Way To Go! - Teacher's Guide 6°

Module 3 Unit 2 Unit 3

Unit 1 Present simple Present simple
Use it to give personal information. Use it to describe what people do.
Demonstratives Wh- questions The doctor heals people.
Use This and These to point to something These questions are used to ask about The mechanic fixes cars.
near you. detailed information. Present continuous:
What’s this? This is a desk. Where do you live? This tense expresses actions happening
What are these? These are futons. Where is/Where’s the bank? right now and develops actions in time.
Use That and Those to point to something Where can you buy medicine? My mother is working.
far away from you. What do you like about your I like cooking.
What is that? That is a hospital. neighbourhood? Wh- questions
What are those? Those are restaurants. What does Sara do to help her family? This type of question asks for detailed
There is / There are Prepositions of place information.
These express the existence of things. They help locate elements within a given Who is/Who’s she? Where does she work?
How many bathrooms are there? space. What does she do?
There is one bathroom. The bank is next to the police station. Sequence of actions
There’s a small kitchen. The bookshop is behind the café. First of all, Pablo gets the ingredients.
Is there a refrigerator in the kitchen? The restaurant is in front of the cinema. Then, he makes the cake. Later, he bakes it
Yes, there is. No, there isn’t. Imperatives in the oven. Finally, he eats it!
Imperatives They are also used to give directions.
Use them to give instructions. Turn right/left.
Separate the rubbish. Walk/Go straight ahead.
Don’t waste water.

Module 4 Unit 2 Unit 3 351

Unit 1 Verb to be Comparatives
Use it to express weather conditions. Juana is taller than Pedro.
Verb to be What is/What’s the weather like today? Medellín is bigger than Santa Marta.
This verb can express nationality, Today, the weather is sunny. Bogotá is noisier than Cartagena.
personality characteristics and It can be stormy in the mountains. The Thanksgiving celebration is more
description of places. It’s cloudy. interesting than the Independence Day
Usain Bolt is Jamaican. Verb to wear celebration.
Where are you from? This verb expresses dressing habits. Cartagena is more beautiful than Neiva.
People in Caldas are very kind. What do you usually wear? Which sweater do you prefer, the blue one
What are people like in your town? I wear a T-shirt every day. or the red one?
La Guajira is an exotic place. In the present continuous, it also Which is prettier, the blue or the red one?
Is your town interesting? describes what people are wearing. Which is more beautiful, the green or the
What are your favourite places in your What are you wearing? orange one?
town? I’m wearing a hat and a sweater. Intensifiers
Verb to be These make descriptions more powerful.
This verb also expresses location. I think holidays are absolutely wonderful.
Popayán is in the Department of Cauca. The parade is really exciting.
Verb to like Tests can be very stressful.
This verb expresses your favourite things.
I like Humilladero Bridge. It is an important
tourist place in Popayán.
Do you like dancing?

Vocabulary List

Module 1

Introducing, Classroom Classroom Numbers Daily Routines Family Feelings and Physical
Greeting Items Language Members Personality Appearance
and Saying one n. Descriptions
Goodbye be (v.) quiet two n.
listen v. three n.
Good bag n. look (v.) at four n. wake up mother n. bored adj. curly adj.
morning board n. the board five n. take a father n.
Goodbye / book n. open (v.) six n. shower brother n. excited adj. straight adj.
Bye-bye chair n. your books seven n. have sister n.
Hello / Hi clock n. raise (v.) eight n. breakfast/ son n. happy adj. wavy adj.
How do you desk n. your hand nine n. lunch/dinner daughter n.
spell that? dictionary n. read v. ten n. make hungry adj. blond adj.
I’m xx and paper n. work (v.) in breakfast/
this is xx pen n. groups lunch/dinner sad adj. dark adj.
Nice to meet pencil n. work (v.) in go to school
you picture n. pairs start school tired adj. light adj.
See you student n. write (v.) read a book
Take care teacher n. in your play sports big adj.
notebooks check your
email boring adj. small adj.
talk to your
family caring adj. short adj.
watch TV
listen to confident adj. long adj.
music
go to bed creative adj. tall adj.

famous adj. strong adj.

funny adj. weak adj.

generous adj. black adj.

interesting adj. brown adj.

kind adj. blue adj.

responsible green adj.

adj. grey adj.

Module 2

Parts of the Body School Types of Activities and Expressions Days of the Health Care
Accidents Sports about Activities Week/Months of Routines

the Year

arm n. classroom n. break v. basketball n. It’s Monday brush (v.) teeth
back n. hallway n. cut v. crafts n. fascinating! Tuesday comb (v.) hair
ears n kitchen n. fall v. dancing n. It’s exciting! Wednesday cook (v.)
elbow n. laboratory n. hit v. drawing n. I’m (very) good Thursday healthy food
eyes n. playground n. hurt v. football n. at it. Friday do (v.) exercise
finger n. stairs n. hiking n. It’s easy for Saturday drink (v.) water
foot-feet n. toilet n. painting n. me. Sunday eat (v.) healthy
hand n. playing (v.) an I don’t food
352 head n. instrument understand it. January sleep (v.) well
knee n. riding (v.) a It’s a bit February spend (v.) time
leg n. bike boring. March with family
mouth n. singing n. It’s difficult for April use (v.) dental
neck n. swimming n. me. May floss
nose n. volleyball n. June wash (v.) hands
shoulder n. July
stomach n. August in the morning
tooth-teeth n. September in the
October afternoon
November in the evening
December at night

Module 3

Parts of the House Furniture Places in Town Eco-friendly Actions Jobs Actions Related to
Jobs
bathroom n. bed n. bakery n. collect (v.) accountant n.
bedroom n. rainwater actor n. act (v.) in a play
dining-room n. cooker n. bank n. don’t throw (v.) artist n. build (v.) houses
garage n. rubbish in the baker n. check (v.)
garden n. desk n. bookshop n. street builder n. accounts
kitchen n. don’t waste (v.) cook n. cook (v.) food
laundry room n. refrigerator n. café n. water doctor n. design (v.)
living-room n. keep (v.) places engineer n. buildings and
shower n. cinema n. clean farmer n. streets
reduce (v.) waste mechanic n. fix (v.) cars
sofa n. church n. separate (v.) nurse n. grow (v.) fruit and
rubbish pharmacist n. vegetables
table n. department store n. take care (v.) of police officer n. heal (v.) people
others and the salesperson n. help (v.) people
toilet n. fire station n. environment teacher n. paint (v.)
turn off (phr. v.) perform (v.) a play
wardrobe n. hospital n. lights take care (v.) of
turn off (phr. v.) people
washing machine n. neighbourhood n. water
use (v.) a bicycle
park n. use (v.) energy-
saving lightbulbs
pharmacy n. use (v.) paper
bags
Giving Directions police station n.

turn right public library n.
turn left restaurant n.
go straight ahead school n.
between square n.
behind supermarket n.

in front of

next to

on

opposite

Module 4

Nationalities Description Weather Animals Clothes Food Description of Verbs
of People
descriptions Places

American adj. active adj. it’s cold (adj.) anteater n. blouse n. juicy adj. beautiful adj. dance v.
dress n. salty adj. boring adj. eat v.
Argentinian busy adj. it’s cloudy bird n. hat n. sour adj. crowded adj. like v.
jacket n. spicy adj. exotic adj. be v.
adj. disciplined adj. (adj.) deer n. scarf n. sweet adj. fun adj. wear v.
shirt n. modern adj.
Australian adj. fun adj. it’s hot (adj.) insect n. shoes n. noisy adj. Expressing
shorts n. old-fashioned Opinion
Brazilian adj. hard-working it’s raining (v.) jaguar n. skirt n. adj.
socks n. peaceful adj.
Canadian adj. adj. it’s snowing monkey n. sweater n. quiet adj.
trousers n. stressful adj.
Chinese adj. organized adj. (v.) t-shirt n.
underwear n.
Colombian adj. serious adj. it’s stormy 353

English adj. (adj.)

French adj. it’s sunny (adj.)

Jamaican adj. it’s windy (adj.)

Japanese adj. seasons n.

Mexican adj.

Peruvian adj. I think …
I believe
Swiss adj. that …
In my
opinion, …
I like …

Vocabulary Teaching Tips

Vocabulary needs to be presented Step 1: introduce a new word by Step 4: ask students to use the
in context. Isolated words are establishing connections new words by comparing,
sometimes difficult to remember, but with prior knowledge, using associating or classifying
if they are introduced within a word imagery, acting out, etc. them, making analogies or
family group or a particular context, metaphors, creating poems or
students can remember them more Step 2: ask students to use the new haikus.
easily. The more a student is exposed word by creating a song or
to the new words, the more retention using total physical response Step 5: ask students to discuss the
and learning is guaranteed. “to speak their minds” new words, e.g. think-pair-
share, elbow partners.
Following Marzano (2009), you can Step 3: ask students to create a
help your students learn vocabulary non-linguistic representation Step 6: play games to review new
by using these six stages: of the word, e.g. a picture, a vocabulary, e.g. Jeopardy,
symbolic representation. Guess Who (here the options
are endless).

