1. GUÍA DIDÁCTICA PARA EL PROFESOR
INCLUYE TEXTO PARA EL ESTUDIANTE
Lina Alvarado Jantus
EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN
PROHIBIDA SU COMERCIALIZACIÓN AÑO 2010

2. GUIA DIDÁCTICA PARA EL PROFESOR - INCLUYE TEXTO PARA EL ESTUDIANTE
I nglés
º Medio
Lina Alvarado Jantus
Teacher of English
Instituto Profesional Chileno-Británico

3. 2010 © Ediciones R&B ®
Teen Club 1º Medio
Original text © Lina Alvarado Jantus.
Teacher of English
Instituto Profesional Chileno-Británico.
Original illustrations © Ediciones R&B ®
Design © Ediciones R&B ®
Publisher Gloria Caro Opazo.
Assistant Publisher Ly-Sen Lam Díaz.
Designed by Cristina Sepulveda Aravena.
Cover designed by Cristina Sepulveda Aravena.
Layout by Cristina Sepulveda Aravena.
Proofreading Thomas Connelly.
Illustrations Fernando Santander Tiozzo.
Production Ediciones R&B.
Recording Producer Rodrigo González Díaz.
Photos Archivos Ediciones R&B
Nº de Inscripción: 183.657
ISBN: 978-956-8694-07-4
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system,
transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior written permission of the publisher.
La materialidad y fabricación de este texto está certificado por el IDIEM - Universidad de Chile.
Impreso RR Donnelley
Se terminó de imprimir 9.001 ejemplares en el mes de enero de 2010.

4. CONTENTS
PLAN OF THE BOOK . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 UNIT 1: TEEN LIFE . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
DESCRIPTION OF THE COURSE . . . . . . . . . . . . . . . . . . . 6 Extra tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Student's Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Answers to extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Teacher's Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 UNIT 2: BELIEVE IT OR NOT . . . . . . . . . . . . . . . . . . . . . 46
Extra tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
TEENS CLUB METHODOLOGY . . . . . . . . . . . . . . . . . . . . . 8 Answers to extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Skills development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Communicative skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 UNIT 3: TECHNOLOGY AND INVENTIONS . . . . . . . . . . 70
Language structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Extra tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Answers to extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
False cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 UNIT 4: SONGS - MUSIC AND WORDS . . . . . . . . . . . . . 97
Learner training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Extra tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Classroom management . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Answers to extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Large classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 UNIT 5: HOW ABOUT WORKING? . . . . . . . . . . . . . . . 126
Pairwork and groupwork . . . . . . . . . . . . . . . . . . . . . . . . . 9 Extra tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Answers to extra test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Photocopiable evaluation instruments . . . . . . . . . . . . . 10 EVALUATION INSTRUMENTS . . . . . . . . . . . . . . . . . . . 152
Error alert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Applying Evaluation Instruments . . . . . . . . . . . . . . . . 152
SOME BASIC TEACHING REMINDERS . . . . . . . . . . . . . 10 PHOTOCOPIABLE EVALUATION INSTRUMENTS . . . . 155
THE INTERNET IN THE CLASSROOM . . . . . . . . . . . . . . 12 Evaluating listening comprehension . . . . . . . . . . . . . . . . 155
Tips to develop safe Internet lessons . . . . . . . . . . . . . . 12 Evaluating reading comprehension . . . . . . . . . . . . . . . . . 156
Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
LEARNING PROGRESS MAPS AS SUPPORT Writing rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
MATERIAL FOR TEACHING . . . . . . . . . . . . . . . . . . . . . . 13 Working with others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
CLASSROOM LANGUAGE . . . . . . . . . . . . . . . . . . . . . . . 18 Homework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
SUGGESTED YEAR PLANNING . . . . . . . . . . . . . . . . . . . 20 Oral presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Class participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Extended-response reading . . . . . . . . . . . . . . . . . . . . . . . . 164
Inference from a text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
3

5. 4

6. 5

7. DESCRIPTION OF THE COURSE
Teens Club has been written for teenagers in their first year of The Student's Book is divided into 5 units, each one based on a
secondary school. It aims to appeal to teens through imaginative different topic:
and exciting topics, introduces up-to-date language and Unit 1: Teen Life
expressions, increases confidence through learner independence Unit 2: Challenges
activities, provides regular opportunities for review and self- Unit 3: Technology and Inventions
assessment, and deals with different learning styles. For the Unit 4: Music and Literature
teacher, it offers materials and tools for successful lessons, with Unit 5: Teen Work
full support at every stage.
Each unit has two reading and two listening lessons. In each
The book takes into account that teenagers are going through a lesson, there is a Reflection Spot to allow students to think about
challenging period of their lives, with great physical, social, and their achievements and weaknesses, and there is also a Let's check
psychological changes. section, the purpose of which is to allow students to evaluate
their progress on a particular aspect of the lesson and, at the
The main objective of Teens Club is to appeal to teenagers by
same time, to provide information to the teacher about any
providing them with materials that reflect their own reality.
points that the majority of the students have problems with.
Although the language is clear and progresses along the course,
the aim is to enable students to read, listen to, and express what At the end of each unit, there are three additional sections:
is relevant and of interest to them at their particular age, so that • Your English in Action provides additional activities that provide
they enjoy the language learning process. It provides a broad a good opportunity for students to consolidate topics and
range of materials to engage students in challenging, but language structures of the lessons.
achievable tasks. The different topics that have been included • Unit Check has a test format covering the four skills and the
give the students the opportunity for cross-curricular and cross- language studied in the unit. It helps students revise contents
cultural work so that they can learn about life and the world at and evaluate their performance in the whole unit.
the same time as they learn English. • Final Reflection offers students a summary of what they have
learnt in the unit, allows them to reflect on their strengths and
Through guided questions and simple discussions, students are
weaknesses, and guides them to make decisions concerning
encouraged to express and hold their opinions on issues that concern
actions to take in order to improve.
their lives and the world around them. Cultural aspects are also
highlighted at relevant points. Aspects of English-speaking countries, The units also include Real Life Spots, which aim to allow students
such as information related to school life and subjects, historical and to make connections between the topic of the lesson and real life,
geographical facts, cultural heritage and teenage styles are meant to or bring a bit of humor to the class together with additional
raise students' awareness of the target culture, and at the same time information that may be useful for them. Teachers should
develop a richer perspective of their own culture. encourage students to take advantage of these spots and find
further information or connections with the topics.
As it is important for students to “learn how to learn”, Teens Club
Teens Club includes a Game Spot in many of the lessons. Games
provides opportunities to experiment and revise learning styles.
are highly motivating since they are amusing and at the same
It also aims to develop language learning strategies which suit
time challenging for the students, they provide an opportunity to
each of them.
use language in real contexts and they also encourage and
COURSE COMPONENTS increase cooperation. They create the motivation for learners of
Teens Club consists of a Student's Book, a Teacher's Book and a CD. English to get involved and participate actively in the learning
activities, bring real world context into the classroom, and
Student‘s Book enhance students' use of English in a flexible, communicative
At the beginning of the book there is a list of contents and an way. Games are used in the classroom not only for mere fun, but
explanation of the symbols used. At the end, there is list of verbs more importantly, for the useful practice and review of language.
and a bibliography for students. Thus, the meaning of the language the students listen to, read,
6 INTRODUCTION

