TEACHERS BOOKLina Alvarado Jantus

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACINPROHIBIDA SU COMERCIALIZACIN

Lina Alvarado Jantus

Teacher of EnglishInstituto Profesional Chileno-Britnico

TEENS CLUB

English

TEACHERS BOOK

Medio

Ediciones R&BTeen Club 2 Medio Teachers Book 2015 ReedicinN de Inscripcin: 235.004ISBN: 978-956-8694-43-2

Original text Lina Alvarado Jantus Teacher of English Instituto Profesional Chileno-Britnico

Original illustrations Ediciones R&BDesign Ediciones R&B

English Editor Marin Gonzlez del FierroDesigned by Mara Jess Moreno GuldmanLayout by Marcia Gutirrez PavezProofreading Nicholas GunnIllustrations Fernando Santander TiozzoProduction Ediciones R&BRecording engineer Ignacio Arriagada MaiaRecording Producer Rodrigo Gonzlez DazPhotos 123RF Stock Photos

2014 Ediciones R&BTeen Club 2 Medio Teachers BookN de Inscripcin: 235.004ISBN: 978-956-8694-34-0

Original text Lina Alvarado Jantus Teacher of English Instituto Profesional Chileno-Britnico

Basado en Teen Club 2 Medio:2010 Ediciones R&BN de Inscripcin: 183.658ISBN: 978-956-8694-09-8

Original text Lina Alvarado Jantus Teacher of English Instituto Profesional Chileno-Britnico

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.

Impreso en RR Donnelley.Se termin de imprimir 4.200 ejemplares en el mes de enero de 2015.

3PLAN OF THE BOOK ................................................................. 4

DESCRIPTION OF THE COURSE ............................................... 6 Students Book ..................................................................... 6 CD - ROM .............................................................................. 6 Teachers Book ..................................................................... 6 Reading Booklet ....................................................................7 Workbook .............................................................................7

TEENS CLUB METHODOLOGY .................................................. 8 Learning strategies ...............................................................8 Skills development ................................................................8 Communicative skills ............................................................8 Language structure ...............................................................8 Vocabulary ............................................................................9 Learning styles ......................................................................9 Large classes .........................................................................9 Pairwork and groupwork ......................................................9 Assessment ...........................................................................9 Self-assessment ....................................................................9 Photocopiable Evaluation Instruments .................................9 Avoid this mistake! ...............................................................9

COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES ....................................................................10

TEACHING STRATEGIES FOR SKILLS DEVELOPMENT ...... 11 Reading comprehension strategies .....................................11 Listening and Speaking Strategies ......................................12 Writing strategies ...............................................................13

INTEGRATING THE FOUR SKILLS IN THE ENGLISH CLASSROOM ..........................................................................14

Using literature in the language classroom .........................14

THE SOUNDS OF ENGLISH .....................................................15

CLASSROOM LANGUAGE .......................................................16

ORIENTATIONS TO DEVELOP CRITICAL THINKING ...........17

UNIT 1: STUDENT LIFE .......................................................... 18Extra Test ................................................................................ 33Answers to Extra Test .............................................................. 36

UNIT 2: CHALLENGES .......................................................... 38Extra Test ................................................................................ 51Answers to Extra Test .............................................................. 54

UNIT 3: ARTS AND ENTERTAINMENT ................................ 56Extra Test ................................................................................ 72Answers to Extra Test .............................................................. 75

UNIT 4: HOW ABOUT WORKING? ....................................... 78Extra Test ................................................................................ 89Answers to Extra Test .............................................................. 92

QUESTION BANK ................................................................... 94 Unit 1: Student life .............................................................. 94 Unit 2: Challenges ............................................................... 94 Unit 3: Arts and entertainment .......................................... 95 Unit 4: How about working? ............................................... 96 Answers to Question Bank ................................................... 97

WORKBOOK ANSWERS .......................................................... 99 Unit 1: Student life .............................................................. 99 Unit 2: Challenges ............................................................... 99 Unit 3: Arts and entertainment ......................................... 100 Unit 4: How about working?.............................................. 101

THEMATIC INDEX ................................................................. 102

BIBLIOGRAPHY .................................................................... 103 Additional Bibliography ................................................... 104 Web pages ........................................................................ 104 Additional audiovisual resources ....................................... 104

CONTENTS

46 - 31

Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6BEFORE YOU START . . . . . . . . . . . . . . . . . . . . . . . . . 8Lesson 1: Our School . . . . . . . . . . . . . . . . . . . . . . . 10Reading: Read an extract from a short story . . . . . . . . . . . . 11Language Spot: Talk about actions that used to happen . . . . . . . 13Listening and Speaking:A dialog about past habits . . . . . . . . . . . . . . . . . . . 14Writing:A paragraph about past habits . . . . . . . . . . . . . . . 15Lesson 2: Who had more fun?. . . . . . . . . . . . . . . 18Listening: A conversation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Language Spot: Talk about things that were happening in the past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Oral Practice: Describing peoples actions in a photo . . . . . . . . 22Reading and writing: An extract of a short story . . . . . . . . . . . . . . . . . . . . 23Take Action!: A report about peoples activities . . . . . . . . . . . . . 25YOUR ENGLISH IN ACTION . . . . . . . . . . . . . . . . . 26UNIT CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

32 - 53

Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32BEFORE YOU START . . . . . . . . . . . . . . . . . . . . . . . . 34Lesson 1: Extreme challenges . . . . . . . . . . . . . . 36Reading: Sports advertisements . . . . . . . . . . . . . . . . . . . . . . . 37Language Spot: Talk about things you have done . . . . . . . . . . . . . 39Listening and Speaking: Reporting ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Writing:Write a personal report about an exciting experience . . . . . . . . . . . . . . . . . . . . . . . . . . 41Lesson 2: Swim your own race . . . . . . . . . . . . . . . 42Listening: Listen to a radio interview . . . . . . . . . . . . . . . . . . . . 43Language Spot: Expressing desires . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Oral Practice: A dialog expressing desires and hopes . . . . . . . 45Reading and writing: Read and write piece of news . . . . . . . . . . . . . . . . 46Take Action!: A sports advertisement . . . . . . . . . . . . . . . . . . . . . . 47YOUR ENGLISH IN ACTION . . . . . . . . . . . . . . . . . 48UNIT CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

UNIT UNIT

STUDENT LIFE CHALLENGES

PLAN OF THE BOOK

COMMUNICATIVE TASKS FILE ............................100 THEMATIC INDEX ....................................................... 107

578 - 99

Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78BEFORE YOU START . . . . . . . . . . . . . . . . . . . . . . . . 80Lesson 1: Breaking frontiers . . . . . . . . . . . . . . . . . . 82Reading Voluntary work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Language Spot: Express obligation and necessity(must / have to / need to). . . . . . . . . . . . . . . . . . . . . 84Listening and Speaking: A dialog about a job . . . . . . . . . . . . . . . . . . . . . . . . . 86Writing:An application form . . . . . . . . . . . . . . . . . . . . . . . . . . 86Lesson 2: Making a difference . . . . . . . . . . . . . . . . 88Listening: A radio advertisement . . . . . . . . . . . . . . . . . . . . . . . 89Language Spot:Expressing possibilities (may / might) . . . . . . . . . 90Oral Practice: Dialogs about possibilities . . . . . . . . . . . . . . . . . . . 91Reading and writing: Poems about volunteering . . . . . . . . . . . . . . . . . . . 92Take Action!: A job leaflet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93YOUR ENGLISH IN ACTION . . . . . . . . . . . . . . . . . 94UNIT CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

54 - 77

Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54BEFORE YOU START . . . . . . . . . . . . . . . . . . . . . . . . 56Lesson 1: Lets turn on the TV! . . . . . . . . . . . . . . . . 58Reading A TV guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Language Spot: Use connectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Listening and Speaking:A monolog about favorite TV program . . . . . . . 62Writing: A TV guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Lesson 2: Teens art work . . . . . . . . . . . . . . . . . . . . . 64Listening: A report about an artistic event . . . . . . . . . . . . . . 65Language Spot: Report what other people said . . . . . . . . . . . . . . . 67Oral Practice: Telling what other people said . . . . . . . . . . . . . . . 68Reading and writing: Ekphrastic poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Take Action!: A dialog about a free time activity . . . . . . . . . . . . 71YOUR ENGLISH IN ACTION . . . . . . . . . . . . . . . . . 72UNIT CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

UNIT UNIT

HOW ABOUT WORKING?

