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Bachillerato General Unificado OSWALDO TERCERO ENGLISH RESUELTO ENGLISH - B1.1 - BGU Level B1.1 TEACHER´S BOOK FREE COPY NOT FOR SALE PRESIDENTE DE LA REPÚBLICA English B1.1, Rafael Correa Delgado Teacher’s Guide MINISTRO DE EDUCACIÓN Authors Augusto Espinosa Andrade Claudia Marcela Chapetón Castro, Astrid Núñez Pardo, Mariluz Murcia Sierra Viceministro de Educación Freddy Peñafiel Larrea Editor-in-Chief Javier Andrés Tibaquirá Pinto Viceministra de Gestión Educativa Daysi Valentina Rivadeneira Zambrano Editor Carlos Sanabria Páez Subsecretario de Fundamentos Educativos (E) Miguel Ángel Herrera Pavo Assistant Editors Germán Obando, Adriana Molano, Subsecretaria de Administración Escolar Jonnathan Loaiza, Marisela Niño Mirian Maribel Guerrero Segovia Proofreaders Directora Nacional de Currículo (S) Andrea Peña, Margarita Orbegozo, María Cristina Espinosa Salas Francisco Castro, Nicolás Romero, Directora Nacional de Operaciones y Logística Marco Giraldo Ada Leonora Chamorro Vásquez Consulting Reviewers Thomas Francis Frederick Mark Forbes Art Director Gloria Esperanza Vásquez Designers Leonardo Rivas, Libardo Mahecha, Clara Inés Angarita, Juan Carlos Vera, Nohora Betancourt Illustrators Miguel Jiménez, José Luis Jiménez, Juan Carlos Baena, Mery Laura Hernández © Ministerio de Educación del Ecuador, 2016 Av. Amazonas N34-451 y Atahualpa Photography Quito, Ecuador Shutterstock ® www.educacion.gob.ec © Grupo Editorial Norma SA La reproducción parcial o total de esta publicación, Avenida Isaac Albéniz E3-154, Wolfgang Mozart en cualquier forma y en cualquier medio mecánico o Quito, Ecuador electrónico, está permitida siempre y cuando sea autorizada por los editores y se cite correctamente la fuente. ISBN Primera impresión: Impreso en Ecuador por: El Telégrafo E.P. I. General Description English B1.1 is a highschool series of English Language-wise, each book of the series contains six textbooks whose main purpose is to introduce students language units, which focus on specific topics that to English and its culture through a variety of activities are explored through listening, speaking, reading and and projects intended to tap into students’ real lives writing activities, together with the construction of both and expectations. The series also intends to show vocabulary and grammar skills. The treatment of these learners the variety of topics and subjects through language components is also aided by the formulation which they can learn English not only as a language, of a number of strategies aimed at giving students tools but also as a vehicle to learn information from areas to advance through their independent learning. such as social studies, natural science and popular culture. Furthermore, English B1.1 makes an important    B. Rationale contribution to education by proposing discussions about values and providing learners with academic and The series takes into consideration the fact that citizenship tools to apply to their school life and their students already possess a wealth of knowledge in adulthood. their L1 (Spanish), so the teacher’s job is to provide the language input for students to be able to build on them    Objectives and Characteristics in their L2 (English). The series is organized around a number of units whose In regards to students’ social development, the goals and standards mirror those of internationally series promotes language activities oriented towards recognized organizations. The series offers a graded students’ language practice in real settings. Many of and sequential syllabus which allows teachers to build the activities are structured around sample dialogs from students’ language competences on previous work, in which students build a repertoire of vocabulary and the areas of content and language skills. Besides the language expressions that they can use as a framework work in the areas of linguistic competence, the units for further practice. Besides the activities based on the are designed to contribute to students’ cognitive and role-play of dialogs, students also carry out collaborative social development. projects and information gap activities to maximize their chances of interaction using the language input. T 5 Prelim_VP5IngGuideCol2012.indd 5 5/25/16 8:53 PM 1. Student Centeredness The authors of English B1.1 have designed our learning activities taking into account the theory of the Multiple Intelligences developed by Howard Gardner. This theory views learners as individuals with different abilities and potential, so we invite teachers to tap into students’ different abilities to help them make the most out of their learning potential in school and life. The following chart shows the different intelligences, what they refer to and some of the typical activities found in the lessons that activate students’ minds and their abilities. Intelligence Definition Activities Linguistic The ability to decode meaning • Discussions and mini-debates and use words orally and in • Reading and writing stories, writing. reports, reviews e-mails and • Inferring grammar rules Logical and Mathematical The ability to use numbers, • Classifying analyze data, understand • Sequencing abstract symbols, graphs, • Problem-solving activities sequences and cause-effect relations. Bodily/ Kinesthetic The ability to use movements • Role plays and gestures, when interacting, • Games and contests to express feelings and ideas using the body. Interpersonal The ability to understand and • Projects interact with other people, • Group work establishing rapport and • Games and contests empathy. Intrapersonal The ability to reflect upon who • Reflections we are and how to cope with • Self-evaluations personal feelings. • Talking about community and personal issues Musical The ability to feel music and • Tapping the rhythm rhythm. • Listening to stress, rhythm and music Naturalist The ability to cope with the • Campaigns to become world outside of the classroom. environmentally sensitive Visual and Spatial The ability to understand and • Drawing and interpreting maps perceive spatial relationships and and graphs aspects such as shape, color and • Doing crossword puzzles size. T 6 Prelim_VP5IngGuideCol2012.indd 6 5/25/16 8:53 PM 2. Teaching and Learning Approach English B1.1 is based on an eclectic but informed series of In the design of other cooperative tasks, English ideas and constructs in language teaching and learning. B1.1 has also considered the ideas of Spencer Kagan However, English B1.1 has been developed taking B. (1994) who suggested the acronym PIES to stand Kumaravadivelu’s (2003) ideas into account. He clearly for the basic principles of cooperative work, where P conceptualizes teaching as being enacted through the stands for Positive Interdependence, I is for Individual parameters of particularity, practicality, and possibility. Accountability, E stands for Equal Participation, and S Particularity has to do with the fact that teaching has for Simultaneous Interaction. Positive Interdependence to be responsive to particular contexts where teachers means that group members need be aware of the fact and learners are entitled to have their own ideas about that there is no I in group work and that the group learning. Practicality is related to the idea that teachers benefits from the contribution of all members. Individual need to come to terms with the dichotomy of theory and Accountability has to do with the responsibility that practice, in order to empower themselves to figure out each member has to have for the success of the entire their own theories of language and teaching through group’s project. Equal Participation calls for the idea their classroom practices. Lastly, the idea of Possibility of an inclusive group where all members are entitled has to do with the empowering of learners so that they to have a say regardless of the quality of their ideas can critically appraise both the social and historical or, in the case of language learning, their accuracy conditions of their learning, and therefore pursue new and fluency. Simultaneous Interaction has to do with forms of understanding and recreating reality. the amount of participation that each member of the group has in different projects. English B1.1 also derives its theoretical foundations from task-based instruction, cooperative learning, Cross-curricular activities are among the most cross-curricular studies and the cross-cultural approach important features of English B1.1 since students to language teaching and learning. The main idea are exposed to a wide variety of topics and activities behind task-based learning is the fact that learners will from areas such as natural science, technology, social be engaged in a series of real-life language tasks that will studies, literature, arts, etc. Consequently, students help them improve their language skills and enhance are engaged in activities that reflect what they need their world knowledge. The series approach also takes to know in these subjects. For example, the use of into consideration the situation of both teachers and timelines for historic or personal events and the use students in EFL contexts. These textbooks therefore are of graphs and tables to make sense of information in aided by focused instruction especially in the areas of social studies or science. vocabulary and grammar as important building blocks for students’ progress in their language proficiency. The cross-cultural approach also runs through the entire series since students will be able to expand Cooperative learning is the basis of many of the their intercultural awareness by studying topics activities in English B1.1, since students need to adopt in which they are able to see the contributions of a variety of interaction patterns: individual, pair and different countries and peoples to the world progress group work. One of the highlights of each unit is the in different fields. Moreover, the series contains topics work students do progressively to create, develop about family, school, and workplace interactions that and present a group project related to the topic of the appeal to a wide variety of communities since they are unit. This project also involves the making of some not necessarily related to English speaking countries or sort of product that helps students use the language cultures. meaningfully when creating and presenting it. T 7 Prelim_VP5IngGuideCol2012.indd 7 5/25/16 8:53 PM    C. Lesson Planning Lesson planning is perhaps one of the most fundamental aspects that contribute to learning. Teachers have the responsibility to create conditions for students to get the most out of the language lessons. Thus, the lessons in the units follow predictable structure, namely Warm Up, Presentation, Practice, and Application. 1. WARM UP The purpose of the Warm Up stage is to assess students’ prior knowledge, so that they become aware that they also have a lot of ideas to contribute to the class. Nevertheless, the teacher has to be prepared to start building either the content or vocabulary that students will encounter throughout the unit. Teachers are always encouraged to assess students’ knowledge through activities such as short discussions, looking at pictures or talking about students’ prior experiences. 2. PRESENTATION The Presentation stage is intended to get students familiar with either the vocabulary or the grammatical aspects in each of the lessons. The presentation introduces the context where students will use the language for most of the lesson’s activities. T 8 Prelim_VP5IngGuideCol2012.indd 8 5/25/16 8:53 PM 3. PRACTICE Each unit has several moments of Practice. One of the aims of the series is to work towards skill integration. Consequently, students will have plenty of chances to be exposed to the language input through listening and reading, and to use the newly learned language in speaking activities and in writing different types of texts. Besides the integration of language skills, English B1.1 promotes cognitively challenging activities so that students are encouraged to have a problem-solving attitude towards language learning. 4. APPLICATION Most lessons end up in a moment of Application so that students are able to use language in different learning contexts. One of the most important ideas in the application activities is that students have the chance to make personal connections with learning. Consequently, the idea that language is much more than a linguistic or a cognitive enterprise is reified by the idea of social relationships, which is a constant in every unit. 5. EXTRA IDEAS Many lessons can be enhanced by the suggestions given in the Extra Ideas section. The books in the series are always promoting teacher and student involvement and further practice by suggesting new scenarios for learning, such as practical activities or the use of online resources. T 9 Prelim_VP5IngGuideCol2012.indd 9 5/25/16 8:53 PM II. Series Components The series authors, editors and developers are well aware of the fact that students need constant exposure to the language as well as to a variety of exercises and evaluations. For this reason, the series has a Student’s Book, a Teacher’s Guide, an audio CD (within the student’s book) and two audio CDs for the teacher. A workbook, tests and online support activities will soon be available.    A. Students’ Book Structure Each book begins with a Scope and Sequence which describes each of the six main units in the book. Additionally, there is a Review Unit at the beginning of each book, where students are given another opportunity to practice some of the contents and the language aspects studied in the previous book. 1. Unit Opening Page 2. Lessons 1-2 Grammar and Vocabulary Each unit begins with a description of the unit contents Each unit has four lessons in which to develop the as well as a number of illustrations and questions. They unit topic. Lessons 1 and 2 are meant to introduce the help to activate students’ background knowledge. vocabulary and grammatical structures, which students At the same time, they provide an opportunity for are able to process through listening, speaking, reading students to spontaneously discuss different topics and writing activities. within a collaborative atmosphere. Lesson 1 Healthy Habits 2 General Objective uu 1. Classify UNIT about lifestyles and the actions in talk You will be able to the Word past. Bank into s and customs of the healthy or speculate about habit unhealthy habits. Communication Goals uu Vocabulary Strategy to You will learn how Classify voca lifestyles in the past. HEALTHY HAB bulary into • speculate about past ITS categories Healthy Life, Healthy World UNHEALTHY to rememb and possibility about er it better. • express opinion Eating fatty HABITS foods events. s. • describe peopl e, objects, and event Word Bank • Eating fatty • Smoking foods • Getting drun Topics uu • Drinking • Be water • ing active k • Healthy Habits 2. Read and • Sleeping well Having a heal • Doing exer thy diet Vocabulary listen to the • Being sede Grammar and • Earth Resources Then, check conversatio n. ntary • Fe cise eling stressed the correct Vocabulary earth resources, in the box options to healthy habits, Useful Exp below. • Words related ression s mar degradation • Use I know Reflect on Gram inty / about and environmental • Use I gues ! to show agre ement with Degrees of certa s to express what someone Modals the past Grammar not sure abou your opinion saysPast es about past / could / might / Jason: Hi, about som . or make guess 90% t. late, deduce, Must -------- • Past Modals: must Alan ethispecu Alan: Than . I’m glad you came Past Modals to ng you are s: who / where / that ks for the invit to my Granny’s Use nce. sure on evide Could -------- 50% • Relative clause Jason: Yes, and look at ation. Is she really goin Birthday part y. situations based slept all day long. ial Expressions • She must have Alan: I her! She‘s g to be 100 took a nap. years old? uld have been because she food. Idioms and Colloqu know! She has not sedentar Might -------- 30% uu Jason: Well , she didn’t. lots of ener It gy. She mus y, instead t have she is very • It co activ • Shee! might never have eaten fatty lemen t le could have slept all day + comp • To be fit as a fidd Alan: And sleeps very well at nigh been beca use she took longStruc ! ture /might) + have + past participle k pe t. ct + (must/could Word Ban • To be in bad sha , she is thin an a 30 minutes Subje s. aters Jason: Yes. Her d fit. She mu nap this afte rnoon. But lete the sentence • To be in murky w Alan: Wow diet has always inclu st have eate n she guesses to comp • sleep ded steamed low-fat foods all of her tions and make • feel and earth ! She has had life!the following situa • go on • To move heaven Jason: Well a very heal fish, grilled m • eat , she doesn’t thy diet. She eat, and3. Read . Alan: Wha like mig olive oil. Word Bank t about drinks junk food. She prefers ht never have eatenUse the weight to the gym after has lost a lot of Project uu Jason: Not really. She pre ? Does she dri nk sodas and lots of vegg ies and fruit . fatty food, I guess. a.- Kenneth c.- Dorothy came last week. ntation Alan: I fers to drink coffee? recently. work every night A PowerPoint Prese guess water and n about Jason: You’ she might never have fruit-flavore might rPoint presentatio d yogurt or f - He - She You will create a Powe re right. She smoked, righ resh juice. ions you hates smo t? problematic situat She walks king and the dog ever she has neve lifestyles to share diet. s Alan: And y day! r been drun a very healthy stressed. unity, as well as action she looks quit k. Besi des, she love identify in your comm ct the environment. Jason: Well e relaxed! , as you can Has she ever s exercisin Alan: Gee see, she is felt stressed g. prote people can take to here! ! Now I see. always in a ? salad? I left it lots of dise .. Having such good moo d and noth d.- Where’s my ases. a healthy lifes ing makes tyle must her feel angr so tired today ? - Edward it. have prev y. ented her from getting b.- Why is Sarah a. Jason’s She granny mus - I’m not sure. He loves veggi es! b. She just t have slep took a 30-m t all day long. c. She mig inut fact very badly last Key Expres ht never have es nap this afternoon. opinion sions d. She pref eaten fatty night. Discuss: Gee!: Wow ! e. I guess ers to drink w ater and frui food, I gues s. healthy lifestyle? 22 she might t-flavored yo hy? Check the • Do you have a f. She is alwa never have gurt or juice. smoked. s him/her healt community take ys in a goo d mood. . What make • Do you and your rces? on from your famil y or community resou care of our natural 4. Think of a healthy old pers t his/her past habits. speculate abou boxes. Then, Pronunciat ion acted. modals are contr veggies In speech, past Eating fruits and 1. Listen and repeat. mʌstǝv/ Doing exercise • must’ve - / kʊdǝv/ • could’ve - / Being in a good mood / maItǝv/ • might’ve - check the sentences and Sleeping well 2. Listen to four hear. foods past modal you Eating low-fat ’ve might’ve and alcohol must’ve could from cigarettes Staying away a. Being active b. c. d. Mr. Garcia d away must have staye and from cigarettes alcohol all of his life! e1 Project Stag . community today community. is present in your problem for the lthy habit that lthy habit is a Think of an unhea how this unhea 23 • Work by pairs. ntation describing • Prepare a PowerPoint prese . s of this bad habit • Speculate about the origin T 10 Prelim_VP5IngGuideCol2012.indd 10 5/25/16 8:53 PM 3. Lesson 3 Reading and Writing Lesson 3 is entirely devoted to working on the reading process which is subdivided into Pre-Reading, While-Reading and Post-Reading. These subdivisions are aimed at making students strategic and effective readers. Pre-Reading Activities Post-Reading Activities The purpose of Pre-Reading activities is to help students Students need to apply some Post-Reading strategies get ready to read a text and be better prepared to to achieve a deeper understanding of the text. For this understand it. When students preview vocabulary, use purpose, they can ask questions, make inferences, prior knowledge and predict, they feel more motivated find the main idea, summarize, and hold mini-debates and connected to the text. or discussions. These activities are also aimed at enhancing readers’ ability to think about what they While-Reading Activities read and take a critical position. While-Reading activities are designed to help the reader deal with the text while he or she is actively involved in This section also provides students with writing models comprehension, using strategies like: stopping to think, and strategies. The idea is to help them determine re-reading, asking themselves questions, visualizing, writing elements and give form to their ideas in an making inferences, underlining or using context clues to organized way. Different strategies help students work out meaning. generate, organize, connect, rephrase, and develop their ideas effectively. World 3 Old Times and Modern Lesson munication me ans Word n, classify the com Bank 3. Complet Word Bank. The e the chart nks using the • signals below. Reading an 1. Fill in the bla t. d Writing n or (A) ancien • post Reading St into (M) moder • mouth rategy Paragraph Scan the te • messaging topic xt to identify specific inf • chat ormation. • conference 1 Ways of Past M communic ating present 2 Messages e. fire took a lon c. pigeon g time to bot messaging ategy Vocabulary Str h be sent an a. text replied d ges and 3 Use visual ima the relate them to s to deduce language clue new 4 the meaning of vocabulary. f. online 4. Complet Online int eraction / d. word of e the sentenc virtual es using the interaction b. video ong ideas. a. In the pa words in the contrast am st, people Keeping in Touch Word Bank the wo rds that show communic used to sen d smoke sig . ay and circle ation. nals, but 2. Read the ess b. now they use messages in the past people online to friends sen t let c. and relatives ters and car . ds, today the nowadays many years y send tex t, it was it is Facebo ag o the telep t W ord ough in the pas easier and ok and Twit hone and the munication. Alth e of a lack faster. ter that ha radio mode Bank to facilitate com essages becaus d. Dorothy ve revolutio nized and rnized the world, d to t news and m used to wr ma e lets us see how people use ble diffi cult to transmi , now ada ys technology everybody. ite letters and send tel de people’s lives but 1. Going bac k in tim nowadays. It is undenia in distant regions d into egrams. in contrast to of technology n incorporate while communicate communicate le and has bee , today she son s why humans beings nds , do is mo re widely availab use it eve rywhere and emails however rea that the e (to share new s, contact frie lives. People can the ways they people’s daily es without it. 5. Write a although remain the sam so forth), but magine their liv compariso warnings and to send find it hard to i n and contr business, send st people used changed the way family used ast essay e di ffer ent . While in the pa pige on pos t, ns in com mu nication have et for a to commun ica te about the wa do so ar messages, 4. Inventio ple used to me in the past ys your word of mouth e-mails, e. Long ago, peo Introduction and nowa smoke signals, st people send people socializ phone and : days. cards, today mo chat s or pick up the or letters and text messages, friends’ house face- the ir cell phones, send coffee, stop by tion has decreased make call s on n com mu nica Fir st d municate. call, but moder damages ifference: Twitter to com e people think Writing St online, or use tion, messages ion, which som online rategy of communica to-face interact that socializing • State tha g old methods . le some think t you want 2. When usin bot h be sent and replied rela tion ships. So, whi cha nge negative. Second difference: diff to discuss e to e r this ere the took a long tim com mu nica tion the messag be pos itive , oth ers conside • nces betw een two topics modern wait too may atest Present and . However, with out having to one of the gre contrast on ived imm ediately, with ay we enjo y Com mu nica tion has been on ove r tim e, Third difference: at a time (e.g . pl e difference is rece that tod 5. Its evoluti ace, modern wer. This means s of humankind. gy ancient inv and long for the ans eve n with friends, relative achievements s, th e in flue nce of technolo typ entions, spee d, a nication , ich it work e of interact cce ss, instant commu ies and the speed at wh e madeConclusion: rent towns, cit interaction hav • Make sur ion, etc.) ho live in diffe act on human e you use wo or colleagues w in it, and its imp ple around the rds like but billions of peo while, how tion possible for ever and alt , countries. the dev elop ment of com mu nica con tra hou gh to d to touch! st the ideas. has contribute rated into d to be out of 3. Technology ch has become incorpo ted world that use • Conclud e by rephra , whi n crea communication nication has bee mentioned sing what you , online commu • Use the in previous daily life. In fact E.g. Wha questions you wrote Project Sta lines. t traditions in Project Sta ge 3 52 • Conduct did you use ge 2 to desig the Memo to celebrate in n the Memory Tra • Write a r ry and Tradit your neighbo dition Surve eport of th ion Survey rhood? y. e data collec and organi ted and the ze the data n show the into pie gra data gathe phs or bar red in charts charts. and figures . 53 T 11 Prelim_VP5IngGuideCol2012.indd 11 5/25/16 8:53 PM 4. Lesson 4 Real Communication Lesso Lesson 4 is entitled Real Communication. The purpose n 4 1. Liste n to the conversa Fit as a Fiddle of this lesson is to help students widen their oral in the W tions. Fil ord Bank l in the ga . ps wi th the ex Word a. pressions Bank Susie: skills through the learning of idiomatic expressions Hi! Nice to see yo • fit as we last me u again! a fiddle t! It’s been Patty: years sin • move Hey! Look ce heaven at you! Yo u are as associated to cultural aspects of the language. This and earth You must have had fit as a fid • bad sh Susie: a very he dle Well, I lov alt hy (a). ape e exercisin life ! • in mu take care g and I lov rky water Patty: of my bo e fat-free s Wow, ins dy and he food. I do page ends with a Reflect on Values section, whose tead, I’m alth. I often ha in such ve to eat restauran in a rush, (b). ts or even you know when dri , at fast foo b. ving my d purpose is to make students aware of cultural aspects car! Oscar: Look! Th Mike: is is the tim Do they ber comp Oscar: have perm any that ission to bought the that underlie the lesson contents and to help them I’m not sur cut down pine forest e, the do the trees? . cuments I saw are Mike: not comp We need lete. I thi to find o (c). nk they are ut! Let’s learn to be self-critical about their attitudes and values. 2. Match the expressio a. Fit as ns with (d) to ge a fiddle their co t the inform b. In ba rrespon ding me aning. ation. d shape c. Be in murky 1. behavin d. Mo wa ters g in moral ve heaven 2. being ly and eth and earth in good ically qu 3. being health or estionab 3. Think determi athletic le ways of situatio 4. being ned t conditio expressio ns relat in poor ph o do something n ed to he ysical co that is d ns above. alth and ndition ifficult the envir onment My neigh and discu and I are bors ss with worried a partner about ga . Use th rbage e contamina and Real Communicatio n in our pa tion Well, I thi rks and communit nk your rivers. together y have to stay Share Your Project and and earth move heaven Reflect to solve on Valu problem! this es ¾ I eat he althy foo and fat-fr d like fru Always Speaking Word ee produ its, vegg ies, Sometim es Strategy expe rience. Bank to list the Bank ¾ I am an cts. Never Get enga 1. Discuss your rPoint presentatio n? Use the Word active pe ge in a co make your Powe sports an rson who using ex nversati a. How did you • template d physica likes pression s such as: on by l exercise Well, / I steps you followed. • slide ¾ I take actions . guess / I Look! / know! / I th • layout environme to protect our ink. 1. • images 28 nt and na tural res 2. • text ources. Student Gap Activ 3. A ity Student goes to page 87 4. B goes to . page 89 . s? Which ones? nce any difficultie ect the b. Did you experie tic situations that aff ught about problema ? c. Had you ever tho did you identify them unity and city? How health of your comm e? learn from this experienc d. What did you . er the questions below 2. Read and answ y life. The way we 5. Share Your Project g a long and happ interested in havin al resources, can Most people are manage our natur her with how we live every day, toget happy life. role in enjoying a long and play a key eating fats and ion. It is true that Lesson 4 has a second section, Share Your Project, nd nutrit Having healthy habit s goes beyo else can make a health, but what do any good to our ality is also a key fa ctor: junk food does not that our p erson ies have shown to long life difference? Stud friends is connected enjoying time with because habits, both being sociable and expe ctanc y. But, healthy and unhe be wise when choo althy, are socially sing your friends l habits include obesi contagious . Comm ty, smoking, drink unity problems ing, and even in to help students wrap up their ideas about the class related to these socia ing well, and being exercising, sleep buddies who like stress. So, look for a good mood. environment and prote cting the natur al resources can where there is less project. This particular page has students reflect upon Taking care of the live longer in places in ifference. People and less chemicals also make a big d air pollution, less the soil. So, look contamination in for place s wher rivers and oceans, e the air, water, and soil are clean. the nature of cooperative work, and gives them extra happy life? in having a long and a. What are the two b. How is personality impo aspects involved rtant connected to life expectancy? to choose your friend s wisely? life ex pectancy? ideas to finish their projects and give their presentation. c. Why is it lems that a ffect y environmental prob d. What are the ke ation Give your Present Useful Expressions • Introduce yours elf. tions you have We are… (names) problematic situa • Good morning. nt in our community is… • Mention the two habit that is prese • The unhealthy ave identified is… identified. and show the slides . nviro nmen tal problem we h The e problem one a time • have started… 29 • Describe each each problematic • It must /coul d/mig ht possible origins of • Talk about the Comic The Moody Braceletes situation. Read and listen. Hey, I’ve decided to sell mood bracelets. I’m sure I’m gonna make a fortune with Don’t you believe me? Wow! You see! It this! Why don’t you try one? Which started shining one would you go for? red! It’s amazing! 6. Comic Units 1, 3, and 5 have a Comic section that helps Huh! Sure! This new business will bring in Well, I’m sure none thousands of dollars of these really work. ! What does students look at the class topics, language structures But, let’s try this one. that mean? It means you secretly love somebody. No, I think this and vocabulary from a different perspective. It wraps Not at all. These mood bracelet is broken. bracelets Let’s try another one. are defective. I’m grinnin g from I hope that this one ear to ear these days! will work properly. up the unit in a memorable and relaxed way. The comic can be used for either reading or listening practice. Huh, precisely now He can’t find out that I’ve that I’m jobless. Look! It’s flashing yellow. fallen head over heels It in means you are impat love with his sister! ient or maybe very sad these days? Gee! It’s glowing kind OK. Let’s see what of black and gray. That means you have Ahh! Sure! Is there a happens with the Not really. But, bracelet for feeling last one. You’re really to pay me! OK, let’s see. skeptical and tricked curious, right? ? 44 T 12 Prelim_VP5IngGuideCol2012.indd 12 5/25/16 8:54 PM 7. Game Units 2, 4 and 6 have a full-page Board Game so that Quiz Time ily tra Game dition. Descr Talk About Tradit ibe the act ivities don ions e, the people ans we involved, the r the questio food ns. 1. Listen to the questions and check the 4. Read the profiles. Then, circle and correct the ut a fam ate. ask and move h other abo rn to celebr e turns to incorrect, • Ask eac and the clothes wo rker and tak r answer is to reach the box students have the opportunity to use the language prepar • Work in ed, pairs. Roll the dice, mo ve you r ma that square nex t rol l. If you until your winner is the first pla yer correct answer. mistakes in the sentences (a-f) below. wer correc tly, stay in until your next roll. The • If you ans square and stay the re they learned in a different scenario. This time they back one “you win”. a. I’m 12 years old. I’m fine, thanks. are also confronted with the idea of collaboration in b. learning, I’m fine, thanks. since I’m 11 years the games are meant to beold. played in pairs I’m Peter Smith. c. or groups. I’m from Portugal. This is Larry Page, the d. Mark It’s mark@e-pals.com. creator of Google. He is a computer scientist. He is 2. Match column A with column B. from Michigan in the USA. He is 40 years old. He is Column A Column B creative. e to ies are don ural activit 8. What cult a. Country Asia r istmas? brated in you celebrate Chr traditio ns are cele her to celebrate Quiz Time What special gat 1. do people r’s 9. Where family? te New Yea Christmas? e to celebra is used to b. Age 1. Listen to newspaper the conver sations bet staff. Comp ween Tom , an editor Japanese 2. What act Eve? ivities are don act ivit ies done on New This is Cristiano Ronaldo. 10. What typ e of house celebrate Chr istmas? decoration bra te Christm as? He is a soccer player. He lete the cha the rn to cele , and the involved in hes are wo rt. 3. Who is 11. What clot r a. Claire What do the Year’s Eve? celebrate you y have to do? New Year’s are done to c. City b. Bill c. Sara takes all the pictur es. 12 years old Job done? Yes 4. What foo Eve? d is pre par ed to celebrate te New Yea r’s 12. Wh at activities is 28 years old. He is from birthday? are to question) all the inte rn to celebra 13. What ? (ask a free rviews. hes are wo d. Susan 5. What clot celebrate d. Continent Tokyo Madeira. It is a Portuguese the comple te article. Eve? r’s e. Carol the pictures ting New Yea question) that suppor nd celebra 14. What ? (ask a free t the article g do you spe f. Frank . 6. How lon island. He is athletic. the advertisem Eve? as? ent. e to celebrate Christm ivities are don e. Nationality Japan 2. Complet the color pag e the dialog es. 7. What act Use the Sim with the ver 56 ple Presen bs in parent Kim: Look t and the Pre heses. at the social sent Perfe (a. say section of the c tenses. ) the Smiths news! It got divorced. 3. Check the correct option to complete the Lars:That’s unbelievab (b. go) to par le! They alw ties togeth ays Lars:This Kim: I know! (d. be) sho cking news! er. sentences. Kim: I know, you and Mrs. Sm Garcia fam (e. read) the ith never ily? news about This is Martina Garcia. She is (c. eat) out Lars: No, I the without her husband. (f. read) it. Kim: They What has hap W2. are 3. Read the pened? a. This is Mary. She American. an actress. She is 32 years old. new s story. The (g. celebrate Lars: Nice! ) their 10 th n, choose That’s hap anniversary! the correc py news! t option. orld She is Colombian. She is from 1. is Champion3. am 8. Evaluation ship Final Bogota. She is sociable. a Rai b. Hi, I Japanese. to play th was the big day. The twony Match Yesterday PM. By the e World Ch ampionship fi soccer teams were ready A section entitled Quiz Time is devoted to evaluating time the pla nal at Sun St 1. is 2. are crowds had the game. event, the waited in When the yers were rea 3. am line for hou news report rs. dy to start adium at 7:0 the match, Many people the attended 0 students’ progress during the unit. The exercises are fans and hoo ers arrived to cover the aimed at presenting students with new contexts so the footba ligans had ll field and o already tak was amazin f the arrival o en pictures f some pla of a. Larry Page is a computer scientist . He is g. The player yers. The gam c. Hello, you Susan, right? weather cond s did their e itions: befor best in raining… e the game w spite of the terrible that they are able to see how much they have learned. as over, it had started Portuguese. a. The cro wd waited b. The rep in line before orters arri /after the ma 1. NoSeis 2. are 3. am pictures. ved before tch started. lf-Evaluatio /after the n c. It starte fans had tak d raining bef en w I can... ore/after the ¾ talk abo game was ut a news item over. or an event d. This is Thomas. is from Amsterdam. ¾ describe that has hap an event in pened recent Very Well b. Cristiano Ronaldo is Brazilian. He is a soccer the past and ly. OK talk about A Little an earlier mo ment. 1. She 2. It 3. He 19 player. e. I’m from Lima. is the capital of Peru. c. Martina Garcia is Colombian. She is athletic. 1. She 2. It 3. He 9. Self-Evaluation f. Where you from? d. Larryfor Page is sociable. HeItishelps a computer scientist. Every unit has a Self-Evaluation Chart that provides an opportunity self-reflection. students reflect 1. is 2. are 3. am about how well they achieved the objectives. At the same time, it encourages students to understand their strengths g. What and weaknesses, to direct their efforts towards thee.achievement your name? Cristiano Ronaldo is 32asyears of goals, well old. as toHebeis responsible athletic. for and1.committed is to 2. their arelearning. 3. am f. Martina García is creative. She is 28 years old. Self-Evaluation Now I can... Very Well OK A Little ¾ ask and answer personal information questions. ¾ say countries and nationalities. ¾ introduce myself and other people. 19 T 13 Prelim_VP5IngGuideCol2012.indd 13 5/25/16 8:54 PM 10. Glossary The unit ends with a Glossary and a number of Glossary Activities. This section is oriented towards reinforcing students’ learning of the vocabulary presented in the unit. Activities on page 95 Glossary or something reliable: adj. someone ver information. liable) find out: v. to disco you can trust. (ant. unre A-G I found out he was in Pe ru. ng a strong desire a friendly relation ambitious: adj. havi get on: v. to have S-V l, or famous. person who is to be rich, successfu with people. sensible: adj. a lving analysis. She se from various tical; showing analytical: adj. invo go for: v. to choo reasonable and prac is an analytical person. options or possibilities. good reasoning and judgment. ng angry or easily offended annoyed: adj. feeli sens itive : adj. feeli ng impatient. (ant. plea sed) H-I ting quickly or or annoyed and reac bring in: v. to earn mon ey. tell or show how ting to be better hold back: v. not to stron gly to som ethin g. competitive: adj. wan ng doubts about rs. Jason is a you feel. skeptical: adj. havi or achieve more than othe ing or feeling no ving what others hopeless: adj. show something; not belie competitive person. hope. (syn. desperate ) think is true. thinking you are t or refuse a feeling unhappy humble: adj. not turn down: v. to rejec disappointed: adj. rs.(s yn. modest) job offer. (syn. that you hoped for better than othe proposal, invitation, or because something ng no patience; impatient: adj. havi reject) did not happen. . (ant. patie nt) a person who unable to wait unpredictable: adj. ng difficulty to vior or mind Unit 4 indecisive: adj. havi changes his/her beha ive) Glossary Activities decis ions. (ant. decis (ant. pred ictab le) make easily. not having or very proud and irresponsible: adj. vain: adj. being the consequences attractive or show ing any care for thinking you are very (ant. responsible) of personal actions. special. 1. Unscramb le the words an d then match K-R them with the Word ir definitions care of somebody . look after: v. to take a. k o f i r e wsr or something. b. p o r c Definition into : v. to inve stiga te. 1. a light ins look ide a container c. r r p n n e which has a re euet 2. something candle to ha happening im ng it up d. e t u f e a mediately, wit r 3. explosive hout any de s that light up lay e. s c h o o the sky and lut a 4. the system ma ke a loud no n someone does atic killing of ise doubtful: adj. whe f. n t s t i a a lot of peop le ething. n 5. a person not feel sure about som who starts or manages a bu g. n r e l a n siness t 6. grains, fru its or vegeta bles grown by 2. Replace 7. to give pa farmers the words in bo rticular atten ld face with tion to someth a. The farme a synonymo ing r makes his mo us word fro ney by selling m the gloss his livestock. ary. b. The beast was the uglies s t looking thi Colloquial Expression ng that I have ever seen. c. Th feeling very Grin from ear to ear:e little girl was in a sta te of anguish happy. when she cou ldn’t find he d. Th sea:rch falling in r parents in the supermark Head over heels in elove for a cure for cancer is a wo et. use of something love with someone. rldwide effort draw on: v. to make . ersonal benefit. and behaving in that you have for your p polite: adj. being kind e. In bloo d Ch boil: inafeeli , ng very dragons are very happy and impolite) Make your excited: adj. feeli ng an educated way. (ant. mythical cre atures. usiastic) angry. enthusiastic. (syn. enth 3.t sink Matchs: feeli ng Your hear each illustr ation with a very sad. sentences. colloquial ex pression. Th en, use the expressions to complete 46 the a. b. crowning ach c. ievement 1. Winning in style a go ld medal at the Olympics a was my bigge break the ha st success. It bit was definite 2. It wasn’t in my life. ly eas y, but I finally much sugar when I am ne rvous. of eating too 3. If Brazil is 96 org anizing the op know that, as ening cerem always, it wil ony for the 201 l be done 6 Olympic Ga mes, you . References Gardner, H. (1983). Frames of Mind. The Theory of Multiple Intelligences. New York. Basic Books. Kagan, S. (1994). Cooperative Learning. San Clemente, CA. Kagan Publishing. Kumaravadivelu, B. (2003). Beyond Methods. New Haven. Yale University Press. E lessons. T 14 Prelim_VP5IngGuideCol2012.indd 14 5/25/16 8:54 PM To Our Students The textbook th at you have in yo ur hands is a ve you learn in the ry important tool best way possib that will help le. A textbook sh study and discov ould not be your ery; however, it only source of will always be a discover for your good friend that self the wonder w ill allow you to of learning. The Ministry of Education has m providing better ade a curricular opportunities fo adjustment with r all students in the goal of that promotes fu the country as pa ll personal deve rt of a project lopment and in guided by the pr tegration into a inciples of Good society that is Living, democratic coexistence. participation an d harmonious To accompany th e launching of th several resource is educational in s according to age itiative, we have an prepared will receive a te d ye ars of sc ho ol xtbook that inte in g. Ch ild ren in first grade grates stories an age and that will d activities appr help to develop opriate for their the holistic curric de Educación Ge ulum designed fo neral Básica. Teac r this Subnivel hers will receive music to familiar a CD with songs ize students with in order to use their first words material. From th in English as a co en on, until they mplementary students will rece complete the Ba ive textbooks, au ch ill er at o Ge neral Unificado, dio CDs and extr to the developm a resources that ent of their lear will contribute ning in the area Language and Li s of Sc ie nc e, Social Sciences, terature, Mathe matics and Fore It is also importan ign Language-Eng t to know that te lish. books) that will achers will receiv enhance the te e teaching guides aching-learning (teacher’s thereby allowing approach of the teachers to deve student book, lop students’ rese classroom. arch and learning outside the This resource sh ould be consider approach that m ed a support fo ust be guided by r the teaching-le teachers and carr arning order to achieve ied out by studen its goal. ts in We hope that th is adventure of kn to achieving Good owledge will be Living. the path Ministry of Educ ation 2016 T 15 1 2 3 UNIT UNIT UNIT • Newspaper Sections • Healthy Habits • Character and Personality CLIL • News Writing and Reporting • Earth Resources • Feelings and Emotions • School World You will learn how to You will learn how to You will learn how to • talk about news. • speculate about lifestyles in • talk about people’s characters Goals • announce a piece of news that the past. and personalities. has happened recently. • express opinion and possibility • express feelings, attitudes, and • share life experiences. about past events. mood. • describe people, objects, and • describe events in the life of events. famous people. • Simple Present tense • Past modals • Phrasal verbs Grammar • Simple Past tense • Relative clauses • Gerunds and infinitives • Present Perfect tense • Prefixes and suffixes • Past Perfect tense Grammar: using context clues to Vocabulary: classifying Vocabulary: make decisions about verb forms vocabulary into categories to • paying attention to the prefixes according to the tenses remember it better added at the beginning of a Reading: identifying the lead Grammar: understanding the word paragraph of an article structure of sentences that make • using grammar books, Writing: use of connectors dictionaries, or the Internet as • using quotation marks to Reading: identifying the thesis sources of reference Skills and Strategies report what other people say statement in an essay • transforming base words into or said Writing: nouns by adding suffixes • writing the lead paragraph of a • using sequence connectors Reading: looking at the short article, providing a clear such as first of all, second of all, sentences that are immediately and concise overview of the in summary, to organize the before and after an idea to infer main points ideas of a text missing information Speaking: using idiomatic • writing a short essay Writing: writing a biography expressions to share your own Listening: reading options following a specific structure experiences carefully before listening Listening: paying attention to to the audio to focus your the speakers’ tone of voice to comprehension interpret their feelings Speaking: using expressions Speaking: using an appropriate such as Look! Well, I guess / I tone of voice and gestures to know! / I think to engage in a convey your feelings and emotions conversation when holding a conversation A Newspaper Section A Power Point Presentation A Personal Blog Project VP5Preliminares.indd 4 19/05/2016 02:35:20 p.m. 4 5 6 UNIT UNIT UNIT • Old Traditions and Customs • Landscapes • Real Teen Problematic CLIL • Remarkable People and Events • Outdoor Activities Situations • Old Times and the Modern • The Teenage Brain World You will learn how to You will learn how to You will learn how to • talk about changes over time. • check for information. • talk about what you will • share experiences and • ask for agreement. normally do in real-life Goals accomplishments. • report what someone has said. situations. • discuss traditions. • talk about what you would generally do in unreal situations. • express regrets and wishes. • Passive Voice • Tag questions • First conditional Grammar • Used to • Reported speech • Second conditional • Compound adjectives • Third conditional • Wish Vocabulary: Vocabulary: Vocabulary: associating • using visual aids to guess • relating new language to words in order to remember meaning concepts already known expressions easily • using context clues to find • using language-based clues to Grammar: reasoning missing words in a passage guess meaning deductively to apply rules to new Skills and Strategies • relating new language to Reading: language situations concepts already known to • relating the content and the Reading: identifying and memorize vocabulary conventions of a text to its differentiating between stated • using visual images and corresponding sub-headings and inferred information relating them to language • identifying facts and opinions Writing: writing arguments from clues to deduce the meaning Writing: using so and such to authority of new vocabulary place emphasis on descriptions Speaking: using say that again, Reading: scanning the text to Listening: paying selective to ask for repetition identify specific information attention and using general Writing: writing a comparison world knowledge clues to and contrast essay identify details Speaking: using That’s for sure Speaking: using tag questions or No doubt about it to express to keep the conversation going agreement A Memory Tradition Survey A Promotional Radio A Debate Project Advertisement VP5Preliminares.indd 5 19/05/2016 02:35:21 p.m. Review 1. Read the facts from the journalist notebook. Then, use Passive Voice to complete the news reports. from 70 cell phones were stolen from the City Mall c e l l phones 7 0 s stole last week. The robbery was reported  (a) by • t h i e v e y Mall the watchman early in the morning. The thieves the Cit r eported the m a n atch were identified  (b) by the police soon after the • t h e w robbery ed the robbery was denounced  (c) by the mall’s manager. a g e r d enounc n a l l 's m a The cell phones were found  (d) in a box. • t h e m eves robbery t i f i e d the thi n lice ide nes in a box • t h e p o e l l p h o d the c an foun the s t o r m will hit ical According to the World Meteorological Organization • a trop n coast ake -WMO, the Caribbean coast will be hit  (e) by a Caribbea d h e a v y rain m n winds a tropical storm next month. Storms are made  (f) • strong storms aged of strong winds and heavy rain. With the storms from l a s t y ear d a m s from last year, homes were damaged  (g) and some roads • storm t r o y e d ro ads and d e s nts were destroyed  (h), but residents were informed  (i) homes e d t h e reside orm MO inf by the WMO. • t h e W 2. Based on the news above, use the words to create questions in Passive Voice. a. City Mall / stolen / What What was stolen from the City Mall  ? b. identified / by / thieves / the police Were the thieves identified by the police  ? c. found / the cell phones / where Where were the cell phones found  ? d. a tropical storm / hit / the Caribbean Coast / by Will the Caribbean Coast be hit by a tropical storm  ? e. made of / strong winds / heavy rain / the storm Is the storm made of strong winds and heavy rain  ? f. homes / the tropical storm / damaged / last year / by Were homes damaged by the tropical storm last year  ? 6 VP5ReviewUnit.indd 6 3/30/16 11:43 AM UNIT Review Planning Learning Goals Indicators Key Vocabulary and Structures Strategies This lesson will ¾¾ Completes news reports Vocabulary ¾¾ Using context enable learners to using the Passive Voice. download, hook up, put on, send, clues to make revise some of the ¾¾ Understands the content of stay up, turn on, turn off, Internet, decisions about vocabulary and written texts and chooses key technologies the forms of verbs structures seen in words to complete them. according to Structures the previous book. tenses ¾¾ Talks about unreal Passive Voice situations using the Second Gerunds and infinitives Conditional. Simple Past and Past Perfect tenses First and Second Conditionals WARM UP (books closed)  2. Based on the news above, use the words to create questions in Passive Voice.  Invite students to remember what they learned last year in their English class from Viewpoints 4. Have the whole class In this exercise students will review how to ask questions in brainstorm the topics that were meaningful and interesting the Passive Voice. (e.g. teens’ lifestyles, mysteries, Greek myths, fairy tales, Tell students that they are going to ask questions about the fantasy, local news, disasters, smartphones, Facebook, etc.) news reports from the previous exercise so they need to and the vocabulary that they used the most. read the reports once again. Have students look at the first question and tell them that the clues are in a different order. 1. Read the facts from the journalist notebook. Encourage them to work individually. Then, check answers Then, use the Passive Voice to complete the with the whole group. Finally, get students to work in pairs news reports.  