Some tips are given below for many lexical aspects of Way to Go!:

Module 1 Labelling real classroom objects is a good way to use realia. This can be done as a race in teams to
score points.
Classroom items
Daily routines Acting can be used to guess in teams the different routines.
Family members For final personalization practice, routines can be recorded by completing a time/routine chart.

Numbers and time A family tree can be drawn as a mind map; students can personalize this by writing the family
member’s name and the corresponding family tie.

Bingo is a suitable activity to practise both numbers and the time.
Match the word with the picture.
Spelling of numbers can be checked by unscrambling words.

354 Module 2 “Head, shoulders, knees and toes” song. Different parts of the body can be substituted in the song.
“Hokey Cokey” song.
Parts of the body Labelling a picture of the body.
Word-picture matching exercise.
Time expressions Unscrambling words for parts of the body.
related to routines
Papers in a hat activity, with time expressions written for students to complete with routines in
Phrases for simple sentences.
personal care A time expression/routine chart can be completed by students.

Collocations of phrases can be practised by matching activities where the phrase is split and placed
in two different columns.
Scrambled routines in sentences or in a comic strip which do not follow a logical chronological
sequence; students organize them into the correct order. Then, as a more challenging follow-up,
students can be asked to use connectors to link the sentences in a paragraph.

Vocabulary Teaching Tips

Module 3 Use a kitchen/living room picture for students to label furniture and devices.
Word-picture matching exercise.
Rooms and Unscrambling activity.
furniture If there is a possibility for realia, ask students to label real objects.
Provide descriptions of devices for students to guess the item.
Expressions to
describe energy- Collocation dominoes using the expressions, to be played in pairs or groups.
saving actions Papers in a hat activity with environmental problems written for students to think about and share
feasible solutions. At this level students may just say short and simple expressions.

Module 4 Use a real map for students to label the name of the country. Then, with a list of the countries,
students can complete nationalities. Draw students’ attention to the different suffixes to create
Countries and nationality adjectives (maybe through a matching activity).
nationalities
Word search
Food Crossword
Word-picture matching exercise
Celebrations
Brainstorming famous celebrations and matching them to their corresponding dates.
Clothing Matching activity of celebration photos to their names.

Adjectives to Dress up paper dolls. Fun clothing can be designed by students.
describe all the Distribute pictures of different people for students to describe what they are wearing. If possible,
categories in this bring in real clothes for students to dress up and create a fashion show where students describe
module what their classmates are wearing.
A good way to link celebrations and clothing can be asking students what to wear for certain
celebrations.

Pelmanism for opposite adjectives.
Use pictures of people and places for students to use adjectives to describe them. This can be
done as a competition by setting a time limit for students to write a list of adjectives and the team/
student with the highest number of correct words wins.

355

Module // 1 Answers

Student´s Workbook Answers

Unit 1 Unit 2 Unit 3
Lesson 1, page 3 Lesson 1, page 7 Lesson 1, page 11

1. 1. Can you spell your last name? 1. a. Read a magazine. 1. a. mother b. brother
2. Are you 12? b. Check e-mail. c. daughter d. father e. son
3. What’s your name? c. Play video games
4. How old are you? d. Listen to music 2. a. No, he isn’t. Leo/He is his
5. Nice to meet you. e. Use the internet. father.
f. Make dinner.
2. Answers may vary. g. Ride a bicycle. b. Yes, she is.
3. a. two b. one c. three c. No, he isn’t. Marco/He is his
2. a. likes b. doesn’t like
d. ten e. four f. eight c. doesn’t like d. checks brother.
g. seven h. six i. zero e. uses f. play g. makes d. Yes, she is.
j. five. h. go e. No, it isn’t. It’s Cardona.
Mystery sentence: 3. a. Jose - tired face
Welcome to school! 3. a. No, he doesn’t. b. Patricia – excited face
b. No, he doesn’t. c. Maria – bored face
Lesson 2, page 4 c. Yes, they do. d. Clara – happy face
1. a. Is it a board? No, it isn’t. It’s a d. No, he doesn’t. e. Eduardo – sad face
e. Yes, they do.
clock. Lesson 2, page 12
b. Are they some pens? Yes, they Lesson 2, page 8 1. a. Pedro is fat and tall. He has
1. a. Twenty to ten.
are. dark eyes and short straight
c. Is it an English book? Yes, it is. b. A quarter past three. dark hair. Similar answers are
d. Is it a dictionary? No, it isn’t. It’s c. Twenty-five past one. accepted.
d. Ten past seven. b. Drawing must correspond to
a desk. e Half past four. description.
e. Are they some tables? No, they f. A quarter to eleven. c. Drawing must correspond to
g. Twenty-five too six. description.
aren’t. They’re some chairs. 2. a. takes b. make c. have d. Drawing must correspond to
f. Is it a bag? Yes, it is. d. go e. starts f. arrive description.
2. 1. Open your books. g. do h. watch i. play 2. Answers may vary.
2. Read. j. have k. go 3. Answers may vary.
3. answer. 3. Answers may vary.
4. Write. 4. Answers may vary. Lesson 3, page 13
5. look. 1. intelligent; great; patient;
6. Be quiet. Lesson 3, page 9
7. Raise your hands. 5. Answers may vary. responsible; confident.
8. work in pairs. 6. a. sometimes 2. Answers may vary.
9. do 3. Answers may vary.
10. see you b. usually
c. sometimes Self-assessment, page 16
Lesson 3, page 5 d. always 1. b 2. a 3. b 4. a 5. a
1. a. What’s your last name? e. never 6. c 7. c 8. d 9. a 10. b

356 b. How old are you? Self-assessment, page 10
c. What’s your ID number? 1. b 2. a 3. d 4. b 5. a 6. c 7.
d. What’s your mobile number? c 8. d 9. a 10. c
e. What’s your home number?
2. a. He is 13 (years old).
b. He’s in sixth grade.
c. His ID number is 1009675283.
d. His mobile number is 301 223

7621.
3. Answers may vary.

Self-assessment, page 6
1. d 2. c 3. a 4. b
5. b 6. c 7. a 8. c
9. a 10. b

Module // 2 Answers

Student´s Workbook Answers

Unit 1 Unit 2 Self-assessment, page 24 357
1. c 2. b 3. d 4. c 5. b
Lesson 1, page 17 Lesson 1, page 21 6. a 7. c 8. a 9. b 10. c
1. Check students labelled the parts 1. Students’ own answers.
2. Students’ own answers. Unit 3
of the body correctly. 3. a. Do you like playing football? Lesson 1, page 25
2. a. Nairo Quintana can ride his bike
b. Does your sister like making 1. Students’ own answers.
in high mountains because he has dolls? c. Is origami boring for 2. Students’ own answers.
very strong legs. b. Catherine you? d. Are you good at making 3. a. What time do you wake up?
Ibargüen can jump well because models? e. Are martial arts exciting
she has really long legs. to you? / Do you like martial arts? Answers may vary. b. What sport
c. Basketball players usually have do you practice? Answers may
big hands. d. Weak people can’t Lesson 2, page 22 vary. c. When do you spend time
do gymnastics. e. Some short 1. a. The man in photo B can’t with your family? Answers may
football players can be very agile vary. d. How often do you take a
and fast like Lionel Messi. sing. b. The woman in photo C shower? Answers may vary.
3. Verify specifications are can play the guitar. c. The boy in e. What do you do in the evening?
accomplished by students. photo D can’t ride a bike. d. The Answers may vary.
girl in photo E can’t cook. e. The
Lesson 2, page 18 boy in photo F can swim. Lesson 2, page 26
1. 2. People can fall on a wet floor in 2. a. Can you dance? (Students’ own 1. Students’ own answers.
answers). b. Can your mother 2. Students’ own answers.
the toilets. 3. We can hit our head play an instrument? (Students’ 3. a. It’s on December 24th. b. We
in the playground. 4. Children can own answers). c. Can your father
break their leg on the stairs. sew? (Students’ own answers). celebrate it on October 31st.
5. We can cut our fingers in the d. Can you paint? (Students’ own c. It’s in May. d. It’s in July.
kitchen. answers). e. Can your sister or e. It’s in June. f. Students’ own
2. 1. e 2. d 3. b 4. c 5. a brother rollerskate? (Students’ answers, but check the use of the
3. a. If you don’t wear safely own answers). preposition. g. Students’ own
glasses in the laboratory, you answers, but check the use of the
can hurt your eyes. b. If don’t Lesson 3, page 23 preposition.
wear a helmet when you ride 1. a. The paramedic is giving
a motorcycle, you can hurt Lesson 3, page 27
your head. c. If you don’t wear emergency treatment. b. The 1. a. takes a shower b. has
kneepads when you go skating, police officer is protecting
you can hurt your knees. d. If you people. c. The firefighter is c. eats d. brushes e. goes
don’t wear rubber gloves when controlling a fire. d. The street f. doesn’t have g. has h. comes
you clean, you can hurt your cleaner is cleaning the streets. i. makes j. does k. plays l. eats
hands. 2. a. The cyclist not wearing a 2. a. No, he doesn’t. b. Students’
helmet. (Possible answer: The own answers.
Lesson 3, page 19 cyclist can put on a helmet.) 3. Students’ own answers.
1. Students’ own answers. b. People are throwing rubbish
2. Students’ own answers. in the forest. (Possible answer: Self-assessment, page 28
3. Students’ own answers. People can take their rubbish 1. d 2. a 3. b 4. c 5. a
home / People can pick up 6. b 7. c 8. b 9. a 10. c
Self-assessment, page 20 their rubbish.) c. The woman
1. d 2. c 3. b 4. d 5. d is smoking in the restaurant.
6. c 7. b 8. a 9. d 10. c (Possible answer: The woman
can smoke outside / The woman
can put out her cigarette.) d. The
mobile phone is ringing in the
cinema. (Possible answer: The
mobile phone can be on silent.
/ We can turn off the mobile
phone.) e. The driver is not
wearing a seatbelt in the car.
(Possible answer: The man driver
can put his seatbelt on.)

