All Ready Teachers Guide 2

8/17/2019 All Ready Teachers Guide 2

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Teacher’s Guide

English

Jimena LizaldeFanny Riva Palacio

Margarita PrietoLiliana Alcántara

Angela Hewitt


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Teacher’s Guide

English

Jimena LizaldeFanny Riva Palacio

Margarita PrietoLiliana Alcántara

Angela Hewitt


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All Ready!Teacher’s Guide 2

Texto, diseño e ilustración D.R. © Macmillan Publishers,S.A. de C.V. 2012Texto: Jimena Lizalde, Fanny Riva Palacio, Margarita Prieto, Liliana Alcántara, Angela HewittFormal Assessments: JoAnn Miller Macmillan es una marca registrada All Ready! es una marca registrada de Macmillan Publishers,S.A. de C.V.

Primera edición 2012

Directora Editorial: Julie KnivetonPublisher: Andreina EspañaGerente de Operaciones Editoriales: Elisa PecinaGerente de Diseño: Mónica PérezCommissioning Editor: Adriana AlcaláContent Editors: Gael Ollivier, Catalina Hernández, Hilda ÁlvarezEditores: Nagchielli Rico, Nuria VillarrealDiseñadores: Ana Castillo, Alejandro Flores, Berenice Gómez,Itzel López

Concepto de portada: Alejandro Flores

Diseño de portada: Alejandro FloresConcepto de diseño: Alejandro Flores, Berenice GómezDiseño y formación: Black Blue, Victor Martínez, David NietoMartínez, Margarita Torres,Ilustraciones: Félix LeónIlustraciones Student Book: Tania Juárez, Félix León, LuisMontiel, Antonio RochaFotografía de portada Student Book: Glow ImagesFotografías Student Book: Glow Images p 19 (4); Photolibrary p 19Ilustraciones Reader: A corazón abierto/Marcela Gómez, MarcosGónzalez, Alejandro Herrerías, Nora Millán, Manuel MolohuaFotografía de portada Reader: PhotolibraryFotografías Reader: Archivo Digital pp 33, 111 (3); Getty Imagesp 7 (2); Glow Images pp 33, 111 (2); Photolibrary pp 33, 85, 111;Photostock p 7

ISBN de la serie: 978-607-473-329-7Teacher’s Guide 2 ISBN: 978-607-473-334-1Class Audio CD2 ISBN: 978-607-473-340-2

Macmillan Publishers, S.A. de C.V.Insurgentes Sur 1886Col. Florida, CP 01030México, D.F.Tel: (55) 5482 [email protected]

www.grupomacmillan.com

www.macmillan.com.mxwww.macmillanenglish.com

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Prohibida la reproducción o transmisión parcial o total de esta obrapor cualquier medio o método o en cualquier forma electrónica omecánica, incluso fotocopia, o sistema para recuperar informaciónsin autorización por escrito de la editorial.Todos los derechos reservados conforme a la ley.

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Contents

Introduction ………………………………………………………… page 5

Yearly Planner ……………………………………………………… page 11

Assessment Guidelines ……………....…………………………… page 21

Unit 1 …………………………………………………………………. page 23

Learning Environment 1

Social practice: Understand and convey information about

goods and services.

Specific activities: Offer and understand suggestions in order

to purchase or sell a product.


Social practice: Read and understand different types of literary

texts distinctive of English-speaking countries.

Specific activities: Read fantasy literature and describe characters.

Continuous and Global

Assessment Chart …………………………………………………. page 48

Unit 2 …………………………………………………………………. page 49


Social practice: Understand and write instructions.

Specific activities: Understand and compose instructions about

facing an environmental emergency.


Social practice: Interpret and convey information published

in various media.

Specific activities: Script dialogues and interventions for a silent short film.



Unit 3 …………………………………………………………………. page 75


Social practice: Participate in language games to work with

specific linguistic aspects.Specific activities: Participate in language games in order

to recognize rhythm, stress and intonation of sentences.


Social practice: Read and rewrite informative texts from a particular field.

Specific activities: Rewrite information to explain how a machine

or device works.



Familiar and Community Literary and Ludic Formation and Academic


5/177 Familiar and Community Literary and Ludic Formation and Academic

Unit 4 …………………………………………………………………. page 101


Social practice: Understand and incite oral exchanges regarding leisure situations.

Specific activities: Share personal experiences in a conversation.


Social practice: Understand and express differences and similarities

between cultural features from Mexico and English-speaking countries.

Specific activities: Read short literary essays in order to compare cultural

aspects from English-speaking countries and Mexico.



Unit 5 …………………………………………………………………. page 127


Social practice: Produce texts to participate in academic events.

Specific activities: Write diverse points of view to participate

in a round table.


Social practice: Interpret and convey instructions found in daily life.

Specific activities: Provide and understand instructions for the

performance of daily life activities.Continuous and Global


Glossary ………………………………………………….…………. page 153

Formal Assessments …………………..….……………………….. page 154

Audioscripts ……………………………………………………....... page 164

Answer Key for Reader Comprehension Questions ……..…. page 171

Answer Key for Self-Tests …………………………………………. page 173

Answer Key for Formal Assessments .…………………………... page 174

Bibliography for Teachers …………….…………………………. page 175

Tracklist ………………………………………………………......….. page 176


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Introduction

How All Ready! works

All Ready! is a brand new secondary school course which has been designed both

as a stand-alone course and to follow on from the I’m Ready primary course. All Ready helps students consolidate their knowledge of English and the socialpractices developed in the previous stages of their education, and acquire newknowledge and skills to help them take their English to the next level.

he aim of the All Ready! series is to expose students to a variety of real lifecommunicative situations specifically selected to reflect the social practices ofthe English language. his approach is very much task-based. It does not simplyrely on language analysis, but rather seeks to make learning meaningful by havingstudents apply new language to the completion of tasks or the developmentof “products.” At the same time, this approach encourages students to notonly develop their communication skills, but also the general learning skills or

competencies they will need in life.

Te communicative focus of the All Ready! series is text-based. Students willwork extensively on the production of oral and written texts with the intentionof improving their knowledge of different text genres, and producing texts forspecific communicative situations, that are both coherent and cohesive, andthat follow grammar, punctuation, and spelling conventions. In addition to this,students will develop skills to allow them to revise and repair their written andoral texts to help them deal with communication breakdowns.

Student Book

Structure

All Ready! 2 consists of five units, each one divided into two social learningenvironments. Each environment is made up of two lessons of 6 pages each, anda product. Te product is the final task to the lessons and aims for students tocreate a linguistic product that shows that they can perform the social practiceand specific activities of the learning environment. Te product is done over threestages which have students plan, do, and share and are covered in 4 class periods.

Te lessons themselves are divided into five stages of language development.Tese stages are not explicitly shown in the Student Book, but are clearlyindicated in the eacher’s Guide:

Stage 1: I know: Each lesson begins with an activity designed to activatestudents’ prior knowledge of the specific topic covered in the lesson.Stage 2: I build:

Tis stage exposes students to the target language of eachlesson in a realistic context with realistic activities.Stage 3: I think: Tis next stage focuses the students’ attention on the targetlanguage in an active way, helping them to notice patterns and formulate rulesabout correct usage.Stage 4: I practice: Tis penultimate stage gives the students the opportunity totest out their conclusions from the previous stage through a variety of controlledactivities.Stage 5: I can: Finally, students are given the opportunity to apply and

personalize their new language and knowledge in different contexts in order toproduce their own language.

