Académique Documents
Professionnel Documents
Culture Documents
Teacher’s Guide
Margarita Prieto
Liliana Alcántara
Angela Hewitt
Teacher’s Guide
• Student Book
• Teacher’s Guide
• Reader
• Class Audio CD
Teacher’s Guide
English
English
Teacher’s Guide
Texto, diseño e ilustración D.R. © Macmillan Publishers, S.A. Macmillan Publishers, S.A. de C.V.
de C.V. 2012 Insurgentes Sur 1886
Texto: Jimena Lizalde, Fanny Riva Palacio, Margarita Prieto, Col. Florida, CP 01030
Liliana Alcántara, Angela Hewitt México, D.F.
Formal Assessments: JoAnn Miller Tel: (55) 5482 2200
Macmillan es una marca registrada elt@grupomacmillan.com
All Ready! es una marca registrada de Macmillan Publishers,
S.A. de C.V. www.grupomacmillan.com
www.macmillan.com.mx
Primera edición 2012 www.macmillanenglish.com
Directora Editorial: Julie Kniveton Miembro de la Cámara Nacional de la Industria Editorial Mexicana
Publisher: Andreina España Registro Núm. 2275
Gerente de Operaciones Editoriales: Elisa Pecina
Gerente de Diseño: Mónica Pérez Prohibida la reproducción o transmisión parcial o total de esta obra
Commissioning Editor: Adriana Alcalá por cualquier medio o método o en cualquier forma electrónica o
Content Editors: Gael Ollivier, Catalina Hernández, Hilda Álvarez mecánica, incluso fotocopia, o sistema para recuperar información
Editores: Nagchielli Rico, Nuria Villarreal sin autorización por escrito de la editorial.
Diseñadores: Ana Castillo, Alejandro Flores, Berenice Gómez, Todos los derechos reservados conforme a la ley.
Itzel López
Impreso en México
Concepto de portada: Alejandro Flores
Diseño de portada: Alejandro Flores Esta obra se terminó de imprimir en noviembre de 2013
Concepto de diseño: Alejandro Flores, Berenice Gómez
Diseño y formación: Black Blue, Victor Martínez, David Nieto 2017 2016 2015 2014 2013
10 9 8 7 6 5 4 3 2 1
Martínez, Margarita Torres
Fotografías: Glow Images p 156
Ilustraciones Student Book: Ben Camberos, Antonio Rocha
Fotografía de portada Student Book: Photolibrary
Fotografías Student Book: Archivo Digital p 153; Glow Images p
153 (2); Photolibrary p 153
Fotografía de portada Reader: Glow Images
Ilustraciones Reader: A corazón abierto/Marcela Gómez, Ben
Camberos, Manuel Molohua
Fotografías Reader: Getty Images p 33; Glow Images p 85 (5);
124; Photolibrary p 85 (8); Photostock p 59
Learning Environment 1
Social practice: Understand and convey information about
goods and services.
Specific activities: State oral complaints about a health service.
Learning Environment 2
Social practice: Read and understand different types of literary
texts distinctive of English-speaking countries.
Specific activities: Read suspense literature and describe moods.
Continuous and Global
Assessment Chart …………………………………………………. page 48
Learning Environment 1
Social practice: Understand and write instructions.
Specific activities: Interpret and write instructions for a simple experiment.
Learning Environment 2
Social practice: Interpret and convey information published in various
media.
Specific activities: Share emotions and reactions caused by a TV program.
Continuous and Global
Assessment Chart …………………………………………………. page 74
Learning Environment 1
Social practice: Participate in language games to work with specific linguistic
features.
Specific activities: Participate in language games to comprehend and write
irregular verb forms.
Learning Environment 2
Social practice: Read and rewrite informative texts from a particular field.
Specific activities: Write a short report about a historic event.
Learning Environment 1
Social practice: Understand and incite oral exchanges regarding leisure
situations.
Specific activities: Interpret and offer descriptions regarding unexpected
situations in an oral exchange.
Learning Environment 2
Social practice: Understand and express differences and similarities between
cultural features from Mexico and English-speaking countries.
Specific activities: Read plays in order to compare attitudes and behaviors
adopted by English-speaking and Mexican persons.
Continuous and Global
Assessment Chart …………………………………………………. page 126
Learning Environment 1
Social practice: Produce texts to participate in academic events.
Specific activities: Write arguments in favor or against a subject to intervene
in a debate.
Learning Environment 2
Social practice: Interpret and convey instructions found in daily life.
Specific activities: Understand and offer instructions to plan a field trip.
Continuous and Global
Assessment Chart …………………………………………………. page 152
Introduction
Introduction
All Ready!
How All
How Ready! works
works
Components
Components
AllReady!
All Ready!isisaabrand
brandnew
newsecondary
secondaryschool
schoolcourse
coursewhich
whichhas
hasbeen
beendesigned
designedboth
both
in All Ready!
in All Ready! 33
as a stand-alone course and to follow on from the I’m Ready! primary course.
as a stand-alone course and to follow on from the I’m Ready! primary course. All All
Ready! helps students consolidate their knowledge of English and the social practices
Ready! helps students consolidate their knowledge of English and the social practices For students
students
developedin inthe
theprevious
previousstages
stagesofoftheir
theireducation,
education,andandacquire
acquirenew
newknowledge
knowledgeand and For
developed
skills to help them take their English to the next level.
skills to help them take their English to the next level.
Theaim
The aimof
ofthe
theAll
AllReady!
Ready!series
seriesisisto
toexpose
exposestudents
studentstotoaavariety
varietyof
ofreal
reallife
life
communicativesituations
communicative situationsspecifically
specificallyselected
selectedto
toreflect
reflectthe
thesocial
socialpractices
practicesof ofthe
the
Englishlanguage.
English language.This
Thisapproach
approachisisvery
verymuch
muchtask-based.
task-based.ItItdoes
doesnot
notsimply
simplyrelyrelyon
on
languageanalysis,
language analysis,but
butrather
ratherseeks
seeksto tomake
makelearning
learningmeaningful
meaningfulby byhaving
havingstudents
students
applynew
apply newlanguage
languageto tothe
thecompletion
completionof oftasks
tasksor
orthe
thedevelopment
developmentof of“products.
“products.””At Atthe
the
sametime,
same time,this
thisapproach
approachencourages
encouragesstudents
studentstotonot
notonly
onlydevelop
developtheir
theircommunication
communication
skills,but
skills, butalso
alsothe
thegeneral
generallearning
learningskills
skillsor
orcompetencies
competenciesthey
theywill
willneed
needin inlife.
life.
Thecommunicative
The communicativefocus focusof
ofthe
theAll
AllReady!
Ready!series
seriesisistext-based.
text-based.Students
Studentswillwill
work extensively on the production of oral and written texts with the
work extensively on the production of oral and written texts with the intention ofintention of
improving their knowledge of different text genres, and producing texts
improving their knowledge of different text genres, and producing texts for specific for specific
communicativesituations,
communicative situations,that
thatare
areboth
bothcoherent
coherentand andcohesive,
cohesive,and
andthat
thatfollow
follow
grammar, punctuation, and spelling conventions. In addition to this, students
grammar, punctuation, and spelling conventions. In addition to this, students will will
develop skills to allow them to revise and repair their written and oral texts
develop skills to allow them to revise and repair their written and oral texts to help to help
them deal with communication breakdowns.
them deal with communication breakdowns.
Student Book
Student Book
Structure
Structure
All Ready!
All Ready! 33 consists
consists ofof five
five units,
units, each
each one
one divided
divided into
into two
two social
social learning
learning
environments. Each environment is made up of two lessons
environments. Each environment is made up of two lessons of 6 pages each, of 6 pages each, and
and
a product. The product is the final task to the lessons and aims for
a product. The product is the final task to the lessons and aims for students to students to For teachers
For teachers
create aa linguistic
create linguistic product
product thatthat shows
shows that
that they
they can
can perform
perform the
the social
social practice
practice
and specific activities of the learning environment. The product
and specific activities of the learning environment. The product is done over is done over three
three
stages which have students plan, do, and share and are covered in
stages which have students plan, do, and share and are covered in 4 class periods. 4 class periods.
The lessons
The lessons themselves
themselves are
are divided
divided into
into five
five stages
stages of
of language
language development.
development.
These stages
These stages are
are not
not explicitly
explicitly shown
shown in
in the
the Student
Student Book,
Book, but
but are
are clearly
clearly
indicated in
indicated in the
the Teacher’s
Teacher’s Guide:
Guide:
Stage 1:
Stage 1: II know:
know: Each
Each lesson
lesson begins
begins with
with anan activity
activity designed
designed to to activate
activate
students’ prior
students’ prior knowledge
knowledge of of the
the specific
specific topic
topic covered
covered in in the
the lesson.
lesson.
Stage 2:
Stage 2: II build:
build:This
This stage
stage exposes
exposes students
students to to the
the target
target language
language of of each
each lesson
lesson
in aa realistic
in realistic context
context with
with realistic
realistic activities.
activities.
Stage 3:
Stage 3: II think:
think:This
This next
next stage
stage focuses
focuses the
the students’
students’ attention
attention on on the
the target
target
language in an active way, helping them to notice patterns
language in an active way, helping them to notice patterns and formulate rules and formulate rules
about correct
about correct usage. usage.
Stage 4:
Stage 4: II practice:
practice: This
Thispenultimate
penultimatestage
stagegives
givesthethestudents
studentsthe theopportunity
opportunityto totest
test
out their conclusions from the previous stage through a variety of controlled
out their conclusions from the previous stage through a variety of controlled activities. activities.
Stage 5:
Stage 5: II can:
can:Finally,
Finally, students
students areare given
given the
the opportunity
opportunity to to apply
apply and
and
personalize their new language and knowledge in different
personalize their new language and knowledge in different contexts in order contexts in order toto
produce their own
produce their own language.language.
55
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Each unit begins with an introductory spread which clearly sets out its activities, social
practices, and aims so that students have a clear idea of what is expected of them. In
addition, there is a Glossary at the end of the book to supplement the lessons.
The Product lessons that come at the end of each learning environment follow a similar Familiar and
format to the lessons themselves: Community
Environment
Stage 1: I get ready: Students activate their schemata on the topic.
Stage 2: I plan: The initial planning stage where students decide how to distribute
tasks, required material, etc.
Stage 3: I do: This consists of the specific activities needed to develop with the product.
Stage 4: All ready to share: Students share their product with the class. It includes
Check the Chart! or Useful Expressions boxes. Literary
and Ludic
At the end of each product, there is an I learn table so students can self-assess their own Environment
performance throughout the product’s process.
To further help guide both teachers and children through All Ready! 3, a series of icons
and features visually indicate the different elements present in each lesson.
Icons: Formation
• Learning environment icons: and Academic
These show the learning environment that provides the learning context. Environment
Blue – Familiar and Community Environment
Pink – Literary and Ludic Environment
Yellow – Formation and Academic Environment
• Listening icon: 00
This indicates when there is audio support to accompany the activity. Audio
• Competencies icons:
As previously mentioned, All Ready! places great emphasis in developing students’
competencies in tandem with their communication skills. The following icons appear
alongside activities so that both teacher and students can see which competency is
being promoted.