8. speak and write will be more vividly experienced and, therefore • A complete bibliography for the teacher.
better remembered. • Classification of the activities in the lessons according to their
level of difficulty, indicated with the following icons:
CD + Low ++ Medium +++ High
The CD includes all the material for the listening tasks in the • One activity for fast learners in each lesson (FL).
lessons, the oral practice exercises, and the listening component • Icons to indicate the language ability to be developed:
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. READING LISTENING SPEAKING WRITING
1 This is the icon used in the Teacher's Book to indicate that
recorded material is used; it includes the corresponding • Other icons used in the Student´s Book.
track number.
Teacher's Book Key Word Spot
This component offers support to the teacher through several
elements:
• An introduction with a description of the course, the Reflection Spot
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 LANGUAGE SPOT
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 REAL LIFE SPOT
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.). GAME SPOT
• Background information related to the information content of
the different texts, to help the teacher deal with students'
questions. LET’S CHECK
• 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
@@ CLICK ON
which they may occur.
• Photocopiable observation and evaluation sheets for the
teacher and the 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.
7

9. TEENS CLUB METHODOLOGY
Teens Club helps students develop language learning skills to form. Then they do controlled practice exercises where they apply
carry out tasks related to the content. In every lesson, there are the target structure in communicative situations.
tasks which consolidate the linguistic and thematic content. The
activities are designed to provide students with the language and Vocabulary
skills they will need complete the tasks successfully. This The key vocabulary in each lesson is presented in the Key Word
approach helps students to see language as a necessary tool, and Spot. There are vocabulary activities through which students
gives the grammatical and lexical content a clear purpose. develop effective strategies for learning and keeping vocabulary
records. A systematic use of dictionaries is encouraged.
Skills development
The methodology adopts a three-phase approach with before, Cognates
while and after listening and reading activities. Cognates are words in different languages related to the same
The Before Reading / Listening activities provide a setting, root. The lessons in Teens Club provide students with exercises to
motivation and linguistic preparation; they activate the previous help them notice and recognize them, helping them increase
knowledge about the topic of the lesson, motivate students to their self-confidence by discovering how much these words help
read or listen and encourage them to predict and anticipate them to understand a text. The teacher should encourage
information. students to find the cognates whenever they face a new text.
The Reading / Listening activities focus students' attention and
teach them to look for specific information, find clues and False Cognates
discriminate between essential and non-essential information. Students might get confused because there are several words in
The After Reading / Listening activities connect the text with the Spanish that are similar in English, but have a different meaning.
students' own reality, give practice on specific grammar points They are indicated in the Error Alert! Section of the Teacher’s
and help develop writing and speaking skills. Book.
Here are a few examples of false cognates:
Communicative skills • Actually = really, not actualmente (at present, currently).
Most students evaluate their language ability by how well • Embarrassed = avergonzado/a, not embarazada (pregnant).
they can speak. Speaking activities are present in Teens Club • Approve = aprobar = agree with something, not aprobar un
right from the start and they are integrated with the other examen (pass an exam).
skills to encourage communication. Even in the first stages of • Lecture = conferencia = a talk about a topic, not lectura
learning, with only a limited knowledge of vocabulary and (reading).
structures, students want and are able to communicate. The • Politics = la política, not los políticos (politicians)
speaking tasks give students an additional opportunity to use • Library = biblioteca, not librería (bookstore)
new language in the context of a real life task, carried out in • Familiar = estar familiarizado con, not familiar (relative)
pairs or with a group of classmates, and following models • Parents = padres, father and mother, not parientes (relatives).
provided.
Writing activities are also an integral part of each lesson, with a Learner Training
variety of tasks the students must accomplish during the class or Learner training is about developing students' awareness of how
as homework, with varying degrees of support and guidance. they learn and how they develop their learning strategies to
become more effective and independent learners. Teachers
Language structure should encourage students to analyze their learning process,
In Teens Club, grammar is approached in a clearly structured yet making them think about the problems they have faced and how
meaningful way. The students are presented with an inductive they could improve their performance. This is supported in Teens
task in a section called Language Spot in which they have to figure Club with a section called Reflection Spot.
out how the structure works in English, discovering both use and
8 INTRODUCTION