Components

in All Ready! 2

For students

For teachers

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Each unit begins with an introductory spread which clearly sets out its activities, socialpractices, and aims so that students have a clear idea of what is expected of them. Inaddition, there is Glossary at the back of the book to supplement the lessons.

e Product lessons that come at the end of each learning environment follow a similarformat to the lessons themselves:

Stage 1: I get ready: Students activate their schemata on the topic.Stage 2: I plan: e initial planning stage where students decide how to distributetasks, required material, etc.Stage 3: I do: is consists of the specific activities needed to develop with the product.Stage 4: All ready to share: Students share their product with the class. It includesCheck the Chart! or Useful Expressions boxes.

At the end of each product, there is an I learn table so students can self-assess their ownperformance throughout the product’s process.

To further help guide both teachers and children through All Ready! 2, a series of iconsand features visually indicate the different elements present in each lesson.

Icons:• Learning environment icons:

ese show the learning environment that provides the learning context.Blue – Familiar and Community EnvironmentPink – Literary and Ludic EnvironmentYellow – Formation and Academic Environment

• Listening icon:is indicates when there is audio support to accompany the activity.

• Competencies icons:

As previously mentioned, All Ready! places great emphasis in developing students’competencies in tandem with their communication skills. e following icons appearalongside activities so that both teacher and students can see which competency isbeing promoted.

Learn: Indicates activities which promote lifelong learning, learning autonomy,and learning strategies.

Think: Indicates activities which develop critical thinking such as analyzing,categorizing, sequencing, and reflecting.

Me: Indicates activities which help students understand themselves, theirdecision-making processes, and promote self-awareness.

Collaborate: Indicates activities which involve cooperative work and developeffective communication and social skills.

Act: Indicates activities which create a social and global awareness of the worldtoday.

• Reader icon:is icon indicates when to use the Reader which accompanies the Student Book.

• Glossary icon:is icon refers students to the Glossary at the back of the book and aids them in

the learning of new words. e word and meaning will help them understand andremember the new words more effectively.

Familiar andCommunityEnvironment

Literaryand LudicEnvironment

Formationand AcademicEnvironment

Audio

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11

Lesson 1 Lesson Stages Student Book ReaderCompetencies

Developed

Class1 I know Activity 1

WhatShouldI Buy?

Pages7-19

Class2I build

Activity 2Activity 3Activity 4Activity 5

I think

Class3


Class4

I practiceActivity 10Activity 11Activity 12Activity 13Activity 14Activity 15

I can


Developed

Class5

I know Activity 1Activity 2Activity 3Activity 4

WhatShouldI Buy?

Pages7-19

I build

Class6

I think


Class7


I practice

Class8

Activity 13Activity 14Activity 15Activity 16Activity 17

I can

Product 1 Lesson Stages Catalogue of Goods

Class9

I get ready Stage 1

I plan Stage 2

I do Stage 3

Class10 Allready to shareStage 4I learn

Class11 Self-est:page 166 of the StudentBook

Class12 FormalAssessment:page 154 ofthe eacher'sGuide

Learn

Learn

Tink

Tink

Tink

Me

Collaborate

Act

Yearly Planner Unit 1

Socialpractice:Understandand conveyinformation about

goodsandservices.

Specificactivities:Offerandunderstandsuggestionsinorderto

purchaseorsella product.

StructuresandSampleLanguage: verbs:modals( should,shall);

verbforms:subjunctive:( shesuggestshebuy …);acoustic

features:tone(courteous,serious, etc.),rhythm,speed,

intonation,pauses; connectors;adject ives:qualifying,

comparative,compound (fifteen-minuteprocess, two-wheel

vehicle);comparativestructures(as…as …;like;moreslowly,

lessquickly;theleast…,themostquickly);adverbs:ofdegree

(very,too,rather );sentence types: declarative,interr ogative,

imperative,exclamative.

Achievements:

•Cananticipatecentralsenseandmainideasfromknownoral

expressions.

•Candistinguishmainideaswithinoralexchanges.

•Canseekconfirmationin anoralexchange.

•Canproduceexpressionstoargueor object.

•Canadjusttone,rhythm,andintonationwhencomposing

oraltexts.

Learning Environment 1 FamiliarandCommunity

24

Unit 1 Lesson 1 Student Book p. 8-13

Performance Indicators: – Activate previous knowledge. – Distinguish the attitudesof speakers andthe

relationship between them.

– Distinguish soundswhich allow the identificationofthe place where adialogue occurs.

– Detectrhythm, speed, andintonation. – Choose wordrep ertoire relevantto asuggestion. – Formulate, accept, or reject suggestions. – Contextclues:sounds, turnsofparticipation,

relationship betweenparticipants, attitudes, etc.

– Acousticfeatures: tone, rhythm, speed,intonation, pauses.

– Recognize subjectmatter, purpose, andintendedaudience.

– Determine sequence ofenunciation: description. – Listento suggestions aboutthe purchase or sale of

aproduct.

– Distinguish formsof expressing suggestions. – Adverbsofdegree. – Locate andcomprehend information. – Structure ofdialogu e:ope ning, body, andclosure. – Adjectives:qualif ying, comparative. – Comparative structures. – Formulate questionsand answersto understand

adialogue. – Establish linguisticres ources to link the sentencesin

asuggestion.

– Connectors. – Detect expressionsto argue or object. – Foster courtesy withininterpersonal relationships. – Show assertivenessduring decision-making.

Materials: – Reader, Audio CD – White sheetsofpaper

StudentBook sin the order they hear the conversations

asthey listen. Play the CD. Have studentsexchange

bookswith a classmate andexplainthey willlistentothe conversationsonce more to check their classmate’s

answers. Ask them to mark the wrong answersin their

classmate’sbooks , butnot to correct. Play the CD. Then

have students returnthe books to their classmates to

make the necessary corrections. Play the CDonce more

ifitis necessary for studentsto correcttheir answers.

Listening to the conversationsmore thanonce willalso

allowstudents todetect rhythm,speed, andintonation.

Answers: a 3; b 1; c 4; d 2

Alternative Activity: Have studentswork inpairsandchoose one of the situationsusing the illustrations

intheir books onpage 8 asrefe rence. Ask them each to

choose acharacter andto reproduce the conversation

between the people inthe picture they chose. By doing

this, studentswillchoose wordrepertoire relevantto

formulate, accept, or rejectsuggestions. Thenask for

volunteersto cometo theclass andperform their

conversation.Thiswill allowstudents todistinguish

contextclues: sounds,turns ofparticipation,relationship

between participants, attitudes, etc.

Encourage studentsto emphasize these acoustic

features: tone, rhythm, speed, intonation, pauses. Allow

different studentsto come to the frontandpe rform the

conversations. You canhave the rest ofthe class vote

for the best performance.

Time: 15 minutes

Class

Lead-in

Choose two random objects inthe classroom whichlook completely different. Ask studentsto findas many

similaritiesasthey can betweenthe two objects.

Stage 1: I know

02 1 Listen to the conversations and numberthe pictures in the order you hear them.To activate previous knowledge, tell studentsabout the

lastthingyoubought,whereyouboughtit,andwhether

itwascheap or expensive. Thenask studentsthese

questions: Whatwas thelast thingyou bought? Wheredidyou buyit? Wasitexpensive? Allowdifferent studentsto tellyou aboutthe thingsthey bought.

Ask studentsto opentheir StudentBooksto page 8

anddraw their attentionto the illustrations. Ask: Whoarethey? Wherearethey? Whatare theygoing to buy?Elicitanswers. Tellstudentsthey willlistento different

conversationsand thatyou wantthem to pay attention

to allthe sounds they hear, to identify the place where

the conversationsare taking place.

