Inglés 3º medio teacher´s book

TEACHER’S BOOK
Jolanta Polk Reyes
EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN
PROHIBIDA SU COMERCIALIZACIÓN
Global
English
ENGLISH
3º
MEDIO
TEACHER’S
BOOK
9 789563 391961
EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN
PROHIBIDA SU COMERCIALIZACIÓN
PEFC/29-31-75
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TEACHER’S BOOK
Jolanta Polk Reyes
Teaching English as a Foreign Language, Dublin, Ireland.
Teacher training, translation and English literature,
University of Silesia, Poland.
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2018 © Ediciones Cal y Canto Reimpresión
Global English 3 medioTeacher’s Book
Nº de Inscripción: 197.518
ISBN: 9789563391961
Original text Jolanta Polk Reyes
Teaching English as a Foreign Language,
Dublin, Ireland
Teacher training, translation and English literature,
University of Silesia, Poland
Original illustrations Ediciones Cal y Canto®
Design Ediciones Cal y Canto®
General Manager Jorge Muñoz Rau
English Editor Gloria Caro Opazo
Assistant Editor Marián González del Fierro
Design María Jesús Moreno Guldman
Cover design María Jesús Moreno Guldman
Layout Cristina Sepúlveda Aravena, Marcia Gutiérrez Pavez
Proofreading Nicholas Gunn
Illustrations Venus AstudilloVera
General Production Cecilia Muñoz Rau
Production Assistant Lorena Briceño González
Recording Producer Rodrigo González Díaz
Recording Engineer Ignacio Arriagada Maia
Photos 123RF Stock Photos
2017 © Ediciones Cal y Canto
Global English 3 medioTeacher’s Book 2017 Reedición
ISBN: 9789563391961
ISBN: 9789563391961
ISBN: 9789563391961
Global English 3 medio 2014 Reimpresión
ISBN: 9789563390735
Global English 3 medio 2013
ISBN: 9789563390735
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 RR Donnelley Chile
Se terminó de imprimir xxxxx ejemplares en el mes de noviembre de 2016.
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3
CONTENTS
Plan of the student’s book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
The Student’s Book .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Book Methodology .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Common european framework of reference for languages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Teaching strategies for skills development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Integrating the four skills in the english classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Orientations to develop critical thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
The teacher’s book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
The sounds of english. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Classroom language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Suggested Year Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
UnIT 1: ADVICE AND SUPPORT .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Photocopiable Additional Reading Texts .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Extra Test .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
UnIT 2: TWO OF THE ELEMENTS .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Photocopiable Additional Reading Texts .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Extra Test .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
UnIT 3: PROFESSIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
UnIT 4: BEING ACTIVE .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Photocopiable Additional Reading Texts .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Extra Test .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
UnIT 5: AT WORK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Photocopiable Additional Reading Texts .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Extra Test .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Answers to workbook activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Test question bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Glossary .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
Thematic bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
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4 PlAn Of THE STudEnT’S BOOK
PLAN OF THE STUDENT’S BOOK
uniT 3
uniT 2
TWO Of THE ElEMEnTS 28
uniT 1
AdViCE And SuPPORT 6
GETTING INTO THE UNIT............7
GETTING READY
FOR THE UNIT................................8
LESSON 1
reading
Letters to Aunt Anne
(personal letters).............................10
language note
Linking words..................................13
application task – Writing
A letter of advice..............................15
LESSON 2
listening
Embarrassing Moments
(TV interview).................................16
language note
The First Conditional .......................18
application task – speaking
A role play describing
own experiences .............................19
CONSOLIDATION
ACTIVITIES....................................20
JUST FOR FUN..............................22
CHILEAN CONNECTION .............23
TEST YOUR KNOWLEDGE..........24
Final Reflection ........................26
SELF-EVALUATION .....................27
GETTING INTO
THE UNIT .................................... 29
GETTING READY FOR
THE UNIT .................................... 30
LESSON 1
reading
Earth (school newspaper
interview) .................................... 32
language note
The First Conditional ..................... 33
A school earthquake plan ............ 37
LESSON 2
listening
Water (TV programme) ................ 38
language note
Connectors of condition to link
two ideas ...................................... 40
Descriptionofpicturesindetail ..... 41
CONSOLIDATION
ACTIVITIES ................................. 42
JUST FOR FUN ........................... 44
CHILEAN CONNECTION ............45
TEST YOUR
KNOWLEDGE...............................46
Final Reflection .......................48
SELF-EVALUATION.....................49
SYNTHESIS TEST
UNITS 1 & 2.................................50
PROfESSiOnS 52
GETTING INTO THE UNIT.........53
GETTING READY
FOR THE UNIT.............................54
LESSON 1
reading
Preparing a CV
(article, tips, model CV)................ 56
language note
Recommendations
and suggestions.............................61
Own CV...........................................62
LESSON 2
listening
Advertising for jobs
(advertisement)..............................64
language note
Had better versus should................66
Role play of a job interview...........67
CONSOLIDATION
ACTIVITIES...................................68
JUST FOR FUN.............................70
CHILEAN CONNECTION.............71
TEST YOUR
KNOWLEDGE...............................72
Final Reflection .......................74
SELF-EVALUATION.....................75
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5
Plan of the student’S book
Unit 4 BIBLIOGRAPHY
FOR THE STUDENT.................138
WEBSITES FOR
THE STUDENT..........................138
SUGGESTIONS FOR
EXTRA READING.....................139
MATERIAL USED IN
THE PREPARATION OF
GLOBAL ENGLISH...................140
THEMATIC INDEX....................141
GLOSSARY.................................143
WORKBOOK..............................144
Unit 1.........................................144
Unit 2.........................................148
Unit 3.........................................151
Unit 4.........................................154
Unit 5.........................................157
languaje reference........160
Verb tenses............................160
Modal verbs..........................166
conditional sentences....168
prepositional phrases...170
RUBRICS FOR
SELF-EVALUATION.................172
Unit 1...........................................172
Unit 2...........................................172
Synthesis test
Units 1 & 2................................173
Unit 3...........................................173
Unit 4...........................................174
Synthesis Test
Units 1 to 4...............................174
Unit 5...........................................175
Synthesis Test
Units 1 to 5...............................175
BEING ACTIVE 76
GETTING INTO THE UNIT..........77
GETTING READY
FOR THE UNIT............................. 78
Lesson 1
Reading
Flying (personal account, poem)... 80
Language Note
Prepositional phrases..................... 84
Application Task – Writing
An itinerary for a two-day trip.......87
Lesson 2
Listening
A competition
(radio programme).........................88
Language Note
Adverbial phrases............................91
Application Task – Speaking
Role play of a quiz show.................93
CONSOLIDATION
ACTIVITIES....................................94
JUST FOR FUN..............................96
CHILEAN CONNECTION..............97
TEST YOUR
KNOWLEDGE................................98
Final Reflection ......................100
SELF-EVALUATION ...................101
SYNTHESIS TEST
UNITS 1 – 4................................102
Unit 5
AT WORK 106
GETTING INTOTHE UNIT.........107
GETTING READY
FOR THE UNIT .........................108
Lesson 1
Reading
Volunteering (website, e-mail,
magazine article, forms)..............110
Language Note
The Present Perfect
Continuous ...................................115
Application Task – Writing
A composition..............................117
Lesson 2
Listening
Applyingforajob(interview).........118
Language Note
The Present Perfect
Continuous with for/since........... 121
Application Task – Speaking
Introduce yourself
at an interview.............................123
CONSOLIDATION
ACTIVITIES.................................126
JUST FOR FUN...........................128
CHILEAN CONNECTION...........129
TEST YOUR
KNOWLEDGE.............................130
Final Reflection .....................132
SELF-EVALUATION...................133
SYNTHESIS TEST
UNITS 1 – 5...............................134
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6
INTRODUCTION
A message from the author
The Author
inTROduCTiOn
Global English has been developed taking into account
the patterns and activities most relevant to the effective
learning processes suitable for 3º medio students.