10. Classroom management teachers to accommodate learner differences by varying
In most cases the teacher is the only direct contact the students student roles.
have with English. Therefore, it is important that the teacher tries Teachers must bear in mind that this type of work encourages
to communicate with the students in English as much as possible. students to share their skills and knowledge, and to learn from
Teachers can also use gestures or mime to help understanding. each other. It also increases students' involvement and active
Instructions for all the activities in Teens Club are given clearly participation, and develops positive attitudes.
and simply, and teachers should encourage students to read and It is important to share with the students the importance of these
interpret them on their own, and support them whenever activities that give them an opportunity to reinforce social and
necessary through demonstration and examples. communicative skills required to work with other people.
The teacher should take an active role in group and pair
Discipline formation, and students should take different roles each time.
Teenage students are going through a difficult period of
development in their lives, so the teacher might face discipline Assessment
problems, disruptive behavior, or unwillingness to do the tasks Assessment is one of the most valuable sources of information
they are assigned. about what is happening in the classroom. The involvement of
One of the reasons for bad discipline is usually the students' the students in this process makes their attitudes towards their
inability to cope with the tasks. To avoid these problems, two learning change significantly and they start to feel more
preventive strategies are suggested: responsible for their progress.
• Careful planning. Students realize there is a purpose which In Teens Club, assessment is ongoing. The teacher assesses
keeps their attention on the task. continuously, in every activity, in every lesson, to see how far a
• Clear instructions. Instructions must be given clearly and student is making progress in line with the objectives. He / she
assertively, including time limits whenever possible, so that uses the information obtained to help students with specific
students know what to do and when they should finish the task. problems. In each lesson there is one activity to evaluate one
particular aspect of that lesson, in the section called Let's
Large classes Check.
Large mixed-ability classes are a reality teachers have to face There is also overall assessment, periodically, at the end of each
every day. Grouping is one technique that is used to reduce the unit, with test format, the Unit Check, which includes evaluation
negative effects of this situation. When the class is divided into activities of all the skills and language studied in the unit.
smaller units, many learning activities can be undertaken. This Teachers should encourage students to correct and mark their
implies a different role for the teacher; this does not mean that he Unit Check themselves, either on their own or in small groups.
/ she will become less active in the classroom, but that he / she Finally, at the very end of each unit there is a Final Reflection
will not be the center of the activities. Teachers who monitor, section, which guides students to analyze their performance in
encourage and participate in different classroom groups are even the whole unit. All these forms of assessment complement
more active than traditional teachers. each other.
By re-organizing the classroom to allow more opportunities for
communicative interactions and activities, students will be in a Self-assessment
better position to practice and acquire the foreign language. In Teens Club, self-assessment takes place in each lesson, so that
students have the opportunity to reflect on their progress and
Pairwork and groupwork their main problems. This type of assessment helps students to
One of the ways of giving students the time they require to become more efficient learners, as well as make them feel more
practice a language in class is by forming groups or pairs. This responsible for their own learning.
helps teachers to individualize their learners, provides This is done lesson by lesson through the Reflection Spot, where
opportunities for sharing experiences and it may also help students are asked to think about their abilities to perform the
9

11. tasks, how well they did and the difficulties they encountered. In be used to inform the teacher and the students of the progress
the Let's Check and Unit Check sections, the students evaluate made, the areas that need revision and the level of achievement
themselves to become aware of their progress and in the Final of learning goals. The teacher may use the results of these
Reflection section they analyze their performance and make evaluation instances as part of the final mark of the students; the
decisions concerning steps they can take to improve. students must be informed of the system applied. The teacher
must give the students the instrument so that they can analyze it,
Photocopiable Evaluation Instruments draw conclusions and make decisions.
The Teacher's Book offers a selection of rubrics and evaluation
sheets that the teacher can use in different situations, with Error Alert
different purposes and with different students. The labels and Teens Club provides the teacher with help in connection with
criteria can be adapted to the class situation, the topics covered, common mistakes students might make, together with
the number of students, etc. They can be used by the teacher to additional exercises to practice these specific points. They are
evaluate the students, or by the students to evaluate themselves shown in the Teacher's Book as part of the guidelines for the
and / or their peers. As with all evaluation instances, these must activities in which they may occur.
SOME BASIC TEACHING REMINDERS
• Start every lesson in a way that focuses everyone's attention. • Don't insist on 100% accuracy all the time. Mistakes are a
This creates expectation and prepares students for what is to normal part of the learning process, and a valuable source of
come. For example, with books closed, write the topic of the information for the teacher.
lesson on the board and ask some questions about it, show a • Give praise and encouragement, especially to the weaker
poster / picture related to the lesson, ask who can remember students. Write positive comments on their work. Let them
what they did the previous class, etc. know what they are doing well, as well as what they need to
• Students should not open their books until everyone is paying improve.
attention. • Remember that you are the main motivator in the classroom!
• End an activity before students get bored with it. Equally, do not
hurry the students or end the activity too soon if they are Some methodological suggestions for skill
obviously enjoying it.
development
• Ask students their opinion.
• Don't assume that if one student says they understand, Developing listening skills
everyone else does. • Follow the organization of activities into before, while and after
• Ask (elicit) rather than tell. Students get bored of listening to listening.
the teacher explaining. Someone in the class will probably
know the answer. • Before listening:
• Don't ask students to explain difficult things, such as definitions - Introduce and get students involved in the topic of the text.
of words, in English. Elicit what they know about it and help them relate it to their
• Don't interrupt students during pair / group speaking activities to own experiences. Make use of the illustrations provided and /
correct their English. It is better to note the main, common or use your own.
mistakes, put them on the board and correct them with the class at - Use this introduction of the topic to present key vocabulary
the end. and structures, and write them on the board.
10 INTRODUCTION

