English, Please! - Teacher's Guide - Fast Track 10°

Engplliesha,se!
Teacher’s Guide

2 FAST TRACK 10th

GRADE

All the written activities in this book must be
completed in your own notebook, and not in this book.
Todas las actividades de escritura contenidas en este
libro se deben realizar en un cuaderno aparte,
no en el libro.

English, please! 2
Teacher’s Guide

IVÁN DUQUE MÁRQUEZ Ilustración y Fotografía:
Presidente de la República Fotografía:
David Osorio, Parques Nacionales, Fundación Proaves,
MARÍA VICTORIA ANGULO GONZÁLEZ Fundación Natura, If the World were a Village,
Ministra de Educación Green Hope, Mike Ceaser.
Banco de imágenes:
CONSTANZA LILIANA ALARCÓN PÁRRAGA ©2003-2016 Shutterstock, Inc; fotocolombia.com®;
Viceministra de Educación Preescolar, Básica y Media ©2016 iStockphoto LP
Carátula:
DANIT MARÍA TORRES FUENTES Lorna Heaslip, Richmond
Directora de Calidad para la Educación Preescolar,
Básica y Media Coordinación editorial:

CLAUDIA MARCELINA MOLINA RODRÍGUEZ Richmond, 58 St Aldate’s, Oxford, UK
Subdirectora de Fomento de Competencias Sue Ashcroft, Lorna Heaslip y Deborah Tricker
Richmond Colombia
LICED ANGÉLICA ZEA SILVA Andrés Guerrero, Nancy Ramírez
Subdirectora de Referentes y Evaluación de la Calidad
Educativa Diseño:
Richmond design team: Lorna Heaslip, Dave Kuzmicki
CARLOS JAVIER AMAYA GONZÁLEZ y Magdalena Mayo.
Líder Programa Nacional de Bilingüismo Colaboradores de diseño:
H L Studios; Roarr Design.
Equipos Técnicos:
Edición:
Programa Nacional de Bilingüismo: Richmond editorial team:
Laura Bustos, Luz Rincón, Deissy Velandia, Stephanie Bremner, Emma Clarke, David Cole-Powney,
Martha Sofia Galvis, Carlos Javier Amaya, Belén Fernández, Simone Foster, Helen Kunzemann,
Mauricio Ríos Delgado Sophie Sherlock, Deborah Tricker.
Colaboradores editoriales:
Materiales Educativos: Celia Bingham, Trish Burrow, Sarah Curtis, Sarah
Diana Tobón Maldonado, Yuli Catherine Rojas, McConnell, Isabel Palma, Tania Pattison, Kerry Powell
Diana Quiceno
© Ministerio de Educación Nacional
British Council: ISBN 978-958-691-791-9
Andrés Giraldo Medellín – Gerente de proyecto Calle 43 No. 57-14 Piso 5. Bogotá D.C. - Colombia
Camila Andrea Murcia Torres – Directora Editorial www.mineducacion.gov.co
Carolina Cruz Corzo – Consultora Académica EES
Viviana Caicedo Triana – Coordinadora de Proyecto Citación: Ministerio de Educación Nacional
English, please! Bogotá D.C. - Colombia
Autores: Impresión: Panamericana Formas e Impresos S.A.
English, please! 1, 2, 3 Fast Track: Disponible en línea a través de la página:
Pat Chappell, María Isabel Gutiérrez, Thomas www.colombiaaprende.edu.co
Hadland, Andrea Langton, Alastair Lane, Luz Rincón,
Larissa Tatiana Rico y Paola Andrea Urueña Martínez. Todos los derechos reservados.
Prohibida la reproducción total o parcial, el registro o
First Edition English, please! 1, 2, 3: la transmisión por cualquier medio de recuperación de
Lizbeth Arévalo, Maya Briggs, Nancy Echeverri, información, sin autorización previa del Ministerio de
Frank Giraldo, María Isabel Gutiérrez, Oscar Hernán Educación Nacional.
Montoya, Luz Karime Calle, María Eugenia Oviedo
Bocanegra, Yuddy Pérez, Nancy Paola Riascos, Larissa Bogotá D.C. – Colombia
Tatiana Rico, María Alejandra Roa, Nathalie Ruge,
Helen Speranza, Paola Andrea Urueña Martínez.

© MEN Colombia Presentación:

Lograr una educación de calidad para todos los niños, niñas y jóvenes de Colombia es el
camino para avanzar hacia la equidad social, uno de los pilares del presidente Iván Duque.
La importancia que tiene la educación para el actual gobierno se refleja en los programas y
políticas que el Ministerio de Educación Nacional está desarrollando en todos los niveles
educativos. Adicionalmente, reconocemos que la apuesta por la educación es de todos y
para todos, por esa razón trabajamos de manera articulada con los actores del sistema
educativo.
Estamos convencidos de que la transformación en la educación sucede en la escuela y
principalmente en el aula. Por esta razón desde el Gobierno Nacional estamos haciendo los
esfuerzos necesarios para generar las condiciones y proveer los recursos que garanticen
mayores y mejores aprendizajes en nuestros estudiantes. Los textos escolares son uno de
estos recursos que le permiten a los docentes mejorar el acompañamiento en el aula,
aumentando las posibilidades para la innovación pedagógica.
Es un privilegio para nosotros entregar a los directivos, docentes, estudiantes y familias de
los establecimientos educativos, la colección de textos de matemáticas, lenguaje e inglés,
los cuales responden a la diversidad y riqueza de nuestro país y se articulan con los
referentes de calidad del Ministerio de Educación Nacional.
Estamos seguros de que este material, junto con las estrategias definidas por cada uno de
los programas del Ministerio y las iniciativas que lideran los docentes y directivos docentes
en las instituciones educativas, nos permitirán continuar avanzando hacia una Educación de
Calidad para todos, hacia el fortalecimiento de los procesos curriculares en las instituciones
y hacia la equidad social por la que hacemos equipo con las familias, docentes y, en general,
con todas las comunidades.
De manera especial queremos invitar a los maestros a explorar este material y a trabajarlo
junto con sus estudiantes y las familias. Estamos convencidos de que los docentes son los
líderes de la transformación educativa y serán los protagonistas de este nuevo capítulo de
la historia y del futuro de la educación colombiana.
Cordialmente,

Ministerio de Educación Nacional

iii



© MEN Colombia Introducción

El Ministerio de Educación Nacional, a través del Programa Nacional de Bilingüismo, se complace en
entregar al país la serie “English, please!” (Edición Fast Track), una estrategia que busca ayudar a
construir el camino hacia la consolidación de los procesos de calidad en
OD HQVHxDQ]D \ DSUHQGL]DMH GHO LQJOpV HQ ORV FROHJLRV RÀFLDOHV FRORPELDQRV FX\D PHWD HV contribuir a
que nuestros jóvenes estudiantes alcancen un nivel de inglés Pre Intermedio (B1) en grado 11.
English, please! (edición Fast Track) se encuentra alineado con la Guía 22: “Estándares Básicos de
Competencias en Lengua Extranjera: Inglés” y toma como referente los principios pedagógicos y
metodológicos de la “Propuesta de Currículo Sugerido de Inglés”, desarrollada en 2015.

Esta edición parte del pilotaje realizado en 2015 con un grupo de Instituciones Educativas
focalizadas que recibieron los textos escolares. A partir de dicha experiencia, se logró
LGHQWLÀFDU OD QHFHVLGDG GH SURYHHU D ORV HVWXGLDQWHV GH JUDGR \ GH ODV KHUUDPLHQWDV
necesarias para fomentar el desarrollo de su competencia comunicativa en inglés de una
IRUPD PiV VyOLGD \ FRPR FRPSOHPHQWR GHÀQLWLYR GHO WUDEDMR UHDOL]DGR HQ ORV JUDGRV
anteriores.

El término “Fast Trackµ KDFH UHIHUHQFLD SUHFLVDPHQWH DO ORJUR HIHFWLYR \ HÀFD] GH ORV
niveles: Principiante (A1), Básico (A2) y Pre Intermedio (B1). Lo anterior resulta de un mayor
énfasis en la progresión y graduación de contenidos, actividades y tareas de aprendizaje en
pro de la interacción, la comunicación y el uso en contexto del idioma.

A su vez, la serie English, please! se encuentra compuesta por los siguientes elementos, que
también se podrán consultar y descargar a través de la página www.colombiaaprende.edu.co:

1. El libro del estudiante.
2. La guía del docente que incluye el CD con actividades de audio.
3. La versión digital interactiva del libro del estudiante.
4. Las guías de intensidad horaria (Pacing guides).

/D HVWUXFWXUD GHO OLEUR GHO HVWXGLDQWH \ GHO GRFHQWH UHÁHMD OD RUJDQL]DFLyQ GHO DxR HVFRODU HQ
ODV LQVWLWXFLRQHV HGXFDWLYDV RÀFLDOHV WUDEDMDQGR XQ PyGXOR GH WUHV XQLGDGHV SRU ELPHVWUH
con una intensidad de 5 horas semanales. Para cargas horarias inferiores, el docente podrá
consultar los “Pacing Guides” de la serie.

Por otra parte, el syllabus de la serie se centra en macro temas (Topic Based Syllabus), los
cuales permiten un trabajo interdisciplinar con áreas y proyectos transversales relacionados
con la salud, la educación para la sexualidad, la educación para el ejercicio de los Derechos
Humanos, la sostenibilidad, el medio ambiente, y la democracia y paz.

Con las anteriores premisas y características, English, please! (Edición Fast Track),
es una serie de textos que le presenta a los docentes un repertorio amplio de opciones
adaptables a los diversos contextos nacionales, el cual busca contribuir a la transformación
de las prácticas pedagógicas, la motivación en el aula hacia el aprendizaje del inglés y la
formación integral a través de la interacción y la comunicación sobre temas de interés para
los estudiantes de grados 9, 10 y 11.

v

The methodology in English, please!

The English, please! series has been designed and written by teachers from a range of education
institutions across Colombia. The key principles which underlie the approach and methodology of the
modules, units, lessons and activities are:

Ȼ A topic-based approach to the language Ȼ Integration of transferable skills
syllabus Ȼ A noticing approach to language development
Ȼ Integration of the four language skills
Ȼ Learning outcomes based on language use Ȼ Development of learning strategies
and project work Ȼ Alignment to national and international

Ȼ Learner autonomy through self-assessment standards
DQG UHÁHFWLRQ

1 A topic-based approach to the language syllabus © MEN Colombia

A topic-based approach takes themes and topics, rather than language structures, as the starting
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in which to learn language and content. It also gives students the opportunity to learn cross-
curricular content, i.e. content from different school subjects for English language learning. The
macrotopics for the English, please! series are educational topics (Teenagers, Globalisation,
Lifestyles and Health, and The Environment) rather than ‘pop culture’ topics, and aim to challenge
learners to see the English language as the means to learning rather than an end.

2 Learning outcomes based on language use and project work

The project work in English, please! (one project per module) provides learners with an end
product to see evidence of their own learning, and teachers with a way to assess progress which
moves away from traditional testing. Project work is learner-centred, motivational, develops
learner autonomy and creativity, integrates the four skills, and involves authentic tasks and
contexts.

3 Learner autonomy through self-assessment and re ection

In addition to the learner autonomy developed through project work, English, please! invites
learners to assess their achievement of the language and study goals at the end of the module.
7KURXJK VHOI DVVHVVPHQW RI WKH NH\ OHDUQLQJ RXWFRPHV DQG UHÁHFWLRQ RQ WKH WUDQVIHUDEOH VNLOOV
used in a module, English, please! helps learners take responsibility for their own learning.