Act: Indicates activities which create a social and global awareness of the world
today.
• Reader icon:
This icon indicates when to use the Reader which accompanies the Student Book.
• Glossary icon:
This icon refers students to the Glossary at the back of the book and aids them in
the learning of new words. The word and meaning will help them understand and
remember the new words more effectively.
6
Teacher’s Guide
lessons, and even classes, so that the teacher knows exactly what to do Class 1
I know
I build
Activity 1
Activity 2
Activity 3
Activity 4
Me
a box which clearly sets out the lesson’s performance indicators and the
Activity 2
I build Activity 3
Activity 4 Act
Class 6 Activity 5
required materials before the lessons begin, and the lesson notes contain
Activity 6 Think
I think Activity 7
Activity 8 I Am Now More Aware
Activity 9
Class 9
Lesson Stages
I get ready
I plan
Telephone Complaint Voicemail
Stage 1
Stage 2
I do Stage 3
Class 10 Stage 4
All ready to share
I learn
Yearly Planner: Five two-page spreads, one for each unit, which clearly
Class 11 Self-Test: page 166 of the Student Book
Class 12 Formal Assessment: page 154 of the Teacher’s Guide
11
indicate what the teacher needs to cover in each class period. It lists the AR_TG3_pp001_022_Prelims-1.indd 11 17/07/11 15:20
Lead-in: This section begins every class and serves as a warmer activity
to get the students involved and interested before the main part of the
lesson begins.
Remember: This feature prompts the teacher at the end of a class about the material required
for the next class.
Cultural Note box: This provides useful cultural information related to the subject being
covered or the language being taught.
Teacher’s Reflection Tool box: This, which appears at the end of each learning environment
and lists the learning environment’s achievements in the form of can do statements, provides
the teacher with an opportunity to reflect on what students have covered in class.
Assessment tools: The Assessment Guidelines section at the beginning of the book offers a
detailed explanation of the different types of assessment provided in All Ready! 3, including
assessment rubrics. After each unit there are Continuous and Global Assessment Charts to
record students’ progress, which are linked to the attitudes and values of the language and the
social practices. Finally, at the end of this Teacher’s Guide, there are two-page Formal
Assessments for each unit, which cover the students’ language knowledge and skills.
Glossary: This provides a comprehensive list of ELT terms used in the teacher’s notes or that
are essential to the successful implementation of All Ready! 3.
Audioscripts: A copy of all of the scripts for all listening activities is provided at the back of
the Teacher’s Guide.
Answer Keys: There are answer keys for the Reader’s Comprehension Questions and the
Formal Assessments.
The Audio CD contains the listening activities from the Student Book. The recordings
are read by both native and non-native English speakers. The tracks are indicated in both the
Student Book and the Teacher’s Guide.
The Readers
The All Ready! Readers are specifically designed to complement the Student Book. Given the
text focus of All Ready!, the Readers are an essential tool to help students develop their reading
skills and text knowledge.
• Narrative texts
These are original fiction and provide opportunities for students to read and discuss stories
related to cultural, literary, and everyday topics, with illustrations that are closely related to the
text.
• Informative texts
These are non-fiction texts that help students learn about the world around them. They contain
factual texts and support cross-curricular content.
8
With paragraph and complete text activities, once again, noticing exercises, such as identifying
all the linking words /phrases in a text can be very useful for building student text knowledge,
and simple activities can be created by photocopying texts and deleting the linking words you
want to practice. Similarly, giving students individual sentences from a text or paragraph and
having them work together to decide on a logical order can promote concepts such as how to
produce coherent arguments or main ideas and supporting details.
Remember that students learn quickly, but also forget quickly, and the
best way to ingrain good writing practices in students’ minds is to do
activities often so that they become second nature and can be applied by
students outside the classroom.
Using Songs
All Ready! 3 makes use of songs for a number of different reasons. Apart
from the “typical” language focus exercises (complete the missing words,
guess the new vocabulary from context, put the words or sentences in
the correct order, listen and correct the mistakes, mime the actions,
etc.), songs can provide a platform for a number of other language and
competency-based activities.
Graphic Organizers
Graphic organizers, which are found in the Worksheet section of the
Student Book, integrate visual and verbal elements of learning. They
benefit both left and right hemispheres of the brain, and are designed
to help students organize and make sense of information and create a
connection between different ideas through visual means.
Graphic organizers can be used in all stages of the lesson, for instance,
when brainstorming or when organizing information, and they can be
used individually or in groups. They are particularly useful in activities
that require critical thinking skills and promote creativity by encouraging
students to look at information in new ways. They also promote learner
autonomy by giving students the means to organize their newly acquired
knowledge in ways which are meaningful to them.
10
Competencies
Lesson 1 Lesson Stages Student Book Reader Developed
I know Activity 1
Activity 2
Class 1 I build Activity 3 Me
Activity 4
Activity 5
Activity 6
Activity 7 Think
Class 2 I think
Activity 8
Activity 9 Learn
Activity 10 I Am Now More Aware
Activity 11 Pages 7-19
Activity 12
Class 3 I practice Activity 13 Think
Activity 14
Activity 15
Activity 16
Activity 17
Class 4 I can Activity 18
Activity 19
Activity 20
Competencies
Lesson 2 Lesson Stages Student Book Reader Developed
Activity 1
Class 5 I know
Activity 2
I build Activity 3
Activity 4 Act
Class 6 Activity 5
Activity 6 Think
I think Activity 7
Activity 8 I Am Now More Aware
Activity 9 Pages 7-19
Class 7 Activity 10
Activity 11
I practice Activity 12
Activity 13
Activity 14 Act
Class 8 Activity 15
I can Activity 16 Collaborate
Activity 17
Product 1 Lesson Stages Telephone Complaint Voicemail
I get ready Stage 1
Class 9
I plan Stage 2
I do Stage 3
Class 10 Stage 4
All ready to share
I learn
Class 11 Self-Test: page 166 of the Student Book
Class 12 Formal Assessment: page 154 of the Teacher’s Guide
11
Think
Activity 5
Class 14 Activity 6
Activity 7 Act
I think The Ghost
Pages 20-32
Activity 8
Class 15 Activity 9 Learn
Activity 10
Activity 11 Act
I practice Activity 12
Class 16 Activity 13
Me
I can Activity 14
Competencies
Lesson 4 Lesson Stages Student Book Reader Developed
I know
Activity 1 Me
Class 17 Activity 2
I build Activity 3 Act
Activity 4
Activity 5 Think
I think
Class 18 Activity 6
Activity 7 Learn
Activity 8
I can Activity 14
Activity 15
Class 20 Collaborate
Activity 16
Activity 17
Product 2 Lesson Stages Emotionary
I get ready Stage 1
Class 21
I plan Stage 2
I do Stage 3
Class 22 Stage 4
All ready to share
I learn
Class 23 Self-Test: page 167 of the Student Book
Class 24 Formal Assessment: page 155 of the Teacher’s Guide
12
Competencies
Lesson 1 Lesson Stages Student Book Reader Developed
Activity 1
Class 25 I know Me
Activity 2
I build Activity 3
Activity 4
Class 26 Think
I think Activity 5
Activity 6
Activity 7 Science Can Be Fun!
Activity 8 Pages 33-45
Class 27 Activity 9 Learn
I practice Activity 10
Activity 11
Activity 12
Class 28 I can Activity 13 Collaborate
Activity 14
Competencies
Lesson 2 Lesson Stages Student Book Reader Developed
Activity 1
I know
Activity 2
Class 29 Act
Activity 3
I build Activity 4
Activity 5 Think
Activity 6
Class 30 I think Science Can Be Fun!
Activity 7
Activity 8 Pages 33-45 Learn
Activity 9
Class 31 I practice Activity 10
Activity 11
Activity 12
Class 32 I can Collaborate
Activity 13
Product 1 Lesson Stages Instruction Album
I get ready Stage 1
Class 33
I plan Stage 2
I do Stage 3
Class 34 Stage 4
All ready to share
I learn
Class 35 Self-Test: page 168 of the Student Book
Class 36 Formal Assessment: page 156 of the Teacher’s Guide
13
Competencies
Lesson 3 Lesson Stages Student Book Reader Developed
Activity 2
I build Activity 3
Activity 4 Act
Class 38
Activity 5
Activity 6
I think Activity 7
All Alone
Activity 8 Think
Pages 46-58
Activity 9
Activity 10
Class 39 Learn
Activity 11
I practice
Activity 12
Activity 13 Collaborate
Activity 14
Class 40 I can Activity 15 Me
Activity 16
Competencies
Lesson 4 Lesson Stages Student Book Reader Developed
I know Activity 1
Activity 2
Class 41
I build Activity 3 Me
Activity 4
Activity 5
I think Activity 6
Class 42 Think
Activity 7
Activity 8 All Alone
Pages 46-58
Activity 9
Class 43 Think
I practice Activity 10
Activity 11
Activity 12 Act
Class 44 Activity 13
I can Activity 14 Collaborate
Activity 15
Product 2 Lesson Stages Oral presentation
I get ready Stage 1
Class 45 I plan Stage 2
I do Stage 3
Stage 4
Class 46 All ready to share
I learn
Class 47 Self-Test: page 169 of the Student Book
Class 48 Formal Assessment: page 157 of the Teacher’s Guide
14
Competencies
Lesson 1 Lesson Stages Student Book Reader Developed
Activity 1
I know
Class 49 Activity 2 Me
Activity 3
I build
Activity 4
Activity 5
Class 50 Activity 6 Think
Activity 7
Activity 8
I think Games
Activity 9 Unplugged
Activity 10 pages 59-71 Think
Activity 11
Class 51
Activity 12
Activity 13 Learn
I practice Activity 14
Activity 15
Activity 16
Class 52 I can Collaborate
Activity 17
Activity 18
Competencies
Lesson 2 Lesson Stages Student Book Reader Developed
Activity 1
I know
Activity 2 Think
Class 53 Activity 3
I build Activity 4
Activity 5 Think
Activity 6
Class 54 I think
Activity 7 Learn
Activity 8 Games
Unplugged
Activity 9
Activity 10 pages 59-71
Class 55 I practice
Activity 11
Activity 12
Activity 13
Activity 14
Class 56 I can Activity 15 Collaborate
Activity 16
Activity 17
Product 1 Lesson Stages Memory Game
I get ready Stage 1
Class 57
I plan Stage 2
I do Stage 3
Class 58 Stage 4
All ready to share
I learn
Class 59 Self-Test: page 170 of the Student Book
Class 60 Formal Assessment: page 158 of the Teacher’s Guide
15
Activity 3 Learn
Class 62 Activity 4
Activity 5 Think
I think
Activity 6
Activity 7 The Silver
Activity 8 Flash Drive Learn
Class 63
Activity 9 pages 72-84
Activity 10 Think
I practice Activity 11
Activity 12
Activity 13 Collaborate
Class 64
I can Activity 14
Activity 15 Act
Activity 16
Competencies
Lesson 2 Lesson Stages Student Book Reader Developed
I know Activity 1
Class 65
Activity 2
I build Activity 3
Activity 4 Learn
Class 66 Activity 5
Activity 6 Think
Activity 7
Activity 8
I think Activity 9 The Silver
Activity 10 Flash Drive
Activity 11 Learn
pages 72-84
Class 67 Activity 12
Activity 13 Think
Activity 14
Activity 15
I practice Activity 16
Activity 17
Activity 18
Class 68
I can Activity 19
Activity 20
Product 1 Lesson Stages Memory Game
I get ready Stage 1
Class 69
I plan Stage 2
I do Stage 3
Class 70 Stage 4
All ready to share
I learn
Class 71 Self-Test: page 171 of the Student Book
Class 72 Formal Assessment: page 159 of the Teacher’s Guide
16
19
Activity 8 Think
Class 110 Activity 9
I think Activity 10 Learn
A Weekend Away
Activity 11 Pages 124-136
Activity 12
Activity 13
Class 111 Learn
I practice Activity 14
Activity 15
Activity 16
Activity 17
Activity 18 Collaborate
Class 112 I can Activity 19
Activity 20 Act
Activity 21
Competencies
Lesson 4 Lesson Stages Student Book Reader Developed
Activity 1
I know
Activity 2
Class 113 Activity 3
Activity 4
I build
Activity 5
Activity 6
Activity 7
Think
Activity 8
Class 114
I think Activity 9
Activity 10 A Weekend Away Learn
Activity 11 Pages 124-136
Activity 12
Activity 13
Class 115
I practice Activity 14
Activity 15
Activity 16
Activity 17
Activity 18
Class 116 I can
Activity 19
Activity 20
Product 2 Lesson Stages Activity schedule
I get ready Stage 1
Class 117
I plan Stage 2
I do Stage 3
Stage 4
Class 118 All ready to share
I learn
Class 119 Self-Test: page 175 of the Student Book
Class 120 Formal Assessment: page 163 of the Teacher’s Guide
20
All Ready! 3 offers different types of assessment related to the learning process that are used to systematically
gather evidence over time and in different ways.