Ask them to close their eyes. Thenplaythe CDand

pauseitafterthefirstconversation.Ask:Whowas speaking?Aretheyfriends? Thiswillallowthemtodistinguishtheattitudes ofspeakers andthe relationship

betweenthem. Thenask :Whereare they? to distinguishsounds which allow the identificationof the place

where adialogueoccurs.Repeatfortheotherthree

conversations.Thenexplain thatthey will listento the

conversationsagain to number the pictures intheir

A _ T _ pp 3 _ 8 _ 1 .i nd d 1 5 11 9 :

Features:ere is a Glossary for each unit that gives meanings of key vocabulary items, helpingstudents develop basic dictionary skills that promote autonomous learning.e Self-Test section provides an opportunity for students to reflect on their learning in eachunit and what they can do with the language they have acquired. It includes an answer key.e Worksheet section consists mainly of graphic organizers and templates for the studentsto use during class. e teaching notes indicate when and how to use them. For more

information, see the Helpful ideas for using All Ready! section on pages 8-9.e Verb list contains a list of irregular verbs found in the Student Books in their infinitive,simple past, and past participle forms.e Audioscript section contains scripts for all the listening activities covered in the StudentBook. Refer students to this section whenever you want them to do different activities with theaudioscript.e Bibliography for Students provides a list of reference materials for students to researchand expand their knowledge on the topics seen in All Ready!

Teacher’s Guide

Teaching notes

is guide provides step-by-step comprehensive teaching notes on howto cover the material in the Student Book. Each corresponding unit of theTeacher’s Guide is clearly sub-divided into learning environments, lessons,and even classes, so that the teacher knows exactly what to do and when todo it.

e lesson notes follow the previously mentioned five-stage languagedevelopment plan. Similarly, product lessons are clearly based on theaforementioned four-stage plans. Both of these lesson types begin with a box

which clearly sets out the lesson’s performance indicators and the requiredmaterials before the lessons begin, and the lesson notes contain key featureslike answer keys and competency icons.

Other useful sections in the teaching notes include:

Yearly Planner: Five two-page spreads, one for each unit, which clearlyindicate what the teacher needs to cover in each class period. It lists theStudent Book activities, the chapters of the Reader, the competencies to bedeveloped, and the stages covered in each lesson.

Lead-in: is section begins every class and serves as a warmer activity

to get the students involved and interested before the main part of thelesson begins.

Reader box: is is a set of instructions on how to present and carry outthe activities related to the Reader (indicated in the Student Book by theReader icon). ese boxes also give ideas for a variety of reading strategies.

Alternative Activity box: is offers the teacher an alternative way toconduct an activity.


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Classroom Management box: is gives methodological or class management suggestions,designed to anticipate problems in the classroom and /or help the class run more smoothly ingeneral.

Remember: is feature prompts the teacher at the end of a class about the material requiredfor the next class.

Cultural Note box: is provides useful cultural information related to the subject beingcovered or the language being taught.

Teacher’s Reflection Tool box: is, which appears at the end of each learning environmentand lists the learning environment’s achievements in the form of can do statements, and itprovides the teacher with an opportunity to reflect on what students have covered in class.

Assessment tools: e Assessment Guidelines section at the beginning of the book offers adetailed explanation of the different types of assessment provided in All Ready! 2, includingassessment rubrics. After each unit there are Continuous and Global Assessment Charts torecord students’ progress, which are linked to the attitudes and values of the language and thesocial practices. Finally, at the end of this Teacher’s Guide, there are two-page Formal

Assessments for each unit, which cover the students’ language knowledge and skills.

Bibliography for Teachers: is is a list of reference materials for teachers.

Glossary: is provides a comprehensive list of ELT terms used in the teacher’s notes or thatare essential to the successful implementation of All Ready! 2.

Audioscripts: A copy of all of the scripts for all listening activities is provided at the back ofthe Teacher’s Guide.

Answer Keys: ere are answer keys for the Reader’s Comprehension Questions and the Formal Assessments.

Other resource material:

Audio CD

e Audio CD contains the listening activities from the Student Book. e recordingsare read by both native and non-native English speakers. e tracks are indicated in both theStudent Book and the Teacher’s Guide.

The Readerse All Ready! Readers are specifically designed to complement the Student Book. Given the

text focus of All Ready! , the Readers are an essential tool to help students develop their readingskills and text knowledge.

e Readers consist of three main sections:

• Narrative textsese are original fiction and provide opportunities for students to read and discuss storiesrelated to cultural, literary, and everyday topics, with illustrations that are closely related tothe text.

• Informative textsese are non-fiction texts that help students learn about the world around them. ey contain

factual texts and support cross-curricular content.


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• Comprehension Questions and Glossary

texts, followed by a glossary designed to help comprehension during thereading process.

Helpful ideas for using All Ready! 2

DevelopingWriting Skills All Ready! 2 focuses heavily on developing students’ text skills, boththrough their ability to understand different texts and to produce them.Students have begun to develop an understanding of different text typesand are becoming aware of concepts such as purpose, structure, genre,and tone, both in their own language and in English. However, if thisreceptive understanding of written language is to become a productiveability, students will need the help, support, and guidance of theirteachers.

All Ready! 2 provide activities designed to improve and

practice students’ writing skills, but there are a whole host of otheractivities available to the teacher which can be integrated into classroomactivities to further develop students’ knowledge and abilities, many ofwhich require little or no preparation.

At word level, drawing students’ attention to spelling patterns andstrategies (i before e except after c; when to double consonants whenadding -ed or -ing to verbs, etc.), provides students with the tools toconstruct the basic building blocks of any text. It is also advisable tosensitize students to recognize different parts of speech (nouns, verbs,adverbs, etc) and their syntactic functions, as this will improve theiraccuracy. One simple but effective activity that can be included in virtually any lesson is

having students find examples of the part of speech being studied in each lesson, for example,prepositions. Another is helping students build word families for high frequency vocabularywhich occurs in the lessons, for example, success (n) succeed (v) successful (adj), by havingstudents come up with sentences for each different part of speech in the family.

Similarly, there is an abundance of useful sentence-based activities available to the teacher;again, many require little extra work on the part of the teacher. Sentence dictations can be veryuseful in helping students understand the difference between what they hear and what theywrite, and can be done collaboratively (with pairs or groups of students comparing after eachlistening and peer correcting) so that the focus is on the students learning from each other. In asimilar vein, giving students sentences from their written homework and having them work ingroups to try and find and correct the mistakes can be a very useful sensitizing activity. To make

things easier, the teacher can indicate where the mistakes are and focus on common “global”mistakes made by the students rather than using specific examples from individual students andrisking potential embarrassment for the student concerned.

With paragraph and complete text activities, once again, noticing exercises, such as identifyingall the linking words / phrases in a text can be very useful for building student text knowledge,and simple activities can be created by photocopying texts and deleting the linking words youwant to practice. Similarly, giving students individual sentences from a text or paragraph andhaving them work together to decide on a logical order can promote concepts such as how toproduce coherent arguments or main ideas and supporting details.


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Moving on to creativity, it is often at the idea stage where students fallshort with writing. Techniques such as brainstorming, using visual aids,collaborative and chain writing (where students take turns to writesentences in a text) are all ways of making sure that students don’t getstuck on what to say. In addition, remember that while students maynow be able to recognize certain text types, they probably still have verylittle experience in actually producing them. Make sure that they have

the scaffolding they need by always having a model text so that studentsare clear on what they have to produce. e first few times the studentsare attempting a certain text type, text templates which clearly show theparagraph structure, with sentences prompts for students to complete ( Inmy opinion, …; etc.) provide students with a framework to “borrow” forfuture texts of their own.

