Teacher’s Guide Guide - Macmillan Education...1 Teacher’s Guide3 Adriana DOPAZO...

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3Teacher’s Guide

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3AdrianaDOPAZO

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Guide 3333AdrianaDOPAZO

15Unit 1

1UnitSocial Learning Environment: Family and CommunityCommunicative Activity: Exchanges associated with media.

Social Practice of the Language: Exchange emotions and reactions caused by a television program.Final Product: Interview.

Student’s BookSession Activities Pages

1 Opening 7–8

2–3

Take advantage of your students’ strengths in relation to what they are already able to do with the language, so they can:

• Compare topic, purpose, and intended audience.

9–12

• Analyze language register used by participants.• Evaluate function and purpose of visual (e.g. ticker, subtitles, etc.) and sound (soundtrack,

sound effects, etc.) resources.• Recognize their own strengths and those of others.• Compare pauses, rhythm, and intonation used by participants.

4–5

Encourage your students to explore, clarify, or think by means of questions, hypotheses, deductions, speculations and answers to the ideas of others. Create the necessary conditions, so they can:

• Interpret nonverbal language and attitudes of the speakers.

13–15

• Clarify the meaning of words using key words or contextual clues.• Reflect on the relationship between actions, pictures, dialogues, and sound resources.• Recognize technical or specialized information.• Identify grammatical differences between American and British variants.• Analyze the communication situation.• Share hypotheses about general sense and details.• Adopt body postures and use facial expressions that indicate emotions like surprise, pain,

anger, etc.• Consider similarities and differences between their mother tongue and English.

6–7

Encourage your students so that they achieve their goals and give opportunities for them to apply and practice what they already know, so that they can:

• Write expressions to share emotions.

16-18• Take into account grammatical characteristics of the English language (e.g. nouns and

adjectives do not have gender in English), when writing expressions.• Include explanations of main ideas in exchanges.• Offer and ask for feedback.

8–9

Monitor the development of your students’ skills to decide whether to provide individual or group support. Help your students, so they can:

• Ask and answer questions about the content of a TV program and emotions caused by it.

19–21

• Link sentences to express emotions and explain what caused them.• Vary intonation, rhythm, and volume.• Use resources to make time (e.g. umm, er, you know, etc.).• Monitor the use of their voice (e.g. volume, speed, etc.).• Exchange emotions and reactions.

10–12 Closure and Assessment 22–23

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Social Practice of the Language: Excemotions and reactions caused by a television program.Final Product: Interview.

Pages7–8

Take advantage of your students’ strengths in relation to what they are already able to do with the

Compare topic, purpose, and intended audience.

9–12

Analyze language register used by participants.ate function and purpose of visual (e.g. ticker, subtitles, etc.) and sound (soundtrack,

cognize their own strengths and those of others.re pauses, rhythm, and intonation used by participants.

Encourage your students to explore, clarify, or think by means of questions, hypotheses, deductions, speculations and answers to the ideas of others. Create the necessary conditions, so they can:

Interpret nonverbal language and attitudes of the speakers.Clarify the meaning of words using key words or contextual clues.

lect on the relationship between actions, pictures, dialogues, and sound resources.Recognize technical or specialized information.Identify grammatical differences between American and British variants.

• Analyze the communication situation.• Share hypotheses about general sense and details.• Adopt body postures and use facial expressions that indicate emotions like surprise, pain,

anger, etc.• Consider similarities and differences between their mother tongue and English.

6–7

Encourage your students so that they achieve their goals and give opportunities for them to apply and practice what they already know, so that they can:

• Write expressions to share emotions.• Take into account grammatical characteristics of the English language (e.g. nouns and

adjectives do not have gender in English), when writing expressions.• Include explanations of main ideas in exchanges.• Offer and ask for feedback.Monitor the development of your students’ skills to decide whether to provide individual or group support. Help your students, so they can:

• Ask and answer questions about the content of a TV program and emotions caused by it.Link sentences to express emotions and explain what caused them.Vary intonation, rhythm, and volume.

esources to make time (e.g. itor the use of their voice (e.g. volume, speed, etc.).

1616 Family and Community

OpeningYou may find useful to encourage students to review the four learning goals for the stages in the development and the social practice of the language to be achieved throughout the unit.

Let’s start togetherYou could draw students’ attention to the pictures and exercises on page 7 to activate previous knowledge and to discuss about the type of emotions caused by TV programs. You may invite volunteers to share their answers with the class. It would be a great opportunity for them to attempt to describe how certain TV shows make them feel.

Initial AssessmentYou can tell students that the Final Product of this unit will be participating in an interview and then ask them to look at the sentences and reflect on how often they do or feel like what is said. Encourage them to be honest so that they really know what they are able to do in this moment and, therefore, appreciate better their progress in the end.

PlannerYou may direct students’ attention to the sections of this unit and invite them to read the corresponding tasks. You can explain that planning the content of each stage is a way of knowing the steps they will go through to achieve their final goal. Checklists are a valuable tool to remember the important points of a task. They are also useful to collect evidence of students’ learning process and to provide them with a sense of achievement when fulfilling their goals.

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You may find useful to encourage students to review the four learning goals for the stages in the development and the social practice of the language to be achieved throughout the unit.

