meaningful topics in students’ lives.
Unit plan
Section / Lesson Time Learning outcomes/Main tasks Suggested Assessment Indicators

Introduction 45’ A To examine the learning Participate actively in class.
In this unit you B outcomes for the unit. Show interest in diversity and richness of other
will... To evaluate the cultures.
Over to you importance of the learning Identify the value of one´s own culture.
Picturing the objectives for own life. Show interest in learning about one´s own culture.
unit To get involved in the
topic of the unit.
OPENING
Getting ready 90’ A To set personal learning Set and do specific actions in order to achieve goals.
Setting B goals related to one´s own Demonstrate knowledge about other cultures.
Objectives reality. Identify and describe worldwide celebrations.
Do you To activate prior
remember? knowledge.
Complementary 45’ 2 To identify relevant ideas, Identify relevant ideas in digital texts about
digital resource 3 specific information and celebrations.
10 (CDR) details in audio-visual texts Identify cultural elements in the audiovisual text.
about celebrations around Identify key words and thematic vocabulary.
the world.
Module 1
1. The power of 180’ 11 To read and use different Infer information from contextual clues or visuals.
the sun 12 strategies to understand Identify main characters and specific information
an American Indian related to them.
13
legend. Identify setting of a literary excerpt /short story.
15 To identify the sequence of
DEVELOPMENT
Identify a problem and the solution in the text.

A the story and complete a Summarize information using diagrams or questions.
B story map.
Make connections and comparisons between the
To relate text to pictures. information in the text and their own reality.
To study expressions of Use suffix -ful in words.
contrast and concession
Recognize relationship between ideas, using
and the suffix -ful.
(although).
Write fiction texts.
Ask for and accept others’ advice.
Identify universal values.

2. Proud to be… 180’ 2 To listen and identify Use previous knowledge to support predictions about
3 general and specific the text.
information about different Revise and validate predictions according to the
4
customs and traditions. information in the text.
VOLUME 2 UNIT 4
14 To use previous knowledge Infer information from contextual clues or visuals.
15 to anticipate the content of Set a purpose for listening.
A a recording. Infer information about speakers’ feelings or intentions
B To study and use using phonological clues.
intensifiers. Identify cultural elements in the recording.
To write a comparative Make connections between the text and one´s own
chart about the culture of reality.
different groups.
Compare and contrast information about traditions and
celebrations in different ethnic groups.
Identify differences and similarities with other cultures.
Accept others’ advice.
3. Traditions in a 180’ 5 To read and analyze four Use visual aids and diagrams with key ideas.
cookbook 6 articles about traditional Participate actively in group discussions.
recipes. Identify type, purpose, and characteristics of a text.
8
To provide essential and Identify key words and thematic vocabulary related
9 additional information. to food.
10 To study and use cooking Make connections between the text and one´s own
12 verbs. reality and the rest of the world.
DEVELOPMENT
A To make an oral Give essential or additional information, using relative

presentation about a pronouns.
B
traditional Chilean dish. Use specific vocabulary and language structures in oral
presentations.
Present oral information coherently, showing audience
awareness.
Persevere despite the difficulties.
Learn from mistakes.
Identify the value of one´s culture.
Subject 90’ 9 To read a short play about Make connections with other subjects: Language and
connections: 11 a traditional celebration. Literature.
Language and To identify specific Read literary and expository texts independently, in
A
Literature information related to the silence or aloud, with some fluency.
B celebration. Summarize information using questions.
Respond to texts by writing a different ending.
Formulate questions to clarify information.
Show interest in diversity and richness of other cultures.
Module 2
4. Reviving 180’ 2 To listen to four personal Participate actively in group discussions.
traditional 4 reports about games. Identify frequent expressions and their meaning in
games To identify key words and the text.
6
expressions related to Anticipate information of the recording according to
7 traditional games. the topic.
8 To study verbs related to Revise and validate predictions.
A games. Set a purpose for listening.
B To describe a traditional Infer information about speakers’ feelings or intentions
game. using phonological clues.

Make connections between the text and one´s own
reality and the world.
Identify and imitate pronunciation of sound /ʃn/.
presentations.
Show interest in learning about one´s own culture.
VOLUME 2 UNIT 4
5. Let´s 180’ 7 To read and analyze three Participate in short discussions and conversations
celebrate 10 texts about traditional actively.
festivities. Set a purpose for reading.
11
To respond to the text Identify general and specific information.
12 through short discussions. Identify specific information about: traditions, myths,
15 To study and use prefix dis-. celebrations in Chile and other countries.
16 To write an article for a Identify the structure of a text as an aid to
A web-magazine. comprehension.
B Identify differences in types of texts related to traditions
and celebrations.
Identify descriptions of traditions and celebrations in
the text.
Make connections between the text, the world and
one´s own reality.
Use prefix dis–.
Use frequent words and expressions.
Describe traditions, celebrations and myths.
Ask for teacher’s help.
Demonstrate knowledge of other cultures.
6. Time-honored 180’ 1 To listen to sport Use visual aids and diagrams with key ideas.
DEVELOPMENT
sports 3 commentaries and identify Participate actively in group discussions.

general and specific Set a purpose for listening.
4
information about sports. Identify relevant ideas about sports.
7 To take part in a debate. Make connections between the recording, other text
A
and one´s own reality.
B Infer information about speakers’ feelings or intentions
using phonological clues.
Express feelings, interpretations and opinions.
presentations.
Present oral information coherently, showing audience
awareness.
Identify fundamental values.
Identify and accept different points of view.
Subject 90’ 9 To read about an Make connections with other subjects: Social Studies.
connections: 16 international celebration. Use visual aids and diagrams with key ideas.
Social Studies To compare and contrast it Identify general and specific information using
A
with national/local skimming and scanning.
B celebrations. Compare and contrast information about the
celebration.
actively.
Identify differences and similarities with other cultures.
Show interest for diversity.

Complementary 45’ 1 To understand specific Identify cultural elements in the text.
digital resource 4 information about a Anticipate information of the text according to prior
11 (CDR) traditional Chilean dish. knowledge.
B
To use different strategies Describe the relationship between the images and the
to support comprehension text.
of a multimodal text. Show interest in learning about one´s own culture.
Project: A tv 180’ 5 To work collaboratively to Create multimodal projects, individually or in groups.
program 6 prepare and film a TV Present information creatively, using multimodal
VOLUME 2 UNIT 4
program about worldwide resources.
13
traditions. Write texts about other subjects.
A
B classmate.
Set and do specific actions to achieve goals.
Ask for and accept others’ suggestions.
Demonstrate knowledge of one´s own culture.
CLOSURE
Show interest in learning about one´s own and other

cultures.
Synthesis and 45’ A To show a positive attitude Persevere in the attempts to achieve the goals, despite
Reflection towards themselves and the difficulties.
their own capacity to learn Learn from mistakes.
English. Ask for and accept others’ suggestions and advice.
Complementary 45’ 1 To identify general and To identify specific information.
digital resource 2 specific information in To identify cultural elements.
12 (CDR) audiovisual texts about To identify frequent expressions and their meaning in
celebrations in other the text.
countries.
To identify key words and
expressions.
Considering the learning outcomes and the suggested assessment indicators, the activities in each stage of the unit
have been especially designed to:
OPENING
Activate and foster intrinsic motivation: A set of challenging questions invite students to discuss ideas in pairs, in groups or
as a class, using their creativity.
Develop metacognition: Students are guided to set their own learning goals and to draw up a learning plan for goal
attainment.
DEVELOPMENT
Activate prior knowledge: The unit provides a space where students can keep record of the previous ideas and knowledge
that will help them make sense of the new material.
Develop skills and strategies: Special process-oriented activities and strategies designed to help students develop reading
comprehension, written expression and oral communication.
Evaluate for learning: The formative assessment activities embedded in the unit allow students to gather information
about their learning and track their progress.
CLOSURE
Evaluate for learning: A challenging final project and the final synthesis allow students to recognize and apply what they
have learned.
Develop metacognition: Students synthesize what they have learned and formulate remedial actions to face future
difficulties.

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

Plans and personal projects dimension This objective will guide students towards making decisions and
To elaborate plans and set personal projects, by taking actions related to their working life, according to their
making decisions and taking actions according to: horizons and defining aspirations.
- rights and duties
VOLUME 2 UNIT 4
- one´s own needs and interests

- responsibilities
Socio-cultural and civic responsibility dimension The objectives in this dimension aims at placing students in their
To appreciate life in society as an essential dimension roles of citizens, accomplished with their environment and with
of a person’s development. a high sense of social responsibility.
To recognize and enhance the equality of rights and They also promote their ability to develop respect for people’s
opportunities for men and women in all aspects of opinions and lifestyles.
family, social and cultural life.
Cognitive and intellectual dimension The objectives in this dimension guide students in their process
To identify, process and synthesize information from of knowing and understanding reality, and promote their ability
different sources; organize relevant information about to analyze, research and set a position towards new situations
a topic; review new perspectives. and alternatives they may face.
To develop free, creative and critical thinking.
Attitudes
OA A: To show a positive attitude towards themselves This objective aims at helping students recognize their strengths
and their own capacity to learn English. and weaknesses in the learning process.
OA B: To develop cultural awareness, showing interest, This objective aims at guiding students in the process of
respect and tolerance for one´s own and other cultures. recognizing and appreciating the richness of diversity and
richness of other cultures, developing an attitude against bias,
prejudice or cultural stereotypes.
(*) all the oats are integrated throughout the units, but these ones are particularly articulated with the learning
outcomes and emphasized in each unit.

OPENING Pages 132 - 135
180 min.
Page 133
In this unit you will…
Robert A. Heinlein
Read the unit objectives aloud with the class. Remind them that the
VOLUME 2 UNIT 4
Robert Anson Heinlein (1907 –
question What for? refers to what they will be able to do once they reach
1988) was an American novelist
each objective.
and science fiction writer. He
Over to you was often called “the dean of
science fiction writers”, and
draw students’ attention to the questions and to the categories in the
he is one of the most popular,
table. tell them that this table is the space where they will have the
influential, and controversial
opportunity to value the lesson objectives at a personal level and say how
authors of “hard science
important they are to them. invite them to share and compare answers
fiction”. He set a high standard
with a few classmates.
for science and engineering
Picturing the unit plausibility and helped to raise
P invite students to look at the picture on page 132, read the quotation the genre’s standards of literary
at the bottom of the page, and discuss the questions, first in pairs and quality. He was the first science-
then with other classmates. Accept the occasional use of Spanish, as fiction writer to break into
the purpose of this section is mainly to foster students’ motivation and mainstream, general magazines
interest. such as The Saturday Evening
Post, in the late 1940s. He was
also among the first authors of
Page 134
bestselling, novel-length science
GETTING READY fiction in the modern, mass-
market era.
Setting objectives
1. Tell students that they have to answer the questions individually,
analyzing their personal points of view.
2. G Students share and compare what they concluded when doing

the first activity. They can do this in groups, first, and then, you can ask
some volunteers to share ideas with the class.
3. 39 You can draw this table on the board, play the recording with a
pause after each speaker for students to make notes (once or twice, 39 See transcript on page 212.
depending on their level), and invite different students to complete the
table on the board.
Answer TEACHING WINDOW
Objective Reason
Promoting OATs: socio-cultural
Student 1 and civic responsibility
Student 2 dimension
This could be a great opportunity
4. Give students plenty of time to review the goals for each lesson and for students to demonstrate
choose those closest to their own interest and reality. By doing this, knowledge of cultural behaviors
they will be ready to complete the diagram with their personal goals. and show interest in learning
about diverse cultural
manifestations throughout
the country.

Page 135
TEACHING WINDOW
Do you remember? Personal learning goals
1. encourage students to use their general knowledge to try and match Personal learning goals are
the traditions and the pictures that represent them. the behaviors, knowledge or
Answer understandings that students
a. Picture 4. b. Picture 5. c. Picture 2. d. Picture 6. e. Picture 1. f. Picture 7. identify as important to their
g. Picture 8. h. Picture 3. own learning. They may relate
VOLUME 2 UNIT 4
to general work habits, specific

subjects, domains of learning, or
Before you complete Module 1, you may also use the a combination of these.
Complementary Digital Resource 10 to allow students deal with Personal learning goals are about
authentic multimodal texts related to the topic of the unit that will improving students’ learning
enhance their motivation, interest and curiosity. The tasks proposed and achievement and building
also aim at triggering students’ intellectual and affective commitment students’ capacity to learn. They
in their learning process. are about students becoming
See the instructions to use this resource on page 210. active participants in the
You may also gather information on students’ performance using the learning process, empowering
checklist below. Write Yes or No. them to become independent
learners, and motivating them to
Student can... Yes / No achieve their full potential.
identify relevant information Previous research into
key words motivation and efficiency of
purpose of tasks students has indicated that
problems to be solved students who set their own
working goals tend to achieve
understand the instructions and deal with questions
more than when working on
closed or multiple choice goals set for them by the
true or false teacher.
analytical
evaluative Students who set their own
learning goals have more
incorporate changes when new and relevant ideas and new confidence to take on more
information was presented challenging tasks, regardless of
their ability. Their motivation
to improve and master a task is
2. P Give students time to answer the questions in pairs and then invite improved and their self-esteem
a few students to share answers with the class. remains strong, even in the case
of failure.
3. Students can do the matching activity first and then check definitions in
their dictionaries. When students are assisted to
Answer
delve into their own thinking
a. Festival. b. Party. c. Celebration. and learning processes, they
are drawn to think about the
effectiveness of the strategies
they used to achieve the learning
goals they set. Planning what to
do, monitoring progress towards
achieving it and assessment the
outcome can help students take
more control over their thinking
and learning processes and
equip them with learning to
learn skills.
Adapted from: Marzano, R., Pickering, D., Helebower,
T., (2011). The Highly Engaged Classroom: The
Research Laboratory

DEVELOPMENT Pages 136 - 169
Page 136
Module 1 Entry slips give students an
opportunity to review key
VOLUME 2 UNIT 4
Give students a few minutes to read what they will do in module 1, helping ideas, consider essential details
them recognize the content, skills and attitudes they will develop. and summarize their thinking.
Students respond to a teacher
question that focuses on the
Entry slip (5 minutes) learning target of the lesson.
make sure students activate their ideas, experiences and impressions
and have them answer the questions before you move on practicing the
prerequisite language and vocabulary they need.
How ready are you? (10 minutes)

ADDITIONAL ACTIVITY
1. P Read the instructions with the class and encourage them to
contribute to the conclusions freely. they must have studied the You may write this list of
definition of legend in their language and communication classes, so legends and traditional stories
they should be able to provide an answer. on the board and motivate
Answer
students to identify which of
Legend: a very old story or set of stories from ancient times, some of the them originated in America and
stories are not always true, that people tell about a famous event or person. which are from Chile.
The Popocatépetl Volcano
2. After they have finished, make students choose and tick (✔) the The story of La Pincoya
alternative that best describes their feelings towards the future The trumpeter of Krakow
Huang Di, the Yellow Emperor
think what they can do to improve; solve problems they may have, get
The legend of the Trauco
help in case they need, etc.
You will find information on
the legends suggested in the
Additional activity in the
appendix on page 215.

Page 137
Lesson 1: The power of the Sun

180 min. read and use different strategies to To identify the correct sequence of a story.
understand an American Indian legend. To retell the most important events of a story using
complete a story map. a visual organizer and images.
relate text to visuals. (OA: 11, 12, 13, 15)
VOLUME 2 UNIT 4
Pages 137 - 141
Read the name of the lesson and the lesson objectives aloud with the TEACHING WINDOW
able to do once they reach each objective. Promoting OATs: socio-cultural
and civic responsibility
dimension
Again, this is a good opportunity
Preparing to read for you to encourage students´
reflection and appreciation of
1. P invite students to examine the pictures in exercise 2 and identify life in society as an essential
the region where the legend is from. do not check answers yet.
dimension of a person´s
2. P Give students a few minutes to examine the pictures carefully to development. You may also
try and identify the characters using simple descriptions, for example, remind them of the present
a young native american man being bullied, a young native american importance to recognize and
woman and her baby, high mountains, etc. accept all possible answers enhance the equality of rights
and correct only language. and opportunities for men and
women in all aspects of family,
social and cultural life.
Page 138
Focusing on reading ASSESSMENT FOR LEARNING
1. students read the legend in order to check their predictions in exercises You may use the reading
1 and 2 on page 137. comprehension rubric on page
Answer xix to gather information on
1. North America: information provided by the pictures, the look of the students’ reading skills.
characters, the teepees.
2. Characters: the Sun; his son, Morning Star; Soatsaki, a beautiful girl who
lived on earth; Little Star, Morning Star and Soatsaki’s son; the Moon, the
Sun’s wife, Morning Star´s mother and Soatsaki’s mother-in-law.
Setting: the skies, the earth.
Key words
Before reading the legend, invite students to check the meaning of
the key words using their dictionaries, noticing where they appear
in the texts and whether the definitions apply.
Answer
Feather: one of the many soft, light things that cover a bird’s body,
consisting of a long, thin, central part with material like hairs along
each side.
Path: a route or track between one place and another, or the direction
in which something is moving.
Scar: a mark left on part of the body after an injury, such as a cut, that
has healed.
Teepee: a type of tent in the shape of a cone made from animal skins
that was the traditional shelter of some Native Americans.

Strategy in mind
Revise these strategies with the class, emphasizing that they
provide two approaches to deal with a text, using images and a The Oral Tradition of Native
visual organizer to help understand the text. American peoples
The Native American or Indian
Smart reading peoples of North America do not
share a single, unified body of
if necessary, students read the text again to write the names of
mythology. Yet, certain mythic
the three main characters.
VOLUME 2 UNIT 4
themes, characters, and stories
Answer can be found in many cultures.
1. a. The Sun. b. Soatsaki. c. Little Star Underlying all the myths is the
2. Picture 2 – Picture 5 – Picture 7 –Picture 1 – idea that spiritual forces can
Picture 4. - Picture 8 – Picture 9 - Picture 6 – Picture 3. be sensed through the natural
Picture 2: ... soon they had a son called Little Star. world—including clouds, winds,
Picture 5: She looked down and saw her old home, the green trees plants, and animals—that they
and fields, the wonderful flowers, the people of her tribe. She felt shape and sustain. Many stories
very sad. explain how the actions of gods,
Picture 7: He tied a rope around Soatsaki and her son and lowered heroes, and ancestors gave the
them down to earth. earth its present form.
Picture 1: ..., the other boys and girls in the tribe laughed at him
because of his scar.
Before the arrival of Europeans,
Native Americans did not use
Picture 4: When he came to the end of the world where the waters
meet the sky,... written languages; their myths
Picture 8: ...and at the end, the Sun was waiting for him. and legends were passed from
Picture 9: Take this magic flute. It will charm all who hear its music.
generation to generation in
oral form.
Picture 6: Little Star returned to earth and played the flute outside a
beautiful girl’s tent. Mythology, religion, history, and
Picture3: If you look up, you might see the teepees of their many ritual were not separate things
children shining in the Milky Way. for Native American peoples.
3. Students can do this activity in pairs. First, they try to identify the They were strands woven
five most important events in the legend and then they write them together in the various tales
in order, using the sequencing words suggested. and stories that defined peoples’
Possible answer identity and gave order and
First, Morning Star fell in love with Soatsaki, who lived on earth. His meaning to their lives.
father the Sun gave him permission to take her to the skies, but she
must never look down at the earth.
Next, Morning Star and Soatsaki lived happily and had a son, Little
Star. But one day, Soatsaki looked down at the earth and missed her
home, so she asked Morning Star to let her visit her people.
After that, they talked to the Sun; he was very angry, tied a rope
around Soatsaki and her son and lowered them down to earth. The
rope hurt Little Star’s face and left a terrible scar; the boys and girls
of the tribe made fun
of him.
Then, Little Star asked for his grandfather the Sun’s help. He couldn’t
remove the scar, but gave him a magic flute that made a beautiful
girl fall in love with him.
Finally, they decided to go back to the skies and live with his father,
Morning Star, his grandfather, the Sun, and his grandmother, the
Moon and their teepees and those of their children and
grandchildren form the Milky Way.

Page 139
Your analysis Expressing concession and
Remind students that this section is meant to relate the contents contrast
of the reading text to their own reality. There is a difference between
Give them time to reflect on the questions individually first, and contrast and concession. Look at
then they can share and compare ideas with a partner or in small these two examples:
groups. Mary prefers coffee, but Peter
VOLUME 2 UNIT 4
prefers tea
Possible answer
a. The events are totally unbelievable, fiction, but they try to explain a Although Mary usually prefers
natural event that is totally real. coffee, today she’s drinking tea.
b. He is lonely and he suffers bullying from the other boys and girls of
In the first example, we have
the tribe.
a simple contrast. There is no
c. He asks his grandfather for help.
reason why Peter should prefer
d. The formation of the Milky Way.
coffee just because Mary does.
Think critically In the second example, we have
something a little unexpected,
This section provides an opportunity for students to link the something slightly surprising.
contents of the lesson to their own ideas and experiences. Because Mary prefers coffee, we
Encourage them to reflect on the questions individually first and might expect her to be drinking
coffee today, but no, she’s
groups.
decided to have tea instead.
Page 140 The second sentence is an
example of concession, when
After reading something unexpected happens
- Mary’s drinking tea today -
even though we have conceded
1. P Ask students to read the example sentences paying special something else - that is to
attention to the words in purple. admit that something else is
true - that Mary usually prefers
2. Students answer the questions analyzing the examples. coffee.
Answer Note: with simple contrast,
a. They all end in the suffix –ful. we are usually comparing a
b. ii. With a lot of. similar aspect of two different
people, things or situations.
3. The opposite of the suffix –ful is the suffix –less = without. With concession, we are often
Examples:
contrasting two different
aspects of the same person,
-full = with careful, colorful, fearful, harmful, joyful, painful, plentiful, thing or situation.
a lot of powerful, skillful, etc.
There is not a big difference
-less = careless, endless, fearless, flavorless, harmless, motionless, between contrast and
without painless, powerless, priceless, shameless, weightless, etc. concession, and a lot of
examples express both
concession and contrast to
Work it out! Expressing contrast and concession varying degrees.
P Students read and analyze the sentences, paying special attention to Adapted from: Birch, B. (2005). Learning and Teaching
the words in bold, but and although, and then answer the questions. English Grammar, K–12. White Plains, NY: Prentice Hall.
Answer
a. Two.
b. With the words but and although
c. They express contrast and concession.

Speaking workshop: Narrating a story
make students notice how they are guided, step by step, to produce a
short piece of spoken language, narrating a story.
a. Refer students back to the sentences they wrote in the sequence
map on page 138. tell them to write them again in their notebooks.
VOLUME 2 UNIT 4
Page 141
b. Help students brainstorm connectors they can use to make the
summary of the story. Connectors: although, and, because, but, so,
when, who, etc.
Help, check and correct students work as you walk around the
classroom.
2. Practicing 40 See transcript on page 212.

a. 40 Play the recording with pauses for students to listen and repeat
two or three times; then, give them a few minutes to practice them
in pairs. ASSESSMENT FOR LEARNING
b. Refer students to the reading text on pages 138 - 139. tell them to As usual, remember that
read the text. You may allow them to listen to the recorded version an essential component of
of the legend and to mark any significant aspects that make the the assessment stage is the
narration more interesting: tone of voice, pauses, changes in volume, feedback students exchange.
intonation, rhythm, etc. Play the recording once or twice, with For each of the prompts
pauses, to give students time to mark their text. provided make sure they make
c. P Students use the same marks they made in the text to mark
their summaries and then try to include the phrases they practiced in
improvement.
exercise 2 a. Students practice reading their summaries making the For example:
reading as lively and interesting as possible, correcting each other If students didn’t retell the
and trying to memorize their narration. main events in the story:
could draw different event
3. Performing maps to identify them clearly.
G Students get into groups and take turns to tell their version of the If students didn’t use correct
legend. They can use their event map and the pictures on page 137 to pronunciation and intonation:
help them remember. could listen and repeat
narrations, dialogs,
4. Assessment
songs, etc.
a. P Students get into pairs and evaluate each other using the
If students didn’t use
prompts in the box.
adequate connectors to link
b. G Students get into their groups again and share the results of the events: could revise all
their assessment. Emphasize the importance of taking concrete the connectors learned and
steps to improve the areas where weaknesses were detected. write example sentences
with them.
Closure (10 minutes) If students didn’t use the
sequence map and the
Exit slip images: should rehearse
Students reflect on the work they have done in the lesson and write their presentations using different
personal responses, which they can share with some of their classmates. support material; cards,
flashcards, diagrams, images,
etc.
(2), 199-218.

Page 142
Lesson 2: Proud to be...

