6 (LE AliLAD! Teacher's Guide A ft Margarita De Jesiis Duefias Kittrell gr Laura Alicia —" EDUCACION | ifEstimado(a) maestro(a) La Guia idactica que tiene en las manos es resultado del esfuerzo realizado por el gobierno federal y los gobiernos estatales para garantizar que los(as] alumnos{as) que cursan la asignatura de Lengua Extranjera, Inglés puedan acercarse al cono- cimiento y dominio de una lengua diferente a la materna y, con sus orientaciones, alcanzar una educacién de excelencia, Los materiales educativos que conforman el paquete didactico le ayudaran a. que los(as) estudiantes de esta asignatura logren familiarizarse, conocer, comprender y comunicarse en Inglés como lengua extranjera. Esta Guia didactica contribuird también a su formacién docente, pues en ella en- contraré recomendaciones metodolégicas y disciplinares para generar mejores ambientes de ensefanza y aprendizaje de la lengua inglesa; ademas, cuenta con un disco que contiene modelos orales e imagenes fijas que le apoyaran en su que- hacer docente. Le deseamos éxito. Distribuci6n gratuita, prohibida su venta.Get Ahead 1! Teacher's Guide de Margarita De Jesis Duehas Kittrell y Laura Alicia Meza Martinez se edité y publicé por Rios de Tinta, SA. de CN. D.R. ©Rios de Tinta, S.A. de CV. Morelos 16, Centro, México, Ciudad de México, C.P. 06040. Teléfono (85) 51402999, oxt. 31957 wonn-riosdetinta.com Primera edicion, 2018 Segunda reimpresién, 2020 ISBN: 978-607-8495-37-5 Direccién editorial Ma. Georgina Adame Moreno Coordinacién editorial Arturo Cruz Pérez Coordinacién de disefo e iconogratia S. Gabriela Badillo Hernandez Coordinacién autoral y desarrollo editorial Letra Cardinal® Impresoo1 Mesico Neembro ce Cimara Nacional del ndestio Earl Meson. Raginronimero 2803 (Quedsesticamert prohbids la reproduccsn peri total de esta obra por cual stoma 9 Inétode slecrnico, ick 0 fotacopede, {i autrierin era del econ Got Aho Teachers Gide aradociients ‘alos archivos otogrios de los muteosylas fan cha ture Geng en ‘eidedespobices que nos han properoned raped 202, en los eres srogtics. Maligiies Publetara, 5.36 CV ‘matoaleoroarifco. heonal xs posiisn dels poseedores ‘de lor cerschos avetualee de fuentes ibiogrticss ‘leonogifiea no enticadas. Democracies 118, Cel. San Miguel Amara, ‘c.02700, Aacapoualeo, Cucad de Meio,INDEX Contents Introduction . Warmers and Fillers . Unit 1 Community Services Unit 2 Bilingual Dictionaries . Unit 3 Reading Stories ....... Review Units 1-3. Term Test 1... Unit 4 Likes and Dislikes . Unit 5 Forecasts Unit 6 Silent Movies Unit 7 Human Body Systems. Review Units 4- Term Test 2 Unit 8 Comic Strips Unit 9 Making a Presentation Unit 10 Let's Travel Together Review Units 8-10 Term Test 3 Language Reference . Glossary Strategies Summary... Digital Skills Summary . Audio Scripts Term Test 1 Term Test 2 Term Test 3.. Answers Key Teacher's Guide Term Test. . Resaurces, for. Students, References. ........... Suggested Resources for Teachers.Pas Communicative reg TABLE OF CONTENTS lee leilaTABLE OF CONTENTS Oecd eC on ooo Sree ee On oul Deca ao nonees oa Pe Sorc ours Project Cir Piers) Portfolio Evidence | | H i ee ee or enn eee BO ed i Peace| | | coli ans 2 eae EY evnusneia ver uoua oth Ea Seon) a Oo TABLE OF CONTENTS btelel Riel day een aed oa nae Nod Pen | merrms, = Coos eee eedTABLE OF CONTENTS eC ee OU a pe eee es Pe ron) eee oe ee oo oe ee cr een es DCR recon a eo SN ee eee eo) eed Portfolio Evidence cary Teele) ee Cee os Ce en sores & Blade ane 0 AIS | re eee See Ce oa ce BOM is ri CeeINTRODUCTION Welcome to IE 1 AHEAD This bock aims to help students iearn English in a dynamic and practical way, so that when they finish this level, they can communicate in English for basic social and academic purposes. By the end of this level, students should be able to understand main.ideas in simple spoken and written texts, They will also be able to interact in situations where English is needed where they live or when they travel. Help your students Get Ahead! 7 and become successful in English by using this educational package. The Get Ahead educational package is comprised of: Student Book A comprehensive guide and practice book that will guide students to learn English in the classroom or at home. Reader A collection of stories, essays, articles and other types of text that will complement what your students learn in ciass through interesting content. ‘Teacher's Guide Detailed suggestions on how to conduct a class using Get Ahead! |. There are suggestions for extra activities to challenge demanding classes or to support students who need more guidance, as well as different tools to enrich the teaching-learning process and simplify teachers’ planning, Electronic Component: CD ACD with all the aucio tracks from the Get Ahead program and images you can use to complement classes, The CD has been created to contain different types of audio so that students can develop their listening skill. The images contained here are support material for optional extra activities. The Teacher's Guide will suggest when and how to use them in Poster Activities boxes, but we are sure you will find other creative ways to exploit them as wellINTRODUCTION The Student Book The Get Ahead! 1. Student Book has been written taking into account all the requirements stated in the curriculum established by the Mexican Ministry of Education (SEP). Units have been put together in such @ way that Cornmunication is highlighted form the start, We open each unit with a trigger question that invites the students to get into the topic and expioits their background knowledge. The unit is then divided into sections that have different functions: [EAENT] cons STOP AND THINK about... (CERT movins STOP AND THINK about... CEMENT) aneao wa reading CORNER CHECK! self ASSESMENT The unit starts with tesks in which students interact with a listening or written text, or complete a task that challenges them to use previous knowledge and to see new input in context. Students solve reflective tasks that may deal with language, culture, self-awareness, learning to fearn, or being with others, In this first reflective stop, they deal with one or two aspects only. Students are now ready to move on using the target language in scaffolded tasks that give them a higher challenge or where new content is integrated, This is the longest section of @ unit. This second reflective stop, will deal with four of the areas mentioned before: language, cutture, self-awareness, learning to learn, or being with others. At this stage, students can get together the information they generated towards their final product. They can put the skills they have acquired or practiced, in presentations. This page gives detailed suggestions on which information to recall and how to organize presentations. Here you will 2lso find a task in which students reflect on the final product. This section connects students with their reading book, encouraging to undertake simple tasks before, while and after reading the material, Students solve here e short test that will help them