to ask and answer each question about to the news reports. In this exercise students will review the passive voice and will read facts from news reports. EXTRA IDEAS  Ask students to work individually. Have them read the Select small pieces of news from an English or American instructions and the given example and make sure they newspaper. These can be easily found on the Internet. Bring understand what the purpose of the exercise is: to read each those pieces of news to class and have students read them in sentence from the journalist’s notebook (active voice) and to small groups. Encourage them to ask and answer questions use the verbs in bold in Passive Voice to complete the news in the Passive Voice about each piece of news. Motivate reports. If necessary, provide a brief explanation of the use them to use the questions from exercise 2 as a model to of the passive. Then, ask students to compare their answers create their short conversations. with a classmate’s. They should find cases of disagreement and correct each other’s answers. Finally, check answers with the whole class. 6 U0_VP5IngGuideCol2012.indd 6 3/23/16 11:25 AM 3. Circle the correct verb form to complete the sequence in which the events happened so that they need conversation. Circle both when either the gerund to identify the first action (and use the Past Perfect tense) or the infinitive can be used.  and then the second action (and use the Simple Past tense). Encourage them to complete the exercise individually. To The aim of this exercise is for students to review the use check their answers as a group, have volunteers write their of verb patterns that include gerunds and infinitives after answers on the board. certain verbs. Encourage students to look at the picture and to describe 5. Match the if clauses with the result clauses.  what they see. Then, read the instructions and make sure they are clear to them. If needed, provide a brief explanation In this exercise students will review the First Conditional. about gerunds and infinitives so that students can Remind them that we use this structure to talk about future remember their use. Invite them to work in pairs and to read events that are likely to happen. the conversation once. Have them read the conversation Ask students to read the statements in the first column and a second time to choose the best option. To check their make sure they are familiar with the key vocabulary (e.g. answers, ask volunteers to read the conversation aloud. sweep, ladder, four-leaf clover, itchy palm). Then, have them read the statements from the second column and do the EXTRA IDEAS  matching by writing the letters in the right box. Go around Get students organized into new pairs and encourage them the classroom providing any extra guidance students may to role-play the conversation. Go around the classroom need. When they have finished, ask them to compare their checking that they use the verb forms appropriately. answers with a classmate’s. Then, invite students to follow the model to create similar conversations which describe their plans after they finish EXTRA IDEAS  high school. Write the following question on the board: Are you a 4. Read and complete the text below. Use the given superstitious person? Encourage students to answer and verbs in Simple Past or Past Perfect.  give reasons to support their answers. Invite them to read the superstitions from exercise 5 and ask them if they In this exercise students will review two tenses: The Simple think they are true. Have them think of other superstitions Past and the Past Perfect. in their first language and let them share with the whole Tell students to read the text once to get the general class. idea. Remind them that it is important to understand the 7 U0_VP5IngGuideCol2012.indd 7 3/23/16 11:25 AM 3. Circle the correct verb form to complete the conversation. Circle both when either the gerund or the infinitive can be used. Sam: That was a great performance, congratulations. Lily: Thanks, I needed (to win / winning / both) this school contest to get a scholarship. Sam: Do you plan (a. to become / becoming / both) a professional musician and continue (b. to play / playing / both) the violin when you finish (c. to study / studying / both)? Lily: Yes, I want (d. to play / playing / both) for the best orchestras in the world. Sam: Wow! Keep (e. to practice / practicing / both) and you’ll certainly be the best. Lily: I hope so. What about you? What would you like (f. to be / being / both)? Sam: Well, I desire (g. to be / being / both) a famous tennis player. In fact, I’m going (h. to train / training / both) with the best coach in the country, Mr. Nadal. Lily: Wow! When will you start (i. to train / training / both) with him? Sam: Next week, I’m so excited! 4. Read and complete the text below. Use the given verbs in Simple Past or Past Perfect. I had seen (see) Miss. Lee somewhere before, I knew (a. know) it. She read mystery books to me in first grade. Miss. Lee was my language teacher. She wanted me to give her back a book she had lent (b. lend) me, but I didn’t find (c. not find) it. I was always late for school and generally the reading sessions had already started (d. already start) when I arrived (e. arrive). Before I got (f. get ) to school on the last day of class, I had already lost (g. already lose) the book. I didn’t know what to tell her or what to do. I never discovered (h. discover) what happened (i. happen) to the book. It was a mystery! 5. Match the if clauses with the result clauses. a. If someone sweeps over your feet, c  1. …it will bring you good luck. b. If you walk under a ladder, d  2. …money will come your way. c. If you find a four-leaf clover, b  3. …you’ll have bad luck. d. If you have an itchy palm, a  4. …you’ll never get married. 7 VP5ReviewUnit.indd 7 3/30/16 11:43 AM 6. Read and complete the text. Find the missing words in the Word Bank. Word Bank • download • Internet • send • technologies • turn off • hook up • put on • stay up • turn on • video The world of information and communication technologies  , best known as ICTs, is definitely changing our lives. They can be valuable instruments for education, business, and entertainment. These technological tools include computers, the Internet (a), smartphones, radio and television. For example, people can do many different things with smartphones, which are like small computers that keep you online. People can take pictures, send (b) and receive instant messages, surf the web, check their email, download (c) apps, and even make video (d) calls. Everybody wishes they had a smartphone at hand. But, can people really control their online time? Most people today turn on (e) their computers in the morning and stay up (f) all night. They put on (g) their headphones and hook up (h) to the net to enjoy all sorts of Internet resources. It is difficult for them to turn off ( i ) the computer and take a nice walk. It may be time to unplug the computer and enjoy the fresh air! 7. Complete the survey using the second conditional. Then, write your answers and interview a partner. your What would you do if… you partner you were (a. be) a famous trend-setter? you had (b. have) an extraordinary talent? you were (c. be) a prince/princes? a fairy granted (d. grant) you a wish? there were (e. be) a natural disaster? you found (f. find) a piece of asteroid? you found (g. find) a bag with $300,000 in it in a taxi? you saw (h. see) a thief stealing a cell phone? yo bought (i. buy) the latest smartphone? you couldn’t (j. cannot) control your online time? 8 VP5ReviewUnit.indd 8 3/30/16 11:43 AM 6. Read and complete the text. Find the missing 7. Complete the survey using the second words in the Word Bank.  conditional. Then, write your answers and The aim of this exercise is for students to review the interview a partner.  use of key words related to computers, cell phones, and In this exercise students will talk about unreal situations technology. These include key phrasal verbs. using the Second Conditional. Have students read the key words from the Word Bank and Ask students to first complete the questions from the survey tell them to complete the gaps with those words. Show the by using the verbs given in the right tense (Simple Past). given example and encourage them to read the whole text Complete the first question as a whole class and use it as once without stopping. Encourage them to complete the an example. Check answers by having volunteers read each text on their second reading, when they have grasped the complete question at a time. Encourage them to use the general idea. Suggest students use the contextual clues to appropriate pronunciation and intonation. Then, make sure find out the key word that best completes each gap. Then, each student provides personal answers for each question have volunteers read their answers. and writes them down in the appropriate column. Set a reasonable time limit. Go around the classroom checking EXTRA IDEAS  that they use the verb forms appropriately. Afterwards, Invite students to read the text again and engage in a debate invite students to stand up and select a classmate they discussing their opinions about being “addicted” to using usually don’t work with to ask the same questions. They technology and technological devices. Have them share should take notes of their classmate’s answers in the their personal technology experiences and reflect on the second column. Motivate them to speak English while they importance of being able to control the amount of time they work cooperatively. Finally, have students share the most spend online. interesting answers they got from their classmates. 8 U0_VP5IngGuideCol2012.indd 8 3/23/16 11:25 AM 1 UNIT Skills CEF Standards Indicators Can understand ¾¾ Understands the content of a conversation straightforward factual about recent local, national, and international Comprehension Breaking News information about news. Listening common everyday ¾¾ Identifies the feelings expressed by the or job-related topics, speakers in a conversation about recent identifying both general events. messages and specific ¾¾ Extracts, from an interview, key information details, provided speech related to the roles of the people involved in is clearly articulated in a newspaper production. generally familiar accent. Comprehension Can recognize significant ¾¾ Predicts the content and topic of a newspaper Reading points in straightforward article by reading the headline. newspaper articles on ¾¾ Identifies key information given in the lead familiar subjects. paragraph of a newspaper article. ¾¾ Scans and skims the text of a newspaper article to locate specific information. Can enter unprepared ¾¾ Sustains a conversation about recent events into a conversation on that have occurred at the local, national, or Interaction familiar topics, express international level. Oral personal opinions and ¾¾ Expresses his/her own feelings and opinions exchange information about recent/current events. on topics that are ¾¾ Holds simple conversations describing a familiar, of personal sequence of events. interest or pertinent to everyday life. Expression Can reasonably fluently ¾¾ Describes the sequence of events that make Oral relate a straightforward up a newspaper article. narrative or description ¾¾ Gives a brief presentation about the process as a linear sequence of involved in newspaper production. points. Expression Written Can write short and ¾¾ Writes a short article about a recent event at simple articles on topics school. of interest. 9 U1_VP5IngGuideCol2012.indd 9 3/23/16 11:28 AM 1 UNIT uu General Objective You will be able to talk about events that have happened recently and share experiences of your school community. uu Communication Goals Breaking News You will learn how to • talk about news. • announce a piece of news that has happened recently. • share life experiences. uu CLIL • Newspaper Sections • News Writing and Reporting • School World Vocabulary • Sections of a Newspaper • Words related to news writing and reporting Grammar • Simple Present and Simple Past tenses • Present Perfect and Past Perfect tenses uu Idioms and Colloquial Expressions • To hit the headlines • That’s breaking news • To cover the story uu Project A Newspaper Section You will create a newspaper section to narrate recent news and key stories of your school Discuss: • Is there a newspaper at your school? • What is the most famous newspaper in your town and country? U1_VP5 21 x 28.indd 9 5/19/16 2:42 PM Lesson  1 Have You Read the News?   Sections 1. Match the columns to discover the headlines and the section they belong to. International a. Water bursts through river walls… 4 1. its doors to the public. e Social b. Dollar against Euro… 3 2. hit the headlines once again. a Local News c. Cheaper drug to treat… 5 3. the never ending battle. b Business d. New gallery has opened… 1 4. and floods local farmland. d Arts e. Royal love scandal has… 2 5. heart disease has been successful. Sports Classifieds Key Expressions c Health Hit the headlines: to become famous for being reported in the news 2. Read and listen to the conversations about recent news. Then, complete the chart below. Mary: Wow, the royal couple has had Juan: Look! The new host country another love scandal! for the Olympic Games has Jane: That’s unbelievable! already been chosen. Mary: Believe it! It is published Mia: Really? That’s the sports everywhere. Haven’t you read event of the year! What’s the it yet? fortunate country? Jane: No, not yet. That´s shocking Juan: It’s Brazil. This is the first time news! And you know, the social for a Latin American country. section never lies. Mia: Wow! That’s awesome! Mark: Do we have today’s broadsheet? Claire: Have you read the news today? Anna: Yes. I’ve already read it. Do you Peter: No, I haven’t done it yet. want to check out the economic What happened? issues? Claire: Last Friday heavy rain led to Mark: Well, I’m always interested in serious flooding in a small the currency exchange rates. town near our city Anna: There’s a remarkable change. Peter: Well, it isn’t hard to believe. This week the dollar has fallen Sometimes things don’t work and the euro has risen. as they should; besides, the Mark: Oh! That’s astonishing! authorities haven’t fixed the river walls since 1998! Pronunciation Newspaper Section Topic Ways to express feelings about news Rising intonation is used to express strong feelings. Social Love scandal That’s shocking news! a. Listen and repeat The new host country • Wow! b. Sports for the Olympic Games Wow! That’s awesome! • That’s astonishing! c. Economic The currency exchange rates That’s astonishing! • That´s awesome! Heavy rain led • That´s shocking! d. Local to serious flooding It isn’t hard to believe. 10 U1_VP5 21 x 28.indd 10 4/19/16 11:49 AM Lesson  1 Have You Read the News? Planning Learning Goals Indicators Key Vocabulary and Structures Strategies This lesson will guide ¾¾ Identifies headlines Vocabulary ¾¾ Using context clues students to talk about and sections of a sections of a newspaper to make decisions recent news from newspaper. about the forms of Expressions a newspaper and ¾¾ Understands the the verbs according Hit the headlines! express their feelings content of a piece to the tenses That’s shocking! about it. of news. That’s awesome! ¾¾ Expresses feelings That’s astonishing! about news. It isn’t hard to believe. Structures Present Perfect tense Simple Present tense WARM UP (books closed)  PRACTICE Ask students to bring a national or local newspaper to the 2. Read and listen to the conversations about class. In groups, have students identify and name each recent news. Then, complete the chart below.  of the sections of their newspapers. Then, ask students to Track 02 - 03 select a piece of news from the section they like the best and tell the rest of the group about this recent news. Ask Have students look at the four pictures and ask the main students to share the headlines of the news they select. If question of the lesson: Have you read the news? Encourage the class can be given in the computer room, have students them to talk about recent news related to the pictures they check the online versions of the most popular newspapers see; for example, the next Olympic Games, the weather from the English speaking world. (E.g. The New York Times, and the last heavy rainfall that caused flooding in a region/ Washington Post, The Guardian, etc.) country. Then, play the audio once and ask students to follow by PRESENTATION 1 reading silently the conversations for each piece of news. Play the audio a second time and ask students to focus 1. Match the columns to discover the headlines their attention on the underlined expressions. Then, ask and the section they belong to.  students to look at the chart at the bottom of the page. Ask students to work in pairs. Make sure they understand Read the chart and the given example. Play the audio again what a “headline” from a newspaper is. Tell them that and have students complete the chart. Check answers as a they will discover the headlines for five different pieces of class and congratulate them on the good job they did. Refer news in a newspaper. Read the given example aloud. Have students to the Pronunciation box and choose volunteers to them solve the exercise and motivate them to speak in pronounce and repeat. Emphasize the importance of rising English while they work cooperatively. Then, ask students intonation to express strong feelings. to compare their answers with a pair working next to them. They should find cases of disagreement and correct each others’ answers. Finally, make sure they understand the meaning of the key expression and have them underline it in the corresponding headline. 10 U1_VP5IngGuideCol2012.indd 10 8/10/16 16:11 EXTRA IDEAS  EXTRA IDEAS  Encourage students to practice the conversations in pairs. Have students work in pairs and ask them to select one of While students listen to the audio again, ask them to assume the pieces of news from exercise 3. Motivate them to think different roles and practice. Have them pay special attention about similar recent news from their own school. Encourage to the rising intonation used to express strong feelings and them to write two short sentences to state the piece of encourage them to imitate the speaker they listen to in news using the Present Perfect and Simple Present tenses. the recording. Focus their attention on the four different Go around the classroom checking that they use the tenses expressions. appropriately. Then, invite students to write their piece of news on a small piece of colored paper and to stick it on As an additional activity, encourage students to create a the board or on the walls around the classroom. Then, tell conversation about the news they have selected in the Warm students to go around and read each others’ school news. Up section above. Motivate them to use any of the previous Congratulate them on their work. conversations as a model and to include the Key Expressions they have learned in order to express their feelings about the news.  Project Stage 1   Motivate students to make their first project of the book. PRESENTATION 2 Explain that it is divided into three sections, one section per 3. Complete the sentences. Use the verbs in the lesson, with the presentation taking place in the 4th lesson. Word Bank in the Simple Present and Present Call on volunteers to read the three steps. Give them time to form their groups. Suggest that they give a name to their Perfect tenses.  group. Each group should select their favorite newspaper Have students read the Reflect on Grammar chart. Go section and provide reasons for their choice. Model the through the second column of the chart and make sure exercise with your own information. Based on their choice, students understand the uses of the key expressions and encourage students to find out and list recent news about frequency adverbs. the specific events that have happened recently at school. Refer students to the school newspaper. Ask them to tell you the name of the newspaper: The Gateway and the name of the school: Windmill. Ask volunteers to read the headlines. Go through the verbs from the Word Bank and tell students to use them in the Present Perfect or Simple Present tense, to complete each text. Focus students’ attention on the Grammar Strategy and motivate them to use context clues to make decisions about the forms of the verbs according to the tenses. Have students compare their answers with a classmate. 11 U1_VP5IngGuideCol2012.indd 11 3/23/16 11:28 AM Grammar and Vocabulary Reflect on Grammar The Present Perfect Tense Use it to talk about events that occurred at a non-specific time in the past and continue to the present. •  Use already to say that something happened • I´ve already read it. sooner than expected in affirmative •  The host country for the Olympic Games has been chosen. sentences. •  I haven’t read the local newspaper yet. •  Use yet to mean “until now” in negative •  Haven´t you read it yet? sentences and questions. The Simple Present Tense Use frequency adverbs to indicate the frequency Use it to express routines and facts. of routines and habitual actions. •  I’m always interested in the currency exchange rates. always sometimes never •  And you know, the social section never lies. 100% 50% 0% •  Sometimes things don’t work as they should. 3. Complete the sentences. Use the Word Bank in the Simple Present and the Present Perfect tenses. Word Bank • win (2x) Monday January 30, 2013 • like • send • be Our basketball team has won the interschool championship • attend again. It is the third time our players have won (a) the • arrive trophy and succeeded in this important sports event. • show • close • buy • create The majority of the school´s families have attended (b) the Arts Festival this year. This is awesome news! Students have (c) already sent (d) the families a thank you note. Grammar The school science fair always shows (e) students’ creativity and love for design. Strategy On this occasion, a 10th grade girl has created (f) some innovative software for learning English in a fun way. Use context clues to make decisions about the forms of It’s a fact that most students like (g) The school has (i) already the verbs according new technologies and the computer lessons. closed (j) its doors to new to the tenses. However, the school’s computers are very students. Admissions for the next academic old and don’t work properly. The school year are (k) now over. hasn’t bought (h) new ones yet. The school principal is still on vacation. She hasn’t (l) arrived (m) from Houston, Texas yet. Project  Stage 1 • Get into groups of three. • Select your favorite section of a newspaper and justify your choice. • Do some research about events, news and stories that have happened at your school. 11 U1_VP5 21 x 28.indd 11 3/30/16 8:35 AM Lesson  2 From the Inside of a Newspaper 1. Look at the pictures and guess the roles of the people involved in newspaper production. Then, listen and check. Mr. Graham Claire Davis Tom Middleton Kim Harris Graphic Designer Photographer Press Operator Journalist Publisher Columnist Editor Secretary 2. Listen and complete the interview with words in exercise 1. Matt: Good afternoon, Mr. Graham. I want to know about Matt: Did the journalist show her article to the the process of newspaper production. How did editor (b)? you produce the last piece of news about the truck Mr. Graham: Yes. (3) By the time the editor gave the accident?! text to the graphic designer (c), he Mr. Graham: Well, we published it last week and we worked had already checked the content of the story. as a team. The process involved different stages and The graphic designer used the pictures that the different staff. At 4:00 AM, the journalist went to photographer (d) had sent him one hour the scene where the event had taken place. (1) When before and selected those that best illustrated and she arrived, the photographer had already taken supported the article. some pictures of the accident. Matt: What happened during the final stages of the Matt: What did the journalist do after she arrived on the process? scene? Mr. Graham: Finally, the graphic designer created Mr. Graham: At 4:15, the journalist (a) the page layout and produced the final version asked questions and recorded the of the newspaper article. It was ready at 7:30. information. (2) Before the (4) We published the news at 8:00 after the interviews, she had checked her voice press operator (e) had printed it. recorder, of course! At 5:30, the journalist wrote the news story. 12 U1_VP5 21 x 28.indd 12 3/30/16 8:35 AM Lesson  2 From the Inside of a Newspaper Planning Learning Goals Indicators Key Vocabulary and Structures Strategies This lesson will ¾¾ Identifies the different Vocabulary ¾¾ Identifying and guide students roles that exist in the graphic designer, publisher, describing a sequence of to talk about the production of news. photographer, columnist, press events production of news ¾¾ Understands the operator, editor, journalist and the people sequence in which Structures who are involved in events occur. Past Perfect tense the process. Simple Past Tense WARM UP (books closed)  PRACTICE Ask students about their personal experiences: Have you ever 2. Listen and complete the interview with words in participated in your school’s newspaper production? Which exercise 1.  Track 05 roles have you performed? Which activities did you develop? If the school does not have a newspaper, ask students to Tell students that they are going to listen to a conversation in speculate about the people who work in the production of which the production process of a piece of news is described. a local/regional or national newspaper: Who are the people Write the following steps on the board and ask students to involved in newspaper production? What do these people do? organize them to make guesses about the news production If you worked for a newspaper, which role would you like to process: interview the people involved, take pictures, go to the perform? place, record the interview, write the report, edit the text. Afterward, have them guess what the news is about by PRESENTATION 1 looking at the picture. Encourage them to follow the conversation by reading silently as they listen. Play the 1. Look at the pictures and guess the roles of the recording once. Play it again and make some short pauses people involved in newspaper production. Then, in between each text so that students have time to write the listen and check.  Track 04 key words. Check the spelling by asking volunteers to spell the words they write to complete the interview. Read the title of the lesson and tell students that they are going to learn about the people involved in the production of a newspaper. Invite students to look at the people in the pictures and to make guesses. Then, have them compare their answers. Tell students to justify their choices by making use of their background knowledge. Finally, play the audio once and check the answers as a group. Congratulate them on their work. 12 U1_VP5IngGuideCol2012.indd 12 8/10/16 14:06 PRESENTATION 2 EXTRA IDEAS  3. Read the four numbered sentences in the Using the interviews from exercises 2 and 4, invite students interview and fill in the chart.  to work in pairs in order to role-play each interview. To prepare students, play the audio several times so that they Read the given example out loud and explain the activity can practice the pronunciation of the key words and the to the students. Make sure they understand the sequence intonation of the different sentences. Encourage students in which the events happened as expressed in the interview to change their roles and work with a different pair. from exercise 2. Then, ask them to identify the second numbered sentence from the interview. Help them identify the first action and guide them to write it down in the chart,  Project Stage 2   using the Past Perfect tense. Then, help them identify the Ask students to get into their project groups in order second action and guide them to write it down in the chart to check the list of events that have happened recently using Simple Past tense. Next, encourage students to work at school. Encourage them to find out as many details individually with the other two numbered sentences. Finally, as possible about the selected event(s) related to the check their answers as a group. Have volunteers write their newspaper section they selected in Project Stage 1. answers on the board. Motivate students to assign a role to all the members of the Motivate students to read the Reflect on Grammar chart. It group. That is, one student can be the journalist; another presents and exemplifies the uses of the key tenses worked can be the photographer, the editor, the graphic designer, on in this lesson: Past Perfect and Simple Past. Go through and so forth. Each student should perform the actions that the second column of the chart and make sure students correspond to their role. Students can ask teachers and understand the uses of the common expressions. students questions to learn the details about the news. Suggest that they take notes about the events or stories PRACTICE they are being informed about. They can also take pictures at the moment of interviewing teachers and classmates. 4. Complete the interview with the verbs in parentheses. Use the Simple Past or the Past Perfect tenses. Then, listen and check.  Track 06 Invite students to work in pairs. Tell them that they are going to read and complete an interview between a journalist and a high school student. Suggest that they read the complete interview first. Then, allow sufficient time to fill in the gaps with the verbs in parentheses. Encourage students to refer to the Reflect on Grammar chart in order to make decisions about the tense they should use to complete each gap. When they have finished, ask students to check their answers with another pair. This will help them identify the differences and similarities in their answers and focus their attention on the most difficult choices. Then, play the recording and tell students to focus their attention on the missing words. Play the audio again and let them listen and check their answers. Play the audio as many times as necessary with short pauses in between each text so that students have time to write the correct answers. Finally, provide further support if needed, explaining the use of each tense by having students identify the first/earlier action (Past Perfect) and the second/latter action (Simple Past) in the sequence of events described in the interview. 13 U1_VP5IngGuideCol2012.indd 13 8/10/16 14:08 Grammar and Vocabulary 3. Read the four numbered sentences in the interview and fill in the chart. Sentence First / earlier action Second / later action (1) the photographer had already taken some pictures of the accident the journalist arrived (2) The journalist had checked her voice recorder the interviews the editor gave the text (3) The graphic designer had already checked the content of the story to the graphic designer (4) The press operator had printed the article. The crew published the news Reflect on Grammar The Present Perfect Tense Use it to talk about an action that happened before another action in the past. First) the photographer took some pictures of the When the journalist arrived, the photographer had accident. (Later) the journalist arrived. already taken some pictures of the accident. Common expressions: Before (that), By then, already The Simple Present Tense Use it to express actions that started and ended in the past. How did you produce the last piece of news about Common expressions: Last week, yesterday, that day, the truck accident? when We published it last week. 4. Complete the interview with the verbs in parentheses. Use the Simple Past and the Past Perfect tenses. Then, listen and check. Journalist: Hi, Tina. You are a student at Lincoln High School. Please tell me about the new library project or the initiative you and your classmates had. What was this story about? Tina: OK. Last year my classmates and I noticed (notice) that our school library didn’t have (a. not have) many nice new books and we (b. decided decide) to do something about it. When we invited invited (c. invite) neighbors to donate books, we had already collected (d. collect already) story books and textbooks from our teachers. Before that, we had talked (e. talk) to the school principal to ask for his permission, of course! The book collection process (f. was be) a great success. By the end of last year, we had already gathered (g. gather already) 250 new books. Project  Stage 2 • Ask key people at school to find out the details about the events you have done research on. • Assign the group members different roles. Each member will play E.g. journalist, editor, graphic designer... a key role. 13 U1_VP5 21 x 28.indd 13 3/30/16 8:35 AM Lesson  3 Hit the Headlines 1. Match the concepts with their definitions. a. Headline c 1. The key or main information of an article b. By-line a 2. The title of an article c. Lead paragraph d 3. The body or secondary ideas of an article b d. Supporting details 4. Line that gives the writer´s name 2. Read the headlines of the article below and predict the topic. The article is about the Williams sisters’ life after ten years of practice. The article is about the success of the Williams sisters over the last ten years. 3. Read the article and complete the diagram on page 15. sisters have played in professional But what makes the Williams sisters tennis matches since the 1990’s and by such outstanding tennis players? “We the year 2003 both had become No. 1 in train really hard every day and keep the world. our bodies fit to build an aggressive They have hit the headlines several style,” said Serena. It is noticeable times and have made history for that it takes discipline and great various reasons. First, the Women’s physical effort on their part. “We also Tennis Association (WTA) has ranked eat very healthy food and if we get the Williams sisters World No. 1 in an injury, we take good care of it until singles on various occasions. Second, recovery,” said Venus. But mental and they became the first black women emotional aspects also play a key role. In professional women’s tennis around to accomplish this goal in the history “Sometimes, they can get nervous the world there are two sisters who of tennis. Third, they have won more when they get near the finish line in a have already made history since their Olympic gold medals than any other key set,” said Richard Williams, their debut in 1994. They are Venus and female tennis player. “We play with our father, best friend and mentor. They Serena Williams. They were born in the hearts and souls for our country and love each other and have strong family United States, in the 80’s, and they live for all the women we represent in the bonds. in Florida with their family. The Williams world,” said Venus. Writing Strategy Reading Strategy • Use quotation marks “ ” to report what other people say or said. The lead paragraph of an article • E.g. “We also eat very healthy food and if we get an injury, we take is always the first lines of it. good care of it until recovery,” said Venus. 14 U1_VP5 21 x 28.indd 14 5/23/16 4:28 PM Lesson  3 Hit the Headlines Planning Learning Goals Indicators Key Vocabulary and Structures Strategies This lesson will ¾¾ Understands the key Vocabulary ¾¾ Identifying the lead guide students to information presented in a headline, by-line, lead paragraph paragraph of an article read and write a newspaper article from the ¾¾ Using quotation marks short article about sports section. to report what other a recent event at people say or have said their school. WARM UP (books closed)  3. Read the article and complete the diagram on page 15.  Track 07 Ask students to bring printed newspapers to the class (if the class can be developed in the computer room, ask students to Play the audio and have students listen to and follow the use the Internet to check newspaper websites). Tell students text by reading it silently. Direct students’ attention to the to check the Sports section of their newspapers and identify Reading Strategy and read it aloud. the headlines of the sports news. Ask them to make a list of The lead paragraph is the opening one that includes the famous sports people (men and women) who are hitting essential information about the who, what, how, where, the headlines in local, national and international news. when, and why. Go back to the text and have students focus their attention on this first part and then play the Pre-Reading audio making a pause at the end of the lead paragraph. 1. Match the concepts with their definitions.  Ask students to look at the chart on page 15 and to work Ask students if they are familiar with these concepts. Tell individually to complete it. Give them enough time to re- them that these are the main parts of a newspaper article. read the lead paragraph silently and to locate and write Challenge them to guess their meanings. Then, have down the required information. Afterwards, ask them to students match and check their answers. Make sure the compare their choices with a classmate next to them. Check meanings are clear. answers as a class. While Reading 2. Read the headlines of the article below and predict the topic.  Invite students to preview the text by looking at the headline and call on a volunteer to read it to the class. Then, ask another volunteer to read the two options given. Assign enough time for students to discuss in pairs the option that best predicts the topic and the content of the article. Elicit answers from some students. Then, provide the correct answer and explain –if required– the meaning of the key words: beyond, decade, dominance. 14 U1_VP5IngGuideCol2012.indd 14 8/10/16 14:08 Post-Reading Writing 4. Identify the secondary ideas in the article and 5. Write a short article about the most recent complete the chart. Not all the spaces must be event at your school.  filled in.  Ask students to work individually. Have them read the Ask students to work in pairs. Have them read the instruction instruction. Give them enough time to think and select and let them have a look at the chart. Give them sufficient the most recent event at their school. Go through with time to read the text again. Then, highlight the importance of students the sections they need to include in their short identifying the four key ideas, including the given example, articles. Make sure the expected content for each section is in order to know what to look for in the reading and how clear to them. Then, refer students to the Writing Strategy. to complete the chart with the information required. Have Highlight the importance of writing full sentences (with a them read the given examples from the chart and make sure subject pronoun, verb, and a complement) for each one of it is clear for students by checking their first two answers as a the main points as suggested in the Writing Strategy. Give class. Then, invite them to fill in the rest of the chart in pairs. them an example from the text. Also, tell students that Encourage students to discuss their answers in English while another important strategy that helps them improve their performing the activity. writing skills is to use the story in exercise 3 on page 14, as a model. Direct students’ attention to the Writing Strategy on Go around the classroom, providing as much help as students that same page and encourage them to include examples to require. Make sure students refer back to the text in order to report what other people say or have said. Circulate around complete their charts. Also check their writing and spelling. the classroom, providing as much help as students require. Check students’ answers as a class by having volunteers Also check their writing and spelling. read what they have written under each column. It would also be very interesting for students if you could make an  Project Stage 3    amplified copy of the chart on a transparency, so that several volunteers could write their answers and the class see the At this stage, students will get as many details as possible completed chart as a projection on the board. about the events, news and stories that have happened at their school. Encourage them to write key questions EXTRA IDEAS  about a story: who, what, when, where, how and why, and invite them to interview two members of the school To extend this activity, you can bring selected articles from community. Suggest that students record the interviews an international newspaper, written in English, and ask and take pictures. This will help them include all the details students to fill in a similar chart in teams. You can also ask and illustrate their articles. Guide students to write short them for suggestions about the news or newspaper sections narrations of the news they have discovered. Encourage they would like to work on. This activity can be organized as them to create a nice design using the texts and the a competition with a time limit and points. pictures. 15 U1_VP5IngGuideCol2012.indd 15 3/23/16 11:28 AM Reading and Writing Who What Where When How / Why Venus and Serena In professional Playing professional They have already Since their debut in Williams women’s tennis tennis made history. 1994 around the world 4. Identify the secondary ideas in the article and complete the chart. Not all the spaces must be filled in. Idea No. Who What Where When How /Why They have won in Women’s Tennis First black women singles on various 1 Association to be ranked No 1 occasions. Won more Olympic gold In the history of Venus and Serena medals than any other 2 tennis Williams female tennis player The Williams sisters They play with... 3 Olympic Games Train really hard, keep their Outstanding bodies fit. They eat very 4 The Williams sisters healthy food and take good players care of injuries. 5. Write a short article about the most recent event at your school. (Headline) (By-line) Answers Writing Strategy may vary. Write the lead of a newspaper Lead article by providing a clear and concise overview of the main points: who, what, when, where, how and why. (Body ) Project  Stage 3 • Use key questions to interview two members of the school community. Record the interviews and take pictures, too. • Write short narrations of the news you discovered. • Create a nice design using the texts and the pictures. 15 U1_VP5 21 x 28.indd 15 3/30/16 8:35 AM Lesson  4 Hot News 1. Listen to the conversations. Fill in the gaps with the expressions Word Bank in the Word Bank. Then, check the correct meaning • hit the headlines of the expressions • breaking news • covered the story Joey: God! I completely forgot to go to the crime scene! Julia: You mean the bank robbery? Joey: Yes, it was raining and I had to finish another report. Julia: Don’t worry. Mike and a photographer covered the story . Meaning: Mike and a photographer protected two cameras. Mike and a photographer did the report. Omar: Look! There was another tsunami close to the coast of Japan. Patty: Wow! When did it happen? Omar: Just half an hour ago! This is breaking news ! Meaning: Omar wants to cut the newspaper to get the news about Japan. Omar is highlighting that the news is recent o has just happened. Phil: Have you read the international news? Clark:  Yes! Sara has won the Latin American Music Award! Phil: That’s awesome! She has hit the headlines ! Meaning: Sara has become famous because of her prize. Sara has cut out music headlines from the newspaper. 2. Work with a partner. Use the previous expressions to share your own experiences. I’ve just noticed on TV that the English Oh my God! band Muse will visit That’s breaking our country news! in January. Speaking Strategy Reflect on Values Use idiomatic expressions to Always Sometimes Never share your own experiences. ¾¾ I read the newspaper to learn about local and world events. ¾¾ I am curious about everyday happenings and events. Gap Activity ¾¾ I talk about the news I read and express Student A goes to page 87. my feelings about it. Student B goes to page 89. 16 U1_VP5 21 x 28.indd 16 3/30/16 8:35 AM Lesson  4 Hot News Planning Learning Goals Indicators Key Vocabulary and Structures Strategies This lesson will guide ¾¾ Uses key words to guess the Vocabulary ¾¾ Using idiomatic students to use meaning of colloquial expressions. Hit the headlines expressions to colloquial expressions to ¾¾ Uses colloquial expressions in Breaking news share your own talk about articles in a simple communicative situations. Covered the story experiences newspaper. WARM UP (books closed)  PRACTICE Start this lesson by playing the “Jumbled Headlines Game”. 2. Work with a partner. Use the previous Choose a number of headlines from the latest issues of expression to share your own experiences.  international newspapers such as The New York Times, The Washington Post, USA Today, The Guardian, or The Sun. You can easily get these newspapers from the Internet. Make sure Use the previous expressions to share your own experiences. to choose a nice mixture including headlines from different Encourage students to work in pairs and briefly brainstorm sections of the newspapers. Type (or write on the board) information about recent news and events that have jumbled versions of the headlines and ask the students to happened recently at a regional, local, national, and unscramble and reassemble them. This can be done as a international level. When they have selected the events solo, pair or small, group activity. You may assign scores for they want to talk about, motivate them to hold short each correct answer. Finally, check answers together as a conversations that describe the news/events. Encourage class activity. students to use the expressions learnt in Lesson 1 to express their feelings about the news. Highlight the importance of the Speaking Strategy and make it explicit that the main PRESENTATION 1 purpose is to place new expressions into different contexts 1. Listen to the conversations. Fill in the gaps with to learn when and how to use them. the expressions in the Word Bank. Then, check (✓) the correct meaning of the expressions.  Reflect on Values  Track 08 Focus students’ attention on the value of reading newspapers Invite students to listen carefully to three conversations to learn about local and world events. As they might have about news. Play the audio once without any pauses. Then, noticed, getting access to newspapers is very easy through have students read the expressions from the Word Bank and the Internet nowadays. Emphasize the importance of being tell them to listen again and try to complete the gaps with curious about everyday happenings and events. Remind those expressions. Afterwards, play the audio and invite them that being curious and reading about recent events students to listen carefully and check their answers. Then, enables them to hold interesting conversations with friends, have volunteers read the given options and invite the class family members, teachers, classmates, and the community to discover the meaning of the expressions in red. Suggest as a whole. that students use contextual clues to infer the meanings of the expressions.  Gap Activity   Refer students to the Gap Activity. Have them get into pairs and sit face to face with each other to complete the activity on pages 87 and 89. Encourage them to use the clues to complete the missing information and to speak in English while they work cooperatively. 16 U1_VP5IngGuideCol2012.indd 16 8/10/16 14:11 Share Your Project  1. Discuss your experience.    e. What did you learn from this experience? You can guide students to think about this as a learning Before inviting students to reflect upon what they experience. Ask them to consider what they learned experienced while carrying out their projects, highlight about: the language (vocabulary, grammar, language that it is quite natural to go through a series of opposing use, expressions, etc.), the stages involved in newspaper emotions or feelings when working on projects that include production, communication strategies used to get the several stages and teamwork. However, if we put all of those information they needed, teamwork, and individual aspects together, they will most probably help us grow both work. personally and academically. Assign some time for each student to go over the questions individually. Have them share their answers with the rest of the class and seize the opportunity to emphasize the importance a. What role(s) did you play in the school newspaper of persevering, and being organized and creative when production? Describe the activities you completed. embarking on any task or project. Ask students to think about their roles and to describe the responsibilities they had, the activities they  2. Read and answer the questions.   completed, and the sequences of events they went Track 09 through as they performed active roles in the production of the newspaper. After playing the audio once, motivate students to read the b. How did you feel when performing those roles? text out loud and practice speaking clearly and quickly. This section provides factual information about key features of Encourage students to be as open and honest as newspapers. After listening and reading, motivate students possible. Tell them to express both positive and negative to answer the key questions using their own words. feelings. Let them think of their feelings about their own performance as well as their feelings when working with the other members of their teams.  3. Give your Presentation.   c. Did you experience any difficulties? Which ones? Read each one of the guidelines given in the Useful Expressions and Give your Presentation boxes and clarify Tell students that it is natural to experience difficulties any doubts students may have. Make they notice that there when embarking on a project and when working is a connection between the charts. Then, assign enough cooperatively as part of a group. Let them express those time for students to organize their presentations and display difficulties freely. the newspaper sections they have designed and produced. d. Had you participated in a newspaper production Walk around the classroom and provide help as needed. before? What was the experience like? Before students present their work, remind them to speak clearly, maintain eye contact with the audience, and stand If this was the first time they have participated in the up straight. Have them rehearse how they will use their production of a newspaper, motivate them to think about visual prompts correctly. It would be encouraging to invite this as their first experience in which they produce articles teachers and students from other classes so that the school based on school life and the school community. Let them community can read the newspaper sections produced by know that the production of the school newspaper may students about school life. have an important impact on the school as it involves the school community and the most important events. 17 U1_VP5IngGuideCol2012.indd 17 8/10/16 14:11 Real Communication Share Your Project 1. Discuss your experience. a. What role(s) did you play in the school newspaper production? Describe the activities you completed. b. How did you feel when performing those roles? Answers c. Did you experience any difficulties? Which ones? may vary. d. Had you participated in a newspaper production before? What was the experience like? e. What did you learn from this experience? 