12. - Invite students to predict the content and to formulate experiences. Make use of the illustrations provided and / or use
hypotheses of what will appear in the text. your own.
- Do these activities quickly and take advantage of the interest - Use this introduction of the topic to present key vocabulary and
created to continue with the listening activities. structures, and write them on the board.
- Invite students to predict the content and to formulate
• Listening: hypotheses of what will appear in the text.
- Play the recording once or twice for students to check their - Always ask students to give a quick look at the text and identify
predictions and hypotheses. Accept other information they may the cognate words and the words they already know. This will
have gathered, but do not go into details at this stage, just help them formulate more informed hypotheses and also help
concentrate on the general idea. them feel less insecure when facing a new text.
- Remind students of cognate words, which they can identify more - Draw students' attention to the structure of the text: layout,
easily when they listen, and which help comprehension and punctuation, titles, subtitles, etc., to identify the type of text they
consequent task realization. will be reading, all of which will also provide clues that will help
- Read and clarify instructions with the class, and do the different them understand the text.
listening activities one by one, concentrating on the task - Do these activities quickly and take advantage of the interest
assigned and checking answers after each successive listening. created to continue with the reading activities.
Every time students listen to the text, they should have a clear
purpose and task, provided in the instructions, which will help • Reading:
them focus their attention and identify the information required. - First, ask students to read the text quickly to check their
- Help students recognize different supporting elements in the predictions and hypotheses. Accept other information they
spoken texts: intonation, voice pitch, pauses, emphasis, may have gathered, but do not go into details at this stage,
background noise, etc. just concentrate on the general idea.
- Remind students of cognates words, which they can
• After listening: identify easily, and which help comprehension and
- Help students summarize the text orally and / or in writing using consequent task realization. Present false cognates if there are
the models provided. any in the text.
- Encourage reinforcement of vocabulary and grammar that - Read and clarify instructions with the class, and do the different
appeared in the text, always using the context and providing reading activities one by one, concentrating on the task assigned
further examples or similar contexts. and checking answers after each successive reading. Every time
- Discuss the topic of the lesson, help students reflect on the students read the text, they should have a clear purpose and
contents and highlight the values presented, making them task, provided in the instructions, which will help them focus
notice the connections with their own reality. their attention and identify the information required.
- Make students evaluate their own performance in the lesson. - Help students recognize different supporting elements in the
a. Did their predictions help them understand the text? written texts: text organization, reference markers, letter
b. How did they do in the different listening activities? types, graphic support, punctuation marks, illustrations, etc.
c. What new words, expressions or structures did they learn in - Remind students of some general characteristics of text
this lesson? Can they use them in other situations? organization: main ideas are usually at the beginning of each
Developing reading skills paragraph, connectors give important clues -and indicates
• Follow the organization of activities into before, while and after addition, but, however indicate contradiction, because
reading. indicates a reason, or indicates alternatives, etc.
• Before reading: • After reading:
- Introduce and get students involved in the topic of the text. Elicit - Help students summarize the text orally and / or in writing
what they know about it and help them relate it to their own using the models provided.
11

13. - Encourage reinforcement of vocabulary and grammar that the dictionary / the computer? Can I work with ...? Can you tell /
appeared in the text, always using the context and providing give me ...?
further examples or similar contexts. c. Expressing feelings: I'm sorry / happy / impressed / tired / ill
- Discuss the topic of the lesson, help students reflect on the / worried. I'd be happy to ... . I like ... . I don't like ... . I liked ... . I
contents and highlight the values presented, making them notice didn't like ... .
the connections with their own reality.
- Make use of the activities for fast learners (FL) or of Your English • Encourage students to use English to do the different speaking
in Action in the Student's Book and of the Extra Tests in the activities that show comprehension.
Teacher's Book to provide further practice in a freer context, either • Choose relevant parts of the listening texts, especially dialogues,
for the whole class or for with faster, keener students. Invite them for students to listen to, repeat, try to memorize and present in
to make comments on the contents and share them with the rest front of the class.
of the class. • Create a positive atmosphere in the classroom to facilitate students'
- Encourage students to make use of the Reflections section to participation in oral exchanges.
evaluate their own performance in the lesson. Developing written expression
Developing oral expression • Always provide a model for students to follow. Go from simple, very
• At the beginning of the course, prepare a poster / posters with the guided activities to more complex ones: just words that students
class, showing the expressions they must use as part of the classroom use to fill in blanks, or exercises in which they put words in order to
interaction. You may use different colors to classify them into: form sentences, short answers to simple questions, using a pattern
a. Greetings: Good morning, good afternoon, hello, hi, good-bye, given and substituting some elements, etc.
bye. How are you today? I'm (not) very well, thank you. And you? • Make students aware of punctuation marks and connectors to be
Teach them to address you as Mr. / Miss / Mrs. plus your surname. used.
b. Asking for help or clarification: How do you say / spell / • Check written work while walking around the classroom, by
pronounce ...?, Can you help me, please? Can you repeat, collecting notebooks, or by providing the correct versions on the
please? Can you play the recording again, please? Can I / we use board or on a transparency.
THE INTERNET IN THE CLASSROOM
Nowadays, in the era of information revolution and the widespread people from different parts of the world and therefore practice their
use of the Internet in almost all spheres of life, this tool can serve as English in a meaningful and motivating way.
a teaching medium, a rich source of materials of any kind and also
This icon indicates a digital resource used / suggested for an activity.
as a basis for lessons instead of texts from the course book only.
@
Internet -assisted lessons may supplement teaching by adding an @@ CLICK ON
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. Tips to develop safe Internet lessons
• Never start lessons by having students use search engines on
The Internet gives great possibilities for students to work with their own.
materials they choose themselves and offers an attractive and • Ask students to find specific information, not just surf the web.
interactive learning environment. • Always tell students to write down the URLs of the sites they use
for reports in bibliography format.
This is achieved by the use of communication tools such as e-mail,
• Try to preview sites before students visit them.
chat or forum groups, which students can use to communicate with
12 INTRODUCTION

14. LEARNING PROGRESS MAPS AS SUPPORT MATERIAL FOR TEACHING 11
What we have in common makes us human. Our differences make used in the day to day classroom work to establish the students’
us individuals. In a classroom where there is very little or no position, their differences and their learning needs. Once this
differentiated teaching only the similarities among students seem reflection and awareness task is done, it is possible to design a
to be the focus of attention. In a differentiated class the common variety of teaching strategies to cater for the students’ needs.
areas are acknowledged and exploited, and the differences among
students also become important elements in the teaching – Learning progression and diversity
learning process. Children’s learning – as shown every day in the teaching process
Carol Ann Tomlinson 12 - 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
The Chilean Ministry of Education has presented the community students; when comparing abilities and knowledge of a 4th Media
with a new curricular tool, the Learning Progress Maps. It is student with those of a 1st Básica student, it can easily be noticed
possible that the teachers may have a lot of information about that the former is much more competent than the latter in all the
them, from different and probably more complete sources than learning areas. Between these two students, who represent the
those provided here 13. This brief and concise document does not extreme levels of achievement during the school cycle, it is
intend to be exhaustive nor replace any of those sources. It only possible to distinguish several intermediate stages.
wishes to present the Maps in a particularly specific context, that
of a very specific training in evaluation for learning, as in that area On the other hand, children in a particular level make use of
they can be very useful in the different steps of that training. different abilities to understand the same topic, and have
different ways to explain what they understand. There is
This is a brief introduction to the Maps that considers the progression not only from one level to the next; it is normal that
inclusion principle that guides them, the way in which they are in the same class the students are at different levels and show
presented, an example and some details to understand their different degrees of understanding and achievement of the
pedagogical and evaluative usefulness. Rather than theoretical or required abilities.
conceptual details, special importance is given to the elements
that facilitate their use by teachers. However, not all students progress in the expected direction.
Inadequate attention to differences can produce delay in the
Introduction students’ learning. This delay, in turn, has a cumulative effect, it
The Learning Progress Maps have been developed to show tends to increase in the upper levels, and when this happens, its
teachers, students and parents the way in which learning effects are more difficult to revert. Therefore, it is important to
progresses along school life, and especially the expected direction know the state of students’ learning very well.
for each of the areas of the curriculum. They are neither a new
curriculum nor a curricular alternative, but are based on the The Learning Progress Maps are a supporting instrument to
existing Curricular Framework. Their objective is to describe the diagnose achievement and differences among students to help
types of learning promoted by the Fundamental Objectives and them move on in their school work according to the expected
the Obligatory Minimum Contents, and to indicate the outcomes promoted by the national curriculum; they offer
characteristics of their development from 5th Year of Primary common criteria and language to observe learning.
Education to 4th year of Secondary Education. The Maps can be
11
Document prepared by the Unidad de Currículum y Evaluación, Ministry of Education, Chile, 2007.
12
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.
13

