Lesson 3 Reading Strategy History of Fabio Leguizamo Reading
Hit the Headlines Read the lead paragraph 1st grade 2nd grade 6th grade as a youngster
of an article to get familiar
with the topic of the text.
1. Read the lead paragraph of the article. Then, write the correct Wh-word in each box. He participated and won
_s_e_v_e_ra_l_p_e_r_fo_r_m_i_n_g_a_r_ts___
How a. What b. Who c. Where d. When When _H__e_h_a_d__a_lr_e_a_d_y__ta_u_g_h_t__ _H_e__h_a_d_a_l_r_e_a_d_y_w_r_i_tt_e_n_,_ _H__e_h__a_d_a_l_re_a_d_y__e_a_r_n_e_d_ _c_o_n_t_e_st_s_a_t_lo_c_a_l_, s_t_a_te____
Fabio Leguizamo in Brazil in the 90s _o_t_h_e_r_c_h_i_ld_r_e_n__h_o_w__to___ _d_ir_e_c_te_d__a_n_d_a__ct_e_d_i_n__h_is_ _____h_i_s_fi_r_s_t _sa_l_a_r_y_. ____ _a_n_d__re_g_i_o_n_a_l _le_v_e_ls_. __
with educational he founded _r_e_a_d_. ________________ _cl_a_s_s_C__h_ri_s_tm__a_s_p_r_o_d_u_c_t_ion. _____________________
presentations to Incredible
train, motivate and Productions
inspire young and
old people Reading in college the past 30 years now
Strategy
2. Read the article and complete the timelines. Use the Simple Past or the Past Perfect. _H_e__h_a_s_tr_a_v_e_le_d_a_r_o_u_n_d_L_a_tin
Look for specific _A_m__e_ri_c_a_a_n_d_N__o_rt_h_A_m__e_ri_ca
local news Fabio Leguizamo: The Incredible Teacher information in a _H_e_p_o_l_is_h_e_d_h_i_s_p_r_es_e_n_ta_t_io_n _H__e_h_a_s__w_o_r_k_e_d_a_s__a____ _w_i_th__In__cr_e_d_ib_l_e_P_r_o_d_u_c_ti_o_ns.
text to find the _sk_i_ll_s_b_y_l_e_a_di_n_g_a_n_d__d_ir_e_ct_ing _p_r_o_f_e_ss_o_r_.____________
chronological _te_a_m_s__of__co_l_le_g_e_s_t_u_d_en_t_s_. _ _____________________
order of a
By Alexandra Luna person’s history.
Fabio Leguizamo is an “Incredible Teacher”. his presentation skills by leading and directing 3. Check (✓) true (T) or false (F). Correct the false statements about Fabio Leguizamo. TF
teams of college students. The teams traveled
He founded Incredible Productions in the 90’s, throughout Brazil presenting encouraging a. By the time he started school, Fabio had already learned to read.
a Brazilian company that produces educational messages to people of all ages. As a ___________________________________________________________________
presentations that Fabio designs to train, motivate graduate student, Fabio worked performing
shows for different institutions like day care b. By third grade, he had taught other children how to read.
and inspire both young and old people. centers, schools, libraries, camps and _B_y_f_ir_s_t _g_ra_d_e_,_h_e_h_a_d__ta_u_g_h_t_o_th_e_r_c_h_i_ld_r_e_n_h_o_w__to__r_ea_d_.________________________
business corporations.
He is the only child of two teachers. By the c. When he finished second grade, Fabio had already written, directed and acted in a
time he started school, Fabio had already He has worked as a professor for Broadway production.
learned to read. By first grade, he had more than 30 years. He has combined _W_h_e_n__h_e_f_in_i_sh_e_d__se_c_o_n_d_g_r_a_d_e_, F__a_b_io_h_a_d__a_lr_e_a_d_y_w_r_it_te_n_,_d_i_re_c_te_d__a_n_d_a_c_te_d_i_n_a__C_h_r_istmas
taught other children how to read. education and entertainment, which production.
is called edutainment, in the college
The stimulating adventure of classroom. Now, with Incredible d. By second grade, he had earned his first salary.
reading led him to search the school Productions he has traveled around _B_y__si_x_t_h_g_r_a_d_e_,_h_e__h_a_d_e_a_r_n_e_d__h_is__fi_r_st_s_a_l_a_r_y._____________________________
library for books on different topics. Latin America and North America.
Particularly, he enjoyed reading In his presentations, he ingeniously 4. Create the last paragraph of the article. Take into account the
about tricks, puzzles, science projects, communicates important educational content of the previous text. The first sentence is given.
jokes and riddles, puppets, drama and
storytelling.
When Fabio finished second grade, he had messages for children. Fabio keeps on
already written, directed and acted in his class making learning fun everywhere he goes D_______u_______r___i___n_______g_________t____h_______e_________p_______a______s_____t_______t_____w_______e______n______t______y______-___f___i___v______e_________y______e______a______r_____s_______w_________i___t____h_________I_____n______c_____r____e______dA______i___nb______sl___e_w________eP______r_r__s___o______md______u_a_____c_y_____t____vi___o__a____n__r____ys_____._,______F______a______b______i____o_________h______a______s_________g______i___v_____e_______n_________m___________o______r____e_________t____h_______a______n_______________________________________________________________________________________________________________________________________
Christmas production. By sixth grade, he had by using tricks, illusions, drama, puppetry,
earned his first salary performing his tricks and stories, and music.
puppet shows for elementary I asked him about the key to his success and he
schools and churches near his said to me: “Do what you want to do, and do it
home in Brazilia. as well as you can if you want to be successful.”
As a youngster, Fabio participated But being passionate about what you do is not
and won several performing arts enough. “I also counted on two amazing people
contests at local, state and regional in my life that supported my crazy ideas: My
12 levels. During college he polished parents,” said Fabio. 13
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T
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Writing Real Communication
1. Read the bits of information of an article’s lead paragraph about Sofia Vergara and match them Lesson 4
with the correct Wh-word.
Hot News
a. Who e 1. Since her debut in the sitcom Modern Family Writing Strategy
b. What a 2. Sofia Vergara
c. Where d 3. Playing the role of Gloria Delgado-Pritchett Identify key information 1. Organize the following expressions into negative or positive feelings or reactions. Word
d. How c 4. In Hollywood to write a lead paragraph. Use the Word Bank. Bank
e. When b 5. Has had her big break • That’s shocking!
• That’s awesome!
2. Select a title for the article. Sofia’s Big Scandal Sofia’s Big Break in Hollywood Positive feelings or reactions Negative feelings or reactions • That’s horrible!
• That’s hard to believe!
Sofia’s Latest Film __T_h_a_t_’s__a_w_e_s_o_m_e_!_____________________ __T_h__a_t’_s_s_h_o_c_k_in__g_!____________________
____________________________________ __T_h__a_t’_s_h_o_r_r_ib_l_e_!_____________________
____________________________________ __T_h__a_t’_s_h_a_r_d_t_o__b_e_li_e_ve_!________________
3. Organize the previous information and write the leading
paragraph of an article about Sofia Vergara. Writing Strategy 2. Circle the most suitable reaction a. NreelweaMseicdhael Jackson’s songs have been
to each news heading. Use the
Heading Sofia’s Big Break in Hollywood Follow a process to write a faces. That’s hard to believe / awesome!
LBeya-ldine______________A_n_s_w_e_r_s_m_a_y__v_a_ry_._________________________b_o_d_y_p__a_ra_g_r_a_p_h__o_f _a_n_a_r_t_ic_le_.______ Vocabulary b. The Apple Company has created a new
Strategy iPhone.
____________________________________________________________________________A__n____sw____er__s__m____a__y__v__a__r__y__. __________________________________________________________________
____________________________________________________________________________________ Apply expressions That’s the most awesome / horrible iPhone yet!
that show negative
4. Look for information about Sofia Vergara and complete or positive feelings c. Tsunami hits Japan
the following list of supporting ideas to to react to news. again.
write the body paragraph for an article.
That’s awesome / shocking news!
Her first acting ______________________________
job in English ________________A__n__s__w__e__r__s__m__a__y____v__a__ry__.________________ d. Biz Stone, founder of Twitter has
quit.
That’s hard to believe / awesome news!
Award ______________________________ Recent films ______________________________
nominations __________________A____n__s__w__e__rs____m__a__y____v__a__ry__.____________ ________________A__n__s__w__e__r__s__m____a__y__v__a__r__y__. ______________
Vocabulary Strategy
Make replies to express negative and positive feelings in a conversation.
5. Write the body paragraph. Use the supporting ideas from the previous exercise. 3. Circle the best reply in the following conversation.
____________________________________________________________________________________________________ Paula: Twitter hits the headlines again! Besides, he’s the one keeping the site
____________________________________________________________________________________________________ Bob: Really? What’s that? /That’s afloat.
_____________________________________________________________________________________A__n__s__w__e__r__s__m____a__y__v__a__r__y_.______________________________________________________________________________________ shocking! (a)
_____________________________________________________________________________________________________ Paula: Biz Stone has decided to quit Paula: I know. But he wants to find
___________________________________________________________________________________________________ Twitter. the next “big thing” on the internet.
14 Bob: That’s awesome / hard to believe!
(b) He has gained masses of popularity. Bob: That’s horrible! / amazing! (c)
His genius never rests.
15
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2UNIT Grammar and Vocabulary
Lesson 1 4. Jane Fonda is in her early 70s and still is a very fit person. Use Word
the pictures and the Word Bank to speculate why she is still fit. Bank
Healthy Habits
Grammar • stay away
1. Unscramble the words and identify healthy and unhealthy habits. Then, check (√) the ones you see in Strategy • be active
your community. • sleep well
• eat healthy
food
a. ngaeti/ttyfa/soodf eating fatty foods e. sominkg smoking Use Past Modals must a. _S_h_e_m__u_s_t_h_a_v_e__b_ee_n__a_c_t_iv_e_. c. _S_h_e_m_u__st_h_a_v_e_s_ta_y_e_d_a_w__a_y__
b. drkining/weatr drinking water f. dinog/ercxseie doing exercise have / could have / from alcohol.
c. bgein/sendartey being sedentary g. hanvig/a/haltehy/deti having a healthy diet might have + verb
d. dinnkrig/sdoa/ppso h. slenepig/wlel sleeping well in past participle, to
drinking soda pops speculate, deduce, or
make guesses about
2. Complete the hypotheses with the habits from exercise 1 using the correct form of the verbs. Then, past situations based
match them with the problems. on evidence.
Unhealthy Habits at Franklin High
Problems Hypotheses b. S_h_e_m__u_st_h_a_v_e_e_a_t_en__h_e_a_lt_h_y_f_ood. d. __S_h_e_m__u_s_t_h_a_v_e_s_l_e_p_t_w_e_l_l._
a. Some of our classmates arrived late to
c 1. They must not have ____d_r_u_n_k____ 5. Complete the following conversations by using the modal that best suits. Use the Word Bank.
class and looked very tired. enough _____w__a_te_r______ before the
physical education class. a. Why does Philip look tired? He sometimes exercises d. I sat with my friends Carol and Word
b. Some partners have gained extra in between classes. He _______m__u_s_t________ have Mike during the break. I went to Bank
weight. Obesity is now more evident a 2. They might not have ___s_l_e_p_t ____ played soccer during the break. grab some water and when I came
in our school. _______w_e_l_l _____ at night after back my candy bar was gone. • Must-90%
watching TV or using the computer. b. I never thought Tina worried much about her Mike loves candy but Carol • Might-50%
c. Some classmates got really tired appearance, but she has lost a few pounds! She doesn’t. Mike _______m_u__st_______
during physical education class and d 3. They could have ______b_ee_n______ ________m_i_g_h_t_______ have felt overweight. have taken it.
had difficulty doing the aerobics ______s_e_d_en__ta_r_y______ when they
exercises. were children and now they do not c. Mary has arrived early for once! It’s e. Lina is not usually very active in class. But today she was
like doing any physical activity. unbelievable! very full of life and didn’t fall asleep in any class!
d. The older students do not enjoy Her parents bought her a new bike, Well, she watches TV until midnight every day. Last
participating in any sports or doing e 4. The children must have ___d_r_u_n_k__ so she ________m__u_st________ have night, she ________m_i_g_h_t_______ have gone to bed early.
exercise on weekends. ____s_o_d_a__p_o_p_s_____ with their lunch biked to school.
instead of water, milk or fruit juice.
e. Primary school teachers said that Word Bank
children were very hyperactive in class b 5. They might have ______ea_t_e_n_____
and couldn’t concentrate. ___fa_t_t_y_f_o_o_d_s___ like hamburgers,
potato chips and sodas.
6. Rewrite the sentences by substituting the • Probably = must have
3. For big problems, there are big solutions. Read the following posters. What healthy habits underlined words for a modal verb. • It’s very likely that = must have
are the students encouraging? b. ___D__o_i_n_g_e_x_e_r_c_is_e____ c. _____S_le_e_p_i_n_g_w__e_ll_____ Use the information in the Word Bank. • It could be that= could have
a. The children probably ate veggies in their lunch. • It’s possible = might have
a. _H_a_v_i_n_g_a__h_e_a_lt_h_y__d_ie_t_ fTaoVfr toeanrnendohoponluasry icnomthpeuter
JoinThinetrheecedsifsfeisrefnotrshpaovritnsgofnunoffer Only watch
keFerupiintyoaaungdaocvotedivgemgieaonsodd games _T_h_e_y__m_u_s_t_h_a_v_e__e_a_te_n__v_e_g_g_ie_s__in__th_e_i_r_l_u_n_c_h_.____________________________________
b. The school principal went to the gym after school yesterday. He probably felt stressed.
Mon &&FTWrih:euSd:o:BcVcaoesrlkleetybbaallll Nights are for sleeping and resting _T_h_e__s_c_h_o_o_l_p_r_in_c_i_p_a_l_m__u_s_t _h_a_v_e_f_e_lt_s_t_r_es_s_e_d_.____________________________________
Tue c. The students are sweating. It could be that they played volleyball during the break.
You will find a _T_h_e__s_tu_d_e_n_t_s_c_o_u_l_d__h_a_v_e_p_l_a_y_ed__v_o_ll_e_y_b_a_l_l _d_u_r_in_g__th__e_b_r_e_a_k_. _______________________
great variety d. The English teacher was in a good mood. It’s very likely that the students practiced their
in our presentation at home.
cafeteria _T_h_e__s_tu_d_e_n_t_s_m__u_s_t_h_a_v_e_p_r_a_c_t_ic_e_d__th_e_i_r_p_r_e_s_e_n_ta_t_i_o_n_a_t_h_o_m__e_.______________________
e. Most children were eating fruit. It’s possible that the cafeteria had healthy options.
16 _T_h_e__c_a_f_et_e_r_ia__m_i_g_h_t_h_a_v_e__h_a_d_h__ea_l_t_h_y_o_p_t_io_n__s.___________________________________ 17
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T
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Grammar and Vocabulary
Lesson 2 3. Make one sentence from two. Use who/that/where. Grammar
a. I went to a water park. The water park had fun attractions for kids and adults. Strategy
Healthy Environment _I_w__e_n_t_t_o_a__w_a_t_er__p_a_r_k_t_h_a_t_h_a_d__fu_n__a_t_tr_a_c_t_io_n_s__fo_r__k_id_s__a_n_d_a_d_u_l_t_s.____________________
b. In the park, we listened to a group of environmentalists. They taught us about saving water. Reduce information by
1. Complete the following diagram with the words Word Bank _I_n__th__e_p_a_r_k_, _w_e__li_s_te_n_e_d__to__a_g_r_o_u_p__o_f_e_n_v_i_ro_n_m__e_n_t_a_li_s_ts__w_h_o__ta_u_g_h_t__u_s_a_b_o_u_t_s_a_v_i_n_g_w__a_te_r. deleting the repeated
from the Word Bank. c. The park had an aquarium. There were fish in danger of extinction in the aquarium. phrase of the second
• renewable • oil • sun • coal • non- _T__h_e_p_a_r_k__h_a_d_a_n__a_q_u_a_r_i_u_m__w_h_e_r_e_t_h_e_r_e_w__e_re__fi_s_h_i_n__d_a_n_g_e_r_o_f_e_x_t_in_c_t_io_n__. ____________ sentence and joining
d. The water park sold souvenirs. The souvenirs were made from recycled material. the two ideas using a
• water • iron • copper • wind renewable _T__h_e_p_a_r_k__so_l_d_s_o_u_v_e_n_i_r_s_t_h_a_t_w_e_r_e_m__a_d_e_f_r_o_m__r_e_c_y_c_le_d__m_a_t_e_ri_a_l_. ____________________ relative pronoun (who /
e. The park is a great place. In this area, citizens are happy, healthy, and comfortable. that /where).
Natural Resources _T__h_e_p_a_r_k__is_a__g_r_e_a_t _p_la_c_e__w_h_e_r_e_c_i_ti_z_e_n_s_a_r_e_h__a_p_p_y,_h__e_a_lt_h_y_a_n_d__c_o_m_f_o_r_t_a_b_le_.__________
a. Non-renewable b. Renewable
c. oil d. coal e. copper f. iron g. sun h. wind i. water 4. Play the game snakes and ladders. Find the word that does not make
used for used for used for used for sense in each sentence and correct them in the spaces below.
used for electricity irrigation
construction
transportation electricity Finish Go down Pete is a biologist Go down I went to a concert
to n° 19 where tests all the to n° 23 who taught us
lakes in my city. about road safety.
2. Complete the definitions by writing who, that, or where. 28 27 26 25 24
I love
Grammar Miss a turn Some scientists Move forward Experts Move to join
Strategy 18 say that our 2 spaces recommend to use forward initiatives where
planet isn´t the faucets who save 2 spaces
Use relative only one who can 20 water. protect the
pronouns who / 21 22 water.
where / that to sustain life.
describe aspects of a 19 23
noun in more detail. I found a forest
This is a coal mine who has not been
a. An environmentalist is b. A timber company is one c. Dumps are special places Miss a turn The area who I live who sold 1 billion Go down Move forward damaged by
someone ____w_h__o___ _____th_a_t____ cuts down ____w_h_e_r_e_____ garbage 17 doesn’t have any tons of brown coal to n° 2 2 spaces man yet.
cares about the trees to make furniture. trucks throw the trash
environment. away. trees. last year. 14 13 12
Scientists found a
16 15 solution where
Fuels are non- Miss Go to protects towns
renewable a turn n° 12 from the
Go to resources who Move forward devastating effects
n° 16 cannot be 2 spaces Miss a turn 10 11 of flooding.
replaced. 8 9
67 People where Start
care about the
d. Recycling containers e. A biologist is f. Wind turbines are g. Oil, coal, copper and Go back to Go to We will test the environment,
are garbage cans developed to generate the start n° 15 water who people recycle.
______th__a_t ___ allow you a professional electricity. They are used iron are fossil fuels drink to check if it 1
to separate recyclables in countries ___w__h_e_r_e___ 5 is safe. 2
from organic waste. _____w__h_o_____ studies there is a lot of wind. ______t_h_a_t ____ are not 4 3
animal life in different renewable.
18
habitats. 1. _w__h_o________ 7. _t_h_a_t________ 12. _t_h_a_t________ 16._w__h_e_re_______ 21. _t_h_a_t________ 24._t_h_a_t________
3. _t_h_a_t________ 11. _t_h_a_t________ 15. _t_h_a_t________ 19._t_h_a_t________ 23. _t_h_a_t________ 26._w__h_o________ 19
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Reading
Lesson 3 Reading Strategy 3. Identify the main idea and the secondary ideas of the essay to complete the chart.
Smart Lifestyles Recognize and read the thesis Argument 1: __F__a_tt_y_f_o_o_d_s_a_r_e__h_e_a_v_y_i_n_c_a_l_o_r_ie_s_a_n__d__________
statement in the introductory _c_h_o_l_es_t_e_ro_l_.___________________________________________
1. Skim the first paragraph and identify what the essay is about. paragraph to identify what
the essay is about. Thesis statement: Argument 2: __F__a_tt_y_f_o_o_d_s_a_r_e__lo_w__i_n_n__u_tr_i_ti_o_n_a_l_v_a_l_u_e_, _w_h_i_c_h__
__D_a_n__g_er_o_u_s__e_ff_e_c_ts_o__f _fa_t_ty__f_o_o_d_s_in__c_h_i_ld_r_e_n__a_n_d_a_d_o_l_e_sc_e_n_t_s_’_h_e_a_lt_h_._________ _T__h_is_e_s_s_a_y_w__il_l _d_is_c_u_s_s_h_o_w__f_a_tt_y______ _l_e_ad_s__to__m_a_l_n_u_t_ri_t_io_n_.___________________________________
__________________________________________________________________ _f_o_o_d_s_a_r_e_d_a_n_g_e_r_o_u_s__fo_r_c_h_i_l_d_re_n__a_n_d__
_a_d_o_l_e_s_ce_n_t_s_’_h_e_a_lt_h_i_n__se_v_e_r_a_l_w_a_y_s_. ___ Argument 3: __E__a_ti_n_g__fa_t_ty__f_o_o_d_s_a_n_d__n_o_t_e_x_e_r_ci_s_in__g_l_e_a_d_s_to____
2. Read and complete the text with Word Bank _________________________________ _g_a_i_n_in_g__e_x_tr_a__w_e_ig_h_t_.___________________________________
the connectors in the Word Bank.
There are three possibilities • First of all / Next / Last Conclusion: ___T__h_e_c_o_n_s_u_m__p_ti_o_n__o_f_f_a_tt_y_f_o_o_d_s_s_h_o_u_l_d_b_e_______
per paragraph. • First / Second / Third _r_e_g_u_la_t_e_d_b_e_c_a_u_s_e_i_t _p_u_t_s _h_e_a_lt_h__a_n_d_l_if_e_a_t_r_i_sk_.______________
• Firstly / Secondly / Finally
Nowadays, the daily diet of children and adolescents has been affected by the availability of foods that are very 4. Check T (true) or F (false) according to the information in the essay. Correct the false statements.
attractive to them, but have very low nutritional value. These types of foods are well-known as fast food or fatty food. a. Children and adolescents’ diet have been affected by very attractive food T F
This essay will discuss how fatty foods are dangerous for children and adolescents’ health in several ways. with high nutritional value.
