Teacher

Book 's
Teacher's Book

1
Dirección editorial: Jorge Muñoz Rau
Gerencia editorial: Alicia Manonellas Balladares
Edición: Lina Alvarado Jantus y Ly-Sen Lam Díaz
Corrección de estilo: Diana Finch Higgs
Diseño de la serie: María Jesús Moreno Guldman y Cristina Sepúlveda Aravena
Diseño de portada: María Jesús Moreno Guldman y Cristina Sepúlveda Aravena
Diagramación: Cristina Sepúlveda Aravena
Ilustración de interiores: Venus Astudillo Vera
Fotografía: Banco de imágenes Ediciones Cal y Canto
Imágen en Portada: CONACULTA-INAH-MEX, reproducción autorizada por el Instituto Nacional de Antropología e Historia
Producción de audios: Rodrigo González Díaz
Gerencia de producción: Cecilia Muñoz Rau
Diseño y coordinación editorial: Equipo Editorial Cal y Canto, LTDA
Primera edición: agosto de 2012

Texto: Gloria Caro Opazo

Teens Club 3˚ Secundaria Teacher's Book
D. R. © 2012, Ediciones Castillo, S. A. de C. V.
Todos los derechos reservados
Castillo ® es una marca registrada
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Ediciones Castillo forma parte del Grupo Macmillan
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Registro núm. 3304
ISBN de la serie: 978-607-463-448-8