What was most taken into consideration was how to
keep students’ interest in the contents of the book, i.e.
subjects and themes of special relevance and
attraction to young people of this age group.
Youngsters are often criticised for their apparent lack of
interest in contingent issues. We firmly disagree with this
idea. It is true that they show certain disenchantment
with some aspects of the globalised world, but time
and time again the younger generation has shown
that they are interested in what goes on around them.
That is why the units in the book have been developed
around key issues that interest our students.
To quote M.B. Tinzmann, B.F. Jones, T.F. Fennimore, J.
Bakker, C. Fine, and J. Pierce, 1990:
“It is primarily through dialogue and examining
different perspectives that students become
knowledgeable, strategic, self-determined, and
empathetic. Moreover, involving students in real-world
tasks and linking new information to prior knowledge
requires effective communication and collaboration
among teachers, students, parents, and other actors in
the educational process.
Indeed, it is through dialogue and interaction that
curriculum objectives come alive. Collaborative
learning offers students enormous advantages not
available in more traditional forms of teaching
because a group - whether it be the whole class or a
learning group within the class – can accomplish
meaningful learning and solve problems better than
any individual can alone.”
The majority of the listening and reading texts have
been taken from authentic sources. Where this was not
possible, they were specially written trying to make
them as real as possible.
All our cartoons are original and the result of many
hours of thinking, the extra sections have been
included to provide additional information in different
forms, and both the book as a whole and each
individual page have been carefully designed to
contribute to the establishment of a pleasant learning
environment.
Finally, the purpose of the book, apart from providing
learning contents, is to offer fun and diversion in the
sometimes dry and arduous knowledge acquisition
process.
We hope that both students and teachers will enjoy
Global English and use it to its maximum extent.
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7
THE STudEnT’S BOOK
Global English consists of five units.
Unit 1: Advice and Support
Unit 2: Two of the Elements
Unit 3: Professions
Unit 4: Being Active
Unit 5: At Work
Each unit has been divided into two lessons of
gradually increasing complexity and level of
difficulty, both of them with Before, While and
After reading or listening activities. Each unit
contains the following sections:
Introduction
There is an attractive, motivating photo that
illustrates the main topic of the unit and
accompanies the learning objectives of the unit,
presented on the same page.
Getting into the unit
Short activities that have a double purpose: to
motivate and create interest, and to evaluate how
much students already know about the topic(s) to
be covered.
Getting ready for the unit
This section identifies and practises language and
skills that the students will need to have mastered
in order to move on to the new contents of the
unit.
Reading
When students have a purpose for reading, they
can adopt different reading strategies to suit
different types of texts and different reasons for
reading. For example, students may need to skim
one type of text to identify the main points it
covers, but scan another text to locate specific
information.
The Before you Read activities motivate students to
read and encourage them to predict and anticipate
information. They are essential for reading skills
development. Making predictions is a core strategy
for reading comprehension; proficient readers
constantly attempt to‘read ahead’of an author,
picking up clues and predicting what might unfold.
Predictions are a category of inference: when we
predict, we are going beyond what is explicitly
stated to anticipate what, where, why, how, who
and if. Developing students’abilities to make
reasonable predictions helps to sharpen their
inferential thinking. Make sure that you tell
students that their various predictions, though
thoughtful and well-founded, may still turn out to
be incorrect.
The Reading tasks focus students’attention, show
them how to look for specific information, locate
clues, and separate essential from non-essential
information, and teach them that it is not
necessary to know and understand every single
word in the text to accomplish the tasks and get
the required results.
The After you Read tasks connect the text with the
students’own reality, give practice on specific
grammar points extracted from the reading texts,
and provide opportunities for oral and written
expression.
Listening
The tasks to develop listening skills in Global
English help students to learn strategies that will
improve their understanding of spoken messages.
The same as for the development of the reading
skills, its methodology adopts a three-phase
approach with Before, While and After listening
tasks, to provide a setting, motivation and
linguistic preparation, as well as activate previous
knowledge, focus students’attention on specific
tasks and reduce anxiety produced by unknown
messages.
Writing and speaking
The development of these two skills is carefully
guided and always based on the content of a text,
making use of a variety of activities and strategies.
In each Reading lesson there is a section called
APPLICATION TASK - WRITING, in which students
are asked to develop a written text imitating what
they have read in the lesson and following clear
steps and instructions.
In the Listening lessons, there is an APPLICATION
TASK - SPEAKING, where students participate in a
speaking activity imitating models and following
clear instructions.
THE STUDENT’S BOOK
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8
Additionally, there are JUST FOR FUN activities to
stimulate students’development and self-study
skills. An important component of this section is
the CHILEAN CONNECTION, which explicitly
relates the topic of the unit to the Chilean
context. This part of the book is‘owned’by the
students and the role of the teacher is simply to
guide and answer questions, but not to intervene,
reward, or punish for exercises either done or not
completed.
The four following parts of the book respond to
Bloom’s Taxonomy of Cognitive Domain. Namely,
there is no complete learning process without
consolidation, (CONSOLIDATION ACTIVITIES),
testing (TEST YOUR KNOWLEDGE), and
self-evaluation activities (SELF-EVALUATION).
Did you know that …?
The aim of this section is to provide interesting
bits of information on the main topic of the lesson
and motivate students to find more similar details
on their own.
Internet resources
Global English makes use of information
technology by suggesting Websites to access
resources when the students need to gather
information on various topics or prepare for a
presentation. They provide a good opportunity
for independent work.
Throughout the book, students and teachers will
find website-based resources to expand their
knowledge of specific subjects. Exploitation of
these resources is important, as self-study is part
of many school improvement approaches.
Moreover, when students realise their additional
efforts are seen and recognised, they usually
become more committed to – and interested in -
improving their work.
Language note
This section encourages students to identify
characteristics of a grammar point that has
appeared in the reading or listening texts,
provides more examples, and helps students to
deduce some general rules.
Learning tip
This is an additional tool we have provided to
make learning more accessible and contents
easier to understand. Learning tips can be done
by the students on their own or you can analyse
them with the whole class, helping the students
to understand and put them into practice.
Writing target strategy
This tool has been designed to raise awareness of
the strategies students need to use when tackling a
writing task. Depending on the specific task
objectives, students will find pre-writing or editing
strategies which will help them go through
the writing process and complete different
application activities.
Speaking target strategy
This tool will provide different strategies that
students can use when preparing and planning
speaking tasks. Speaking strategies are useful to
develop oral fluency and to reduce students’
‘speaking anxiety’. Using these strategies, students
will face speaking tasks with a greater sense of
self-confidence.
Reading target strategy
This tool will provide different strategies which
will help students develop their reading skills.
Depending on the specific task objectives,
students will find before-reading, while-reading
or after-reading strategies which will help them
improve comprehension.
Listening target strategies
This tool has been designed to raise awareness of
the strategies students need to use when tackling
listening tasks. These strategies will help students
in different stages of the listening process: before,
while and after.