First of all / First / Firstly , fatty foods are heavy in calories and _C__h_il_d_r_e_n_a_n_d__a_d_o_l_es_c_e_n_t_s´_d_i_e_t _h_a_v_e_b_e_e_n__a_ff_e_c_te_d__b_y_f_o_o_d_w__it_h_l_o_w______
cholesterol, which is bad for their health. Doctors say it is surprising how many _n_u__tr_i_ti_o_n_a_l_v_a_lu_e__s_u_c_h_a_s__so_d_a__p_o_p_s_, _c_h_ip_s__a_n_d_c_a_n_d_y_.________________
children suffer from high cholesterol levels nowadays. This problem can affect the
healthy functioning of their arteries. Furthermore, high levels of cholesterol are a b. The essay discusses three ways in which fatty foods are dangerous for
major factor contributing to heart disease and stroke when they grow up. To lower children and adolescents’ health.
cholesterol levels, we need to include lots of fruit and vegetables in their diet, and
encourage them to do exercise. _____________________________________________________________
Next / Second / Secondly , fatty foods are low in nutritional value, which c. Doctors say children who suffer from high cholesterol could have heart
leads to malnutrition. Replacing a healthy diet of vegetables, issues as adults.
fruit and proteins with empty food like soda pops, hamburgers, hot dogs and the sort might
provoke underweight issues among kids. Weight loss might affect the immune system _____________________________________________________________
and is considered a risk factor for osteoporosis when children get older. In addition, it
has been found that fatigue, dizziness and attention deficit are linked to an unbalanced d. Being underweight doesn’t affect children’s performance at school.
diet. So, it’s important to keep an eye on how much vitamins and minerals teens are
consuming in their daily life. _C__h_il_d_r_e_n_w__h_o_a_r_e_u__n_d_e_rw__e_ig_h_t_s_h_o_w__b_e_h_a_v_i_o_ra_l__p_ro_b_l_e_m_s__a_t _s_ch__o_o_l.____
Last / Third / Finally , eating too many fatty foods, 5. Answer the following questions based on the information in the essay.
a. What is another name for fatty foods?
more than the body can deal with, and especially if you don’t exercise regularly, _F__a_s_t _fo_o_d______________________________________________________________________
b. What are the three ways in which fatty foods are dangerous?
you will put on the pounds. People who exercise a lot such as runners, swimmers, _S__u_ff_e_r_in_g__f_ro_m___h_ig_h__c_h_o_l_es_t_e_r_o_l,_m__a_ln_u__tr_i_ti_o_n_a_n__d_b_e_i_n_g_o_v_e_r_w_e_i_g_h_t____________________
c. What can we do to help children lower their cholesterol levels?
soccer players, and the sort, can easily lose the extra weight they gain if they eat _W__e_n__e_ed__t_o_i_n_c_lu_d_e__lo_t_s_o_f__fr_u_i_t _a_n_d_v_e_g_e_t_a_b_le_s__in__th__ei_r_d_i_e_t_a_n_d__e_n_c_o_u_r_a_g_e_t_h_e_m__to__d_o_e_x_e_r_c_ise.
d. What happens if children and adolescents eat more fatty foods than they need?
fatty foods because they burn it by doing exercise. However, youngsters who _T__h_e_y_w_i_l_l _e_a_si_l_y_g_a_i_n_e_x_t_r_a_w_e_i_g_h_t_. ________________________________________________
are sedentary will gain extra weight easily when they indulge in excessive 6. Choose a suitable title for the essay.
a. Fatty Foods Are a Health Risk for Children and Teenagers
consumption of fatty foods. As a result they will be at risk of having b. Fatty Foods Are Very Attractive
c. Children and Teenagers Love Fatty Foods
obesity and heart problems. Exercise is a must for everybody.
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Writing Writing Strategy Real Communication
1. Write logical thesis statements with the phrases and the specific Write a thesis statement Lesson 4
groups or places given below. Make use of your background knowledge. to state the topic and
the main idea of an Fit as a Fiddle
a. Ways to take care of the environment (Native Americans): essay.
_T__h_is__e_ss_a_y__w_il_l_d_i_s_cu__ss__w_a_y_s_i_n_w__h_i_ch__N__a_ti_v_e_A_m__e_r_ic_a_n_s__h_a_v_e_t_a_k_e_n_c_a_r_e_o_f__th_e__e_n_v_ir_o_n_m__e_n_t_.
b. Ways to save water, recycle and conserve energy (families at home): 1. What do the underlined expressions mean? Choose ( ) the right option.
_T_h_i_s_e_s_s_a_y_w__il_l _d_is_c_u_s_s_w__a_y_s_i_n_w__h_ic_h__f_a_m_i_li_e_s_a_t_h_o_m__e_c_o_u_l_d__sa_v_e__w_a_t_e_r,_r_e_c_y_c_le__a_n_d________ a. Look at you!You are as fit as a fiddle. It means ___________________________________
1. the person looks slim and healthy.
_c_o_n_s_e_r_v_e_e_n_e_r_g_y_. ________________________________________________________________ 2. the person looks sick and unhealthy.
c. Three important things to consider when doing exercise (adolescents): b. The owner of the timber company is in murky waters. It means _____________________
1. the person is involved in legal activities.
_T_h_i_s_e_s_s_a_y_w__il_l_d_is_c_u_s_s_t_h_r_e_e_i_m_p_o_r_t_a_n_t_t_h_in_g_s__th_a__t _a_d_o_le_s_c_e_n_ts__n_e_e_d_t_o_c_o_n_s_i_d_e_r_w_h__en__d_o_i_n_g__ 2. the person is involved in illegal activities.
_e_x_e_r_c_is_e_._______________________________________________________________________
c. I’ll move heaven and earth to stay fit. It means ___________________________________
d. Simple physical activities to include in the daily lifestyles (workers at the office): 1. the person is determined to do something difficult.
2. the person feels happy to do something.
_T_h_i_s_e_s_s_a_y_w__il_l _d_is_c_u_s_s_s_i_m_p_l_e_p_h__ys_i_c_a_l _a_c_ti_v_it_i_es__th_a_t__w_o_r_k_e_rs__s_h_o_u_ld__i_n_c_lu_d_e__in__t_h_e_ir_d_a__il_y___
_l_if_e_s_ty_l_e_s_a_t_t_h_e_o_f_fi_c_e_. ____________________________________________________________
e. Ways to protect our planet (factories):
_T_h_i_s_e_s_s_a_y_w__il_l _d_is_c_u_s_s_w__a_y_s_i_n_w__h_ic_h__f_a_ct_o_r_ie_s__c_o_u_ld__p_r_o_te_c_t_o_u_r__p_la_n_e_t_. __________________
_______________________________________________________________________________
2. Choose one of the thesis statements from the previous exercise and 2. Complete each situation by using an appropriate expression. Choose ( ) the right option.
brainstorm three arguments. a. I never exercise. I often eat fatty foods and rarely drink water. I feel really tired all the
Argument 1: First of all, ____________________ time. I’m in ___________________.
________________________________________
________________________________________ 1. murky waters 2. bad shape
Thesis statement _A_r_g_u_m_e_n__t_2_:_N_e_x_t_,__________A___n__s__w___e_r_s___m___a__y___v_a__r__y__.________ b. The environmentalists of this city will ___________________________ to convince the
________________________________________ authorities to move the dump to another area.
________________________
________________________ 1. be in murky waters 2. move heaven and earth
________________________
________________________ c. People in Sweden, Denmark and Germany are _____________________ because they
go everywhere by bike.
Argument 3: Last, ________________________ 1. in good shape 2. in murky waters
________________________________________
________________________________________ 3. Write two conversations based on the situations described
below. Use the idioms from the previous exercises.
3. Use the structure of the previous exercise to write the essay. Begin each
paragraph with a sequence connector. Peter is now fitter. He has Maria has been on an excursion to the
started to exercise every mountains. She observed that the
Introduction Paragraph 3 day and looks healthier. place is not clean and the streams are
Conclusion polluted with chemicals from an illegal
Paragraph 1 Laura: _____________________ coal mine.
_______________________________
Paragraph 2 __________________________________ Maria: ______________________________
22 Peter: ________________________________
L__au__ra_:____________________________________A___n__s_w___e__r_s___m__a__y___v_a__r__y__._______________ _______________________________________
____________________________________________
Answers may vary. Answers may vary. Peter: __________________________________________ Kate: __________________________________________
____________________________________________
_____ _____________________________A___n__sw___e__r_s___m__a__y___v_a__r__y_.________________________________
Maria:
______________________________________________
Kate:___________________________________________
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3UNIT Lesson 1 Grammar and Vocabulary
Character and Personality Traits 4. There are some blanks in the following e-mail. Read it and add the appropriate prefix im-, in-, ir-,
and un- to the incomplete words.
Dear Jane,
1. Complete with an appropriate adjective. Use the clues in each Word Bank I was very __in__sensitive today at lunch. I was trying to be funny, but I was very _i_m_polite (a)
sentence and the Word Bank. There is an extra word you do not and __im__mature (b) when I made fun of the food. You acted quite well, though. Did I make you
need to use. • humble • vain • curious __un__happy (c)? Please do not hold back your feelings. I appreciate you not being __in__tolerant (d)
• sociable
• ambitious • competitive with me when I act __i_r _rationally (e)! I promise I won’t embarrass you anymore in front of your
parents by being __u_n_reliable (f) or __u_n_predictable (g). Please send my regards to your
Paul: I’m chatting with my cousin Jane. Paul: Oh, I don’t think so. She gets on parents and my deepest apologies for my attitude. Let me know if we can still be friends.
She’s really special.You should meet her. well with all kinds of people. She’s very Let’s go out sometime again. Please do not turn down my invitation. I look forward to
Mike: What’s she like? ________so_c_i_a_b_l_e_______(b). hearing from you. Please forgive me.
Paul: She’s always making plans for her Mike:You know what I really admire in
future. She’s really ______a_m_b_i_ti_o_u_s_____. a girl? I like it when a girl never thinks Love,
Just like you. she’s better than others. She should be a Mike
Mike: Really? I like that quality in a girl. ________h_u_m__b_le________(c) woman.
Vocabulary Strategy What kind of guy does she like? I am quite Paul: Oh, Jane is definitely so. Also, she’s 5. Choose six words from exercises 1 to 4 and make graphic organizers. Vocabulary Strategy
___c_o_m__p_et_i_ti_v_e___(a) because I always like not too proud of herself and never expects Include all the elements that are in the model (definition, synonym,
Pay attention to context to win. And sometimes I don’t usually care admiration for her achievements. She’s antonym and a sentence). Use graphic organizers
clues to identify the about the consequences of my actions, not _________v_a_in_________(d) at all. to record and apply new
meanings of words. you know. Do you think she will turn me Mike: I like her already! When can I meet vocabulary.
down for that? her Paul?
2. Find out more about Jane and Mike. Choose the phrasal verb that is closest in meaning to the definition: c. definition:
underlined words. Not to think that you are better than others.
a. Jane has a good relation with her cousin Paul. They have been best friends for almost 10 years. synonym modest
antonym arrogant
1. gets on 2. gets out 3. gets off Answers may vary.
b. Jane likes to meet new people, so she didn’t reject the idea of meeting Mike. humble word
1. turn out 2. turn off 3. turn down
Jane c. This year, Jane’s family company earned a lot of money thanks to their great job. sentence: sentence:
My mom is a humble person.
1. brought in 2. brought down 3. brought up
d. Mike wonders if Jane likes pop or rock music. Should he choose FUN’s or U2’s DVD? a. definition:
1. go on 2. go for 3. go off d. definition:
e. Mike has to investigate her personality.
1. look for 2. look after 3. look into Answers may vary. Answers may vary.
f. Mike always hides his feelings.You never know if he is happy or upset about something.
Mike 1. holds on 2. holds back 3. holds in
3. Use find, turn, get, go and the prepositions down, out, on, for to complete the conversation. sentence: sentence:
Jane: Thank you for introducing me to Paul: Don’t worry about that! Opposites
Mike. Do you know if he likes me? He’s very attract! Why don’t we all go out? b. definition: e. definition:
reserved. I’ll never ____fi_n_d__o_u_t ________(a) Jane: That’s a terrific idea Paul. Maybe we
anything from him! could all go together to a concert.
Paul: He’s very attracted to you, Jane. Paul: Which concert would you like to go to? Answers may vary. Answers may vary.
I know because he doesn’t stop talking Jane: I’ll _______g_o_f_o_r_______(c) Don
about you. Omar’s concert. Is that OK for you?
Jane: Oh! Really? I think Mike and I are Paul: Sure. I’ll call Mike and invite him. sentence: sentence:
opposites! However, we _____g_e_t_o_n_____(b) Jane: I hope he doesn’t ____t_u_r_n_____
24 well. ____d_o__w_n_____(d) our invitation. 25
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Grammar and Vocabulary
Lesson 2 3. Complete the chart to form adjectives with the suffix –less and –ful.
Posting Your Feelings and Emotions Root -less Meaning -ful Meaning
full of use(s)
1. Read the following advice column in an online magazine for teenagers. Circle the correct verb form. use useless without use(s) useful full of hope
hope hopeless without hope/cure hopeful full of doubt
Then, make a comment about the text. doubt doubtless full of help
helpless without doubt doubtful full of care
The Net’s Inquirer help careless without help helpful full of fear
fearless without care careful full of color
What Are You Posting on Your Wall? care colorless without fear fearful
Social networks and personal blogs are full of emotional posts or fear without color colorful
comments. It seems that people prefer express / to express just their
feelings, instead of stating a serious point of view.This may have pros color
and cons. On the one hand, you could make a person feel / to feel (a)
better by showing sympathy or support if he or she is in a difficult 4. Complete the comments about Bono’s interview. Use the Word Bank.
situation. On the other hand, there are other contexts in which
posting feelings will make you looking / look (b) foolish or expose Honey, it’s been a year since we split up, Thank you for posting Bono’s interview. I heard about this band from my mom! It’s funny to like the
you to mockery.Take a look at the following post on a Facebook wall: but our love has proven to be true even same music your parents like (LOL). Mom says she got really inspired to open her own company
This message makes me wondering / wonder (c) why the sender through the worst of times. Every single with social responsibility in mind because of Bono. Now she’s very ____c_a_r_e_f_u_l_____(a) with money
decided making / to make (d) this letter public?Would you let anyone day I thank God because he lets us be / because she’s saving to open her new business and bring in some income to the family. She feels
post / to post (e) something like this on your public page? Apparently, being (f) together. I love you more than ____h_o_p_e_f_u_l____(b) and her eyes light up when she talks about her plan to involve women who are
you could ever imagine. I’m hopeless single parents in the business.
at to stop / stopping (g) it. Baby, you
mean the universe to me. I’m not at My oldest cousin is a ______c_h_e_e_r_f_u_l__(c) fan. She is incurable! She has all U2’s records and DVD’s.
all doubtful about loving / to love you I think she is really obsessed. One anecdote! She went to U2’s concert in Mexico City in 1997 when
(h). Our love is what keeps me smiling she was in her 20’s and she still wears the same pair of jeans she wore to the concert. She always
/ smile (i). I know that you care and will says, “these are my lucky jeans! They are ____c_o_l_o_r_le_s_s____(d) from using and washing them a
always be there. lot, but I will always wear them.”
today’s society is looking for a second kind of recognition, a virtual OK, boys. This is too cheesy.
one. Some psychologists have studied this phenomenon and found Hahaha…
out that our self-esteem is being affected. Tell me what you think.
Dr. Castañeda It’s nice to find a post that is not gibberish or nonsense. This is _____u_s_e_f_u_l____(e)
information for my social studies class because we are discussing current world leaders
Comments: __________________________________________________________________________________________ and inspirational people. I’ll definitely talk about Bono in my class. Thank you for your
post!
2. Write the appropriate form of the verbs in parentheses to complete the interview script.
Word Bank
Bono, from U2, is my favorite artist. Why is that? It’s simple: he’s an amazing singer and a tireless activist.
I must confess that I was skeptical. Not many famous artists consider __h__e_lp_i_n_g____(help) people in need. • hopeful • colorless • careful • cheerful • useful
Interviewer: I’m really pleased and excited to call attention to global problems, including world 5. Add -d or -ed to the verbs in each tip of the star. Write the resulting adjective to complete the list. Then,
make sentences using each word expressing how you felt about comments you have received on your
have you here today. When did you join U2? poverty, and AIDS. wall.
Bono: Wow! That’s ancient history … in I: Will you continue ______u__si_n_g_______(d. use)
October 1976 while I was still in high school. your music to raise people’s consciousness of these a. _D__is_a_p_p_o_i_n_t_ed___ O_n_c_e_I_p_os_t_ed__ph_o_t_os_o_f_m__y_1_5t_h_b_ir_t_h_da_y_p_a_r_ty_a_n_d_I_f_e_lt_______
d_is_ap_p_o_in_t_e_d_b_ec_a_u_s_e _m_y_f_ri_e_nd_s_m__ad_e_f_u_n_o_f_m_y_h_a_i_rd_o_a_n_d_m__y_d_ress.
By then we only hoped ______to__p_l_a_y_____(a. play) in bars problems?
and be loved in our hometown. B: Definitely, I will keep excite b. ____P_l_e_a_s_e_d____ _____________________________________________
_____________________________________________
I: Oh, but look what you have accomplished!You are _____w_o_r_k_in_g_____(e. work) hard -d
-ed
international stars. to generate awareness of many annoy please
B: We aren’t disappointed or annoyed with that result, I’ll global problems. c. ____E__x_c_it_e_d____ _____________________________________________
d. ____A_n_n_o_y_e_d____ ____________________________________A____n__sw____e__rs____m__a__y__v__a__r__y__. ________________________
tell you that. I:You certainly seem _____________________________________________
I: But you didn’t want to be a common star, did you? When _______to__b_e______(f. be)
did you decide ___t_o_b_e_c_o_m__e___(b. become) an activist? doubtless about your plans and are
B: In the mid-eighties I was inspired by Live Aid, and I determined to make them work. love disappoint
traveled to Ethiopia to work in a feeding camp with my B: Absolutely. My passion is to _____________________________________________
_____________________________________________
wife Ali and the charity World Vision. Since then, I have entertain, but my mission is to help e. _____L_o_v_e_d_____
27
26 been interested in _____u_s_in_g______(c. use) my fame to others, be useful to society, you know.
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Lesson 3 Lesson 3 Reading
People’sPHeoigphleli’gshHtsighlights Early Life
A Kristen Jaymes Stewart is an American actress. She was born on April 9th, 1990 in Los Angeles, California, USA.
1. Read the following extract of an interview with Kristen Stewart and circle the right She is best known for playing Bella Swan in The Twilight Saga. Her father is a stage manager and television producer
answer. and her mother is an Australian script supervisor. Kristen has an older brother and an adopted brother. As a child
she was a hard-working student, and would panic if she didn’t turn her homework in. But her stay in school was
Interviewer: You started when you were nine years old.You wanted to act, right? It wasn’t like you short because she attended until the seventh grade and then continued her education by correspondence until she
were forced into it because your parents were in the industry? completed high school. Everybody thinks Kristen’s personality is like the character Bella in The Twilight, but it is
Kristen: No. Not at all. My parents are crew. They were both confused when they found out that I not. Kristen described herself as shy and lonely as a kid. She is extremely mature and serious, a trait associated with
wanted to act. But they have supported anything that my brothers and I have wanted to do. It was introverts. She defines herself as a logical thinker, making sure that each step rests firmly on previous knowledge;
something I thought was fun because I grew up on sets. she is like a scientist in that sense.
Interviewer: Does it bother you to see yourself in the tabloids?
Kristen: There’s nothing you can do about it, to be honest. I don’t leave my hotel room—literally, 3. Go back to the text and classify the information below. Use the chart on the left.
I don’t. I don’t talk to anybody about my personal life, and maybe that perpetuates it, too. But it’s
really important to own what you want and keep it to yourself. Type of Abbr. Information Type
Information F
Adapted from http://www.interviewmagazine.com/film/kristen-stewart-1/#page3 a. Kristen was born on April 9th, 1990 in Los Angeles,
Anecdotal A California, USA. K Reading Strategy
a. She started acting as a kid / teenager. Pr
b. Her parents influenced / did not influence her decision to become an actress. Factual F b. An agent saw her perform in her elementary school’s P Identify types of
c. She is annoyed / indifferent about the tabloids. Christmas play. Pr information in a
d. Kristen Steward is reserved / open about her personal life. Personality P F biography to improve
c. One of her brothers is adopted. comprehension.
2. Put the following biography in order by writing A, B, and C in the correct Private Pr A
place. Then, write the topic for each paragraph using the options given in d. She is extremely mature and serious. Key Events in Life:
the box on the right. Key Event K Information that
e. She and co-star Robert Pattinson have been romantically talks about a decisive
linked. experience in a
person’s life.
f. In 2012, Kristen was the highest paid actress in Hollywood.
Anecdotal Information:
g. There are many stories about Kristen and Rob written Information that is not
in the press, including rumours about a break-up and a based on careful study.
marriage proposal.
Factual Information:
Private Life • Early life 4. Search for the answers to the following questions in the biography. Information that is real,
C Nowadays, Kristen lives in Los Angeles. Apart from acting, she is also interested in attending • Professional a. What is Kristen best known for? _F_o_r_h__er__s_ta_r_r_in_g__r_o_le__a_s_B_e_l_l_a_S_w__a_n_i_n_T__h_e_T_w__il_i_g_h_t _S_a_g_a. it tells the truth and
college in the near future to study literature. She wants to be a writer.” Since meeting on the set of b. When did she have her first role in a movie? _W__h_e_n__s_h_e_w__a_s_t_en__y_e_a_r_s_o_l_d_. ______________ talks about something
Twilight in 2008, Kristen and co-star Robert Pattinson have been romantically linked and many rumours career c. What is The Thirteen Year? __T_h_e_f_i_rs_t_m__o_v_ie__s_h_e_a_p_p_e_a_r_e_d_i_n_._________________________ that actually exists.
about their relationship have included both a break-up and a marriage proposal. She is very quiet about • Private life d. Where was she born? _____S_h_e_w__a_s_b_o_r_n_i_n__L_o_s_A__n_g_e_le_s_,_C_a_l_if_o_r_n_i_a_, _U_S_A__. ____________
her personal life; she says: “I’m selfish. I always say to myself I’m never going to give anything away e. Why is she reserved about her personal life? _B_e_c_a_u_s_e_s_h_e__s_a_y_s_it_’_s_n_o_t_b_e_n_e_f_ic_i_a_l _fo__r_h_e_r_. _
because there’s never any point or benefit for me.” She affirms that if she ever gets married or has a baby Reading f. When did she become famous? _S_h_e__b_e_c_a_m_e__fa_m__o_u_s__in__2_0_0_8_.________________________
she will not reveal her kid’s name for a long time. Kristen is also an animal lover. She has one cat and Strategy
three dogs, and adores looking after them. Her real-life hobbies include reading books and writing. She 5. Describe the meaning of the following sentences from the biography using your own words.
draws on her life experiences to write imaginary stories. Identify time
expressions to a. Kristen Stewart is an animal lover. Reading Strategy
Professional Career help you to This means that __s_h_e__li_k_e_s_a_n_i_m_a__ls_v_e_r_y_m__u_c_h_.________________________________
B She became an artist at a very early age. Her acting career began at the age of nine, after an agent understand a Paraphrase (describe
person’s life events b. As a child she was a hard-working student. a word or phrase using
saw her perform in her elementary school’s Christmas play. One year later, she had her first role in a in a biography: In other words, ____s_h_e__w_a_s_a_n__e_x_c_e_ll_e_n_t_a_n_d__d_is_c_i_p_li_n_e_d_s_t_u_d_e_n_t.__________________ different words) to check
movie. It was a small nonspeaking part in the Disney Channel original film The Thirteenth Year. After that, nowadays, …at a understanding of the text.
she had several small parts in movies and even a starring role, but it wasn’t until 2008 that she became very early age, one c. She is very quiet about her personal life. Use expressions such as:
famous for her starring role as Bella Swan in The Twilight Saga. Because of these films, Kristen Stewart year later, and the That is to say that __s_h_e_d_o_e_s_n_’_t_li_k_e_t_o__m_a_k_e__p_u_b_li_c_h_e_r__p_e_rs_o_n_a_l_l_i_fe_.______________ • In other words…
has already earned a place in the magazines of pop-culture history. In 2012, Kristen was the highest paid sort. • That is to say that…
actress in Hollywood, earning millions of dollars for the Twilight series, including royalties. Some of the d. She defines herself as a logical thinker. • This means that…
critics have said she is a tremendous actress and her performance in the saga was mesmerizing while This means that ___s_h_e__is__v_er_y__r_a_ti_o_n_a_l_a_n_d__th_o_u__g_h_tf_u_l_. _________________________
others find her role in the saga unconvincing. She is truly an enigmatic actress and it is difficult to say what 29
exactly her charisma is. One magazine writer said: “It’s the unwritten nature of Stewart’s own story now, e. I’m always say to myself I’m never going to give anything away because there’s never
28 with its surreal subplots and recent twists and turns, that makes her compelling to watch.” any point or benefit for me.”