2. Read and answer the questions. Newspapers can be published every day or every include: politics, business and economy, education, opinion, week, thus, they can be daily or weekly newspapers. They arts, sports, health and lifestyle, and a number of classifieds can also be local, national, or international. Newspapers about jobs, real estate, cars, and other products. Almost all are typically printed on cheap, low-quality paper, usually printed versions of newspapers also have online editions. called newsprint. A newspaper is a publication that contains Broadsheet newspapers generally contain more serious informative articles, news of current events, advertising, news than tabloids, which are smaller and emphasize and a variety of entertaining features such as crosswords, shocking stories about famous people. Newspapers’ readers editorial cartoons, and comic strips. pay a subscription to help fund the newspaper production. Newspapers also cover a variety of topics and these are a. Which categories can newspapers be classified in? organized in sections. Each section contains articles that are b. What is newsprint? based on facts. The title of an article, printed in large letters, c. What are the characteristics of a newspaper section? is called the headline, and the author and publishing date d. What’s the difference between Broadsheets and are usually included. The different sections of a newspaper Tabloids? Give your Presentation • Introduce the members of your team. • Mention the roles played by each one. Useful Expressions • Mention the section you have designed. • Good morning. This is our group. We are… (names) • Talk about the stories and the information you gathered • I played the role of… about the key, current events at your school. • We have designed the section. • Talk about the people you interviewed and the sources • Our main stories/news are/is …This story is about… of your information. • We have interviewed the school principal… 17 U1_VP5 21 x 28.indd 17 4/19/16 11:51 AM Comic The Interview 1. Listen and read. At home... At the ABC News headquarters... Jim, take a look at this news. Well, I’m a good It’s important for your job communicator… and I love interview tomorrow. Mr. Sanders why to interact with people. do you want to be a news reporter? OK, Mom! e for Tim ion: Act the n Wheher Hits t Wea Good! What’s hitting the headlines these days? Hitting the headlines? Oops! I guess… it’s the use of... I guess I have to learn Have you read What’s the to hit the headlines and the news lately? breaking news break the news! about the weather? Well… I don’t know. 18 U1_VP5 21 x 28.indd 18 3/30/16 8:35 AM Comic The Interview Listen and Read.  EXTRA IDEAS  Pre-Reading (books closed) Ask students to bring different newspapers to class. If possible, encourage students to get newspapers both in Draw students’ attention to the title of the comic. Let English and in Spanish. If the printed versions are difficult them share ideas about different types of interviews. When to obtain, motivate students to get the online versions of they mention a job interview, invite them to think about different newspapers from the Internet. Once students have important things that one should do before the interview to gotten the newspapers, tell them to find the comic sections. be prepared and well informed. These are usually found in the entertainment and/or social Track 10 section of a newspaper. Invite students to read various While Reading comics and to select the ones they like best (at least one in Have students open their books and tell them to read English and one in Spanish). Then, encourage them to share the comic in pairs, assigning a role to each student (the their comics with the whole class. interviewer and the interviewee). Encourage students to read the comic at least twice and to focus on the idiomatic expressions they find. Instruct students to read the complete story without stopping to look up new words. Post-reading Encourage students to discuss the importance of reading the newspaper and being informed about recent events at a local, national and international level. To extend the activity, you can motivate students to role-play the comic. 18 U1_VP5IngGuideCol2012.indd 18 8/10/16 16:11 Quiz Time  Before the test  2. Complete the dialog with the verbs in Invite students to answer the quiz individually. Remind them parentheses. Use the Simple Present and the of the fact that this quiz will help them become aware of their Present Perfect tenses.  strengths and weaknesses. Stress the purpose of the test: Suggest that students read the complete conversation once not to count the number of right and wrong answers, but to get the general idea. Then, ask them to read each part rather to identify how to sort out language learning process of the dialog with its corresponding verb. Tell learners to difficulties, without being judgmental. Encourage them select the most appropriate tense (Simple Present or Present to read the instructions for each part of the quiz carefully. Perfect) to complete the phrase. You can suggest that After they have worked individually, have them check their students focus their attention on the words shown before answers in pairs before sharing them with the whole class. the blank to identify what the correct answer is. 1. Listen to the conversations between the editor 3. Read the news story. Then, choose the correct (Tom) and the newspaper staff. Complete the option.  chart.  Track 11 Encourage students to read the text at least twice. Ask Tell students that they are going to listen to a conversation them to focus their attention on the sequence of events. Tell between the newspaper editor whose name is Tom and them that after reading, they should read the statements various members of the newspaper’s staff. Give students a and select the best option. They can circle or underline their couple of minutes to read the information given in the chart answers and re-read the text if necessary. before listening. Make sure they understand that in the first column they need to complete the statements with a key  Self-Evaluation   word (verbs in Simple Present tense) and for the last column they need to decide if the staff members have completed Invite students to read the Self-Evaluation chart. Tell them their jobs (assignments) by writing, yes or no. Then, play the to check their choices according to their progress in the audio at least three times and encourage students to write unit and share their answers with their classmates. Have down and check the answers for each staff member. students reflect upon the fact that an evaluation is more than a number or a letter: it is a means to detect strengths and weaknesses. Advise them to form study groups to overcome their weaknesses. Glossary   Tell students that the Glossary is useful to develop dictionary interesting examples or have students create their own skills. Motivate them to read the entries of the Glossary and ones. Invite them to do the Glossary Activities on page 93. their corresponding definitions. Practice pronunciation by Bear in mind that this page corresponds to page 20 in the reading each word out loud. You may want to add some Teacher’s Guide. 19 U1_VP5IngGuideCol2012.indd 19 8/10/16 14:13 Quiz Time 1. Listen to the conversations between the editor (Tom) and the newspaper staff. Complete the chart. What do they have to do? Job done? a. Claire takes all the pictures. Yes b. Bill records all the interviews. Yes c. Sara writes the complete article. Yes d. Susan organizes the pictures that support the article. No e. Carol designs the advertisement. Yes f. Frank prints the color pages. No 2. Complete the dialog with the verbs in parentheses. Use the Simple Present and the Present Perfect tenses. Kim: Look at the social section of the news! It says Lars: This is (d. be) shocking news! (a. say) the Smiths got divorced. Kim: I know! Have you read (e. read) the news about the Lars: That’s unbelievable! They always go Garcia family? (b. go) to parties together. Lars: No, I haven’t read (f. read) it. What has happened? Kim: I know, and Mrs. Smith never has eaten Kim: They have celebrated (g. celebrate) their 10th anniversary (c. eat) out without her husband. W Lars: Nice! That’s happy news! 3. Read the news story. Then, choose the correct option. orld Championship Final a Rainy Match Yesterday was the big day. The two soccer teams were ready to play the World Championship final at Sun Stadium at 7:00 PM. By the time the players were ready to start the match, the crowds had waited in line for hours. Many people attended the game. When the news reporters arrived to cover the event, the fans and hooligans had already taken pictures of the football field and of the arrival of some players. The game was amazing. The players did their best in spite of the terrible weather conditions: before the game was over, it had started raining… a. The crowd waited in line before/after the match started. b. The reporters arrived before/after the fans had taken pictures. c. It started raining before/after the game was over. Self-Evaluation Now I can... Very Well OK A Little ¾¾ talk about a news item or an event that has happened recently.. ¾¾ describe an event in the past and talk about an earlier moment. 19 U1_VP5 21 x 28.indd 19 4/19/16 11:54 AM Activities on page 93 Glossary A–E public or some remarkable event. gives a short description of their life astonishing: adj. very surprising. This Shakira made her debut when she was and accomplishments. is astonishing news! a little girl. outstanding: adj. extremely good or award: n. a reward someone gets E–H impressive. (syn. superior, excellent; when he/she has achieved something. editor: n. the person who has overall ant. inferior, bad.) (syn. prize) responsibility for the publication of record: v. to put images and/or sounds articles in a newspaper or magazine. onto a CD or DVD. exchange rate: n. the value of the reporter: n. the person who researches money of one country in relation to the and writes newspaper articles. (syn. a value of the money of another country. journalist) fact: n. a statement that people can S–Z prove. (ant. opinion or comment) set: n. a series of games in tennis and People read the news to find out recent some other sports. facts. shocking: adj. when feeling extremely flood: v. to be covered with water. A surprised. (syn. outrageous; ant. pipe burst and the water flooded the calming, comforting) first floor of the house. graphic designer: n. the person who awesome: adj. extremely good and creatively designs the layout of a sometimes very impressive. (ant. newspaper page, book, leaflet, etc. awful) headline: n. the title of a news story. It bond: n. in relationships, a reason is usually large in size and catches the to love each other or feel they have reader’s attention. a connection to each other. Happy headquarters: n. the place where a families have strong bonds. company has its main offices. CNN has broadsheet: n. a newspaper that its headquarters in Atlanta. publishes serious news. It is usually highlight: v. to emphasize something printed on large sheets of paper. so that people notice it and think about burst: v. when the walls built round a it. body of water break because water host: n. the place and people who soft news: n. news that deals with levels have exceeded them. organize a special event. Brazil is the human interest stories which are not columnist: n. a journalist who writes a host for the 2016 Olympic Games. that serious. (ant. hard news) regular series of stories for a magazine staff: n. the group of people who work or newspaper and expresses his/ I–R for a specific company or institution. her opinions and comments about layout: n. the position of articles, thank you note: n. a short piece recent news. Mr. Akerman is a famous photographs, graphics, and of writing to express gratitude to newspaper columnist. advertisements on a page. someone. I sent a thank you note to currency: n. the type of money used in lead: n. The beginning of the news Fanny for dinner last week. a particular country or region. Japan’s story. It tells the essentials of any currency is the yen. story: who, what, when, where, why, and how. Colloquial Expressions match: n. game or contest in which Breaking news: recent news that two or more people or teams compete is reported or revealed at the with each other. moment. mentor: n. an experienced person who helps, supports, and motivates Hit the headlines: to become someone who has less experience, famous by being reported in the especially in their career. (syn. advisor, news. tutor) debut: n. the first time that a sports Cover the story: to report on an obituary: n. the newspaper section person or performer appears in a event or recent happening. which publishes someone’s death and 20 U1_VP5 21 x 28.indd 20 3/30/16 8:35 AM Student’s Book page 93 Unit 1 Glossary Activities 1. Match column A with column B to make complete sentences. Column A Column B 1. I highlighted the important parts… 3 a. in Atlanta, USA. 2. Newspapers publish obituaries when… 4 b. she was a child. 3. CNN headquarters is… 1 c. so you don’t have to read the whole article. 4. Shakira made her debut when… 5 d. onto a CD. 5. I want to record all this music… 2 e. someone dies. 2. Replace the words in bold face with a synonymous word from the glossary. a. After heavy rains, many towns were inundated with water. f l o o d e d b. The newspapers title immediately caught my attention. h e a d l i n e c. The newspaper’s design was very confusing. l a y o u t d. Brazil won the football game against Italy. m a t c h e. The company’s employees are working on a new solution to the problem. s t a f f f. The journalist is interviewing the health minister as we speak. r e p o r t e r 3. Unscramble the words and then use them to complete the conversation. a. o h s k n i g c shocking e. d l a e lead b. e i o d t r editor f. s t f a c facts c. r m e n o t mentor g. d w a r a award d. g s t a n n d i o u t outstanding h. s t o h host Paul: Hey Tammy, did I tell you that the newspaper’s editor (1) won an award (2) for outstanding (3) work? Tammy: No you didn’t. I think that’s great. He really deserves it. He always writes about facts (4) and never includes his personal opinions. Paul: I know. Did you read his article on London as the host (5) city for the 2012 Olympics? Tammy: Well, actually I only had time to read the lead (6) paragraph. But it looked interesting! Paul: Yeah, it was really interesting and a little shocking (7) too. I can’t believe that they are having so many security problems just days before the Olympics are due to start. Tammy: I guess that as a junior editor, your boss is also your mentor (8) , isn’t he? Paul: He sure is. I have learned a lot working with him. 93 20 U1_VP5IngGuideCol2012.indd 20 4/19/16 11:31 AM 2 UNIT Skills CEF Standards Indicators Can follow a lecture ¾¾ Understands the content of a short Comprehension or talk within his/her lecture about natural resources. own field, provided the Healthy Life, Healthy World ¾¾ Identifies key information expressed by Listening subject matter is familiar the speakers in a conversation about and the presentation environmental issues. straightforward and clearly ¾¾ Extracts key information from a structured. conversation about the habits of an older person identifying facts and opinion. Can read straightforward ¾¾ Identifies key information given in the Comprehension factual texts on subjects introduction, body paragraphs, and related to his/her field and conclusion of a short essay. Reading interest with a satisfactory ¾¾ Scans and skims the text of a short level of comprehension. essay to locate key information and to Can identify the main understand its structure and organization. conclusions in clearly signaled argumentative texts. Can exchange, check and ¾¾ Sustains a conversation about confirm information, deal problematic issues present in the with less routine situations community. Interaction and explain why something ¾¾ Speculates about the origins of Oral is a problem. problematic situations. ¾¾ Holds simple conversations describing the problematic issues affecting the lifestyles of people (health and the environment) and provides possible solutions. Can give straightforward ¾¾ Describes lifestyles and speculates about Expression descriptions on a variety of health conditions in the past. familiar subjects within his/ Oral ¾¾ Gives descriptions of environmental her field of interest. issues affecting the community. ¾¾ Gives a brief presentation about health and the environment. Expression Written Can write short, simple ¾¾ Writes a short essay about ways to keep essays on topics of interest. fit and healthy and ways to protect the environment. 21 U2_VP5IngGuideCol2012.indd 21 3/23/16 11:32 AM 2 UNIT uu General Objective You will be able to talk about lifestyles and speculate about habits and customs of the past. uu Communication Goals You will learn how to Healthy Life, Healthy World • speculate about lifestyles in the past. • express opinion and possibility about past events. • describe people, objects, and events. uu CLIL • Healthy Habits • Earth Resources Vocabulary • Words related to healthy habits, earth resources, and environmental degradation Grammar • Past Modals: must / could / might / • Relative clauses: who / where / that uu Idioms and Colloquial Expressions • To be fit as a fiddle • To be in bad shape • To be in murky waters • To move heaven and earth uu Project A PowerPoint Presentation You will create a PowerPoint presentation about lifestyles to share problematic situations you identify in your community, as well as actions people can take to protect the environment. Discuss: • Do you have a healthy lifestyle? • Do you and your community take care of our natural resources? VP5 U2.indd 21 19/05/2016 02:50:42 p.m. Lesson  1 Healthy Habits 1. Classify the actions in the Word Bank into healthy or unhealthy habits. Vocabulary Strategy Classify vocabulary into categories to remember it better. HEALTHY HABITS UNHEALTHY HABITS Drinking water Eating fatty foods Word Bank Sleeping well Smoking • Eating fatty foods • Getting drunk Being active Being sedentary • Smoking • Being active • Drinking water • Having a healthy diet Having a healthy diet Getting drunk • Sleeping well • Doing exercise Doing exercise Feeling stressed • Being sedentary • Feeling stressed 2. Read and listen to the conversation. Then, check the correct options Useful Expressions in the box below. • Use I know! to show agreement with what someone says. • Use I guess to express your opinion about something you are not sure about. Jason: Hi, Alan. I’m glad you came to my Granny’s Birthday party. Alan: Thanks for the invitation. Is she really going to be 100 years old? Jason: Yes, and look at her! She‘s not sedentary, instead she is very active! Alan: I know! She has lots of energy. She must have slept all day long! Jason: Well, she didn’t. It could have been because she took a 30 minutes nap this afternoon. But she sleeps very well at night. Alan: And, she is thin and fit. She must have eaten low-fat foods all of her life! Jason: Yes. Her diet has always included steamed fish, grilled meat, and olive oil. Alan: Wow! She has had a very healthy diet. She might never have eaten fatty food, I guess. Jason: Well, she doesn’t like junk food. She prefers lots of veggies and fruit. Alan: What about drinks? Does she drink sodas and coffee? Jason: Not really. She prefers to drink water and fruit-flavored yogurt or fresh juice. Alan: I guess she might never have smoked, right? Jason: You’re right. She hates smoking and she has never been drunk. Besides, she loves exercising. She walks the dog every day! Alan: And she looks quite relaxed! Has she ever felt stressed? Jason: Well, as you can see, she is always in a good mood and nothing makes her feel angry. Alan: Gee! Now I see... Having such a healthy lifestyle must have prevented her from getting lots of diseases. fact opinion a. Jason’s granny must have slept all day long. b. She just took a 30-minutes nap this afternoon. c. She might never have eaten fatty food, I guess. d. She prefers to drink water and fruit-flavored yogurt or juice. Key Expressions e. I guess she might never have smoked. Gee!: Wow! f. She is always in a good mood. 22 VP5 U2.indd 22 23/03/2016 08:19:19 a.m. Lesson  1 Healthy Habits Planning Learning Goals Indicators Key Vocabulary and Structures Strategies This lesson will ¾¾ Differentiates factual Vocabulary ¾¾ Classifying vocabulary enable students to information from drinking water, sleeping well, being active, into categories to talk about healthy opinions. having a healthy diet, doing exercise, getting remember it better and unhealthy ¾¾ Makes guesses about drunk, feeling stressed, eating fatty foods, habits and to the past using past smoking, being sedentary speculate about modals. Expressions situations in the Gee! past. Structures Past Modals WARM UP  PRACTICE Tell students they are going to design posters about good 2. Read and listen to the conversation. Then, check health. Ask students to get into groups of three to bring the correct options in the box below.  magazines, newspapers, and brochures from stores, as well Track 12 as scissors, craft paper, and glue to the class. Ask them to think of actions or activities they do every day in order to Tell students they are going to listen to a conversation have a healthy lifestyle. Ask them to think of activities they between two friends who are at a birthday party. Play do during the weekends, too. Have them find pictures from the audio once and ask students to follow by reading the the magazines and cut them out to make posters showing or conversation silently. Play the recording again and ask representing those activities. Have students walk around to students to focus their attention on the expressions in see their partners’ posters. bold. Then, ask them to look at the chart at the bottom of the page. Read the chart and the given example. Explain PRESENTATION 1 to students that: A fact is something true or something that really happened, while an opinion is built on your own beliefs 1. Classify the actions in the Word Bank into and ideas about a particular topic. Play the audio again and healthy or unhealthy habits.  have students complete the chart. Check answers with the Encourage students to read each statement from the Word whole group. Bank. Ask them to work in pairs and classify the habits under Refer students to the Useful Expressions and Key the correct heading. Motivate them to speak English while Expressions boxes and emphasize the importance of using they work cooperatively. Then, check answers. these expressions in informal conversations. EXTRA IDEAS  Encourage students to practice the new vocabulary about habits by using the posters they have created. Ask them to name the habits they see in their classmates’ posters, too. 22 U2_VP5IngGuideCol2012.indd 22 8/10/16 14:17 Before having students share, direct their attention to PRESENTATION 2 the Pronunciation chart. Have them listen and repeat the 3. Read the following situations and make guesses contraction for each past modal. Then play the audio at least to complete the sentences. Use the Word Bank.  twice for students to listen to the four sentences and check the appropriate column. Check answers with the group. Get students to read the Reflect on Grammar chart. It presents and exemplifies the uses of the past modals worked  Project Stage 1   on in this lesson: must have, could have, and might have. Go through the second column of the chart and make sure Tell students they will now carry out their second project students understand the degrees of certainty about the past of the book. Explain that it is divided into three sections, that each modal expresses. and that each section is to be done in each lesson. Call on volunteers to read the three steps. Give them time to get Now draw students’ attention to the exercise and ask a into pairs. Suggest they give a name to their group. Each volunteer to read the first situation and the given answer. group should select an unhealthy habit that is present Have students look at the Word Bank and complete the three in their community. Assign the PowerPoint design as situations that remain. Explain to students the importance homework. Model the exercise with a slide that you create of noticing the degrees of certainty expressed in each on your own. Encourage students to use the language sentence, in order to complete each text correctly. To do so, learned in the lesson to speculate on the origins of the bad direct their attention to key expressions such as I’m not sure habit they have selected. or he loves veggies and highlight the importance of inferring the degrees of certainty through those expressions. Have Alternatively, you can provide the following model students compare their answers with a classmate’s. Then, presentation to the students: The unhealthy habit present in ask volunteers to read each complete text and check their our community is smoking. It affects our community because choices as a group. people are smoking at a young age; this is a risk for their own health and for the health of others as cigarettes contaminate the air. This bad habit might have been originated in bars and APPLICATION streets. 4. Think of a healthy old person in your family or community. What makes him/her healthy? Check the boxes. Then, speculate about his/her past habits.  Track 13 Have students work individually. Encourage them to think of the elderly person and write his/her name down. Have them read the statements in the list to check the corresponding boxes. Then, have students work in pairs. Encourage them to follow the given model to hold short conversations with their classmates. Go around the classroom checking to make sure they use the past modals appropriately. 23 U2_VP5IngGuideCol2012.indd 23 8/10/16 16:12 Grammar and Vocabulary Reflect on Grammar Past Modals Degrees of certainty about Use Past Modals to speculate, deduce, or make guesses about past the past situations based on evidence. • She must have slept all day long. Must -------- 90% • It could have been because she took a nap. Could -------- 50% sure • She might never have eaten fatty food. Structure Might -------- 30% Subject + (must/could/might) + have + past participle + complement 3. Read the following situations and make guesses to complete the sentences. Word Bank Use the Word Bank. • feel • sleep a.- Kenneth has lost a lot of weight • eat • go on recently. - He might c.- Dorothy came to the gym after have gone on work every night last week. - She could a very healthy diet. have felt stressed. b.- Why is Sarah so tired today? d.- Where’s my salad? I left it here! - I’m not sure. She - Edward must might have have eaten it. slept very badly last He loves veggies! night. 4. Think of a healthy old person from your family or community. What makes him/her healthy? Check the boxes. Then, speculate about his/her past habits. Eating fruits and veggies Pronunciation Doing exercise In speech, past modals are contracted. 1. Listen and repeat. Being in a good mood Answers • must’ve - / mʌstǝv/ Sleeping well may vary. • could’ve - / kʊdǝv/ • might’ve - / maItǝv/ Eating low-fat foods 2. Listen to four sentences and check the Staying away from cigarettes and alcohol past modal you hear. Being active must’ve could’ve might’ve a. b. Mr. Garcia must have stayed away c. from cigarettes and d. alcohol all of his life! Project  Stage 1 • Work by pairs. Think of an unhealthy habit that is present in your community today. • Prepare a PowerPoint presentation describing how this unhealthy habit is a problem for the community. • Speculate about the origins of this bad habit. 23 VP5 U2.indd 23 23/03/2016 08:19:20 a.m. Lesson  2 Healthy Environment 1. Listen to a short presentation and complete the diagram with the words in the Word Bank. air wind energy (a) Word Bank tides (b) water hydro-energy Renewable streams (c) • solar energy • renewable plants timber (d) Natural Resources • oil • tides sun solar energy (e) • wind • iron • coal oil (f) • timber fossil fuels • copper coal (g) • streams Non-renewable iron (h) minerals copper (i) 2. Read and listen to the conversation. Mr. Green: How was your trip around the outskirts of the city? Ruth: It was very alarming. We found many environmental problems. Mark: We visited the place where people dispose of their garbage. Ruth: We found out that ten years ago, it was a nice forest. Mark: But there is a timber company that bought the forest and has cut down all the trees! There are no plants anymore! Ruth: Now, it is a dump that contains waste of all kinds, even chemicals, fuels, and scrap iron. Mark: Also, the people who live in the city don’t recycle. The waste is all mixed in there. Ruth: In the past, there was a river there, but now there’s only a small slow- flowing stream that is really dirty and smelly. Mark: It is a dump that has no control from the local authorities and it has contaminated the soil, the water, and the air. Key Expressions Mr. Green: What a shame! The community hasn’t taken care of our What a shame! that’s too bad natural resources! What can we do to help? 3. Listen to the rest of the conversation and check the options you hear. Actions to be taken: a. Talk to the people who live in the city. b. Close the timber company. Listening Strategy c. Teach the community how to recycle. Read the options carefully before d. Go to schools and show kids how to keep the water clean. you listen to the audio to focus e. Take the garbage and the scrap iron to another city. your comprehension. 24 VP5 U2.indd 24 23/03/2016 08:19:23 a.m. Lesson  2 Healthy Environment Planning Learning Goals Indicators Key Vocabulary and Structures Strategies This lesson will ¾¾ Talks about natural Vocabulary ¾¾ Focusing attention by guide students to resources. solar energy, renewable, oil, tides, reading selected options talk about natural ¾¾ Describes people, objects, wind, iron, coal, timber, copper, before listening resources and to and events making use of streams describe people, relative clauses. Expressions objects, and What a shame! events. Structures Relative Clauses the meaning of unknown words. Direct students’ attention WARM UP (books closed)  to the final expression uttered by Mr. Green: What a shame! Write the following question on the board: What is a healthy and encourage them to infer its meaning by looking at the environment? Ask students to think about this question and, context provided by the conversation. Finally, have students based on their personal experiences, elicit their opinions look at the Key Expressions box to see if their inferences and answers. Encourage them to characterize, describe, and match the given meaning. provide features that make up a healthy environment for humans, animals, and plants to live in. EXTRA IDEAS  To extend this activity, ask students to identify the main PRESENTATION 1 problems found by the two environmentalists by underlining 1. Listen to a short presentation and complete each problem with a different color. the diagram with the words in the Word Bank.  Encourage students to practice the conversation in groups Track 14 of three. While students listen to the recording again, ask Tell students that they are going to listen to an expert them to assume a role and practice. Have them pay special talking about natural resources. Play the audio once and attention to the intonation used to show concern and have students listen with their books closed. Then, ask motivate them to imitate the speakers as they listen. students to open their books and look at the pictures on the page. Have them identify the resources that are illustrated. 3. Listen to the rest of the conversation and check Read the words from the Word Bank with the students and the options you hear.  Track 16 play the audio again, directing students’ attention to the Have students read the last line of the conversation in diagram. Ask students to listen a third time to complete the exercise 2. Then, read the instructions and tell them they diagram using the words from the Word Bank. Then, check need to find answers to the final question (What can we the answers as a group. Finally, encourage students to look do to help?) Direct students’ attention to the Listening up the unknown words in a dictionary. Make sure all the Strategy and make sure it is clear to them. Assign some meanings are clear. reasonable time for students to go through each one of the options. Play the audio at least twice. Check answers with PRESENTATION 2 the class. 2. Read and listen to the conversation.  Now, play the audio again and direct students’ attention to the words in bold. Motivate students to read the Reflect Track 15 on Grammar chart. It presents and exemplifies the uses of Tell students that they are going to listen to a conversation the relative pronouns worked on in this lesson: who/where/ in which two young environmentalists report to their boss that. Go through the different examples of the chart and about their visit to the outskirts of the city. Play the audio make sure students understand the uses of each one of the once and have students follow by reading silently. Clarify relative pronouns. 24 U2_VP5IngGuideCol2012.indd 24 8/10/16 14:24 PRACTICE EXTRA IDEAS  4. Make one sentence from two. Use Encourage students to think of other possible ways in which who / that / where.  they, as citizens of the world, can help to protect our natural resources. Motivate them to discuss their ideas as a group Invite students to work in pairs. Tell them that they are and invite them to reflect on their own behavior towards the going to read two sentences that can be joined by a relative environment. Ask them follow-up questions: Do you turn off pronoun. Have a volunteer read the first example. Make the faucet after you wet your toothbrush? Do you avoid using sure it is clear for them. Highlight the fact that students plastic bags? etc. need to identify the subject which is being repeated in the two sentences -in this case, the Earth- and then replace it with the appropriate relative pronoun. Then, give them  Project Stage 2   some time to read the other sentences. Encourage students Call on volunteers to read the three steps. Have them work to refer to the Reflect on Grammar chart in order to make in the same pairs as in Project Stage 1. Each group should decisions about the relative pronoun they should use to join select an environmental problem that is present in their the two sentences for each case. Go around the classroom city. Assign the PowerPoint design as homework. Model the and provide guidance as needed, explaining the use of the exercise with a slide that you create by yourself describing relative pronouns. Finally, check answers with the class. how this environmental problem is causing damage to the 5. Unscramble the headings and complete the city. Encourage students to use the vocabulary and language statements using relative pronouns. Then, learned in the lesson. They should also use the language from lesson one (past modals) to speculate on the origins of match the columns to discover ways to protect this environmental problem. our natural resources.  Read the instructions and guide the students by reading the example. Tell them that, by unscrambling the headings, they will discover ways to protect the environment and our natural resources. Then, encourage them to find the relative pronoun that best completes each sentence. Check answers with the class. Then, ask students to match the two columns. They will discover arguments for the importance of protecting our natural resources. Check these final answers with the class and congratulate students for the great job they do. 25 U2_VP5IngGuideCol2012.indd 25 3/23/16 11:32 AM Grammar and Vocabulary Reflect on Grammar Relative Clauses Use relative clauses to identify or give information about nouns. Usually they are two sentences joined together by a relative pronoun (who/where/that). • Use who/that for people. The people live in the city. The people don’t recycle. The people who/that live in the city don’t recycle. • Use where/that for places. We visited a place. People dispose of their garbage in that place. We visited a place where/that people dispose of their garbage. • Use that for things. It is a dump. It has no control from the local authorities. It is a dump that has no control from the local authorities. 4. Make one sentence from two. Use who/that/where. a. The Earth is a huge storehouse. There’s a great supply of natural resources in the Earth. The Earth is a huge storehouse where there’s a great supply of natural resources. b. There are non-renewable resources such as fuels and minerals. They cannot be replaced after removed from the Earth. There are non-renewable resources such as fuels and minerals that cannot be replaced after removed from the Earth. c. Pete is a geologist. He studies the soil and searches for the Earth’s resources. Pete is a geologist who/that studies the soil and searches for Earth´s resources. d. The ocean is a rich natural resource. There are tons of minerals and plant life in the ocean. The ocean is a rich natural resource where there are tons of minerals and plant life. e. Those men are miners. They put their lives at risk working under the ground. Those men are miners who/that put their lives at risk working under the ground. 5. Unscramble the headings and complete the statements using relative pronouns. Then, match the columns to discover ways to protect our natural resources. a. work/home/and/at: At home and b 1. This saves 15% of energy and water used work . Save the water that you don’t use. when doing the laundry. Turn off the faucet after you wet your toothbrush. b. washing/using/machines: Using washing c 2. They can last for longer than one machines . There are modern washing machines thousand years, causing damage to the that allow you to avoid the pre-wash cycle. air, water and soil. c. shopping/going: Going shopping . d 3. It is important to avoid the contamination People who/that care about the environment of the soil. This helps to conserve our do not use plastic bags. natural resources. d. the/ forests/planet’s: The planet´s forests . a 4. There’s no need to keep the water running Don’t litter the parks and forests where timber while brushing your teeth. and plants grow. Project  Stage 2 • Think of an environmental problem that is present in your city today. • Prepare a new slide for your PowerPoint presentation describing how this environmental problem is causing damage to the city. Write short descriptions speculating about the origins of this environmental problem. 25 VP5 U2.indd 25 23/03/2016 08:19:24 a.m. Lesson  3 Smart Lifestyles 1. Answer the questions. Then, survey ten partners and share your results. How useful is it for the environment… Good Neutral Not Good a. to use pesticides to grow veggies and fruit? b. to reduce cooking time by cutting food into small pieces? Answers c. to pollute the air with toxic fumes from factories and cars? may vary. Results: Number of people per answer. 2. Read the essay below and find the words in bold face which have these meanings. a. damage : harm b. window boxes : a long narrow container for growing plants put on a window ledge c. electronic devices : machines or appliances that use electricity d. globalized : that has an influence on the whole world 3. As you read, underline the healthy habits you find. Health and Environment Today, people live in a globalized consumer it uses less gas than cooking fats. People who cut society. This is a world where we buy, use, and up their veggies into small pieces can reduce the consume a huge variety of products. It must have cooking time and save cooking water, too. been very difficult to live 30 years ago without fast food or electronic devices that make our lives The third point is related to physical activity. For more comfortable and easier. However, the result short journeys, people who walk, use a bike, or of all this is an enormous damage to our health and even encourage their kids to use a skateboard to the environment. This essay will discuss ways in or rollerblades, can improve their health while which individuals can take care of their own health they protect the environment from the pollution while protecting natural resources. caused by the toxic fumes from cars. First of all, people who grow their own vegetables in their garden or in window boxes, protect the In summary, there are healthy habits that people soil from pesticides. They can enjoy tasty and fresh can include in their daily lifestyles. Even if people vegetables that are free from damaging chemicals. might have not thought about these possibilities, I Secondly, eating fruits and vegetables on a regular think there are many actions we can take to make basis is healthier than eating fatty foods. Besides, a difference and to protect our health and that of cooking veggies saves a lot more energy because our planet Earth. 26 VP5 U2.indd 26 19/04/2016 10:05:34 a.m. Lesson  3 Smart Lifestyles Planning Learning Goals Indicators Key Vocabulary and Structures Strategies This lesson will ¾¾ Understands the Vocabulary ¾¾ Understanding the concept guide students to structure of a short globalized, device, damage, of a thesis statement to read and write a essay. window box identify it in an essay short essay about an ¾¾ Using sequence connectors Connectors environmental issue. such as first of all, second of First of all, second of all, in summary all, in summary, to organize the ideas of a text WARM UP (books closed)  While Reading Write the title of the lesson on the board and ask students 2. Read the essay below and find the words in bold to think about their own lifestyles and those of their close face which have these meanings.  relatives (e.g. parents, siblings, grandparents). Have them Invite students to preview the essay by looking at the answer the following key questions: What is a smart lifestyle? title. Then, assign some reasonable time for students to Do you have a smart lifestyle? Do your close relatives have a do individual, silent reading of the first two paragraphs by smart lifestyle? Why? What do they do? focusing attention on the words in bold. Afterwards, have them read the four definitions to match them with the Pre-Reading words from the text. Then, ask students to volunteer to read 1. Answer the questions. Then, survey ten partners their answers. and share your results.  Have students think of their personal answers for each EXTRA IDEAS  question and ask them to check the corresponding column To provide further practice, encourage students to create in the chart. Then, read each question aloud with students new sentences with the key words they have just learned. and guide them to pronounce each question correctly. Have them share their sentences with two other classmates. Encourage them to stand up and go around the classroom asking their classmates the questions. Assign them some 3. As you read, underline the healthy habits you reasonable time to complete the survey and motivate find.  Track 17 students to speak English while they collect the information Play the audio and have students listen and follow the text from the ten partners. Finally, have them add the number by reading silently. Then, tell students that they are going to of answers per column and report their survey results to the listen again in order to focus their attention on the healthy whole class. habits present in the essay. Direct students’ attention to the given underlined example. Then, check answers with the whole class. 26 U2_VP5IngGuideCol2012.indd 26 8/10/16 14:27 Post-Reading  Writing 4. Identify the organization of the essay and 6. Choose one topic (a or b) and write a short complete the chart. essay.  Invite students to look at the diagram. Tell them that it Ask students to work individually. Have them read the highlights the different parts of an essay, and then encourage instructions. Give them some time to think about and them to identify parts in the text of the previous exercise. select one of the two given options. The two topics are Direct students’ attention to the Reading Strategy and read developed throughout the unit (see lesson 1 and lesson 2 it aloud. Explain to students that the introduction includes correspondingly). Go through the sections students need the thesis statement which is a sentence that says what the to include to write their short essay and refer them to the author wants his readers to know, believe, and understand second Writing Strategy. Make sure the expected content about a subject. Also, explain that each paragraph of the for each section is clear to them. Encourage students to body of the text presents one argument, which is an idea brainstorm ideas about their selected topics before they start that supports or enriches the thesis statement, and that the writing. Highlight the importance of writing full sentences final paragraph includes a conclusion. (with a subject pronoun, verb, and complement) for each one of the main arguments and writing short paragraphs. Now, have students focus their attention on each paragraph. Encourage students to use the lesson’s text as a model. Ask students to work individually to complete the diagram. Direct students’ attention to the first Writing Strategy on Give them ten to fifteen minutes to re-read the paragraphs page 27 and encourage them to use sequence connectors to silently and to locate and write down the required organize their arguments. information. Afterwards, ask them to compare their answers with a classmate’s next to them. Check answers as a whole class and congratulate students on for their hard work!  Project Stage 3    5. Identify the sequence connectors used to At this stage, students will think of possible solutions to the two problems they have identified in Project Stages 1 and 2, maintain the connection between the main that is, an unhealthy habit and an environmental problem ideas.  present in their community/city. Encourage students to think Highlight the importance of identifying the sequence of healthy habits that would help people in their community connectors by directing students’ attention to the first to be healthier and of habits that aim at protecting the Writing Strategy. Tell students that the thesis statement, environment. Remind students to use the vocabulary and as shown in the diagram, is developed in three arguments the grammar learned in the unit. Guide students to prepare in the essay. These arguments (ideas) are connected by a new slide for their PowerPoint presentation describing the the key words they need to identify. Have them complete solutions and the possible ways to deal with the problematic the diagram in pairs. Encourage students to discuss their situations. Motivate them to create a nice design using short answers in English while performing the activity. Finally, texts and eye-catching illustrations. check students’ answers as a whole class by having volunteers read their answers. 27 U2_VP5IngGuideCol2012.indd 27 3/23/16 11:32 AM Reading and Writing 4. Identify the organization of the essay and complete the chart. This essay will discuss ways in which individuals can take Thesis Introduction care of their own health while protecting natural resources. Statement Reading Strategy Thesis Statement: People, who grow their own vegetables in their garden or Paragraph 1 Argument 1 A sentence that says in window boxes, protect the soil from pesticides. what the author wants his readers to know, Eating fruits and vegetables on a regular basis is healthier Paragraph 2 Argument 2 believe, and understand than eating fatty food. about a subject. The third point is related Paragraph 3 to physical activity. Argument 3 There are healthy habits that people can include Conclusion in their daily lifestyles. Writing Strategy Use sequence 5. Identify the sequence connectors used to maintain the connectors such as first connection between the main ideas. of all, second of all, in summary, to organize First of all Argument 1 the ideas of a text. Secondly Argument 2 Thesis Writing Strategy Statement A third point Argument 3 Thesis statement: Make sure the topic sentence you write catches the reader’s attention. In summary Conclusion Supporting ideas: Use arguments and examples to strengthen your thesis statement. 6. Choose one topic (a or b) and write a short essay. Concluding sentence: Tell briefly what you talked about. Reword your thesis statement. a. Keeping fit and healthy b. Protecting the environment Thesis statement (Argument 1): (Argument 2): Answers may vary. Concluding sentence Project  Stage 3 • Based on the two problematic situations you have selected, think of healthy habits that would help people in your community be healthier and protect the environment. • Prepare a new slide for your PowerPoint presentation describing how this can be done. 27 VP5 U2.indd 27 23/03/2016 08:19:27 a.m. Lesson  4 Fit as a Fiddle 1. Listen to the conversations. Fill in the gaps with the expressions in the Word Bank. a. Word Susie: Hi! Nice to see you again! It’s been years since Bank we last met! Patty: Hey! Look at you! You are as fit as a fiddle (a). • fit as a fiddle You must have had a very healthy life! • move heaven Susie: Well, I love exercising and I love fat-free food. I do and earth take care of my body and health. • bad shape Patty: Wow, instead, I’m in such bad shape (b). • in murky waters I often have to eat in a rush, you know, at fast food restaurants or even when driving my car! b. Oscar: Look! This is the timber company that bought the pine forest. Mike: Do they have permission to cut down the trees? Oscar: I’m not sure, the documents I saw are not complete. I think they are in murky waters (c). Mike: We need to find out! Let’s move heaven and earth (d) to get the information. 2. Match the expressions with their corresponding meaning. a. Fit as a fiddle c 1. behaving in morally and ethically questionable ways b. In bad shape a 2. being in good health or athletic condition c. Be in murky waters d 3. being determined to do something that is difficult d. Move heaven and earth b 4. being in poor physical condition 3. Think of situations related to health and the environment and discuss with a partner. Use the expressions above. Well, I think your My neighbors community have to stay and I are worried together and move heaven about garbage and and earth to solve this contamination problem! in our parks and rivers. Speaking Strategy Reflect on Values Get engaged in a conversation by Always Sometimes Never using expressions such as: Look! / ¾¾ I eat healthy food like fruits, veggies, Well, / I guess / I know! / I think. and fat-free products. ¾¾ I am an active person who likes Gap Activity sports and physical exercise. ¾¾ I take actions to protect our Student A goes to page 87. environment and natural resources. Student B goes to page 89. 28 VP5 U2.indd 28 19/04/2016 10:22:33 a.m. Lesson  4 Fit as a Fiddle Planning Learning Goals Indicators Key Vocabulary and Structures Strategies This lesson will guide ¾¾ Uses key words to guess Vocabulary ¾¾ Showing interest in a students to use the meaning of colloquial To be fit as a fiddle conversation by using colloquial expressions expressions. To be in bad shape expressions such as: related to healthy habits ¾¾ Uses colloquial expressions To be in murky waters Look! / Well, / I guess / and the environment. in simple communicative To move heaven and earth I know! / I think situations. PRESENTATION 1 PRACTICE - APPLICATION 1. Listen to the conversations. Fill in the gaps 3. Think of situations related to health and the with the expressions in the Word Bank.  environment and discuss with a partner. Use the Track 18 expressions above.  Invite students to listen carefully to the two conversations. Encourage students to work in pairs and read the conversation. Play the audio once without pausing. Then, have students Make sure the purpose of the exercise is clear to them. You can read the expressions from the Word Bank and tell them have students brainstorm briefly about both environmental to listen again and try to complete the gaps with those and health-related problems present in their community. expressions. Show them the example and play the audio. When they have selected the problematic issues they want Afterwards, invite students to listen carefully and check to talk about, motivate them to hold short conversations that their answers. describe those issues. Encourage students to use the colloquial expressions learned in this lesson and to use the conversation EXTRA IDEAS  provided as a model. Highlight the importance of the Speaking Strategy and make it explicit that there are key expressions Encourage students to work in pairs and practice one of the they can use to get involved in a conversation. two conversations in order to present a role-play in front of the class. Congratulate students on their performance, pronunciation and language use. Reflect on Values  Have students reflect on the importance of taking care of their 2. Match the expressions with their corresponding own health by eating healthy food and avoiding products high meaning.  