Consolidation activities
They play an important role in the learning
process because:
• they let both teachers and students find out where
they are still lacking;
• they help to correct errors and reinforce strengths;
• they provide an attractive and entertaining new
setting for the contents of the unit.
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9
Formal evaluation - Test your knowledge.
This part of the book provides the teacher with
the necessary elements to formally evaluate the
students’learning process. There is a strong need
not only for the adequate marking of students’
acquired knowledge, but, most importantly, for
determining the shortfalls and stumbling blocks
on the road to consolidated knowledge.
Therefore, the teacher should not consider this
part as exclusively the rewarding / punishing tool
for acquired / not acquired knowledge, but rather
as the basis for establishing remedial and
reinforcement procedures and techniques.
Synthesis evaluation
There are three synthesis tests in Global English:
Units 1 & 2, after Unit 2; Units 1 to 4, after Unit 4;
and Units 1 to 5, after Unit 5. They have the same
format as the tests at the end of each unit, but
cover all the contents in the previous units.
Self-evaluation
By getting involved in their evaluation, learners
come face to face with their learning problems
and consciously try to tackle them. Self-evaluation
requires students to be more aware of the
changes they are experiencing, motivates them to
form a realistic and honest perception of their
own work, and to try to take responsible steps to
solve their problems. Self-evaluation enables
students to become independent learners as well
as independent thinkers.
There are three formal instances of self-evaluation
in Global English.
• Quick self-check. In every lesson, there is a short
testing activity which students must carry out
within a time limit and for which they must assign
themselves points. The teacher is strongly advised
to encourage students to analyse their performance,
identify strengths and weaknesses, and consider
steps to improve.
• Final reflection. At the end of the unit, students
are invited to think about their performance while
doing the different activities. Tips are offered in
order to help them to improve and solve problems
before moving on to the next unit.
• Self-evaluation. There is a final self-evaluation
section at the end of each unit, divided into two parts.
The first part helps students to assign themselves
marks in the final test of the unit (TESTYOUR
KNOWLEDGE).The second part provides the students
with statements that help them to decide how much
they have learnt, putting them in a position to make
an assessment of their whole work.
Workbook
At the end of the units, there is a Workbook,
which provides additional activities to engage
students in further practice of the Student’s Book
material. It follows and reflects the Student’s Book
organisation and offers exercises that can be done
in class or assigned as homework.
Each Workbook unit practises and consolidates
reading and listening skills, grammar, and
vocabulary. The listening activities are shown by
the audio icon, and their transcripts are included
in the Answers to Workbook Activities section, at
the end of this book.
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10
Task-based learning
Global English helps students to develop language
and learning skills to carry out sequences of tasks.
Some advantages of task-based learning are:
• increased motivation, as learners become
personally involved;
• all four skills - reading, writing, listening, and
speaking - are integrated;
• autonomous learning is promoted as learners
become more responsible for their own learning;
• there are learning outcomes, learners have an end
product;
• the tasks are authentic and therefore the language
input is more authentic;
• interpersonal relations are developed through
working in pairs or groups;
• there is always a break from routine and the
chance to do something different.
Collaborative work
This approach gives the teacher the grounds for
evaluating what students have learnt and how they
apply that knowledge to real-life situations.
Working in groups develops several very important
skills, including collaboration, error correction, and
respect for other people’s opinions. In addition to
completing the task at hand, you could ask students
to evaluate how well they worked as a group after
each group exercise using this simple instrument:
• Our Effectiveness as a Group
Evaluation scale: 1 – 2 – 3 – 4 – 5 – 6 – 7
Low High
a. The group defined its task. ______
b. All members of the group
i. accepted the responsibility for the
outcome. ______
ii. felt free to state their real opinions. ______
iii.were productive. ______
iv.were respectful at all times. ______
v. feel satisfied about the work done. ______
(Based on: Stopper, R. (2004). Small-Group Discussion,
pp. 299-303. Bloomington, IN: Xlibris)
Learner training
Teachers should constantly encourage students to
analyse their learning process, making them think
about their learning, what problems they have, and
how they could improve their performance so that
they can take the appropriate steps to optimise
their learning.
Mixed ability
Global English caters for mixed-ability classes in a
variety of ways.The teacher needs to develop
techniques which allow students of all levels to
benefit from the lesson. Individual feedback is
advisable in any class, but in a mixed-ability class, this
attention to detail can increase student satisfaction.
Besides, each lesson in Global English offers at least
one activity that can be done by fast learners while
the rest of the class is finishing a task, and there are
additional activities to cater for a variety of learning
styles.
Learning styles
Research and teaching experience have shown that
students are better motivated and learn more when
their different intelligences and learning styles are
taken into account in the teaching and learning
process. As there are different personalities, there
are also different learning styles in a classroom
(visual learners, auditory learners , kinesthetic
learners , tactile learners) Global English has
considered these important facts and it offers
different kinds of activities to suit the variety of
students’needs in a class.
Vocabulary
The active vocabulary in each unit is the vocabulary
the students need to carry out the tasks. There is
development of students’passive vocabulary
through a rich variety of lexis in the reading and
listening texts. There are specific vocabulary
sections and practice activities.
Students should be trained to develop effective
strategies for learning vocabulary and for keeping
clear vocabulary records. When especially difficult
BOOK METHODOLOGY
BOOK METHOdOlOGy
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11
words appear in a text or in an activity, their
meaning is given in a glossary section at the
bottom of the page. All these words are presented
together in the Glossary section at the end of
this book.
Grammar
Global English deals with grammar with the purpose
of making it more meaningful and useful for
students.
Structures that are essential for the understanding
of oral or written texts are presented and practised
in the After reading or After listening stages.
In order to activate students’language awareness,
the course highlights some morpho-syntactic
elements in context so students discover their use.
Collocations
When words are used together regularly, rules are
formed about their use not for grammatical reasons,
but because of the association. Some common
collocations in English are:
• verb + noun: throw a party / accept responsibility;
• adjective + noun: square meal / grim determination;
• verb + adjective + noun: take vigorous exercise /
make steady progress;
• adverb + verb: strongly suggest / barely see;
• adverb + adjective: utterly amazed / completely
useless;
• adverb + adjective + noun: totally unacceptable
behaviour;
• adjective + preposition: guilty of / blamed for /
happy about;
• noun + noun: pay packet / window frame.
Prefixes and suffixes
A word can consist of three parts: the root, a prefix,
and a suffix.
The root is the part of the word that contains the
basic meaning, or definition of the word.
A prefix is a word element placed in front of the
root, which changes the word’s meaning or makes a
new word.
A suffix is a word element placed after the root,
which changes the word’s meaning as well as
its function.
Common Prefixes
Prefix Meaning Example
bi- two bicycle
de- not decaffeinated
dis- not dishonest
im- not impossible
mis- not misunderstand
pre- before preview
re- again reactivate
un- not untidy
Common Suffixes
Suffix Meaning Example
-able able imaginable
-er doer teacher
-ful full of wonderful
-ly or -y like heavenly
-ment state of agreement
-ness state of being happiness
-ous full of joyous
Book Methodology
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12 COMMOn EuROPEAn fRAMEWORK Of REfEREnCE fOR lAnGuAGES
COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES
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.
* 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.
CEF band CEF level hours level descriptor (ability at this level)
C
Proficient
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.
B
Independent
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.
A
Basic
user
*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 Breakthrough
or 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.