evaluate how well they can deal with material from the unit. This is a formative evaluation tool. Students read an inventory of can-do statements that reflect the expected learning outcomes or achievements of the unit and decide how well they perform. This is an important tool for formative evaluation. As students progress through the sections, they gain more confidence and develop their language skills in a practical end critical manner.INTRODUCTION Throughout the Student Book units you will find different icons that can help you and your students make a better use of the different sections, and / or give you an indication of the type of activities at hand. This icon indicates that the activity can or should be conducted in pairs, This is used to indicate work in groups. ss This is used to indicate whole-class work or discussions. ‘packs This icon tells you there is a recorded track listen to contained in the audio files of the CD.. The number of the track will tell you which audio script to read in 8, the section Audio Scripts. This icon indicates work that students should save as evidence of their learning, and as information that will be useful to create the final project or product in the section Get Ahead! You might consider having a detailed look at the material created in this sections, as it provides opportunity for formative evaluation. When you see this icon, it means that the activity will be useful for a presentation of students’ work near the end of the unit. You and your students can check the Get Aheaa! page to find out what the presentation will be about and to understand how this information could help. ORME ES Cy EE YOu Wil find interesting cultural aspects to learn or discuss in : class These are brief recommendations on how or when to integrate FS eGnn i) information technology in the learning process. WL This icon recommends the point when you can tell students to start reading the corresponding text for the unit 54 This icon will direct you to work on different sections of the Reading Corner = page so that your students can relate the content of the reader to the content in the unit. This icon will direct you to a language summary at the end of the book that can be useful to understand how specific aspects of the language work 10INTRODUCTION The Student Book contains other useful sections that learners should get familiar with and that you can exploit to support them more in the process of learning, There is a Get Started! page at the beginning of the book to review basic knowledge before starting the program. After units 3, 7 4nd 10 your will find: A review unit where students can revisit and consolidate knowledge covered in the period. A term test that your students can complete so you can get an idea of progress. You can use this test for formative or (informal) summative evaluation. The review units and term tests have been placed after these units considering the most common distribution of a school calender yeer. We believe that having a period to review and evaluate content in these three moments, your planning throughout the year will be more productive and the learning outcomes will be better consolidated. In the final pages of the Student Book you will find: A Language Reference Section that complements some important language points of the target language of each unit, Within the units, the icon will tell you when to use it Glossary A comprehensive list of key vocabulary from each unit with simple and clear definitions. Strategies Summary A section that summarizes the leerning to learn strategies students cover in each unit. This section can be used at any point in the program and not necessarily in the order of the units. Digital Skills summary. Throughout the book students will find IT Stop boxes that guide them to reflect on uses of technology in their learning process. This section summarizes the tios covered in the |T Stop boxes and, as the strategies summary, can be used at any point in the program and not necessarily in the order of the units. Resorces for students. Recommended print and electronic sources for students. 11INTRODUCTION Reader Reader is an anthology with texts closely connected to the target language in each unit of the Students Book, but we have given texts a fresh outlook that will make the content different and more attractive to your students, Texts in this book seek to motivate extensive reading through a variety of genres that includes articles, stories, a comic and a script. Each text is complementes with an optional set of activities that students can complete independently or working with you as part of their class. . At the end of the reading book, there is a glossary for key vocabulary to support indeoendent reading. After the glossary, you will find optional follow-up suggestions, recommending further reading of the same type and / or the same topic as well as additional projects connected to the texts is also stiggested for each reading. Content, questions and extra suggestions seek to help students engage in the reading and establish connections between the text, themselves and their world. Connecting a text at a personal level and then to our reality helps readers become critical thinkers, so we hope you don't miss the opportunity to exploit this component and the support material that accompanies it. Teacher's Guide (leat GeTGOING This Teacher's Guide gives you practical : 5 and step by step advice on how to use the oe itera Student Book in class A typical page of your TG has the following features: The answers for each one of the acti Extra information that can be useful for the teacher. Detailed suggestions on how to conduct each activity. easing Saries @‘The extra information in boxes includes different ideas for different moments of the class: Extra support: tips and ideas on how to direct students that need more support through some of the tasks, Extra Activity: Ideas for activities independent of the material in Get Ahead Poster Acti Teacher's CO. ity: Ideas on practical application of the images included for each unit in your Critical Thinking: Guidance in certain areas to helo students become critical thinkers. Reader: A box at the beginning of each unit with a recommendation on when to tell students to start reading the text that corresponds to the unit. The reading Corner page in this guide contains the answers to the exercises in the Reader. Answers for Review units and Term tests are also included for you. And you will find a photocopiable evaluation tool at the end of each unit. In the final pages of this book you will find the same sections from the Student's Book for your reference. You will also find an alternative set of photocopiable Term Tests that will be more reliable to use as a summative evaluation tool or that can be part of the formative evaluation you conduct throughout your course, The answer key for these tests is included after the tests. And finally, a list of references for support material you can use to get more information or find more activities to bring variety to the classroom. Electronic Component: CD An electronic component which contains: 28 Audio Tracks with different content such as dialogues, stories, pronunciation examples. interviews, model discussions, etc. A\ll of the audio material has been created to support the development of skills and knowledge the Student Book addresses, . 