180 min. listen and identify speakers in a conversation To learn and talk about different cultures and ethnic
about customs and traditions. groups inhabiting our country.
match oral information to visuals. To develop cultural awareness, showing respect and
complete and present a comparative chart. tolerance for one´s own and other cultures.
VOLUME 2 UNIT 4
Pages 142 - 145 (OA: 2, 3, 4, 14, 15)

Read the name of the lesson and the lesson objectives aloud with the class.
Chilean native people
Remind them that the question What for? refers to what they will be able to
do once they reach each objective. invite them to describe the relationship Refer students to this link:
between this lesson and the previous one – The power of the sun. http://www.educarchile.cl/ech/
pro/app/detalle?ID=185562
and encourage them to find
Preparing to listen the information they need to
1. P invite students to examine the pictures and answer the questions. complete exercise 2.
encourage them to ask How do you say in English? When
they need help with vocabulary.
Answer
a. Different groups of indigenous peoples. TEACHING WINDOW
b. Some indigenous peoples of Chile. Promoting OATs: plans and
c. Picture 1: Mapuche. Picture 2: Aymara. Picture 3: Rapa Nui. Picture 4: personal projects dimension
Selknam or Ona.
Once more, this is another
2. P students identify the area in Chile where the indigenous peoples in opportunity to encourage
exercise 1 live or lived and write their names in the spaces provided. students to elaborate plans and
Answer set personal projects as Chilean
a. The Central Valley of Chile, south of the Biobío River (mainly the Araucanía people, by making decisions
Region). and taking actions according
b. Andean Region in the North of Chile (Arica, Parinacota, Tarapacá y to their rights and duties, their
Antofagasta). own needs and interests and
c. Easter Island on the Pacific Ocean. responsibilities.
d. Tierra del Fuego Island (Magallanes Region).
3. G students form groups of four to find he required information;

suggest they use different sources: history books, encyclopedias, the
internet, etc. You can assign this activity as homework.
Possible answer Remember you can keep track
Aymara: Día del Indio (August 2); Carnival (just before Lent begins); Alacistas of students’ listening skills
(devoted to the god of good luck); Rutuchas (a child’s first hair cut), using the rubric on page xviii.
Indigenous New Year (the winter solstice on the night of June 24), etc.
Rapa Nui: Fiesta Tapati (February); Indigenous New Year (the winter solstice
on the night of June 24); Day of the Rapa Nui Language Celebration;
Mapuche: Indigenous New Year (the winter solstice on the night of June 24),
The Ñguillatun (fertility and agricultural festival); Mingaco (labor gang under
the direction of a leader who provides those who help him with enough
food and drink); etc.
Selknam: the ritual of the Hain (male initiation ceremonies); the kina
(representation of spirits through body painting), etc.
4. Read the sentences in the bubbles aloud with the class and give them
a few minutes to decide which of the peoples in the previous exercises
they are related to. Do not check answers at this point.

Page 143
Strategy in mind
share the information in the methodology window with the class
and emphasize the importance of having a clear purpose in mind
every time they listen: check predictions, find general or specific
information, identify speakers, their moods and attitudes, etc.
VOLUME 2 UNIT 4
1. 41 Play the recording once for students to check their predictions in 41 See the transcript on page 212.
exercise 4, page 142.
Answer
a. Mapuche. b. Aymara. c. Rapa Nui.
TEACHING WINDOW
Smart listening Teaching Listening - strategies
for developing listening skills
Read this suggestion with the class and give them a few minutes
to revise the information they discussed in all the previous Listening strategies
activities. Listening strategies are
techniques or activities that
2. 41 Give students a few minutes to read the file so that they know contribute directly to the
what information they need to find when listening. comprehension and recall of
listening input. Listening
Answer
strategies can be classified by
General information
how the listener processes
Type of text: b. A conversation
the input.
Speakers: a. Teacher and students
Tone: b. Informal Top-down strategies are
listener based; the listener taps
into background knowledge
Smart listening
of the topic, the situation or
Read this suggestion with the class and indicate that key words in context, the type of text, and
this case could be those that appear in the activities the language. This background
knowledge activates a set of
Specific details expectations that help the
Speakers’ expressions. Play the recording once or twice for listener interpret what is heard
students to mark with a tick the expressions that appear and with a and anticipate what will come
cross those that do not appear. next. Top-down strategies
✔: a., b., d., e. ✘: c., f., g. include:
Speakers’ tone and feelings. Tell students to concentrate on listening for the main idea
speakers’ tone of voice, emphasis, enthusiasm, etc. to identify the predicting
feelings they express and write the corresponding initial. Ask keener
drawing inferences
students to write down words or expressions that support the
feelings expressed. summarizing
a. M (Millaray) - boredom Bottom-up strategies are text
b. U (Uruchi) - indifference based; the listener relies on the
c. A (Ariki) - pride language in the message, that
is, the combination of sounds,
Traditions mentioned
a. Machi; b. Cult of the Pachamama; c. Body painting (tatoos)
words, and grammar that creates
meaning. Bottom-up strategies
Main conclusions include:
Tell students to answer these questions and then play the recording listening for specific details
once more, with pauses at the right places, for them to check their
recognizing cognates
answers.
recognizing word-order patterns
a. Ariki means King in Rapa Nui.
b. Millaray means Golden Flower in the Mapuche language. Adapted from: Ur, P. (1984). Teaching Listening
Comprehension. Cambridge University Press
c. Uruchi means Beloved son in Aymara.

Think critically
make Text-to-world connections
Have a general class discussion and invite students to answer
the questions considering everything they have discussed about
the topic so far and their personal knowledge. if there is time,
encourage them to do some research and present their findings
the following class. Remind them to acknowledge sources when
doing this.
VOLUME 2 UNIT 4
make Text-to-self connections

Give students a few minutes to reflect and answer the questions
individually and then invite them to share their answers, either in
small groups or with the whole class. Remind them of the name
of this lesson, Proud to be… to encourage them to refer to their
indigenous ancestors.
Page 144
After listening
Intensifiers are adverbs
Work it out! Intensiiers or adverbial phrases that
Students read the examples and identify what the underlined words do: strengthen the meaning of other
make the meaning more intense. They can find more examples in texts expressions and show emphasis.
they have read, in their dictionaries or on the internet. Words that we commonly use as
intensifiers include: absolutely,
Writing workshop: Comparing cultures completely, extremely, highly,
rather, really, so, too, totally,
Remind students that the writing task is carefully guided following the utterly, very and at all (this one
steps of the writing process and a clear example is provided in the is a very common intensifier
listening text, Proud to be…. Help them get into groups of three or with negative expressions).
four and help them go through the steps one by one, emphasizing the
importance of making use of the activities they did in the lesson and Adapted from: Birch, B. (2005). Learning and Teaching
brainstorming ideas to complete the missing parts of the article. Ask them
to read the assessment prompts in Point 5 before they start working, so
that they know what will be taken into account at the moment of the final
self-assessment.
1. Organizing ideas
ADDITIONAL ACTIVITY
a. Help students complete the table.
Refer students to this link:
Possible answer
http://www.educarchile.cl/ech/
Original Cultural pro/app/detalle?ID=136336 to
Region
ethnic group aspects find information about the place
Aymara North: Arica, Parinacota, Tarapacá y Art in which each group lived and
Antofagasta their main social and cultural
Atacameño North: San Pedro de Atacama Dancing characteristics.
Colla North: Atacama Economy
Quechua North: Ollagüe
Festivals
Diaguita North: between rivers Copiapó and
Choapa
Language
Rapa-Nui Easter Island
Mapuche Metropolitan region and south: Araucanía, Music
región De Los Lagos, región de Los Ríos
and región del Bío-Bío. Religion

Yámana (practically extinct) Far south: between the Social
Brecknock peninsula and Cape Horn; the organization, ASSESSMENT FOR LEARNING
southern coast of Tierra del Fuego, the Remember that an essential
Beagle channel and Hoste, Navarino, etc. component of the assessment
Picton and Wollaston island. stage is the feedback students
Kawéskar (practically extinct) Far south: between the exchange. For each of the
Taitao Peninsula and Strait of Magellan. prompts provided they make
Other comments and suggestions
VOLUME 2 UNIT 4
for improvement.
b. Brainstorm sources where students can find information about For example:
original ethnic groups in Chile. Help them make up a list of reliable more careful distribution
internet sites where they can find information. They put all the of tasks within the group
information together. could give the members the
c. Students can use a table to list similarities and differences among the opportunity to do what they
original ethnic groups. are really interested in.
d. Students in each group decide the type of comparison they are careful monitoring and
going to make; one cultural aspect across all the groups or all the constant checking of progress
cultural aspects between two groups and write their paragraphs. can help keep pace and similar
Correct as you walk among the groups. commitment.
although roles and tasks
are distributed, it must
Page 145
be remembered that the
2. Drafting final product is everyone’s
a. Each group designs a chart with different headings of their own responsibility.
choice. more in-depth research,
using a variety of sources can
b. They copy the paragraphs they wrote in activity 1 d.
contribute to better results.
3. Revising the help of a teacher or a
Brainstorm a list of connectors and intensifiers and write them on the students who know more can
board. be very useful.
could have tried out other
Connectors: while, whereas, on the one hand and on the other,
possibilities and then choose
similarly, however, in comparison, in contrast, although, both and
, etc.
the most appropriate; should
Intensiiers: absolutely, at all, completely, extremely, highly, rather, really,
consider the importance of
so, too, totally, utterly, very, etc.
attractive visual material to
support their presentation.
4. Editing As usual, you may use the
a. First, students in each group take turns to check their work, using rubrics in the Appendix, on
the Editor’s marks provided, and then correct it as a group. page xxi, to gather information
b. Students prepare the final version of their work and add appropriate about students´ writings and
visuals. their writing process skills.
5. Publishing (2006). Formative Assessment and Self-regulated
a. Assign a place in the classroom for the display of works and Learning: A model and seven principles of good
schedule the presentation of each group. Negotiate with them how (2), 199-218.
long they can take.
b. Students use the prompts provided to evaluate their work in
the group. Remind them to include additional suggestions for
improvement.

Exit slip
See Complementary Activity 1 on page 218.

Page 146
Lesson 3: Traditions in a cookbook

180 min. read four traditional recipes. To work collaboratively to prepare a recipe of Chilean
identify purpose, source, and audience of traditional dishes.
a text. To emphasize the importance of traditional cooking
present a recipe for a Chilean dish, orally. as an element of national / group identity.
VOLUME 2 UNIT 4
Pages 146 - 151 (OA: 5, 6, 8, 9, 10, 12, A, D)
able to do once they reach each objective. Sushi
Sushi is a food preparation
Opening (30 minutes) originally from Japan, consisting
of cooked vinegared rice
Preparing to read combined with other ingredients
1. P G Give students enough time to examine the word map such as raw seafood, vegetables
individually and then tell them to get first in pairs and then in groups to and sometimes tropical fruits.
write as many words as possible in each category. Taco
Check answers copying and completing the word map on the board. A taco is a traditional Mexican
Possible answers dish made of a corn or wheat
tortilla folded or rolled around
Meat / fish: Beef: fillet, rump, sirloin, t-bone, ground beef, etc. Lamb: leg of a filling.
lamb, ribs;, etc. Pork: bacon, chops, ham, ribs, etc. Fish: salmon, cod, plaice,
haddock, trout, tuna, etc. Chicken: legs, thighs, wings, etc. Turkey. Seafood: Fish and chips
shrimp, clam, scallops, mussels, crab, etc. Fish n’ chips is a common
English take-away food. It is a
Fruit / vegetable: Fruit: apple, banana, cherries, grapefruit, orange,
hot dish that consists of fried
pineapple, melon, watermelon, plums, raspberries, strawberries,
blackberries, cranberries, grapes, kiwi, lemon, etc. Vegetables: artichoke, fish and hot chips.
avocado, beans, broccoli, cabbage, carrots, cauliflower, celery, chickpeas, Paella
corn, cucumber, green beans, green pepper, onion, peas, potatoes, Paella is a Spanish dish that
tomatoes, zucchini, etc. originated in the city of
Dishes: spaghetti, mashed potatoes, stew, soup, roast beef / chicken / Valencia. Its main ingredient is
turkey, sandwich, curry, soufflé, meatballs, kebabs, rice, salad, omelet, pizza, rice, The original recipe consists
casserole, French fries, hot dog, lasagna, macaroni and cheese, meatloaf, of white rice, green beans, meat
noodles, pancakes, poached / fried / boiled / scrambled eggs, quiche, taco, (chicken and rabbit), white
etc. beans, and snails.
Herbs / spices: Herbs: basil, bay leaves, cilantro / coriander, oregano, Pizza
parsley, rosemary, sage, tarragon, thyme, etc. Spices: Cayenne pepper, This popular dish— with tomato
cinnamon, cloves, cumin, curry, dill, garlic, nutmeg, salt, pepper, etc. sauce, cheese, and toppings —
Verbs: add, bake, beat, boil, carve, chop, combine, crush, cut, fry, grate, originated in Italy and became
grease, grill, knead, mix, measure, melt, mince, peel, pour, roast, sauté, popular in Spain, France,
scramble, slice, steam, stir, weigh, etc. England, and the United States
via Italian immigrants after
2. G Give students enough time to read and answer the questions in World War II.
their groups, Then, ask a few volunteers to share their answers with
the class. Feijoada
Feijoada is a typical dish which
originated in Portugal.
Page 147
It is a stew of beans with beef
3. P Students examine the pictures and identify where the dishes are and pork. In Brazil it usually has
from. black beans and always has a
Answer mixture of salted, smoked and
Picture 1 (sushi) – Japan. Picture 2 (tacos) – Mexico. Picture 3 (fish and fresh meats.
chips) – The UK. Picture 4 (paella) – Spain. Picture 5 (pizza) – Italy.
Picture 6 (feijoada) – Brazil.

Page 148
Development (140 minutes) Establishing purpose has to
do with discovering what the
Focusing on reading writer wants to do:
Key words There are four basic reasons for
an author to choose to write
Before reading the text, invite students to check the meaning of the
something:
key words using their dictionaries, noticing where the words and
VOLUME 2 UNIT 4
expressions appear in the texts and whether the definitions apply. 1. to inform, explain or
describe
Answer
2. to entertain
Flavor (n.): how food or drink tastes, or a particular taste itself
3. to persuade
Blend (v.): to mix or combine together 4. to enlighten or reveal an
Harvest (n.): the time of year when crops are cut and collected from important truth
the fields, or the activity of cutting and collecting them, or the crops
that are cut and collected Establishing intended audience
Wax (n.): a solid substance containing a lot of fat that becomes soft (readers) has to do with
and melts when warm identifying who or what type of
person would be interested in
Serving (n.): an amount of one type of food that is given to one person
the subject.
Pour (v.): to make a substance flow from a container, especially into
another container, by raising just one side of the container that the
substance is in
1. Read the instructions and the possible titles with the class. Remind
them that titles represent a very concise summary of the text they
precede. You can set this activity as a competition; the first students to
get the four titles right get a prize. TEACHING WINDOW
Answer
Text I - d. A Chilean spicy sauce. Text II - b. Polish colored Easter eggs. Promoting the OATs
Text III - a. Fish and chips: a national tradition. Text IV - c. Nikujaga, a special dish. Invite students to reflect on hte
relationship between culture
Strategy in mind and eating habits. Motivate
Analyze with the class what the suggested strategy consists of. them to consider in what
ways geographical or cultural
Smart reading aspects such as religion, level
of development, traditions and
Read the questions and the alternatives with the class and then
political factors can affect a
give them a few minutes to choose the best options.
nation’s diet and traditional food.
1. Students read the four texts to identify their purpose.
Answer
c. To describe.
2. Students read the four texts to identify their general topic.
Answer
a. International traditions associated with food.
3. Students read the four texts to identify their intended audience.
Answer
a. Students who are interested in different cultures.
Page 149
Your analysis
1. Students read the phrases carefully and place them in the
corresponding paragraph.
Answer
a. – III. Fish and chips. b. – I. Pebre. c. – IV. Nikujama.
d. – II. Pisanki.

Think critically
make Text-to-text connections
students can work in pairs or small groups to answer the Fish is the staple food in many
questions and then compare ideas with their classmates. places, especially in developing
alaska, northern Canada, northeastern thailand, Japan, some countries. A staple food,
regions of China, laos, etc. sometimes simply referred to
Peru has become known worldwide for its excellent cuisine. as a staple, is a food that is
eaten routinely, and in such
make Text-to-self connections
VOLUME 2 UNIT 4
quantities that it constitutes a

Give students a few minutes to reflect on this issue and then invite dominant portion of a standard
them to share their answers, either in small groups or with the diet in a given group of people,
whole class. Emphasize the importance of substantiating one’s supplying a large fraction of the
answer. At this level, one short simple sentence should be enough. needs for energy-rich materials
and generally a significant
Page 150 proportion of the intake of
other nutrients as well. Eskimo
After reading tribes of Alaska and northern
Work it out!: Giving essential and additional information Canada have traditionally eaten
seal, walrus, and whale meat in
Give students a few minutes to read the examples and answer the
addition to many kinds of fish;
questions individually. Then, they can check in pairs and orally with
fish is a staple food in some
the whole class.
societies and villages by the sea,
Answer rivers or lakes, or island nations;
a. They introduce additional information about the first part of the sentence.
Northeastern Thailand, Japan,
b. i. who. ii. that, which. iii. when. iv. that.
some regions of China and Laos
are good examples of societies
Vocabulary in context where fish is a major staple food.
1. Give students a moment to read the sentences in silence and notice the
cooking verbs used.
2. Students match pictures and the corresponding verb. You can explain BACKGROUND INFORMATION
the difference between cut and chop, as they are practically synonyms: Relative pronouns
Chop means to cut into very small pieces, usually with a large blade.
A relative pronoun is one
Cut on its own gives you no information about how to cut. Recipes which is used to refer to nouns
usually say ‘cut into 1 cm cubes’ or ‘cut into fine slices’. mentioned previously, whether
Answer they are people, places, things,
Chop up – Picture 6. Mix - Picture 5. Cut - Picture 3. animals, or ideas. Relative
Fry - Picture 4. Pour - Picture 1. Boil - Picture 2. pronouns can be used to join
Boil: to heat a container, especially one used for cooking, until the liquid in it two clauses or two sentences.
starts to turn into a gas; to cook food by putting it in water that is boiling You will find more information
Chop (up): to cut something into pieces with an axe, knife, or other sharp on this topic in the Background
instrument Information Appendix, on
Cut: to break the surface of something, or to divide or make something page 216.
smaller, using a sharp tool, especially a knife
Fry: to cook food in hot oil or fat English Grammar, K–12. White Plains, NY: Prentice Hall
Mix: to (cause different substances to) combine, so that the result cannot
easily be separated into its parts
Pour: to make a substance flow from a container, especially into another
container, by raising just one side of the container that the substance is in
3. P Students work in pairs to complete the sentences.

Answer
a. Pour. b. boil. c. fry. d. Chop, cut, mix.

Page 151
Speaking workshop: Presenting a recipe

make students notice how they are guided, step by step, to produce
a short piece of spoken language, the presentation of the recipe of a
traditional Chilean dish.
a. 42 draw students’ attention to the parts in bold in the pairs of
VOLUME 2 UNIT 4
words, to which they have to pay special attention when they listen
and repeat: the different vowel sounds and /tʃ - ʃ/. Play the recording
once or twice, with pauses.
cut - cat pour - poor chop - shop sauce - sows 42 See the transcript on page 212.
/kʌt - kæt/ //pɔ:r - pɔ:r// /tʃ p - ʃ p/ //sɔ:s - soʊz/
b. 42 Play the second part of the recording once or twice, with

pauses, for students to repeat the sentences. ASSESSMENT FOR LEARNING
c. students prepare a poster of their recipe, with list of ingredients, Remember an essential
instructions and illustrations. Remind them not to write the name component of the assessment
of the dish on the poster. monitor groups’ choices of dishes so that stage is the feedback students
they are not repeated. exchange. For each of the
suggest internet sites where they can find Chilean recipes in English. prompts provided, make sure
Here are four: they make comments and
http://allrecipes.com/recipes/1277/world-cuisine/latin-american/ suggestions for improvement.
south-american/chilean/ For example:
http://www.food.com/topic/chilean included all the ingredients
http://thelatinkitchen.com/r/origin/chilean-food-recipes and steps of the recipe:
http://southamericanfood.about.com/od/ more careful research could
exploresouthamericanfood/tp/Chilean-Food.htm improve the output.
presented the recipe in the
2. Practicing
correct order: careful revision
Students practice reading the recipe, correcting each other’s during the preparation step
pronunciation, intonation and rhythm, and pointing at the corresponding could avoid some sloppiness.
pictures or drawings. showed images to illustrate
3. Performing the ingredients and steps:
a. Students distribute sections of the recipe among the group, could have used better
depending on how well they did when practicing. quality, bigger images.
b. The whole group stands in front of the class presenting their recipe used proper verbs to explain
without saying the name of the dish for the rest of the class to guess each step: should revise
what it is. specific vocabulary to add
variety to the instructions.
4. Assessment presented the recipe with
Students get together with another group and evaluate each other good pronunciation and
using the prompts in the box. intonation: more practice
using recordings could
You may also use the Complementary Digital Resource 11 to improve oral production.
allow students to deal with authentic multimodal texts related to the topic Adapted from: Nicol, D. J., & Macfarlane-Dick, D.
of the unit that will enhance their motivation, interest and curiosity. (2006). Formative Assessment and Self-regulated
See the instructions to use this resource on page 210. feedback practice. Studies in higher education, 31
(2), 199-218.

Exit slip See Complementary Activities 2 and 3
Students reflect on the work they have done in the lesson and write their on pages 219 and 220.

Page 152
SUBJECT CONNECTIONS Language and Literature

90 min. read a short play about a traditional celebration. To make connections between the topic of the
identify specific information related to the unit and language and literature.
celebration. (OA: 9, 11)
VOLUME 2 UNIT 4
Pages 152 - 153

Read the name of the lesson and the lesson objectives aloud with the Thanksgiving Day in the United
class. Remind them that the question What for? refers to what they will be States is a holiday on the fourth
able to do once they reach each objective. Thursday of November.
1. P Give pairs time to read the title of the play they are going to read It is traditionally a day for
and then collect what they know about it, making some notes. You can families and friends to get
suggest they make notes about date, food and activities. together for a special meal. The
meal often includes a turkey,
stuffing, potatoes, cranberry
Development (70 minutes) sauce, gravy, pumpkin pie, and
2. Read the questions with the class and give them time to read the play
vegetables. Thanksgiving Day is
to find the answers. a time for many people to give
thanks for what they have.
You can distribute the questions among different groups in the class
and then ask them to share answers with the class. Thanksgiving Day parades are
Answer
held in some cities and towns
a. On Thanksgiving Day. on or around Thanksgiving Day.
Some parades or festivities
b. Tom, the turkey, Grandma, Grandpa, Fred, Terry and the Pig.
also mark the opening of the
c. She has already mashed the potatoes and crammed the cranberries. Christmas shopping season.
d. He has to prepare the turkey and chop off his head first. Some people have a four-day
e. He thought he was going to be the guest of honor. weekend so it is a popular time
f. He asks him to chop off the turkey’s head. for trips and to visit family
g. She starts giving him CPR (Cardiopulmonary resuscitation). and friends.
h. Because grandpa suggests having pork chops for dinner instead of turkey. In Canada, Thanksgiving is
celebrated on the second
3. You can divide the class into three big groups; each group finds Monday of October each year
one piece of required information. You can turn this activity into a and it’s an official statutory
competition, either with the suggested division into groups or open to holiday. The first Thanksgiving
all the class. holiday was held in Canada in
Answer 1872 to celebrate the recovery
a. Two verbs related to cooking: mash, cram of the Prince of Wales from a
b. Three words to name food: (three of these) yams, cranberries, freshly serious illness.
made bread, mashed potatoes, pork chops.
The original idea is to give
c. Two famous American presidents: Harry Truman and John Kennedy. thanks for the past harvest
season but for many Canadian
4. P Give groups plenty of time to write their summary of the play, families the tradition has
inventing a different ending.
changed over time and the focus
is now to get together with
Closure (10 minutes) family and eat a large turkey
dinner.
Invite groups to compare endings among them or read them aloud to
the class. Created by publishing team.

Page 154
Module 2 Entry slips give students an
opportunity to review keys
Give students a few minutes to read what they will do in module 2, helping ideas, consider essential details
them recognize the content, skills and attitudes they will develop. and summarize their thinking.
Students respond to a teacher
question that focuses on the
Entry slip (5 minutes) learning target of the lesson.
VOLUME 2 UNIT 4
make sure students activate their ideas, experiences and impressions
and have them answer the questions before you move on practicing the
prerequisite language and vocabulary they need. ADDITIONAL ACTIVITY
Give students a few minutes to read the objectives of each lesson, helping You may collect pictures of
them identify them and relating them to the tasks and attitude listed. different cultural expressions
from other cultures or ethnic
How ready are you? (10 minutes) groups, such as: people dancing
flamenco, a Jewish religious
1. P G students can revise the previous lessons and list cultural ceremony, African people playing
elements of a country, first in pairs and then in groups of six,
traditional games, people
complementing their lists.
playing traditional instruments
Possible answer (bagpipes, zither, Andean
a. Language, art (literature, painting, sculpture, music, ballet, etc.), folk
dances, folk music, symbols (flag, coat of arms, national anthem), rules,
instruments, etc.), indigenous
manners, etiquette, lifestyle, cuisine, family structure, social structure, etc. art forms (masks, sculptures,
jewelry, etc.)
b. Encourage students to include examples they know of, that are near them.
Show the pictures to the
2. You may use the checklist below to evaluate students’ cultural students and tell them to try
knowledge and awareness. Tick (✔) the corresponding column. to describe the pictures in as
much detail as possible. Then,
they identify the cultural aspect
Statements Yes No
and the ethnic group they are
Identifies cultural elements of a country. related to.
Explains / describes relevant cultural manifestations
in Chile.
Gives meaningful examples of cultural manifestations.
Provides a balanced perspective on the topic.
Expresses ideas without personal bias.

Page 155
Lesson 4: Reviving traditional games

180 min. listen to personal reports about games. To understand and describe traditional games.
identify key words and expressions related To discuss and appreciate the value of games for
to traditional games. family and national traditions.
(OA: 2, 4, 6, 7, 8)
VOLUME 2 UNIT 4
Pages 155 - 158
able to do once they reach each objective. Snakes and Ladders is an
ancient Indian board game. It
Opening (30 minutes) is a simple race contest very
popular with young children.
Preparing to listen The historic version had root
in morality lessons, where a
1. Read the names of games in the box with the class. then give students player’s progression up the
time to examine the pictures and match them to the names. board represented a life journey
Answer complicated by virtues (ladders)
Picture 1 - Snakes and ladders. Picture 2 - Hopscotch. Picture 3 - Flying a kite. and vices (snakes).
Picture 4 - Spinning a top. Picture 5 - Chess. Picture 6 - Skipping a rope Hopscotch is a popular
2. Read the descriptions of games in the box with the class. then give playground game in which
students time to match them to three of the games in the pictures. players toss a small object into
numbered spaces of a pattern
Answer
a. Picture 3: Flying a kite. b. Picture 5: Chess. c. Picture 6: Skipping a rope. of rectangles outlined on the
ground and then hop or jump
3. G Read the questions with the class and give students time to through the spaces to retrieve
answer the questions based on their own experiences. the object.
Answer
b. Hopscotch, flying a kite, spinning a top and skipping a rope are traditional
Chilean games, although they are all played in different parts of the world
too. ASSESSMENT FOR LEARNING
You may collect information on
Page 156
students’ listening skills using
Development (140 minutes) the rubric on page xviii.
Strategy in mind
setting a purpose for listening.
make sure students read the instructions and the incomplete file
so that they know what they have to listen for.
Using previous knowledge to identify specific information.
Suggest students have in front of them the names of games they
saw in the previous activities.
Smart listening
Emphasize the importance of previous knowledge when facing
a new text, either spoken or written. Tell students to answer the
questions and make notes that they can use while listening.