Assess each social environment by making one photocopy per student and filling in each column with the
assessment criteria provided in the chart.
Continuous Assessment
Continuous assessment focuses on the student’s attitudes and values, on “learning to be” through the language.
Global Assessment
Global assessment focuses on the final outcome of the unit easily assess each social practice by using the assessment
guidelines. Descriptions of the achievements for each learning environment (LE) are given at the beginning of
each unit, and charts at the end of each unit allow you to keep a record of both student’s continuous progress and
the global outcome of each one.
AR_TG3_pp023_048_U1.indd 48
48
evidences of students’ learning. Use them after students have completed the corresponding learning environments in
each unit in order to check their understanding; allow adequate time for them to work on the assessment. The
answer key is on page 174.
Assessment Criteria
VERY GOOD = VG GOOD = G NEEDS IMPROVEMENT = NI
• The learner acknowledges the main idea and details from a • The learner attempts to acknowledge the main idea and • The learner fails to understand the main idea and details
variety of oral and written texts by using his/her knowledge details from a variety of oral and written texts. from a variety of oral and written texts.
of the world. • The learner demonstrates some understanding • The learner demonstrates little understanding
• The learner understands and uses information from of information from different texts. of information from different texts.
different texts. • The learner needs some teacher support to produce • The learner finds it difficult to produce coherent texts.
• The learner produces coherent texts, which respond to coherent texts. • The learner shows little interest in differences between his/
personal, creative, social, and academic aims. • The learner is aware of the differences between their own her own and foreign cultures.
• The learner shows respect for the differences between his/ and foreign cultures. • The learner shows little interest in expressing opinions and
her own and foreign cultures. • The learner shows some interest in expressing opinions and judgments about relevant and everyday matters.
• The learner expresses opinions and judgments about judgments about relevant and everyday matters. • The learner shows little interest in participating in different
relevant and everyday matters. • The learner shows some interest in participating in communicative situations.
• The learner participates in different communicative different communicative situations. • The learner demonstrates little improvement in
situations appropriately. • The learner demonstrates some improvement in identifying maintaining communication.
• The learner maintains communication, identifies ruptures ruptures in communication and uses strategic means to • The learner needs permanent teacher support to work.
and uses strategic means to re-establish it when required. re-establish it when required.
• The learner edits his/her classmates’ and own texts with the • The learner needs some teacher support to edit his/her
correct grammar, spelling, and punctuation. classmates’ and own texts with the correct grammar,
spelling, and punctuation.
16/07/11 17:23
Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2011. Only for teaching purposes.
21
Encourage self-assessment, as it gives students an 2 I ate a lot of chocolate cake. I felt sick.
opportunity to reflect on their own learning and helps 3 I couldn’t buy another book. I spent all my money on clothes.
Unit 1
Self-Test for that unit and learning environment, and
5 I didn’t follow your advice. I missed my chance.
covered in the learning environment. The answer key Product: Telephone Complaint Voicemail
is on page 173 of the Teacher's Guide. After the • find the intention and purpose of a conversation.
• understand the messages in explicit information.
• identify main ideas and some details within
conversations.
• use various strategies to understand stories.
• understand messages and main ideas from details.
• ask and answer questions to understand information.
• write opinions to express emotions.
2 Circle the correct option. (7 points)
( ____ / 14 points)
Reflection on Teaching
Teachers are also given an opportunity to reflect on
their teaching and on students’ achievement.
22
Social Practice: Understand and convey information Social Practice: Read and understand different
about goods and services. literary texts distinctive of English-speaking countries.
Specific Activities: State oral complaints about a Specific Activities: Read suspense literature and
health service. describe moods.
At the end of this environment students will: At the end of this environment students will:
• find the intention and purpose of a conversation. • use various strategies to understand stories.
• understand the messages in explicit information. • understand messages and main ideas from details.
• identify main ideas and some details within • ask and answer questions to understand information.
conversations. • write opinions to express emotions.
• recognize specialized information within • put paragraphs in order to make a story.
conversations.
• use strategies to clarify the meaning
of a conversation.
23
Class Who are they? How are they feeling? What do you think
Lead-in they are talking about? Then explain they are going to
Write the following list of cues on the board: full name, listen to the conversation between the women. By doing
favorite color, favorite food, favorite singer or band, this, students will listen to oral complaints about a health
hobby. Ask students to work in pairs. Pairs interview service and determine place or target of complaint. Ask
each other, asking questions based on the cues on the students to listen first, without writing. By doing this
board. Then they take turns introducing their partner they will identify context clues: sounds, turns of
to the whole class. Let as many students as time allows participation, relationship between participants’ attitude,
introduce their partners to the rest of the class. etc. Play the CD. Ask the following comprehension
questions: Who are they? Why is Mrs. Macdonald
Stage 1: I know calling? Is she happy? Why or why not? Then draw their
attention to the statements in their books. Explain you
1 Look at the picture. Where does it take place? are going to play the conversation again and that they
What is happening? have to circle T for True or F for False as they listen to it.
Have students open their Student Books to page 8 and Play the CD. Ask students to share and compare their
draw their attention to the picture. To activate previous answers with a classmate. Then go over each of the
knowledge, elicit from students the names of the different statements by reading them out loud and having
food items in the picture and have different students students say the word they circled in unison. For each
describe the situation. Ask them to read the speech answer, ask them to say how they know the statement is
bubbles. Then ask: Who are they? Where are they? true or false, based on the conversation. Have them look
What is happening? Elicit answers. at the audioscript on page 182 of their Student Books to
check answers.
2 Have you ever been in a situation like
this one? How did you feel? Answers: 1 T; 2 F; 3 F; 4 T; 5 F
This activity promotes reflection and self-awareness. Ask
students to share their experiences with the class. 03 4 Listen to the conversation and answer
the questions.
Answers may vary. Explain to students that they are going to listen to the
second part of the situation they heard in Activity 3. By
Stage 2: I build doing this, they will listen to oral complaints about a
health service. Ask students to listen first, without writing,
02 3 Listen to the conversation and circle T so they can compare speech register and establish form of
for True or F for False. communication: on-site, long distance. Play the CD. Ask
Draw students’ attention to the illustration in Activity 2 the following comprehension questions: How is Mrs.
and elicit from them a description of the situation. Ask: Macdonald feeling now? What is the problem now? To
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Answers: a 2; b 3; c 5: d 1; e 4; f 6
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Class
Lead-in Stage 2: I build
Write these inventions on the board in a random order:
braille, the Internet, light bulb, telephone, refrigerator, 2 Read the extracts taken from different stories
thermometer, microscope, wheel, paper, printing. Put and label each one with the correct title.
students into groups of three or five. Students should In this activity students will identify subject matter,
work together in their groups checking that everybody purpose, and intended audience and identify patterns
knows what each word means. Help with understanding if of text arrangement. Draw students’ attention to the
necessary. Explain that these are ten important inventions. different illustrations and elicit from them what they
Students should work together in their groups to compile see in each one. Ask them if they can guess what the
a list of the inventions in chronological order. They should stories are about, based on the pictures. By doing this,
talk about each invention and reach a consensus regarding students will infer main ideas from details.
the order. Invite a student from each group to the board to Then explain that they are going to read extracts taken
write their list. Write the answers on the board for from different stories and that they have to label each of
students to check: the Internet (most recent), light bulb, the extracts with the correct title. Ask for volunteers to
telephone, refrigerator, braille, thermometer, microscope, read each of the extracts. Have the rest of the class follow
printing, paper, wheel. along in their Student Books. To use diverse
comprehension strategies, after the reading of each
Stage 1: I know extract, ask a few general comprehension questions, and
ask students if they can tell which title corresponds to the
1 What is the difference between horror stories extract. If they guess correctly, allow them to write the title
and suspense stories? Explain your answer. in the space provided. If not, continue with the next
To activate previous knowledge, ask students to extract. Refer students to the Glossary on page 157 to
brainstorm all the kinds of stories they know. Copy clarify the meaning of words.
them on the board. Ask them to give examples of
names or titles of the different kinds of stories. Then Answers: 1 The Valley of the Vampires;
ask them what is the difference between horror and 2 The Enchanted Jungle; 3 The Longest Hour
suspense stories. Allow different students to express
their opinions and ask them to explain their answers.
Have the rest of the class agree or disagree with the Classroom Management: Labeling items will
difference and add additional information or relevant assist students in the identification of items or content
details. Reinforce the concepts that horror stories focus and in relating them to written words.
on terror and fear while in suspense stories the reader is
not sure what will happen. Then ask students to share
with the class an example of a horror story and a
suspense story they have read or watched. Ask students
to say why they think the story is a horror or suspense
one and how they felt after reading or watching it.
36
Alternative Activity: To identify the key characteristics Answers: The Valley of the Vampires: 1 It was
of upper and lower case letters, ask students to choose Cassandra’s idea. 2 Because he wants to find out
one of the three extracts. Explain they have to analyze it what happened to his father. 3 Answers may vary.
to come up with a conclusion about the use of upper The Enchanted Jungle: 1 She is in the jungle. 2 Answers
case letters. Students should be able to notice that upper may vary. 3 Answers may vary. The Longest Hour: 1
case letters are used at the beginning of sentences, after Peter is the main character. 2 Answers may vary.
periods and full stops and for proper nouns. 3 Answers may vary.