4 Integration of transferable skills

Transferable skills are the abilities and practices learners develop outside the classroom which
support their learning, and the skills they develop inside the classroom which are relevant to other
curriculum subjects and aspects of their personal life. Examples of transferable skills developed
throughout the English, please! series are team work, communication skills, organisational skills,
problem-solving and analytical skills.

5 A noticing approach to language development

A ‘noticing approach’ (paying attention to and focusing explicitly on language forms as they occur
in graded language input) helps learners internalise language rules, rather than treating grammar
and vocabulary development as decontextualised topics for memorising and controlled production.
It can help learners notice how language is typically used, become aware of their own use of
the target language, give relevance to language points so they recognise them again when they
meet new texts, and help them make discoveries and generalisations about how language is used.
Consequently, learners and teachers are invited to explore the texts in English, please! through
guided and supported activities, noticing how grammar and vocabulary gives meaning to language.

vi

6 Integration of the four language skills

With an explicit focus on how the skills of listening, reading, speaking and writing are used in
combination when we communicate, the English, please! series gives balanced coverage of
the four skills, and also encourages learners not to see the skills in isolation from each other.
Skills are integrated throughout lessons, in project work and in self-assessment of learning
outcomes.

7 Development of learning strategies

Learning strategies are the techniques individual students use to help themselves learn.
Learning about learning is part of the education process and also helps learners in other areas
of life. English, please! promotes meta-cognitive strategies, such as planning, peer- and
self-evaluating and monitoring language use; cognitive strategies used in actually ‘doing the
learning’, such as guessing words, repeating, learning things by heart and working out rules;
and social strategies, such as working with others and asking for help.

8 Alignment to national and international standards

The Ministry of National Education established the teaching-learning standards for foreign
languages (to know what is to be learned and for the learner to know what he/she is able
to learn and able to do with what he/she knows). The standards correspond to levels A1–B1
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receptive skills (listening and reading) and productive skills (writing, spoken monologue and
spoken conversation).

How is the English, please! series organised?
The series comes in three levels, each with a Student’s Book, Teacher’s Guide and
accompanying Audio CD.
Each level contains four modules. Each module is centred around a different topic. Students
will also complete a project. The modules start with an introductory section where students
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two units explore different subtopics in more depth and provide students with activities to
acquire the necessary language and skills. The third unit also gives students the opportunity
to work on a project and present it, and to think back and assess their achievement with
regard to the module’s expected language learning outcomes.
The following is a visual representation of the structure of the modules:

© MEN Colombia INTRO Exploration of topics, language skills and project
MODULE
UNIT

1 Lessons 1 to 3

UNIT

2 Lessons 4 to 6

UNIT Lessons 7 and 8

3 Let’s work together
Self-assessment

vii

Initial exploration of topics, language skills
and project

In this section, the students explore the topic, the expected language skills and the project for
the module.

What will you nd in the English, please! lessons?

There is a wide range of activity types within
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sections throughout each unit:

Get ready!

In these activities, students are invited to think
about the topic of the lesson and prepare for some
of the language they may need to use. This section
provides opportunities for teachers to elicit or teach
vocabulary, initiate discussions, invite students to
share opinions and bring in their knowledge of the
world they live in. Some of these activities may be
supported by use of learners’ L1, as the purpose
is to generate interest in, and awareness of, the
topic. (See Topic-based approach on page vi.)

© MEN Colombia Language skills Focus on vocabulary

Speak Write Read Listen Vocabulary activities help learners develop understanding and
use of key vocabulary from the texts and functional language
These sections may involve using the skill in for productive use. Teachers should consider different ways
isolation, or in combination with another skill (see to help students understand new vocabulary such as using
Integration of the four language skills on page viii). pictures from the lessons; flashcards; realia; translation;
For receptive skills activities, teachers need to games: pelmanism, bingo, crosswords, word snakes; and
decide whether to pre-teach any of the vocabulary vocabulary charts in the classroom.
in the texts, or whether other pre-listening/reading
activities are appropriate to predict context or
content. For speaking activities, teachers will
need to decide on the focus of the activity, e.g.
ÁXHQF\ GHYHORSPHQW RU D IRFXV RQ DFFXUDF\ DQG
instruct/model as appropriate while setting up the
activity. Teachers can also draw attention to Useful
Language boxes and other language content to
support the speaking activity, and encourage use of
English. Teachers will also need to decide the best
interaction patterns for the activity and when to
monitor and correct students’ language. In writing
activities, students practise planning, checking and
revising their writing through a process approach,
which teachers will need to guide and support.
Teachers need to decide on how much input,
modelling and feedback to give for writing tasks, and
also what form of presentation is appropriate, e.g.
classroom display or contribution to project work.

viii

Self-assessment

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encouraged to refer to it on a regular basis as they advance throughout the module. Finally, at the end
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should be complemented by the teacher’s assessment of the student’s progress.

Say it!

These pronunciation sections invite learners to
develop their receptive awareness of different
features of pronunciation, or to have controlled
practice of their spoken production. Teachers
should draw attention to sounds/features which
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give both individual and choral practice. Teachers
should also revisit these features when they arise
in listening texts or learners’ own language use.

Tips

Learning strategies are part of developing
autonomous learning (see Learning strategies
on page vii). The tips included in the lessons
provide students with opportunities to improve
their awareness of how they learn best. Teachers
should explain why these tips are important and
useful and refer to them throughout the course.
Teachers could also invite learners to talk about
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on how successful they have been (see Learner
autonomy on page vi).

Focus on language Let's work together © MEN Colombia

In Focus on Language sections, students work out how language This part of the lesson is for learners to work on
works by analysing examples of English in context. They discover their project. One of the aims of project work
the language forms and the rules for themselves with guidance is for students to develop teamwork and other
from the teacher. It is important that the teacher guides students transferable skills. For this to be successful,
to notice and then discover how language works. Teachers should students should work in small groups, roles
try to avoid giving grammar rules before the activity; instead, should be assigned and clear tasks and deadlines
they should draw attention to and give further examples related should be given. The teacher’s role as monitor is
to the topic and in context; and give explanations after students important to make sure students are working on
have worked independently and with classmates. the activities suggested for the project.

ix

Scope and sequence

Grammar Vocabulary Listening Reading Speaking Writing

Module 1 Teen culture

Unit 1 Having fun

Lesson 1 Verb + ing form; Sports and Talking about sports Parkour: You feel Talking about free time A short article about sport
YHUE LQÀQLWLYH hobbies and hobbies DV LI \RX DUH Á\LQJ activities
+ to I like, ’d like, do you
like, would you like

Lesson 2 Comparatives Clothes and parts Discussing quiz Urban tribes Discussing urban tribes A personal webpage
and superlatives of the body questions

Lesson 3 be going to Things for A girl planning a Forest Hill Summer Talking about a camping A poster about a summer
outdoor activities camping trip Camp trip camp

Unit 2 Teen power

Lesson 4 should and Positive and Community projects Problems with Role playing problems A story
could negative friends and giving advice
adjectives

Lesson 5 Past simple: Irregular verbs Modern day heroes Everyday people Telling a story A story in the past simple
DIÀUPDWLYH DQG (past simple) Connected speech changing the world
negative

Lesson 6 can and could Abilities Answering quiz Amazing people Talking about abilities A list of your abilities
for ability questions

Unit 3 Spending time well

Lesson 7 Zero conditional Useful equipment A Scout leader What is Scouting? Identifying problems in An email to your family
talking about a a schedule
hiking trip

Lesson 8 Revision of Social problems Advice on creating a Interact at Rotary Performing a dialogue Writing a letter to an
should / could youth organisation International about a social problem organisation
/ why don’t you
for advice

Let’s work together Create a youth organisation

Self-assessment

Module 2 Money makes the world go round

Unit 1 What we spend

Lesson 1 more and less Everyday Describing products How your Discussing hypothetical An opinion piece about
with nouns products government spends situations government spending
your money Talking about spending A report using charts
money A radio advert for a
Lesson 2 Imperatives: Adjectives for Three friends The fashion trap Presenting an advert product
DIÀUPDWLYH DQG fashion and comparing the price
negative clothes of sunglasses Interviewing a farmer/ A poster in support of
producer for a radio Fairtrade
Lesson 3 will and won’t Advertised Adverts for three The advertising show A job advert for your
to make products different products game Presenting an idea for a company
predictions new company A label for a product at a
Roleplaying in a market market
Unit 2 How the world works
Discussing questions A crossword using the
Lesson 4 Present simple Fairtrade A shop owner The experiences about personal vocabulary learnt in this
and present products explaining Fairtrade of two Fairtrade possessions module
continuous farmers Playing a board game A short guide about how
to be an ethical consumer
Lesson 5 Present perfect Work and Two employees The impact of
Lesson 6 The passive employment talking about their business on the
Verbs for working conditions local economy and
manufacturing a /tʃ/ /ʃ/ /dʒ/ the environment
product Describing The life story of
traditional jeans
Colombian products

Unit 3 Ready to change

Lesson 7 The gerund Essential and Two monologues A simpler life
desirable items by a father and
son about spending
money © MEN Colombia

Lesson 8 First conditional Places of work A discussion about Are you an ethical
shopping habits consumer?

Let’s work together Make an advertising brochure for a product

Self-assessment

x

Grammar Vocabulary Listening Reading Speaking Writing

Module 3 We are all different Ideas about the lifestyles
of teenagers from a
Unit 1 Different looks, different lifestyles different country or region
A description of two
Lesson 1 Adverbs of Daily activities A boy talking about An interview with Discussing questions festivals in Colombia
frequency his daily routine Yuniko about lifestyles A short report about your
and frequency /θ/ and /ð/ classmates’ hobbies in the
expressions past and now
A composition with the
Lesson 2 4XDQWLÀHUV Celebrations People describing Saint Patrick’s Discussing questions title ‘What is beauty?’
and festivals special occasions Day and Chinese about festivals
/v/ and /b/ New Year Discussing questions A short news article about
Hobbies: then about having fun in the D FRQÁLFW
Lesson 3 use to and Leisure A radio talk show and now past and now A piece of advice in
used to activities about popular response to a problem
activities posted online

Unit 2 Be yourself An interview about
impressions of life in
Lesson 4 have to and Adjectives A radio show about What is beauty? Talking about things that Colombia
has to for describing rituals for boys Violence in our you have to do and don’t A quiz about cultural
people towns have to do; describing a aspects of other countries
famous person
Lesson 5 Sentences with Adjectives A discussion about Discussing questions
to LQÀQLWLYH for describing bullying related to a blog entry
things /s/ /z/ and /ɪz/

Lesson 6 Hypothetical Changing your Five adverts If I were you … Comparing two photos;
situations: If I appearance would, ’d and discussing what advice
was / were …, wouldn’t to give
I’d …

Unit 3 Mind your manners

Lesson 7 Past simple Identity A teenager describes The melting pot Presenting an interview
questions his experience of of the world to your class
moving to the USA

Lesson 8 must, mustn’t, English Two stories of people Living in Roleplaying between
have to, don’t proverbs experiencing cultural Colombia a Colombian and a
have to shock foreigner