in sugar and fat. Then, focus students’ attention on the value Invite students to work individually. Have students read the of being an active person. Encourage them to keep practicing expressions and the given meanings. Then, suggest students sports or being active participants in school groups, clubs or use the contextual clues from the previous exercise to find any other socio-cultural events. Also, encourage students to out what the meanings of the expressions are and to match think about the importance of taking care of the environment them correctly. Next, have students work in pairs and ask since it may have important effects on the weather. them to compare their answers. Encourage them to discuss and resolve the cases in which they disagree with any of the  Gap Activity    meanings. Finally, check students’ answers as a whole class. Alternatively, it would be interesting to challenge students Refer students to the Gap Activity. Have them get into pairs to find the equivalents for these colloquial expressions in and ask them to sit face-to-face to do the activity on pages their own language. Have them notice that the meanings 87 and 89 by following the instructions. Encourage them to they express are the same but that the words used in each think carefully about these activities (farming and mining) language to express the same idea might differ. and the people (farmers/miners) in order to speculate (using past modals) about their lifestyles and how they developed activities which have had an impact on the environment: The use (appropriate or inappropriate) of natural resources can cause damage to the environment. 28 U2_VP5IngGuideCol2012.indd 28 8/10/16 14:29 Share Your Project  1. Discuss your experience.    2. Read and answer the questions below.   Track 19 Before inviting students to reflect upon what they experienced while carrying out their projects and making Encourage students to listen and follow. After playing the their PowerPoint slides, highlight that it is important to learn audio once, motivate students to read the text out loud from the experience of working as a team to accomplish a and practice repeating the audio quickly and accurately. common goal and that it is quite natural to feel opposing This section provides factual information about key healthy emotions when we work on projects that include several habits that are related to people’s personality and to the stages and teamwork. Encourage them to see these as way they interact with the environment. After listening and opportunities for learning both personally and academically. reading, motivate students to answer the key questions Assign some time for each student to go over each question using their own words. Afterwards, elicit their opinions in the groups they developed their projects with. about the ideas presented in the article and encourage them to share anecdotes. a. Encourage them to look up the words from the Word Bank and to use them to create short sentences that describe the whole process. Remind them to write complete  3. Give your Presentation.   sentences (with subject, verb and complement). Read each one of the guidelines in the green chart and b. Have students think about difficulties they encountered clarify any doubts. Then, assign some time for students to when designing their slides or using the PC. Additionally, organize their PowerPoint presentations. Walk around the ask them to think of difficulties related to teamwork. classroom and provide help as needed. Before students present, remind them to speak clearly, look all people in c. If this was the first time they thought about those the eyes, and stand up straight. Have them rehearse how problematic issues, motivate them to think about they will use their visual prompts correctly. It would be this as a first experience in which they participate as encouraging to invite other teachers, students and even active agents in their community. Let them know that parents and neighbors, so that the whole community can the identification of these problems plus the possible see what students have produced, the problems they have solutions they suggested at Project Stage 3 can have an identified, and the healthy habits they point out. important impact in the community since these involve real-life issues that need attention and action from the people and that promote the development of healthy habits. d. You can guide students to think about this as a learning experience. Ask them to think about what they learned about: • the language (vocabulary, grammar, language use, expressions, etc.) • the communication strategies used to agree on the information they needed to display • teamwork • individual work Have them share their answers with the rest of the class and take this as an opportunity to emphasize the importance of being persevering, organized, and creative when embarking on any task or project. 29 U2_VP5IngGuideCol2012.indd 29 8/10/16 14:30 Real Communication Share Your Project 1. Discuss your experience. a. How did you make your PowerPoint presentation? Use the Word Bank to list the Word steps you followed. Bank 1. • template Answers • slide 2. may vary. • layout 3. • images 4. • text b. Did you experience any difficulties? Which ones? c. Had you ever thought about problematic situations that affect the health of your community and city? How did you identify them? d. What did you learn from this experience? 2. Read and answer the questions below. Most people are interested in having a long and happy life. The way we live every day, together with how we manage our natural resources, can play a key role in enjoying a long and happy life. Having healthy habits goes beyond nutrition. It is true that eating fats and junk food does not do any good to our health, but what else can make a difference? Studies have shown that our personality is also a key factor: being sociable and enjoying time with friends is connected to long life expectancy. But, be wise when choosing your friends because habits, both healthy and unhealthy, are socially contagious. Community problems related to these social habits include obesity, smoking, drinking, and even stress. So, look for buddies who like exercising, sleeping well, and being in a good mood. Taking care of the environment and protecting the natural resources can also make a big difference. People live longer in places where there is less air pollution, less contamination in rivers and oceans, and less chemicals in the soil. So, look for places where the air, water, and soil are clean. a. What are the two aspects involved in having a long and happy life? b. How is personality connected to life expectancy? c. Why is it important to choose your friends wisely? d. What are the key environmental problems that affect life expectancy? Give your Presentation • Introduce yourself. • Mention the two problematic situations you have Useful Expressions identified. • Good morning. We are… (names) • Describe each problem one a time and show the slides. • The unhealthy habit that is present in our community is… • Talk about the possible origins of each problematic • The environmental problem we have identified is… situation. • It must/could/might have started… 29 VP5 U2.indd 29 23/03/2016 08:19:30 a.m. Getting Healthy Game HEADS Play by pairs. Place a counter on the START box. Toss a coin: heads or tails? Follow the arrows and answer the questions. Score two (2) points for each TAILS correct answer. If you answer incorrectly, move back to the box you were before. The winner is the first person to reach the finish box. Name an unhealthy HEADS How often do you eat HEADS habit a relative of fruits and veggies? HEADS Name two healthy yours has TAILS habits. TAILS S AD TAILS TAILS HE Name two unhealthy habits. Name a healthy habit HEADS How often do you Do you HEADS a relative of yours has. drink water? exercise? Why? TAILS TAILS TAILS TAILS S AD HE Your best friend is sleepy Have you ever felt Think of a healthy old HEADS today. What might have stressed? Why? person you know and HEADS Do you have happened? (Say two HEADS make guesses about options) healthy eating his/her habits. habits? Why? TAILS TAILS TAILS TAILS S AD HE Do you have Mr. Velez is Miss. Smith didn’t unhealthy eating HEADS overweight. What come to the gym habits? Why? must have he done? HEADS HEADS Name the two today. What may have (Say two options) types of natural happened? (Say two resources. options) TAILS TAILS TAILS TAILS DS HEA S IL TA S L TAI What type of Do you protect our HEADS natural resources natural resources? are the air, water, What type of natural HEADS How? and trees? resources are oil, coal, HEADS and copper? 30 VP5 U2.indd 30 23/03/2016 08:19:31 a.m. Game Getting Healthy The purpose of the game is for students to get more practice and they, themselves, should write down the scores of each using the vocabulary and grammar learned in this unit. In player to keep track of them. If a player does not know the addition, the game provides students opportunities to think answer, or provides an incorrect one, he/she has to move about their habits in relation to their own health and to make back to the previous box. Congratulate them on their use of guesses about other people’s habits. At the end of the game, the language and grammar as they practice it when playing students also practice the language and new words learned the game. about natural resources and environmental problems. Instructions:  EXTRA IDEAS  Students can play the game in pairs or in groups of three. When students have finished playing, tell the winners to play Encourage them to speak English by holding short a second round in pairs. Set a time limit so students have to conversations while they go through the different stages of answer during the allotted time. When the time is up, the the game. They need to toss the coin and follow the arrows next player keeps moving. Encourage the rest of the class according to which side their coins show. As they move, to listen, control time, and keep track of their classmates’ need to read the text and name the words or answer the scores. question. Students score two points for each correct answer 30 U2_VP5IngGuideCol2012.indd 30 3/23/16 11:32 AM Quiz Time  Before the test  and make sure they are clear to them before having them look at the picture too. Invite them to read the example Remind students of the fact that this quiz will help them and to follow it as a model. Remind students that there are become aware of the strengths and weaknesses they have in different degrees of certainty that can be used to speculate relation to the main language issues worked on throughout about the past. this unit: talking about healthy and unhealthy habits, speculating about past habits, naming natural resources, using 3. Complete the definitions by writing the correct relative pronouns, and talking about environmental issues. relative pronoun. Then, match them with the Encourage students to read the instructions carefully for corresponding picture.  each part of the quiz. After they have worked individually, Encourage students to read each statement before trying to have them check their answers in pairs before sharing them complete it. Then, suggest they look at the words preceding with the whole class. the blank to make decisions about the relative pronoun that 1. Listen to each conversation and check the best completes the gap. When they have filled in all the correct option.  Track 20 blanks, tell them they should match each sentence with the corresponding picture by writing the appropriate letter in Tell students that they are going to listen to two short the circle. conversations related to the two main topics of the unit. The purpose is for students to identify the participants, the settings, main ideas and detailed information. Remind  Self- Evaluation   students to read the possible answers before you play Invite students to read the Self-Evaluation chart. Motivate the audio. Then, play the audio at least three times and students to be honest when marking their progress and take encourage students to mark their answers. Finally, have this as an opportunity to detect strengths and weaknesses. them check the correct answer. This can be a good time to provide further clarification 2. This is a picture of Mr. Graham, a healthy regarding any difficulties expressed by the students. Have 85-year-old man. Look at his habits checklist students reflect upon the fact that an evaluation is more than a number or a letter: It is a means to overcome any language and write sentences to speculate about his life or grammar problem that is still present. Advise them to form in the past.  study groups to support each other. This exercise helps you assess the students’ use of past modals. Suggest students read the instructions attentively Glossary Tell students that a Glossary includes the key words present Game 2  in the unit. Reading each entry and its definition is useful Play the key-word story game. Have students use the pictures for developing dictionary skills and clarifying the meaning and the words from the Glossary plus the language learned in of the new vocabulary learned. Encourage them to read the the unit to create a story. Assign them a reasonable amount entries of the Glossary and their corresponding definitions of time to write it down. Motivate them to include characters, attentively. Have them practice pronunciation by reading places, and key events. When they’re ready, encourage them each word out loud. You may want to add some interesting to role-play and tell the story out loud in front of the class. examples or have students create their own. Encourage the class to select the best story and performance and to offer a symbolic prize to the winners. Game 1  Finally, don’t forget to invite students to do the Glossary Play the Word Class game by dividing students into groups Activities on page 94. Bear in mind that this page corresponds of four. Ask students to select a word at a time and read it to page 32 of the Teacher’s Guide. aloud. The first group that says the word class correctly scores a point. Play at least two rounds with each group saying a word from the glossary. 31 U2_VP5IngGuideCol2012.indd 31 8/10/16 14:32 Quiz Time 1. Listen to each conversation and check the correct option. Conversation 1 Conversation 2 a. What keeps these women active and fit? a. Who are the people talking in this conversation? • Gym sessions • Mom and dad • Belly dance sessions • Teacher and student • Yoga sessions • Dad and his son b. Who has missed the dance class lately? b. What are they talking about? • Patty • Natural resources • Sally • Earth’s nature • Maggie • Economical resources c. What could have happened to her? c. Which renewable resources do they mention? • She might have been busy at work. • Plants, water, and solar energy • She may have fallen ill. • Energy, the wind, and soil • She might have found another job. • The air, sun, and plants 2. This is a picture of Mr. Graham, a healthy 85 year-old man. Look at his habits checklist and write sentences to speculate about his life in the past. a. Being active He must have been really active all his life. b. Drinking alcohol c. Eating low-fat foods Answers d. Being in a good mood may vary. e. Smoking f. Sleeping well 3. Complete the definitions by writing the correct relative pronoun. Then, match them with the corresponding picture. a. Geologists are people who extract minerals and fuels from the soil. b. Oil and coal are non-renewable resources that cannot be replaced after they are used. c. The Earth is the place where there are renewable and non- renewable natural resources. d. Water is a renewable resource that we use for drinking, cooking, and washing. c d a b Self-Evaluation Now I can... Very Well OK A Little ¾¾ talk about healthy lifestyles and ways to protect the environment. ¾¾ speculate about possibilities in the past. ¾¾ describe people, objects, and events by joining clauses. 31 VP5 U2.indd 31 23/03/2016 08:19:33 a.m. Activities on page 94 Glossary A-K L-Q slide: n. the page of a PowerPoint pre- buddy: n. (informal) friend. (ant. en- layout: n. the design and organiza- sentation that contains pictures and emy) tion of pictures and text on a page or text. coal: n. a hard black rock that is found PowerPoint slide. (syn. design, format, soil: n. the surface layer of the Earth, in the ground and is used as a fuel to setup) the ground. (syn. dirt, earth) provide heat. In the past many trains litter: v. to leave pieces of trash in pub- storehouse: n. a place where things ran on coal. lic places or the outdoors and not in a are kept in large quantities. (syn. ware- trash can. People shouldn’t litter. house) stream: n. a natural flow of water nar- rower than a river. copper: n. a red-brown metal used to make wire or pipes that conduct elec- tricity or heat. nap: n. short, light sleep during the T-Z dig: v. to make a hole in sand or soil. day. (syn. kip, siesta) template: n. a computer document (syn. burrow) natural resources: n. substances or with a basic format you can use and disease: n.  a condition of a living thing materials such as oil or wood that are adapt. or of one of its parts that impairs nor- found in nature. Water is a natural re- tide: n. the way the ocean waters fall mal functioning and is manifested by source. and rise during the day. (syn. current) certain symptoms. (syn. illness, sick- oil: n. a thick, dark liquid obtained from timber: n. wood used for building. ness) mineral deposits that is used as fuel. (syn. wood, logs) dump: n. a place where waste material outskirts: n. the areas surrounding the tired: adj. being weak and in the need and garbage is left. The dump was re- center of a town or city. (ant. down- of rest and sleep. (ant. energetic) ally dirty and smelly. town) veggies: n. (informal) vegetables. My faucet: n. a tap on the bath or sink that veggie garden is small. controls the flow of water. (syn. tap, R-S weight: n. a measurement that says spigot) renewable: adj. possible to be re- how heavy something is. (syn. heavi- flowing: adj. a stream of water that placed or renewed indefinitely. (ant. ness) moves along. (ant. stagnant, still) non-renewable) wise: adj. intelligent and able to make fossil fuel: n. fuels formed from the re- scrap: n. waste material, especially good choices and decisions. (syn. per- mains of plants and animals that lived metals suitable for reprocessing. We ceptive) in an earlier era. can recycle scrap metal. iron: n. a hard, silvery heavy metal that is abundant in the earth and is used to make building structures. The gates are Colloquial Expressions made of iron. junk food: n. food that is unhealthy as Be as fit as a fiddle: be in good it contains lots of fat, sugar, or salt. Tim health. eats too much junk food. Be in bad shape: be in a poor physical condition. Be in murky waters: behave in morally and ethically sedentary: adj. sitting most of the questionable ways. time and not exercising a lot. (ant. Move heaven and earth: moving, active) be determined to do or get something that is difficult. 32 VP5 U2.indd 32 23/03/2016 08:19:34 a.m. Student’s Book page 94 Unit 2 Glossary Activities 1. Answer the crossword puzzle. Across: a. a hard, silvery heavy metal that is abundant in the earth and j is used to make building structures l g o b. a place where waste material and garbage is left d h c i c. a hard black rock that is found in the ground and is used as a fuel to provide heat e w e i g h t c c o a l d. waste material, especially metals suitable for reprocessing s i p e. a measurement that says how heavy something is f t i m b e r b d u m p f. wood used for building a e e i Down: s a i r o n g. a red-brown metal used to make wire or pipes that conduct e k a electricity or heat h. the way the ocean waters fall and rise during the day d s c r a p i. a short, light sleep during the day o j. a thick, dark liquid obtained from mineral deposits that is i used as fuel l k. the surface layer of the Earth l. a sickness or an illness 2. Circle the most appropriate word or expression to complete each sentence. a. My dad is a very man. I always ask him for advice when I have a problem. 1. tired 2. wise 3. sedentary 4. flowing b. like petroleum and natural gasses are formed from the remains of plants and animals from previous eras. 1. Junk food 2. Veggies 3. Diseases 4. Fossil fuels c. A well-balanced diet includes lots of fruit and . 1. junk food 2. scraps 3. veggies 4. diseases d. We have many different colors in our . 1. storehouse 2. dump 3. outskirts 4. layout 3. Find words in the glossary that are antonyms to 4. Match the colloquial expressions with their the following words. meanings. Glossary Word Antonym Colloquial Expression Definition a. outskirts downtown a. be in murky b be in a poor physical b. enemy waters condition buddy c. tired energetic b. be in bad shape d be in good health d. sedentary moving c. move heaven and a behave in morally and e. non-renewable earth ethically questionable renewable ways f. flowing stagnant d. be as fit as a fiddle c be determined to do or get something that is difficult 94 32 U2_VP5IngGuideCol2012.indd 32 4/19/16 11:34 AM Test Training A This test assesses students’ achievements at the B1 level Speaking of the Common European Framework of Reference for Languages. It covers the topics presented in units 1 and 2, Clarify that the exercise is divided into two stages. Have including exercises to evaluate all competences (listening, each candidate read the instructions for the first stage and reading, speaking and writing). At the same time it provides the given examples. Then, clarify any doubts about the the opportunity to practice test-taking strategies. conversation they are supposed to hold and the language they should use. Suggest Candidate A be a good listener so Listening Track 21 that he/she can give some advice to Candidate B on how to improve his/her lifestyle. You will hear a radio interview. For questions 1-5, check the correct answer in the answer box. You Now, invite him/her to read the instructions attentively for the second stage and make use of the clues given in the will listen to the recording twice. list to talk about his/her lifestyle over the past year. He/She Ask students to read the instructions individually, and check should speak clearly and listen carefully to Candidate B who if they have understood what they are supposed to do. will provide advice in response. Direct their attention to the example and have them look at the answer grid. Tell them that the interview is about natural Strategy: Using clues for receiving and sending messages resources so that they can associate the content and the information with the concepts already learned in lesson 2. Allow them some time to read the questions and options before playing the audio. Afterwards, have students listen to the recording two or three times, allowing them to decide on the appropriate option that best answers each question. Strategy: Associating new information with familiar concepts 33 U2_VP5IngGuideCol2012.indd 33 8/10/16 16:13 Test Training A 4. Even though trees are technically considered renewable resources, A. they can’t be naturally reproduced. VP5 TestTra A montaje.indd 33 Listening B. they are always consumed more slowly than they can be reproduced. You will hear a radio interview. For questions 1-5, check the correct answer in the answer C. they are often consumed in a non-renewable fashion. box. You will listen to the recording twice. 5. According to Dr. Rice, people can help protect our natural resources 0. A renewable resource is one which 0 A B C by A. is replaced over time through natural processes. 1 A B C A. taking cold showers. Answers B. cannot be replaced in nature at a rate close to its rate of use. 2 A B C A B C B. recycling. C. exists in fixed amounts and is used up faster than can be replaced 3 4 A B C C. using both kinds of resources. in nature. 5 A B C Speaking Candidate A 1. Some examples of non-renewable resources include Stage 1 A. plants, minerals and the sea. B. water, wind and sun. Candidate B is going to tell you about his/her lifestyle over the past year. C. oil, coal and copper. Listen to what he/she says and make some predictions about the way he/she might have felt. Give some pieces of advice on how to improve his/her lifestyle. Use the expressions could’ve, should’ve or must’ve. 2. The major problem with the way our society uses E.g. You could’ve made more time for exercise. non-renewable resources is that You must’ve been tired a lot. A. we don’t have the money to reproduce them efficiently. Stage 2 B. we use them faster than they can naturally be Tell candidate B about your lifestyle over the past year. replaced. Use the list below of things you did or didn’t. He/She will make some predictions about your C. we should be using them more frequently. well-being and give you some advice on how to become healthier. • Got up early • Had unhealthy breakfasts 3. If we continue to use non-renewable resources so • Rode bike to and from work quickly, we run the risk of • Had hamburgers for lunch A. significantly reducing the world’s supplies of these • Drank too much Coke resources. • Had light dinners • Regularly went to bed early B. having too many different kinds of non-renewable resources. C. running out of renewable resources. VP5_TestTraining_A.indd 59 23/03/2016 07:59:34 a.m. VP5_TestTraining_A.indd 60 23/03/2016 07:58:54 a.m. 33 3/30/16 9:40 AM 34 VP5 TestTra A montaje.indd 34 Reading Writing Read the following newspaper article. Select the correct option for each space. Frenchwoman Jeanne Calment, who died in 1997 at age 122, had the longest documented Mark the best answer (A, B, C or D) in the answer box. human lifespan. 0 A B C D Speculate about her lifestyle and what she must have, might have or may have done in order to Brazil: Under the World’s Spotlight 6 A B C D have lived for such a long time. Answers With only two years until the 2014 FIFA World Cup and 4 years until the 2016 Olympic 7 A B C D Games, Brazil (0) into the global spotlight for international sports 8 A B C D 9 A B C D Write between 30 and 45 words. competitions. However, with success often comes controversy. 10 A B C D Local councils (6) many low-income settlements, known as favelas, 11 A B C D and replaced them with luxury 5 star hotels and new roads aimed at reducing traffic 12 A B C D congestion. While the improvements will be long lasting for the city, effectively, they 13 A B C D (7) huge numbers of the city’s poorer urban residents to become 14 A B C D 15 A B C D displaced. As with most big international events, security (8) a major issue leading up to the 2016 Olympics. In fact, England, the country (9) hosted the 2012 Olympic Games (10) around $680 million USD on security. The original budget had to be increased after the private security company, G4S, admitted that it (11) to recruit enough security staff, therefore the British military (12) to take over. Another major challenge for Brazil is the transportation service. The national government (13) on Monday that it has $4.3 billion for urban transportation infrastructure while state and local authorities (14) another $2.15 billion since then. Speaking Candidate B Like previous FIFA World Cups and Olympics Games host countries, Brazil wants to display its best possible image as it (15) its ascent on the global stage. Such advances are always met with problems, Stage 1 but the real test is how Brazil steps up to the challenge. You are going to tell candidate A about your lifestyle over the past year. Use the list below of things you did or didn’t. He/She will make some predictions about your 0. A come B came C has come D had come well-being and give you some advice on how to become healthier. 6. A has demolished B have demolished C had demolished D demolish • Got up late in the mornings • Had healthy breakfasts 7. A forced B had forced C has forced D have forced • Didn’t exercise • Drove to work 8. A are B is C was D had been • Regularly skipped lunch and only ate snacks • Had big dinners 9. A what B who C where D that • Always went to bed late 10. A spends B have spent C spent D spend Stage 2 11. A had failed B have failed C fail D fails Now candidate A is going to tell you about his/her lifestyle over the past year. 12. A has had B have had C has D had Listen to what he/she says and make some predictions about the way he/she might have felt. Give some pieces of advice on how to improve his/her lifestyle. Use the expressions could’ve, 13. A announces B announced C have announced D had announced should’ve or must’ve. 14. A commit B has committed C have committed D had committed E.g. You could’ve drunk more water or fresh juice. 15. A continues B had continued C has continued D continued You must’ve gained extra weight. VP5_TestTraining_A.indd 61 23/03/2016 07:59:35 a.m. VP5_TestTraining_A.indd 62 23/03/2016 07:59:36 a.m. 3/30/16 9:40 AM Reading Writing Read the following newspaper article. Select the Frenchwoman Jeanne Calment, who died in 1997 correct option for each space. Mark the best at age 122, had the longest documented human answer (A, B, C or D) in the answer box. lifespan. Speculate about her lifestyle and what she Ask students to read the instructions carefully so that must have, might have or may have done in order to they understand what they are expected to do. Stress the have lived for such a long time. importance of focusing their attention on the information Write between 30 and 45 words. given before and after each space. Also, you may advise students to carefully read the four options given to complete Invite students to read the instructions carefully to complete each gap before they make any decisions. this part of the test. Confirm students’ understanding of the activity by asking questions, reminding them to include all Allow some minutes for the completion of the ten the aspects involved when describing their speculations/ statements so that students feel they are doing a careful guesses about the lifestyle of this woman’s personality traits learning activity and not simply rushing to get to the last and healthy lifestyle. one. The purpose of this reading test is to complete the text of a newspaper article with the best option. Go around the Remind students that to describe the lifestyle of a person, classroom and check if they still have any difficulties with they can think of healthy and unhealthy habits. Suggest they any of the questions. use blank paper sheets on which they should brainstorm their ideas and organize the descriptive details they want Strategy: Focusing attention on grammar patterns and to include. Suggest they double check their final drafts for context clues spelling mistakes, word choice, and grammar and tenses. Strategy: Brainstorming and organizing descriptive details 34 U2_VP5IngGuideCol2012.indd 34 3/23/16 11:32 AM 3 UNIT Skills CEF Standards Indicators Can understand the ¾¾ Understands the main points of a radio Comprehension main points of clear program that talks about a well-known What Lies Within Us standard input on celebrity. Listening familiar matters regularly encountered in contexts such as work, school and leisure activities. Comprehension Can understand texts ¾¾ Understands the principal ideas of a short Reading that consist of mainly biography. high frequency words ¾¾ Analyzes a biography’s organizational associated with familiar pattern. topics. Can deal with most ¾¾ Describes and talks about how his/her Interaction situations likely to personality has changed over the years. arise while traveling or ¾¾ Talks about how she/he deals with her/his Oral in familiar situations feelings and emotions. pertinent to everyday ¾¾ Uses idiomatic expressions to comment on life or of personal personal experiences, feelings and emotions. interest. Expression Can narrate experiences ¾¾ Narrates important facts and anecdotal and events, giving information about a famous person. Oral brief reasons and ¾¾ Describes a famous person’s life explanations. achievements. Expression Can produce simple, ¾¾ Writes a blog about a famous person. Written connected texts on ¾¾ Uses a graphic organizer to write a topics which are familiar biography. or of personal interest. 35 U3_VP5IngGuideCol2012.indd 35 3/23/16 11:40 AM 3 UNIT uu General Objective You will be able to describe people’s characters, feelings and emotions. uu Communication Goals You will learn how to What Lies Within Us uu • talk about people’s characters and personalities. • express feelings, attitudes, and mood. • describe events in the life of famous people. CLIL • Character and Personality • Feelings and Emotions Vocabulary • Descriptors of character and personality • Words related to feelings and emotions Grammar • Phrasal verbs • Gerunds and infinitives • Prefixes and suffixes uu Idioms and Colloquial Expressions • Grin from ear to ear • Head over heels in love • Make your blood boil • Your heart sinks uu Project A Personal Blog You will design a personal blog to show and share your feelings about someone’s personality and key life events. Discuss: • What do you like about your personality and character? What don’t you like? • What do you like about the personality and character of other people? What don’t you like? • Is it easy or difficult for you to express your feelings and emotions? VP5 U3.indd 35 19/05/2016 02:52:03 p.m. Lesson  1 Character and Personality Traits 1. Look at the pictures. What do you know about this artist? Name Nickname Age Personality Paulina Rubio La Chica Dorada Answers may vary. 2. Listen to the conversation and check the correct options. What is true about Paulina Rubio? a. She is from . Spain Mexico Miami b. She has a personality. friendly shy vain c. She has been a successful . model singer writer 3. Listen again and circle the best option to complete the statements. a. Well, I’ll go for the female singer. • on • for • with b. She looked after her friend’s baby for a whole weekend! • after • into • for c. She draws on her talent to make all her projects a success. • up • in • on in Listening Strategy d. Her various businesses have brought thousands of dollars. • up • on • in Read the statements and the given options before listening e. She even turned down a proposal to play the lead role in a film. to predict what you will hear. • down • out • away 4. Read and discover the character and personality traits for each sign. Use the Word Bank. Then, listen to the second part of the radio show and confirm. Libra personality traits Virgo personality traits • They get on well with people. sociable • You can trust them. reliable (h) • They use common sense. sensible • They look into things deeply. analytical (a) (i) • They’re proud and expect admiration. vain • They don’t make decisions easily. indecisive (j) (b) • They do not accept delay calmly. impatient (c) • They don’t think they are better than others. humble (k) Leo Pisces • They eagerly want wealth and fame. ambicious (d) • They become angry or upset easily. sensitive (l) • You never know what they are going to do. unpredictable • They tend to hold back their feelings. reserved (m) (e) • They love to find out people’s private • They don’t care about the consequences of irresponsible (n) information. curious (f) their actions. • They hate to lose. competitive (g) Vocabulary Strategy Word Bank Pay attention to the prefixes • ambitious • humble • irresponsible • sensible • curious added at the beginning of a • analytical • impatient • reliable • sensitive • unpredictable word. Im-, In-, Ir-, and Un-, • competitive • indecisive • reserved • sociable • vain are prefixes which mean NOT. Impatient = not patient 36 VP5 U3.indd 36 19/04/2016 12:26:06 p.m. Lesson  1 Character and Personality Traits Planning Learning Goals Indicators Key Vocabulary and Structures Strategies This lesson will ¾¾ Describes and talks Vocabulary ¾¾ Using prior knowledge enable learners to about people’s ambitious, analytical, competitive, humble, to predict information describe people’s characters and impatient, indecisive, irresponsible, before listening characters and personality traits. reliable, reserved, sensible, sensitive, ¾¾ Paying attention to personality traits. ¾¾ Uses prefixes to figure sociable, curious, unpredictable, vain prefixes of a word out the meaning of Structures adjectives. Phrasal verbs Prefixes Play the audio and have students compare their answers in WARM UP (books closed)  pairs. After that, invite them to explain the meaning of the Hangman phrasal verbs in their own words. Prepare the names of some famous people or movie characters. Write on the board lines for each of the letters of PRESENTATION 2 their first and last names. Give students some clues as they call out letters to discover who the person is. 4. Read and discover the character and personality traits for each sign. Use the Word Bank. Then, Person Clue listen to the second part of the radio show and confirm.  Track 24 Harry Potter magical, can do magic Contextualize the exercise by discussing with students the Lionel Messi talented, can play soccer use of the astrological signs to describe personalities. Invite better than most people. students to say all the zodiac signs in English. Write on the Batman mysterious, can fly board: Aries= /ˈeəriːz / Leo= /ˈliːəʊ/ PRESENTATION 1 Aquarius= /əˈkweəriəs/ Virgo= /vɝgəʊ/ Pisces= /ˈpaɪsiːz/ Libra= /ˈli:brə/ 1. Look at the pictures. What do you know about Taurus= /ˈtɔːrəs/ Scorpio= /ˈskɔrpiəʊ/ this artist?  Gemini= /ˈdʒemənaɪ/ Sagittarius= /ˌsædʒəˈteəriəs/ Direct students’ attention to the pictures of Paulina Rubio. Cancer= /ˈkænsər/ Capricorn= /ˈkæprɪkɔrn/ Encourage volunteers to give information about the artist. Then, ask them to complete the chart. Then ask: What’s your zodiac sign? Have students provide a 2. Listen to the conversation and check the correct typical personality trait of each sign. options.  Track 22 What are Leos like? Are they brave? Encourage and accept Call on a volunteer to read the Listening Strategy. any answer. Have them say their option using the phrasal verb, “go for.” After that, direct students’ attention to the exercise and have Ask: Where do you think she’s from? I’ll go for Spain. Play the a volunteer read the example. Then, go over the Word Bank audio for students to confirm their answers. with the students. Point out the Vocabulary Strategy. Invite students to identify and underline all the words containing 3. Listen again and circle the best option to these prefixes. complete the statements.  Track 23 Once students are familiar with the vocabulary, have them Invite students to focus their attention on the possible verb read and complete the chart. Remind students to use all the - particle combinations as students go over the statements clues the context provides (prefixes, synonyms, associations). and the possible answers. Then, play the audio so they can confirm their answers. 36 U3_VP5IngGuideCol2012.indd 36 8/10/16 14:37 EXTRA IDEAS  7. Fill in the gaps with the correct form of the phrasal verbs from exercise 5. Then, describe Personalize each person’s character using the words from Have students give some personality characteristics of their the Word Bank in exercise 4.  Track 25 own signs. Encourage them to use the vocabulary from the exercise. With this exercise you can check students’ understanding and use of the lesson’s vocabulary. • Challenge students to create a similar radio program Make sure students look at the pictures and read the where they talk about the other signs of the zodiac. Have complete sentences to understand the context. Go over students listen again and focus their attention on the example (a) and (e) with students. Have them look at the expressions used in the show to describe the signs: picture and find an adjective to describe Sam’s behavior, Virgos are… / A Virgo is… / They can be … or based on John’s picture and description, have them complete sentence (e) with the correct phrasal verb. Another characteristic they have is that they’re … Ask students to write the correct adjective under each of They tend to be … the pictures. After students finish, have them compare their answers with a partner's. Encourage students to read the PRACTICE complete sentences and role play each dialog. Call on some 5. Match the phrasal verbs with their meanings.  volunteers to perform them to check pronunciation. To expand on pronunciation, direct students' attention to the Pronunciation box. Explain to them that they will listen to • Explain that the students should match each phrasal some sentences which they need to complete using a phrasal verb with its definition. Refer students to the Grammar verb. After students have complete the exercise, invite them box. Clarify that the particle changes the meaning of the to reflect on the emphasis that is given to the particle in verb. Have students identify the verb (in blue) and the contrast to the common pronunciation of prepositions. Give particle (in green). Explain that the particle can be an some more examples for students to contrast: adverb or a preposition. This is for Sam (no emphasis) Provide more examples with the verb look: I’ll go for Sam. (emphasis) Look at /look up /look down /look back/look away. The box is on the table. (no emphasis) I get on well with all my classmates. (emphasis) Indicate the different meanings by using body language. • Encourage students to go back through the lesson and APPLICATION identify examples with these phrasal verbs, e.g. Paulina 8. Think of your own character and personality. Rubio looked after her friend’s baby for a whole Has it changed over the years? How? Discuss weekend. with a partner.  6. Form the opposite of the following words by Give students enough time to prepare their answers. using the appropriate prefix: Im-, In-, Ir-, and Un-.  Encourage them to use the new vocabulary and to work with different partners. When students finish, have them report interesting information about their partners. Ask: What did Have students close their books and remember the words you learn from your partners? What do you have in common? containing the prefixes Im-, In-, Ir-, and Un-. Invite a volunteer to provide an explanation for the prefixes. After that, refer students to the exercise and have them come up  Project Stage 1   with the opposites. Invite students to check their answers Encourage students to discover if anyone has the same in pairs. favorite famous person. This project will help them share some of their preferences with people who share similar EXTRA IDEAS  interests. • Challenge students to remember or identify common Give students some important advice about using the web: suffixes used in adjective formation: Double check information, don’t copy and paste, quote the -able / -ous /-ive / -ible/able source they use. • Ask them to provide examples from the lesson. Students should write a description using adjectives to describe character and personality. Remind students to investigate about important events in this person’s life for the next class. 37 U3_VP5IngGuideCol2012.indd 37 8/10/16 16:14 Grammar and Vocabulary 5. Match the phrasal verbs with their meanings. 6. Form the opposite of the following words by a. bring in c have a good relation with using the appropriate prefix: Im-, In-, Ir-, and Un-. b. find out d choose c. get on b discover a. In sensitive c. Un happy d. go for a earn money e. hold back g investigate In tolerant Un reliable f. look after e not to show how you feel h b. Im mature d. Ir rational g. look into reject h. turn down f take care of somebody Im polite Ir resistible i. draw on i make use of something Reflect on Grammar Phrasal Verbs Phrasal verbs are verb-particle combinations. The particle gives a special meaning to the verb. • She looks after her baby. (Meaning: to take care of somebody/something) • They look into things deeply. (Meaning: to investigate) 7. Fill in the gaps with the correct form of the phrasal verbs from exercise 5. Then, describe each person’s character using the words from the Word Bank in exercise 4. a. A: Which dessert does Sam want, the bitter or the sweet one? B: Better ask him. You never know which option Sam will go for . b. A: Who can look after the baby while we go out? B: Mary. She is a great nanny and I trust her. Mary is reliable . c. A: Is Tom in Hollywood now? B: Sure! He loves that movie project. It’ll bring in a thousand dollars a week. Sam is indecisive . John is impatient . d. A: Who solved the last crime case? Was it Catherine Willows? B: Yes, she examined the evidence until she found out who committed the crime. e. A: What has made John so anxious? B: Well, his girlfriend holds back her feelings towards him. Tom is ambitious . Cath is analytical . 8. Think of your own character and personality. Pronunciation Has it changed over the years? In phrasal verbs, the particle is emphasized. How? Discuss with a partner. Listen and complete. Then practice. a. Actors often draw on their own life experiences. In the past, b. I get on well with my school friends. I was very shy. Now, c. The police will look into the bank robbery. I get on with people d. People shouldn’t hold back their feelings. very well. I’m a e. Mom has turned down a job offer abroad. sociable person. Project  Stage 1 • In pairs, choose a famous person from the world of sports, fashion, TV, movies, arts, or music. • Look for information about this person on the Internet. (E.g. date of birth, zodiac sign, etc.) • Write a description of his/her character and personality. 37 VP5 U3.indd 37 23/03/2016 08:30:32 a.m. Lesson  2 Posting Your Feelings and Emotions 1. Take the test and then complete the grammar chart below. How do you deal with your Emotions? a. When you have bad grades at school, you consider… d. When you get shocking news, it makes you… 1. ignoring the issue. 1. take a deep breath and do nothing. 2. studying harder to get better grades. 2. talk to somebody to see what can be done. 3. complaining to your teachers. 3. cry a lot and feel extremely upset. Answers may b. When you have a problem, you prefer… vary. e. When your friends have a problem, you let them… 1. to deal with it by yourself without telling 1. talk and release their pain. But you don’t really anybody. listen to them. 2. looking for your best friend to get some advice. 2. explain the problem. Then, you give them some 3. to tell everyone so you feel people care advice. about you. 3. get desperate and create a drama. You don’t feel you can comfort them. c. When your parents don’t let you go out at night, you f. When your best friend is embarrassed, you… tend to… 1. try not to help him/her feel better. 1. be hopeless at trying to convince them. 2. do your best to help him/her feel better. 2. become interested in doing something fun 3. feel embarrassed that you can´t help him/her at all. at home. 3. be doubtful about being obedient. Scoring System: Answers No. 1 = 2 points; Answers No. 2 = 4 points; Answers No. 3 = 6 points. Your score: 2-12: You never express your feelings; you hold them back and try to forget them. 13-24: You react in a measured way and you can express your emotions calmly and easily. 25-36: You tend to overreact and lose your temper. Sometimes you want to find a person to blame. You should avoid the instinctive reaction that makes you lose control. Reflect on Grammar Gerunds and Infinitives Some words, verbs and prepositions are followed by a specific form of another verb. Read, complete, and check : ... you consider studying harder to get better ... you prefer to deal with it by yourself. grades. ... you prefer looking for your best friend. The verb consider is followed by: The verb prefer is followed by: a. Gerund (-ing) b. Infinitive (to…) a. Gerund (-ing) b. Infinitive (to…) ... hopeless at trying to convince them. ... shocking news makes you take a deep breath. ... interested in doing something fun. ... you let them talk and release your pain. ... doubtful about being obedient. ... try not to help him feel better. Prepositions are followed by: Verbs make/let/help are followed by the object and: a. Gerund (-ing) b. Infinitive (to…) a. Infinitive with to b. Infinitive without to 38 VP5 U3.indd 38 19/04/2016 10:36:24 a.m. Lesson  2 Posting Your Feelings and Emotions Planning Learning Goals Indicators Key Vocabulary and Structures Strategies This lesson will ¾¾ Narrates important events in Vocabulary ¾¾ Turning nouns into enable learners to the life of a famous person. annoyed, disappointed, doubtful, adjectives by adding describe people’s ¾¾ Describes this person’s excited, hopeless, interested, a suffix at the end of life events and emotions and relates them to pleased, resistant, skeptical words emotions. a specific circumstance. Structures Gerunds and infinitives WARM UP (books closed)  PRESENTATION 1 Invite students to brainstorm the names of different 1. Take the test and then complete the grammar emotions and feelings. Give them some examples and chart below.  continue eliciting information. Write their contributions on Give students some time to skim the text in order to discover one side of the board. what kind of text it is (a psychological test). Then, draw, photocopy or project some of these faces Go over the question, How do you deal with your emotions? (emoticons) on the board, and invite students to identify the Explain to students that deal means to manage, or to control feeling. their emotions. Invite students to take the test and go around the classroom providing help with difficult vocabulary. After students score themselves, have them compare their answers in groups of three. Encourage them to change the pronoun you for I. To share answers, ask students to report some interesting similarities or differences among them. Now, focus on the correct form of the verbs in bold. Draw students’ attention to the grammar box and refer them back to the test to complete the spaces with the appropriate verb form. Have students match the image to the words they have previously said. There are many possibilities. Go over their Go over the responses as a class. pronunciation. Possible words: EXTRA IDEAS  Have students close their books. Draw a Venn diagram on embarrassed, disappointed, upset the board and challenge them to run to the board to group surprised, afraid, pleased, proud, satisfied the verbs they remember. shocked, relieved, thoughtful, sleepy You might like to use the vocabulary from exercise 4 as a way to pre–teach these words. Once students have finished, invite them to explain the situations when they feel these emotions. Provide an example: I always feel afraid when I see a spider. 38 U3_VP5IngGuideCol2012.indd 38 3/23/16 11:40 AM PRACTICE 4. How do people react? Read the bloggers’ entries and write the way they feel. Use the Word Bank.  2. Classify the verbs in the Word Bank into the appropriate categories.  Invite students to continue reading the blog. Tell them that Invite a volunteer to read the instructions. Remind students they will read the comments or entries and then should that using a chart or visual organizers helps learners improve analyze each person’s reaction to the blog about Paris Hilton. their recall of words. Remind students to use the words from the Word Bank and Give students time to classify, and then invite them to refer them to the Vocabulary Strategy. Encourage them to compare their answers with a partner's. provide more examples with the suffixes –ful, and -less. 3. Read the news posted in this personal blog. Fill careful - careless helpful - helpless in the gaps with the correct form of the verbs in powerful - powerless parentheses. Then, listen and check.  • Go over the answers as a class and appoint some Track 26 students to explain the reasons for their choices. Direct students’ attention to the blog and have them identify the principal features of blogs (posts, comments, photos, and links).  