Module // 3 Answers

Student´s Workbook Answers

358 Unit 1 Unit 2 Unit 3
Lesson 1, page 31 Lesson 1, page 35 Lesson 1, page 39

1. a. Check labelling is correct. 1. a. At a cinema. b. At a library. 1. a. It’s an accountant. b. It’s a
2. a. There’s one bedroom. c. At a pharmacy. d. At a bakery. hairdresser. c. It’s a farmer. d. It’s
e. At a department store. a baker. e. It’s a sales clerk.
b. Yes, there is. c. No, there aren’t.
There’s one. d. No, there isn’t. 2. a. The café is opposite the 2. a. Where does she work? b. Does
(But there’s one in the kitchen.) pharmacy. b. The police station she work with people? c. Does
e. No, there isn’t. f. There are four. is opposite the restaurant. she help people in her job?
3. a. Is there a shower? c. The department store is at the d. Does she use any tools?
b. How many TVs are there? c. Is end of the street on the corner. e. She’s an artist.
there a cooker? d. The petrol station is next to the
d. Is there a dining room? supermarket. e. The restaurant 3. a. She’s a nurse. b. She works in
e. How many chairs are there? is between the pharmacy and the a hospital. c. She’s taking care/
4. a. Order may change. b. People supermarket. helping a patient. d. Yes, she is.
eat in the dining room c. People e. Yes, she does.
sleep in the bedroom. d. People Lesson 2, page 36
sit and talk in the living room. 1. a. 1. 1, 3 and 5 Lesson 2, page 40 a
e. People cook in the kitchen 2. Possible answers: 1. Check the verbs are used in the
f. People bathe in the bathroom.
a. It’s between the public library following way:.
Lesson 2, page 32 and the pharmacy; It’s on Oak a. He’s teaching / He is teaching (a
1. a. What’s this? / What is this? Avenue. b. It’s next to the bakery class) . b. She’s dancing
on Main Avenue; It’s opposite the c. She’s singing / She is singing
It’s a cooker b. What are these? cinema; It’s on the corner of Main d. He’s playing / He is playing
They’re light bulbs. Avenue and Walnut Street. c. It’s (football) e. He’s cooking / He
c. What are these? They’re on Main Avenue, on the corner is cooking f. She’s painting / She
taps. d. What’s this? / What is (with Pine Street). It’s opposite is painting g. He’s acting / He is
this? It’s a refrigerator. the supermarket. acting h. She’s playing / She is
2. a. those b. food c. that 3. a. The police station b. The playing
d. bicycles e. those pharmacy c. The school 2. 1. D 2. G 3. A 4. F 5. E 6. F
3. a. produce electricity 3. a. First of all, the cook receives
b. collect c.grow food d.separate Lesson 3, page 37 fruit and vegetable deliveries.
rubbish e.save energy 1. Possible answers: b. Secondly, the cook prepares
soups, sauces, and cakes because
Lesson 3, page 33 a. What’s the name of your they take long to do. d. Then,
1. Inorganic: boxes; metal neighbourhood? b. What’s the cook makes lunch. e. Later,
your favourite place in your the cook gets the food ready for
containers; plastic bags; plastic neighbourhood? c. What places dinner. f. Then, the cook makes
bottles Organic: damaged fruit; are there in your neighbourhood? dinner. g. Finally, the cook checks
food leftovers; fruit peel; old d. Where is the supermarket? the kitchen is clean to go home.
vegetables; e. What problems do you have in
2. Step 1: Separate organic waste in your neighbourhood? Lesson 3, page 41
a container. Step 2: Dig a hole in 2. Students’ own answers 1. Students’ own answers
the soil and put a layer of straw in 2. Students’ own answers
the bottom. Step 3: Put in all the Self-assessment, page 38 3. a. is helping / ‘s helping b. Are you
kitchen waste and add more straw 1. b 2. a 3. b 4. b 5. c
and green waste on top. Step 4: 6. d 7. a 8. a 9. c 10. c making c. are you making d. is
Cover all of it with plastic or wood. he doing e. are cooking f. Is he
Step 5: Leave it like that for two playing g. are you laughing
weeks. Step 6: Mix everything
with a shovel and add more Self-assessment, page 42
organic waste. 1. b 2. c 3. a 4. d 5. a
6. c 7. b 8. a 9. c 10. a
Self-assessment, page 34
1. c 2. b 3. d 4. c 5. a
6. d 7. b 8. d 9. a 10. d

Module // 4 Answers

Student´s Workbook Answers

Unit 1 Unit 2 Unit 3

Lesson 1, page 45 Lesson 1, page 49 Lesson 1, page 53
1. Japanese; Australian; Brazilian; 1. a. It’s snowing. b. It’s cold and 1. Answers may vary but you can

Portuguese; French; German; cloudy. c. It’s stormy d. It’s hot accept: a. Mexican food is spicier
Egyptian; English; American; and sunny. e. It’s rainy. than a cocada. b. Bandeja paisa is
Chinese; Thai; Irish. 2. a. snowy b. sunny c. cloudy d. more colourful than a cocada.
2. a. Portuguese b. Australia sunny and windy c. A cocada is sweeter than a
c. Irish d. French e. United States 3. a. A warm and sunny day. b. Eat, bandeja paisa. d. A bandeja paisa
3. a. are b. am c. Is d. Where drink, relax, run, play football, fly is saltier than a cocada. e. A
e. Is f. Isn’t g. from h. Are a kite, etc. c. Play chess, read, bandeja paisa is more delicious
watch a film, watch TV, etc. than Mexican food.
Lesson 2, page 46 4. Eat cake, dance, play games, etc. 2. Students’ own answers.
1. 1. i 2. d 3. b 4. h 5. g 6. c 7. a 3. Students’ own answers.
2. Peaceful can be the opposite of Lesson 2, page 50
1. Possible answers: a. a shorts and Lesson 2, page 54
stressful or noisy Fun can be the 1. Students’ own answers.
opposite of boring a t-shirt or (for girls) a skirt and 2. a. Going to parents’ house
3. Underlined words: busy noisy a t-shirt or a dress b. hat, scarf,
crowded interesting old- sweater, socks, shoes, jacket, b. Decorating the house with red
fashioned disorganized trousers, etc. c. trousers (or skirt), lanterns and couplets c. Eating
beautiful t-shirt, etc d. girl: dress or skirt fish, rice rolls, and rice cakes with
4. a. Cairo is the capital city of and blouse, boy: trousers, shirt, family d. Lighting firecrackers
Egypt. b. No, it isn’t. (It’s busy, jacket, etc e. underwear, socks, e. Giving red envelopes
noisy and crowded.) c. They ride shoes, shirt, and either trousers or f. Watching the dragon dance
them on tours to the pyramids. skirt f. dress or skirt/trousers and 3. 1. c 2. a 3. d 4. b
d. People need to go to the market blouse
to buy antiques 2. Ireland: winter Canada: autumn lesson 3, page 55
e. Students’ own answers. Japan: spring Australia: summer 1. Students’ own answers.
f. Students’ own answers. 3. a. spring b. rainy c. cloudy 2. Circled words: uncooked raw
d.sunny e. sweaters f.jacket
Lesson 3, page 47 g. walking raw salty beautiful natural
1. Students’ own answers. 4. Students’ own answers. strong sour sweet sweet sour
2. Country’s name: Japan 3. Answers may vary; however,
Lesson 3, page 51 the idea should be close to the
Characteristics and Importance: following: a. I believe Japanese
words describing the country: Activity 1 - 1. d 2. c 3. b 4. a food is healthier (healthy) than
very interesting, crowded island Chinese food because it’s not
with large, busy cities; beautiful Activity 2 - 1. Kimono 2. Obi 3. Getas oily. b. I think that Japanese food
and peaceful countryside 3. Students’ own answers. is saltier (salty) than Chinese
words describing products and because they use soy sauce.
animals: cars, mobile phones, Self-evaluation test, page 52 c. In my opinion, Chinese food is
computers, rice, tea, sugar; giant 1. d 2. b 3. d 4. c 5. a stronger (strong) than Japanese
salamanders, snow monkeys, 6. b 7. b 8. d 9. a 10. c food because they use a lot of
spidercrabs. Anime and Manga spices. d. Japanese food is more
a unique characteristic: it has beautiful (beautiful) than Chinese 359
many contrasts food because food presentation is
People: words describing its very important for them.
people hard-working, disciplined e. Students’ own answers.
and organized.
3. Students’ own answers. Self-evaluation test, page 56
1. d 2. a 3. c 4. a 5. b
Self-evaluation test, page 48 6. c 7. a 8. d 9. c 10. b
1. c 2. b 3. a 4. b 5. c
6. d 7. c 8. b 9.a 10. d

Rubrics for speaking

Module 1

Criteria Low Performance Basic Performance High Performance Superior Performance
(1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)
Content
• Democracy and Has difficulty covering Covers with some Covers the expected Easily covers the
the expected content difficulty parts of the content successfully. expected content
Peace: Getting to points. intended topic, but successfully.
Know Others the message is not
badly affected.