ARTS AND ENTERTAINMENT

LANGUAGE REFERENCE ............ 108 VOCABULARY ................................ 109 BIBLIOGRAPHY.............................. 110

6DESCRIPTION OF THE COURSE

Teens Club has been written for teenagers in their second year of secondary school.

The main objective of Teens Club is to appeal to teenagers by providing them with materials related with their own reality.

The different topics in Teens Club have been selected to give students the opportunity for cross-curricular and cross-cultural work so that they can learn about life and the world at the same time as they learn English.

Through guided questions and simple discussions, students are encouraged to express and hold their opinions on issues that concern their lives and the world around them.

As it is important for students to learn how to learn, Teens Club has been designed especially to provide students with opportunities to experiment, use their learning styles and develop a variety of language learning strategies which will suit each of them.

COURSE COMPONENTSTeens Club consists of a Students Book, a Workbook, a Reading Booklet, a Teachers Book and a CD-ROM.

Students BookThe Students Book is divided into 4 units, each one based on a different topic:Unit 1: Student lifeUnit 2: ChallengesUnit 3: Arts and entertainmentUnit 4: How about working?

Each unit has lessons that integrate the four skills. In different parts of a lesson, a Useful ExpressionsSpot can be found, which presents commonly used expressionsthat students can employ in dialogs and conversations and there is also a Strategy Spot to help students comprehend and use the language. Together with this, a Lets Check section can be found to allow students evaluate their progress on a particular aspect of the lesson. At the same time, this section provides information to the teacher about any points with which most of the students have problems.

At the end of each unit, there are three additional sections: Unit Check. It is a final test which covers the four skills and the

language studied. It helps students revise contents and evaluate their performance through the whole unit.

Project. It gives students the opportunity to apply what they have learned throughout the unit and integrate it with other school subjects.

Real Life Spots. They allow students to make connections between the topic of the lesson and the real world, and may bring a bit of humor to the class. They also provide them with useful additional information. Teachers should encourage students to make the most of these spots and search for further information or connections with the topics on their own. Finally, students can practice oral communication using a special bank of communicative activities which they will find in the final pages of the book:

Communicative Tasks File. This section is meant to make students practice the vocabulary of the unit and some useful expressions and to improve their fluency through simple picture description.Teens Club also includes a Game Spot section in some of the lessons. Games are highly motivating, since they are amusing and, at the same time, challenging for students; they provide an opportunity to use language in real contexts, and they also encourage and increase cooperation.

CD-ROMThe CD-ROM includes all the material for the listening tasks in the lessons, the oral practice exercises, the reading texts (including the Reading Booklet), and the reading and listening components of all the tests (Unit Check and Extra Tests).

1 This is the icon used in the Students Book to indicate that recorded material is used.

1 This is the icon used in the Teachers Book to indicate that recorded material is used; it includes the corresponding track number.

Teachers BookThis component offers teachers support in several different ways: An introduction with a description of the course, the

methodology of the text, suggestions for classroom management, general methodological suggestions for the activities, description of the course components.

Information on the advantages of using literature in the teaching of English as a second language.

Classroom language (which can also be found in the CD). Indications of estimated time, materials and evaluations for

each lesson.

7 Step-by-step lesson plans and suggestions, including ideas to start each lesson, as well as follow-up activities and suggestions for homework.

Background information related to the information provided in the different texts, to help the teacher deal with possible questions from the students.

A section called Error Alert!, which provides information about mistakes students are likely to make, and additional exercises to practice specific points. They are shown in the Teachers Book as part of the guidelines for the activities in which they may occur.

Photocopiable observation and evaluation sheets for the teacher and students.

The answers to all the activities in the Students Book, Workbook, and tests.

Full transcripts of the recorded material: listening texts, oral practice activities, listening tests.

One extra test per unit. A complete bibliography for the teacher. Classification of the activities in the lessons according to their

level of difficulty, indicated with the following icons:+ Low ++ Medium +++ High

Icons to indicate the language ability to be developed A Question Bank, supporting material for the teacher, to clarify

and encourage reflection and discussion, exercise, monitor, and reinforce the students learning process.

Reading BookletExtra reading texts are presented in a beautiful booklet, to encourage students to read at home or outside of the classroom.

The booklet also includes open questions for each text, as a means of developing critical thinking. It can be also be used as complementary reading during the class.

WorkbookThis includes a selection of exercises divided by unit and lesson, designed for language practice, so that the student will develop problem-solving skills.

Icons used in the Students Book:

TAKE ACTION!Hands-on activities to consolidate the contents covered in the unit.

READING WRITINGAND

A short section with extra practice focused on reading comprehension and writing skills.

LISTENING SPEAKINGAND

A short section with extra practice focused on listening and speaking skills.

PRACTICEORAL

Activities based on a listening text, aimed at practicing oral skills, pronunciation, fluency and intonation.

LEARNERSFAST

Activities for faster students. They can also be used with all students, if the circumstances allow it.

SPOTLIFEREAL

Interesting bits of information on the topics of the lesson.

SPOTGAME

Section designed to motivate you with different games.

LETS CHECK

These short evaluation activities allow you to analyze your performance. You complete the tasks within a time limit and check your points.

Key Word Spot

Special glossary that helps you with the key words in the text you are going to read or listen to.

Useful Expressions Spot

Commonly used expressions that students can use in dialogs and conversations.

Strategy Spot

Strategies that help you comprehend and use the language.

LET S READ!This icon indicates the connection of an activity with complementary work on the Reading Booklet.

Activities based on a listening text, aimed at practicing oral Activities based on a listening text, aimed at practicing oral Activities based on a listening text, aimed at practicing oral Activities based on a listening text, aimed at practicing oral Activities based on a listening text, aimed at practicing oral Activities based on a listening text, aimed at practicing oral Activities based on a listening text, aimed at practicing oral

A short section with extra practice focused on listening and A short section with extra practice focused on listening and A short section with extra practice focused on listening and A short section with extra practice focused on listening and A short section with extra practice focused on listening and

8Teens Club helps students develop language learning skills to carry out tasks related to the content. In every lesson, there are tasks which consolidate the linguistic and thematic content.

Learning strategiesIn the field of language learning, there has been a change of paradigm over time: from the early focus on the product of language learning (linguistic or sociolinguistic competence) to a greater emphasis on the processes and the characteristics of language learning strategies. These learning strategies have been defined as those specific actions, behaviors, steps, or techniques that students (often intentionally) use to improve their progress in developing language skills, and that can facilitate the internalization, storage, retrieval, or use of the new language. Training students to use these strategies properly can help them become better language learners.

Along the same line, research evidence has shown that whether it is a specific conversation, reading, writing, or other class, students need to constantly monitor and evaluate the strategies they develop and use; and they need to be aware of the nature, function and importance of such strategies. (Graham, 1997, p. 169).

One way to foster strategy use in the classroom is to consider them in the lessons. For this purpose, Teens 1 has incorporated various ways in which students can learn the language by modeling, practicing or presenting different strategies, in order to appeal to a variety of learning styles. These are presented in the Strategy Spot boxes, which highlight specific strategies and guide students to use them for developing different skills and tasks. For detailed information about learning strategies, see Appendix Teaching Strategies for Skills Development on Page 11.

Skills developmentAt the beginning of each unit, the book presents activities aimed at activating previous knowledge (sections Getting Ready and Before you start). The purpose of these sections is that students can know what information they need in order to face the new contents successfully, and also to activate the knowledge previously acquired, and practice it through interesting activities related to the contents that will be covered.

The methodology adopted through the lessons is a three-phase

approach consisting of before, while and after listening and reading activities.

The Before Reading / Listening activities provide a setting, motivation and linguistic preparation; they activate previous knowledge about the topic of the lesson, motivate students to read or listen and encourage them to predict and anticipate information.