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 CONTENTS
PLAN OF THE BOOK . . . . . . . . . . . . . . . . . . . . . . . . 4
DESCRIPTION OF THE COURSE . . . . . . . . . . . . . . 6
Main Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Learning Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Task-based Methodology – Projects . . . . . . . . . . . . 8
Skills Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Communicative Skills . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Language Structure . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
False Cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Learner Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Classroom Management . . . . . . . . . . . . . . . . . . . . . 11
Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Mixed-ability Classes . . . . . . . . . . . . . . . . . . . . . . . . . 11
Pair Work and Group Work . . . . . . . . . . . . . . . . . . . 11
Adapting Materials and Activities . . . . . . . . . . . . . 12
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
EVALUATION INSTRUMENTS . . . . . . . . . . . . . . 13
Advantages of Using a Variety
of Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Applying Evaluation Instruments . . . . . . . . . . . . . 13
Using the Evaluation Instruments
Provided in this Section . . . . . . . . . . . . . . . . . . . . . . 13
Description of Each of the
Evaluation Instruments . . . . . . . . . . . . . . . . . . . . . . . 14
COURSE COMPONENTS . . . . . . . . . . . . . . . . . . . 16
Student’s Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Teacher’s Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Index of recorded material. . . . . . . . . . . . . . . . . . . . 19
Readers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
SOME BASIC TEACHING REMINDERS . . . . . . . 21
SOME METHODOLOGICAL
SUGGESTIONS FOR SKILL DEVELOPMENT . . 22
Developing Listening Skills . . . . . . . . . . . . . . . . . . . 22
Developing Reading Skills . . . . . . . . . . . . . . . . . . . . 22
Developing Oral Expression . . . . . . . . . . . . . . . . . . 23
Developing Written Expression . . . . . . . . . . . . . . . 23
Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
THE INTERNET IN THE
LANGUAGE CLASSROOM . . . . . . . . . . . . . . . . . 25
Tips to Develop Safe Internet Lessons . . . . . . . . 25
CLASSROOM LANGUAGE . . . . . . . . . . . . . . . . . 26
SUGGESTED YEAR PLANNING . . . . . . . . . . . . . . 27
DETAILED TEACHING NOTES. . . . . . . . . . . . . . . 32
Unit 1 – Emotionally Involved. . . . . . . . . . . 32
Extra Test Unit 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Unit 2 – Please Tell me How to Do it . . . . 56
Extra Test Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Unit 3 – Language and History. . . . . . . . . . . 82
Extra Test Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Unit 4 – Drama or Real Life? . . . . . . . . . . . . . 106
Extra Test Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Unit 5 – Let´s Agree to Disagree . . . . . . . . 132
Extra Test Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
PHOTOCOPIABLE EVALUATION
INSTRUMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Evaluating Listening Comprehension . . . . . . . . 160
Evaluating Reading Comprehension . . . . . . . . . 161
Evaluating Projects . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Evaluating Oral Presentations . . . . . . . . . . . . . . . 164
GLOSSARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
thematic BIBLIOGRAPHY . . . . . . . . . . . . . . . 166
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . 168
SOME WEB SITES . . . . . . . . . . . . . . . . . . . . . . . . 168
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 To the teacher
Teens Club has been designed to provide help and
support in your teaching tasks. In Teens Club you will
find step-by-step guidance for the development of
DESCRIPTION OF THE COURSE
Main Characteristics
Teens Club has been written for teenagers in their
first year of secondary education and follows the
guidelines for educational materials designed by the
Secretaría de Educación Pública.
• It covers all the contents in the program.
• It contributes to the achievement of the goals
established in the program.
• It applies the teaching / learning approach
established in the program.
• It gradually and logically develops the contents of
each unit and of the topics of the program.
• The depth to which the contents are developed is
in accordance with the requirements of the subject
and of this level, and in relation to their difficulty,
methodological requirements, and time available.
• The activities proposed and the information
provided are accessible to students of different
socio-economic backgrounds and from different
regions of the country.
• The contents are developed following the rules of
appropriacy.
• It offers indications, examples and specific models
that allow clear understanding of the book.
• It favors the development of observation, analysis,
and critical thinking skills as ways of acquiring
knowledge.
• It includes an appropriate proportion of texts,
pictures and activities that are adequately linked.
• It links the reading and listening texts with the
learning activities so that they are clearly
associated with the social practices of language
established in the program.
Teens Club recognizes that the purpose of foreign
language teaching in basic education is for students
to acquire the necessary knowledge that will allow
them to engage in social practices with spoken and
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the lessons, additional material and background
information. We sincerely hope this book is a
valuable tool for you and your students.
written language, to interact with native and non-
native English speakers using specific activities with
the language. This entails using activities that involve
the production and interpretation of spoken and
written texts — of family, academic, and literary
nature — so that students will be able to satisfy
basic communication needs in different everyday,
familiar situations.
Teens Club helps students learn how to use language
in order to organize their thoughts and their speech,
to analyze and solve problems, and to gain access to
different cultural expressions from their own and
other countries, identifying the role language plays
in building up knowledge and cultural values, and
developing an analytical and responsible attitude to
face the problems that affect our world.
Teens Club provides plenty of individual and
collective experiences that include different ways to
participate in oral exchanges and in text reading and
writing.
Learning Objectives
Following the guidelines for this level in the
program, the activities and tasks in Teens Club are
aimed at helping students:
• acknowledge the central idea and some details
from a variety of oral and written texts, by using
their knowledge of the world;
• understand and use information from different text
resources;
• produce coherent texts, which respond to
personal, creative, social, and academic aims;
• adapt their language to unexpected
communicative needs;
• acknowledge and respect differences between
their own and foreign cultures;
• express opinions and judgments about relevant
and everyday matters;
• approach appropriate communicative styles for a
variety of situations;
• look for cohesive elements to understand the
relationship between the parts of a sentence
or a text;
• edit their classmates’ or their own texts;
• use grammar, spelling and punctuation
conventions;
• take part in formal communicative situations;
• maintain communication, identify ruptures and use
strategies to re-establish it when required.
An important objective of Teens Club is to appeal to
teenagers by providing them with materials that
reflect their own reality. Besides, the book takes into
account that teenagers are going through a
challenging period of their lives, with great physical,
social, and psychological changes.
Teens Club includes a variety of resources –
recordings, pictures, reading and listening texts –
that are appropriate for students’ age and level of
knowledge of the language. It uses imaginative and
exciting topics, introduces up-to-date language and
expressions, increases confidence through learner
independence activities, provides regular
opportunities for review and self assessment, and
deals with different learning styles. For the teacher, it
offers materials and tools for successful lessons, with
full support at every stage.
The language is clear and progresses along the
course, and its aim is to enable students to read,
listen to, and express what is relevant and of
interest to them at their particular age, so that they
enjoy the language learning process. It provides a
broad range of materials to engage students in
challenging, but achievable tasks. The different
topics that have been included give students the
opportunity for cross-curricular and cross-cultural
work so that they can learn about life and the
world at the same time as they learn English.
Through guided questions and simple discussions,
students are encouraged to express and hold their
opinions on issues that concern their lives and the
world around them. Cultural aspects are also
highlighted at relevant points. Aspects of English-
speaking countries, such as information related to
school life and subjects, historical and geographical
facts, cultural heritage and teenage styles are meant
to raise students’ awareness of the target culture,
and at the same time develop a richer perspective of
their own culture.
As it is important for students to ‘learn how to
learn’, Teens Club provides opportunities to
experiment and revise learning styles. It also aims
to develop language learning strategies which suit
each of them.
At this stage, students will acquire the
competences they need in order to use English
effectively, by participating in specific activities
with the language, defined from social practices in
different learning environments.
The activities suggested in the book have the
following characteristics:
• they are varied, they are related to the contents of
the program, and they follow the approach
suggested in the program;
• the information the activities include can be
adapted by teachers according to their experience
and resources available;
• they promote and make use of students’ previous
knowledge and experience in order to develop the
skills, attitudes and values stated in the program;
• they preserve the formal aspects and functions of
English in social life;
• they encourage attitudes that create interest, foster
reflection and promote research according to
students’ cognitive level;
• they have clear instructions, which students can
follow adequately;
• they present situations that can be developed
individually, in pairs, or in groups;
• in the case of practical activities which may present
difficulties for students of different socio-cultural or
geographical backgrounds, alternative materials
and activities are suggested;
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 • the recorded activities are numbered in the
order they appear in the book and in the
recording, and are accompanied by clear
instructions for the teacher. The complete script
for these recordings is provided together with
step-by-step suggestions for the teacher.
Besides, there is an index of the recorded
material, provided in this book.
Task-based Methodology - Projects
Teens Club helps students develop language
learning skills to carry out a final project related to
the contents of the unit. In every lesson, there are
tasks which consolidate the linguistic and thematic
content, and the activities are designed to provide
students with the language and skills they will need
to complete the final project successfully. This
approach helps students see language as a
necessary tool, and gives the grammatical and
lexical content a clear purpose, reinforcing the
concept of focusing on what the expert practitioners
of the language do during the performance and
production of oral and written texts, sustaining the
social function of those communicative actions;
social practices of the language constitute the key
reference in the contents.
The preparation to participate in social practices of
the language implies actively taking part in different
contexts through the development of the four
language skills: listening and reading
comprehension, and oral and written production. For
this reason, the book offers a repertoire of linguistic
and meta-linguistic strategies that allow students to
act competently as more autonomous users of the
language. However, the teacher‘s intervention is
fundamental and is implicitly or explicitly stated in
the Student’s Book and / or in the Teacher’s Book.
Teachers are expected to recognize what students
already know about and do with the language after
having studied English in preschool and primary
school, so they are able to participate in real-life or
life-like social practices of the English language.
These practices should now allow students to
recognize and acquire the tools to:
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• participate successfully in the interactions that
involve production and interpretation of oral and
written texts in English, in different social learning
environments: family and community, literature
and games, academic and formative;
• understand the characteristics of the foreign
language appropriately;
• accept more responsibility in their learning process.
Since English is not present in most of the
students‘ social environments, school is quite
often the only space where they have a chance to
learn it. Because of this, it is fundamental that
teachers make their best effort to use English in
the classroom as much and as often as possible.
Skills Development
Cycle 4‘s environments focus their attention on a
single communicative ability, without implying the
rest are not acknowledged in the development of
specific activities with the language. Therefore, the
approach to abilities related to oral language
(speaking and listening) is emphasized in the lessons
related to the family and community environment;
reading comprehension is particularly developed in
the literature and games environment, while written
production is emphasized in the academic and
formative environment.
This approach to skills development requires the
construction of learning social environments that
include, on the one hand, students‘ interests, and on
the other, the unique cultural interaction of English.
From this perspective, the contents worked in these
environments are approached in a cyclical manner,
which guarantees their learning not only from the
social context they were set in, but in a variety of
contexts. The contents included are fairly flexible,
since their management depends on the specific
characteristics of the groups learning them, thus
giving the teacher the liberty to decide which
contents to approach and to what extent, in order to
make their learning meaningful, focused on
common goals, and fulfilling the cycle‘s goals.
For this reason, it is necessary that teachers make
the classrooms interesting places, so that all the
students can have the opportunity to share their
experiences and knowledge about reading, writing,
and oral exchanges, both in English and in their
native language. By doing so, they will recognize
linguistic aspects and uses of the language, as well
as similarities and differences between English and
their native language.
The methodology towards skills development in
Teens Club adopts a three-phase approach,
with before, while and after listening and
reading activities.
The Before Reading / Listening activities provide a
setting, motivation and linguistic preparation; they
activate students’ previous knowledge of the topic
of the lesson, present key vocabulary, motivate
students to read or listen and encourage them to
predict and anticipate information.
The Reading / Listening activities focus students’
attention and teach them to look for specific
information, find clues and discriminate between
essential and non-essential information. Besides,
they strengthen their confidence and show them
that it is not necessary to understand every single
word in a text to obtain the information needed.
The After Reading / Listening activities connect the
text with students’ own reality, give practice on
specific grammar points and help develop writing
and speaking skills, which students will then apply
in the preparation and presentation of their final
projects.
Communicative Skills
Communicating successfully involves a complex
process, which implies using the language with
different purposes in different social environments.
Since English is not present in most of the students’
social environments, school is quite often the only
space where they have a chance to learn a non-
native language. From this point of view, the
purpose of English language teaching is for
students to consolidate the mastery of the English
language applying it to basic communicative
situations.
Teens Club helps students develop language and
learning skills to communicate effectively, carrying
out sequences of tasks. In each unit, there are two
projects towards which students work throughout
the lessons in the unit. The lessons based on a
reading text develop a project which emphasizes a
written product, while the lessons based on a
listening text focus on an oral product.
Students work in teams to explore real-world
problems and create presentations to share what
they have learned. Therefore, the role that the final
projects play at the end of each unit is fundamental;
they give students the possibility to plan and role-
play the communicative situations which articulate,
in a sequenced manner, the specific activities with
the language in each of the specific social practices
that pose a challenge to them.
Some advantages of this task-based learning:
• increased motivation, as learners become
personally involved;
• all four skills, reading, writing, listening, and
speaking are integrated;
• autonomous learning is promoted as learners
become more responsible for their own learning;
• there are learning outcomes: learners have an end
product;
• the tasks are authentic and therefore the language
input is more authentic;
• interpersonal relations are developed through
working in pairs or groups;
• there is always a break from routine and the
chance to do something different.
Besides, working in groups develops several very
important skills, including collaboration, error
correction, and respect for other people’s opinions.
Apart from completing the task at hand, you may
ask students to evaluate how well they worked as a
group using the simple instruments provided.
This approach also has many benefits for the
students, including:
• deeper knowledge of subject matter;
• increased self-direction and motivation;
• improved research and problem-solving skills.
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 Additionally, it gives the teacher the grounds for
evaluating what students have learned and how
they apply that knowledge to real-life situations, and
an excellent opportunity to observe these
components of group / team dynamics:
• the ‘natural forces’ at play – who is the leader, who
lags behind, who needs encouragement or
‘pulling back’;
• real group / team behavior (cooperation, respect,
support, encouragement, responsibility);
• need for interventions to make the effect of those
dynamics more positive.
Most students evaluate their language ability by
how well they can speak. Speaking activities are
present in Teens Club right from the start and they
are integrated with the other skills to encourage
communication. Even in the first stages of
learning, with only a limited knowledge of
vocabulary and structures, students want and are
able to communicate. The speaking tasks give
students additional opportunities to use new
language in the context of a real life task, carried
out in pairs or with a group of classmates, and
following models provided.
Writing activities are also an integral part of each
lesson, with a variety of tasks students must
accomplish during the class or as homework, with
varying degrees of support and guidance.
Language Structure
In Teens Club, grammar is approached in a clearly
structured yet meaningful way. Students are
presented with an inductive task in a section called
Language Spot, in which they have to figure out how
the structure works in English, discovering both use
and form from examples taken from the reading or
listening texts. Then they do controlled practice
exercises where they apply the target structure in
communicative situations.
Vocabulary
In most lessons, there are vocabulary activities
through which students develop effective strategies
for learning new words. A systematic use of
dictionaries is encouraged throughout.
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Words that students need to understand in order to
perform a task and have not been presented in the
before reading or listening activities are highlighted
in the texts and their meaning given at the bottom
of the page in the form of a glossary.
Cognates
Cognates are words in different languages related to
the same root. The lessons in Teens Club provide
students with exercises to help them notice and
recognize them, helping them increase their self-
confidence by discovering how much these words
contribute to their understanding of a text. The
teacher should encourage students to find the
cognates whenever they face a new text.
False Cognates
Students might get confused because there are
several words in Spanish that are similar in English,
but have a different meaning. Most of them are
indicated in the Teacher’s Book, either in the
teacher’s notes for the activity or in the Avoid this
Mistake section of the Teacher’s Book.
Here are a few examples of false cognates:
• Actually = really, not actualmente
(at present, currently).
• Embarrassed = avergonzado/a, not embarazada
(pregnant).
• Approve = aprobar = agree with something, not
aprobar un examen (pass an exam).
• Lecture = conferencia = a talk about a topic, not
lectura (reading).
• Politics = la política, not los políticos (politicians)
• Library = biblioteca, not librería (bookstore)
• Familiar = estar familiarizado con, not
familiar (relative)
• Parents = padres, father and mother, not parientes
(relatives).
Learner Training
Learner training is about developing
students’ awareness of how they learn and how they
develop their learning strategies to become more
effective and independent learners. Teachers should
encourage students to analyze their learning
process, making them think about the problems
they have faced and how they could improve their
performance. This is supported in Teens Club with a
section called Reflection Spot.
Classroom Management
In most cases, the teacher is the only direct contact
students have with English. Therefore, it is
important that the teacher tries to communicate
with students in English as much and as often as
possible.
Teachers can also use gestures or mime to help
understanding.
Instructions for all the activities in Teens Club are
given clearly and simply, and teachers should
encourage students to read and interpret them on
their own, and support them whenever necessary
through demonstration and examples.
Discipline
Teenage students are going through a difficult
period of development in their lives, so the teacher
might face discipline problems, disruptive behavior,
or unwillingness to do the tasks assigned.
One of the reasons for bad discipline is usually
students’ inability to cope with the tasks. To avoid
these problems, two preventive strategies are
suggested:
• Careful planning. Students realize there is a
purpose in every task the teacher assigns, together
with strict time-keeping; this keeps their attention
on the task.
• Clear instructions. Instructions must be given
clearly, concisely and assertively, including time
limits whenever possible, so that students know
what to do and when they should finish the task.
Mixed-ability Classes
Large mixed-ability classes are a reality teachers
have to face every day. Grouping is one technique
that is used to reduce the negative effects of this
situation. When the class is divided into smaller
blocks, many learning activities can be undertaken.
This implies a different role for the teachers; this
does not mean that they will become less active in
the classroom, but that they will not be the center of
the activities. Teachers who monitor, encourage and
participate in different classroom groups are even
more active than traditional teachers.
By re-organizing the classroom to allow more
opportunities for communicative interactions and
activities, students will be in a better position to
practice and acquire the foreign language.
Pair Work and Group Work
One of the ways of giving students the time they
require to practice a language in class is by forming
groups or pairs. This helps teachers individualize
their learners, provides opportunities for sharing
experiences and it may also help teachers
accommodate learner differences by varying
student roles.
Teachers must bear in mind that this type of work
encourages students to share their skills and
knowledge, and to learn from each other. It also
increases students’ involvement and active
participation, and develops positive attitudes.
It is important to share with students the
importance of these activities, which give them an
opportunity to reinforce social and communicative
skills required to work with other people.
The teacher should take an active role in group and
pair formation, and students should take different
roles each time.
Pair and group formation also gives the teacher the
opportunity to accommodate the contents of the
lesson to different backgrounds, levels of English,
personal interests, etc.
The lessons in Teens Club have many more
activities than those required to cover the contents
of the program; this gives teachers several
flexibility tools to use in mixed-ability, mixed-
background classes.
• They can choose activities for different groups that
work at the same time, with the same content, in
the same lesson, but with requirements that suit
their characteristics.
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 • They can select the activities to develop in the class
depending on the level of achievement of students
– slower groups do a few, faster groups do more.
• If they think the reading or listening texts are not
appropriate for their students, they can choose
their own texts and adapt the activities to them.
• If they like the texts, but feel the activities are not
appropriate for the class, they can use their own
activities with the same texts.
Adapting Materials and Activities
No reading or listening text is too difficult to work
in class; what makes the text more or less
approachable is the activities teachers choose to
use to help and guide students’ comprehension.
When choosing or adapting materials for their
classes, teachers should follow this advice:
• do not get tired of reminding students they
do not need to understand every single word
in the text to get the information they are
looking for;
• during the pre-reading or listening stage, bring
the text closer to students by highlighting
similarities with their own reality and previous
knowledge;
• present vocabulary that will be essential for
students to do the tasks or find information, but
do not overwhelm them with too many words.
• draw students’ attention to cognate words; they
will help them understand quite a bit of the text,
and by doing so, reduce the anxiety unknown
texts may produce;
• make sure every time students read or listen to a
test, there is a clear task to perform: read the
instructions with them, explain or get a classmate
to explain what they are expected to do; if
necessary, give an example, and do not change or
increase the task while they are doing it;
• if you feel there are keener students who require
a further challenge, add further instructions only
for them on the board; once they have done the
more challenging task, they can share answers
with their classmates.
12
Assessment
Assessment is one of the most valuable sources of
information about what is happening in the
classroom. The involvement of students in this
process makes their attitudes towards their learning
change significantly and they start to feel more
responsible for their progress.
In Teens Club, assessment is ongoing. Teachers
assess continuously, in every activity, in every
lesson, to see how far a student is making progress
in line with the objectives. They use the
information obtained to help students with specific
problems. In each lesson, there is one activity to
evaluate one particular aspect of that lesson, in the
section called Let’s Check.
There is also overall assessment, periodically, at
the end of each unit, with test format, the Unit
Check, which includes evaluation activities of all
the skills and language studied in the unit.
Teachers should encourage students to correct
and mark their Unit Check themselves, either on
their own or in small groups.
Finally, at the very end of each unit there is a Final
Reflection section, which guides students to analyze
their performance in the whole unit. All these forms
of assessment complement each other.
Self-assessment
In Teens Club, self-assessment takes place in each
lesson, so that students have the opportunity to
reflect on their progress and their main problems.
This type of assessment helps students become
more efficient learners, as well as make them feel
more responsible for their own learning.
This is done lesson by lesson through the Reflection
Spot, where students are asked to think about their
abilities to perform the tasks, how well they did and
the difficulties they encountered. In the Let’s Check
and Unit Check sections, students evaluate
themselves to become aware of their progress, and
in the Final Reflection section they analyze their
performance and make decisions concerning steps
they can take to improve.
 EVALUATION INSTRUMENTS
These are additional assessment tools you can use
to measure students’ work. They are scoring
guides to evaluate a student’s performance based
on the sum of a full range of criteria rather than a
single numerical score.
These instruments differ from traditional methods of
assessment in that they examine students in the
process of learning, clearly showing them how their
work is being evaluated. They communicate detailed
explanations of what excellence is throughout a task
and provide clear teaching directives.
The instruments’ strength is their specificity,
which means that individual students can fall
between levels, attaining some, but not all
standards in a higher level. While scores can be
translated into final grades, you should remind
students that not every score “counts.”
These instruments are meant to inform and
improve teachers’ instruction while giving students
the feedback they need to learn and grow.
These instruments can also be used in peer
assessment and then used to provide feedback.
Prior to assessment, the evaluation instruments
can be used to communicate expectations to
students. During the assessment phase, they are
used to easily score a subjective matter.
After an instrument is scored, it should be given
back to students to communicate them their
grade and their strengths and weaknesses.
Students can use them to see the correlation
between effort and achievement. Sharing the
instruments with students is vital, as the feedback
empowers students to evaluate their own work.
Advantages of using a variety of instruments
• Teachers can improve their direct instruction by
providing focus, emphasis, and attention to
details as a model for students.
• Students get explicit guidelines of teacher
expectations.
• Students can use the instruments to develop
their abilities.
• Teachers can reuse these instruments for
various activities.
• Complex products or behaviors can be
examined efficiently.
• They are criterion referenced, rather than norm
referenced: (“Did the student meet the criteria
for level 1?” rather than “How well did this
student do compared to other students?”).
• Ratings can be done by students to assess their
own work, or by others (peers, teachers,
instructors, etc.).
Applying Evaluation Instruments
The evaluation instruments provided can be used
for the following purposes:
Self- assessment
Give copies to students and ask them to assess
their own progress on a task. This should not
count towards a grade; the point is to help
students learn more and produce better final
products. Always give them time to revise their
work after assessing themselves.
Peer assessment
This takes some getting used to. Emphasize the
fact that peer assessment is also intended to help
everyone do better work. You can then see how
accurate their feedback is, and you can ask for
evidence that supports their opinions when their
assessments do not match yours. Giving time for
revision after peer-assessment is crucial.
Teacher assessment
When you assess a student’s work, use the same
instruments that were used for self- and peer-
assessment. When you hand the marked instrument
back with students’ work, they will know what they
did well and what they need to improve.
Using the Evaluation Instruments Provided
in this Section
• Identify the maximum number of points for
achieving the highest level of quality and assign
a number to students’ performance.
13
 • The gradations increase/decrease in 1 point.
• The last column shows the actual score assigned
to this particular student, based on his / her
performance.
• The overall total score is assigned by adding
together the scores. Once you have worked out
students’ scores, you can express them in
gradations. Gradations are the descriptive levels
of quality starting with the worst quality up to
the best quality.
• Always bear in mind that, however you use
them, the idea is to support and to evaluate
student learning.
Description of Each of the
Evaluation Instruments
Evaluating Listening Comprehension
Use this instrument two or three times in a
semester to assess where students rank within the
four categories and to determine where the
strengths and weaknesses of the class lie.
After applying the instrument, ask students to get
into groups and analyze their results. As a class,
discuss important points that may help improve
listening skills.
To work out the score of each student, identify the
maximum number of points for achieving the
highest level of quality and assign a number to
students’ performance according to this scale. Once
you have worked out the score of each student,
you can apply this chart to express his / her results:
1 = Unsatisfactory – 2 = Fair – 3 = Very Good –
4 = Excellent
Evaluating Reading Comprehension
The goal of this reading assessment instrument is
to determine if students have improved their
reading comprehension skills.
Use this instrument once a month. Once you have
applied this instrument, make students identify
their strengths and weaknesses and brainstorm
ideas that could help them improve their
performance in the future.
14
This instrument also gives the teacher the
opportunity to focus diagnostic attention on
students whose performance is below standard.
You must take into account that the maximum
score corresponds to the highest expected results
conceived by this teaching proposal for this level.
To work out the score of each student, identify the
maximum number of points for achieving the
highest level of quality and assign a number to
students’ performance according to this scale.
Once you have worked out the score of each
student, you can apply this chart to express his /
her results:
1 = Unsatisfactory – 2 = Fair – 3 = Very Good –
4 = Excellent
Evaluating Projects
Use this instrument every time students do a
project. Each student is evaluated along three
dimensions, each having to do with student’s
contribution to the work, the final product and
other aspects the teacher considers important to
assess, for example, how effectively the student
accomplished his / her responsibilities as a
member of the team or the quality of his / her
interactions with the other team members.
These dimensions are assigned a score of 1
through 7; these values represent increasing
degrees of achievement in each dimension.
The last column is the actual score assigned to the
student, based on his / her performance, along
the three dimensions. The overall total score is
assigned by adding together the scores
corresponding to the three dimensions.
Writing Rubric
You can use this instrument two or three times in a
year; it is a simplified way to grade a writing
assignment. It is important to show students the
instrument beforehand so that they get better
quality work, they know what they are supposed to
produce, and it saves problems afterwards, as they
can see where they can have points taken off.
This instrument should also be used after the task NOTES
is complete, to evaluate the product, and to
engage students in reflection on the work they
have produced.
To work out the score of each student, identify the
maximum number of points for achieving the
highest level of quality and assign a number to
students’ performance according to this scale.
Once you have worked out the score of each
student, you can apply this chart to express his /
her results:
1 = Unsatisfactory – 2 = Fair – 3 = Very Good –
4 = Excellent

