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GUÍA DIDÁCTICA DEL DOCENTE - INCLUYE TEXTO DEL ESTUDIANTE
Inglés
º
Medio
Lina Alvarado Jantus
Teacher of English
Instituto Profesional Chileno-Británico
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DESCRIPTION OF THE COURSE
Teens Club has been written for teenagers in their first year of
secondary school. It aims to appeal to teens through imaginative
and exciting topics, introduces up-to-date language and
expressions, increases confidence through learner independent
activities, provides regular opportunities for review and selfassessment, and deals with different learning styles. To the
teacher, it offers materials and tools for successful lessons, with
full support at every stage.
The book takes into account the fact that teenagers are going
through a challenging period in their lives, with great physical,
social, and psychological changes.
The main objective of Teens Club is to appeal to teenagers by
providing them with materials that reflect their own reality.
Although the language is clear and progresses along the course,
the aim is to enable students to read, listen to, and express what
is relevant and of interest to them at their particular age, so that
they can enjoy the language learning process. It provides a broad
range of materials to engage students in challenging but
achievable tasks. The different topics that have been included
give the students the opportunity for cross-curricular and crosscultural work so that they can learn about life and the world at
the same time as they learn English.
Through guided questions and simple discussions, students are
encouraged to express and hold their opinions on issues that concern
their lives and the world around them. Cultural aspects are also
highlighted at relevant points. Aspects of English-speaking countries,
such as information related to school life and subjects, historical and
geographical facts, cultural heritage and teenage styles are meant to
raise students' awareness of the target culture, and at the same time
develop a richer perspective of their own culture.
As it is important for students to “learn how to learn”, Teens Club
provides opportunities to experiment and revise learning styles.
It also aims to develop language learning strategies which suit
each of them.
COURSE COMPONENTS
Teens Club consists of a Student's Book, a Teacher's Book and a CD.
Student‘s Book
At the beginning of the book there is a list of contents and an
explanation of the symbols used. At the end, there is list of verbs
and a bibliography for students.
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INTRODUCTION
The Student's Book is divided into 5 units, each one based on a
different topic:
Unit 1: Teen Life
Unit 2: Challenges
Unit 3: Technology and Inventions
Unit 4: Music and Literature
Unit 5: Teen Work
Each unit has two reading and two listening lessons. In each
lesson, there is a Reflection Spot to allow students to think about
their achievements and weaknesses, and there is also a Let's check
section, the purpose of which is to allow students to evaluate
their progress on a particular aspect of the lesson and, at the
same time, to provide information to the teacher about any
points that the majority of the students have problems with.
At the end of each unit there are three additional sections:
• Your English in Action provides additional activities that provide
a good opportunity for students to consolidate topics and
language structures from the lessons.
• Unit Check has a test format covering the four skills and the
language studied in the unit. It helps students revise contents
and evaluate their performance in the whole unit.
• Final Reflection offers students a summary of what they have
learnt in the unit, allows them to reflect on their strengths and
weaknesses, and guides them to make decisions concerning
actions to take in order to improve.
The units also include Real Life Spots, which aim to allow students
to make connections between the topic of the lesson and real life,
or bring a bit of humor to the class together with additional
information that may be useful for them. Teachers should
encourage students to take advantage of these spots and find
further information or connections with the topics.
Teens Club includes a Game Spot in many of the lessons. Games
are highly motivating since they are amusing and, at the same
time, challenging for students, they provide an opportunity to
use language in real contexts and they also encourage and
increase cooperation. They create the motivation for learners of
English to get involved and participate actively in the learning
activities, bring real world context into the classroom, and
enhance students' use of English in a flexible, communicative
way. Games are used in the classroom not only for mere fun, but
more importantly, for the useful practice and review of language.
Thus, the meaning of the language that students listen to, read,
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speak and write will be more vividly experienced and, therefore
better remembered.
CD
The CD includes all the material for the listening tasks in the
lessons, the oral practice exercises, and the listening component
of all the tests (Unit Check and Extra Tests).
This is the icon used in the Student's Book to indicate that
recorded material is used.
1
This is the icon used in the Teacher's Book to indicate that
recorded material is used; it includes the corresponding
track number.
Teacher's Book
This component offers support to the teacher through several
elements:
• An introduction with a description of the course, the
methodology used, suggestions for classroom management,
general methodological suggestions for the activities and to
deal with big classes, description of the course components, etc.
• A suggested year planning that establishes the relationship
between the contents and the expected learning outcomes,
tentative time distribution, resources and types of evaluation.
• Step-by-step lesson notes and suggestions, including ideas to
start each lesson, as well as follow-up activities and suggestions
for homework.
• The cognitive abilities to develop in every activity of the
lessons (L.A.).
• Background information related to the information content of
the different texts, to help the teacher deal with students'
questions.
• An Error Alert! section that helps the teacher with information
about mistakes students can make together with additional
exercises to practice these specific points. They are shown in the
Teacher's Book as part of the guidelines for the activities in
which they may occur.
• Photocopiable observation and evaluation sheets for the
teacher and students.
• The answers to all the activities in the Student's Book and in the tests.
• Full transcripts of the recorded material: listening texts, oral
practice activities, listening tests.
• One extra test per unit.
• A complete bibliography for the teacher.
• Classification of the activities in the lessons according to their
level of difficulty, indicated with the following icons:
+Low ++Medium +++High
• One activity for fast learners in each lesson (FL).
• Icons to indicate the language ability to be developed:
READING LISTENING SPEAKING WRITING
• Other icons used in the Student´s Book.
Key Word Spot
Reflection Spot
LANGUAGE SPOT
REAL LIFE SPOT
GAME SPOT
LET’S CHECK
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TEENS CLUB METHODOLOGY
Teens Club helps students develop language learning skills to
carry out tasks related to the content. In every lesson, there are
tasks which consolidate the linguistic and thematic content. The
activities are designed to provide students with the language and
skills they will need to complete the tasks successfully. This
approach helps students to see language as a necessary tool, and
gives the grammatical and lexical content a clear purpose.
Skills development
The methodology adopts a three-phase approach with before,
while and after listening and reading activities.
The Before Reading / Listening activities provide a setting,
motivation and linguistic preparation; they activate previous
knowledge about the topic of the lesson, motivate students to
read or listen and encourage them to predict and anticipate
information.
The Reading / Listening activities focus students' attention and
teach them to look for specific information, find clues and
discriminate between essential and non-essential information.
The After Reading / Listening activities connect the text with
students' own reality, give practice on specific grammar points
and help develop writing and speaking skills.
Communicative skills
Most students evaluate their language ability by how well
they can speak. Speaking activities are present in Teens Club
right from the start and they are integrated with the other
skills to encourage communication. Even in the first stages of
learning, with only a limited knowledge of vocabulary and
structures, students want and are able to communicate. The
speaking tasks give students an additional opportunity to use
new language in the context of a real life task, carried out in
pairs or with a group of classmates, and following models
provided.
Writing activities are also an integral part of each lesson, with a
variety of tasks students must accomplish during the class or as
homework, with varying degrees of support and guidance.
Language structure
In Teens Club, grammar is approached in a clearly structured yet
meaningful way. Students are presented with an inductive task in
a section called Language Spot in which they have to figure out
how the structure works in English, discovering both the use and
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INTRODUCTION
the form. Then they do controlled practice exercises where they
apply the target structure in communicative situations.
Vocabulary
The key vocabulary in each lesson is presented in the Key Word
Spot. There are vocabulary activities through which students
develop effective strategies for learning and keeping vocabulary
records. A systematic use of dictionaries is encouraged.
Cognates
Cognates are words in different languages related to the same
root. The lessons in Teens Club provide students with exercises to
help them notice and recognize them, helping them increase
their self-confidence by discovering how much these words help
them to understand a text. The teacher should encourage
students to find the cognates whenever they face a new text.
False Cognates
Students might get confused because there are several words in
Spanish that are similar in English, but have a different meaning.
They are indicated in the Error Alert! Section of the Teacher’s
Book.
Here are a few examples of false cognates:
• Actually = really, not actualmente (at present, currently).
• Embarrassed = avergonzado/a, not embarazada (pregnant).
• Approve = aprobar = agree with something, not aprobar un
examen (pass an exam).
• Lecture = conferencia = a talk about a topic, not lectura
(reading).
• Politics = la política, not los políticos (politicians)
• Library = biblioteca, not librería (bookstore)
• Familiar = estar familiarizado con, not familiar (relative)
• Parents = padres, father and mother, not parientes (relatives).
Learner Training
Learner training is about developing students' awareness of how
they learn and how they develop their learning strategies to
become more effective and independent learners. Teachers
should encourage students to analyze their learning process,
making them think about the problems they have faced and how
they could improve their performance. This is supported in Teens
Club with a section called Reflection Spot.
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Classroom management
In most cases the teacher is the only direct contact that students
have with English. Therefore, it is important that the teacher tries
to communicate with the students in English as much as possible.
Teachers can also use gestures or mime to help understanding.
Instructions for all the activities in Teens Club are given clearly and
simply, and teachers should encourage students to read and
interpret them on their own, and support them whenever
necessary through demonstration and examples.
Discipline
Teenage students are going through a difficult period of
development in their lives, so the teacher might face discipline
problems, disruptive behavior, or unwillingness to do the tasks
they are assigned.