In other words, ____s_h_e__k_n_o_w_s_t_h_a_t_m__a_k_in__g_p_u_b_l_ic__h_e_r_l_if_e_i_s_n__o_t _w_o__rt_h__d_o_in_g_._______
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Writing
1. Read the following tips on writing a biography and match the headings of each one with the Lesson 4
corresponding explanation.
Grinning from Ear to Ear
Tips Explanations
a. Get basic information about c 1. Organize the story of a person’s life in chronological order. It allows the
the person. reader to trace the subject’s life from beginning to present day.
1. Read the following news from a social network and some responses from followers. Unscramble
2. You should mention personal achievements and how these have affected
b. List achievements and b a person’s life. You can also incorporate any personal influences. the words in bold to complete the idiomatic expressions. | June 19
influences.
3. It is very important that you confirm the information to be accurate. @The Brit singer, Adele, continues collecting awards! She is unstoppable. Overall, Adele has
c. Arrange information. received 103 awards from 186 nominations since she released her first album in 2008.
d If you obtain information from sources on the net, make sure these sites
Reply | Retweet
are trustworthy.
d. Verify information. 4. Obtain essential information about the individual: the person’s full name, @DJ SOD | June 19
a date and place of birth and family background.
Awesome news! I still remember how she grinned from ear to aer ________ea_r________(a)
2. Follow the previous tips and then list ideas about a well-known person who interests you. when receiving her 6th Grammy award in 2012.
Write only key words or short phrases.
Reply | Retweet
@BritProducer | June 20
Anecdotal Information E__P_a___P_rr____K_o_lr____y__i_ef__v____e__y_al_____is__fet___s____ee_v__i_____:o_e/_______n__nF________a_at_______s_l_m____:_l____Fi_____f_i____al_e____y_____c_:___:_____t______u______________a____________l___________I______n______________f_________o____________r_________m____________A_________a____n________t____s_____i______wo_____________ne___________r_________s_______________m_______________a___________y________________v_________a____________r________y_________._________________________________________________________wLirsitStWiindtrgeraaiatsttiebenegxgftyo. re Soon as I heard her for the first time, I fell hdae ___h_e_a_d__________(b) over heels in love for
her voice. She’s the for best.
Name: _________________________________
Early life: _______________________________ Reply | Retweet
_______________________________________
_P___ro__f__e__s__s__io__n__a__l__l_i_f__e__: __________________A___n___s___w___e___r___s___m______a___y___v___a___r___y__._____________ @KellyOzz | June 20
_______________________________________
Private/Family:__________________________ She is often criticized for being a big-sized woman! This makes my boold ______b_lo_o_d______(c)
_______________________________________
_______________________________________ boil. I know what it’s like because I used to struggle with my weight. But I say down with those
comments. Adele is a terrific artist. Your weight does not define who you are, your talent does!
Reply | Retweet
@AdeleFanForever | June 20
Adele had a very difficult break up with her boyfriend. Her album 21 is inspired entirely by
that event. My hraet ______h_e_a_r_t_____(d) sunk when I listened to her song Word Bank
“someone like you.” It is really sad and beautiful at the same time.
Reply | Retweet • your heart sinks
• grin from ear to ear
3. Write a short biography of the person you have chosen. Use the information from the previous list. 2. Choose the most appropriate idiomatic expression from the Word Bank to • make your blood boil
complete the conversations. Put the verbs in the correct tense. • fall head over heels in love
Introduction
and Early Life A: I just read that Adele has a serious vocal After I heard it, I immediately __f_e_l_l ____
cord surgery. I was really surprised about it. ___h_e_a_d__o_v_e_r_h_e_e_ls__in__l_o_ve____(b) with it.
_______________________________________________ Professional Writing Strategy A: Look at this wonderful photograph of
________________________________A____n__s__w__e__r__s __m__a__y____va__r__y__.________________________________ Career B: Oh, that is a tragedy. My ____h_e_a_r_t_____ Adele. She’s ___g_r_i_n_in__g_f_r_o_m__e_a_r_to_____
______________________________________________ Use time phrases to ______s_a_n_k______(a) too when I read the ____e_a_r____(c).
organize a biography: news I hope she recovers 100%. B: This is definitely a photo to remember her
• She / He was born… by. She looks absolutely stunning!
• As a child / kid / A: Have you heard Adele’s new song?
B: Of course, I bought it on iTunes today.
teenager...
Private Family ______________________________________________________A______n___sw______er___s___m______a___y___v___a___r___y___. __________________________________________ • After high school / 3. Answer the following questions about times when your emotions have
Life ______________________________________________ come into play.
college / graduating...
___________________________________________________A___n___s___w___e___r___s___m______a___y___v___a___ry___.________________________________________________ • When she / he was… a. When was the last time your heart sank? _______________________________
______________________________________________ • She / He became a… _________________________________________________________________
30 • At a very early age / at
b. Have you recently fallen head over heels in love for a person? ____________
the age of…. c. W__h_a_t_o_r__w_h_o__m_a_k_e_s__y_o_u_g_r_in__f_ro_m__e_a_r__to__e_a_r?_______________A____n__s_w___e__r_s__m___a__y___v__a__r_y_.__________
_______________________________________________________________ 31
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4UNIT Lesson 1 Grammar and Vocabulary
Appeal of Traditions! N3. Rpabae..sasd__i__vt__eh__ev__o_c_ske_i_tcln__oee_o_br._w_ryW__ano__te_fr_d_i_Mt__e__a_t_rh__yeacnodrcrdJsmsJt.metw.aotbmcrohlahmoicoriieosvesaavlee_d_arltoeaeteraktiyi_n_ubnoermpnseifptm_t_oloyntofihhgair_hs_oassursserabeep_n_tmucuscmlcngrslfoe__ek;eEreseaoysitofeo_x_f.etalmlsohrtihpe_ifC_hidIredcd.ntnooane_belp_iihhs.eTetrntbgn_r_retTrettoofheati.a_hi_hhbraatyhhstrfetoWe_t_laiiasietooeeeielsrgdr_pvi_csdberdahi_ieAsap_ateBanyfnnacer_n_iopo,luaiiadreosln_pnJ_iMroeagltmmteale_d_etryucthfasra,k_h_uhraesopeuclrnobtelrleetyaualssshifemyuianyh,ornmneawascgbetrddsytrtneNehwaeeoemtCadtiwhtJxaaflasehfbthhoerwe.e.cJzhna.oaorestowhasCheistotcmuu.ssreen__iei.ewpstewetrrEdd_.’_mrn,ittpcohTMevca__hsttBhlrae.gahs_h_uoelawetyrsTid_e_estgvoyrhtreh_ra_ftyeohotaSaearir_seiB_honmvolgnvnevoa_e_waereembecemhdnn_ahe_dttrlaoadt_he_.neea.woeostrpb_dr_lmeMhmdvseJflraaye__idtoeeoehvsGdso__ridstrJtpeeasber_s_oyhoeereoecmtgcy__dsyeprciroafei_du_ny,htsesvnakib__ehsntsw’pleslweee_eo_reltlwrkardswaett,etonRshrooyadrhlifitooeyerpsbnoirdwsmstcofbepfhtttoteuranrotooeeaeheghwnnlucrcrolnste...seiBrynamaotpanuTdEeu?nunl__sisahhemntstda_s_swJnhwaeeo,,yi_e_epntglvrihstbe_Jts_hetieehheruoteh_hu_eterhewss_breft_hera.ueoe’ie__mewaatasIstlb__ttepthesoowe,hle_wse_nnrmhgeraMwteoebx_d_’eaaiiatlhirap_bnud_noarpsbewan_iil_tr´nnbprenlwdyt_s_eeagtcaime’u_t_hhtsraamnawe_aa_ee:anbnent_nd_eiirnstdydhdtrde_d_losohyee__
1. Use the Word Bank to complete the trivia about traditional • honored Word Bank
celebrations around the world. Then, answer it. • renowned
• carried • recognized
TRIVIA • sung
a. In this country people celebrate their c. What carnival is ____re_n__o_w_n_e_d______
birthday twice: on their birth date and for having people who paint their
on their name day. For the second faces black one day and white the
celebration, everyone who has the following day?
name of a saint who is ___h_o_n__o_re_d___
by the church, celebrates their 1. The Carnival in Pasto,
birthday on that saint’s day, too. Colombia
1. France 2. The Carnival in Rio de
2. Italy Janeiro, Brazil
3. Greece
3. The Carnival in Oruro,
Bolivia
b. In this country, for nine days before d. He was ____r_e_c_o_g_n_i_ze_d_____ as the 4. Unscramble the sentences and check (3) if they are T (true) or F (false). TF
Christmas, posada or lodging processions patron saint of a country. On his day,
pass through the streets. The figures of millions of people wear green and a. renowned / Mary and Joseph’s trip / by / is / all around / Christians / the / world /.
Mary and Joseph are ____c_a_r_r_i_ed___ celebrate with parades and good _M__a_r_y_a_n__d_J_o_s_e_p_h_’s__tr_i_p_i_s_r_e_n_o_w_n__ed__b_y_C__h_r_is_t_ia_n_s__a_ll_a_r_o_u_n_d__t_h_e_w__o_rl_d_.______________
to a friend’s house, where a carol is cheer.
____s_u_n_g______, asking for lodging b. Roman Empire / the / was / by / ruled / the Emperor Herod /.
for the Holy Family. 1. St. Patrick of Ireland _T_h_e__R_o_m__a_n__E_m__p_ir_e_w__a_s_r_u_l_ed__b_y_t_h_e__E_m__p_er_o_r__H_e_r_o_d_._____________________________
2. St. Paul of the Cross
1. Panama 3. St. Peter Claver c. was / Everyone / to / ordered / return to / the / in / land / used / they / to live /.
2. Guatemala _E_v_e_r_y_o_n_e__w_a_s_o_r_d_e_r_e_d_t_o_r_e_t_u_r_n_t_o_t_h_e_l_a_n_d__th_e_y__u_s_e_d_t_o_l_iv_e__in_.______________________
3. Argentina
d. Mary and Joseph’s names / weren’t / the / census / entered / in /.
2. Complete the following conversations. Use the passive form of the verbs in parentheses in the Simple _M__a_r_y_a_n_d__J_o_s_e_p_h_’s__n_a_m_e_s__w_e_r_e_n_’t_e_n_t_e_r_e_d_i_n_t_h_e__ce_n_s_u_s_.___________________________
Present or Simple Past tense.
e. were / they / normal / given / accommodation / the /night / for /.
Andy: Why ____a_re___ you _____d_r_es_s_e_d_u__p____ in green? (dress up) _T_h_e_y__w_e_r_e_g_i_v_e_n_n_o__rm__a_l_a_c_c_o_m_m__o_d_a_t_io_n__f_o_r_t_h_e_n_i_g_h_t_. ____________________________
Kathy: Today is St. Patrick’s Day. It is an Irish tradition to wear green!
f. Jesus / baby / was / to sleep / put / in / a / bed / comfortable /.
Ioanna: Whose name day _____i_s______ ______c_e_le_b_r_a_t_ed___ today, mom? (a. celebrate) _B_a_b_y__J_e_s_u_s_w_a_s__p_u_t_t_o_s_l_ee_p__in__a__c_o_m_f_o_r_ta_b_l_e_b_e_d_._________________________________
Adela: Mine! Thank you for remembering it. Let’s make Greek dishes and invite some
friends. 5. Read the text below and choose between passive or active voice.
Laura: Dear family, it is our turn for the eighth posada tomorrow. Santiago: Where did you put away / were put away the Christmas decorations last 33
Pedro: When ____w__e_re_______ we _____c_h_o_s_e_n____? (b. choose) year?
Laura: We were chosen by the priest during mass yesterday.
Pedro: Great! I’ll take out the saints. Where ____w__e_re_____ they _____p_u_t__a_w_a_y_____ David: I put them on the top shelf of my closet. Do you want me to take them out, Dad?
(c. put away) last year?
Santiago: Yes, please. Are they damaged / Do they damage them? (a)
Cristina: Where ______i_s____ the black paint _______k_e_p_t____(d. keep)?
Patricia: On the top shelf, but what do you need black paint for? David: The decorations look fine / are looked fine (b), but the lights are burnt out.
Cristina: Oh, it’s black day at the Carnival today. We are all going to the plaza with our
32 faces painted black.You ____a_r_e____ __i_n_v_it_e_d__(e. invite) to join us. Come on, it’ll be fun! Santiago: Already? They bought / were bought (c) last year. I guess we’ll have to
buy new ones.
David: Can I come?You chose them / were chosen (d) last time. I want to
choose this year…
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T
213
T
214
Grammar and Vocabulary
Lesson 2 4. Match columns A and B to form sentences with used to.
Past Echoing in the Present A B
1. Choose the best option to complete the dialog in passive voice in the Present Perfect tense. a. Dave Eggers used to live in Chicago, 1. presently he is a writer,
but b publishing entrepreneur and
Teacher: Good morning everybody. Today’s topic Teacher: That is a fine example Janet.
b. He used to work for a local activist.
newspaper, but
is about remarkable people of the 21st century and Thank you for your contribution. Anybody else? d 2. nowadays his works have
c. When he was a boy he didn’t use to received critical acclaim.
their contributions. Can you mention any examples? Gabriel: How about women, has they been honored write, but
Janet: Well, I read that a significant contribution / have they been honored (b) with the Nobel Prize? d. He used to be an unknown writer, 3. after his parents died
but he moved to Berkeley,
to science have been made / has been made by Dr. Norman: Yes, in fact, one of them is Elinor Ostrom. a
Anthony Atala. Thanks to her research, the use of natural resources e. He used to write about his personal
life and local politics, but California.
Teacher: Great, what have been his contribution / like air and water has been considered / have been
has been his contribution (a)? considered (c) an important issue. c 4. now writing is his passion.
Janet: He’s a scientist who has created human Teacher: Thank you Gabriel and Norman. She is
organs at the Wake Forest Institute for also a fine example for today’s class. 5. over time his writing topics
e have become more universal
Regenerative Medicine. Dave Eggers
and social oriented.
2. Complete the text with the appropriate verb in the Word Bank. Word Bank
Use the passive voice in the Present Perfect tense. Then match
the pictures with the corresponding text • develop • nominate • elect
• gain
• honor • direct • consider
5. Read the chart and fill in the blanks using used to. Then, match the three columns
based on the product they describe.
bca Product Past Present
1. In 1885, a young American called Charlie Nagreen Today this fashion item has become
the world’s most popular garment. The
a. b. c. ___u__se_d__to__s_e_ll___(sell) meatballs. He realized that clothing industry continues to develop
this item of clothing in more fabrics and
The first lab-grown organ to be Sonia Ghandi ___h_a_s__b_e_e_n_e_l_e_c_te_d___(b) Only one woman ____h_a_s_b_e_e_n_______ they could be put between two pieces of bread so styles than ever before.
implanted in a human ____h_a_s_b_e_e_n___ President of the Indian National ______h_o_n_o_r_e_d______(e) with a Nobel
____d_e_v_e_lo_p_e_d____ at the Wake Forest Congress. She came into politics after the Prize in the field of Economics. Elinor people could have this meal to go. That is one of the 2
Institute for Regenerative Medicine. demise of her late husband Rajiv Gandhi, Ostrom was the recipient of this prize
The Institute___h_a_s_b_e_e_n__d_ir_e_c_t_ed____ Ex-Prime Minister of India. Great fame in in 2009 for her analysis of economic stories of how this fast food dish was born.
____________(a) by Dr. Anthony Atala terms of position and influence in Indian governance of common property like
since 2004. He has made a significant politics ____h_a__s_b_e_e_n_g_a_i_n_e_d___(c) by this air, water and public spaces. These How much did it ____u_s_e_t_o__co_s_t_____(a. cost)? b
contribution to science by growing politician. She ___h_a_s_b_e_e_n__n_o_m__in_a_t_e_d__ _____h_a_v_e_b_e_e_n__c_o_n_s_id_e_r_e_d________(f) Only a few cents!
human tissues and organs like livers, __________(d) twice by world magazines the world’s most urgent problems a. Mobile phones
kidneys and bladders. His work will like Forbes and Times as one of the most that require collective action.
save thousands of lives. influential women of the year. 2. In 1873 Levi Strauss invented this garment. At that Today, restaurants around the world try
time it was only worn by men who worked in US gold to create really expensive versions of this
mines. Did women _____u_s_e_t_o_w__e_a_r_____(b. wear) dish. One restaurant in NewYork sells
it? No, they didn’t ______u_s_e_t_o_w_e_a_r____(c. wear) it. Le Burger Extravagant and costs around
It started being worn by women in the 1950s. Teens $300 dollars. How much
would you pay for it?
first, and then, by the 60s, everyone c 1
was wearing it.
b. Hamburgers
3. Search the web and find examples of people in the 21st century associated with the following topics.
Topics a. Advanced cancer b. Women’s c. World poverty d. Children’s e. Space travel 3. In the last century, only a few people
treatment equality rights
In this century, they are used by many
___u_s_e_d_t_o_h_a_v_e___(d. have) them. Why did it
Name James Watson people and are considered one of the
Answers may vary. ____u_s_e__to__b_e____(e. be) so exclusive? Some
Research that shows it is world’s most important inventions in the
Action wrong for advanced cancer experts say that once technology is mass produced,
34 patients to take multivitamins field of communication in the modern
it becomes accessible and less expensive for
times.
everyone. a 3
c. Blue jeans 35
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Reading
Lesson 3 For example, with the initiation of The 20th century was the golden age of analog
photography in the Victorian era, an photography: It’s been estimated that around
Old Times and Modern World uncommon practice was developed: 85 billion physical photos were taken in the year
the dead were photographed. It 2000, this means a rate of 2,500 photos per
1. Read the description of each camera. Then, identify their corresponding picture. is well known that mortality rates second. In contrast, in the new millennium, any
cab activity that a person does might be documented
were high, so when loved ones digitally. New gadgets like the tablet and the cell
a. Brownie Camera b. Polaroid Camera c. Daguerreotype died, the Victorians immortalized phone have built-in cameras that make photos and
them in photographs. Post- high definition videos. People share photos on Facebook,
Kodak’s Brownie was It was developed in 1948 and It is believed to be the first mortem photographs were the Twitter and Instagram directly from their phones. Every two
produced from 1900 until consisted of a sandwich of commercially produced only photograph a family had of the minutes today we shoot as many photos as the whole of
1960. It became a cheap chemicals and paper which camera. It was introduced deceased because photos used to be very expensive and humanity did in the 1800s.
camera for bringing could self-develop the photos to the world in 1839. most families didn’t use to own a camera.
photography to the masses. in a few minutes. SS g. The communication tools that we use today
TS e. The present purposes of taking photos differ from include applications for photos and videos.
2. Read the essay and mark the paraphrases below each paragraph as TS (topic sentence) or the ones in the past.
SS (supporting sentence). TS h. The manner in which we take photos has
SS f. Households did not have a camera and undergone considerable changes.
photographs were costly.
In sum, it has been almost 200 hundred years since
The way in which we shoot photos has the first photograph was taken. Diverse purposes,
changed drastically. In the past, only numerous types of cameras, and different kinds
physical (analog) photos were taken: first in of photos underlie this ancient practice. Although
black and white and later in color. They were analog pictures have almost disappeared, the
usually developed and stored in shoeboxes or growth of photos continues.
in albums.
200 Years of Photographs 3. Based on the text, check (√) the best answer. 4. Read the text again and identify the
organization of the essay. Circle the
Reading Strategy correct information.
Photos are our memories of and photojournalists used Locate the information required by each question in the Reading Strategy
people, places, trips and parties. to take photos. The Kodak’s correct paragraph to choose the best response.
Today, our lives are documented Brownie cameras, invented in Analyze the features of the text and find
on Facebook, Twitter and the 1900s, became available for people who could afford a. The primary purpose of the essay is to: organizational patterns to identify the type
Instagram. However, it didn’t to buy one. Hence, amateurs could begin to explore their State the advantages and disadvantages of different types of essay.
use to be like this; we simply used own ideas and creativity. Soon after, cameras found their of cameras and photos.
to keep photos in our shoeboxes or albums. It is said that way into most households, so people could keep memories Discuss the history of photography and cameras. a. The essay begins with an introduction to
the oldest picture is less than 200 years old. So, who used to of important dates and celebrations. Because technology Compare and contrast past and present usage of photos. attract / turn down the reader.
take photos and why and how did they use to take them? has flourished in the 21st century, now anybody can take
How different is it nowadays? photos, at any time and any place. b. According to the essay, which of the following is true about b. The essay presents the pros and cons / a
Victorians: comparison and contrast of the topic.
TS a. Photographs can be seen as tangible projections SS c. One invention that can be considered as a kind of They used to photograph the living.
of our memory. early camera was used to make drawings. They used to photograph dead animals. c. Each body paragraph has one idea stated in
They used to pay a reasonable price for the post-mortem the topic sentence / supporting sentence.
SS b. The earliest picture was taken two centuries ago. TS d. Only a few professionals could afford a camera photos.
and take pictures. d. Each body paragraph contains true
In the past, very few people were able to shoot photos, while c. The essay mentions each of the following, EXCEPT: examples / statistics / facts / all of them to
today, most people can.The camera obscura, invented in the The reasons why we shoot photos nowadays is different. People have had different reasons to shoot photos support the topic sentence.
10th century A.D., is considered the first type of camera, and These days, every party, birthday, sports game and concert throughout the years.
is used as a sketching aid by artists. With the first commercial is documented in detail so that people can remember the Shooting photos was a popular activity after World War II. e. The last paragraph is a summary of
camera in the 19th Century, only inventors, photographers event. In the past however, the reasons were very different. Analog pictures have almost disappeared due to the the body paragraphs / presents new
36 invention of the digital camera. comparisons.