Let’s work together Write and perform a TV show

Self-assessment

Module 4 Our natural environment

Unit 1 Eco-tourism

Lesson 1 ever and never Landscapes Two friends talking Two tourist blog Asking and answering A postcard to a foreign
about their holidays in posts questions with Have you friend about Colombia
Colombia ever…? An advert for an eco-
Roleplaying a tourist and holiday
Lesson 2 First and second Holidays A conversation about Eco-destinations a travel agent A tourist information sign
conditionals adventure holidays around the world Discussing questions
Eco-projects about national parks in A composition about
Lesson 3 for and since Facilities in a A conversation Colombia visiting indigenous people
national park between a guide and An opinion piece about
some visitors Doing an interview about DQLPDO WUDIÀFNLQJ
a visit to an indigenous A letter to a local
Unit 2 Protecting our native culture and environment community newspaper about an
Discussing photos related environmental problem
Lesson 4 The past Indigenous Visiting indigenous The Achuar WR DQLPDO WUDIÀFNLQJ A description of a holiday
continuous people communities in people Roleplaying a meeting
7UDIÀFNHG Colombia How can you about deforestation A short blog describing
Lesson 5 Active and animals Talking about animal help? your travels in Colombia
passive WUDIÀFNLQJ Roleplaying an interview or another country
between a travel agent
Lesson 6 Present perfect Environmental An interview with an Environmental and a customer
continuous problems environmental activist problems in
Colombia Playing a game that
involves different
Unit 3 Colombia: a natural and cultural paradise speaking activities

Lesson 7 Present Adjectives to People discussing their National parks
Lesson 8 continuous for describe places holidays in Colombia and sanctuaries
the future, be
going to or will in Colombia
already, still
© MEN Colombia and yet Vocabulary People talking about A Chinese girl in
categories their experiences in paradise
across the Colombia
module

Let’s work together Create a new eco-park
Self-assessment

xi

Contents

Module 2 Money makes the
Module world go round ....... 46
1 Teen culture ............... 8

Unit 1 Having fun Unit 1 What we spend

Lesson 1 ............................................... 10 Lesson 1 ............................................... 48
Lesson 2 ............................................... 14 Lesson 2 ............................................... 52
Lesson 3 ............................................... 18 Lesson 3 ............................................... 56

Unit 2 Teen power Unit 2 How the world works 60
64
Lesson 4 ............................................... 22 Lesson 4 ............................................... 68
Lesson 5 ............................................... 26 Lesson 5 ...............................................
Lesson 6 ............................................... 30 Lesson 6 ...............................................

Unit 3 Spending time well Unit 3 Ready to change 72 © MEN Colombia
76
Lesson 7 ............................................... 34 Lesson 7 ............................................... 80
Lesson 8 ............................................... 38 Lesson 8 ............................................... 82
Let's work together .................................. 42 Let's work together ..................................
Self-assessment ...................................... 44 Self-assessment ......................................

xii

Contents

Module 4 Our natural
Module environment ........... 122
3 We are all different ..84

Unit 1 Different looks, different lifestyles Unit 1 Eco-tourism

Lesson 1 ............................................... 86 Lesson 1 ............................................... 124
Lesson 2 ............................................... 90 Lesson 2 ............................................... 128
Lesson 3 ............................................... 94 Lesson 3 ............................................... 132

Unit 2 Be yourself Unit 2 Protecting our native culture
and environment

Lesson 4 ............................................... 98 Lesson 4 ............................................... 136
Lesson 5 ............................................... 102 Lesson 5 ............................................... 140
Lesson 6 ............................................... 106 Lesson 6 ............................................... 144

Unit 3 Mind your manners Unit 3 Colombia: a natural and
cultural paradise

© MEN Colombia Lesson 7 ............................................... 110 Lesson 7 ............................................... 148
Lesson 8 ............................................... 114 Lesson 8 ............................................... 152
Let's work together .................................. 118 Let's work together .................................. 156
Self-assessment ...................................... 120 Self-assessment ...................................... 158

xiii

Module 1 Teen culture

© MEN Colombia In this module you will ...

▪ talk about hobbies, sports and leisure activities and urban tribes, in
Unit 1 Having fun
▪ reflect on teen issues and learn about teenagers in action, in
Unit 2 Teen power
▪ learn about different teenage groups and making the most of your free time, in
Unit 3 Spending time well

8

Module 1

1Teen culture

Module Overview

In this module, students will explore the
topic of teenagers and teen activities.
They will learn about hobbies and
sports, consider teen issues and how to
make the most of their free time. Topics
in the module include hobbies, urban
tribes, camps and summer activities,
heroes and amazing young people,
and youth organisations. Introduce the
module to students by telling them
the name of Module 1: Teen culture.
Also, tell them this is the first module
in the English Please! series. This is a
good time to remind students that they
cannot write in the books. They should
write in their own notebooks.

In this module you will …

Begin by reading through the unit
descriptions with students. If necessary,
use L1 to help students understand what
the module is about and what students
will be doing. You could ask one or two
questions to develop students’ interest
and to see how many words they already
know in English for the different topics,
for example, you could ask questions
like What activities do you enjoy doing
after school, at the weekend and in the
summer? Who do you do these activities
with? Are you part of any groups or
organisations?

© MEN Colombia

T8

You will also ... Module 1
Read
▪ listen to an Listen ▪ read about

interview about Write Speak different urban
heroes tribes

▪ listen to ▪ read about

speeches by teen problems that
leaders of youth teenagers are
organisations suffering

▪ listen to teens ▪ read about young

talking about people who help
their favourite make the world a
activities better place

▪ write an article ▪ give your opinion

about your on urban tribes
favourite hobby,
sport, or leisure ▪ give advice about
activity
teen problems
▪ write a poster for
▪ interview
a camping trip
classmates about
▪ write a short story their abilities

© MEN Colombia Let's work together

Create a youth organisation

In this module, you will learn about teenage culture, identity, interests,
youth organisations and heroes. Your project will be to create your own youth
organisation. You will:

▪ think of a name and logo for your organisation
▪ decide what its objectives are
▪ decide what activities it will do
▪ present it to the class

To start the project, think of some youth organisations that you already know.
They can be local, national or international. What are their objectives, and what
activities do they do?

9

Module 1

1Teen culture

You will also…

Draw students’ attention to the visual
detailing language skills. You can
go through this fairly quickly, just
reading aloud the skills-based work
that students will be doing, or allowing
students to read it for themselves.

Let’s work together

Project: Create a youth organisation

This section introduces students to the
topic of the project they will do at the
end of the module. It explains useful
skills needed to work on a project
successfully as part of a team. It also
points out the importance of learning
how to assess their own work and
progress in the Self-assessment section
at the very end of the module.

© MEN Colombia

T9

1 Lesson 1 4

Focus on Vocabulary

1. Match pictures to the sports and hobbies.

123

5 67

8 9 10 11

▪ skydiving ▪ horse riding ▪ bowling
▪ white water rafting ▪ playing music ▪ playing basketball
▪ skateboarding ▪ chatting online ▪ playing ice hockey
▪ fishing ▪ playing board games

2. Choose three sports or hobbies. Copy and complete the table with information for each.

Then write sentences like the ones below.

▪ Playing board games is a hobby.
▪ You can play them indoors or outdoors.
▪ You can play them with one or more players.

Sport Hobby Indoors Outdoors Team Individual

Skateboarding Playing board X X X X
games X X
© MEN Colombia
© MEN Colombia

10

MODULE 1 UNIT 1 OVERVIEW UNIT 1 Module 1

Lesson Topic Language Focus 1Lesson 1

Lesson 1 Hobbies • Verb + -ing form Output
Sports and leisure activities • Verb + infinitive + to • Speaking: talking about hobbies and sports
• Writing: an article about a sport you like
Lesson 2 Urban tribes: clothes and • Comparatives and • Speaking: describing urban tribes
activities superlatives • Writing: a description for a webpage about your

Lesson 3 Objects for a camping trip • be going to + infinitive urban identity
• Speaking: talking about going on a camping trip
• Writing: a poster about a summer camp

UNIT THEME Answers Extra activity
1 chatting online
In Unit 1, there are three lessons on ▪ Ask students to get into small
the theme of ‘Having fun’. By the end 2 white water rafting
of the unit, students will be able to groups and to choose an activity
describe their favourite sports and 3 playing ice hockey from exercise 1. The other
hobbies using verb + -ing form or verb students ask them Yes / No
+ infinitive + to. They will be able to 4 playing basketball questions so that they can guess
talk about an urban tribe and describe what the activity is e.g. Is it
the tribe’s identity, dress style and 5 skydiving a sport or hobby? Do you do it
interests using comparatives and indoors? Do you do it outdoors? Is
superlatives. They will also design an 6 playing music it a team sport or hobby? Is it an
advertisement for a camping trip using individual sport or hobby?
be going to + infinitive. 7 bowling
© MEN Colombia
LESSON OVERVIEW 8 fishing

In this lesson, students will learn about 9 skateboarding
sports and hobbies. Students will learn
to talk about their hobbies and sports 10 horse riding
that they like doing. They will also learn
how to write an article about a sport 11 playing board games
they like.
2. Choose three sports or hobbies.
Focus on Vocabulary
Copy and complete the table with
Get ready! information for each. Then write
sentences like the ones below.
1. Match the pictures to the sports
▪ Tell students to look at the
and hobbies.
pictures again and choose
▪ Lead into the topic by asking three sports or hobbies. Have
the students copy the table in
students these questions: What exercise 2 in their books, with
sports do you do? What hobbies do the three sports or hobbies they
you have? What other activities or choose.
interests do you have?
▪ Ask the students questions about
▪ Tell students to look at the first
the examples, i.e. for Playing
picture (chatting online) and ask board games ask Is it an indoors
them what the girl is doing. Elicit or outdoors activity? Is it a team
chatting online by asking Who is or individual activity? Do the
she talking to? And How is she same for Skateboarding.
doing this?
▪ Tell students to complete the
▪ Have students look at the words
table, then to compare their
under the pictures and the answers in small groups. Monitor
example for question 1. Tell and help as needed. Do whole
them to work in pairs and match class feedback by asking a few
the pictures to the sports and students to say the sport or
hobbies. Then go through the activity they chose. The other
answers as a whole class. students say what type of
activity they are in the table,
e.g. indoors and individual or
outdoors and team.

T109

UNIT 1 Module 1

Listen Focus on Language

1 3. Listen to Thomas, Angela and Chris talk 5. Look at these sentences. What verb form
about their hobbies and sports. Complete
the table with the hobbies and sports comes after like? What verb form comes
they do and don't do. after would like?

Names Hobbies Sports a. I like being outdoors at the weekend.
b. I would like to live in the country.

does doesn’t does doesn’t 6. Complete the sentences with like or
do do
would like.

Thomas a. We use to talk about
things you like all the time.

Angela b. We use to talk about
things you want now, or at some time
in the future
Chris

Listening Tip 7. Find the verbs in the box in exercise 4.

Before you listen, read the What verb form comes after them? Then
sentences or questions to know what copy the table in your notebook and
write the verbs in the correct column.
information you need to listen for.
Try to guess the answer before you love – enjoy – want – hate
listen. This will help you listen for
Verb + -ing form Verb + infinitive + to
specific information.
like would / ’d like

1 4. Listen again and complete the sentences. 8. Write true sentences. Use verbs from the box

a. Thomas: I really enjoy in exercise 7 and the verbs in brackets.
extreme sports. I
experiencing new things. I Example:
to try bungee jumping. My father likes playing football. (play football)

b. Angela: I painting and a. I (go skateboarding)

playing the guitar. I b. My best friend (dance hip-hop)

playing sports. I to live in

the country when I'm older. c. My mother (chat online)

c. Chris: I doing all kinds of d. My grandfather (eat fish)

sports or hobbies. I e. My uncle (buy a motorbike)

staying indoors at weekends. f. My friends and I (play board
games)

© MEN Colombia 9. Write four questions, two using like and two

using would like. Ask a classmate. Then report
to the class.