The Reading / Listening activities focus students attention and instruct them on how to look for specific information, find clues and discriminate between essential and non-essential information.

The After Reading / Listening activities connect the text with the students own reality, provide them with practice on specific grammar points and help them develop writing and speaking skills.

Communicative skillsMost students evaluate their own language ability based on how well they can speak. Speaking activities are present in Teens Club right from the start, and they are integrated with the other skills to encourage communication. Even in the first stages of learning, with only a limited knowledge of vocabulary and structures, students want and are able to communicate. The speaking tasks give students an additional opportunity to use new language in the context of a real life task, carried out in pairs or in groups, and following models provided.

Writing is approached as a process, so as to make students aware of the steps that need to be taken when writing, such as making lists, drafting, and discriminating between main and secondary ideas. The activities are also an integral part of each lesson, with a variety of tasks students must accomplish during the class or as homework, with varying degrees of support and guidance.

Language structureIn Teens Club, grammar is approached in a clearly structured, yet meaningful way. Students are presented with an inductive task in a section called Language Spot, in which they have to figure out how the structure works in English, discovering both the use and the form. Then, they complete controlled practice exercises, where they apply the target structure in communicative situations.

TEENS CLUB METHODOLOGY

9 VocabularyThe key vocabulary in each lesson is presented in the Key Word Spot. There are vocabulary activities through which students develop effective strategies for learning and keeping vocabulary records. A systematic use of dictionaries is encouraged.

Learning styles Learning styles is about developing students awareness of how they learn and how they develop their learning strategies, to become more effective and independent learners. Teachers should encourage students to analyze their learning process, making them think about the problems they have faced and how they could improve their performance. This is continuously supported throughout Teens Clubs units and lessons.

Large classesLarge mixed-ability classes are a reality teachers have to face every day. Grouping is one technique that is used to reduce the negative effects of this situation. When the class is divided into smaller units, many learning activities can be undertaken. This implies a different role for the teacher; this does not mean that he / she will become less active in the classroom, but that he / she will not be the center of the activities. Teachers who monitor, encourage and participate in different classroom groups are even more active than traditional teachers.

By re-organizing the classroom to allow more opportunities for communicative interactions and activities, students will be in a better position to practice and acquire the foreign language.

Pairwork and groupworkOne of the ways of giving students the time they require to practice a language in class is by forming groups or pairs.

This helps teachers to individualize their learners, provides opportunities for sharing experiences, and it may also help teachers to accommodate learner differences by varying student roles.

Teachers must bear in mind that this type of work encourages students to share their skills and knowledge, and to learn from each other. It also increases students involvement, active participation, and a positive attitude.

It is important to share with the students the importance of these activities, because they give them an opportunity to

reinforce social and communicative skills required to work with other people.

The teacher should take an active role in group and pair formation, and students should take different roles each time.

AssessmentIn Teens Club, self-assessment takes place in each lesson. This is done through the Lets Check and Unit Check sections, where students evaluate themselves to become aware of their progress, and in the Project section, where they analyze their performance and make decisions concerning steps they can take to improve.

Self-assessmentIn Teens Club, self-assessment takes place in each lesson, so that students have the opportunity to reflect on their progress and their main problems. This type of assessment helps students to become more efficient learners, as well as make them feel more responsible for their own learning.

This is done through the Lets Check and Unit Check sections, where students evaluate themselves to become aware of their progress.

Photocopiable Evaluation InstrumentsThe Teachers Book offers a selection of rubrics and evaluation sheets that the teacher can use in different situations, with different purposes and with different students. The labels and criteria can be adapted to the class situation, the topics covered, the number of students, etc. They can be used by the teacher to evaluate students, or by students to evaluate themselves and / or their peers. The teacher may use the results of these evaluation instances as part of the final mark of students, as long as they are informed of the system applied.

Avoid this mistake!Teens Club provides the teacher with help in connection with common mistakes students might make, together with additional exercises to practice these specific points. They are shown in the Teachers Book as part of the guidelines for the activities in which they may occur.

10

The restructured version of the Common European Framework of reference for language learning, teaching and assessment represents the latest stage in a process which has been actively pursued since 1971 and owes much to the collaboration of many members of the teaching profession across Europe and beyond.The Common European Framework of Reference for Languages (abbreviated as CEFR or CEF) is a standard, international scale of levels for language learning.One of the aims of the Framework is to help describe the

levels of proficiency required by existing standards, tests and examinations in order to facilitate comparisons between different systems of qualifications. For this purpose the Common Reference Levels have been developed. Ideally a scale of reference levels in a common framework should meet the following criteria. The table below shows the three bands and six levels of the CEF, together with the approximate hours required to achieve each level and what a person is able to do with the language at each level.

CProficient

user

C2 Mastery or Proficiency

1000+ Can understand with ease virtually everything heard or read. Can summarize information from different spoken and written sources, reconstructing arguments and

accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of

meaning even in the most complex situations.

C1 Effective Operational Proficiency or Advanced

800 Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of

organizational patterns, connectors and cohesive devices.

BIndependent

user

B2 Vantage or Upper Intermediate

600 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.

Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.

Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

B1 Threshold or Intermediate

400 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.

Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and

explanations for opinions and plans.

ABasicuser

*A2 Way-stage or Elementary

200 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment).

Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.

Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

*A1 Breakthroughor Beginner

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.

Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.

Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

CEF band CEF level hours level descriptor (ability at this level)

COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES

* The levels A2 and B1 correspond to the target levels for 8th grade and 12th grade in the national Curriculum.Adapted from: Verhelst, N., Van Avermaet, P., Takala, S., Figueras, N., & North, B. (2009). Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge University Press.

11

Does this remind you of something?Has this ever happened to you?Do you know someone like him / her? Are you like this character?What do you already know that will help understand what youre reading?Does this information confirm or conflict with what youve read in other sources?

What do you think will happen next?Based on the material youve looked over before reading, what can you predictWhat does this title / heading / picture make you think?Although the author hasnt told it, what do you think about

What is the author saying?Why is that happening?Why did this character?Is this important?How does this information connect with what you have already read?

Is this making sense?Whats going on here?What have you learned?Do you need to reread?What does this word mean?What text clues help you fill in missing information?

This story is mainly aboutHow is the story organized?The authors most important ideas wereHow does the text organization help you?What are the key words?

What are the pictures/scenes in your mind?What do you hear / taste / smell or feel?What do the characters, the setting, and the events of the story look like in your mind?Can you picture this new information?

Preview the text by looking at the title, headings, and images. Recall prior knowledge; think about what they already know about the

topic of the text. Set goals for their reading. Note the structure, or organization of the text,

and create a mental overview or outline of the text to help decide whether it is relevant to their goals.

Predict what the text will be about by using prior knowledge.

Evaluate predictions and revise them as needed. Connect the meaning of one sentence to the meaning of another; use

background knowledge to try to clarify the meanings of words and phrases.

Interact with the text; ask questions about its content and reflecting on its ideas.

Focus the attention on the reading goals. Reread a passage before going on. Summarize the content of a passage as they read it. Make inferences as they read. Create mental images, or visualize a setting, event, or character to help

understand a passage in a text. Monitor comprehension as they read. Rephrase a passage in their own words. Look up the meanings of difficult words.

Think about, or reflect on what they read. Mentally summarize major points or events in the text. Go to other sources to find additional information about the topic of the

reading. Talk with a classmate about which strategies they used and why they

used them.

TEACHING STRATEGIES FOR SKILLS DEVELOPMENT

Reading comprehension strategiesComprehension strategies are conscious plans or procedures that are under the control of a reader, who makes decisions about which strategies to use and when to use them to get meaning from text.

Strategies can help students become better readers if they use different strategies before, during, and after reading, use strategies whenever they read think about how strategies can help them

The following chart shows examples of questions teachers can use to help students develop reading comprehension strategies while they read.

Before reading

Mak

ing

conn

ectio

nsPr

edic

ting

Que

stio

ning

Mon

itorin

gSu

mm

ariz

ing

Vis

ualiz

ing

Adapted from: Capistrano Unified School District. (2003). Student Reading Comprehension Strategies. Retrieved from: http://www.readinglady.com/mosaic/tools/Student%20Reading%20Comprehension%20Strategies%20explanation%20from%20Leslie.pdf

While reading

After reading

12

Listening and Speaking StrategiesListening strategies are techniques or activities that contribute directly to the comprehension.