37
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T
215
T
216
Writing Real Communication
1. Investigate the following celebrations and traditions in the given countries Lesson 4
and complete the descriptions comparing and contrasting such
celebrations in the past and the present. Breaking with…
a. Christmas in the USA
1. In the past, for Christmas dinner, people had pork and vegetables which were 1. Read the summary of an episode of the American sitcom The Big
Bang Theory and underline three colloquial expressions.
g__ro_w__n_i_n_t_h_e__h_o_u_s_e_’s_v_e_g_e_t_a_b_l_e_g_a_r_d_e_n_,_w_h__ile__n_o_w____A___n__s_w___e__r_s___m___a__y___v_a__r__y_.______.___
2. Before, in the Christmas stocking, there would be an orange, sweets and Sheldon Changes Christmas to Newton-mas
_n_u_ts__a_n_d_m__a_y_b_e_a__b_o_o_k_._H_o_w__e_v_e_r_, a_t__p_re_s_e_n_t_________A____n__s__w__e__r_s___m__a__y____v__a__ry__.__________. In this episode, the Christmas tree is decorated by Penny and Leonard. Sheldon
3. Although children used to play games on Christmas Eve, nowadays ______ does not want to participate because he does not celebrate Christmas. He says
that Jesus was not born on December 25th, but in the summer. As usual, Sheldon
b. Eas_t_e_r_i_n_C_o__lo_m__b_i_a_________________A_n_s_w_e_r_s_m__a_y_v_a_r_y.__________________. refuses to break the habit of using scientific facts. He claims that Jesus’
birthday was changed to winter time to replace a pagan festivity.
1. Although _______________________________________________________, However, Sir Isaac Newton is very Christmassy because he was born
on December 25th, 1642; his crowning achievement, according to
at the present time, society has taken Easter and commercialized it so that most Sheldon, was the invention of calculus. Sheldon makes everybody
uncomfortable trying to break with tradition by renaming
people think of having big meals with fish instead of the importance of Christ’s Christmas “Newton-mas” and trying to put the bust of Newton on
top of the Christmas tree.
2. Resurrection. _________________A_n_s_w_e_r_s_m__a_y_v_a_r_y_. __________________, Writing Strategy
While in the past
Use used to to write
nowadays, the whole of Holy Week is often a holiday used for traveling and about what happened
regularly in the past, but
tourism. no longer happens in
the present.
3. Earlier, on Palm Sunday, most people went to mass, bringing palm leaves and
Writing Strategy
b__ra_n_c_h_e_s__to__b_e_b_l_e_s_s_e_d_b_y__th_e__p_r_ie_s_t_, _b_u_t________________A__n__s__w___e_r__s__m____a__y__v__a__r__y_.___________________. 2. Answer the questions based on the previous text.
In an introduction, write a. What habit does Sheldon refuse to break? __H__e_r_e_fu__se_s__to__b_re_a_k__t_h_e_h_a_b_i_t_o_f_u_s_i_n_g_s_c_i_e_n_ti_fi_c_f_a_c_t_s._______________
2. Choose one of the celebrations from the previous exercise and write something interesting about b. What is Sir Isaac Newton’s crowning achievement?__H__is__c_ro_w__n_in__g_a_c_h_i_e_v_e_m_e_n_t_i_s_t_h_e_i_n_v_e_n_ti_o_n__o_f_c_a_lc_u__lu_s_._____
the introductory paragraph of a comparison and contrast essay. the topic as a hook to attract c. What tradition is Sheldon trying to break?__H__e_i_s_tr_y_i_n_g_t_o__b_re_a_k__w_i_th__t_h_e_t_ra_d__it_io_n__o_f_C_h__ri_s_tm__a_s_. _______________
the reader’s attention. Then,
________________________________________________________________________ state directly what you 3. Complete the following conversations. Use the Word Bank. Word Bank
________________________________________________________________________ are going to compare and
____________________________________________________________A__n__s__w__e__r__s__m____a__y__v__a__r__y.________________________________________________________ contrast in the essay. When will you Oh, Penny! I will never • break the habit
________________________________________________________________________ ___b_r_e_a_k__w_i_th__tr_a_d_i_ti_o_n___ • crowning achievement
______________________________________________________________________ _____b_r_e_a_k__th_e__h_a_b_it_____ • break with tradition
of using only facts? ______________________.
3. Develop two body paragraphs and the conclusion of the essay. Use the three differences you Why don’t you believe it was Well, I dispute that claim.
wrote about the topic in exercise one. Sir Isaac Newton who invented It was Leibniz, not Newton
calculus? That was one of his
Paragraph 1 ______________________________________________________________________________ who invented calculus.
____c_r_o_w_n_i_n_g__a_c_h_ie_v_e_m__e_n_ts___.
________________________________________________________________________________________
4. Read about the tradition of New Year’s resolutions and complete the ideas with your own information.
________________________________________________________________________________________
P__a_ra_g__ra_p_h__2_______________________________________________________________A__n__s__w__e__r__s__m___a__y___v__a__r_y_._________________________________________________________________ On NewYear’s Eve, Americans write NewYear’s resolutions. A NewYear’s resolution is a commitment that a person
makes to achieve one or more personal goals or projects, or the reforming of a habit.
________________________________________________________________________________________
Conclusion _______________________________________________________________________________ For New Year…
________________________________________________________________________________________ a. IIM’wllybocrnre’otawk__nt_hin_eg_h_aa_cb_hi_ite_ov_fe__m___e__n__t___w___i_l_l_b___e___________________________________________________________A___n_____s_w_____e___r_s_____m____a___y___v___a___r___y__.___________________________;__f__o__r __s__u__re__,__I__’l__l __b__r__e__a__k__w__i__t__h__t__r__a__d__it__io__n__..! 39
b.
38 ________________________________________________________________________________________ c.
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5UNIT Grammar and Vocabulary
Lesson 1 3. Mike and Patty are discussing the final details of their trip. Write the correct tag question.
Going on Vacation Patty, you made Mike, you did the We have
the hotel reservation, online check-in, finished packing our
____d_i_d_n_’t_y_o_u____(a)? ____d_id_n__’t_y_o_u____(b)? suitcases,
_____h_a_v_e_n_’t_w__e__(c)?
1. Answer the survey and discuss with a partner. START
What are your holiday preferences? The flight tickets and The taxi will pick The flight is The hotel looks
the passports are in us up at 8 o’clock, not delayed, fantastic,
a. On vacation you prefer… d. The top three holiday destinations in our carry-on bags, _____w_o_n_’_t_i_t ____(f)? _______i_s_i_t _____(e)? ____d_o_e_s_n_’t_i_t____(d)?
___a_r_e_n_’t_t_h_e_y___(g)?
going back to places you have visited before. your country are… Grammar
going to a new destination. Strategy FINISH
staying at home. 1. _______________________________
__________________________A__n__s__w__e__r__s__m____a__y__v__a__r__y__. ______ Use tag questions
2. to verify or check We booked a room with Meals are not They will serve breakfast
3. for information. a view of the beach, included in the plan,
A positive ____d_id_n__’t_w__e____(h)? _____a_r_e_t_h_e_y____(i)? at 8 AM by the pool,
b. I go on vacation… statement is
every six months. Answers may vary. e. You would like to go to… followed by a ____w__o_n_’t_t_h_e_y_____(j)? Word Bank
once a year. negative tag,
not even once. Canada Mexico and a negative • book • stay
statement is • look for • pack
France Italy followed by a 4. Complete the following email with the verbs in the Word Bank.
positive tag. Use the infinitive or the–ing forms when needed.
Bahamas Other _____________
c. Who would you like to go with to the following f. Which of the following activities do you
destinations?
look forward to on a vacation?
beach safari luxury spa cruise
my dad snorkeling scuba diving DAtd_opootleicig_aotShmodrcath_ebneionmrorn_petlagtl’erwMc_ortobovdaew__qyreeadnilrrt_n_oo.ualocedea_g_aotkuteurlnoh_ay_nkns?tltttod,_e_td?ooYtbfqi_rh_oooypaN,Mtmu__enorahurwee__bsscueec/sa_ao_..ekotlsl_lrc_WuRcoisifooko_o_fluoaodeooe_nn_remksenu_v_yf_?ibaa_nel,i(og_Wdriedr_Irdgeu_rcs)w_yfozh_aatrflyt_ow,i_hiooaoutklo_ui_ltramsieou_snf_teklitn_riagn_aikyaIn_s_wdyehonrwu_d_eouyet_ii_g(tohtl_aswclh_ifepi_oba)_agaf_lnspsed(aathn_ceooercotat)o_smmrsee?bbf_fn,fdoeCAoleo_rwetocerot_rnhftkotocaw_ldaeoodrur_reowmfmpeelc_idaunshhno_bstltayoot(ndiiifoblnaonoadolyn)yaueswerfo,a,te,arrawiuinfyeorftonuiamhohnpngpdlruatrhym.tta,ey1tirotBsnoI5fioliapuewiew6sdnufi!rr5fesdyiroyotwTaFotofohutrrhoauichearulfrdlmaonPreasseIatosohtbhlccianimylAolkuoyroynedoenmeodpnrdSlaeuiyugpttelkt:tdoioo.eicrnie+wnoiacJBuatc4u,aoga?uanonra6oesh?tngTanufklia(aadltolhHh0Tdfnyemanrt)fiefoosd4aoerSa?rwiev5u,rrilass,HyedaC2hlsalasa.O2owioAbmoI0lwrfmgii8onekl0ayel0ueeae4nobn3tdlc0calu3eyay29
my mom
my sibling kite surfing waterskiing
my couple
just relaxing sightseeing
sunbathing shopping
Other _____________________
2. Complete the conversations about holiday preferences with the appropriate tag question.
Mary: Our vacations are around the corner, Mary: Oh I’d love to go there! It’d be Grammar Strategy
__a_r_en__’t_t_h_e_y___? the perfect place to relax, ___w_o_u_l_d_n_’t_i_t__(c)? Identify verb patterns that
Pedro: Oh yeah! We should start planning. Pedro: Let’s look for a place to stay. This web are followed by a gerund, an
infinitive or both to make a text
Actually in this survey there are a couple of ideas. page shows some farms that are for rent. grammatically accurate.
Mary:You are not looking forward to any Mary: Look at that one; it’s so pretty,
adventure activities or nightlife, ___a_re__y_o_u___(a)? _____is_n_’_t_i_t ___(d)?
Pedro: Not really, I just want to relax.You like Pedro: It sure is. It has a private pool and a sauna!
going to little towns, ___d_o_n__’t_y_o_u___(b)? How We can afford it, ___c_a_n__’t_w__e___(e)?
Mary:Yeah! Let’s call immediately and book it!
about the Cultural Coffee Landscape in Colombia.
Travel agent: Please fill out this survey and I will be Travel agent: Hi, again, I overheard that 5. Look at the chart of preferences sent by the Ramirez family. Check ( ) the picture that best suits them.
b. c.
with you in a moment. you have doubts about going on a beach holiday, Swimming pool a.
Mike: Thanks. Let’s see… We’d prefer to go on a ________d_o_n_’t__yo_u________(i)? Barbecue
Far from sightseeing places,
beach holiday. That’d be great, ___w_o_u_l_d_n_’_t_it____(f)? Patty: Yes, we think it could be too expensive unless recreation, nightlife and shopping
Modern
Patty:Yes! And you could go snorkeling, we stay in hostels for backpackers. We don’t want
_______c_o_u_ld__n_’t_y_o_u______(g)? that, _______d_o_w__e________(j)?
Mike: Of course. We could go shopping, sightseeing, Mike: Of course not! We dream of a nice all-inclusive Old fashioned
and enjoy the nightlife! hotel on a paradise beach. Hot place
Patty: But we can’t afford it, ______c_a_n_w__e_____(h)? Travel agent: Well, I think I have the perfect place Cold place
40 Mike: I guess not. at the right price. Give me a minute…
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Grammar and Vocabulary
Lesson 2 3. Read each of the reported speech sentences below. Then, check ( ) the option that contains the
original message.
Amazing Things to Do
a. She said that approximately 100,000 people would c. She said that it was the busiest vacation in the last decade.
1. Complete the crossword puzzle about sports and adventure Across arrive from destinations abroad.
activities people often do on holiday. a. Moving across snow on a board 1. “It was the busiest vacation in the last decade.”
1. “Approximately 100,000 people arrive from
g b. Riding on the crest or along the destinations abroad.” 2. “It will be the busiest vacation in the last decade.”
as n o w b o a r d i n g tunnel of a wave
2. “Approximately 100,000 people will arrive 3. “It is the busiest
n c. Descending a vertical surface, such from destinations abroad.” vacation in the last
as a cliff or wall, by sliding down decade.”
3. “Approximately 100,000 people are arriving
o with a rope from destinations abroad.” d. She said that this phenomenon
was affecting traffic in the city.
bs u r f i n g j d. Racing in a lightweight canoe b. The local news broadcaster said that 300,000
people were arriving in the city returning from their 1. “This phenomenon is
ik h e. Cycling off-road, on a trail or on dirt holiday vacation. affecting traffic in the
se f. Going down a hill or other slope for city.”
1. “300,000 people are arriving in the city
i recreation using a simple sled or returning from their holiday vacation.” 2. “This phenomenon was
affecting traffic in the
c lh k toboggan 2. “300,000 people were arriving in the city city.”
returning from their holiday vacation.”
ui cr a p p e l l i n g 3. “This phenomenon
bn Down 3. “300,000 people arrived in the city returning will be affecting traffic in
dk a y a k i n g o n g. Diving using a snorkel from their holiday vacation.” the city.”
c g h. Climbing rock surfaces using
dk specialized techniques and 4. Report the answers given by the interviewees. Change the tense when necessary.
ic equipment
vl i. Underwater swimming using a tank
and a special suit
i em o u n t a i n b i k e j. Going on an extended walk for
nm pleasure or exercise
gb Grammar Strategy
i
Some adjectives consist of two words, e.g. well
ft o b o g g a n i n g known. They are often connected with a hyphen
g before nouns so that you can clearly see it is one
adjective, e.g. a well-known person.
2. Rephrase the underlined parts of the following sentences by writing a. Reporter: Sister, tell us about b. Reporter: Here comes Iker c. Reporter: Where are you
compound adjectives. your experience this holiday. Casillas. Where did you go last coming from?
a. Chileans enjoy skiing in the mountains close to the city of Santiago. holiday?
Everybody knows about these mountains. ____C__h_il_e_a_n_s_e_n_j_o_y_s_k_i_in__g_i_n_t_h_e_w__e_ll_-_k_n_o_w_n__ .................................................. .................................................
______m__o_u_n_t_a_in__s_c_lo_s_e__to__th_e__c_it_y_o_f__S_a_n_ti_a_g_o_.____________________________________ .................................................
Sister: We walked the Way of St. Woman: I took a spa-holiday
b. We went on a mountain bike adventure in Guatemala for two weeks. James in Spain. We were traveling Iker: I went snorkeling in Nassau. in Samui island in
We went on a ___________________tw__o_-w__e_ek__m__o_u_n_ta__in__b_ik_e__a_d_v_e_n_tu_r_e_.________________ with little money so we had to ask I really loved the coral reefs there. Thailand. It’s a well-known
for food from the locals. It was an I will never forget such a great place to relax. I feel
c. Nassau preserves its coral reefs very well. interesting experience. time! completely refreshed!
Nassau has _____________________v_e_r_y_w_e_l_l_-p_r_e_s_e_rv_e_d__c_o_r_a_l _re_e_f_s_. _____________________
The sister said that _t_h_ey_h_a_d__w_a_lk_e_d_the Iker said that _h_e_h_a_d__g_o_n_e________ She said that __s_h_e_h_a_d__ta_k__en__a____
d. The slopes for snowboarding in Austria are first class. W_a_y__of_S_t_. _J_am__e_s _in_S_p_a_i_n_. T_h_e_y_h_a_d_b_e_e_n s_n_o_r_k_e_li_n_g__in__N_a_s_s_a_u_._H_e__h_a_d_r_e_a_l_ly _s_p_a_-h__o_li_d_a_y_i_n_S__a_m_u_i_i_s_la_n__d_i_n___
Austria offers __________________fi_r_st_-_cl_a_s_s_s_l_o_p_e_s_f_o_r_s_n_o_w_b_o_a_r_d_i_n_g_.________________ t_ra_v_e_li_ng__w_it_h_l_it_tl_e_m_o_n_e_y_s_o_th_e_y_h_a_d_h_a_d l_o_v_e_d_t_h_e_c_o_r_a_l_r_e_e_fs_t_h_e_r_e_. _H_e__a_d_d_ed _T_h_a_i_la__n_d_, _it_’s__a_w__el_l_-k_n_o__w_n__p_la_c_e_
t_o_a_sk__fo_r_f_o_od__fr_o_m__th_e_l_o_ca_l_s._T_h_e_y_a_d_d_ed t_h_a_t_h_e__w_o_u_l_d_n_e_v_e_r_f_o_r_g_et__su_c_h__a__ _t_o_r_e_la_x_._S__h_e_a_d_d_e_d__th_a_t_s_h_e__fe_l_t__
e. Pilgrims that take the Way of St. James in Spain have to walk 100 km. t_ha_t_i_t _h_ad__b_ee_n_a_n__in_t_er_e_st_in_g__ex_p_e_r_ie_n_c_e. g_r_e_a_t_t_im__e_!____________________ _c_o_m_p_l_e_t_el_y_r_e_f_r_e_sh_e_d_!___________
St. James is a ________________________1_0_0_k_m__w__a_lk__w_a_y_._______________________
43
f. The tradition of walking the Way of St. James is about 1,500 years old.
42 Walking the Way of St. James is a _____________1_,_5_0_0_-y_e_a_r_-_o_ld__tr_a_d_i_ti_o_n_.____________
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Reading
Lesson 3 How to get there The peak tourist season is during the dry season in July and
August because the nights are cool and the days are usually
Holiday Destination There are three main ways to get to Machu Picchu. dry. Buy tickets well in advance for travel during this season to
______b______(2) The train trip, which is four hours long, takes avoid being turned away from transportation. However, many
1. Examine the title of the flyer. List the ideas that come to mind about this title. passengers through such magnificent scenery that time will fly. people visit the site in November and April to
This is the most popular way among tourists who are not fit avoid the crowds.
Do not miss out on what Mother Nature has to offer… enough to hike the Inca Trail, the second way to get there.
Visit Machu Picchu, Peru, and be prepared to be blown away! The trail is a 28-mile long and takes you through old villages, What to eat
forests, valleys, and mountains. ______e______(3) Finally, a
a. __________________________ Reading shorter train journey to Machu Picchu is from Ollantaytambo, Peru has one of the world’s finest
b. _____A__n_s_w_e_r_s_m_a_y__v_a_ry_.______ Strategy also home to some impressive ruins. cuisines. Many people around the
world are familiar with quinoa, a
c. __________________________ Analyze pieces What to do there type of seed used in different dishes,
of information and pisco sour cocktails. ______g______
d. _________A_n_s_w_e_r_s_m__a_y_v_a_r_y_. __ to activate Adventurous travelers can hike all the way to (6) There is such a great variety of Peruvian specialties to try
e. __________________________ your previous Machu Picchu. Others can combine an Inca when you go to Machu Picchu that the time will not be enough.
knowledge. Trail walk with visits to Cusco and Machu Try for example ceviche, a preparation of raw fish marinated
Picchu by taking a Sacred Valley tour in citrus juice and a traditional causa, a type of casserole with
2. Seven sentences have been removed. As you read, choose the sentences [a-h] to complete the text. if they have a week to spend in the layers of potatoes and avocados. These dishes are supposed
There is one extra sentence which you do not need to use. area. There are about 15 attractions to be good enough to die for.
in Machu Picchu that travelers can visit.
a. It has to be booked well in advance. e. Other routes are open, but roads may be closed ______c______(4) Budget
b. One way is by taking the train from nearby Cusco. suddenly because of landslides and flooding.
c. Some of the most extraordinary ones, for example, When to go Our travel agents can help you customize your trip according
f. Do not miss the chance to try all kinds of spicy food. to your availability, tastes and preferences. There are plans that
are the Ruins of Intipata, the Gate of the Sun, and g. However, the best January and February are the rainiest suit a range of budgets. There are 1-day to 30-day tours from
the mountain of Wayna Picchu. months in this area, so it is not recommended US $300. Do not hesitate to contact us.
d. Although it remained well known locally, it was Peruvian specialties to go there during this time. If you are tempted to travel to
unknown to the outer world. are mainly found in the Machu Picchu during the heaviest part of the rainy season, Contact us at +0051-84-254341
countryside. there are a few things to consider. The Inca Trail is closed in [email protected] • [email protected]
February because of dangerous conditions. ______a______(5)
like us on Facebook follow us on twitter
* Landslides: when dirt and rocks slide down a mountain.
* Flooding: to cover with liquid, usually water
An old saying goes “beauty is in the eye of the beholder,” but when visiting Machu Picchu in
Peru, all will undoubtedly see beauty so stunning that it will fill the eye and warm the heart.
The name ‘Machu Picchu’ means ‘Old Peak,” and it is one of the most mysterious ancient sites
in the world. Machu Picchu, according to legend, used to be considered a sacred place a
long time ago. The creation of the astonishing city is attributed to the Inca people. The Incas 3. Use so or such to complete the sentences. Then, check ( ) T (true) or F(false) according to the text.
started building it around 1400 AD, but abandoned it a century later at the time of the a Machu Picchu’s constructions are _____s_u_c_h______ magnificent structures TF
that they are considered a work of art.
Spanish Conquest. ______d______(1) It was the North American historian Hiram Bingham,
who rediscovered the ruins in 1911. b When you take the train you can observe ______s_u_c_h_____ astonishing
scenery that you will be amazed.
Today, there are well-preserved baths, temples, Reading Strategy Reading Strategy
c July and August are ______s_o_______ rainy that it is not recommended to
palaces, and about 150 houses. These gray granite visit Machu Picchu during this time. Recognize ideas that
have been written
structures are so perfect that they are quite simply works Use context clues like d The Inca trail is ______s_o_______ dangerous in February that it is closed in in different words to
of architectural genius. punctuation, connectors, and the order to prevent accidents. check understanding
of the text.
Location ideas already given, before and e Peru has ____s_u_c_h_____ a great variety of dishes that you won’t be able to
try them all.
The city was built 2,430m above the Urubamba River, after the gap, to identify where
in the middle of a tropical mountain forest. missing parts fit.
44
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5.Writing Real Communication
T Lesson 4
220
1. Identify the main features of the brochure below. Underline the content and match it with the Living Like a King!
corresponding feature. Turks and Caicos Islands: 1. Read the following situation and answer the questions below.