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13
TEACHinG STRATEGiES fOR SKillS dEVElOPMEnT
TEACHING STRATEGIES FOR SKILLS DEVELOPMENT
ReaDInG COMPReHenSIOn STRaTeGIeS
Comprehension 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
Before reading
• 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.
While reading
• 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.
After reading After reading
• 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.
The following chart shows examples of questions
teachers can use to help students develop reading
comprehension strategies while they read.
Making
connections
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
you’re reading?
Does this information confirm or conflict with what you’ve read
in other sources?
Predicting
What do you think will happen next?
Based on the material you’ve looked over before reading, what
can you predict…
What does this title / heading / picture make you think?
Although the author hasn’t told it, what do you think about…
Questioning
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?
Monitoring
Is this making sense?
What’s 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?
Summarizing
Thisstoryismainlyabout…
Howisthestoryorganized?
Theauthor’smostimportantideaswere…
Howdoesthetextorganizationhelpyou?
Whatarethekeywords?
Visualizing
Whatarethepictures/scenesinyourmind?
Whatdoyouhear/taste/smellorfeel?
Whatdothecharacters,thesetting,andtheeventsofthestory
looklikeinyourmind?
Canyoupicturethisnewinformation?
Adapted from: Capistrano Unified School District. (2003).
Student Reading Comprehension Strategies. Retrieved from:
http://www.readinglady.com/mosaic/tools/Student%20
Reading%20Comprehension%20Strategies%20explanation%20
from%20Leslie.pdf
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14 Teaching Strategies for Skills Development
Listening and Speaking Strategies
Listening 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 they’re 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 they’re
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.
Before listening
• 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.
While listening
• 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.
After listening
• 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.
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 you’re 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.
Writing strategies
For 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).
INTRO_TB_ING3_(001-033).indd 14 12-07-17 11:46

15
Teaching Strategies for Skills Development
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.
Step Actions Tips and instructions
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 Draftingiscreatingthe
firstversionofa
paragraph.Thisstepturns
prewritingideasinto
sentences.Writerscreate
theirinitialcomposition
bywritingdownallthe
ideasinanorganizedway.
• Usethreeormore
importantideasfromthe
prewritingandadd
specific,interesting
details.
• Developcomplete
sentences.
• Addsupportingdetails.
• Don’tworryaboutmaking
mistakes–justgetyour
ideasdownonpaper.
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:
Ismymessageclear?
DidIincludeenough
information?
DidIaccomplishmy
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 writer’s
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.
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
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16 inTEGRATinG THE fOuR SKillS in THE EnGliSH ClASSROOM
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 discourselevel. 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
CLaSSROOM
When 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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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 Bloom’s Taxonomy
(Anderson et al., 2001).
Skill Key words Questions Examples of tasks
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 questions
Discriminate between true
and false information
Name…
Recite 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
ideas
Compare two characters of the
story.
Apply Demonstrate, dramatize,
illustrate, show, use
How would you use…?
What examples can you give…
How 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 character’s
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 about…
Write a song…
Dramatize…
ORIENTATIONS TO DEVELOP CRITICAL THINKING
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18 THE TEACHER’S BOOK
This component includes:
• an introduction with a description of the course and
the course components, the methodology used,
and suggestions for classroom management;
• background notes for the teacher, related to the
information content of the different texts;
• detailed teaching notes for every unit;
• answers for all the tasks in the Student’s Book and
in theTeacher’s Book, for all the tests, and for all the
activities in theWorkbook;
• the transcript of the recording;
• one additional photocopiable test per unit.
• one or two photocopiable additional activities per unit.
• a photocopiable additional reading text per unit,
with activities and background information.
Choice of tasks
The book includes a great number of varied activities
The teacher should choose the ones which are more
appropriate for his / her group, depending on their
general levelThe important thing for the teacher to
bear in mind is the final objective of each unit, and
how the different students are advancing towards it.
There are activities for fast learners - exercises for
those students that have started to become
independent users of GlobalEnglish and have
developed the capacity to work more quickly and on
their ownThe teacher’s role here is to offer more
instances to those students who instinctively feel the
need to actively apply the language they have been
practising during the lessonThe teacher does not
need to correct or become involved unless students
directly appeal to him / her to do so.
There are ADDITIONAL ACTIVITIES, which the teacher
can use if there is enough time or if students require
further practice, and OPTIONAL ACTIVITIES, which
generally offer a break from the routine, a moment to
relax, or a bit of fun while practising the language.
Information and extra practice is suggested
when there is a chance that students will make a
mistake, in grammar, vocabulary, or pronunciation.
Information and extra practice is suggested
when there is a chance that students will make a
mistake, in grammar, vocabulary, or pronunciation.
Remember to be very careful as to when and how to
correct errors; avoid interrupting students when they
are doing oral communication activities; instead,
make a note of the common mistakes and then
correct with the whole class at the end of the activity.
Level of difficulty
The activities and texts included in the book are
classified according to their level of difficultyThis is
shown in theTeacher’s book with the following icons:
+ = Low ++ = Medium +++ = High
CD
The first 9 tracks of the CD offer examples of
classroom language for the teacher and for the
students It includes all the listening material:
Pronunciation, Listening and Listening test material,
with a variety of accents: British, American, Canadian,
Irish, Scottish, Indian, Chilean, French, Russian, etc , to
expose students to different accents.
Classroom language
TheTeacher’s Book offers a selection of useful
language that the teacher can use with the students
in different situations, with different purposesThey
provide examples for students to imitate, or they are
expressions the teacher can use and which students
need to identify and recognise All of them are
recorded in the first nine tracks of the CD.
Test question bank
This is a set of 75 test questions that the teacher can
use when preparing his / her own evaluation
instrumentsThere is one set for each language
ability and one set for grammar and vocabulary
However, many of them can be used for other skills,
different contents, a variety of contexts, etc.
Glossary
The meaning of difficult words from the texts appear
in a glossary in the final pages of the Teacher’s Book
The meaning provided has to do specifically with
the context in which the word appears.
Thematic bibliography
There is a list of books where the teacher can
find further information on the contents of the
book, divided into reading, listening, speaking,
writing, and grammar and vocabulary.
Bibliography and websites
Both the Teacher’s Book and the Student’s Book
offer suggestions of materials that can be used for
reference Some of these materials can be found
in the Centro de Recursos de Aprendizaje (CRA) in
each school.
THE TEACHER’S BOOK
INTRO_TB_ING3_(001-033).indd 18 12-07-17 11:46

19
THE SOundS Of EnGliSH
The consonants in the table are the consonant
phonemes of British and American English.
Consonant sounds
/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
/θ/ think, both
/ð/ the, brother, smooth
/s/ soup, fussy, less
/z/ zoo, busy, use
/ʃ/ show, washing, cash
/ʒ/ leisure, vision
/h/ home, ahead
/tʃ/ chair, nature, watch
/dʒ/ jump, pigeon, bridge
/m/ man, drummer, comb
/n/ no, runner, pin
/ŋ/ young, singer
/l/ let, silly, fall
/r/ run, carry
/j/ you, yes
/w/ woman, way
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.
Vowel sounds
/ɪ:/ eat, sleep
/ɪ/ silly, baby, it, swim
/e/ edge, lead
/æ/ apple, man
/ɑ:/ father, calm, *1
can’t, *2
car
/ɒ/ *3
odd, want
/ɔ:/ or*4
, daughter, more
/ʊ/ put, full
/ʊ:/ shoe, suit
/ʌ/ under, enough, butter
Br/ɜ/ Am/ɝ/ earn, bird, occur
/ə/ above, support, possible, Africa, mother
*1
In American English, this is pronounced with vowel /æ/.