In the Pre-listening stage, students need to understand how to recognize the purpose of the listening message, and make connections about the topic or tone to tune in as preparation for processing the information. Teachers can use directions, vocabulary competition, film watching, or description of drawing sketches to tune their brain in the second langue listening.

In the While listening part, the teaching task will mainly focus on note taking skills. EFL learners need to be taught and encouraged to actively think about what theyre listening to. In order to teach EFL learners to think when listening, focusing on note-taking skills is a good way of helping learners to concentrate and to look for clues in what theyre listening to.

After listening, students need to act upon what they have heard to expand their thinking.

Here are examples of strategies to help develop students listening comprehension.

On the other hand. The teaching of speaking involves more than just providing them with speaking fluency practice. Teachers need to focus on skills and strategies that will help students negotiate meaning and communicate effectively with other people.

These strategies help all students improve their language development in a supportive, encouraging way.

Model language by saying aloud and writing the ideas and concepts youre teaching.

Have students retell stories aloud.

Teach choral speaking and reading.

Sing or read songs. Children can bring in a favorite song to perform alone or as a group, but make sure you have heard the song first and can approve it.

Have students read and perform Readers Theater scripts.

Correct content, not grammar. To model proper grammar and syntax, restate or rephrase students questions or statements.

When asking questions, give choices for the answer.

Encourage students to describe, summarize, define, contrast, and compare by modeling. Be sure to show and not just tell when teaching a new concept, idea, or vocabulary.

Think of what they already know about the topic of the recording. Anticipate what will come. Evaluate which listening strategies will serve best in the particular

situation. Predict what the speaker(s) might say.

Figure out the purpose for listening. Listen carefully to the speaker. Attend to the parts of the listening input that are relevant to the

identified purpose and ignore the rest. Listen for more information that the speaker tells about an idea.

Think about what they have listened. Monitor their comprehension and the effectiveness of the selected

strategies. Evaluate if they they achieved the listening comprehension goals. Evaluate if the combination of listening strategies selected was effective.

Before listening

While listening

After listening

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1. Prewriting Prewriting is forming ideas and planning how to present information. This is the planning phase of the writing process, when writers brainstorm, research, gather and outline ideas, often using diagrams for mapping out their thoughts.

Use brainstorming or create a graphic organizer.

Observe, imagine, interview. Gather the information.

2. Drafting Drafting is creating the first version of a paragraph. This step turns prewriting ideas into sentences. Writers create their initial composition by writing down all the ideas in an organized way.

Use three or more important ideas from the prewriting and add specific, interesting details.

Develop complete sentences. Add supporting details. Dont worry about making

mistakes just get your ideas down on paper.

3. Revising Revising is changing, taking out, or adding words to make meaning more clear. The goal of this phase of the writing process is to improve the draft.

Read carefully to make sure the wording is clear and complete.

Ask yourself:Is my message clear?Did I include enough information?Did I accomplish my purpose?

4. Editing Editing is correcting spelling, punctuation, and grammar errors. At this point in the writing process, writers proofread and correct errors in grammar and mechanics, and edit to improve style and clarity.

Read it aloud to yourself. Ask a friend/ peer to listen to

your work. Use a checklist to check

capitalization, punctuation and spelling.

Have another writers feedback.

5. Publishing Publishing is making a final copy. In this last step of the writing process, the final writing is shared with the audience.

Submit to the teacher/ peers /editors / etc.

Send it to interested / individual groups.

Display it in your

Step Actions Tips and instructions

Adapted from: The 5-Step Writing Process: From Brainstorming to Publishing. (n.d.) Retrieved from: http://www.liferichpublishing.com/AuthorResources/General/5-Step-Writing-Process.aspx#sthash.1xrD4Dgq.dpuf

Writing strategiesFor a second language learner, writing is an extension of listening and speaking. Therefore, students must be provided opportunities to build, extend, and refine oral language in order to improve written output.

A great deal of research on writing highlights the fact that this skill is rarely done in isolation, but is virtually always done in response to source texts (Cumming, Kantor, Powers, Santos, & Taylor, 2000; Hale et al., 1996; Hamp-Lyons & Kroll, 1996; Horowitz, 1991; Leki & Carson, 1997; Weigle, 2002).

That is, students are rarely asked to write essays based solely on their background knowledge; before they write on a given topic they are expected to read, discuss, and think critically about that topic and the type of text they are expected to produce.

Currently there is general agreement that reading and writing are both fundamental cognitive processes that depend upon cognitive activities such as selecting important information, organizing and retrieving information, summarizing or consolidating information, and so forth. Thus, instruction in reading and writing becomes an important aspect of enhancing students skills.

Recently, writing instruction has moved from a product orientation to a process orientation that stresses response during writers planning, drafting, revising, editing and publishing.

Fundamental to this process is writing for real purposes and audiences, students sharing of ideas and written work, students ownership of their topics, frequent writing opportunities, and opportunities for extended writing.

It is also important for students to view their own writing published, informally or formally. This provides them with a purpose to planning their texts, as well as purposes for drafting and revising (since their work will be public, they experience the need to shape the work to best represent their own goals).

The writing process involves a series of steps to follow in producing a finished piece of writing. Every writer follows his or her own writing process. Here are the five steps in the Writing Process and some useful tips and instructions to use with your students.

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Skills integration generally refers to linking the traditional four skills of language learning: reading, writing, listening, and speaking in the context of a lesson. An integrating approach for the development of communicative skills in the classroom is highly recommended for acquisition because, as skills are integrated in the classroom, the relevant knowledge of the foreign language is taught in a coherent, meaningful way.

In everyday life, there are many situations in which we use more than one language skill. For this reason, integration is concerned with realistic communication. When teachers integrate skills in a lesson, they are able to teach the foreign language at a discourse level. At this level, language is presented to students through texts which are whole units of communication (either spoken or written) rather than separated segments or parts they must analyze in isolation.

Skills integration allows students to process language by: contextualizing, interpreting, exploring, analyzing, experiencing, challenging, confronting, assimilating, practicing and sharing the new information. In addition, an integrating approach has a positive impact on the classroom atmosphere, creating a relaxed environment and fostering motivation and active engagement.

Forms of integration

There are two general forms to integrate skills in the classroom: Simple integration. It is the easiest form of integration. In this

type of lesson, a receptive language skill serves as a model for a productive language skill. Example: A reading activity which provides a model for a writing task, a listening comprehension activity which guides students to oral production.

Complex integration. In this form of integration, skills are integrated around a theme. The specific distribution of skills integration in the lesson will depend on the target topic.Example: A pre-reading discussion of the topic to activate schemata, followed by listening to a series of informative statements about the topic or passage to be read. While reading, teacher focuses the lesson on a certain reading strategy (for instance, scanning). After reading, students react by writing a paraphrase of a section of the reading passage and making a comment.

Adapted from: Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy2nd Ed., New York: Pearson Education.

Using literature in the language classroomWhen students are faced with reading literature, an extensive list of reading sub-skills are applied: deducing meaning and use of unfamiliar words; understanding explicitly stated information; understanding information which is not explicitly stated; understanding conceptual meaning; understanding relations between the parts of a text through

lexical cohesion devices; understanding cohesion between the parts of a text through

grammatical cohesion devices; interpreting text by going outside of it.

The methodological implications of the use of literature in the language classroom are: EFL classroom strategies such as cloze, rewriting, prediction

activities, role playing are adapted and adopted to teach literary texts in the language lesson;

text manipulation (e.g., rearrangement and dramatization); two-way channel of teacher-student communication and pair/

group work, in order to achieve more self-sufficiency. literature favors students development of creative and

interpretative skills.

The following is a three-stage framework proposed as a working model for the presentation of literary texts in the language classroom: Framing (thematic preparation): turning students attention

to the content or theme of the text. Also, it will focus on distinguishing prose from poetry.

Focusing (engaging): the designed activities which lead them to understand the text and to interpret it for the purposes in hand.