Vocabulary Used Has difficulty using Uses with a certain Uses vocabulary Easily uses extensive
• Introducing, vocabulary related to amount of difficulty which is appropriate and appropriate
the topic. some appropriate to the subject studied. vocabulary related to
Greetings and vocabulary related to the subject studied.
Saying Goodbye the subject studied,
• Classroom Items but the learner can
• Numbers make himself/herself
• Classroom understood.
Language
• Family members
• Feelings and
Personality
descriptions
• Physical
appearance

Use of English Has difficulty using Uses with some Uses correctly most Uses grammar rules
• Verb to be grammar rules related difficulty grammar of the grammar related to the subject
• Possessives to the subject; has rules related to the rules related to the extensively and
• Quantifiers problems expressing subject to make subject and expresses expresses himself/
• Different verbs himself/herself himself/herself himself/herself herself clearly.
• Modal do clearly. understood. clearly.
• Frequency adverbs

Oral Ability Speech is impossible Even though Speech is generally Speech is well
(Pronunciation / to understand or hard speech is difficult well pronounced articulated,
Intonation / Fluency) to follow due to very to understand, the and fluid, with a few pronounced and
poor pronunciation, speaker has the hesitations. However, fluid, with very few
intonation of key creativity to make the speaker has some or no hesitations. It
words and slow, himself/herself pronunciation and is easy to understand
hesitant speech. understood. intonation problems. and uses correct
intonation.

360 Interaction and Has difficulty Sometimes maintains Interaction with Always maintains
audibility maintaining appropriate audience or speaking appropriate
appropriate interaction with partner is appropriate interaction with
interaction with audience or speaking most of the time, audience or
audience or partner, but although some speaking partner,
speaking partner, communication is mistakes are made. which facilitates
which impedes occasionally impeded. Level of speech in communication.
communication. Often speaks very terms of sound is well Level of speech in
Speaks very softly, making it hard adjusted to setting terms of sound is well
softly, making it to hear and therefore and surroundings adjusted to setting
extremely hard to frequently impeding most of the time. and surroundings,
hear and impeding understanding. facilitating
understanding. understanding.

Rubrics for speaking

Module 2

Criteria Low Performance Basic Performance High Performance Superior Performance
(1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)
Content
• Health: Healthy Has difficulty covering Covers with some Covers the expected Easily covers the
the expected content difficulty parts of the content successfully. expected content
Physical Routine points. intended topic, but successfully.
the message is not
badly affected.

Vocabulary Used Has difficulty using Uses with a certain Uses vocabulary Easily uses extensive
• Parts of the body vocabulary related to amount of difficulty which is appropriate and appropriate
• Places in school the topic. some appropriate to the subject studied. vocabulary related to
• Verbs to talk about vocabulary related to the subject studied.
the subject studied,
accidents but the learner can
• Safety items to make himself/herself
understood.
wear
• Activities and

sports
• Health care

routines
• Days of the week
• Months of the year

Use of English Has difficulty using Uses with some Uses correctly most Uses grammar rules
• Verb to be grammar rules related difficulty grammar of the grammar related to the subject
• Verb to have to the subject; has rules related to the rules related to the extensively and
• Modal can problems expressing subject to make subject and expresses expresses himself/
• Present simple himself/herself himself/herself himself/herself herself clearly.
• Present continuous clearly. understood. clearly.
• Wh-questions
• Frequency adverbs

Oral Ability Speech is impossible Even though Speech is generally Speech is well
(Pronunciation / to understand or hard speech is difficult well pronounced articulated,
Intonation / Fluency) to follow due to very to understand, the and fluid, with a few pronounced and
poor pronunciation, speaker has the hesitations. However, fluid, with very few
intonation of key creativity to make the speaker has some or no hesitations. It
words and slow, himself/herself pronunciation and is easy to understand
hesitant speech. understood. intonation problems. and uses correct
intonation.

Interaction and Has difficulty Sometimes maintains Interaction with Always maintains
audibility maintaining appropriate audience or speaking appropriate
appropriate interaction with partner is appropriate interaction with
interaction with audience or speaking most of the time, audience or 361
audience or partner, but although some speaking partner,
speaking partner, communication is mistakes are made. which facilitates
which impedes occasionally impeded. Level of speech in communication.
communication. Often speaks very terms of sound is well Level of speech in
Speaks very softly, making it hard adjusted to setting terms of sound is well
softly, making it to hear and therefore and surroundings adjusted to setting
extremely hard to frequently impeding most of the time. and surroundings,
hear and impeding understanding. facilitating
understanding. understanding.

Rubrics for speaking

Module 3

Criteria Low Performance Basic Performance High Performance Superior Performance
(1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)
Content
• Sustainability: Has difficulty covering Covers with some Covers the expected Easily covers the
the expected content difficulty parts of the content successfully. expected content
Environment points. intended topic, but successfully.
the message is not
badly affected.

Vocabulary Used Has difficulty using Uses with a certain Uses vocabulary Easily uses extensive
• Parts of the house vocabulary related to amount of difficulty which is appropriate and appropriate
• Furniture the topic. some appropriate to the subject studied. vocabulary related to
• Places in town vocabulary related to the subject studied.
• Giving directions the subject studied,
• Eco-friendly actions but the learner can
• Jobs make himself/herself
• Actions related to understood.

jobs

Use of English Has difficulty using Uses with some Uses correctly most Uses grammar rules
• Demonstratives grammar rules related difficulty grammar of the grammar related to the subject
• there is / there are to the subject; has rules related to the rules related to the extensively and
• Imperatives problems expressing subject to make subject and expresses expresses himself/
• Wh-questions himself/herself himself/herself himself/herself herself clearly.
• Prepositions of clearly. understood. clearly.

place
• Present simple
• Present continuous
• Sequence

connectors

Oral Ability Speech is impossible Even though Speech is generally Speech is well
(Pronunciation / to understand or hard speech is difficult well pronounced articulated,
Intonation / Fluency) to follow due to very to understand, the and fluid, with a few pronounced and
poor pronunciation, speaker has the hesitations. However, fluid, with very few
intonation of key creativity to make the speaker has some or no hesitations. It
words and slow, himself/herself pronunciation and is easy to understand
hesitant speech. understood. intonation problems. and uses correct
intonation.

362 Interaction and Has difficulty Sometimes maintains Interaction with Always maintains
audibility maintaining appropriate audience or speaking appropriate
appropriate interaction with partner is appropriate interaction with
interaction with audience or speaking most of the time, audience or
audience or partner, but although some speaking partner,
speaking partner, communication is mistakes are made. which facilitates
which impedes occasionally impeded. Level of speech in communication.
communication. Often speaks very terms of sound is well Level of speech in
Speaks very softly, making it hard adjusted to setting terms of sound is well
softly, making it to hear and therefore and surroundings adjusted to setting
extremely hard to frequently impeding most of the time. and surroundings,
hear and impeding understanding. facilitating
understanding. understanding.

Rubrics for speaking

Module 4

Criteria Low Performance Basic Performance High Performance Superior Performance
(1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)
Content
• Globalization: Our Has difficulty covering Covers with some Covers the expected Easily covers the
the expected content difficulty parts of the content successfully. expected content
World points. intended topic, but successfully.
the message is not
badly affected.

Vocabulary Used Has difficulty using Uses with a certain Uses vocabulary Easily uses extensive
• Nationalities vocabulary related to amount of difficulty which is appropriate and appropriate
• Personality the topic. some appropriate to the subject studied. vocabulary related to
vocabulary related to the subject studied.
description the subject studied,
• Weather but the learner can
• Animals make himself/herself
• Clothes understood.
• Food description
• Place description
• Expressing opinions

Use of English Has difficulty using Uses with some Uses correctly most Uses grammar rules
• Verbs to be and to grammar rules related difficulty grammar of the grammar related to the subject
to the subject; has rules related to the rules related to the extensively and
like problems expressing subject to make subject and expresses expresses himself/
• Verb to wear himself/herself himself/herself himself/herself herself clearly.
• Comparatives clearly. understood. clearly.
• Intensifiers

Oral Ability Speech is impossible Even though Speech is generally Speech is well
(Pronunciation / to understand or hard speech is difficult well pronounced articulated,
Intonation / Fluency) to follow due to very to understand, the and fluid, with a few pronounced and
poor pronunciation, speaker has the hesitations. However, fluid, with very few
intonation of key creativity to make the speaker has some or no hesitations. It
words and slow, himself/herself pronunciation and is easy to understand
hesitant speech. understood. intonation problems. and uses correct
intonation.