Evaluating Oral Presentations

Use this instrument two or three times per
student during the year.
Students will be evaluated in non-verbal skills,
vocal skills and content areas.
You can give each student a copy of the
instrument and then read it with them. Students
will improve their performance if they know what
they are expected to produce and the areas they
have to focus their attention on.
To work out the score of each student, identify the
maximum number of points for achieving the
highest level of quality and assign a number to
students’ performance according to this scale.
Once you have worked out the score of each
student, you can apply this chart to express his /
her results:
1 = Unsatisfactory – 2 = Fair – 3 = Very Good –
4 = Excellent

15
 COURSE COMPONENTS
Teens Club consists of a Student’s Book, a Teacher’s
Book, a CD, and a Reader.
Student‘s Book
The Student’s Book is divided into five units,
based on the topics proposed by the syllabus for
this cycle and grade:
Unit 1: Emotionally involved
Unit 2: Please tell me how to do it
Unit 3: Language and history
Unit 4: Drama or real life?
Unit 5: Let’s agree to disagree
Each unit begins with a table of contents, where
the main objectives, activities and projects of the
unit are presented. In the section GET READY,
there are two or three short activities,
accompanied by attractive and colorful pictures
that present the main topics, invite students to
activate their previous knowledge, and motivate
them to get involved.
Each unit has two reading and two listening
lessons, which are organized into before, while
and after reading / listening activities, and
incorporate attractive materials that help students
understand and develop the contents, purposes
and social practices of the language established
in the syllabus for the fourth cycle.
In all the lessons, grammar is approached in a
clearly structured yet meaningful way. Students
are presented with an inductive task in a section
called Language Spot in which they have to figure
out how the structure works in English. They
discover both the use and the form and then do
controlled practice exercises in order to apply the
target structure in different situations.
In each lesson, there are Reflection Spots to allow
students to reflect on their achievements and
weaknesses, and there is also a Let’s check section,
the purpose of which is to allow students to
evaluate their progress on a particular aspect of
the lesson and, at the same time, to provide
information to the teacher about any points that
the majority of the students have problems with.
16
The lessons also include a Glossary of new
words that are essential to understand the texts,
and small capsules that provide extra information
or attractive details related to the contents of
the lessons.
They are special boxes that show students the
differences between American and British English
in spelling, vocabulary, or pronunciation -
American v/s British English. The purpose of this
capsule is to show students that both varieties of
English are perfectly acceptable. Make it clear that
they can use either way, but they should try to
stick to one way only throughout their oral or
written production.
To provide additional information on interesting
vocabulary items, there is a box called Word Spot.
Teachers should encourage students to take
advantage of these spots and find further
information or connections with the topics.
Teens Club includes games in many of the lessons.
Games are highly motivating since they are
amusing and at the same time challenging for
students; they provide an opportunity to use
language in real contexts and they also
encourage and increase cooperation. They create
the motivation for learners of English to get
involved and participate actively in the learning
activities, bring real world context into the
classroom, and enhance students’ use of English
in a flexible, communicative way. Games are used
in the classroom not only for mere fun, but also
for the useful practice and review of language
they provide. Thus, the meaning of the language
students listen to, read, speak and write will be
more vividly experienced and therefore better
remembered.
In each unit there are two Final Projects, which
constitute the end product of the teaching-
learning process.
In Teens Club, the approach to each project is
developed following the same pattern, going
through three consecutive stages: Warm up stage,
Building stage and Closure stage.
In the Warm up stage the activities are designed
to activate students’ previous knowledge and
raise interest in the topic of the lessons. The
teacher introduces the topic and clearly explains
what students will have to do to develop their
project. This gives students a clear idea of what
will be expected of them.
During the Building stage, an item of language is
presented in a clear context to allow students to
improve their use of English, creating awareness
of the form of the language. This is done in a
variety of ways: through reading texts, recordings,
situations, etc.
In the Closure stage, students carry out controlled
practice activities, where they may have to repeat
chunks of language, fill in gaps or match halves of
sentences. All of this practice demands that
students use the language correctly and helps
them become more comfortable with it.
Finally, the activities move on to the production
stage – the Final Projects. Students complete a task
in pairs or groups using the language resources
they have learned, as the teacher monitors and
offers encouragement.
In Teens Club, each project is designed to allow
students to interact in English and to improve their
performance in both productive and receptive
skills: speaking – writing / reading – listening.
Each unit includes a project which is focused on
developing and improving listening and oral
production skills, and a project which is closely
related to the reading and writing skills, though the
four of them are necessary to complete the tasks.
Additionally, this approach gives students the
opportunity to develop their social skills through
work organization, task distribution, and respect
for everyone’s ideas and opinions.
There are two sections at the end of each unit:
A formal final test, Unit Check that covers the four
skills and the language studied in the unit. It
helps students revise contents and evaluate their
performance in the whole unit.
A summary of what students have learned in the
unit is included in the Final Reflection, which
allows them to consider their strengths and
weaknesses, and helps them make decisions
concerning actions to take in order to improve.
At the end of the Student’s book, there is some
additional material:
Your English in Action
Fun activities meant to stimulate students’
development and self-study skills. This part of the
book is ‘owned’ by students and the role of the
teacher is simply to guide, but not to intervene,
reward or punish for exercises done or not
completed. However, be willing to answer
questions as they arise and invite students to
share answers.
List of irregular verbs
A list of the most important and most frequently
used English irregular verbs. Refer students to this
list any time they need to use different verbs.
Bibliography & Web sites
The Student’s book offers a list of printed and
electronic bibliographical references for students,
which they can use to consult, complement, and
practice, together with a brief explanation on how
and when they should use each one of them.
Teacher’s Book
This component has been written to support
teachers’ daily work and help them make
adequate use of the other components: the
Student’s Book, the CD, and the Reader.
It shows the teachers the didactic perspective that
underlies the syllabus, and, therefore, the Student’s
Book. It establishes and clearly explains Teens Club’s
approach, so that the contents and the
methodology suggestions can be easily identified
and related to the syllabus requirements.
The contents in the Teacher’s Book are organized
and distributed according to the syllabus and are
closely linked with the rest of the course components.
17
 The Teacher’s Book provides clear step- by-step
lesson notes and suggestions, including ideas to
start each lesson, as well as follow-up activities
and suggestions for homework, that help teachers
understand and apply concepts that may present
difficulties.
It offers examples, models and methodology
suggestions that allow teachers to use the
different course components appropriately. These
examples and models constitute a basic
orientation for teachers to organize the activities
and to adapt them to different social and learning
students’ environment.
The Teacher’s Book uses the same icons as the
Student’s Book:
Icons to indicate the language ability to
be developed:
reading Listening
Other icons used in the Student´s Book.
LanguaGe Spot
Project
Reflection Spot
Word Spot
✔ the topics covered, the number of students, etc.
✔✔ Let’s Check
The Teacher’s Book also includes:
• A Suggested Year Planning that establishes the
relationship between the contents and the
expected learning outcomes, suggests a
tentative time distribution, and indicates
resources and types of evaluation.
18
• A description of the Reader: characteristics,
content, function, and suggestions to use it
adequately.
• Background information related to the content of
the different texts, to help the teacher deal with
students’ questions.
• Avoid this Mistake, a section that helps the
teacher with information about mistakes
students can make, together with additional
exercises to practice these specific points. They
are shown in the Teacher’s Book as part of
the guidelines for the activities in which they
may occur.
• Suggestions and different alternatives to
approach the contents, considering socio-
economic and cultural diversity of teachers and
students.
• The answers to all the activities in the Student’s
Book and in the tests.
• The full transcripts of the recorded material:
listening texts, oral practice activities, listening
tests, and classroom language.
• An index of all the tracks included in the CD.
• One Extra Test per unit.
• Photocopiable evaluation sheets for the teacher
and students, according to the teaching
approach underlying the syllabus for the fourth
cycle and to the different types of evaluation
that are established in it: continuous, formative
and summative evaluation.
• The Teacher’s Book offers a selection of
rubrics and evaluation sheets that the teacher
can use in different situations, with different
purposes and with different students. The labels
and criteria can be adapted to the class situation,
The evaluation sheets and rubrics can be used
by the teacher to evaluate students, or by
students to evaluate themselves and / or their
peers.
• As with all evaluation instances, these sheets and
rubrics must be used to inform the teacher and
students of the progress made, the areas that
need revision and the level of achievement of
the learning goals. The teacher may use the
 results of these evaluation instances as part of
the final mark of students; students must be
informed of the system applied. The teacher
must give students the instrument so that they
can analyze it, draw conclusions and make
decisions.
• A complete list of printed and electronic
bibliographical references for the teacher.
CD
This component includes all the material for the
listening tasks in the lessons, the exercises for oral
practice, and the listening component of all the
tests - Unit Check and Extra Tests. It is quite easy
to identify and find the tracks, and is presented in
a format that does not require the installation of
additional programs.
The CD includes listening texts related to the
social practice of language established in the
syllabus for the fourth cycle, according to different
learning environments and related to one of the
final products of each unit.
These texts present adequate pronunciation and
enunciation, appropriate for the level of students,
together with a variety of accents and speakers.
They provide correct models of oral language
with understandable pronunciation, and reflect
authentic and native uses of language in national
and international contexts.
This is the icon used in the Student’s Book
and in the Teacher’s Book to indicate that
recorded material is used; it includes the
corresponding track number.
INDEX OF RECORDED MATERIAL
Classroom Language
1 Greetings
2 Moods and feelings
3 Asking for clarification
4 Encouragement
5 The date
6 The weather
7 The time
8 Some commands and instructions
9 Turn taking and permission
Unit 1 Emotionally involved
10 Lesson 1 - Listening – I have a complaint
to make
11 Lesson 1 - Listening – Oral practice
12 Lesson 2 - Reading – Oral practice
13 Lesson 3 - Listening – Unhappy with
the service
14 Lesson 3 - Listening – Oral practice
15 Lesson 4 - Reading – Oral practice
16 Unit Check Unit 1 - Listening – Computer
troubles
17 Extra Test Unit 1 - Listening – Applying
for a job
Unit 2 Please tell me how to do it
18 Lesson 1 - Reading – Oral practice
19 Lesson 2 - Listening – Hands on the buzzers
20 Lesson 2 - Listening – Oral practice
21 Lesson 3 - Reading – Oral practice
22 Lesson 4 - Listening – How do you feel
about it?
23 Lesson 4 - Listening – Oral practice
24 Unit Check Unit 2 - Listening – TV program
25 Extra Test Unit 2 - Listening – Welcome to the
art show
19
 Unit 3 Language and history
26 Lesson 1 - Listening – Changing language
27 Lesson 1 - Listening – Oral practice
28 Lesson 2 - Reading – Oral practice
29 Lesson 3 - Listening – It’s great fun!
30 Lesson 3 - Listening – Oral practice
31 Lesson 4 - Reading – Oral practice
32 Unit Check Unit 3 - Listening – The
Morse code
33 Extra Test Unit 3 - Listening – Generation gap
Unit 4 Drama or real life?
34 Lesson 1 - Listening – Embarrassing moments
35 Lesson 1 - Listening – Oral practice
36 Lesson 2 - Reading – Oral practice
37 Lesson 3 - Listening – Eyewitness reports
38 Lesson 3 - Listening – Oral practice
39 Lesson 4 - Reading – Oral practice
40 Unit Check Unit 4 - Listening – A mystery
41 Extra Test Unit 4 - Listening – Getting out
of poverty
Unit 5 Let’s agree to disagree
42 Lesson 1 - Reading – Oral practice
43 Lesson 2 - Listening – Photographic safari
44 Lesson 2 - Listening – Oral practice
45 Lesson 3 - Reading – Oral practice
46 Lesson 4 - Listening – First trip abroad
47 Lesson 4 - Listening – Oral practice
48 Unit Check Unit 5 - Listening – Traveling in
South America
20
49 Extra Test Unit 5 - Listening – The tour
schedule
Readers
50 A walk through Mexico
Readers
The objective of this component is to consolidate
students’ reading skills, focusing on their ability to
understand main ideas.
The reading texts and the activities have the
following characteristics:
• they contribute to the teaching objectives by
including relevant textual and graphic resources;
• they take into account students’ cognitive level
and consider their social, emotional,
psychological, and linguistic situation;
• they reflect the contents of the program; topics,
grammar, and vocabulary are closely related to
the expected outcomes of the level;
• they are divided into narrative and informative
texts;
• there are comprehension questions related to
the contents of the texts and to the new
vocabulary;
• there is an introduction with suggestions for use
and where the main characteristics are
explained;
• abbreviations used are explained in this section;
• the level of difficulty and the number of words in
the texts increase as students move from one
level to the next;
• the meaning of new words is provided in the
form of a glossary at the bottom of the
corresponding page;
• one of the texts is recorded and the
corresponding Track number is clearly indicated.
 SOME BASIC TEACHING REMINDERS

• Start every lesson in a way that focuses NOTES

everyone’s attention. This creates expectation
and prepares students for what is to come. For
example, with books closed, write the topic of
the lesson on the board and ask some questions
about it, show a poster / picture related to the
lesson, ask who can remember what they did the
previous class, etc.
• Students should not open their books until
everyone is paying attention.
• End an activity before students get bored with it.
Equally, do not hurry students or end the activity
too soon if they are obviously enjoying it.
• Ask students to express their opinions.
• Don’t assume that if one student says they
understand, everyone else does.
• Ask (elicit) rather than tell. Students get bored of
listening to the teacher explaining; someone in
the class will probably know the answer.
• Don’t ask students to explain difficult things,
such as definitions of words, in English.
• Don’t interrupt students during pair / group
speaking activities to correct their English. It is
better to note the main, common mistakes, write
them on the board, and correct them with the
class at the end.
• Don’t insist on 100% accuracy all the time.
Mistakes are a normal part of the learning
process, and a valuable source of information for
the teacher.
• Give praise and encouragement, especially to
weaker students. Write positive comments on
their work. Let them know what they are doing
well, as well as what they need to improve.
• Remember that you are the main motivator in
the classroom!