Project Stage 2    Ask students to look at the picture and identify the famous • Choose one important event in which your famous character. Elicit from the class some of her personal person was the protagonist. information. Remind students to narrate or describe the events in their Then, invite students to read the title (Paris Hilton and own words. Have them go over their ideas to check the her productive career). Encourage them to scan the blog different verb combinations they made. to find out about important events that have made her career productive. Have students underline the two most • Write a description of his/her feelings and emotions important ones. related to the event. Next, have students read carefully and complete the Challenge students to use the vocabulary they learned in sentences using the correct form of the verbs. class. Refer them to the Vocabulary Strategy box and clarify that • Write your own feelings, emotions, and reactions about there are different combinations, depending on the first both the famous person and the event. verb used. They can find these verbs in reference materials Emphasize that the idea is for them to use the grammar and such as grammar books, dictionaries and the sort. the vocabulary from lessons 1 and 2. Ask them to check their answers with a partner's. Finally, play the audio for pairs to confirm their responses. EXTRA IDEAS  Organize a contest. Divide the class into two groups. Prepare a list of adjectives with their corresponding antonyms and synonyms. Select a student from each group. Give them both a marker. Shout out a word and the instructions for the two students to run to the board and write a synonym or antonym of the word. Teacher: hopeless Student1: antonym - hopeful Teacher: patient Student 2: antonym - impatient 39 U3_VP5IngGuideCol2012.indd 39 8/10/16 14:40 Grammar and Vocabulary 2. Classify the verbs in the Word Bank into the appropriate categories. Word Bank Verbs followed by Verbs followed by Verbs followed by • continue • avoid • seem Gerunds Infinitives Gerunds or Infinitives avoid seem continue • decide • intend • start keep decide start • hope • keep • enjoy enjoy hope intend Vocabulary Strategy 3. Read the news posted in this personal blog. Fill in the gaps with the Use grammar books, dictionaries, or correct form of the verbs in parentheses. Then, listen and check. the Internet as sources of reference. Paris Hilton and her productive career People may be tired of hearing news about Paris Hilton, but her professional success seems to be (be) improving. She has never avoided talking (a. talk) about her many products and she has even admitted working hard on each project: “I decided to get (b. get) involved in my various businesses and products and I’ll continue to do (c. do) so”. She also claims that her many stores, perfumes, and product lines have helped her earn (d. earn) over $1billion in revenue for the last 8 years. She has plans to keep growing (e. grow): “I intend to open (f. open) a new Beach Club Chain in the USA and I’ll also start producing (g. produce) a new album which I hope to have (h. have) ready next year”. Posted: 24 hours ago 37 Comments Showing 3 comments Mike Smith Dallas, Texas 6 hours ago I find it hard to believe that Paris has managed to earn so much money. She may need help with her math. Kuljangilovy Milano, Italy 10 hours ago DJJP Cancun, Mexico 17 hours ago Wow!! A beach club chain in the USA! Can she open I cannot imagine another album. What a nightmare! one here in Italy? It’d be great!! 4. How do people react? Read the bloggers’ entries and write the way they feel. Use the Word Bank. Word Bank Mike Smith Kuljangilovy DJJP • annoyed • interested doubtful excited annoyed • disappointed • pleased • doubtful • resistant skeptical interested hopeless • excited • skeptical resistant pleased disappointed • hopeless Project  Stage 2 • Choose one important event in which your famous person was the protagonist. Vocabulary Strategy • Write a description of his/her feelings and emotions related to Make nouns into adjectives by adding a suffix at the the event. end of a word: • Write your own feelings, emotions, and reactions about both Doubtful: full of doubt; Hopeful: full of hope. the famous person and the event. Doubtless: without doubt; Hopeless: without hope. 39 VP5 U3.indd 39 23/03/2016 08:30:35 a.m. Lesson  3 People’s Highlights 1. How much do you know about this celebrity? Complete the chart. Quick Facts Name: Occupation: Place of birth: Answers may Date of Birth: vary. Zodiac sign: Personality: Famous for: 2. Have a quick look at the text below and find examples of words made with the suffixes: –er, –or, and –ist. suffix base word new word – ist - turntable - turntablist - act - actor Vocabulary Strategy – or - administration - administrator Transform base words into nouns - teenage - teenager about people by adding any of - produce - producer these suffixes: –er, –or, and –ist. – er - sing - singer - own - owner hT e Fresh Prince: A Charming Star Willard Christopher Smith Jr. is a successful actor, pro ther was a sch oo l adm inis du tra cer tor , and and sin ger . He wa s born in 1968 and raised in his father was the owner of Philadelphia, a refrigeration company. been a fun, sociable person . Pennsylvania, USA. His mo rte en. 1. c Ho we ver, he has generally always e a tee nag er, he was thi As His parents separated when , The Fresh Prince. 2. rs and sch oo l frie nds gave him the nickname t who was great at beat That is why his schoo l tea che ldh oo d frie nd , “DJ Jazzy Jeff ”, a turntablis rapper in duo wit h his chi which they were he started performing as a 8, the y wo n the firs t rap category Grammy award, hip-hop music. In 198 mixing when playing their really excited about! for an artistic career and , bu t aft er hig h school he decided to go t with excelle nt gra des role in the TV show, Will was a very good studen 199 0, he bec am e a small screen star with his study engineeri ng . In ent, and energetic turn down a scholarship to itiv e as he is, Wi ll Smith has drawn on his tal As ambitious and com pet s. He has starred in The Fresh Prince of Bel-Air. l act ing car eer wh ich has brought in millions of dollar b . to build a successfu utation as a film star. 4. and charming personality e ear ned him a gre at rep 3. a His movies hav various blockbuster films. his co-star in The Pursuit of . 5. d His second child, Jaden, was a Smith has a very hap py fam ily life ghter in I Am Legend. He is ng est chi ld, Wi llow Ca mille, appeared as his dau e his Happiness, and his you to tak and he even finds the time ing par ent and hu sba nd who looks after his family, pla yin g che ss and lov he loves r on vac ati on eve ry yea r. People have heard him say mothe and children. 40 video games with his wife VP5 U3.indd 40 19/04/2016 10:40:09 a.m. Lesson  3 People’s Highlights Planning Key Vocabulary Learning Goals Indicators Strategies and Structures This lesson will ¾¾ Understands word formation and use Vocabulary ¾¾ Transforming base enable learners of suffixes. charming, successful, words into nouns by to identify key ¾¾ Identifies how biographies are typically producer, administrator, adding suffixes elements and organized. sociable, rapper, ¾¾ Using context clues synthesize turntablist, ambitious, to locate extra ¾¾ Synthesizes information from a information in order competitive, energetic sentences biography, identifying the key content. to write a biography. ¾¾ Writes a synopsis based on information collected. -After that, tell them the correct answers and select a WARM UP (books closed)  winner. Continue with the same procedure for each of the Have students relate occupations to typical personalities. items in the table. Add the points each team earned and Divide the class into two groups. Give a marker to each select a winning group. group. Tell students, a volunteer from each group will race to the board and write an occupation and a personality 2. Have a quick look at the text below and find characteristic of that occupation. examples of words made with the suffixes: –er, Comedian- funny –or, and –ist.  Soccer player - strong, agile Refer students to the Vocabulary Strategy box. Software designer – brainy Invite them to skim the text to identify words made with Model- vain the suffixes to form occupations. Allow enough time for Tolerant, patient – teacher students to complete the chart. Rational, analytical – scientist Competitive – sportsperson You might want to encourage students to use their dictionaries to work out the base forms of the words. Pre-Reading Remind them that dictionaries will provide an entry word 1. How much do you know about this celebrity? (base word) and under the same entry, some information of the most common suffixes and prefixes will be mentioned. Complete the chart.  Show a picture of this actor, but do not ask students to open Finally, ask them to compare their answers in pairs. their books. Play a game. Copy the chart on the board and call on volunteers to say the actor’s name. Tell students to complete the chart as quickly as they can. Make groups of 3 or 4 and select a student from each group to call out an answer. Have them write their answers on the board. First and last names: students should know how to spell his name correctly. Occupation: (ask students to mention at least two) Date and Place of birth: As dates are difficult to remember, encourage students to guess and the closest date and year to the real one wins. Personality: ask students to mention at least two adjectives. Famous for: ask students to mention at least two events which the person is famous for. 40 U3_VP5IngGuideCol2012.indd 40 3/23/16 11:40 AM 3. These five sentences have been taken from the Invite students to find expressions and phrases that can help text. Read the text again and use content clues them introduce and describe some of the typical elements to place them in the right gap. Then, listen and of biographies. check.  Track 27 When they finish, have students interchange their Call students’ attention to the Reading Strategy. biographies to do some peer correction. Ask them to give advice on content. Write on the board the following Remind them that based on the given information, they questions in order to guide students in their opinions or need to use context clues to find the correct place for each comments: sentence. Have them read sentences (a-e) and clarify their meaning. Once students have solved the exercise, ask them -Is it interesting to read? to discuss their answers in pairs. Additionally, you can play -Does it provide different kinds of information like anecdotal the audio so they can confirm their responses. and factual? -Is it objective? 4. Make a synopsis of the text by identifying the key content. Find at least two examples for each  Project Stage 3   group.  Brainstorm ideas about the purpose of this biography. Ask • Continue reading about your celebrity and write a students to identify its common elements and organizational short biography. patterns before looking at the chart and the strategy. • Invite students to revise the information that they Tell students that to make a synopsis they should focus on previously added in their project biography. what is important. Clarify that factual information refers • Encourage students to use a graphic organizer like to all information that has been verified and accepted as the one presented here to organize the information true. Anecdotal refers to information that is based on casual observations or rumors. Key events are the most important they collected about their famous person (in case the events in a person’s life. Achievements refer to actions that biography written in the writing section is not the same are the result of ability, hard work, or heroism. for the project). Encourage students to use their own words. • Organize the information previously written and the recordings and pictures you collected to create and After students have finished, invite them to get into pairs design your personal blog. and compare their notes. Call on some volunteers to read out and justify their answers. Challenge them to defend You might like to show students a blog that has the their responses. characteristics you want them to include. Encourage 5. Write a short biography about a famous person.  the tech-savvy students in your class to help the other students. Direct students’ attention to the outline. Have them read all • Upload all the information and create an attractive the instructions. Then, ask a volunteer to read the Writing design using the texts, pictures, and videos. Strategy out loud. Remind students that a biography Tell students go to the lab and visit some of their should be well-balanced, accurate and entertaining. Write partners’ blogs and leave comments on their work. these questions on the board to explore their choices more critically. Why is this person famous? What did/does this person do to become famous?  How has this person made an impact on the lives of others? 41 U3_VP5IngGuideCol2012.indd 41 8/10/16 14:41 Reading and Writing 3. These five sentences have been taken from the text. Read the text again and use content clues to place them in the right gap. Then, listen and check. a. These include Independence Day, Men in Black, and I Robot. b. His achievements include awards and nominations for being an outstanding actor, producer, and rapper. Reading Strategy c. He felt gloomy and depressed in those days. Look at the sentences that are d. He has been married twice and has three children. inmediately before and after an e. It later became his stage name. idea to infer missing information. 4. Make a synopsis of the text by identifying the key content. Find at least two examples for each group. Factual information Anecdotal information Key events in life a. Will was born in 1968 and raised in a. His school teachers and school friends gave a. His parents separated when he was Philadelphia, Pennsylvania, USA. him the nickname, The Fresh Prince. thirteen. b. His mother was a school administrator and his b. As a teenager, he started performing as a rapper b. After high school he decided to go for an ar- father was the owner of a refrigeration company. in duo with his childhood friend, DJ Jazzy Jeff. tistic career and turned down a scholarship. Main professional achievements Character and personality Private family life a. In 1988, they won the first rap category Grammy a. He has generally always been a fun and a. He has been married twice and has three children. award. sociable person. b. In 1990, he became a small screen star with his role b. He is an ambitious and competitive person. b. He loves playing chess and video games with his in the TV show, The Fresh prince of Bel-Air. wife and children. 5. Write a short biography about a famous person. (Title) Writing Strategy (1st Paragraph: Introduction and early life): How to write a biography - Organize the paragraphs by Topics (See the given layout). Answers - For each paragraph/topic, may vary. include both factual and (2nd Paragraph: Professional career): interesting Anecdotal information. - Use third-person point of view by using the pronouns he or she. - Include descriptions of his/her (3rd Paragraph: Private family life): character and personality. - Write about the key events in the person’s life in order and mention his/her feelings or reactions toward them. Project  Stage 3 • Continue reading about your celebrity and write a short biography. • Organize the information previously written and the recordings and pictures you collected to create and design your personal blog. • Upload all the information and create an attractive design using the texts, pictures, and videos. 41 VP5 U3.indd 41 23/03/2016 08:30:38 a.m. Lesson  4 Grinning From Ear to Ear 1. Listen and complete the expressions in bold using the Word Bank. Then, match them with their meaning. Word a. My wife and I met in 2001 and we fell head over heels in love! 1. feeling angry Bank d b. Adam was grinning from ear to ear . He passed the final test. a 2. feeling in love • head c. My heart sank when my parents got divorced last year. b 3. feeling happy • ear d. It made my blood boil when Jim’s boss yelled at him. 4. feeling sad • blood c • heart 2. Use the previous idiomatic Listening Strategy expressions in the situations below. Pay attention to the speakers’ tone of voice to interpret their feelings. Natalie Portman was Many people’s grinning from ear to ear (a) heart sank (c) when she won her Oscar Award when they heard that Michael for best Actress in “Black Swan” Jackson had died. Prince William and Kate It made my blood boil (d) fell heart over heels (b) when my neighbors are noisy and for each other when they were I am trying to have a good night’s college students in England. sleep. 3. Talk to a partner about situations in which your feelings and reactions come to play an important role. Someone’s cell What makes phone ringing when I your blood boil? watching a movie at the cinema makes my blood boil. Have you ever Sure! grinned from Once, I was… ear to ear? Speaking Strategy Use an appropriate tone of Reflect on Values voice and gestures to convey Always Sometimes Never your feelings and emotions ¾¾ I respect people’s characters and when holding a conversation. personalities. ¾¾ I am tolerant of people’s feelings and emotions. Gap Activity ¾¾ I avoid overreacting and hurting Student A goes to page 88. people’s feelings. Student B goes to page 91. 42 VP5 U3.indd 42 19/04/2016 10:42:20 a.m. Lesson  4 Grinning From Ear to Ear Planning Learning Goals Indicators Key Vocabulary and Structures Strategies This lesson will ¾¾ Uses idiomatic expressions Vocabulary ¾¾ Paying attention to enable learners to talk about emotions. Grin from ear to ear speakers’ tone of voice to to communicate ¾¾ Associates words and Head over heels in love interpret their feelings using idioms. expressions with a Make your blood boil ¾¾ Using an appropriate tone particular context. Your heart sinks of voice and gestures to convey emotions Direct students’ attention to the exercise. They should read PRESENTATION the complete sentence before filling it in. Remind them to 1. Listen and complete the expressions in bold use the verbs in the correct form. using the Word Bank. Then, match them with Finally, correct the answers as a class and monitor students’ their meaning.  Track 28 tone and pronunciation. Go over the words in the Word Bank and model the correct pronunciation. Then, play the audio for students in order APPLICATION to fill in the gaps. After that, invite students to match the idiom with the definition. Have them compare their answers 3. Talk to a partner about situations in which in pairs. Continue the pronunciation practice by asking your feelings and reactions come to play an students to read the sentences out loud and/or repeat after important role.  the audio. Refer students to the Listening Strategy box. Refer students to the Speaking Strategy. Have them Clarify that they should express the correct emotion from demonstrate what kind of body language would be perfect each idiom and sentence, using appropriate tone and body when saying the idiom. Call on some volunteers and have language. them compare their gestures just for fun. Invite students to read the examples and ask them PRACTICE to personalize the idioms by talking about personal 2. Use the previous idiomatic expressions in the experiences. Encourage students to provide more situations below.  information by explaining the reasons and giving concrete Write the complete expressions on the board for students to examples. recognize and identify the different parts of the idioms such as verbs and nouns:  Gap Activity   to fall / to be / to feel head over heels in love Invite students to get into pairs. Assign roles A and B. Explain to grin from ear to ear that the pairs will have to share information in order to to make someone’s blood boil complete a dialog between a journalist and a famous singer. someone’s heart sinks when... Remind students to read the complete interview and decide Explain that someone should be replaced by a possessive what kind of information they already have and what kind reference. Provide some examples: they need to get. His heart sank when he saw the results of his driving test. The student’s heart sank when he saw his math grade.  Reflect on Values    Have some volunteers identify the verbs: grin /make/sink /to Establish a nice supportive atmosphere to talk about values. be or fall or feel Invite students to express their ideas freely in an open class or in small groups. 42 U3_VP5IngGuideCol2012.indd 42 8/10/16 14:44 Share Your Project  1. Discuss your experience.    3. Give your Presentation.   Assign some time to answer the questions. Encourage If possible, invite students to show their blog online if students to give concrete examples based on their project there is Internet connection. If it is not possible, follow experience. Invite them to share their answers in groups. the procedure for PowerPoint presentations. Arrange all Challenge students to use the vocabulary they learned equipment and materials beforehand. Make sure to leave a throughout the lesson. Draw conclusions and tell students comment on each person’s blog. Do not use the comment to to believe in their work and present it neatly. grade the student. Instead, make a genuine comment about the content and the emotions it produces in you as a reader.  2. Listen and read. Then, answer the questions.   Ask a volunteer to read the Useful Expressions box to the Track 29 class. Go over the pronunciation of the phrases and encourage You might like to use this section to clear up any doubts students to use the appropriate body language. To remind and introduce students to the project of the unit. Ask some students of some important recommendations for preliminary questions to introduce the topic and invite presenting their blog, have some volunteers read the tips students to speculate a little about the content. Also advise presented in the Give your Presentation box. them to have a clear purpose for the reading. - While reading, invite them to have the questions below the text in mind. After reading, invite them to summarize the principal ideas. Encourage students to give complete answers. -You might want to check the pronunciation as you ask volunteers to read out loud. 43 U3_VP5IngGuideCol2012.indd 43 8/10/16 14:47 RealReal Communication Communication Share Your Project 1. Discuss your experience. a. How did you feel working on this project by yourself? b. What traits of your personality helped you to successfully work on the project? Answers c. What traits of your personality and character did not help? may vary. d. What did you like the most about your Personal Blog? 2. Listen and read. Then, answer the questions. A blog is a personal website published on the World Wide Web. It can include a range of sections and contents. It is usually designed by an individual to show his/her main interests, likes, dislikes, feelings, or opinions about different topics and events. It might also include descriptions of his/her personal life as well as accounts of the life of famous people who are of interest to the blog owner. The texts on a blog are called “entries”, “blog posts” or “posts”. The person who creates the blog is called a “blogger” and the act of posting texts, maintaining the blog, and updating the information is called “blogging”. A blog can also include pictures, videos, hypertexts, and even links to other web pages or websites. This makes a blog an interactive tool where visitors can explore its content and leave their comments. Bloggers usually react to the blog posts and expect responses from other visitors. This interactivity distinguishes a blog from other static websites. Thus, blogging is a type of social networking where bloggers can build up social relationships and make new friends. Answer: • What are the characteristics of a blog? • What’s the difference between “blogging”, “blogger” and “blog posts”? • What makes blogs interactive? Give your Presentation • Give a presentation of your personal blog. Useful Expressions • Use power point slides showing screenshots of the blog you • This is my Personal Blog. You can find it on the have created. Internet at http//name. … • Show the main content of your blog and read the biography • Here you will find the following sections/ you’ve written about the famous person you selected. content… • Invite your teacher and classmates to visit your blog and make • The famous person I selected is… constructive comments. • I wrote a biography entitled: … 43 VP5 U3.indd 43 19/04/2016 10:51:54 a.m. Comic Read and listen. The Moody Bracelets Hey, I’ve decided to sell mood Wow! You see! It bracelets. I’m sure I’m gonna Don’t you believe me? Why started shining make a fortune with this! don’t you try one? Which red! It’s amazing! one would you go for? Huh! Sure! This new Well, I’m sure none What does business will bring in of these really work. that mean? thousands of dollars! But, let’s try this one. It means you secretly Not at all. These mood bracelets love somebody. No, I think this are defective. I’m grinning from bracelet is broken. Let’s try another one. ear to ear these days! I hope that this one will work properly. Huh, precisely now that I’m jobless. He can’t find out that I’ve Look! It’s flashing yellow. It fallen head over heels in means you are impatient or love with his sister! maybe very sad these days! Gee! It’s glowing kind Ahh! Sure! Is there a of black and gray. bracelet for feeling OK. Let’s see what That means you have skeptical and tricked? happens with the Not really. But, to pay me! last one. You’re really OK, let’s see. curious, right? 44 VP5 U3.indd 44 23/03/2016 08:30:42 a.m. Comic The Moody Bracelets WARM UP (books closed)  Post –Reading Invite students to go over the comic again and to do the Go around the class asking students to show you the following exercises: bracelets, rings or necklaces they are wearing or usually wear. Ask them why they wear them. Encourage them to • Draw the following chart on the board and have explain if they wear them as an accessory or for any other students check each character's personality.  reason. • Give them the vocabulary: indecisive/ analytical / Ask: Does it represent protection, good luck or is it just a nice curious/ reserved/ annoyed/disappointed/doubtful/ accessory to wear? excited / interested/resistant /confident Pre- Reading Thin guy Chubby guy Direct students’ attention to the title of the comic. Clarify that the word, “moody,” refers to frequent changes of Personality Feelings Personality Feelings temperament (emotions). Ask students if they know someone who is moody. Model: Ambitious Skeptical A friend of mine is moody. He can be sad and then, suddenly, he starts laughing. • Play the Audio again for students to pay attention to the Ask students to make some predictions about the story. tone of each character. You might have students look at the comic pictures for a couple of seconds and then have them close their books and • Encourage students to share their answers with a elicit predictions: partner. Clarify that answers might vary; however, What do you think the story is about? Who are the people in the important thing is for students to support their the pictures? opinions.   Accept any answer and encourage them to give details. EXTRA IDEAS   While Reading Track 30 Invite students to create narrator lines for each of the pictures, using the vocabulary from the chart. Read and listen. (books open) Play the audio and invite students to follow along in their Provide an example: books. Write these questions on the board for students to One day Brian, a very ambitious guy, had an idea. His friend have a reason for reading: Ken was a little dubious about his invention, but he was curious Who are the two guys? about it. … What‘s the secret power of the bracelets? • Invite students to get into groups and compare the narrator lines they created. What do the different colors of the bracelets mean? • In groups, select the best lines and dramatize the story When they finish reading, ask students to share their answers with their partners. including the narrator’s voice. 44 U3_VP5IngGuideCol2012.indd 44 8/10/16 16:15 Quiz Time  Before the test  3. Complete the Facebook entry with the correct form of the verbs given. Use gerunds and This test will help you evaluate the different objectives infinitives.  proposed throughout the unit: describe life events using phrasal verbs and the correct verb combinations with “ing” This exercise helps you assess the students’ understanding and infinitives. Remind students to do the test individually of verb combinations using “ing” and “infinitives” in the and with the right attitude in order to evaluate themselves. context of professional achievements. Remind students to use the correct form of the verb in parentheses. Encourage them to use all the strategies they have learned and to apply them in an autonomous way: preview the test, look at pictures, read the questions beforehand, predict Self-Evaluation   information, use background knowledge, and so forth. Tell students they will have the opportunity to evaluate their 1. Complete the text with the appropriate phrasal progress in an autonomous way. verbs. Use the Word Bank.  Encourage them to be honest in order to recognize how well This exercise helps you assess the students’ use of phrasal they have achieved the proposed objectives. verbs as vocabulary units related to people’s life events. Allow enough time for students to complete the evaluation. Remind students to use the verbs in the Word Bank. Clarify As a class, call on volunteers to provide examples to the “I that verbs already have the required form. (Some are in the can…” statements. Help students realize their mistakes and present and some are in past.) provide feedback in terms of fluency and accuracy. 2. Listen to the conversation. Choose only four Refer students to the corresponding pages of the book words from the Word Bank that describe Paul’s and Grammar Chart appendixes to help them cope with personality.  Track 31 difficulties and under achievements. Involve all students in this process. Encourage more advanced students to provide This exercise helps you assess the students’ listening advice to weaker students about what to do and how to comprehension of words related to personality. Direct their improve. attention to the Word Bank. Clarify that they don’t have to use all words; they need only 4. Play the audio twice for students to listen to and take notes before checking their answers. Glossary   Explain to students that a glossary is a list of words that is Say: I’ll give you a clue. The synonym is desperate. unfamiliar to students. Remind them to use it every time I’ll give another clue. It’s when you don’t have any hope. they encounter an unfamiliar word in the lessons throughout this book. Play Jeopardy In this game students are given the answer to the questions. • Use any of the games below to activate the They have to say the questions. vocabulary from unit 3 Form groups. Give students the definition and encourage Unscramble the word! them to ask the appropriate question. Ask students to take a look at the glossary and read it. Assign a few minutes for students to go over it. After that, Model: It’s when you’re without hope. ask students to close their books. Make two groups. Write Students: What’s the meaning / definition of “hopeless?” / one word from the glossary on the board, but scramble its What’s a synonym of desperate? letters. Invite students to say the word and write its correct spelling. EXTRA IDEAS  If students can’t figure out the word, give some clues like an Invite students to do the corresponding glossary activities example in context or the definition. on pages 95. Bear in mind that this page corresponds to Write on the board: o-p-l-s-s-e-e-h page 46 of the Teacher’s Guide. 45 U3_VP5IngGuideCol2012.indd 45 8/10/16 14:49 Quiz Time 1. Complete the text with the appropriate phrasal verbs. Use the Word Bank. Word Bank • drew on • find out • go for • hold back • looked after • turn down I never thought I was going to go for an artistic career. Ten years ago, I was a babysitter; I looked after (a) babies in a foreign country. In those days, I wanted to find out (b) what to do with my life. Then, one night, I was with my friends at a bar and we sang some karaoke. It was fun. While I was singing, I noticed that a man was looking at me. He was a DJ. A few minutes later, he made me a job proposal I couldn’t turn down (c). Soon, I started singing at big shows; I had to hold back (d) my feelings and deal with the stage fright. I drew on (e) my talent and voice to open Sia new doors; I’ve collaborated with David Guetta (Titanium), Christina Aguilera, and Flo Rida. 2. Listen to the conversation. Choose only four words from the Word Bank that describe Paul’s personality. Word Bank • ambitious • humble Paul is... sociable , competitive • analytical • impatient • competitive • sociable humble and, impatient . 3. Complete the Facebook entry with the correct form of the verbs given. Use gerunds and infinitives. I have to admit being (be) exhausted after my last tour, but it was worth it. We had a blast! As soon as I started to sing/ singing (a. sing) and to dance / dancing (b. dance), I felt the passion of my fans from all over the world. Thanks for joining (c. join) me and enjoying (d. enjoy) my show. I will keep working (e. work) on my new album. I’ve decided to work (f. work) with three collaborating singers. I’m interested in producing (g. produce) new sounds and remixes. I intend to have/having (h. have) it ready by the end of the year. I do hope to hear (i. hear) comments from all my fans. Self-Evaluation Now I can... Very Well OK A Little ¾¾ use phrasal verbs and verb patterns with gerunds and infinitives. ¾¾ talk about people’s characters and personalities. ¾¾ describe events in the life of famous people and celebrities. 45 VP5 U3.indd 45 23/03/2016 08:30:43 a.m. Activities on page 95 Glossary A-G find out: v. to discover information. reliable: adj. someone or something ambitious: adj. having a strong desire I found out he was in Peru. you can trust. (ant. unreliable) to be rich, successful, or famous. get on: v. to have a friendly relation analytical: adj. involving analysis. She with people. S-V is an analytical person. go for: v. to choose from various sensible: adj. a person who is annoyed: adj. feeling angry or options or possibilities. reasonable and practical; showing impatient. (ant. pleased) good reasoning and judgment. bring in: v. to earn money. H-I sensitive: adj. feeling easily offended competitive: adj. wanting to be better hold back: v. not to tell or show how or annoyed and reacting quickly or or achieve more than others. Jason is a you feel. strongly to something. competitive person. hopeless: adj. showing or feeling no skeptical: adj. having doubts about hope. (syn. desperate) something; not believing what others disappointed: adj. feeling unhappy humble: adj. not thinking you are think is true. because something that you hoped for better than others.(syn. modest) turn down: v. to reject or refuse a did not happen. impatient: adj. having no patience; proposal, invitation, or job offer. (syn. unable to wait. (ant. patient) reject) indecisive: adj. having difficulty to unpredictable: adj. a person who make decisions. (ant. decisive) changes his/her behavior or mind irresponsible: adj. not having or easily. (ant. predictable) showing any care for the consequences vain: adj. being very proud and of personal actions. (ant. responsible) thinking you are very attractive or special. K-R look after: v. to take care of somebody or something. look into: v. to investigate. doubtful: adj. when someone does not feel sure about something. Colloquial Expressions Grin from ear to ear: feeling very happy. draw on: v. to make use of something Head over heels in love: falling in that you have for your personal benefit. polite: adj. being kind and behaving in love with someone. excited: adj. feeling very happy and enthusiastic. (syn. enthusiastic) an educated way. (ant. impolite) Make your blood boil: feeling very angry. Your heart sinks: feeling very sad. 46 VP5 U3.indd 46 23/03/2016 08:30:56 a.m. Student’s Book page 95 Unit 3 Glossary Activities 1. Match the verbs with their particles to make phrasal verbs. Then, match the phrasal verbs with their definitions. Verb Particle Phrasal Verb Definition a. draw g for go for 5 1. to investigate b. hold f after look after 7 2. to reject, refuse c. bring e out find out 8 3. to make use of something d. turn c in bring in 6 4. not to show how you feel e. find a on draw on 3 5. to choose from various options f. look d down turn down 2 6. to earn money g. go h into look into 1 7. to take care of somebody h. look b back hold back 4 8. to discover information 2. Choose seven phrasal verbs from exercise 1 to complete the conversation. PaulDJ: Hi Amy. Welcome to our radio contest. Today, you have to find out (a) who the artist of the week is. You have two options: a male singer or a female actress. Who do you want to select? Amy: Well, I’ll go for (b) the male singer. PaulDJ: OK. Great! Here is the first clue: he is a very friendly person; he gets on very well with people and fans. In his songs, he is very honest and never holds back (c) his feelings about the world. He even expresses his religious feelings. Amy: Wow! That’s interesting. Is he a Latin American singer? PaulDJ: Yes, he is. He draws on (d) his talent as a musician to mix his pop style with merengue, bolero and bachata. He likes to look into (e) the preferences of people to please them with his songs. Amy: What about his records? Has he sold many of them? PaulDJ: Yes, he has sold over 30 million. This has brought in (f) millions of dollars. His music is very popular and well-known in different countries. He sings in Spanish and English. He has turned down (g) a proposal to sing in Portuguese, what a shame! Amy: OK, now I guess I can tell who this is! Is he Juan Luis Guerra? PaulDJ: You’re right. Congratulations, you’ve found out our artist of the week. 3. Write antonyms using the prefixes in the box. Im- In- Ir- Un- a. in sensitive c. ir rational e. ir responsible g. un predictable b. un happy d. un patient f. in decisive h. un reliable 4. Match the colloquial expressions with their corresponding pictures. a. Head over heels in love b. Your heart sinks c. Grin from ear to ear d. Make your blood boil c d a b 95 46 U3_VP5IngGuideCol2012.indd 46 4/19/16 11:37 AM 4 UNIT Skills CEF Standards Indicators Comprehension Can understand an oral ¾¾ Explores visual aids and language clues Listening text about people’s before listening. For Old Times’ Sake experiences and accomplishments using visual aids and context. ¾¾ Identifies concepts already known while listening attentively. ¾¾ Recognizes idioms or colloquial expressions and places them within a context. Can identify detailed ¾¾ Completes passages by placing words into Comprehension information in a context. Reading contrast essay dealing ¾¾ Understands contrast relationships that are with communication established by words like although, however, in the past and in the while and but in a contrast essay. present as well as old ¾¾ Scans the text to identify details or specific and modern forms of information. communication. Interaction Can ask and answer ¾¾ Asks for and gives information about old Oral questions about old traditions and customs. traditions and customs. ¾¾ Describes activities done to celebrate traditions. Expression Can use informal ¾¾ Integrates idiomatic expressions into daily Oral language to conversations. describe traditions, ¾¾ Uses fixed expressions to express agreement. achievements and how to break bad habits. Expression Written Can write a short ¾¾ Writes a short essay following a scheme. comparison and ¾¾ Uses words like although, however, while and contrast essay. but to join opposing ideas. 47 U4_VP5IngGuideCol2012.indd 47 3/23/16 11:47 AM 4 UNIT uu General Objective You will be able to talk about old traditions and remarkable people’s achievements. uu Communication Goals You will learn how to For Old Times’ Sake • talk about changes over time. • share experiences and accomplishments. • discuss traditions. uu CLIL • Old Traditions and Customs • Remarkable People and Events • Old Times and the Modern World Vocabulary • Words related to customs, traditions, remarkable experiences and accomplishments Grammar • Passive Voice • Used to uu Idioms and Colloquial Expressions • In style • To break with tradition • A crowning achievement • To break the habit uu Project: A Memory and Tradition Survey You will carry out a survey about memories of past traditions, finding out what is done today, and asking what used to be done in the past. Discuss: • Who are the people in the pictures? • Do you think they are remarkable? • How have technology and communication means changed over time? VP5 U4.indd 47 19/05/2016 02:54:56 p.m. Lesson  1 Appeal of Traditions! 1. Look and label the pictures with the words in the Word Bank. Then, listen and repeat. Word Bank a. parade e. lantern b. livestock f. fireworks c. crops g. envelope d. beast h. spring b e a f Vocabulary Strategy Use visual aids to guess g h d c meaning. 2. Fill in the blanks with words from the previous exercise. Then, listen and check. Keeping Traditions Alive The Chinese New Year is also known as the Spring Festival. This old tradition marks the end of winter and the beginning of spring (b), a time when there is heavy rain and lots of flowers blossom. Originally, the Spring Festival was celebrated to defend their villages from the mythical evil beast (c) the Nian, who came to eat Fireworks are an American tradition on the Fourth of livestock (d) like cows and horses, as well as fruit, July. On that day in 1776, the thirteen colonies declared vegetable crops and children. It was believed that putting their independence from Great Britain. It was a historic food in front of their doors at the beginning of every year and moment that eventually led to the USA’s independence. wearing red clothes would prevent the Nian from attacking That is why this day is known as Independence Day and people. Nowadays, several customs are observed during this Americans celebrate the birthday of their country with special celebration. parades on the streets, floats and extraordinary fireworks (a) that light up the sky. The Chinese celebrate in style by buying gifts, food, clothing, and decorations. Houses are decorated with red paper Even though fireworks were invented in China in the 7th lanterns cutouts, red (e) to illuminate the village, century and were used to scare away evil spirits, today and scrolls with poems about fortune and happiness. The day they are seen as spectacular displays that are out of this before the Chinese New Year, people have a family dinner, world and make people happy, not only on Independence envelopes visit friends and relatives, give red (f) filled Day, but also on New Year’s Eve, at Christmas, as well with money and finish the night with firecrackers that make as during important ceremonies in many countries a loud noise when they explode. worldwide! Key Expressions In style: to celebrate with Vocabulary Strategy elegance Use context clues to find missing words. 48 VP5 U4.indd 48 23/03/2016 08:41:57 a.m. Lesson  1 Appeal of Traditions! Planning Learning Goals Indicators Key Vocabulary and Structures Strategies This lesson will ¾¾ Asks for and gives Vocabulary ¾¾ Using visual aids to lead students to information about old Words related to old customs and traditions guess meaning talk about changes traditions and customs. ¾¾ Using context clues Expressions over time. ¾¾ Describes activities to find missing words In style carried out to celebrate traditions. Structures Passive voice in Simple Present tense Passive voice in Simple Past tense WARM UP  PRACTICE  Track 33 Direct student’s attention to the unit heading: For Old 2. Fill in the blanks with words from the previous Times’ Sake. Ask them to analyze it word by word and see exercise. Then, listen and check. if they can come up with the meaning of the expression. Get students to work in pairs. Refer them to the Vocabulary Suggest that they should start by analyzing each word of Strategy and then, explain and model it with the example the expression in order to figure out its meaning. Accept given. Let them know the correct word is parades because it as many ideas as they come up with and write them on the is done on the streets and can include marching bands and board. Prompt them by asking: What’s the purpose of doing floats (this is the context given in the text). Refer students to something for old times’ sake? They are expected to say: To the Key Expressions box and give them examples related remember a special or happy time in the past. Ask: Why do to their own background such as, Our school celebrates people remember special or happy times? Can you recall some graduation ceremonies in style by inviting our family members special family celebrations? Invite them to describe the and offering music bands and shows! Get them to quickly pictures on page 47 and ask: What do these old traditions and find those expressions in the passages (paragraph 4, line 1). customs refer to? What traditions do you celebrate? How do Challenge them to complete the reading, without listening you celebrate holiday traditions? to the recording but using the context clues provided to infer the meaning of unfamiliar words. Play the audio once PRESENTATION 1 to have them confirm their answers or write the correct 1. Look and label the pictures with the words in the information. Have them cross-check their answers before listening to the recording for the second time and socializing Word Bank. Then, listen and repeat.  them as a class. Finally, get them to work in pairs to discuss: Track 32 Why should we keep traditions alive? What’s the value of Encourage students to play Hangman with words related keeping traditions nowadays? Are traditions important for the to celebrations. Make use of some words in the Word Bank. younger generations? Stimulate them by saying: You’ve done Some of them have already been learned in previous courses it! You should be proud of yourselves! like (parade) and (spring). Then, continue with the new and more complex words. Do some individual and choral drills of the words presented. Challenge students to tell you the place the pictures of the lantern, the envelope, and the beast represent. Ask: In what place of the world do you think people use these things? They will most probably relate it to China. Every time they give you a correct letter, encourage them by saying, That’s Right! You’re getting there! After finishing each word, have them repeat and then define it. 48 U4_VP5IngGuideCol2012.indd 48 8/10/16 14:54 3. Complete the sentences using the past PRACTICE participle form of the verbs in parentheses. 5. Change the paragraph below from active into Then, check T (true) or F (false).  Passive Voice.  Invite a volunteer to read the instruction and make sure everybody understands the task. Suggest that they read Have students do some picture description. Invite them to sentences (a - d) and identify the reading passage it refers read the paragraph quickly and then ask: Where and when is to. Use sentence a. as an example by asking: When did the the Sun Festival celebrated? Where did it originate? When was conflict between the colonies and Great Britain finish? Ask this festival prohibited? Who prohibited this celebration? What them to give a complete answer. (It finished on July 4th, 1778). activities are done to celebrate it? Get them to work in pairs. Students can work individually at first, and then, compare Go around the class and provide help if needed. Encourage their answers in pairs while you go around the class to help some volunteers to take turns going up to the board to them if necessary. Check the answers orally as a class by write the paragraph in Passive Voice. Correct spelling and inviting some volunteers to read the sentences, say whether pronunciation if necessary. Congratulate them for their they are true or false, and give reasons for their answers effort! using the connector, because, and the corresponding passage. If needed, correct pronunciation. APPLICATION 6. Talk with a partner about traditions.  PRESENTATION 2 To strengthen the linguistic and interpersonal intelligences, 4. Complete the grammar chart.  get students to work in pairs. Encourage them to talk about Draw students’ attention to the Reflect on Grammar chart traditions that are celebrated in their families, including to have them recall when to use Passive Voice. Have them places where those traditions are commemorated, activities read the examples given in the table and deduce how to done to celebrate the tradition, and so forth. Go around the form Passive Voice affirmative and interrogative sentences classroom, listening to each pair of students and guiding in the Simple Present and Simple Past tenses. Have them them if required. complete the missing information in the Grammar Chart. Have students notice the use of the preposition, by, to  Project Stage 1   introduce the doer or performer of the action. Get them to work in pairs and practice the past participle form of different To get a better picture of the project, go to the Share Your verbs. Draw the table below on the board and inform them Project section on page 55 and notice the features and types that an easy way to learn such verb forms is by classifying or of surveys listed. Present the project with enthusiasm; tell grouping them. students it will be developed over three stages, and then socialized at the end of the unit, in the Share Your Project Irregular verbs whose Irregular verbs with similar section. Let them know that the Memory and Tradition base Simple Past and past Simple Past and past Survey that they have to carry out will give them the participle forms are identical: participle forms: opportunity to learn about or recall the origins of their put put make made traditions and customs. Have students work in pairs to read read tell told search for information about their families’, neighborhoods’ hit hit buy bought set set and hometown’s memories of past remarkable events. Advise them to look at their families’ photo albums and Irregular verbs with different Regular verbs with identical to list traditions and activities celebrated, along with the Simple Past and past Simple Past and past people and places involved in them. participle forms: participle forms: get got celebrated give gave prohibited go went revived reconstructed Invite students to first complete the table and then, tell them to cross-check their answers with other pairs. Next, ask some volunteers to socialize their answers as a class. 49 U4_VP5IngGuideCol2012.indd 49 3/23/16 11:47 AM Grammar and Vocabulary 3. Complete the sentences using the past participle form of the verbs in parentheses. Then, check T (true) or F (false). T F a. The conflict between the colonies and Great Britain was finished (finish) on July 4th, 1778. b. The Chinese New Year is also known (know) as the Spring Festival. c. The USA’s birthday isn’t celebrated (celebrate) with colorful parades and fireworks. d. Red envelopes with money are given (give) to children on the Chinese New Year’s Eve. 4. Complete the grammar chart. Reflect on Grammar Passive Voice Use the Passive Voice to emphasize actions or when the doer of the action is not important or unknown. To form Passive Voice sentences, use the auxiliary verb to be and the past participle form of the main verb. Simple Present Statements Interrogative Houses are decorated with red paper. How are houses decorated ? Simple Past Fireworks were invented in China to scare Where were fireworks invented? away evil spirits. Why were fireworks invented? Note: To introduce the doer or performer of the action in Passive Voice sentences use the preposition by: Fireworks were invented by the Chinese in the 7th Century. 5. Change the paragraph below from active into Passive Voice. Every year, Peruvians celebrate the Festival of the Sun on June 24th. The Spanish conquerors prohibited this Incan Festival in the 16th century. However, in the 1940’s the writings of “El Inca”, a half-conqueror, half-Incan poet, revived and reconstructed the Festival of the Sun and its traditions. Today, the festival offers colorful exhibitions, live concerts, traditional dances, and activities where actors and singers bring the past alive. This is the second biggest festival in Latin America, after the Rio Carnival. Answers may vary. 6. Talk with a partner about traditions. Where are What traditions these traditions are celebrated in celebrated? your family? Project  Stage 1 • In pairs, search for information about your family’s, neighborhood’s and hometown’s memories of past remarkable events. E.g. Christmas Eve/ New Year’s Eve. • Look at your family’s photo albums to list traditions and activities celebrated and the people and places involved in them. E.g. The Christmas tree is decorated with lights. 