Interaction and Has difficulty Sometimes maintains Interaction with Always maintains
audibility maintaining appropriate audience or speaking appropriate
appropriate interaction with partner is appropriate interaction with
interaction with audience or speaking most of the time, audience or 363
audience or partner, but although some speaking partner,
speaking partner, communication is mistakes are made. which facilitates
which impedes occasionally impeded. Level of speech in communication.
communication. Often speaks very terms of sound is well Level of speech in
Speaks very softly, making it hard adjusted to setting terms of sound is well
softly, making it to hear and therefore and surroundings adjusted to setting
extremely hard to frequently impeding most of the time. and surroundings,
hear and impeding understanding. facilitating
understanding. understanding.

Rubrics for writing

Rubric for a Narrative Paragraph

Criteria Low Performance Basic Performance High Performance Superior Performance
Content (1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)

The topic is not Even though the idea Most of the Conveys narrative
developed in a logical is vaguely stated, the intended ideas are events effectively
way and there is very narrative event is stated logically. and in a logical way.
little information. present and it can be The narrative Events are clearly
The narrative event easily understood. event can be easily stated, understood
is absent or not understood although and developed.
understood. it is not totally well
developed.

Use of Language Has problems Uses successfully Expresses himself/ Expresses himself/
(Grammar / expressing himself/ some grammar rules herself clearly herself clearly using
Vocabulary) herself clearly when in sentences and because he/she uses grammar rules in
he/she narrates simple vocabulary to correctly most of sentences correctly.
events close to his/ make himself/herself the grammar rules in Narrative events
her reality, mainly understood when he/ sentences. Narrative are stated clearly,
because he/she does she narrates events. events are reasonably using appropriate
not use grammar well expressed. transitions.
rules in sentences and
uses inappropriate Uses acceptable Word choice is
vocabulary. and appropriate accurate and correct.
vocabulary.

Text Structure There is no evidence Narrative events Narrative events The writing format
of a specific are stated in a vague are quite structured is clear and narrative
writing format or writing format in a coherent events are well stated
paragraphing; ideas with very basic writing format and within the paragraph
are scattered without paragraphing, but the paragraphing is clear. structure.
narrative cohesion. narration, in general,
can be understood.

364 Mechanics Misspelling of words Frequent spelling Spelling is correct Spelling is correct.
(Spelling / interferes with and punctuation most of the time.
Punctuation) understanding. mistakes; but these Uses punctuation
do not affect the main Most punctuation accurately and
Lacks all or most message elements are used. effectively.
punctuation
(capital letters, full
stops, commas,
question marks and
exclamation marks)

Rubrics for writing

Rubric for a Descriptive Paragraph

Criteria Low Performance Basic Performance High Performance Superior Performance
Content (1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)

The topic is not Even though Most of the intended Conveys a good
developed in a logical descriptive elements descriptive elements number of descriptive
way and there is very are vaguely stated are stated logically. elements effectively
little information. and they lack The general idea can and in a logical way.
Descriptive elements logical unification, be understood. Ideas are clearly
are absent or not the general idea is stated, understood
understood. present and it can be and developed.
easily understood.

Use of Language Has problems Uses successfully Expresses himself/ Expresses himself/
(Grammar / expressing himself/ some grammar rules herself clearly herself clearly using
Vocabulary) herself clearly when in sentences and because he/she grammar rules in
he/she describes simple vocabulary to uses correctly most sentences correctly.
Text Structure people, places make himself/herself of the grammar Descriptive elements
or things, mainly understood when he/ rules in sentences. are well expressed,
because he/she does she describes people, Descriptive elements using appropriate
not correctly use places or things. are expressed transitions.
grammar elements for satisfactorily.
descriptive sentences Word choice is
and uses incorrect Uses acceptable accurate and correct.
and restricted and appropriate
vocabulary. vocabulary.

There is no evidence Descriptive elements Descriptive elements The writing format is
of a specific are stated in a vague are quite structured clear and descriptive
writing format or writing format in a coherent elements are well
paragraphing; ideas with very basic writing format and stated within the
are scattered without paragraphing but, paragraphing is clear, paragraph structure.
cohesion. overall, the text can
be understood.

Mechanics Misspelling of words Frequent spelling and Spelling is correct Spelling is correct. 365
(Spelling / interferes with punctuation mistakes, most of the time.
Punctuation) understanding. though the ideas are Uses punctuation
clear. Most punctuation accurately and
Lacks all or most elements are used. effectively.
punctuation
(capital letters, full
stops, commas,
question marks and
exclamation marks)

Rubrics for Tasks

Rubric for Task Preparation

Criteria Low Performance Basic Performance High Performance Superior Performance
(1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)
Preparation of the
Task Students did not Students Students understood Students understood
research the Task had difficulty and communicated and communicated
topic. They did not understanding and the Task topic the Task topic
accomplish the mini- communicating the satisfactorily. They successfully. They
tasks assigned in each Task topic. They accomplished with accomplished to a
unit to develop the accomplished the only minor mistakes high standard the
Task. mini-tasks assigned in the mini-tasks mini-tasks assigned in
each unit to develop assigned in each unit each unit to develop
the Task, but only at a to develop the Task. the Task.
very basic level.

Use of English Students are not Little motivation Students show a Students are very
motivated to to communicate in reasonable amount motivated to
communicate in English is evident and of motivation to communicate in
English and they do use of the grammar communicate in English and use the
not try to use the structures learned English and use the grammar structures
grammar structures throughout the units grammar structures learned throughout
learned throughout is limited. learned throughout the units.
the units. the units.

Use of Materials and Students do not use Students only use Students use a good Students use a great
Resources any materials or a small number number of materials diversity of materials
resources in the mini- of materials and and resources in the and resources in the
tasks. resources in the mini- mini-tasks. mini-tasks.
tasks.

Teamwork Students do not Students only work Students work Students work
work collaboratively collaboratively in collaboratively and collaboratively and
366 or in an organized some areas and communicate well communicate very
way. A lack of communication within with each other. Their well with each other.
communication within the group is very work is reasonably Their work is well
the group is evident. limited. Their work is well organized. organized.
a little disorganized.

Rubrics for Tasks

Rubric for the Final Task

Criteria Low Performance Basic Performance High Performance Superior Performance
Knowledge (1.0 to 2.9) (3.0 to 3.9) (4.0 to 4.5) (4.6 to 5.0)

The group The group has The group The group
demonstrates very some difficulty demonstrates demonstrates with
limited knowledge in demonstrating knowledge of the ease knowledge of the
and a lack of knowledge and topic and satisfactory topic and also shows
comprehension of the comprehension of comprehension of the good comprehension
topic’s main issues. the topic’s main topic’s main issues. of the topic’s issues.
The topic is under- issues. A basic level There is evidence The topic is well
prepared. Mini-tasks of preparation of the that the topic was prepared and mini-
are not discussed. topic is evident, but sufficiently prepared tasks are discussed.
mini-tasks are barely and most of the mini-
discussed. tasks are discussed.

Use of English Most vocabulary, Some vocabulary, Most of the Vocabulary, grammar
grammar and text grammar and text vocabulary, grammar and text type rules
type rules related to type rules related to and text type rules related to the subject
the subject are not the subject are used related to the subject are used widely and at
used properly. properly. are used properly. a high level.

Presentation; Use The presentation The presentation The presentation The presentation is a
of Materials and reveals few significant reveals some reveals many good reflection of the
Resources outcomes from the significant outcomes significant outcomes expected outcomes
Task. from the Task. from the Task. from the Task.
The group uses no
materials or resources The group uses a The group uses a good The group uses
in the Task. few materials and range of materials and a great diversity
resources in the Task. resources in the Task. of materials and
resources in the Task.

Teamwork The group is The group The group The group
disorganized and demonstrates little demonstrates demonstrates
does not work collaborative work collaborative work good collaborative 367
collaboratively. or communication and members work and members
There is a lack of between members. communicate communicate well.
communication Their combined effectively. Their Their combined
between group delivery of the combined delivery of delivery of the final
members in the final Task is fairly the final Task is well Task is well organized.
combined delivery of disorganized. organized.
the final Task.

Module 1 Final Task

A Family Collage

1. Planning Encourage students to decorate 4. Show the collages
their collage and stick down the
10 corresponding pictures. 20

minutes In groups, students take a 3. Prepare the presentation minutes Assign turns to present
look at the module again their collages.
and decide what type of 15
Encourage students to be as clear as
collage they are going to do. It can be minutes Help students work possible and to try their hardest.
• to describe family members. together and practise the
• to talk about the routines of presentation. 5. Evaluate the work
family members.
• to mention the good or bad Make sure students do not just stand 15
routines some family members there to read what is written on the
have. captions that go with some of the minutes Ask students to take notes
pictures. on the important aspects to
Tell students to assign roles and improve.
decide on the responsibilities each Encourage students to help each
person has: writing texts, doing other with pronunciation, body Discuss the positive points and what
drawings, giving the presentation, etc. language, clarity of the message, etc. to do better next time as a class.