Before /nt/ /f/ /s/, as in can’t,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 /ɑ/.
*4
In American English, the r after a vowel is pronounced.
/eɪ/ ache, pay ɛə air, dare
/aɪ/ I’m, right ʊə pure, tour
/ɔɪ/ oil, noise aʊ out, cow
/ɪə/ ear, here əʊ 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.
THE SOUNDS OF ENGLISH
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20 ClASSROOM lAnGuAGE
Greetings 1
• Good morning. / Good afternoon. / Hello. / Hi.
• Good bye. / See you tomorrow. / See you later.
• Have a nice weekend. / Enjoy your holiday.
Moods and feelings 2
a:How are you today?
B: I’m fine. / I’m great. / OK. / Very well, thank you. /
I’m not very well. / I have a problem. / I’m feeling
down. / I’m sad.
asking for clarification 3
• Can you repeat that, please?
• Can you say that again, please?
• Sorry. I’m afraid I didn’t understand.
• Can you help me with this exercise, please?
encouragement 4
• Well done! / Good! / Excellent! / Good work! /
Congratulations!
• Do it more carefully. / Say it again. / Try to correct
that, please.
• Not too bad. / You’ll do better next time. /
Keep trying!
The date 5
a:What day is it today?
B: It’s Monday. / It’s Tuesday. / It’s Wednesday. / It’s
Thursday. / It’s Friday. / It’s Saturday. / It’s Sunday.
a:What’s the date today?
B: It’s (Monday) March 9th
. / It’s (Monday) 9th
March.
The weather 6
a:What’s the weather like today?
B: It’s sunny. / It’s cloudy. / It’s hot. / It’s cold. / It’s
nice and warm. / It’s nice and cool. / It’s raining. /
It’s snowing.
The time 7
a:What’s the time? / What time is it?
B: It’s one o’clock. / It’s two o’clock. / It’s three
o’clock. / It’s ten o’clock. / It’s twelve o’clock.
B: It’s quarter past nine. / It’s half past ten. / It’s five
past eleven. / It’s ten past twelve. / It’s twenty
past one. / It’s twenty five past two.
B: It’s quarter to eight. / It’s twenty five to nine. / It’s
twenty to ten. / It’s ten to three. / It’s five to four.
CLASSROOM LANGUAGE
20
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21
Some commands and instructions 8
• 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.
•That’s all for today, thank you.
•Work in groups of four.
•Work with your partner.
•Write the sentences.
Turn-taking and permission 9
• 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?
• It’s your turn.
• Sorry, it’s my turn.
Websites made available to students
and teachers
http://www.onestopenglish.com
MacMillan Campus site. Videos, chat, news, activities.
http://esl.about.com
ESL / ELT problems, suggestions for solutions,
explanations, examples, and activities.
http://www.eslcafe.com
Discussion forums, chat room, interactive exercises,
online tutorials, teaching ideas, job postings and
extensive web guide.
http://www.pearsonelt.com
Pearson Education site. Articles, classroom
resources, discussions, videos.
http://www.rong-chang.com/
A wealth of ideas to teach, prepare materials, use
the Internet, etc.
http://www.cln.org/int_projects.html
List of sites that will help teachers who are looking
for Internet projects for their classes.
http://maryglasgowplus.com
Mary Glasgow Magazines plus news, contacts, ideas
for teachers and students.
http://www.holidays.net
Information about various celebrations and
religious holidays, with related recipes, crafts and
fun activities.
http://www.infoplease.com
Information about practically every country in
the world.
INTRO_TB_ING3_(001-033).indd 21 12-07-17 11:46

22 SuGGESTEd yEAR PlAnninG
SUGGESTED YEAR PLANNING
Unit Expected Learning Activities Resources
Unit 1
ADVICE AND SUPPORT
Topics:Teen issues
Pages: 6 - 27 of the Student’s
Book
Time: 21 hours
Answers: Pages 145 - 146
Students show general and specific
comprehension when reading and listening
to different types of texts.
Students consolidate a language point.
• 6. Page 10
7. 8. 9. Page 12
• 5. 6. 7. 8. Track 12, Page 17
• 11. Page 13.
• 10. Page 18
• Reading text: Letters
toAuntAnne.
Notes with additional
information.
• Letters.
Pictures.
• Listening text:
Embarrassingmoments.
information.
• Language Note.
• Sentences.
Students complete sentences using
linking words.
Students write a letter of advice.
• 11. Page 13
• 17. Page 15
• Language note.
Pictures.
information.
• Notes with additional
information.
Students imitate a spoken model and role
play a dialogue and a monologue.
Students describe own experiences.
• 13. Track 10, Page 14
• 11. Track 13, Page 18
• 13. Page 19
• Oral Practice.
information.
INTRO_TB_ING3_(001-033).indd 22 12-07-17 11:46

23
Indicators of Evaluation Activities Page
Getting into the unit. Students do activities that introduce them to the topic and to some of
the language that they will study in the unit.
1. 2. 3. 4. 7
Getting ready for the unit. Students do activities that revise their previous knowledge of the
language and skills that are pre-requisites for the new contents.
1. 2. 3. 4. 5. 6. 7. 8. 9.
Track 12
8, 9
Quick Self-Check. Students do a short testing activity within a time limit, assign
themselves points, and analyse their performance.
15.
12.
14
19
Test your Knowledge
• Reading: Students summarise and match information. Students discriminate between correct
and incorrect information. Students find specific information.
• Listening: Students find specific information. Students discriminate between correct and
incorrect information.
• Language: Students use linking words and the First Conditional.
• Writing: Students complete a letter with their own ideas and opinions.
• Speaking:Students role play a dialogue expressing opinions.
1. 2. 3.
4. 5. 6.Track 15
7. 8.
9.
10.
24, 25
25
25
26
26
Final reflection. Students are invited to think about their performance while doing the
different activities.Tips are offered in order to help them to improve and solve problems before
moving on to the next unit.
26
Self Evaluation: Students analyse their performace in the final test and assign
themselves points.
Students reflect on value issues and behaviour while working on the unit.
27
ExtraTest (Teacher’s book)
• Reading:Students find and match specific information. Students discriminate between
correct and incorrect information.
• Listening:Students discriminate between correct and incorrect information.
• Language: Students use connectors and intensifiers.
• Speaking: Students ask for and give advice.
• Writing: Students write a letter of advice.
(Teacher’s book)
1. 2. 3.
4. 5.Track 16
6. 7.
8.
9.
(Teacher’s book)
65
66
66
66 - 67
67
67
INTRO_TB_ING3_(001-033).indd 23 12-07-17 11:46

24 SUGGESTED YEAR PLANNING
24
Unit 2
TWO OFTHE ELEMENTS
Topics: Earth and water
Pages: 28 - 51 of the
Student’s Book
Time: 21 hours
• 4. 5. 6. 7 Page 32
8. Page 33
• 6. 7. 8. 9. 10Track 19, Page 39
• 9. Page 33
• 10. Page 36
• 12. Page 40
• Reading text:
Earth.
• Pictures.
information.
• Listening text:
Water.
Diagrams.
• Language Note.
• Dialogue.
• Article:
What to do before and
during a tsunami.
• Sentences.
Students complete sentences using the
First Conditional and key vocabulary.
Students complete a security warning with
recommendations.
Students write a school earthquake plan.