1. 43 Read the instructions with the class and tell students to read the
first two points in the listening file so that they know what information 43 See the transcript on page 213.
they need to find, using the alternatives provided. Play the recording
once or twice for each task.
2. 43 Read the first column of the table with the class and encourage
them to pencil in their answer (✔). Then, play the recording for them to Some traditional games around
check their answers. the world
VOLUME 2 UNIT 4
Answer Greece: Statues. One player,
General information the leader stands, eyes covered,
Speakers country of origin in the center of a large, open
a. S2. b. S1. c. S4. d. S3. playing field. He/She starts to
Games mentioned count, at least to 10, but he/
a. S4. b. S1. c. S2. d. S3. she can go higher. The point
is that there’s no set ending
Specific information
number; only the leader knows
Spinning when he/she’ll stop and open
In which game… Oba Marbles Yut
a top her eyes. While he/she is
do you need a wooden or plastic ✔ ✔ counting, the other players
element? scatter around, never sure when
she’ll yell Agalmata! (That’s
do you draw a geometric shape on ✔ statue in Greek.) On this cue,
the ground?
players freeze, taking on poses
do you sing a song while playing? ✔ that mimic famous statues. The
do you form teams to play? ✔ leader tags any statues that are
moving -- they’re out -- then
must you knock over other player’s ✔
toys? tries to make the steady ones
laugh or move. The last player
do you show your ability at handling ✔ remaining composed is the
one object? winner and becomes the new
Main conclusions leader.
Students quickly identify how the speakers feel when talking about the Pakistan: Ounch Neech: You
traditional games in their country: pride.
need an outdoor space with lots
of obstacles like tree stumps, a
Think critically slide, a swing, rocks, or sturdy
make Text-to-world connections benches. The game begins with
Students can work in pairs or small groups to discuss the one child as the leader. He/
question and do some research. Then, they share information with she chooses either ounch (up)
the class. or neech (down). If he chooses
neech, then the ground is not
make Text-to-self connections safe; runners can be tagged
Students answer and discuss the question in small groups, out unless they are ounch, up
substantiating their answer. on something like a stump or
a rock. The opposite is true
Page 157
as well: If the leader chooses
After listening ounch, then the ground is safe
so everyone remains on terra
Vocabulary in context firma. The first person tagged
1. Tell different students to read the sentences aloud and ask them to becomes the leader for the next
mime the actions. round of the game.
2. Students can work in pairs to match the pictures and the sentences. about traditional games around
Answer the world in the appendix on
Picture 1 – Sentence c. Picture 2 – Sentence d. page 216.
Picture 3 – Sentence b. Picture 4 – Sentence a.
Created by the publishing team.

3. G Encourage students to try and find synonyms in the group first
and then check their ideas using a dictionary.
Answer
a. Throw - send, direct, propel, toss, pitch, launch, shoot, fling, etc.
b. Shoot - throw, aim, send, blast, hurl, fling, etc.
c. Knock over - bowl over, down, drop, floor, knock down, fell, mow down, etc.
d. Team up - unite, link up, join forces, work / get / band / come together, go
partners, form groups, etc.
VOLUME 2 UNIT 4
Speaking workshop: Describing a traditional game

P Make students notice how they are guided, step by step, to produce
a short piece of spoken language, describing a traditional game.
1. Preparing to speak 44 See the transcript on page 213.

a. 44 Explain the special characteristic of the sound / ∫ /, which is
produced in the same way as we produce the soft sound used to
request silence. Then, ask students to repeat the combination /∫ən/
or just /∫n/. Play the first part of the recording with pauses for them For each of the prompts
to listen and repeat. provided, help them share
b. 44 Play the second part of the recording with pauses for students to
improvement.
repeat the phrases. Then, give them a few minutes to complete them
with their own ideas. Ask some volunteers to say their sentences. For example:
My partner…
Page 158 prepared for the task
carefully: a bit more research
c. 43 Play the indicated section of the recording once or twice can help prepare for this type
through, for students to focus their attention on intonation and of task.
stress. If possible, distribute copies of that part of the transcript so imitated intonation : next
that students can mark interesting speech characteristics. time, should practice more,
d. Monitor the selection of traditional games so that there is a wide imitating a recording.
variety; if possible, avoid marbles and spinning a top. If there used correct language to
are foreign students in the class, invite them to get together and describe the game: next
describe a game from their country of origin. Copy the suggested time, make better use of
pattern on the board and ask a few volunteers to complete it with information found and ask
the description of their chosen game. Encourage them to make their the teacher to have a look at
posters as attractive as possible. the work.
used visual aids to present
2. Practicing the information: next time,
Pairs take turns to read their descriptions. Correct pronunciation as you make an effort to use more
walk around the classroom. attractive / meaningful /
3. Performing bigger pictures.
corrected and gave feedback
Read the instructions with the class, making sure they understand what
with respect: should suggest
they are expected to do. Suggest that while one student is reading the
some ways to correct
description, the other shows the corresponding visuals and vice-versa.
mistakes and improve
4. Assessment performance.
Students’ evaluate each other using the prompts provided. showed interest in learning
about this element of culture:
Closure (10 minutes) a bit more research to provide
more information is useful.
Exit slip Adapted from: Nicol, D. J., & Macfarlane-Dick, D.
Students reflect on the work they have done in the lesson and write their Learning: A model and seven principles of good

Page 159
Lesson 5: Let’s celebrate

180 min. read texts about two world-famous To describe and discuss about occasions in which people
celebrations. celebrate.
write a description of a celebration. To help appreciate the value of different worldwide
celebrations.
VOLUME 2 UNIT 4
Pages 159 - 163 (OA: 7, 10, 11, 12, 15, 16)

be able to do once they reach each objective. invite them to describe the
relationship between this lesson and the previous ones.
Preparing to read
1. P invite students to describe the pictures in detail. You can ask
the whole class to describe all the pictures or divide the class into six
groups and assign one picture to each; then, they share descriptions.
2. G Read the names of the celebrations with the class and then give
students a moment to match them with the corresponding pictures.
Answer ERROR ALERT
a. Picture 3. b. Picture 4. c. Picture 1. d. Picture 5. e. Picture 6. f. Picture 2. Revise with students how to
write and say dates in English.
3. P G Give students a few minutes to discuss the alternatives and
choose the one that best represents their point of view, giving reasons. In written American English, the
month of the date comes before
Page 160
the day and year.
Speaking the date
Development (140 minutes) We ask the date or about dates
in several ways. We can add
Focusing on reading the and of when we reply. (For
Key words example: October the 20th, or
the 20th of October).
Before reading the articles, invite students to check the meaning of
the key words using their dictionaries, noticing where the words and You will find more information
expressions appear in the texts and whether the definitions apply. on this topic in the appendix on
page 217.
Answer
Parade (n.): a large number of people walking or in vehicles, all going
in the same direction, usually as part of a public celebration of
something
Shoelace (n.): a thin string or strip of leather used to fasten shoes
Toothpaste (n): a substance that you put onto a toothbrush to clean
your teeth
Leprechaun (n.): (in old Irish stories) a magical creature in the shape
of a little old man who likes to cause trouble
Clover (n.): a small plant with three round leaves on each stem, often
fed to cows
Strategy in mind
Setting a purpose for listening.
Make sure students read the instructions in the activities so that
they know what they have to listen for.

1. students read the texts quickly to identify similarities and differences.
they can consider type of text, topic, style, writer, audience, etc. LEARNING SKILLS WINDOW
Possible answer What is setting a purpose?
Similarities: they are all about a festivity; they are all written in an informal Setting a purpose for reading
style. means formulating and
Differences: one is a poem, one is an e-mail and one is a testimonial; one is articulating the reason for
written by a poet, one by a girl, one by a young woman; two are addressed reading. There are many different
to the public and one is addressed to a friend. reasons for reading including:
VOLUME 2 UNIT 4
Smart reading For enjoyment

To perfect oral reading
1. students read the texts more carefully to identify which performance or use of a
corresponds to each question. comprehension strategy
Answer
To increase knowledge about a
is funny? I, II topic by linking new information
makes promises? I to that already known
states the date of the event? II, III To obtain information for an oral
or written report
describes an event? II, III
To confirm or reject predictions
is about a celebration in a specific country? III
To perform the steps in a
has a specific author? I, II scientific experiment or to follow
a set of instructions
Page 161 To learn about the organizational
Your analysis
patterns and authors’ techniques
To answer specific questions
1. Students examine each text again to find the answer to the
question, individually. Then, they compare answers in their
group
Answer
Text I: He made a list of his New Year’s resolutions. For maximum effectiveness,
Text II: She and her sister made costumes and went out treat or setting a single purpose
tricking with their friends. for reading, especially for
Text III: He / She went to the Saint Patrick’s parade in Dublin.
struggling readers, helps avoid
confusion from the overload of
2. Students discuss the alternatives and choose the one that best multiple purposes. The purpose
reflects the message of the three texts. should be fairly broad in scope
Answer and sustained throughout the
c. There are attractive celebrations all over the world. entire selection, not met after
reading only a small portion of
Think critically the materials. Purposes should
be formed carefully, because
poor ones can misdirect
Encourage them to share and compare ideas in pairs or small
the students’ attention by
groups.
focusing on information that
is not essential to the passage.
Page 162 Purposes should help readers
differentiate between relevant
After reading and irrelevant information.
Responsibility for setting
Work it out!: Preix dis- purposes should gradually
Answer shift from the teacher to the
The prefix dis- is added at the beginning of a word to mean ii. opposite to. students.
Pollock, J. (2011). Classroom Instruction that
Student Achievement. Alexandria, VA: Association for

ADDITIONAL ACTIVITY
1. P Revise what a synonym is with the class: a word that means
the same as another one. Then, give them time to find the synonyms Write some of these words on
requested. the board and tell students to
Possible answer
give their meaning.
Celebration: carnival, festival, fest, festivity, fete (or fête), fiesta, gala, jubilee. Some words with the prefix
Party: affair, bash, binge, blast, blowout, do, event, fete (or fête), function, dis-: disability, disaccustom,
get-together, powwow, reception, shindig. disadvantage, disaffection,
VOLUME 2 UNIT 4
Festival: carnival, celebration, fest, festivity, fete (or fête), fiesta, gala, jubilee. disaffiliation, disagree,
disagreeable, disambiguate,
2. Students can use the words or their synonyms to fill in the blanks. disappear, disapproval,
Answer disarm, disarray, disarticulate,
a. party, event, get together, reception, celebration. disassemble, disassociate,
b. festivity, festival, celebration. disbelieve, discharge, disclaim,
c. celebrations, fiestas, festivals. disclose, discoloration
discomfort, disconnect,
3. G Students should be able to discover that the word has two discontent, discontinue,
meanings: discourage, discourteous,
the set of clothes typical of a particular country or period of history, or discover, discredit, disembark,
suitable for a particular activity. disenchant, disengage,
Example: The dancers leading the procession were wearing colorful disfavor, disgrace, disgust,
costumes. dishonest, dishonor,
(also fancy-dress costume) a set of clothes worn in order to look like disillusion, disincentive,
someone or something else, especially for a party or as part of an disinfect, disinherit,
entertainment. disinhibition, disintegrate,
Example: The children were dressed in Halloween costumes. disinterested, dislike,
dislocate, disloyal, dismantle,
dismount, disobedience,
Writing workshop: A web-magazine article disorder, disorganization,
G Remind students that the writing task is carefully guided following disoriented, dispassionate,
the steps of the writing process and a clear example is provided in the displace, displeased, disproof,
reading texts on pages 160 - 161. Help them get into groups and lead disproportional, disprove,
them through the steps one by one, emphasizing the importance of disqualification, disregard,
making notes of their ideas following the instructions. Also ask them to disrespectful, dissatisfaction,
read the assessment prompts in Point 5 before they start working, so dissimilitude, distrust.
that they know what will be taken into account at the moment of the final
assessment of their descriptions by classmates and the teacher.
1. Organizing ideas
a. Brainstorm the name of a few special occasions we celebrate and
write them on the board. Then let students continue the list, adding Culturally relevant teaching
the required details. Good teaching can be
b. Monitor the selection of one celebration by the groups so that there maximized when it is culturally
is a wide variety. Students concentrate on their chosen occasion and relevant. This means that
add further details. instruction should take cultural
c. Students analyze the text on page 161 to identify the aspects background into consideration.
included in the description. When teaching is culturally
Answer relevant, students are able
Place - Date - Occasion - Origin - Motive - Form - One specific aspect in to affirm their own cultural
detail - Description of people, clothes, ornaments, traditions - identity and, at the same time,
Disadvantage(s) - Final conclusion. understand other realities under
d. Students prepare a list of vocabulary to use in the description that broader perspectives.
will make it vivid and appealing to all the senses.
Adapted from: Byram, M. (1997). Teaching and
Assessing Intercultural Communicative Competence.
Clevedon, UK: Multilingual Matters.

Page 163
2. Drafting
An essential component of
students use the words they listed and the model text on page 161 the assessment stage is the
to write, first just simple sentences and then more complete ones with feedback evaluators offer. For
connectors and intensifiers. Tell them to check that the required details each of the prompts provided
are present. they make comments and
3. Revising
suggestions for improvement.
VOLUME 2 UNIT 4
Draw students’ attention to the suggestions in a. and b. to guide their For example:
revision. provided information as
Revising is a key part of the writing process as it gives students the indicated in the instructions:
opportunity to reflect on what they have written (in terms of both form should read all the
and content). Revision is also closely related to critical reading; when instructions carefully and
students revise a piece of writing they are able to reflect on whether its make and use a checklist to
message matches its writing goal. make sure nothing is left out.
used varied vocabulary:
4. Editing should make complete lists of
Help students check and correct their drafts taking it in turns to read nouns, verbs and adjectives,
and edit it within the group. with synonyms wherever
When editing, students should go carefully through their writing line by
possible.
line. The idea is to make sure that each sentence, phrase and word is checked for grammar, spelling
appropriate with respect to the main purpose of the writing task. and punctuation mistakes:
should ask the help of the
The following questions can help students focus their attention on the teacher or a classmate to
important aspects to consider at this stage: suggest further corrections
Have we used the same words too many times in the same and apply them.
paragraph?
Are any of the sentences hard to understand? presented the information
Are any of the sentences grammatically correct? in an organized and clear
Are there any spelling mistakes? manner: a map of events or
Are punctuation marks used correctly? aspects of the description can
help organize the information
Students should discuss these questions and find the ways to improve better.
their writing.
5. Publishing (2006). Formative Assessment and Self-regulated
a. Check that students add appropriate visuals to their description feedback practice. Studies in higher education, 31
before publication in the class website or blog. If technological tools (2), 199-218.
are not available, students prepare posters to be displayed around
the classroom.
b. Students in the groups evaluate their work using the prompts
provided.

Exit slip
See Complementary Activity 4 on page 221.

Page 164
Lesson 6: Time-honored sports

180 min. use visual prompts connected to a To describe traditional sports.
recording. To identify the pros and cons of a controversial issue and
listen to commentaries on sports. take a stand.
discuss about a controversial sport (OA:1, 3, 4, 7)
VOLUME 2 UNIT 4
Pages 164 - 167 and participate in a debate.

be able to do once they reach each objective. invite them to describe the
relationship between this lesson and the previous ones.
Preparing to listen ERROR ALERT

1. G P You can ask all the class to complete the whole diagram A typical mistake Spanish
and then draw and complete it on the board or you can divide the class speakers make is using the verb
into four big groups and assign one type of sports to each. then, they practice for sports.
complete the diagram on the board with the names of as many sports
as possible.
I love practicing sport. This
should be: I love sport.
Possible answer
Team sports: basketball, football, baseball, soccer, volleyball, handball, I usually practice sport every
cricket, lacrosse, hockey, ice hockey, polo, etc. evening. This should be: I
usually do sport every evening.
Extreme sports: bodyboarding, skydiving, white water rafting, canoeing,
parkour, hangliding, ice climbing, kitesurfing, etc. However, you can use the verb
Winter sports: ice skating, skiing, sledding, snowboarding, snowmobiling, practice to mean to train: The
cross-country skiing, freestyle skiing, kite skiing, etc. team is practicing for tomorrow’s
competition.
Individual sports: swimming, running, bicycling, gymnastics, tennis, skiing,
track and field, snowboarding, surfing, kayaking, rollerblading, etc. There are three verbs that
collocate with sports and
2. Help each student in the class choose four sports from the diagram on other free time activities: go,
the board, making sure all the sports are chosen. You can assign this do and play, but they are not
activity for homework so that students who choose unusual sports can interchangeable.
do some research to complete the sentences. the following class, check
answers orally for students to share their information with the class.
on this topic and a list of sports
Example answer and activities that collocate
a. To play baseball, you will need a baseball ball, a bat and a glove. with go, do and play in the
b. To play badminton, you will need a net, a badminton racket and a appendix on page 217.
shuttlecock.
c. To play table-tennis, you will need a bat or paddle, table tennis ball and a
table-tennis table with net.
d. To play basketball, you will need a basketball ball and a basket (also
referred to as a hoop or a ring) attached to a backboard.
3. Give students some time to find out about the most popular games in
the USA, Canada, Australia, New Zealand, South Africa, England and
its former colonies (India, Pakistan, etc.)
You can draw this file (without the information) on the board for them to
use to enter the information about each sport.

Country England, Pakistan, India TEACHING WINDOW
Sport Cricket
Aims of pre-listening tasks
N° of players Two teams of 11 players Motivating students is key task.
Equipment A cricket ball, a cricket bat, wickets (stumps, bails), various As they are going to listen to a
protective equipment. Venue: cricket field. Clothes: all recording about sports, looking
white kit at some dramatic pictures of
Objective Hit the ball with a bat and score the most runs
sports players or events will raise
their interest or remind them of
VOLUME 2 UNIT 4
Famous England versus Australia once a year why they (eventually) like sports
contest or physical activity.
Personalization activities are
Country Ireland, New Zealand
very important. A pair or group-
Sport Rugby work discussion about the sports
N° of players Two teams of 15 players each they like to play or watch, and
why, will bring students into
Equipment A ball, an H-shaped goal, a ball similar to a volleyball ball the topic and make them more
Objective To score more goals than the opposite team willing to listen.
Famous The rugby world cup, played every four years Adapted from: Marzano, R., Pickering, D., Helebower,
contest T., (2011). The Highly Engaged Classroom: The
Research Laboratory
Country The United States
Sport Baseball
N° of players Two teams of 9 players each
Equipment A bat, a ball, gloves and safety equipment for some of the Interdisciplinary connections
players, a field called a diamond. Researchers are talking about
Objective To get home (the fourth and final of a series of safe points, ‘deep’ and ‘surface’ learning
called bases, a player must reach). to distinguish between
learning that makes the
Famous All-star game (annual midsummer classic)
contest connections that lead to
deeper understanding versus
information which rests on the
Country Canada surface, unassimilated.
Sport Ice hockey
What the findings of research
N° of players Two teams of 6 players each seem to show is that students
need time to talk, write, reflect
Equipment Ice-skates, helmets with visors, protection equipment
(mouth guard, shoulder pads, elbow pads, gloves, etc.), and engage in activities that
hockey sticks, a small rubber puck, a net. Venue: an ice rink, help them make connections
a hockey rink or arena. with what they already know
in order to transform surface
Objective To hit the puck into the opponent team’s net
learning into deep learning.
Famous Annual Ice Hockey World Championships
contest Adapted from: Dale, L. and Tanner, R. (2012). CLIL
Activities. Cambridge: Cambridge University Press
Country Australia
Sport Surfing
N° of players One (individual sport)
Equipment A fiber glass board, called a surfboard
Objective To ride the board on waves without falling off
Famous Annual ISA (International Surfing Association) World Surfing
contest Games

Page 165

Strategy in mind
Read this section with the class and ask then to revise all the
information about sports have collected.
VOLUME 2 UNIT 4
1. 45 Read the instructions and the General information section of the
file with the class. Help them notice that for the second item they have 45 See the transcript on page 213.
to tick two sports. Play the recording once or twice for students to listen
and choose the best alternatives.
Smart listening TEACHING WINDOW
Read this section with the class and elicit examples of possible Before asking students to listen
ways of paraphrasing the phrases in the table. for specific information, tell
them to check the meaning
2. 45 Play the recording again for students to identify the required of these key words using a
specific information. dictionary.
Answer Pitch (n.): (US field) an area
General information painted with lines for playing
The commentaries are made… b. during the game. particular sports, especially
The commentaries are about: a. rugby and d. cricket. football
Specific information Perform (v.): to do an action or
Which commentary... piece of work
I II Tight (adj.): closely contested
is about an international game? ✔ ✔ Clap (v.): to make a short loud
mentions the weather? ✔ noise by hitting your hands
together
mentions the fans? ✔
Sail (v.): to move quickly, easily
talks about a traditional greeting? ✔
As always, students may choose
mentions the color of the players´ clothes? ✔ the meaning that is the most
tells us the number of spectators? ✔ appropriate for the context; you
can write the sentences where
Complete the statements.
the words appear on the board:
a. war dance. b. on their feet. c. white clothes. d. tight game.
You can see the teams in their
Main conclusions all white clothes against the
Students express their own impressions of the speakers’ tone and style
(enthusiastic, forceful, eager, jolly, animated, thrilled, etc.) and give their
green pitch.
personal opinion as to why they are that way (to keep listeners’ attention, The New Zealand All Blacks are
to transmit the spectators’ feelings, to give an accurate description of the getting ready to perform their
game, etc.). traditional greeting.
It looks like it is going to be a
Think critically very tight game.
This section provides an opportunity for students to link the 50 thousand people cheering and
contents of the lesson to their own ideas and experiences. clapping.
then invite them to share and compare ideas in pairs or small The ball is sailing through
groups. the air.

Page 166
After listening
Remind students of the definition and purpose of paraphrasing: WHAT DOES RESEARCH SAY?
paraphrasing is using your own words to express someone else’s Paraphrasing
message or ideas. In a paraphrase, the ideas and meaning of the original
Paraphrasing is a way to
source must be maintained, but the wording has to be your own.
VOLUME 2 UNIT 4
check understanding and

Students can use a synonyms dictionary or Thesaurus. solidifies the idea in the
mind. It is possible to simply
Possible answer
repeat someone’s exact words
a. All Blacks are getting ready to perform - carry out / execute / conduct their without understanding, but to
traditional - conventional / long-established / customary / usual /
paraphrase an idea there must
standard greeting - salute / salutation / hailing.
be some understanding of the
b. Fifty thousand people cheering - acclaiming / hailing / hurraying / information that was heard.
saluting /and clapping – applauding / giving a round of applause /
giving a standing ovation / giving a big hand. Adapted from: Lazaraton, A. (2001). Teaching Oral
Skills. In M. Celce-Murcia (Ed.), Teaching English as a
c. It looks like – It appears that / It seems that / Apparently, / Seemingly, it Second or Foreign Language (pp. 103-115). Boston:
is going to be a very tight game – a very tense competition / quite a stiff Heinle & Heinle.
match / a rather tough game.
d. Whoever wins – The winner / The victor / The team that scores the most
points will go into the finals – next round / final competition / last lap.
Speaking workshop: Taking part in a sport debate

Before starting the task, explain what a debate is: serious discussion of a
subject in which many people take part, following certain rules.
a. 46 Play the recording once through while students read the
expressions in the book. Then, give them a few minutes to classify 46 See the transcript on page 213.
them according to whether they express agreement or disagreement.
Answer
Agreement Disagreement
I agree with it one hundred percent. I´d say the exact opposite.
I couldn´t agree more with it. I´m afraid I don´t agree. WHAT DOES RESEARCH SAY?
No doubt about it! I don´t think so. Engaging strategies:
That´s so true! I´m not sure about that. controversy
It is absolutely right.
According to Marzano &
That´s exactly how I feel.
Pickering (2011), teachers can
b. 46 Play the recording with pauses for students to listen and use conflict in the classroom to
repeat. Encourage them to be as expressive as possible, imitating enhance student achievement.
stress, rhythm and intonation. When controversies emerge,
they lead students to
Page 167 experience higher stages of
cognitive and moral reasoning.
c. Students list traditional sports that are controversial. You can do
this as a brainstorming activity and have students write the different Debates imply that a winner
sports on the board. will be declared after arguing
two incompatible positions,
Possible sports in the list: boxing, mixed martial arts, bullfighting,
the winner will be the one who
cockfighting, dogfighting, hunting (fox, wolf, etc.), recreational fishing, etc.
presented the position best.
d. Help students as they choose one sport from the list, guiding them
so that all the groups discuss different sports. In each group, two Adapted from: Marzano, R., Pickering, D., Helebower,
T., (2011). The Highly Engaged Classroom: The
students have to be in favor of the sport and the other two against. Classroom Strategies Series. Bloomington, IN:
These positions may not represent what they really feel, but it is Marzano Research Laboratory
necessary for students to adhere to one as part of the rules of a debate.