One of the reasons for bad discipline is usually students' inability
to cope with the tasks. To avoid these problems, two preventive
strategies are suggested:
• Careful planning. Students realize there is a purpose which
keeps their attention on the task.
• Clear instructions. Instructions must be given clearly and
assertively, including time limits whenever possible, so that
students know what to do and when they should finish the task.
Large classes
Large mixed-ability classes are a reality teachers have to face
every day. Grouping is one technique that is used to reduce the
negative effects of this situation. When the class is divided into
smaller units, many learning activities can be undertaken. This
implies a different role for the teacher; this does not mean that he
/ she will become less active in the classroom, but that he / she
will not be the center of the activities. Teachers who monitor,
encourage and participate in different classroom groups are even
more active than traditional teachers.
By re-organizing the classroom to allow more opportunities for
communicative interactions and activities, students will be in a
better position to practice and acquire the foreign language.
Pairwork and groupwork
One of the ways of giving students the time they require to
practice a language in class is by forming groups or pairs. This
helps teachers to individualize their learners, provides
opportunities for sharing experiences and it may also help
teachers to accommodate learner differences by varying
student roles.
Teachers must bear in mind that this type of work encourages
students to share their skills and knowledge, and to learn from
each other. It also increases students' involvement and active
participation, and develops positive attitudes.
It is important to share with students the importance of these
activities that give them an opportunity to reinforce social and
communicative skills required to work with other people.
The teacher should take an active role in group and pair
formation, and students should take different roles each time.
Assessment
Assessment is one of the most valuable sources of information
about what is happening in the classroom. The involvement of
the students in this process makes their attitudes towards their
learning change significantly and they start to feel more
responsible for their progress.
In Teens Club, assessment is ongoing. The teacher assesses
continuously, in every activity, in every lesson, to see how far a
student is making progress in line with the objectives. He / she
uses the information obtained to help students with specific
problems. In each lesson there is one activity to evaluate one
particular aspect of that lesson, in the section called Let's
Check.
There is also an overall assessment, periodically, at the end of
each unit, with a test format, the Unit Check, which includes
evaluation activities of all the skills and language studied in the
unit. Teachers should encourage students to correct and mark
their Unit Check themselves, either on their own or in small
groups. Finally, at the very end of each unit there is a Final
Reflection section, which guides students to analyze their
performance in the whole unit. All these forms of assessment
complement each other.
Self-assessment
In Teens Club, self-assessment takes place in each lesson, so that
students have the opportunity to reflect on their progress and
their main problems. This type of assessment helps students to
become more efficient learners, as well as make them feel more
responsible for their own learning.
This is done lesson by lesson through the Reflection Spot, where
students are asked to think about their abilities to perform the
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tasks, how well they did and the difficulties they encountered. In
the Let's Check and Unit Check sections, students evaluate
themselves to become aware of their progress and in the Final
Reflection section they analyze their performance and make
decisions concerning steps they can take to improve.
Photocopiable Evaluation Instruments
The Teacher's Book offers a selection of rubrics and evaluation
sheets that the teacher can use in different situations, with
different purposes and with different students. The labels and
criteria can be adapted to the class situation, the topics covered,
the number of students, etc. They can be used by the teacher to
evaluate students, or by students to evaluate themselves and / or
their peers. As with all evaluation instances, these must be used
to inform the teacher and students of the progress made, the
areas that need revision and the level of achievement of learning
goals. The teacher may use the results of these evaluation
instances as part of the final mark of students; students must be
informed of the system applied. The teacher must give students
the instrument so that they can analyze it, draw conclusions and
make decisions.
Error Alert
Teens Club provides the teacher with help in connection with
common mistakes students might make, together with
additional exercises to practice these specific points. They are
shown in the Teacher's Book as part of the guidelines for the
activities in which they may occur.
SOME BASIC TEACHING REMINDERS
• Start every lesson in a way that focuses everyone's attention.
This creates expectation and prepares students for what is to
come. For example, with books closed, write the topic of the
lesson on the board and ask some questions about it, show a
poster / picture related to the lesson, ask who can remember
what they did the previous class, etc.
• Students should not open their books until everyone is paying
attention.
• End an activity before students get bored with it. Equally, do not
hurry students or end the activity too soon if they are obviously
enjoying it.
• Ask students their opinion.
• Don't assume that if one student says he or she understands,
everyone else does.
• Ask (elicit) rather than tell. Students get bored of listening to
the teacher explaining. Someone in the class will probably
know the answer.
• Don't ask students to explain difficult things, such as definitions
of words, in English.
• Don't interrupt students during pair / group speaking activities to
correct their English. It is better to note the main, common
mistakes, put them on the board and correct them with the class at
the end.
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INTRODUCTION
• Don't insist on 100% accuracy all the time. Mistakes are a
normal part of the learning process, and a valuable source of
information for the teacher.
• Give praise and encouragement, especially to the weaker
students. Write positive comments on their work. Let them
know what they are doing well, as well as what they need to
improve.
• Remember that you are the main motivator in the classroom!
Some methodological suggestions for skill
development
Developing listening skills
• Follow the organization of activities into before, while and
after listening.
• Before listening:
- Introduce and get students involved in the topic of the text.
Elicit what they know about it and help them relate it to their
own experiences. Make use of the illustrations provided and /
or use your own.
- Use this introduction of the topic to present key vocabulary
and structures, and write them on the board.
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- Invite students to predict the content and to formulate
hypotheses of what will appear in the text.
- Do these activities quickly and take advantage of the interest
created to continue with the listening activities.
• Listening:
- Play the recording once or twice for students to check their
predictions and hypotheses. Accept other information they may
have gathered, but do not go into detail at this stage, just
concentrate on the general idea.
- Remind students of cognate words, which they can identify more
easily when they listen, and which help comprehension and
consequent task realization.
- Read and clarify instructions with the class, and do the different
listening activities one by one, concentrating on the task
assigned and checking answers after each successive listening.
Every time students listen to the text, they should have a clear
purpose and task, provided in the instructions, which will help
them focus their attention and identify the information required.
- Help students recognize different supporting elements in the
spoken texts: intonation, voice pitch, pauses, emphasis,
background noise, etc.
experiences. Make use of the illustrations provided and / or use
your own.
- Use this introduction of the topic to present key vocabulary and
structures, and write them on the board.
- Invite students to predict the content and to formulate
hypotheses of what will appear in the text.
- Always ask students to take a quick look at the text and identify
the cognate words and the words they already know. This will
help them formulate more informed hypotheses and also help
them feel less insecure when facing a new text.
- Draw students' attention to the structure of the text: layout,
punctuation, titles, subtitles, etc., to identify the type of text they
will be reading, all of which will also provide clues that will help
them understand the text.
- Do these activities quickly and take advantage of the interest
created to continue with the reading activities.
Developing reading skills
• Follow the organization of activities into before, while and after
reading.
• Reading:
- First, ask students to read the text quickly to check their
predictions and hypotheses. Accept other information they
may have gathered, but do not go into details at this stage,
just concentrate on the general idea.
- Remind students of cognates words, which they can
identify easily, and which help comprehension and
consequent task realization. Present false cognates if there are
any in the text.
- Read and clarify instructions with the class, and do the different
reading activities one by one, concentrating on the task assigned
and checking answers after each successive reading. Every time
students read the text, they should have a clear purpose and
task, provided in the instructions, which will help them focus
their attention and identify the information required.
- Help students recognize different supporting elements in the
written texts: text organization, reference markers, letter
types, graphic support, punctuation marks, illustrations, etc.
- Remind students of some general characteristics of text
organization: main ideas are usually at the beginning of each
paragraph, connectors give important clues -and indicates
addition, but, however indicate contradiction, because
indicates a reason, or indicates alternatives, etc.
• Before reading:
- Introduce and get students involved in the topic of the text. Elicit
what they know about it and help them relate it to their own
• After reading:
- Help students summarize the text orally and / or in writing
using the models provided.
• After listening:
- Help students summarize the text orally and / or in writing using
the models provided.
- Encourage reinforcement of vocabulary and grammar that
appeared in the text, always using the context and providing
further examples or similar contexts.
- Discuss the topic of the lesson, help students reflect on the
contents and highlight the values presented, making them
notice the connections with their own reality.
- Make students evaluate their own performance in the lesson.
a. Did their predictions help them understand the text?
b. How did they do in the different listening activities?
c. What new words, expressions or structures did they learn in
this lesson? Can they use them in other situations?
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- Encourage reinforcement of vocabulary and grammar that
appeared in the text, always using the context and providing
further examples or similar contexts.
- Discuss the topic of the lesson, help students reflect on the
contents and highlight the values presented, making them notice
the connections with their own reality.
- Make use of the activities for fast learners (FL) or of Your English in
Action in the Student's Book and of the Extra Tests in the Teacher's
Book to provide further practice in a freer context, either for the
whole class or for with faster, keener students. Invite them to
make comments on the contents and share them with the rest of
the class.
- Encourage students to make use of the Reflections section to
evaluate their own performance in the lesson.
Developing oral expression
• At the beginning of the course, prepare a poster / posters with the
class, showing the expressions they must use as part of the classroom
interaction. You may use different colors to classify them into:
a. Greetings: Good morning, good afternoon, hello, hi, good-bye,
bye. How are you today? I'm (not) very well, thank you. And you?