Remember that students learn quickly, but also forget quickly, and thebest way to ingrain good writing practices in students’ minds is to doactivities often so that they become second nature and can be applied bystudents outside the classroom.

Using Songs All Ready! 2 makes use of songs for a number of different reasons. Apartfrom the “typical” language focus exercises (complete the missing words,guess the new vocabulary from context, put the words or sentences inthe correct order, listen and correct the mistakes, mime the actions,etc.), songs can provide a platform for a number of other language andcompetency-based activities.

To begin with, songs can be used as a means of teaching values andprovide contexts for looking at social issues, by having students reflecton the themes they cover, such as sadness, friendship, and family. Inaddition, songs can serve as a platform for speaking and writing exercises.

Depending on the song, it may be possible for students to develop role-plays between the different characters in the song or for students to writeadditional verses or continue the “story”. ey can even be asked to writeletters or e-mails to the people in the song, giving advice, or to rewrite thesong into a story. e list goes on and on.

One thing is certain, songs are an excellent way to engage students’interest in English or in a specific topic, and with a little thought, canoften be the vehicle for many interesting activities.

Graphic OrganizersGraphic organizers, which are found in the Worksheet section of the

Student Book, integrate visual and verbal elements of learning. eybenefit both left and right hemispheres of the brain, and are designedto help students organize and make sense of information and create aconnection between different ideas through visual means.

Graphic organizers can be used in all stages of the lesson, for instance,when brainstorming or when organizing information, and they can beused individually or in groups. ey are particularly useful in activitiesthat require critical thinking skills and promote creativity by encouragingstudents to look at information in new ways. ey also promote learnerautonomy by giving students the means to organize their newly acquiredknowledge in ways which are meaningful to them.


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Developed

Class 1 I know Activity 1

What Should I Buy?

Pages 7-19

Class 2I build

Activity 2Activity 3Activity 4

Activity 5

I think

Class 3


Class 4

I practiceActivity 10Activity 11Activity 12Activity 13Activity 14Activity 15

I can


Developed

Class 5


What Should I Buy?

Pages 7-19

I build

Class 6

I think


Class 7


I practice

Class 8


I can

Product 1 Lesson Stages Catalogue of Goods

Class 9

I get ready Stage 1

I plan Stage 2

I do Stage 3

Class 10 All ready to shareStage 4I learn

Class 11 Self-Test: page 166 of the Student BookClass 12 Formal Assessment: page 154 of the Teacher's Guide

Learn

Learn

ink

ink

ink

Me

Collaborate

Act

Yearly Planner Unit 1

Social practice: Understand and convey information about

goods and services.

Specific activities: Offer and understand suggestions in order to

purchase or sell a product.

Structures and Sample Language: verbs: modals ( should, shall);

verb forms: subjunctive: ( she suggests he buy …); acousticfeatures: tone (courteous, serious, etc.), rhythm, speed,

intonation, pauses; connectors; adjectives: qualifying,

comparative, compound (fifteen-minute process, two-wheel

vehicle); comparative structures (as … as …; like; more slowly,

less quickly; the least …, the most quickly); adverbs: of degree

(very, too, rather ); sentence types: declarative, interrogative,

imperative, exclamative.

Achievements:

• Can anticipate central sense and main ideas from known oral

expressions.

• Can distinguish main ideas within oral exchanges.• Can seek confirmation in an oral exchange.

• Can produce expressions to argue or object.

• Can adjust tone, rhythm, and intonation when composing

oral texts.

Learning Environment 1 Familiar and Community


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Unit 1


Developed

Class 13

I know Activity 1

Activity 2Activity 3

The Five Joaquins

Pages 20-32

I build

I thinkClass 14



Class 15 I practice


Class 16 I can



Developed

Class 17


The Five Joaquins

Pages 20-32

I build

Class 18


I think

Class 19


I practice

Class 20


Activity 18I can

Product 2 Lesson Stages Comic Book

Class 21

I get ready Stage 1

I plan Stage 2

I do Stage 3



Learn

Learn

Learn

ink

ink

Me

Collaborate

Collaborate

Act

Act

Act

Act

Social practice: Read and understand different types of

literary texts distinctive of English-speaking countries.

Specific activities: Read fantasy literature and describe

characters.

Structures and Sample Language: adjectives: qualifying; verb

tenses: past and present perfect; adverbs: of time (yet,already); verb forms: gerund, past participle; conditionals ( if

she were …, she would …); direct and indirect speech.

Achievements:

• Can use strategies to support the comprehension of

narratives.

• Can anticipate central sense and main ideas from some

details.

• Can distinguish between explicit and implicit information.

• Can formulate and answer questions to distinguish and

verify specific information.• Can describe characteristics and abilities.

Learning Environment 2 Literary and Ludic


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Developed


What to Do in an

Emergency

Pages 33-45

Class 26

I build Activity 2Activity 3Activity 4Activity 5Activity 6I think

Class 27


I practice

Class 28 I canActivity 12Activity 13Activity 14


Developed

Class 29

I know Activity 1Activity 2Activity 3

What to Do in an

Emergency

Pages 33-45

I build

Class 30 I think


Class 31 I practice


Class 32 I canActivity 13

Activity 14Product 1 Lesson Stages Instruction Manual

Class 33I get ready Stage 1

I plan Stage 2

Class 34

I do Stage 3

All ready to shareStage 4I learn

Class 35 Self-Test: page 168 of the Student Book

Class 36 Formal Assessment: page 156 of the Teacher's Guide

Learn

Learn

ink

ink

Me

Collaborate

Act

Act

Unit 2

Social practice: Understand and write instructions.

Specific activities: Understand and compose instructions

about facing an environmental emergency.

Structures and Sample Language: sentence types; adverbs: of

time (for, since), of sequence (after, firstly, next); abbreviations

( ASAP, S.O.S.); pronouns (who, whom, etc.) and relativeadverbs (how, why, when, where); prepositions (by, about,

for, in, into) and prepositive phrases (at the end of, in front of ).

Achievements:

• Can clarify the meaning of unknown terms in order to

broaden and refine their vocabulary.

• Can understand and point out the order of the

components, useful information and main ideas of an

emergency manual.

• Can write and classify sentences in order to create

instructions sequences.• Can remove, add and / or edit an instruction manual.

Learning Environment 1 Formation and Academic


15/1774


Developed


Silent Story

Pages 46-58

Class 38

I build Activity 2Activity 3Activity 4Activity 5

I think

Class 39


Activity 10Activity 11I practice

Class 40 I can



Developed

Class 41

I know Activity 1Activity 2


Silent Story

Pages 46-58

I build

Class 42 I thinkActivity 5Activity 6

Class 43 I practice

Activity 7Activity 8Activity 9Activity 10Activity 11Activity 12


Product 2 Lesson Stages Script


I plan Stage 2

Class 46

I do Stage 3

All ready to share Stage 4I learn



Learn

Learn

ink

ink

Me

Collaborate

Collaborate

Collaborate

Act

Social practice: Interpret and convey information

published in various media.

Specific activities: Script dialogues and interventions for a

silent short film.

Structures and Sample Language: connectors; verbs: modals

(would, could, need to).

Achievements:

• Can anticipate central sense and main ideas from

previous knowledge and non-verbal communication.

• Can compose expressions to produce oral exchanges.

• Can provide examples to main ideas during an

oral exchange.

• Can rephrase expressions produced during an

oral exchange.