Time: 10 minutes
Answers: 1 b; 2 a; 3 c
emember Next class students will need: white Alternative Activity: To identify word separation, ask
sheets of paper. students to choose one of the extracts from Activity 2.
Explain they have to analyze it to come up with a
Class conclusion on how words are separated. Students
Lead-in should be able to notice that words are separated by
Draw two big squares (frames) on the board. Draw a spaces and punctuation marks.
simple design using geometrical shapes and lines in one Time: 6 minutes
square. Explain that you are going to copy the design in
the second square but you are not going to look at the
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AR_TG3_pp023_048_U1.indd 48
a complaint his / her rights promote respect emotional states from different
aesthetic and services
towards others’ English-speaking
pleasure
opinions countries
General Comments
Assessment Criteria
VERY GOOD = VG GOOD = G NEEDS IMPROVEMENT = NI
• The learner acknowledges the main idea and details from a • The learner attempts to acknowledge the main idea and • The learner fails to understand the main idea and details
variety of oral and written texts by using his/her knowledge details from a variety of oral and written texts. from a variety of oral and written texts.
of the world. • The learner demonstrates some understanding • The learner demonstrates little understanding
• The learner understands and uses information from of information from different texts. of information from different texts.
different texts. • The learner needs some teacher support to produce • The learner finds it difficult to produce coherent texts.
• The learner produces coherent texts, which respond to coherent texts. • The learner shows little interest in differences between his/
personal, creative, social, and academic aims. • The learner is aware of the differences between their own her own and foreign cultures.
• The learner shows respect for the differences between his/ and foreign cultures. • The learner shows little interest in expressing opinions and
her own and foreign cultures. • The learner shows some interest in expressing opinions and judgments about relevant and everyday matters.
• The learner expresses opinions and judgments about judgments about relevant and everyday matters. • The learner shows little interest in participating in different
relevant and everyday matters. • The learner shows some interest in participating in communicative situations.
• The learner participates in different communicative different communicative situations. • The learner demonstrates little improvement in
situations appropriately. • The learner demonstrates some improvement in identifying maintaining communication.
• The learner maintains communication, identifies ruptures ruptures in communication and uses strategic means to • The learner needs permanent teacher support to work.
and uses strategic means to re-establish it when required. re-establish it when required.
• The learner edits his/her classmates’ and own texts with the • The learner needs some teacher support to edit his/her
correct grammar, spelling, and punctuation. classmates’ and own texts with the correct grammar,
spelling, and punctuation.
Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes.
04/05/12 18:17
Unit 2
Social Practice: Understand and write instructions. Social Practice: Interpret and convey information
published in various media.
Specific Activities: Interpret and write instructions
for a simple experiment. Specific Activities: Share emotions and reactions
caused by a TV program.
Product: Instruction Album
Product: Oral Presentation
At the end of this environment students will:
At the end of this environment students will:
• interpret instructions to do an experiment.
• classify sentences and organize them into a sequence. • identify main ideas and extra information.
• edit an instruction manual. • clarify the meaning of words.
• ask and anwer questions about emotions and
reactions.
• explain main ideas orally.
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Class
Lead-in Classroom Management: Every time students
Ask students to stand up. Tell them that you are going search the Internet for information it is advisable to
to play Simon Says. Explain to your students that you guide this type of research by giving them a set of
are going to give them instructions to do various specific questions in advance. This structured
actions, and that they must do the actions when you approach helps to focus the students’ attention and
say: Simon says … and give the instruction. For reduces the risk of becoming overwhelmed with too
example: Simon says stand on one foot. Explain that much information. This search could be assigned as
when you don’t say: Simon says … before giving the homework to hand in the next session.
instructions, they must not do anything or they will be
eliminated from the game and will have to sit down.
Some examples of orders are: close your eyes and stand 2 How do you think science can help
up, touch your left knee with your right hand and your the environment?
right ear with your left hand. For the past few years, many students from all ages
have been interested in environmental education
Stage 1: I know and have been involved in awareness campaigns in
schools and in their communities. This question is
1 Can you think of any really cool jobs that intended to make students relate both subjects: science
use science? and the environment.
Ask students to work in groups of three. Ask them to Ask students which branches of science are related to
open their Student Books to page 44. Have students or are involved in environmental studies. Write their
take turns to discuss the question. Then, have some ideas on the board. Then ask students how these
students share their answers with the rest of the class. branches of science can help to solve environmental
Write on the board some of the jobs related to sciences: problems. Elicit their ideas and write them on the board.
clinical microbiologist, immunological scientist, forensic
scientist, toxicologist, pharmacologist, biotechnologist,
doctor, nurse, biologist, etc. Classroom Management: Many times, some
students do not participate in the class because they
are shy, not because they don’t know the answer or
Alternative Activity: Explain to your students that because they don’t want to participate. Shyness affects
they have to do some research about the jobs related to a student's overall educational experience negatively.
science that are required in their community. Explain There are certain things a teacher can do in the
they are going to make a bulletin board in their school classroom to help shy students. To promote creative
to show the community needs in terms of jobs. Write and proactive attitudes during collaborative work,
the following questions on the board: What’s the job? create a positive classroom environment for all
Where do they work? What’s their salary? Tell your students. Never make fun of students. Don't put
students that these questions may help them find students on the spotlight and keep them there while
information. Ask them to look at the advertisements in everyone watches them feel humiliated.
the local newspapers and bulletins and compare them. Have individual talks with students to get to know
Time: 10 minutes them and find out about their skills as communicators.
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Performance Indicators: – Edit the instructions to write the final version of the
– Select instruction manuals to perform experiments instruction manual.
based on subject matter and purpose. – Remove, add, change and / or rearrange information
– Choose an experiment and search information to improve a text.
about it. – Write a final version.
– Write down the instructions to carry out – Integrate the album and add it to the classroom’s
the experiment. library.
– Arrange the sequence of the instructions and
illustrate them.
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emember Next class students will need: their Answers: 1 Thousands of pets without homes or
bilingual dictionaries. You will need: a list of the most people to love them; 2 To support the main idea with
common problems in the students’ community, town, extra information (enhance, exemplify or explain main
or city. ideas); 3 b; 4 informal
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Cultural Note
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AR_TG3_pp049_074_U2.indd 74
prevent and communication instructions published in
what he / she his / her and spread everyday life
face problems various media
learns classmates information
General Comments
Assessment Criteria
w
VERY GOOD = VG GOOD = G NEEDS IMPROVEMENT = NI
• The learner acknowledges the main idea and details from a • The learner attempts to acknowledge the main idea and • The learner fails to understand the main idea and details
variety of oral and written texts by using his/her knowledge details from a variety of oral and written texts. from a variety of oral and written texts.
of the world. • The learner demonstrates some understanding • The learner demonstrates little understanding
• The learner understands and uses information from of information from different texts. of information from different texts.
different texts. • The learner needs some teacher support to produce • The learner finds it difficult to produce coherent texts.
• The learner produces coherent texts, which respond to coherent texts. • The learner shows little interest in differences between his/
personal, creative, social, and academic aims. • The learner is aware of the differences between their own her own and foreign cultures.
• The learner shows respect for the differences between his/ and foreign cultures. • The learner shows little interest in expressing opinions and
her own and foreign cultures. • The learner shows some interest in expressing opinions and judgments about relevant and everyday matters.
• The learner expresses opinions and judgments about judgments about relevant and everyday matters. • The learner shows little interest in participating in different
relevant and everyday matters. • The learner shows some interest in participating in communicative situations.
• The learner participates in different communicative different communicative situations. • The learner demonstrates little improvement in
situations appropriately. • The learner demonstrates some improvement in identifying maintaining communication.
• The learner maintains communication, identifies ruptures ruptures in communication and uses strategic means to • The learner needs permanent teacher support to work.
and uses strategic means to re-establish it when required. re-establish it when required.
• The learner edits his/her classmates’ and own texts with the • The learner needs some teacher support to edit his/her
correct grammar, spelling, and punctuation. classmates’ and own texts with the correct grammar,
spelling, and punctuation.
Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes.
04/05/12 18:26
See page 22 for rubric criteria.
Unit 3
Social Practice: Participate in language games to Social Practice: Read and rewrite informative texts
work with specific linguistic features. from a particular field.
Specific Activities: Participate in language games to Social Activities: Write a short report about a
comprehend and write irregular verb forms. historic event.
At the end of this environment students will: At the end of this environment students will:
• compare sentences with and without irregular verbs • ask and answer questions tto distinguish main ideas
forms. from supporting details.
• classify sentences according to their verb tense. • write simple and complex sentences.
• use perfect verb tenses and the simple past in the • join sentences in order to make paragraphs.
sentences and texts. • write a short report, using a model.
• write and read out loud sentences with irregular verb • check spelling and language in a report.
tenses.
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compare their answers with another group. Check forms. Instruct students to read the sentences in
answers as a class. Activity 6 in their Student Books and to underline the
irregular verbs.
Answers: 1, 2, 3, 4, 5, 6, 7, 8, 9 numbers and letters Draw three columns on the board and ask for students
to volunteer the irregular verb from each of the sentences.
emember Next class you will need: pieces Write them on the board as they are mentioned in a
of paper. vertical list in the middle column. Elicit the titles for each
column: base form, simple past, and past participle. Elicit
Class what the base form and past participle are for the verb
Lead-in thought: think and thought. Go through each of the next
Have students write down, on the pieces of paper, what four verbs, eliciting the base form and past participles
they did the day before after they got home from school of each (buy / bought, know / known, draw / drawn,
– it can be at any time. Instruct them to write a short make / made).
sentence. Examples may include some of the following:
I did my homework, I played video games, I ate dinner, I Answers: thought, bought, knew, drew, made
called a friend, I went online, etc. When they have finished
writing their sentence, instruct students to stand up and 7 Classify the irregular verbs in the table.
walk around the room until the find someone who did the Notice the patterns.
same, or almost the same, activity. These two students To compare differences and similarities in the composition
should work together for the rest of the class. This activity of irregular verb forms, create a sample sentence for one of
will help to vary students’ partners. the verbs listed in the columns on the board from the
previous activity. Example: I think so, I thought so, I have
Stage 3: I think thought so (respectively). Draw attention to how the
past simple and past participle of thought are the same.
5 Underline the verbs in the sentences in Tell students to write the verb think in the third column
Activity 4. in their Student Books to show that it is a verb that has
Have students open their Student Books to page 75 and, the same past and past participle.
with their new partner, ask students to look back at the Do the same for the verb know. Write an example
events listed in Activity 4. Instruct them to underline for the verb in each of the three columns still on the
the verbs in each sentence. Once they have completed the board from the last activity to demonstrate that each
task, elicit the verbs from the class, and write them on of the three tenses (the base form, past simple, and past
the board as they are mentioned. Ask students if they participle) change (know, knew, known).
notice anything in particular that these words have in To organize irregular verbs to form groups, instruct
common. Elicit that all of the verbs are written in past students to work with a partner to classify the remaining
simple. Ask students how they came to this conclusion verbs from the activity in the appropriate column. Have
and elicit that the verbs either end in -ed ending or are them reference that document to double check their
irregular. answers. Review answers as a class.