21
 SOME METHODOLOGICAL SUGGESTIONS FOR SKILL DEVELOPMENT
Developing Listening Skills
Follow the organization of activities into before,
while and after listening.
Before listening
• Introduce and get students involved in the topic
of the text and the final product of the lesson.
• Elicit what students know about the topic and
help them relate it to their own experiences.
Make use of the illustrations provided and / or
use your own.
• Use this introduction of the topic to present key
vocabulary and structures, and write them on
the board.
• Invite students to predict the content and to
formulate hypotheses of what will appear in
the text.
• Do these activities quickly and take advantage of
the interest created to continue with the
listening activities.
Listening
• Play the recording once or twice for students to
check their predictions and hypotheses. Accept
other information they may have gathered, but
do not go into details at this stage, just
concentrate on the general idea.
• Remind students of cognate words, which they
can identify more easily when they listen, and
which help comprehension and consequent
task realization.
• Read and clarify instructions with the class, and
do the different listening activities one by one,
concentrating on the task assigned and checking
answers after each successive listening.
• Every time students listen to the text, they should
have a clear purpose and task, provided in the
instructions, which will help them focus their
attention and identify the information required.
• Help students recognize different supporting
elements in the spoken texts: intonation, voice
pitch, pauses, emphasis, background noise,
atmosphere, etc.
22
After listening
• Help students summarize the text orally and / or
in writing using the models provided.
• Encourage reinforcement of vocabulary and
grammar that appeared in the text, always using
the context and providing further examples or
similar contexts.
• Discuss the topic of the lesson, help students
reflect on the contents and highlight the values
presented, making them notice the connections
with their own reality.
• Draw students’ attention to the activities that
help them prepare the final project of the lesson.
• Make students evaluate their own performance
in the lesson.
a. Did their predictions help them understand
the text?
b. How did they do in the different listening
activities?
c. What new words, expressions or structures did
they learn in this lesson? Can they use them in
other situations?
Developing Reading Skills
Follow the organization of activities into before,
while and after reading.
Before reading
• Introduce and get students involved in the topic
of the text and the final product of the lesson.
• Elicit what they know about the topic and help
them relate it to their own experiences. Make
use of the illustrations provided and / or use
your own.
• Use this introduction of the topic to present key
vocabulary and structures, and write them on
the board.
• Invite students to predict the content and to
formulate hypotheses of what will appear in
the text.
• Always ask students to give a quick look at the text
and identify the cognate words and the words they
already know. This will help them formulate more
informed hypotheses and also help them feel less
insecure when facing a new text.
• Draw students’ attention to the structure of the
text: layout, punctuation, titles, subtitles, etc., to
identify the type of text they will be reading, all
of which will also provide clues that will help
them understand the text.
• Do these activities quickly and take advantage
of the interest created to continue with the
reading activities.
Reading
• First, ask students to read the text quickly to
check their predictions and hypotheses. Accept
other information they may have gathered, but
do not go into details at this stage, just
concentrate on the general idea.
• Remind students of cognates words, which they
can identify easily, and which help
comprehension and consequent task realization.
Present false cognates if there are any in the text.
• Read and clarify instructions with the class, and
do the different reading activities one by one,
concentrating on the task assigned and checking
answers after each successive reading. Every
time students read the text, they should have a
clear purpose and task, provided in the
instructions, which will help them focus their
attention and identify the information required.
• Help students recognize different supporting
elements in the written texts: text organization,
reference markers, letter types, graphic support,
punctuation marks, illustrations, etc.
• Remind students of some general characteristics
of text organization: main ideas are usually at
the beginning of each paragraph, connectors
give important clues -and indicates addition, but,
however indicate contradiction, because indicates
a reason, or indicates alternatives, etc.
After reading
• Help students summarize the text orally and / or
in writing using the models provided.
• Encourage reinforcement of vocabulary and
grammar that appeared in the text, always using
the context and providing further examples or
similar contexts.
• Discuss the topic of the lesson, help students
reflect on the contents and highlight the values
presented, making them notice the connections
with their own reality.
• Draw students’ attention to the activities that
help them prepare the final project of the lesson.
• Make use of the projects and of the Extra Tests in
the Teacher’s Book to provide further practice in
a freer context, either for the whole class or for
faster, keener students. Invite them to make
comments on the contents and share them with
the rest of the class.
• Encourage students to make use of the Final
Reflection section to evaluate their own
performance in the lesson.
Developing Oral Expression
• At the beginning of the course, prepare a poster
/ posters with the class, showing the expressions
they must use as part of the classroom
interaction. You may use different colors to
classify them (see section CLASSROOM
LANGUAGE, at the end of this Introduction)
• Encourage students to use English to do the
different speaking activities that show
comprehension.
• Choose relevant parts of the listening texts,
especially dialogues, for students to listen to,
repeat, try to memorize and present in front of
the class.
• Draw students’ attention to the speaking
activities that help them prepare the final project
of the lesson.
• Create a positive atmosphere in the classroom
to facilitate students’ participation in oral
exchanges.
Developing Written Expression
• Always provide a model for students to follow.
Go from simple, very guided activities to more
complex ones: just words that students use to fill
in blanks, or exercises in which they put words in
order to form sentences, short answers to simple
questions, using a pattern given and substituting
some elements, etc.
23
 • Make students aware of punctuation marks and NOTES
connectors to be used.
• Check written work while walking around the
classroom, by collecting notebooks, or by
providing the correct versions on the board, on a
transparency, on a piece of craft paper, etc.
• Draw students’ attention to the activities that
help them prepare the final project of the lesson.

Feedback
Here are some phrases that are useful for giving
feedback and make comments to your students at
asny stage of the lessons.
• You are developing a better attitude towards
your classmates.
• You can be very helpful and dependable in
the classroom.
• You have strengthened your skills in ___.
• You are learning to be a better listener.
• You are learning to be careful, cooperative, and fair.
• You are very enthusiastic about participating.
• Your work habits are improving.
• You have been consistently progressing.
• You are willing to take part in the classroom activities.
• Your attitude towards school is excellent.
• You work well in groups, planning and carrying
out activities.
• Your work in the area(s) of ____ has been
extremely good.
• You can do better in the area(s) of ____.
• You would improve if you developed a greater
interest in ___.

24
 THE INTERNET IN THE LANGUAGE CLASSROOM

Nowadays, in the era of information revolution NOTES

and the widespread use of the Internet in almost
all spheres of life, this tool can serve as a teaching
medium, a rich source of materials of any kind,
and also as the basis for lessons instead of texts
from the course book only.
Internet-assisted lessons may supplement
teaching by adding an additional dimension to
the classroom. Students can use it to gather
information on different topics or search for
additional exercises to practice a particular
language item.
The Internet gives great possibilities for students
to work with materials they choose themselves
and offers an attractive and interactive learning
environment.
This is achieved by the use of communication
tools such as e-mail, chat, or forum groups, which
students can use to communicate with people
from different parts of the world and therefore
practice their English in a meaningful and
motivating way.

Tips to Develop Safe Internet Lessons

• Never start lessons by having students use
search engines on their own.
• Ask students to find specific information, not just
surf the web.
• Always tell students to write down the URLs of the
sites they use for reports in bibliography format.
• Try to preview sites before students visit them.

25
 CLASSROOM LANGUAGE
Present these expressions to the class at the
The time 7
beginning of the year and explain when to use
them and what they mean. Then make students A: What’s the time? / What time is it?
listen and repeat all of them. During the year, go B: It’s one o’clock. / It’s two o’clock. / It’s three
back and practice them whenever necessary. o’clock. / It’s ten o’clock. / It’s twelve o’clock.
A: What’s the time? / What time is it?
Greetings 1
B: It’s quarter past nine. / It’s half past ten. / It’s
• Good morning. / Good afternoon. / Hello. / Hi. five past eleven. / It’s ten past twelve. / It’s
• Good bye. / See you tomorrow. / See you later. twenty past one. / It’s twenty five past two.
• Have a nice weekend. / Enjoy your holiday.
A: What’s the time? / What time is it?
Moods and feelings 2 B: It’s quarter to eight. / It’s twenty five to nine. / It’s
A: How are you today? twenty to ten. / It’s ten to three. / It’s five to four.
B: I’m fine. / I’m great. / OK. / Very well, thank you. Some commands and instructions 8
/ I’m not very well. / I have a problem. / I’m
• Answer the questions. • Look up these words in
feeling down. / I’m sad.
• Be quiet. the dictionary.
• Check your answers. • Make a list.
Asking for clarification 3
• Check your predictions. • Make some notes.
• Can you repeat that, please? • Close the door. • Match the pictures.
• Can you say that again, please? • Come to the board. • Name three activities.
• Sorry. I’m afraid I didn’t understand. • Compare your answers. • Open your books.
• Can you help me with this exercise, please? • Complete the • Pay attention, please.
paragraph. • Put the pictures in
Encouragement 4 • Copy the instructions. order.
• Well done! / Good! / Excellent! / Good work! / • Discuss the ideas in • Read the instructions.
Congratulations! your group. • Select the correct
• Do it more carefully. / Say it again. / Try to correct • Do exercise 1. answer.
that, please. • Do not write in your • Silence, please.
• Not too bad. / You’ll do better next time. / book. • Sit down.
Keep trying! • Fill in the blanks. • Stand up.
• Find examples in the • Talk to your partner.
The date 5 text. • That’s all for today,
A: What day is it today? • Find the cognates in thank you.
B: It’s Monday. / It’s Tuesday. / It’s Wednesday. / It’s the text. • Work in groups of four.
Thursday. / It’s Friday. / It’s Saturday. / It’s • Listen to the recording. • Work with your partner.
Sunday. • Look at the pictures. • Write the sentences.
A: What’s the date today?
Turn taking and permission 9
B: It’s (Monday) March 9th. / It’s (Monday) 9th March.
• Can I talk to you after the class?
The weather 6 • Excuse me, can I say something?
• Excuse me, can I leave the room for a minute?
A: What’s the weather like today?
• May I go to the bathroom?
B: It’s sunny. / It’s cloudy. / It’s hot. / It’s cold. / It’s • It’s your turn.
nice and warm. / It’s nice and cool. / It’s raining. • Sorry, it’s my turn.
/ It’s snowing.

26
 SUGGESTED YEAR PLANNING

Unit Expected Learning Pages Resources

Unit 1 Understand and convey information about 8. • I have a complaint to make. 10
EMOTIONALLY goods and services. 9.10.11.12. • Oral practice. 11
INVOLVED
13 • Notes with additional information.
Pages: 6 – 37

State oral complaints about a health service. 20. • Unhappy with the service. 13
21.22.23.24. • Oral practice.
25. • Notes with additional information.
Read and understand different types of literary 14.16.17. • Books, authors, reviews.
texts distinctive of English-speaking countries. 18. • Oral practice. 12
19. • Notes with additional information.

Read suspense literature and describe moods. 26.28.29.30. • The magical world of Eva Luna.
31. • Oral practice. 15
• Notes with additional information.

Informal Evaluation Pages Product Pages

• Reflection Spot 10.16. Telephone complaints voice mail.
• Let’s Check 12.18.25.30. • Warm up stage 8.9.10.
• Final Reflection 37. • Building stage 11.12.13.20.21.22.
• Closure stage 23.24.25.
Formal Evaluation Evaluation 32
Unit Check 34.35.36. 16 An ‘emotionary’.
• Warm up stage 14.16.
• Building stage 17.18.19.26.28.
Extra Test Unit 1 (Teacher’s book) • Closure stage 29.30.31.
50.51.52.53 17 Evaluation 33

27
 Unit Expected Learning Pages Resources
Unit 2 Understand and write instructions. 40.41.43.44.45. • How does it work?
PLEASE TELL ME 46. • Oral practice. 18
HOW TO DO IT
47. • Notes with additional information.
Pages: 38 – 71

Interpret and write instructions for a 54.55.57.58. • The technology of living things.
simple experiment. 59. • Oral practice. 21
• Notes with additional information.
Interpret and convey information published in 48.49. • Hands on the buzzers. 19
various media. 50.51. • Oral practice. 20
52. • Notes with additional information.
53.

Share emotions and reactions caused by a 60. • How do you feel about it? 22
TV program. 61.62.63.64. • Oral practice. 23
65. • Notes with additional information.

Informal Evaluation Pages Product Pages

• Reflection Spot 49.59.62. An instruction album 66.
• Let’s Check 47.53.58.64. • Warm up stage 40.41.43.
• Final Reflection 71. • Building stage 44.45.46.47.54.55.57.
• Closure stage 58.59.
Formal Evaluation Evaluation 66.
Unit Check 68.69.70. 24 An oral presentation 67.
• Warm up stage 48.49.50.
• Building stage 51.52.53.60.61.62.
Extra Test Unit 2 (Teacher’s Book) • Closure stage 63.64.65.
76.77.78.79. 25 Evaluation 67.

28
 Unit Expected Learning Pages Resources
Unit 3 Participate in language games to work with 74. • Changing Language. 26
LANGUAGE AND specific linguistic features. 75.76.77.78. • Oral practice. 27
HISTORY
79. • Notes with additional information.
Pages: 72 – 107

Participate in language games to understand 88.89. • It’s great fun! 29

and write irregular verb forms. 90.91. • Oral practice. 30
92. • Notes with additional information.
93.
Read and rewrite informative texts from a 80.81.84.85. • If in doubt – just google it.
particular field of knowledge. 86 • Oral practice. 28
87. • Notes with additional information.

Write a short report about a historic event. 94.95.98.99. • When the wall fell down.
100. • Oral practice. 31
101. • Notes with additional information.

Informal Evaluation Pages Product Pages

• Reflection Spot 77.81.90.98. A memory game 102.
• Let’s Check 78.86.92.101 • Warm up stage 74.75.76.77.78.79.
• Final Reflection 107. • Building stage 88.89.90.
• Closure stage 91.92.93.
Formal Evaluation Evaluation 102
Unit Check 104.105.106. 32 An anthology of reports on
historic events 103.
• Warm up stage 80.81.
• Building stage 94.95.98.99.100.101.
Extra Test Unit 3 (Teacher’s Book) • Closure stage 84.85.86.87
101.102.103. 33 Evaluation 103.

29
 Unit Expected Learning Pages Resources
Unit 4 Understand and elicit oral exchanges regarding 110. 111. 112. • Embarrassing moments. 34
DRAMA OR leisure situations. 113. 114. 115.
• Oral practice. 35
REAL LIFE?
• Notes with additional information.
Pages: 108 – 147.

Interpret and offer descriptions regarding
unexpected situations in an oral exchange.
Understand and express differences and
similarities between cultural features from
Mexico and English-speaking countries.
126. 127. 128. • Eyewitness reports. 37
129. 130. 131. • Oral practice. 38
• Notes with additional information.
116. 117. 118. 119. • TheatER around the world.
120. 121. 122. 123. • Oral practice. 36
124. 125.
• Notes with additional information.

Read plays in order to compare attitudes and 132. 133. 134. 135.
• Fiddler on the roof – A Broadway hit.
behaviors adopted by English speaking and 136. 137. 138. 139.
Mexican persons. 140. 141. • Oral practice. 39
• Notes with additional information.