Unit 2


16/177


Developed

Class 49I know

Activity 1


Let’s Communicate

Pages 59-71

I build

Class 50 I think

Activity 4

Activity 5

Activity 6

Activity 7

Activity 8

Class 51

I practice Activity 9Activity 10


I can

Class 52

Activity 13

Activity 14



Developed

Class 53I know


Activity 3

Let’s Communicate

Pages 59-71

I build

Class 54

Activity 4

Activity 5


Activity 8

I practiceClass 55

Activity 9


Activity 12

Class 56 I can

Activity 13

Activity 14


Activity 17

Product 1 Lesson Stages Hangman Game


I plan Stage 2

Class 58

I do Stage 3

All ready to shareStage 4

I learn

Class 59 Self-est: page 170 of the Student Book

Class 60 Formal Assessment: page 158 of the eacher's Guide

Learn

Learn

Learn

Tink

Tink

Tink

Collaborate

Collaborate

Collaborate

Me

Act

Unit 3

Social practice: Participate in language games to work

with specific linguistic aspects.

Specific activities: Participate in language games in order

to recognize rhythm, stress and intonation of sentences.

Structures and Sample Language: sentence composition;

punctuation: apostrophe (He didn‘t, I‘ve); upper andlower case letters; diphthongs: (oi, ou, au).

Achievements:

• Can distinguish the stress of specific parts of sentences.

• Can read and write sentences to practice rhythm,

intonation and stress.

• Can contrast the stress of words, both on their own and

within sentences.


I think


17/1776


Developed

Class 61I know


Teen Geek

Pages 72-84

I build

Class 62 I think



Class 63 I practice




Developed

Class 65

I know Activity 1


Teen Geek

Pages 72-84

I build

Class 66 I think


Class 67 I practice


Class 68 I can

Activity 14


Product 2 Lesson Stages Poster about the Operation of a Machine


I plan Stage 2

Class 70

I do Stage 3




Learn

Learn

ink

ink

Collaborate

Me

Act

Act

Social practice: Read and rewrite informative texts from a

particular field.

Specific activities: Rewrite information to explain how a

machine or device works.

Structures and Sample Language: comparatives (more

slowly, less quickly, etc.), superlative adverbs (the least …,the most quickly, etc.); verb forms: modals (can, could);

connectives (in order to, so that, so/such … that); verbs:

phrasal verbs ( set upon, get about, etc.); adverbs: of the

sentence (too, either, etc.); syntactic features of the English

language: split infinitive [to + word(s) + verb]

Achievements:

• Can choose and paraphrase sentences.

• Can organize and link main ideas and the information

which explains them, in a diagram.• Can rewrite sentences in order to give explanations.


Unit 3


18/177


Developed

Class 73

I know Activity 1Activity 2Activity 3

Sharing Our LivesThrough Language

Pages 85-97

I build

Class 74


Activity 10Activity 11I think

Class 75


I practice

Class 76 I can


Lesson 2 Lesson Stages Student Book Reader CompetenciesDeveloped

Class 77


Sharing Our Lives

Through Language

Pages 85-97

I build

Class 78I think


Class 79

Activity 11Activity 12Activity 13Activity 14I practice

Class 80


I can

Product 1 Lesson Stages Autobiographical anecdote

Class 81

I get ready Stage 1

I plan Stage 2

I do Stage 3



Learn

Learn

Learn

ink

ink

ink

ink

Me

Collaborate

Collaborate

Unit 4

Social practice: Understand and incite oral

exchanges regarding leisure situations.

Specific activities: Share personal experiences in a

conversation.

Structures and Sample Language: verbs: modals

(would, used to), causative (have/get); adverbs: of

time always, never, sometimes, etc.); connectors ( so, nor ).

Achievements:

• Can seek confirmation.

• Can enunciate personal experiences spontaneously.

• Can organize sentences in a sequence.

• Can adapt verbal and non-verbal behaviors to a specific audience.

• Can anticipate central sense and main ideas to sustain a conversation.

• Can use direct and indirect speech while sharing personal experiences.



19/1778


Developed

Class 85 I know Activity 1Activity 2

An Aussie in the Landof the Aztecs

Pages 98-110

Class 86

I build


Activity 9

I think

Class 87


I practice

Class 88


I can


Developed

Class 89

I know Activity 1Activity 2Activity 3Activity 4Activity 5

An Aussie in the Land

of the Aztecs

Pages 98-110

I build

Class 90

I think


Class 91

Activity 11Activity 12Activity 13Activity 14Activity 15I practice

Class 92


I can

Product 2 Lesson Stages Comparative Chart


I plan Stage 2

Class 94

I do Stage 3




Me

Learn

Learn

Learn

ink

ink

ink

ink

Act

Social practice: Understand and express differences and

similarities between cultural features from Mexico and English-

speaking countries.

Specific activities: Read short literary essays in order to compare

cultural aspects from English-speaking countries and Mexico.

Structures and Sample Language: antonyms; verb tenses:progressive forms, past, present; adjectives: compound

(good-looking, well-dressed); adverbs: of time (never, always,

sometimes, often); nouns: irregular plurals

Achievements:

• Can differentiate examples and explanations from

main ideas.

• Can formulate and answer questions about literary essays.

• Can compare information, using antonyms.• Can compose sentences to describe cultural aspects.


Unit 4


20/177


Developed

Class 97

I know Activity 1Activity 2Activity 3Activity 4Activity 5

Know Your Rights!Pages 111-123

I build

Class 98 I think



Class 99 I practice


Class 100 I can



Developed

Class 101

I know


Know Your Rights!

Pages 111-123

I build

Class 102

Activity 4Activity 5Activity 6Activity 7Activity 8Activity 9Activity 10Activity 11

I think

I practice

Class 103



Class 104 I can


Product 1 Lesson Stages Round Table Discussion

Class 105

I get ready Stage 1

I plan Stage 2

I do Stage 3



Learn

Learn

Learn

Learn

ink

ink

ink

ink

Me

Collaborate

Collaborate

Act

Unit 5

Social practice: Produce texts to participate in

academic events.

Specific activities: Write diverse points of view to

participate in a round table.

Structures and Sample Language: synonyms; connectives

(because, if, unless, although, in spite of ); conditionals (Ifwe were …, we would; If they do …, they will …).

Achievements:

• Can use various strategies in order to point out information

containing individual points of view.

• Can select and organize information in order to write

sentences containing individual points of view.

• Can write paragraphs that express individual points of view.

• Can solve doubts and provide feedback in order to edit

individual points of view.



21/1770


Developed

Class 109


Watch Out!

Pages 124-136

I build

Class 110


Activity 9I think

Class 111


I practice

Class 112 I canActivity 15Activity 16


Developed

Class 113

I know Activity 1Activity 2Activity 3Activity 4Activity 5Activity 6

Watch Out!

Pages 124-136

I build

I thinkClass 114


Class 115 I practice


Class 116 I can


Product 2 Lesson Stages Poster with Instructions to Carry Out Daily Life Activities


I plan Stage 2

Class 118

I do Stage 3



Class 120Formal Assessment: page 163 of the Teacher's Guide

Learn

Learn

Learn

ink

ink

ink

ink

Me

Collaborate

Collaborate

Act

Social practice: Interpret and convey instructions

found in daily life.

Specific activities: Provide and understand instructions

for the performance of daily life activities.

Structures and Sample Language: determiners: quantifiers

( some, any, few) , articles (a, an, the); nouns: count andnon-count; verb tense: simple present; verbs: modals

( should, must); adverbs: manner; verb forms: imperative; connectors;

prepositions (in, to, at, on).

Achievements:

• Can adjust volume intonation and tone to emphasize

or alter instructions.

• Can understand and request instruction to carry out an activity.

• Can compose sequences of enunciation to provide instructions.