Say short sentences with the verbs, either in the past There are also a number of verbs in English that
or present: He wants a new game / He wanted a new only change one letter to form the past tense, for
game; He made letter tiles / He makes letter tiles. Tell instance, sing / sang. Write the following verbs on the
students to stand up and sit down if the sentence is in board: come, run, drink, fall, give, ride, swim, win,
the past and to remain seated if the sentence is in the throw, write, sit. Have students work in pairs and write
present. Call out a number of sentences. the past tense under each verb.
Elicit whether they can find any other regularities
Answers: wanted, read, knew, appeared, gave, made, in the irregular verbs.
drew, wrote, put, sold, began
Answers: Verbs that always stay the same: put, read;
6 Read the sentences and circle the verbs that change in past and past participle: be, begin,
irregular verbs. draw, give, know; verbs that have the same past and
Ask students to recall what makes a regular verb (an -ed past participle: buy, think
ending). Then elicit that an irregular verb is a verb that
doesn’t take the -ed ending in its past and past participle
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Performance Indicators: – Revise the verbs and sentences comply with grammar,
– Recognize irregular verbs in past simple, present spelling, and punctuation conventions.
perfect, past perfect, and future perfect. – Determine the number of players in each team and
– Propose and select sentences based on the chosen verbs. their participation turns.
– Write down the irregular verbs in a set of cards and – Establish rules for the memory game.
the sentences based on them in another set of cards. – Read the verbs and sentences out loud each time
a pair is found.
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Cultural Note Answers: 1 Mrs. Bishop always has great ideas for
learning history. 2 The students never get bored in her
The Gettysburg Address was given on November 19th, class. 3 Occasionally the class goes on field trips to find
1863, at the dedication of the Soldiers’ National out more about the topics. 4 Mrs. Bishop almost always
Cemetery at Gettysburg, Pennsylvania. It only has ten has the students give a presentation after the field trip.
sentences and lasted two minutes; however, Lincoln’s
speech has come to be regarded as one of the greatest 15 Complete the sentences.
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Unit 3 Continuous Assessment LE 1 Continuous Assessment LE 2 Global Assessment
Realizes that Sees language Is aware of the
Learns to Participates in
language games as a importance of Reflects on the Reads and
participate in language
games are an means to language as a use of language Is respectful rewrites
language games to work
Student's Name enjoyable part promote means to as a means to towards others’ informative
games with with specific
of school patience when appreciate and create unity and work texts from a
AR_TG3_pp075_100_U3.indd 100
fellow linguistic
activities carrying out a know about reject prejudice specific field
classmates features
task history
General Comments
Assessment Criteria
w
VERY GOOD = VG GOOD = G NEEDS IMPROVEMENT = NI
• The learner acknowledges the main idea and details from a • The learner attempts to acknowledge the main idea and • The learner fails to understand the main idea and details
variety of oral and written texts by using his/her knowledge details from a variety of oral and written texts. from a variety of oral and written texts.
of the world. • The learner demonstrates some understanding • The learner demonstrates little understanding
• The learner understands and uses information from of information from different texts. of information from different texts.
different texts. • The learner needs some teacher support to produce • The learner finds it difficult to produce coherent texts.
• The learner produces coherent texts, which respond to coherent texts. • The learner shows little interest in differences between his/
personal, creative, social, and academic aims. • The learner is aware of the differences between their own her own and foreign cultures.
• The learner shows respect for the differences between his/ and foreign cultures. • The learner shows little interest in expressing opinions and
her own and foreign cultures. • The learner shows some interest in expressing opinions and judgments about relevant and everyday matters.
• The learner expresses opinions and judgments about judgments about relevant and everyday matters. • The learner shows little interest in participating in different
relevant and everyday matters. • The learner shows some interest in participating in communicative situations.
• The learner participates in different communicative different communicative situations. • The learner demonstrates little improvement in
situations appropriately. • The learner demonstrates some improvement in identifying maintaining communication.
• The learner maintains communication, identifies ruptures ruptures in communication and uses strategic means to • The learner needs permanent teacher support to work.
and uses strategic means to re-establish it when required. re-establish it when required.
• The learner edits his/her classmates’ and own texts with the • The learner needs some teacher support to edit his/her
correct grammar, spelling, and punctuation. classmates’ and own texts with the correct grammar,
spelling, and punctuation.
Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes.
07/05/12 10:45
Unit 4
Social Practice: Understand and incite oral Social Practice: Understand and express differences
exchanges regarding leisure situations. and similarities between cultural features from Mexico
and English-speaking countries.
Specific Activities: Interpret and offer descriptions
regarding unexpected situations in an oral exchange. Specific Activities: Read plays in order to compare
attitudes and behaviors adopted by English-speaking
Product: Testimonial and Mexican persons.
• learn different ways to improve my performance At the end of this environment students will:
when I speak.
• be able to clarify things in a conversation. • learn strategies that help me understand better what
• learn how to say things in a different ways. I read and listen.
• use strategies to carry on conversations. • make and answer questions about the way someone
• talk about something focusing on main ideas behave.
and details • understand what people say without words (non-
verbal communication).
• read a short play.
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103
6 Match the time phrases to their uses. Irregular adjective Superlative form
Explain to students that adverbs are words that tell us
the time when an event happened, as well as how long good best
it lasted, and its frequency. Ask for a volunteer to read bad worst
the instructions and then tell students to match the many most
columns. Check answers as a class.
Answers: 1 c; 2 a; 3 b Answers: 1 d; 2 b; 3 a; 4 c
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18 12 Listen again and underline the correct Alternative Activity: Ask students to write a
option. sentence that is true for each adverb. E.g., Last year I
Before you play the CD again, ask students to read the went to Chiapas. Last week we had an exam. Yesterday
four questions and think if they know any of the answers. was Monday. Tomorrow will be Wednesday. Next year I
Ask them to share their ideas with the rest of the class. will be in high school.
Play the CD. Ask students to go to page 186 of their You can also ask them to get in pairs, choose five
Student Books and read the audioscript to check their adverbs and write a short story about an unexpected event.
answers. Time: 10 minutes
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Alternative Activity: Students can get further Answers: Main idea: An accident in the Olympic
practice of direct and indirect speech by transforming Games. Who: The world’s best diver. What: He cracked
sentences from a tale. Stand in front of the class and tell his head while attempting a reverse somersault.
a popular story only with first person sentences. Where: Seoul; When: September 19, 1988; Other
Students have to transform your sentences just after details: A few days later he won the gold medal.
you speak. You can assign turns, or allow them to
110
Answers: 1 “Thank you for talking to me,” he said. Answers may vary.
2 “What happened?” he asked. 3 “I fell over,” she said.
4 “Does your leg still hurt?” he asked.
19 Work in pairs. Share your testimonial
17 Change these sentences to indirect with your partner.
speech. Ask student to switch pairs. Explain to them that they
Answer the first sentence as a whole class and then tell will work with a different partner to share their unexpected
students to finish the activity on their own. Check their situation. Encourage students to produce descriptions
answers by having volunteers write on the board. Ask of unexpected situations, use strategies to repair a
a volunteer to underline the verbs in past tense on the failed conversation, use strategies to add meaning, and
board to stress the importance of having reporting maintain an exchange by asking follow-up questions.
verbs in past.
Answers: 1 She said she wanted to win the Gold Alternative Activity: Have one of the students act as
Medal. 2 She told them she trained for nine hours every a reporter and the other the contestant. This will
day. 3 Her coach told everyone that she would be the develop the uses of emphasis, emotions, and gestures
best in the world. when speaking.
Time: 10 minutes
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You are going to describe an unexpected situation. – Organize the sentences into a text to put together
a narration.
Performance Indicators: – Practice the enunciation of narrations.
– Select an unexpected situation. – Establish the truth of participation.
– Compose the sentences to describe an unexpected – Participate in an exchange of testimonials.
situation.
– Revise that the sentences are understood when
spoken and listened to.
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123
You are going to sing a song in a recital. – Identify the stage directions in each case.
– Determine the date and time for each team’s
Performance Indicators: performance.
– Read the selected play aloud. – Rehearse the reading of the dialogues.
– Determine who will interpret the protagonist, – Perform the play in front of the group, in the
secondary, and / or incidental characters. previously chosen date and time.
Class short play: students can search the internet (check the
Lead-in link in the bibliography section) or go to the school
Write the word perform on the board. Tell students to library and choose a short play they like. They can also
check the definition in their Glossary on page 163 and use the scripts they wrote in Lesson 3 class 3 or they
lead a brainstorm about different elements related to can perform the short play featured in their Readers
performing. Write all the ideas in a mind map on the (The Big Sell). Point out that each group should choose
board. Some important elements of carrying out a play where all the group members can participate.
a performance, or acting in front of an audience
include: speech tone, diction, gestures, music, dance, 3 Determine who will interpret the protagonist,
etc. secondary, and incidental characters.
Once students have selected their short play, have them
Stage 1: I get ready sit in groups and go through it to check comprehension.
Have student consider who will play each role. Ask them
1 Can you name these famous plays? to take into consideration the length of the dialogues,
Ask students to open their Student Books to page 124. the characteristics of each character, etc.
Have them look at the pictures. Then ask: Do you
recognize these plays? What are their titles? Do you 4 Read the selected play out loud.
know who the writer is? The pictures portray three Have students read their dialogues and determine
classic plays by English author William Shakespeare. the best way to say them. Insist on having them use
Perhaps, these are among the most read and performed different intonation to express different ideas.
plays throughout history. Ask students what they know Encourage them to try different ways to say their lines
about this author. Direct their attention to the cultural and choose what works best. Students must provide
legacy of this author to the world. Shakespeare’s works feedback to their team members.
have been translated into almost every language on
Earth and, although written around 1600, people still 5 Plan the stage directions.
read his oeuvre because of his accurate and passionate Have students write their stage directions on their
portraits of human nature. scripts. Remind them this is team work. And, since all
Ask students to share their thoughts about these students are supposed to perform, it is better for team
classics and discuss the meaning of the topics of each members to negotiate and agree on how to move about
play. If they do not know them, give them a quick the stage. Tell them to look at their Readers and their
overview of each play’s plot. The first image portrays a Student Books to review what kind of stage directions
scene from Romeo and Juliet. The second image shows they can write. Encourage them to be very specific on the
a scene from Hamlet. Finally, the third picture shows a directions they will write; the more detailed they are, the
scene from The Merchant of Venice. better performance they will deliver. Have students
Encourage students to share their theatrical tastes. Ask discuss their suggestions. It is important that they are
what plays they have seen, and which their favorite one is. clear about the emotions they need to portray and the
movements they need to make on stage (especially the
Stage 2: I plan specific moments when they will enter and exit the
stage). Insist on the proper use of punctuation for stage
2 Select a short play. directions (use of parentheses and square brackets).
Depending on your class size, organize the students in
groups so that they can all participate in a short play. It
is recommended that each group chooses their own
short play. There are different ways to find a suitable
124
126
Unit 4
Continuous Assessment LE 1 Continuous Assessment LE 2 Global Assessment
Understands
and compares
Realizes the Understands differences
importance Is aware of Takes part Is aware of his and and similarities
Values his /
of using Is confident in Participates in the in the or her own participates in between
her behavior
AR_TG3_pp101_126_U4.indd 126
Student's Name language to the use of dialogues importance community and others’ conversations cultural
and others’
describe English effectively of objective cultural ideas and discussing features from
behavior
his / her descriptions expressions emotions leisure Mexico and
surroundings activities English
speaking
countries
General Comments
Assessment Criteria
VERY GOOD = VG GOOD = G NEEDS IMPROVEMENT = NI
• The learner acknowledges the main idea and details from a
w • The learner attempts to acknowledge the main idea and • The learner fails to understand the main idea and details
variety of oral and written texts by using his/her knowledge details from a variety of oral and written texts. from a variety of oral and written texts.
of the world. • The learner demonstrates some understanding • The learner demonstrates little understanding
• The learner understands and uses information from of information from different texts. of information from different texts.
different texts. • The learner needs some teacher support to produce • The learner finds it difficult to produce coherent texts.