Informal Evaluation Pages Product Pages

• Reflection Spot 113.123.129.138 A testimonial 142.
• Let’s Check 115.124.131.139. • Warm up stage 110.111.
• Final Reflection 147 • Building stage 112.113.114.115. 126.
127.128.
• Closure stage 129.130.131.
Formal Evaluation Evaluation 142.
Unit Check 144.145.146. 40 A performance 143.
• Warm up stage 116.117.121.
• Building stage 122.123.124.125.132.133.
Extra Test Unit 4 (Teacher’s Book) 134.136
128.129.130. 41 • Closure stage 137.138.139.140
Evaluation 143

30
 Unit Expected Learning Pages Resources
Unit 5 Produce texts to participate in academic events. 150. 151. 152. 153. • Preventing climate change.
LET´S AGREE TO 154. 155. 156. 157. • Oral practice. 42
DISAGREE 158. 159.
• Notes with additional information.
Pages: 148 – 187

Write arguments in favor or against a subject 166. 167. 168. 169. • Planet saving technology.
to take part in a debate. 170. 171. 172. 173. • Oral practice. 45
174. 175. • Notes with additional information.

Interpret and convey instructions found in 160. 161. 162. • Photographic safari. 43
everyday life. 163. 164. 165.
• Oral practice. 44
• Notes with additional information.

Understand and offer instructions to plan a 176. 177. 178. • First trip abroad. 46
field trip. 179. 180. 181. • Oral practice. 47
• Notes with additional information.

Informal Evaluation Pages Product Pages

• Reflection Spot 154.152.174.181. A debate 182.
• Let’s check 158.165.175.180. • Warm up stage 150.151.
• Final Reflection 187. • Building stage 154.155.156.157.
158.159.166.167. 171.
• Closure stage 172.173.174.175
Formal Evaluation Evaluation 182.
Unit Check 184.185.186. 48 An activity schedule 183.
• Warm up stage 160.161.163.164. 165.
• Building stage 176.177.178.
Extra Test Unit 5 (Teacher’s Book) • Closure stage 179.180.181.
153.154.155.156. 49 Evaluation 183.

31
 UNIT DETAILED TEACHING NOTES

Emotionally
involved
Learning environment Learning environment
• Family and community • Literature and games
Social practice Social practice
• Understand and convey information about goods and services • Read and understand different types of literary texts distinctive of
English-speaking countries
Specific activities Specific activities
• State oral complaints about a health service • Read suspense literature and describe moods
Achievements Achievements
• Can establish the motive or purpose of an oral text • Can use various strategies to understand narratives
• Can infer central meaning in explicit information • Can infer central meaning and main ideas from details
• Can distinguish main ideas and some details within oral texts • Can ask and answer questions in order to infer information
• Can detect specialized information within oral texts • Can give opinions regarding emotional states
• Can use strategies in order to understand the meaning of an oral text • Can organize paragraphs in order to create texts
Final product Final product
• Telephone complaints voice mail • An 'emotionary'
Warm up stage Warm up stage
• Relate expressions of complaint to visual elements • Identify specific information about fantasy
Building stage Building stage
• Identify expressions of complaint in the recording • Classify specific information about writing or publishing a book
Closure stage Closure stage
• Distribute among teams the instructions needed to create • Distribute among teams the instructions needed to create an
telephone complaints 'emotionary'
• Select and read information to create the complaint • Select a suspense narrative from various sources
• Create sentences to express the complaint • Read the selected narrative in silence
• Check that the complaint is understood when spoken and listened to • Choose and make a list of the emotions found in the narrative
• Practice the enunciation of a complaint • Propose and compose examples of the situations that describe
• Perform the telephone complaint these emotions
• Check, through independent reading, that the examples comply with
grammar, spelling, and punctuation conventions
• Organize an event to read and present the 'emotionary'

32 UNIT 1

PAGE 6
Invite students to examine this table of contents,
identify elements they are familiar with, say what
they think they will listen to, read, talk and write
about, and what they imagine the final products are.
PAGE 7
Getting Ready
The purpose of this section is to prepare students
for the linguistic and extra-linguistic contents of
the lesson, cross checking with other curricular
areas, identifying weak and strong points to draw
upon or reinforce during the course of the lesson.
1 Ask students to form small groups and read
and answer the two questions. Tell them to
write their answers down, then compare with
another group, and finally share with the rest
of the class. What kind of books do most
students read? Are there any students who
do not read at all? Why not?
2 Students look at the eight book covers and
match the type of books with the words in
the box. Ask them which book they would
definitely read and which one they would
definitely not read. Why?
Answers:
1. Biography, 2. Detective story, 3. Children’s
fairy tale, 4. Science fiction stories, 5. Fantasy.
6. Historical romance. 7. Horror story,
8. Chronicle.
3 Review with students the expressions used
to express feelings such as surprise, pleasure,
anger, etc. and then ask them in what other
ways people express their feelings and
emotions. Make a list. Tell them to look at
the pictures and guess what those people
are feeling. You can follow up with a mimic
game where students use gestures and facial
expressions to express their feelings.
Answers:
1. Shock, pain, surprise. 2. Anger. 3. Anger,
indifference, worry. 4. Annoyance, anger, surprise.
Emotionally involved
PAGE 8
Lesson 1
Lesson 2
Listening I HAVE A COMPLAINT TO MAKE
Background information
Complaint: noun / a reason for not being satisfied;
a statement that somebody makes saying that
they are not satisfied. The most common
complaint is about poor service.
Nowadays most of the companies or public
services have a complaints department.
BEFORE Listening
Warm up stage
During this stage, the activities will allow
students to activate previous knowledge and
to get involved with the topic of the final
project. Give them a few minutes to revise the
characteristics and instructions for Final Project
1, on page 32. Analyze with them the activities
of the warm-up stage and how they relate to
the topic and objective of this project.
1 In small groups or pairs, students read the
sentences and match them with the pictures.
Answers:
a. 3. b. 1. c. 4. d. 2.
2 Students choose one of the options provided
(a – d) . Ask them to justify their choices.
Answers:
b.
3 Tell students to form small groups and read
and answer the two questions. Ask them to
give examples of good and bad customer
service.
Word Spot
Draw students’ attention to this spot, which
provides additional and useful information on
another use of the word complaint.
33
 PAGE 9
4 Students read options a – f and tick the ways
people usually complain. You can also ask
them to rate the options from the most to
the least common.
Answers:
a. 3, c. 3, d. 3.
5 Tell students that these key words will appear
in the recording and that it is important that
they know their meaning before they listen.
Go through the words with them; you can
also let them use a dictionary, correct their
pronunciation and then ask them to match
the words with the pictures.
Answers:
Picture 1: cast. Picture 2: bill.
Picture 3: toothache. Picture 4: nurse.
Listening
6 10 Ask students to look at the table before
playing the recording. Clarify the instructions.
Ask students to justify their choices.
We use various ways of communicating with
each other; the most effective are speaking
and gestures, but these types of
communication require people to be present
in front of each other. The problem arises
when two people are at a distance. The
invention of the telephone makes it possible
to communicate even when people are far
away from each other. Unfortunately, this
channel only allows us to use our voice, but
not images. However, the invention of
computers helps us share a huge amount of
information through other types of data, such
as written messages, photos and even videos.
Answers:
The participants are The participants
facing each other are at a distance
Conversation 1 3
Conversation 2 3
American v/s British English
Draw students’ attention to the different
words used in each variety of English.
34 UNIT 1
7 10 In this exercise, students apply their
personal criteria. Ask them to read the four
titles and choose two that would best fit the
dialogues. Ask them to justify their choices.
Answers:
Conversation 1 – d. Conversation 2 – b.
PAGE 10
8 10 Before doing this exercise, give examples
of some of the information asked for, such as
pause, tone, and attitude. Remind students
that correct English is not only knowing
grammar and vocabulary; they must pay
attention to pronunciation, pauses, intonation,
and patterns of emphasis–no matter how good
their grammar and vocabulary, if their
pronunciation is unintelligible, no one will
know what they are saying.
Tone is a pitch element added to a syllable to
convey grammatical or lexical information, for
example, expressing sadness, happiness, etc.
Attitude is a settled way of thinking or
feeling, typically reflected in a person’s
behavior: “she took a tough/positive/negative
attitude toward other people’s errors.”
Answers:
a. b. c. d.
Receptionist/ Impatient/
Dialog 1 3 Negative
patient criticizing
Telephonist/ Impatient/
Dialog 2 2 Negative
patient criticizing
Reflection Spot
The purpose of this activity is to help students
reflect on their learning process and to raise
their awareness of how they develop their
own learning strategies to become more
effective learners. They should work on their
own, but you may help and guide the work
when necessary.
Students read the statements and assess their
ability to:
• detect the tone and attitude of a text;
• identify non-verbal characteristics.

9 10 Play the recording again (and more
times if necessary) and ask students to fill in
the gaps. Check orally.
Answers:
Dialog l: a. bill. b. prescription. c. Head.
Dialog ll: a. terribly. b. appointment. c. repeat.
TRANSCRIPT – I HAVE A COMPLAINT TO MAKE 10
I
Patient: What’s taking you so long? I’ve been waiting for
my bill for ages.
Clerk: I’ve almost finished.
Patient: Could you hurry up, please?
Clerk: There! Here you are.
Patient: The bill says: medical assistance and cast plus
medicines, but I didn´t get any medicines.
Clerk: What do you mean?
Patient: I just got a prescription and had to buy my own
medicines. I won’t be paying for this.
Clerk: It says here you received some medicines.
Patient: Could you check that, please?
Clerk: OK; I will call the Head Nurse and ask her what
may have happened.
Patient: Thank you. It’s just that I don’t want to pay more
than I have to.
II
Receptionist: Los Angeles Health Center, can I help you?
Patient: At last! I’ve been trying to get through for more
than an hour.
Receptionist: I´m sorry, sir; we´ve been terribly busy.
Patient: I´d like to see a dentist tomorrow.
Receptionist: Tomorrow? Umm, I´m afraid there are no free
slots for tomorrow.
Patient: But I have a toothache!
Receptionist: I understand, but unfortunately, our appointment
schedule is full.
Patient: What do you think I should do?
Receptionist: I can give you the phone number of a
different doctor.
Patient: OK, I guess that’ll be fine.
Receptionist: Please write down the details. Dr. María Phillips,
telephone number 543 89 98.
Patient: Right. María Phillips. 543 8… . Could you repeat
the last three numbers?
Receptionist: 998.
Patient: 998 89 98. Thank you very much.
Receptionist: You’re welcome.
Emotionally involved
PAGE 11
after Listening
Building stage
Draw students’ attention to the information in
this spot. Tell them that during this stage, the
activities will allow them to study and practice
language structures and vocabulary necessary
to complete Final Project 1.
10 Ask students to form small groups and read
and answer the three questions. Tell them to
compare their answers with other groups.
Answers:
a. In the first case, it is overcharging for medical
services; in the second, the long wait on the
telephone and no appointments available.
b. The first one is a face-to-face situation and the
second is a telephone complaint.
c. They use pauses, tone, and pitch of voice.
The Present, the Past,
LanguaGe Spot and the Future tense
This section deals with three tenses and their
most common uses: the Present Simple, the
Past Simple and the Future Simple. This is a
review of the tenses seen in earlier years. Give
students plenty of examples of each tense and
ask them if they feel comfortable using them.
Always keep in mind that the activities are meant
to promote independent learning, so help, guide
and check, but do not tell them the answers.
You can search for additional information at
http://www.englishpage.com
Answers:
1. a. Present, b. Future, c. Past.
2. The Present Simple
Indicates the action is general.
Shows that the action happens all the time,
or habitually, in the past, present and future.
Expresses that the statement is always true.
The Simple Past
Expresses an action in the past that took
place once, not several times.
Indicates actions taking place one after
another in the past.
Shows an action in the past taking place in
the middle of another action.
The Future Tense
Expresses a voluntary action in the future.
Indicates a promise.
35

AVOID THIS MISTAKE
To make the Past tense form of most regular
verbs, we simply add –ed at the end.
Examples: walked, danced, arrived, etc.
Irregular verbs are not that simple; we sometimes
need a dictionary to help us write their different
form.
To make the Future tense, we simply add will in
positive sentences or won’t in negative sentences.
Additional exercises
There is a mistake in each of these sentences. Find
it and write the correct sentence.
a. I didn’t celebrated New Year’s Eve.
b. They didn’t invited me.
                  
c. So, I were very sad and lonely.
                  
Answers:
a. I didn’t celebrate New Year’s Eve. b. They didn’t
invite me. c. So, I was very sad and lonely.
Write correct sentences in the Future tense
following the clues provided.
a. I / promise/ I / drive / too / fast / (negative)
                  
b. Tomorrow / it / rain / a lot / (affirmative)
                  
c. He / believe / you/ (negative)
                  