• Can use linguistic resources to ensure thecomprehension of instructions.

• Can produce instructions spontaneously.


Unit 5


22/177

Unit 1

Name:

Formal Assessment Learning Environment 1

154

02 1 Listen to the conversation and circle T for True or F for False. (3 points, 1 each)

1 They are playing soccer. T F

2 They are looking at a menu. T F

3 They want soda. T F

02 2 Listen to the conversation and answer the questions. (3 points, 1 each)

1 What shoes does the second boy want? .

2 Which are more expensive, Roadrunners or Rickie tennis shoes? .

3 Where are Roadrunners made? .

3 Read the advertisements and complete the sentences. (10 points, 2 each)

Pegasus bike

19”Mountain bike

Maximum speed up to 45Km/hr

Weight: 16kg

Six months old. Only $2,600.

Contact Pablo Suarez 6454-6698

4 Write the correct phrases from the box. (4 points, 1 each)

A: 1) sell your old bike, Andy?

B: Great. We can make some money.

2) write an advertisement.

A: 3) you ask your father first.

B: 4) .

I suggest

Let’s

That’s a good idea

Why don’t you

A: How much is the Pegasus?

B: It’s $2,600. It’s 1) than the Comet and it’s 2) .

(expensive) (old)

A: That’s right. The Pegasus is as 3) as the Comet.

(tall)

B: It’s 4) than the Comet too. I think it will go 5) than the Comet.

(light) (fast)

Score: ( / 20 points)

Comet bike

19” speed bike

Maximum speed up to 25 Km/hr

Weight: 20kg

Brand new. Only $2,500

Contact Beto Palacios 3546-4459

Photocopiable D.R. © MacmillanPublishers, S.A. de C.V., 2012. Only for teaching purposes.

A _T _pp1 _1 _Formal Assessment.indd 1 1 : P

Unit 1

Name:

Formal Assessment Learning Environment 2

155

Score: ( / 20 points)

1 Read the story and answer the questions. (6 points, 2 each)

My grandfather told me his father had met Joaquin Murrieta, the famous outlaw. One day when

my grandfather was a boy he was taking care of his family’s sheep in the mountains. He was sitting

under a tree watching the sheep when a man suddenly appeared. My grandfather looked at him

and asked, “Where did you come from?” The man laughed and said he was thirsty. My grandfather

offered him some water. When the man left, he told my grandfather never to be afraid of Joaquin

Murrieta. He said Joaquin never forgot a favor.

1 What was his grandfather doing in the mountains?

.

2 What did Joaquin Murrieta want?

.

3 Why shouldn’t the grandfather be afraid of Joaquin Murrieta?

.

2 Write the correct form of the verbs. (8 points, 2 each)

Mary said she 1) worried because she has two exams tomorrow. She

(be)

wished that she could 2) more. If I 3)

(study) (be)

Mary, I wouldn’t 4) to the movies tonight.

(go)

3 Circle the correct words. (4 points, 1 each)

A: 1) Have / Had you ever been to the city?

B: Yes, I have. We 2) had / have lived there for six months when we had to move because my

father found a better job here. He 3) can’t / couldn’t find a job there. He 4) has / had looked

for a job for months.

4 Describe this superhero. Use the words in the box. (2 points, 1 each)

blond thin girl small short

1 .

2 .

Photocopiable D.R. © MacmillanPublishers, S.A. de C.V., 2012. Only for teaching purposes.

A _T _pp1 _1 _Formal Assessment.indd 1 1 : P

Assessment Guidelines

4 8

Continuous and Global Assessment Chart All Ready! 2Unit 1

Continuous Assessment LE 1 Continuous Assessment LE 2 Global Assessment

Student's Name

Is aware of theuse of language

to promote,accept, and

rejectsuggestions

Is confidentwhen making

decisions

Understands anduses courtesyexpressions

when interactingwith others

Is aware oflanguage and

literature asa means to

represent reality

Realizes the partthat imagination

and creativityhave wheninterpreting

reality

Finds throughliterature

pleasure andenjoyment in

reading

Understandsand conveysinformation

about goodsand services

Reads andunderstands

different typesof literary textsfrom different

English-speakingcountries

T

.

:

All Ready! 2 offers different types of assessment tools related to the learning process that are used tosystematically gather evidence over time and in different ways.

Continuous and Global Assessment Charts.e chart at the end of unit is designed for both continuous and global assessment. Continuous assessmentfocuses on the student’s attitudes and values, on “learning to be” through the language. Global assessmentfocuses on the final outcome of the unit.

Assess each social environment by making one photocopy per student and filling in each column with theassessment criteria provided in the chart.

Continuous AssessmentContinuous assessment focuses on the student’s attitudes and values, on “learning to be” through the language.

Global Assessment

Global assessment focuses on the final outcome of the unit easily assess each social practice by using theassessment guidelines. Descriptions of the achievements for each learning environment (LE) are given at thebeginning of each unit, and charts at the end of each unit allow you to keep a record of both student’s continuousprogress and the global outcome of each one.

Formal AssessmentFormal assessment is a means to provide both corrective and enrichment activities for students who needthem. Use the tasks in each learning environment to assess student's comprehension of the newly acquiredlanguage. Photocopiable formal assessments are provided at the back of the Teacher’s Guide. ey cover a variety of evidences of students’ learning. Use them after students have completed the corresponding learningenvironments in each unit in order to check their understanding; allow adequate time for them to work on eachassessment. e answer key is on page 174.


23/1772

Product: I learn sectionStudents can monitor their own progress after completing the product in this section. Remember that it is very important to guide students to build up self-awareness so that they are able to objectively assess their ownperformance. Ask students to evaluate their performance (teamwork, attitude, contributions, and self-esteem)in the development of the product. It will help them gain confidence in their own ability to learn, a sense ofachievement, and self-esteem. Some students might be very harsh in their self-evaluation; be ready to give thempositive feedback on this topic.

Reflection on TeachingTeachers are also given an opportunity to reflect on their teaching and on students’ achievement.

Teacher’s Ref lection Tool

My work in this social learning environment has

facilitated the learning process of the class so students:

– Can anticipate central sense and main ideas fromknown oral expressions.

– Can distinguish main ideas within oral exchanges. – Can seek confirmation in an oral exchange. – Can produce expressions to argue or object. – Can adjust tone, rhythm, and intonation whencomposing oral texts.

Self-Assessment (Self-Test and Can doChecklist)Encourage self-assessment, as it gives students anopportunity to reflect on their own learning and helpsthem understand that learning is a process. At the endof each learning environment, have students go to theSelf-Test for that unit and learning environment, and

have them answer the test. Check answers and takethis opportunity to review any language or structures

on page 173 of the Teacher's Guide. After the Self-Test,direct students to the unit opener and have them checkthe boxes for the Can do statements in that learningenvironment. It is also important to start the unit byshowing students what objectives will be covered and


24/177

Unit 1

Learning Environment 2:

Literary and Ludic

Learning Environment 1:

Familiar and Community

Social Practice: Read and understand differenttypes of literary texts distinctive of English-speaking

countries.

Specific Activities: Read fantasy literature anddescribe characters.

Product: Comic Book

At the end of this learning environment students will:

• use strategies to build comprehension of texts.

• recognize message and main ideas from details.

• differentiate between explicit and implicit

information.

• ask and answer questions to differentiate and check

information.

• talk about characteristics and abilities.

Social Practice: Understand and convey informationabout goods and services.

Specific Activities: Offer and understandsuggestions in order to purchase or sell a product.

Product: Catalogue of Goods

At the end of this learning environment students will:

• predict message and main ideas from known

conversation phrases.

• differentiate main ideas within conversations.