• 9. Page 33
• 10. Page 36
• 13. Page 37
• Oral Practice.
Language note.
• Pictures.
• Article:
Whattodobeforeand
duringatsunami.
• Pictures.
information.
Students discuss their own and their
school’s earthquake plan.
Students describe a process.
Students imitate spoken models and role
play a dialogue and a monologue.
Students describe pictures in detail.
• 13. Page 36
• 11. Page 40
• 9.Track 17, Page 33
• 14. Page 41
information.
information.
• Chart.
INTRO_TB_ING3_(001-033).indd 24 12-07-17 11:46

25
1. 2. 29
1. 2. 3. 4. 5. 6. 7. 8. 9.
Track 20
30, 31
11.
13.
36
41
Test your Knowledge
• Reading: Students summarise and match information. Students discriminate between correct
and incorrect information. Students find specific information.
• Listening: Students find specific information. Students discriminate between correct and
• Language: Students use connectors of condition and the First Conditional.
• Writing: Students turn an interview into a letter.
• Speaking: Students talk about disasters and their prevention in Chile.
1. 2. 3. 4
5. 6. 7. Track 23
8. 9.
11.
10.
47
47
48
48
48
48
themselves points.
49
SynthesisTest Units 1 & 2
•Reading: Students locate information. Students find specific information.
•Listening: Students identify speakers. Students find specific information.
•Language:Students use connectors of condition and other linking words. Students match
information to offer advice.
•Writing: Students write a letter of advice on what to do if there is an earthquake.
•Speaking: Students talk about natural disasters, offering advice and tips on how to behave.
1. 2.
3. 4.Track 24
5. 6. 7.
8.
9.
51
51
51
51
51
• Reading: Students find specific information. Students discriminate between correct and
incorrect information. Students find synonymous expressions.
• Listening: Students discriminate between correct and incorrect information. Students find
specific information.
• Language: Students use connectors of condition and the First Conditional.
• Speaking: Students discuss possible reactions using the First Conditional.
• Writing: Students write an action plan.
(Teacher’s book)
1. 2. 3.
4. 5.Track 25
6. 7.
8.
9.
(Teacher’s book)
98
98
98 - 99
99
99
INTRO_TB_ING3_(001-033).indd 25 12-07-17 11:46

26
Unit 3
PROFESSIONS
Topics: Professional conduct
and job applications
Student’s Book
Time: 21 hours
• 5. 6. 7. 8. 9. 10. Page 57
• 7. 8. 9. 10Track 29, Page 65
• 13. Page 61
• 12. Page 66
• Reading text:
PreparingaCV.
information.
• Listening text:
Advertisingforjobs.
• Chart.
• Language Note.
• Pictures.
• Situations.
Students play a word game.
Students give recommendations.
Students write their own CV using a
computer application.
• 11. Page 60
• 13. Page 61
• 16. Page 62
• Game.
• Pictures.
• Link with additional
information.
• Illustrations.
• Microsoft OfficeWord.
Students role play a conversation.
Students role play a monologue.
Students role play a job interview.
• 15. Page 67
• Oral Practice.
information.
• Oral Practice.
information.
INTRO_TB_ING3_(001-033).indd 26 12-07-17 11:46

27
1. 2. 3. 4. 53
Getting ready for the unit. Students do activities that revise their previous knowledge of
the language and skills that are pre-requisites for the new contents.
1. 2. 3. 4. 5. Track 29 54, 55
14.
14.
61
67
Test your Knowledge
• Reading: Students find and match information. Students find specific information.
• Listening: Students discriminate between correct and incorrect information. Students find and
match information. Students find specific information.
• Language: Students use modals to express recommendations.
• Writing: Students write a job advertisement.
• Speaking: Students describe problems and offer recommendations and advice.
1. 2.
3. 4. 5.Track 32
6. 7.
9.
8.
73
73
74
74
74
74
themselves points.
75
• Reading: Students find and match specific information. Students transfer information to a
graphic organiser.
• Listening: Students discriminate between correct and incorrect information. Students identify
sequence.
• Language:Studentsuseshould,shouldn’t,andhadbettertogiveadviceandrecommendations.
• Speaking: Students ask for and give recommendations and advice to write a CV.
• Writing: Students write a cover letter to introduce a CV.
(Teacher’s book)
1. 2.
3. 4. 5.Track 33
6. 7.
8.
9.
(Teacher’s book)
126
126
126 - 127
127
127
INTRO_TB_ING3_(001-033).indd 27 12-07-17 11:46

28
Unit 4
BEING ACTIVE
Topics:Travelling experiences
and television quiz shows
Student’s Book
Time: 21 hours
Students consolidate a language item.
• 5. 6. 7. 8. Page 81
9. 10. 11. Page 84
• 8. 9.Track 37, Page 89
10.11.12.13.Track37,Page90
• 12. 13. 14. Page 85
• 16. Page 91
• Reading text:
Flying.
• Chart.
information.
• Listening text:
Acompetition.
• Chart.
information.
• Language Note.
information.
• Sentences.
• Dialogues.
• Pictures.
Students write questions from visual and
textual clues.
Students write an itinerary.
Students complete dialogues with key
words and expressions.
• 14. Page 85
• 15. Page 86
• 18. Page 87
• 16. Page 91
• Pictures.
•Textual clues.
Students role play a conversation imitating
a model.
Students role play a monologue imitating
a model.
Students role play a quiz show.
• 21. Page 93
• Oral Practice.
• Oral Practice.
INTRO_TB_ING3_(001-033).indd 28 12-07-17 11:46

29
1. 2. 3. 77
1. 2. 3. 4. 5. 6. 7. 8.
Track 37,Track 40
78, 79
15.
19.
86
92
Test your Knowledge
• Reading: Students identify topic. Students find and classify specific information. Students
synthesise and locate information. Students find specific information.
• Listening: Students match specific information. Students discriminate between correct and
incorrect information. Students find specific information.
• Language: Students write questions corresponding to adverbial phrases. Students complete
sentences with adverbial phrases.
• Speaking: Students talk about a favourite activity.
• Writing:Students write an itinerary for a class trip.
1. 2. 3. 4.
5. 6. 7.Track 40
8. 9.
10.
11.
99
99
100
100
100
100
themselves points.
101
101
SynthesisTest Units 1 to 4
• Reading: Students identify type of text. Students synthesise information. Students
discriminate between correct and incorrect information. Students find specific information.
• Listening: Students identify sequence. Students discriminate between correct and incorrect
information. Students transfer information into a graphic organiser.
• Language: Students use different modals to complete conditional sentences. Students identify
prepositional phrases.
• Writing:Students write questions to ask at a job interview.
• Speaking:Students role play a job interview using the questions they wrote.
1. 2. 3. 4.
5.
6. 7. 8. 9.Track 41
10. 11. 12.
13
14.
15.
103
104
104
104
105
105
105
• Reading: Students find specific information. Students discriminate between correct and
• Listening: Students identify type of text. Students identify sequence. Students discriminate
between correct and incorrect information.
• Language: Students use prepositional and adverbial phrases.
• Speaking: Students talk about their last holiday.
• Writing: Students write a post to a blog describing an outing.
(Teacher’s book)
1. 2. 3.
4. 5. 6.Track 42
7. 8.
9.
10.
(Teacher’s book)
156
156
156 - 157
157
157
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30
Unit 5
ATWORK
Topics: Different types of jobs
Pages: 98 - 127
of the Student’s Book
Time: 21 hours
• 6. 7. 8. 9. 10. Page 111
11. 12. 13. 14. Page 114
• 8. 9. 10.Track 46, Page 119
• 11. 12. 13. 14.Track 46.