2. Development Ask students to choose the Finally, ask students to write a self-
best representatives to give the evaluation on how they can help their
25 Get students to work in presentation. group to get better results next time.
minutes groups and write a brief
Tell the other members to help the
description of each picture. representative learn his/her part
Make sure some members of each so that she/he can say it without
group help by checking grammar and reading it.
spelling of the text.

368

Module 2 Final Task

A Visual Campaign to Promote Healthy Habits

10 1. Ask students to read the Allow enough time for students to 5 5. In their groups, students
minutes work on their questions and make minutes
name of the module task. sure they will be understood by their should select one of the
peers.
Explore what they think it options to prepare their
Make sure they use English in their
is about. groups, as it is in this type of situation presentation: a play (no
that they are expected to negotiate
Explain what the visual campaign meaning. That is, it is expected that longer than 5 minutes) or a model.
consists of and check they all their learning is a matter of taking
understand it. Make sure they advantage of the possibilities for 6. Have them work in
understand the purpose of the using English they have, and this is
activity: they have to produce a one of the clearest opportunities. 60 groups and assign roles for
campaign to reduce the frequency It is not only a matter of having a minutes
with which people do an unhealthy good end result, it is also a matter of the development of the
habit/activity. It has to be visual going through the process according
so everybody must use images to the principles of communicative task.
and actions with language in an language learning and teaching.
effective way. Allow enough time for students to
prepare, organize and create the
Remind them they should have necessary material for their task.
collected or done some of the helpful
mini-tasks along the three units of 30 4. Ask students to share If they choose the play option, tell
the module in order to carry out this minutes them they need to use some visual
final stage. out roles and prepare. aids to accompany the performance.
They can use any creative idea that
Have them take a look through the They have to go around can help people understand the
whole module and check which of the unhealthy habit and the proposed
mini-tasks they have done by using the classroom asking their actions to prevent it. Focus their
the provided checklist. attention on the suggested steps for
questions to their classmates and the play option.

recording the information in their

notebooks because the information is

necessary for the task. If they choose the model, tell them
they need to be creative and artistic
5 2. Make groups of five Go around the classroom helping to make the model visually attractive
minutes students. Do not correct them. and focus their attention on the
people at random (or you Let them use their compensation suggested steps of the model option.
strategies in order to find the language
can mix high achievers they need to express meaning.

and low achievers evenly). Encourage them to try their best at
communicating and make this a fun
When the groups are ready, they will stage in the process of learning. You can do a final round-up session
asking students what they like about
have to decide on just one habit they the other groups’ tasks and give
positive feedback to the others.
want to fight. It could be at home or

at school. Ask them to tell you their

final decision so that each group has a

different idea and the campaign does Individually, each student can write a
short reflection paragraph about how
not repeat topics. 21st Century Skills—Initiative they can help their own groups for a
future presentation or how they can
20 3. Read the rubric. Students The people of the new millennium improve their contribution during the 369
minutes who want to promote a more process, be it at the procedural level
have to create a survey in balanced lifestyle make decisions or linguistic one.
to start healthier routines at every
which they will find out place they are. Home and work
are two of those places, and many
as much information as simple yet effective ideas can be
implemented in those places. The
possible about the unhealthy habit first step is, always, to have the
initiative and start with simple steps.
they chose. One by one, each step will help us
achieve the expected outcomes.
They can ask questions of frequency,
reasons, times, days, opinions, and
any other type of information they
consider relevant to get a solid idea of
people’s bad habits.

Module 3 Final Task

A Newspaper

1. Planning 3. Prepare the presentation

10 25

minutes a. In groups, students imagine the sections minutes a. Students practise their section so that they
a community newspaper would have. You can present it and feel confident about it.
can suggest the following sections: editorial,
b. Decide the order in which each member of the group
an interview, a news section (related to interests will present.
of the community such as activities, classes, etc.),
advertisements and job adverts. 4. Show the newspapers

b. Assign each person a particular section to work on. 30

2. Development minutes a. Ask groups to present each part of their
newspaper.
50 a. Each person researches, and draws or takes
minutes pictures, then writes his/her section on separate b. Encourage the groups to exchange newspapers with
other groups and ask them questions about their
pieces of paper. paper. (What is your interview about? What news do you
have in your newspaper?)
b. In their groups, students review each section and
make any corrections. 10 5. Evaluate the work

c. Students put the newspaper together. They put minutes
advertisements on every page and organize each page
in a visually clear way. Encourage them to think of a a. As a class, discuss the positive points and the
good title for their newspaper. aspects students can improve on next time.
b. Ask students to write a self-evaluation of how they
can help their group to get better results next time.

370

Module 4 Final Task

A Travel Brochure

1. Planning 3. Prepare the presentation

10 20

minutes a. In groups, students think of a country they minutes a. Students work in groups and practise the
would like to research and describe: presentation. Because this is a travel brochure,
they should make sure it is inviting and appealing.
• where it is located in the world
• what its weather is like b. Emphasize that students should learn their part so
• what important landmarks there are that they can say it and not read it.
• what its culture is like in terms of typical food,
10 4. Show the brochures
customs, music, and celebrations minutes
b. Assign each person a particular area to work on
a. Each group presents each part of its brochure.
2. Development
b. Students watch other groups present their brochure
50 and ask questions about their country. (Is this typical
food sweet? What is an interesting place in this country?)
minutes a. Each person researches his/her area and
draws and writes about it on separate pieces of 5. Evaluate the work
paper.
10
b. In groups, students put the brochure together.
minutes a. As a class, discuss the positive points and what
c. Make sure that students check that all the aspects of to do better next time.
the country they chose are included.
b. Students write a self-evaluation on how they can help
their group to get better results next time.

acsteiivtitviaietcsctaivitaicestivities activitiesTwhmei2des0TeetR0rhBaelieavfnrsOarseadalgealrzrnseTnitewdwlmhh.2dt:hwTiRheieva0BdeeO8heaitrai0drstehveet2erraeieenBnere.n•efsza•fa•rrmjire:agls aignBft alaDl aFl.lmdhheldsreaztwslltewilegoitnnvsilhrnatiaeovrdaijoehBeadrataindeaCseewrmrrir8c.neoneariTsoole2ahfgioozri.na2hdnstuoeicellmt.eeslin7ibaCwsagrtr,ttaeefnehrtokaeoanthtitirldewnrsaltleeosceisvrsdeoo:mestamaleeao.AnftrurToeannn,ioecnerbttthatasghrsth•s6o2rettrewee ee0Ueeiub.rsnfe7TtbeeadltIeh•pwmtpvsghmiuimkvte:ee pnLouaoeixw2ro•idgtgAoeaoraleu.eesnewo0os erTesDerzuwpomteraa•Rt0wmtúarhretsggcdtBlnaaae eelFiihftroeaneeaviftngabeadverftornrosOaeirassetthnoancmcoidatroilfegle6erclaalrrz’tufstilcrnssneIe.husarwsire0itnargioterilndwldfTsp.hetlothsht.ccusda•lt:uwa:tasiinvemhhesu•evlnala Blsaeaita•8.e:raiatir roazDdrftcawtehheoe tn2ofFú:naistiteraienBuetrgea.ndsleloirdrofllhn•rmjcioar:teaoloagaasgsft:at:rr•t ftaUolslmmhidtt.:oelrihiu•zhtvntasceal dhtLemtwol•titeepecca ssoipnlDcanoerowtnairrv tesroiFgapooeeaosntireaaoroiocwtaenoeocrwaweeCsglrdap:afnerolhvcvt.tnetorceertisTrpssoxiaiaeotleTigeetsie.eoecrrltiehalUcttt2huh’drinhslgussawwcheiaescrrifepcc ebo.eteesirnd’aoaT7tbf•atnglrlitseocrriev,onrltlteftvffaegrhtleeuraortcokeLor.ot.siessnteh itravaluriieldep.ewr•tlalatDfotaheeaisonei:rsnlrwrt ietraeoott:mens:•ag.:maotetoAnFnew:r eeatno•taadortcbattehnmsghr•6ousostteeedte 0rUholuposnoftaetmcItsh•ptvnggmhaiiee pnrLiiufecseso•tgoeaoahceawo erDvrzuwralixa•wntúiaidspgctvenaeu eFgtreaieeetwdvefbtrroaiattocrsoiolreeilar.cls.n’ufslcsnepsrarriterilofTags.htloltcalr0e:tdúsneofehtsutl6leuazntte.urairftawmooanosrn:atulabdeoirelarongateaasenI:fl:ttosimwikhheestatemnue1hersptc7a7ateeoi/toe1snr.oc12bgm/enld2afneovr0or1oessAxTiia16gewtsecre7mrf2hu/ihhh11dawaTci:0R1pietb0rBi:dd/eesTae22nsOhasse4a0iee0lrsteeovt1grv.lero6rslairaeotiesnarme•veefasrzca•lpt.t1faf•raeea:0nhrls nrionBtl :alDlr2 tieerF.ledtghu4nldges.reawtliheioegoeeemnnavhtttaeorchwrodijhBedaat,ideu2aeeowmrrei8nesdonre8artw.hl2aenhgfgiilozr.nsaattdtrraoeifellmteadntlnirigCwsasgrlhenaanenfnhetoaoaiailstoasdstirlnrszlleweeelCisceiavavsdrhdofstaritaldeeTanoiB.eru0wroTsn,iimecn0mere.rethtlaeothoi2shh2zetarvednTaetib.jrie7nRoaredenmsBe:ierekOt:aBoowDoir Arl•anol esFe•r tm•etg1a7hfne/ab1ee1nm/to260rtI1ue0ig6ontus1ua0a:s24azfúnadl•ls• Ut•v hL•tpe Doeow Fgptweoeoawegvttreeraaetierlthctt’rssieifeccot3raTrliconrltffhluarco7..sraluierltois1ei:ntats:a:aottnw:reaadtcaehnmosstedtholpooemctsnghairiif

ID cards

An ID card shows the Title
identity of a person. The
information is grouped in There is a heading showing the
sections: kind of ID card, for example it can
be an educational institution’s
Name and last name card or it can be a nationality ID
The full name of the person card. Depending on the type of
is shown. card, the information shown

can change.