2. P Practicing
a. the groups separate into pairs - one for and one against the sport.
each group writes down as many arguments as possible to support
their position.
b. students in each pair take turns to practice reading their arguments
aloud, introducing them with some of the expressions they practiced
in exercise 1 a. and b.
c. Each pair decides who will speak first during the debate. If they
VOLUME 2 UNIT 4
cannot decide, they can toss a coin.
You can write the steps of a debate on the board and use it as a
checklist when the groups carry out their debates. Timing is an
important factor in the development of the presentations. ASSESSMENT FOR LEARNING
Remember the important role
3. G Performing that the students’ feedback
Distribute copies of the Oral presentation assessment rubric on page plays in the assessment stage.
xxii. Read it with the class and make sure they understand what each
For each of the prompts
criterion means and what elements will be taken into account. Decide
provided they make comments
how this assessment will take place: the whole class evaluates all
and suggestions for
the groups or different groups evaluate other groups, and give the
improvement.
corresponding instructions.
Organize the order in which the groups will present their debates, remind For example:
the class to listen carefully and respectfully and to take notes and prepare prepared for the task carefully
questions as they listen; make sure they keep to the times assigned. and followed the instructions:
careful monitoring and
The four members of the group sit in front of the class. constant checking of tasks
a. Pair A presents their for arguments for 2 minutes while pair B listens are necessary.
and prepares questions for them, which will represent counter-
presented good and clear
arguments to their statements. The audience listens and prepares
arguments for or against:
questions.
should make an extra effort
b. Pair B presents their against arguments for 2 minutes while pair A to substantiate arguments
listens and prepares questions for them, which will represent with sound reasons.
counter-arguments to their statements. The audience listens and
respected each other´s
prepares questions.
opinions and views: a better
c. Pair A and pair B organize their questions and counterarguments attitude and more supportive
and a summary of their position. The audience revises and organizes suggestions would be useful.
their questions for both pairs. Both pairs present their counter-
used correct grammar,
arguments; the audience asks their questions and the pairs answer.
appropriate vocabulary
Finally, each pair presents their summary and the debate is finished.
and comprehensible
The performing stage is repeated with all the groups in the class. pronunciation: could get
extra help from more capable
4. Assessment
classmates or from the
Give students time to complete the Oral presentation assessment teacher.
rubric first and then to evaluate their own work in their groups using the
prompts provided.
respected the times assigned:
rehearsals should include
time keeping.
Exit slip Learning: A model and seven principles of good
Students reflect on the work they have done in the lesson and write their (2), 199-218.

Page 168
SUBJECT CONNECTIONS Social studies

90 min. review material from previous lessons to focus on the task. To make cross-curricular
read facts about an international celebration. connections.
use previous knowledge learned in social studies and from own To discuss and show respect for
experience about celebrations. family values and traditions.
VOLUME 2 UNIT 4
Pages 168 - 169 compare and contrast family celebrations using a Venn diagram. (OA:9, 16, A, B)
Opening (10 minutes) LEARNING SKILLS WINDOW

Read the name of the lesson and the lesson objectives aloud with the Interdisciplinary connections
able to do once they reach each objective.
The language learning
experience is more interesting
1. G Read the instructions with the class and then help form groups of and challenging when teachers
three students. encourage them to include as many details as possible encourage students to make
to describe how they celebrate these occasions. You can brainstorm interdisciplinary connections.
words students associate with each and write them on the board. Together with enjoyment,
You can also divide the class into four big groups and assign one instruction that fosters
celebration to each. later, they share information with the whole class. interdisciplinary connections
Christmas: tree, carols, presents, stockings, midnight mass, nativity, offers a number of other
lights, cake, food, drink, santa Claus, etc. advantages:
Birthdays: presents, cake, party, songs, balloons, streamers and other Integration of the language
ornaments, cards, candles, secret wish, piñata, etc. processes of reading, writing,
National day: fondas, cuecas, barbecue, traditional food and listening, speaking, and
beverages, kites, traditional costumes, military parades, the flag, etc. thinking.
Exposure to a variety of reading
New year: New Year’s Eve, fireworks, traditions and superstitions
and listening materials for
(lentils, yellow underwear, 12 grapes, shoe money, walking around
various purposes.
the block with a suitcase, burning the bad, etc.), parties, dinner,
Students are encouraged to
countdown, etc.
use prior knowledge to create
relationships among various
Development (70 minutes) sources of information.
2. Students have a quick look at the text and find out what it is about and Application of new learning
two bits of information they find interesting. Check answers orally. in meaningful and ‘real world’
contexts.
Page 169 Enhancement of motivation
and participation in classroom
3. G Read the heading in the table with the class and then give groups activities.
time to complete it. Check answers copying and completing the table
on the board. Activities. Cambridge: Cambridge University Press
Answer
It changes, but it is always somewhere in the period from
Date
January 21st to February 20th.
To celebrate a year of hard work
Reasons for
To have a good rest and relax with family
celebration
To wish for a lucky and prosperous coming year.
Decorations Lots of red
Food Fish
Traditional Eating dinner with family, giving red envelopes, setting off
activities firecrackers, wearing new clothes, setting up decorations.
More modern Watching the CCTV Gala, sending and receiving instant
activities message greetings, giving and receiving cyber money gifts.

4. G students can draw a table similar to the one in the previous LEARNING SKILLS WINDOW
exercise and fill it in with information about the New Year celebration in
another country. Monitor the selection of countries among the groups Visual organizers: Venn
so that no countries are repeated. diagrams
They can find information at: Venn diagrams provide an
http://travel.nationalgeographic.com/travel/top-10/ effective visual display in
new-years-eve-celebrations/ which students can represent
http://www.123newyear.com/newyear-traditions/ the similarities and differences
VOLUME 2 UNIT 4
between two, three or more
http://www.novareinna.com/festive/atw.html#1 items. The intersection between
http://www.fathertimes.net/australiannewyear.htm (watch out for two circles corresponds to the
punctuation mistakes) area where the similarities are
listed, while the parts of each
Closure (10 minutes) circle that do not intersect can
contain the differences.
5. G Groups use the information they have about Chile, China Adapted from: Marzano, R. J., Pickering, D., Pollock, J.
and another country to draw and complete a Venn diagram in their (2011). Classroom Instruction that Works: Research-
notebooks. If necessary, you can draw the diagram on the board and based Strategies for Increasing Student Achievement.
write in a few examples. Alexandria, VA: Association for Supervision and
Curriculum Development
You may finish the unit using the Complementary Digital

Resource 12 to allow students to consolidate and practice what they TEACHING WINDOW
have learned throughout the unit.
Promoting the OATs
See the instructions to use this resource on page 211.
Encourage students to consider
You may also gather information on students’ performance using the the cultural perspective of
checklist below. Write Yes or No. traditional celebrations. Ask
them the following questions and
Student can... Yes / No
invite them to answer as a class:
identify: How are celebrations related to
relevant information
specific beliefs or geographical
key words
purpose of tasks features of different countries?
problems to be solved To what extent are celebrations
understand the instructions related to a country historical
context? Why? Why not?
deal with _______ questions
closed or multiple choice
true or false
analytical
evaluative
incorporate changes when new and relevant ideas and new
information was presented.

CLOSURE Pages 170 - 173
Page 170
Project: A TV program
VOLUME 2 UNIT 4

180 min. work collaboratively to create a To present information creatively using multimodal resources.
multimodal project. To write texts about other subjects.
write a script of a TV program. To demonstrate knowledge about other cultures.
role-play / record a TV program To demonstrate ability to work in groups.
Pages 170 - 171 about worldwide traditions. To show interest in learning about other cultures.
(OA: 5, 6, 13, A, B)
I. Preparation
1. G Help form the groups. teacher’s intervention may be
necessary to ensure a variety of styles and levels. Learning through projects
2. students complete the Preparation file, assigning roles and tasks to Project-based learning’ refers to
the different members of the group. students designing, planning,
and carrying out an extended
3. Students define their action plan, including research and tasks to project that produces a
be done, rehearsals, recording of program if applicable, etc. publicly-exhibited output such
as a product, publication, or
Page 171 presentation.
II. Procedure It is related to enquiry-based
1. Give groups a little time to choose a country or Chilean original
learning (also known as
ethnic group and write down the information they can remember. inquiry-based learning), and
problem-based learning. The
2. Suggest using different sources of information. distinctive feature of project
3. Read this instruction with the class and help groups make and based learning is the publicly-
correct their script and choose the TV program format. exhibited output.
Recent research has shown that
4. Students write the final version of their script.
public exhibition of the project
5. Students rehearse their presentation. Correct pronunciation as you output is a tremendously
walk among the groups. powerful motivator for both
students and staff.
6. Organize the set for the TV program and a schedule of
presentations. Additionally, projects ignite a
shared passion for learning in
7. If equipment is available, students can record their presentation in
both students and staff; they
advance and present the video, instead of acting live.
foster a wide range of skills
III. Presentation (such as time management,
collaboration, and problem
Follow the schedule to present the TV programmes, live or recorded.
solving) that students will need
IV. Assessment at college, university, and in
the workplace; and they can be
G Students get into their groups and use the provided rubric to tailored to suit students with
evaluate their performance.
a wide range of abilities and
learning needs.
Adapted from: Stein, S. (1995). Equipped for the
Future: A Customer-driven Vision for Adult Literacy
and Lifelong Learning. Washington, DC: National
Institute for Literacy. (ED 384 792)

Page 172

recall what they did in the unit. To demonstrate autonomy in the learning
45 min. recognize what they have learned in terms of process.
content, skills and attitudes. To show a positive attitude towards language
identify possible future fields of application of learning.
VOLUME 2 UNIT 4
what they have learned, according to their To recognize the advantages of learning English
Pages 172 - 173 personal learning goals. for future academic or working life.
(OA: A)
1. Give students plenty of time to examine the unit they have just finished;
they should do this individually. WHAT DOES RESEARCH SAY?
Becoming a self-regulated
2. Students should complete the table individually first. Elicit from them learner
examples what they should include in the first column (activities), in
the second column (skills, language), and in the third column (personal Students who set specific and
application of what they have learned in real life or in future learning). proximal goals for themselves
displayed superior achievement
and perceptions of personal
Page 173
efficacy.
3. Be flexible as to when you could let students exchange and share Research has shown that simply
opinions with some of their classmates. asking students to self-record
4. Read the assessment chart with the class and make sure students
some aspect of their learning,
understand what each point refers to. It is essential to give them plenty such as the completion of
of time to reflect and answer truthfully. assignments, often led to
“spontaneous” improvements in
5. Get students to work in pairs and evaluate each other using the same functioning.
criteria. Decide if you want to give each student your own assessment These effects, termed reactivity
besides or instead of their classmate’s. in the scientific literature,
implied that students’
Always have in mind that student self-assessment are deliberate efforts to
metacognitive (i.e., self)
elicit student perspectives on their own learning. Students may reflect on
awareness of particular aspects
progress toward a goal, on processes used for reading or writing, on new
of their functioning could
goals, or on lingering questions. Self-assessment encourage students to
enhance their self-control.
monitor their own learning and learning needs and serve as an additional
source of information on student learning. Of course, self-awareness is
often insufficient when a learner
lacks fundamental skills, but it
can produce a readiness that is
essential for personal change.
Adapted from: Zimmerman, B. (2002). Becoming
a Self-Regulated Learner. Theory Into Practice. 41,
64-70

COmPLEmENTARY DIGITAL RESOURCE
Methodological Guidance

VOLUME 2 UNIT 4
45’ 2 To identify relevant ideas, specific Identify relevant ideas in digital texts about celebrations.
3 information and details in audio-visual Identify cultural elements in the audio-visual text.
texts about celebrations around the world. Identify key words and thematic vocabulary.
1. Invite students to watch a video about interesting celebrations around the world. Then, ask them to identify the
relevant ideas to complete each statement.
2. Tell students to watch the video again if they need to and to identify the meaning of the phrases in the box.
Elicit students’ ideas about other interesting and curious celebrations in their region, or in other countries. This is
OPENING
the right moment to make students reflect and appreciate life in society as an essential dimension of a person´s
development. You should also encourage them to recognize and enhance the equality of rights and
opportunities for men and women in all aspects of family, social and cultural life. In this way, you will be
promoting the OAT of socio-cultural and civic responsibility dimension.
Stage: Development Screen: 2
3. Students continue developing the topic of traditions and customs around the world. This time, before watching,
ask them to have a look at the images of three curious celebrations and predict what each one will be about.
Have students watch the video and then complete each paragraph.
Stage: Closure
To finish this session, invite students to write a short paragraph about one of the strange or curious celebrations
they mentioned in activity 2, following the model in activity 3.

45’ 1 To understand specific information Identify cultural elements in the text.
4 about a traditional Chilean dish. Anticipate information of the text according to prior
B To use different strategies to support knowledge.
comprehension of a multimodal text. Describe the relationship between the images and the text.
Show interest in learning about one´s own culture.
DEVELOPMENT
1. Before watching the video, elicit students’ ideas about different traditional Chilean dishes. Then, invite them to
watch and say if the sentences (a - e) are true or false, according to the information in the video.
2. Explain to students that they will now watch a video about the preparation of another traditional Chilean dish.
3. Motivate students to watch the video and only then order the steps of the preparation in the correct sequence.
Stage: Closure
Round off the session by inviting students to work in pairs and write a set of simple steps for the preparation of any
dish they know well. Tell them that the steps should be in an incorrect sequence or order. Then, invite them to
exchange instructions with another pair and put the steps in the correct order, imitating the activity they have just
done. Through this activity, you will be promoting the OAT concerning the cognitive and intellectual dimension as
you will be fostering students´ development of free, creative and critical thinking.
210 UNIT 4 COMPLEMENTARY DIGITAL RESOURCE

45’ 1 To identify general and specific Identify specific information.
2 information in audio-visual texts Identify cultural elements.
about celebrations in other Identify frequent expressions and their meaning in the text.
cultures.
To identify key words and
expressions.
VOLUME 2 UNIT 4
Stage: Opening
1. Elicit students’ ideas about the famous celebration in the video. Encourage them to compare celebrations of this
festivity between Italy and Chile, or any other country.
CLOSURE
2. Ask students to watch the video and then complete the sentences with the words in the boxes.
3. This time, ask students to watch a video about another interesting celebration in Thailand and number the
sentences in the order they appear in the video.
After watching the second video, encourage students to make comparisons between the celebrations in the
videos and Chile or any other country. This is a great moment to make students reflect on how important is to
develop their ability to identify, process and synthesize information from different sources; organize relevant
information about a topic and review new perspectives. You may also motivate them to appreciate life in society
as an essential dimension of a person´s development. In this way, you will be dealing with and promoting the
OATs related to students´ cognitive and intellectual dimension and to socio-cultural and civic responsibility
dimension.
Stage: Closure
4. Encourage students to solve the crossword puzzle. You may ask them to work in pairs first and then, organize a
class competition in order to make this activity more engaging.
CDR (Complementary Digital Resource) Rubric

Partially Needs
CATEGORY Exemplary 3 Proficient 2 Points
Proficient 1 improvement 1
Key aspects (relevant Identified more than Identified between Identified fewer Could not identify
information, key words, five significant three and five than three any significant
purpose of tasks, problems aspects in the significant aspects significant aspects aspects of the
to be solved) resource. in the resource. in the resource. resource.
Fully understood. Understood the Understood a few Did not
Ability to understand
majority of the instructions. understand the
the instructions
instructions. instructions.
Ability to deal with a Correctly answered Correctly answered Correctly answered Unable to answer
variety of question types at least five between three and fewer than three questions.
(closed or multiple choice, questions of five questions of questions that are
true or false, and analytical different types. different types. the same type.
or evaluative questions.)
Used a large number Used several Rarely used original Did not use any
Use of creative thinking
of original ideas and original ideas and ideas to answer. original ideas to
strategies
strategies to answer. strategies to answer. answer.
Readily adapted Made changes with Hesitated to make Did not consider
changes when new some changes when new new and relevant
Ability to react to
and relevant ideas encouragement. and relevant ideas ideas and
constructive feedback
and new information and information information.
was presented. were presented.
All team members Assisted group/ Finished individual Contributed little
Group/pair teamwork contributed equally partner in the task but did not to the group
to the activity’s activity’s objective. assist group/partner effort during the
objective. during the activity. activity.
TOTAL POINTS
UNIT 4 COMPLEMENTARY DIGITAL RESOURCE 211

TRANSCRIPTS
39 STUDENT’S BOOK - UNIT 4 - PAGE 134 - Ariki: For centuries our people have believed
EXERCISE 3 that tattoos make their skin sacred
and help them communicate with our
Francisco: When I finish school I would like to
ancestors, and it’s not just any kind of
VOLUME 2 UNIT 4
become a professional tourist guide.

picture that we put on our bodies, but
I need to learn English to tell the visitors Polynesian symbols and figures from our
about the customs and traditions all over legends.
the country.
Dr. Hardy: Uruchi, do the Aymara use body
Rocío: I love to chat with people from all over painting?
the world in forums and blogs.
Uruchi: My people don’t use body painting
We usually talk about our countries, so I art, but we’ve always been known for
want to learn English to write about our our respect for Mother Earth. You’ve
people, lives and culture. probably heard of the ancient cult to
the Pachamama which has helped out
people order the natural cycle of life. For
40 STUDENT’S BOOK - UNIT 4 - PAGE 141 - example, this month we are celebrating
EXERCISE 2.a an important holiday called the “cleaning
Speaker: of channels”.
Once upon a time... Dr.Hardy: I’ve never been to the North, but I
One day... understand it’s quite dry.
At first... Uruchi: Yes, and the festival, which lasts for 6
Next... days, is to pray for abundant water for
our harvest; it also brings our people
Then...
together.
After three days and nights...
Millaray: That’s amazing! It looks like our
traditions depend on where our people
live. For example, it’s been extremely
41 STUDENT’S BOOK - UNIT 4 - PAGE 143 - important to us to look after both our
EXERCISE 1 body and our soul; that’s why we have
Dr. Hardy: I think it’s quite important to know the Machi.
where you come from and respect your Dr.Hardy: Have you ever visited one?
customs and traditions. Millaray: No, but our people are certain that the
Millaray: I’m glad you say that. I also think most common sicknesses are spiritual.
that we ought to know our roots. For When your mind’s not well, then your
example, our names. My name, Millaray body suffers too. You have headaches,
means Golden Flower in the Mapuche insomnia and you generally feel bad.
language.
Ariki: How interesting! My name, Ariki, means
King in Rapa Nui.
Dr. Hardy: How about you, Uruchi? 42 STUDENT’S BOOK - UNIT 4 - PAGE 151 -
Uruchi: My name means Beloved son in EXERCISE 1.a
Aymara. I really think that we ought to Speaker:
be proud of our origin. a. cut - cat pour - poor chop - shop sauce - sow
Dr. Hardy: Ariki, tell us about your ancient art of b. Chop up all the ingredients.
tattoo. Cut the vegetables
Ariki: I’ve been a tattoo artist for more than Fry the meat and vegetables in oil.
four years now and since I first started, Pour in water.
I’ve learnt so much about why our Boil the mixture.
people like to have images on their skin.
Millaray: I was rather curious about the strange
bird on your arm.

43 STUDENT’S BOOK - UNIT 4 - PAGE 156 - 44 STUDENT’S BOOK - UNIT 4 - PAGE 157 -
EXERCISE 1 EXERCISE 1
Speaker 1: Speaker:
In Colombia, the country I come from, a traditional a. tradition presentation information description
game is a ball game called Oba. You take the ball imagination celebration
and try to throw it up against a wall, but when you b. This is one of the most popular games.
don’t, you make different movements and sing a The object of the game is to...
song about the game. That shows your ability to There must be five or six players.
VOLUME 2 UNIT 4
handle the ball in different ways – with one arm, with Almost everybody plays this traditional game in...
both arms, with your arms behind you, standing on
one leg, or jumping. When you play this game, you
have lots of fun, especially when someone misses
the ball! 45 STUDENT’S BOOK - UNIT 4 - PAGE 165 -
EXERCISE 1
Speaker 2:
Speaker 1:
All kids play this game in Turkey, where I live. Before
And live from the rugby stadium here in Wellington,
you begin, you draw a triangle on the ground. The
with you Jonathan Sparks. The All Blacks playing
size depends on the number of marbles you and
against South Africa. The players are running
your friends have. After you put all the marbles
onto the field! Ladies and gentlemen, the crowd is
into the triangle, you shoot your favorite marble at
shouting greeting their favorite teams. Yes! The New
the others so that you can win some marbles by
Zealand All Blacks are getting ready to perform their
throwing the others out of the triangle. The game
traditional greeting, the Haka. Just like before every
continues until all the marbles are gone.
international game the players are performing this
Speaker 3: traditional Maori war dance adopted by New Zealand
Almost everybody plays this traditional game in rugby teams. The fans in the tribunes are now all on
Venezuela. To play it, you need a special toy – a top their feet. This is incredible – 50 thousand people
– and at least two players. The aim of the game is cheering and clapping. And the game is about to
to knock over the other players’ tops with your top. start. The ball is in the air! And they are off!
The person whose top is spinning in the end is the
Speaker 2:
winner. The traditional top in Venezuela is made of
It is a lovely day today ladies and gentlemen here in
wood, but it can also be made of plastic. The top
Sussex. The sun is shining, the sky is blue – truly a
has a string that you have to roll up around the top
perfect day for the England versus Pakistan game.
before you throw it to the loor.
You can see the teams in their all white clothes
Speaker 4: against the green pitch. England is about to bat. Greg
Yut is a traditional game in Korea. We usually play Holland, the team captain is raising his arm and…
this game on New Year’s Day, when all of the family yes! The ball is sailing through the air. It will be hard
and relatives get together. You need four sticks, each for the Pakistani players to make their run. But wait…
one made of wood and about 15 centimeters in they got it! It is an incredible performance. It looks like
length. Before the game starts, players have to team it is going to be a very tight game. Whoever wins will
up. Then they draw a very simple game board on go into the finals. Once again, they are moving….
a white paper, with 7 small circles or points. To get
points players must throw the sticks to the ground
and see which side of the stick comes up.
Though it’s not very easy to learn the rules, almost 46 STUDENT’S BOOK - UNIT 4 - PAGE 166 -
every people in Korea can because it is considered EXERCISE 1
a game of deep tradition. It is played in almost every Speaker 1: I agree with it one hundred percent.
social event and is commonly played at almost Speaker 2: I´d say the exact opposite.
any region of the world with a significant Korean Speaker 1: I´m afraid I don´t agree.
population. Speaker 2: I couldn´t agree more with it.
Speaker 1: I don´t think so.
Speaker 2: No doubt about it!
Speaker 1: That´s so true.
Speaker 2: It is absolutely right.
Speaker 1: That´s exactly how I feel.
Speaker 2: I´m not sure about that.
UNIT 4 TRANSCRIPTS 213

47 TEACHER’S BOOK - UNIT 4 - EXTRA TEST -
PAGE 225 - EXERCISE 4
Speaker: HOW SCARY
There’s a house upon the hilltop
We will not go inside
For that is where the witches live,
Where ghosts and goblins hide.
VOLUME 2 UNIT 4
Tonight they have their party,

The lights are burning bright,
But oh! we will not go inside
The haunted house tonight.
The bats that live there wink at us
And scorpions move about.
They sing their songs to Halloween.
“Come join the fun,” they shout.
An owl is sitting on a fence
Nodding her feathered head
She’s calling us to come inside
How awful. What a dread!
And hairy spiders make their webs
Fat pumpkins smile their grins
We can hear music - oh how scary!
The party now begins.
And we don’t want to go in there
So we run with all our might
And oh we will not go inside
The haunted house tonight.
We run and stumble, run again
As fast as we can go
The light that shines behind the trees
Thank goodness, it’s our home.
So stay indoors on Halloween
Don’t go into the wood.
I’ll stay at home on this strange night
And I’ll will be Oh! so good!