Teach them to address you as Mr. / Miss / Mrs. plus your surname.
b. Asking for help or clarification: How do you say / spell /
pronounce ...?, Can you help me, please? Can you repeat,
please? Can you play the recording again, please? Can I / we use
the dictionary / the computer? Can I work with ...? Can you tell /
give me ...?
c. Expressing feelings: I'm sorry / happy / impressed / tired / ill
/ worried. I'd be happy to ... . I like ... . I don't like ... . I liked ... . I
didn't like ... .
• Encourage students to use English to do the different speaking
activities that show comprehension.
• Choose relevant parts of the listening texts, especially dialogs, for
students to listen to, repeat, try to memorize and present in front of
the class.
• Create a positive atmosphere in the classroom to facilitate students'
participation in oral exchanges.
Developing written expression
• Always provide a model for students to follow. Go from simple,
strictly guided activities to more complex ones: just words that
students use to fill in blanks, or exercises in which they put words in
order to form sentences, short answers to simple questions, using a
pattern given and substituting some elements, etc.
• Make students aware of punctuation marks and connectors to be
used.
• Check written work while walking around the classroom, by
collecting notebooks, or by providing the correct versions on the
board or on a transparency.
THE INTERNET IN THE CLASSROOM
Nowadays, in the era of information revolution and the widespread
use of the Internet in almost all spheres of life, this tool can serve as
a teaching medium, a rich source of materials of any kind and also
as a basis for lessons instead of texts from the course book only.
people from different parts of the world and therefore practice their
English in a meaningful and motivating way.
Internet -assisted lessons may supplement teaching by adding an
additional dimension to the classroom. Students can use it to gather
information on different topics or search for additional exercises to
practice a particular language item.
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The Internet gives great possibilities for students to work with
materials they choose themselves and offers an attractive and
interactive learning environment.
This is achieved by the use of communication tools such as e-mail,
chat or forum groups, which students can use to communicate with
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INTRODUCTION
This icon indicates a digital resource used / suggested for an activity.
@
Tips to develop safe Internet lessons
• Never start lessons by having students use search engines on
their own.
• Ask students to find specific information, not just surf the web.
• Always tell students to write down the URLs of the sites they use
for reports in a bibliography format.
• Try to preview sites before students visit them.
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LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING 11
What we have in common makes us human. Our differences make
us individuals. In a classroom where there is very little or no
differentiated teaching only the similarities among students seem
to be the focus of attention. In a differentiated class the common
areas are acknowledged and exploited, and the differences among
students also become important elements in the teaching –
learning process.
Carol Ann Tomlinson 12
The Chilean Ministry of Education has presented the community
with a new curricular tool, the Learning Progress Maps. It is
possible that teachers may have a lot of information about them,
from different and probably more complete sources than those
provided here 13. This brief and concise document does not intend
to be exhaustive nor replace any of those sources. It only intends
to present the Maps in a particularly specific context, that of a
very specific training in evaluation for learning, as it is in that area
that they can be very useful in the different steps of that training.
This is a brief introduction to the Maps that considers the
inclusion principle that guides them, the way in which they are
presented, an example and some details to understand their
pedagogical and evaluative usefulness. Rather than theoretical or
conceptual details, special importance is given to the elements
that facilitate their use by teachers.
Introduction
The Learning Progress Maps have been developed to show
teachers, students and parents the way in which learning
progresses along school life, and especially the expected direction
for each of the areas of the curriculum. They are neither a new
curriculum nor a curricular alternative, but are based on the
existing Curricular Framework. Their objective is to describe the
types of learning promoted by the Fundamental Objectives and
the Obligatory Minimum Contents, and to indicate the
characteristics of their development from 5th Year of Primary
Education to 4th year of Secondary Education. The Maps can be
used in the day to day classroom work to establish the students’
position, their differences and their learning needs. Once this
reflection and awareness task is done, it is possible to design a
variety of teaching strategies to cater for the students’ needs.
Learning progression and diversity
Children’s learning – as shown every day in the teaching process
- shows progressive development as they move up from one level
to the next. Older students generally know more about a subject
and show more complex cognitive abilities than younger
students; when comparing abilities and knowledge of a 4th Media
student with those of a 1st Básica student, it can easily be noticed
that the former is much more competent than the latter in all the
learning areas. Between these two students, who represent the
extreme levels of achievement during the school cycle, it is
possible to distinguish several intermediate stages.
On the other hand, children in a particular level make use of
different abilities to understand the same topic, and have
different ways to explain what they understand. There is
progression not only from one level to the next; it is normal that
in the same class students are at different levels and show
different degrees of understanding and achievement of the
required abilities.
However, not all students progress in the expected direction.
Inadequate attention to differences can produce delay in the
students’ learning. This delay, in turn, has a cumulative effect, it
tends to increase in the upper levels, and when this happens, its
effects are more difficult to revert. Therefore, it is important to
clearly understand the state of students’ learning.
The Learning Progress Maps are a supporting instrument to
diagnose achievement and differences among students to help
them move on in their school work according to the expected
outcomes promoted by the national curriculum; they offer
common criteria and language to observe learning.
11
Document prepared by the Unidad de Currículum y Evaluación, Ministry of Education, Chile, 2007.
Tomlinson, Carol Ann, Estrategias para Trabajar con la Diversidad en el Aula, Editorial Paidós, Madrid, 2005.
13
The full Maps are published in the web site of the Unidad de Currículum y Evaluación, www.curriculum-mineduc.cl.
Please note that this document has been translated directly from the document prepared by the Unidad de Currículum y Evaluación of the Ministry of Education;
the superscript references have been kept the same as in the original document.
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Evaluation for Learning in Practice
It is important to distinguish Evaluation for Learning as a
particular model that is different from the traditional
interpretations of evaluation. Here is a summary of its main
characteristics. In this conception, evaluation:
• Is considered an intrinsic part of teaching and learning.
• Requires that teachers share with their students the learning
achievements expected from them.
• Helps students know and identify the standards they must
reach.
• Involves students in their own evaluation.
• Provides feedback that tells students what they have to do, step
by step, to improve their performance.
• Assumes that every student can improve his / her performance.
• Involves both teachers and students in the analysis and
reflection on the data provided by the evaluation.
This model contrasts with the type of evaluation that, in practice,
means adding evaluation procedures or tests at the end of the
programmed units of work. These procedures or tests are separable
and independent from the teaching of the unit. The feedback is to
get a mark. Although, according to this model, evaluation is a
teachers’ issue (the State, for example, does not get involved), it
tends to have a summative rather than formative objective.
However, the term formative can have several interpretations: very
often it only means that evaluation is frequent in a period of time
and has been planned together with the teaching. In this sense
formative evaluation does not necessarily consider all the features
identified as characteristic of Evaluation for Learning. Evaluation
can be formative because it helps the teacher identify areas where
more explanation or training are needed. From the point of view
of students, although their final mark and the comments written
on the margins of their work may signal their weak and strong
points, they do not give them clues as to how to progress towards
the achievement of more and better learning.
The concept of learning underlying this model is another
distinctive feature. Today’s approach to learning suggests that,
eventually, it is the students themselves who are responsible for
their own learning (nobody can learn for them). Consequently,
Evaluation for Learning must necessarily involve students in the
14
INTRODUCTION
evaluation process so as to provide information on their
performance and guide their efforts to improve. An important
part of this information is the feedback the teacher gives
students, but another part must be the result of the direct
participation of students in this process through self-evaluation.
In the context of promoting life-time learning, it is more and
more important to develop in the students the capacity to know
how much they have learnt and the ability to guide and manage
their own learning.
So, what actually happens in the classroom when evaluation is
used to improve learning? To begin with the more obvious
aspects, the teachers are involved in the collection of information
about their students’ learning and must motivate them to revise
their work critically and constructively.
The methods to obtain information about the learning are well
known and they are mainly:
• To observe students and listen to them when they reason and
describe their work.
• To ask students open questions, inviting them to explore their
ideas and reasoning.
• To propose ideas that require students to use certain abilities or
to apply ideas.
• To ask students to communicate their ideas not only in writing
but also through drawings, artefacts, actions, dramatisations
and concept maps.
• To discuss key words and analyse how they must be used.
Of course, teachers can collect this information through the
methods identified above, and then use it to improve learning. The
use of this information requires that teachers and students make
decisions and act: they must decide on the next steps in the
learning process and help students to get started. It is of the utmost
importance to remember that it is students who must do the work;
consequently, by being more involved in the process, students will
better understand how to extend and improve their learning. A
plan that involves students in the judgement of their own work instead of being passive to face their teachers' judgement - has
higher probabilities of raising learning and achievement standards.
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This is a different conception of feedback. The food the teacher
offers is a reflection of the objective to reach, of the standard or
goal towards which the student must aim at and which, in this
way, constitutes a point of comparison for his / her work. The role
of the teacher – and what constitutes the core of teaching – is to
provide students with the skills and strategies required to take
the steps they need to improve their own learning.
Key Principles of Evaluation for Learning
Evaluation is a process that allows the collection of evidence on
the learning achieved by the students at a given moment. The
object of the evaluation is the work produced by the student,
never the student.
• The key dimensions of learning from the point of view of the
learning area and the learning level of students constitute the
criteria used for the evaluation of learning.
What Learning Progress Maps are
• The criteria must be shared with students so that they know and
understand them, and can then direct their work accordingly.
• Self-evaluation and peer-evaluation must be done using preestablished criteria. If this does not happen their validity will be
questionable, because different individuals naturally evaluate
according to their own personal criteria.