Page 120
• 15. Page 115
• 16. Page 116
• 15. 16. Page 121
• Reading text:
Volunteering.
• Diagram.
• Chart.
• Pictures.
• Listening text:
Applyingforajob.
• Pictures.
• Language Note.
• Language Note.
Students use the Present Perfect
Continuous to:
write descriptions of pictures;
complete a conversation;
write about personal experiences;
complete sentences usingfor/since.
• 15. Page 115
• 16. Page 116
• 20. Page 117
• 15. Page 121
• Pictures.
• Pictures and textual clues.
•Textual clues.
Students imitate a spoken model and role
play a dialogue.
Students role play a job interview.
Students develop a personal presentation
using PowerPoint.
• 17.Track 43, Page 116
• 17.Track 47, Page 122
• 21. Page 123
• Oral Practice.
• Oral Practice.
• Guidelines to create a
PowerPoint presentation.
INTRO_TB_ING3_(001-033).indd 30 12-07-17 11:46

31
1. 2. 3. 107
Getting ready for the unit. Students do activities that revise their previous knowledge of
the language and skills that are pre-requisites for the new contents.
1. 2. 3. 4. 5. 6. 7. 8.
Track 46
108, 109
18.
19.
116
122
Test your Knowledge
• Reading: Students identify topic. Students discriminate between correct and incorrect
information.
• Listening: Students discriminate between correct and incorrect information. Students find
specific information.
• Language: Students use the Present Perfect Continuous.The students use for and since.
• Speaking: Students describe a job interview situation..
• Writing: Students complete a job application form and write a job application letter.
1.
2. 3.
4. 5.Track 49
6. 7.
8.
9.
130
131
131
131
132
132
132
themselves points.
133
133
SynthesisTest Units 1 to 5
• Reading: Students match information in different types of text. Students find specific
information. Students identify meaning of words in context. Students identify tone of letters.
• Listening: Students discriminate between correct and incorrect information. Students identify
sequence. Students find specific information.
• Language: Students use the Present Perfect Continuous. Students complete sentences with
prepositional phrases and with the First Conditional.
• Writing:Students write a composition about a personal experience.
• Speaking:Students talk about a personal experience.
1. 2. 3. 4.
5. 6. 7.Track 50
8. 9.
10.
11.
12.
135
136
136
137
137
137
• Reading:Students identify purpose of text. Students find specific information. Students
discriminate between correct and incorrect information.
• Listening:Students discriminate between correct and incorrect information. Students match
written and spoken information.
• Language:Students complete sentences using the Present Perfect Continuous. Students
complete sentences withforor since.
• Speaking: Students role play a job interview.
• Writing: Students write a job application letter.
(Teacher’s book)
1. 2. 3.
4. 5. 6. 7.Track 51
8. 9.
10.
11.
(Teacher’s book)
190
190 - 191
191
191
191
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32
WORKBOOK
It offers additional practice of the abilities and of the vocabulary and grammar contents in the corresponding units.
Unit Reading TextType Listening TextType Grammar
1. Advice and
support
Pages 141 - 144
Keystoagood
friendship
Teenmagazinearticle Understanding
adolescence
Track 14
Conversation Linking words
The First Conditional
2. Two of the
elements
Pages 145 - 147
EarthwatchInstitute Web page invitation
to join an
organisation
InternationalRescue
Corps
Track 22
Interview The First Conditional
Connectors of condition
3. Professions
Pages 148 - 150
Coolworksummer
adventures
Web page job
advertisement
InterviewwithaDJ
Track 31
Interview Modals to express
recommendations and
suggestions
4. Being active
Pages 151 - 153
Whatisparkour? Web page article What’syourquestion?
Track 39
Phone-in radio
programme
Prepositional phrases
5. At work
Pages 154 - 156
Ajobwithadifference Extract from a diary Phonehelp
Track 48
Interview The Present Perfect
Continuous
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33
Vocabulary Activities Game Answers
Words related to
friendship, feelings and
adolescence
Synthesise information. Discriminate between correct and incorrect
information. Use connectors. Use the First Conditional. Identify
speaker. Find specific information. Complete sentences about the
listening text with the First Conditional. Identify synonyms. Use words
from the unit to complete sentences.
Word Search puzzle Page 170
Words related to the
environment and
emergency situations
Identify purpose of text. Discriminate between correct and
incorrect information. Match information. Find specific information.
Complete sentences about the reading text with the First Conditional.
Identify sequence.
Crossword puzzle Page 170
Words related to job
descriptions and
different occupations
Match and synthesise information. Find specific information.
Discriminate between correct and incorrect information. Use
information from the listening text to offer recommendations and
suggestions. Complete sentences with words from the unit. Match
words from the reading text and their definitions.
Hangman Page 170
Words related to
parkour
Synthesise information. Identify purpose of text. Put prepositions
back into the text. Find specific information. Identify topic. Identify
speakers. Discriminate between correct and incorrect information.
Identify and correct incorrect information. Match words from the
reading text with their definition. Find words from the listening text
that correspond to definitions.
Find the word Page 171
Words related to job
applications, voluntary
work, and emotions
Synthesise information and relate it to pictures. Identify what words
refer to in the text. Identify sequence. Find specific information.
Complete sentences from the texts using the Present Perfect
Continuous. Classify words from the unit.
Find the letters, find
the phrase
Page 171
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34 Unit 1
Unit ADVICE AND SUPPORT
Didactic resources and methodology tips
• If available, use of complementary material such as English language newspapers and magazines with an
‘agony aunt’section, personal letters in English and Spanish, postcards, e-mails, etc. Good online sources
are www.teenmag.com and www.seventeen.com. For comparison, you can use Chilean teen magazines
so that students can compare and see if the issues that worry / interest them are the same that worry /
interest their foreign peers.
• Useful materials for this unit are: lists (nouns, adjectives, concept lists, etc.), dictionaries, glossaries,
definitions, printed handouts, library material, and notes.
1
LEARNING OBJECTIVES
READING: to read teenagers’letters and an agony aunt’s answers that
contain the communicative function of asking for and offering advice,
consider the importance of teen issues, include a variety of connectors
and introductory expressions, and
• identify main ideas by choosing a title for the text.
• find specific information by answering questions.
• match information by relating letters and replies.
• discriminate between correct and incorrect information by correcting
wrong information.
WRITING: to write a letter of advice that contains the introductory
expressions studied and follows the correct pattern of a letter.
LISTENING: to listen to a television programme that contains the
communicative function of expressing conditions and reflects the
acceptance of and respect for different opinions, and
• identify speakers by choosing the right names.
• discriminate between correct and incorrect information by choosing
the right word.
• find specific information by answering questions.
SPEAKING: to role play a television programme using expressions learnt,
correct pronunciation, and the correct structures to narrate an event.
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35
ADVICE AND SUPPORT
PAGE 6
INTRODUCTION
Invite students to examine and describe the
photograph and relate it to the name of the unit.
Form groups and ask them to read the objectives of
the unit and make comments on the things they
already know, what they can do, what will be new, etc.
Elicit from students what values they think will be paid
more attention to, and ask them to anticipate what
issues will be discussed in connection with them.