A dream destination for divers
a. A catchy The attractive color of the sea around this group of islands 2. Well, I believe the best accommodation 1. I can’t believe we’re here! I was so
headline and food are not in the most expensive looking forward to this holiday!
in the South Bahamas will make you want to bathe in its
waters and explore its undersea world forever. The Resort of hotels and restaurants.
Blue Waters is in Grace Bay, which is in the north-east of the
main island.
Colorful chalets blend with the palm trees along the sandy 3. Finally, we are going to
beach. live like kings for a while!
b. Interesting facts This resort is for active seniors who know how to keep the d. Positive You have to 4. Oh no! This means we are
c. Some attractions good times rolling with activities for the body, mind, and reviews be kidding! traveling on a shoestring
spirit. Spend your days in fitness classes, social gatherings, again, aren’t we?
and attend seminars on healthy living. Go fishing, biking or e. Contact
boating. Try ball dancing or zumba gold, a high-energy Latin- information a. What does the woman in number 1 mean? c. What does the girl in number 3 mean?
inspired dance workout for seniors. Mr. and Ms. Frey from
Canada said: “We believe we certainly visited the most stunning 1. She really wanted to have a holiday vacation. 1. She thinks they will stay in a luxurious place.
site in the world.” They consider that the travel agents were
polite and patient responding to all the emails they sent with 2. She wasn’t interested in a holiday vacation. 2. She believes they are a rich family.
thousands of questions about the trip.
b. What does the man in number 2 mean? d. What does the woman in number 4 mean?
Book now!
www.holidays4fun.com 1. He will take the family to a luxurious hotel and 1. She believes they will have a luxurious
US and Canada + 1-866-930-7358 expensive restaurants. vacation.
International +1-626-399-8688
2. He will avoid taking the family to a luxurious 2. She realizes they have little money to spend
hotel and expensive restaurants. on their vacations.
2. Write a short holiday brochure. Use some of the features that you identified in exercise 1. 2. Complete the expressions with the words that best complete the statements.
(Place): _______________________________________________________________ Create a catchy headline a. Backpackers usually take long trips to faraway places. Maybe that’s why they travel king / light / rays.
______________________________________________________________________ Include interesting facts
______________________________________________________________________ Present some attractions b. Don’t miss out on the chance to catch some king / light / rays on these pearl-like beaches.
Write a vivid description
It is ___________________________________________________________________ Write a positive review c. I saved money all year long just to live like a light / rays / king for a few days in Barbados.
______________________________________________________________________ Add contact information
________________________________A__n_s_w_e_r_s_m_a_y__v_a_ry_._______________________ d. I wonder if I could ever go to Australia. I usually travel / go / spend on a shoestring budget and Sydney is really far
There you can _________________________________________________________ away and expensive.
______________________________________________________________________
e. Last weekend, we were enjoying a relaxing time on our farm when suddenly 15 relatives popped over / in / up to say
Mr. _____________ said that ______________________________________________ hello. We were completely surprised.
Contact us! ____________________________________________________________ 3. Replace the underlined parts of the conversations with the appropriate idiomatic expression.
a. Sarah: After graduating, I’ll b. David: Laura, you look so c. Val: Is that a cruise to the
spend a month traveling tanned. Have you been Caribbean?
around Egypt. sunbathing? Juliana: Aha! I’m going to be
Felipe: Wow! That’s great but Laura: Yes! I’ve been to the living luxuriously for the next 15
you’ll have to travel with little beach. days!
luggage.
_______c_a_tc_h_i_n_g__so_m__e_r_a_y_s______ __________l_i_k_e_a__k_in_g__________
__________tr_a_v_e_l_l_ig_h_t__________
46 47
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6UNIT Grammar and Vocabulary
Lesson 1 3. Choose the word that best completes the ideas on the left. Reading Strategy
Then, match them to their corresponding paraphrase.
Dealing with Difficult Situations Identify paraphrase to improve comprehension
and be able to interpret, understand, learn, and
use a text you have read.
1. Find the words in the puzzle related to problems that teens often have. a. If I exercise / exercised 30 minutes a cc. 1. It is my responsibility to let
day, I’ll feel happy and improve my someone know I’m being bullied
Use the definitions to find the words. mood, according to a research study. so he/she can do something to
end it.
a. To delay action (v). e. To make someone else do b. If I were a victim of someone who
posted a fake profile on a social cb. 2. I would inform the web-site
b. The state of being unaccepted (n). something by arguing or network, I would / will report it to site administrators about imposters
monitors. That’s what they advise you on the internet, in case they
c. The act of harassing or intimidating persuading (v). to do. caused me any harm.
others (n). f. The self or individuality of a person c. If a person intimidates / intimidated cd. 3. If I let one failure take over my
me, I will talk to someone about it and mind, it would make me think
d. The impression a person gives to that distinguishes his/her from make sure that they help to make it negatively about my future
stop. The school psychologist once tests and I might fail them too.
the public (n). others (n). advised me that.
ca. 4. It is a good idea to have a daily
proc ras t i nate fn Vocabulary d. If I am / were you, I wouldn’t let failing physical activity to do for half
i imp p o r t a n y o f f e Strategy a test take control of my life because an hour because it helps you to
dma r r r o a d i n amo s that would make me fail more! stay in a good mood.
eaneedr e j ec t i on Use definitions
n g i o s e ama c i b e nw and images 4. Complete the dialogue. Use the Word Bank and 5. Read each situation and write the corresponding
t epc s a t ecen t u r u to identify put the verbs in the correct tense to form wish or desirable situation.
i eouunbu l l y i ng j vocabulary. the second conditional.
t n l p r o b e e y e tmu u
y t a o e r e d emp c i o n
2. Read and complete the conversations with some of the words above. Then, check (✔) the word Word Bank Grammar Strategy
that is not a synonym of the word you wrote.
• start • write • be Recognize and use formulas and patterns to
a. c. • disappear • have • use express what you want to be true or real.
Lin: Look at these models. They • take up • happen • visit
are so skinny! Oh, I’m so envious. a. Jim has to choose between two extra-curricular
Tina: Oh, no! It’s Tuesday and I What do you think, Leva? Mia: Wu, are you surfing the net activities: robotics and environment. He likes
haven’t done my math assignment. Ieva: That’s not pretty Lin! They again? What would you do if the them both very much.
It’s due tomorrow. look ill. I’m not so concerned internet ____d__is_a_p_p_e_a_r_e_d____? ___H_e__w_is_h_e_s__h_e_d_i_d_n_’t__h_a_v_e_t_o_c_h_o_o_s_e_b_e_t_w_e_e_n___
Raj: Why do you __p__ro_c_r_a_s_ti_n_a_t_e__? about my ________i_m_a_g_e_________ Beth: Oh, I ____w_o_u_l_d_b_e______ __________ro_b_o_t_ic_s_a_n__d_e_n_v_ir_o_n_m__e_n_t.__________
If you want, I’ll give you a hand with to starve myself like that. What matters for me is (a) bored all the time if that
the assignment but promise me you’ll to stay healthy and feel happy with myself. ________h_a_p_p_e_n_e_d__________(b). I know I’m addicted to b. Sandra loves exercising but there aren’t enough
keep up your work in the future. the internet and that can be a problem. hours for physical education at school.
Mia: Maybe you would be more creative with your free She wishes ______t_h_e_re__w_e_r_e_m__o_r_e_h_o_u_r_s__fo_r____
bring forward postpone delay interior appearance looks time. Try imagining what you would do. _________p_h_y_s_ic_a_l_e_d_u_c_a_ti_o_n__a_t _sc_h_o_o_l_.________
Beth: OK, let’s see…oh, I _________w_o_u_l_d_s_t_a_r_t _______(c)
b. Jose: You are a homeroom d. exercising more; I like riding bikes. Also, ____I__w_o_u_l_d____ c. Jim can’t go out tonight because he has soccer
Fabio: Ugh! There’s so much teacher, aren’t you? What’s that _______ta_k_e__u_p_______ (d) a hobby like painting, creative practice early in the morning.
to study. I can’t stand the like? writing or robotics. How about you, Mia. What would you He______w_is_h_e_s__h_e_c_o_u_l_d_g_o__o_u_t_t_o_n_ig__h_t.________
_______p_r_e_s_s_u_r_e_______ of school! Valerie: Oh, my teens are great! do if you couldn’t _______u_s_e________ (e) social networks ________________________________________
Judy: Don’t worry! Come and study I love them so much but lately one or email?
with us! We have a study group. If of them has been ______b_u_l_ly_i_n_g______ Mia: Oh that’s a hard one. Maybe I would _____v_is_i_t____(f) d. Daniel isn’t communicating with his parents very
someone has difficulties, we help each other teens. I am working hard on stopping it. my friends more often. If we didn’t ___h_a_v_e___ time to well.
other. meet, we’d probably_____w_r_i_te______ letters to each other He ______w_i_sh__e_s _h_e_w__e_re__c_o_m_m__u_n_i_c_a_ti_n_g________
to catch up; that’s what our grandparents used to do. ______________w_i_th__h_i_s _p_a_r_en__ts_. _____________
stress relaxation tension intimidating maltreating supporting
e. Jim’s friends aren’t very supportive.
48 He wishes ____h_i_s_f_r_ie_n_d_s__w_e_r_e_v_e_r_y___________ 49
_________________s_u_p_p_o_r_ti_v_e_. ______________
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Lesson 2 Grammar and Vocabulary
What Would You Have Done if…? 4. Complete the following conversation. Use the verbs in
parentheses.
1. Match the pictures with the phrases in the Word Bank. Then organize the pictures from 1 to 6 to
determine the sequence of events. Teacher:You look worried. What’s wrong Simone?
Simone: It’s just that I wish I ___h_a_d_n_’_t_k_e_p_t___ (not keep) quiet about a
Mario’s Chain Reaction bully in my class.
Teacher: Why?
Word c. c.6 c. 3 c. 4 c. c.a Simone: If I ____h_a_d____ _____to_l_d_____ (a. tell) you that my friend Julia’s
Bank 2 c. c. c. c. f homework was stolen, she wouldn’t ____h__a_v_e___ ___g_o_tt_e_n_____(b. get)
c b a bad grade.
a. missing the 5 1 Teacher: That’s terrible Simone.
teacher’s Simone: I wish I _____h_a_d____ ____m_a_d_e____(c. make) the right decision.
explanation e d Teacher: I think it’s never too late to tell the truth. Besides, you have to
denounce bullies because we can do something to stop it.
b. arriving late to Simone: Thanks for listening Ms. Castro.
class
Teacher: Julia and Martha, I have asked you to come to try to solve things.
c. failing a test Martha: I appreciate that teacher. I know I acted terribly wrong and I’m sorry for
d. not being that.
Julia: I appreciate it, too; I think that if we really try, we _________c_a_n__________
able to study (d. can) make up and start fresh. I wish this ___h_a_d_n_’_t___ _____h_a_p_p_e_n_e_d____
without class (e. not happen). I still can’t understand why you stole my homework, Martha.
notes Martha: I apologize for doing that Julia. I wish I ____h_a_d_n__’t___ ____d_o_n_e_____
e. waking up late (f. not do) so. I was desperate! I couldn’t understand the assignment and I really
f. using Facebook needed a good grade. It won’t happen again.
until midnight Teacher: I’m glad you regret having done it.
Julia: I am glad too. I forgive you Martha and in the future you should ask for help
c. c. when you don’t understand something. If you _____n_e_e_d______(g. need) my help,
I ___w_i_ll____ ___e_x_p_l_a_in___(h. explain) the tough topics to you.You can count on me.
2. Use the ideas above and the Word Bank to reflect on Mario’s story. Use the third conditional. Martha: Oh, that would be great Julia. I’m very good at chemistry, so I offer my help
to you, too. Thank you very much Ms. Castro for helping us reconcile.
a. If Mario hadn’t used Facebook until midnight, he ____w_o_u_l_d_h_a_v_e__g_o_n_e___ to bed early. Word Teacher: I think you two have reached an agreement. Now, how about a hand shake
b. If he hadn’t woken up late, he ______w_o_u_l_d_h_a_v_e__g_o_tt_e_n_______ to class on time. Bank
c. If he hadn’t arrived late to class, he ____w__o_u_ld__h_a_v_e_h_e_a_r_d_______ the teacher’s explanation. and a hug?
d. If he hadn’t missed the teacher’s explanation, he ___w__o_u_ld__h_a_v_e_t_a_k_e_n___ his own notes in class. • hear
e. If he hadn’t forgotten to take notes from his classmates, _____h_e_w__o_u_ld__h_a_v_e_r_e_v_i_ew__e_d___ them • get 5. What would you have done in the situation 6. Paraphrase the following ideas using wish
• go described above? followed by the Past Perfect tense.
for the test. • fail a. If I had been in Julia’s shoes,
f. If he had studied for the test, _________h_e_w__o_u_l_d_n_’t_h__a_ve__f_a_il_e_d______ it. • take I_w__o_u_ld__h_a_v_e_______________________A__n__s__w____er__s__m____a__y__v__a__r__y__. a. Pablo feels sad that he didn’t attend his
• review painting classes.
b. If I had been Martha, He ______w__is_h_e_s_h__e_h_a_d__a_tt_e_n_d_e_d_h_i_s_________
3. Identify and circle the mistakes in the following regrets. Then, correct them. _I ________A__n__s__w__e__r__s__m____a__y__v__a__r__y.______________________________________ _____________p_a_i_n_t_in_g__c_la__ss_e_s_. _____________
a. If I had pass the test, I would have obtained a higher grade in the subject. __p_a_s_s_e_d___ c. If I had been in the teacher’s place, b. Laura regrets that she didn’t have private
I___________________________________________A__n___s_w____er__s___m___a__y__v__a__r__y__. __ tuition to help with her English class.
b. If I had obtained a higher grade, I would have apply for an internship in a __a_p_p_l_ie_d___ _S_h_e_w__is_h_e_s_,_s_h_e_h__a_d_h_a_d__p_r_iv_a_t_e_t_u_it_i_o_n_t_o_h_e_l_p_
d. If I had had to solve the situation, _w_i_th__h_e_r_E__n_g_li_s_h_c_l_a_s_s_. ____________________
multinational company. I_________A__n__s__w__e__r__s__m____a__y__v__a__r__y.______________________________________
c. Paul is sorry he spent his money on running
c. If I did that internship, I would have been accepted to The University of _h__a_d_d_o_n_e__ shoes.
Japan. _H_e__w_i_s_h_e_s_h_e_h__a_d_n_’t_s_p_e_n_t_h__is_m__o_n_e_y__o_n______
__s_t_u_d_ie_d___ _r_u_n_n_i_n_g_s_h_o_e_s_.___________________________
d. If I had been accepted to The University of Japan, I would have study ___c_o_m__e___
Asian Studies. 51
e. If I had studied Asian Studies, my biggest dreams would have came true.
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Reading
Lesson 3 Reporter: Prof. Sanchez, is there an ideal age to learn a have shown that Broca’s area is heavily involved in this
second language? process. If the language is learned at a later period,
The Teenage Brain the L1 is already strongly established and it therefore
Prof. Sanchez:According to some linguists like Penfield interferes with the learning of the L2.
1. Can you read this? rghit pclae. The rset can be a toatl mses and you can sitll and Roberts in 1959, children have ideal conditions to
raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid acquire a second language (L2) before puberty. They Reporter: Amazing! What about gender. Is it easier for
Aoccdrnig to rseearch ta Cmabrigde Uinervtisy, it deosn’t deos not raed ervey lteter by istlef, but the wrod as a wlohe. called it the critical age period. They assert that there boys to learn an L2 than girls?
mttaer ni waht oredr the ltteers in a wrod are, eth olny is a vital stage between birth and puberty to learn a
iprmoatnt tihng is taht the frist and lsat ltteer are in the second language. Prof. Sanchez: In fact, it may be the other way
around. According to Dr. Liaño Martinez, a researcher
2. Answer the questions. frontal parietal Reporter: In what sense is this period ideal or vital? and lecturer, there is a tendency for early language
a. Did you know your brain could read mixed-up words? lobe lobe acquisition to be more precise in girls than in boys,
Prof. Sanchez: It has been proved that early learners suggesting that girls will be better at acquiring a
______________________A____n__sw____e__rs____m__a__y____va__r__y__.______________________________________ Broca’s Wernicke’s –between 3 and 6 years old– find it easier to control second learning in the beginning than boys. However,
b. Can you write a short sentence with mixed-up words? area area over the grammar, accent and rhythm of the language. the differences will disappear once their brains develop
auditory For example, they will imitate the sounds of the completely.
What is the trick? cortex second language much more accurately than those
_______________A___n___s___w______er___s___m______a___y___v___a___rL___ye___.ea___av___ce___h___thw___e___o___rfid___r___sitn___a___tn___hd___e___lra___igs___th___lt___ep___ttl___ea___rc___eo___.f______ who start learning after puberty. These discoveries Reporter: So, studying a second language at an early
cerebellum were shown by linguists such as Johnson, Newport age in schools can be advantageous for children
and Krashen. because their brains have the flexibility to do so. Also,
spinal children can imitate the new language sounds better.
cord Reporter: How is this possible? Why is it easier?
Prof. Sanchez: That’s correct. Furthermore , academic
3. Match the statements (a, b, c) with the Prof. Sanchez: To understand this you have to achievement increases when children learn a second
corresponding pieces of information below. compare the brain processes of early learners and language in their first years of schooling. However, they
late learners. When an L2 is learned during the critical may forget it easily if they do not use the language.
a. This area allows you to speak a language. period, it shares some regions used by the mother
b. This area allows you to understand a language. tongue (L1). Under this condition the brain works Reporter: Thank you Prof. Sanchez for your
c. This is the hemisphere in which you find language processes. faster by recognizing linguistic patterns between the observations about second language learning.
two languages and storing them. Functional magnetic
resonances (scans showing electromagnetic energy) Adapted from: Language Development, Critical period. The Newport.
Report of the Rochester University, NewYork, USA.
5. Read each idea and decide which one is stated explicitly (S) in the text and which one is (I) inferred.
1. The Wernicke’s area is the 2. In most people (97%), both 3. The Broca’s area is the region a. The critical age period: c. Age and learning:
region of the brain involved Broca’s area and Wernicke’s of the brain involved in the
in the comprehension of area are found in only the left production of speech. S 1. The critical age period occurs between birth S 1. Learners between 3 and 6 years old don’t
speech. hemisphere of the brain. and teenage years making it the ideal time to face many difficulties with pronunciation.
learn a second language.
bc a I 2. Older learners are more likely to speak their
I 2. It is better to learn a language when children L2 with a foreign accent.
4. Read the following interview and identify the introductory Reading Strategy are very young.
statements that make reference to scientific information. d. Girls and boys:
b. L2 and brain processes:
Identify scientific information stated I 1. Gender is not an indicator of successful
I 1. Early learners store the L2 more efficiently second language learning.
by experts to raise awareness of the than late learners.
S 2. Before puberty, girls learn with more
the lantern credibility in a scientific text. S 2. The early learner’s brain stores a significant precision than boys at the beginning of the
amount of information about the L1 and L2 in process.
the same areas.
Special Report
Early Age and Second Language Learning Reading Strategy
For this special issue of our school’s newspaper, our student-reporter interviewed Connect the language clues in the text with your prior knowledge to
Prof. Sanchez, PhD in Second Language Acquisition from the University of construct understandings beyond what is explicitly stated in the text.
Salamanca, about second language learning in children who are very young.
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Writing Real Communication
1. Carry out some research about the topic of Writing Strategy Lesson 4
Learning languages with Video Games, and
complete the following outline below. Use quotation marks “…” to enclose words quoted from Your Wish Is My Command!
experts. Do not include them when you use synonyms and
different grammar to summarize what they said.
One advantage is: According to __________________________, 1. Complete the conversations using the expressions Word Bank
____________________ “___________________________________ in the Word Bank. Use the correct form of the
______A____n__sw____e__rs____m__a__y____va__r__y__.____ S__tu_d_i_es__s_h_o_w__th_a_t________A___n__s_w__e__r__s__m___a__y___v_a__r__y_.______” verbs. • To give the heebie-jeebies • Your wish is my
____________________________________.
________________ • To kick oneself command
Learning
Languages with
Video Games
Another advantage is: Prof. / Dr. ____________________ states that A: Did you hear the children’s A: Honey, What’s wrong? A: Ms. Johnson, can we decide
____________________ _“S__tu__d__i__e_s___s__h__o__w____t_h__a__t______________A____n___s_w_____e___rs____m_____a___y____v__a___r_y___.________” story about a big spider in their what to do for the talent
_______A_____n___s___w___e___r___s___m____a___y_____v___a___r_y__.____ ____________________________________ class? B: Dad, today I left my show?
homework at home and I got a
2. Use your ideas from the previous activity and Writing Strategy B: Yes, my son told me it! poor grade. B: Of course!
write a short scientific article.
Write about only one topic in each paragraph to It ______g_a_v_e__m_e__th_e_________ ___I__w_a_n_t_e_d_t_o_k_i_c_k_m__y_s_el_f_. ___ _______Y_o_u_r__w_i_sh__i_s_m_y_______
maintain unity in a composition. Use transition signals _______h_e_e_b_ie_-_je_e_b_i_e_s_. _______ __________________________
to achieve coherence in the composition: In fact, also, _________c_o_m__m_a__n_d_. ________
secondly, indeed, finally, most convincingly, in sum. _________________________ _________________________ _________________________
Learning Languages with Video Games 2. Complete the texts with the idiomatic expressions above. c. 1.
Then, match them with the correct pictures. c. 2.
Introduction (complete the thesis statement with the two advantages) abc...W_iImn_W__e_h__myxe_e__ps_ny_r_lth_ea__usIe_ai__cdane_dh__seeb___okTndi_i_e_eosht_t-_d_tslemooj___desm_B__meykau_l__biiytac_dcyi__iceope_k__“cksms_a_t_lm,Ca_re__mbes_aay_esbn_atsc_ietet_hnbn_shlc_edygf_aet_r_oEua_rw_dsu_bg_eegl_uo_ea_idyo_str_i_dmdioA_s_fs_tel_rloah_ea,an”a,angb,ttlbalPaauylumaobnttsseldetpetinhiotchwnseaoIetenolwekllepeuawyakidr!dnse.HE”gathanhIomoalfgelwrpenllyoaileiestnutuvshgornigeealcdrhtdac,lhaestlImleh,sdyeysbeenea.uwhjTnmtotoohdoywbueueehahsladsadreertrd.inoanstasariaIystygfelbi_“oondys_toios._abdhn_nee,_adid_n_nw__,geg_o_acary__ndnevo__eotseu_e_ptomr_de_of__wnet__osit__sihbt_h_eel__ell__. _ c. 3.