• It must be remembered that evaluation necessarily involves
value judgements. This happens when a teacher assigns a
numerical qualification to a student’s test, and also when
concepts are used, for example poor or excellent to indicate a
student’s level of achievement at a certain moment.
• The teacher must take responsibility for the evaluation
instruments he / she develops and uses with the students; this
means that he / she must make sure that they really let him /
her collect information about the learning outcomes defined in
the pre-established evaluation criteria.
What Learning Progress Maps are not
They are materials for each area of the curriculum that describe the
usual road followed by students in their learning. They assume that
progress is the result of maturity and exposure to learning
opportunities in specific stages of school life.
They do not state that learning is lineal (a sum of specific learnings)
nor do they propose an exact description of the learning progress that
all students experience.
They express knowledge and abilities, that is to say, the competences
that students typically reach at certain moments of their school life.
They are not an expression of all the knowledge and abilities students
can achieve in a specific level.
They indicate what we value as learning goals and the sequence in
which they are achieved; they provide a framework to monitor
progress and communicate results.
They are not a new curriculum and they do not assume that all the
students in the same class should be in the same level of learning.
They are presented as concrete descriptions of learning and offer
examples of possible achievements in each level.
They are not checklists for test correction.
They provide a guiding framework for teaching: they let users
elaborate evaluation tasks that will indicate the level of each student,
and organise teaching strategies accordingly.
They are not an instrument to classify students and they do not
support a specific teaching model to achieve learning.
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How many LPMs have been prepared?
Each area of the curriculum has sub-divisions that represent
topics or abilities that must be developed during school life. A
Map has been designed for each of them.
English
Our country’s active participation in different areas of the
international sphere, together with the changes produced by
globalisation, make the learning of English essential to
successfully face the demands of society in the XXI century.
Learning English is a challenging and attractive activity at any age,
but particularly for young people who see it as a tool to access
information and technology and as a means of communication with
other realities and cultures. Learning English or any other foreign
language, contributes to the understanding of the mother tongue,
and at the same time it widens the opportunities to access
information in other areas of study.
Presentation of the Maps
The Maps are organised in seven levels that cover students’
learning life from the 1st year of Primary Education to the 4th
year of Secondary Education. Each level describes the expected
learning outcome for two school years. For example, level 1
corresponds approximately to the 1st and 2nd Básico, Level 2 to
the next two years, and so on. The last level (7) describes a
student whose outcome when finishing school is “outstanding”.
All this information can be found in the web site of the Unidad de
Currículum y Evaluación, www.curriculum-mineduc.cl.
Relevant aspects of the Reading Map
In concordance with the curricular emphasis aimed at the
development of the abilities and the use of language with the
purpose of acquiring information and gainning access to other
cultures and technological advances, grammar is not the focus of
attention of the Reading Map. Its role as a facilitator of
understanding and communication is acknowledged, but the role
of grammar will become more evident in the Writing Map.
The Reading Map emphasises the importance of working with
authentic texts as early as possible; their degree of complexity
increases as students move from one level to the next. By the end
16
INTRODUCTION
of their secondary school education students should be able to
read authentic texts of intermediate complexity, which implies
beginning their learning using simple authentic texts.
The Reading Map does not reject the use of the mother tongue as
a resource to monitor learning when the situation requires that
the students show evidence of comprehension and interpretation
rather than oral production. It is a well-known fact that students
of a foreign language can understand much more than they can
express orally or in writing. For this reason, the answers to the
tasks presented as examples in the Map are in Spanish. This does
not mean that students are not allowed to express
comprehension in English or that there is an intention to work
these abilities separately.
In the following pages you will find the Reading Progress Map. It
begins with a synthetic presentation of all the level. Then, each level
is presented in detail, beginning with its description, some examples
of performance that illustrate how that level of learning can be
recognised and one or two examples of work done by students of
subsidised schools, with the teacher’s comments that justify what
criteria is used to decide that the student is “within” the level. In an
appendix, you can find the complete version of the tasks from which
students’ work was collected. In the case of English, there is a
description of an initial level, before level 3, that describes a starting
situation of knowledge of this language, which can be a useful point
of reference to describe the learning of children who do not reach
level 3 by the end of 6th Básico. No examples of students’work at this
level are included.
Reading Progress Map
The aim of the English curriculum is to get students to use and
apply the language in different tasks that imply they can
understand oral and written texts, and solve simple
communicative situations orally or in writing. From this point of
view, four English Learning Maps have been designed, around the
following linguistic abilities:
• Reading
• Listening
• Writing
• Oral Expression
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The Maps of English have been designed using the international
standards of the Common European Framework (CEF) for
teaching, learning and evaluating languages, and those of the
Association of Language Testers of Europe (ALTE). CEF level A2 and
ALTE 1 (Waystage User) are associated with Level 4, which
describes the expected learning achieved by the majority of
students by the end of 8th year Básico; Level B1 and ALTE 2
(Threshold user) are associated with Level 6, which describes the
expected learning achieved by the majority of students by the
end of 4th Medio.
To describe progress in reading comprehension, the Reading Map
is organized around two dimensions:
a. Text-types. In this dimension the progression is given by the
complexity of the topics the students read about and the
complexity of the language used in the texts. There is
progression from concrete to abstract topics, and from
language expressed in simple sentences to language
expressed in compound sentences of intermediate complexity.
b. Reading abilities. This dimension includes students’
capacity to extract specific information, to infer information
and to show global comprehension of what they have read.
The Map describes how these reading abilities become more
complex from one level to the next, also in relationship with
the increasing complexity of the texts read.
In the light of these dimensions, the Map describes a student’s
reading comprehension progress, from the ability to identify some
highlighted information, to make simple inferences and state the
main topic of a very short, simple text (in level 3), to end up being
able to reach a higher level of inference and a deeper understanding
of linguistically and conceptually more complex texts. (level 6).
English Progress Map
Identifies explicit and implicit messages and incorporates knowledge of the topic and of the English language to build up the
Level 7
Outstanding main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are related
to personal interest topics.
Level 6
Identifies explicit key information, discriminating it from distractors. Infers ideas and identifies messages, points of view, and
attitudes to build up the main meaning of the text. Understands texts that include a variety of simple and medium
complexity structural patterns and are related to well-known or personal interest topics.
Level 5
Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and
identifies main ideas, stating supporting data. Understands texts that include simple structural patterns, and medium
complexity structural patterns and are related to well-known or personal interest topics.
Level 4
Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or
information, and identifies with some detail the main idea(s) explicitly stated, relating information found in different sections
of the text. Understands brief texts that include simple structural patterns and are related to well-known concrete topics.
Level 3
Identifies explicit information that is highlighted. Infers information and identifies one main idea using information explicitly
stated in the text. Understands very short texts that include plenty of visual support, use simple short sentences, and are
related to concrete topics of the student´s immediate environment.
Initial level Identifies words and short sentences stated in very short texts that include plenty of visual support, use simple short
sentences, and are related to concrete topics of the student´s immediate environment.
In our teaching proposal for 1st and 2nd year, evaluation is conceived from the following level:
Level 5
Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and
identifies main ideas, stating supporting data. Understands texts that include simple structural patterns and medium
complexity structural patterns and are related to well-known or personal interest topics.
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How can one recognise the level of learning? Examples of
performance.
When a student has reached this level, he / she can do the
following activities:
• Select and classify information according to a given category.
• State details used for describing causes and consequences.
• Relate data and ideas to infer attitudes and moods.
• Extract the main idea(s) of the text and list the arguments that
support it / them.
• Invent a title that represents the main idea of the text.
• Identify words and phrases that give cohesion to the text. For
example: “therefore”, “on the other hand”.
• Identify in the texts the communicative function of compound
structural patterns, such as the passive voice, conditional
sentences, relative clauses.
• Identify in the text frequent phrasal verbs. For example: “look after”.
CLASSROOM LANGUAGE
Greetings:
Good morning / Good afternoon / Hello / Hi.
Good bye / See you tomorrow / See you later.
Have a nice weekend / Enjoy your holiday.
Moods and feelings:
A: How are you today?
B: I’m fine / I’m great / OK / Very well, thank you.
I’m not very well / I have a problem / I’m feeling low / I’m sad.
Asking for clarification (STUDENTS)
Can you repeat that, please?
Can you say that again, please?
Sorry? I didn’t understand very well.
Can you help me with this exercise, please?
Encouragement (TEACHERS)
Well done!
Good!
Excellent!
Good work!
Congratulations!
18
INTRODUCTION
The date
A: What day is it today?
B: It’s Monday / It’s Tuesday / It’s Wednesday / It’s Thursday /
It’s Friday / It’s Saturday / It’s Sunday
A: What’s the date today?
B: It’s (Monday) March 9th.
The weather
A: What’s the weather like today?
B: It’s sunny / It’s cloudy / It’s hot / It’s cold / It’s nice and warm /
It’s nice and cool. It’s raining / It’s snowing.
The time
A: What’s the time? / What time is it?
B: It’s one o’clock. / It’s two o’clock. / It’s three o’clock. /
It’s ten o’clock. / It’s twelve o’clock.
A: What’s the time? / What time is it?
B: It’s quarter past nine. It’s half past ten. It’s five past eleven./ It’s
ten past twelve / It’s twenty past one/ It’s twenty five past two.
A: What’s the time? / What time is it?