Lesson 1: The power of the sun According to tradition, the Yellow Emperor began ruling
in 2697 B.C. His long reign was said to be a golden
Page 136 age, and he was honored as a benevolent and wise
The legend of Popocatepetl and Iztaccíhuatl ruler. Before Huang-Di came to the throne, order and
VOLUME 2 UNIT 4
government were unknown in the world. He introduced
thousands of years ago, it was common practice to systems of government and law to humankind, and he
subject neighboring towns. it was then that the chief of also invented music and the arts.
the tlaxcaltecas, bitter enemies of the aztecs, weary of
this terrible oppression, decided to fight for his people’s Legend says that the Yellow Emperor had four faces
freedom. that gazed out in four directions, allowing him to see
all that happened in the world. In addition, he could
The chief had a daughter named Iztaccihuatl: the communicate directly with the gods through his prayers
most beautiful of all the princesses, who loved young and sacrifices. When he traveled around his empire,
Popocatepetl, one of her father’s warriors. he rode in an ivory chariot pulled by dragons and an
Before leaving for war, Popocatepetl asked the chief for elephant.
the hand of Princess Iztaccihuatl. During Huang-Di’s reign, only one god challenged his
The father agreed, if he returned victorious from the battle. authority. The rebel god was aided by the emperor’s
The brave warrior accepted and departed. son Fei Lian, lord of the wind. They sent fogs and rain to
drown the imperial armies, but the emperor’s daughter
Soon afterward, a love rival of Popocatepetl told Ba (drought) dried up the rains and helped defeat the
Princess Iztaccihuatl that her beloved had died in rebels.
combat. Crushed by such tragedy, the princess died of
a broken heart. After ruling for many years, Huang-Di became tired
and weak. He allowed officials to make decisions for
Popocatepetl returned victorious to his people, hoping him and went to live in a simple hut in the courtyard
to find his beloved princess. Upon arrival, he received of his palace. Through fasting, prayer, and meditation,
the terrible news of her death. he discovered the tao, or way—a belief that leads to
Devastated by the news, he ordered a great tomb built an ideal state of being. The Yellow Emperor continued
under the sun, piling up ten hills together to form a huge to rule for many additional years, attempting to bring
mountain. He carried the dead princess in his arms, took a state of perfection to his realm. Upon his death he
her to the summit and laid her on the great mountain. rose into the heavens and became a Xian (or Hsien), an
The young warrior took a smoking torch and knelt in immortal.
front of his beloved to watch over her eternal sleep. Taken from: Yellow emperor (n.d.). Myths Encyclopedia - Myths and
Legends of the World. Retrieved June 8, 2016, from http://www.
From then on, they continue together, facing each other. mythencyclopedia.com/Wa-Z/Yellow-Emperor.html#ixzz4AzjEb2VO
Eventually the snow covered their bodies, forming two
majestic volcanoes that would remain joined till the end The legend of the trumpeter of Krakow
of time. Historically, the city of Krakow could be seen from
When the warrior Popocatepetl remembers his beloved, the tallest of the two towers of the Mariacki Church
his heart – that preserves the fire of eternal passion – of Saint Mary. In a little room at the top of the tower,
shakes and his torch smokes. That’s why, even today, a watchman stood guard over the city protecting it
the Popocatepetl volcano continues spewing fumaroles. from danger. If an emergency arose, he would blow his
Taken from: Orozco, C. November 3, 2015. The Legend of Popocatepetl
trumpet alerting the people.
& Iztaccíhuatl - A Love Story. Inside Mexico. Retrieved June 7, 2016, from In the 13th century, the brutal Tartars invaded the land,
https://www.inside-mexico.com/the-legend-of-popocatepetl-iztaccihuatl/
burning farms, plundering and killing. One night on his
watch, when most of the townspeople were in church,
The legend of Huang di, The Yellow emperor
the watchman noticed a group of Tartars approaching
In Chinese mythology, Huang-Di (the Yellow Emperor)
the city, intending to attack. He immediately blew a
was the most ancient of five legendary Chinese
loud, clear warning on his trumpet. The townspeople
emperors as well as a patron of Taoism, one of China’s
responded to the alert. The Tartars shot arrows at
main religions and philosophies. He was also a culture
the tower, but the watchman continued to sound the
hero, credited with civilizing the earth, teaching people
trumpet until he was struck in the throat by an arrow.
many skills, and inventing numerous useful items,
The enemy was forced out by the people, and the city
including the wheel, armor and weapons, ships, writing,
was saved, but the trumpeter died from his wound.
the compass, and coined money.

since that time, a trumpeter plays a little hymn called, Examples: The cyclist who won the race trained hard.
“the Hejnal” every hour, repeating it four times - once The pants that I bought yesterday are
in each direction of the compass: north, south, east, already stained.
and west. The four team leaders, whomever the
the song always ends suddenly on a high note in honor committee selects, will be at tomorrow’s
of the trumpeter who gave his life for his people and meeting.
his city. Spaghetti, which we eat at least twice a
Taken from: The legend of the trumpeter of Krakow (n.d.). Retrieved June 8, week, is one of my family’s favorite meals.
VOLUME 2 UNIT 4
2016, from http://info-poland.buffalo.edu/classroom/legends/tK1.pdf The book, when it was finally returned,

was torn and stained.
The Legend of Illimani and Illampu The store on the corner, where we usually
there are many legends about the origin of these buy all of our art supplies, burned to
mountains, illimani and illampu, two of the four highest the ground.
in the andes.
Viracocha had decided that four lords would rule
peacefully over the andean territories, but one of them
Lesson 4: Reviving traditional games
was arrogant and a troublemaker and had begun a Page 156
thousand-year-long war against the other three.
Traditional games around the world
tired of this never-ending feud, Viracocha sent his
envoy tunupa to solve the question once and for all. Ghana: Pilolo: You will need pennies, buttons or
after hearing everyone’s arguments, tunupa ruled that counters, one for each player. designate a leader and a
only three lords would remain in their posts: the lord timekeeper, and determine a finish line.
of light, illampu, the lord of Water, illimani, and the The leader secretly hides the pennies while the other
lord of stone, Huayna Potosi. the lord of air would be players have their back turned. The timekeeper waits
punished for his rebelliousness with death by beheading at the finish line to judge which player is first. When the
and isolation, tunupa sentenced. leader says
since then, the headless mountain is known as Pilolo! (which means time to search) the timekeeper
mururata, and his head lies solitary in the andean plains, starts the watch and players race to be the first to find
turned into the sajama volcano. a penny and take it across the finish line. The winner is
Taken from: The Legend of Illimani and Illampu. (n.d.). Bolivian myths and awarded one point. To play again, gather the pennies
legends. Retrieved June 8, 2016, from and designate a new timekeeper and leader. The game
http://www.boliviabella.com/legend-of-illimani.html
is repeated as many times as energy allows; the player
with the most points wins.
Lesson 3: Traditions in a cookbook Republic of Korea: Kongki Noli: You will need five
small stones.
Page 150 Work it out! Relative pronouns
Players sit in a circle on the ground. Player 1 scatters
there are only a few relative pronouns in the english five small stones on the ground.
language. the most common are which, that, whose,
whoever, whomever, who, and whom. in some He/she then picks one up and tosses it in the air and
situations, the words what, when, and where can also quickly tries to pick up another stone in time to catch
function as relative pronouns. there are just a few rules the one he / she just threw. Now he/she has two in
for using relative pronouns. his / her hand; he / she throws one of the stones up
in the air, and picks up a third.
Relative clauses are typically introduced by relative
pronouns; the relative pronoun can function as a This goes on until he/she has all the stones in his / her
possessive pronoun, an object, or a subject. hand.
When relative pronouns introduce restrictive relative In the second round, the player picks up two stones
clauses, no comma is used to separate the restrictive every time he throws one up. In the third round, he/she
clause from the main clause. picks up three; four in the fourth, and the fifth time he
in american english, the relative pronoun whom is picks them all up. For the game’s last step, the player
used rarely, but it is best to use the term when writing tosses all the stones in the air and tries to catch them on
to ensure the text is grammatically correct. the back of his / her hand. Then he / she tosses them
up again and tries to catch them in his / her palm. The
number he / she catches is that player’s score. If
he / she fails to catch them all, it’s the next person’s turn.
216 UNIT 4 BACKGROUND INFORMATION

Lesson 5: Let’s celebrate Lesson 6: Time-honored sports
Page 159 Exercise 2 Page 164 Exercise 1
Writing dates in English Error alert
in written american english, the month of the date there are three verbs that collocate with sports and
comes before the day and year. other free time activities: go, do and play, but they are
Examples: Independence Day in the USA is on July 4th not interchangeable.
each year. Go is used with activities and sports that end in -ing.
VOLUME 2 UNIT 4
The grand opening is on June 1st. the verb go here implies that we go somewhere to do
the date can be written in numbers only. this sport: go swimming.
Examples: 7/4/2016. Do is used with recreational activities and with
sometimes the last two letters of the number as spoken individual, non-team sports or sports in which a ball is
can be used (th, rd, st, nd). make sure students use not used, like martial arts, for example: do athletics, do
the correct letters corresponding to the ending of the karate.
ordinal numbers. Play is generally used with team sports and those
Examples: Today is September 7th. sports that need a ball or similar object (puck, disc,
With the exception of may and June, months can be shuttlecock, etc....). also, those activities in which two
shortened as follows: Jan, Feb, Mar, Apr, Jul, Aug, people or teams compete against each other: play
Sept, Oct, Nov, Dec. football, play poker, play chess.
Speaking the date Exceptions:

You use do with three activities that end in -ing:
We ask the date or about dates in several ways. We can
do boxing, do body-building and do weight-lifting
add the and of when we reply:
because they don’t imply moving along as the other
A: What date is it? activities ending in -ing.
B: It’s the first of June. (1st June)
Golf:
A: What’s the date today?
if there is an idea of competition, you use the verb
B: It’s June the first. (June 1st)
play. However, you can say go golfing if you do it for
A: What’s today’s date? pleasure: Tiger Woods plays golf. We’ll go golfing at the
B: Fifteenth of April. (15th April) weekend.
Talking about years Here is a list of sports and activities that collocate with
Before the year 2000 go, do and play (there are more!):
1492: fourteen ninety-two
1700: seventeen hundred Go Do Play
1801: eighteen hundred and one or eighteen oh /oʊ/ one dancing aerobics badminton
1908: nineteen oh eight
snowboarding archery table-tennis
After the year 2000
skiing athletics football
2000: two thousand
2003: two thousand and three or twenty oh three running ballet basketball
2017: two thousand and seventeen or twenty seventeen sailing exercise chess
cycling gymnastics cricket
hitch-hiking judo board games
jogging karate snooker
riding kung-fu hockey
windsurfing snowboarding squash
fishing taekwondo baseball
swimming tai chi rugby
skating yoga volleyball

1. Match the greetings (a - h) to the corresponding pictures (1 - 8). Then, use the number clues in the
article to ill in the blanks.
a. kiss on the cheek e. stick out tongue
VOLUME 2 UNIT 4
b. hug f. handshake
c. high five g. nod
d. bow h. wai (palms pressed)
1 2 3 4
5 6 7 8
Greetings around the world

In the United States and Canada, for example, a simple (2) or a (6)
is the norm. The (2) has an interesting origin: it started long ago as a way of
showing people that you weren’t carrying a weapon. Shaking the person’s right hand while
looking him or her in the eye is the usual method. Shaking hands are also common in other
parts of the world, including Britain and Russia. In Russia, males grasp other men’s hands very
strongly during the handshake. They are also how most people in New Zealand greet each other.
However, the native Maori people of that country display more physical contact: they press their
noses together in a sign of trust and closeness.
In other countries, such as France and Belgium, a (8) and a (3) are
more common when two people meet. In those cultures, the number of kissing times varies
depending on the particular country. In Saudi Arabia, men might (8) and (3)
between men but not a woman. Men will also shake hands with other men there.
In some Eastern countries, including Korea and Japan, a (1) is the traditional
greeting. In Japan, the deeper the (1) , the deeper the respect shown. The strangest
custom, though, is likely in Tibet. People there choose to (7) to greet others.
In many African countries, it is common for people to touch hands. However, that doesn’t mean a
(2) is commonly used. For instance, in Zambia, people gently squeeze each other’s
thumbs when greeting and, in the northern part of Mozambique, people might clap their hands
three times and say hello.

2. Have a close look at the pictures and complete the recipe of a French dish with the correct words.
VOLUME 2 UNIT 4
Ratatouille
Ingredients:
2 large eggplants a small bunch of basil
4 small zucchinis 1 medium , peeled
and sliced
2 red or yellow
3 garlic cloves, peeled and crushed
4 large
1 tablespoon red wine vinegar
5 tablespoons olive oil
1 tablespoon
Method:
1. (a) in halves and put them on a

board. Then, cut off the zucchinis ends and then into slices.
(b) the peppers into small

pieces, too.
2. Score a small cross on the base of each tomato and then put
them into a bowl.
(c) water over the
tomatoes, leave for 20 seconds, then remove the water and
cover them with cold water. Leave to cool and then peel the
skin away. Quarter the tomatoes, take away the seeds with
a spoon, and then
(d) up the flesh.

VOLUME 2 UNIT 4
3. Set a frying-pan over medium heat and when hot,

fry the eggplants in 2 (e) .
Brown them for 5 minutes on each side until the
pieces are soft. Set them aside and
(f) in another tablespoon of
oil for 5 minutes, until golden on both sides. Repeat
with the peppers. Don’t overcook the vegetables at
this stage, as they have some more cooking left in
the next step.
4. Tear up the basil leaves and set aside. Cook the

onion in the pan for 5 minutes, add the garlic and
(g) them for a
further minute.
(h) and the
sugar together and stir into the preparation;
then add the tomatoes and half the basil. Return
the vegetables to the frying-pan with some salt
and pepper and cook for 5 more minutes. Serve
with basil.
3. Have a look at the different dishes learned throughout the unit, choose one and describe the
ingredients to your partner. He/she has to guess its name and provide at least 2 steps of the
process to make it. Take turns to play this guessing game.

4. Read the different descriptions and identify each celebration from the list. Underline some
characteristics and use all the information to complete a comparative chart. Then show your work
to your classmates.
Christmas taipei lantern Festival
st. Patrick´s day Halloween
thanksgiving la tomatina
day of the dead Carnival of Rio de Janeiro
VOLUME 2 UNIT 4
Chinese new Year songkran or Water Festival
This celebration is meant to obtain Buddhist merit. It

attracts so many people that the sight of the floating
lights in the air is hypnotizing. The Taipei Pingxi Sky
Lanterns were released originally to let others know that
the town was safe. These days, lanterns are decorated
with wishes and images relating to the owner and finally
they’re released off into the sky together magically
decorating the sky into a sanctuary of lights.
It´s a holiday celebrated throughout Mexico and around

the world in other cultures. It focuses on gatherings of
family and friends to pray for and remember friends and
family members who have died. Traditions connected with
the holiday include building private altars called ofrendas,
honoring the deceased using sugar skulls, marigolds, and
the favorite foods and beverages of the departed, and
visiting graves with these as gifts.
It´s a cultural and religious holiday celebrated on 17 March,

commemorating the arrival of Christianity in Ireland and
the heritage and culture in general. Celebrations generally
involve public parades and festivals and the wearing of
green clothes or shamrocks. Christians also attend church
services and the Lent restrictions on eating and drinking
alcohol are lifted for the day. If you’re not wearing green,
then watch out because you ought to get caught!

5. Webquest: London, the foggy and timeless city
Introduction: Traveling has proved to be one of the best ways of learning about the cultural traits and language of
other countries. Traveling allows us to learn more in a more relaxed and easy way.
Task: In groups of 4, you will design a tourist brochure to visit London for a week, providing information
VOLUME 2 UNIT 4
about what to do, where to go and what to see every day of the trip, including cultural and leisure
activities.
Process: 1. On your own, visit these websites and answer the questions.
• https://www.londonpass.com/london-attractions/historic-london-buildings.html
• http://www.visitlondon.com/things-to-do/sightseeing/london-attraction/historic/historic-
houses-and-palaces?ref=mosaic#QSzStcsYlG0vUHZW.97
• http://www.10best.com/destinations/uk-england/london/attractions/historic-sites/
• http://www.londondrum.com/planner/10-most-historic-sites.php
a. Which are the most famous historical buildings in London? Why?
b. Mention 5 important palaces and 5 buildings and explain very briefly.
2. Go over the following websites. Find and write a list of the 10 best attractions to visit in London.
• http://www.visitlondon.com/things-to-do/openspace/best-parks-in-london?ref=mosaic#mUVH2
3k6kXzmwkjC.97
• http://www.visitlondon.com/things-to-do/openspace/accessible-outdoor-
places#xEvum6fbgjdDCgI2.97
• http://www.timeout.com/london/outdoor
• https://en.wikipedia.org/wiki/List_of_tallest_buildings_and_structures_in_London
• http://skyscrapercenter.com/city/london
3. Visit the following websites and read the information carefully. Answer the questions as a group.
• http://projectbritain.com/index/dailylife.htm
• http://projectbritain.com/food/index.htm
• http://projectbritain.com/curious/calendar.htm
• http://www.timeout.com/london/things-to-do/things-to-do-in-london-this-week
• http://londonist.com/things-to-do
• http://www.allinlondon.co.uk/thisweek/
a. What are the traditional customs people in London still keep?
b. In which social activities do you see them reflected?
c. Which are the unusual customs and traditions of the month? Are they part of the city cultural
events?
4. Classify the buildings, museums, parks and skyscrapers into 7 different groups according to their
location or closeness. Also, provide a means of transport to get to the different areas.
eas Organize
ent areas
the information in a table.
• https://travel.sygic.com/United-Kingdom/Greater-London/London/
• http://www.historvius.com/historic-sites-in-london/pl103
• http://www.aviewoncities.com/maps/london.htm
• https://tfl.gov.uk/maps/
5. Using all the information you have collected, create the one-week itinerary that will be the focus
of your tourist brochure.
• https://www.template.net/business/itinerary-templates/trip-itinerary-template/
• http://protravelblog.com/free-travel-itinerary-templates/
Assessment: The tourist brochure will be evaluated with common grade for group work creativity and good
presentation will be highly valued. Rubric is as follows:
• Creativity: 30% • Quality of presentation: 50% • Level of English: 20%
Conclusion: The project you have just finished has given you the opportunity to create and design a real product
for a tourist traveling to London. You have also been able to learn more about this world-famous
city: its culture, its attractions and its people.

EXTRA TEST
1. Read the text. Then, match the words in the box to the pictures (1 - 5) on page 224. 6 points
Thanksgiving
VOLUME 2 UNIT 4
The purpose of Thanksgiving in Canada is
different than in the USA. Although the reasons
for giving thanks are different, many of the
customs are the same. Canadian Thanksgiving
was originally started to give thanks to God for
a bountiful harvest. This was when there were
lots of farmers that grew crops. Now, we give thanks for everything we
appreciate, but some farming families still give thanks for a good crop.
Harvest celebrations have been around a long time. Ever since the very first
harvest, about 2000 years ago, people have given thanks for a prosperous
bounty. The first formal Thanksgiving was in the year 1578. A man named
Martin Frobisher gave thanks for surviving his journey from England. He
also gave thanks for a place that is now called Newfoundland. In 1879, the
Canadian parliament declared November 6th a day of Thanksgiving and a
national holiday.
A big part of Thanksgiving is the feast, which
usually consists of potatoes, corn, sweet potatoes,
peas, gravy, stuffing, salads, buns and lots of other
great food. The main part of the feast is usually
the turkey. Other families might have ham, roast
beef, duck or chicken. The dessert that often
follows the feast is pumpkin pie. Other people may choose different
desserts and food depending on their customs and beliefs for which they
choose to give thanks.
The cornucopia has become a traditional symbol of this holiday because it is
commonly shown filled with grain, vegetables and fruit, the staple food that
settlers would give thanks for.
During Thanksgiving, families spend time
together and have fun. It is the perfect time to
appreciate all that we have. In many places, the
community celebrates Thanksgiving all together
with a tradition called “Fowl Supper”. The entire
community enjoys food prepared by the local
families in the basement of the local church.
Bountiful: (adj.) large in amount; generous. Bounty: (n.) reward. Bun: (n.) a small, sweet, usually round
cake. Gravy: (n.) a sauce made from meat, juices, liquid and flour. Cornucopia: (n.) a decorative object
shaped like an animal’s horn shown in art as full of fruits and flowers. Staple: (adj.) basic, standard.

a cornucopia a feast gravy a turkey
pumpkin pie roast beef
1 2 3
VOLUME 2 UNIT 4
4 5 6
2. Read the text carefully and ind this information in it. 8 points
a. the name of a man who traveled from england: .
b. the official date when Thanksgiving Day is: .
c. Three vegetables: , and .
d. Three birds that can be eaten: , and .
5 points
3. Read the text again and answer these questions.
a. What is the original purpose of Thanksgiving Day?
.
b. Who began this celebration in Canada?
.
c. What does the Thanksgiving feast usually consist of?
.
d. What is the traditional dessert?
.
e. What has become the traditional symbol of this holiday?
.

4. 47 Listen to the recording and answer the questions briely. 3 points
a. What kind of text is it?

.
b. What special occasion was it written for?
.
VOLUME 2 UNIT 4
c. What elements reinforce the scary atmosphere?
.
5. 47 Listen again and identify the animals that are mentioned in the recording. Circle 4 points
them.
ants bats bears bees

crows eagles frogs mice
owl scorpions snakes spiders
6. 47 Listen once more and choose the correct alternative. 4 points

a. For that is where the wishes / witches live.
b. We can hear / fear music – oh, how scary!
c. so we run with all our night / might.
d. don’t go into the world / wood.
Total score=
30 pts.
Interpret your test results

Great! Good OK Not good enough
(26 - 30) (19 - 25) (12 - 18) (0 - 11)
Your score is excellent! it Keep on working hard! Your performance is You need to revise the
means you are achieving You are very well prepared. satisfactory, but you contents and practice more
the learning goals. You can easily achieve the can improve. Revise the in order to improve your
highest score by analyzing mistakes you made and performance.
the few mistakes you made. reinforce the weakest areas
in the assessment.

ANSWERS
Student’s book c. Picture 1: Mapuche. Picture 2: Aymara.

Picture 3: Rapa Nui. Picture 4: Selknam or Ona.
Page 138
Exercise 2
Smart reading
VOLUME 2 UNIT 4
a. The Central Valley of Chile, south of the Biobío River

1. a. the sun. b. soatsaki. c. little star (mainly the Araucanía Region).
2. Picture 2 - Picture 5 - Picture 7 - Picture 1 - b. Andean Region in the North of Chile (Arica,
Picture 4 - Picture 8 - Picture 9 - Picture 6 - Picture 3. Parinacota, Tarapacá y Antofagasta).
Picture 2: … soon they had a son called little star. c. Easter Island on the Pacific Ocean.
Picture 5: she looked down and saw her old home, d. Tierra del Fuego Island (Magallanes Region).
the green trees and fields, the wonderful
flowers, the people of her tribe. She felt Page 143
very sad. Exercise 1
Picture 7: He tied a rope around Soatsaki and her a. Mapuche. b. Aymara. c. Rapa Nui.
son and lowered them down to earth.
Listening ile answer
Picture 1: …, the other boys and girls in the tribe
General information
laughed at him because of his scar.
Type of text: b. A conversation
Picture 4: When he came to the end of the world Speakers: a. Teacher and students
where the waters meet the sky,… Tone: b. Informal
Picture 8: … and at the end, the Sun was waiting for Speciic details
him.
Speakers’ expressions.
Picture 9: Take this magic flute. It will charm all who ✔: a., b., d., e. ✘: c., f., g.
hear its music.
Speakers’ tone and feelings.
Picture 6: Little Star returned to earth and played the a. M (Millaray) - boredom
flute outside a beautiful girl’s tent. b. U (Uruchi) - indifference
Picture 3: If you look up, you might see the tepees of c. A (Ariki) - pride
their many children shining in the Milky Way.
Traditions mentioned
Page 139 a. Machi; b. Cult of the Pachamama; c. Body painting
(tatoos)
your analysis
main conclusions
a. The events are totally unbelievable, fiction, but they a. Ariki means King in Rapa Nui.
try to explain a natural event that is totally real.
b. Millaray means Golden Flower in the Mapuche
b. He is lonely and he suffers bullying from the other language.
boys and girls of the tribe. c. Uruchi means Beloved son in Aymara.
c. He asks his grandfather for help.
d. The formation of the Milky Way. Page 147
Exercise 3
Page 140
Picture 1 (sushi) - Japan. Picture 2 (tacos) - Mexico.
Vocabulary in context Picture 3 (fish and chips) - The UK.
2. a. They all end in the suffix –ful. Picture 4 (paella) - Spain. Picture 5 (pizza) - Italy.
b. ii. With a lot of. Picture 6 (feijoada) - Brazil.
3. The opposite of the suffix –ful is the suffix –less = Page 148
without.
Exercise 1
Page 142 Text I - d. A Chilean spicy sauce. Text II - b. Polish
Exercise 1 colored Easter eggs.
a. Different groups of indigenous peoples. Text III - a. Fish and chips: a national tradition.
b. Some indigenous peoples of Chile. Text IV - c. Nikujaga, a special dish.
226 UNIT 4 ANSWERS

Smart reading Picture 6: Skipping a rope.
1. c. to describe. Exercise 3
2. a. international traditions associated with food. b. Hopscotch, flying a kite, spinning a top and skipping
3. a. students who are interested in different cultures. a rope are traditional Chilean games, although they
are all played in different parts of the world too.
Page 149
your analysis Page 156
1. a. - iii. Fish and chips. b. - i. Pebre. c. - iV. Nikujama. Listening ile answer
VOLUME 2 UNIT 4
d. - ii. Pisanki. General information
Page 150 Speakers country of origin
a. S2. b. S1. c. S4. d. S3.
Work it out!
Games mentioned
a. they introduce additional information about the first
a. S4. b. S1. c. S2. d. S3.
part of the sentence.
Speciic information
b. i. who. ii. that, which. iii. when. iv. that.
In which game… Oba Marbles Spinning Yut
a top
2. Chop up - Picture 6. Mix - Picture 5. Cut - Picture
3. Fry - Picture 4. Pour - Picture 1. Boil - Picture 2. do you need a ✔ ✔
wooden or
3. a. Pour. b. boil. c. fry. d. Chop, cut, mix.
plastic element?
Page 152 do you draw a ✔
geometric shape
Exercise 2
on the ground?
a. On Thanksgiving Day.
do you sing a song ✔
b. Tom, the turkey, Grandma, Grandpa, Fred, Terry and while playing?
the Pig.
do you form teams ✔
c. She has already mashed the potatoes and crammed to play?
the cranberries.
must you knock ✔
d. He has to prepare the turkey and chop off his head over other
first. player’s toys?
e. He thought he was going to be the guest of honor.
do you show your ✔
f. He asks him to chop off the turkey’s head. ability at
g. She starts giving him CPR (Cardiopulmonary handling one object?
resuscitation).
main conclusions
h. Because grandpa suggests having pork chops for
c. pride.
dinner instead of turkey.
Exercise 3 Page 157
a. Two verbs related to cooking: mash, cram Vocabulary in context
b. Three words to name food: (three of these) yams, 2. Picture 1 - Sentence c. Picture 2 - Sentence d.
cranberries, freshly made bread, mashed potatoes,
Picture 3 - Sentence b. Picture 4 - Sentence a.
pork chops.
c. Two famous American presidents: Harry Truman and 3. a. Throw - send, direct, propel, toss, pitch, launch,
John Kennedy. shoot, fling, etc.
b. Shoot - throw, aim, send, blast, hurl, fling, etc.
Page 155 c. Knock over - bowl over, down, drop, floor, knock
Exercise 1 down, fell, mow down, etc.
Picture 1 – Snakes and ladders. d. Team up - unite, link up, join forces, work / get / band
Picture 2 – Hopscotch. Picture 3 – Flying a kite. / come together, go partners, form groups, etc.
Picture 4 – Spinning a top. Picture 5 – Chess. Page 159
Picture 6 – Skipping a rope
Exercise 2
Exercise 2
a. Picture 3. b. Picture 4. c. Picture 1. d. Picture 5.
Picture 3: Flying a kite. b. Picture 5: Chess. c. e. Picture 6. f. Picture 2.
UNIT 4 ANSWERS 227