Learning a language can be difficult, but with the aid of a playful element the experience can be very positive. 3. Complete with personal information. 55
Therefore, learning languages with video games can be advantageous for children because _____________________ W_W_Wy___oh_h_h_ua__e_et__n_nd_b__od__wo_i__odf_a__ok_s_y_r_ot_o_h_hr__u_ee__m_rr__le_ao/__a_sv__hlt_il__eiy_tm__i_gmw__?_a__ae_v___n_e__y_t___o_y_t__u_oo____u_m__k_A___ti_acn_h___dks_e___ew__y__h_e_os__er_o__u_se_m__r_bms____iee___ea_ol___-fy_nj___ea_ve___eb_a’___sb_ro___yi_uwe__.__ts__i__s?s___h_o____e_m____s_____e_y____At_o____hn_u____is_nr____w_g__c___eA_?o___r___mn__s_____s__m_m_w_______a__e_a___y_r__n__s____vd____m_a_?____r__a__W_y___y__.____h___v___a__a____t__r____y___d___.___i___d__
_________________________________________________________________________________a_n_d________________________________________________A___n__s__w__e__r__s__m___a__y___v__a__ry__.______________________________ a.
b.
First paragraph (write the 1st advantage and support it with an argument from authority, a study or a statistic) c.
In fact, ___________________________________________________________________________________________
____________________________________________________________________A___n__s__w__e__r_s___m__a__y____va__r__y__._______________________________________________________________________________________________
Second paragraph (write the 2nd advantage and support it with an argument from authority, a study or a statistic)
Also, ____________________________________________________________________________________
______________________________________________________________________________________________________________________A___n__s__w__e__r__s__m___a__y___v__a__r_y_.______________________________
Conclusion (restate the two advantages using different words)
In sum__________________________A__n__s__w___e_r__s__m____a__y__v__a__r__y__. _______________________________________________________________________________________________
__________________________________________________________________________
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Test Training Sections – Rubrics and Grading English B1.1
In English B1.1, threeTestTrainings have been prepared to promote continuous
evaluation and to have a more accurate picture of students’ progress
throughout the book. The format of the tests resembles the one used in
diverse international examinations.This decision is based on different reasons.
First, it has been widely recognized that international tests measure the levels
of the CEF performance descriptors appropriately; second, by providing an
international examination format and linking it to the CEF standards, both
teachers and students will have a consistent point of reference concerning
foreign language achievement; finally, by using this format students will have
the opportunity to become familiar with and develop the strategies needed
to take an international exam for evaluating foreign or second language
proficiency.
These tests can serve two purposes: a) as an opportunity for teachers to work
on ongoing assessment practices; b) as summative or cumulative evaluations
to get a sense of the CEF standards consolidated through the program and
what areas need further practice.
The editors
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For grading the speaking and writing tasks, the following rubrics should be
used. Each rubric corresponds to a different aspect of the tasks and to a score
that has been specified at top of each column. The sum of the corresponding
scores per rubric, including all aspects, should yield the final score.
Test Training A (Units 1 and 2) - Rubrics
Qualitative Aspects of Spoken Language: Interaction (10 points)
Grading Scale 0.5 1.0 1.5 2.0
Vocabulary
range Has an insufficient Has a limited Has a good Has an outstanding
repertoire of words repertoire of words repertoire of words repertoire of words
Accuracy and simple phrases and expressions and expressions and expressions
to talk and make to talk and make to talk and make to talk and make
predictions about predictions about predictions about predictions about an
an imaginary past an imaginary past an imaginary past imaginary past event.
event. His / Her event. Most of the event. Confuses His / Her vocabulary
low vocabulary time confuses the or lacks some of control facilitates
range impedes meaning of words or the vocabulary communication.
communication. expressions, making at times, but this
the message unclear. does not affect
Shows very communication.
limited control Uses, with a lot of
of grammatical effort, grammatical Uses a basic Uses structures and
structures and structures and repertoire of patterns to talk and
patterns to talk and patterns to talk and grammatical make predictions
make predictions make predictions structures and about imaginary
about imaginary past about imaginary past patterns to talk and past events (tenses
events (tenses and events (tenses and make predictions and modals). The
modals). Excessive modals). Confuses about imaginary appropriate use of
confusion and these structures past events (tenses these structures and
inaccurate use of and patterns and modals). Some patterns facilitates
these structures and systematically, confusion may be communication.
patterns impedes which usually causes present, but this
communication. communication does not affect
breakdowns. communication.
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Fluency Manages only Can make himself / Has enough Has an outstanding
Interaction isolated sentences herself understood in language to language command
Coherence and confuses tenses. very short utterances, keep going to keep going
Struggles to handle even though pauses, comprehensively, comprehensively,
pre-packaged false starts and even though even though
utterances, with a lot reformulation are very pauses for occasionally pauses
of pausing to search evident. Speech is still grammatical and for grammatical and
for expressions. slow and hesitant. lexical planning. lexical planning.
Speech is slow and Repair is evident,
hesitant. Can, with a lot especially in Can successfully make
of effort, make longer stretches of predictions about an
Has great difficulty predictions about an production. imaginary past event
making predictions imaginary past event and express his / her
about an imaginary and express his / her Can, with some opinion about it. Is able
past event and opinion about it. Very hesitation, make to provide extra details
expressing his / her rarely understands predictions about spontaneously in the
opinion about it. enough to keep the an imaginary past ongoing conversation.
Finds it hard to discussion going of event and express
initiate, maintain, his /her own accord. his / her opinion Organizes his / her
respond and close Repetition on part of about it. Responses ideas successfully,
the conversation. the other speaker is are adequate especially when
Requires constant required. in the ongoing making predictions
repetition of the conversation most and expressing
message delivered by Connects ideas of the time. his / her points of view
the other speaker. inappropriately, about an imaginary
especially when Organizes, with past event. The
Presents the required asking questions. some sufficiency, message is clear and
information (based on Natural conversation his / her ideas when concrete and the task
a suggested plan) in a tone is not achieved. making predictions input is fully used.
very inconsistent way. Task input is about an imaginary
Finds it very difficult inadequately covered past event. The
to organize his / her or omitted. Meaning message is clear
ideas, especially when is usually lost. although there
asking questions or are some hesitant
when following the sentences. Task
conversation. Total or input is used.
notable omission of
task input. Meaning is
not conveyed.
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Test Training A (Units 1 and 2) - Rubrics
Qualitative Aspects of Writing ( 10 points )
Grading Scale 0.5 1.0 1.5 2.0
Content
The text largely The information The text presents The text clearly
Grammatical lacks data or it is included in the the intended presents the
accuracy hardly related to the text is sometimes message. information
information suggested unclear and However, some suggested
in the prompt confusing. A lot of circumlocutions (speculate about the
(speculate about the the information make sentences too lifestyle of a person
lifestyle of a person related to the long and who lived for 122
who lived for 122 years). task prompt unconnected, years).
(speculate about impeding
Inappropriate use of the llifestyle of a communication to a Modals in the past
modals in the past person who lived certain extent. (must, might and
(must, might and could) for 122 years) is could) to speculate
to speculate about the missing. Appropriate use of about the lifestyle of
lifestyle of a person modals in the past a person who lived
who lived for 122 years. Attempts to use (must, might and for 122 years are
Little demonstration modals in the could) to speculate successfully used.
or no understanding of past (must, might about the lifestyle of This makes the
their use. and could) to a person who lived message clear.
speculate about for 122 years. A few
the lifestyle of a mistakes may be
person who lived present, but they do
for 122 years. not impede a clear
Sometimes message.
demonstrates
understanding
of their use;
however, the
message is still
confusing.
T
228
Vocabulary range Very limited control Limited control Shows control of an Shows an excellent
Organization and and range of words and of words and average range of and accurate control
expressions related expressions vocabulary related of words and
cohesion to healthy habits. related to healthy to healthy habits. expressions related
Appropriateness Frequent misuse of habits. Lexical Some confusion to healthy habits.
of register and vocabulary completely limitations may might be present,
obscures the message. obscure the but it does not Capitals and
format message. greatly impede punctuation
The text lacks communication. marks are used
punctuation marks and The text shows when necessary.
capitals. The message some attempts at Capitals and The argument
consists mostly of capitalizing and punctuation and supporting
a vague argument using punctuation marks are used sentences of the
and unconnected marks, but most appropriately text are linked with
supporting sentences. of the time this is most of the time. the appropriate
The poor organization done incorrectly. The argument connectors. The
and cohesion make Attempts to and supporting message is clear,
the message mostly connect the sentences of precise and within
incomprehensible. Too argument to the text are the number of words
far below the number of supporting connected required.
words required by the sentences, but appropriately. The
task. this is not done text covers most of The expressions
consistently. The the prompts asked and the layout used
The expressions and the text is still shorter for in the task. consistently make
layout used make the than suggested in the text’s register
text’s register (formal) the task. The expressions (formal) and format
and format (opinion and the layout used (opinion paragraph)
paragraph) mostly The expressions make, most of the appropriate for the
inappropriate for or and the layout time, the text’s task.
inconsistent with the used make the register (formal)
task. The thesis in text’s register and format
the text is not clearly (formal) and (opinion paragraph)
presented. format (opinion appropriate for the
paragraph) task. The thesis
somewhat in the text is also
inappropriate for appropriately
or inconsistent presented.
with the task.
The thesis in
the text is not
appropriately
supported.
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Test Training A (Units 1 and 2) – How to Grade
Section CEF Standard Performance Descriptor
Listening
(5 points) Can follow a Excellent Easily understands the general topic and extracts the essential
Reading lecture or talk (5) information from a straightforward and clearly structured talk.
(10 points) within his/her own
Writing field, provided the Good Understands the general topic and extracts the essential
(10 points) subject matter is (3-4) information from a straightforward and clearly structured talk,
familiar and the but shows some misunderstanding at times.
Speaking presentation is Needs practice
(10 points) straightforward (0-2) Has difficulty to understand the general topic and extract
and clearly the essential information from a straightforward and clearly
structured. Excellent structured talk.
(10)
Can scan longer Successfully draws logical conclusions based on the
texts in order to Good information provided in long texts.
locate desired (6-9)
information, Draws logical conclusions based on the information provided
and gather Needs practice in long texts. Difficulties may be present when inferring some
information from (0-5) ideas, but these do not affect comprehension.
different parts of
a text to fulfill a Excellent Fails to draw logical conclusions based on the information
specific task. (10) provided in long texts.
Can write Good Accurately writes a coherent short text including a general
straightforward (6-9) statement and cause-effect relations to support facts,
connected texts reflections and conclusions.
on a range of Needs practice
familiar subjects (0-5) Writes a short text including a general statement and cause-
within his / her effect relations to support facts, reflections and conclusions.
field of interest, Excellent However, still has language problems in terms of grammar,
by linking a (10) vocabulary, and spelling.
series of diverse
elements into a Good Fails to write a coherent short text including a general
linear sequence. (6-9) statement and cause-effect relations to support facts,
reflections and conclusions.
Can give or seek
personal views Is able to hold a discussion about an imaginary past event. Is
and opinions in able to ask for information and give his / her personal views
discussing topics and opinions in order to interact appropriately.
of interest.
Although holds a discussion about an imaginary past event,
some occasional language mistakes do not allow him / her to
complete the task appropriately.
Needs practice Fails to hold a conversation about an imaginary past event.
(0-5) Grammar problems cause misunderstandings and a lack of
interaction. Very limited fluency because of hesitant speech
and a lack of appropriate structures.
T
230
Test Training B (Units 3 and 4) - Rubrics
Qualitative Aspects of Spoken Language: Interaction (10 points)
Grading Scale 0.5 1.0 1.5 2.0
Vocabulary
range Has a very basic Has a basic Has a good Has an outstanding
repertoire of words repertoire of words repertoire of words repertoire of words
and expressions to and expressions to and expressions to and expressions to
describe a famous describe famous describe famous describe famous
celebration around celebrations around celebrations celebrations around
the world. the world. around the world. the world.
Accuracy Does not manage the Hardly uses the Correctly uses the Uses in an appropriate
Passive Voice in the Passive Voice in Passive Voice in way the Passive Voice
Simple Past, Simple the Simple Past, the Simple Past, in the Simple Past,
Present and Present Simple Present and Simple Present Simple Present and
Perfect tenses to Present Perfect and Present Present Perfect tenses
describe famous tenses to describe Perfect tenses to to describe famous
celebrations around famous celebrations describe famous celebrations around
the world. around the world. celebrations the world.
Confuses expressions around the world.
systematically, Sometimes
which may cause confuses the use
communication of verb tenses
failure. and expressions,
but this does not
greatly affect
communication.
T
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Fluency Manages very short, Can make himself / Has enough Has an outstanding
Interaction isolated sentences herself understood in language to language command
Coherence with mainly pre- very short utterances, keep going to keep going
packaged utterances. even though pauses, comprehensively, comprehensively, even
Too much pausing to false starts and even though though some pausing
search for expressions reformulation are very pauses for for grammatical and
and speech is slow and evident. Speech is still grammatical and lexical planning may
hesitant. slow and hesitant. lexical planning. occur.
Repair is evident,
especially in
longer stretches of
production.
Has great difficulty Can, with a lot of Can, with some Can successfully
responding to simple effort, respond to hesitation, respond to simple
statements and asking simple statements respond to simple statements and
questions. Finds it and initiate and statements and hold a face-to-face
hard to initiate and hold a face-to-face hold a face-to-face conversation about
hold a face-to-face conversation. Very conversation about to describe famous
conversation when rarely understands to describe famous celebrations around
talking about to enough to keep the celebrations the world. Is
describe famous conversation going. around the world. able to provide extra
celebrations around Repetition on part of Both responses details spontaneously
the world. Requires the other speaker is and questions are in the on going
repetition of the required to maintain adequate in the on conversation.
message delivered the conversation. going conversation
by the other speaker most of the time.
because he/ she is
unable to understand.
Finds it very difficult Connects ideas Can organize, with Is able to organize his /
to organize his / her inappropriately, some sufficiency, her ideas successfully,
ideas, especially especially when asking his / her ideas especially when asking
when asking questions (using the when asking questions (using the
questions (using the Passive Voice in the questions, (using Passive Voice in the
Passive Voice in the Simple Past, Simple the Passive Voice Simple Past, Simple
Simple Past, Simple Present and Present in the Simple Past, Present and Present
Present and Present Perfect tenses) or Simple Present and Perfect tenses)
Perfect tenses) or when trying to follow Present Perfect or following the
when following the the conversation. Task tenses) or following conversation. The
conversation. Total input is inadequately the conversation. message is clear and
or notable omission covered or omitted. The message is concrete.
of task input and Meaning usually gets clear, although
meaning is not lost. there are some
conveyed. hesitant sentences.
Task input is used.
T
232
Test Training B (Units 3 and 4) - Rubrics
Qualitative Aspects of Writing (10)
Grading Scale 0.5 1.0 1.5 2.0
Content
The topic and The topic and The topic and the task The topic and
Grammatical the task are not the task are are developed, but the the task are
accuracy developed. It not completely blog entry lacks part well-developed
lacks the intended developed. It of the intended achieving the
Vocabulary range message. Does not lacks most of the message. Provides intended message.
provide biographical intended message. biographical All the biographical
information about a Does not provide information about a information
famous person. enough biographical famous person, but requested about a
information about a some relevant points famous person is
Shows insufficient famous person. are missing. provided.
control of simple
and complex Uses, with a lot Is able to identify and Successfully uses
grammatical of effort, simple Uses a basic repertoire simple and
structures (mainly and complex of simple and complex
the Simple Present grammatical complex grammatical grammatical
tense, the Simple structures (mainly structures (mainly structures (mainly
Past tense, used the Simple the Simple Present the Simple Present
to, the Passive Present tense, the tense, the Simple tense, the Simple
Voice in the Present Simple Past tense, Past tense, used to, Past tense, used to,
Perfect tense,) used to, the Passive the Passive Voice in the Passive Voice
and patterns to Voice in the Present the Present Perfect in the Present
provide biographical Perfect tense) tense) and patterns to Perfect tense) and
information. and patterns to provide biographical patterns to provide
Excessive confusion provide biographical information. Some biographical
and inaccurate use of information. confusion may be information.
these structures and Confuses these present, but this The appropriate
patterns impedes structures does not impede use of these
communication. and patterns communication. structures and
systematically, patterns facilitates
The range of which causes Shows control of an communication.
vocabulary to write a communication average range of
biography (personal breakdowns. vocabulary to write a Shows an excellent
information, biography (personal range and accurate
achievements, The range of information, control of words to
regular / irregular vocabulary to write a achievements, regular write a biography
verbs) is very biography (personal / irregular verbs). Some (personal
limited. Frequent information, circumlocutions might information,
misuse of vocabulary achievements be present, but they achievements,
completely obscures regular / irregular do not greatly impede regular / irregular
the message. verbs) is limited. communication. verbs).
Lexical limitations
may obscure the
message.
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233
Organization and Writes a biography Does not include Writes a biography Excellent
cohesion ignoring the all of the suggested following most completion
suggested indications for of the suggested of the suggested
indications. writing a biography. indications. indications
Incorrect use of time Recurrent incorrect Most of the time for writing a
expressions to show use of time expressions to show biography. Correct
sequence of events expressions to show sequence of events use of time
causes transitional sequence of events are used correctly. expressions
problems among causes transitional This makes the to show sequence
ideas all the time. problems among transition among of events makes
ideas. ideas clear. the message
clear and easily
Appropriateness The register The register The biography has understandable.
of register and (formal) and format (formal) and format a formal register
(biography) are (biography) and well-structured The biography has
format inappropriate or are sometimes sentences, which are, a formal register
inconsistent with inappropriate or most of the time, and well-structured
the task. inconsistent with the appropriate for the sentences, which
task. task. are consistently
appropriate for the
task.
T
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Test Training B (Units 3 and 4) – How to Grade
Section CEF Standard Performance Descriptor
Listening
(5 points) Can follow a Excellent Easily understands the general topic and extracts the
Reading lecture or talk (5) essential information from a straightforward and clearly
(10 points) within his/her own structured talk.
Writing field, provided the Good
(10 points) subject matter is (3-4) Understands the general topic and extracts the
familiar and the essential information from a straightforward and clearly
Speaking presentation is Needs practice structured talk, but shows some misunderstanding at
(10 points) straightforward (0-2) times.
and clearly
structured. Excellent Has difficulty to understand the general topic and
(10) extract the essential information from a straightforward
Can scan longer and clearly structured talk.
texts in order to Good
locate desired (6-9) Successfully draws logical conclusions based on the
information, and information provided in long texts.
gather information Needs practice
from different (0-5) Draws logical conclusions based on the information
parts of a text to provided in long texts. Difficulties may be present
fulfill a specific Excellent when inferring some ideas, but these do not affect
task. (10) comprehension.
Can write Good Fails to draw logical conclusions based on the
straightforward (6-9) information provided in long texts.
connected texts on
a range of familiar Needs practice Excels at writing a biography about a famous person he/
subjects within his/ (0-5) she is interested in.
her flied of interest.
Excellent Is able to write a biography about a famous person he/
Can describe (10) she is interested in. Some inaccuracies in grammar
events, real or and vocabulary may be present, but they do not affect
imagined. Good communication.
(6-9)
Fails to write a biography about a famous person he/
Needs practice she is interested in. Incorrect use of grammar and
(0-5) vocabulary.
Successfully describes people, actions and places when
talking about a famous celebration around the world.
Describes people, actions and places when talking about
a famous celebration around the world. Some lexical
and grammatical mistakes and hesitations may be
present, but these do not greatly affect communication.
Shows difficulty to describe people, actions and places
when talking about a famous celebration around
the world. Very often uses inappropriate vocabulary
and patterns to express ideas, which may cause
communication failure.
T
235
Test Training C (Units 5 and 6) - Rubrics
Qualitative Aspects of Spoken Language: Interaction (10 points)
Grading Scale 0.5 1.0 1.5 2.0
Vocabulary
range Has an insufficient Has a basic repertoire Has a good repertoire Has an outstanding
repertoire of words of words and of words and repertoire of words
and expressions to be expressions to be expressions to be and expressions to be
part of a conversation part of a conversation part of a conversation part of a conversation
about a tourist about a tourist about a tourist about a tourist
attraction in which attraction in which attraction in which attraction in which
he / she has to play he / she has to play he / she has to play he / she has to play
the role of a travel the role of a travel the role of a travel the role of a travel
agent or the role of a agent or the role of a agent or the role of a agent or the role of a
tourist. tourist. tourist. tourist.
Accuracy Shows very Uses, with a lot of Uses grammatical Successfully uses
Fluency limited control effort, grammatical structures and grammatical
of grammatical structures and patterns to give or ask structures and
structures and patterns to give or for information about patterns to give or
patterns to give or ask ask for information a tourist attraction. ask for information
for information about about a tourist Sometimes confuses about a tourist
a tourist attraction. attraction. Confuses these structures attraction. The
Excessive confusion these structures and patterns, but appropriate use of
and inaccurate use and patterns communication is not these structures and
of these structures systematically, greatly affected. patterns facilitates
and patterns impedes which causes communication.
communication. communication Has enough language
failure. to keep going Has an outstanding
Manages only very comprehensively, language command
short, isolated Can make himself / even though pauses to keep going
sentences and herself understood in for grammatical and comprehensively,
fragmented speech. very short utterances, lexical planning. even though
Utterances are mainly even though pauses, Repair is evident, occasionally pauses
pre-packaged, with false starts and especially in for grammatical and
a lot of pausing reformulation are longer stretches lexical planning.
to search for evident. Speech is of production.
expressions. Speech is slow and hesitant However, this does
slow and hesitant. and takes time to not greatly affect
complete sentences communication.
with fluency.
T
236
Interaction His/Her ability to ask Can, with a lot of Can, with some Can successfully ask
Coherence and answer questions, effort, ask and hesitation, ask and and answer questions,
initiate, maintain and answer questions, answer questions, and initiate, maintain
close a face-to-face initiate, maintain and and initiate, maintain and close a face-to-
conversation about close a face-to-face and close a face-to- face conversation
a tourist attraction conversation about face conversation about a tourist
is very limited. a tourist attraction. about a tourist attraction. Is able
Communication is Rarely understands attraction. Responses to provide extra
totally dependent on enough to keep the are adequate in the details spontaneously
the repetition of pre- conversation going of ongoing conversation in the ongoing
fabricated patterns. his / her own accord. most of the time. conversation.
Does not organize his Connects ideas Can organize, with Is able to organize
/ her ideas, especially inappropriately, some sufficiency, his / her ideas
when asking or especially when his / her ideas. The successfully when
answering specific asking or answering message is clear talking about the
questions. Total or specific questions. although there problems students
notable omission of Task input is are some hesitant usually experience at
task input. Meaning is inadequately covered sentences. Task input school. The message
not conveyed. or omitted and the is used to a certain is clear and concrete,
meaning usually gets extent. and task input is fully
lost. used.
T
237
Test Training C (Units 5 and 6) - Rubrics
Qualitative Aspects of Writing (10)
Grading Scale 0.5 1.0 1.5 2.0
Content
The text largely The information The text presents The text fully
lacks data or it is provided the intended presents the
poorly related to the (name, location, message. Some of information
information requested attractions, task input is used. requested. It
in the task prompt activities) in Ideas are short includes practical
(recommend a place the text is and simple. Some advice on how to
for vacation). Reduced disorganized. A circumlocutions are achieve academic
writing. Too many lot of the data still present, but success and how to
circumlocutions, related to the they do not obscure face new challenges.
which make the text task prompt is communication. Ideas are clear. Task
incomprehensible. missing. Some input is entirely
circumlocutions used and letter
make the sections are clearly
message differentiated.
confusing.