B: It’s a quarter to eight. It’s twenty five to nine / It’s twenty to
ten/ It’s ten to three/ It’s five to four.
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Some Commands and Instructions (TEACHERS)
Add more words.
Answer the questions.
Be quiet.
Check your answers.
Check your predictions.
Close the door.
Come to the board.
Compare your answers.
Compare your answers in your group.
Complete the paragraph.
Complete the sentences.
Complete the summary.
Complete the table.
Copy the instructions.
Cross out the words you do not hear.
Discuss the ideas in your group.
Do exercise 1.
Do not write in ink.
Do not write in your book.
Fill in the blanks.
Find examples in the text.
Find out who wrote this poem.
Find the cognates in the text.
Go to the board.
Identify the best description.
Listen to the recording.
Listen.
Look.
Look at the pictures.
Look up these words in the dictionary.
Make a list.
Make a list of topics.
Make some notes.
Match the pictures.
Name three activities.
Open the window.
Open your books.
Pay attention, please.
Put the pictures in order.
Read the instructions.
Read the sentences.
Select the correct answer.
Silence, please.
Sit down.
Stand up.
Talk to your partner.
That’s all for today, thank you.
Work in groups of 4.
Work in groups of three or four.
Work with your partner.
Write the sentences.
Turn taking and permissions: (STUDENTS)
It’s your turn.
Sorry, it’s my turn.
Excuse me, can I say something?
Excuse me; can I leave the room for a minute?
Can I talk to you after the class?
May I go to the bathroom?
Encouragement: (TEACHERS)
Do it more carefully / Say it again / Try to correct that, please.
Not too bad / You’ll do better next time / Keep trying!
Well done / Congratulations / Excellent / Good work.
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SUGGESTED YEAR PLANNING
CMO
UNIT 5
UNIT 4
UNIT 3
UNIT 2
UNIT 1
TOPIC
20
TIME
TEEN LIFE
Forum chats.
Diversity of
teenage cultures.
Reading
Identify cognates.
Find general and specific
information.
Infer meanings from the
context.
Locate and match information.
Listening
Discriminate between correct
and incorrect information.
Identify correct sequence
Differentiate sounds.
Find general and specific
information.
Identify collocations.
Language
Use the Simple Present and
adverbs of frequency.
Use adjectives of quantity.
Use connectors.
Use the Present Continuous for
future plans.
Speaking
Exchange personal information
Exchange information about
personal interests and
preferences.
Express quantities.
Writing
Write a personal introduction to
a forum chat.
Complete a personal profile.
Development
Lesson 1 four hours.
Lesson 2 four hours.
Lesson 3 four hours.
Lesson 4 four hours.
Consolidation and
evaluation activities
three hours + home
assignments.
BELIEVE IT OR
NOT
A city on the moon.
Hopes for the
future.
Reading
Scan the text to validate
predictions.
Get meanings from cognates.
Find general and specific
information.
Discriminate between correct
and incorrect information.
Listening
Relate speakers and speech.
Discriminate sounds and words.
Identify specific information.
Language
Use the Simple Future tense to
express predictions.
Use the Present
Continuous tense.
Use conjunctive connectors.
Use the First Conditional.
Speaking
Ask and answer questions
about fixed arrangements.
Talk about virtual life.
Writing
Write a short report.
Complete a paragraphs.
Development
Lesson 1 four hours.
Lesson 2 four hours.
Lesson 3 four hours.
Lesson 4 four hours.
Consolidation and
evaluation activities
three hours + home
assignments.
TECHNOLOGY
AND INVENTIONS
New inventions.
Technology.
Reading
Find general and specific
information.
Identify the sequence of
events.
Identify type of text.
Listening
Discriminate between correct
and incorrect information.
Relate speakers and speech.
Discriminate sounds
and words.
Identify sequence.
Language
Use the Simple Past tense.
Use linking words.
Use relative pronouns.
Speaking
Ask and answer questions
about biographies.
Exchange opinions about
inventions and technology.
Writing
Write a short summary of a
biography.
Complete a paragraph about a
new invention.
Development
Lesson 1 four hours.
Lesson 2 four hours.
Lesson 3 four hours.
Lesson 4 four hours.
Consolidation and
evaluation activities
three hours + home
assignments.
SONGS - MUSIC
AND WORDS
Famous young
artists.
Styles of music.
Reading
Distinguish information.
Discriminate between correct
and incorrect information.
Identify type of text.
Listening
Infer mood of speakers.
Relate speakers and speech.
Discriminate sounds.
Language
Use would and could.
Use modal verbs must,
have to, need to.
Use the Passive Voice.
Use the First and Second
Conditional.
Speaking
Ask people about imaginary
situations.
Request information using
polite questions.
Writing
Write a book review.
Write questions and answers in
a chat room.
Development
Lesson 1 four hours.
Lesson 2 four hours.
Lesson 3 four hours.
Lesson 4 four hours.
Consolidation and
evaluation activities
three hours + home
assignments.
HOW ABOUT
WORKING?
Volunteer
organization.
The role of
volunteer.
Reading
Locate missing information in a
text.
Discriminate between correct
and incorrect information.
Distinguish facts and inferences.
Listening
Discriminate between correct
and incorrect information.
Relate speakers and speech.
Extract specific information
from a recording.
Language
Use Modal Verbs to express
necessity and preferences.
Use polite phrases in a
telephone conversation.
Speaking
Ask people about preferences.
Participate in a telephone
conversation.
Writing
Write a letter of application.
Write a leaflet promoting an
organization.
Development
Lesson 1 four hours.
Lesson 2 four hours.
Lesson 3 four hours.
Lesson 4 four hours.
Consolidation and
evaluation activities
three hours + home
assignments.
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LEARNING
ABILITIES
EVALUATION
RESOURCES ATTITUDES
Read posts to a
Student Forum chat.
Read a magazine
article.
Listen to an
interview.
Listen to two
poems.
Develop respect for and
acceptance of age, and
social and cultural
diversity.
Assess the importance
of English as an
international tool of
communication.
Reflection Spot
Metacognition
Let’s Check
Listening
Reading
Language
Your English in
Action
Unit Check
Listening
Reading
Language
Oral expression
Final Reflection
Extra tests
Listening
Reading
Language
Oral expression
Evaluation
Instruments
Listening
Reading
Writing
Working with others
To use pictures to
formulate predictions.
To localize specific
information.
To apply/ use a new
language structure.
Read a web page.
Read a scientific
article.
Listen to an
interview.
Listen to an
advertisement.
Reflect about the
importance of
technology
development.
Develop acceptance and
respect for everyone’s
opinions.
Reflection Spot
Metacognition
Let’s Check
Listening
Reading
Language
Your English in
Action
Unit Check
Listening
Reading
Language
Oral expression
Final Reflection
Extra tests
Listening
Reading
Language
Oral expression
Evaluation
Instruments
Listening
Reading
Writing
Working with others
To relate topic to own
experience.
To infer the meaning of
key words.
To identify and extract
supporting information.
Read a web page.
Read a biography.
Listen to a
conversation.
Listen to a radio
program.
Assess and appreciate
the role of technology
in everyday life.
Develop respect for and
acceptance of other
people’s opinions.
Reflection Spot
Metacognition
Let’s Check
Listening
Reading
Language
Your English in
Action
Unit Check
Listening
Reading
Language
Oral expression
Final Reflection
Extra tests
Listening
Reading
Language
Oral expression
Evaluation
Instruments
Listening
Reading
Writing
Working with others
To express opinions.
To predict topic from the
context.
To relate speakers and
speech.
Read a piece of
chat.
Read book reviews.
Listen to a
television program.
Listen to a song.
Assess and appreciate
the value of music and
literature.
Develop respect for the
role of music and
literature as a means of
communication.
Reflection Spot
Metacognition
Let’s Check
Listening
Reading
Language
Your English in Action
Unit Check
Listening
Reading
Language
Oral expression
Final Reflection
Extra tests
Listening
Reading
Language
Oral expression
Evaluation
Instruments
Listening
Reading
Writing
Working with others
To discriminate sounds.
To predict content from
cognates.
To relate previous
knowledge with the topic
of the lesson.
Read a leaflet.
Read a letter of
application.
Listen to an
advertisement.
Listen to telephone
conversations.
Assess and appreciate
the role of volunteer
organizations around
the world.
Value the importance of
voluntary work for
people in need.
Reflection Spot
Metacognition
Let’s Check
Listening
Reading
Language
Your English in Action
Unit Check
Listening
Reading
Language
Oral expression
Final Reflection
Extra tests
Listening
Reading
Language
Oral expression
Evaluation
Instruments
Listening
Reading
Writing
Working with others
To relate topic to own
reality.
To develop
study skills.
To exchange information.
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UNIT
TEEN LIFE
In this unit you will:
· read posts to a Student Forum chat
· read a magazine article
· listen to an interview
· listen to two poems
You will learn how to:
Reading
· identify cognates
· find general and specific information
· infer meaning of words from context
· locate and match information
Listening
· discriminate between correct and incorrect
information
· identify correct sequence
· differentiate sounds
· find general and specific information
· identify collocations
Language
· use the Simple Present and adverbs of frequency
Types of Evaluation
· use adjectives of quantity
· use connectors
· use the Present Continuous for future plans
Speaking
· exchange personal information
· exchange information about personal interests and
preferences
· express quantities
Writing
· write a personal introduction to a forum chat
· complete a personal profile
You will also:
· develop respect for and acceptance of age, and
social and cultural diversity
· assess the importance of English as an
international tool of communication
Development
· Lesson 1: four hours
· Lesson 2: four hours
· Lesson 3: four hours
· Lesson 4: four hours
· Consolidation and evaluation activities: 3 hours +
home assignments
Didactic resources
· Complementary material such as articles
magazines, Student Forum chats.