11

UNIT 1 Module 1

1Lesson 1

Listen I can’t stand playing sports - I only 6. Complete the sentences with like
do tennis at school - and I don’t like
3. Listen to Thomas, Angela and Chris chatting online. I also prefer being or would like.
in the country, away from the city. I
talk about their hobbies and sports. love being alone. I want to live in the ▪ Explain the activity. Ask students
Complete the table with the hobbies country when I’m older.
and sports they do and don’t do. 3. Hi, my name is Chris. I am always to read the sentences and write
excited about trying new things in like or would like in the gaps.
▪ Explain that the students will my spare time. That’s why I love Have them check answers in pairs,
doing all kinds of sports and hobbies then check as a whole class.
hear three teenagers talking like hiking, swimming, cycling and
about hobbies and sports they do bowling with my friends. I don’t play Answers
in their free time. ice hockey, but I’d like to do that. I a. like b. would like
hate staying indoors at weekends. My
▪ Have the students copy the table cousin collects stamps, but I don’t. I 7. Find the verbs in the box in
make model airplanes in my free time
in their notebooks. Tell them that at a club after school. exercise 4. What verb form comes
they will listen and write the after them? Then copy the table in
hobbies that each teenager does 4. Listen again and complete the your notebook and write the verbs
/ doesn’t do and the sports that in the correct column.
they also do / don’t do. sentences.
▪ Explain the activity. Ask students
▪ Read through or have the ▪ Tell the students they are going to
to look at the box in exercise 7
students read the Listening Tip. listen to the three teenagers again and say the verbs in it.
Encourage them to make guesses. and complete gapped sentences.
▪ Tell students to decide which
▪ Play audio Track 1 on the CD. ▪ Have the students read through
column the verbs go in. Check
Have the students compare their the sentences and work in pairs answers with the whole class.
answers in pairs, then play audio to guess the answers. Monitor to
Track 1 again. Check answers see if they are using verb + -ing Answers
with the whole class. and verb + infinitive + to e.g. Verb + -ing form: love, enjoy, hate
like doing, can’t stand doing and Verb + infinitive + to: want
Answers ’d like to go, but don’t correct
any mistakes at this stage. Check 8. Write true sentences. Use verbs
Names Hobbies answers as a whole class.
from the box in exercise 7 and the
does doesn’t do Answers verbs in brackets.
a. doing, love, would like
Thomas play computer other ▪ Students complete the sentences.
games indoor b. love, can’t stand, want ▪ Do whole class feedback.
activities
c. love, hate Give an example: I hate going
Angela paint, play the chatting skateboarding. Elicit sentences
guitar online Focus on Language from individual students.

Chris make model collect 5. Look at these sentences. What 9. Write four questions, two using
airplanes stamps
verb form comes after like? What like and two using would like. Ask a
Names Sports verb form comes after would like? classmate. Then report to the class.

does doesn’t do ▪ Write the sentences in exercise ▪ Tell students to write four

Thomas skydiving, white basketball 5 on the board or read them questions using Iike and would like.
water rafting aloud. Ask the following concept
question: Is this true now or in ▪ Put students in pairs and have
Angela tennis other the future? (Answer for question
Chris sports a: now. Answer for question b. in them ask and answer the questions.
the future.) Demonstrate this with a volunteer,
hiking, swimming, ice hockey using the example language.
cycling, bowling ▪ Underline the two different verb
▪ Tell them to note down the
Audio script 1 forms: a. I like being outdoors
at the weekend. b. I would like answers.
1. Hi, my name is Thomas. to live in the country. Elicit
the difference in form i.e. like ▪ Ask individual students to tell the
I really enjoy doing extreme sports. is followed by the verb + -ing,
would like is followed by to + the class what their partner said.
I want to go skydiving and white water infinitive.

rafting this weekend! I don’t like

spending time alone. I prefer playing

football with others. Generally, I don’t

like playing basketball, or indoor

activities. But I like playing computer

games! I love experiencing new things. © MEN Colombia

I would like to try bungee jumping.

2. Hello, I’m Angela. I do a lot of

outdoor activities. But I also enjoy

indoor activities. I especially love

painting and playing the guitar.

T11

1 Lesson 1 Reading Tip

Read Look at the title of a text and the
pictures before you read. This can help
10. Look at the pictures and discuss with a partner.
you get an idea of what the topic is
a. Do you think Parkour is a sport or a hobby? and predict the information you will
b. Do you think that it is a team or individual
read in the text.
sport / hobby?
c. What do you need if you want to do Parkour?

11. Read the article and check your predictions.

Parkour: You feel as if you are flying!

1 Parkour is definitely my favourite outdoor sport. I love using

my body to move freely and to jump obstacles in public places
with only my body and my skill. I also climb and run. Parkour
can be a hobby, an extreme sport, or an art. In Parkour, you use
your body to get from one point to another without stopping.

2 Parkour is excellent exercise because it helps you to keep fit and healthy. It makes you brave and

confident, too. Another good thing about Parkour is that it’s very cheap. You need to be in good
physical condition, and you need a good pair of running shoes. And that’s all!

3 However, Parkour can be dangerous. If you’re new to Parkour,

you need to know and understand the different basic moves.
You also need to train a lot so you don’t have accidents.

4 It can take a long time to become good at Parkour and you

can sometimes hurt yourself, but I think it is a perfect way to
exercise and discover your body’s potential. Try it! You feel as
if you are flying.

Glossary
▪ fit: en forma
▪ brave: valiente
▪ confident: confiado/a
▪ moves: movimientos
▪ train: entrenar
▪ hurt yourself: hacerse daño

12. Read the sentences and write true (T) or false (F).

a. Parkour is only a sport.
b. It’s expensive to do Parkour.
c. Parkour isn’t always safe.
d. You can become good at Parkour very quickly.

12
© MEN Colombia
© MEN Colombia

Read UNIT 1 Module 1

10. Look at the pictures and discuss 1Lesson 1

with a partner. T12

▪ Explain that the students will

read an article about a popular
teen activity, Parkour. Draw
students’ attention to the
Reading Tip. Read it to them and
ask Why is it important to look at
the title and pictures before you
read a text? Elicit or give the
answer It helps you to predict
what the text will be about.

▪ Ask students to work in pairs and

answer questions a-c. Do whole
class feedback and do a short
discussion of the ideas students
have.

11. Read the article and check your

predictions.

▪ Tell students to read the article

quickly to get an overall idea of
what it is about. Set a time limit
if students are not very practised
at reading quickly for gist.

▪ Have students check their

predictions with a classmate.
Finish by asking students to
report their answers to the class.

Answers
a. Parkour can be a hobby, an

extreme sport or an art.

b. It is an individual sport.

c. You need a good pair of running
shoes.

12. Read the sentences and write true

(T) or false (F).

▪ Tell students to read the

sentences in exercise 12.
Then ask them to read the
article again and discuss if the
sentences are true or false with a
classmate.

Answers
1 false 2 false 3 true 4 false

© MEN Colombia

UNIT 1 Module 1

Speak/Listen 16. Find someone in the class for each

2 13. Listen and repeat these sentences. of the activities below. Walk around
the room and ask a yes/no question
a. I really like playing board games. to different classmates. When the
b. I'd really like to try bungee jumping. answer is yes, write the person’s
c. Do you like cycling? name.
d. Would you like to play the drums? a. does spinning
b. plays basketball
3 14. Circle the word/words you hear in these c. hates soccer
d. would like to try white water
sentences: like, ’d like, Do you like or Would
you like. rafting
e. plays the piano
a. like - 'd like - Do you like - Would you like f. enjoys bowling
b. like - 'd like - Do you like - Would you like g. doesn't like outdoor activities
c. like - 'd like - Do you like - Would you like h. would like to try skydiving
d. like - 'd like - Do you like - Would you like
Write
15. What do you do in your free time? In pairs, ask
17. Choose a sport that you like. Write
and answer questions.
a short article about it. Use the
a. What do you think of Parkour? Would you questions to help you.
like to try it? Why / Why not?
What sport or hobby do you
b. What outdoor / indoor sports / hobbies do want to write about?
you like?
Is it a team or individual sport?
c. Which sports / hobbies would you like to try?
d. What sports / hobbies are popular in your What do you need to do it?

country? Where can you do it?
e. Which sports / hobbies are dangerous or

safe?

Useful expressions

▪ I like fishing. / I don't really like fishing.
▪ In my country, ... are popular sports / hobbies.
▪ I'd like to try ... / I really want to try ...
▪ ... is a dangerous/safe sport.

Why do you like playing / doing it?

© MEN Colombia Who is your favourite team / player?

13

UNIT 1 Module 1

1Lesson 1

Speak 15. What do you do in your free time? Write

13. Listen and repeat these sentences. In pairs, ask and answer questions. In this activity, students will learn how
▪ Tell students to read the to write a short article. You will show
▪ Tell students they are going to them how to plan their written work and
sentences in exercise 13. This is therefore improve it.
so that they can listen and repeat talk about hobbies and sports
them. Play audio Track 2, pausing they do or would like to do. Have 17. Choose a sport that you like. Write
it after each sentence. Drill any them read the questions silently
sentences that they find difficult on their own. a short article about it. Use the
to say. questions to help you.
▪ Draw their attention to the
▪ Play audio Track 2 again, this ▪ Tell students that they are going
Useful expressions box below
time with no pauses, or with exercise 15. Ask the students to to plan and then write a short
shorter pauses and encourage read out the expressions. You article about a sport that they
the students to speak loudly and could also ask them to say a like. Do an example on the board
confidently. sentence that is true about them for you, e.g. I like football.
using the target language. Have the students ask you the
14. Circle the word / words you hear questions in the book and write
▪ Put students in pairs and set a your answers on the board.
in these sentences: like, ’d like,
Do you like or Would you like. time limit for the speaking activity. ▪ Have students copy the questions
Monitor and remind students about
▪ Tell the students they are going the Useful expressions box. in exercise 17 in their notebooks.
Allow them time to write their
to listen to four sentences or ▪ Do whole class feedback. To keep answers.
questions and circle the words
they hear. students focused, ask them to say ▪ On the board, elicit or suggest
one new thing they learnt about
▪ Do an example: write like - ’d someone in the class that day. language students can use to
write an article. Provide enough
like - Do you like - Would you 16. Find someone in the class for language so that students have a
like on the board. Play audio clear model, but don’t just copy
Track 3 and pause after the first each of the activities below. what you write.
question. Ask students which Walk around the room and ask
word they heard. Play the audio a Yes / No question to different ▪ Set a time limit and monitor
track again if needed. classmates. When the answer is
yes, write the person’s name. and help as needed. When
▪ Play the rest of the audio students have finished you can
▪ Tell students they are going to do feedback in two ways: 1. Tell
track, pausing after each students to give their article
sentence / question. Have the do a group speaking activity. to their partner. Their partner
students compare their answers Demonstrate the activity: Write reads it and writes two questions
in pairs, then do whole class some or all of the questions a-h about the article; 2. Display
feedback. You could write the on the board. Ask one of the the students’ work around the
sentences on the board and students Do you like spinning? classroom. Set a time limit and
drill them if students find this Write their name and yes or no a reading task e.g. Which is the
exercise difficult. next to it on the board. Ask the most interesting or unusual sport?
same question to a different
Answers student and write their name and
a. Would you like yes or no.

b. like ▪ Have students copy the questions

c. ’d like in their notebook. Tell them to
leave space for their classmates’
d. Do you like answers.