Answers:
a. I promise I won’t drive too fast. b. Tomorrow, it
will rain a lot. c. He won’t believe you.
Word Spot
Draw students’ attention to this spot, which
provides additional and useful information on
the use of the word taxi.
11 Refer students to the Language Spot before
doing this exercise.
Answers:
a. Present Simple, b. Present Simple. c. Past
Simple. d. Future Simple. e. Past Simple.
36 UNIT 1
PAGE 12
12 Ask students to read the jumble words,
establish the tense (for example, the adverb
of time or the verb structure, such as will
indicating Future tense, the Past tense form
of the verb, etc), and then write the
sentences in the correct order. Check orally.
Answers:
a. Veronica didn’t cook lunch yesterday.
b. The Browns will visit us tomorrow.
c. Do you play football at the weekend?
d. Jennifer studied English in the UK two years ago.
✔
✔✔ Let’s Check
13 This type of activity allows students to
evaluate their performance in the grammar
aspect of the lesson and also to consider
evaluation as a continuous process
throughout the book.
Whenever students do an exercise where
they have to use visual information, tell them
it is very important to pay attention to the
pictures as they often provide the clue and
part of the answer. Check answers and help
students work out their scores. You may ask
students to keep track of their progress and
then evaluate overall performance in the
Let’s Check sections every two units.
Answers:
a. i. We often go to the seaside on our vacations.
ii. Last year, we went to the mountains.
iii. We hope next summer we will go back to
the beach.
b. i. I always arrive at school at 8 am.
ii. Yesterday, I arrived late.
iii. Tomorrow, I will arrive on time again.
c. i. Tammy usually plays tennis on Tuesdays.
ii. Last week, she played with her brother.
iii. She has promised her best friend she will
play with her.
PAGE 13
14 11 Ask students to read both columns and
match the complaints with the responses
and with the pictures that illustrate them.
Explain any words they might not know. Tell

them to write the short dialogs in the
spaces provided.
Answers:
See transcript
TRANSCRIPT – ORAL PRACTICE 11
Customer: Waitress, this is not what I ordered!
Waitress: Err… I’m sorry sir, my mistake. Your pizza’s on the
way.
Customer: Do you realize I’ve been waiting to get through to you
for 20 minutes?
Secretary: I’m sorry for the inconvenience, but we are terribly
busy.
Patient: Ouch! I have a terrible stomachache.
Doctor: Let´s check what´s wrong with you.
Customer: Excuse me, but the change you gave me is not right.
Cashier: I’m sure I gave you one ten and two five dollar bills.
Could you please check again?
Word Spot
Draw students’ attention to this spot, which
provides additional and useful information on
the word waiter.
15 11 Play the recording for students to check
their answers in Exercise 14. Play it again
with pauses for them to practice and then
role-play the dialogs.
Readers Remind students of the Readers that
are part of the course and invite them to have a
quick look at the text on pages 6 – 10. Tell them to
copy and complete points a – d of this chart in their
notebooks. Then they can continue reading the
text, complete the rest of the chart and do the
activities that go with the text, in their own time,
just for pleasure.
a. Name of text:     b. Name of caller:     
c. Number of transfers before getting through to
the right person:               Author: Yossi Ghinsberg. Publisher: Publishers
d. Purpose of call:                Incorporated.
e. Doctor’s name:     f. Date of problem:     Book 3.
g. Problem:                  Title: How Computers Work. Author: Ron White.
Answers:
a. Health Service, b. Rodolfo Pérez, c. Two, d. To file
a complaint, e. Dr. Castrejón, f. April 23rd, g. The
doctor saw his son 7 hours after the appointed time.
Emotionally involved
Project
Refer students to the instructions of Final
Project 1 on page 32. Assign some time to
analyze and reflect on how Exercise 14 will
help them organize and prepare it.
PAGE 14
Lesson 2
Lesson 2
reading BOOKS, AUTHORS, REVIEWS
BEFORE READING
Warm up stage
Explain to students that, during this stage, the
activities will help them get involved with the
topic of the final project for Lessons 2 and 4, an
‘emotionary’. Give them some minutes to revise
the instructions on page 33, and then
brainstorm some ideas on how to begin the
preparation for it.
At this stage, you may allow Spanish, if
necessary.
1 Students discover what it takes to write and
publish a book. In preparation for this lesson,
talk to them about the people who write
books and who publish them. What are their
roles? What does it take to get a book into the
market? After the discussion, students read
the instructions and use different colors to
circle the requested information.
Answers:
Book 1.
Title: The Elf Hunter. Author: Sigried Muller.
Publisher: Kindle Books.
Book 2.
Title: Jungle, A Harrowing Story of Survival.
Publisher: Textbook Editors.
2 Students quickly look at the texts they are
going to read and decide what type of text
they are, from the options provided.
37
 Answers:
a. Text II – A biography. b. Text III – A book
review. c. Text I – Part of a book.
3 Here are a few tips you can give students
when learning new vocabulary, as in this
exercise.
a. It will be easier to expand vocabulary if
they write down not only the words alone,
but the whole sentences, to give them
some context.
b. When they have time, they should look up
the words they do not know in the
dictionary.
c. They should pay attention to words with
the same root; after they understand the
meaning of a noun, it will be easier to
learn adjectives and verbs from the same
word family.
Answers:
a. compelling. b. farewell. c. gloomy.
d. feature (v.). e. creepy.
Word Spot
Draw students’ attention to this spot, which
provides additional and useful information on
the use of the word review.
4 It is important for students to interact with a
text before, during, and after reading,
listening, or viewing by setting a purpose,
previewing the text, making predictions,
asking questions, locating information for
specific purposes, and making connections.
Students talk in small groups. Tell them to
think of a review they have read before and
the information they found there. Ask them to
compare their answers with another group.
Do not check students’ answers at this point.
PAGE 15
American v/s British English
Draw students’ attention to the different
words used in each variety of English.
38 UNIT 1
PAGE 16
READING
5 Students read the three texts and check their
predictions in Exercise 4.
6 Ask students to highlight all the words
written in capital letters and then list them in
their notebooks. What kind of words are
they? Ask them to explain why certain parts
of the text are written in italics.
Answers:
a. All the words written with capital letters are
proper nouns.
b. The parts written in italics are titles; italics are
used to distinguish the titles from the rest of
the information.
7 Tell students to first read the options
before they and them go back to the text to
find the correct answers.
Answers:
Text I Text II Text III
a. A description of Forks. 3
b. The name of the author. 3 3
c. The name of the main character. 3
d. The publisher of Twilight. 3
e. The reason why Bella is going
3
to Forks.
f. The year the book was written. 3
Word Spot
Draw students’ attention to this spot, which
provides additional and useful information on
the use of the word character.
8 Students read the words highlighted in grey
in the text, find out their meaning, and then
under the correct heading.
Answers:
a. characters, novel, protagonist, plot, fiction.
b. literary agent, slush pile, publishing
company, paperback.

American v/s British English
Draw students’ attention to the different
spelling of the word words used in each
variety of English.
9 Clarify the term description with students:
a spoken or written representation or
account of a person, object, or event. Ask
them to write the descriptions of the three
required points.
Answers:
a. Twilight is a book with a lot of tension and
creepy terror.
b. Bella is an extremely compelling character.
She is down to earth, but consumed with her
crush on a vampire.
c. Kids who read fantasy and darker fiction, but
also kids who like more realistic fiction .
Reflection Spot
The purpose of this activity is to help students
reflect on their learning process and to raise
their awareness of how they develop their
own learning strategies to become more
effective learners. They should work on their
own, but you may help and guide the work
when necessary.
Students read the statements and assess their
ability to:
• follow instructions;
• identify the type of text.
PAGE 17
10 Students read the statements and decide
whether they are true or false. Ask them to
correct the false statements.
Answers:
a. False. She wants to go to Forks.
b. True.
c. False. She had three children.
d. True.
e. True.
f. True.
Emotionally involved
Word Spot
Draw students’ attention to this spot, which
provides additional and useful information on
the word realism.
AFTER READING
Readers Invite students to have a quick look
at the text on pages 40 – 42. Tell them to do this
activity in their notebooks. Then they can continue
reading the text and do the activities that go with it,
in their own time, just for pleasure.
Read the beginning of this story and write the
names of these people:
a. The parents:                .
b. The sons:                 .
c. The sons’ friend:              .
Answers:
a. Mr. And Mrs. Miranda, b. Carl, Eddie, c. Mario.
LanguaGe Spot
Reflexive
pronouns
This section deals with reflexive pronouns and
their use. When doing this section of the lessons,
make sure you give the students lots of examples.
Always keep in mind that the activities are meant
to promote independent learning, so help, guide
and check, but do not tell them the answers.
You can search for additional information at
http://www.englishclub.com/grammar/pronouns-
reflexive.htm
Answers:
3. Reflexive, same, preposition, same, subject.
Additional exercise
Read these sentences and choose the
correct alternative.
a. Robert made this T-shirt     .
i. herself
ii. himself
b. Lisa did the homework     .
i. himself
ii. herself
c. We helped      to some cola at the party.
i. ourselves
ii. themselves
39
 d. Emma, did you take the photo all by     ?
i. herself
ii. yourself
e. I wrote this poem     .
i. myself
ii. yourself
f. The lion can defend     .
i. himself
ii. itself
g. Tim and Gerry, if you want more milk,
help     .
i. themselves
ii. yourselves
h. Alice and Doris collected the stickers     .
i. yourselves
ii. themselves
Answers:
a. ii. b. ii. c. i. d. ii. e. i. f. ii. g. ii. h. ii.
Building stage
Draw students’ attention to the information in
this spot. Tell them that during this stage, the
activities will allow them to study and practice
language structures and vocabulary necessary
to complete Final Project 2.
American v/s British English
Draw students’ attention to the different
spellingsw used in each variety of English.
PAGE 18
11 Explain to students that connectors are used
by native speakers to make sentences more
interesting and to join several ideas in one
sentence. The connectors in this exercise are
a revision of what students would have seen
in earlier years.
Answers:
a. and. b. although. c. but. d. because
Word Spot
Draw students’ attention to this spot, which
provides additional and useful information on
the difference between the words homework
and housework.
40 UNIT 1
✔
✔✔ Let’s Check
12 Refer students to the Language Spot before
doing this exercise. Help them students work
out their scores.
Answers:
a. herself. b. yourself. c. yourselves.
d. themselves. e. myself.
13 12 One of the main motivations to
encourage pair work in the English language
classroom is to increase the opportunities
learners have to use their spoken English.
Through pair work, for example, in dialogs,
learners revise what they have understood
from a reading or listening text. They get the
chance to role-play a situation and interact
with another student, while at the same time
using their communication skills. Always give
students time to practice the dialog before
they role-play it for the rest of the class.
Answers:
See transcript.
TRANSCRIPT – ORAL PRACTICE 12
A: So, what’s the book about?
B: It tells the story of Bella, a girl who leaves a big city and goes
to live in a small town.
A: And what happens there?
B: She meets a special boy and falls in love with him.
A: Is it a romantic story, then?
B: Not really, I think it’s romantic fantasy.
A: Why do you think it’s so popular?
B: I think it’s because it appeals both to kids who like dark
movies and to those who like romantic fiction.
14 12 Students adapt the dialog to their own
experience, talking about a book they have
read and then role-play it for the rest of the
class. Invite volunteers first, and then get a
few other pairs to role-play. If the students
haven’t read any books lately, invite them to
talk about a film, a soap opera or a song.
PAGE 19
15 This exercise gives the student an
opportunity to talk about their own

experiences and their likes and dislikes. Try to
make it as much a free-flowing conversation
as possible, with little intervention from you.
16 Ask students to read the instructions really
carefully and then read all the words on the
cards. Tell them to check the meanings of the
words they don’t understand in a dictionary.
The exercise will prepare your students for
the final project for this unit – an
‘emotionary’. This activity may take up quite a
long time, so it is not a good idea to start it
near at the end of a lesson period.
PAGE 20
Lesson 3
Lesson 2
Listening UHAPPY WITH THE SERVICE
BEFORE READING
Building stage
Draw students’ attention to the information in
this spot. Tell them that during this stage, the
activities will allow them to study and practice
language structures and vocabulary necessary
to complete Final Project 1.
1 Students get familiar with expressions used
to make complaints. Ask them or give them
examples of situations in which they can use
these expressions. Tell them to practice their
pronunciation and intonation.
Answers:
b. 3. c. 3. d. 3. e. 3. f. 3. g. 3.
2 Tell students to first look closely at the pictures
and then choose some of the expressions from
Exercise 1 to write a complaint in each case.
3 Students read the responses to complaints
and classify them into positive and negative
replies. You can discuss the importance of
tolerance and trying to solve conflicts when
you have a complaint to make.
Answers:
Positive: a, b, e.
Negative: c, d.
Emotionally involved
PAGE 21
4 Students use the responses in exercise 3 to
respond to the complaints they wrote in
Exercise 2. Ask them to practice the
mini-dialogs in pairs. Check pronunciation
and intonation.
5 If there are no hardcopy dictionaries
available tell students to use one of the free
on-line dictionaries. Some of them even have
the word word recorded, to provide a model
for pronunciation. It may be that your school
prefers the use of one particular dictionary.
This is for reasons of maintaining a consistent
style and understanding among everyone
using them; make sure you use the right one
for your assignments.
Answers:
Appointment: / `p ntm nt / noun / an
arrangement for a meeting at an agreed time
and place, for a particular purpose.
Bandage: /`b nd d3 / noun / a long narrow
piece of cloth which is tied around an injury or a
part of someone's body that has been hurt.
Pain: /pe n/ noun / a feeling of physical
suffering caused by injury or illness.
Schedule: /`skedjul / noun / a list of planned
activities or things to be done showing the
times or dates when they are intended to
happen or be done.
Sick: /s k/ adj./ physically or mentally ill; not well
or healthy.
Voice mail: /`v s me l / noun / an electronic
telephone answering system used especially by
organizations and mobile phone users.
American v/s British English
Draw students’ attention to the different
pronunciation used in each variety of English.
Listening
6 13 Before you play the recording once or
twice tell students to carefully read the
instructions and sentences a – f.
Answers:
a. 3. c. 3. e. 3.
41

Word Spot
Draw students’ attention to this spot, which
provides additional and useful information on
the use of the words appointment and date.
7 13 Play the recording again. Check
answers orally.
Answers:
a. to the hospital. b. a car. c. doctor. d. to call
him back. e. a waiting room. f. low.
PAGE 22
Word Spot
Draw students’ attention to this spot, which
provides additional and useful information on
the use of the word doctor.
8 13 Ask students to familiarize themselves
with the pictures before you play the
recording again. Ask them to compare their
answers with another student.
Answers:
a. ii. b. iii. c. i. d. i. e. i.
American v/s British English
Draw students’ attention to the different
words used in each variety of English.
TRANSCRIPT – UNHAPPY WITH THE SERVICE 13
I the answers.
Woman: I told the doctor that it really hurt. I could hardly move
my arm because the bandage was too tight, so he sent
me back to the hospital to have it taken off and
changed. Now, it’s much more comfortable.
II
Man: I have a complaint to make. I called for an ambulance
about 30 minutes ago. Could you hurry up, please? Yes,
I told you before. There’s been a car accident right in
front of the fast food restaurant in Bellevue Avenue.
III
Woman: Excuse me. There seems to be a problem with your
appointment schedule. You told me to come here at 9.15
and it’s already 10.10 and I am still waiting. Could
youcheck when the doctor will see me? It has to be today.
IV
Man: Yes, hello. It’s Paul Stanton again. I need to talk to the
42 UNIT 1
dentist, Dr. Melanie Jefferson. It´s about my daughter,
Ruby. She has a terrible toothache. Last night she could
not sleep from the pain. I’ve left several messages on
your voice mail since this morning, without getting any
reply so far! Could you please call me back?
PAGE 23
after Listening
Closure stage
Read this spot aloud. Inform students that the
activities in this stage are meant to help them
complete the final project of Lesson 1 and
Lesson 3, telephone complaints voice mail.
9 Tell students to work on their own on the first
part of the assignment; then, ask them to form
small groups and check and compare their
replies. Please bear in mind that students will
have different opinions. Tell them it is very
important to respect their classmates’ opinions.
The modal verb
LanguaGe Spot
Could
This part of the unit deals with and explains the
different uses of the modal verb could. Make
sure that your students understand this section
well before moving on to the exercises.
Always keep in mind that the activities are
meant to promote independent learning, so
help, guide, and check, but do not tell them
You can search additional information at
http://www.englishpage.com/modals/could.html
Answers:
3. The modal verb could is used to express
possibility or past ability and to make
suggestions and requests.
4. a. Last night Emily could not (couldn’t) sleep
from the pain. (past ability, negative)
b. If they eat all that chocolate, they could
get sick. (possibility)
c. Could you please call me back asap?
(request)
d. The music is too loud; you could turn it
down a little. (suggestion)
e. I could hardly move my foot after Frank
stepped on it. (past ability, negative)