3 Aucio tracks that reflect the content of 3 of the texts of the Reader Book. This material might help you support reading and listening in class time, and might function the way audio books do for readers with different learning styles or needs. 10 poster-like images that can be used projected in class or printed to create extra activities connected to the contents of each unit We have written this guide with the hope of making your teaching experience with Get Ahead! I more enjoyable, We wish you the best in this school term! Sincerely, The Authors 13Warmers and Fillers It is always @ good idea to start a class with a short, fun activity that can engage students into the topic you will cover. Warmers can also bring students’ attention into the classroom and into English. The list of activities we offer can also help you “fill-in” moments when you think a change of pace is needed or to end your classes on a nice note. Check this list regularly and vary ways ta start or end your class! These activities are 100% optional. In order to include them formally in your plan, you will need to consider if time is available, which depends on your particular context and class needs. All of the activities need very little preparation time and they would take 10 to 15 minutes to develop in your class. Hang-man Think of a word connected to the topic of your class (e.g. services). Write on the board one line per letter of the word. Tell students to shout out letters that are part of the mystery word. If they guess a letter, write it on the correct space. If they give you a letter that does Not belong to the word, start drawing a stick figure hangman (one line or geometrical figure at a time). If your drawing gets “hanged”, students lose the game. If they guess the word correctly, you can start a conversation on the topic you wrote, Body-to-body Ask students to stand up and make space at the center of the room s0 everyone can move freely. Alternatively, you can try this activity outside the classroom. Tell students you are going to say 2 phrase tike "Hand to hand” and that this will mean they have to put their hand together with someone else's. No one should be left without a partner. Say the phrase again and tell them to change partners. They should NOT repeat the same partner in each turn. Change the part of the body "Ankle to ankle” and have students find a new partner, this time they have to join their ankle with someone else's. Continue in the same manner for seven turns, This activity is good to review parts of the body, but it is also useful to have students mingle in a fun way and then pair them up in the end with someone they haven't worked with before Travel Chain Make a sentence with the class, Start saying -Let’s make plans for vacation. We're going to New York. Nominate a student to add an activity. - Let's make plans for vacation. We're going to New York and we're going to a museum. The next student adds something else. Keep the activity going as long as you can. Have the class repeat the sentence together a then start a new one. ‘Adaptations: use this activity to review past: Teacher: We took a trip last year. We went to New York. Student I: We went to New York and we bought a bag. Student 2: We went to New York, we bought a bag and we saw. 1h leWarmers and Fillers Functional Phrase Tic-Tac-Toe Draw a Tic-tac-toe grid on the board and on each empty space write a phrase that the students have studied recently. Divide the class into two large groups and tell them they will play tic-tac-toe, but to be able to choose the square where they will draw their cross or naught, they have to tell you directions in the following manner: "I want to use the square that has the phrase to [apologize]’. If they cannot express the function of one of the phrases or sentenées they have to miss a turn. Play with the whole class once and you can then divide the class into teams and have them prepare a similar grid for other teams to play with. Adaptations: You can follow a similar procedure to play the game to review parts of speech (writing a preposition in one square, and adverb in another, etc. Students have to ask for the square with the preposition, etc.) You can also review vocabulary of a unit (students tell you a synonym of the word in the space they want to use). Yes / No Game Have students ask you Yes/No questions on any topic. Tell them you wili try to answers without using the words “yes” or "no". They can ask: Can you teach? And you can answer Obviously! / Of course! // do it all the time. / It’s my job, etc. For a negative answer you can use: It’s not my thing. /’m bad at it. /I never thought about it. Have them ask you a few more questions in that manner until they get you to make a mistake and say yes/no or until you have modeled enough affirmative/negative alternative responses. Have 2 volunteer students come to the front and then the class follows the same procedure trying to get a "yes" or "no" from the student. The class can they play in teams. Guess the picture Bring a picture to the class and have student guess what the picture is about by asking questions. They nave 10 opportunities to guess. You can limit the game by only answering ask yes / no questions like: /s it an object? Is ita place? Can you drive in this place? etc. You can let them information questions like: Where was the picture taken? How many people/objects are there? What are the people doing? If they are allowed to use information auestions, they have to guess exactly what is in the picture. Invite 2 volunteer student to come to the front, give him/her a different picture and continue the activity in the same manner. 