Audio script 3 ▪ Tell students to stand up and

a. Would you like to watch the ask questions a-h to at least two
classmates. Set a time limit.
football match on TV with me? Monitor and help as needed. Make
notes on common errors so that
b. I like skateboarding in the city centre you can deal with this in feedback.
Do whole class feedback.
with my friends.

c. I’d like to go to the beach tomorrow. © MEN Colombia

d. Do you like white water rafting?

T13

2 Lesson 2

Read

1. Read the definition of urban tribes and check that you understand it. Then

match the urban tribes in the box to the pictures.
An urban tribe is a group of people who have a strong identity. They
express their identity through their clothes, their style, and often the
music that they listen to.

skinheads – punks – emos – metalheads - rappers

1 2 34 5

2. Read about Jim and David. Why do they like being part of their urban tribe?

Skaters: a free style Floggers: a colourful style

Hi, my name is Jim. I am a Hello! I’m David. I’m a flogger.
skater. Skaters have a simple The name ‘flogger’ comes
style. We prefer wearing from ‘Fotolog’ – a website
light shorts, skinny denim where we share our photos
jeans, T-shirts, dark trainers and comments. Everyone
or skate shoes. there has a love of fashion.

We love skating in parks and on the streets, but skate Floggers wear fun, colourful clothes. For example,
parks are the best places for us. They have ramps and we often wear brightly coloured jeans or trousers,
obstacles, and it’s safer than skating on the streets. fluorescent T-shirts and colourful trainers.
The most exciting part is when we jump in the air and
do tricks. We love music. We like dancing to electro house and
listening to techno music.
Skaters are an urban tribe, but we are more interested
in having fun together. Looking good or competing I love being a flogger. We have lots of fans who
with other groups isn’t important to us. We love follow our styles. It’s very popular with teenagers
skateboarding and that’s why we do it. because everyone enjoys taking photos of
themselves! It’s a great urban tribe.

Glossary
▪ skinny: ajustado/a
▪ ramp: rampa
▪ do tricks: hacer maniobras
▪ compete: competir
▪ brightly coloured: colorido/a
▪ follow: seguir

14
© MEN Colombia
© MEN Colombia

LESSON OVERVIEW Extra activity UNIT 1 Module 1

In this lesson, students will learn about ▪ Ask students if they know anyone 2Lesson 2
urban tribes, the clothes they wear and
the activities they do. Students will who is a skater or a flogger and T14
learn to talk about which urban tribe to describe them.
they belong to or would like to be a part
of. They will also learn how to compare Answers
two or more people, urban tribes or Jim: Because skaters have a simple
things and places.
style. It’s exciting. He loves
Read skateboarding.

Get ready! David: Because he loves fashion and
colourful clothes. He loves
1. Read the definition of urban tribes electro and techno music. He
has lots of fans who follow his
and check that you understand it. style.
Then match the urban tribes in
the box to the pictures. ▪ Draw students’ attention to the

▪ Give students time to read glossary. Explain that it has words
they may not know in English.
the definition and look at the
pictures. ▪ Tell students to find the words

▪ Ask comprehension questions in the text because they will
need them to do the next two
about the first picture: What is exercises.
he wearing? What colour is his
hair? What kind of music do you ▪ Students can copy the words
think he listens to?
and the L1 translation into their
▪ Ask students What urban tribe is notebooks, or if they have them,
their vocabulary books.
he a part of? (Answer: punks)
Extra activity
▪ Tell students to do the exercise,
▪ Ask students how they learn new
then check answers as a whole
class. words. Draw a mind map on the
board with the title Learning new
Answers words in the centre.
1 punks 2 skinheads 3 rappers
4 emos 5 metalheads ▪ Draw a branch from the centre

2. Read about Jim and David. Why do of the mind map and write word
and picture at the end of it.
they like being part of their urban Write ramp and ask a volunteer
tribe? to draw a skate park ramp.

▪ Ask students to look at the two ▪ Draw another branch and

pictures and the titles of the write translation. Elicit the L1
text. Ask if they know the urban translation of skinny and ask
tribes skaters or floggers. another volunteer to write this
on the mind map.
▪ Tell the students to read the
▪ Continue to work through the
two texts quickly and answer
the question in exercise 2. Set other branches of the mind
a time limit if students lack map, asking students to help you
confidence in their reading skills. complete it.
The aim here is to read for gist
so it is alright if students don’t ▪ Have the students copy the
understand every word.
mind map in their notebooks or
▪ Ask students to discuss their vocabulary books.

answers in pairs, then do whole © MEN Colombia
class feedback.

UNIT 1 Module 1

Focus on Vocabulary

3. Copy and complete the table with information about skaters and floggers.

Clothes Activities

Skaters

Floggers

4. Correct the mistakes in the following sentences.

a. Skaters wear skinny shorts, jeans and trainers.
b. Jim thinks that the street is the best place to skate.
c. Looking good is important to skaters.
d. Floggers wear dark clothes.
e. Floggers love taking photos of other people.

5. Match the words in the box with the parts of the body and clothes in the pictures.

leg – foot (feet) – head – arm – knee – trousers – socks – shoes – tie – T-shirt –
elbow – hand - chest jacket – skirt
Example: 1 head

1 3 9
2 10

4 11
5
6 12
7 13
8 14

15

© MEN Colombia 6. Describe the fashion style of these urban tribes.

▪ skinhead ▪ punk ▪ emo ▪ metalhead ▪ rapper ▪ skater

15

UNIT 1 Module 1

2Lesson 2

Focus on Vocabulary 4. Correct the mistakes in the 6 Describe the fashion style of these

3. Copy and complete the table with following sentences. urban tribes.

information about skaters and ▪ Students read the sentences and ▪ Tell students they are going to
floggers.
do the activity. describe different urban tribes.
▪ Tell students to copy the table in
▪ Check answers in pairs then as a ▪ Do an example with skinheads.
exercise 3 into their notebooks.
Then do an example with them whole class. Ask What do skinheads wear?
as a whole class. Ask them to find What colour hair do they have?
one clothes word for skaters, for Answers Elicit different answers and write
example, light shorts and one a. Skaters wear shorts, skinny jeans notes on the board.
activities word for floggers, for
example, dancing. and trainers. ▪ Students do the activity with a

▪ Set a time limit to complete b. Jim thinks that skate parks are classmate. Check answers as a
the best place to skate. class.
the table. Then put students in
pairs and have them check their c. Looking good isn’t important to Answers
answers together. Do whole class skaters. skinhead: skinny jeans, tall boots
feedback, correcting if needed.
d. Floggers wear colourful clothes. with laces, no hair

e. Floggers love taking photos of punk: torn jeans and T-shirts, tall
themselves. boots, colourful spiky hair

Answers 5. Match the words in the box with emo: skinny jeans, black or coloured
hair, T-shirts with emo bands on
Clothes Activities the parts of the body and clothes them
in the pictures.
Skaters light shorts, skating in metalhead: dark jeans and T-shirts
skinny denim parks, on the ▪ Ask the students to look at the with heavy metal bands on them,
jeans, T-shirts, streets and in trainers, long hair
dark trainers or skate parks, two pictures and say what urban
skate shoes jumping, tribes the children belong to rapper: loose clothes, white or
doing tricks (Answer: The boy is a skater and coloured trainers, baseball caps
the girls are emos.)
Floggers fun, colourful sharing skater: shorts, skinny jeans, T-shirts,
clothes, photos, ▪ Find the first body word with the dark trainers or skate shoes
brightly dancing
coloured jeans to electro students (Answer: 1 head), then
or trousers, house, find the first clothes word with
fluorescent listening to the class (Answer: 9 jacket).
T-shirts and techno music
colourful ▪ Tell the students to work in pairs
trainers
and match the remaining words.
Extra activity Then check answers as a whole
class.
▪ Ask students to choose another
Answers
urban tribe and write what 1 head 2 chest 3 elbow 4 arm
clothes they wear and what 5 hand 6 leg 7 knee 8 foot
activities they take part in. 9 jacket 10 tie 11 T-shirt
12 trousers 13 skirt 14 socks
15 shoes

© MEN Colombia

T15

2 Lesson 2

Focus on Language

7. Read the sentences. Which sentences compare two things? Which sentences compare

one thing above all others?

Compare two things:
Compare one thing above all others:
a. Reggaeton is more modern than Rap.
b. Punks are the coolest people in the world.
c. Breakdancing is more popular than hip hop.
d. Goths wear darker clothes than rockers.
e. Heavy metal music is more popular in Colombia than in the UK.
f. Emos have the most interesting style.

8. Copy and complete the table with the adjectives in the box. Write the comparative and

superlative form.

old – modern – extreme – dirty – fashionable – long – popular – healthy – dangerous

COMPARATIVES SUPERLATIVES

One syllable, or two Two or more syllables One syllable, or two Two or more syllables
syllables ending -y syllables ending -y

older the oldest

more modern the most modern

Listen

4 9. Look at the box. Listen to two students. Which questions in the table do they discuss?

What is the biggest country most beautiful city in the world?
most expensive food longest river
most difficult language most dangerous animal
best job easiest language

© MEN Colombia
© MEN Colombia
4 10. Listen again. What answers do the students give for each question?

16

UNIT 1 Module 1

2Lesson 2

Focus on Language Answers Audio script 4

7. Read the sentences. Which Hobbies 1 A: Hmmm, I’m not sure.

sentences compare two things? One syllable, Two or more I think it’s China.
Which sentences compare one or two syllables syllables
thing above all others? B: No, Russia is bigger than China.
ending –y
▪ Ask students to read the A: What about Canada?

sentences. older more modern B: Canada is big, but I’m sure Russia is

▪ Ask students: Does sentence a dirtier more extreme bigger. I think Russia is the answer.

compare two things or put one longer more fashionable 2. A: What do you think about this one,
thing above all others? (Answer:
It compares two things.) Ask: Emma?
Does sentence b compare two
things or put one thing above all healthier more popular B: Is it the Amazon?
others? (Answer: It puts one thing
above all others.) more dangerous A: I think it’s the Nile.

▪ Have the students do the rest of Sports B: Are you sure? The Amazon is really

the exercise on their own or in One syllable, long.
pairs. or two syllables
Two or more A: I know, but the Nile is longer.
▪ Check answers as a whole class. ending –y syllables
3. B: I know the answer – English!

the oldest the most modern A: I don’t think so. French is more

the dirtiest the most extreme difficult than English.

the longest the most fashionable B: Yes, maybe. What about Chinese?