Additional exercise
Complete these sentences using could or couldn’t.
a. Last week, we      go swimming; this
week we can’t.
b. When I was five, I      swim.
c. Dennis      play the trumpet after
four months.
d. For three weeks, I      speak to him on
the phone.
e. They were so busy; they      write me a
text message.
Answers:
a. could. b. couldn’t. c. could. d. couldn’t.
e. couldn’t.
Word Spot
Draw students’ attention to this spot, which
provides additional and useful information on
the word acronym.
10 Refer students back to the Language Spot
section before they do this exercise.
Answers:
a. suggestion. b. past ability. c. request.
d. possibility. e. past ability (or lack of ).
American v/s British English
Draw students’ attention to the different
pronunciation used in each variety of English.
PAGE 24
11 This exercise works well in pairs. Students
discuss what they see in the pictures and
come up with different ideas. After they write
a short description of the pictures using the
modal verb could/could not, tell them to
compare their work with another pair.
Check answers orally.
Possible answers:
Picture 1: They could have an accident (possibility).
They could leave some parcels behind (suggestion).
Could somebody help these men? (request)
Picture 2: You could try to get the bike out of the
mud (suggestion). The bike could get damaged
(possibility). Could you help me get the bike out of
the mud? (request).
Emotionally involved
Picture 3: You could put the ice cream in a cup.
(suggestion). You could stain your clothes with the
melting ice-cream (possibility). Could you give me a
paper napkin to hold tthis ice cream? (request).
Picture 4: They could visit some art gelleries.
(suggestion). The could be lost. (possibility). Could
you tell them how to get to the museum? (request).
PAGE 25
12 14 Again students work in pairs. You should
always remember that language is
co-constructed and social in character. We
don’t learn language to think to ourselves in a
foreign tongue. We learn it to learn how to
communicate to and with others. That is why
you should always encourage pair or group
work wherever possible. After they finish their
work they check with the recording.
Answers:
a. ii. b. iii. c. i.
American v/s British English
Draw students’ attention to the different
words used in each variety of English.
13 14 English is considered a stressed language
while while Spanish is considered syllabic.
This means that, in English, we say certain
words more loudly, while other words are
spoken quickly.
CONTENT WORDS are normally stressed:
• Nouns, e.g. kitchen, Peter.
• Main verbs, e.g. visit, construct.
• Adjectives, e.g. beautiful, interesting.
• Adverbs, e.g. often, carefully.
FUNCTION WORDS are normally unstressed.
• Determiners, e.g. the, a, some, a few.
• Auxiliary verbs, e.g. don’t, am, can, were.
• Prepositions, e.g. before, next to, opposite.
• Conjunctions, e.g. but, while, as.
• Pronouns, e.g. they, she, us.
Intonation is also called the melody of the
whole sentence; it can be either falling
or rising.
Periods, question marks, and other
punctuation marks in a written story help the
reader to know about the melody.
43
 Pauses can be used in or between sentences.
For example: “What I want to say is quite …
difficult.” “I will tell you just between you
and me. … And please, do keep it a secret.”
Answers:
See transcript
14 14 Students work in groups of six which
they then divide into three pairs. Each pair
chooses one dialogue to practice imitating
the recording. You might have to play the
recording a couple of times before giving the
assignment. After students practice for a
while, they role-play it for the other two pairs.
Tell students that a good performance in
this exercise will help them compete
Project 1 better.
Project
Refer students to the instructions of Final
Project 1 on page 32. Assign some time to
analyze and reflect on how Exercise 14 will
help them organize and prepare it.
TRANSCRIPT – ORAL PRACTICE 14
I. Customer: I bought this television set here about three months
ago, but the sound and picture quality are awful.
Besides, there’s an annoying hissing sound in the
background.
Assistant: We can repair it, but I’m afraid it isn’t our policy to
give refunds, sir.
II. Customer: I’d like to make a complaint about my vacation in
Hawaii last week. It was a complete waste of
my money.
Assistant: I do apologize. I’d like to offer you a 20% discount
on the price of one of our spring breaks as a gesture
of goodwill.
III. Customer: Excuse me; I think you’ve given me the wrong
change. I gave you $20, not $10.
Assistant: So sorry, madam; it was my mistake.
44 UNIT 1
PAGE 26
Lesson 1
Lesson 2
reading THE MAGICAL WORLD OF EVA LUNA
BEFORE READING
Building stage
Draw students’ attention to the information in
this spot. Tell them that during this stage, the
activities will allow them to study and practice
language structures and vocabulary necessary
to complete Final Project 2.
1 Talk to students about fantasy and reality.
Ask them to define both words. Ask them if
they used to read or had their parents read
fairy tales to them when they were small.
What was their favorite fantastic character?
Can they name a few others from films and
books? After the discussion, tell them to look
at the pictures and say which ones depict
real life and which ones fantasy.
Answers:
Pictures 1, 3 and 4 depict fantasy.
Picture 2 depicts real life
2 Write the words on the board and read them
aloud. Ask students to repeat and correct
their pronunciation. Explain the meaning of
the words they do not understand or tell
them to use dictionaries.
Answers:
adventure – enchanted – fantastic - imaginary -
nightmare
3 Spanish and English share a large number of
cognates – words that look or sound very
similar in both languages. Cognate words
share a common origin; however, the
meaning of a word can be different – such
words are commonly known as false friend
or false cognates. For example, ‘sensitive’ in
English is not the same as ‘sensitivo’ in
Spanish, even though they originate from
the same source. The word ‘sensible’ in
Spanish and ‘sensible’ in English do not
 Emotionally involved

mean the same, either, even though they the overthrow of Chile’s coalition government in
look exactly the same. Students learning 1973, Allende left Chile and found refuge in
English should check with in a dictionary or Venezuela. Her first novel, The House of the Spirits
with their teacher to make sure that a given (1985), which arose directly out of her exile,
cognate word has the meaning they expect. became a worldwide bestseller and critical
Cognates are of great help when pursuing success. Her works include:
afaster and efficient learning of English, The House of the Spirits (1982), The Porcelain Fat Lady
asthey make the sometimes tedious process (1984),
of learning vocabulary an easier and more Of Love and Shadows (1985), Eva Luna (1987),
enjoyable task. The Stories of Eva Luna (1989), The Infinite Plan
You can apply the following formulas to (1991),
many other English words to find their Paula (1995), Aphrodite: A Memoir of the Senses
equivalents in Spanish. However, warn your (1998),
students that it is not always true. Daughter of Fortune (1999), Portrait in Sepia (2000),
City of the Beasts (2002), My Invented Country: A
Spanish English Memoir (2003),
-a problema – problem Kingdom of the Golden Dragon (2004), Zorro (2005),
-o paraíso – paradise Forest of the Pygmies (2005), Ines of My Soul (2006),
-ado/ada complicado -ed complicated The Sum of Our Days: A Memoir (2008), The Island
-ario diccionario -ary dictionary Beneath the Sea (2010), Maya’s notebook (2011).
Source: http://www.biography.com/articles/Isabel-Allende-9181801
-ción nación -tion nation
-dad humanidad -ty humanity PAGE 28
-fía geografía -phy geography 4 Before reading the texts, talk to students
-ia farmacia -y pharmacy about the writer, Isabel Allende and the
-io matrimonio -y matrimony genre, magic realism. Mention that Mexican
-ista artista -ist artist writer Juan Rulfo with his book Pedro
-mente personalmente -ly personally Paramo, is considered the original father of
magic realism and a great influence on Latin
-orio dormitorio -ory dormitory
American magic realism writers such as
-oso fabuloso -ous fabulous Allende and Colombian writer Gabriel García
Answers: Márquez.
Cognates: adventurer – baptized - firmament Later, ask students to read the text on page
jungle - melancholy - oasis 27 and answer the questions.
Not cognates: canopy = dosel. grow = crecer. Answers:
a. first person. b. informal. c. beginning.
monkey = mono.
d. adults. e. to inform.
False cognate: ancient = antiguo/a, not anciano
(elderly). 5 Students read the text again and assign one
title per paragraph.
READING
Answers:
Background information Text I – d. Text II – a. Text III – c.
Isabel Allende
Writer and novelist. Born in Lima, Peru, on 6 In pairs, students look at the pictures and
August 2, 1942. The niece and goddaughter of describe them in detail. Then they find the
Salvador Allende, the former president of Chile, paragraph where the information illustrated
she started her writing career as a journalist. by the pictures can be found and write the
Several months after her uncle’s assassination and corresponding information.

45
 Answers:
Picture 1 - Paragraph II: “they put a diaper to
cover her shame.”
Picture 2 - Paragraph III: “The Mission was an
extremely beautiful oasis in the heart of
voluptuous vegetation.”
Picture 3 - Paragraph III: “twisting from the
banks of the river to the feet of the fantastic
geologic towers that rose toward the firmament.”
Picture 4 - Paragraph I: “the green things that
grow in the jungle.”
PAGE 29
7 After reading the text once more, students
find supporting information, which they
write in the spaces provided.
Answers:
a. I was born in the back room of a really
dark house.
b. My father came from a place where the
hundred rivers meet. He smelt of green things
that grow in the jungle.
c. Missionaries took Consuelo in before she
learned to walk. She appeared one day, a dirty
naked baby crawling across a footbridge.
d. The mission was an extremely beautiful
oasis…. The heat was oppressively hot…
Closure stage
Read this spot aloud. Inform students that the
activities in this stage are meant to help them
complete the final project of Lesson 2 and
Lesson 4, telephone complaints voice mail.
AFTER READING
8 Refer students back to Exercise 3. Then, they
fill in the gaps in the sentences with the
corresponding words.
Answers:
a. ancient, b. jungle, c. baptized, d. oasis.
46 UNIT 1
LanguaGe Spot Adverbs
This section deals with adverbs of time and
degree. Make sure that you provide plenty of
examples apart from those taken from the
text. Always keep in mind that the activities
are meant to promote independent learning,
so help, guide and check, but do not tell them
the answers.
You can search for additional information at
http://www.englishclub.com/grammar/
adverbs.htm
Answers:
1. a. The words are adverbs.
b. Time: always, already, later.
Intensity: really, quite, extremely,
oppressively.
Additional exercise
Fill in the gaps in these sentences with an adverb
formed from the adjectives in the box.
• careful • easy • loud • quick • terrible
a. Frank read the book before the test.
b. The class is loud today.
c. You can open this tin.
d. Gladys drives her father’s car .
e. The dog barks.
Answers:
a. Frank read the book quickly before the test.
b. The class is terribly loud today.
c. You can open this tin easily.
d. Gladys drives her father’s car carefully.
e. The dog barks loudly
9 Refer students back to the Language Spot
before doing this exercise. Make sure that
your students know the subject well before
completing the task.
Answers:
a. already – time. b. soon – time. c. last year – time.
d. deeply – degree. e. extremely – degree /
badly – manner. f. immensely – degree.

PAGE 30
10 After students complete this exercise,
check orally.
Answers:
a. already. b. tremendously. c. afterwards.
d. almost. e. practically.
11 Explain again that first and finally are
adverbs of time, but they denote sequence.
Ask students to put the pictures in the
correct order and describe them using the
adverbs provided.
Possible answers:
a. First, the cars prepare for the race. Then, they
all drive along the race-track. Finally, one of
them finishes first.
b. First, the athletes prepare for the race. Then,
they all run along the track. Finally, one
athlete wins the race.
c. First, you make the batter for the cake. Then, you
put it in the tin and bake it. Finally, you eat it.
PAGE 31
12 Tell students to follow the instructions. Make
sure that they do not write the answers yet
before listening to the recording.
13 15 Students compare the answers they
thought of in Exercise 12 with a partner and
choose the best to write them down. Then,
they listen to the recording and compare.
Answers:
See transcript
14 15 Give students a copy of the transcript, or
write it on the board. Play the recording
again, for students to imitate stress,
pronunciation and intonation.
TRANSCRIPT – ORAL PRACTICE 15
a. A: Did Eva feel melancholy in the house where she was born?
B: On the contrary, the memory of the jungle she was born
with made her feel optimistic and joyful.
b. A: How can you describe Eva’s father?
B: He was a cheerful person. In my opinion, he was relaxed
and satisfied.
Emotionally involved
c. A: What was Consuelo’s childhood like?
B: I have the impression that it was sad and lonely although
her daughter says she had a happy childhood.
d. A: How did the missionaries feel when they discovered that
the baby they had taken in was a girl?
B: I’m sure they were astonished at first, but then they
were delighted.
e. A: How can you describe the mission: the place, the climate,
and the noise?
B: I feel the place was fantastic and enchanted. I’m sure the
climate was oppressive. I have the feeling that the noise
was terrible.
15 Students practice the dialogs in groups of
four taking turns to ask and answer the
questions. Then, they master the dialogs they
role-play them for the rest of the class.
16 Mood is the way the viewer or author feels
about a certain situation or work of art.
Mood can be detected from the choice of
words, gestures, facial expressions, etc.
Answers:
Students can finish the sentences any way
they want.
a. Negative. b. Positive. c. Negative. d. Positive.
e. Negative.
Project
Refer students to the instructions for Final
Project 2 on page 33. Assign some time to
study the instructions carefully.
PAGE 32
FINAL PROJECT 1
Telephone complaints voice mail
One of the challenges facing second language
teachers is how to provide students with
opportunities to show what they can do with
the target language. Teachers must design
application tasks (projects) that link the learning
of English with the whole curriculum and other
classroom and outside classroom practice.
Projects must generate language samples with
enough depth and breadth so that teachers can
make judgements as to how students are doing
and provide them with meaningful feedback on
their performance.
47
 1. Ask students to work in groups of six to describe
the pictures.
2. In pairs within the group, students prepare a
telephone complaint considering the points
provided.
3. Check that they include the points suggested
when preparing the telephone conversation.
Correct grammar and pronunciation if they
interfere with communication.
4. Help them practice the telephone
conversations in each group.
5. Set a date and time for the oral presentations.
After each presentation, give students time to
evaluate their performance.
Evaluate students’ performance and give
them feedback.
PAGE 33
FINAL PROJECT 2
An 'emotionary'
Students tend to perform best when they
are motivated by real reasons to use language—
reasons that would be plausible in their lives
outside of the classroom. These considerations
suggest a need for performance-based
assessment. This type of assignment focuses on
simulated real-life situations in which learners
must have minimal functional competence in
using the target language in order for real
communication (speaking, listening, writing, and
reading) to take place. The approach is student-
centered, and hence, the learner’s context serves
as one of the organizing elements in the
development process.
1. Ask students to work in groups of six and discuss
what an ‘emotionary’ is.
An ‘emotionary’ is a diagram whose central idea is
emotions and feelings.
2. Help the groups distribute tasks and roles within
the group, and, if necessary, explain what each
person is expected to do: the word collector
writes down all the words the group thinks of; the
word organizer puts them in order following the
suggestions provided, the illustrator chooses
appropriate pictures, the designer decides the
type of diagram to use, the layout artist puts the
48 UNIT 1
words in the correct places, the presenter explains
the ‘emotionary’ to the rest of the class, etc.
3. Ask students to read the step-by-step instructions
carefully. Remind them to use multiple colors
throughout the ‘Emotionary’, for visual stimulation
and also to encode or group the words.
4. Help and correct the content of the ‘emotionary’
as students prepare it, and pronunciation,
accentuation and intonation when they are
rehearsing the presentation.
5. Assign a place in the classroom to display the
‘emotionaries’ and a time for the presentations.
Encourage students to evaluate their performance
using the prompts provided.
PAGE 35
Unit Check
Before beginning the test, explain to students that
the purpose of this section is to help them revise
contents and evaluate their performance in the
whole unit. Read the instructions and make sure
they all understand what they are expected to do
in each activity. Encourage students to give
honest answers in order to detect their strengths
and weaknesses.
Check students’ results and revise any points that
the majority of them had problems with.
For more information on this section, see
the Introduction.
Answers
1 Paragraph I – d. Paragraph II – c.
Paragraph III – b. Paragrah IV – a.
2 c.
3 a. False. b. True. c. False. d. True.
4 a. Maps help the reader see relationships
between nations and also show distances.
b. Elvish language.
 Emotionally involved