49 VP5 U4.indd 49 23/03/2016 08:41:58 a.m. Lesson  2 Past Echoing in the Present 1. Match the verbs (a - f) with their synonyms. Vocabulary Strategy a. thought b quoted d. used a considered Relate new language to concepts b. cited e created e. invented d applied already known to memorize c. printed f portrayed f. described c published vocabulary. 2. Listen and complete with verbs from the previous exercise. a. Anne Frank’s diary has been published all over the world in 30 different languages. Her literary legacy has helped people understand the terror and anguish of the Holocaust through the eyes of a child. b. Nelson Mandela has been considered a symbol of the human struggle for justice and equality. He was an anti-apartheid activist who became president in the first democratic elections in South Africa in 1994. c. Apple’s current CEO (Chief Executive Officer) has been quoted as saying, “the iPad is the most important thing we’ve ever done,” when asked about his company’s greatest invention. d. The Civil Rights Movement leader, Martin Luther King Jr., has been described as the symbolic leader of African-Americans. He won the Nobel Peace Prize in 1964. Reflect on Grammar Passive Voice in The Present Perfect Tense Use the Present Perfect Passive to describe something that was done in the past, especially when you might not know when or by whom the action was done. - Anne Frank’s diary has been published in 30 languages. Contractions: - Martin Luther King Jr., and Nelson Mandela have been - I’ve been given an iPad. honored with the Nobel Peace Prize. - He’s been portrayed as the symbolical leader of African- - The iPad has been considered Apple’s greatest invention. Americans. 3. Complete the statements using the Present Perfect Passive. a. The Civil Rights have been created to protect individuals’ freedom. create b. The ideal of giving everybody equal opportunities has been considered for years. consider c. High-tech gadgets have been applied to education lately. apply d. There are few leaders who have been portrayed as benefactors of humanity. portray 50 VP5 U4.indd 50 23/03/2016 08:41:59 a.m. Lesson  2 Past Echoing in the Present Planning Learning Goals Indicators Key Vocabulary and Structures Strategies This lesson will enable ¾¾ Talks about Vocabulary ¾¾ Relating new language learners to mention remarkable historical quoted, portrayed, considered, to concepts already people’s experiences people and events. cited, printed, published known to memorize and accomplishments. vocabulary Structures Present Perfect Passive Used to WARM UP (books closed)  PRESENTATION 1 Focus students’ attention on the pictures of the people 1. Match the verbs (a-f) with their synonyms.  that appear throughout the lesson and ask: Who are the remarkable people in the pictures? Why are they famous? Do you think any of these historical characters are remarkable? Center students’ attention on the Vocabulary Strategy Why? What have they contributed to society? What have and exemplify it by reading it to your students: We have they done to benefit our society? Alternatively, bring in just learned about eight people that have been recognized, printed photographs of these characters, that can be distinguished or admired for their remarkable achievements. either alive or dead, along with printed information of their Emphasize the ending of the verbs in past participle form achievements. Stick the photos on the board and distribute and say that they are synonyms. Write on the board the six the achievements among the groups of five students so as to verbs and challenge students to come up with a synonym. have them do the matching as follows. Have them work in pairs to do the matching exercise while you go around the classroom to help them if necessary. Angela Merkel is the chancellor of Germany. Ask students to compare answers with other pairs before socializing them as a class. Do some choral and individual was an American businessman, designer and inventor / co-founder, drills of the verbs and encourage them to choose one verb Steve Jobs and write an example on the board. chairman and chief executive officer of Apple-Inc. was the German-Jewish teenager PRACTICE Anne Frank who was forced to hide during the 2. Listen and complete with verbs from the Holocaust. previous exercise.  Track 34 was the first democratically elected Nelson Mandela Prior to having students listen to the audio, refer them to the president in South Africa. Reflect on Grammar chart. Guide them to realizing when to is a famous eccentric American use and how to form the Present Perfect Passive by having Lady Gaga singer and songwriter. them reflect upon the examples given. Then, invite them is the creator of the social network, to read the first sentence (a) of the exercise and notice the Mark Zuckerberg Facebook. structure. Get them to work in pairs to solve the exercise was the Civil Rights Movement without listening. Play the audio once for them to confirm Martin Luther King Jr. leader in North America. or write the correct verb. To socialize answers as a class, play is the chief operating officer of the audio for the second time and stop it when you hear the Sheryl Sandberg verb. Once they have re-confirmed the verb, release the Facebook. audio again. Congratulate them for their hard work. 50 U4_VP5IngGuideCol2012.indd 50 8/10/16 14:58 3. Complete the statements using the Present PRACTICE Perfect Passive.  5. Complete the dialog. Use the verbs in In this exercise, students have to complete the sentences by applying the grammar structures from the Reflect on parentheses with used to. Then, listen and check.  Track 35 Grammar chart. Encourage some volunteers to read the statements and then, ask them to work in pairs. Invite Brainstorm information about Lady Gaga’s life before she students to cross-check answers with other pairs before became famous and her achievements. Accept all students’ socializing them as a class. ideas related to her personal life and professional career. Encourage students to work in pairs to complete the PRESENTATION 2 conversation. Call on two volunteers to read the dialog to check the answers as a class, or play the audio for students 4. Read and check the statements below T (true) to confirm. As a follow-up activity, invite them to role-play or F (false).  the dialog between the interviewer and Lady Gaga while Direct students’ attention to the Reflect on Grammar chart you go around, listening to them. Correct pronunciation and and have them study the structure of used to and its usage intonation if necessary. (to talk about habits or situations that were true in the past, but no longer happen in the present). Model by writing some  Project Stage 2   examples close to the students’ environment, making sure you use a different color (When you were little, did you use Remind students to choose two remarkable events from the to play with remote-control cars/play with lifelike baby dolls/ past that call their attention the most. Invite them to write ride your bike all day long/ run and play under the rain? and questions to find out what is done today and what used to so forth). be done in the past. Advise them to use their class notes or textbooks to check structures. Then, ask students to read the texts. Get them to work in pairs to decide whether the statements are right or wrong and ask them to correct the wrong ones. Invite them to compare their answers with other pairs before socializing them as a class. Work on the pronunciation of used to: The base form of the verb, use, is pronounced /ju:z/; in the past tense, used, is pronounced /ju:zd/; and the modal verb, used to, is pronounced /ju:st∂/. Alternatively, you can come up with a pronunciation exercise in which students are asked to identify the phonetic differences of some sentences that are read out loud. You can follow the example shown in the following box. use used used to /ju:z/ /ju:zd/ /ju:st∂/ a. When I was a child, I used to ✔ play with fire. b. We used the computer ✔ yesterday. c. Did you use to fight against ✔ your siblings? d. A long time ago, she used to ✔ be a singer. Have students do some choral and individual drills of used to. Praise them for their effort. 51 U4_VP5IngGuideCol2012.indd 51 8/10/16 14:58 Grammar and Vocabulary 4. Read and check the statements below T (true) or F (false). Communication has been influenced by Facebook, the social network created by Mark Zuckerberg. This creation was the result of his computer hobby. As a child he used to create computer games and small software applications. As a teenager, he used to have computer lessons with a private tutor. Today he is managing his company and has been considered one of the most successful entrepreneurs of our time. Angela Merkel is the chancellor of Germany. She has been chosen as the world’s most powerful woman by Forbes magazine, for being “the head of the one real global economy in Europe.” As a student, she used to be a member of the Socialist Youth Movement. She studied physics and received a doctorate in Quantum Chemistry. When Merkel was younger, she didn’t use to work in politics, like she does today, but as a researcher at the Central Institute for Physical Chemistry. T F a. Angela Merkel used to work in politics after finishing university. b. Mark Zuckerberg used to be interested business when he was a child. c. Angela Merkel didn’t use to be part of any political movement at University. d. As a child, Mark Zuckerberg used to have a private tutor. Reflect on Grammar Used to Use it to talk about what happened regularly in the past but no longer happens in the present (a habit or a situation). Affirmative As a child he used to create computer games and small software applications. Negative She didn’t use to work in politics but as a researcher. Interrogative Did she use to work as a politician? 5. Complete the dialog. Use the verbs in parentheses with used to. Then, listen and check. Host: Thank you for being with us here on “Famous anymore. I’m surrounded by open-minded Guest Stars”. people at work now. LG: It’s a pleasure to be here. Host: How did you use to deal with (e. deal with) Host: Could you tell us about your early years? that situation? LG: Sure. As a child, I used to study (study) LG: I had to deal with it by myself. Now I am more at a religious school. I was a good student and open about how I feel, but I didn’t use to tell got high grades. (f. not tell) anyone about my feelings. Host: Did you use to be happy at school? Host: I understand you have created a foundation for young people, haven’t you? LG: Well, I didn’t use to be (a. not be) happy because my classmates used to make LG: That’s right. Since I didn’t use to feel (b. make) fun of me for being eccentric in the (g. not feel) safe at school, I want the children theater roles I used to perform in and teens of today to develop into loving and (c. perform in). Also, I used to be (d. be) open-minded people. a victim of bullying. But, it isn’t a problem Host: That’s great news! Project  Stage 2 • Select two remarkable events from the past that call your attention the most. What traditions are celebrated in your • Write questions to find out what is done today to remember them and what neighborhood? used to be done in the past. What activities are done to celebrate it? 51 VP5 U4.indd 51 23/03/2016 08:42:00 a.m. Lesson  3 Old Times and Modern World 1. Fill in the blanks using the Word Bank. Then, classify the communication means into (M) modern or (A) ancient. Word Bank • signals • post • mouth M A A • messaging • chat • conference a. text messaging c. pigeon post e. fire signals Vocabulary Strategy M A M Use visual images and relate them to the language clues to deduce the meaning of new b. video conference d. word of mouth f. online chat vocabulary. 2. Read the essay and circle the words that show contrast among ideas. Keeping in Touch 1. Going back in time lets us see how people used to to facilitate communication. Although in the past, it was communicate in contrast to nowadays. It is undeniable difficult to transmit news and messages because of a lack that the reasons why humans beings communicate of technology in distant regions, nowadays technology remain the same (to share news, contact friends, do is more widely available and has been incorporated into business, send warnings and so forth), but the ways they people’s daily lives. People can use it everywhere and do so are different. While in the past people used to send find it hard to imagine their lives without it. smoke signals, word of mouth messages, pigeon post, or letters and cards, today most people send e-mails, 4. Inventions in communication have changed the way make calls on their cell phones, send text messages, chat people socialize. Long ago, people used to meet for a online, or use Twitter to communicate. coffee, stop by friends’ houses or pick up the phone and 2. When using old methods of communication, messages call, but modern communication has decreased face- took a long time to both be sent and replied. to-face interaction, which some people think damages However, with modern communication the message relationships. So, while some think that socializing online is received immediately, without having to wait too may be positive, others consider this change negative. long for the answer. This means that today we enjoy instant communication, even with friends, relatives 5. Communication has been one of the greatest or colleagues who live in different towns, cities and achievements of humankind. Its evolution over time, countries. the speed at which it works, the influence of technology 3. Technology has contributed to the development of in it, and its impact on human interaction have made communication, which has become incorporated into communication possible for billions of people around the daily life. In fact, online communication has been created world that used to be out of touch! 52 VP5 U4.indd 52 23/03/2016 08:42:02 a.m. Lesson  3 Old Times and Modern World Planning Learning Goals Indicators Key Vocabulary and Structures Strategies This lesson will enable ¾¾ Identifies Vocabulary ¾¾ Using visual images and learners to discuss communication text messaging, pigeon post, fire relating them to language about how means of differences between signals, video conference, word clues to deduce the communication have the past and the of mouth, online chat meaning of new vocabulary changed over time. present. ¾¾ Scanning the text to Connectors although, however, while, but identify specific information WARM UP (books closed)  Pre-Reading Discuss the concept of communication with your students. 1. Fill in the blanks using the Word Bank. Then, You might want to start the class by asking them to guess classify the communication means into (M) the concept. Write on the board clue words or ideas such modern or (A) ancient.  as interchange of thoughts, opinions, or information by Focus students’ attention on the Vocabulary Strategy and speech, writing, or signs; something that is interchanged, emphasize the importance of reading visual images and or transmitted; a document or message reporting news, relating them to the language clues to deduce vocabulary. views, or information; it allows people to contact and make Do some picture exploitation by asking: What are the friends, promote group organizations, and do business, people in pictures d and f doing? Do they look enthusiastic? and the sort and then ask them to guess. Once they have Is face-to-face communication better than other types of come up with the word communication, challenge them to communication? Have students read the words in the Word define the word. Get them to work in groups of five and Bank and do some choral and individual repetitions of the to think of five different means of communication (e.g. words. Ask them to do the exercise individually, and then the Internet, newspapers, radio, telephone, television). compare their answers with their partner’s before socializing Ask a group representative to come up to the board and them as a class. jot them down. Accept contributions in Spanish and help them with the corresponding translation. Correct While Reading spelling and pronunciation. To get closer to the lesson’s topic, you can pose questions such as: Which of those 2. Read the essay and circle the words that show means of communication have been used by your parents contrast among ideas.  Track 36 / grandparents? Did you use to communicate through Refer students to the text heading. Ask them to tell you fax machines / radiotelephones? Which are your favorite what it means. Accept as many ideas as they come up means of communication today? Which of these means with and copy them on the board. Tell them that along the of communication can be considered modern and which passage, they will find words that show contrast among ones old? Do not forget to praise your students for their ideas like the word, while, circled in blue. Model with a contributions by saying, Good work! shortened version to facilitate understanding: While in the past people used to send letters, today they use e-mails. Invite them to read and listen to the text individually, and then, do the exercise in pairs. Go around the class to help them if necessary. Call on some volunteers to check answers as a class. Check pronunciation of the contrast words. Finally, challenge students to find an expression that contrasts in meaning with Keep in touch (Out of touch- last line of the fifth paragraph). 52 U4_VP5IngGuideCol2012.indd 52 8/10/16 14:58 Post-Reading  Project Stage 3   3. Complete the chart below.  Let students know that surveys are conducted/administered Prior to having students do the exercise, direct their in order to find out about people’s opinions, attitudes, attention to the Reading Strategy and model it by asking and their personal or factual information. Invite them them to scan the text (reading or moving their eyes quickly to to use the questions they wrote in stage 2 to design the find specific information) in order to find the phrases given as memory tradition survey, which should be friendly (easy to an example in the box. Congratulate them for their scanning answer) and attractive (with a beautiful design). Similarly, abilities. Have them read the four topics they need to let them know that there are three salient features of a concentrate on. See if there are any doubts and solve them survey: the size of the sample population (the number of quickly. Divide the class into groups of five. Advise them to participants/respondents), the method used to collect the go back to the reading and highlight the information they information (personal interview, telephone interview, e-mail need to complete the table. Ask them to cross-check their questionnaire), and the content itself (opinion, attitudes, or answer with other groups before socializing them as a class. facts). As the content has already been chosen, tell them to decide on the number of the population sample they want Pre-Writing to survey (which family members) and the method to gather 4. Complete the sentences using the words in the data. By surveying a population sample, they refine their Word Bank.  interpersonal intelligence. Challenge students to recall the contrast words they To organize the data into pie graphs or bar charts, have them have just underlined in exercise 2 and write them on the recall that the segments of a pie graph show a proportion board. Invite them to confirm the words by having them of the data, and that the rectangular bars of a bar chart read the contrast expressions in the Word Bank and check represent the frequency of the results. pronunciation. To do the exercise in a more dynamic way, call on some volunteers to read the sentences aloud while Highlight that to write the report of the data gathered, they the rest of the class think and choose the correct contrast need to interpret the information represented in graphical word/expression. Every time they come up with the correct form. To do so, they need to state the objective of the graph, contrast word, invite them to congratulate themselves for identify its variables, and understand the relation of labels, their attitude toward learning and their effort. colors and numbers with the title of the pie graph or bar chart. By interpreting numerical results, they develop both Writing their linguistic and logical and mathematical intelligences. 5. Write a comparison and contrast essay about Remind students to organize a study schedule to prepare the ways your family used to communicate in the and rehearse the presentation of their surveys. In other words, they should be ready to socialize their survey in the past and nowadays.  Share your Project Section at the end of this unit. Encourage students to recall the type of text they have read in this lesson (a comparison and contrast essay) and ask them to consider the 5 different paragraphs entailed in it. Likewise, advise students to look at the table in exercise 3 for them to see the different aspects that were compared between communication in the past and in the present. Draw students’ attention to the Writing Strategy and have them go through each one of the steps to write their essay. Emphasize that they should begin by stating the two topics they want to compare; then they should continue by comparing and contrasting one aspect at a time. Make sure they use the contrast words studied throughout this lesson; and finally, they need to finish with a conclusion that wraps up all the aspects presented and developed throughout the essay by rephrasing or rewording them. 53 U4_VP5IngGuideCol2012.indd 53 3/23/16 11:47 AM Reading and Writing 3. Complete the chart below. Reading Strategy Scan the text to identify specific information. Paragraph topic Past present People send e-mails, make calls on their Ways of Smoke signals, word of mouth messages, 1 cell phones, send text messages, chat communicating pigeon post, or letters and cards were used. online, or use Twitter to communicate. Messages took a long time to both be Today we enjoy instant communication, even Means of 2 sent and replied with friends, relatives or colleagues who live communication in different towns, cities and countries. It was difficult to transmit news and Technology more widely available and has been incorporated into people’s daily lives. 3 Technology messages because of a lack of technology People can use it everywhere, and find it hard in distant regions. to imagine their lives without it. People used to meet for a coffee, stop by Online interaction / virtual 4 Socialization friends’ houses or pick up the phone and call. interaction 4. Complete the sentences using the words in the Word Bank. a. In the past, people used to send smoke signals, but now they use online communication. Word b. While in the past people sent letters and cards, today they send text Bank messages to friends and relatives. c. Although many years ago the telephone and the radio modernized the world, • but nowadays it is Facebook and Twitter that have revolutionized and made people’s lives • while easier and faster. • however d. Dorothy used to write letters and send telegrams. However , today she emails • although everybody. 5. Write a comparison and contrast essay about the ways your family used to communicate in the past and nowadays. Writing Strategy Introduction: • State that you want to discuss the differences between two topics. First difference: • Present and contrast one difference at a time (e.g. place, modern and Second difference: Answers ancient inventions, speed, access, may vary. type of interaction, etc.) • Make sure you use words like but, Third difference: while, however and although to contrast the ideas. Conclusion: • Conclude by rephrasing what you mentioned in previous lines. Project  Stage 3 • Use the questions you wrote in Project Stage 2 to design the Memory Tradition Survey. E.g. What traditions did you use to celebrate in your neighborhood? • Conduct the Memory and Tradition Survey and organize the data into pie graphs or bar charts. • Write a report of the data collected and then show the data gathered in charts and figures. 53 VP5 U4.indd 53 19/04/2016 10:57:07 a.m. Lesson  4 Breaking with… 1. Listen and complete the conversations Word Bank with the expressions in the Word Bank. • crowning achievement • break with tradition • break the habit a. Secretary: Congratulations on b. Mom: I guess your brother won’t c. Principal: Darren, when are you winning the elections. be with us on Christmas Day. going to stop your bad habit of Mayor: Thanks. It’s definitely the Sally: Don’t worry mom, I’m sure texting your friends while you are in crowning achievement in my life. he won’t break with tradition , class? You know it is prohibited here. Secretary: Sure! It’s not every day even if he only comes for a short Student: I’m sorry ma’am. I promise that your community elects you as while. I’ll break the habit soon. their mayor. Principal: I hope so! 2. Check the correct meaning. to do something similar to do something different from a. To break with tradition to what is usually done what is usually done b. A crowning achievement a good performance a great accomplishment c. To break the habit to end a habit to change a habit 3. Think of situations in which you can make use of the expressions above. Organizing the No doubt fundraising party at about it. school was my crowning achievement! We raised a lot of money for charity. Speaking Strategy Use that’s for sure or no doubt Reflect on Values about it to express agreement. Always Sometimes Never ¾¾ I respect and value different ways of celebrating traditions. Gap Activity ¾¾ I value traditional and new ways of communication. Student A goes to page 88. Student B goes to page 91. 54 VP5 U4.indd 54 23/03/2016 08:42:04 a.m. Lesson  4 Breaking with… Planning Learning Goals Indicators Key Vocabulary and Structures Strategies This lesson will guide ¾¾ Uses informal language Vocabulary ¾¾ Using “that’s for sure” students to use to describe traditions, A crowning achievement or “no doubt about it” to idioms and colloquial achievements and how To break with tradition express agreement expressions in informal to break bad habits. To break the habit conversations. WARM UP (books closed)  PRACTICE - APPLICATION Write the words, traditions, achievements and habits on the 3. Think of situations in which you can make use of board using different colors. Encourage students to think the expressions above.  of words related to the three issues and to write them on the board. Accept as many words as they come up with, Focus students’ attention on the Speaking Strategy and stress correcting spelling and pronunciation if necessary. Finally, the importance of integrating idiomatic expressions into our encourage students to speak to each other by asking: Which daily conversations to become more fluent and natural users of these traditions do you celebrate with your families? Have of the language. Stress the fact that the fixed expressions, you ever celebrated an academic achievement? How do you that’s for sure and no doubt about it, help us express celebrate achievements? What bad habits do you have? What agreement, which in turn indicates that we are listening to can be done do to end a bad habit? and the sort. Congratulate our partner. Invite them to talk about school achievements students for their eagerness to participate in class. and personal habits following the format given. Reflect on Values  PRESENTATION 1 Insist on being honest about their learning experience. 1. Listen and complete the conversations with the Highlight the fact that we cannot lie to ourselves because expressions in the Word Bank.  we know ourselves better than anyone does. Tell them that Track 37 being honest means being genuine. Inform them about the relevance of respecting and valuing other people’s way of Divide the class into three big groups and assign each one celebrating traditions and customs, especially when living an idiomatic expression. Tell them they will participate in a in a multicultural society. Let them know that by valuing predicting game. Ask them to represent the individual words old and new ways of communication, we express gratitude of the expression, through drawings. Unlike many idiomatic and pay respect to old times, knowledge and people whose expressions, the meanings of these three idioms are rather achievements have influenced many aspects of modern literal, so students will most probably come up with a precise societies. interpretation of the expressions. Accept their predictions and tell them they will confirm their guesses later as the lesson proceeds. Centre students’ attention on the Word Bank and do Gap Activity   some choral and individual repetitions to check pronunciation. Invite students to look for a partner and sit facing each Have students describe each one of the pictures. Get them to other, with a little space between them. Ask student A to work in pairs and play the audio twice for them to complete open his/her book to page 88 and student B to go to page 91. the conversations. Invite them to cross-check answers with Tell them they have to complete the passage about online other pairs before socializing them as a class. communication by using the clues given in order to ask each other questions. 2. Check (✓) the correct meaning.  Organize a thirty-second contest. Ask students to continue working in pairs to solve the exercise while you count to thirty. The couple that finishes first will read their choices and if they are correct, the whole class should give them a round of applause. If they are incorrect, continue counting to thirty until they come up with the correct choices. Praise them for their learning effort! 54 U4_VP5IngGuideCol2012.indd 54 8/10/16 15:13 Share Your Project  1. Discuss your experience.   written on the board. Play the audio for students to learn about the concept and features of a survey, types of surveys Check (✓) what you learned while working on the as instruments to collect data, visual ways to represent project. the information gathered, and tips to keep in mind when interpreting the data collected. To have students reflect on what they experienced while designing and conducting or administering the memory As soon as they finish reading and listening to the audio, tradition survey, ask them to get into pairs and read the four have them compare their definition with the one they heard possibilities aloud. Have them share their opinion with their in the audio. If it is correct, or close to the one given in the partners and then socialize their experiences with the entire audio, congratulate them. Ask them to continue answering class. Pay special attention to the most common learning the questions posed, while you go around the class, offering experiences of the class by writing them on the board. help where necessary. Ask: Why should we respect and value other people’s way of celebrating old traditions? What are the benefits of listening to the experiences of others? How can you collect information and  3. Give your Presentation.   represent it? Why are the results of group work better than the To enhance tenth graders’ sense of responsibility and to have results of an individual? Accept as many answers as possible a more organized Share Your Project session, invite students and use this feedback to build up a two-fold reflection: how to choose two class representatives: one to perform the role to facilitate students’ learning process and how to improve of the presenter and the other to be the computer assistant, your teaching methods. who will help to open word or excel files as the different pairs Invite students to reflect on their common responses. Stress of students present their surveys with the corresponding responses (b and d) that might help you build a safe and systematization and graphic representation of the data friendly learning environment for future class activities and gathered. projects. Emphasize the fact that by listening to others and Suggest that they arrange the classroom (in a circle, a valuing group work, we not only show respect for other’s horseshoe or rows) so that everybody is able to see and ideas and grow as sensitive human beings, but we also hear the presenters. Recommend that they appreciate gain knowledge, strengthening both our intrapersonal and their classmates’ work by listening attentively, making interpersonal intelligences. constructive comments and asking pertinent questions. Highlight the value of the Give your Presentation and  2. Read and answer the questions below.   Useful Expressions boxes to socialize their surveys. Keep Track 38 students working in pairs and ask them to read the five steps to present the results of the survey. Likewise, have them Since students have already designed, administered and relate these steps to the useful expressions given. Allow systematized their surveys, challenge them to come up with them enough time to rehearse their presentation in pairs their own concept of a survey. Take notes about their ideas before presenting it to the whole class. Invite them to start and do your best to gather everything in a single definition socializing their surveys with their classmates and teacher. 55 U4_VP5IngGuideCol2012.indd 55 8/10/16 15:13 Real Communication Share Your Project 1. Discuss you experience. Answers Check what you learned while working on the project. may vary. a. To respect and value different ways of celebrating traditions. b. To listen to others’ experiences attentively. c. To collect information, present it visually and report it briefly. d. To value the results of group work. 2. Read and answer the questions below. The word survey is used to describe a method to collect or on opinions and attitudes towards an issue (like virtual gather information from a group of people (a population communication or past traditions), others are related to sample) in order to learn about their opinions, attitudes, factual characteristics, behaviors, memories and so forth and personal information. (e.g. study habits, eating habits, traditions). They are characterized by the standardized questions Finally, to show the results of a survey in a visual way, used to collect data, which means that every person we can use a pie graph or a bar chart. While a pie graph responds to the same question. The size of the sample is a circle divided into segments or slices to represent varies, and this depends on what it needs to be used for. a proportion of the data, a bar chart is a chart with This means that while some findings are made public, rectangular bars that show the frequency of the results. others are kept as private. To interpret the information in a graph, we should identify Surveys are classified into three types: First, by their the purpose of the graph, recognize its variables and dimension, which refers to the size and type of the sample see the relation between labels, colors and numbers by population (e.g. all the children in a country, students looking at its title. in public schools, political leaders, or consumers of a particular product or service). Second, they are classified Answer these questions. by their method of data collection (e.g. telephone surveys, a. What is a survey? mail surveys, and interview surveys). Third, they are b. What characterizes a survey? classified by their content. While some surveys focus c. What are the different types of surveys? Useful Expressions To begin your presentation • Today we want to show the findings of a survey we conducted to learn Give your Presentation about … • Greet the audience and present the To refer to the way the data was gathered purpose of your report. • The population sample was chosen taking into account… • Mention the way the data was To describe the type of survey conducted gathered. • A sample of (number of families or neighbors) was surveyed. • Describe the type of survey you • We compared what used to be done in the past with what is done today conducted. to celebrate… • Show the graphs and charts used to To show the findings or results describe your findings. • This graph illustrates that in the past people used to …, but now they… • Ask the audience if they have any • As can be seen, a percentage of the population used to…, percentage questions. used to… 55 VP5 U4.indd 55 23/03/2016 08:42:05 a.m. Talk About Traditions Game • Ask each other about a family tradition. Describe the activities done, the people involved, the food prepared, and the clothes worn to celebrate. • Work in pairs. Roll the dice, move your marker and take turns to ask and answer the questions. • If you answer correctly, stay in that square until your next roll. If your answer is incorrect, move back one square and stay there until your next roll. The winner is the first player to reach the box “you win”. 1. What special traditions are celebrated in your 8. What cultural activities are done to family? celebrate Christmas? 2. What activities are done to celebrate New Year’s 9. Where do people gather to celebrate Eve? Christmas? 3. Who is involved in the activities done on New 10. What type of house decoration is used to Year’s Eve? celebrate Christmas? 4. What food is prepared to celebrate New Year’s 11. What clothes are worn to celebrate Christmas? Eve? 12. What activities are done to celebrate your 5. What clothes are worn to celebrate New Year’s birthday? Eve? 13. What are to 6. How long do you spend celebrating New Year’s celebrate ? (ask a free question) Eve? 14. What 7. What activities are done to celebrate Christmas? ? (ask a free question) 56 VP5 U4.indd 56 23/03/2016 08:42:06 a.m. Game Talk About Traditions Instructions:  EXTRA IDEAS  ¾¾ Ask each other about a family tradition. Describe the Alternatively, number students from one to thirty and divide activities done, the people involved, the food prepared, the class into two big teams: even numbers are group A and and the clothes worn to celebrate the tradition. odd numbers are group B. Invite the two groups to make ¾¾ Work in pairs. Roll the dice, move your marker and take two circles. Team A members will make the inner circle and turns to ask and answer questions. team B members will make the outer circle. Students in both circles should sit so as to be face-to-face with their partner ¾¾ If you answer correctly, stay on that square until your from the opposite group. This will result in the integration next roll. If your answer is incorrect, move back one of peers that usually do not work together, which in turn, square and stay there until your next roll. The winner is will help them develop their interpersonal intelligence. the first player to reach the box, You Won. Continue by repeating the same procedure suggested in Introducing games to the classroom is an excellent the previous part. opportunity to break the routine of a formal class and to promote different learning styles. Regarding the topic Alternatively, students can be encouraged to think of other of multiple intelligences, usually both intrapersonal and types of traditions and customs or special celebrations interpersonal intelligences come into play since students they have in their countries. This will give them the are supposed to share their own experiences with others. opportunity to use the target language while talking about This game in particular deals with the topic of traditions and content- subjects like history (e.g. Independence Day), involves family feelings, emotions and relationships. political science/ law (e.g. Labor Day), natural sciences (e.g. Environment Day/ Earth Day), anthropology (e.g. Race Day, Call on a volunteer to read the instructions and make sure Home Town Patron’s Day), and the sort. everybody understands the mechanics of the game. Invite students to start playing and reward the winners by giving them the possibility to socialize their family traditions with the whole class. 56 U4_VP5IngGuideCol2012.indd 56 3/23/16 11:47 AM Quiz Time  Before the test  3. Read and check the statements below T (true) or F (false).  To emotionally prepare students for the quiz, let them know Invite some volunteers to read the instruction and options a that this activity includes the topics, learning strategies, key to e below the text to know what to pay attention for while vocabulary and structures studied throughout the lesson. reading. Recommend underlining the key words related This means that, students who have attended the English to each of the options that they are to label as T or F. Have classes, completed all the learning activities proposed in students read the passage individually and silently. Allow class and the assigned homework, will most likely be able enough of time for them to read and answer the exercise. to succeed in the quiz. This happens to be true because Encourage them to compare and discuss their answers with evaluations are an opportunity to show what we have a classmate before socializing them as a class. consciously internalized or learned through a study period. Let students know that by being permanently exposed to 4. Use the contrast words but, while, however taking quizzes, they will gradually develop the language and although to complete these sentences.  skills that will enable them to become effective users of the target language. Do a quick review of the position of these contrast words 1. Match the words with their concepts.  within a text. For instance, remind students that the word, Call on a volunteer to read the instruction. Advise students but, usually goes in between two opposite ideas and it is to individually read the words in the first column, and then preceded by a comma; the word, while, regularly goes at the concepts in the second one. Recommend recalling the the beginning of two ideas and we place a comma after pictures in lesson 1 of this unit and associate them with the first one; the word, however, frequently goes after a the words and concepts. Also, suggest that they start by period / full stop; and the word, although, often goes at matching the ones they are sure of and then, continue with the beginning of the first sentence and we place a comma those they are not certain about. between the two opposite ideas. Give them enough time to solve the exercise, and then cross-check and discuss their 2. As you listen to the conversation, write the answers with a classmate. missing information.  Track 39 Keep in mind that these rules are very general. These words Remind students that in order to do this exercise, they can be used at varying points of sentences and ideas. should use the context clues given in the sentences, which means that they need to read carefully. Tell them to bear in mind the words and concepts they have just matched in  Self-Evaluation   exercise 1. Challenge them to do it without listening to the Insist on being honest while doing this self-evaluation about audio. Play the audio once for them to compare or write the their learning achievements regarding their ability to talk correct words. Play the audio for the second time for them about traditions to distinguish events that are now different to confirm their choices. Call on some volunteers to socialize or finished, and to use contrast words. the answers as a class. Glossary   Have students use the Glossary to develop dictionary elicit them from students. Don’t forget to invite students skills. Invite them to go over the words, identifying the to do the corresponding Glossary Activities on page 96. information provided in the Glossary. You might like to Bear in mind that this page corresponds to page 58 of the go over the pronunciation and add some examples or Teacher’s Guide. 57 U4_VP5IngGuideCol2012.indd 57 8/10/16 15:14 Quiz Time 1. Match the words with their concepts. 3. Read and check the statements below T (True) or F (false). 1. a group of musicians walking a. livestock c and playing music together as part of a celebration 2. animals such as cows, sheep, b. fireworks a chickens and hens, kept on a farm 3. a large number of people c. marching e walking or in vehicles as part band of a public celebration Sheryl Sandberg was born in Washington, D.C., US in 4. safe explosives that light 1969. As a child, she used to study at a public school where d. paper she was always top of her class. In high school she used to b up the sky and make a loud cutouts teach aerobics. She studied economics at Harvard College noise and was awarded for being the best student her class. She 5. decorative designs made of used to work on health projects in India and as a consultant e. parades d folded paper which has been for many companies, but nowadays Sheryl is the chief cut operating officer of Facebook. She has been recognized as one of the most powerful women in business, and she has also been ranked as one of the most influential female 2. As you listen to the conversation, write the entrepreneurs on the Web. missing information. T F a. Sheryl used to study at a private school. a. To celebrate Patron’s Day they used to have school b. She used to teach aerobics in high school. parades on the streets. c. She didn’t use to work as a consultant. d. Today she works for Facebook. b. People used to decorate their doors with white e. She has been recognized as both paper cutouts and they raised the flag. an entrepreneur and a celebrity. c. There used to be livestock shows after the religious celebration in the morning. 4. Use the contrast words but, while, however and although to complete these sentences. d. There used to be a fireworks display in a. Although / While in the past, Internet access used the evening. to be difficult and slow, today it is fast and simple. traditions b. In the past, communication took time, e. Many old that people used to but today it is instant. celebrate have been forgotten or changed now. c. While / Although online communication has made life easier and faster, it might make relationships colder and more distant. d. Social networks are helpful tools to contact people. However , they can be addictive. Self-Evaluation Now I can... Very Well OK A Little ¾¾ talk about traditions. healthy lifestyles and ways to protect the environment. ¾¾ make speculate comparisons about possibilities between the in the past past. and the present. ¾¾ use describe wordspeople, that express objects, contrast. and events by joining clauses. 57 VP5 U4.indd 57 23/03/2016 08:42:07 a.m. Activities on page 96 Glossary A-H I-P Q- Z accomplish: v. to achieve or obtain a influence: v. to have an effect on quote: v. to mention someone’s words. desired objective or result. (syn. fulfill) people or things. Communication has (syn. cite) They have accomplished their project been influenced by the social networks. receive: v. to get or be given successfully. instant: adj. something happening something. anguish: n. extreme suffering. (syn. immediately, without any delay. scare away: v. to frighten someone. anxiety) Nowadays we enjoy instant award: v. To give someone a prize or communication. reward. (syn. grant) Lady Gaga has holocaust: n. the systematic killing of been awarded 5 Grammy awards. a lot of people. beast: n. a wild large and often lantern: n. a light inside a container dangerous animal. (syn. monster, which has a handle to hang it up. creature) livestock: n. animals, such as cows, sheep, and chickens, kept on a farm. (syn. farm animals) sweep away: v. to eliminate completely. (syn. wipe out) word of mouth: n. messages passed from person to person. worldwide: adj. universal, global. marching band: n. a group of musicians walking and playing music together as part of a celebration. mythical: adj. an imaginary or unreal entity that exists only in stories or legends. (syn. fabled, legendary) consider: v. to think about something carefully. (syn. contemplate) I considered studying medicine, but I decided against it. crop: n. grains, fruit or vegetables grown by farmers. entrepreneur: n. a person who starts or manages a business. feature: n. characteristics. v. to give particular attention to something. online chat: n. any kind of fireworks: n. safe explosives that light communication over the Internet. up the sky and make a loud noise. parade: n. a large number of people Colloquial Expressions firecrackers: n. a small cylinder that walking or in vehicles as part of a public Crowning achievement: a person’s makes a loud noise when it explodes celebration. (syn. procession) greatest achievement. pigeon post: n. communication done To break the habit: to end a habit. through carrier pigeons. publish: n. to prepare and print To break with tradition: to do information in a book, magazine, something different from what newspaper, etc. (syn. print, issue) Anne is usually done. Frank’s diary has been published in 30 In style: to celebrate with different languages. elegance. 58 VP5 U4.indd 58 23/03/2016 08:42:17 a.m. Student’s Book page 96 Unit 4 Glossary Activities 1. Unscramble the words and then match them with their definitions. Word Definition a. k o f i r e w s r fireworks g 1. a light inside a container which has a candle to hang it up b. p o r c crop f 2. something happening immediately, without any delay c. r r p n n e r e e u e t entrepreneur a 3. explosives that light up the sky and make a loud noise d. e t u f e a r feature e 4. the systematic killing of a lot of people e. s c h o o l u t a holocaust c 5. a person who starts or manages a business f. n t s t i a n instant b 6. grains, fruits or vegetables grown by farmers g. n r e l a n t lantern d 7. to give particular attention to something 2. Replace the words in bold face with a synonymous word from the glossary. a. The farmer makes his money by selling his livestock. f a r m a n i m a l s b. The beast was the ugliest looking thing that I have ever seen. m o n s t e r c. The little girl was in a state of anguish when she couldn’t find her parents in the supermarket. a n x i e t y d. The search for a cure for cancer is a worldwide effort. u n i v e r s a l e. In China, dragons are mythical creatures. l e g e n d a r y 3. Match each illustration with a colloquial expression. Then, use the expressions to complete the sentences. a. b. c. c crowning achievement 1. Winning a gold medal at the Olympics was my biggest success. It was definitely a crowning achievement in my life. b in style a break the habit 2. It wasn’t easy, but I finally break the habit of eating too much sugar when I am nervous. 3. If Brazil is organizing the opening ceremony for the 2016 Olympic Games, you know that, as always, it will be done in style . 96 58 U4_VP5IngGuideCol2012.indd 58 4/19/16 11:39 AM Test Training B Stress that the real meaning of the learning process is Speaking Candidate A to achieve one’s learning goals. Inform students that to do so they need to build and maintain a positive attitude Stage 1 towards learning a language. This can be done, on the one ¾¾ Talk about celebrations with Candidate B. hand, by paying attention to class explanations, doing class ¾¾ Choose one of the following celebrations and use the work, asking for clarification when having doubts, revising guidelines. class notes and the textbook, doing homework, creating a study group, finding the right place to study, discovering Stage 2 their most productive time intervals, and so forth. On the ¾¾ Find out Candidate B’s celebration. other hand, they can benefit from the realization that the ¾¾ Ask him/her questions using the guidelines on the right. learning strategies presented and applied in the English Have students read the instructions of the two stages. Ask lessons help them learn effectively and eventually become them to carefully observe the picture of the two celebrations more independent learners. Likewise, remind them of the and read both, the guidelines / key words given and the importance of being on time for the test, which in turn will prompts for questions. Besides this, encourage students give them time to organize their materials (pencil, paper, to remember that to talk about traditions and celebrations eraser) and relax a little. they can resort to both their knowledge of context and their general world knowledge. They can also use language Listening structures like Simple Past in Passive Voice and used to. You will hear someone talking about people’s Finally, encourage Student A to start answering Student B’s personality traits and feelings. For questions 1-5, questions about the chosen celebration. check the correct answer in the answer box. You Strategy: Track 40 Checking comprehension will listen to the recording twice. Invite students to read the instruction carefully and have them observe the example. Refer them to the Answer box and draw their attention to the 5 cells in the black column and the corresponding spaces for them to tick their answers. Highlight that there are 5 questions in the black column (1-5) and that each one has 3 options (A, B and C). Strategies: Using background knowledge Paying attention to context clues 59 U4_VP5IngGuideCol2012.indd 59 8/10/16 16:16 Test Training B 4. Reserved people can be recognized because they tend to A. be sociable. VP5 TestTra B montaje.indd 59 B. be ambitious. Listening C. be shy. You will hear someone talking about people’s personality traits and feelings. For questions 1-5, check the correct answer in the answer box. You will listen to the recording twice. 