· Pictures of teenagers provided by the teacher and
by students to illustrate the diversity of teenage
cultures.
· Supporting material such as lists of adjectives,
dictionaries, glossaries, definitions, printed
handouts, library material, etc.
Methodological suggestions
· Teachers should prepare the lessons beforehand
considering that a thorough prior preparation allows
them to think of and apply some useful ideas. It is their
chance to make the class entertaining and to involve
students in the learning process.
· Teachers are advised to use a variety of resources
throughout the book.
Indicators
Continuous/informal Students do reading and listening activities, take part in conversations, and produce written texts.
Reflection spot
Self - evaluation
Unit Check
Unit evaluation
Final Reflection
Extra Test
22
UNIT 1
Students analyze and evaluate their performance in the speaking, reading, listening, and writing activities.
Reading: Students find specific information and discriminate between correct and incorrect information.
Listening: Students find specific information, discriminate between correct and incorrect information and
identify sequence of information.
Language: Students use the Simple Present and the Present Progressive tense.
Speaking: Students exchange information about routines.
Writing: Students write and reply to e-mails.
Students analyze their performance in the whole unit.
Reading: Students find specific information and discriminate between correct and incorrect information.
Listening: Students identify specific information and discriminate between correct and incorrect information.
Language: Students use the Simple Present and Present Progressive tense.
Writing: Students write a short paragraph describing their best friend.
Speaking: Students imitate an interview and exchange information about routines, interests and favorite activities.
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TEEN LIFE
TEEN LIFE
PAGE 8
2 +
GETTING READY
1
Introduce the topic of the unit reading the
title aloud. Then invite some students to
read what the young people on page 9 say
about being a teenager and ask them if they
agree or not.
2 Invite students to work in groups talking
about “being a teenager”. Encourage them
to make some notes and come to an
agreement. Then ask one member of each
group to share their comments with the rest
of the class.
3 First, ask students to copy the chart into their
notebooks. Then motivate them to interview
six of their classmates about their interests
and preferences in order to complete the
chart. Elicit students’ ideas about graphs and
then explain that they will have to present the
results for each item in a graph. You may
also give one example on the board.
PAGE 10
LESSON 1
READING
TAKE TWO TEENS
BEFORE READING
1
+
Draw students’ attention to the pictures and
then ask them to answer the questions in
pairs. Check their answers orally.
(L.A.: to use pictures to formulate
predictions).
Answers
a. Between 13 and 18 years old.
b. They are from different parts of the world.
c. They are: acting in a play, answering questions,
chatting and doing sports.
d. They are wearing costumes, sport and casual clothes.
Brainstorm aspects and activities that are
typical of teenagers in Chile and all over the
world. Invite students to write a list of them
in their notebooks and then write some
examples on the board.
(L.A.: to relate topic with personal reality).
Possible answers
hang out with friends; listen to music; play video
games; chat with friends; watch movies; play sports;
wear the same kind of clothes; surf the Internet.
3 ++
Ask students to choose the picture they
think best represents a typical Chilean
teenager. Ask them to support their ideas
and then to come to an agreement.
(L.A.: to relate pictures with personal
experiences).
4 +++
Explain to students that they are going to
read two posts from a Students Forum chat.
Invite them to make predictions about the
two students’ way of life.
(L.A.: to use general knowledge to formulate
predictions).
5 ++
Tell students to look at the text and find all
the cognates. Then ask what information
they can deduce from them. You can ask
them to write the cognates on the board, but
do not check what students can deduce
from them at this stage.
(L.A.: to identify cognates through
scanning).
Answers
forum, different, traditional, TV, music, computer, chat,
cyber cafe, culture, kilometers, fan, Internet, rest,
sports.
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ERROR ALERT
Cognates are words in different languages related to the
same root, ex.: education (English) / educación (Spanish)
Students might get confused because there are also
several words in Spanish that are similar in English, but
have a different meaning. These words are called False
Cognates.
Exercise: Read the words in the list. Identify the false
cognates in it.
actual / embarrassed / familiar / introduce / lecture /
notice / parents / realize
Answers:
The false cognates are:
Actual = real, not actual (present).
Examples: The actual cost was higher than expected.
Does anyone know her present address?
Embarrassed = avergozado/a, not embarazada
(pregnant).
Examples: She's embarrassed about her height. My
sister is pregnant with her first child.
Familiar = conocido, familiarizado, not familiar
(relative).
Examples: His face looks familiar to me. We saw most
of our relatives at the party.
Lecture = charla, not lectura (reading).
Examples: He gave a lecture on endangered species in
Chile. You can understand everything from the first
reading.
Notice = aviso, anuncio, not noticia (news).
Examples: Have you seen the notice on the board? The
news of the earthquake arrived two days later.
Parents = padres, not parientes (relatives).
Her parents got married very young. Most of my
relatives live in Santiago.
Realize = darse cuenta, comprender, not realizar
(carry out).
Example: I realized who he was.
For more information on ERROR ALERT, see page 7 of
the Introduction.
6 ++
Invite students to read the words in the Key
Word Spot and then find their definitions in
an English-English dictionary.
(L.A.: to develop study skills).
24
UNIT 1
Answers
Amish: member of an Anabaptist Christian denomination.
newbie: slang term for a newcomer to online gaming or
an Internet activity.
link: a connection between two or more people or things.
soaps: (also soap opera) a story which is broadcast
everyday or several times a week on television or radio.
PAGE 12
READING
7 +
Ask students to read the text quickly to
check their predictions in Exercise 4.
Explain to them that it is not necessary for
them to understand every single word. They
only have to get the general meaning of the
text in order to check if their predictions
were right.
(L.A: to validate predictions).
Answers
The students do not have similar ways of life.
8 ++
Now, invite your students to read the text
again carefully, and then answer the
questions (a – e) in their notebooks. Check
their answers orally or ask some students to
write the answers on the board.
(L.A.: to localize specific information).
a.
b.
c.
d.
e.
Answers
No, they are not typical teenagers because they live
in very different ways.
Josh 95 is American and Pink Sunshine is Australian.
Yes, he does, because he can go to a cyber cafe and
be in contact with the rest of the world.
She has e-lessons. She studies through the Internet.
Yes, it is. Because it is the way they can be in
contact with people from all around the world.
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TEEN LIFE
TEEN LIFE
9 ++
Make students copy the chart into their
notebooks and then complete it with
information from the text. Invite some of
them to write and complete the chart on the
board to check their answers.
(L.A.: to extract specific information).
Answers
information that is true for them. Then ask
them to answer questions a. and b.
Invite some of the students to share their
answers with their classmates.
(L.A.: to relate topic to personal experiences).
Answers
Will vary
LANGUAGE SPOT
Name
Josh 95
Pink Sunshine
Always
Wear traditional
clothes
Watch soaps
or movies
Go shopping
in the city
Read
Hardly ever
Use a computer
Meet friends
Never
Watch TV or
listen to music
Go to school
Likes /
Loves
Chat with
other people
Chat with
other people
Often
10 +++
Ask students to read the text once more
before completing the sentences in their
notebooks. Check their answers orally.
(L.A.: to identify specific information).
Possible answers
a. Josh95 and Pink Sunshine’s lives are similar because
they both live in a very different way others teenagers
do but they both like to know about people from all
over the world. They both live on a farm and they use
the Internet to communicate with other teens.
b. Josh95 and Pink Sunshine’s lives are different
because Josh is Amish and never watches TV or
listens to music, but he goes to school. Pink
Sunshine never goes to school but she always
watches TV or listens to music.
PAGE 13
AFTER READING
Habitual activities and frequency adverbs
This section is designed to help students revise
or discover a particular grammar structure or an
interesting item of vocabulary related to the text.
The activities are meant to promote independent
learning, so help, guide and check, but do not
enunciate the answers.
1. Ask students to read and analyze the
sentences from the text.
2. Now, students answer questions a. – c. Help
them to identify what kind of actions the
sentences express, the tense that was used
and the words that help to identify the
frequency in which the action was performed.
Answers: a. - iii.; b. – iii.; c. always, every,
never
3. Invite students to copy and complete the
general rule in their notebooks.
Answers:
We use the Simple Present tense to talk
about activities that are habitual.
We use words such as always, never,
every…, to express the frequency of the
activity.
4. Encourage students to revise the text again
and find other examples of this structure. Invite
them to write the examples in their notebooks
and underline the frequency adverb. You may
organize a class competition and offer a prize
to the student who identifies all the examples.
Answers:
I never watch TV or listen to music.
I always watch soaps or movies.
I hardly ever meet friends or go to parties.
11 ++
Tell the students to add a column to the
chart in Exercise 9, and to complete it with
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12 +
Reflection Spot
Refer students to the LANGUAGE SPOT to
write sentences about their and their
partner’s habitual activities. Invite some of
the students to write the sentences on the
board to check the answers.
(L.A.: to apply/ use a new language
structure).