Other information

Depending on the type of ID
card, it will have an address, a
telephone number, age, the
place and date of birth, etc.

Gabriel García
Márquez SchooL

Name: Carlos Andrés
Last Name: Pineda
ID number: 1.003.576.897
Grade: Sixth
Age: 12

Home phone: (5) 276-9831

372 ID number Writing Strategy Photo

Every person has a number that Use Capital Letters to write proper Most ID cards have a photo
identifies them. Some names names, for example the name of the of the person.
may be the same, but the institution giving the ID card and the
number will always be unique. name of the person. In these cases,
every letter starting a word will be
in capital letters. Also, use capital
letters when beginning a sentence
or for acronyms (ID=Identity
Document).

Writing Bank

Narrative Paragraph

A narrative paragraph tells
a story or a series of events.
It usually tells the story
in chronological order, in
other words the story has a
beginning and an end.

Writing Strategy

Use a full stop every time you end a
complete sentence.

I wake up at 6:00 am every day, even at the 373
weekend. From Monday to Friday I go to school,
so I have to wake up early. I study from 7:00
am to 3:30 pm. When I get back from school, I
do my homework, eat a snack and play sports.
Sometimes I play tennis with my sister or I ride
a bike with my friends in the park. After that,
I help my mum with dinner and I take out the
rubbish. Then, the family gets together to talk
and watch TV. At 8:00 pm, my sister and I get
ready for bed because we need to go to sleep at
9:00 pm. At the weekend, I get up early because
my sister and I need to do chores. After doing
chores, I go to piano lessons. In the afternoons,
my family plays board games or we go somewhere
special to spend time together. We go to bed late
at the weekend, at 10:30 pm.

Tips are a list of useful ideas on Tips A list is usually numbered;
a specific topic. sometimes each item
Writing Strategy is indicated with bullet
The topic is stated points. The general idea is
in the title. Use an exclamation mark when then expressed in a very
communicating a categorical short phrase which is
declaration, a command, or an normally highlighted.
interjection to express strong
feelings like surprise.

374 5 Tips on Helping the Environment

• Buy local: If you travel long distances to buy your groceries or clothing,
you are consuming unnecessary petrol to get to that place. This produces
unnecessary pollution. It’s the same if you buy things that come from
very distant places because some of these products come in planes from
remote countries, polluting the air. Buying products produced locally can
also help the people who live near you, creating a positive impact on the
local economy. So, buy local and make a difference!

• Reuse: Many products have packaging that can be used again. For
example, plastic bottles can be used again to carry tap water when you
go out. By doing that, you can also save a lot of money!

• Reduce: Sometimes we have a lot of old clothes in our wardrobes. They
can be practically new, so don’t buy more: just have a fashion show
with your friends and exchange them! In this way, you will have “new”
clothes from time to time.

• Recycle: This one is a classic! Most of the things we buy can be used
again in a different way. For example, food tins can be cleaned and
painted and used as pencil holders for your desk.

• Use a large plastic bottle in your toilet tank: With this strategy you
will use less water every time you flush the toilet. You can save up to 10
gallons of water per day! Just put some stones and water in a 1-2 litre
bottle and put it in your toilet tank. Be careful not to interfere with the
toilet parts inside the tank.

After the general idea is
stated, a brief description
of the idea is expressed.

Writing Bank

A brochure is a piece of Brochure
informative writing, mostly
used in advertisements, to A brochure is folded into
give the reader information several parts. Brochures
about a specific product, have a lot of images and
course, event, place etc. precise information about
the topic or item.

Writing Strategy

Use a colon when you want to give
examples. Use a colon when you are
going to introduce an item or a set of
items. Also, use it when you need to
introduce a list of elements.

activities

• Upper circuit: awesome views of
the waterfalls and their exuberant

vegetation.
circuit: ramps for people
• Lower close to the cascades.
to get
• Devil’s Throat: astonishing large
waterfall.
train: ecological train tour
• Forest forest and the river.
to the

Twmhiedetesreeasnlaadrngtdehe8w2hatemeigrehfattrllesvsaa.rTrieehse2rb.e7etakwrileoemeanbeot6ru0ets 375
200 falls here.
TRhiveesredwivaidteinrgfatllws oarceolouncatrtieeds:oAnrgtheentIignuaaaznúd 17/11/2016 10:24
Brazil.
On the Brazilian side, the most famous falls
are:

• Benjamin Constant
• Deodoro
• Floriano

flyer iguazu falls.indd 1

Descriptive Paragraph (people)

A descriptive paragraph of a person represents in
words his or her physical or personality features.
A descriptive paragraph appeals to the five
senses. In other words, descriptive writing will

try to tell you how someone or something
looks, smells, sounds, tastes or feels.

Writing Strategy

Remember you can use adjective +
noun when you describe someone’s
features.

Samuel is a tall, strong man. His skin is dark and soft, maybe
because he spends so much time at sea. He has big hands,
with a great talent for carving wood. His big, round, green
eyes are always trying to see right through you. His curly hair
is very dry, thanks to the salt water. For this reason, he always
keeps his hair short. He has learned to be very patient. The
long hours at sea have taught him not to expect anything big
very soon. His quiet and peaceful personality has given him
the nickname of the “Lone sea lion”.

376

Writing Bank

Descriptive Paragraph (places)

A descriptive paragraph of a place Writing Strategy
represents in words its physical features.
A descriptive paragraph appeals to the Use a comma to separate different
five senses. In other words, descriptive items in a series.

writing will try to tell you how a place Use a comma and a short
looks, smells, sounds, tastes or feels. conjunction to connect two
independent clauses.

Use a comma to separate linked
adjectives.

Use a comma after logic or time
connectors.

This place is very popular because the river flows into the
sea here. The fresh and salt water combine. You can have a
current of fresh water after a salt one. Early in the morning,
you can swim in the river and see the peaks of the Sierra
Nevada shining in the sun, but you have to hurry if you want
to take a picture because soon the clouds cover the peaks.
Beside the river, the vegetation is very green, exuberant and
exotic. On the other hand, near the sea it gets dry and scarce
because the winds from the sea are very strong.

377

Learning Strategies

The term Language Learning As their language levels progress, Way to Go! has been designed taking
Strategies, according to Rebecca many students will consciously and into account a variety of Learning
Oxford, refers to specific actions that unconsciously develop their own Strategies (direct and indirect)
language learners apply in order for learning strategies. However, some that fit into different categories.
them to learn and use a new language strategies may need to be taught in order Various projects, tasks and exercises
more effectively. They are considered for students to improve their learning throughout the series require the
to be thoughts and actions that techniques. Given that each student application of these strategies in
are intentionally used by language is different, a strategy that works for order to be successfully completed
learners of all levels to assist them in one student may not necessarily work by students. In this way, Way to
performing various tasks, such as how for another; it greatly depends on their Go! promotes these strategies and
they learn and remember information, individual learning styles. For example, allows students to develop their
different ways they can study for tests the strategies used by an outgoing communicative competence while
and how they can take advantage of student may be different from those assuming autonomy in their learning
their learning strengths. used by a more introverted student. process.

Rebecca Oxford classified learning strategies into the following categories:
• Cognitive Strategies: actions that help students in the direct manipulation of language

Reasoning Repeating Note-taking
Applying deduction and inference Practising in naturalistic settings. Practising structures and sounds

• Metacognitive Strategies: actions that relate to the management of the overall learning process

Identifying one’s own learning style Self-monitoring preferences and needs Evaluating task success
Gathering and organizing materials Arranging a study space and a schedule
Evaluating the success of any type of
learning strategy

• Memory Strategies: actions that link one L2 item or concept with another but not necessarily to develop deep
understanding

Learning and retrieving via sounds (rhyming) Producing body movement (total physical response)
Making images (mental picture of the word or meaning) Grouping
Relating sounds and images (keyword method)

378 • Compensation Strategies: actions that help to make up for missing information or knowledge
Guessing meanings from context (listening and reading)
Using synonyms

• Affective Strategies: actions that encourage students to learn

Identifying your mood and anxiety level Reducing anxiety
Encouraging yourself Using deep breathing

• Social Strategies: actions that help learners work with others and understand the target culture and language

Asking for help in doing a language task Exploring cultural and social norms

Study Skills

These skills cover procedures to retaining information and coping with the student is. Thus, discovering an
make learning more efficient. They assessment procedures. Most of the individual learning style can be of
address the process of organizing following features will vary somewhat great assistance to the student in
and taking in new information, depending on what type of learner using efficient study skills.