15. Evaluation for Learning in Practice Evaluation for Learning must necessarily involve the students in
It is important to distinguish Evaluation for Learning as a the evaluation process so as to provide information on their
particular model that is different from the traditional performance and guide their efforts to improve. An important
interpretations of evaluation. Here is a summary of its main part of this information is the feedback the teacher gives the
characteristics. In this conception, evaluation: students, but another part must be the result of the direct
participation of the students in this process through self-
• Is considered an intrinsic part of teaching and learning. evaluation. In the context of promoting life-time learning, it is
• Requires that teachers share with their students the learning more and more important to develop in the students the capacity
achievements expected from them. to know how much they have learnt and the ability to guide and
• Helps students know and identify the standards they must manage their own learning.
reach.
• Involves students in their own evaluation. So, what actually happens in the classroom when evaluation is
• Provides feedback that tells students what they have to do, step used to improve learning? To begin with the more obvious
by step, to improve their performance. aspects, the teachers are involved in the collection of information
• Assumes that every student can improve his / her performance. about their students’ learning and motivate them to revise their
• Involves both teachers and students in the analysis and work critically and constructively.
reflection on the data provided by the evaluation.
The methods to obtain information about the learning are well
This model contrasts with the type of evaluation that, in practice, known and they are mainly:
means adding evaluation procedures or tests at the end of the • To observe the students and listen to them when they reason
programmed units of work. These procedures or tests are separable and describe their work.
and independent from the teaching of the unit. The “feedback” is to • To ask students open questions, inviting them to explore their
get a mark. Although, according to this model, evaluation is a ideas and reasoning.
teachers’ issue (the State, for example, does not get involved), it • To propose ideas that require students to use certain abilities or
tends to have a summative rather than formative objective. to apply ideas.
• To ask students to communicate their ideas not only in writing
However, the term “formative” can have several interpretations: but also through drawings, artefacts, actions, dramatisations
very often it only means that evaluation is frequent in a period of and concept maps.
time and has been planned together with the teaching. In this • To discuss key words and analyse how they must be used.
sense formative evaluation does not necessarily consider all the
features identified as characteristic of Evaluation for Learning. Of course, teachers can collect this information through the
Evaluation can be formative because it helps the teacher identify methods identified above, and then use it to improve learning. The
areas where more explanation or training are needed. But from use of this information requires that teachers and students make
the point of view of the students, their final mark and the decisions and act: they must decide on the next steps in the
comments written on the margins of their work, although they learning process and help students get started. It is of the utmost
may signal their weak and strong points, they do not give them importance to remember that it is the students who must do the
clues as to how to progress towards the achievement of more and walking; consequently, the students who are more involved in the
better learning. process will better understand how to extend and improve their
learning. A plan that involves the students in the judgement of
The concept of learning underlying this model is another their own work – instead of being passive to face the judgements
distinctive feature. Today’s approach to learning suggests that, of teachers – has higher probabilities of raising the learning and
eventually, it is the students themselves who are responsible for achievement standards.
their own learning (nobody can learn for them). Consequently,
14 INTRODUCTION

16. This is a different conception of “feedback”. The “food” the teacher • The criteria must be shared with the students so that they know and
offers is a portrait of the objective to reach, of the standard or understand them, and for them to direct their work accordingly.
goal towards which the student must aim and which, in this way, • Self-evaluation and peer-evaluation must be done using pre-
constitutes a point of comparison for his / her work. The role of established criteria. If this does not happen their validity will be
the teacher – and what constitutes the core of teaching – is to questionable, because different individuals naturally evaluate
provide the students with the skills and strategies required to according to their own personal criteria.
take the steps they need to improve their own learning. • It must be remembered that evaluation necessarily involves
value judgements. This happens when a teacher assigns a
Key Principles of Evaluation for Learning numerical qualification to a student’s test, and also when
Evaluation is a process that allows the recollection of evidence on concepts are used, for example “poor” or “excellent” to indicate a
the learning achieved by the students at a given moment. The student’s level of achievement at a certain moment.
object of the evaluation is the work produced by the student, • The teacher must take responsibility for the evaluation
never the student. instruments he / she develops and uses with the students; this
means that he / she must make sure that they really let him /
• The key dimensions of learning from the point of view of the her collect information about the learning outcomes defined in
learning area and the learning level of the students constitute the pre-established evaluation criteria.
the criteria used for the evaluation of learning.
What Learning Progress Maps are and what they are not.
What LPM are What LPM are not
They are materials for each area of the curriculum that describe the They do not state that learning is lineal (a sum of specific learnings)
usual road followed by students in their learning. They assume that nor do they propose an exact description of the learning progress that
progress is the result of maturity and exposure to learning all students experience.
opportunities in specific stages of school life.
They express knowledge and abilities, that is to say, the competences They are not an expression of all the knowledge and abilities the
that students typically reach at certain moments of their school life. students can achieve in a specific level.
They indicate what we value as learning goals and the sequence in They are not a new curriculum and they do not assume that all the
which they are achieved; they provide a framework to monitor students in the same class should be in the same level of learning.
progress and communicate results.
They are presented as concrete descriptions of learning and offer They are not checklists for test correction.
examples of possible achievements in each level.
They provide a guiding framework for teaching: they let users They are not an instrument to classify students and they do not
elaborate evaluation tasks that will indicate the level of each student, support a specific teaching model to achieve learning.
and organise teaching strategies accordingly.
15