Before you start this unit, please remember:
• no student or class is ever the same, so what
worked with another group might not work with
this class. Get to know your students before you
start planning;
• identify slow and fast learners so that you can help
the former to move forward and get the latter to
enjoy a challenge;
• use local context as much as possible, so a class
located in the regions will not have to deal only
with examples based on other realities;
• avoid stigmatising your students; each one has a
value to add to the class;
• remember that repetition is one of the keys to
success so, if you repeat things enough times, they
are bound to be learnt.
PAGE 7
GETTING INTO THe UNIT
Explain to students that this page of each unit will
contain activities meant to identify and activate
their previous knowledge of the topic and related
vocabulary, to establish the starting point for the
activities that will follow.
Give students time to form groups and discuss the
exercises that have to be done in groups;
encourage them to reflect and be honest to do
those that require individual responses.
Talk to students about situations where they
generally ask for or offer advice.When they offer
advice, is it generally from a personal point of view or
do they use other people’s experiences?What
expressions would they use to offer personal
opinions about a situation? Help with these prompts:
In my view I believe If you ask me
I think In my opinion Personally speaking
1 Ask students to read the statements (a – h) and
rank them from the least to the most serious,
individually first; then they can compare in their
groups. Give them four or five minutes to
complete the activity.
2 Ask students to read the examples and then
think about what they do when they need
advice. They can list possible sources of advice
and support their ideas individually or in pairs.
Give them two or three minutes to write their
lists of possibilities. In this exercise, there are no
correct or incorrect answers.
Possible answers
I read self-help books and articles. I ask a
psychologist. I talk to my parents. I talk to
someone in my family. I talk to a teacher. I phone a
radio programme. I visit a fortune
teller. I don’t ask for help and support.
3 Tell students to work in small groups and
describe the four pictures, paying attention to
details.What are the people wearing?What do
their facial expressions show? If students need
vocabulary, provide lists (clothes, adjectives,
surroundings, etc.) and then ask them to describe
the pictures. Ask students to read the four
statements and match them with the pictures.
Answers
a. Picture 4. b. Picture 3. c. Picture 1. d. Picture 2.
4 Ask students to read the comments again and
decide what they express: a suggestion, a
personal opinion, or certainty.
Answers
Picture 1 (c.): An opinion. Picture 2 (d.): An opinion.
Picture 3 (b.): A piece of advice. Picture 4 (a.): A
suggestion.
Make notes of any useful information about
what students already know that you can use
later when developing the lessons.
UNIT 1
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36 Unit 1
PAGES 8 - 9
GETTING READY FOR THE UNIT
Before starting this unit, the students need to know:
• characteristics of different types of sentences.
• how to find main idea(s) in written texts.
• how to use some connectors.
• Talk and write about habits and routines.
• Talk and write about future events.
• how to identify number of speakers in an oral text.
• how to adapt and role play a dialogue.
1 Ask students to work in pairs or small groups
and read the definitions and examples of
different types of sentences. Check that they
understand the three concepts and request
more examples that would show they have
identified the differences.
The knowledge of different types of sentences
is necessary for students to understand how to
use more complex linking words, to be
explained further on in the unit.
A simple sentence, also called an independent
clause, contains a subject and a verb, and it
expresses a complete thought.
A compound sentence contains two
independent clauses joined by a coordinator
such as for, and, nor, but, or, yet, so. (Helpful hint:
The first letter of each of the coordinators spells
FANBOYS.) Except for very short sentences,
coordinators are always preceded by a comma.
A complex sentence has an independent
clause joined to one or more dependent
clauses. A complex sentence always has a
subordinator such as because, since, after,
although, or when, or a relative pronoun such
as that, who, or which.
2 Students use the information provided in Point
1 and your explanations to identify the different
types of sentences. Make sure that they
understand them and not just automatically
insert the name of the type of sentence.
Answers
a. i. S. ii. Cd. iii. Cx. b. i. Cx. ii. Cx. iii. Cx.
c. i. Cx. ii. S. iii. Cd. d. i. Cd. ii. S. iii. Cx.
3 Students identify what the speakers are
expressing in each set of sentences in Exercise 2.
Answers
Set a. – Main idea a. Set b. – Main idea c.
Set c. – Main idea d. Set d. – Main idea b.
4 In 3º Medio, students should already be familiar
with simple connectors or linking words which
will be further explored in this unit. Ask
students to do this exercise individually and
then compare with a classmate. This activity will
prepare them for the Language Note and the
exercises following it, where more complex
linking words will be explained.
Answers
and, as, because, but, so, while.
5 This exercise requires students to practise and
apply their knowledge in a context. You can
personalise the activity asking students to write
sentences about themselves using connectors,
or you can turn it into a game, asking students
to write sentences about themselves on pieces
of paper which are then thrown into a hat or a
container and read aloud. Other students try to
identify the writers of the sentences.
Answers
a. because. b. and. c. but.
6 This exercise reviews the Simple Future and the
Simple Present tenses; students will need to be
able to identify and use them together correctly
when they learn the First Conditional.
You can give these uses of the two tenses and
then ask the students which use applies to each
sentence in the chart.
U1_TB_ING3_(034-061).indd 36 12-07-17 11:54

37
ADViCE AnD SUPPORt
Unit 1
The Simple Future
We use it:
• when there is no plan or decision to do
something before we speak; we make the
decision spontaneously at the time of speaking.
example: This exercise is rather difficult. I will ask
Marian to help me.
• to make a prediction about the future; again,
there is no firm plan, we are saying what we
think will happen.
example: The forecast says it will rain tomorrow.
• when the main verb is be, we can use the
Simple Future tense even if we have a firm
plan or decision before speaking.
example: I will be in London next week.
The Simple Present
We use it:
• for repeated actions.
example: I go to the gym every day.
• for events that take place as a matter of fact or
are recognised general truths.
example: Water boils at 100ºC.
• for fixed arrangements, scheduled events.
example: The supermarket opens at 7.30am.
• for actions in the present, one following after
the other .
example: First I have a shower and then I have
breakfast.
• with verbs that usually do not have a
progressive form.
example: I love you.
Answers
a. P. b. F. c. P. d. P. e. F. f. F.
7 12 Play the recording the students will work
with in Lesson 2 of this unit. Students only have
to identify the number of speakers, in preparation
for what they will be doing during the unit.
Answers
Three speakers.
8 Students will talk about suggestions and
advice further on in this unit. Ask them to
work in pairs and match the questions and the
answers in their notebook. Invite them to read
the dialogues aloud.
Answers
a. – ii. b. – i. c. – iv. d. – iii
9 Ask students to follow the model in Exercise 8
and create a similar dialogue. Draw their
attention to the Useful expressions box and
encourage them to use this vocabulary in
their dialogue. Then, motivate them to
practise and role-play their conversation in
front of the class.
Useful expressions
Students read the suggested expressions and use
them in their dialogue, in order to express their
opinions.
PAGE 10
LESSON 1 - READING
LETTERS TO AUNT ANNE
++
Tell students to check the learning abilities they will
develop with each of the activities and comment
on their expectations and interests.
For this lesson, students should be familiar with:
• different types of sentences.
• simple linking words.
• how to find main idea(s).
BeFore you reaD
1 + (Learning ability: to connect topic and
personal experiences).
Ask students if they write letters or e-mails. Who
to? Why? Is letter writing in general a skill they
think they will need in the future? What for? Ask
them to list reasons why people write letters to
newspapers, magazines, or radio programmes.
Tell students to work in small groups, read the
statements in the exercise, and decide which
ones they most agree / disagree with.
U1_TB_ING3_(034-061).indd 37 12-07-17 11:54

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