• The learner produces coherent texts, which respond to coherent texts. • The learner shows little interest in differences between his/
personal, creative, social, and academic aims. • The learner is aware of the differences between their own her own and foreign cultures.
• The learner shows respect for the differences between his/ and foreign cultures. • The learner shows little interest in expressing opinions and
her own and foreign cultures. • The learner shows some interest in expressing opinions and judgments about relevant and everyday matters.
• The learner expresses opinions and judgments about judgments about relevant and everyday matters. • The learner shows little interest in participating in different
relevant and everyday matters. • The learner shows some interest in participating in communicative situations.
• The learner participates in different communicative different communicative situations. • The learner demonstrates little improvement in
situations appropriately. • The learner demonstrates some improvement in identifying maintaining communication.
• The learner maintains communication, identifies ruptures ruptures in communication and uses strategic means to • The learner needs permanent teacher support to work.
and uses strategic means to re-establish it when required. re-establish it when required.
• The learner edits his/her classmates’ and own texts with the • The learner needs some teacher support to edit his/her
correct grammar, spelling, and punctuation. classmates’ and own texts with the correct grammar,
spelling, and punctuation.
Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes.
07/05/12 10:46
Unit 5
Social Practice: Produce texts to participate in Social Practice: Interpret and convey instructions
academic events. found in daily life.
Specific Activities: Write arguments in favor or Specific Activities: Understand and offer
against a subject to intervene in a debate. instructions to plan a field trip.
At the end of this environment students will: At the end of this environment I will:
• detect and establish links between a personal stance • adjust volume, intonation, and tone to emphasize or
and information which agrees or disagrees with it. clarify instructions.
• emphasize or clarify agreements and / or • offer explanations to clarify instructions.
disagreements. • rephrase instructions to confirm comprehension.
• write up short texts which express agreement or • compose instructions.
disagreement. • appraise the pertinence of following or not
• solve doubts and encourage feedback in order to edit instructions.
agreements and / or disagreements.
127
128
129
130
131
132
133
134
135
136
137
138
140
141
8 Read the text and write MI for Main Idea or Answers: 1 central; 2 first; 3 extra; 4 after
D for Detail. Then underline the sentences with
may and might. emember Next class you will need: At least
Ask students to open their Student Books to page 144. twenty strips of scrap paper per group and situations
Tell them to say what main idea and detail in a text refer written on individual cards. Include activities like: wash
to (the main idea resumes the topic of the text and a car, going to a party, sightseeing holiday, 6 mile run,
detail provides additional information). Then tell going to a concert, first day at college, first day in a job
students to read the text in Activity 8 and write MI or as a waitress, first trip abroad.
D in the gaps. Check answers.
Class
Answers: 1 MI; 2 D; 3 D; Underline: She might be Lead-in
going away … We might go on a camping trip … Might? Ask students if they have ever been on a camping field
It may rain … trip. Elicit any games they played. Tell them they are
going to play 1-2-3 look! which is a traditional camp
9 Read the sentences and circle the best game in the UK and other parts of the world. If the class
option to complete each one. is very large divide them into two groups. Tell students
Ask students to get into groups of three and discuss to stand in a circle, close their eyes, and lower their
what the problem in the story, Chapter 10 in the Reader heads. Then call out: 1-2-3 look! All the students must
was: Amy wants to go on a field trip and she doesn’t look up at one specific person. Tell them they cannot
know if she has enough money. Ask them what they change who they are looking at. If two people are
think might happen. Encourage students to use might looking at each other then they are both out. Students
and may to speculate about the story. Monitor and lower their heads again and wait for the next 1-2-3 look!
provide individual help. Then ask them to read the instruction. Continue until only a few players are left.
sentences in Activity 9 and circle the best option to There will need to be a monitor for each group to check
complete each one. Check answers. there is no cheating.
Using pictures in the Student Books or cut-out
pictures you bring in of people, ask students to guess 11 Read the letter. Circle the sentences with
what nationality, age, name, and occupation the people need and underline the sentences with
have. They should use may / might: She might be called imperatives.
Lucy. She may be 25. etc. Give students a minute to Ask students to open their Student Books to page 145
think about their answers. Write: go on vacation, come and read the letter from the Head Explorer to the
to class tomorrow, go out with my friends on Saturday parents in Activity 11. Elicit why he wrote the letter.
night, go to a different country one day, see my friends Ask students for the meaning of need (it’s necessary
this week, leave school early today, go to college on the to do / have this, it’s a requirement to do / have this).
board. Ask students to think about which of these Ask them about how we use need in both sentences
events are certain for them and which are possible. (need + to infinitive, or we can use need + noun, such
Then ask them to write sentences using may or might. as the list of items kids will need). Ask: What do you
Model the first one for the class. Walk around and need to do to pass your exams? (I need to study) What
monitor. Once students have finished, ask them to read do you need in an exam? (I need a pen, I need an eraser,
out loud their sentences. Then ask them to think of etc.) Point out that we can use need with a verb or with
follow up sentences. If one student says: I may go on a noun. Ask students what the kids will need to bring
holiday this year. another student stands up and says a on the trip according to the list.
related sentence: I might / may go to Cancun. Continue Then ask students to circle the sentences with need
until all students have had a turn. Students underline and underline the sentences which give instructions in
the sentences in the text with may or might. their Student Books. Check answers as a class.
Answers: 1 possibility; 2 more possibility; 3 an Answers: Circled: We will have meeting on Tuesday
infinitive without to about what your sons and daughters will need to bring;
142
144
145
146
147
148
emember Next class you will need: small pieces 19 Write reasons to explain why you chose
of paper for the lead-in. the items in Activity 18.
In order to give further explanations to clarify instructions,
Class students write down reasons why they chose to bring
Lead-in those particular items. In doing so they are judging the
Ask students to think about what important things or relevance of instructions. Then, have them discuss their
events could happen in the future to them or people reasons with a classmate. Their classmate judges
they know. Elicit different things and write them on the whether the reason is a valid one for bringing the
board: go to college, get a job, get married, meet your said item.
husband / wife, have children, travel, buy a house, live
in a different city / country, learn other languages, Answers may vary.
become famous for something. Hand out some small
pieces of paper to students and ask them to write three 20 Write an itinerary of activities that you are
or four sentences about what will happen to them in the going to do in the destination from Activity 17.
future (using will and be going to). They must work Elicit as many activities as possible from students that
individually and they must not tell anyone what they they could do on their trip and write them on the
are writing. Remind them to write neatly as someone board. Then students complete their itinerary for
other than themselves will have to read the information. the weekend in note form. To include non-verbal
Then ask them to fold up their papers and collect them communication, ask them to draw a picture in the
in. Hand them out at random to different students who agenda that shows some of the activities in the itinerary.
read out the short text. The rest of the class has to guess Ask students for a couple of examples of activities
who wrote each one, using the information as a clue. they have in their itinerary. Elicit sentences to describe
what they are going to do using the infinitive without to
Stage 5: I can (bare infinitive). Divide students into groups of four
and then, using their notes from the previous activity,
17 Look at the different destinations in the students describe what they are doing during their
travel flyer and check (3) your favorite. weekend away to the rest of their group using the
Ask students to open their Student Books to page 153, present continuous. The rest of the class could vote on
look at the photographs in Activity 17, and identify the the funnest itinerary.
type of material they can see: a travel flyer. Ask them to
identify the places shown in the pictures (mountains / Answers may vary.
Mexico City / Tulum, Riviera Maya). Have students
check their favorite destination. Encourage them to 21 Do you like to organize your activities
share their answers and give reasons as to why they or do you prefere not to plan and see what
would like to go there. happens?
Give students a few minutes to think about the question,
Answers may vary. then ask volunteers to share their points of view with
the rest of the class.
18 Make a list of some of the things you would
need to take with you to the destination you
chose in Activity 17.
To plan, organize, and foster group interaction, have
students complete the list of items they would need to
take to their destination of choice from Activity 17.
149
Class Stage 3: I do
Lead-in
Divide the board into three columns. Then divide the 3 Use the organizer on page 180 in the
class into three groups and tell them to stand in line Worksheets section to complete the
facing the board. Tell them they have to take it in turns information for your trip.
to go to the board and write a country or a geographical Elicit from students things they would have to think
destination (Mexico, USA, Great Britain, Canada, India, about when organizing a field trip. Elicit as many
Spain, beach, park, forest, mountain, etc.). Once a student different things as you can, including: date, place,
has written their word, they pass the marker to the next length of stay, time of departure, cost, and activities.
student in their line, and they go to the back. Set a time Ask them about the different items they would need to
limit of six minutes. Once the time limit is up, check take to either of the destinations in Activity 1 and also
how many words students wrote correctly and correct the type of activities they would do there. Elicit
any spelling mistakes. information and write it on the board for reference:
beach: sunbathing, scuba diving, paragliding, windsurfing,
Stage 1: I get ready surfing, snorkeling, shell hunting, have a campfire,
swimming, fishing, volleyball, build a sandcastle;
1 Work in groups. Choose a field mountains: hiking, climbing, ab-sailing, rappelling,
trip destination for your class. kayaking, white water rafting, raft building, horse riding,
Elicit from students what a field trip is: a trip by caving, orienteering, gorge walking, etc. Tell students to
students to gain firsthand knowledge outside of the choose which activities they would like to try or talk
classroom. Ask students what kind of field trips they about those they’ve already done. Students then turn to
have been on, and what they did there. Tell students to page 180 of the Worksheets section in their Student
look at the two photographs in Activity 1 on page 154 Books and look at the graphic organizer. Elicit the
of their Student Books. Elicit the difference between different sections. In their groups, students complete
the two destinations (a camping trip in the mountains / the organizer with information for their class field trip.
a camping trip to the coast). Have students work in Remind them to think about a variety of activities as the
groups of four. This will be their group for the rest of whole class will be taking part in the trip, and they
the product. Students select one of the destinations to should aim to please as many people as possible.
plan a field trip for their class. Monitor the groups and Encourage them to make their field trips fun, different,
ensure that there is a balance between the destinations, and educational.
and that not all groups chose the same one. Tell them
they will make an activity schedule for the class field 4 Write instructions for the activities written
trip. Go around the classroom and ask groups which down in Activity 3.
destination they chose and elicit reasons as to why they Students think of the different activities they are going
preferred that particular destination. to do at their camp and things they need to take to do
those activities. Ask them which tense we use when
Stage 2: I plan giving instructions (imperative), and elicit some
examples. Then ask how we make suggestions: you
2 What materials do you need? Make a list. should, and elicit some example sentences. Have
Ask students what materials they will need to make students say which verbs are useful when giving
their activity schedule, and to write a list. Materials instructions and suggestions and write them on the
could include: index cards, colored pencils, markers, board: take, don’t forget, bring, wear, use, pack, etc.
magazine cut-outs of equipment, clothing, destinations, Students then individually compose the instructions
activities, etc.