• confirm information during conversations.

• produce phrases to buy and sell products.

• speak softly and slowly or louder and faster when

having a conversation.


25/1774

Unit 1 Lesson 1 Student Book p. 8-13

Performance Indicators: – Activate previous knowledge. – Distinguish the attitudes of speakers and the

relationship between them.

– Distinguish sounds which allow the identificationof the place where a dialogue occurs.

– Detect rhythm, speed, and intonation. – Choose word repertoire relevant to a suggestion. – Formulate, accept, or reject suggestions. – Context clues: sounds, turns of participation,

relationship between participants, attitudes, etc.

– Acoustic features: tone, rhythm, speed,intonation, pauses.

– Recognize subject matter, purpose, and intendedaudience.

– Determine sequence of enunciation: description.

– Listen to suggestions about the purchase or sale ofa product.

– Distinguish forms of expressing suggestions. – Adverbs of degree. – Locate and comprehend information. – Structure of dialogue: opening, body, and closure.

– Adjectives: qualifying, comparative. – Comparative structures. – Formulate questions and answers to understand

a dialogue.

– Establish linguistic resources to link the sentences ina suggestion.

– Connectors. – Detect expressions to argue or object. – Foster courtesy within interpersonal relationships. – Show assertiveness during decision-making.

Materials:

– Reader, Audio CD – White sheets of paper

Student Books in the order they hear the conversations

as they listen. Play the CD. Have students exchange

books with a classmate and explain they will listen to

the conversations once more to check their classmate’s

answers. Ask them to mark the wrong answers in their

classmate’s books, but not to correct. Play the CD. Then

have students return the books to their classmates to

make the necessary corrections. Play the CD once more

if it is necessary for students to correct their answers.Listening to the conversations more than once will also

allow students to detect rhythm, speed, and intonation.

Answers: a 3; b 1; c 4; d 2

Alternative Activity: Have students work in pairsand choose one of the situations using the illustrations

in their books on page 8 as reference. Ask them each to

choose a character and to reproduce the conversation

between the people in the picture they chose. By doing

this, students will choose word repertoire relevant toformulate, accept, or reject suggestions. Then ask for

volunteers to come to the class and perform their

conversation. This will allow students to distinguish

context clues: sounds, turns of participation, relationship

between participants, attitudes, etc.

Encourage students to emphasize these acoustic

features: tone, rhythm, speed, intonation, pauses. Allow

different students to come to the front and perform the

conversations. You can have the rest of the class vote

for the best performance.

Time: 15 minutes

Class

Lead-inChoose two random objects in the classroom which

look completely different. Ask students to find as many

similarities as they can between the two objects.

Stage 1: I know

02 1 Listen to the conversations and numberthe pictures in the order you hear them.To activate previous knowledge, tell students about the

last thing you bought, where you bought it, and whether

it was cheap or expensive. Then ask students these

questions: What was the last thing you bought? Where

did you buy it? Was it expensive? Allow different students

to tell you about the things they bought.

Ask students to open their Student Books to page 8

and draw their attention to the illustrations. Ask: Who

are they? Where are they? What are they going to buy?

Elicit answers. Tell students they will listen to different

conversations and that you want them to pay attentionto all the sounds they hear, to identify the place where

the conversations are taking place.

Ask them to close their eyes. Then play the CD and

pause it after the first conversation. Ask: Who was

speaking? Are they friends? This will allow them to

distinguish the attitudes of speakers and the relationship

between them. Then ask: Where are they? to distinguish

sounds which allow the identification of the place

where a dialogue occurs. Repeat for the other three

conversations. Then explain that they will listen to the

conversations again to number the pictures in their


26/177

emember Next class students will need: white

sheets of paper.

Class

Lead-inAsk for a volunteer to come to the front of the class and

think of a person, place, or thing. The rest of the class

has to guess the answer by taking turns asking yes/no

questions only, until someone guesses correctly or until20 yes/no questions have been asked. If after the 20

questions students have not guessed the word, the

student at the front says what it was. If someone makes

a mistake in forming a question, other students can

help turn it into a proper question. Repeat with as many

volunteers as time allows.

Stage 2: I build

2 Read the descriptions of these teenagers’shopping habits. Circle T for True or F for False.

This activity allows students to determine sequence ofenunciation. To activate previous knowledge, ask

students if they receive an allowance, how often they

receive it and what they usually spend it on. Allow

different students to answer. Ask students to open their

Student Books to page 8 and explain that they are going

to read the descriptions of some teenagers’ shopping

habits. Ask for volunteers to read each of the descriptions

and have the rest of the class follow the reading in

their books. If no one volunteers, read the descriptions

yourself. After each description, ask comprehension

questions: What’s the teenager’s name? How old is he/she?

Does he/she receive an allowance? Does he/she savemoney? What does he/she like to buy? Elicit answers

from students. Then go over the statements with the

students, to make sure they all understand them and

ask them to answer T or F . Allow them to refer to the

descriptions if necessary. Have students share and

compare their answers with a classmate. Check answers

as a whole class activity by reading the statements aloud

and having students say the answers in unison.

Answers: 1 F ; 2 T ; 3 T ; 4 T ; 5 T

Alternative Activity: Ask students to work in pairsto write the description of their partner’s shopping

habits using the descriptions in their books on page 8 as

a model. Ask them to interview each other to gather the

necessary information for their descriptions and to

write them down on a sheet of paper or in their

notebooks. Allow time for students to do this. Walk

around the class, monitor and help if necessary. Ask for

volunteers to share their partner’s descriptions with the

rest of the class.

Time: 15 minutes

Reader What Should I Buy?

p. 7-16

To activate previous knowledge, ask students the

following questions:

– How often do you go shopping? – What products do you like buying? – Are fashion brands important to you when you buy?

– What factors do you take into account when you buy:price, where products are made, materials they are

made of, etc.?

– Do you buy things because “everyone” has them? – Do you look for information about products on the

Internet before buying them?

– Do you buy things online?

Ask students to open their Readers to page 7 and

flick through the pages of Chapter 1, exploring the

pictures. Have different students describe what they see.

To recognize subject matter, purpose, and intended

audience, ask the following: What do you think the text isabout? Where can you find information like this? Who

would read or look for this kind of information? Then

draw their attention to the title of the story and ask again:

What do you think the text is about? Elicit answers. Then

ask students to get in pairs and to take turns reading the

pages of the story. Have them refer to the Glossary when

they find new words and to use their dictionaries if

necessary. Walk around the class and monitor.

Ask random pairs of students’ comprehension

questions, to make sure they are following the reading.

When most students have finished reading, ask for

volunteers to say what the main ideas of the reading areand if they agree with them. Encourage the rest of the

class to agree or disagree with the ideas and to say why.

Then ask students to answer the Comprehension

Questions individually. Make sure they understand all

the questions. If necessary, go over the questions with

the class before asking students to answer them, to

clarify their meaning. Walk around the class and monitor.

Then ask students to share and compare their answers

with a classmate. Conduct a whole class check, reading

the questions aloud and having different students read

the answer to each of the questions. Ask if the rest of

the class agrees or disagrees with the answers and toadd relevant information if necessary.

Then ask students to complete Activity 2. Go over

the statements with the students, to make sure they all

understand them. Then ask them to circle T or F

individually. Walk around the class, monitoring and

helping if necessary. Ask students to share and compare

their answers with a classmate. Check answers as a

whole class activity reading the statements aloud and

having students say the answers in unison.

Check answers in the Reader Answer Key on pages

171-172 on the Teacher's Guide.