1516 Warmers and Fillers Slap the board! Write on the board vocabulary words you wish to review in random order. Divide the class into two large groups and have groups form a line and stand in front of the board. Tell students that you will read a definition of one of the words on the board. The first student in each of the lines has to run and slap the correct word. The first students to get to the word and slap it gets 2 point for their tear. Play the game until all students have had a chance to participate. What's that word? Have students cut @ sheet of paper into six parts and copy in each square a word from a reading you have been working with. Ask students to write a definition of the word on the back part of the paper. The definition cannot contain the word. Ask students to work in groups of six and pull their words together. Have them eliminate items that are repeated ‘and then organize the rest of the cards with the definition side up into a pile. Have teams exchange piles and then, students in the team take turns to take a card and read the definition. If they guess the word correctly they get to keep the card, if not, they put the card back in the pile. Nice to see you! Tell students to have ready a dlank piece of paper and a pencil/pen. Have students write a note for the person sitting to their right. The last person ina line writes for the 1 person an the other side. The note should say something nice to the person and then ask 3 question. e.9. Hi Brian! You're wearing a nice sweater today. Where did you buy it? or Hi, Carolina! You're a good friend. Who is your best friend? You can demo a pair of examples by asking a volunteer student to write an example for you on the board, Students pass the paper to the person sitting next to them who then writes a reply and gives the paper back. You can try this activity in several classes, asking them to write to the person sitting behind them, in front of them or to their left.UNIT1 Community Services SOCIAL LEARNING ENVIRONMENT: amily and Community COMMUNICATIVE ACTIVITY: SOCIAL PRACTICE OF THE LANGUAGE: ic pur ty service ses Vel oiarea) Cea aa ald Bi rele alae meee la) Le ero alaa areola) eT c ee ollectevicen rs aad ‘sua ake ers ony praer aeeree Baie eae ines ofan | Adanatyiwees gantslagdeseast keener ee eputivie ne Bequencciol ENaC auc rE. cee a HS ces a eed aes ers y re ee er eee! ee ee A> sees at = aS ne OE 17Lead-in You can ask the students to read the opening question and have them discuss it in pairs or groups. You can let them share ideas with other classmates and elicit a few answers, Here you can introduce the topic of the unit, UNIT1 © PAGE 12 GET GOING 1 Match the headline to the correct picture. You can have students look at the pictures. You can ask: What can you see in the pictures? You can then elicit the answers: a firefighters / a fire. b. (the effects of) a hurricane. c. (the effects of) an earthquake. You can read the headlines aloud and elicit which picture matches the headiine. You might use this opportunity to motivate students to develop strategies for dealing with new vocabulary, for ‘example, similar words in English and Spanish, such as emergency, hurricane, and services To helo students work on the pronunciation of words so that you encourage them to participate in oral activities in the class, you can write the three words for the disasters illustrated in the pictures on the board: fire, hurricane, and earthquake. You can model pronunciation and then do choral and individual repetition. if mispronunciation ‘occurs, you can do some extra choral repetition to make sure students feel confident saying the words in English mum ANSWers b » 18 Teackoz Listen to a conversation and choose the best option to complete the sentence. After reading the instructions, you can read the sentece. You might ask a volunteer to read the instructions to the class. Students will isten to a dialogue to understand the general idea. You can elicit / explain the meaning of the three cotions in the answer: before, during, and after. You can then direct students to picture a and ask: When did the fire start? Before or after the firemen arrived? Elicit the correct answer: before. Then ask: When do the firemen use their water hoses? During or after the fire, Elicit the correct answer: during the fire. You can play the audio and elicit the answer. You might want to encourage students to give reasons for their answer, Possible reasons: Nelly says that “the hurricane was awful." Answers. Teaco on Listen to the conversation again. Choose the best answer. You can read the questions and options aloud. Clarify vocabulary if necessary (stranger: someone you don't know). To facilitate students’ understanding of more specific information, such as the purpose of the dialogue, you can ask them to focus on noises or sounds to identify where the conversation takes place, or the speakers’ attitude to identify their relationship. ‘You can play the audio once and have students answer the questions individually. Play the audio a second time for students to complete or check their answers individually. S&H students can compare their answers in pairs. You can then elicit the correct answers. Answers. ee ASWers 1¢,2a:3b,42a Community ServicesGET GOING ‘reacko2 4 ol Listen to the conversation again and fill in the table. + You can direct students to the table and focus their attention on the wh-words. Explain that each wh-word or phrase asks for specific information, Elicit what the wh-words refers to When = time, Where = place, How long = duration, Who = person. + You can have students do the activity individually. Play the audio once, Pause the recording to give time for students to write their answers. Play the audio again for students to check or complete their answers, Then have volunteers write the answers on the board to check as a class. ee A NSwers 1 organized, need: 2 hour; 3 twenty /20 minutes; 4 in the blue tent Match the questions to their purpose. + Refer students to the table. You can focus their attention on the wh-words or phrases. Then have students identify the key words in the answers: a. place, . purpose, c. time / lasts, a. time / starts, e. what you need. + You can let students work individually. Ask them to compare their answers with a classmate, Refer students to the Language Reference on page 176. if necessary. Elicit the correct answers to check as a class. (A NSwers 1d.233c4b5¢ + You can read the question together with, ero Community Services UNIT1 @ PAGE 13 Extra Support With your class, you could review the ordinal numbers used with dates: first, second, third, fourth, fifth, etc, for example, October seventeenth, December thirty first. Tell your students how to read email addresses in English volunteers@mail.com « volunteers AT mail DOT com the class and ask the students to reflect individually on the answer. You might want to encourage students to identify the aspects they have to review if necessary; for example, the use of the correct question word, the order of the wors in the questions, etcetera. 6. Read the advertisement. Work with a classmate. Use the questions in Activity 5 to ask and answer questions about it. + if you read aloud the questions from Activity to model pronunciation you can have students notice the falling intonation at the end of the questions. You can then have students practice how to ask the questions. + You can have students read the information in the advertisement. You can organize the class into pairs and have students take turns asking and answering questions, + You can read the question aloud to the class or you can have a volunteer read it for the class. Then you might have students refiect on the question. For this furpose, you might guide them to identify their strengths and the aspects they need to improve. Poster Activity 8, You can use image 1 on the Teacher's CD to MACE! review / expand students’ vocabulary on natural disasters: earthquake, flood, hurricane, landslide, tsunami, and volcanic eruption. You can ask students to discuss in small groups what they know about these types of disasters and then elicit the group's ideas. 