150
152
Unit 5 Continuous Assessment LE 1 Continuous Assessment LE 2 Global Assessment
Is aware of
Uses language Is aware of the Realizes the
the use of Learns to Develops
to promote importance of Learns to use importance of Produces texts Understands
language to criticize in a responsibility
respect and language as language to using to participate and gives
Student's Name solve problems respectful and between
understanding a means to plan and language to in academic instructions
and for constructive themselves
AR_TG3_pp127_152_U5.indd 152
among promote group organize establish events in daily life
collaborative way and the group
classmates integration relationships
work
General Comments
Assessment Criteria
w
VERY GOOD = VG GOOD = G NEEDS IMPROVEMENT = NI
• The learner acknowledges the main idea and details from a • The learner attempts to acknowledge the main idea and • The learner fails to understand the main idea and details
variety of oral and written texts by using his/her knowledge details from a variety of oral and written texts. from a variety of oral and written texts.
of the world. • The learner demonstrates some understanding • The learner demonstrates little understanding
• The learner understands and uses information from of information from different texts. of information from different texts.
different texts. • The learner needs some teacher support to produce • The learner finds it difficult to produce coherent texts.
• The learner produces coherent texts, which respond to coherent texts. • The learner shows little interest in differences between his/
personal, creative, social, and academic aims. • The learner is aware of the differences between their own her own and foreign cultures.
• The learner shows respect for the differences between his/ and foreign cultures. • The learner shows little interest in expressing opinions and
her own and foreign cultures. • The learner shows some interest in expressing opinions and judgments about relevant and everyday matters.
• The learner expresses opinions and judgments about judgments about relevant and everyday matters. • The learner shows little interest in participating in different
relevant and everyday matters. • The learner shows some interest in participating in communicative situations.
• The learner participates in different communicative different communicative situations. • The learner demonstrates little improvement in
situations appropriately. • The learner demonstrates some improvement in identifying maintaining communication.
• The learner maintains communication, identifies ruptures ruptures in communication and uses strategic means to • The learner needs permanent teacher support to work.
and uses strategic means to re-establish it when required. re-establish it when required.
• The learner edits his/her classmates’ and own texts with the • The learner needs some teacher support to edit his/her
correct grammar, spelling, and punctuation. classmates’ and own texts with the correct grammar,
spelling, and punctuation.
Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes.
04/05/12 18:32
Glossary
Autonomous learning: A school of education Lifelong learning: The continuous building of skills
which sees learners as individuals who should be and knowledge throughout the life of an individual. It
responsible for their own learning. It also helps occurs through experiences encountered in the
students develop their self-consciousness, vision, course of a lifetime.
practicality, and freedom of discussion.
Main idea: The central idea of a text or paragraph.
Cognates: Words in different languages related to
the same roots. Metacognition: Also defined as “knowing about
knowing.” It includes knowledge about when and how
Collaboration skills: The ability to work to use particular strategies for learning or for problem
successfully with others at school, work, or in life. solving.
Cooperative learning: A teaching strategy Paraphrase: To express what someone else has said
involving teams in a collaborative environment. Each or written using different words, especially in order
member of the team is not only responsible for their to make it shorter or clearer
own learning , but for getting involved with other
teammates and creating an environment of Plot: The sequence of events in a story.
achievement. Scaffolding: A supportive framework that teachers
Critical thinking: The process of conceptualizing, give children while they are learning a language.
applying, analyzing, synthesizing, and / or evaluating Scan: A reading strategy to seek specific words
information from observation, experience, reflection, and phrases.
or communication.
Shared reading: Students, in pairs, take turns
Details: Information that supports or explains the reading sections of a text out loud to each other
main idea of a text or paragraph. and ask each other questions about what they have
Echo reading or repetition: Reading of a text just read.
where the teacher reads a line out loud and students Skim: A reading strategy to quickly identify the main
repeat. It is a good way to build pronunciation and ideas of a text.
expression when reading.
Readers’ theater: A dramatic reading of a text or a
Elicit: The action of obtaining information from the section of a text that is written as a conversation, with
students by provoking a response from them. parts divided among readers.
Graphic components: Illustrations, diagrams, Rhythm: The way some words are emphasized so as
maps in a text; and how the text is arranged on the to give the effect of regular beats.
page (layout).
Speech register: The spoken language used for
Graphic organizers: Diagrams or other pictorial a particular purpose or in a particular social setting.
devices that summarize and illustrate concepts and It is also used to indicate degrees of formality.
interrelationships among concepts in a text.
Story / Text structure: A set of conventions that
Inductive approach: A method where learners govern different types of texts, such as setting,
find out rules through the presentation of adequate characters , plot, climax, ending in a narrative text,
linguistic forms in the target language. or instructions and materials in an information text.
Inference: It is a logical conclusion reasoned from Syntax: The arrangement of words in a sentence.
evidence. For example, if the story reads that a
character is crying, you can infer that the character Turn-taking: The skill of knowing when to alternate
is sad. speaking in a conversation.
Intended audience: The readers for whom the Word stress: The relative emphasis that is given
author is writing. to certain syllables in a word by increasing loudness,
length, or tone of voice.
Intonation: The melodic pattern of connected
speech that distinguishes one language from others.
153
Name:
02 1 Listen to the conversation and answer the questions. (5 points, 1 each)
1 If you had won the marathon, a) if you had slept two more hours.
2 You couldn’t have won that medal b) if you hadn’t trained so much.
3 If you hadn’t gone to that party last night, c) you would have gotten a nice medal.
4 If you hadn’t eaten all those tacos, d) you would have arrived on time for the exam.
5 You would have felt better e) you wouldn’t have stomach problems.
3 Read the conversation and complete the table. (10 points, 2 each)
If Mark had gotten up earlier, he wouldn’t have been late for school.
If Mark hadn’t forgotten to set his alarm clock, he would have gotten up earlier.
If Mark hadn’t been so sleepy, he would have remembered to set his alarm clock.
Situation Consequence
1 Mark got up late. 1
2 2
3 3
Score: ( / 20 points)
154 Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes.
Name:
1 Read this extract from a story and circle the correct answer. (4 points, 1 each)
It had been the worst three days of his life, but Samuel knew the future would be brighter. As he
looked at Penelope standing by the body of the dead dragon, he was again surprised that she
had been able to kill it all by herself. He felt bad that he hadn’t been able to help, but he knew his
part in this story had been written centuries before. He was now a full magician and he could feel
the power flowing through his veins. He knew he could do anything he wanted. He could go
anywhere in the universe in the blink of an eye, but right now, he was content sitting under a tree
watching the birds fly over the ocean. Tomorrow would be another day and he could wait
patiently until it arrived.
1 The story is about a real situation. T F 3 The story probably had some scary parts. T F
2 The person is dreaming. T F 4 The main character probably changed T F
during the story.
4 Complete the text using words from the box. (4 points, 1 each)
I felt 1) when I finished the horror story. The main character died at the end. The
man who killed him made me feel 2) because he was so bad. I felt
3) when I read the climax. I never thought the main character would die. He was so
4) . I think I’ll spend the afternoon with my friends because I need to feel some love.
Score: ( / 20 points)
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Name:
1 Read the following instructions and complete the title of the experiment. (3 points, 1 each)
Does 1) float or 2) in 3) ?
Another way 1) doing / to do this experiment is 2) getting / to get two cooked eggs. 3) Use / Using
four jars for the experiment. Follow the same instructions, but also include the cooked eggs. By
4) doing / to do the experiment this way, you have more results 5) to consider / considering.
4 Combine the two simple sentences in each pair to make one complex (4 points, 2 each)
sentence. Choose the appropriate linking word.
Score: ( / 20 points)
156 Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes.
Name:
1 Read the excerpt from a TV show and answer the questions. (6 points, 2 each)
Host: Penny, you started a club at school called Save the birds. Why did you decide to do that?
Penny: I live in an apartment building and some of the people who live there don’t like birds
because they dirty their cars. They put pieces of aluminum in the trees to scare the birds away.
Host: That’s not very nice.
Penny: It isn’t. The birds don’t come to our trees anymore and you can’t hear them sing in the
mornings. I want people to realize birds aren’t bad and show them what they can do to
protect their cars.
2 Read the sentences and circle the best option. (4 points, 2 each)
2 Dr. Porter is our veterinarian. His clinic is near our house. b) Dr. Porter is a man / woman.
11 3 Listen to this TV show and circle the best answer. (10 points, 2 each)
Score: ( / 20 points)
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Name:
1 Read about this game and answer the questions. (4 points, 1 each)
My brother William invented a game to practice past tense verbs. The board has 49 squares, seven
horizontally and seven vertically. Each square has the present tense of the verb. Each player has a
token to move around the board and a set of cards. Each card has a time expression: yesterday,
last week, last month, etc. and the name of a person or people. Players throw two dice and move
the number they get. They move around the board from right to left, then up a row, then left to
right, and up a row. When they land on a verb, they have to say an affirmative sentence. They take
a card from their stack of cards and use the person or people and the time expression in their
sentences. The first player to get to the top of the board is the winner.
2 have put / on / the board / the tokens / they
3 during / had thrown / I / ten times / the game / the dice
4 by 6 p.m. / five games / have played / we / will
Score: ( / 20 points)
158 Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes.
Name:
1 Read this report and circle the correct answer. (2 points, 1 each)
The Civil War in the United States of America had many causes. The major one was that in the 18th
and 19th centuries, industry was concentrated in the Northern part of the country and the Southern
was dedicated to agriculture. Since Southern states had a smaller population, they brought in
slaves from Africa to work in their fields.
The people who lived in the North didn’t have slaves and they didn’t believe in slavery. Many
slaves from the South escaped and found freedom in the North. Slavery divided the country and, in
1860, some Southern states separated from the North and formed their own country. This led to the
Civil War. Very often brother fought brother and father fought son. It divided the country and it
divided families. It wasn’t over until 1865.