17. How many LPM have been prepared? of their secondary school education students should be able to
Each area of the curriculum has sub-divisions that represent read authentic texts of intermediate complexity, which implies
topics or abilities that must be developed during school life. A beginning their learning using simple authentic texts.
Map has been designed for each of them.
The Reading Map does not reject the use of the mother tongue as
English a resource to monitor learning when the situation requires that
Our country’s active participation in different areas of the the students show evidence of comprehension and interpretation
international sphere, together with the changes produced by rather than oral production. It is a well-known fact that students
globalisation, make the learning of English essential to of a foreign language can understand much more than they can
successfully face the demands of society in the XXI century. express orally or in writing. For this reason, the answers to the
tasks presented as examples in the Map are in Spanish. This does
Learning English is a challenging and attractive activity at any age, not mean that the students are not allowed to express
but particularly for young people who see it as a tool to access comprehension in English or that there is an intention to work
information and technology and as a means of communication with these abilities separately.
other realities and cultures. Learning English or any other foreign
language, contributes to the understanding of the mother tongue, In the following pages you will find the Reading Progress Map. It
and at the same time it widens the opportunities to access begins with a synthetic presentation of all the level. Then, each level
information in other areas of study. is presented in detail, beginning with its description, some examples
of performance that illustrate how that level of learning can be
Presentation of the Maps recognised and one or two examples of work done by students of
The Maps are organised in seven levels that cover students’ subsidised schools, with the teacher’s comments that justify what
learning life from 1st year of Primary Education to 4th year of criteria is used to decide that the student is “within” the level. In an
Secondary Education. Each level describes the expected learning appendix, you can find the complete version of the tasks from which
outcome for two school years. For example, level 1 corresponds the students’ work was collected. In the case of English, there is a
approximately to 1st and 2nd Básico, level 2 to the next two description of an initial level, before level 3, that describes a starting
years, and so on. The last level (7) describes a student whose situation of knowledge of this language, which can be a useful point
outcome when finishing school is “outstanding”. 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
All this information can be found in the web site of the Unidad de level are included.
Currículum y Evaluación, www.curriculum-mineduc.cl.
Reading Progress Map
Relevant aspects of the Reading Map The aim of the English curriculum is to get students to use and
In concordance with the curricular emphasis aimed at the apply the language in different tasks that imply they can
development of the abilities and the use of language with the understand oral and written texts, and solve simple
purpose of acquiring information and gainning access to other communicative situations orally or in writing. From this point of
cultures and technological advances, grammar is not the focus of view, four English Learning Maps have been designed, around the
attention of the Reading Map. Its role as facilitator of following linguistic abilities:
understanding and communication is acknowledged, but the role
of grammar will become more evident in the Writing Map. • Reading
• Listening
The Reading Map emphasises the importance of working with • Writing
authentic texts as early as possible; their degree of complexity • Oral Expression
increases as students move from one level to the next. By the end
16 INTRODUCTION

18. The Maps of English have been designed using the international language expressed in simple sentences to language
standards of the Common European Framework (CEF) for expressed in compound sentences of intermediate complexity.
teaching, learning and evaluating languages, and those of the
Association of Language Testers of Europe (ALTE). CEF level A2 and b. Reading abilities. This dimension includes the students’
ALTE 1 (Waystage User) are associated to level 4, which describes capacity to extract specific information, to infer information
the expected learning achieved by the majority of the students by and to show global comprehension of what they have read.
the end of 8th year Básico; level B1 and ALTE 2 (Threshold user) are The Map describes how these reading abilities become more
associated to level 6, which describes the expected learning complex from one level to the next, also in relationship with
achieved by the majority of students by the end of 4th Medio. the increasing complexity of the texts read.
To describe progress in reading comprehension, the Reading Map In the light of these dimensions, the Map describes a student’s
is organised around two dimensions: reading comprehension progress, from the ability to identify some
highlighted information, to make simple inferences and state the
a. Text-types. In this dimension the progression is given by the main topic of a very short, simple text (in level 3), to end up being
complexity of the topics the students read about and the able to reach a higher level of inference and a deeper understanding
complexity of the language used in the texts. There is of linguistically and conceptually more complex texts. (level 6).
progression from concrete to abstract topics, and from
English Progress Map
Level 7 Identifies explicit and implicit messages and incorporates knowledge of the topic and of the English language to build up the
Outstanding main meaning. Understands texts that include a variety of simple and medium complexity structural patterns and are related
to personal interest topics.
Identifies explicit key information, discriminating it from distractors. Infers ideas and identifies messages, points of view,
Level 6 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.
Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and
Level 5 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.
Identifies explicit key information, discriminating it from secondary information. Makes simple inferences relating ideas or
Level 4 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.
Identifies explicit information that is highlighted. Infers information and identifies one main idea using information explicitly
Level 3 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:
Identifies explicit key information, discriminating it from other similar information. Infers suggested messages or ideas and
Level 5 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.
17

19. How can one recognise the level of learning? Examples of
performance.
When a student has reached this level, he / she can do the • Invent a title that represents the main idea of the text.
following activities: • Identify words and phrases that give cohesion to the text. For
• Select and classify information according to a given category. example: “therefore”, “on the other hand”.
• State details used for describing causes and consequences. • Identify in the texts the communicative function of compound
• Relate data and ideas to infer attitudes and moods. structural patterns, such as the passive voice, conditional
• Extract the main idea(s) of the text and list the arguments that sentences, relative clauses.
support it / them. • Identify in the text frequent phrasal verbs. For example: “look after”.
CLASSROOM LANGUAGE 17
Greetings: The date
Good morning / Good afternoon / Hello / Hi. A: What day is it today?
Good bye / See you tomorrow / See you later. B: It’s Monday / It’s Tuesday / It’s Wednesday / It’s Thursday /
Have a nice weekend / Enjoy your holiday. It’s Friday / It’s Saturday / It’s Sunday
A: What’s the date today?
Moods and feelings: B: It’s (Monday) March 9th.
A: How are you today?
B: I’m fine / I’m great / OK / Very well, thank you. The weather
I’m not very well / I have a problem / I’m feeling low / I’m sad. 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 /
Asking for clarification (STUDENTS) It’s nice and cool. It’s raining / It’s snowing.
Can you repeat that, please?
Can you say that again, please? The time
Sorry? I didn’t understand very well. A: What’s the time? / What time is it?
Can you help me with this exercise, please? 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.
Encouragement (TEACHERS) A: What’s the time? / What time is it?
Well done! B: It’s quarter past nine. It’s half past ten. It’s five past eleven./ It’s
Good! ten past twelve / It’s twenty past one/ It’s twenty five past two.
Excellent! A: What’s the time? / What time is it?
Good work! B: It’s a quarter to eight. It’s twenty five to nine / It’s twenty to
Congratulations! ten/ It’s ten to three/ It’s five to four.
18 INTRODUCTION