Diverging (moving on): leading students into parallel activities of various kinds, e.g., role play, transfer to other text-types, creative writing, etc.

Adapted from: Mirzaei, A., & Domakani, M. R. (2008). The Theory and Practice of Bringing Literature into the EFL Classroom.

INTEGRATING THE FOUR SKILLS IN THE ENGLISH CLASSROOM

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The consonants in the table are the consonant phonemes of British and American English.

THE SOUNDS OF ENGLISH

/p/ put, supper, lip/b/ bit, ruby, pub/t/ two, letter, cat/d/ deep, ladder, read/k/ can, lucky, sick/g/ gate, tiger, dog/f/ fine, coffee, leaf/v/ van, over, move// think, both// the, brother, smooth/s/ soup, fussy, less/z/ zoo, busy, use// show, washing, cash// leisure, vision/h/ home, ahead/t/ chair, nature, watch

/d/ jump, pigeon, bridge/m/ man, drummer, comb/n/ no, runner, pin// young, singer/l/ let, silly, fall/r/ run, carry/j/ you, yes

/w/ woman, way

Consonant sounds

The vowels in the table above are the vowel phonemes British English. All long vowels are followed by colons /:/. Most of the differences between British and American English are to do with the quality and length of the vowels. The most significant differences are explained in the foot notes.

*1 In American English, this is pronounced with vowel //. Before /nt/ /f/ /s/, as in cant, half, grass, bath.

*2 In American English, the r after a vowel is pronounced.*3 This vowel is not found in American English. Instead it is

pronounced as //.*4 In American English, the r after a vowel is pronounced.

/:/ eat, sleep// silly, baby, it, swim/e/ edge, lead// apple, man/:/ father, calm, *1cant, *2car// *3odd, want/:/ or*4, daughter, more// put, full/:/ shoe, suit// under, enough, butter

Br// Am// earn, bird, occur// above, support, possible, Africa, mother

Vowel sounds

/e/ ache, pay air, dare/a/ Im, right pure, tour// oil, noise a out, cow// ear, here own, coat

* In American English, the final r is typically pronounced.Adapted from: Yule, G. (2010). The Study of Language, Fourth Edition. New York: Cambridge University Press.

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CLASSROOM LANGUAGE

1 Greetings Good morning. / Good afternoon. / Hello. / Hi. Good bye. / See you tomorrow. / See you later. Have a nice weekend. / Enjoy your holiday.

2 Moods and feelingsA: How are you today?B: Im fine. / Im great. / OK. / Very well, thank you. / Im not

very well. / I have a problem. / Im feeling down. / Im sad.

3 Asking for clarification Can you repeat that, please? Can you say that again, please? Sorry. Im afraid I didnt understand. Can you help me with this exercise, please?

4 Encouragement Well done! / Good! / Excellent! / Good work! / Congratulations! Do it more carefully. / Say it again. / Try to correct that, please. Not too bad. / Youll do better next time. / Keep trying!

5 The dateA: What day is it today?B: Its Monday. / Its Tuesday. / Its Wednesday. / Its Thursday. /

Its Friday. / Its Saturday. / Its Sunday.A: Whats the date today?B: Its (Monday) March 9th. / Its (Monday) 9th March.

6 The weather A: Whats the weather like today?B: Its sunny. / Its cloudy. / Its hot. / Its cold. / Its nice and

warm. / Its nice and cool. / Its raining. / Its snowing.

7 The timeA: Whats the time? / What time is it?B: Its one oclock. / Its two oclock. / Its three oclock. / Its ten

oclock. / Its twelve oclock.A: Whats the time? / What time is it?B: Its quarter past nine. / Its half past ten. / Its five past

eleven. / Its ten past twelve. / Its twenty past one. / Its twenty five past two.

A: Whats the time? / What time is it?B: Its quarter to eight. / Its twenty five to nine. / Its twenty to

ten. / Its ten to three. / Its five to four.

8 Some commands and instructions

Answer the questions. Be quiet. Check your answers. Check your predictions. Close the door. Come to the board. Compare your answers. Complete the paragraph. Copy the instructions. Discuss the ideas in your group. Do Exercise 1. Do not write in your book. Fill in the blanks. Find examples in the text. Find the cognates in the text. Listen to the recording. Look at the pictures. Look up these words in the dictionary. Make a list. Make some notes. Match the pictures. Name three activities. Open your books. Pay attention, please. Put the pictures in order. Read the instructions. Select the correct answer. Silence, please. Sit down. Stand up. Talk to your partner. Thats all for today, thank you. Work in groups of four. Work with your partner. Write the sentences.

9 Turn taking and permission

Can I talk to you after the class? Excuse me, can I say something? Excuse me; can I leave the room for a minute? May I go to the bathroom? Its your turn. Sorry, its my turn.

17

ORIENTATIONS TO DEVELOP CRITICAL THINKING

Recent research has shown that, in general, students who develop critical thinking skills are more able to achieve better marks, become less dependent, create knowledge, evaluate, and change the structures in society. Teachers questions constitute a central aspect to develop students critical thinking. These are examples of questions and tasks that consider the different levels of thinking proposed in the New Blooms Taxonomy (Anderson et al., 2001).

Remembering Remember, repeat, identify match, reproduce

What / How / Where is?When / How did happen? How would you explain / describe?How would you show?Who / what were the main?What are the ?What is the definition of?

Answer questionsDiscriminate between true and false informationNameRecite a poem

Understanding Describe, explain, paraphrase, give examples, infer, interpret, predict, summarize

How would you classify?How would you compare / contrast?How would you rephrase the meaning of?What is the main idea of?What can you say about?How would you summarize?

Classify the Elaborate a list of the main ideasCompare two characters of the story.

Apply Demonstrate, dramatize, illustrate, show, use

How would you use?What examples can you giveHow would you solve the?What have you learned about?What would result if?

Read a paragraph.Check and correct a text written by a classmate.

Analyze Compare, contrast, critique, discriminate, show in a diagram, select

What are the parts / characteristics of?Why do you think?What is the theme?What conclusions can you draw?How would you classify?What evidence can you find?What is the relationship between?

Read and identify authors points of view about global problems.Determine the characters motivation in a story.

Evaluate Discuss, justify, evaluate, monitor, check, confirm

What is your opinion of?What would you recommend?How would you rate / evaluate?How would you support the view?

Evaluate the arguments in favor / against Justify the idea that

Create Design, create, elaborate, generate, plan

How would you improve?What would happen if?What alternative can you propose?How could you change the plot / plan?What can you predict?

Write an article aboutWrite a songDramatize

Skill Key words Questions Examples of tasks

UNIT 118

Development Preparation for the unit: two hours Lesson 1: six hours Lesson 2: six hours Consolidation and evaluation activities: four hours

Workbook: two hours Reading booklet: two hours Extra test: two hours

Didactic resources

Complementary material such as articles from magazines, Student Forum chats. Pictures of teenagers provided by the teacher and by students to illustrate the diversity of teenage cultures. Supporting material such as lists of adjectives, dictionaries, glossaries, definitions, printed handouts, library material, etc.

Methodological suggestions

Teachers should prepare the lessons beforehand considering that a thorough prior preparation allows them to think of and apply some useful ideas. It is their chance to make the class entertaining and to involve students in the learning process.

Teachers are advised to use a variety of resources throughout the book.

Evaluation Types of Evaluation IndicatorsContinuous / Informal Students complete reading and listening activities, take part in conversations, and produce written texts.

Unit Check Reading: Students find specific information and discriminate between correct and incorrect information.Listening: Students find specific information, discriminate between correct and incorrect information and identify sequence of information.Language: Students use used to and the Past Continuous tense. Speaking: Students talk about past habits and routines.Writing: Students write a paragraph explaining how life has changed.

Project Students consolidate their learning.Extra Test Reading: Students find specific information and discriminate between correct and incorrect information.

Listening: Students identify specific information and discriminate between correct and incorrect information.Language: Students use used to and the Past Continuous tense to express past experiences. Writing: Students write a short paragraph describing their school. Speaking: Students exchange information about past and present pastimes.