• Exam strategies: assessment time
punctuality,
anxiety reduction,
making lists of the items to be tested

• Time management: optimal organization

fighting against procrastination,
prioritizing tasks by using different colours for assignments

• Rest and proper nourishment: vital tips

having a good rest before going to class or taking an exam;
eating healthily and drinking plenty of water

379

Irregular Verbs list

IRREGULAR VERBS LIST IRREGULAR VERBS LIST

become became become let let let
begin began begun lie lay lain
bite bit bitten lose lost lost
blow blew blown
break broke broken make made made
bring brought brought mean meant meant
build built built meet met met
buy bought bought
pay
catch caught caught put paid paid
choose chose chosen put put
come came come quit
cost cost cost quit quit
cut cut cut read
ride read read
do did done ring rode ridden
draw drew drawn rise rang rung
drink drank drunk run rose risen
drive drove driven ran run
say
eat ate eaten see said said
sell saw seen
fall fell fallen send sold sold
feed fed fed set sent sent
feel felt felt shake set set
fight fought fought shut shook shaken
find found found sing shut shut
fly flew flown sit sang sung
forget forgot forgotten sleep sat sat
forgive forgave forgiven speak slept slept
spend spoke spoken
get got got steal spent spent
give gave given sweep stole stolen
go went gone swim swept swept
grow grew grown swam swum
take
have had had teach took taken
hear heard heard tear taught taught
hide hid hidden tell tore torn
hit hit hit think told told
hold held held throw thought thought
hurt hurt hurt threw thrown
understand
380 keep understood understood
know wake
lay kept kept wear woke woken
leave knew known win wore worn
lend laid laid write won won
left left wrote written
lent lent

Online Resources

Websites Learning Resources
Resource tools, printables, and other great stuff for ELL
educators are all available on these websites Enrich your students’ learning by sharing these excellent
English resources that they can check out in the classroom
https://www.usingenglish.com/ or on their own.

Here, you’ll find an incredible collection of tools and http://capl.washjeff.edu/index.php
resources for learning and teaching English as a second
language, including a grammar glossary, printables, and This lexicon offers images demonstrating the true meaning
teacher handouts. of the word, making it easier for English language learners
to understand.
http://www.everythingesl.net
http://www.manythings.org/
This is an awesome place to find ESL teaching resources,
from lesson plans to teaching tips and resources. On this website, you’ll find quizzes, word games, puzzles,
and a random sentence generator to help students better
http://www.colorincolorado.org/teaching-english- grasp English as a second language.
language-learners
http://en.bab.la/games/
This website is full of useful information, activities, and
resources for ELL teachers, especially those at the Pre-K to Bab.la is a really fun site for ELL learners, with reference
third grade level. However, most activities can be adapted tools like a dictionary and vocabulary, supplemented with
all the way up to high school, making this a diverse and quizzes, games and a community forum.
useful website.
http://www.eslbasics.com/
Articles & Advice
Check out resource lists, journal articles, and ideas for best On this site, you’ll find free English videos for both
practices in ELL with this link. students and teachers.

http://ies.ed.gov/ncee/wwc/ http://www.bbc.co.uk/learningenglish/

Scholarly publications for effective outcomes in English On this website from the BBC, students can find help with
language learning. grammar, vocabulary, and pronunciation, with plenty of
references to current events. Also, you’ll find a special
Organizations section for ELL teachers.

Take advantage of the great opportunities and resources http://www.eslgold.com/
available from these organizations that benefit ELL
teachers. Students can practise pronunciation, find a book to study,
and even talk to someone in English on this site. Also,
http://www.ets.org/toefl/teachers_advisors?WT. teachers can find a job, search for textbooks, discover
ac=toefl_27125_teachers_advisors games and so much more.

As the official language test for education, TOEFL hosts a http://www.real-english.com/
website that is incredibly useful for sharing test-taking and
studying information with students. Have a look at this free site for learning English, with lots
of videos from real English speakers, as well as quizzes and
community support.

381

Online Resources

http://repeatafterus.com/ Teaching Resources
With these resources, you can find great ways to
In this online library, students can get access to a huge communicate more effectively, explore lessons, and be a
collection of English texts and scripted recordings. great ELL teacher.

https://translate.google.com/ http://www.uen.org/k12educator/ell/

An awesome resource to use for simple translations, This is a great list of resources for ELL, with teaching ideas,
Google Translate can help your students see how it’s done forums, and even news and research.
and better understand translations between two or more
languages. http://www.onestopenglish.com/

http://www.esl-lab.com/index.htm Specially designed for English language teachers, One Stop
English has a monthly topics series, news lessons, and even
Direct your students to this ESL cyber listening lab with an app for ELL teaching on the go.
study guides, quizzes and teacher features.
http://casanotes.4teachers.org/
http://www.vocabulix.com/
This ingenious tool allows ELL teachers to effectively
This online tool is designed to help jump-start students’ communicate effectively with non-English speaking
vocabulary skills, with more than 90 vocabulary lessons, parents. You’ll be able to quickly make and customize
and the option to create lessons of your own. notes that you can translate and send home to parents,
effectively communicating information about field trips,
http://wordsteps.com/ behaviour, homework, and more.

Wordsteps makes it easy for students to build their own https://www.wyzant.com/resources/lessons/english/esl
vocabulary collection, and even access their vocabulary
through a mobile device for English language learning on A great site for ELL teachers, with lesson plans, strategies,
the go. worksheets, flashcards, quizzes, games, and even
vocabulary resources to help you be a better ELL teacher.
382
http://a4esl.org/

Thousands of teacher contributions can be found on this
site full of quizzes, exercises and tests for teaching English
as a second language.

https://elt.oup.com/learning_resources

A service provided by Oxford University Press, this
learning resources bank for English language teaching has
courses, titles, and interactive English reading tools.

http://www.english-test.net/

Encourage students to self-test with this website, offering
free English tests, grammar exercises, and worksheets.

http://www.ef.com/english-resources/english-test/

Have a look at these tests and games that offer a great way
for students to test and improve their English language
skills.

383

Agradecimientos:

Equipo técnico Ministerio de Educación Nacional – Apoyo Revisión de Textos:
Diana Marcela Agatón, Jeimmy Herrera, Milton Mendoza, Daniel Quitián, Laura Higuera y Andrés
Najar.

Instituciones Educativas, Secretarías de Educación y docentes participantes en el pilotaje de ma-
quetas:
Alain Arturo Tapia y Duván Armando Vargas Marín (Institución Educativa La Merced – Mosquera),
Vilma Papagayo Lara (Secretaría de Educación de Zipaquirá), Carlos Andrés Mora González (Sec-
retaría de Educación de Chía), Carolina Campo Sánchez, Adriana Velandia y Camilo Díaz (Insti-
tución Educativa Bicentenario - Cundinamarca), Silvana Tutistar (Institución Educativa Miguel de
Cervantes Saavedra – Bogotá D.C.), Diana Camila Amaya (Instituto Bogotá Centro - Bogotá D.C.),
Laura Merlo (Secretaría de Educación de Facatativá), Liliana Ballesteros (Colegio Ciudadela Educa-
tiva de Bosa – Bogotá D.C.) y Esmeralda Silva (Institución Educativa José Joaquín Casas – Chía)

Instituciones Educativas y docentes participantes en el pilotaje de los materiales:
Selene Candela Sáenz (Institución Educativa CASD Hermógenes Maza – Armenia), Alexander
Franco Pineda (Institución Educativa Los Fundadores – Montenegro), Gracce Llanos Guevara (Es-
cuela Normal Superior La Hacienda – Barranquilla), Román Rodríguez Vargas (Institución Educa-
tiva San Nicolás de Tolentino – Puerto Colombia), Andrés Eduardo Corrales Valencia (Institución
Educativa Normal Superior Santiago de Cali – Cali), Ayda Lucy Zambrano Pasos (Institución Educa-
tiva Técnico Industrial Antonio José Camacho – Cali), Ana Lucía Arias Mayorga (Institución Educa-
tiva Fagua – Chía), Neyla Esperanza Prieto (Institución Educativa Departamental Carlos Abondano
González – Sesquilé), Diana Paola Pedroza Bello (Institución Educativa Distrital República Estados
Unidos de América – Bogotá D.C.), Silvana Tutistar (Institución Educativa Miguel de Cervantes
Saavedra – Bogotá D.C.), Carolina Toloza (Institución Educativa Colegio Holanda - Piedecuesta) ,
Elizabeth Mantilla Lucerna (Girón), Julia Yasodara Trujillo (Institución Educativa Raíces del Futu-
ro – Ibagué), Leonardo Herreño (Institución Educativa Policarpa Salavarrieta – Yopal) y Esperanza
Carbonell Sierra (Normal Superior de Acacías – Acacías).

384