Answers
Will vary
Assign enough time of your class to allow
students to reflect on their achievements and
weaknesses. They read the statements and
reflect about:
• their ability to exchange personal
information
• their ability to write about themselves
For more information on the Reflection Spot,
see page 6 of the Introduction.
16 +++
PAGE 14
13 ++
Motivate students to read the two posts and
answer them in their notebooks. Invite them
to compare their answers in their groups.
(L.A.: to give personal information in
writing).
1
In pairs, students listen and then repeat the
conversation.
(L.A.: to imitate intonation/pronunciation
patterns).
TRANSCRIPT ORAL PRACTICE
Diana:
Steve:
Diana:
Steve:
Diana:
Steve:
Diana:
1
Hi, my name's Diana. What's your name?
Hi, I'm Steve. Nice to meet you.
How old are you, Steve. And, where do you come from?
I'm 14, and I come from Canada.
What do you like doing in your free time?
I always do sports or visit my friends. And you?
I often do sports too, and I always chat on the
Internet with people from all over the world.
Answers
Will vary
PAGE 15
17
15 ++
Encourage students to complete the post to
introduce themselves to a Forum Chat.
Motivate them to be creative and write as if
they were chatting. You can assign this
activity as homework and check it orally the
next class
(L.A.: to express personal information).
26
UNIT 1
FL
Invite fast learners to read the posts again
and then answer the questions. Motivate
them to support their answers and
encourage them to share their conclusions
with the rest of their classmates. You can
organize a debate and then ask students to
come to an agreement.
(L.A.: to relate topic to personal reality / to
consolidate content of the lesson).
14 +++
Motivate students to replace the parts
underlined with information that is true for
them and then role-play the conversation in
front of their classmates.
(L.A.: to ask for and give personal
information).
+++
Answers
Will vary
LET’S CHECK
18 The purpose of this section is to allow
students to check their progress and to
provide information to the teacher about any
points that the majority of students have
problems with. Make sure they understand
what they are expected to do and give them
enough time to answer individually. Then
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TEEN LIFE
TEEN LIFE
check on the board to allow students to
correct their work and assign a mark
according to the scale.
For more information on LET'S CHECK, see
page 6 of the Introduction.
Answers
Will vary. Accept any coherent ideas. For example: I
always swim in the swimming pool in summer. I hardly
ever eat hamburgers or junk food. I never sleep on my
stomach. I sometimes talk to my friends on my cell
phone. I usually play computer games in the evening.
REAL LIFE SPOT
This section is intended to allow students to make
connections between the topic of the lesson and
real life, and at the same time provide additional
information that may be useful for them.
Make sure you give enough time to read and then
elicit their comments.
For more information on the REAL LIFE SPOT,
see page 6 of the Introduction.
LESSON 2
TEENAGE TALK
BEFORE LISTENING
1
2 ++
Now, in pairs, students make a list of other
words related to teenagers. Check orally.
(L.A: to relate previous knowledge to the topic).
Answers
Will vary
PAGE 16
LISTENING
Answers
COMPUTERS / FASHION / FRIENDS / MUSIC / PARTIES
/ SPORTS / VIDEOGAMES
+ + + + + + + + N + + + + S +
+ + + + + + + + O S + + E + +
S E M A G O E D I V P I + + +
+ + + + + + + + H + T O + + +
+ + + + + + + + S R + + R + +
+ + + S + + + + A + + + + T +
+ + + + R + + P F + + + + + S
+ + + + + E + + + + + + + + +
+ + + + + + T + + + + + + + +
+ + + + + + + U + + + + + + +
F R I E N D S M P + + + + + +
+ + + + + + + U + M + + + + +
+ + + + + + + S + + O + + + +
+ + + + + + + I + + + C + + +
+ + + + + + + C + + + + + + +
+
Brainstorm students’ ideas about things or
activities that are related to teen culture.
Motivate them to find seven words related
to this topic in the Word Search puzzle. You
can divide the class into groups or pairs and
organize a competition, setting a time limit.
(L.A.: to use previous knowledge to
understand new vocabulary).
3 +++
Draw students’ attention to the photo and
ask them to answer the questions in their
groups. Invite one member of each group to
share their answers with the rest of their
classmates.
(L.A.: to infer information from pictures).
Answers
Will vary according to students’ ideas.
4 +++
Have students read the words in the Key
Word Spot and then identify their meanings
in the list. Allow them to use bilingual or
monolingual dictionaries if necessary.
(L.A.: to infer meaning from the context).
Answers
a. fed up; b. look forward to; c. wool
27
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Answers
look for a girlfriend (1); play the drums (3); talk about
music (2); wear a nice jacket (4)
PAGE 17
LISTENING
5 +
8 +++
2
Tell students that they are going to listen to
an interview with the boy in the photo.
Explain that this first time they don’t need to
pay attention to details. They must only get
the general content to check their
predictions in Exercise 3.
(L.A.: to validate predictions).
Answers
a. Yes, he does.
b. He’s from Chicago, in the USA.
c. He likes skateboarding, playing the guitar and
listening to music.
d. He cares about the environment.
6 ++
2
Students listen to the interview once more
and identify the correct alternative for each
sentence.
(L.A: to identify correct words).
Answers
a. friends; b. The Amazing Life of Birds; c. older;
d. homework; e. one week.
Reflection Spot
Make sure you assign enough time of your
class to allow students to reflect on their
achievements and weaknesses. They read
the statements and assess:
• their ability to use visuals to make
predictions
• their ability to distinguish sounds
For more information on the Reflection Spot,
see page 6 of the Introduction.
7 ++
2
Play the recording again. Ask students to
listen and match lists A and B. Then,
encourage them to find the correct picture
for each collocation.
(L.A.: to identify collocations / to relate text
and pictures).
28
UNIT 1
2
Play the recording again. This time,
students must listen and discriminate
between correct and incorrect information. If
necessary, play the recording again for
them to correct the false statements.
Alternatively, you can ask keener students
to do this and then to share their answers
with the rest of the class.
(L.A.: to discriminate between correct and
incorrect information).
Answers
a. False (he lives in a suburb of Chicago). b. False (he
goes skateboarding). c. False (he goes to the movies
once or twice a month). d. False (he is reading a book
about birds). e. True (and he also likes Spanish and
computer sciences). f. False (he is not looking for a
girlfriend). g. True.
TRANSCRIPT - TEENAGE TALK
2
Presenter: Danny Evans is 16, and lives in a suburb of
Chicago. Danny, what do you usually do on
weekends?
Danny:
I always go skateboarding and I play the drums. I
also often listen to music with my friends. And
we go to clubs every Saturday night.
Presenter: How often do you go to the movies?
Danny:
Once or twice a month.
Presenter: What are you reading right now?
Danny:
A great book called The Amazing Life of Birds, by
Gary Paulsen.
Presenter: What are your favorite subjects at school?
Danny:
History, Spanish and computer science.
Presenter: What do you and your friends talk about?
Danny:
Girls, sports and music.
Presenter: Do you have a girlfriend?
Danny:
No; all the girls like older boys, because they have
cars, and jobs and money. Anyway, I’m not
looking for a girlfriend.
Presenter: What are you wearing today?
Danny:
I’m wearing a fleece jacket, jeans and sneakers.
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TEEN LIFE
TEEN LIFE
Presenter:
Danny:
Presenter:
Danny:
How are you feeling?
I’m fed up with homework.
What are you doing on your next vacation?
I’m spending a week with my cousins in the
country. I can’t wait!
Presenter: What kind of things do you really care about?
Danny:
I think the environment is really important. We
must stop the destruction of our planet!
PAGE 18
9 +
Refer students to the LANGUAGE SPOT to
copy and complete the dialogs using the
Simple Present or the Present Progressive
of the verbs in brackets. Then ask them to
relate each dialog with a picture.
(L.A.: to apply a language structure).
Answers
a. does, do, He / She plays. (3)
b. is, doing, is organizing. (2)
c. do, eat, drink (1)
AFTER LISTENING
LANGUAGE SPOT
The Present Progressive for future plans
This section is designed to help students revise
or discover a particular grammar structure or an
interesting item of vocabulary related to the text.
The activities are meant to promote independent
learning, so help, guide and check, but do not
enunciate the answers.
1. Students read the questions and answers from
the interview carefully.
2. Help them identify which exchange talks about
an event that is happening now and which
exchange talks about future plans.
Answers:
a.- a.; b. – b.; c. – ii.
3. Now students copy and complete the general
rule in their notebook.
Answers:
We use the Present Progressive to talk about
temporary events and about what is happening
now.
We can also use the Present Progressive to
talk about future plans and arrangements.
ERROR ALERT
Present Progressive: I’m wearing a uniform / He is reading
a book (NOT: I wearing a uniform / He reading a book)
Exercise: Use the prompts to write sentences in the
Present Progressive tense.
a. Anna / cook / the meal.
b. Bill / play / chess / his friends.
c. Diana / sleep / her best friend’s house.
d. Nick and Jill / swim / the pool.
e. Bob / read / a novel.
f. Jim and Sheila / have / dinner.
g. My parents / watch / a movie.
h. Ann / help / her mother.
i. The plane / take off.
j. Tina and Margaret / travel / around the world.
For more information on ERROR ALERT, see page 7 of
the Introduction.
4. Invite your students to speculate about two
more plans that Danny may have and then
write sentences in their notebooks. Check their
answers orally.