STUDENT LIFE

UNIT

In this unit you will: read a piece of literature read an e-mail listen to a dialog about activities in the past

You will learn how to:Reading scan a text to validate predictions infer meaning of words from the context localize specific information

Listening identify general information discriminate between correct and incorrect

information identify specific informationLanguage use the structure used to / didnt use to, to

express past habits use the Past Continuous Tense

Speaking ask and answer questions about past habits talk about school life in the pastWriting complete a summary of a story. write an e-mail about student life

You will also: develop respect and admiration for older people show respect and acceptance of other peoples

opinions.

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19

PAGE 6

GETTING READY

Read the name of the unit and start a conversation with the students about the topic.Tell the students to look at the pictures on Page 7, and then answer the questions. Check orally. Then, ask them to list things or activities that are related to their student life and write them in their notebooks. Elicit their ideas and write some on the board. Allow the use of Spanish, if necessary. Check in groups.

PAGE 8

BEFORE YOU START

Explain that this section will contain activities meant to revise and activate previous knowledge that is necessary to understand the content of the unit.

OUR SCHOOLLESSON 1

Before starting this unit, you need to know: the Simple Present and Simple Past tenses.

1 Tell students to have a look at pictures 1 6, and ask them to identify the names of the activities in the boxes. They are all related to school life.

Answers

1: English class. 2: Summer camp. 3: Lunch at school cafeteria. 4: fifteen-minute recess. 5: Physical education class. 6: Field trip.

2 Ask students to read sentences a d and decide what they refer to, according to the tense and the expressions of time used.

Answers

a. iii. b. i. c. ii. d. iv.

Extra!After they finish, students can work in pairs and practice writing more examples of each type of sentences. Invite some pairs to write an example

on the board and ask the rest to identify what type of events the sentence refers to.

PAGE 9

WHO HAD MORE FUN?LESSON 2

Before starting this unit, you need to know: vocabulary related to habitual and free time activities.

1 Explain to students that the people in the pictures are remembering what they used to do when they were younger. Ask them to complete the dialogs with their own ideas and using the pictures as clues. Then, ask them to practice the dialogs with their partners.

Answers

Answers will vary

PAGE 10

READING

OUR SCHOOL

LESSON 1

Time 6 class hours.

Objectives Listen, read and identify main ideas and specific information in a piece of literature about school life in the past. Listen to a conversation about past and present habits.Exchange information about past and present habits.Write an e-mail describing students school. Use used to to express past habits and routines.

Materials CD, Tracks 10, 11, 12.Reading booklet, p. 3Your English in Action, Students Book, p. 26, Ex. 2, 3Workbook, pp. 2, 3, 4, 5

Evaluation Lets Check, Students Book, p. 14

This strategy raises students interest in the topic and also encourages them to be imaginative. Remember to tell them that particular has nothing to do with private schools.

Strategy Spot

UNIT 120

BEFORE READING

1 + Draw students attention to the pictures at the top of Page 10. Ask them to identify the place where the children are. Guide them so as to make clear that they are at school, but in the past. Have them notice the details, such as clothes and elements in the classroom.

2 ++ Read the questions with the class and, then, ask students to answer them in pairs or small groups. Then, invite some of them to share their comments with their classmates.

3 + Ask the students to have a look at the extract they are going to read. Tell them to decide what kind of text they think it is, and where it was taken from. Do not check their predictions at this stage. Give students some background information about novels. Novels: They are defined as a long prose narrative that describes fictional characters and events in the form of a sequential story.

4 ++ Tell students to think about what the text will be about. Brainstorm some ideas, and then ask them to write them on their notebooks. Then, ask them to compare their ideas with their partners. Check orally and on the board, and ask them to support their ideas.

AVOID THIS MISTAKE!Explain that there are also false cognates, which are words that mean something different although they look or sound very similar to a word in Spanish.Examples: ordinary means comn y corriente, not ordinario / mal educado.

Additional exerciseWrite a list of ten false cognates in your notebook.

5 +++ Draw students attention to the pictures. Then, ask them to read the words in the Key Word Spot and match them with the pictures. Check orally. Allow the use of a dictionary, only if necessary.

Then, ask students to create a definition poem in pairs. Explain to them that in order to build it they have to follow these steps:Line 1: name the word. Line 2: describe it. Line 3: tell where it would be found. Line 4: tell more about it. Line 5: use emotion words to tell how you feel about this. Line 6: explain why you used the emotion on line 5.You can give an example of your own to show students how this activity works and the fun it involves.

Answers

mice - 6. red-poll - 8. ladder - 3. usher - 7. musket - 4. inkwell - 2. knapsack - 1. gig - 5.

AVOID THIS MISTAKE!Some common nouns in English have irregular plural forms (e.g. mouse mice). Make sure your students understand the importance of using the right plural form, because, otherwise, it may lead to basic mistakes. Ask the students to focus on the word children and ask them if this noun corresponds to the plural or singular form.

Additional exerciseWrite the plural form of these nouns.a. Mouse: __________. b. Sheep: __________. c. Foot: ___________. d. Tooth: ___________. e. Man: ___________. f. Leaf: ____________.

PAGE 11

10READINGBackground informationCharles Dickens (7 February 1812 - 9 June 1870), was one of the most popular English novelists of the Victorian era, as well as a vigorous social campaigner.His admirers praise his mastery of prose, his endless invention of unique, clever personalities, and his powerful social sensibilities.Many of Dickenss novels first appeared in periodicals and magazines in serialized form-a popular format for fiction at the time - and for this reason, Dickens often composed his works in parts, in the order in which they were meant to appear. Such a practice lent his stories a particular rhythm, punctuated by one minor

STUDENT LIFE

21

cliffhanger after another, to keep the public looking forward to the next installment.Best-known novels: Oliver Twist, A Christmas Carol, A Tale of Two Cities, David Copperfield, among others.

Adapted from: Charles Dickens Biographical information. (n.d.)Retrieved June 19, 2013, from http://

www.victorianweb.org/authors/dickens/

Victorian EnglandThe term Victorian describes things and events in the reign of Queen Victoria. This complex, paradoxical age saw great expansion of wealth, power, and culture.It was characterized by rapid change and developments in nearly every sphere - from advances in medical, scientific and technological knowledge to changes in population growth and location. Over time, this rapid transformation deeply affected the countrys mood: an age that began with confidence and optimism leading to economic boom and prosperity, eventually gave way to uncertainty and doubt regarding Britains place in the world.

Adapted from: Victorian political history. (n.d.) Retrieved June 21, 2013, from: http://www.

victorianweb.org/history/index.html

Through this strategy, students demonstrate they can identify the main topic of a text. Tell them to be prepared to give concrete examples to support their ideas.

Strategy Spot

PAGE 12

6 + Tell the students to read the text and check their ideas and predictions in Exercises 3 and 4. You can also use the CD and make them listen to the recorded version of the story.

Answers

3. d. 4. instruments - masters - Latin - dictionary - mathematical

- musical - vacations - excursions - matters.

7 ++ Read questions a. f. with the class and make sure students understand the type of information they will need to answer.

Tell students to read the text again, this time more carefully. Tell them to answer the questions and then check answers orally.

Answers

a. They used to keep red - polls, linnets, canaries and white mice. b. It mistook his way, fell into an inkwell, was dyed black and drowned. c. The usher. d. He used to take pedestrian excursions. e. He used to come in the sunniest weather with a handleless umbrella. f. A serving man.

8 ++ Tell students to get in pairs. One has to retell the story and the other one has to make notes and check if they have missed any points. Check fluency and pronunciation.

More! You can ask the more advanced students to correct the false statements and then share their answers with their classmates.

9 +++ Ask the students to read the text once more, find the words in bold and identify their meaning. Emphasize the importance of looking at the words in their context, not in isolation, as this will help them guess their meaning.

Answers

a. - iv. b. - iii. c. - ii. d. - v. e. i.

Invite students to read an extract from a novel which narrates the experiences of a famous school boy (Tom Sawyer) on Page 4 of the reading booklet. Encourage them to answer the questions that will help with comprehension and make them reflect upon the topics.You can use the CD to allow students to listen to the recorded version of the poem while they are reading.

LET S READ!