A: Oh yes. That’s really difficult.

the healthiest the most popular B: But it’s not difficult for Chinese

the most dangerous people…

A: That’s true. So maybe the answer

is… there isn’t an answer! It

Answers Extra activity depends what your first language is.
Compare two things: a, c, d, e
One thing above all others: b, f ▪ Tell students to write four more 10. Listen again. What answers do the

8. Copy and complete the table with adjectives. Students swap them students give for each question?
with their partner and do the
the adjectives in the box. Write exercise. They check answers in ▪ Tell the students to listen again
the comparative and superlative their pairs.
form. and write the answers to the
Listen three questions they hear in their
▪ Write or show the table on the notebooks.
9. Look at the box. Listen to two
board. Ask: How many syllables ▪ Play audio track 4 again. Allow
does ‘old’ have? (One.) How many students. Which questions in the
syllables does ‘modern’ have? table do they discuss? students time to check their
(Two.) Does it end in -y? (No.) answers with a classmate. If
▪ Ask students to look at the needed, play audio track 4 again.
▪ Ask students to copy the table in
box and make questions, for ▪ Check answers by pausing the
their notebooks. example, What is the biggest
country in the world? audio after each of the three
▪ Put students in pairs and have questions and eliciting the
▪ Play audio track 4. Check answers.
them complete the table for the
other adjectives in the box. students’ answers whole class. Answers
1 Russia
▪ Check answers as a whole class. Answers
What is the biggest country in the 2 The Nile
world?
What is the longest river in the 3 There isn’t an answer. It depends
world? what your first language is.
What is the most difficult language
in the world?

© MEN Colombia

T16

UNIT 1 Module 1

Speak

11. In pairs, make more questions from the table in exercise 9. Ask and answer.
12. In small groups, discuss the questions below.

Do you know any other Would you like to belong to an
urban tribes? Which ones? urban tribe? Which one, and why?

What urban tribes are Do you know anyone
there in your town / city? who belongs to an
urban tribe?
Where do they meet?

Which urban tribes wear What is your favourite
the coolest clothes? type of music?

© MEN Colombia Write

13. Complete the table with information about you. Then write a description of you for your

personal webpage.

My style
Clothes that I usually wear
Music that I listen to
My ‘look’
My urban tribe (if you have one)

17

UNIT 1 Module 1

2Lesson 2

Speak Write

11. In pairs, make more questions 13. Complete the table with

from the table in exercise 9. Ask information about you. Then
and answer. write a description of you for your
personal webpage.
▪ Put students in pairs and have
▪ Tell students they are going to
them make more questions from
the table in exercise 9. write a description about their
style and urban identity.
▪ Monitor and help as needed.
▪ Tell the students to ask their ▪ Refer students back to exercise 3

classmate the questions and note and then to the table in exercise
their answers. 13. Tell them they are going
to write similar notes about
▪ Do whole class feedback and give themselves.

a point to each correct answer. ▪ Allow students time to make

Extra activity notes and look up or ask for
words they need.
▪ Have early finishers write more
▪ Do an example on the board for
questions with superlatives in
them. Play a quiz game with one of the people in the pictures
these questions either as a class in exercise 1. Ask the students
or in small groups. to work together to write a class
example.
12. In small groups, discuss the
▪ Set a time limit for the writing
questions below.
exercise. Monitor and help as
▪ Ask students to read the needed.

questions in exercise 12. Allow ▪ Share the students’ answers with
them time to note the answers.
Tell them to look at their notes the whole class.
for a short time (one to two
minutes) and to remember as
much as they can.

▪ Put students into small groups

(three to four students) and set a
time limit for the whole exercise.

▪ There are different ways you

can manage the discussion so
that students don’t use L1 or
finish quickly: 1) Set a time limit
for each question. 2) Label the
students A, B, C and D. After the
students have asked one or two
questions ask all the A students
to move to the next group to the
right. Then ask all the B students
to move after the next one or
two questions and so on.

▪ Discuss answers as a whole class:

Ask: What did you learn that you
didn’t know before? What is the
most popular urban tribe in our
class?

© MEN Colombia

T17

3 Lesson 3

Focus on Vocabulary

1. Match the words in the box with the pictures. Which items do people take on

a camping trip?

backpack - sleeping bag - hiking boots - swimsuit - life jacket - camera -
sunglasses - tent - helmet - torch - trainers - waterproof jacket

1234

5678

9 10 11 12

2. Put the items from exercise 1 in the correct column. Then add one more item for each

activity.

hiking at the beach sleeping canoeing horse riding

3. In pairs, ask and answer about the items in exercise 1. Use the language in the box.

Useful expressions
▪ What do we use (a backpack/sunglasses) for?
▪ We use it/them for (carrying our things).
▪ We use it/them to (protect our eyes).

18
© MEN Colombia
© MEN Colombia

UNIT 1 Module 1

3Lesson 3

LESSON OVERVIEW Answers

In this lesson, students will learn to hiking
talk about their plans in the context of
going on a camping trip. They will read backpack, hiking boots, camera, torch,
a short text about a summer camp and waterproof jacket
will learn to say when they are going
to do activities. They will also develop at the beach
their speaking and writing skills by
planning and making a poster about a swimsuit, sunglasses, camera
summer camp.
sleeping
Speak
sleeping bag, torch, tent
Get ready!
canoeing
1. Match the words in the box with
life jacket, helmet, swimsuit
the pictures. Which items do
people take on a camping trip? horse riding

▪ Give students time to read the trainers, helmet

words and look at the pictures. Extra activity

▪ Ask students what the word is ▪ Ask students if they can think of

for the first picture (Answer: any other items for the different
backpack). Tell them to work in places in the table.
pairs and match the pictures and
the words. 3. In pairs, ask and answer about

▪ Monitor and help with any the items in exercise 1. Use the
language in the box.
problems with pronunciation of
the new vocabulary. ▪ Ask students to look at the box.

▪ Check answers as a whole class. Ask them: What do we use a
backpack for? Elicit: We use it for
Answers carrying our things. Ask: What do
1 backpack 2 trainers 3 swimsuit we use sunglasses for? Elicit: We
4 sunglasses 5 hiking boots use them to protect our eyes.
6 sleeping bag 7 camera
8 life jacket 9 torch 10 tent ▪ Highlight the difference in verb
11 helmet 12 waterproof jacket
forms on the board: We use it /
2. Put the items from exercise 1 in them to + infinitive, We use it /
them for + -ing form of the verb.
the correct column. Then add one
more item for each activity. ▪ Put students in pairs and tell

▪ Ask students to look at the table them to ask and answer questions
about the pictures in exercise
in exercise 2. Ask them to say 1. Students should describe the
an item from exercise 1 that function of each item using We
they use for hiking, for example, use it/ them to + infinitive or We
backpack, or hiking boots. use it / them for + -ing form of
the verb.
▪ Tell them to copy the table in
▪ Ensure all students are
their notebooks and work with a
partner to complete the table. interacting and help with any
language.
▪ Check answers with the whole
▪ Do whole class feedback.
class.

© MEN Colombia

T18

UNIT 1 Module 1

Read

4. Read about Forest Hill Summer Camp. Choose an activity that you’d like to do in the morning,

afternoon and evening.

FOREST HILL SUMMER CAMP

What are you going to do this summer? Why forest, swimming in the lake, and canoeing and
not come on our summer camp in Forest Hill white water rafting in the river.
and have an awesome time! You can stay for
one day, two days, a whole week … or all In the evening: The evenings are for relaxing.
summer, if you want! We’re going to have a party EVERY night with
music, a barbecue, and stories around the
In the morning: The mornings are great for campfire. Or if you prefer, you can watch a
creative people. We’re going to have art and movie in the movie tent.
drawing classes, drama classes and we’re
going to play music together too. If you play At the weekend: At the weekend, there are
an instrument – bring it to camp! We rehearse excursions to interesting places – mountains,
every day, and have a concert every weekend. beaches and even a volcano! But we aren’t
going to tell you what to do – it’s your choice.
In the afternoon: We’re going to get active!
We’re going to go hiking and horse riding in the Start: Monday 2nd June
End: Sunday 31st August

Glossary

▪ creative: creativo/a ▪ bring: traer
▪ drawing classes: clases de dibujo ▪ go hiking: hacer senderismo
▪ rehearse: ensayar ▪ campfire: fogata

5. In pairs, ask and answer about the activities that you want to do at the Summer Camp.

Example:
A: What do you want to do in the morning? B: I want to go to the drawing class. What about you?

6. Read the box and complete the sentences with at, in, or on.

a. We are going to have arts lessons the Useful language
morning.
Prepositions of time in / on / at
b. The song festival is 9:00 pm
▪ We use in for months, years and parts of
Saturday and Sunday. the day.
Example: in February, in 1981, in the
c. the afternoon, we’re going to go to morning
the river. We’re going to return to the camp
6:00 pm. ▪ We use on for dates and days.
Example: on March 28th, on Monday
d. night, I prefer playing games near the
campfire rather than telling stories. ▪ We use at for times, festivals, at night
and at the weekend.
e. We get home on Sunday 7:00 pm Example: at 6 o’clock, at Christmas
the evening.
© MEN Colombia 19
f. The next school camp trip is going to be
June.

g. Saturday, we’re going to do activities

at the lake, and night we’re going to

play hide and seek.

UNIT 1 Module 1

3Lesson 3

Read 6. Read the box and complete the

4. Read about Forest Hill Summer sentences with at, in, or on.

Camp. Choose an activity that ▪ Draw students’ attention to the
you’d like to do in the morning,
afternoon and evening. Useful language box.

▪ Tell students to look at the ▪ Write in on the board and elicit

pictures and ask: What can you what we use it for. Elicit some
do at Forest Hill Summer Camp? different examples from students
(Answers: go horse riding, go e.g. in May, in 2016. Do the same
camping) for on and at.

▪ Tell students to read the text ▪ Tell students to read the

quickly and choose an activity sentences in exercise 6 and work
they would like to do. Tell them with a classmate to complete the
they can look up words they sentences.
don’t know in the glossary.
▪ Do whole class feedback.
▪ Have students compare their
Answers
answers in pairs, then check a in b at/on c In/at d At
answers as a whole class. e at/in f in g On/at

Extra activity Extra activity

▪ Ask students to think of more ▪ Tell students to write three true
sentences about themselves
activities they would like to do at
a summer camp. using in, on and at, leaving a gap

5. In pairs, ask and answer about the for the preposition of time, for

activities that you want to do at example, I was born April.
the Summer Camp. ▪ Tell them to swap notebooks
in small groups or pairs and
▪ Tell students to read the text
complete the sentences.
again and underline all the
activities they want to do.

▪ Put them in pairs and have

them ask and answer the
questions. Demonstrate this with
a volunteer, using the example
language in the book.

▪ Do whole class feedback.

© MEN Colombia

T19

3 Lesson 3

Focus on Language

7. Complete the sentences from the text.

a. We music together.
b. We aren't you what to do.
c. What are you this summer?

8. Read the sentences in exercise 7 and choose the correct option.

a. These sentences talk about the present / the past / the future.
b. We use be going to + infinitive for future plans / activities you do every day.
c. To make questions, we put the verb be before / after the subject.

9. Write true sentences for you using the verbs in brackets. Use be going to.

a. I videogames after class. (play)
b. We to the USA on holiday this year. (go)
c. My family our grandmother on Sunday. (visit)
d. My friends in the sea this weekend. (swim)

10. What are your plans for this weekend? Make notes in your notebook using be going to.

Then write two questions to ask your classmates about their plans.

Listen

5 11. Listen to Susana talking to her mother about a camping trip.

Which things on the list do they talk about?