27/1776

of the lines of the organizer. Ask them to follow the

conversation by reading it from Activity 3 and to

underline the expressions they can use as they listen to

them. Play the CD. Allow time for students to write the

expressions on the organizer. Then have them share

and compare answers with a classmate. Check answers

as a whole class activity by having different students

read the expressions they wrote in each category, and

having the rest of the class agree, disagree or addadditional expressions.

Answers: Opening: Look at these bicycles, Pedro! How much money do you have? Body: I suggest you

get the titanium bicycle. Anita says that I should buy

the Lucci jeans. Why don’t you get the less expensive

jeans and a pretty blouse too? Closure: Let’s go to

Manchester’s before we make a decision. They have

clothing and bicycles there. That’s a good idea. When

are we eating?

emember Next class students will need: whitesheets of paper.

Class

Lead-inGive each student a blank sheet of paper or ask them to

use a blank page in their notebooks. Choose a random

object e.g., a paper clip. Give students the name of the

object or write it on the board. Then ask them to list as

many uses as they can think of for the object, apart from

its obvious one (attaching paper for a paper clip.) To

make it more challenging, give students a limited amount

of time to make their list. Then have different studentsread the uses they wrote for the object. Have the rest of

the class agree or disagree with them.

6 Look at these phrases and underline thedescriptive words. Circle the word(s) thatshow comparison.This activity emphasizes the use of adjectives: qualifying,

comparative and comparative structures. Ask students

to re-tell the main ideas of the conversation among the

teenagers they listened to in the previous class. Then

ask them to open their Student Books to page 10 and

draw their attention to the phrases. Ask them to underlinethe descriptive word in each one (adjectives) and to circle

the words that make comparison (as … as, more ...). If

necessary, remind students that adjectives are words

whose main role is to qualify a noun or noun phrase,

giving more information about the object signified;

and that comparative structures are used to compare

the differences between two nouns.

Answers: underlined: impulsive; lighter; resistant;circled: as impulsive as; lighter; more resistant than

03 3 Listen to the conversation andcomplete the information.In this activity, students will listen to suggestions

about the purchase or sale of a product and allow them

to distinguish forms of expressing suggestions. The

conversation emphasizes the use of adverbs of degree.

Have students turn to page 9 and draw their attention to

the illustration. Ask: Where are they? What are they going

to buy? Elicit answers. Then tell them they are going tolisten to the conversation among the teenagers. Ask

them to listen carefully first, for the main ideas, without

writing. Play the CD. Ask comprehension questions:

What are the boys talking about? What are they going

to buy? What are the girls going to buy? What are they

going to do before making a decision? Allow different

students to give the answers and encourage the rest of

the class to add relevant details or important information.

Then tell students they are going to listen to the

conversation again, and ask them to follow the reading

in their books and complete the information as they

listen. Play the CD. Ask students to share and comparetheir answers with a classmate. Check answers as a whole

class activity by playing the CD once more, stopping

after each answer for students to check or by reading

the incomplete sentences aloud and having the students

say the answers in unison.

Answers: 1 3,000; 2 two; 3 5,000; 4 impulsive;5 bicycle; 6 jeans; 7 blouse

4 Answer the questions with Yes or No.Go over the questions with the students to make sure

they understand them. Ask students to answer thequestions with Yes or No, individually. Then ask them to

share and compare answers with a classmate. As a whole

class activity check answers by having different students

read the questions and answers. Have the rest of the

class agree or disagree with the answers.

Answers: 1 No; 2 No; 3 Yes; 4 Yes; 5 Yes

Stage 3: I think

03 5 Listen again and complete the

organizer with expressions from theconversation.This activity helps students develop thinking skills by

having them locate and comprehend information and

categorize it. It also allows them to recognize structure

of dialogue: opening, body, and closure.

Draw students’ attention to the organizer and elicit

from them the kind of information the words opening,

body, and closure refer to. Then explain they are going

to listen to the conversation again and that they have to

listen carefully for expressions they can include in each


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• expensive= more /lessexpensive

• My car is lessexpensive than my sister’s car.

For adjectives thatend in —e, only —r is added to the endof the adjective.

• nice =nicer

• safe =safer

• The beach isnicer than thatpark.

• Airplanes are safer than cars.

For adjectives thatend with aconsonant + vowel+ consonant, thelast consonant isdoubled.

• big =bigger

• hot =hotter

• My house isbigger than mysister’s house.

• The summer ishotter than thewinter.

Answers: One Syllable Comparative Adjectives:newer than, taller than, bigger than; Two or More

Syllables Comparative Adjectives: more careful than,

more dangerous than, more interesting than;

No Difference between Things or People: as nice as, asbeautiful as, as difficult as

9 Complete the sentences usinginformation from Activity 8.This activity promotes life-long learning strategies and

autonomous learning by having students make conclusions

about how language works and is used. Ask students

to look back at the table in Activity 8 and to use the

information in it to complete the sentences. Allow time

for them to do this. Walk around the class, monitor and

help if necessary. Have them share and compare their

answers with a classmate and check answers as a wholeclass activity by reading the sentences aloud and having

students say the answers in unison.

Answers: 1 Adjectives; 2 –er; 3 more; 4 than

emember Next class students will need: white

sheets of paper.

Class

Lead-inWrite five random words on the board: an adjective,

a color, a place, a name, and a thing. Tell students thewords are answers to questions and ask them to think

of possible questions for each of the answers. You can

have students write the questions on a blank sheet of

paper or in their notebooks, or simply say the questions

aloud. If you ask students to write the questions, have

them share and compare answers with a classmate and

then ask for volunteers to read their questions aloud.

To make it more challenging, give students a limited

amount of time to think of possible questions for each

of the words.

7 Put the phrases under the correct heading.This activity helps students develop critical thinking skills

by asking them to categorize phrases with comparative

structures. Draw students’ attention to the headings and

the examples in the table. Go over them with students

and make sure they all understand them. Clarify if

necessary. Then ask students to classify the phrases by

putting them under the correct heading. Allow time for

them to do this. Walk around the class and monitor.Ask students to share and compare answers with a

classmate. Check answers as a whole class activity by

having different students read the phrases they put

under each of the headings. Have the rest of the class

agree or disagree.

Answers: Comparing Two Things, Actions or People: Marcelo has been saving faster than Pedro. Marcelo is

older than Sandra. Comparing Two Equal Things,

Actions or People: Marcelo isn’t as impulsive as Pedro.

8 Complete the table.Draw students’ attention to the illustrations. Hold your

book at the front of the class and point to the first pair

of things. Ask: What are they? How are they different?

Elicit new and old from students. Repeat with the next

two pairs of things. Elicit expensive/cheap and big from

students. Then draw their attention to the table and

explain the rules for using comparative adjectives.

Have students complete the table as you explain each

of the rules. Refer students to the Glossary to clarify

the meaning of words if necessary.

Rules to Form Comparative Adjectives

As is used when there is no difference between theobjects being compared.Than is usually used after the comparative adjective.

—er is added tothe end of aone-syllableadjective

• cold =colder

• tall =taller

• Winter is colderthan summer.

• Most basketballplayers are taller than me.

—er is added to theend of an adjective

with two syllables,if the word endsin —y.

• early =earlier

• happy =happier

• I came homeearlier than my

sister.• I am happier now

than last year.

More or less is usedfor adjectives thathave two or moresyllables, if the worddoesn’t end in —y.

• difficult =more /lessdifficult

• modern =more /lessmodern

• The last test wasmore difficultthan the testtoday.

• Our generationis more modernthan our parents’generation.


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complete the sentences. Walk around the class

monitoring and helping if necessary. Then have students

Documents

All Ready Teachers Guide 2