19UNIT1 © PAGE 14 GET GOING + You can ask: Do you use similar sounds Listen to a conversation and or phrases in your language? Which are — choose the best answer. they? You can then elicit a few examples. Possible answers (in Spanish): mmm, eh, bueno, este. eee Answers Uammmm.er Well + You can refer students to the picture on page 14 and ask: Who are the people in the picture? What do you think they are talking about? You can then elicit a few answers, rsa, e oe + You can tell students they will listen to ( ene a conversation between the people in the picture. You can have them read the questions and options to answer. Work with a classmate, Discuss You might want to make sure students and write. are clear on the meaning of the word + You can organize the class into pairs and strangers = a person that you don't know. have students discuss the statements. You can play the audio and have students ‘You can monitor and provide help with answer individually. You can then check vocabulary when necessary. You might the answers as a class, want to elicit a few answers, mm Answers will vary _ Answers 1a26 y + You can compare answers with the class. Sg + You can cirect students to the Get Smarter! + Youcan,have students compare their box. Read the note aloud. You can exolain answers with other classmates. that sounds and phrases occur in regular + You can direct students to the Culture Stop conversation in any language, and speakers box and have a volunteer read the note. use them as a strategy to get more time to Possible answer: The national emergency think about the words they want to use or number in Mexico is 911, although there may what they want to express. be other local emergency numbers. * You can have students find examples of sounds and phrases (known as fillers) in the text. You can then elicit the answers. Extra Support Phone numbers are said in single digits and 0 is pronounced as the letter 0, for example, 562 9390 is said five - six - two - nine ~ three - three - Ch; and 911 is said nine - one - one Community ServicesSTOP AND THINK about language 1. Read the sentences below and decide which one(s) the speaker... The objective of this activity is that students notice and reflect on the use of the modals to express specific meanings. + You can have students read the sentences and the meanings exovessed by the speaker, You can ask students to focus on the meaning of the whole sentence, You can help them decide by asking about one sentence, ask: How old’ do you have to be to get an official driver license? Elicit the answer: You must be 18 or older. Ask: Is this an option or an obligation? Elicit the answer: It is an obligation. + You can ask students to continue with the rest of the sentences and elicit the correct, answers after. ee Answers 2643 1 oa Listen and match the sentences with the attitude / intention. + You can explain how the way we express our thoughts and feelings can give meaning to a sentence. You could explain that when we are with others, the words and the intonation we use say something, Say in a polite tone: You have to learn these verbs in English! Ask: Is my intention to tell you that it is important for you to learn verbs in English? Elicit the answer. Community Services UNIT1 @ PAGE 15 Ask: What is my attitude? /s it positive? Elicit their answer, + You can have students read the two columns before they listen to the audio so you can then elicit the answers, wee ASW id2e3c4p5 5a + You might want to listen again and repeat the phrases using the same intonation. + You can play the audio a second time and have students notice the intonation given by the speakers to exoress their intentions. You can then have students repeat the phrases and sentences using the same intonation, language 1. 8% Work with a classmate. Read the sentences from the conversations on the previous pages and discuss the questions. * You can have students work in pairs and explain that we usually adapt the wey we speak to the situation we are in and the people we are speaking with. You can ask them to analyze each sentence and elicit the answers. eee WS The tone in sentences a and b is polite, and sentence b might be both angry or polite, depending on the way people say it. The tone is appropriate to the situations.UNIT1 © PAGE 16 GET MOVING + Brace 10 salt at this ooint you Can invite students to start reading the text that corresponds to this unit in their Reader Book. After exploring the title and the initial image with them, you can ask them to solve the section "Get Ready to Read” on page 23 of their student's book They can do this working in pairs 1 Read the paragraph and complete the table with the words in bold. + You can have students work on the activity individually. You might want them to focus. ‘on the modal verb in the sentences of the paragraph and complete the table. You can then check the answers as a class, + You can then refer students to the Language Reference page 176, and have them review the structure of modal verbs: modal verb + verb in the infinitive (without to). ne Answers Prohibition: musn‘t; Obligation Possibility: must, hve to, should, can. le 2% complete the following sentences With the words in the box. + You can have students complete the sentences in pairs. Ask them to read the whole sentence first and then go back and choose @ modal verb to complete it. * You can have voiunteers write the sentences on the board to check answers as a class. Answers: a should, b can; have to; d must: e have to; Fmusnit 3) SSS mark () how you feel about what you have learned in this unit. Reflect on your progress + This activity invites students to reflect ‘on their progress and it can be a great ‘opportunity for you and your students to find out what goals have been met and to identify areas of imorovement. You can read instructions with the class to make sure everyone understands what the task is about Extra Activityvou could assign a type of emer- gency to each group. Have them use these promps: We should, We can, We have to, We must, We mustn't, towrite a list of actions to be taken in @ par- ticular emergency. You can have students do this on poster paper. Ask them ta give a ttle to their list, for example, In case of fre, of an earthquake, etcetera, You could then display students ists in the class- room and revisit them regularly Community ServicesGET MOVING 4 3% Discuss with a classmate. + You can ask students to discuss the answers to each question in pairs and then ask them to take notes about the ideas discussed. + You can have volunteers write some of their ideas on the board and then discuss with the whole group which ideas they think may foe more useful in their community 5 on Listen to the presentation for volunteers and write T for the sentences that are TRUE and F for those that are FALSE. + To raise students’ awareness of strategies they can use for listening comprehension activities, you can ask: Why do you think it is useful to read the sentences before you listen to the audio? Elicit / Give a few answers: To get an idea of what the listening will be about, to understand information, to identify key words + You can elicit they key words in the sentences: volunteer, disabilities, emergency. You can then explain that key words usually contain the most important information in a sentence and students should focus on them. Play the audio. Pause the recording to allow students to ident'fy and number the sentences. (ee AS wers aSibiicdid2e3 6 Read the sentences Sonia used in her presentation, Match the words in bold used in each sentence with their purpose. Write the correct letter on the lines. * You can read the instructions aloud and then read the phrases a to €. You can have students identify the word that adds information = add, Ask students to give ‘one or to extra examples. My brother is a volunteer and a teacher etcetera + You can ask students to continue with the rest of the sentences and then ask them to check their answers in pairs. After this you can check as a class. You might want to refer students to the Language Reference and analyze the information in the table. What is more important for stucents is Community Services UNIT1 © PAGE 17 that they are clear on the function of the words: they connect ideas: words, phrases ‘or sentences. You can have students go to the Language Reference on page 176. ee __ASwers a and; b because’ ¢ if; d so; eand then Extra Activity Yau could play the audio a second time for students to ddentify specific information about what volunteers can, do. You can then have students compare their answers. Possible answers: They can pack boxes with products, keep control of things [register supplies, write down where the supplies gol. They can help take supplies to the shelters and help rescue workers. x Work with a classmate. Read the sentences from the conversations in previous pages and discuss the questions. + You can read the instructions éloud or have a volunteer read the instructions to the class, You can read the first sentence and ask the question: What is the consequence? Elicit from students the connecting word they should use to express a consequence or result = so. + You can write the sentence on the board ‘There is a fire, $0... and elicit possible answers: we have to call the fire department, we have to be safe, etc. Have students work on the rest of their sentences on their own anc then repeat the procedure you followed to work with the first sentence, + You can check answers as a class. Answers, 1 If a disaster happens, volunteers are needed. 2 Volunteers have to register and then they go to an information session, 3 Melissa is a volunteer and she has & disability. 4 Most people are good, so they offer their help. + MB At this point you might want to make sure your students have read the story in their Reading Book. Ask students to solve the section "Get into the Text" on page 23 of their student's book. They can do this working in small groups. [a]UNIT1 © PAGE 18 GET MOVING 8 BB Work in pairs. Look at the page from a community website. Mark (7) the services that would respond to ‘emergencies. Discuss the public services your community has. * You can organize students into pairs and have them ook at information about public and community services. You can ask: Which of these services are there in your community? What information do you know about them? Elicit a few answers. Extra Support To facilitate the next activity, you could elicit from the students the questions they need to ask: What is / What's the telephone number of..? What's the address of..? What are the working hours? or What time do they open? What time do they close? What's the website? What's the email address? 9 8% Work with a classmate. Ask and answer questions about the services to complete the table. + You can have students complete the table with information from Activity 8 ano ask them to take turns asking and answering the questions. You can copy the table on the board and have volunteers ask and answer the questions aloud and write their answers on the board to check as a class en Answers + You can ask students to make a similar chart with real information about two Papi services in their community. You can suggest adding any information they consider relevant to know. + WHE You can choose two public services in your community and make a chart like the one above. Add a list of questions about specific information. + You can ask students to do this activity on a separate piece of paper and include it in their portfolios. This activity provides students with the practice they need to ask and answer questions about a community or public service. It is important that students have enough practice in this stage of the product development. + You can refer students to the /T Stop box Students may add this information to their charts Pere peed AaWias Webeitey mera! SenarEnenr ss3acsoa7: [28448190 Loa nours | poldep22@hemeilofgov fesonaton [Ssoss40o2 [St T2a hours _[Peremediotemobiermsitotsov foe 55.9087.9876 reer dence St an to | www.parksandrecreation.eum Boodeledae 55.5019.9865 oc. Arboledas loa hours | wwwliredeptfio ] Community ServicesGET MOVING 10. 88 Work in pairs. Read the dialogue and Write the letter of the missing sentences where they belong. + You can have students read the dialogue on their own before they listen to the audio + You can demonstrate the activity by doing the first two sentences with the class. Ask: What do you usually do when you arrive at a place, or you meet a person? Elicit the answer: You greet people. Ask: Which sentence starts with a greeting? Elicit the answer: Sentence c: Hello, my name is Rosa. * You can have students continue with the rest of the sentences, Tell them to find key words in each sentence that can help them work out the correct sequence. You can explain to students that key words are the most important words in a sentence. Elicit the answers but do not confirm for now as students will listen to the conversation to check their answers. TRACK nm Listen to the conversation to check your answers. + You can play the audio and have students check their answers. Pause the recording to give time for students to follow the sequence, (ec A Swers lo2osa4e5o Community Services UNIT1 @ PAGE19 12. 8% Wal Work in pairs and, in your notebook, underline and organize phrases from the conversation in the correct section. There is an example started for you. + Consider reading the instructions and information in the activity with the class so that students understand the structure of a dialogue and can easily identify the phrases in the conversation that belong in each box Students may compare their answers in pairs before you check with the class. —_—. Answers. Opening: Hello my name is Rosa and \'m doing a project for school, can you help me? Development: I'm sorry... What are those? / Are they like houses? Closing: Thanks, this information is great for my project Extra Support Before students practice a similar dialogue, you could play the audio and have students follow along with the conversation. You could ask them ‘o focus on the intonation, attitude, and intention of the speakers se they can imitate the tone and intonetion. 