Background informationThe Adventures of Tom Sawyer by Mark Twain is an 1876 novel about a young boy growing up along the Mississippi River.Mark Twain (1835 1910) was a talented writer, speaker and humorist. He grew up in Hannibal, Missouri, and would later use that location as the setting for two of his most famous works, Huckleberry Finn and Tom

UNIT 122

Sawyer. He started his career as a typesetter at a newspaper, worked as a printer, then as a riverboat pilot and then turned to gold mining. When he failed at gold mining he turned to journalism and it was during that time that he wrote the short story that would launch his career, The Celebrated Jumping Frog of Calaveras County.Source: American Literature Mark Twain. (n.d.) Retrieved June 25, 2013, from: http://www.americanliterature.com/

author/mark-twain/bio-books-stories

Tell your students to focus on each character and make a written or mental list of all the characteristics mentioned in the text.

Strategy Spot

10 ++ Ask students to copy the diagram in their notebook. Have them complete it with characteristics of the school described in the text and some from their own school. Then, draw the diagram on the board and check orally. You can ask some students to come to the board.

PAGE 13

LANGUAGE SPOT

Used to

This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary related to the text. The activities are meant to promote independent learning, so help, guide and check them, but do not provide them with the answers.1. Ask the students to revise the sentences

from the text.2. Tell them to identify which of the sentences

refer to:a. a particular situation in the pastb. a past habit or routineAnswers:a., b. - past habit or routine. c., d. - a particular situation in the past.

3. Tell the students to complete the general rule.Answers:When we want to talk about past habits, we use used to + the infinitive of verbs.

4. Ask the students to go back to the text, find and copy one more example of each type of Past tense.

Possible answers

The railroad came and overthrew it.The masters trained the boys.He had a good knowledge of boys.He mended whatever we broke and made whatever we wanted.I recall one white mouse who used to live in the cover of a Latin dictionary.He always used to call at parents houses.He used to take pedestrian excursions.He used to go to see his father at Chipping Norton.There was a fat master who used to come in a gig.There was a little French master who used to come in the sunniest weather with a handleless umbrella.

AVOID THIS MISTAKE!Used to / didnt use to places the action in the indefinite past, as a habit.The Simple Past places the action at a point in time that needs to be specified; it does not convey the idea of a habit.

Additional exerciseComplete these two dialogs. Use the Simple Past or used to / didnt use to.1. A: Please tell me about your childhood

interests.B: I _________________chess. (play)A: Thats interesting. And now?B: I prefer to play sports.

2. A: What did you do last week?B: I _________________chess. (play)A: Oh, when?B: On Friday, at the local club.

11 ++ Help students notice that all the sentences refer to students habits in the past, therefore they will need to use used to / didnt use to. Check answers on the board.

STUDENT LIFE

23

Answers

a. didnt use to go. b. used to have. c. In the past, students didnt use to have computers at school d. For math lessons, children used to use frames with colored wooden beads, much like an abacus. e. Children used to study math, reading dictation, etc. f. Paper was expensive, so children didnt use to have notebooks. g. Students used to write on slates with slate pencils.

PAGE 14

LETS CHECK

12 The purpose of this section is to allow students to check and revise their progress and, at the same time, provide the teacher with information about any points that most students may have problems with. Make sure they understand what they are expected to do and give them enough time to answer individually. Then, check on the board, to allow students to correct their work and assign themselves a mark according to the scale.The students complete the paragraph with used to and didnt use to.

Possible answers

In the nineteenth century in Britain, families didnt use to send their children to school. They used to have teachers at home. Children used to study Latin and Greek, they didnt use to write on paper and they used to use an abacus to multiply and divide.Girls didnt use to go to school; they used to stay at home. They used to learn subjects like French, music and sewing.Nineteenth century students used to obey their teachers and they used to show respect for them at all times.

LISTENING SPEAKINGAND

13 + 11 Ask students to listen to the dialog in silence and match the questions to the answers. Then, ask them to act out the dialog in pairs. Check with the whole class.

More! Use this short conversation for shadow reading. Ask students to listen to the recording and read

the conversation aloud, trying to imitate the speed and rhythm of the speakers on the recording. Procedure:1. Teacher plays the recording / reads the text aloud

and students follow, marking the text for stress.2. Teacher plays the recording / reads the text a

second time and the students mark for linking. Individual chunks that show good examples of linking or problematic pronunciation can then be drilled.

3. Students practice pronunciation by reading the text on their own before the teacher plays the recording / reads the text aloud again, as they listen.

4. Then, students read the text with the recording / teacher and they have to start and finish at the same time.

TRANSCRIPT 11

A: Do you think you have changed since you became a teenager?B: Absolutely! I think Ive changed a lot. To begin with, I used

to like cartoons, but I dont like them anymore.A: Do you still do the same kind of activities?B: Not at all! I used to stay at home on weekends, but now I

prefer going out with my friends.A: What about sports? Do you still play football?B: No, I used to play football, but now I play basketball. How

about you?A: When I was a child, I used to listen to Britney Spears.B: And now?A: I prefer Alicia Keys or Rihanna.

Draw students attention to the expressions in the box and tell them that they appeared in the recording. Remind them to have a look at those phrases when they act out the conversation.

Useful Expressions Spot

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14 ++ Tell students to work in pairs, and compare how their lives have changed.Individually, they copy the chart in their notebook and complete it with their past and present habits related to: school activities, free time activities, interests, favorite food, music, games, etc.

UNIT 124

Tell students to study the words in the Key Word Spot. Ask them to use only one word in an example of their own. Then, keeping the words in mind, encourage students to predict what the text will be about.

Key Word Spot

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18 ++ Tell students to read the text again, this time more carefully. Ask them to find the answers to questions a. e.

Answers

a. In Chile. b. In Washington D.C., in the USA. c. No, (he doesnt).

Background informationUSA educational systemNursery SchoolThis is a school for children between the ages of three and five, staffed by qualified teachers and other professionals who encourage and supervise educational play rather than simply providing childcare.Primary SchoolIn the United States, the term Primary School is used, in a general way, to describe a school housing the primary grades, usually meaning kindergarten (ages five to six) to fourth, fifth, or sixth grade (ages 10 to 11), though this is more commonly referred to as an Elementary School.Junior HighMiddle School is often used instead of Junior (High) School when demographic factors increase the number of younger students. Middle Schools are usually grades 6, 7, and 8 (i.e. around ages 11 14), varying from area to area, and also according to population vs. building capacity.High SchoolIn the United States a high school is an upper secondary school which educates children from grade nine through grade twelve, from the age of 14 or 15 to 17 or 18.

Have the pairs compare the information in the charts and ask them to choose the items they agreed on. Then, ask them to complete the paragraphs in their notebooks.

15 ++ Using the information they collected in Exercise 14, tell students to rewrite the dialogue, changing the underlined parts with facts that are true for them, but also adding more information about themselves. Check orally.

16 +++ Encourage your students to practice and then role play the dialog they wrote. Check how confident they feel, and invite them to role play it in front of the class or in front of small groups.

Before your students ask you about pronunciation, write some of the words that you think they will have problems with on the board. Model the pronunciation of these words and ask them to practice saying them aloud.

Strategy Spot

10WRITING

17 + Ask students to have a look at the text they are going to read, and tell them to choose an alternative. Make sure they justify their answers. Give students some background information about the types of texts, so as to guide them: Short story: a piece of fiction, briefer and usually less detailed than a novel. E-mail: Short for Electronic mail. It is used to contact people through the Internet. Very similar to a letter. Advertisement: Any public notice, as a printed display in a newspaper, short film on television, announcement or radio designed to sell goods, publicize an event, etc. They are usually accompanied by images of products.Tell them to look at the layout and distribution of the paragraphs, so that they can get the answer by looking at the text, and encourage them to explain their answers. Then, make sure they read it.

Answers

a. - iii. b. iii.

STUDENT LIFE

25

CollegeIn general use, a college is an institution between secondary school and university, either a sixth form college or a college of further education and adult education.UniversityThis is an institution of higher education and research, which grants academic degrees in a variety of subjects. A university provides both undergraduate education and postgraduate education.19 Ask students to write new questions in their

notebooks, following the examples in Exercise 18. Check orally and on the board.