Grammatical Inappropriate use of Appropriate use of Verb tenses, modals,
accuracy verb tenses, modals, Attempts to verb tenses, modals, and compound
and compound use verb tenses, and compound adjectives to
adjectives to modals, and adjectives to recommend a place
recommend a place compound recommend a place for vacation are
for vacation. Little adjectives to for vacation. A few used correctly. This
demonstration or no recommend mistakes may be makes the message
understanding of their a place for present, but they do clear.
use. vacation. not impede a clear
Sometimes message.
demonstrates
Vocabulary range The range of understanding Average range Shows sufficient
vocabulary to of their use; and control of range and
recommend a place however, the vocabulary to accurate control
for vacation is very message is still recommend a place of vocabulary to
limited. Permanent confusing. for vacation. Some recommend a place
use of inappropriate circumlocutions for vacation.
words impedes Limited range might be present,
communication. of vocabulary but they do not
to recommend greatly impede
a place for communication.
vacation. Lexical
limitations
may distort
communication.
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238
Organization and The text lacks Attempts to The text is kept The structure
cohesion punctuation marks capitalize and short and practical. of the text does
and capitals. Wrong use punctuation Capitals and not lend itself to
Appropriateness or no attempts at marks, but most punctuation marks, confusion because
of register and using connectors. The of the time this is most of the time, of its clarity. Capitals
message is too short done incorrectly. used appropriately. and punctuation
format and simple. Sentences The text is The message is marks are used
do not seem to connect confusing. The still shorter than when necessary.
together or follow a message is much requested in The message flows
logical sequence. shorter than the task. Use of naturally as a result
requested in the connectors helps to of the excellent use
The expressions and task. Attempts to make the text flow of connectors.
the layout used make use connectors, logically.
the text’s register but writing is
(formal) and format incoherent. The expressions The expressions
(description) mostly and the layout and the layout used
inappropriate for or The expressions used in general make the text’s
inconsistent with the and the layout make the text’s register (format) and
task and its audience. used make register (formal) and format (description)
the text’s format (description) consistently
register (formal appropriate for appropriate for
and format the task and its the task and its
(description) audience. audience.
somewhat
inappropriate for
or inconsistent
with the task and
its audience.
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Test Training C (Units 5 and 6) – How to Grade
Section CEF Standard Performance Descriptor
Listening Can follow a lecture Excellent Easily understands the general topic and extracts the
(5 points) or talk within his/ (5) essential information from a straightforward and clearly
her own field, structured talk.
provided the Good
subject matter is (3-4) Understands the general topic and extracts the
familiar and the essential information from a straightforward and clearly
presentation is Needs practice structured talk, but shows some misunderstanding at
straightforward (0-2) times.
and clearly
structured. Has difficulty to understand the general topic and
extract the essential information from a straightforward
and clearly structured talk.
Reading Can recognize Excellent Easily finds and accurately understands the who
(10 points) significant points (10) (people) and the what (activities) described in
in straightforward straightforward newspaper articles on familiar subjects.
newspaper Good
articles on familiar (6-9) Finds and understands the who (people) and the what
subjects. (activities) described in in straightforward newspaper
Needs practice articles on familiar subjects, but gets confused at times,
(0-5) affecting comprehension.
Shows great difficulty to find and understand the
who (people) and the what (activities) described in
straightforward newspaper articles on familiar subjects.
This clearly indicates that comprehension has not
occurred.
Writing Can write Excellent Accurately produces a descriptive text that aims at
(10 points) straightforward, (10) recommending a place for vacation to the readers.
detailed
descriptions on a Good Is able to produce a descriptive text that aims at
range of familiar (6-9) recommending a place for vacation to the readers.
subjects within his/ Some inaccuracies in text structure, grammar and
her field of interest. vocabulary may be present, but they do not greatly
affect communication.
Needs practice Fails to produce a descriptive text that aims at
(0-5) recommending a place for vacation to the readers.
Can take part in Excels at interacting confidently and clearly in instructed
routine formal Excellent situations and conversations by asking and answering
discussion of (10) questions, responding appropriately to his / her partner
familiar subjects and using expressions to sound more natural.
which is conducted
Speaking in clearly Good Interacts in instructed situations and conversations by
(10 points) articulated speech (6-9) asking and answering questions, responding to his / her
in the standard partner and using expressions to sound more natural.
dialect and which Sometimes confuses expressions, but this does not
involves the affect communication.
exchange of factual
information. Has many difficulties interacting confidently and
clearly in instructed situations and conversations.
Needs practice Often does not ask and answer questions, does not
(0-5) use expressions to sound more natural, and cannot
respond appropriately to his / her partner causing
T communication failure.
240
SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
School’s Name: _______________________________________________________________________ Year: ________________________
1. INFORMATIVE DATA Area: English as a Foreign Language Grade / Course: 2nd BGU Class:
Teacher: Unit: 1 Objectives:
Book: English B1.1 Breaking News
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning
and practice opportunities. Respect themselves and others within the communication process, cultivating habits of honesty and integrity into
responsible academic behavior.
O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on
work, study, or general topics of common interest, expressing ideas and opinions effectively and appropriately.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective
command of the spoken language.
Periods: 30, 6 class periods per lesson Weeks: 6
2. UNIT PLAN Skills and Performance Criteria Evaluation Criteria
CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing cultural products and referents
Communication and Cultural Awareness from Ecuador and other countries while making informed choices about and taking action on
issues of prejudice and discrimination.
EFL 5.1.5 Identify, discuss and analyze cultural products from Ecuador and beyond and use
CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in extended
them to explore the perspectives of the culture. conversations on familiar social and academic topics by expressing opinions and feelings and
clarifying meaning.
Oral Communication: (Listening and Speaking)
CE.EFL.5.12 Engage with a variety of digital and print texts and resources by evaluating and
EFL 5.2.11 Express opinions on abstract topics, such as film and music, and concrete topics, detecting complexities and discrepancies in the information in order to find the most appropriate
sources to support an idea or argument.
such as personal experiences, while describing one’s reactions to them and others’ opinions.
Reading
EFL 5.3.4 Find the most important information in print or online sources in order to support an
idea or argument. (Example: Internet search engines, online advertising, online or print
timetables, web pages, posters, adverts, catalogues, etc.)
Writing CE.EFL.5.14 Identify, critically evaluate and recommend a variety of potential resources and
references, including digital tools that support collaboration and productivity, for educational and
EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and academic use.
CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing process
publish written work in a way that supports collaboration, learning and productivity. (Example: and while demonstrating an ability to justify one’s position on an argument through carefully
selected information and appropriate language, tone and evidence.
image editing, Google Drive, infographic makers, audio and video editing, presentation apps,
etc.)
EFL 5.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e.,
“the writing process”) to produce well-constructed informational texts.
Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings in order to
solve problems and reflect on literary texts, and produce criteria for evaluating the effectiveness of
EFL 5.5.9 Engage in collaborative activities through a variety of student groupings to share, the group.
reflect on, express and interpret opinions and evaluations of a range of literary texts. (Example:
small groups, cooperative learning groups, literature circles, process writing groups, etc.)
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Activities
Communication and Cultural Awareness • Student’s Book English Communication and Cultural Awareness
I.EFL.5.2.1 Learners can exhibit an ability to • Get into groups of three.
• Recognizing instances of discrimination or prejudice in one’s daily B1.1 (including discuss culture by analyzing cultural products • Select your favorite section of a newspaper
life and analyzing reasons for them in small groups. interactive version) and referents from Ecuador and other countries
while making informed choices about and taking and justify your choice.
• Inviting a guest speaker from another country to class and asking • Audio CD action on issues of prejudice and discrimination. • Do some research about events, news and
(I.1, I.2, S.2, J.1, J.3)
and answering questions about his/her culture/country. • Teacher’s Guide Oral Communication stories that have happened at your school.
I.EFL.5.12.1 Learners can engage with a variety • Ask key people at school to find out the details
• Researching through the Internet about other cultures and ways • Posters and pictures of digital and print texts and resources by
evaluating and detecting complexities and about the events you have done research on.
of life and presenting them to the class using digital tools. about the topic • Assign the group members different roles.
discrepancies in the information in order to find
• Working in small groups to complete a cultural project • Photocopiable Each member will play a key role: journalist,
editor, graphic designer...
worksheets (TG)
• Quiz Time (SB)
Oral Communication: (Listening and Speaking)
Educamos para tener Patria
Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
• Playing a conversation game, where learners move their tokens DIRECCIÓN NACIONAL DE CURRÍCULO • Use key questions to interview two members
around the board after choosing a card and answering the of the school community.
question. the most appropriate sources to support an idea Record the interviews and take pictures, too.
or argument. (I.2, I.4, J.3)
• Listening to another learner’s answers in class and responding Reading • Write short narrations of the news you
appropriately. I.EFL.5.12.1 Learners can engage with a variety discovered
of digital and print texts and resources by
• Working in pairs to complete an information gap activity. evaluating and detecting complexities and • Create a nice design using the texts and the
• Doing a mingle activity where learners ask and answer questions discrepancies in the information in order to find pictures.
the most appropriate sources to support an idea Techniques
about things they have or haven’t done, in order to extend the or argument. (I.2, I.4, J.3)
exchange. Writing Reading
• Establishing a clear expectation of English Informal assessment I.EFL.5.18.1 Learners can use a variety of • Organized information found in the interview.
could involve personal notes from the teacher to learners who use criteria for evaluating and recommending literary • Read the article and complete the diagram.
L2 regularly. texts to others, and recognize how chosen Listening
Reading criteria affects evaluation. (S.1, S.4, J.2, J.4) • Listen and complete the interviews.
• Read quickly looking for words each paragraph. I.EFL.5.18.1 Learners can use a variety of • Listen to understand the context.
• Writing new words and phrases in a vocabulary notebook and then criteria for evaluating and recommending literary Speaking
writing a text using three words from your vocabulary notebook. texts to others, and recognize how chosen • Use idiomatic expressions to share an
• Identifying unreliable resources on the Internet. criteria affects evaluation. (S.1, S.4, J.2, J.4) experience.
• Reading about a topic and then identifying reference materials. Language through the Arts • Use intonation to express strong feelings.
• Printing out the results of a search and having learners discuss I.EFL.5.19.1 Learners can engage in Writing
which results seem the most appropriate and why. collaborative activities through a variety of • Write an article about a topic of interest.
Writing student groupings in order to solve problems and • Answer questions about different kind of
• Finding a variety of online references to practice a grammar reflect on literary texts, and produce criteria for texts.
structure, then recommending the best one to the class. evaluating the effectiveness of the group. (I.1,
• Using new words or information from a class lesson and creating I.2, S.2, S.3, S.4, J.3, J.4) Instruments for oral and written evaluation
an online game to practice them, then sharing and playing the
game with the rest of the class. • Rubrics
• Reading a dialogue which serves as a model text, then writing a • Portfolio
similar dialogue on a different topic while implementing new • Oral interviews individual/ in pairs
words/expressions from the unit. • Essay Tests
Language through the Arts • Practical Exams
• Assigning roles for a group project • Writing Tests
• Creating literature circles where learners have the freedom to say • Training Test
anything they want about a text from class or outside of class.
• Reflecting on the effectiveness of the group’s work after a project
and deciding what changes need to be made in order to improve
on the next project.
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science/Technology/Arts: To create a newspaper section and narrate a recent news and key stories of your school. Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:
Educamos para tener Patria
Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
School’s Name: _______________________________________________________________________ Year: ________________________
1. INFORMATIVE DATA Grade / Course: 2nd BGU
Teacher: Area: English as a Foreign Language Class:
Book: English B1.1 Unit: 2 Objectives:
Healthy Life, Healthy O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in building
World an intercultural and multinational society.
O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on
work, study, or general topics of common interest, expressing ideas and opinions effectively and appropriately.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective
command of the spoken language.
Periods: 30, 6 class periods per lesson Weeks: 6
2. UNIT PLAN Skills and Performance Criteria Evaluation Criteria
CE.EFL.5.1 Display an understanding of the integrity of different cultures by sharing experiences
Communication and Cultural Awareness and by participating in class activities and discussions in a way that shows empathy and respect for
others.
EFL 5.1.1 Display an understanding of the relationship between the practices and perspectives
CE.EFL.5.5 Listening for Meaning: Identify the main idea in a variety of audio recordings (e.g.,
of different cultures by recognizing and sharing cross-cultural experiences and ideas. interviews, radio ads, news reports, etc.) and deduce the meanings of unfamiliar phrases and words
in familiar contexts, provided speech is clear and visuals help support meaning.
Oral Communication: (Listening and Speaking)
EFL 5.2.2 Identify the main idea and some details of recorded news reports, documentaries and
interviews reporting on seasonal festivities, environmental issues, food and international
customs, climate, weather, etc., where the visuals support the commentary.
Reading CE.EFL.5.10 Find specific information and identify the main points in simple, straightforward texts
on subjects of personal interest or familiar academic topics while making informed decisions about
EFL 5.3.8 Identify and understand the main points in straightforward texts on subjects of one’s own reaction to the text.
personal interest or familiar academic topics. CE.EFL.5.14 Identify, critically evaluate and recommend a variety of potential resources and
references, including digital tools that support collaboration and productivity, for educational and
Writing academic use.
EFL 5.4.2 Identify a variety of types and formats of potential resources and the value, purpose
and audience of each for use in the educational domain. (Example: audio/video, multimedia,
website, database, book, thesaurus, scholarly/popular, current/historical, etc.)
Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings in order to
EFL 5.5.8 Contribute to team projects to produce original works and solve problems while solve problems and reflect on literary texts, and produce criteria for evaluating the effectiveness of
effectively negotiating and managing interactions to accomplish social and classroom tasks. the group.
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness ▪ New Curriculum EFL Communication and Cultural Awareness Activities
• Researching schooling from other cultures and presenting them on for Subnivel BGU I.EFL.5.1.1 Learners can demonstrate an • Work by pairs. Think of an unhealthy habit
a class blog. ▪ Student’s Book English understanding of the integrity of different cultures that is present in your community today.
• Responding sensitively to a peer’s opinion about a text read in class. B1.1 (including by sharing experiences and by participating in • Prepare a PowerPoint presentation
• Watching a video and identifying desirable language use. interactive version) class activities and discussions in a way that describing how this unhealthy habit is a
• Comparing nonverbal and body language between L1 and L2 ▪ Audio CD shows empathy and respect for others. (I.3, S.1, problem for the community.
cultures. ▪ Teacher’s Guide S.2, J.1, J.3) • Speculate about the origins of this bad habit
• Sharing a cross-cultural experience (such as traveling, trying a ▪ Posters and pictures Oral Communication • Think of an environmental problem that is
new food, meeting someone from another country) in pairs or as a about the topic I.EFL.5.5.1 Learners can identify the main idea present in your city today.
class. ▪ Photocopiable in a variety of audio recordings (e.g., interviews, • Prepare a new slide for your PowerPoint
Oral Communication: (Listening and Speaking) worksheets (TG) radio ads, news reports, etc.) and deduce the presentation describing how this environmental
• Using context clues to deduce the meaning of an expression in a ▪ Quiz Time (SB) meanings of unfamiliar phrases and words in problem is causing damage to the city. Write
conversation between a waiter and a customer. familiar contexts where speech is clear and short descriptions speculating about the origins
• Listening to a radio ad and identifying the product being sold. visuals help support meaning. (I.3, I.4) of this environmental problem.
• Using pictures and other visuals to predict the main idea of a short Reading • Based on the two problematic situations you
conversation I.EFL. 5.10.1 Learners can find specific have selected, think of healthy habits that would
information and identify the main points in help people in your community be healthier and
simple, straightforward texts on subjects of protect the environment.
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• Establishing a clear expectation of English use for classroom DIRECCIÓN NACIONAL DE CURRÍCULO • Prepare a new slide for your PowerPoint
functions. Informal assessment could involve personal notes from presentation describing how this can be done
the teacher to learners who use L2 regularly. personal interest or familiar academic topics
while making informed decisions about one’s Techniques
Reading own reaction to the text. (I.1, I.2, S.2) Reading
• Reading two short simple cross curricular texts and using them to Writing • Read an article to establish differences
I.EFL.5.14.1 Learners can identify, critically between facts and opinions.
support one’s own argument or hypothesis. evaluate and recommend a variety of potential • Read to identify the main idea of a text.
• Agreeing or disagreeing with a strong opinion stated in a text and resources and references, including digital tools, Listening
that support collaboration and productivity, for • Listen short lectures to complete diagrams.
giving reasons for one’s own response. educational and academic use. (I.1, I.2, S.3, S.4) • Listen conversations to complete missing
• Reading a text and answering information questions. Language through the Arts information.
• Choosing from a list of words to complete gaps from a reading. I.EFL.5.19.1 Learners can engage in Speaking
Writing collaborative activities through a variety of • Make speculations about somebody’s life.
• Finding a variety of online references to practice a grammar student groupings in order to solve problems and • Use the vocabulary learned to express
reflect on literary texts, and produce criteria for his/her opinion about environmental topics.
structure, then recommending the best one to the class. evaluating the effectiveness of the group. (I.1, Writing
• Identifying the best resources for a writing project in pairs. I.2, S.2, S.3, S.4, J.3, J.4) • Classify information according to a semantic
field.
• Using a list of criteria in order to evaluate a web site. • Write subordinate clauses using information
• Analyzing three different types of dictionaries. provided.
Language through the Arts
• Analyzing three different rubrics and discussing how each one Instruments for oral and written evaluation
might influence the way it is evaluated.
• Reflecting on the effectiveness of the group’s work after a project
and deciding what changes need to be made in order to improve
on the next project.
• Participating in classroom games in which problem-solving as a
team is important
▪ Rubrics
▪ Portfolio
▪ Oral interviews individual/ in pairs
▪ Essay Tests
▪ Practical Exams
▪ Writing Tests
▪ Training Test
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a PowerPoint presentation about lifestyles to share problematic situations you Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
identify in your community, as well as actions people can take to protect the environment. solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:
Educamos para tener Patria
Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
School’s Name: _______________________________________________________________________ Year: ________________________
1. INFORMATIVE DATA Area: English as a Foreign Language Grade / Course: 2nd BGU Class:
Teacher: Unit: 3 Objectives:
Book: English B1.1
What Lies Within Us O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in building
an intercultural and multinational society.
O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of
linguistic differences. Enjoy an enriched perspective of their own L1 and of language use for communication and learning.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective
command of the spoken language. (CEFR B1 level).
Periods: 30, 6 class periods per lesson Weeks: 6
2. UNIT PLAN Skills and Performance Criteria Evaluation Criteria
CE.EFL.5.1 Display an understanding of the integrity of different cultures by sharing experiences
Communication and Cultural Awareness and by participating in class activities and discussions in a way that shows empathy and respect
for others.
EFL 5.1.1 Display an understanding of the relationship between the practices and perspectives
CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in extended
of different cultures by recognizing and sharing cross-cultural experiences and ideas. conversations on familiar social and academic topics by expressing opinions and feelings and
clarifying meaning.
Oral Communication: (Listening and Speaking)
CE.EFL.5.12 Engage with a variety of digital and print texts and resources by evaluating and
EFL 5.2.9 Build on others’ ideas when engaged in pair, group or whole-class discussions on detecting complexities and discrepancies in the information in order to find the most appropriate
sources to support an idea or argument.
personal, social, community and academic topics.
Reading
EFL 5.3.4 Find the most important information in print or online sources in order to support an
idea or argument. (Example: Internet search engines, online advertising, online or print
timetables, web pages, posters, adverts, catalogues, etc.)
EFL 5.3.5 Assess, compare and evaluate the quality of written texts and visual presentations
using different criteria and ICT tools related to the organization, subject area and purpose of a
text. (Examples of text types: editorials, letters to the editor, political speeches, illustrations,
charts, advertisements, etc.)
Writing CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing process
and while demonstrating an ability to justify one’s position on an argument through carefully
EFL 5.4.3 Apply new and prior knowledge in order to plan and create texts and determine if the selected information and appropriate language, tone and evidence.
new knowledge adds value to or contradicts prior information.
EFL 5.4.5 Justify and explain the rationale for a position on an argument, using persuasive
language, tone, evidence and well-developed arguments through essays, editorials, movie and
book reviews, position papers and brochures.
Language through the Arts CE.EFL.5.17 Demonstrate and convey different levels of meaning in literary texts by identifying
distinguishing features, interpreting implicit and explicit messages and responding in a variety of
EFL 5.5.2 Make predictions, inferences and deductions to demonstrate different levels of ways.
meaning of literary texts presented orally or in digital form, including literal and implied meanings.
(Example: summarizing, explaining and identifying, word choice, symbols, points of view, etc.)
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Activities
Communication and Cultural Awareness ▪ New Curriculum EFL Communication and Cultural Awareness
I.EFL.5.3.1 Learners can interpret cultural and • In pairs, choose a famous person from the
• Writing a weekly journal entry about a cross-cultural experience for Subnivel BGU language patterns in English, including world of sports, fashion, TV, movies, arts, or
nonverbal communication, and apply them in music.
• Sharing a cross-cultural experience (such as traveling, trying a new ▪ Student’s Book English appropriate contexts. (I.3, I.4, S.1, S.2)
food, meeting someone from another country) in pairs or as a class. B1.1 (including Oral Communication • Look for information about this person on the
• Finding recipes from other cultures and regions and then sharing interactive version) I.EFL.5.12.1 Learners can engage with a variety Internet: date of birth, zodiac sign.
of digital and print texts and resources by
them in class. ▪ Audio CD • Write a description of his/her character and
evaluating and detecting complexities and personality.
Reading two legends from different regions in Ecuador and ▪ Teacher’s Guide
completing a chart to show the differences. ▪ Posters and pictures
about the topic
Educamos para tener Patria
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DIRECCIÓN NACIONAL DE CURRÍCULO
• Brainstorming features and conventions of a genre and then ▪ Photocopiable discrepancies in the information in order to find • Choose one important event in which your
reading an example in order to locate each one famous person was the protagonist.
•Underlining and discussing examples of implied meanings in a story worksheets (TG) the most appropriate sources to support an idea
Oral Communication: (Listening and Speaking) • Write a description of his/her feelings and
• Comparing and contrasting the opinions of two experts on a topic ▪ Quiz Time (SB) or argument. (I.2, I.4, J.3) emotions related to the event.
of personal interest. Reading
• Working in pairs to complete an information gap activity. I.EFL.5.12.1 Learners can engage with a variety • Write your own feelings, emotions, and
• Doing a mingle activity where learners ask and answer questions reactions about both the famous person and
of digital and print texts and resources by the event.
about things they have or haven’t done.