25 [|UNIT1 ¢ PAGE 20 STOP AND THINK about language 1 BB We Aaa the totiowing phrases to the table you created on Activity 12, page 19. Do they open, develop or close a conversation? + You can have students work individually, Then check answers as a class. You can, teli students you are going to read the sentences out loud and then ask them to stand up if they think a sentence starts a conversation and to remain seated if a sentence can be used to end a conversation. They can clap when the sentence develops the conversion. Writing the key to the movements would simplify the instructions and make the activity easier and more fun to follow, You might want to make sure students add this information in the correct section as they transfer it to the table they created in Activity 12, page 19 as the table will be used in the dialogues they create. tem ANSWOrS Open: c, 9, k Develop: b, ¢, f.i,), | Close: adh .B_Work in pairs. Copy the dialogue framework below in your notebook and find a phrase, sentence or question in the conversation in Activity 10, page 19 to. complete it with examples. + The objective of this activity is to provide a support framework for the dialogue students will act out as the final product of the unit. You might want to start by analyzing with students the empty boxes and asking them which boxes are the opening, the development and the closing of a conversation. 26 + You might want to read the instructions with the class to make sure everyone knows what to do. Students can work in pairs as the instructions suggest, but you may decide to invite them to work individually for the first part and then just compare their answers with a classmate. + As you review answers with the class. you can invite volunteers to read the phrases with the correct tone and intention or you may model that yourself. + Work with a classmate and write phrases from the table you improved in Activity 1on this page in a similar dialogue framework. Then, practice reading the dialogue changing roles. + This part of the activity allows for creative choices while still giving students a lots of support. Students can now “play” with the frarmework and their table of phrases, choosing them for the correct speaking turn and then thinking about the correct. answer. You may model a few choices with the class before asking them to do this by themselves. You can also ask them to practice saying the lines before they write them. + IF you decide to model the activity, it might be a good idea to choose phrases they wouid have on their tables and direct the conversation towards community and public services. E.g. A (to start the conversation) Excuse me, do you mind if ask you 8 question? B (agreeing to helo) Not at all. What can | do for you? etcetera. Community ServicesSTOP AND THINK about... «language 3 Use the dialogue frame from Activity 2, Page 20 to work with a classmate. Follow the instructions. + The aim of this activity is to allow students to create their own dialogue as the final product of the class. They have now information about community and public services that may allow for more creativity, 0 you could tell students to modify the framework to make the conversations longer or more interesting. For students who need more support, the frame dialogue is an excellent option and they could just follow it as is to complete the task. + You could start this activity by reading instructions with the class and assigning pairs, Students could aiso be given the oation of choosing their partner. + Making sure students have the necessary information at hand wil facilitate the development of the activity. Consider walking arounc the class making sure they have the information on public services and questions from Activity 9 page 18, as wel as the list of phrases to open, develop and close a conversation from activity 1 page 20. + When you finish your conversation, work with your classmate to reflect on your progress: How easy or difficult is it to ‘organize a dialogue so that it can have an ‘opening, development and closing? Can you use words to link ideas in sentences while having a conversation? + Once students have practiced the dialogue, you may decide to put two pairs together to reflect on the questions. + IF your students needed the support of the frame, consider asking them what they think they need to be able to create a dialogue without any support. You could suggest they try to memorize a few phrases and improvise responses or to listen to more conversations in English to develop confidence. Community Services UNIT1 © PAGE 21 ...being together 1. Reflect on the dialogue you practiced in the role-play of page 19. Mark (/) the option that best describes your attitude. + Go through the list of statements with the class. Have students reflect on the recent role-play activity on page 19 and their attitude to the classmate the practice the dialogue. You can go through the list of statements with the class and have students reflect on the recent role-play activity on page 19 and their attitude to the classmate the practice the dialogue. The objective of this activity is to raise students’ awareness of the importance of developing effective communication skills with ail people. + You can have students reflect on how they can improve their attitude, You might went to encourage students to take personal notes on this. + WADA You can do a quick review of the story in their Reading Book and ask students to work in groups to do the section "Get Together” on page 23 of their student's book. 27UNIT1 ® PAGE 22 GET AHEAD &% Preparing + The aim of this section is for students to reflect on the product they have created and to gain awareness of the work throughout the unit that has brought them. to this point + You can ask students to focus on the activities they have worked on the different stages in the unit. You might explain to students that they can go back to the activities listed in their books. + You might organize the class in pairs. Allowing students to explore the activities in pairs and inviting them to discuss all the activities they carried out is a great way to invite deeper reflection on their achievements in this unit Presenting cee You might organize students in groups and ask them to take turns to perform the role-plays in pairs. + You can remind students that they will have to fil! in some information about each pair of classmates presenting. You might want to read together with students the questions in the list about the aspects the should focus on as they perform the role- plays. You can clarify any doubt students might have before starting the activity. They can take notes in their notebooks. You can then ask them to listen attentively and respectfully. [ze] 3 + You might organize students in groups and ask them to take turns to perform the role- plays in pairs . ss If you monitor the activities, you can take notes as the students present 0 you can give