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20 + Organizing. Tell your students that, in order to write the reply, they should organize its content first. Tell them to consider the points in the list given.

21 ++ Drafting. Invite students to write a draft using the ideas they wrote in Exercise 20.

22 ++ Editing. Tell them to use the Editing Checklist to edit what their partners have written. Encourage them to pay real attention to details.

23 +++ Writing. Students have to write the final version of the e-mail. Invite them to send their e-mails to a friend through the Internet or on paper.

LEARNERSFAST

24 Motivate fast students to work in pairs to look at the picture of a classroom 200 years ago, and find elements that do not correspond to the period. Ask them to describe it using They didnt use to / They used to

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LISTENING

WHO HAD MORE FUN?

LESSON 2

Time 6 class hours.

Objectives Listen, and identify main ideas and specific information in a conversation about past personal experiences. Read a piece of literature about past experiences.Exchange information about different events in the past. Write an imaginary end for a story. Use the Past Continuous tense.

Materials CD, Tracks 13, 14, 15, 16.Reading booklet, p. 3Your English in Action, Students Book, p. 26, Ex. 1, 3Workbook, pp. 6, 7, 8, 9

Evaluation Lets Check, Students Book, p. 22

This strategy will raise students interest in the topic. Let them share some experiences or anecdotes about their grandparents.

Strategy Spot

BEFORE LISTENING

1 + Introduce the topic of the lesson with a general conversation about your students last weekend activities. Then, tell them to look at the pictures and choose the ones that are true for them, and write sentences in their notebooks. Ask them to write some questions about the pictures too, and check them orally, so that the rest of the class can answer them.Examples: I went to a party and I watched TV.Tell students to read the instruction and draw their attention to the form of the question.Ask one of them to read it aloud. Say the answer: In Picture 1, the teenagers were riding a bike. Motivate different students to ask and answer about the rest of the pictures and then ask them to write the questions and answers in their notebooks.

UNIT 126

Answers

1. They were riding their bikes.2. They were chatting with friends.3. They were dancing.4. They were listening to music.5. They were having a picnic.6. He was watching TV.7. She was playing the piano.

2 + Invite the students to share and compare the sentences they wrote with their partners. Check orally.

3 ++ Ask students if they know what their grandparents used to do when they were teens. Tell them to look at the pictures again and choose the activities they think they used / didnt use to do, and write them in their notebooks. Do not check their answers at this point. Tell students that they can ask their grandparents at home, to check their answers, and report their findings the following class.

4 ++ Tell students to look up the words in the Key Word Spot in a dictionary. Ask them to write the meaning in their notebooks. Then, ask students to add the type of word to the meaning (for example n - noun, v - verb, a - adjective, etc.).

Answers

attend - asistir. dark - oscuridad. dorm - (American English / informal for dormitory) - dormitorio en un colegio.

AVOID THIS MISTAKE!Attend is false cognate (word that means something different although it looks / sounds very similar in Spanish). It means asistir, not atender.

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LISTENING

Here, students will have an idea of what comes next.Using this strategy, it will be easier for them to concentrate on details and answer the questions.

Strategy Spot

5 + 13 Explain to the students that they are going to listen to a conversation between a teenager, Laura, and her grandmother. Tell them to listen and identify what they are talking about.

Answersb.

6 ++ 13 Refer students to the notes they took in Exercise 3, and ask them to listen and compare. Play the recording again.

Answers

She used to ride a bike, she used to have picnics and she used to play the piano.She didnt use to chat with friends, she didnt use to go to discos, she didnt use to listen to music, and she didnt use to watch TV.

7 ++ 13 Ask students to copy the chart in their notebooks, and then check or cross what they think Lauras granny used to / didnt use to do. Ask students to listen again and check how many correct answers they got.

Answers

Sleep at school . Play the piano . Watch TV . Listen to music . Read Have a picnic . Ride bikes . Play cards . Go out alone . Have boyfriends . Return home late from parties .

8 +++ 13 Read sentences a. g. with the class. Play the recording again for the students to identify the order in which they appear. Check answers orally.

Answersa. 7, b. 4, c. 3, d. 5, e. 1, f. 7

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9 ++ 13 Read the phrases with the class and tell them to try to remember or guess who said them, Laura or her grandmother. Play the recording again for students to check their answers. Check orally.

STUDENT LIFE

27

Answersa. Granny. b. Laura. c. Granny. d. Laura.

10 +++ 13 Ask students to listen again and answer the questions in their notebooks. Allow them to work in pairs. Check orally and on the board.

Answers

a. From Monday to Friday b. No, she attended a girls school. c. Yes, it had a garden with trees and a fountain. d. She used to read, play cards, and play music.

TRANSCRIPT 13

Laura: Look, Granny, I found some old photos.Granny: Let me see... These are my classmates and me!Laura: Wow! Where were you? What were you doing?Granny: I think we were in our old school. In those days my

parents were living out of the city, so I always stayed at school during the week. On weekends, I returned home and stayed with my family. It was a school for girls only; we didnt use to attend mixed schools.

Laura: What was the school like?Granny: It had a large garden with a lot of trees. In the middle of

the garden there was a beautiful fountain. Our teacher took this photo while we were singing in the music room. Can you see the piano behind us? I learned to play it when I was your age.

Laura: How about the rest of the school? Were there any dorms?Granny: Of course! There were many students who used to stay

at school during the week. The only bad thing was that I was afraid of the dark and we had to turn the lights off at nine every night!

Laura: What? When did you watch T.V. then?Granny: We never watched T.V. or listened to the radio or to

music. Life was really different then; we always spent our free time reading, playing cards, playing music.

Laura: I see. What else was different?Granny: A lot of things! We always returned home early

from parties, and we never went out alone with our boyfriends. We didnt use to have boyfriends at all!

Laura: At least, I suppose you could go to the cinema!Granny: Oh! Yes. And we always rode our bikes and had picnics

when the weather was nice.

Invite students to explore a literary text related to the topic of the lesson. Ask them to read the poem on Page 3 of the reading booklet, and then answer the questions that will help understand better.You can use the CD to allow students to listen to the recorded version of the poem while they are reading.

LET S READ!

This strategy will demonstrate how much students understood. After doing Exercise 10, ask them to report the conversation to their partner paying attention to what their classmates say and compare it with what they say.

Strategy Spot

11 +++ In their groups, the students reflect on the conversation they listened to, and answer the questions. Invite some groups to share their comments with their classmates.

Draw students attention to the expressions in the box below and ask them to use those phrases when they are talking in groups.

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LANGUAGE SPOT

The Past Continuous

These activities are meant to promote independent learning, so help, guide and check them, but do not provide them with the answers.1. The students study the sentences from

the recording.2. They choose the alternative they think

is correct.Answers: b.

3. The students copy and complete the general rule in their notebooks.Answers: We use the Past Continuous to express a continuous action that happened in the past.We use the Simple Past tense to express a specific action that happened in the middle of the long action. We can join the two ideas with when or while.

UNIT 128

4. Ask students to write a true sentence, indicating what someone else was doing when they left home. For example: When I left home this morning, my father was sleeping.

AVOID THIS MISTAKE!We can use the two conjunctions when or while to join a Past Continuous and a Past Simple action / event but we must be especially careful with the use of while.While always precedes the continuous action, for example:While I was doing my homework the phone rang.BUT NOT: I was doing my homework while the phone rang.However, when can precede either clause, for example:I was doing my homework when the phone rang.Or: When I was doing my homework the phone rang.

Additional exerciseFill in the gaps using the Past Continuous tense. a. What _____you_____when I phoned

yesterday? (do)b. _____ you______TV when it happened?

(watch)c. What_____you_____at the party? (wear)d. When I_____John in town yesterday,

he______ for some groceries. (meet, shop)e. Mary______for me when I______. (wait, arrive)

12 ++ Refer students to the LANGUAGE SPOT. Ask them to complete the sentences a. d. using the Past Continuous forms of the verbs in the boxes, according to the visual clues. Tell the students to pay particular attention to the use of was and were.

Answers

a. was eating b. was studying c. were playing d. were dancing

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LETS CHECK

13 The purpose of this section is to allow students to check and revise their progress and, at the same time, provide the teacher

with infor