▪ activities in the water
▪ Susana’s backpack
▪ transport
▪ Susana’s tent
▪ protection against the sun
▪ fishing

5 12. Listen again and answer the questions.

a. Is Susana going to pack more things in her backpack?
b. What activities can Susana do in the mornings?
c. What does she need to bring?
d. What is she going to do in the evenings?
e. What isn’t she going to do in the evenings?
© MEN Colombia
© MEN Colombia

20

UNIT 1 Module 1

3Lesson 3

Focus on Language 10. What are your plans for this Mum: That’s great! Just make sure you
follow the rules, so everything goes
7. Complete the sentences from the weekend? Make notes in your well.
notebook using be going to. Then
text. write two questions to ask your Susana: I know, Mum. You’ve told me that
classmates about their plans. a hundred times! I’m not a baby!
▪ Tell students to look at the text
▪ Ask students to work individually Mum: Ha! Ha! Well, you are my baby! So
in exercise 4 and complete the tell me, baby, what activities are you
sentences in exercise 7. to make notes on their plans going to do there?
for the weekend using be going
▪ Students do the activity and to. Then ask them to write two Susana: There are so many things that we
questions to ask about their can do. In the mornings, we are going
then check their answers with a classmate’s plans. to do different kinds of activities on
classmate. the water, like swimming lessons, and
▪ Put students into pairs. They ask canoeing and kayaking.
▪ Check answers as a class.
their classmate their questions. Mum: And where are you going to be in
Answers c going to do the afternoons?
a ’re going to play ▪ Do whole class feedback. Ask
Susana: Well, in the afternoons, we
b going to tell students to decide who has the are going hiking and horse riding.
same plans for the weekend as The camp leader says that we need
8. Read the sentences in exercise 7 them. to bring a summer hat and use
sunscreen, so we don’t get sunburned.
and choose the correct option. Extra activity
Mum: Yeah, that’s very important. This
▪ Students do the activity as a class. ▪ Tell students to write four true camp leader sounds good!
▪ Do whole class feedback. Elicit
or false statements about their Susana: Yeah, Mum, I know.
an example for each statement, plans for the weekend. Mum: I’m your mum, I worry about you!
for example, for sentence a,
elicit: I’m going to go hiking this ▪ Put them in pairs. They read And what are you going to do in the
weekend. evenings?
their sentences and their Susana: It depends on the day. For
Answers c before classmate decides if the example, on Sunday we’re going to
a the future sentences are true or false. have a camp fire and we’re going to
sing songs and cook hot dogs. But we
b future plans Listen aren’t going to dance. That’s a pity!
Mum: It sounds like fun! Just don’t forget
9. Write true sentences for you using 11. Listen to Susana talking to her to get up early if you want to do all of
these things.
the verbs in brackets. Use be going mother about a camping trip. Susana: Get up early? No way! I want to
to. Which things on the list do they have fun!
talk about?
▪ Ask students to read the sentences 12. Listen again and answer the
▪ Ask students to read the list of
and complete them using the verbs questions.
in brackets. Do the first one as an items in exercise 11. Tell them
example if needed. they will hear a teenage girl ▪ Tell students to read the
talking with her mother about a
▪ Ask students to compare answers camping trip. They should listen questions. Play audio track 5
and write the items they talk again. If students find it difficult,
with a classmate. about. play it once more, pausing after
the answers.
▪ Check answers as a class. ▪ Play audio track 5. Allow students
▪ Ask students to compare their
to compare answers with a
classmate. answers with a classmate.

▪ Check answers as a whole class. ▪ Check answers with the whole

Answers Answers class.
a ’m / ’m not going to play
Susana’s backpack, activities in the Answers
b are / aren’t going to go water, protection against the sun a No, she isn’t.

c is / isn’t / are / aren’t going to Audio script 5 b swimming, canoeing and kayaking
visit
Mum: How’s your packing going, c a summer hat and sunscreen
d are / aren’t going to swim Susana? Are you going to put
anything else in your backpack? d have a camp fire, sing songs and
cook hot dogs © MEN Colombia
Susana: No, Mum. I’m ready now!
Everything I need is already in my e She isn’t going to dance.
backpack.

T20

UNIT 1 Module 1

Speak

13. In pairs, ask and answer the following questions.

a. If you want to go swimming, what do you need to
take?

b. When you go camping, what do you need to take
with you?

c. Where can you go in your country when you want
to go camping?

d. If you have a problem, who can you speak to?
e. What activities can you do on a camping trip?
f. What happens if you don’t use sunscreen and don't

wear a hat in the summer?

Write

14. Work in groups of three or four. Imagine you are organising a summer camp. First, look at the

text about the Forest Hill Summer Camp on page 19 again.

15. Decide the following things about your camp:

▪ What is the name of your camp?
▪ What activities are there: in the morning?

in the afternoon?
in the evening?

▪ Where are people going to sleep?
▪ What special activities are there at night or at the

weekend?

▪ What equipment do people need to bring?

16. Create a poster for your camp. Include the information

from exercise 15. If possible, include pictures.

17. Work with another group. Show them your poster and tell them about the camp.

Example:
Our camp is called Champions' Camp. It’s a winter camp! In the morning, students go skiing ...

© MEN Colombia

21

UNIT 1 Module 1

3Lesson 3

Speak 15. Decide the following things about 17. Work with another group. Show

13. In pairs, ask and answer the your camp: them your poster and tell them
about the camp.
following questions. ▪ Ask volunteers to read the
▪ Put groups together so they have
▪ Put students in pairs and ask questions out to the class. Do
a model of how to make notes two posters to work with.
them to read the questions. on the board. For example,
Tell them they should make write: Name: Mr / Mrs Correra’s ▪ Demonstrate the task with your
notes in their notebooks. Do the Summer Camp, Activities:
first question as an example if morning: drama classes, etc. poster, or your notes on the
needed. Make sure the students are board from exercise 15, eliciting
involved by eliciting the model target language from the class.
▪ Compare answers as a whole notes from the whole class. For example, say: The name
of our camp is [name]. In the
class and write the answers on ▪ Arrange students in groups to morning we are going to [activity
the board. verb] etc.
discuss the questions.
Answers ▪ Tell students to present their
a a swimsuit ▪ Check answers as a whole class.
b a tent, a sleeping bag, a torch posters. To ensure students
c Students’ own answers. 16. Create a poster for your camp. listen, tell them they have
d the camp leader to think of a question for the
e Students’ own answers. Include the information from group to ask at the end of the
f You can get sunburned. exercise 15. If possible, include presentation.
pictures.
Write ▪ Do whole class feedback. Ask
▪ For this activity, you ideally
14. Work in groups of three or four. which camps the students would
need large sheets of paper, like to go to.
Imagine you are organising a coloured pens, scissors, glue and
summer camp. First, look at the magazines. You can ask students
text about the Forest Hill Summer to collect pictures for a summer
Camp on page 19 again. camp as homework before this
lesson. You can also make your
▪ Put students in groups of three own poster as an example, or use
one from another class using this
or four. Ask them to imagine they coursebook.
are organising a summer camp.
Tell them to look back at the ▪ Ask each group to choose a
text on page 19 and underline
the following things: the name helper. They come and get the
of the camp; the activities in the materials from you and give them
morning, afternoon and evening; to their group.
where people are going to sleep;
special activities at night / at the ▪ Set a time limit for the task.
weekend and what equipment to
bring. Allow students time to discuss
their ideas. Monitor and help as
▪ Do whole class feedback. needed.

© MEN Colombia

T21

4 Lesson 4

Read

1. Discuss in pairs. What topics do teenagers usually talk about? Put the topics in

order from the most common to the least common.

▪ the future ▪ homework and exams
▪ sports
▪ problems with parents or ▪ TV, music, films

siblings

▪ problems with friends

2. Read the situations quickly and match them with the pictures. What are the teens doing?

abc

1 Two people from my class always 2
make fun of me because I always I have a group of five really good friends.
wear a cycle helmet when I’m cycling But my friend Diana is really annoying.
to school. The roads are quite busy so She always criticises one of us – what
I think it’s safer to always wear a we wear, what we say, what we’re
helmet. I want to be safe, but they having for lunch – everything. Sometimes
say it looks stupid. Normally I don’t I talk to her about it, and she always
care what they say, but sometimes it apologises, but then she starts doing it
hurts when they are mean. again.
Rachel, 14 Aleja 15

3 I usually hang around with my friends Glossary
Max and Larry at break – we all love ▪ make fun of: burlarse de
basketball. But now they smoke. They ▪ I don’t care: no me importa
have a group of new friends who go ▪ annoying: fastidioso/a
to get cigarettes at break and smoke ▪ apologise: disculparse
them behind the gym. We hardly ever ▪ hang around: pasar el rato
play basketball now, and I feel like I’m ▪ break: descanso
losing my friends. Maybe I should start
smoking too?
Jack, 14
© MEN Colombia
© MEN Colombia

22

UNIT 2 Module 1

4Lesson 4

MODULE 1 UNIT 2 OVERVIEW

Lesson Topic Language Focus Output

Lesson 4 Problems and solutions • Should / Shouldn’t for advice • Speaking: acting out a story and giving advice
• Could for suggestions • Writing: a story about a problem

Lesson 5 Heroes • Past simple: affirmative • Writing: a short story about a road accident
Everyday heroes and negative, regular and • Speaking: telling a story
irregular verbs

Lesson 6 Amazing people • Can and Could for ability • Speaking: describing people who can do amazing things
• Writing: a paragraph about what you can or could do

UNIT THEME Extra activity Extra activity

In Unit 2 there are three lessons on ▪ Put students in small groups and ▪ Have students write the words
the theme of ‘Teen power’. By the
end of the unit, students will be able ask them to decide which topic in the glossary and the L1
to discuss and suggest solutions for is the most important to them translations in their notebooks or
teenage problems using should and and say why. For example, The vocabulary books.
shouldn’t. They will be able to talk future, because we want to have
about everyday heroes and tell a happy, successful lives. ▪ Put students in pairs and tell
simple story using the past simple.
They will learn about people who have 2. Read the situations quickly and them to close their notebooks or
achieved amazing things and be able vocabulary books.
to talk about their own abilities using match them with the pictures.
can and could. What are the teens doing? ▪ Have one student look at their

LESSON OVERVIEW ▪ Tell students to read the three book and say a word in L1. The
other student says the word in
In this lesson, students will read about texts quickly. Tell them to look at English. They can also make
typical teenage problems and learn how the words they don’t know in the sentences with the word in it,
to give advice and make suggestions. glossary. Set a time limit because for example, People make fun of
They will listen to people talking about this is a gist reading activity. Rachel.
places where you can find solutions
to their problems and roleplay a story ▪ Encourage students to compare
about solving a common teenage
problem. their answers with their
classmates.

▪ Check answers as a whole class.

Answers
1b 2c 3a

Read

Get ready!

1. Discuss in pairs. What topics do

teenagers usually talk about? Put
the topics in order from the most
common to the least common.

▪ Students work in pairs and say

which topics teenagers usually
talk about. Then they put the
topics in order according to how
common they are.

▪ Check answers as a whole

class. Allow some discussion of
different answers.

© MEN Colombia

T22

UNIT 2 Module 1

3. Read the situations on page 22 again and complete the table.

Rachel Aleja Jack

1. What is the problem?

2. What is your idea to solve
the problem?

Focus on Language

4. Read the advice. Match the sentences with Rachel, Aleja and Jack.

a. You should find some new friends who enjoy your hobby.
b. You shouldn’t be friends with someone who is always criticising you.
c. You could ask your friends and other classmates to wear one too.
d. You should ask her why she always criticises her friends.
e. You shouldn’t worry what other people say about you.
f. You shouldn’t do things that are bad for your health.

5. Look again at the modal verbs in exercise 4. Which verb do we use to:

a. give a suggestion?
b. give advice and tell someone to do something?
c. give advice and tell someone NOT to do something?