constructive feedback at the end of the activity. You can use phrases such as: / noticed... You used the expressions you learned to start and end the dialogue! You used the right intonation. Reflecting on my Progress + You can read the information with the class to make sure everyone understands the task and its objectives. Students will probably need a few minutes to complete the activity, + Arecommendation to make sure everyone understands what to fill in this task is to give very general examples telling students that in the first column they should write something they are so good at they could help others learn it, the second column is. for something they have learned so far and the third one is for something they have found difficult to do in this unit. Community Servicesreading CORNER : 3 page 10 GET READY TO READ! + Before students start reading the article ‘Communities and Their Services’ in their Reacer, you can have students answer the questions in pairs. Then you could ask them to share their answers with another pair of classmates. emnemee_Possible answers _ 1. Anarticle is a short piece of writing that includes facts and opinions about a specific topic. 2, Answers will vary. 3 Ba 2 & UNIT1 © PAGE 23 GET INTO THE TEXT! + As students read the text, you can ask ther to check their predictions of the words they found in the article, + If you organize the students in small groups, you can have them working together on making the concept map to summarize the main information of the text. You could encourage students to discuss the ideas they want to include. GET TOGETHER + G&S You could have students work on, the first two tasks in groups. Then have students compare their lists and ranking with other groups. Elicit a few answers from ali the groupsUNIT1 ® PAGE24/ 25 QUICK CHECK + You can students work individually on this page. + You can read aloud the instructions for each part of the Quick Check. ASwers Partt:a3;bicb Part 2:a2:b4:cid3ieS Part 3:a1; b2 Part 4:1e.2d:3¢4f5a:6b SELF-ASSESSMENT + You can read all the statements in the self-assessment box together with the class. Make sure students are clear on the meaning of all the I-can statements, + You might want to explain the meaning of each heading: I get it = | can do this with no problem. | almost get it = | can do this but sometimes’ have some problems to do it. Ineed more work to get it = | can’t do this, or | find this very difficult to do. + To promote students’ autonomy, you could ask them to reflect on the steps they might follow to improve their performance. You can have them write down their ideas and elicit / give some ideas, for example. + Practice what | have to say to improve my participation in a dialogue. + Revise how to use modal verbs. + Listen to conversations in English on the Internet. + improve my communications skills [0] Community ServicesEvaluation Instrument Name of student: re al eee el ley Listen to and revise dialogues about community services ©Photecon PNR elaatli4 b-fol gal algal 1) ac vitiesBilingual Dictionaries UNIT 2 SOCIAL LEARNING ENVIRONMENT: — Academic and Educational COMMUNICATIVE ACTIVITY: Interpretation and follow-up of instructions. SOCIAL PRACTICE OF THE LANGUAGE: Write instructions for using a bilingual dictionary. col WTolalela) Recommendations a leat ale) BI teloia ate Rcle ealGET GOING UNIT 2 © PAGE 27 Lead-in You can direct students to the opening page of the module and ask them to read the opening question and discuss it in pairs or groups. You can have them share ideas with other classmates and elicit a few answers. You can then introduce the topic of the unit, 1. Look at the pages of three dictionaries. Write the correct letter under each picture. + You can have students look at the pages of three dictionaries. You could read aloud the two options and ask students to write the correct letter a or b. You can then elicit / give the meaning of monolingual = one language and bilingual = two languages. 2. 8% Work in pairs. Write True or False to the statements below. Then discuss the answers. + You can have students answer the True / False statements to reinforce the concent of monolingual and bilingual dictionaries. + You can write the auestions on the board and have students work in small groups. You can then ask them discuss the answers and make a brief list of the answers to both questions. + You could ask volunteers to write their answers on the board and then discuss. them with the whole class. me ANSWers a True b True. Bilingual Dictionaries Extra Activity You could have students close their books and arganize an activity to review the English alphabét. Arrange the class in pairs. Ask: How many letters does the English alphabet have? Elicit the correct answer: The English Alphabet has 26 letters. Have students tell you the letters as you write them on the board. Then ask some questions and brainstorm the answers. 1. What's the 13th letter of the alphabet? IM) 2. Write two words starting with the fourth letter of the alphabet. (dictionary, day, dad} 3. Write a word that includes the fifth and the twentieth letter of the alphabet (ten, enter) &, FB cece 23 RBM at this point you can invite students to start reading the text that corresponds to this unit in their Reader Book. After exploring the title and the initial image with them, ask them to solve the section Get Ready to Read on page 32 of their student's book. Then, have them do section "Get into the Text’. They can do this working in pairs, 33 leUNIT2 © PAGE 28 GET GOING 3. Look at the dictionary page below. Check the correct option. + You can refer students to the dictionary page and have them students identify the elements of a dictionary illustrated in the picture. Ask: How many elements can You identify? Answer: 7, Which are they? Have volunteers say the elements. Ask a few questions about the elements. Which are the Guides Words? nail and narrow. Which letter indicates the part of speech? v (verb) What do Arabie numbers 1 and 2 indicate? The different meanings. + You can have students circle the correct option below the dictionary page. nemo ANsWers This page can be found in a bilingual English-Spanish dictionary. Extra Activity You could organize students in pairs and have them create a section of dictionary similar to the illustrated on Activity 4. You could ask them to think of a different, word. The section should contain the same elements Students may do this in their notebooks or on a larger piece of paper and then display their work in the classroom, 34 lel CriticalpEninking) : Men 4. 8% Use the dictionary elements in Activity 4 to complete the definitions below. + You can read the instructions aloud and have volunteers read the definitions. individually. You can then ask students in pairs to use the dictionary elements from Activity 4 to complete them, Check the answers by calling out the elements and then elicit the correct answers. em ANSWOrs a Guide word; b Sample sentence; ¢ Entry word; d Part of speech; @ Different meaning: f Translation: g Pronunciation Bilingual Dictionaries