0. The topic of the radio program is about the link between 0 A B C 5. To interact with reserved people in a more effective way, it’s A. personality and self-esteem. 1 A B C advisable to Answers B. personality and profession. 2 A B C A. be polite. C. personality and communication. 3 A B C B. be a good listener. 4 A B C C. be indifferent. 5 A B C 1. Being aware of people’s personality traits may benefit relationships because it Speaking Candidate A A. helps people solve individual communication problems. B. lets people interact effectively with others. Stage1 C. allows people to get more friends. uuTalk about celebrations with candidate B. uu Choose one of the following celebrations and use the guidelines. The Chinese New Year Independence Day in your country • red envelopes • military parades 2. Competitive people can be recognized because they tend to • fireworks • live concerts A. keep a low profile. • family reunion • other… B. have a great sense of humor. • special dinner C. look for recognition. • lanterns • parades 3. To interact with competitive people in a more effective way, it’s advisable to A. recognize their discipline to achieve goals. B. criticize their personality. C. listen attentively to what they say. Stage 2 • What celebration/talk about/going to? uuFind out candidate B’s celebration. • When/celebrated? uu Ask him/her questions using the guidelines on the right. • What activities/done/to celebrate it? VP5_TestTraining_B.indd 59 23/03/2016 08:01:34 a.m. VP5_TestTraining_B.indd 60 23/03/2016 08:01:36 a.m. 59 3/30/16 10:05 AM 60 VP5 TestTra B montaje.indd 60 Reading Writing Read the biography below and choose the correct word or words for each space. Write a short biography about a famous person. Use the Quick Facts chart below for For questions 6 to 15, mark the best option (A, B, C or D) for each space. brainstorming. The Unstoppable Shining Celebrity 0 A B C D Quick Facts 6 A B C D Name Oprah Winfrey is a (0) North American actress, producer, TV talk Answers 7 A B C D show host, businesswoman, political activist, humanitarian and writer. She was born on Occupation 8 A B C D January 29th in 1954 and raised in Kosciusko, Mississippi, USA. She (6) A B C D Place and date of birth 9 called the most influential woman in the world. Her worldwide humanitarian efforts 10 A B C D Early childhood (habits or situations that were 11 A B C D true in the past) (7) recognized by the Academy of Motion Picture Arts and Sciences 12 A B C D Remarkable achievements with the Jean Hersholt Humanitarian Award. As a child, she (8) a 13 A B C D happy girl because her mother didn’t (9) her properly. However, at a 14 A B C D very early age, she used to read aloud and recite sermons in her church. Her fame and 15 A B C D fortune started in high school when she (10) work as a part-time radio news broadcaster. At the age of nineteen, she started to work as reporter for a radio station (11) Nashville and then she studied a career in radio and television broadcasting at Tennessee State University. Then, she (12) on to local TV news, and after that, to the famous The Oprah Winfrey Show that was broadcast nationally, and very soon became the number one talk show in the country. In 1985, Winfrey (13) for an Academy Award for best performance in Steven Spielberg’s film The Color Purple. Her talk show (14) awarded three Daytime Emmy Awards in the categories of Outstanding Host, Outstanding Talk/ Service Program and Outstanding Direction, and Oprah herself (15) the Speaking Candidate B International Radio and Television Society’s Broadcaster of the Year award. Stage 1 uuTalk about celebrations with candidate A. • What celebration/talk about/going to? 0. A patient B successful C curious D ambitious uu Find out candidate A’s celebration. • When/celebrated? • What activities/done/to celebrate it? uu Ask him/her questions using the guidelines on the right. 6. A has B have been C has been D had been 7. A have been B had been C has been D were Stage 2 8. A hasn’t been B isn’t C hadn’t been D wasn’t uuChoose one of the celebrations you want to talk about and use the guidelines. uu Answer student A’s questions. 9. A look after B looked after C look into D looked into 10. A used B didn’t use C used to D use USA Independence Day Christmas at home 11. A at B in C on D from • marching bands • gifts/presents • fireworks • Christmas tree 12. A moves B move C has moved D moved • sporting events • church • bar-b-ques • other..., 13. A was nominated B is nominated C were nominated D has been nominated 14. A have been B had been C has been D was being 15. A have received B has received C had received D received VP5_TestTraining_B.indd 61 23/03/2016 08:01:37 a.m. VP5_TestTraining_B.indd 62 23/03/2016 08:01:39 a.m. 3/30/16 10:05 AM Quick Facts chart as a way to brainstorm facts and events. Reading Next, advise students to organize the facts and events, and Read the biography below and choose the correct then, write the first draft of their biography on a separate word or words for each space. For questions 6 to piece of paper. Encourage them to read it through and check 15, mark the best option (A, B, C or D) for each content, spelling, structure and punctuation. Finally, have space. them write the edited version of their biography. Guide students to read the instructions before reading Strategy: the passage in order for them to know the purpose of the Brainstorming reading. Strategies: Speaking Candidate B Contextualizing Transferring (using previously acquired linguistic knowledge Stage 1 to facilitate the completion of a new language task) ¾¾ Talk about celebrations with Candidate A. Deducing logically ¾¾ Find out Candidate A’s celebration. Draw their attention to the Answer box. Highlight that there ¾¾ Ask him/her questions using the guidelines on the right. are ten questions in the black column (6-15) and that each Stage 2 one has four options (A, B, C and D) for them to check one. ¾¾ Choose one of the celebrations you want to talk about With the reading purpose in mind and the reading strategies and use the guidelines. to do the reading comprehension exercise, students can start reading the passage and completing it by filling in the ¾¾ Answer Student A’s questions. blanks accordingly. Ask students to read the instructions of the two stages carefully. Have them carefully observe the picture of the two Writing celebrations and read, both the guidelines and key words Write a short biography about a famous person. given, as well as the prompts for questions. Besides this, Use the Quick Facts chart below for brainstorming. encourage them to remember that to talk about traditions and celebrations, they can resort to both their knowledge of Invite students to read the instructions and the Quick context and their general world knowledge. Also, they can Facts chart that contains five issues / aspects which they use language structures like the Past Simple Passive Voice should include in their famous person’s biography. Allow a and used to. Finally, encourage Student B to start answering few minutes for them to think and chose their personage. Student A’s questions about the chosen celebration. Highlight the purpose of the writing exercise; to give detailed information and describe events in the life of a famous Strategy: person. Ask them to first complete the information in the Checking comprehension 60 U4_VP5IngGuideCol2012.indd 60 3/23/16 11:47 AM 5 UNIT Skills CEF Standards Indicators Comprehension Can understand the ¾¾ Pays selective attention and uses general Listening main points of standard world knowledge clues to identify details. Getting Away input on familiar matters regularly encountered in leisure issues. ¾¾ Uses visual aids and context to identify details. ¾¾ Recognizes idioms or colloquial expressions and places them within a context. Comprehension Can recognize facts and ¾¾ Distinguishes facts from opinions in a holiday Reading opinions in standard brochure. input on familiar ¾¾ Relates content and conventions to the matters regularly corresponding subheadings in a holiday encountered in leisure brochure. issues. Interaction Can handle short ¾¾ Checks for information and asks for agreement Oral social conversations about activities and places visited while on on familiar topics and vacation. activities. Expression Can use informal ¾¾ Uses tag questions to keep the conversation expressions to briefly going. Oral describe travel experiences, events and plans. Expression Can produce simple ¾¾ Writes a short holiday brochure following both Written connected texts on a model and the guidelines given. topics which are familiar ¾¾ Uses so (so + adjective) and such (such + or of personal interest. adjective + noun) to place emphasis on descriptions. 61 U5_VP5IngGuideCol2012.indd 61 3/23/16 11:50 AM 5 UNIT uu General Objective You will be able to talk about activities and places visited while on vacation. uu Communication Goals You will learn how to Getting Away uu • check for information. • ask for agreement. • report what someone has said. CLIL • Landscapes • Outdoor Activities Vocabulary • Words related to holiday destinations, weather, typical food, activities and attractions Grammar • Tag questions • Reported speech • Compound adjectives uu Idioms and Colloquial Expressions • To look forward to • Travel on a shoestring • To catch some rays • To live like a king • To travel light uu Project A Promotional Radio Advertisement You will create and record a radio advertisement to promote a holiday destination. Discuss: • Have you planned your vacation already? • Have you chosen your holiday destination? • What places are worth visiting? • What activities can you do there? • What’s the weather like there? • What’s the typical food like? VP5 U5.indd 61 19/05/2016 02:58:02 p.m. Lesson  1 Going on Vacation b a c d 1. Listen and complete the conversations with the words you hear. Then, match each conversation with its corresponding picture. Tina: Emily enjoys traveling, Liz: Oh Albert, I’m looking forward Pronunciation doesn’t she ? to our vacation in Spain! • Use falling intonation Tim: Yes, she loves it! Albert: You´re booking the flight, to check information. Tina: But, she hasn’t chosen her aren’t you ? (e) Eileen likes city tours, holiday destination yet, Liz: Yes, I’m looking for cheap doesn’t she? has she ? (a) • Use rising intonation flights on the Internet. to ask for something Tim: Yes, she has, she’s going to Albert: And do not forget that you don’t know or Dubai! we’re not staying at a hotel, you’re not sure of. Tina: Wow! But she hates traveling are we ? (f) You haven’t packed by plane, doesn’t she ? (b) Liz: Yeah, I haven’t forgotten. We yet, have you? Tim: Yeah, but she’ll have to do it. have to travel on little money. Joan: Ron, you will book the hotel Harold: You have planned everything for reservation, won’t you ? (c) your holiday, haven’t you ? (g) Ron: Yes. I’ll make it for two weeks. Diane: Yes, I have. I’m going to the exotic Joan: But we will be back before beaches of Krabi and Phuket in our daughter’s birthday, Thailand. won’t we ? (d) Harold: That’s interesting! There you can Ron: Yeah, we couldn’t afford more enjoy many water sports! Key Expressions days at that expensive hotel. Diane: Yes, I know. To look forward: to Joan: Oh, I can’t wait for the vibrant Harold: But you haven’t packed yet, expect something city of Los Angeles! have you ? (h) with pleasure Ron: That’s true, L.A., is a dazzling Diane: No, I haven’t found the suitcases yet! Hurry up!: to make city! Harold: Gosh! You must hurry up! someone move faster 2. Match the expressions with their definitions based on the previous conversations. a. To book b 1. To be able to pay for something. b. To afford a 2. To arrange for tickets in advance. c. To look for e 3. To put things into a suitcase. Vocabulary Strategy d. To stay c 4. To search for or seek something. Relate new language to concepts e. To pack d 5. To inhabit a place temporarily. already known. 62 VP5 U5.indd 62 19/04/2016 11:04:19 a.m. Lesson  1 Going on Vacation Planning Learning Goals Indicators Key Vocabulary and Structures Strategies This lesson will lead ¾¾ Checks for Vocabulary ¾¾ Relating new students to talk information and Words related to holiday destinations, weather, language to already- about activities and asks for agreement typical food, activities and attractions known concepts places visited while about activities ¾¾ Paying selective Expressions on vacation. and places visited attention and using To look forward to while on vacation. general world Hurry up knowledge clues to Structures identify details Tag questions following the example given, which makes reference to tag WARM UP (books closed)  questions. Play the recording once allowing some time after Direct students’ attention to the photos on page 61. Invite each conversation for students to fill in the gaps. Have them them to have a buzz word about the pictures with their cross-check answers with their partners. Play the recording partners for a minute. Then, ask What are they doing? Are as many times as necessary for them to confirm their they happy/sad? Do they look excited? Where are they? What answers or to do the task. Check the responses orally as a sort of clothes are they wearing? Have you ever gone to the whole class by inviting some volunteers to read or role-play beach? Which has been your best vacation? What activities did the conversations. you do there? Where did you go on your last vacation? Finally, prompt them by having them answer the questions at the Now, ask them to match the conversations with the bottom of page 61. corresponding pictures and confirm the students’ predictions made at the beginning of the exercise. PRESENTATION 1 After that, refer students to the Key Expressions box and exemplify by saying: I’m looking forward to my vacation in 1. Listen and complete the conversations with the the Amazon next month! There isn’t much time to book my words you hear. Then, match each conversation hotel. I must hurry up! Encourage them to do a quick search with its corresponding picture.  of the two expressions and then, to personalize the example Track 41 - 42 by choosing an imaginary holiday destination. Focus students’ attention on the pictures and challenge them to tell you the name of those holiday destinations PRESENTATION 2 (Dubai: Atlantis Hotel, Palm Island; Spain: La puerta de Alcalá, 2. Match the expressions with their definitions Madrid; Los Angeles: Hollywood Boulevard, Hollywood Walk based on the previous conversations.  of Fame; and Thailand: Phuket Island). Every time they come up with a place write it on the board. Tell them that they will Get students to work in pairs. Call students’ attention to the check their guesses later on. Vocabulary Strategy and encourage them to associate the new or unknown words to what they already know. Elicit Then, have students read the conversations silently and see answers as a whole class. Do not forget to stimulate them if they can fill in the blanks without listening to the recording with a rewarding expression like: Well done! 62 U5_VP5IngGuideCol2012.indd 62 8/10/16 16:17 word. Have them recall some water sports they know of PRACTICE or remember having learned before. Direct their attention 3. Finish the questions in column A. Then, match to the Listening Strategy emphasizing that associating our them with the corresponding answers in general world knowledge with the topic or information that column B.  is being studied makes our understanding easier. Play the Prior to having students do the task, center their attention recording once for students to fill in the blanks. Ask them to on the Reflect on Grammar box. Ask them to read the cross-check answers with another pair of students. Play the examples given in the table and have them notice the use of audio for the second time for them to confirm before asking the corresponding auxiliary verb of the sentence’s tense and some volunteers to read them to the class. subject pronoun. Write a couple of contextualized examples 5. Listen and check if people are checking or asking on the board and make sure you use an eye-catching color for information.  Track 44 for both the auxiliary verb and the subject pronoun: You are already familiar with tag questions, aren’t you? Have them Have students recall both the falling and the rising intonation complete the missing information in the Grammar Chart of tag questions, which are used to check information and individually. to ask for something people don’t know about or are not sure of respectively. If necessary, refer them again to the Then, draw students’ attention to the Pronunciation box Pronunciation box on page 62. Get them to work individually. and have them realize that we use falling intonation to Play the audio once and have them compare their answers check information by reading the example given (Eileen with a classmate’s. Play the audio for the second time for likes city tours, doesn’t she? Do the same with the second them to confirm or correct their answers before checking example to demonstrate that we use rising intonation to them as a whole class. As a follow-up, challenge students to ask for something we don’t know or we’re not sure of (You listen for the third time and see if they can catch the whole haven’t packed yet, have you?) After that, have them do question. Correct spelling if necessary. Do some individual some choral and individual drills of the given tags with their and choral drills, making sure they use both the rising and rising or falling intonation. Invite students to go back to the the falling intonation accordingly. Praise them for their conversations in exercise 1 and identify the ones that check learning effort! information and those that ask for something people don’t know or are not sure of. Make sure they do some choral drills with the corresponding intonation.  Project Stage 1   Finally, ask students to solve the exercise. Suggest that they For you to get a complete idea of the project go to the write the corresponding tag questions first, and then do the Share Your Project section (page 69) and carefully read corresponding matching between the two columns. Ask about it. Likewise, for students to envision the project invite students to cross-check answers with another couple before them to go over the three stages that need to be carried checking them as a class. To practice both the rising and out when creating a radio advertisement or at the end of falling intonations, write the sentences on the board and lessons 1, 2 and 3. Motivate students to work on their radio draw some arrows going up and down in front of each one, advertisement by presenting it with enthusiasm during the and have them read those accordingly. If needed, correct presentation at the end of the unit, in the Share Your Project spelling. Congratulate them for their pronunciation skills! section. Have students think of a tourist place they consider worth visiting and write it secretly on a piece of paper with 4. Listen and complete the details.  Track 43 their names. Each paper is read aloud and students form Draw students’ attention to the five parts of the radio groups of four. Recommend that they think of and write advertisement they are going to listen to. Challenge them three attractions and benefits of their selected holiday to give you a synonym of the word motto (slogan) and see if destinations. Get them to brainstorm words and ideas to they can come up with a definition. Alternatively, encourage create a motto that captures listeners’ attention and gets them to use the glossary to find out the meaning of this the promotional message across. 63 U5_VP5IngGuideCol2012.indd 63 8/10/16 15:26 Grammar and Vocabulary Reflect on Grammar Tag Questions Tag questions turn statements into questions and are used to check or to ask for information. Notice the use of the corresponding auxiliary verb of the sentence’s tense and subject pronoun. Simple Present tense Present Progressive tense He travels on little money, doesn’t he? She is booking the flight, isn’t she ? They travel by plane, don´t they? He is ordering the meal for us, isn’t he ? She likes city tours, doesn’t she ? We’re not traveling tomorrow morning, are we ? Future tense Present Perfect tense He will make the hotel reservation, won’t he ? She has bought the tickets, hasn’t she ? We will be back in three weeks, won’t we ? It has been our best holiday destination, hasn’t it ? They won’t stay at a hotel, will they ? They haven’t been to London, have they ? 3. Finish the questions in column A. Then, match them with the corresponding answers in column B. A B a. She loves sunny beaches, doesn’t she ? c 1. No, I won’t. I can’t afford it. b. He is making the hotel reservation, isn’t he ? d 2. Yes, they have already bought them. c. You won’t stay at an expensive hotel, will you ? e 3. No, we haven’t been there yet. d. They have bought the tickets, haven’t they ? b 4. No, he isn’t. He is booking the flight only. e. We haven’t been to Beijing yet, have we ? f 5. Yes, it is. It offers dazzling landmarks. f. Spain is worth visiting, isn’t it ? a 6. Yes, she enjoys sunbathing. 4. Listen and complete the details. 5. Listen and check if people are checking or asking for information. A unique experience, not to be asking for checking missed by beach fans! information information a. Janet The well-preserved Phuket Island b. Paul on the southwest coast of Thailand. c. Harold Enjoy snorkeling, scuba diving (a), d. Sara fishing (b), kite surfing (c), water- e. Annie skiing, kayaking (d), and rappelling. Western (e) and Asian (f) seafood Listening Strategy To identify details, pay selective attention A two-week vacation (g) and use general world knowledge clues. for US$ 499.00 (h) Project  Stage 1 • In groups, think of a tourist place you consider worth visiting and write it secretly on a piece of paper. • State three attractions and benefits of their selected holiday destinations. E.g. The Galapagos Islands are located to the west of the Ecuadorian coast. • Brainstorm words and ideas to create a motto that gets the promotional message across. E.g. The Galapagos Islands are the perfect holiday destination for lovers! 63 VP5 U5.indd 63 23/03/2016 09:36:24 a.m. Lesson  2 Amazing Things to Do 1. Label the pictures. a. kite surfing b. snowboarding c. scuba diving g l f h d. surfing e. rappelling f. rock climbing g. kayaking h. mountain biking d a c b i. hiking j. snorkeling k. tobogganing l. helicopter rides e j i k 2. Listen and complete the conversation with words from the previous exercise. Beth: I want to go to the Matterhorn Agent: Besides those previously mentioned, Mountain in Switzerland on vacation. you can also go tobogganing (e). Can you give me some information Beth: Oh, I can’t wait for this adventure! about it? What about cheap hotels and tickets? Agent: Sure! The well-known Matterhorn is Agent: You’re traveling on little money, a 4,478 meter mountain with 365 aren’t you? days of snow; something you can Beth: Yeah, I’m traveling on a shoestring only find in Zermatt! this time. Beth: Wow! I will be able to practice lots of Agent: Then, you can stay in sports, won’t I? accommodations for backpackers Agent: Yes, you will be able to go and get a second-class ticket. hiking (a), and practice rock climbing (b), mountain biking Beth: Great! You accept credit cards, don’t you? (c), and snowboarding (d) there. Agent: Yes, we started to accept all Beth: Great! There is lots to do. of them last month. 3. Go back to the dialog and check who said the statements below. Beth Agent a. She said that she wanted to go to the Matterhorn Mountain in Switzerland. b. She said that the Matterhorn was a 4,478 meter mountain with 365 days of snow. c. She said that she would be able to practice lots of sports. Key Expressions d. She said that she was traveling on a shoestring. Travel on a shoestring: to travel on little money e. She said that they had started to accept credit cards. 64 VP5 U5.indd 64 23/03/2016 09:36:27 a.m. Lesson  2 Amazing Things to Do Planning Learning Goals Indicators Key Vocabulary and Structures Strategies This lesson will ¾¾ Reports what Vocabulary ¾¾ Reasoning enable learners to someone has said. Words related to outdoor activities deductively to apply talk about well- general rules to new Expressions known holiday target language Travel on a shoestring destinations. situations Structures Reported Speech WARM UP (books closed)  PRACTICE To center the students’ attention on the 12 outdoor activities 2. Listen and complete the conversation with make an unscramble game. Write the twelve activities on a words from the previous exercise.  piece of paper, cut them into individual letters, and put them Track 45 into twelve colorful balloons, plastic bags or envelopes. Divide the class into 12 groups and give each group a Get students to work in pairs. Allow some minutes for balloon, bag or envelope and so forth. Tell them that they students to complete the task while you go around the will have thirty seconds to unscramble the outdoor activity classroom providing guidance if needed. Play the audio a and mimic it in front of the class. Invite them to take turns second time for students to confirm or write their answers. mimicking the outdoor activities, have the rest of the class Invite them to compare their answers with a partner’s. guess it and stick the pieces of paper on the board so as to Before directing students’ attention to the Key Expressions form the word. Keep their motivation up by saying: How box, ask: What is needed to travel? (time and money), Do we extraordinary! Outstanding performance! Etc. Alternatively, need lot of money to travel? Is it possible to travel on very little ask students to think about amazing things to do while on money? (this was previously presented in conversation b, in vacation. Copy/write every activity they mention on the lesson 1). Ask students to go back to the text and look for the board and make sure they include the ones presented in the expression to travel on a shoestring and have them deduce lesson. Check spelling and pronunciation and have them its meaning. Tell them to pay attention to what the agent rank those activities from the most to the least exciting. asks and to what Beth replies. Now, refer students to the Congratulate them for their effort. Key Expressions box to confirm their deduction. 3. Go back to the dialog and check (✓) who said the PRESENTATION 1 statements below.  1. Label the pictures.  To motivate students bring a magazine or newspaper cutout Focus students’ attention on the pictures and have them of the Swiss Matterhorn mountain and challenge them to name them aloud without seeing the word in the Word say its location and describe it in terms of the weather and Bank. Stress that they are applying a Vocabulary Strategy outdoor activities people can do there. they are already familiar with, which consists of evoking prior knowledge through visual aids. Then, invite students Then, get students to work in pairs. Call on two volunteers to work in pairs to participate in a two-minute competition to read the instructions and the statements in the table. Ask to have them label the pictures. Go around the classroom to them to go back to the previous conversation to solve the prompt them if necessary. The pair of students that finishes exercise. Have them cross-check answers with other pairs first will read the answers aloud for the rest of the class to before checking them as a class. confirm or correct theirs. Do some choral and individual drills on the pronunciation of outdoor activities. 64 U5_VP5IngGuideCol2012.indd 64 8/10/16 15:26 Are these well-known holiday destinations? Does Thailand PRESENTATION 2 have first-class beaches? Have you ever gone on a four-week 4. Rewrite the statements as reported speech.  vacation? Do you think the Eiffel Tower/ Buckingham Palace is a well-preserved monument?, and so forth. Invite students Before having students do the exercise, draw their attention to carefully read and study the Reflect on Grammar box on to the Reflect on Grammar chart. Have them realize the compound adjectives. Have students recall what an adjective time changes that take place in sentences (pronouns and is and ask them to give you some examples while you write verbs). To facilitate understanding, have them notice the them on the board. Take advantage of the opportunity contrast between the reported statement and the original to remind them that adjectives are descriptive words that one by underlining the two verb forms in the examples of generally do not have plural forms and go before nouns. the Grammar Chart (e.g. want and wanted; started - had Emphasize that to form compound adjectives or a two-word started, and so on). Additionally, you can draw a simple adjective, we join two describing words with a hyphen, right graph where you evidence the relationships among tenses before the noun they qualify. in Reported Speech like the one on page 103. This action may Then, go over the exercise and call on a volunteer to read help them internalize or learn by heart the related tenses in the Word Bank and do some choral and individual drills of reporting. To practice more, model reported statements by those words. Get students to work in pairs to do the task. eliciting some examples from students’ life experiences. You Have them compare their answers with another pair of might ask them about their favorite holiday destinations students before checking them as a class. Praise them for and unforgettable vacations as well as some landmarks or their incredible learning abilities! landscapes worth visiting. Copy what they say on the board and then report those things making sure you use different colors to indicate the change in the tense of the verb. Finally,  Project Stage 2   have students do the exercise in pairs while you go around Highlight that as holiday brochures and radio advertisements the class to provide help if needed. Check answers as a whole help people choose, plan and book their next vacation, they class by calling on some volunteers to write the sentences should start looking for printed or online holiday brochures on the board. that may give them fresh ideas. Also, recommend that they listen to promotional radio advertisements to get familiar PRESENTATION 3 with the language, tone of voice and intonation that are typically used. Encourage them to search information on the 5. Write the correct compound adjective. Use the internet about the selected destination, including pictures, Word Bank.  facts and figures, and videos. Stress the importance of stating Do some exploration of students’ background knowledge the value and benefits of the tourist place by describing the of famous landmarks like: The Great Wall of China, Machu landscapes, transport, activities and attractions, weather, Picchu, The Colosseum, The Egyptian pyramids, etc. Ask: food, and costs. 65 U5_VP5IngGuideCol2012.indd 65 3/23/16 11:50 AM Grammar and Vocabulary Reflect on Grammar Reported Speech To report what a person says, we change the tense of the verb because we are usually making reference to a time in the past. Direct speech Reported speech Simple Present “I want to go to Matterhorn Mountain.” Simple Past She said she wanted to go to Matterhorn Mountain. Simple Past “We started to accept credit cards last Past Perfect She said they had started to accept month.” credit cards last month. Present Progressive “I´m traveling on a shoestring.” Past Progressive She said she was traveling on a shoestring. Future “I will go hiking and practice climbing.” Would She said she would go hiking and practice rock climbing. 4. Rewrite the statements as reported speech. a. My favorite mountain sport is rappelling. She said that… her favorite sport was rappelling. b. I saw the well-known Great Wall of China He said that he had seen the well-known Great on a 20-minute helicopter ride. Wall of China on a 20-minute helicopter ride. c. We are going on a three-week scuba They said that they were going on a three-week diving and kite surfing training lesson. scuba diving and kite surfing training lesson. d. I will go mountain climbing on the well-known She said that she would go mountain climbing Mount Everest next month; it’s an 8,848 meter on the well-known Mount Everest next month. mountain. Reflect on Grammar Compound Adjectives Compound adjectives are two word adjectives that modify a noun. Adverb - adjective - noun Figure – noun – noun: The first two nouns work as an adjective. Buenos Aires is a well-known city. We went on a two-week vacation. France has well-preserved monuments. This is a 700-year-old castle. Mexico offers first-class beaches. It was a 6-hour flight. 5. Write the correct compound adjective. Use the Word Bank. Word Bank a. Ian wants to go to the well-known mountain of Machu Picchu. It’s one of the • known most famous Peruvian mountains. • twelve b. Jo went on a three-week vacation to Mexico. He spent 15 days there. • preserved c. Liz wants to visit the well-preserved Great Wall of China. The structure still looks • week magnificent. • first d. Anna will probably go to a first-class beach in Thailand this December. It’s one of • class the best beaches in the country. • well (x2) e. They have booked a twelve-hour flight in the economy class. They will be in the • hour air half a day. • three Project  Stage 2 • Search information on the Internet about the selected destination, including pictures, facts, and videos. • State the value and benefits of the tourist place by describing the landscapes, transport, activities and attractions, weather, food, and cost. E.g. The well-known Galapagos Islands were chosen as the best islands by the “World’s 10 Best Awards.” 65 VP5 U5.indd 65 19/04/2016 11:06:35 a.m. Lesson  3 Holiday Destination 1. Use the clues given to guess the words. a. A financial plan b u dg e t b. A company that rents cars r e nt a l c a r a g e ncy c. The area of America that goes from Am e r i c a L a t i n Vocabulary Strategy Mexico to Argentina d. Days taken to travel or rest h o lid a y s Use language-based clues e. The place where someone is going d e s t i n a t i on to guess meaning. 2. Read and choose a suitable sub-heading for each section. Use the box. • What to do • When to go Feeling like getting away from the city? • Budget • What to eat You just need to pop in and book your Iguazu Falls Vacation. • How to get there • Reviews It is worth visiting any time of the year. • Location It is a well-known fact ties, rental car companies and hotels in you are in a paradise. For example, stu- that in 1986, UNESCO the park, you can choose to go by plane, dies show that there are 2,000 plant spe- designated this natu- bus, car or on foot. cies, 450 types of birds and more than 80 ral wonder as a World mammal species. Heritage landmark. Just imagine a fantastic net- What to do (b) work of 275 diverse wa- When to go (c) Iguazu National Park offers many ac- terfalls extending over a tivities to make your adventure unfor- The falls are wonderful anytime with three-kilometer area. They are so beau- gettable. Experience the well-preserved their subtropical climate and rains all tiful that the risk is wanting to stay. waterfalls in different ways; going on year long. There are such exciting wa- sightseeing excursions from the Brazi- ter sports to practice in any season that Location lian and the Argentine sides of the falls tourists never forget this experience. up to the impressive Devil’s Throat; ta- However, in winter there is less rain so The falls are located on the Iguazu River king a 10-minute helicopter ride above the falls may be less powerful. and an area shared by Argentina, Brazil the Iguazu National Park and the Falls is a and Paraguay, so it is a three-country great option for you to visit this stunning border zone. landmark; going boating under the falls What to eat (d) and taking exciting sailing tours facing the rapids; going on a rappelling adven- Fresh fruit is one of the key delights for ture down the cliff face; going canoeing thirsty travelers besides a variety of typi- How to get there (a) cal dishes such as Feijoada (black beans and kayaking; taking rafting courses and Iguazu has such organized transporta- enjoying camping sites -a convenient and pork stew), Moqueca (seafood stew) tion that you can arrange travel in the choice for backpackers traveling on and Churrasco (mixed grilled meats), city of Foz do Iguacu on the Brazilian shoestring budgets. Besides, the Iguazu among many others. The food at the side, or the town Puerto Iguazu, on the National Park has the largest biological open market is so good and cheap Argentine side. Since both sides have diversity of Argentina. It has such ama- that tourists often decide to have nearby airports, buses from all main ci- zing biological diversity that you feel like all their meals there. Reading Strategy Key Expressions Relate the content and conventions of the text to Get away from: to escape, to go away the corresponding sub-headings. Pop in: to visit briefly 66 VP5 U5.indd 66 23/03/2016 09:36:30 a.m. Lesson  3 Holiday Destination Planning Learning Goals Indicators Key Vocabulary and Structures Strategies This lesson will ¾¾ Distinguishes facts Vocabulary ¾¾ Relating the content and enable learners to from opinions. Words related to holiday conventions of the text to the recognize facts and ¾¾ Relates content and travel corresponding sub-headings opinions in holiday and conventions to ¾¾ Identifying both factual Expressions brochures. the corresponding information and personal Get away from subheadings in a Pop in opinions holiday brochure. ¾¾ Using so/such to place Structures emphasis on descriptions So Such WARM UP (books closed)  While Reading Bring some holiday brochures of famous landmarks and 2. Read and choose a suitable sub-heading for each landscapes in Latin America. Ask students to form groups of section. Use the box.  Track 46 four. Distribute the brochures among them and ask them to Do some picture exploitation by asking: What is this famous identify and label the type of information they include (e.g. landmark? Have you heard about it? Where is it located? Have motto, place, weather, activities, food, prices, etc.). Give you ever gone there? What’s the weather like? Does it have them enough time to do the task while you go around the seasons? What can you do there? Etc. Challenge students to classroom to provide help as needed. Encourage them to find the motto or slogan of this holiday destination. Then, choose a representative per group to tell their classmates have them recall the definition of a motto (a short sentence and the teacher about their holiday destination, landmark or phrase that expresses a belief or purpose). Ask: Why is this or landscape. Finally, invite students to conduct a survey motto persuasive/convincing? among the participants of each group in which they will choose their favorite place. As they report the findings of the Now, direct students’ attention to the Reading Strategy survey, put a check in front of the destination to see what is and model it by having them relate the first convention (a the most attractive and the least attractive for them. Do not world map) of the text to the corresponding sub-headings forget to praise them for their contributions with something (location). Ask: Why are these two items related to each other? like: Thanks for helping! Good work! Well done! Etc. (a world map indicates places, sites, localities, positions, etc.) What does the text underneath this convention refer to? Pre-Reading (where the landmark is located) Where are the Iguazu Falls located? and the like. Immediately, have students carefully 1. Use the clues given to guess the words.  read the Key Expressions and their corresponding meanings. Encourage them to look for these expressions in the text Focus students’ attention on the Vocabulary Strategy and (both of them appear in the motto). Get students to work highlight the benefits of using language-based clues to individually and then have them compare their answers guess meaning. Write the word vacation on the board and with their classmates’ before checking answers as a class. brainstorm words related to it. Prompt them to see if they Alternatively, don’t forget that you can make use of the can come up with some of the words given in the exercise. audio to check answers. Keep their motivation up by saying: You can ask something like: What’s a word for a period of time Super job! Very impressive! Etc. used to travel and rest? What’s the word for a place where people go to rest or relax? What’s the name for the amount of money you have to spend? Call on some volunteers to read the instructions and the clues from a to e. Ask them to do the exercise individually, and then compare their answers with their partners’ before checking them as a class. 66 U5_VP5IngGuideCol2012.indd 66 8/10/16 15:29 Post-Reading Writing 3. Based on the reading determine which 5. Use the guidelines to write a short holiday statements are F (facts) and which ones are O brochure.  (opinions).  Invite students to write their favorite holiday destination Prior to having them do the exercise, have students read and their name on a piece of paper. Collect all the pieces and the Reading Strategy. Model by saying and writing: Buenos put them into a paper bag. After shaking the bag to get the Aires is the capital of Argentina. I think that Buenos Aires is pieces mixed, invite students to take one piece. They are a sophisticated city. Make sure you write the verb think and expected to look for the person whose name is on the piece the word capital in a different color. Then have them decide of paper and work in pairs. As soon as they get together they which of these two statements is a fact or an opinion. Have should negotiate their preferences and choose one to write them realize that the former is a truth/something that about. Emphasize that they should also search the internet, actually exists and the latter is what we consider or believe read printed holiday brochures and look for information about something. Get students working in groups of four in travel guides. Stress the importance of including facts, to do the task. Recommend that they go back to the text, experts’ reviews, tourist comments, and amazing things to locate and underline the information then decide whether make their holiday brochure more convincing or persuasive. the statement is a fact or an opinion. Ask them to cross- Advise them to include some pictures to make the layout check their answers with other groups before checking them more attractive. As a follow-up, invite students to share their as a class. holiday brochures by placing them on the classroom walls so that everybody can go around browsing and learning from 4. Circle the correct word so or such to complete their classmates’ outstanding work! Alternatively design a the sentences.  check list which includes the five aspects of the given layout Before inviting students to do the task, call their attention to (e.g. Does it include a headline/motto? Does it mention facts? the Writing Strategy. Have them carefully read the use of so Does it offer experts’ reviews and tourists’ comments?, etc.). + adjective and such + adjective + noun to place emphasis on This way you can invite students to give peer feedback on descriptions. Exemplify by saying Machu Picchu is so majestic their holiday brochures and minimize mistakes. that people want to stay there forever! The Great Wall of China has such organized transportation facilities that you can get  Project Stage 3   there very easily. Now, challenge students to go back to the reading and do a quick search of the examples with so and Prior to having students working on their project, give them such. Give them some minutes to find and underline them. some practical hints on preparing radio advertising such as Call on some volunteers to read them aloud. Congratulate listening to other commercials before writing theirs, revising students for their learning attitude. After that, get students the text or script of their radio advertisement to make sure working in pairs to solve the exercise. Encourage them to it includes all aspects that comprise a typical radio advert cross-check answers before checking them as a class. and adding key information like location, e-mail addresses, contact phone numbers, or websites. Avoid mistakes by correcting the tone of voice, practicing the script until they feel confident and ready to record it, and getting good music and suitable background sounds. Remind them to be ready to release their radio advertisement in the Share your Project Section at the end of this unit. 67 U5_VP5IngGuideCol2012.indd 67 3/23/16 11:50 AM Reading and Writing Budget (e) Argentine pesos and international credit holiday destination for adventure and cards are also accepted. nature lovers! Our tourist plans suit a range of budgets. Iguazu offers such exciting 5 to 10 day Reviews (f) Some tourists said, “I think Iguazu Falls is out of this world! We believe that excursions priced from US $1,499 that it When Ms. Glem, a travel expert, was these falls are a unique landmark!” is worth the money. Although bringing asked about her holiday experience, US dollars facilitates monetary deals, she said that Iguazu Falls was a stunning Book your vacation today. You won’t miss the chance to enjoy this adventure, will you? Contact us at 320 2 55 11 55 • Visit us at SouthAmericanTours.com 3. Based on the reading determine which statements are F (facts) and which ones are O (opinions). a. I think the Iguazu Falls are out of this world! O b. The Iguazu Falls has been a World Heritage landmark since 1986. F c. The Iguazu Falls is a stunning destination for adventure and nature lovers. O Reading Strategy d. It is a network of 275 drops extending over a three-kilometer area. F To identify facts, look e. We believe that these falls are a unique landmark! O for figures/numbers/ percentages, geographical f. The falls are located in a three-country border area. F features, experts’ g. The variety of fruit and food suits all travelers’ tastes. O comments, true examples, h. Examples of its biological diversity include 2,000 plant species and 450 bird official recognitions, studies F species. and so forth. To recognize opinions, look 4. Circle the correct word so or such to complete the sentences. for signal verbs like think, a. Iguazu falls are so / such stunning! They have been designated a World Heritage area. consider, believe, suppose,. b. This triple-country border area offers so / such powerful waterfalls that any other falls pales by comparison. c. Iguazu has so / such a huge rainforest that it holds the largest biological diversity of Argentina. d. Food is so / such delicious that it suits all travelers’ tastes. Writing Strategy e. Iguazu National Park offers so / such amazing things to do that nobody gets bored. Use so / such to place emphasis on descriptions. 5. Use the guidelines to write a short holiday brochure. • so + adjective • Headline • such + adjective + noun • Well-known facts: Answers may vary. • Attractions/benefits: • Experts’ and tourists’ reviews: • Key information (contact phone numbers, e-mail address, or websites: Project  Stage 3 • Add key information like location, e-mail addresses, contact phone numbers, or websites. • Recording your radio advertisement. • Choose the correct tone of voice and add suitable background sounds. 67 VP5 U5.indd 67 23/03/2016 09:36:31 a.m. Lesson  4 Living Like a King! 1. Listen, read and choose the corresponding meaning. After graduating from high school my Oh, I’m terribly pale! I’m going to I have lived like a king during my four- parents gave me a one-month trip to the beach to catch some rays. week holiday. I stayed at an expensive Europe. So, I must travel light! hotel and spent a fortune, but it was a. To travel light means… b. To catch some rays means… worth it. 1. to travel alone. 1. to avoid the sun. c. To live like a king means… 2. to get slim before traveling. 2. to play on the beach. 1. to live in a palace. 3. to travel with little luggage. 3. to get a suntan. 2. to travel a lot. 3. to live luxuriously. 2. Complete the conversation with the expressions in bold from the previous exercise. Then, listen and check. Brian: You have chosen your holiday destination, haven’t you? Carla: Yes, I have. I’m going to Cancun to catch some rays ! (a)! Brian: That’s great! But please, don’t travel with lots of luggage! Carla: Yeah, I’ll never take lots of luggage with me again. I’ve learned to travel light (b). Brian: I guess you will live like a king (c) staying at expensive hotels. Carla: No, I won’t. It’s incredible how well you can travel on a shoestring budget avoiding expensive hotels and restaurants. Brian: Are you kidding me? That’s real change! 3. Share your vacation plans with a partner. I’m going on a Wow! I guess three-month vacation to you can’t wait South America. for it, can you? Yes, I’m looking forward to it, but I don’t how to travel light, do you? Speaking Strategy Reflect on Values To keep the conversation going, Always Sometimes Never use tag questions. ¾¾ I respect the value of nature and landscapes. ¾¾ I appreciate and value World Gap Activity Heritage Sites. ¾¾ I encourage people to visit places Student A goes to page 90. that are worth visiting. Student B goes to page 92. 68 VP5 U5.indd 68 23/03/2016 09:36:33 a.m. Lesson  4 Living Like a King! Planning Learning Goals Indicators Key Vocabulary and Structures Strategies This lesson will guide ¾¾ Uses informal language Vocabulary ¾¾ Using tag questions students to use to talk about activities, To catch some rays to keep the idioms and colloquial places to visit and related To live like a king conversation going expressions in informal issues while on vacation. To travel light conversations. the classroom to help if necessary. Give them enough time WARM UP (books closed)  to complete the conversation with the idioms. The couple Get some illustrations of people travelling with big and that finishes first will role-play the conversation as a way heavy suitcases, some tourists lying on a beach sunbathing, to check answers. Play the audio as many times as needed and a couple of rich people on a luxurious cruise. Show them for them to confirm their answers or to choose the correct to the students and do some picture exploitation by having alternative. Praise them for their learning effort! them briefly describe the pictures. Ask: What do you do when you go to the beach? Do you usually travel on a shoestring? Do you carry a lot of money with you when you travel? When APPLICATION you travel, do you usually bring big and heavy suitcases? Is it 3. Share your vacation plans with a partner.  practical to travel with a light suitcase or backpack? Do you Focus students’ attention on the Speaking Strategy and prefer expensive hotels or cheaper accommodations? What stress the importance of incorporating tag questions into means of transportation do you use when you travel? Accept our daily conversation to keep it going. Highlight that as many answers as possible, jot them down on the board tag questions help us confirm information or ask about and have students draw some conclusions based on their something we are not sure of. Invite them to talk about their responses. Congratulate students for their contributions! vacation with a partner following the example given. Go around the class to help if needed. PRESENTATION 1 1. Listen, read and choose the corresponding Reflect on Values  meaning.  