Page 160 Page 169
Smart reading Exercise 3
is funny? I, II It changes, but it is always somewhere in
makes promises? I Date the period from January 21st to February
20th.
states the date of the event? II, III
To celebrate a year of hard work
describes an event? II, III Reasons for To have a good rest and relax with family
VOLUME 2 UNIT 4
is about a celebration in a specific country? III celebration To wish for a lucky and prosperous
has a specific author? I, II coming year.
Decorations Lots of red
Page 161 Food Fish
your analysis Eating dinner with family, giving red
1. Text I: He made a list of his new Year’s resolutions. Traditional envelopes, setting off firecrackers,
activities wearing new clothes, setting up
Text II: she and her sister made costumes and went decorations.
out treat or tricking with their friends.
More Watching the CCTV Gala, sending and
Text III: He / she went to the saint Patrick’s parade modern receiving instant message greetings,
in dublin. activities giving and receiving cyber money gifts.
2. c. there are attractive celebrations all over the world.
Page 162
Complementary activities
Work it out! 1. a. 8; b. 3; c. 4; d. 1; e. 7; f. 2; g. 6; h. 5.
the prefix dis- is added at the beginning of a word to (2) handshake; (6) nod; (2) handshake; (8) kiss on the
mean ii. opposite to. cheek; (3) hug; (8) kiss on the cheek; (3) hug; (1) bow;
(1) bow; (7) stick out their tongue; (2) handshake.
2. d. party, event, get together, reception, celebration. 2. Ingredients:
e. festivity, festival, celebration. 2 red or yellow peppers
f. celebrations, fiestas, festivals. 4 large tomatoes
1 medium onion
Page 165 1 tablespoon of sugar
Listening ile answer Method:
General information a. cut the eggplants; b. chop; c. pour; d. chop;
The commentaries are made… b. during the game. e. tablespoons of olive oil; f. fry the zucchinis; g. fry;
The commentaries are about: a. rugby and d. cricket. h. mix the wine vinegar.
Speciic information
Which commentary…
I II
is about an international game? ✔ ✔
mentions the weather? ✔
mentions the fans? ✔
talks about a traditional greeting? ✔
mentions the color of the players´ ✔
clothes?
tells us the number of spectators? ✔
Complete the statements.
a. war dance. b. on their feet. c. white clothes.
d. tight game.
228 UNIT 4 ANSWERS

4. st. Patrick´s day; day of the dead; taipei lantern Extra test
Festival; Carnival of Rio de Janiero
1. Picture 1: a turkey. Picture 2: a feast. Picture
Celebration Country Characteristics 3: gravy. Picture 4: a roast beef. Picture 5: a
of origin cornucopia. Picture 6: a pumpkin pie.
1 Taipei Taiwan meant to obtain 2. a. martin Frobisher.
Lantern Buddhist merit; b. november 6th
Festival hypnotizing floating c. Potatoes, corn, sweet potatoes, peas, pumpkin.
lights in the air; originally d. Chicken, turkey, duck.
VOLUME 2 UNIT 4
released to let know that
the town was safe; 3. a. to give thanks to God for a bountiful harvest.
nowadays, lanterns are b. martin Frobisher.
decorated with wishes c. turkey or ham, or roast beef, or duck, or chicken
and images relating to with potatoes, corn, sweet potatoes, peas, gravy,
the owner. stuffing, salads and buns.
2 Day of the Mexico holiday focused on d. Pumpkin pie.
Dead gatherings of family and e. The cornucopia.
friends to honor dead
friends and family 4. 47 a. A poem.
members; traditions: b. Halloween.
building private altars c. Ghosts, goblins, witches, haunted house, spider
called ofrendas, honoring webs, etc.
the deceased using 5. 47 bats, owl, scorpions, spiders.
sugar skulls, marigolds,
and their favorite foods 6. 47 a. witches; b. hear; c. might; d. wood.
and beverages, visiting
graves with those gifts.
3 Carnival of Brazil the largest parade in the
Rio de world held before Lent;
Janeiro samba dancers prepare
all year long: technique,
performance, costumes,
decorations; everything
is perfect and bigger
than their competitors’;
around 2 million people
per day on the streets.
4 St. Patrick´s Ireland cultural and religious
Day holiday on 17 March,
commemorating the
arrival of Christianity in
Ireland; involves public
parades and festivals and
the wearing of green
clothes or shamrocks;
Christians attend church
services and Lenten
restrictions on eating
and drinking alcohol are
lifted for the day.
UNIT 4 ANSWERS 229

BIBLIOGRAPHY
General content Language skills

Byram, m. (1997). Teaching and Assessing Intercultural Berardo, S. A. (2006). The use of authentic materials in
Communicative Competence. Clevedon, UK: the teaching of reading. The reading matrix, 6(2).
multilingual matters. Harvey, S. & Goudvis, A. (2007). Strategies that work:
VOLUME 2 UNIT 4
Brown, H. d. (2001). Teaching by principles (2nd ed.). Teaching comprehension for understanding and
White Plains, nY: Pearson. engagement. Stenhouse Publishers.
Coyle, d., Hood, P., & marsh, d. (2010). Content and Lazaraton, A. (2001). Teaching oral skills. Teaching
language integrated learning. ernst Klett sprachen. English as a second or foreign language, 3, 103-115.
Celce-murcia, m., & mcintosh, l. (1991). Teaching Leograndis, D. (2012) Launching the Writing Workshop:
English as a second or foreign language. Heinle & A Step-by- Step Guide in Photograph. NY: Scholastic
Heinle Publishers. Pronunciation Tips- A Guide to Better Speaking.
dale, l. and tanner, R. (2012). CLIL activities. Retrieved May 5, 2016, from http://www.
Cambridge: Cambridge University Press pronunciationtips.com/intonation2.htm
ellis, R. (2003). Task-based language learning and Ur, P. (1984). Teaching listening comprehension.
teaching. oxford: oxford University Press Cambridge University Press.
Harmer, J. (2006). How to teach English. Pearson
education india.
Language and structure
marzano, R. J., Pickering, d., Pollock, J. (2011).
Classroom Instruction that Works: Research-based Birch, B. (2005). Learning and Teaching English
Strategies for Increasing Student Achievement. Grammar, K–12. White Plains, NY: Prentice Hall.
alexandria, Va: association for supervision and Ur, P. (1988). Grammar practice activities: A practical
Curriculum development guide for teachers. Cambridge University Press.
Marzano, R. J., Pickering, D., & Heflebower, T. (2011).
The highly engaged classroom. Marzano Research
Laboratory. Assessment for learning
Marzano, R. J. (2005). Building Academic Vocabulary: Black, P., Harrison, C., & Lee, C. (2004). Working
Teacher’s Manual. inside the black box: Assessment for learning in the
Alexandria, VA: Association for Supervision and classroom. Granada Learning.
Curriculum Development.
Black, P., & Wiliam, D. (2005). Changing teaching
Stein, S. (1995). Equipped for the Future: A Customer-
through formative assessment: Research and practice.
driven Vision for Adult Literacy and Lifelong Learning.
CERI, 2005, 223-240.
Washington, DC: National Institute for Literacy.
(ED 384 792) Earl, L. (2003). Assessment as Learning: Using
Classroom Assessment to Maximize Student Learning.
Corwin Press, INC
Learning skills James, M. (2004). Assessment for Learning: What is it
and what does research say about it.
Brown, J. (2007) Feedback: the student perspective.
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative
Research in Post—Compulsory Education Vol. 12, No.1
assessment and self‐regulated learning: A model and
Retrieved from: http://www.assessmentforlearning.edu.
seven principles of good feedback practice. Studies in
au/professional_learning/student_self--‐
higher education, 31(2), 199-218.
Nesbit, P., and Burton, S., (2006), Student justice
perceptions following assessment feedback,
Assessment and Evaluation in Higher education, Vol 31
No 6.
Patton, A. (2012) Work that matters. The teacher’s
guide to Project--‐based--‐learning. Retrieved from:
http://www.innovationunit.org/sites/default/files/
Teacher’s%20Guide%20to%20Pr oject-based%20
Learning.pdf
Zimmerman, B. (2002). Becoming a Self-Regulated
Learner. Theory Into Practice
230 UNIT 4 BIBLIOGRAPHY

Webpages
http://dictionary.cambridge.org/grammar/british-
grammar/dates (dates from english Grammar today)
http://inmadom-myenglishclass.blogspot.cl/2013/01/
VOLUME 2 UNIT 4
collocations-do-play-or-go-withsports.
html (Collocations: do, play or go with sports and other
activities.)
http://www.gingersoftware.com/content/grammar-
rules/relative-pronouns/ (Relative Pronouns)
https://www.italki.com/question/274522 (difference
between cut and chop)
http://study.com/academy/lesson/what-is-
paraphrasing-definition-examples-quiz.html (What is
Paraphrasing? - Definition & Examples)
http://www.educarchile.cl/ech/pro/app/
detalle?ID=185562 (Pueblos originarios de Chile.)
http://www.blackcat-cideb.com/english-catalogue/236-
story-of-coffeethe-9788853008299.html (The story of
coffee.)
http://www.educarchile.cl/ech/pro/app/home
Cra resources
Abate, F. R. (1997). The Oxford desk dictionary and
thesaurus. Oxford University Press, USA
Atkinson, H. (2008) Pronunciación del inglés: un
resumen de los sonidos de la lengua inglesa. México:
Trillas
Barrientos, F. (2011). Pueblos originarios de Chile.
Nativa Ediciones
Editors. (2013) Kamshout and the Fall- A selk’nam
legend. Amapola Editores
Editors. (2013) The Origin of the Payachatas- A legend
from Northern Chile. Amapola Editores
Forget, G. (2002). Gramática inglesa comunicativa.
Larousse, México (México).
Gascoigne, J. (n.d.) The story of coffee. Black Cat
Publishing
Kemper, D., Sebranek, P. , Meyer, V., Krenzke, C.,
Ross, M. (2005). Write source: Writing and Grammar.
Wilmington, Mass. : Write Source
Mc Carthy, M. (2002). English Vocabulary in Use.
Cambridge University Press
Ovalle, M. (2011). Juegos tradicionales. Editorial
Amanuta
Plath, O. (1986) Origen y folclor de los juegos en Chile.
Editorial Nascimento

UNIT 4
Respecting traditions
“Customs tell a man who he is, where he belongs,

what he must do. Better illogical customs than
none; men cannot live together without them.”
Robert A. Heinlein, Citizen of the Galaxy

In this unit you will... You will also... What for?
understand and communicate main ideas show a positive attitude To understand main
and specific information about traditions and towards yourself and ideas and specific
celebrations around the world. your own capacity to information in oral and
express ideas in oral and written form, using learn English. written texts about
thematic expressions and vocabulary and different develop cultural traditions and festivities.
language functions. awareness and To develop and use
practice the pronunciation of final sounds / ʃn /, comprehension, communicative skills
use suffix -ful and prefix dis- to form new words, showing interest, to express ideas
link ideas coherently and make connections with respect and tolerance about traditions and
other subjects. in your own and other celebrations in a
cultures. coherent way.
Over to you
Read the list of objectives for this unit. Then tick (✔) and answer briely using the questions as guide.
How important are the objectives to your own life?
How important are traditions to... you? your family? your region? your country?
Why and how, do you think, traditions contribute to “the development and happiness of mankind”?
How are the topics of the previous units connected to this one.

Why?
Picturing the unit

1. P Look at the images on page 132 and discuss these questions. Then exchange opinions with
another pair.
a. Why do you think it was placed at the beginning of this unit?
b. What is the first word that comes to mind when you look at it? Why?
c. What do you think the quotation means?

GETTING READY
Setting objectives
1. Read the list of learning goals for this unit again and answer questions a - c individually.
a. Which ones do you think are the easiest to achieve? Why?
b. Which ones do you think are the most difficult to accomplish? Why?
c. What specific knowledge (content, vocabulary, attitudes) do you think you need to achieve them?
2. G Discuss and compare your answers in exercise 1.
3. 39 Listen to these teens describing what they want to accomplish and why .
4. According to your own interests and reality, identify and list some specific goals for you to achieve.
Then complete the diagram.
My goal is to ... My goal is to ... My goal is to ...
because… because… because…
I can achieve it… I can achieve it… I can achieve it…
The main difficulty I can The main difficulty I can The main difficulty I can
anticipate is… anticipate is… anticipate is…

Do you remember?
1. Match the traditions (a - h) with the pictures (1 - 8).
a. a birthday party e. a wedding ceremony

b. Bonfire Night f. La Tirana festival
c. A camel race g. Easter
d. Hallowe'en h. New Year’s Eve
1 2 3 4
5 6 7 8
2. P Answer these questions and then share your answers with your partner.
a. Which activities in exercise 1 are traditional in Chile?
b. Do you celebrate them with your family or in you region?
c. What other celebrations are traditional with your family or in your region?
3. Match the words in the box with their definitions (a - c).
celebration festival party
a. : an occasion for celebrating, especially a day or time of religious

significance that happens at regular intervals.
b. : a social gathering of many people who meet for pleasure or amusement.
c. : the act of showing joy and happiness at a special event.

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

1. G Complete the following challenge.
a. Get into groups of four.
b. explain the meaning of the word legend in your own words. then look it up in a dictionary
and check.
c. Read the question in the box.
Which, do you think, are the reasons why people created legends?
d. in 5 - 7 minutes, discuss the question, agree on answer and explain why you think your ideas make
sense.
e. Present your conclusions to the class and listen to the other groups’ ideas.

LESSON 1 The power of the sun

read and use different strategies to understand an to identify the correct sequence of a story.
american indian legend. to retell the most important events of a story using a
complete a story map. visual organizer and images.
relate text to visuals.
Preparing to read
1. P You will read the legend The Power of the Sun. Based on the title and the pictures in exercise
2, make predictions about the region it is originally from and tick (✔) one alternative.
a. europe b. south america c. north america d. asia
2. P Before starting to read, try to identify the characters and setting of the legend.
1 2 3
4 5 6
7 8 9

feather
path 1. Read the legend. When you finish, confirm or correct your
scar predictions in the previous section. Read again, and number the
teepee
pictures in the correct order of the events in the story.
Strategy in mind
The power of the sun
Relating text and images
The Sun had a handsome son called Morning Star. He was a
Completing a sequence
young man and he was lonely. He wanted to marry a beautiful girl
map
called Soatsaki, but she lived on earth.
One day, Morning Star went to talk to his powerful father. ‘You can
marry Soatsaki and bring her to the skies,’ said the Sun, ‘but she
must never look down at the earth again. If she sees her people,
she will miss them and want to return to earth.’
Smart reading
So, Morning Star dressed in a colorful poncho, put a red feather in
1. identify the three main
his hair, and went down to earth to find Soatsaki. She immediately
characters in the story.
fell in love with him, although Morning Star had warned her: “If
a. you marry me, you must say goodbye to your people forever.’
b. The young couple went back to the skies. At first they were
c. very happy and soon they had a son called Little Star. One day,
2. number the pictures Soatsaki found a big pot boiling in the teepee.
(1 - 9) that illustrate ‘Do not move that pot,’ said her mother-in-law, the Moon. ‘If you
the events of the story do, something terrible will happen.’
(page 137) in the order
they happened. then, Later that day, when the Moon had left, Soatsaki was filled with
underline a sentence curiosity and pushed the pot to one side with all her strength. She
in the text to describe looked down and saw her old home, the green trees and fields, the
each picture. wonderful flowers, the people of her tribe.
3. Complete this She felt very sad.
sequence map in your
notebook. (You can
When her husband came home she
use the sentences you said, ‘I miss my home. Please let
underlined.) me go back to visit my people.’
Sequence map When Morning Star and

Soatsaki told the Sun what
had happened, he was very
First,...
angry. ‘Take your child and go
next,... back to earth. You will never
see your husband again.’
after that,...
then,...
Finally,...

Your analysis
1. answer.
a. Could the events
in the story be real,
or are they totally
unbelievable (fiction)?
b. What problem does
Little Star face?
c. What solution does
He tied a rope around Soatsaki and he find?
d. What natural event
her son and lowered them down
does the story try
to earth. On the way down, to explain?
the rope made a long deep
cut in Little Star’s face.
On earth, the boy grew up
with an ugly scar along his
face. Although he became
a brave hunter, the other
boys and girls in the tribe
laughed at him because of
his scar. He was a sad and
lonely young man.
One day, Little Star
decided to try and find his
grandfather, the Sun, and
ask him to remove the scar
from his face. He climbed the high
mountains. When he came to the end of
the world where the waters meet the sky, he called his grandfather
to help him. He waited there with no food or water.
After three days and nights, a path of sunlight suddenly opened
in front of him. Little Star walked up the path, and at the end, the
Sun was waiting for him. ‘You are a brave young man,’ he said, ‘but
I cannot remove that awful scar.
Take this magic flute. It will charm all who hear its music.’ Think critically
make Text-to-world
Little Star returned to earth and played the flute outside a connections
beautiful girl’s tent. She at once fell deeply in love with him. Hand Do you know any
in hand, they went back up to the skies to live with the Sun, the traditional folk stories,
Moon and Morning Star. legends or myths from
other countries? Which
And there they remain. If you look up, you might see the teepees
ones?
of their many children shining in the Milky Way.
What natural events do
they try to explain?
Adapted from: Brockman, R. (2011). Son of the Morning Star. Myths and Legends from Around the World. make Text-to-text
London: Arcturus Publishing Limited.
connections
Have you ever read any
similar texts related to
Chile? Which one?

After reading
1. Read these sentences from the text. Pay special attention to the words in purple.
He wanted to marry a beautiful girl called Soatsaki.
One day, Morning Star went to talk to his powerful father.
Morning Star dressed in a colorful poncho and put a red feather in his hair.
I cannot remove that awful scar.
She looked down and saw the wonderful flowers.
2. Answer these questions. Then check with your partner.
a. What do the words in purple have in common?
b. What does the particle –ful mean when we add it to another word?
i. similar to. ii. With a lot of. iii. Without.
3. Use a dictionary to find the opposite of this particle.
Work it out! Expressing contrast and concession
P Read and analyze these sentences. Answer the questions and then check with your partner.
He wanted to marry a beautiful girl called Soatsaki but she lived on earth.
Although he became a brave hunter, the other boys and girls in the tribe laughed at him.
You can marry Soatsaki and bring her to the skies, but she must never look down at the earth again.
She immediately fell in love with him, although Morning Star had warned her.
‘You are a brave young man,’ he said, ‘but I cannot remove that awful scar.
a. How many parts can you identify in each sentence?
b. How are these parts linked?
c. Which of the words in bold introduces a contrast?
d. Which one introduces a concession?
Speaking workshop Narrating a story
You will narrate Little Star’s story to your classmates.

a. Copy the sentences in the sequence map on page 138.

b. identify some connectors you can use to link the sentences and make a brief summary of the story.
2. Practicing
a. 40 Listen and repeat these phrases. Pay special attention to the intonation and pronunciation.
Once upon a time... One day... At first... Next...
Then... After three days and nights...
b. P Practice reading the summary you prepared to your partner and listen to him / her. As
you read, imitate the intonation and stress of the expressions in point a. Correct each other's
mistakes.
3. Performing
G Retell your version of little star’s story to your group. as you do it, use the sequence map and the
images on page 137 to remember the most important events.
4. Evaluating
a. P Choose a partner in your group and My partner…
evaluate each other using the prompts in the box. y.
retold the main events in the stor
nation.
b. G share the results of the evaluation with used correct pronunciation and into
the events.
your group with respect and accepting everyone’s used adequate connectors to link
images.
opinion. discuss some actions to take in the used the sequence map and the
areas you need to improve.
Exit slip

i exceeded the objectives.

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

LESSON 2 Proud to be…

listen and identify speakers in a conversation about to learn and talk about different cultures and ethnic
customs and traditions. groups inhabiting your country.
match oral information to visuals. to develop cultural awareness, showing respect and
complete and present a comparative chart. tolerance for your and other cultures.
Preparing to listen
1. P Answer these questions (a - c). Then check with another pair.
a. Who lived in Chile before the spanish arrived?
b. Who are the people in these pictures?
c. What are the names of their ethnic groups? Write their names under each picture.
1 2 3 4
a. b. c. d.
2. P Where are these ethnic groups from? Write the name or region number that corresponds to
each picture (1 - 4) in exercise 1.
a. b. c. d.
3. G Join another pair. Find out the name of one traditional celebration related to each of these
ethnic groups. Exchange and check the information with other groups.
4. P You will listen to people talking about their customs and traditions. Read the sentences in the
bubbles and predict which of the ethnic groups in exercise 1 they are related to.
a. that’s why we have the machi.
b. You’ve probably heard of the

ancient cult of the Pachamama.
c. We use Polynesian symbols
and figures from our legends.

41 Listen to the recording and check your predictions in exercise 4. Strategy in mind
1.
making predictions
Setting a purpose for
2. 41 Listen again (twice if necessary). As you listen, complete the missing listening
information in the file.
LISTENING FILE: Proud to be
General information
Type: a. An interview b. A conversation
c. A lecture
Speakers: a. Teacher and students b. Friends Smart listening

c. A father and sons Remember to use your
prior knowledge of the
Tone: a. Formal b. Informal subject to help you find
the requested information
Speciic details in the recording.
Speakers’ expressions
a. I’m glad b. I was curious c. How terrible
d. Our people are certain e. That’s amazing!
f. It’s really surprising g. I’m so happy

Speakers’ tone and feelings (write A= Ariki; M= Millaray or
U= Uruchi).
a. boredom b. indifference c. pride

Traditions mentioned.
Think critically
make Text-to-world
connections
What traditions from
other cultures do you
a. b. c. know?
Where are they from?
main conclusions
make Self-to-text
Answer these questions. connections
a. What does the name Ariki mean? Which ethnic group do
you belong to?
b. What does the name Millaray mean? What are the group’s
most important
c. What does the name Uruchi mean?
traditions?

After listening
Work it out! Intensiiers

Read and compare these pairs of sentences. Then answer the question and check with your partner.
I think it’s quite important to know where you come I think it’s important to know where you come
from. from.
I really think that we ought to be proud of our origin. I think that we ought to be proud of our origin.
It’s been extremely important to us to look after It’s been important to us to look after both the
both the body and the soul body and the soul.
a. study the sentences on the left. What do the underlined words do?
i. they make the meaning more general.
ii. they make the meaning more intense.
iii. they make the meaning clearer.
Writing workshop Comparing cultures
G Work in groups of three or four. You are going to research on different ethnic groups in Chile and
elaborate a comparative chart.
1. Organizing ideas
a. Brainstorm everything you know about the different ethnic groups who live in Chile. take notes and
organize them in a chart according to the geographical region they belong to.
Original ethnic group Region Cultural aspects
b. Use the internet, the library or ask your family and friends about the cultural aspects of these ethnic
groups (food, music, celebrations, dances, clothes, handcrafts, etc.)
c. identify similarities and differences among the different ethnic groups.
d. Write paragraphs comparing the different cultural aspects. (You can choose to compare one single
cultural aspect in all the groups or to compare all the cultural aspects between two ethnic groups.)

2. Drafting
a. design a comparative chart and agree on the different headings to organize the information.
b. enter the paragraphs you wrote in it.
3. Revising
Revise the information you entered in the table. Check that you have used connectors to link the ideas
and intensifiers to make the meaning more intense.
Editor´s Marks
4. Editing Capital letter /
Lowercase
a. Use the Editor’s marks in the box to check grammar, spelling and
punctuation. Punctuation
b. Copy the final version of your table on a piece of cardboard and collect visual Add a word
material to illustrate the cultural aspects you compared. ss Check spelling
s
Change place
5. Publishing
a. Display your comparative chart and explain it Our group
in an oral presentation to the class.
demonstrated a positive and
topic.
b. As a group, evaluate your work following the enthusiastic attitude towards the
points in the box. Remember to discuss and prepared for the task with
exchange ideas with respect and accepting responsibility.
everyone’s opinions. ing for
supported each other when look
information.
ing
found out and compared interest
cultural asp ects .
checked for grammar, spelling and
punctuation mistakes.
presented the information in an
organized and clear manner.
Exit slip



LESSON 3 Traditions in a cookbook

read four traditional recipes. to work collaboratively to prepare recipes of Chilean
identify purpose, source, and audience of a text. traditional dishes.
present a recipe for a Chilean dish, orally. to emphasize the importance of traditional cooking as
an element of national / group identity.
Preparing to read
1. P G Fill in this word map with at least three words per category. Then join another pair and
add all the words you did not have to make your map as complete as possible. (A word in each
category is given to help you start.)
tomato
chicken
fruit / vegetable
meat / fish
dishes
Food vocabulary
spaghetti
herbs / spices
verbs
coriander
fry
2. G Answer these questions.

a. What is the name of one traditional Chilean dish?
b. What special dishes do you eat on holidays? (Christmas, Independence Day, etc.)
c. In your opinion, what is the strangest food that is eaten in Chile?
d. Are there any differences between what people eat in cities and in rural areas? Which one?

3. P Match the traditional dishes in the pictures (1 - 6) with their country of origin in the map. Write
the numbers next to each country.
1 2 3
4 5 6
Spain The UK Italy Japan
Indic Ocean
Atlantic Ocean
Pacific Ocean
Mexico Brazil

flavor
blend 1. These teens wrote about traditions asociated with food in their
harvest countries on an online magazine for learners of English. Read their
wax
posts quickly and identify a title for each of them. Choose from the
serving
list below.
pour
a. Fish and chips: a national tradition c. Nikujaga, a special dish
b. Polish coloured easter eggs d. a Chilean spicy sauce
Strategy in mind
Establishing purpose
and audience of a text
I.
Chileans eat pebre for any kind of occasion. There is a portion of this sauce
on every traditional restaurant table to eat with bread or sopaipillas The
sauce varies depending on the region of Chile and the household which
Smart reading it’s made in, but the basic ingredients are (a) .
1. What is the purpose of Making the sauce is easy. All you have to do is chop up all the ingredients
the four texts? into little bits, then mix well and place in the refrigerator for a few hours
a. To inform.
to let the flavors blend. Then take it out and enjoy your pebre with any
Chilean or foreign dish that you might wish. And I dare you not to love it!
b. To instruct.
c. To describe.
2. What is the general topic
of the texts?
a. International II.
traditions associated
with food. The pisanki derive from an ancient tradition when eggs, the symbol of
b. Dishes for special life, were thought to have magical properties and were thought to bring
occasions. a plentiful harvest and good health. The name pisanki comes from the
Polish word pisać, which means to write.
c. Special dishes for
cold days. The practice of coloring Easter eggs is very much alive in Poland today
and Polish people who live in other countries follow the tradition too.
3. Who is the audience of
the texts? There are several techniques for making pisanki including the use of wax
and other natural colorants.
a. Students who are
interested in different These eggs are exchanged among friends and relatives with good wishes.
cultures. Many people design eggs with the names of their friends written on them.
They exchange these decorated eggs with each other during their Easter
b. Students who
want to practice
visits along with their good wishes. All you need is (b)
English. and a lot of patience. So get started now!
c. Students at an
international cooking
school.