20. Some Commands and Instructions (TEACHERS) Match the pictures.
Add more words. Name three activities.
Answer the questions. Open the window.
Be quiet. Open your books.
Check your answers Pay attention, please.
Check your predictions. Put the pictures in order.
Close the door. Read the instructions.
Come to the board. Read the sentences.
Compare your answers. Select the correct answer.
Compare your answers in your group. Silence, please.
Complete the paragraph. Sit down.
Complete the sentences. Stand up.
Complete the summary. Talk to your partner.
Complete the table. That’s all for today, thank you.
Copy the instructions. Work in groups of 4.
Cross out the words you do not hear. Work in groups of three or four.
Discuss the ideas in your group. Work with your partner.
Do exercise 1. Write the sentences.
Do not write in ink.
Do not write in your book. Turn taking and permissions: (STUDENTS)
It’s your turn.
Fill in the blanks.
Sorry, it’s my turn.
Find examples in the text.
Excuse me, can I say something?
Find out who wrote this poem.
Excuse me; can I leave the room for a minute?
Find the cognates in the text. Can I talk to you after the class?
Go to the board. May I go to the bathroom?
Identify the best description.
Listen to the recording. Encouragement: (TEACHERS)
Listen. Do it more carefully / Say it again / Try to correct that, please.
Not too bad / You’ll do better next time / Keep trying!
Look.
Well done / Congratulations / Excellent / Good work.
Look at the pictures.
Look up these words in the dictionary.
Make a list.
Make a list of topics.
Make some notes.
19

21. SUGGESTED YEAR PLANNING
TOPIC CMO TIME
TEEN LIFE Reading Differentiate sounds. Speaking Development
Forum chats. Identify cognates. Find general and specific Exchange personal information Lesson 1 four hours.
Diversity of Find general and specific information. Exchange information about Lesson 2 four hours.
teenage cultures. information. Identify collocations. personal interests and Lesson 3 four hours.
UNIT 1
Infer meanings from the Language preferences. Lesson 4 four hours.
context. Use the Simple Present and Express quantities. Consolidation and
Locate and match information. adverbs of frequency. Writing evaluation activities
Listening Use adjectives of quantity. Write a personal introduction to three hours + home
Discriminate between correct Use connectors. a forum chat. assignments.
and incorrect information. Use the Present Continuous for Complete a personal profile.
Identify correct sequence future plans.
BELIEVE IT OR Reading Listening Use conjunctive connectors. Development
NOT Scan the text to validate Relate speakers and speech. Use the First Conditional. Lesson 1 four hours.
A city on the moon. predictions. Discriminate sounds and words. Speaking Lesson 2 four hours.
UNIT 2
Hopes for the Get meanings from cognates. Identify specific information. Ask and answer questions Lesson 3 four hours.
future. Find general and specific Language about fixed arrangements. Lesson 4 four hours.
information. Use the Simple Future tense to Talk about virtual life. Consolidation and
Discriminate between correct express predictions. Writing evaluation activities
and incorrect information. Use the Present Write a short report. three hours + home
Continuous tense. Complete a paragraphs. assignments.
TECHNOLOGY Reading Discriminate sounds Exchange opinions about Development
AND INVENTIONS Find general and specific and words. inventions and technology. Lesson 1 four hours.
New inventions. information. Identify sequence. Writing Lesson 2 four hours.
Technology. Identify the sequence of Language Write a short summary of a Lesson 3 four hours.
UNIT 3
events. Use the Simple Past tense. biography. Lesson 4 four hours.
Identify type of text. Use linking words. Complete a paragraph about a Consolidation and
Listening Use relative pronouns. new invention. evaluation activities
Discriminate between correct Speaking three hours + home
and incorrect information. Ask and answer questions assignments.
Relate speakers and speech. about biographies.
SONGS - MUSIC Reading Language Speaking Development
AND WORDS Distinguish information. Use would and could. Ask people about imaginary Lesson 1 four hours.
Famous young Discriminate between correct Use modal verbs must, situations. Lesson 2 four hours.
UNIT 4
artists. and incorrect information. have to, need to. Request information using Lesson 3 four hours.
Styles of music. Identify type of text. Use the Passive Voice. polite questions. Lesson 4 four hours.
Listening Use the First and Second Writing Consolidation and
Infer mood of speakers. Conditional. Write a book review. evaluation activities
Relate speakers and speech. Write questions and answers in three hours + home
Discriminate sounds. a chat room. assignments.
HOW ABOUT Reading Relate speakers and speech. Speaking Development
WORKING? Locate missing information in a Extract specific information Ask people about preferences. Lesson 1 four hours.
Volunteer text. from a recording. Participate in a telephone Lesson 2 four hours.
UNIT 5
organization. Discriminate between correct Language conversation. Lesson 3 four hours.
The role of and incorrect information. Use Modal Verbs to express Writing Lesson 4 four hours.
volunteer. Distinguish facts and inferences. necessity and preferences. Write a letter of application. Consolidation and
Listening Use polite phrases in a Write a leaflet promoting an evaluation activities
Discriminate between correct telephone conversation. organization. three hours + home
and incorrect information. assignments.
20