Track 47 Insist on their being honest with themselves, especially Have students describe to each other the pictures on page 68. when dealing with personal values. Inform them about the As in the previous unit, the meaning of these three idioms is relevance of respecting the value of nature and landscapes, rather literal, so students will most probably be able to guess appreciating and valuing World Heritage Sites, and the meaning of the idiom by choosing the correct alternative. encouraging people to go to places that are worth visiting. Accept their predictions and tell them they will be able to Let them know that by valuing world landscapes and confirm them later as they listen and read the situations. Ask landmarks we acknowledge both natural and man-made them to continue working in pairs and play the audio once or wonders. twice in order for them to confirm their choices or to select the right alternative. Invite them to cross-check answers with Gap Activity   other pairs before checking them as a class. Get students to work in pairs. Ask them to read the PRACTICE instructions and perform their corresponding roles. Then, ask them to change partners and carry out the activity 2. Complete the conversation with the expressions playing a different role. in bold from the previous exercise. Then, listen and check.  Track 48 Prior to having students do the task, do some choral and individual drills of the three idioms. Ask students to continue working in pairs to solve the exercise while you go around 68 U5_VP5IngGuideCol2012.indd 68 8/10/16 15:34 Share Your Project  1. Discuss you experience.    3. Answer the following questions.   Check (✓) what you learned while working on the Recommend that students go back to the reading passage project. and locate the paragraph where the information appears. Suggest that they can underline or highlight the details or Get students in their groups. Have them reflect on what specific information they are looking for. Get them to work they experienced while creating their radio advertisement in pairs and allow them plenty of time to do the task. Go to promote a holiday destination. Ask them to read and around the class to provide help if necessary. Take advantage discuss the four alternatives given. Encourage them to share of any opportunity to correct pronunciation and intonation. their opinion with their partners and then to share their Invite students to cross-check their answers with another experiences with their classmates and teachers. Once they pair of students before checking them as a class. have done so, ask them to identify the learning situation that was most difficult to deal with and the most rewarding one. Accept all the possibilities from the groups and use this  4. Give your Presentation.   feedback to continue building a two-fold reflection: how to Ask the students to choose a class arrangement (a circle, a motivate and assist students’ learning process and how to semi-circle, a horseshoe or rows) so that everybody is able improve your teaching practice. to see the group members, the presenter and the audio Highlight the fact that by identifying others’ abilities and assistant. Advise them to show respect for their classmates’ working together to achieve a common goal, we not only work by listening attentively and giving constructive recognize others’ strengths and grow as receptive human feedback, especially by making positive comments, helpful beings but also gain knowledge and self-confidence, which suggestions and asking pertinent questions. may contribute to the development of our intrapersonal and Highlight the value of the Give your Presentation and Useful interpersonal intelligences. Expressions boxes in helping to present their Radio Ad and discuss their experience while creating and recording it.  2. Read and listen.   Track 49 Encourage students to continue in groups and ask them to read the four stages involved in presenting and releasing As students have already created and recorded their their radio ad. Similarly, have them relate these stages to the own radio advertisement, invite them to share their own useful expressions given in the blue box. Invite them to start concept of a radio commercial. As they express their ideas, socializing their radio commercials with their classmates write them down on the board. Have them read all their and the teacher. contributions and invite them to build the class definition of a radio advertisement. Play the audio for students to read as they listen about the concept of radio commercials. 69 U5_VP5IngGuideCol2012.indd 69 8/10/16 15:34 RealReal Communication Communication Share Your Project 1. Discuss your experience. Check what you learned while working on the project. Answers may vary. a. To look for key information c. To collectively create the about common places of interest r full text of a recorded radio r that are worth visiting. advertisement. b. To consider others’ ideas to d. To identify others’ abilities write a motto that will capture r and work together to achieve r the listener’s attention. a common goal. 2. Read and listen. Although many people think that the The two main types of radio ads are live reads radio is a less popular medium than the television or and produced spots. In live reads an announcer reads the Internet, it is still a popular communication means the spot from a copy, fact page or personal previous to advertise. It penetrates areas of our daily lives that knowledge. In a produced spot the radio studio or an other mass media cannot because the listeners can advertising agency records it for the customer and it listen to the radio in their cars, taxis, waiting rooms, can have diverse formats such as a straight read with cafeterias, restaurants, grocery stores and so forth. sound effects or background music, a dialog, or a A radio advertisement or a spot is a radio monolog. commercial that captures the listeners’ attention for Keep in mind two advertising strategies for an 30 or 60 seconds that promote products or services. effective spot: First, define the clear target audience The commercial usually records a voice reading (E.g. families, children, teenagers, adults, workers, etc.) the advertising copy or the text of a product with you want to invite to take action. Second, include a background music playing. The person who creates short attractive motto. Third, keep your message easy the advertising copy is the copywriter. He/She should to understand, including the benefits and the value of be careful with the words they choose for the text to your product, emphasizing the features and inviting make sure it captures the listener’s attention: The spot the listener to make a decision. may start with a motto or catchphrase that expresses a belief or purpose to get people’s attention, and include the benefits that make the product or service 3. Answer the following questions. worth getting. The ad or spot can also give and repeat • What is a radio advertisement? key information like location, address, contact phone • What information should go in a radio ad? numbers, or available websites. • What are the types of radio ads? Give your Presentation Useful Expressions • Introduce the place of interest your radio ad Begin your presentation promotes. • Good morning/afternoon, our radio ad promotes... • Talk about the type of radio ad and the • The characterization of this well-known landmark includes information you included. information about … and ... • Release your radio ad. • Now, we leave you with the following radio spot/commercial. • Say if you enjoyed creating the radio ad. • This has been an experience because in your opinion... 69 VP5 U5.indd 69 23/03/2016 09:36:35 a.m. Comic Listen and read. A Trip Paradox Pisa, Italy Paris, France Niagara Falls, Canada The Niagara Falls are Second day in Canada... the most amazing Have you traveled a waterfalls I’ve ever seen. lot? Yeah, I’ve just arrived from Europe. Next week, I’ll be in the USA. Well... I think the Iguazu Falls are the best. The place is colorful and the nature is simply beautiful. Really! You’re Oh, Yeah. Iguazu. very lucky. You can That place is in go there anytime my country. you want. Hmm,… To be Oh, how interesting! honest, I haven’t You know other been there yet. places better than your own homeland. 70 VP5 U5.indd 70 23/03/2016 09:36:40 a.m. Comic A Trip Paradox Listen and read.  Post-Reading Comic strips are an excellent teaching and learning As soon as they have finished reading and interpreting the resource because they can be used in various ways. For comic strip, challenge them to tell you what the trip paradox example, comic strips demonstrate vocabulary in context, in the comic strip is. (They may say that the paradox consists illustrate idioms and colloquial expressions, simulate daily of preferring to visit foreign landmarks and landscapes over conversations are humorous and provide a basis for class our national tourist attractions; some people give more reflection and discussion on culture and values. prominence to foreign tourist attractions than to national ones) To have students ponder further on the paradox, ask Pre-Reading them: If you were given the opportunity to visit any landmark in the world, which one would you choose? Which places in Center students’ attention on the comic strip. Ask them to your own country would you recommend someone to visit? take a quick look at it. Have them make some predictions by What places are worthier of visiting, foreign tourist sites asking and writing on the board: What does a paradox mean? or national ones? Why? Are foreign tourist attractions and What do you think the comic is about? How many characters national ones equally important? Why? Praise students for are involved? What are they like? Where do you think they their outstanding contributions. are from? Are they married/ siblings/ tourists/ friends? Do you recognize the landmarks it shows? Can you name them? And others of that sort. EXTRA IDEAS  Alternatively, encourage students to: (a) role-play the comic While Reading Track 50 strip by adapting it to their own homeland, (b) continue Play the audio for students to read and listen to the comic. developing the comic strip so as to see how far the they Ask them to answer the questions you wrote on the board can take the reflection and conversation between the and see if their predictions were right. two characters and (c) rewrite the comic strip depicting a different paradoxical situation. Encourage them to reflect further by asking them to discuss these questions: Why is it good to visit historical places and places of natural beauty? Why is it important to know our own homeland? What do we learn when we travel? Do we need a lot of money to travel in our homeland? Is it expensive to travel to other countries in Latin America? Why should we respect nature and landscapes? What is one way of appreciating and valuing World Heritage Sites? and the like. 70 U5_VP5IngGuideCol2012.indd 70 8/10/16 16:18 Quiz Time Before the test 2. Write the correct tag question.  Remind students of the use of the corresponding auxiliary To set the tone for the quiz and emotionally prepare students verb of the sentence’s tense and subject pronoun in the tag. to succeed, stress that this activity includes the topics, Allow them enough time to do the task and then to cross- learning strategies, and key vocabulary and structures they check answers with a classmate. Call on some volunteers to have already studied in this unit. read out their answers and allow class to check. Emphasize that evaluations are opportunities to show what we have learned during a study period. Besides that, inform 3. Rewrite the statements in reported speech.  them that this regular exposure to English quizzes will help Have them recall that in Reported Speech there is a change them to develop the language skills that should enable them in the tense of the main verb of the sentence. Illustrate an to become effective users of the target language. Encourage example, e.g. “I like the film” changes to “he/she said” “he/ students to answer the quiz individually and then, cross- she had liked the film”. Invite some volunteers to read the check their answers with a classmate’s prior to checking instruction and the statements from a to e. Allow plenty them as a class. of time for them to read and rewrite the statements. Go around the classroom to guide if needed. Encourage them 1. Fill in the blanks with the correct form of the to compare and discuss their answers with a classmate verbs. Use the Word Bank.  before checking them as a class. Call on a couple of volunteers to read the instructions and the words in the Word Bank. Advise students to individually  Self-Evaluation   read the conversation and look for correct verbs to fill in the blanks, bearing in mind the verb form and tense that Encourage students to be as honest as possible while doing can be deduced from the context. Allow enough time for this self-evaluation of their learning achievements, which students to complete the task. Go around the classroom and includes talking about holiday destinations, checking or help if needed. Invite them to compare their answers with a confirming information, asking for unknown information, partner’s before checking them as a whole class. and reporting what someone has said. Glossary   Have students read the Glossary. Ask them to center their if the words have synonyms or antonyms and have them attention on the word categories given in each definition. read the examples given. Finally, invite them to do the For example, the lower-case letters in red indicate if the glossary activities on page 97. Bear in mind that this page word is a noun, a verb or an adjective. Have them notice corresponds to page 72 in the Teacher’s Guide. 71 U5_VP5IngGuideCol2012.indd 71 3/23/16 11:50 AM Quiz Time 1. Fill in the blanks with the correct form of the verbs. 3. Rewrite the statements in reported speech. Use the Word Bank. Word Bank a. Our favorite school excursion is the stunning diving course • look for • afford • stay • book • pack in the Galapagos Islands. They said that their favorite school Ann: What are you doing with that suitcase? Bob: I’m packing (a). I’m going on a three-week excursion was the stunning diving course in Galapagos Islands. vacation to Mexico. Ann: Wow! That’s wonderful. Have you already booked (b) the flight? b. I saw the impressive Bob: Yes, I have booked a cheap flight and made the hotel Niagara Falls on a 15-minute reservation. helicopter ride. Ann: Are you staying (c) at an expensive hotel? She said that she had seen the Bob: No, I couldn’t afford (d) it; you know I´m impressive Niagara Falls on a 15-minute helicopter ride. traveling on a shoestring budget. Ann: You have looked for (e) exotic beaches, haven’t you? Bob: Yes, I have. I can´t wait to swim in the sea and feel the sun rays. c. I’m going on an exotic cruise Ann: When are you traveling? to Phuket Island. Bob: Tomorrow morning. Ann: Gosh! You must hurry up! He said that he was going on an exotic cruise to Phuket Island. 2. Write the correct tag question. a. They don’t like helicopter rides, do they ? b. She is taking a course, isn’t she ? d. We will visit the magnificent c. We will try snowboarding this winter, won’t we ? Saint Peter’s Basilica in d. He doesn’t practice rappelling, does he ? Rome next summer. e. She hasn’t surfed this week, has she ? will we They said that they would visit the f. We won’t go kayaking, ? g. You won’t miss the diving excursion, will you ? magnificent Saint Peter’s Basilica in Rome next summer. e. My favorite landmarks are well-preserved monuments. She said that her favorite landmarks were well-preserved monuments. Self-Evaluation Now I can... Very Well OK A Little ¾¾ talk about holiday destinations. ¾¾ check if something is true and ask for information. ¾¾ report what someone has said. 71 VP5 U5.indd 71 23/03/2016 09:36:42 a.m. Activities on page 97 Glossary A-L landmark: n. place of interest for rock climbing: n. the outdoor sport of afford: v. to be able to pay for tourists to visit due to its attractive climbing rock faces using specialized something. I can´t afford staying at an physical characteristics, historical techniques and equipment. expensive hotel. importance. The Great Barrier Reef is scuba diving: n. a water sport beach: n. a sandy and sunny area near an Australian landmark. consisting of swimming and diving the sea. (syn. seaside) deep underwater with oxygen tanks. It book: v. to arrange for tickets in M-S feels like you’re floating in space when advance. (syn. reserve) motto: n. short sentence or phrase you go scuba diving. budget: n. a financial plan. that expresses a belief or purpose. snorkel: n. a tube swimmers hold in canoeing: n. to travel in a canoe. Let’s their mouth to help them breath if go canoeing. their faces are under the water. cliff: n. a rock face. snorkeling: n. a water sport consisting of swimming and using a snorkel. snowboarding: n. an outdoor sport consisting of moving over snow using a snowboard. stay: v. to remain in a place. We stayed at Monffit Hotel in London. mountain biking: n. to ride on hills/ surfing: n. a water sport consisting of mountains and rough grounds. riding on a wave on a board. mountain climbing: n. a mountain suitcase: n. a rectangular bag with sport consisting of climbing elevated a handle for carrying clothes and points for sport, pleasure and research. toiletries. pack: v. to put things into a suitcase or tobogganing: n. a winter sport bag. I haven’t packed for my vacation consisting of sitting on a board and yet. sliding over snow or ice. waterfall: n. a stream or river that falls over a cliff. destination: n. the place where someone is going. heritage: n. the cultural value of a place, thing or person. Stonehenge is a World Heritage site. hiking: n. an outdoor activity consisting of taking a walk in mountains or fields. R-Z holidays: n. a period taken to travel, rappelling: n. to descend or move rest or relax. (syn. vacation, break) down a vertical surface like a cliff or Colloquial Expressions kayaking: n. a water sport that wall. To catch some rays: to get a suntan. requires a boat and a paddle to move rental car agency: n. a company that across water. rents cars. To live like a king: to live in a kite surfing: n. an extreme water sport reservation: n. an arraignment to get luxurious way. that combines surfing, windsurfing, to have something like a room in a wakeboarding, paragliding and hotel or a seat on a plane in the future. To look forward to: to expect gymnastics. (syn. booking) something with pleasure. To travel light: to travel with little luggage. To travel on a shoestring: to travel on little money. 72 VP5 U5.indd 72 5/23/16 4:33 PM Student’s Book page 97 Unit 5 Glossary Activities 1. Unscramble the names of different sports. a. c o r k m i b n i g l c rock climbing d. i a y k a n g k kayaking b. t k e i g r u s f n i kite surfing e. s f u r n g i surfing c. b a s u c g v i d n i scuba diving f. k l g s n o r e i n snorkeling 2. Complete the dialog with the words from the previous exercise. Presenter: Good evening Marcus, and welcome to our program, Adventure Sports Live. Tell us, what sports would you consider to be the most extreme? Marcus: Well, there are three sports that I consider really extreme: the first is rock climbing (a), which is where people climb flat cliff faces; the second is kayaking (b), where a single person uses a small kayak or boat to move through the rapids in the water, and the third one is kite surfing (c). This sport combines various different water and air sports like surfing and paragliding. It is a must for anyone who wants a real adrenaline rush! Presenter: Wow, they sound fun and dangerous! Tell me Marcus, what extreme water sport would you suggest for someone who loves the water? Marcus: I would definitely have to say scuba diving (d). The feeling you get when you are diving deep under the sea and breathing threw an oxygen tank is absolutely amazing. And of course, for the less adventurous water lover there is always snorkeling (e). This is similar to scuba diving, but with a snorkel instead of an oxygen tank. Presenter: And you Marcus, what is your favorite adventure sport? Marcus: That’s easy. surfing (f) is my passion. I just love riding those waves on my board. 3. Circle the word that best completes each sentence. a. We can’t book / afford / pack to stay in 5 star hotels. They are too expensive! b. We are traveling on a very small budget / cliff / suitcase of $15 a day. c. The Colosseum in Rome is one of Italy’s most famous cliffs / landmarks / beaches. d. The Pyramids of Giza in Egypt are a world snorkeling / motto / heritage site. e. My motto / holiday / waterfall is, “never say never!” 4. Complete the sentences with the correct colloquial expression. a. I don’t spend a lot of money when going abroad. I like to travel on a shoestring . b. We are looking forward to go on vacation. It is going to be so much fun! c. When going on vacation, Pete likes to live like a king . He stays in the most luxurious hotels d. Let’s catch some rays . I really want to go home with a suntan. e. I like to travel light . I only have a very small backpack. 97 72 U5_VP5IngGuideCol2012.indd 72 4/19/16 11:43 AM 6 UNIT Skills CEF Standards Indicators Comprehension Listening Can understand detailed ¾¾ Explores visual aids and uses both language information of standard clues and context before listening. Teenage Matters input on familiar matters. ¾¾ Deduces meaning of idioms or colloquial expressions in informal conversations. Comprehension Can identify specific ¾¾ Identifies true and false statements in written Reading information in texts. informative articles ¾¾ Recognizes expressions that make reference about familiar issues. to an expert or authority in a field of research. ¾¾ Distinguishes stated information from that which is inferred in an informative article. Interaction Can briefly state what ¾¾ States what people will normally do in real- people do in both real- life situations. Oral life and unreal familiar ¾¾ States what people would generally do in situations. unreal situations. ¾¾ Expresses regrets and wishes. Expression Can use informal ¾¾ Incorporates idiomatic expressions into Oral expressions to briefly everyday conversations. talk about familiar ¾¾ Uses fixed expressions to ask for repetition. experiences. Expression Written Can produce a short ¾¾ Uses authoritative arguments to support connected article on viewpoints. topics which are familiar ¾¾ Introduces authoritative quotes or citations or of personal interest. using fixed expressions. 73 U6_VP5IngGuideCol2012.indd 73 3/23/16 11:53 AM 6 UNIT uu General Objective You will be able to talk about teen problematic situations. uu Communication Goals You will learn how to Teenage Matters • talk about what you will normally do in real-life situations. • talk about what you would generally do in unreal situations. • express regrets and wishes. uu CLIL • Real Teen Problematic Situations • The Teenage Brain Vocabulary • Words related to teen life events Grammar • First and second conditional • Third conditional • Wish uu Idioms and Colloquial Expressions • A thorny issue • To give the • Make your blood heebie-jeebies run cold • To kick oneself • Can’t stand the pace • Your wish is my • Cry over spilled milk command uu Project A Debate You will set up a debate to discuss real-life problematic situations that teenagers face. Discuss: • What real-life problematic situations have you been through? • Have you ever been a victim of bullying? • Are you currently under pressure at school? • Can brain changes justify teens’ real- life problems? VP5 Unidad 6.indd 73 19/05/2016 03:01:33 p.m. Lesson  1 Dealing with Difficult Situations 1. Fill in the blanks using the Word Bank. Then, listen and check. Word Bank • pressure (x2) • image • search • feelings a. homework c. identity e. rejection • incidents procrastination search feelings • procrastination b. school d. bullying f. parental g. body pressure incidents pressure image Key Expressions Vocabulary Strategy A thorny issue: to deal with a difficult problem Associate words in order to Make your blood run cold: something scary remember expressions easily. Can’t stand the pace: to be unable to do well under a lot of pressure 2. Read the conversations and identify the problem in each situation. Meg: Why has Lina failed? Last year she did very well at Meg: You’ve dealt with a thorny issue, haven’t you? school. Bob: Yes, my son Bill has been bullied continuously at school. Anna: Yeah, but this year there were so many school Meg: Oh dear, those bullying incidents make your blood projects and extracurricular activities that she run cold! couldn’t stand the pace. Bob: If he continues being bullied, I’ll report it to the police. Meg: Maybe that’s true, but if you give her a second Meg: Wait! If you informed the school principal and teachers chance, she will succeed. So don’t worry. first, they would stop the bullies. a. School pressure c. Bullying incidents Mike: Hey Meg, I’m in trouble! My parents know I procrastinate on my homework. 3. Check the statements below as T (true) Meg: Yes, Mike, they are right; we should do our homework or F (false). as soon as we get home. T F Mike: And they also tell me what to study. a. Bill has bullying incidents at school.   Meg: If your parents tell you what to study, you have to tell b. Mike puts homework off until the last minute.   them not to push you! c. Lina has experienced school pressure.   Mike: Yeah, their comments make me fear facing my future. d. Meg tells Mike how to deal with parental Meg: If I were you, I would tell them I don’t want to make pressure.   decisions that conflict with my own skills and interests. e. Lina can overcome school pressure.   74 b. Parental pressure VP5 Unidad 6.indd 74 23/03/2016 10:41:55 a.m. Lesson  1 Dealing with Difficult Situations Planning Learning Goals Indicators Key Vocabulary and Structures Strategies This lesson will lead ¾¾ States what people will Vocabulary ¾¾ Associating words in students to identify normally do in real-life Words related to teen life events order to remember difficult situations situations. Expressions expressions easily faced by teenagers. ¾¾ States what people A thorny issue ¾¾ Reasoning would generally do in Make your blood run cold deductively to apply unreal or hypothetical Can’t stand the pace rules to new language situations. Structures situations ¾¾ Expresses wishes. First and Second Conditional Expressions with Wish when he should be doing his homework. Get students to WARM UP (books closed)  work in pairs while you go around the classroom, offering Introduce the topic of the class by asking students: What help where needed. Encourage them to cross-check answers are the pros and cons of being a teenager? What troubles with other pairs of students before checking them as a class. teenagers? Have you ever been through a very difficult Every time they label a picture correctly, congratulate them situation? Copy all their contributions on the board and by saying: That’s right! Perfect! center on those that refer to difficult or problematic situations most students might be familiar with. Write on the board and ask them to discuss the following questions: PRACTICE How have you ever dealt with a difficult situation? What have 2. Read the conversations and identify the problem you learned from them? What can you do to prevent these in each situation.  Track 52 situations? Who is responsible for finding alternative solutions Encourage them to do the activity in pairs by reading to these problems? And so forth. Call on some volunteers the conversations aloud and going back to the difficult to share what they have discussed. Capitalize on both the situations studied in the previous exercise. Have them cross- difficult situations and the possible solutions that students check answers with other pairs of students before checking come up with by drawing two columns on the board and them as a class. Challenge students to justify their answers writing their findings underneath. Congratulate students for by pointing out the text cues that led them to make their their contributions and their positive learning attitude! choices. Do not forget to stimulate them with rewarding expressions like: You’ve done it! Well done! Etc. PRESENTATION 1 Now, direct students’ attention to the Key Expressions box 1. Fill in the blanks using the Word Bank. Then, and ask them to look for the expressions in the dialogs. Use listen and check.  Track 51 the context to make sure they understand the meaning and Personalize the vocabulary of the lesson by having students come up with extra examples such as: bullying has become a close their eyes, think and visualize the most difficult thorny issue in many schools, seeing horror movies makes your situation they have ever faced. Allow some minutes for blood run cold, and the sort. Then, get them to work in pairs. them to think about it and then call on some volunteers Challenge them to come up with a personalized example to share their experiences. Let them know they will learn using any of the expressions. Invite them to copy them onto about teenage matters like the ones they have just shared. the board. Correct spelling and pronunciation if necessary. Invite two volunteers to read the instructions and the Word Bank. Refer students to the Vocabulary Strategy, and let 3. Check the statements below as T (true) or F them know that associating words can help them to learn (false).  compound or fixed expressions easily. Demonstrate with Invite a volunteer to read the instructions and sentences (a - the example given and ask: What is this boy doing? Don’t e). Ask them to work individually first. Suggest that they go you think he is wasting time and delaying doing his homework back to the conversations and underline key information that until the last minute? Stress that the boy is procrastinating helps identify true or false statements. Go around the class 74 U6_VP5IngGuideCol2012.indd 74 8/10/16 15:42 and help them if necessary. Encourage them to compare 6. Listen and match each person with his/her their answers with those of a classmate before checking the corresponding wish.  Track 53 answers orally as a class. Have them give reasons for their Focus students’ attention on the Reflect on Grammar chart. answers (using because). Help them notice that we express wishes about the present when it is based on a real or true situation we want to be PRESENTATION 2 different now. Stress that the wish is followed by a verb in 4. Based on the previous exercises, complete the the Simple Past tense and make sure you write it using a different color. Divide the board into two columns: one grammar chart.  for the real/present situation and the other for the wish or Draw students’ attention to the Reflect on Grammar chart. what we want to be different now. Demonstrate its use by Have them recall the use of First and Second Conditional. reading the examples given about Bill and Lina, the two Highlight that the former is used to refer to what one will main characters of exercise 2’s dialogs. Invite students to usually do in real-life situations (real events), whereas the complete the exercise individually. Play the audio as many latter deals with what one would generally do in unreal times as necessary for students to match each person with situations (imaginary events). Help them realize that in the the corresponding wish. Have them cross-check answers First Conditional, the if clause is the condition, which is given with a classmate before socializing them as a class. by the Simple Present tense of the verb and the result clause is marked by the modal verb will. Similarly, help them notice that in the Second Conditional, the if clause is the condition, Project Stage 1   which is given by the Simple Past tense of the verb and To get a full picture of the project, go to the Share your the result clause is marked by the modal verb would. Make Project section (page 81) and notice what a debate students notice the use of were for all the pronouns in the implies, what it promotes, and the elements involved in Second Conditional. the elaboration of arguments. Motivate students to work Have them work in pairs. Recommend that they follow on setting up a debate to discuss real-life problematic the structure given in the Grammar Chart and use the situations that they face as teenagers. Let them know information from exercises 2 and 3. Have them complete that class debates involve researching different sources, the examples given in the Grammar Chart. Go around the elaborating their arguments as they write, speaking, classroom to help if needed. Invite students to cross-check listening, and working as a team. answers with other pairs of students before asking some volunteers to read their answers to the class. PRACTICE 5. Complete Meg’s pieces of advice by circling the correct option.  Centre students’ attention on the Grammar Strategy. Let them know that by being fully aware of the verbal form of both the condition (the if clause) and the result clause, they can easily finish Meg’s pieces of advice. Have them work individually first, and then, encourage them to cross-check answers with a classmate. Go around the class and help if needed. As they discuss answers as a class, ask them to identify the condition and the result in each statement. 75 U6_VP5IngGuideCol2012.indd 75 8/10/16 15:42 Grammar and Vocabulary 4. Based on the previous exercises, complete the grammar chart. Reflect on Grammar First conditional Use it to talk about what you will normally do in real-life situations. If clause (condition) Result clause If + subject + simple present subject +will + verb If you give her a second chance, she will succeed . Second Conditional Use it to talk about what you would generally do in imaginary or hypothetical situations. If clause (condition) Result clause If + subject + simple past subject + would + verb - If you informed the school principal and teachers first, they would stop the bullies. - If I were you, I would tell them I don’t want… I would inform the school staff if I were you. Note: Use were for all the pronouns in second conditional. She would succeed if she were given a second chance. Questions: W  h-word + would + subject + infinitive verb + if clause? What would you do to stop school conflicts if you were the school principal? 5. Complete Meg’s pieces of advice by circling the correct option. a. If you stop homework procrastination, you will / would learn and succeed. b. If I were you, I will / would use reconciliation strategies for conflict resolution. c. We won’t / wouldn’t have so many bullying incidents if people were more tolerant. d. If teens feel rejected, they will / would do anything for identity search. e. If teens related their own skills with their fields of interest, they won’t / wouldn’t doubt what to study. f. If teenagers have a good self-esteem, they will / would accept and value their body image. Grammar Strategy Reason deductively to apply rules to new language situations. Reflect on Grammar Wish 6. Listen and match each person with his/her Use wish followed by a verb in the corresponding wish. past tense to express what you want to be true or real now, but that a. Thomas b  1. She wishes there were effective negotiation is not. strategies and mediation procedures for Real situation: solving school conflicts. • Bill has been bullied at school. b. Pamela e  2. He wishes his parents didn’t decide on his • Lina has experienced school future studies. pressure. c. Karla d  3. I wish we didn’t put homework off until the Wish: last minute. • Bill wishes he weren’t bullied at d. Brenda c  4. I wish they didn’t have too many school. extracurricular activities. • Lina wishes she didn’t experience school pressure. e. Bill a  5. He wishes he weren’t rejected by his partners. Project  Stage 1 • In groups of 4, brainstorm real-life problematic E.g. Being a victim of bullying at school; having rejection situations that have happened to people your age. feelings at home; procrastinating on homework; struggling with body image, etc. 75 VP5 Unidad 6.indd 75 23/03/2016 10:41:56 a.m. Lesson  2 What Would You Have Done If…? 1. Which situations are the most difficult to deal with? Number them from 1 to 8, with 1 being the most difficult and 8 the easiest. Answers may vary. decision making procrastination family issues school grades anxiety time management isolation peer pressure 2. Read and listen to the debate. Meg: Hello. The topic for today’s show is time management with the case of Ian, a boy who failed the school year because of procrastination. We have invited Mrs. Smith, a family specialist, and Mr. Wilkinson, a school principal, to discuss Ian’s problem. Good afternoon and welcome to our program. Mrs. Smith - Mr. Wilkinson: Good afternoon, Meg. Thanks for your invitation. Meg: According to Ian’s mother, Ian procrastinates and rarely finishes his school assignments. Mrs. Smith, what’s your opinion? Mrs. Smith: In my opinion, if Ian had learned to plan his daily routine, he wouldn’t have done wrong at school. This is something you have to learn in elementary school with the help of parents and teachers. Probably, if Ian’s parents had realized he was facing this situation before, they would have helped him by implementing schedules or set goals for every day. Meg: Thanks Mrs. Smith. Now, let’s listen to Mr. Wilkinson. Mr. Wilkinson: Thank you. I totally agree with Mrs. Smith. Still, I’d like to add that there are other factors that affect time management such as lack of concentration and decision making. To my mind, Ian would have dealt with procrastination if he had kept himself away from the things that easily distract him. For example, it’s very common seeing people working on their computers while checking their Facebook accounts, watching videos, chatting and so forth. Doing this affects both performance and concentration dramatically. Mrs. Smith: Well, I disagree a little bit with Mr. Wilkinson because today people are multitasking. I mean they can do many things at the same time. Reflect on Grammar Third Conditional Use it to talk about possible or hypothetical situations in the past that wouldn’t have happened if the given circumstances had been different. If clause (condition) Result clause If + subject + Past Perfect ..., Subject + would + present perfect If Ian had learned to plan his routine, he wouldn’t have done wrong at school. If they had realized Ian was facing this situation, they would have helped him. 3. Match the condition with the corresponding result. a. If Ian hadn’t procrastinated when it came to school homework,… d  1. he’d have improved his grades. b. If Ian had received support in his elementary school,… b  2. he’d have learned to manage his time better. c. If Ian had been conscious about the things that distracted him c  3. he wouldn’t have had problems with time from his school duties,… management. d. If Ian’s parents had helped him to plan his daily routine,… a  4. he’d have done well at school. 76 VP5 Unidad 6.indd 76 23/03/2016 10:41:58 a.m. Lesson  2 What Would You Have Done If...? Planning Learning Goals Indicators Key Vocabulary and Structures Strategies This lesson will ¾¾ Talks about Vocabulary ¾¾ Reasoning deductively to enable learners hypothetical or unreal Words related to teen life events apply rules to new language to talk about situations in the past. situations Expressions past personal ¾¾ Expresses wishes about Cry over spilled milk experiences. past events. Structures Third Conditional Expressions with Wish WARM UP (books closed)  2. Read and listen to the debate.  Track 54 Call students’ attention to these quotes (you might want Inform students that they will listen to a radio debate with to write them on the board): “The troubles of adolescence the participation of a journalist (Meg, who plays the role eventually all go away - it’s just like a really long, bad cold,” of the moderator) and two panelists (Mrs. Smith, a family Dawn Ruelas; “It is hard to convince a high-school student that specialist, and Mr. Wilkinson, a school principal). Let them he will encounter a lot of problems more difficult than those know that the debate will give them ideas for developing of algebra and geometry,” Edgar W. Howe; “All the problems their own projects. Play the audio as many times as needed of the world could be settled if people were only willing to for them to work individually to identify the expressions think. The trouble is that people very often resort to all sorts used to introduce the topic of the debate, present the of devices in order not to think, because thinking is such hard debaters, introduce a point of view, and indicate someone work,” Thomas J. Watson. Ask students to think about them is in favor of or against something/someone. Invite them to for a minute. Invite them to form four groups, select one cross-check answers with their classmates’ before checking of the quotes, discuss what it means or says and figure out them as a class. difficult situations it may be referring to. Allow enough time Now, refer students to the Reflect on Grammar box. Tell them for students to reflect on and interpret the quotes. Then, call that unlike the First and the Second Conditionals, the Third on some volunteers to share their reflections and ideas. Conditional allows us to talk about possible or hypothetical situations in the past that wouldn’t have happened if the PRESENTATION 1 circumstances had been different. Have them read the 1. Which situations are the most difficult to deal examples given. Invite them to do a quick search to find a Third Conditional structure in the text of the debate and to with? Number them from 1 to 8, with 1 being identify the condition and the result. the most difficult and 8 the easiest.  Call on a volunteer to read the instruction and the PRACTICE situations aloud. Invite students to rank the situations individually. Encourage them to share their ranking with 3. Match the condition with the corresponding their classmates. Divide the class into two big teams, A and result.  B. Have each group conduct a quick class survey to find out Have students recall the condition and the result clauses in which situations were ranked as the most complex, and the Third Conditional form. Call on some volunteers to read which the easiest. Allow plenty of time for them to come up both the instruction and the sentences (a-d). Advise them with the result. Write their findings on the board and ask: to go back to Grammar Chart if necessary. Have them work Why do you think it is the most difficult/ the easiest situation? individually at first, and then, cross-check their answers with What does it mean/ imply? Can you think of some symptoms a classmate’s before checking them as a class. of such a difficult situation? Can you think about possible solutions? and the like. Praise students for their hard work! 76 U6_VP5IngGuideCol2012.indd 76 8/10/16 15:42 4. Complete the sentences using the correct form APPLICATION of the verbs in parentheses.  6. Write the corresponding wish to each situation.  As students have just been exposed to recognizing the two clauses (the condition and the result) that form the Third Conditional, make sure they complete the sentences with Before tackling the exercise, challenge students to come up the correct form of the verb in parentheses, without going with a synonym for the words, anxious (nervous/worried), back to the Grammar Chart. Have them work individually at shy (timid/introverted), indecisive (uncertain/unsure) and first, and then, ask them to self-correct their sentences with self-confident (self-assured/self-possessed) to facilitate their the help of the information given in the Grammar Chart. understanding of the particular feeling in each past situation. Have them cross-check their answers with other pairs. Call Get students to work in pairs. Advise them to refer to the on some volunteers to read out their answers to the class. information in the Reflect on Grammar chart and the conversation in exercise 5 in case they need to remember the structure. Also, recommend that they use a distinctive PRESENTATION 2 color for the wish followed by the Past Perfect. Go around 5. Listen and read.  Track 55 the classroom to help them if necessary. Direct students’ attention to the Reflect on Grammar box and have them study both a situation in the past that didn’t  Project Stage 2   happen and the corresponding wish/desire that shows that you wanted it to be different. Model by writing some Let students know they are to elaborate arguments in examples which would be familiar to students, making sure order to hold a class debate. Remind students to choose you use different colors for the verb that indicates the past two situations out of the ones discussed in stage 1. Advise situation and for the wish followed by the Past Perfect to them to assign each member a role in the debate. Inform express regret about the situation. Again, have them scan them that the moderator maintains the focus and controls the conversation to find an example of a past situation and the flow of the debate by posing questions to both the the corresponding wish (Karl didn’t bring his homework panelists and the audience, and the panelists or experts in and failed - He wishes he hadn’t followed his classmates the field of study assume opposed positions on the topic recommendations. He wishes peer pressure hadn’t affected discussed. Suggest that to elaborate arguments they need him.) Now, ask them to find an expression which indicates a to state their points of view regarding the problematic complaint about a situation: Don’t cry over spilled milk. Draw issues. Recommend that they search the internet and other students’ attention to the Key Expressions box, and reflect sources (like printed newspapers and magazines) for solid on the fact that we shouldn’t complain about something foundations, real evidence, and facts or statements to that cannot be solved or remedied, but instead we should support their viewpoints. Finally, emphasize the importance assume the consequences of our actions. Play the audio once of taking notes about the real evidence they find along with for them to read and listen to the conversation. Encourage the name of the expert or authority on the problematic them to think about a similar past situation they have issues. experienced and then share it with a classmate. Challenge some volunteers to share their experience with the students and the teacher. Reward them by saying: Awesome! You have mastered the Third Conditional! 77 U6_VP5IngGuideCol2012.indd 77 8/10/16 15:42 Grammar and Vocabulary 4. Complete the sentences using the correct form of the verbs in parentheses. a. If I had known (know) that you were having time management problems, I Key would have given (give) you hints on planning schedules. Expressions b. If she had known (know) her brother was experiencing isolation, she Cry over would have talked (talk) to him often after school. spilled milk: to c. If people had realized (realize) they were suffering from anxiety and stress before, complain about they would have taken (take) short breaks and exercised more. a situation you d. If he had trusted (trust) more in his skills, he wouldn´t have let (not let) cannot remedy peer pressure determine his behavior. 5. Listen and read. Laura: What’s wrong Karl? You look down. Karl: I wish I hadn’t followed my classmates’ recommendations. Laura: What happened? Karl: They told me not to bring an assignment for yesterday’s class hoping our teacher would give us more time to develop it. But he didn’t. So, I failed. Laura: It’s always the same story with you. If you had done what you had to, you wouldn’t have failed. Karl: I know! I wish peer pressure hadn’t affected me. I wish I had made the correct decision. Laura: You have to trust more in yourself. But don’t cry over spilled milk. Face the situation and learn from it. Reflect on Grammar Wish Use wish followed by the past perfect to express regrets about a situation in the past that didn’t occur but that you wanted it to be different. Past situation Wish - Pete followed his friends’ recommendations. - He wishes he hadn’t followed his classmates’ recommendations. - Pete let peer pressure affect him. - He wishes peer pressure hadn’t affected him. 6. Write the corresponding wish to each situation. Past situation Wish a. My brother got really anxious during his oral He wishes he hadn’t been anxious during his presentation. presentation yesterday. b. Sally was very shy in high school. She felt lonely most of She whishes she hadn´t been shy in high school. the time. c. Pete was very indecisive years ago. He was afraid of He wishes he hadn´t been indecisive when making making important decisions. important decisions. d. Sophie was not self-confident enough to face school She wishes she had been more self-confident pressure. to face school pressure. Project  Stage 2 • Pick two situations out of the ones discussed in stage 1. • Search the Internet and other sources (like printed • Set the roles of each member in the debate (moderator newspapers and magazines) for real evidence to – panelists) and state your point of view regarding the support your viewpoints. problematic issues. 77 VP5 Unidad 6.indd 77 23/03/2016 10:41:59 a.m. Lesson  3 The Teenage Brain 1. Discuss the questions below with your partners. a. Do you think a teenage brain is equal to an adult brain? Why? b. Are teenagers more emotional than rational? Why? c. Why do you think teens’ behavior and decisions are sometimes considered unreasonable? 2. Read an article about the teenage brain. Circle the expressions that make reference to an expert or authority in this field of research. The Teenage Brain Understanding Teens’ Behavior Teenagers’ behavior is generally believed to stress control, judgment, decision making, planning, and families. Parents even think that adolescence is the organization occur in adolescence.” Additionally, he most challenging period they have to face while states that the “thinking part of the brain continues to bringing up their children. However, families may thicken throughout childhood as the brain itself gets alleviate the worry this issue raises by getting to extra connections; it is much like a tree growing extra know the biological, mental and gender features of branches, twists and roots.” Because the teenage the teenage brain in relation to its development. brain is not completely developed, teenagers lack 40. the ability to control emotions and make responsible The first question to be posed is: What makes the decisions. Dr. Jensen adds that “As we get older we teenage brain unique? According to Dr. Frances develop better and stronger connections between 10. Jensen, an expert in Epilepsy Research, most people our different regions of the brain.” have considered the teenage brain to be an adult brain, ignoring that in biological terms, it differs a lot The third issue refers to the differences in brain from it. Quoting her words, what makes it different is development for girls and boys. Dr. Jensen affirms the fact that “The teenage brain has a different level that “girls’ brains seem to reach maturity two or of ability to learn, but still has some vulnerabilities three years earlier than boys’.” Regarding this hidden.” This double-fold feature happens because process it is believed that for girls it takes until the the intermediate zone of the teenage brain is not end of the teenage years while for boys until their completely developed at the point of adulthood, and 50. early twenties, which leads to what some experts researchers have not fully looked into this issue yet. have called gender-based learning differences. 20. So far, neuroscience research has shown that during A last concern worth mentioning deals with being adolescence the brain grows and changes while aware of the teenage brain vulnerabilities to injury its different areas connect to each other to ensure from alcohol abuse and addiction which, according to the development of mental, physical, and sensorial Dr. Jensen, “uses the same system as when learning functions. Such process is known as the brain’s a task.” As addiction is a kind of formal learning, the connectivity system. more teens are expo