• Establishing a clear expectation of English use for classroom evaluating and detecting complexities and • Continue reading about your celebrity and
write a short biography.
functions. discrepancies in the information in order to find
Reading Reading and Writing
• To get familiar with the topic of a text, take a quick look at the the most appropriate sources to support an idea • Upload all the information and create an
vocabulary it contains. or argument. (I.2, I.4, J.3) attractive design using the texts, pictures,
Writing and videos.
• Comparing and contrasting the opinions of two experts on a topic
of personal interest. I.EFL.5.15.1 Learners can plan and produce Techniques
well-constructed informational texts by applying Reading
• Identifying unreliable resources on the Internet. • Read to extract common characteristics
• Reading about a topic and then identifying reference materials and the writing process and while demonstrating an between elements described.
• Identify people's reactions to an opinion by
sources that could be used to find out more information. ability to justify one’s position on an argument analyzing the words used in a blog entry.
Writing Listening
• Finding a variety of online references to practice a grammar through carefully selected information and • Use intonation to identify reactions.
• Listen to confirm their guessing.
structure, then recommending the best one to the class. appropriate language, tone and evidence. (I.2, Speaking
• Using a rubric to assess the validity of a web site, according to • Talk about the changes in his/her personality.
I.3, I.4, S.3, J.1) • Talk about his/her feelings and reactions to
one’s academic needs Language through the Arts play an important role.
• Reading a dialogue which serves as a model text, then writing a Writing
I.EFL.5.17.1 Learners can demonstrate and • Write short biographies.
similar dialogue on a different topic while implementing new • Write synopsis of short texts.
words/expressions from the unit. convey different levels of meaning in literary
Language through the Arts texts by identifying distinguishing features, Instruments for oral and written evaluation
• Completing a chart with literary elements from a text.
• Using feelings and gestures to read a dialogue. interpreting implicit and explicit messages and ▪ Rubrics
• Reading a class dialogue in three different ways. ▪ Portfolio
• Appropriately exhibiting surprise, joy, sadness, etc., in a responding in a variety of ways. (I.3, I.4, J.3) ▪ Oral interviews individual/ in pairs
conversation. ▪ Essay Tests
• Brainstorming features and conventions of a genre and then ▪ Practical Exams
reading an example in order to locate each one. ▪ Writing Tests
▪ Training Test
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a personal blog to show and share your feelings about someone’s personality Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
and key life events. solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:
Educamos para tener Patria
Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
School’s Name: _______________________________________________________________________ Year: ________________________
1. INFORMATIVE DATA Grade / Course: 2nd BGU Class:
Teacher: Area: English as a Foreign Language
Book: English B1.1 Unit: 4 Objectives:
For Old Times’ Sake O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning
and practice opportunities. Respect themselves and others within the communication process, cultivating habits of honesty and integrity into
responsible academic behavior.
O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on
work, study, or general topics of common interest, expressing ideas and opinions effectively and appropriately.
Periods: 30, 6 class periods per lesson Weeks: 6
2. UNIT PLAN Skills and Performance Criteria Evaluation Criteria
CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing cultural products and referents
Communication and Cultural Awareness from Ecuador and other countries while making informed choices about and taking action on issues
of prejudice and discrimination.
EFL 5.1.5 Identify, discuss and analyze cultural products from Ecuador and beyond and use them CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in extended
conversations on familiar social and academic topics by expressing opinions and feelings and
to explore the perspectives of the culture. clarifying meaning.
CE.EFL.5.10 Find specific information and identify the main points in simple, straightforward texts
Oral Communication: (Listening and Speaking) on subjects of personal interest or familiar academic topics while making informed decisions about
one’s own reaction to the text.
EFL 5.2.14 Request and provide information and assistance orally for personal, social and
CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing process
academic purposes in order to clarify and extend meaning in spoken interactions. and while demonstrating an ability to justify one’s position on an argument through carefully selected
information and appropriate language, tone and evidence.
Reading
EFL 5.3.3 Determine the main conclusion in texts which clearly argue a point of view in order to
make informed decisions about one’s own opinion and reaction to the text.
EFL 5.3.8 Identify and understand the main points in straightforward texts on subjects of personal
interest or familiar academic topics.
Writing
EFL 5.4.5 Select and make effective use of a range of digital tools to write, edit, revise and publish
written work in a way that supports collaboration, learning and productivity. (Example: image
editing, Google Drive, infographic makers, audio and video editing, presentation apps, etc.)
EFL 5.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the
writing process”) to produce well-constructed informational texts.
Language through the Arts CE.EFL.5.5 Listening for Meaning: Identify the main idea in a variety of audio recordings (e.g.,
interviews, radio ads, news reports, etc.) and deduce the meanings of unfamiliar phrases and words
EFL 5.5.1 Compare and present personal and formal responses to and interpretations of published in familiar contexts, provided speech is clear and visuals help support meaning.
literary texts and the works of peers, referring to details and features of the text. (Example: text
structure, plot, ideas, events, vocabulary, etc.)
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Activities
Communication and Cultural Awareness ▪ New Curriculum EFL Communication and Cultural Awareness
I.EFL.5.2.1 Learners can exhibit an ability to • In pairs, search for information about your
• Recognizing instances of discrimination or prejudice in one’s daily for Subnivel BGU discuss culture by analyzing cultural products family’s, neighborhood’s and hometown’s
memories of past remarkable events:
life and analyzing reasons for them in small groups. ▪ Student’s Book English and referents from Ecuador and other countries Christmas Eve/ New Year’s Eve.
while making informed choices about and taking
• Inviting a guest speaker from another country to class and asking B1.1 (including action on issues of prejudice and discrimination. • Look at your family’s photo albums to list
and answering questions about his/her culture/country. interactive version) (I.1, I.2, S.2, J.1, J.3) traditions and activities celebrated and the
Oral Communication people and places involved in them: The
• Researching through the Internet about other cultures and ways of ▪ Audio CD I.EFL.5.8.1 Learners can respond to and build Christmas tree is decorated with lights.
on other people’s ideas in extended
life and presenting them to the class using digital tools. ▪ Teacher’s Guide conversations on familiar social and academic • Select two remarkable events from the past
topics by expressing opinions and feelings and that call your attention the most.
• Working in small groups to complete a cultural project. ▪ Posters and pictures clarifying meaning. (I.3, I.4, S.1, J.3, J.4)
• Write questions to find out what is done today
• Reading a list of actions people take and evaluating and discussing about the topic to remember them and what used to be done
in the past.
the consequences on others (including on the environment). ▪ Photocopiable
Oral Communication: (Listening and Speaking) worksheets (TG)
• Comparing answers in pairs or small groups. ▪ Quiz Time (SB)
• Conducting a role play between two students on a given topic.
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• Showing a movie trailer and asking learners to share their SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S • Use the questions you wrote in Project Stage
opinions in pairs and say whether they would go see that movie or 2 to design the Memory Tradition Survey:
not. DIRECCIÓN NACIONAL DE CURRÍCULO What traditions did you use to celebrate in
Reading your neighborhood?
• Establishing a clear expectation of English use for classroom I.EFL. 5.10.1 Learners can find specific
functions. information and identify the main points in • Conduct the Memory and Tradition Survey
simple, straightforward texts on subjects of and organize the data into pie graphs or bar
• Informal assessment could involve personal notes from the teacher personal interest or familiar academic topics charts.
to learners who use L2 regularly. while making informed decisions about one’s
own reaction to the text. (I.1, I.2, S.2) • Write a report of the data collected and then
Reading Writing show the data gathered in charts and
• Reading a biography and putting events on a timeline. I.EFL.5.15.1 Learners can plan and produce figures.
• Reading a blog post and writing a comment. well-constructed informational texts by applying
• Reading a short text and showing comprehension by completing the writing process and while demonstrating an Techniques
ability to justify one’s position on an argument Reading
the accompanying graphic organizer. through carefully selected information and • Identify true and false information in a text.
• Comparing and contrasting the opinions of two experts on a topic appropriate language, tone and evidence. (I.2, • Recognize the words that establish contrast
I.3, I.4, S.3, J.1) between the ideas.
of personal interest. Language through the Arts Listening
I.EFL.5.5.1 Learners can identify the main idea • Listen to check his/her answers.
• Identifying unreliable resources on the Internet. in a variety of audio recordings (e.g., interviews, • Use context to find out meaning of unknown
• Reading about a topic and then identifying reference materials and radio ads, news reports, etc.) and deduce the words.
meanings of unfamiliar phrases and words in Speaking
sources that could be used to find out more information. familiar contexts where speech is clear and • Talk about his/her traditions.
Writing visuals help support meaning. (I.3, I.4) Writing
• Reading a dialogue which serves as a model text, then writing a • Use vocabulary learned to complete missing
information.
similar dialogue on a different topic while implementing new • Write short texts contrasting ideas.
words/expressions from the unit.
• Completing an online graphic organizer in order to help plan a Instruments for oral and written evaluation
piece of writing. ▪ Rubrics
• Reading a dialogue which serves as a model text, then writing a ▪ Portfolio
similar dialogue on a different topic while implementing new ▪ Oral interviews individual/ in pairs
words/expressions from the unit. ▪ Essay Tests
Language through the Arts ▪ Practical Exams.
• Explaining through pictures, physical expression or charts (ICT) ▪ Writing Tests
how a text makes the learner feel. ▪ Training Test
• Using ICT to research about a topic of learners’ choice and writing
a short, creative story with the findings.
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science/Technology/Arts: To carry out a survey about memories of past traditions, finding out what is done today, and Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
asking what used to be done in the past. solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:
Educamos para tener Patria
Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
School’s Name: _______________________________________________________________________ Year: ________________________
1. INFORMATIVE DATA Unit: 5 Area: English as a Foreign Language Grade / Course: 2nd BGU Class:
Teacher: Getting Away Objectives:
Book: English B1.1
O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely, and openly
experiencing other cultures and languages from the secure standpoint of their own national and cultural identity.
O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on
work, study, or general topics of common interest, expressing ideas and opinions effectively and appropriately.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective
command of the spoken language.
Periods: 30, 6 class periods per lesson Weeks: 6
2. UNIT PLAN Skills and Performance Criteria Evaluation Criteria
CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing cultural products and referents
Communication and Cultural Awareness from Ecuador and other countries while making informed choices about and taking action on
issues of prejudice and discrimination.
EFL 5.1.3 I Find parallels between Ecuadorian cultural and political referents and those of other CE.EFL.5.5 Listening for Meaning: Identify the main idea in a variety of audio recordings: interviews,
radio ads, news reports and deduce the meanings of unfamiliar phrases and words in familiar
countries by talking about holidays, symbols, customs and schooling. contexts, provided speech is clear and visuals help support meaning.
Oral Communication: (Listening and Speaking) CE.EFL.5.11 Identify and apply a range of reading strategies in order to make texts meaningful and
to select information within a text that might be of practical use for one’s own academic needs.
EFL 5.2.2 Identify the main idea and some details of recorded news reports, documentaries and
interviews reporting on seasonal festivities, environmental issues, food and international
customs, climate, weather, etc., where the visuals support the commentary.
Reading
EFL 5.3.2 Identify and use reading strategies to make informative and narrative texts
comprehensible and meaningful. (Example: skimming, scanning, previewing, reading for main
ideas and details, using structural and context clues, cognates, format, sequence, etc.)
Writing CE.EFL.5.14 Identify, critically evaluate and recommend a variety of potential resources and
references, including digital tools, that support collaboration and productivity, for educational and
EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and academic use.
publish written work in a way that supports collaboration, learning and productivity. (Example:
image editing, Google Drive, infographic makers, audio and video editing, presentation apps,
etc.)
Language through the Arts CE.EFL.5.16 Respond to and interpret literary texts, including original stories written by peers,
referring to details and literary elements of the text.
EFL 5.5.5 Create original, imaginative stories using appropriate vocabulary and elements of the
literature learners have read or heard.
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Activities
Communication and Cultural Awareness ▪ New Curriculum EFL Communication and Cultural Awareness
I.EFL.5.2.1 Learners can exhibit an ability to • In groups, think of a tourist place you consider
• Making a video blog to record comparisons and ideas from class for Subnivel BGU discuss culture by analyzing cultural products worth visiting and write it secretly on a piece
of paper.
lessons. ▪ Student’s Book English and referents from Ecuador and other countries
while making informed choices about and taking • State three attractions and benefits of their
• Researching and writing a short paragraph about a new topic and B1.1 (including action on issues of prejudice and discrimination. selected holiday destinations: The
using appropriate references to support your ideas. interactive version) (I.1, I.2, S.2, J.1, J.3) Galapagos Islands are located to the west of
Oral Communication the Ecuadorian coast.
• Watching a video and identifying desirable language use. ▪ Audio CD I.EFL.5.5.1 Learners can identify the main idea
in a variety of audio recordings (e.g., interviews, • Brainstorm words and ideas to create a motto
• Comparing nonverbal and body language between L1 and L2 ▪ Teacher’s Guide radio ads, news reports, etc.) and deduce the that gets the promotional message across:
meanings of unfamiliar phrases and words in The Galapagos Islands are the perfect
cultures. ▪ Posters and pictures familiar contexts where speech is clear and holiday destination for lovers!
• Creating selfie videos for class assignments and sharing them on a about the topic visuals help support meaning. (I.3, I.4)
class blog. ▪ Photocopiable
• Writing a letter to your future self worksheets (TG)
Oral Communication: (Listening and Speaking) ▪ Quiz Time (SB)
• Using context clues to deduce the meaning of an expression in a
conversation between a waiter and a customer.
Educamos para tener Patria
Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
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• Listening to a radio ad and identifying the product being sold. SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S • Search information on the Internet about the
•Using pictures and other visuals to predict the main idea of a short selected destination, including pictures,
DIRECCIÓN NACIONAL DE CURRÍCULO facts, and videos.
conversation. Reading
• Listening to a straightforward article and correcting false I.EFL.5.11.1 Learners can Identify and apply a • State the value and benefits of the tourist
range of reading strategies in order to make place by describing the landscapes,
statements texts meaningful and to select information within transport, activities and attractions, weather,
• Listening to a dialogue and completing a chart with key a text that might be of practical use for one’s food, and cost: The well-known Galapagos
own academic needs. (I.1, I.2, I.4, S.3) Islands were chosen as the best islands by
information. (Example: problem and proposed solution, city and Writing the “World’s 10 Best Awards.”
transportation problem I.EFL.5.14.1 Learners can identify, critically
Reading evaluate and recommend a variety of potential • Add key information like location, e-mail
• Skimming online reference web sites for ones that have the resources and references, including digital tools, addresses, contact phone numbers, or
information needed for a research project. that support collaboration and productivity, for websites.
• Scanning a text for the main characters. educational and academic use. (I.1, I.2, S.3, S.4)
• Reading about a topic and then identifying reference materials and Language through the Arts • Recording your radio advertisement.
sources that could be used to find out more information. I.EFL.5.16.1 Learners can respond to and • Choose the correct tone of voice and add
interpret literary texts, including original stories
• Using a list to choose the best sources for finding information on a written by peers, referring to details and literary suitable background sounds.
topic. elements of the text. (S.1, S.4, J.2)
Techniques
• Reading texts from different subject areas and choosing the best Reading
title for each. • Use the context to identify the most suitable
headline.
• Underlining main ideas from texts and then using them to write Listening
questions the learner has about the topic. • Listen to complete the details.
• Identify speaker experiences.
Writing Speaking
• Finding a variety of online references to practice a grammar • Share his/her plans for vacations.
• Provide a news report.
structure, then recommending the best one to the class. Writing
• Collaborating on a brainstorm through the use of an online bulletin • Report someone opinions.
• Write a short holiday brochure.
board such as padlet.com.
Instruments for oral and written evaluation
• Adding pictures to a group presentation.
• Creating a group presentation using biteslide.com.
Language through the Arts
• Using a web site such as storybird.com in order to produce and
share creative writing ventures.
• Writing questions the learners would like to ask a character in the
story and using the imagined answers to write the next scene.
▪ Rubrics
▪ Portfolio
▪ Oral interviews individual/ in pairs
▪ Essay Tests
▪ Practical Exams
▪ Writing Tests
▪ Training Test
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science/Technology/Arts: To create a Promotional Radio Advertisement and record a radio advertisement to promote Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
a holiday destination. solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:
Educamos para tener Patria
Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
School’s Name: _______________________________________________________________________ Year: ________________________
1. INFORMATIVE DATA Area: English as a Foreign Language Grade / Course: 2nd BGU
Teacher: Class:
Book: English B1.1 Unit: 6 Objectives:
Teenagers Matters O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning
and practice opportunities. Respect themselves and others within the communication process, cultivating habits of honesty and integrity into
responsible academic behavior.
O.EFL 5.5 Directly access the main points and important details of up-to-date English language texts, such as those published on the web, for
professional or general investigation, through the efficient use of ICT and reference tools where required.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective
command of the spoken language.
Periods: 30, 6 class periods per lesson Weeks: 6
2. UNIT PLAN Evaluation Criteria
Skills and Performance Criteria CE.EFL.5.3 Interpret cultural and language patterns in English, including nonverbal communication,
and apply them in appropriate contexts.
Communication and Cultural Awareness
EFL 5.1.4 Interpret and demonstrate knowledge of nonverbal and oral communication features CE.EFL.5.7 Production – Accuracy and Intelligibility: Use appropriate vocabulary and language in a
by applying them in appropriate contexts. (Example: use of stress, intonation, pace, etc.) variety of oral interactions for a range of audiences and level-appropriate purposes.
Oral Communication: (Listening and Speaking) CE.EFL.5.12 Engage with a variety of digital and print texts and resources by evaluating and
EFL 5.2.6 Use new words and expressions which occur in conversations in the personal and detecting complexities and discrepancies in the information in order to find the most appropriate
educational domains, and make use of such terms and expressions wherever appropriate and sources to support an idea or argument.
necessary.
CE.EFL.5.4 Communicate effectively using a variety of media and formats, including ICT, by saying
Reading things in alternative ways and applying self-correcting and self-monitoring strategies when needed.
EFL 5.3.6 Display an appreciation of the language by interacting and engaging with a variety of
digital and print texts and resources and by selecting and evaluating these materials as a means
to promote and strengthen literacy skills and language acquisition.
Writing
EFL 5.4.1 Critically evaluate information from references, including those found on the web, and
recommend print and digital sources to other learners.
Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings in order to
solve problems and reflect on literary texts, and produce criteria for evaluating the effectiveness of
EFL 5.5.9 Engage in collaborative activities through a variety of student groupings to share, the group.
reflect on, express and interpret opinions and evaluations of a range of literary texts. (Example:
small groups, cooperative learning groups, literature circles, process writing groups, etc.)
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Activities
Communication and Cultural Awareness ▪ New Curriculum EFL Communication and Cultural Awareness
I.EFL.5.3.1 Learners can interpret cultural and • In groups of 4, brainstorm real-life problematic
• Participating in short role plays using a range of verbal and for Subnivel BGU language patterns in English, including situations that have happened to people your
age: Being a victim of bullying at school;
nonverbal communication. ▪ Student’s Book English nonverbal communication, and apply them in having rejection feelings at home;
procrastinating on homework; struggling with
• Talking in pairs about a video learners have watched using only B1.1 (including appropriate contexts. (I.3, I.4, S.1, S.2) body image, etc.
English. interactive version) Oral Communication
I.EFL.5.7.1 Learners can communicate clearly • Pick two situations out of the ones discussed
• Demonstrating appropriate language use during class, group and ▪ Audio CD in stage 1.
and effectively by using appropriate vocabulary
pair discussions ▪ Teacher’s Guide and language in a variety of oral interactions for • Search the Internet and other sources (like
printed newspapers and magazines) for real
• Watching a video and identifying desirable language use. ▪ Posters and pictures a range of audiences and level-appropriate evidence to support your viewpoints.
• Comparing nonverbal and body language between L1 and L2 about the topic purposes. (I.2, I.3, J.2)
Reading
cultures. ▪ Photocopiable I.EFL.5.12.1 Learners can engage with a variety
• Creating selfie videos for class assignments and sharing them on a worksheets (TG) of digital and print texts and resources by
class blog. ▪ Quiz Time (SB)
Educamos para tener Patria
Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
T
251
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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
Oral Communication: (Listening and Speaking) DIRECCIÓN NACIONAL DE CURRÍCULO • Set the roles of each member in the debate
• Recording in-class conversations and dialogues in order to make (moderator–panelists) and state your point of
evaluating and detecting complexities and view regarding the problematic issues.
note of correct and appropriate language usage and intelligibility. discrepancies in the information in order to find
• Having learners make a selfie video to say what they know about a the most appropriate sources to support an idea • Elaborate authoritative arguments to support
or argument. (I.2, I.4, J.3) your viewpoint and express what you would
topic before coming to class. Observing that they can say what Writing have done in such a situation: Bullying
they want without too many long pauses. I.EFL.5.4.1 Learners can communicate incidents affect the school’s peaceful
• Asking the learners to read a dialogue in pairs. Learners record effectively using a variety of media and formats, coexistence. According to Psychologist
themselves and then listen to the recording in order to assess including ICT, by saying things in alternative Benson, “most bullying incidents originate
clarity of sounds, production of phonemes, rhythm and intonation. ways and applying self-correcting and self- in…”
Reading monitoring strategies when needed. (I.1, I.3, J.4)
• Recommending an informational web site to another learner. Language through the Arts .
• Creating a class list of reliable sources of information and I.EFL.5.19.1 Learners can engage in Techniques
publishing it online or displaying it on a poster in class. collaborative activities through a variety of
• Reading two articles on the same topic and recording student groupings in order to solve problems and Reading
reflect on literary texts, and produce criteria for • Read to identify specific problematic
discrepancies in the information. evaluating the effectiveness of the group. (I.1, situations.
• Comparing and contrasting the opinions of two experts on a topic I.2, S.2, S.3, S.4, J.3, J.4) • Read to know the consequences of a certain
situation.
of personal interest. Listening
• Identifying unreliable resources on the Internet. • Listen to identify each person expectations.
.Writing • Learn expressions that make reference to an
• Using new words or information from a class lesson and creating expert.
Speaking
an online game to practice them, then sharing and playing the • Use idiomatic expressions to talk about an
game with the rest of the class. experience.
• Using social media to network with teens across the globe. • Discuss his/her experience.
• Rating one’s self after a speaking activity, according to a set rubric. Writing
• Practicing a specific self-correcting strategy during a pair work • Write the consequences of a past situation.
activity. • Write an article about the stages of a project.
• Recording student interactions in class and watching them later in
order to identify behaviors the learners need to increase and those Instruments for oral and written evaluation
they need to decrease. ▪ Rubrics
Language through the Arts ▪ Portfolio
• Analyzing three different rubrics and discussing how each one ▪ Oral interviews individual/ in pairs
might influence the way it is evaluated. ▪ Essay Tests
• Discussing how visual presentation can change your response to a ▪ Practical Exams
▪ Writing Tests
literary text.
▪ Training Test
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science/Technology/Arts: To set up a debate to discuss real-life problematic situations that teenagers face. Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:
Educamos para tener Patria
Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
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