Your analysis
1. Place these ingredients
in the corresponding
places in each post
(a - d).
a. some potatoes,
any kind of fish, eggs
and flour and oil to fry
b. tomatoes,
coriander, garlic,
onion, olive oil,
vinegar, and ground
chili peppers
c. thin slices of beef,
potato, carrot and
onion, some sake
(Japanese alcohol)
III. mirin (a Japanese
seasoning), oil, sugar
Fish and chips! Freshly cooked, served with salt and vinegar, wrapped in and soy sauce
newspaper and eaten out-of-doors on a cold and wintry day - it simply d. a few eggs, some
cannot be beaten! Nothing can be more British than this traditional paints, a sharp object
dish. Simple ingredients: just (c) and we are for scraping and
ready to go. liquid wax
Nowadays, the British consume nearly 300 million servings of fish and
chips - that equates to six servings for every man, woman and child in
the country. There are now around 8,500 food shops across the UK that
serve fish and chips for breakfast, lunch and dinner. There is a saying
that states: “British people that live abroad miss their country as much
as they miss their fish and chips”.
IV.
Think critically
This dish is not served in restaurants in Japan; mothers usually cook it, make Text-to-world
and each family has its own version. Sometimes, even the ingredients connections
are different in each family. My mother prepares it with (d) . In what countries do
It is not difficult to cook Nikujaga, but it is not easy to make it taste people rely nearly
exclusively on fish? Why?
delicious. First, cut the vegetables. Next, fry the meat and vegetables in
oil. Then add sake and pour in water, mirin, and sugar. Boil this mixture Which country in South
America is famous for its
eight minutes. Add the soy sauce and boil again until the vegetables
cuisine?
become soft.
make Self-to-text
Next time you want to prepare a special dish, give it a try! connections
Which of the foreign
dishes do you find the
most attractive and would
like to eat? Why?

After reading
Work it out! Giving essential and additional information

Read these sentences from the posts. Then, answer the questions and check with your partner.
Polish people who live in other countries follow the tradition too.
There are now around 8,500 food shops across the UK that serve fish and chips.
The pisanki derive from an ancient tradition when eggs were thought to have magical properties.
The name Pisanki comes from the Polish word pisac, which means to write.
a. What do the underlined words introduce in each sentence?

b. Which of the underlined words refer to:
i. people? ii. things? iii. time? iv. people and things?
1. Read the sentences from the text paying special attention to the underlined words.
All you have to do is chop up all the ingredients into little bits, then mix well and place in the
refrigerator for a few hours to let the flavors blend.
First, cut the vegetables. Next, fry the meat and vegetables in oil. Then add sake and pour in
water, mirin, and sugar. Boil this mixture eight minutes.
2. Match each underlined word in point 1 with the corresponding picture (1 - 6). Use a dictionary
if necessary.
1 2 3
4 5 6
3. P Complete these sentences with the underlined words in point 1.

a. the milk into a jug, please.
b. i’ll some water for a cup of tea.
c. Remember to heat the oil in the pan before you the fish.
d. the onion, the olives into thin strips and all of this in a
bowl with oil and salt.

Speaking workshop Presenting a recipe
G Work in small groups of three or four. You will present a recipe for a traditional Chilean dish.
a. 42 listen and repeat these pairs of words. Pay special attention to the different pronunciation of
the parts in bold.
cut - cat pour - poor chop - shop sauce - sow
b. 42 listen and repeat these instructions.
Chop up all the ingredients. Cut the vegetables.
Fry the meat and vegetables in oil. Pour in water. Boil the mixture.
c. Find and copy the recipe of a traditional Chilean dish on a piece of cardboard. Get some pictures or
drawings to illustrate the ingredients and the instructions.
2. Practicing The other group…

take turns to read the recipe aloud and correct each included all the ingredients and step
s of
other's pronunciation. the recipe.
order.
presented the recipe in the correct
3. Performing
showed images to illustrate the
a. assign a part of the recipe to each member of the group. ingredients and steps.
b. Read the recipe to the rest of the class without mentioning h step.
used proper verbs to explain eac
the name of the dish. Get them to guess what the dish is.
presented the recipe with good
pronunciation and intonation.
4. Evaluating
After you’ve finished the presentation, join another group and
peer-evaluate your work using the prompts in the box.
Exit slip



SUBJECT CONNECTIONS Language and Literature
read a short play about a traditional celebration. To make connections between the topic of the unit
identify specific information related to the celebration. and your language and literature classes.
1. P Read the title of the play and the narrator's lines on page 153. How much do you already
know about this traditional celebration? Make some notes in your notebook.
2. Read the play and then answer these questions (a - h).

a. When does the action take place?
b. Who are the protagonists of the play?
c. What has Grandma already done?
d. What does Grandpa usually do on Thanksgiving Day?
e. What did Tom think originally?
f. What does Grandpa ask Fred to do?
g. What does Terri do when Tom falls to the ground?
h. Why does the pig want to escape?
3. Read the text again. Find, underline, and then copy this information.
a. Three verbs related to cooking: , ,

b. Three words related to food: , ,
c. Two famous American presidents: ,
4. G Use the answers in exercise 2 to write a short summary of the play, creating a different ending
for the story.
5. G Join two other groups and compare your endings.

Thanksgiving day
Narrator: Thanksgiving. A time of joy, celebration, food, relaxation, and family. A day everyone loves.
Everyone, except Tom Turkey! (Tom Turkey walks on stage left, flapping his wings.)
Tom: Gobble, gobble! (On stage right, Grandma and Grandpa enter.)
Grandma: I mashed the potatoes, I crammed the cranberries, and now it’s time for you to do what
you always do on Thanksgiving Day. It’s time to prepare the turkey.
Tom: Prepare? That doesn’t sound so bad.
Grandpa: That’s such hard work! I have to pluck the feathers and pull out the innards.
Tom: Ouch!
Grandma: And don’t forget that first, you must chop off his head.
Tom: (Grabs his neck full of fear.) I thought I was going to be the guest
of honour. These people are going to eat me! I’ve got to get out
of here! (Fred and Terri, Grandma and Grandpa’s grandchildren,
enter.)
Grandpa: Fred, this Thanksgiving, I’m giving you a very special
responsibility. Go out back and chop off the turkey’s head,
please.
Fred: Terri! Did you hear what Grandpa just said to me? (Fred turns to
Terri, who has been engrossed in a book.)
Terri: No, sorry. I was too busy reading my history book.
Fred: Grandpa wants you to kill the turkey. (He pushes her toward Tom,
and then goes out).
Terri: Well, I guess someone has to do it. (Approaching Tom.) Sorry, Mr.
Turkey. The time has come.
Tom: I – I – I feel faint! (The turkey starts to sway back and forth. He falls
to the ground.)
Terri: Oh no! He’s having a heart attack! (Checking the turkey’s pulse.) He doesn’t have a pulse.
Fred: Terri, what are you doing? (Going into the kitchen).
Terri: CPR. I learned this in health class. Live, Mr. Turkey, live! (She presses Tom’s chest
dramatically).
Tom: (Coming back to life.) Gobble, gobble!
Fred: You saved his life! Now I guess you’d better cut off his head.
Terri: You know, according to my history book, presidents Harry Truman and John Kennedy
spared the lives of their turkeys, and since 1989, the White House has granted a
presidential pardon to each live turkey that is presented to the president. Maybe this year
we could do the same.
Grandma: I think that’s a lovely idea. We have many other delicious foods we can eat: yams,
cranberries, freshly made bread, and mashed potatoes.
Grandpa: That’s right, Grandma. Now, who’s up for some pork chops?
Pig: (Feeling faint.) I’ve got to get out of here!
The End
Adapted from: Bradford, W. Terri and the Turkey - Thanksgiving Day Play. (n.d.) Retrieved from http://plays.about.com/od/oneactplaysandscenes/a/turkey.htm

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

1. P G Answer questions (a - b). Then, exchange ideas with two other pairs.
a. Besides celebrations and traditions, what other cultural elements of a country can you mention?
Write a list.
b. Give two examples of Chilean cultural elements in each category of your list.
Cultural elements Chilean examples

LESSON 4 Reviving traditional games

listen to personal reports about games. to understand and describe traditional games.
identify key words and expressions related to to discuss and appreciate the value of games for
traditional games. family and national traditions.
Preparing to listen
1. Look at the pictures and label each game. Use the names of the games in the box.
Hopscotch Chess Skipping a rope Snakes and ladders Flying a kite Spinning top
1 2 3
4 5 6
2. Match three games in exercise 1 with their descriptions (a - c).
a. We use a paper object b. We use a board and c. We use a piece of rope

on a long string and let figures to play this game with wooden handles at
it fly in the air as high as that ends when someone the ends and move it fast
possible. says “check mate”. and jump over it.
3. G Form groups of four and discuss these questions (a - c).

a. What games do you like to play? What kind of equipment do you need (e.g. board, cards, etc.)?
b. Which of the games in exercise 1 are traditional Chilean games? On which occasion are
they played?
c. Do you think that games are a part of our traditions? Why? Why not?

43 Listen to some teens talking about traditional games in their Strategy in mind
1.
countries. Identify the countries they come from and the name of the Setting a purpose for
listening.
game they are describing. Complete the first points of the listening file.
Using previous
knowledge to identify
2. 43 Listen to the recording again (twice) and complete the rest of speciic information.
the file.
Smart listening
LISTENING FILE: Reviving traditional games think about the topic of
the recording you are
going to listen to:
General information
Which words that you
speakers’ country of origin (write s1, s2 , s3 or s4) already know come to
your mind in connection
a. turkey c. Korea with this content?
b. Colombia d. Venezuela
Games mentioned (write s1, s2 , s3 or s4)
a. Yut c. marbles
b. oba d. spinning top
Speciic information
In which game do ... Oba Marbles Spinning top Yut

you need a wooden or
plastic element?
you draw a geometric shape
on the ground?
you sing a song while
playing?
Think critically
you form teams to play?
make Text-to-world
you have to knock over connections
other player’s toys? do you know other
you show your ability at traditional games from
handling one object? around the world?
Find the name of three
and tell your classmates
main conclusions
where they are from.
What do speakers feel when talking about the traditional game
make Self-to-text
in their country?
connections
a. enthusiasm b. indifference c. Pride Which of the games in
the recording could be
played in Chile? Why?

After listening
1. Read these sentences from the recording and pay attention to the verbs in bold.
a. You take the ball and you throw it against the wall.
b. You shoot your favorite marble at the others so that…
c. the aim of the game is to knock over the other players´ tops.
d. Before the game starts, players have to team up.
2. Match the pictures (1 - 4) to the words in bold in point 1.

1 2 3 4
3. G In your own words, find a synonym for each of the verbs and write them down. Then,
compare with your classmates and check with a dictionary.
a. c.
b. d.
Speaking workshop Describing a traditional game
P Work in pairs to present a traditional game to the class.

a. 44 listen and repeat these words. Pay special attention to the pronunciation of the endings.
tradition presentation information description imagination celebration
b. 44 listen and repeat these phrases.
This is one of the most... games. The object of the game is to...
There must be... players. Almost everybody plays this traditional game in...

c. 43 listen to speaker 3 in the listening text again. as you listen, focus your attention on the
narrator’s intonation and stress of certain words.
d. P Choose one traditional game of your country or of any country around the world. Find basic
information about it and get some pictures to illustrate your presentation on a poster. then, write a
brief description of it. Use the pattern as a guide.
Almost everybody plays in . To play it, you need
and players. The aim of the game is to with .
The player who is the winner.
2. Practicing
P With your partner, take turns to read the description
of the game and correct each other´s pronunciation.
We…
3. Performing prepared for the task carefully.
of
divide the presentation in halves so that both of you imitated the intonation and stress
know in advance which part of the description to read the recording.
e the
aloud. Present the game to the rest of the class and used correct language to describ
show a poster with the pictures you collected. game.
used visual aids to present the
information.
4. Evaluating each
corrected and gave feedback to
P After you finish presenting, work in pairs again. other with resp ect.
Evaluate each other’s participation using the prompts our
showed interest in learning about
in the box. own culture.
Exit slip



LESSON 5 Let’s celebrate

read texts about two world-famous celebrations. to describe and talk about occasions in which people
write a description of a celebration. celebrate.
to help appreciate the value of different worldwide
celebrations.
Preparing to read
1. P Look at the pictures and discuss in pairs. Which activities are traditional in Chile? Do you
celebrate them with your family / in your region?
1 2 3
4 5 6
2. Match the celebrations with the pictures. Write the correct number in the spaces provided.
a. Christmas d. Hallowe'en
b. national festivities e. Chinese new Year
c. Wedding party f. La Tirana festival
3. P G Why do we celebrate certain occasions? Discuss the following reasons in pairs or

small groups.
a. they are the link between the past and the present.
b. they preserve national and family values.
c. they give us an identity as a nation or as a family.
d. they provide a relaxing intermission in a stressful life.

parade
shoelaces 1. Read the texts and identify their similarities and differences.
toothpaste
leprechauns I
clover
Strategy in mind My New Year’s Resolutions

Setting a purpose for
reading by Robert Fisher
once you know your
purpose, you will know I will not throw the cat out the window
how to organize your
Or put a frog in my sister’s bed.
reading and what kind of
things you need to pay I will not tie my brother’s shoelaces together
attention to. Nor jump from the roof of Dad’s shed.
I will not disappoint my aunt on her birthday
Smart reading And tidy my room once a week.
1. Which text (i, ii or iii) ... I will say please and thank you (even when I don’t mean it)
is funny? And never spit or shout or even swear.
makes I shall write each day in my diary
promises? Try my hardest to be helpful at school.
states the date I shall help old ladies cross roads (even if they don’t want to)
of the event?
And when others are rude I’ll stay cool.
describes an
event? I shall squeeze from the bottom of every toothpaste tube.
is about a And stay where trouble can’t find me.
celebration in a I shall start again, turn over a new leaf,
specific country?
leave my bad old ways forever
has a specific
Shall I start them this year, or next year
author?
Shall I sometime, or .....?
II
Kelly
To Cc Cco
Lisa
Subject Great time at Hallowe´en! Friday, 31 October 2016 10.17 PM
Hi, Lisa.
How are you? Finally, it’s Hallowe’en! Have you done anything
spooky today? Have you dressed up and gone trick or treating?
We’ve made some really awesome costumes. I’m a scary witch and
my sister Jenna’s a fairy. We have not visited all the houses in our
street yet and I can see other kids walking around with their bags of
goodies, so I’d better run or all the sweeties will be gone!
Love and kisses
Kelly, the scary witch
Submit A

Your analysis
1. G How does the
author of each text
celebrate the special
occasion? Compare
III your answers with other
students.
Last year, I went &to Dublin &to study 2. What is the general
English &for &a month. While &there, message of the texts?
&an Irish &friend &of mine, Caroline a. Celebrations are joyful
Mc Duffy, &thought &that &it would &be occasions
b. Celebrations can
&good &for me &to &learn Irish &customs sometimes be a
&and &traditions. And I &could not problem.
&disagree! c. there are attractive
celebrations all over
Every year, &on March 17, &the Irish the world.
(&and the Irish-&at-heart!) &all &around
&the world &celebrate St. Patrick’s Day.
What &began &as &a &religious &day &for
&the &patron &of Ireland &has &become
&an &international &festival &celebrating
Irish &culture with &dancing, &special
&food &and &a whole &lot &of &green!
Caroline &invited me &to &celebrate with
&her &and &take &part &in &the &traditional
Dublin &parade. We met &on &the &corner
&of Grafton &and Connelly Street &and
&joined &the &festival &together. What &fun
&it was! There were &different &floats with
&people &dressed &up &as &leprechauns &and
wearing &other &fantastic &creature
&costumes. It &is &a &tradition &in
Ireland &for &all &attending &parades &to
wear &a Shamrock – &the Irish &four- Think critically
&leafed &clover &for &luck. People &along make Text-to-world
connections
&the way &cheered, &danced &and &sang
&like &in &a &street &party. Lots of green Find the name of three
traditions or celebrations
(&it &is &the &traditional Irish &color), &lots that are unique to three
&of &laughter, &people who &seemed &to &be countries and tell your
&having &a &great &time &at &the &festival. The classmates about them. if
&only &disadvantage was &that we &could possible, bring pictures.
not &see &everything &because &the &place was &crowded. I &loved make self-to-text
the St. Patrick’s Day &parade &and when I &came &back &to connections
Chile, I &told &all my &friends &about &it &and &showed &them Go back to text i. Which
&the &pictures. of the resolutions do you
feel identified with? Which
ones do you think are
easy to keep?

After reading
Work it out! Preix dis-

Read and analyze the examples from the texts paying special attention to the underlined words.
a. i will not disappoint my aunt on her birthday.

b. the only disadvantage was that we could not see everything because the place was crowded.
c. and i could not disagree!
The prefix dis- is added at the beginning of a word to mean...

i. similar to. ii. opposite to. iii. without.
1. P Having in mind the definition of the words below, provide a synonym for each of them with
your partner.
celebration party festival
2. Use the words in exercise 1 to fill in the gaps.

a. do you think you will be able to come to my 15th birthday next monday?
b. the most important in india is diwali, which celebrates the victory of light over
darkness or good over evil.
c. Can you tell me about some important in your family?
3. G Look up the meaning of the word costume and write it down. Compare with your
classmates.
Writing workshop A web-magazine article
G Work in small groups of three or four. You will write an article for a web-magazine describing
a celebration.
1. Organizing the ideas
a. in your group, discuss the special occasions we usually celebrate. make sure you talk about national
and international celebrations and festivals. make a list of all the events on a slip of paper for the
group to use. talk about the different events and say whether they are formal or informal occasions,
free or not, open to all or only a few.
b. Choose one from the list you have written and brainstorm more ideas about it.
c. Go back to page 161 and have a look at text III about st. Patrick’s day celebration. What aspects
are included in the description? make a list.
d. think what the participants of the celebration can see, smell, hear, taste and feel and write a list with
words you will need for your description. Classify them into nouns, verbs and adjectives.

2. Drafting
Write your description based on the model on page 161, using the information and the words in the
lists you made. First, write simple sentences and then, add some connectors. make sure to include lots
of details such as: why we celebrate the occasion, when it first started, who usually participates, what
people do, etc.
3. Revising
Revise the information you included in the paragraphs.
a. Check that you have used connectors to link the ideas and strong adjectives to illustrate the scene
or moment.
b. Make sure that your initial sentences invite the reader to continue reading and
introduce the subject that is being described. Editor´s Marks
Capital letter /
c. Read the description aloud to check that it is complete, the message is clear Lowercase
and that it has all the necessary details.
Punctuation
Add a word
4. Editing ss
s Check spelling
Use the Editor’s marks in the box to check grammar, spelling
Change place
and punctuation.
5. Publishing We…
d in the
a. Copy the final version of your description on the class provided information as indicate
website or blog and choose a picture to illustrate your instructions.
description. used varied vocabulary.
b. As a group, evaluate your work following the points in checked for grammar, spelling and
the box. Remember to discuss and exchange ideas punctuation mistakes.
with respect and accepting everyone’s opinions. presented the information in an
organized and clear manner.
Exit slip



LESSON 6 Time-honored sports
You will What for?

use visual prompts connected to a recording. to describe traditional sports.
listen to commentaries on sports. to identify the pros and cons of a controvertial issue
talk about a controvertial sport and participate in a and take a stand.
debate.
Preparing to listen
1. P G In pairs or small groups, brainstorm on vocabulary related to sports and complete the
diagram. Write as many words as possible under each category.
team sports individual sports
Sports
extreme sports Winter sports
2. Choose one sport from each category and fill in the gaps with the correct word for sports and
equipment.
a. to play , you will need .
b. to play , you will need .
c. to play , you will need .
d. to play , you will need .
3. G In your group, find information about the most popular games in English speaking countries
and then share the information you collected with your classmates.

45 Listen to two sports commentaries. As you listen, complete the first Strategy in mind
1.
points of the listening file. Anticipating
information in a
recorded text using
2. 45 Listen again (twice, if necessary). Identify specific details in the two previous knowledge.
commentaries and complete the rest of the file.
LISTENING FILE: Time-honored sports Smart listening

to check understanding,
General information use paraphrasing. try
to say the same thing
the commentaries are made: the game. using other expressions
or your own words.
a. before the game b. during c. after
the commentaries are about:
a. rugby c. tennis
b. basketball d. cricket
Speciic information
Which commentary…
I II
is about an international game?
mentions the weather?
mentions the fans?
talks about a traditional greeting?
mentions the color of the players´ clothes?
tells us the number of spectators?
What do the speakers say?

a. the players are performing this traditional maori .
b. the fans in the tribunes are now all .

Think critically
c. You can see the teams in their all . make Text-to-text
connections
d. it looks like it is going to be a very . Have you ever heard
similar texts? Where?
main conclusions make Self-to-text
What are the commentators´ tone and style of speech? Why connections
do you think they are that way? What kind of sports do
you like / play? Why?
. What attracts you to
that sport?

After listening
1. P Have a look at these sentences from the recording. Paraphrase the expressions in red with
your partner.
a. all Blacks are getting ready to perform their traditional greeting.
b. Fifty thousand people cheering and clapping.
c. it looks like it is going to be a very tight game.
d. Whoever wins will go into the finals.
2. Choose three expressions in point 1 and use them to write meaningful sentences of your own.
a.
b.
c.
Speaking workshop Taking part in a sports debate
G Work in groups of four. You will talk about traditional but controversial sports.
a. 46 Listen to the in the bubbles and classify them in two groups. Copy the expressions in the
corresponding column in the table, according to what they express.
I agree with it one hundred percent. I´d say the exact opposite. I´m afraid I don´t agree.
I couldn´t agree more with it. I don´t think so. No doubt about it! That´s so true!
It is absolutely right. That´s exactly how I feel. I´m not sure about that.
Agreement Disagreement
b. 46 Listen again and repeat the expressions, paying special attention to the intonation.

c. in your group, make a list of traditional sports that are controversial because they are dangerous
(mountain-climbing, for example) or because they are considered cruel sports (such as bullfighting)
or for any other reason.
d. Choose only one sport from the list. Divide the group in halves and decide which pair will be in favor
of that sport and which one will be against.
2. P Practicing
a. Get together with your partner and discuss the pros or cons of the chosen sport. Write them down
and try to decide as many well-grounded reasons to support your position as possible. Anticipate
questions or counter-arguments the other groups can present and get ready to reply.
b. Practice reading the text aloud, in turns. Remember to use several of the expressions in point 1 a.
and b.
c. Decide which of you will speak first during the debate.
3. Performing
a. Present your ideas for / against that sport to the rest of the class (audience) in approximately
3 minutes. Then, be ready to answer the questions of the opposite pair.
b. Listen to the other pair presenting their statements
for / against the sport without interrupting. Then, be We…
ready to ask questions which are counter arguments
prepared for the task carefully and
to their statements for about 3 minutes. followed the instructions.
c. Later, be prepared to answer the audience´s presented good and clear argumen
ts
questions and defend your position against their for or aga inst .
claims and arguments.
respected each other´s opinions
and views.
4. Evaluating used correct grammar, appropriate
vocabulary and comprehensible
After the debate finishes, it is mainly the audience
pronunciation.
that will evaluate the work of the teams (using a rubric
respected the times assigned.
provided by the teacher). However, you as a group
evaluate yourselves using the prompts in the box.
Exit slip



SUBJECT CONNECTIONS Social Studies
review material from previous lessons to focus on the task. to make cross-curricular connections.
read facts about an international celebration. to discuss and show respect for family
use previous knowledge learned in social studies and from your own values and traditions.
experience of celebrations.
compare and contrast family celebrations using a Venn diagram.
1. G Work in groups of three. Look at the list of celebrations below and discuss how people in your
country/region generally celebrate these occasions.
Christmas Birthdays national day new Year
2. Read the short text about how people celebrate the Chinese New Year.
Chinese New Year

The date of the Chinese New Year is based on the Chinese lunar calendar, and
the dates change, but it is always somewhere in the period from January 21st to
February 20th.
Although there are many interesting stories explaining the
start of the Chinese New Year festival, the main reasons for the
festival are to celebrate a year of hard work, have a good rest,
and relax with family, and to wish for a lucky and prosperous
coming year. Chinese people believe that a good start to the year
will lead to a lucky year.
The main traditional celebrations of the festival include eating
dinner with family, giving red envelopes, firecrackers, new
clothes and decorations. More modern celebrations include
watching the CCTV Gala, instant message greetings, and cyber
money gifts.
Every street, building and house where the CNY is celebrated
is decorated with red. Red is the main color for the festival, as
it is believed to be an auspicious color. Certain foods are eaten
during the festival because of their symbolic meanings. Fish is
a must for the Chinese New Year as the Chinese word for fish
sounds like the word for surplus. Eating fish is believed to bring a lot of money
and good luck in the coming year.