TRANSCRIPT – COMPUTER TROUBLES –

5 16
UNIT CHECK 16
Speakers Polite or Face-to-face A: Columbus High-Tech, can I help you?
rude? Reason or distance? Solution?
B: Hi, could I speak to the manager, Mr. Green, please?
Two: buyer/ Polite. Computer Distance. Yes,
A: I’m afraid Mr. Green is not in at the moment.
client and has not telephonist
telephonist. arrived. will check. B: When will he be back?
A: Not today, I’m afraid. He’s attending a sales conference in
Ohio. Would you like to try again tomorrow?
6 16
B: Oh, no; it takes ages to get through to you.
a. He is a manager. b. A computer. A: Can I help you, then?
c. On Tuesday. d. Thursday.
B: Yes, I’d like to make a complaint.
7 a. nearly. b. extremely. c. really. d. next week. A: All right. What’s your name, and what’s your complaint?
B: My name’s Pamela Andrews. I ordered a new computer from
8 a. will visit. b. boils. c. lived. d. will the your company two weeks ago, and it was supposed to arrive
package arrive. on Tuesday.
A: Yes?
9 a. themselves. b. myself. c. himself. d. herself. B: Well, it’s Thursday now, and I still haven’t received it.
A: I’m really sorry to hear that, Ms. Andrews. Can you give me
10 Answers will vary. Assign points according to
your dispatch number and I will check the order for you.
the following criteria:
B: Dispatch number; yes, here it is: 535 51 (voice trails off)
• Students speak with a minimum of
hesitation and correct pronunciation. 10 – 7 Final Reflection
• Students hesitate and make some
pronunciation mistakes. 6–4 The purpose of this section is to allow students to
• Students hesitate a lot and make a lot of reflect on their strengths and weaknesses. Make
pronunciation mistakes. 1– 3 sure all the students understand what they are
expected to do and give enough time to answer
11 Answers will vary. the questions. Encourage students to give
Assign points according to the honest answers and show interest in their results.
following criteria. For more information on FINAL REFLECTION, see
the Introduction.
• Students write all the appropriate
information well and without or with
only a few spelling errors. 10 – 8
• Students write most of the appropriate
information well and with only a few
spelling errors. 7–6
• Students write some appropriate
information, but with several
spelling errors. 5–4
• Students write inappropriate information,
with several spelling errors. 1–3

49
 Extra Test Unit 1

By Lea S.
Twilight– based on the first book in the best-
selling series by Stephanie Meyer – is a
faithful adaptation that will captivate fans and
new audiences.
The film follows the story of Bella Swan
(Kristen Stewart), a normal girl who moves The film also has an outstanding supporting
into a secret supernatural world when she cast: Billy Burke as Bella’s father, Ashley
falls in love with her mysterious classmate, Greene as Alice Cullen, and Michael Welch
Edward Cullen (Robert Pattinson), who just as Mike Newton offer excellent
happens to be a vampire. This is not a typical interpretations.
vampire tale; if you are looking for clichéd
The film itself is visually dynamic; it is shot
stereotypes with fangs, coffins, and stakes
in crisp blue tones and the costumes are
through the heart, this is not the film for
pallid, not the traditional vampire attire.
you. Director Catherine Hardwicke and
Filmed in Portland, Oregon, the film features
screenwriter Melissa Rosenberg stay true to
stunning views and beautiful landscapes.
Meyer’s vision and show a story of the
Using extreme close-ups and unusual angles,
ultimate .
the camera work gives the film an intimate,
Hardwicke once again proves her knack for realistic feel. The music ties in to the story
portraying raw teenage experiences, as she did perfectly; consisting of moody rock songs,
in Thirteen and Lords of Dogtown. She directs a the soundtrack fits the tone.
young cast of phenomenal talent.
The book and the film are equally satisfying,
Kristen Stewart gives a fresh, honest take on but in different ways, and neither is better.
Bella. Her simple interpretation allows While you can imagine the detailed story
viewers to live vicariously through Bella and unfolding in your head when reading the
experience what she does. Pattinson conveys book, the film creates a sweet condensed
Edward’s inner troubles really well; his version for the big screen. Both allow you
complex perception of the character creates a to lose yourself in this passionate,
Photocopiable material

believable Edward. unorthodox romance.

Source: Teen Ink, a review written by Leah S, from Peoria, http://www.teenink.com/Movies/article/65635/Twilight

fangs, coffins, and stakes : colmillos, ataúdes y estacas

forbidden love : amor prohibido

50 UNIT 1
 Emotionally involved

1 Read this movie review. What is the writer’s general view of the movie? 1 pt.
a. Positive
b. Negative
c. Neutral

2 Read the review again and match the names in column A with the roles
in column B. 6 pts.
A B
Bella Swan Author / Writer
Billy Burke Movie director
Catherine Hardwicke Main female character
Melissa Rosenberg Main male actor
Robert Pattinson Screenwriter
Stephenie Meyer Supporting actor

3 Read the review once more and answer these questions. 3 pts.
a. Is the movie a typical vampire story? Why / why not?
b. Where was the movie shot?
c. What is the reviewer’s opinion of the music of the movie?

4 17 Listen to a woman talking on the phone about a job she is applying for.
Choose the correct option. 3 pts.
a. What is the woman’s job?
i. She is a pediatric nurse.
ii. She is a pediatrician.
b. What is her situation at the moment?
i. She is working in another hospital.
ii. She is unemployed.
c. What does she say about money?
i. She would like to earn 420 dollars a week.
ii. She used to earn 420 dollars a week.

5 17 Listen to the woman again and tick the questions you believe she is
asked according to the information she gives. 3 pts., ½ each
Photocopiable material

a.    How old are you?

b.    Do you have a mobile phone?
c.    Where do you live?
d.    What school did you go to?
e.    Could you give me the job code number, please?
f.    When could you start working?

51
 6 17 Listen once more. Fill in this form with the information the woman gives. 4 pts., ½ each

JOB APPLICATION FORM

Personal Information
a. Name: 
b. Address: 
c. Phone number : 
d. Job code: 
Employment history
e. Last Position: 
f. Where: 
g. Worked from:       to:      

7 Fill in the gaps with the appropriate form of the verbs in brackets in
the Present Simple, Past Simple or Future tense. 3 pts.. ½ each
a. On weekends I          at half past seven. (get up)
b. This morning Lisa          to the zoo with her sister. (go)
c. I          what to do for Jamie’s birthday last year. (not / know)
d. They          late tonight because there’s a huge traffic jam. (arrive)
e. Water          at 100º C degrees. (boil)
f. She          me she          me tomorrow. (promise / call)

8 Choose the most suitable reflexive pronoun in each case. 2 pts. , ½ each
a. Lucas made this T-shirt itself / himself.
b. We helped themselves / ourselves to some coffee after the meeting.
c. It’s strange the way she talks to herself /yourself.
d. I don’t believe you did that myself / yourself.

9 Are the following adverbs used correctly or incorrectly? Write correct or incorrect
next to the sentences. 2 pts, ½ each
a. In my opinion, you dangerously drive.         
Photocopiable material

b. Yesterday, I went to a rock concert with my friends.         

c. I immediately am going to write a letter to the manager.         
d. I would like to see you soon.         

52 UNIT 1
 Emotionally involved

10 Put the words in order to make sentences. 3 pts.

a. back / come / Could / morning / tomorrow /you / ?
b. could / free / grandparents / have / I / if / some / think / time / visit / you /
you / your.
c. could / eight / guitar / he / James / play / the / was / very / well / when .

11 Work in pairs. Create a short dialog about a customer complaining to a shop

assistant about a faulty product that he/she has bought. Practice the conversation
and role-play it in front of the class. 10 pts

12 Choose a fantasy film you have seen or a book you have read recently and write
a paragraph about what you felt while and after seeing/reading it. Use adjectives
to describe your feelings. 10 pts

Total Score
50 pts.
0 - 12 13 - 25 26 - 38 39 - 50
Keep trying! Good! Very good! Excellent!

Photocopiable material

53
 Answers
Answers Hello, is this the Personnel Department?
to
to Extra
Extra Test
Test Unit
Unit 1
1 (Pause)
I’m calling about the ad in yesterday’s paper. I would
1 a. like to apply for the position of nurse.
(Pause)
2 Do I have an application form? No, sorry; I don’t.
Could I just give you the details on the phone?
A: Names B: Roles (Pause)
Bella Swan Main female character Yes? Great! OK, I’m ready.
Billy Burke Supporting actor (Pause)
Catherine Hardwicke Movie director Jennifer. Jennifer Grant.
(Pause)
Melissa Rosenberg Screenwriter
Here, in Montreal. The address is Montreal,
Robert Pattinson Main male actor 235 Oak Street.
Stephenie Meyer Author / Writer Phone number is 359-6279.
(Pause)
3 a. No. There are no clichéd stereotypes with No, I have no mobile phone.
fangs, coffins and stakes through the heart. (Pause)
b. In Portland, Oregon. Fully qualified pediatric nurse.
c. It ties in to the story perfectly; the (Pause)
soundtrack fits the tone of the film (with Code? I’m sorry. What code?
its moody rock songs). (Pause)
Oh, just hold on a minute. I will look.
4 17 (Pause)
Here it is. Nº 1223.
a. i. b. ii. c. ii.
(Pause)
5 17 Yes, of course I can give you my employment history.
I’m unemployed at the moment, but my last job was
b.√. c.√. e. √.
at the Montreal Children’s Hospital. I was replacing a
6 17 nurse on maternity leave. I started in May and
finished in November.
Personal information: (Pause)
Name: Jennifer Grant. That’s right. The last day of November.
Address: Montreal, 235 Oak Street. (Pause)
Phone number: 359 62 79. Salary? 420 dollars a week. It was just part-time and
Job code: 1223. I was replacing someone.
Employment history: (Pause)
Last position: nurse. Excuse me? Could you repeat that, please? I think
there’s something wrong with the line.
Where: Montreal Children’s Hospital.
(Pause)
Worked from: May to: November.
When do you think you’ll be calling for an interview?
(Pause)
TRANSCRIPT – APPLYING FOR A JOB 17
Sure, no problem. I do hope you call me. Yes. Thank
Jennifer: Hello, is this Royal Victoria Hospital? I am calling about you so much. Bye.
the advertisement in yesterday’s paper. Could you put
me through to the Personnel Department, please? 7 a. get up. b. went. c. didn’t know. d. will arrive.
(Pause) e. boils. f. promised / will call.
Thank you. I will hold.
8 a. himself. b. ourselves. c. herself. d. yourself.
(Pause)

54 UNIT 1
 Emotionally involved

9 a. Incorrect. b. Correct. c. Incorrect. d. Correct.

NOTES

10 a. Could you come back tomorrow morning?

b. I think you could visit your grandparents if
you have some free time.
c. James could play the guitar very well
when he was eight.

11 You can assign points according to

these criteria:
8 – 10 points: Student can participate in a
conversation expressing complaints, with
correct pronunciation, no hesitations and
without grammar mistakes.
5 – 7 points: Student can participate in a
conversation expressing complaints, with
correct pronunciation, and a minimum of
hesitations and grammar mistakes.
3 – 4 points: Student can participate in a
telephone conversation expressing
complaints with acceptable pronunciation
but hesitates and makes grammar mistakes.
0 – 2 points: Student can’t participate in a
conversation expressing complaints;
pronunciation interferes with
comprehension, hesitates a lot and makes a
lot of grammar mistakes.

12 You can assign points according to

these criteria:
8 – 10 points: Student can write a coherent
paragraph including the required
information, using correct adjectives and
without grammar or spelling mistakes.
5 – 7 points: Student can write a coherent
paragraph, including most of the required
information, using a few adjectives and with
a minimum of grammar or spelling mistakes.
3 – 4 points: Student can write a coherent
paragraph, including some of the required
information, but he / she makes no use of
adjectives and makes some grammar and
spelling mistakes.
0 -2 points: Student can’t write a coherent
paragraph, does not include the required
information, and he / she makes a lot of
spelling and grammar mistakes.

55
 Our components:
• Student's Book
• Teacher's Book
• Reader
• Class Audio CD

Teens Club 1 Teens Club 2 Teens Club 3

Código sep: Z8463 Código sep: Z8466 Código sep: Z8469
isbn: 978-607-463-449-5 isbn: 978-607-463-453-2 isbn: 978-607-463-457-0

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