6 6. Listen and repeat the sentences. Useful language

7 7. a. You should talk to your friends. Pronunciation of modal verbs:
b. You shouldn’t do things that are bad for you.
c. You could try a new sport. should /ʃʊd/
shouldn't /ʃʊdnt/
Listen and write the word you hear. could /kʊd/
The letter ‘l’ is silent in these
a. You talk to your parents modal verbs and the vowel sound
about it. ʊ is pronounced like ‘oo’ in the
get upset. words: good, wood.
b. You find other things to do.
© MEN Colombia
c. You I do?
stay at home all day.
d. What come to drama club

e. You

f. You
with me.

23

UNIT 2 Module 1

4Lesson 4

3. Read the situations on page 22 5. Look at the modal verbs in exercise 7. Listen and write the word you

again and complete the table. 4. Which verb do we use to: hear.

▪ Ask students to look at the texts ▪ Elicit what the modal verbs in ▪ Ask students to read the gapped

again and complete the table. exercise 4 are (should, shouldn’t sentences in exercise 7. Tell
They should do question 1 first and could). them they should listen and write
for all three teenagers. should, shouldn’t, or could.
▪ Put students in pairs and have
▪ Ask them to work in pairs and ▪ Play audio Track 7. Have the
them match the verbs to the
discuss question 2. uses. students compare their answers
in pairs. Play audio Track 7 again
▪ Tell students to support their ▪ Ask concept questions: Does if needed.

answer with evidence from the the speaker think it is a good ▪ Play audio Track 7 again to check
text. or bad idea? Are they giving a
suggestion? answers as a class, pausing after
▪ Check the answer as a whole each question.
▪ Highlight the form on the board
class. Answers
i.e. should / shouldn’t / could a could
Answers go, NOT should to go etc. b shouldn’t
1. Rachel: Two classmates make fun c should
▪ Tell students to look at the d should
of her because she wears a cycle e shouldn’t
helmet. Useful language box. Model the f could
pronunciation of the three modal
Aleja: Her friend Diana criticises verbs and drill. Tell students we Audio script 7
her and her other friends. don’t say the ‘l’ in these words.
A: You could talk to your parents
Jack: His two friends smoke ▪ Check answers as a whole class.
with their new friends instead of
playing basketball with him. He Answers
thinks he is losing his friends. a could
b should
2. Students’ own answers. c shouldn’t

6. Listen and repeat the sentences. about it.
▪ Tell students to listen and repeat
Focus on Language B: You shouldn’t get upset.
the sentences in exercise 6.
4. Read the advice. Match the C: You should find other things to do.
▪ Play audio Track 6. Drill the
sentences with Rachel, Aleja and D: What should I do?
Jack. sentences more than once so that
students are confident saying E: You shouldn’t stay at home all day.
▪ Students read the advice and them.
F: You could come to drama club with me.
match the sentences with the ▪ Check answers as a whole class.
teenage children in the texts.
Answers
▪ Ask them to underline the text
Students repeat the sentences a, b
in the article that suports their and c.
answers.

▪ Check answers as a whole class.

Answers d Aleja
a Jack e Rachel
b Aleja f Jack
c Rachel

© MEN Colombia

T23

4 Lesson 4

Listen

8 8. Look at the pictures and read the descriptions. What is happening in each picture? Listen

and check your ideas.

a. The Fun Club b. Community First c.The Tutoring Cooperative

8 9. Listen again and answer the questions.

a. Who is the Fun Club for?
b. When can you go to the Fun Club?
c. How does Community First want to change the neighbourhood?
d. When is the first meeting?
e. How does the Tutoring Cooperative work?
f. How often can you go to it?

Focus on Vocabulary

10. Look at the adjectives in the box. Which of them

have a positive meaning, and which of them have
a negative meaning?

annoying – busy – friendly – boring – active –
nice – generous – mean – interesting – fun

11. Complete the sentences with the adjectives in Useful language

exercise 10. Descriptive adjectives are words that
describe a person, place or thing.
a. Jenny is a really person. She
▪ Adjectives can go before a noun.
knows so much about everything.
John is the kind boy who lives next door.
b. Brandy is really . She never has adjective + noun
any free time!
▪ Adjectives can go after the verb be.
c. The Community First meeting will be
. Everyone wants to go. Susana is beautiful.
verb + adjective
© MEN Colombia
© MEN Colombia
d. Some of my lessons are really and
I can’t concentrate.

e. I don’t like Laura – she’s really to
me and says horrible things.

24

UNIT 2 Module 1

4Lesson 4

Listen 9. Listen again and answer the 11. Complete the sentences with the

8. Look at the pictures and read the questions. adjectives in exercise 10.

descriptions. What is happening ▪ Tell students to read the ▪ Students complete the sentences
in each picture? Listen and check
your ideas. questions and then listen again in pairs.
and write the answers in their
▪ This is a listening for gist notebooks. ▪ Check answers as a whole class.

exercise. Ask students to look at ▪ Play audio Track 9, then have Draw students’ attention to the
the pictures and the descriptions information about word order
under them and predict what is students compare answers in pairs. when using adjectives. This is a
happening in each picture. Play common L1 transfer error for the
audio Track 8 and have students ▪ Play audio Track 9 again, pausing students.
compare their answers in pairs.
after each answer, and elicit the Answers d boring
▪ Check answers as a whole class. answers. a interesting e mean
b busy
Play audio Track 8 again, pausing Answers c fun
after each answer. a bored students
Extra activity
Answers b during school breaks and before
a They are dancing / having fun. or after school ▪ Students write gapped sentences

b They are helping people in their c They want to make it a safe and using the adjectives from the
neighbourhood. fun place to live. box and others that they know to
describe people’s personality.
c They are helping other students d Wednesday at 8 o’clock.
with problems in their lessons. ▪ They swap their sentences with
e Other students help you with
Audio script 8 the problems you’re having in their partner and complete the
your lessons. You can help other sentences.
A Sandra and Kim: Hi there! students with the problems that
they’re having in the subjects
Sandra: I’m Sandra. that you’re good at.

f Every day at lunchtime.

Kim: And I’m Kim.

Sandra: If you’re bored and have Focus on Vocabulary

nothing to do, you should join our new 10. Look at the adjectives in the box.

club: The Fun club. We organise fun Which of them have a positive
meaning, and which of them have
and interesting activities to do during a negative meaning?

school breaks and before or after ▪ Tell students to look at the

school. adjectives in the box.

Kim: So if you’re interested, come ▪ Do an example with annoying.

along. We’d love to meet you. We meet Ask: Is it good or bad to have an
annoying brother or sister? Write
every day. Get active, and join us! positive, negative and both in
three columns on the board and
B Brandy: Hi, my name is Brandy, and ask a volunteer to write annoying
under negative. Explain that
I am from Community First. We are some words are both positive and
negative.
looking for people with plenty of ideas
▪ Have students work in pairs and
about our neighbourhood. We know
classify the adjectives.
we have some problems now, but
▪ Check answers as a whole class.
we want to make our neighbourhood
Answers
a safe and fun place to live. If Positive: friendly, active, nice,
generous, interesting, fun
you like the idea and you want to
Negative: annoying, boring, mean
make a change, this is the place for
Both: busy
you. Come to our first meeting on

Wednesday at 8 o’clock.

C Tutor: Are you having problems with

Maths, English or another subject?

Then you probably need to come to

our tutoring cooperative. What is

a tutoring cooperative? Well, it’s

simple. You come along with problems

that you’re having in your lessons, and

other students help you. And you can © MEN Colombia

help other students when they have

problems in the subjects that you’re

good at. If you’re interested, come to

Classroom 2B every day at lunchtime.

T24

UNIT 2 Module 1

Speak 4

12. In pairs, discuss the questions about the pictures:

12 3

a. What are the teens doing? b. What problems do you think they have?
Example: Example:
In the first picture, the Maybe the boy is her little brother, and
teenager is arguing with … she's angry with him because ...

13. In small groups, choose one of the stories Useful language

from this lesson and act it out. Giving advice

a. Decide how many characters there ▪ You should … You should talk to her.
are in the story. Decide who is ▪ You shouldn’t … You shouldn’t be mean
going to play each role. You can add
characters if you want. to people.

b. Make notes on what you are going to ▪ You could … You could look for some
say.
new friends.
c. Choose the most appropriate ending
for your role play. ▪ Try -ing … Try understanding why he

feels like that.

▪ Why don’t you … ? Why don’t you go for

a coffee together?

Write

14. In your groups, write a new story with two or more different endings. Share your story with the

class and vote on the best ending.
Plan your story first:

Actions or behaviour Consequences Choice
causing the problem How is this making How can the people involved
Who is doing or saying what? people feel or act?
react to this situation?

© MEN Colombia

25

UNIT 2 Module 1

4Lesson 4

Speak Write

12. In pairs, discuss the questions 14. In your groups, write a new

about the pictures: story with two or more different
endings. Share your story with the
▪ Ask students to look at picture class and vote on the best ending.

1. Ask what the teens are doing. ▪ Ask students to work in groups.
Elicit the example: They are
arguing. Ask what problems they Tell them they will write a new
think the students have. Elicit story and share it with the class.
possible answers including the
example in exercise 12. ▪ Do an example on how to plan

▪ Students do the exercise in pairs. and draft a story on the board.
Write the headings in exercise 14
Then compare answers as a on one side of the board. Elicit
whole class. answers to the three questions
and make notes on the board.
13. In small groups, choose one of the Ask students to create the
story orally and suggest useful
stories from this lesson and act it language, for example, To start
out. with, Next, Suddenly, Finally,
etc. Write these phrases on the
▪ Put students into groups of three other side of the board.

or four. Tell them they are going ▪ Set a time limit for the drafting
to act out a story from one of the
pictures in exercise 12. task. Monitor and help as
needed. Focus more on the
▪ Students choose a picture and content than errors; you can
correct these once students have
decide how many characters read each other’s stories.
their story will have. For
example, for picture 1, they ▪ Display the stories around the
can choose the teenage girl, her
younger brother, their father and class and tell the students to
their mother. read at least three stories.

▪ They make notes on what each ▪ Do whole class feedback, asking

person is going to say. Then they which stories students liked and
choose the best ending for the why. Do a short error correction
story. of common errors.

▪ They practise using their notes. Extra activity

They can practise a second time ▪ Students can write their stories
without their notes because this
develops fluency. in the style of a photo story or
a story board. This is best done
▪ Ask for volunteers to act out in another lesson, as students
will need to spend time taking
their stories in front of the class. and printing photos or drawing
Ask the other students to say if pictures in a storyboard.
the ending is appropriate in their
opinion.

© MEN Colombia

T25

5 Lesson 5

Listen

1. In pairs, discuss the questions.

a. What is a hero?
b. What qualities does a hero need? Think of five.

Example: Heroes need to be brave, strong …

9 2. Listen to an interview about heroes. List three examples of heroes, according to Julia.

9 3. Listen again. For each sentence, find the ending that is incorrect.

a. Heroes in Hollywood movies … c. Heroes are ordinary people …
have supernatural abilities. with supernatural abilities.
are sometimes the bad guys. who make a difference.
save the world. who can’t just watch someone in danger.

b. Heroes can be real people such as …
teachers.
mothers.
basketball players.

Say it!

10 4. Read the information. Then listen and repeat these sentences from the interview.

▪ When we speak English, we often don’t pronounce each word separately – we connect

them. We often do this when a word starts with a vowel sound.
I’m eighteen. My dad is my hero.

a. Today we’re going to talk about heroes. c. They believe it’s the right thing.

© MEN Colombia
© MEN Colombia
b. They always put their kids first. d. We can all be heroes!

26