3. G Fill in the table with brief information from the text.
Date
Reasons for celebration
Decorations
Food
Traditional activities
More modern activities
4. G In your group, find out how people celebrate New Year in another country. Follow the prompts
in the list and take notes.
When it is celebrated and for how long
Where it is celebrated
What decorations are used
What food is eaten
What music is played
Who is invited
activities involved
5. G Fill in the Venn diagram with the information you collected. Add details about New Year
celebrations in Chile.
China
Chile

PROJECT
A TV program
I Preparation
1. G Work in groups of 4.
2. Read the instructions in the procedure section and fill in the information in the file.
3. With the information in the file, elaborate an action plan for the project. Before you start, read the
rubric carefully so that you know in advance the areas that will be evaluated.
PROJECT 4 PREPARATION FILE
task due date
sources of information
areas of curriculum involved
member: task:
member: task:
member: task:
materials

II Procedure
1. In your group, choose one country around the world or a Chilean ethnic group. Make a list with all
the customs, celebrations and traditional dishes and sports you remember from this culture.
2. Do some research in the library and on the Internet to check and expand the information you
already have about your chosen country.
3. Choose the TV program format you would like to use (news program, tourism, documentary, etc.).
Then, make a brief script for it in which you will present the information of the chosen culture and
will demonstrate the recipe of a traditional dish.
4. Write the final version of the script, revising and editing it as a group. Don´t forget to include enough
roles for all the members of the group to speak.
5. Practice saying the script several times, paying special attention to intonation and pronunciation.
6. Arrange the TV set and get all the ingredients for the cooking section of the program.
7. Film the TV programme with a camera or a smartphone. (if possible).
III Presentation
Show your TV program to the rest of the class and your teacher.
IV Evaluation
After you finish presenting your work, relect on it and evaluate the group performance. Tick (✔) the
corresponding column according to the following scale:
4= excellent! / 3= Good / 2= satisfactory / 1= needs improvement
The members of the group… 4 3 2 1
followed the instructions, distributed tasks and collected all the necessary information.
helped and supported each other, correcting pronunciation and intonation.

were respectful to each other’s ideas and opinions in the group and with the rest of
the class.
checked the final work together and discussed possible improvements.
showed interest in independent learning as a way to contribute to society.
showed comprehension and tolerance for their own and other cultural expressions.

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

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

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

GLOSSARY
UNIT 1 UNIT 2
MODULE 1 LESSON 1 MODULE 1 LESSON 1
foreigner: (noun) someone from another country highlight: (verb) to emphasize something or make people notice
to be keen on: (adjective) to be very interested in something something
IT skills: (noun) Information Technology skills. Abilities to get your significant: (adjective) important or noticeable
computer to do what you want it to do; to understand what your overlook: (verb) to have a view of something from above
computer can do and how it does it
MODULE 1 LESSON 2
MODULE 1 LESSON 2 population: (noun) all the people living in a particular area
behavior: (noun) the way someone behaves
MODULE 1 LESSON 3
agreeable: (adjective) pleasant or nice
debunk: (verb) to show that something is less important, less
hire: (verb) to begin to employ someone
good, or less true than it has been made to appear
MODULE 1 LESSON 3 whatsoever: (adverb) used after a negative phrase to add
being fired: (verb) to be told you must leave your job emphasis to the idea that is being expressed.
resume: (noun) a document that describes your qualifications
MODULE 2 LESSON 4
and the jobs that you have done, which you send to an employer
sponsor: (verb) to give money to someone to support an activity,
that you want to work for
event, or organization
typo: (noun) a small mistake in a text, made when it was typed
or printed MODULE 2 LESSON 5
daydream: (verb) to have pleasant thoughts about something you
MODULE 2 LESSON 4
would like to happen
skill: (noun) the ability to do an activity or job well, especially
scholarship: (noun) an amount of money given to a person by an
because you have practiced it
organization to pay for their education, usually at a college or
copper: (noun) a soft, red-brown metal, used in electrical
university
equipment and to make coins (symbol Cu)
counselor: (noun) someone whose job is to listen to people and MODULE 2 LESSON 6
give them advice about their problems ESL: (noun) abbreviation for English as a Second Language: the
teaching of English to students whose first language is not
MODULE 2 LESSON 5
English, but who live in a country where it is the main language
inheritance: (noun) money or possessions that someone gives
IELTS: (noun) abbreviation for International English Language
you when they die
Testing System: a test in the ability to use the English language
sprain: (verb) to injure part of your body by twisting it, but not so
for people from other countries who need a qualification to study
badly that it breaks
at a university or to work in Australia, Canada, Ireland, South
rooted: (adjective) strongly felt or believed and difficult to change
Africa, New Zealand, or the UK
barrel organ: (noun) a large musical instrument that plays music
TOEFL: (noun) abbreviation for Test of English as a Foreign
when you turn a handle on the side
Language: a test of English for speakers of other languages
MODULE 2 LESSON 6
SUBJECT CONNECTIONS
raise: (verb) to increase an amount or level
accurate: (adjective) correct or exact
starving: (adjective) dying because there is not enough food
feature: (noun) a typical quality, or important part of something
commitment: (noun) a promise or firm decision to do something
give up: (verb) to stop doing something before you have
completed it, usually because it is too difficult UNIT 3
SUBJECT CONNECTIONS MODULE 1 LESSON 1
skinny: (adjective) too thin cast: (noun) a hard cover used to keep a broken bone in the
lean: (verb) to move the top part of your body in a particular correct position until it gets better
direction dung: (noun) solid waste from a large animal
nod: (verb) to move your head up and down as a way of melt: (verb) to become liquid
agreeing, to give someone a sign, or to point to something pole: (noun) a long, thin stick made of wood or metal, often used
yell: (verb) to shout something very loudly to hold something up
sparrow: (noun) a small, brown bird that is common in towns
and cities
styrofoam: (noun) polystyrene (light plastic material used to
protect objects when they are packed)
174
MODULE 1 LESSON 2 blend: (verb) to mix two or more things together completely
charming: (adjective) pleasant or attractive harvest: (noun) the time when crops are cut and collected
delightful: (adjective) very pleasant, attractive, or enjoyable from fields
moving: (adjective) causing strong feelings of sadness or wax: (noun) a solid substance that becomes soft when warm and
sympathy melts easily, often used to make candles
befriend: (verb) to be friendly to someone, especially someone serving: (noun) an amount of food for one person to eat
who needs support or help pour: (verb) to make a liquid flow from or into a container
SUBJECT CONNECTIONS SUBJECT CONNECTIONS
chase: (verb) to run after someone or something in order to pluck: (verb) to pull all the feathers out of a bird before cooking it
catch them chop: (verb) to cut something into small pieces
whiskers: (noun) long, stiff hairs that grows around the mouths engrossed: (adjective) giving all your attention to something
of animals such as cats spare sb’s life: (verb) to not kill someone
yarn: (noun) thread used for making cloth
MODULE 2 LESSON 4
disguise: (verb) to change your appearance/voice, etc. so that MODULE 2 LESSON 4
people cannot recognize you string: (noun) material consisting of threads of cotton, hemp, or
breathtaking: (adjective) very beautiful or surprising other material twisted together to form a thin length
store: (verb) to put something somewhere and not use it until board: (noun) a long, thin, flat piece of wood
you need it rope: (noun) very thick string made from twisted thread
skip: (verb) to jump over a rope while you or two other people
MODULE 2 LESSON 6
move it over and then under your body again and again
beat: (verb) to hit a person or animal hard many times
knock sth over: (verb) to hit something or someone so that
accomplishment: (noun) achievement; success in doing
something or a person falls down.
something good
shoot: (verb) to try to score points in sports such as football by
release: (verb) to make a record or film available for people to
hitting, kicking, or throwing the ball towards the goal
buy or see
propel: (verb) to make someone do an activity or be in a situation MODULE 2 LESSON 5
parade: (noun) a line of people or vehicles that moves through a
SUBJECT CONNECTIONS
public place as a way of celebrating an occasion
spot: (noun) a particular place or point
shoelace: (noun) a long, thin piece of material used to fasten
iconic: (adjective) very famous or popular, especially being
shoes
considered to represent particular opinions or a particular time
leprechaun: (noun) (in old Irish stories) a magical creature in the
shape of a little old man who likes to cause trouble
UNIT 4 clover: (noun) a small plant that has three round leaves and
round flowers
MODULE 1 LESSON 1
feather: (noun) one of the soft, light things that grow from and MODULE 2 LESSON 6
cover a bird's skin time-honored: (adjective) a tradition or way of doing things that
path: (noun) a long, narrow area of ground for people to has been used for a long time
walk along pitch: (verb) in baseball, to throw the ball towards the person
scar: (noun) a permanent mark left on the body from a cut or who is going to hit it
other injury clap: (verb) to hit your hands together, often repeatedly,
teepee: (noun) a type of tent in the shape of a cone made from especially in order to show that you enjoyed a performance
animal skins that was the traditional shelter of some Native sail: (verb) to move quickly through the air
Americans Source: Cambridge Learner’s Dictionary: Meanings & Definitions. (n.d.).
Retrieved June 08, 2016, from http://dictionary.cambridge.org/dictionary/
MODULE 1 LESSON 2 learner-english/
proud: (adjective) feeling very pleased about something you have
done, something you own, or someone you know
boredom: (noun) feeling weary and impatient because one is
unoccupied or lacks interest in one’s current activity
MODULE 1 LESSON 3
flavor: (noun) a particular quality or style that something has /
the taste of a particular type of food or drink
175
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(2005). Write source: Writing and Grammar. Wilmington, Mass. :
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Write Source
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Merrian-Webster Illustrated Spanish-English Student Dictionary.
Atkinson, H. (2008) Pronunciación del inglés: un resumen de
(2012) Springfield, MA: Merriam Webster
los sonidos de la lengua inglesa. México: Trillas
Murphy, R. (2012). English grammar in use. Ernst Klett
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Sprachen.
Chile: Amapola Editores
OCEANO. (1992). Oceano Pocket: Diccionario Inglés-Español,
Bassett, J. (2007) The phantom of the opera. Oxford: Oxford
Español-Inglés. Oxford Dictionary of Computing. (2001) Oxford
University Press
University Press, USA
Brooke, H. (2008) Survive! New York: Oxford University Press
Troughton, J. (1996) The Chinese new year. Cambridge:
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Verdugo, J. (2010) The origin of the Payachatas – A Legend
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Casares, S., Inaraja, C. (2007) Apuntes de Inglés, ESO. www.bibliotecascra.cl/catalago_cra_lista?title=&fieldcategorialibcratid=157&
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Cat Publishing WEBSITES
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México (México). http://www.reading-tutors.com/
Gascoine, J. (2008) The story of coffee. Barcelona: Vicens-Vives http://www.readwritethink.org
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Helgesen, M., Brown, S., & Brown, S. (1994). Active listening:
Building skills for understanding. Cambridge: Cambridge http://www.englishlistening.com
University Press. http://www.tolearnenglish.com
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book (Book 1); European Language Institute. Recanati ELI
[Stuttgart] [Klett] http://www.antimoon.com/how/pronunc-soundsipa.htm
Johnston, O. (2001) Listening activities: photocopiable resource http://www.manythings.org/voa/stories/

book (Book 2); European Language Institute. Recanati ELI http://www.americanliterature.com/twenty-great-american-
[Stuttgart] [Klett] short-stories
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Wilmington, Mass. : Write Source http://learnenglishteens.britishcouncil.org/
177
RUBRICS APPENDIX
Assessment instruments
Applying assessment instruments
these assessment instruments are assessment
tools you can use to measure students’ work. they Self- assessment
are scoring guides that seek to evaluate students’ Give copies to students and ask them to assess their
VOLUME 2
performance based on the sum of a full range of criteria own progress on a task or project. their assessment
rather than a single numerical score. should not count toward a grade. the point is to help
students learn more and produce better final products.
the assessment instruments provided here include:
Rubrics Always give students time to revise their work after
assessing themselves.
Questionnaires
observation sheets Peer assessment
Peer assessment takes some time to get used to.
the instruments included in this section differ from
traditional methods of assessment in that they examine Emphasize the fact that peer assessment, like self-
students in the actual process of learning, clearly assessment, is intended to help everyone do better
showing them how their work is being evaluated. they work.
communicate detailed explanations of what constitutes You can then see how fair and accurate their feedback
excellence throughout a task and provide a clear is, and you can ask for evidence that supports their
teaching directive. opinions when their assessments don’t match yours.
these instruments are meant, above all, to inform and Again, giving time for revision after peer assessment is
improve teachers’ instruction while giving students the crucial.
feedback they need to learn and grow.
Teacher assessment
these instruments can also be used in peer assessment When you assess students’ work, use the same
and then used to provide feedback. instrument that was used for self- and peer-assessment.
Prior to assessment, the assessment instruments can When you hand the marked instrument back with the
be used to communicate expectations to students. students’ work, they will know what they did well and
during the assessment phase, they are used to easily what they need to work on in the future.
score a subjective matter.
Using the assessment instruments provided in this
after an instrument is scored, it should be given back to section is relatively easy.
students to communicate to them their grade and their
strengths and weaknesses. Identify the maximum number of points for achieving
the highest level of quality and assign a number to
students can use them to see the correlation between the students’ performance. Typically, the gradations
effort and achievement. sharing the instruments with increase/decrease by one point.
students is vital as the feedback empowers students to
critically evaluate their own work. The last column shows the actual score assigned
to this particular student, based on his or her actual
Advantages of using a variety of assessment performance. The overall total score is assigned by
instruments simply adding together the scores.
teachers can increase the quality of their direct Once you have worked out students’ scores, you
instruction by providing focus, emphasis, and attention can express them in gradations. Gradations are the
to particular details as a model for students. descriptive levels of quality starting with the worst
students have explicit guidelines regarding teacher quality up to the best quality.
expectations.
students can use these instruments as a tool to
develop their abilities.
teachers can reuse these instruments for various
activities.
xvii RUBRICS APPENDIX

1. Listening comprehension
ASSESSMENT LISTENING COMPREHENSION

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

2. Reading comprehension
ASSESSMENT READING COMPREHENSION

Name: Lesson: Date
VOLUME 2
Skills Criteria Points

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

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

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

5. Writing rubric
WRITING RUBRIC
Name Lesson Date
Needs
Indicators Acceptable Good Excellent
improvement
Punctuation uses accurate punctuation.
Capitalization uses capital letters to begin sentences and for names.
VOLUME 2
Content / uses graphic organizers and writes a draft.

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

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

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

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

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

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

Rubrics to evaluate attitudinal objectives
Rubric to self-evaluate attitude towards learning (OA A)
OBJECTIVE A: To show a positive attitude towards themselves and their own capacity to learn English.
Aspects Excellent Good Satisfactory Unsatisfactory
Completing I always complete work With few exceptions, I I usually complete work I frequently do not
work to the best of my ability, complete work to the best to the best of my complete work to the best
expectations within set guidelines and of my ability, within set ability, within set of my ability, within set
VOLUME 2
on time. guidelines and on time. guidelines and on time. guidelines and on time.
I always work with care I generally work with care I usually work with care I rarely work with care and
and attention to detail. and attention to detail. and attention to detail. attention to detail.
Interest and I am always ready and I am ready and motivated I am usually punctual, I am often late, not ready
enthusiasm motivated to learn by to learn, usually attentive ready and motivated to or motivated to learn and
being punctual, attentive in class, eagerly learn, and sometimes need constant reminders
in class, eagerly participating, curious and curious, but sometimes to be attentive.
participating, curious and contributing positively. distracted.
contributing positively.
Preparing for I always bring required With few exceptions I I usually bring required I frequently do not bring
lessons texts, materials, and bring required texts, texts, materials and required texts, materials
equipment to class. materials and equipment equipment to class. and equipment to class.
to class.
PHOTOCOPIABLE RUBRICS APPENDIX xxiv

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

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

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

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

I accepted the task with responsibility and carry it out on time.
I set and accepted common goals.
I reached an agreement and come to a decision after a general conversation.
I prioritized and planned group tasks.
I discussed group problems with respect.
VOLUME 2
I offered solutions and alternatives to solve problems.
I participated actively in order to accomplish tasks.
I showed a positive attitude towards group tasks.
I contributed to maintaining a friendly and cooperative environment.
I completed the assigned tasks on time.
I showed respect for others’ opinions.
Rubrics to evaluate effective use of communication and information technology (OA E)
Area Strong Average Weak

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

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

oxford: Blackwell Pub.
Brown, H. d. (2007). Principles of Language Learning murphy, t. (1992). Music and Song. oxford: oxford
and Teaching. new York: Pearson education inc. University Press
nation, i. s. P. (2009). Learning vocabulary in another
VOLUME 2
Bown, H. d. (2007). Teaching by principles: An

interactive approach to language pedagogy. new York: language. Cambridge: Cambridge University Press.
Pearson education inc. nation, i. s. P. (2009). Teaching ESL/EFL reading and
Bouchard, m. (2005). Comprehension Strategies for writing. london: Routledge.
English Language Learners. new York: scholastic inc. nation, i. s. P. (2009). Teaching ESL/EFL listening and
Carter, R. & nunan, d. (eds.) (2001). The Cambridge speaking. new York: Routledge.
Guide to Teaching English to Speakers of Other nunan, d. (2008). Second language teaching & learning.
Languages. Cambridge: Cambridge University Press. Boston, ma: Heinle, Cengage learning.
Celce-murcia, m. ed. (2013). Teaching English as a nuttall, C. & alderson, J. C. (2011). Teaching reading
Second or Foreign Language, 4th edition. Boston: skills in a foreign language. oxford: macmillan.
Cengage learning. Richards, J. C. & Rodgers, t. s. (2009). Approaches and
dale, l. and tanner, R. (2012). CLIL activities. methods in language teaching. Cambridge: Cambridge
Cambridge: Cambridge University Press University Press.
doughty, C. y long, m. eds. (2011). The Handbook of Richards, J. C. & Renandya, W. a. (2010). Methodology
Language Teaching. oxford: Wiley- Blackwell. in language teaching: An anthology of current practice.
dudeney, G. (2000). the internet and the language new York: Cambridge University Press.
Classroom. Cambridge: Cambridge University Press. Robb, a. (2003). 40 graphic organizers that build
Foster, simone et al. (2002). Inside Out: Resource Pack. comprehension during independent reading. new York:
oxford: macmillan education. scholastic.
Gascoigne, J. (2007). English Grammar Framework. scrivener, J. (2011). Learning teaching: A guidebook for
Black Cat Publishing. English language teachers. oxford: macmillan.
Gower, R., Phillips, d. & Walters, s. (2009). Teaching slattery, m. (2010). Oxford basics for Children:
practice: A handbook for teachers in training. oxford: Vocabulary activities. oxford: oxford University Press
macmillan. stowe, C. (2005). Understanding Special Education: A
Hancock, m. (2004). English pronunciation in use. helpful handbook for classroom teachers. new York:
Cambridge: Cambridge University Press. scholastic
Harmer, J. (2011). The practice of English language the Council of europe. (2001). Common European
teaching. Harlow: Pearson/longman. framework of reference for languages: Learning,
Hedge, t. (2010). Teaching and learning in the language teaching, assessment. strasbourg
classroom. oxford: oxford University Press. thornbury, s. (2011). About language: Tasks for teachers
Holliday, a. (1994). Appropriate Methodology and Social of English. Cambridge: University Press.
Context. england: Cambridge University Press. UR, P. (2012). A Course in Language Teaching: Practice
Jenkins, J. (2010). The phonology of English as an and Theory. Cambridge: Cambridge University Press.
international language: new models, new norms, new Ur, P. & Wright, a. (2011). Five-minute activities: A
goals. oxford: oxford University Press. resource book of short activities. Cambridge: Cambridge
Johnson, K. (2009). An introduction to foreign language University Press.
learning and teaching. Harlow: Pearson longman. Ur, P. & swan, m. (2009). Teaching listening
larsen-Freeman, d. & anderson, m. (2011). Techniques comprehension. Cambridge: Cambridge University
and principles in language teaching. new York: oxford Press.
University Press. Widdowson, H. G. (2008). Defining issues in English
lightbown, P. & spada, n. m. (2013). How languages language teaching. oxford: oxford University Press.
are learned. oxford: oxford University Press. Williams, m. & Burden, R. l. (2010). Psychology for
marsland, B. (2012). Lessons from nothing. Cambridge, language teachers: A social constructivist approach.
england: Cambridge University Press. Cambridge: Cambridge University Press.
mcCarthy, m. & o’dell, F. (2011). English vocabulary in Willis, d. & Willis, J. (2011). Doing task-based teaching.
use: Advanced. Cambridge: Cambridge University Press. oxford: oxford University Press.
xxvii GENERAL BIBLIOGRAPHY

Wright, a., Betteridge, d. & Buckby, m. (2010). Vocabulary
Games for language learning. Cambridge: Cambridge http://www.lextutor.ca/
University Press. http://www.manythings.org/
http://learnenglishteens.britishcouncil.org/
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Websites grammar-vocabulary/grammar-snacks
Dictionaries
Oral communication newbury House american english dictionary
http://www.esl-lab.com/index.htm
http://nhd.heinle.com/home.aspx
http://www.5minuteenglish.com/
longman dictionary of Contemporary english
http://www.learnenglishfeelgood.com/eslvideo/index. www.ldoceonline.com
html
Cambridge advanced learner’s dictionary
http://www.biography.com/ http://dictionary.cambridge.org
http://www.manythings.org/listen/ merriam Webster dictionary/english-spanish/
http://www.teachertube.com/ synonyms–antonyms/pronunciation
http://www.teachingenglish.org.uk/ www.merriam-webster.com
http://www.saberingles.com.ar/index.html online multilingual dictionary www.wordreference.com
http://www.mansioningles.com/listening00.htm diccionario de imágenes www.pdictionary.com
http://www.bbc.co.uk/worldservice/learningenglish/
general/sixminute/
Cra resources
Reading abate, F. R. (1997). The Oxford desk dictionary and
http://www.timeforkids.com/ thesaurus. oxford University Press, Usa
http://kids.nationalgeographic.com/kids/ atkinson, H. (2008) Pronunciación del inglés: un
http://www.un.org/en/events/observances/days.shtml resumen de los sonidos de la lengua inglesa. méxico:
http://www.english-online.org.uk/theread.htm trillas
Barrientos, F. (2011). Pueblos originarios de Chile.
http://www.factmonster.com/
nativa ediciones
http://www.biographyonline.net/
Forget, G. (2002). Gramática inglesa comunicativa.
http://learnenglish.britishcouncil.org/en/magazine/ larousse, méxico (méxico).
tobacco Gascoigne, J. (n.d.) the story of coffee. Black Cat
http://www.saberingles.com.ar/index.html Publishing
Helgesen, m., Brown, s., & Brown, s. (1994). Active
Writing
listening: Building skills for understanding. Cambridge:
http://teacher.scholastic.com/writewit/mff/ Cambridge University Press.
http://www.quickanddirtytips.com/education Kemper, d., sebranek, P. , meyer, V., Krenzke, C.,
interdisciplinary connections Ross, m. (2005). Write source: Writing and Grammar.
http://www.mathinenglish.com/index.php Wilmington, mass. : Write source
http://www.bbc.co.uk/arts/yourpaintings/ mc Carthy, m. (2002). English Vocabulary in Use.
Visual organizers ovalle, m. (2011). Juegos tradicionales. editorial
http://www.eduplace.com/graphicorganizer/spanish/ amanuta
http://www.teach-nology.com/worksheets/graphic/ Plath, o. (1986) Origen y folclor de los juegos en Chile.
www2.scholastic.com/browse/article.jsp?id=2983: editorial nascimento
http://www.rubrics4teachers.com/writing.php Ross, m. (1998). All write: a student handbook for
writing & learning. Wilmington, mass. : Write source
Technology (2013) Kamshout and the Fall- A selk’nam legend.
http://questgarden.com/ amapola editores
http://www.webquestuk.org.uk/ (2013) The Origin of the Payachatas- a legend from
northern Chile. amapola editores
GENERAL BIBLIOGRAPHY xxviii

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

Teacher´s Book Volume 2
Nº de Inscripción: A-273820
ISBN: 978 956 339 225 8
Original text Gloria Caro Opazo

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

Design Ediciones Cal y Canto®
General Manager Jorge Muñoz Rau

English Editor Lina Alvarado Jantus
Assistant Editor Carolina Zarate Castel
Design María Jesús Moreno Guldman
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Proofreading Thomas Connelly
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Notes
UNIT 3
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Didactic and methodological proposal i

UNIT 3 THE ARTS 116 90

After reading 125 98

112 INDEX VOLUME 2

PROJECT: A performance 150 128

INDEX VOLUME 2 113

Setting objectives 177 134

114 INDEX VOLUME 2

RUBRICS APPENDIX xvii

INDEX VOLUME 2 115

Didactic and methodological proposal

Explicit teaching of learning strategies Assessment for learning

asked to connect and apply what they have learned with

Bibliographical references that support the methodological proposal

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

“Customs tell a man

and objectives and objectives

all of them written field.

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

Picturing the unit own life. Set and do specific

help. Setting Objectives help. B

10 art, using skimming specific information about

A To write a job professions and –er / -ist / -ess

UNIT 2 INTRODUCTION UNIT 4 INTRODUCTION

Do you think we should value art as

and reflecting on the importance of learning objectives to

Very important Important Not so important Not important at all

their own lives.

Picturing the unit

at the beginning of this unit?

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

in such a way as to ensure that their situational interest

In this section, students are given different models of

2. G Discuss and compare

own interests and reality,

identify and list some

provided to help students identify the personal goals they

set for the unit and write a learning plan.

The main dificulty I can

OPENING DEVELOPMENT CLOSURE

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

Complementary Digital Resource

v HOW TO CORRELATE THE COMPONENTS

In this unit you

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

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

Picturing the unit

Methodological suggestions to help students tackle a different

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

suggested by Marzano (2011):

Unit 1: classroom games

Getting ready OPENING

Different models and extension activities are proposed to help students

set personal objectives and design an appropriate learning plan

according to their strengths and weaknesses.

Do you remember? Answer

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

Complementary Digital Resource

45’ 3 To identify the text.

unknown topics. Make connectio

The tasks proposed aim at triggering students’ intellectual and affective

ent in order to identify according to the informatio