Answers:
Will vary. Accept any coherent ideas, such as:
Danny is visiting his family on Saturday; Danny
is riding a horse tomorrow morning; Danny is
doing sports on the weekend, etc.
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PAGE 19
GAME SPOT
10 ++
3
In groups, students complete the extract
from the interview in their notebooks. Then
play the recording and ask them to compare
their answers.
(L.A.: to ask and give information).
Answers
See transcript.
TRANSCRIPT ORAL PRACTICE
Presenter:
Leo:
Presenter:
Leo:
Presenter:
Leo:
Presenter:
Leo:
Presenter:
Leo:
3
How often do you go to the movies?
Once or twice a month.
What are you reading right now?
A great book called The Golden Compass.
What are your favorite subjects at school?
Drama, Spanish and computer science.
What do you and your friends talk about?
Sports and music.
What are you doing next weekend?
We are playing football and going to a birthday
party.
11 +++
Ask students to ask and answer the
questions in the interview with their
partners. Then encourage them to practice
and act it in front of their classmates.
Motivate them to participate actively in this
kind of activities, which are, in most cases,
the only opportunity they have to use
English.
(L.A.: to ask for and give information).
12 +
Using the information from the interview,
students complete the description of their
partners in their notebooks. Choose some
of them to read the descriptions aloud to
provide a model for their classmates. You
can also assign this activity for homework.
(L.A.: to consolidate content of the lesson).
30
UNIT 1
PLAY THE DON’T ANSWER BACK GAME
This game guarantees confusion and lots of
laughter in the classroom (perfect for teenagers!).
a.
Ask students to write down questions like
those in the interview and in Exercise 10.
b.
Form groups of six students and sit them in
a circle.
c.d.e. Write a question on the board.
Example: What’s your name?
Explain that the aim for each student is to
give the answer to the question asked to
the student before. To help explain this, get
a student to ask you a question (ex: Have
you got a sister?), don’t answer this
question but tell your name (answering the
question written on the board).
f.g. Start the game. Each player has 3 lives. If
he/she doesn’t answer the correct question,
or he/she hesitates for too long, he /she
loses a life. The winner/s is / are the player/s
with most lives at the end of the time limit.
For more information on the GAME SPOT, see
page 7 of the Introduction.
PAGE 20
LET’S CHECK
13 The purpose of this section is to allow
students to check their progress and to
provide information to the teacher about any
points that the majority of students have
problems with. Make sure they understand
what they are expected to do and give them
enough time to answer individually. Then
check on the board to allow students to
correct their work and assign a mark
according to the scale.
For more information on LET'S CHECK, see
page 6 of the Introduction.
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TEEN LIFE
TEEN LIFE
Answers
The questions should be the same, but the answers will
vary, according to students' ideas. Make sure they are
coherent and use the correct language form.
a. What are you doing on Saturday morning? I'm / We
are …ing … .
b. What are you and your friends doing on your next
vacations? We are …ing … .
c. What clothes are you wearing for the birthday party?
I'm wearing ____.
14 ++ FL
Motivate keener students to unscramble the
words related to clothes and then match
them to the correct picture. Invite them to
share their answer with the rest of the class.
(L.A.: to consolidate vocabulary / to relate
words and pictures).
Answers
a. jacket (3); b. jeans (5); c. sneakers (8); d. top (6);
e. boots (1); f. t-shirt (7); g. shirt (2); h. skirt (4)
PAGE 21
15 +++
In pairs, students take turns to describe the
pictures, saying what the people are doing.
Select some students to describe the
pictures aloud in order to check the answers.
(L.A.: to describe pictures / to use a
language structure).
1.
2.
3.
4.
5.
6.
Answers
The girl is reading a magazine.
The boy is watching TV.
The boy is playing basketball.
The girls are talking about boyfriends / fashion /
music, etc.
The girl is wearing smart clothes.
The boy is playing video games.
REAL LIFE SPOT
The objective of this section is to provide a bit of
humor to the class. Anyway, all the jokes and
cartoons are related to the topic of the lesson.
Give students some time to read and then invite
them to share their comments to make sure they
understood the joke. At this point, you may allow
the use of Spanish to check comprehension.
For more information on the REAL LIFE SPOT,
see page 6 of the Introduction.
PAGE 22
LESSON 3
THE MYSTERY OF TEEN FASHION
READING
BEFORE READING
1
+
You can introduce the topic of the lesson
starting a conversation about teen fashion.
Elicit students’ ideas about this issue and
make notes on the board. Then ask the
students to look at the pictures and describe
the clothes the teens are wearing. Finally,
ask their opinion about the style they like
most.
(L.A.: to express opinions / to relate topic
with own reality).
2 ++
Motivate students to find out if they are
fashion victims. Tell them to answer the
questions honestly, calculate their scores
and then compare the results with their
partners or in their groups. Take advantage
of the activity to start a general conversation
about the relation between fashion trends
and teenagers.
(L.A.: to relate topic to personal
experiences).
Answers
Will vary.
31
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PAGE 24
3 +++
Tell students to read statements a – d and
then choose the ones they think are true.
Do not check answers at this point.
(L.A.: to use previous knowledge to
formulate predictions).
READING
6 +
Students read the text quickly and confirm
or correct their choices in Exercise 3.
Remind them that this first reading is only to
validate their predictions; it is not necessary
to understand every single word.
(L.A.: to validate predictions).
PAGE 23
4 +
Ask students to take a look at the text and
identify all the cognates they can find.
Check orally or ask some students to write
the list of cognates on the board. Remind
them that this first reading must be very
quick, only to find key words that may help
them understand the text.
(L.A.: to identify cognates through
scanning).
Answers
All the statements are true.
7 ++
Now the students must read the article
carefully and answer the questions in their
notebooks. You can ask some students to
read their answers aloud to check the
exercise.
(L.A.: to identify specific information).
Answers
fascinating, neon, colored, common, bands, accessories,
dictates, companies, specialize, hours, television,
different, style, influence, pop culture, shows, music,
celebrities, impact, millions, dollars, identify.
a.
b.
ERROR ALERT
c.
d.
False cognates
Notice = see, observe, pay attention (NOT: noticia)
For more information on ERROR ALERT, see page 7 of
the Introduction.
5 ++
Draw students’ attention to the words in the
Key Word Spot and tell them to find their
definitions in column A. Then ask them to
identify their synonyms in column B.
(L.A.: to infer meaning of key words).
Answers
bare: not covered by any clothes; naked
household: connected with the house; domestic
track down: to find something; detect
trend: a general style; tendency
32
UNIT 1
Answers
Neon-colored hair; pierced tongues; bare stomachs.
They travel all over the world and watch thousands
of hours of movies and television.
Pop culture.
They spend millions of dollars.
8 +++
Students read the text again to insert
sentences a – d back in it. Guide them to
find the textual clues that may help them,
for example: if it is a question, if it is a
reason, an additional idea, etc.
(L.A.: to localize missing information).
Answers
(1) – d.; (2) – c.; (3) – a.; (4) – b.
9 ++
Ask students to read the article again if
necessary, and form collocations with the
words in columns A and B. Then make
them relate three of the collocations with a
picture below.
(L.A.: to infer meaning of words from the
context ; to relate words and visuals).
33. U1 GUIA ING1M (022-045).qxd
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TEEN LIFE
TEEN LIFE
Answers
a. – v. (3); b. – iii. (1); c. – i. (2); d. – iv.; e. – ii.; f. – vi.
LANGUAGE SPOT
Expressing quantity
10 ++
Tell students to copy the chart into their
notebooks and then complete it with
information from the text. You can copy the
chart on the board and then ask some
students to complete it to allow the class to
check their answers. You can also assign
this exercise as homework.
(L.A.: to extract specific information).
Answers
Parts of the body Entertainment Household items
tongue
TV shows
safety pins
stomachs
movies
rubber bands
hair
music
ankle
magazines
PAGE 25
11 +++
Invite your students to read the text once
more and find words in it that correspond to
descriptions a – e. Read the descriptions
aloud and analyze them carefully. Draw
students’ attention to the kind (or category)
of word that they should look for in each
case.
(L.A.: to infer meaning from the context).
Answers
a. (adjective) cool; b. (noun) trend spotter; c. (noun)
accessories; d. (noun) influence; e. (adverb) steadily.
Remember that this section is designed to help
students revise or discover a particular grammar
structure or an interesting item of vocabulary
related to the text.
The activities are meant to promote independent
learning, so help, guide and check, but do not tell
them the answers.
1. Ask students to read the sentences from the
text, paying special attention to the words in
bold.
2. Guide them to identify what the words in bold
express in each sentence.
Answers: b.
3. Now, students copy and complete the general
rule in their notebooks. Draw students’
attention to the Note in the Language Spot,
and make sure they know the difference
between Countable and Uncountable Nouns.
Answers:
We use words such as a lot of, a few, some,
many, to express a quantity.
4. Now students go back to the text and identify
all the sentences that express quantity. Ask
them to copy the sentences in their notebooks
and underline the words used to express
quantity.
Answers:
Companies trend spotters watch a lot of hours
of movies and television.
A lot of TV shows, music, movies, magazines
and celebrities have a huge impact on teen
style.
Clothing companies spend a lot of money
trying to identify the next hot trend.
AFTER READING
12 +
Ask the class to form groups of four or five
students to talk about clothes and
accessories they wear. Explain that they
can use the questions provided to guide the
conversation.
(L.A.: to relate topic to own reality).
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