22. RESOURCES ATTITUDES EVALUATION LEARNING
ABILITIES
Read posts to a Develop respect and Reflection Spot Unit Check Evaluation To use pictures to
Student Forum chat. acceptance of age, and Metacognition Listening Instruments formulate predictions.
Read a magazine social and cultural Let’s Check Reading Listening To localize specific
article. diversity. Listening Language Reading information.
Listen to an Assess the importance Reading Oral expression Writing To apply/ use a new
interview. of English as an Language Final Reflection Working with others language structure.
Listen to two international tool of Your English in Extra tests
poems. communication. Action Listening
Reading
Language
Oral expression
Read a web page. Reflect about the Reflection Spot Unit Check Language To relate topic to own
Read a scientific importance of Metacognition Listening Oral expression experience.
article. technology Let’s Check Reading Evaluation To infer the meaning of
Listen to an development. Listening Language Instruments key words.
interview. Develop acceptance and Reading Oral expression Listening To identify and extract
Listen to an respect for everyone’s Language Final Reflection Reading supporting information.
advertisement. opinions. Your English in Extra tests Writing
Action Listening Working with others
Reading
Read a web page. Assess and appreciate Reflection Spot Unit Check Language To express opinions.
Read a biography. the role of technology Metacognition Listening Oral expression To predict topic from the
Listen to a in everyday life. Let’s Check Reading Evaluation context.
conversation. Develop respect and Listening Language Instruments To relate speakers and
Listen to a radio acceptance of other Reading Oral expression Listening speech.
program. people’s opinions. Language Final Reflection Reading
Your English in Extra tests Writing
Action Listening Working with others
Reading
Read a piece of Assess and appreciate Reflection Spot Unit Check Language To discriminate sounds.
chat. the value of music and Metacognition Listening Oral expression To predict content from
Read book reviews. literature. Let’s Check Reading Evaluation cognates.
Listen to a Develop respect for the Listening Language Instruments To relate previous
television program. role of music and Reading Oral expression Listening knowledge with the topic
Listen to a song. literature as a means of Language Final Reflection Reading of the lesson.
communication. Your English in Action Extra tests Writing
Listening Working with others
Reading
Read a leaflet. Assess and appreciate Reflection Spot Unit Check Language To relate topic to own
Read a letter of the role of volunteer Metacognition Listening Oral expression reality.
application. organizations around Let’s Check Reading Evaluation To develop
Listen to an the world. Listening Language Instruments study skills.
advertisement. Value the importance of Reading Oral expression Listening To exchange information.
Listen to telephone voluntary work for Language Final Reflection Reading
conversations. people in need. Your English in Action Extra tests Writing
Listening Working with others
Reading
21

23. UNIT
TEEN LIFE
T EEN
In this unit you will: · use adjectives of quantity · Lesson 4: four hours
· read posts to a Student Forum chat · use connectors · Consolidation and evaluation activities: 3 hours +
· read a magazine article · use the Present Continuous for future plans home assignments
· listen to an interview · Speaking Didactic resources
· listen to two poems · exchange personal information · Complementary material such as articles
You will learn how to: · exchange information about personal interests and magazines, Student Forum chats.
Reading preferences · Pictures of teenagers provided by the teacher and
· identify cognates · express quantities by the students to illustrate the diversity of teenage
· find general and specific information Writing cultures.
· infer meaning of words from the context · write a personal introduction to a forum chat · Supporting material such as lists of adjectives,
· locate and match information · complete a personal profile dictionaries, glossaries, definitions, printed
Listening You will also: handouts, library material, etc.
· discriminate between correct and incorrect · develop respect and acceptance of age, and social Methodological suggestions
information and cultural diversity · Teachers should prepare the lessons beforehand
· identify correct sequence · assess the importance of English as an considering that thorough prior preparation allows
· differentiate sounds international tool of communication them to think of and apply some useful ideas. It is
· find general and specific information Development their chance to make the class entertaining and to
· identify collocations · Lesson 1: four hours involve students in the learning process.
Language · Lesson 2: four hours · Teachers are advised to use a variety of resources
· use the Simple Present and adverbs of frequency · Lesson 3: four hours throughout the book.
Types of Evaluation Indicators
Continuous/informal Students do reading and listening activities, take part in conversations, and produce written texts.
Reflection spot Students analyze and evaluate their performance in the speaking, reading, listening, and writing activities.
Self - evaluation
Unit Check Reading: Students find specific information and discriminate between correct and incorrect information.
Unit evaluation 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.
Final Reflection Students analyze their performance in the whole unit.
Extra Test 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.
22 UNIT 1

24. TEEN LI FE
TEE N
PAGE 8
2 +
GETTING READY Brainstorm aspects and activities that are
typical of teenagers in Chile and all over the
world. Invite students to write a list of them
1 Introduce the topic of the unit reading the in their notebooks and then write some
name aloud. Then, invite some students to examples on the board.
read what the young people on page 9 say (L.A.: to relate topic with personal reality).
about being a teenager and ask them if they Possible answers
agree or not.
hang out with friends; listen to music; play video
2 Invite the students to work in groups talking games; chat with friends; watch movies; play sports;
wear the same kind of clothes; surf the Internet.
about “being a teenager”. Encourage them
to make some notes and come to an
agreement. Then, ask one member of each 3 ++
group to share their comments with the rest Ask students to choose the picture they
of the class. think best represents a typical Chilean
teenager. Ask them to support their ideas
3 First, ask students to copy the chart into their and then to come to an agreement.
notebooks. Then, motivate them to interview (L.A.: to relate pictures with personal
six of their classmates about their interests experiences).
and preferences in order to complete the
chart. Elicit students’ ideas about graphs and 4 +++
then explain that they will have to present the Explain to students that they are going to
results for each item in a graph. You may read two posts from a Students Forum chat.
also give one example on the board. Invite them to make predictions about the
two students’ way of life.
PAGE 10 (L.A.: to use general knowledge to formulate
predictions).
LESSON 1
5 ++
READING
Tell students to look at the text and find all
TAKE TWO TEENS the cognates. Then, ask what information
they can deduce from them. You can ask
BEFORE READING them to write the cognates on the board, but
do not check what the students can deduce
1 + from them at this stage.
(L.A.: to identify cognates through
Draw students’ attention to the pictures and
scanning).
then ask them to answer the questions in
pairs. Check their answers orally. Answers
(L.A.: to use pictures to formulate forum, different, traditional, TV, music, computer, chat,
predictions). cyber cafe, culture, kilometers, fan, Internet, rest,
Answers sports.
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.
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