When the Civil War began, many slaves had already 1) (escape) to the
North. The landowners had 2) (bring) them from Africa.
Score: ( / 20 points)
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Name:
17 1 Listen to the interview and answer the questions. (4 points, 1 each)
2 Complete the sentences with words from the box. (3 points, 1 each)
at every for
Wilma is a diver. She trains 1) day of the week. She arrives at the pool 2)
6 a.m. and she does exercises 3) two hours.
Mary is one of the (1) most interesting / interestingest people I know. She’s also the (2) prettyest /
prettiest girl in my class. She has the (3) most warm / warmest smile I’ve ever seen.
4 Write the correct past tense forms of the verbs in parentheses. (4 points, 1 each)
Ken 1) (see) Wendy at the party. They 2) (dance) all night. When he
3) (go) home that night, he knew he 4) (love) her.
1 “Jim trains for six hours every day,” she said. 2 “He will be the best diver in the world,” she told
them.
In 2009, during the preliminary three-meter springboard competition at the State Championships,
my brother had a horrible accident. He hit his head on the side of the pool when he went into the
water. Luckily he wasn’t seriously injured. Later, at the hospital, he said he was lucky because he
could have hit his head much harder.
1 Where?
2 When?
3 Who?
4 What happened?
Score: ( / 20 points)
160 Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes.
Name:
1 Label the script with words from the box. (4 points, 2 each)
1
The Last Chance
2
written by Alexander Benton
3 4
Scene
6
Mr. Heston: Mary. Bring in yesterday’s mail please. I want to
check something.
Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes. 161
Name:
Many people think video games have a completely negative effect on children. They
say the health of children who play video games can be affected; they can get eye
strains, and pains in their necks, backs, and wrists. Children get fat and lazy, and never
make friends because video games keep them inside.
Other people say video games have a positive influence on children. They say
these games increase childrens’ abilities in logical thinking and problem solving. Many
teachers are now using video games to teach languages, history, and science.
2 Complete the paragraph with the correct passive forms of the verbs (3 points, 1 each)
in parenthesis.
3 Unscramble the words to make phrases. Use the correct punctuation. (2 points, 1 each)
4 Complete the text with synonyms of the words in parenthesis. (4 points, 1 each)
Use words from the box.
I always get 1) (shaky) when I have to speak in front of the class. It’s worse if I
drink too many 2) (sodas) before I talk.
When I finish, I’m 3) (tired), but I’m not 4) (permitted) to rest.
I’m 1) against / in support of students having cell phones. 2) However / Yet I don’t think they should
be used in class. It bothers me when cell phones ring, 3) but / against some students don’t mind
being interrupted. 4) In conclusion / In favor I think students must be polite if they are using their cell
phones at school. Score: ( / 20 points)
162 Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2012. Only for teaching purposes.
Name:
2 Read the text and circle T for True or F for False. (4 points, 1 each)
That night, Richard’s father talked to him about his trip with the Young Explorers. He said, “Richard,
I’m very worried about this trip. It’s not just the money. But you would know it’s very expensive and
we really don’t have the money, but I’m thinking about how we can get it. You have to miss a
week of school, your grades aren’t very good, and I’m worried about your homework, too.”
1 Richard’s father is just worried about the money for the trip. T F
2 Richard has bad grades at school. T F
3 Richard’s father thinks they can get the money. T F
4 Richard won’t miss school if he goes on the trip. T F
4 Read the paragraph and circle the correct words. (6 points, 1 each)
It’s my sister’s birthday next week and we 1) are going to / will have a party. Right now I 2) am
making / will make a piñata. I think 3) I’ll / I’m call Bob, he 4) is going to / will help me. This afternoon,
my mother and I 5) are going / will go shopping. We’re 6) buying / going to buy her a present.
5 Complete the conversations with the correct phrases from the box. (2 points, 1 each)
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165
166
167
168
169
171
Chapter 7 Chapter 9
Activity 1, page 95 Activity 1, page 121
1 1 in February; 2 dance, party, 1 Answers may vary.
see amazing parades, have fun; Activity 2, page 121
3 in Saint Fermin’s Festival in 2 Answers may vary.
Pamplona, Spain; 4 Most of them,
but not all. 5 Answers may vary. Chapter 10
6 Answers may vary. Activity 1, page 134
Activity 2, page 95 1 3; 5; 1; 4; 2
2 1 N; 2 Y; 3 N Activity 2, page 134
2 1 It was a letter for parents
Chapter 8 inviting them to a meeting to
Activity 1, page 108 discuss the trip. 2 Garage sale
1 1 in San Diego, in the United information: Saturday, 26th of May,
States of America; 2 different all day, lots of fun objects for sale,
drama students from Mexico and bargains, good prices!
(Humberto, Carolina, Liliana) and 3 Information about the trip;
the USA (Reece, Carolina, Paul); 4 A sleeping bag, a pillow, long
3 It is devoted to studying and cotton pants, insect repellent,
performing theather. 4 That they suntan lotion, camper’s water
are short and don’t speak English bottle, hiking boots, thick socks,
well. 5 That they are all rich, blond waterproof jacket, an umbrella;
and with blue eyes. 5 Friday 6:00 p.m. arriving
Activity 2, page 108 Veracruz, setting up tents and
2 1 T; 2 F; 3 T sleeping bags, preparing supper;
Saturday 10:00 a.m. hiking through
the forest, studying plants and
insects; Saturday 4:00 p.m. making
lunch by the lake and swimming
in the lake; Saturday 7:00 p.m.
returning to camp, singing, and
toasting marshmallows around
campfire; Sunday 9:00 a.m. packing
up the camp and returning to
the city.
172
Unit 1 angry. 7 Tell me the time when 3 He asked her if he could offer
Learning Environment 1 you will arrive. her something to drink.
(page 166)
1 1 If the alarm clock had gone off, Learning Environment 2 Learning Environment 2
I wouldn’t have missed the school (page 169) (page 173)
bus. 2 If I hadn’t eaten so much 1 1 b; 2 d,f; 3 e; 4 a,g; 5 c 1 1 title; 2 author; 3 character;
chocolate cake, I wouldn’t have 2 1 frustrated; 2 motivating; 3 sad; 4 cast; 5 script; 6 dialogues;
felt sick. 3 I could have bought 4 upset; 5 intense; 6 optimistic; 7 stage directions
another book if I hadn’t spent all 7 curious 2 1 Angelina Jolie has been an
my money on clothes. 4 I could/ actress since she was a child.
might have won the race if I had 2 She almost always takes part in
trained enough for it. 5 If I had Unit 3 action movies. 3 She won an
followed your advice, I wouldn’t Learning Environment 1 Oscar in 2002. 4 She has been
have missed my chance. 6 If I (page 170) divorced twice. 5 She has been
hadn’t had a headache, I could 1 1 have played; 2 made; 3 took; 4 living with Brad Pitt since 2005.
have taken my piano class. 7 If held; 5 competed; 6 had taken; 7 6 She has been doing some
I hadn’t left early, I would/could will have been humanitarian work. 7 She has
have seen the end of the show. 2 1 taught; 2 drew; 3 broke; 4 been to Mexico twice.
2 1 extremely; 2 skinnier; 3 taller; knew; 5 took; 6 spoke; 7 ate
4 Most; 5 slightly; 6 fuller;
7 stunningly. Learning Environment 2 Unit 5
(page 171) Learning Environment 1
Learning Environment 2 1 1 invaded; 2 had already occupied; (page 174)
(page 167) 3 had settled; 4 returned; 1 1 This is my sister’s car. 2 No
1 1 f; 2 d; 3 a; 4 g; 5 e; 6 b; 7 c 5 offered; 6 fought; 7 defeated food is allowed in the classroom.
2 1 alarm; 2 rage; 3 revulsion; 2 1 When; 2 While; 3 when; 3 Cell phones must be turned off
4 contempt; 5 amazement; 4 When; 5 while during the movie. 4 Uniforms are
6 irritation; 7 horror only worn on special occasions.
5 William is my brother’s friend.
Unit 4 6 Charlie and Ellie’s son is one of
Unit 2 Learning Environment 1 the school’s best students. 7 Pets
Learning Environment 1 (page 172) aren’t permitted at school.
(page 168) 1 1 historic, traditional; 2 1 a; 2 g; 3 d; 4 f; 5 b; 6 e; 7 c
1 1 hypothesizing; 2 fill; 3 place; 4 2 extensive; 3 annual; 4 decent; 5
start; 5 adding; 6 keep; 7 adding international; 6 amazing Learning Environment 2
2 1 Don’t talk on the phone while 2 1 “Are you happy with your new (page 175)
you are driving. 2 Before you car?” she asked Peter. 2 “I won’t 1 1 need; 2 make; 3 Wear; 4 may;
leave the room, turn off the lights. drive fast,” he promised her. 3 “I 5 may; 6 might; 7 need
3 You decide when you go on fell off my nephew’s skateboard,” 2 1 I’ll get; 2 is coming, I’m going
vacation. 4 You invite friends Peter told her. 4 “I just want to buy; 3 I’ll get; 4 I’m going to
where you think they will enjoy plain water,” she said. study; 5 is leaving; 6 showing
themselves. 5 After you fill the 3 1 Peter thanked Julia for coming
glass with water, put the egg in it. to his birthday party. 2 Julia asked
6 I don’t understand why you are Peter what happened to his arm.
173
• De Bolt, Virginia, Write! Cooperative Learning and the Writing Process. San Clemente : Kagan Publishing, 1998
• Harmer, Jeremy, How to Teach English. Upper Saddle River, NJ : Pearson ESL, 2007
• Lewis, Gordon, Teenagers. Oxford : Oxford University Press, 2007
• Nuttall, Christine, Teaching Reading Skills in a Foreign Language. Oxford : Macmillan, 2005
• Seymour, David & Popova, Maria, 700 classroom Activities. Oxford : Macmillan, 2008
• Stone, Jeanne M., Cooperative Learning & Language Arts. San Clemente : Kagan Publishing, 1994
• Stone, Jeanne M., Cooperative Learning Reading Activities. San Clemente : Kagan Publishing, 2000
• Stone, Jeanne M., Cooperative Learning Writing Activities. San Clemente : Kagan Publishing, 1998
• Tate L., Marcia, Graphic Organizers and Other Visual Strategies: Engage the Brain. Thousand Oaks : Corwin
Press, 2008
For Students
• Learn English: http://learnenglish.britishcouncil.org/en/
A site that includes games, songs, stories, listening activities, and grammar exercises.
175
Unit 1 Unit 5
6 Lesson 2, Activity 4 15
7 Lesson 2, Activity 10 17
Unit 2
8 Lesson 1, Activity 13 43
9 Lesson 3, Activity 5 53
10 Lesson 3, Activity 6 53
11 Lesson 3, Activity 13 56
12 Lesson 4, Activity 3 58
Unit 3
13 Lesson 1, Activity 5 69
14 Lesson 2, Activity 15 79
15 Lesson 3, Activity 10 86
16 Lesson 4, Activity 2 88
Unit 4
17 Lesson 1, Activity 2 98
176