You could draw students’ attention to the pictures and exercises on page 7 to activate previous knowledge and to discuss about the type of emotions caused by TV programs. You may invite volunteers to share their answers with the class. It would be a great opportunity for them to attempt to describe how certain

You can tell students that the Final Product of this unit will be participating in an interview and then ask them to look at the sentences and reflect on how often they do or feel like what is said. Encourage them to be honest so that they really know what they are able to do in this moment and, therefore, appreciate

You may direct students’ attention to the sections of this unit and invite them to read the corresponding tasks. You can explain that planning the content of each stage is a way of knowing the steps they will go through to achieve their final goal. Checklists are a valuable tool to remember the important points of a task. They are also useful to collect evidence of students’ learning process and to provide them with a sense of achievement when fulfilling their goals.

17Unit 1

Stage 1Unit1 Development

Media ResourcesUse Chapter 1 of the Reader at any time during this unit to extend the social practice and develop reading skills. For this unit, you can use Flashcards Chapter 1 from the Class CD for further practice, to start class discussions, and to support students’ comprehension of the text.

Exercise 1You may ask students to work in pairs as they read along the conversation between two friends. Remember that students have a Glossary section on page 24 as an available tool to clarify the meaning of the highlighted words and expressions. You could encourage pairs to discuss the favorite programs mentioned in the conversation and express the reasons why the children

in the conversation like them. It might be good to let them read the example first. You might ask some volunteers to share their answers with the class. If you find it useful, students could role-play the conversation in pairs.

Skills BoxAfter reading the information in the Skills box, you may find it useful to invite students to work in small groups to discuss and mention an example of each kind of TV program described in the box. Encourage them to say which kind of shows they watch and to give reasons for their choices. You can walk around the classroom to monitor and provide help as needed. Volunteers can share their answers with the class. Build an appropriate environment for students to take turns participating and sharing their ideas.

Reader BoxYou may invite students to open their Readers to pages 9 and 10 to learn about television genres. After reading, you could ask students some questions to check their understanding of the text.

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Media ResourcesUse Chapter 1 of the Reader at any time during this unit to extend the social practice and develop reading skills. For this unit, you can use Flashcards Chapter 1 from the Class CD for further practice, to start class discussions, and to support students’ comprehension of the text.

Exercise 1You may ask students to work in pairs as they read along the conversation between two friends. Remember that students have a Glossary section on page 24 as an available tool to

in the conversation like them. It might be good to let them read the example first. You might ask some volunteers to share their answers with the class. If you find it useful, students could role-play the conversation in pairs.

Skills BoxAfter reading the information in the Skills box, you may find it useful to invite students to work in small groups to discuss and mention an example of each kind of TV program described in the box. Encourage them to say which kind of shows they watch and to give reasons for their choices. You can walk around the classroom to monitor and provide help as needed. Volunteers can share their answers with the class. Build an appropriate environment for students to


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eExercise 2Once students have read the conversation again, draw their attention to the pictures to identify the kind of TV programs they are and write the corresponding names. You can ask volunteers to share their answers with the class to check them. After this, you may encourage pairs to brainstorm examples of real TV programs that belong to each genre. This will make the information relevant to them. A suggestion would be for pairs to share their answers with the class.

Answers: 1 soap opera 2 reality show 3 sports program 4 action movie 5 documentary 6 cartoons

Exercise 3You can draw students’ attention to the box with the names of some elements TV programs have. It is advisable to have students read the conversation in Exercise 1 again to infer the meaning of the elements they may be unfamiliar with. After reading the conversation again, it should be easier for them to identify the elements in the pictures. You may ask volunteers to share their answers with the class. Build an appropriate and respectful environment for students to participate taking turns and sharing their ideas.

Answers: 1 actors 2 contestants 3 anchors, tickers 4 actors, subtitles

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eality show action movie

cartoons

You can draw students’ attention to the box with the names of some elements TV programs have. It is advisable to have students read the conversation in Exercise 1 again to infer the meaning of the elements they may be unfamiliar with. After reading the conversation again, it should be easier for them to identify the elements in the pictures. You may ask volunteers to share their answers with the class. Build an appropriate and respectful environment for students to participate taking turns and sharing their ideas.

Answers:1 actors 2 contestantstickers 4 actors, subtitles

19Unit 1

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eFor your Final Product

Exercise 4 You can use this exercise as

a portfolio evidence. Have students write on a separate sheet of paper if necessary. Once students have identified the different elements you may encourage them to reflect if they can find those elements in their favorite TV show. It is advisable to make students aware that they will work for

the rest of the unit with the TV program they choose to talk about. Encourage them to describe the elements of their show the best they can, according to the model provided.

Exercise 5You may find it useful to invite students to read out loud the provided fragments from the conversation. It is a good idea to make sure students understand the questions. If some students

need extra guidance, consider helping them out by underlining the phrases that will give them the clue to the answers. Foster a collaborative learning environment where students share their ideas in a respectful manner. You can invite volunteers to give their answers to the class.

Answers: 1 all ages, teenagers, children 2 actors speak like real teenagers, formal.

Skills BoxTo wrap up after students answer the questions in the previous exercise, you might find it useful reading the contents of the Skills Box with your students so that they reinforce the different audiences TV programs have and how the language and the topic are affected by the kind of audience the TV program is intended to. It is important for students to establish the difference between formal and informal language and the differences between them depending on the age and interests of the kind of audience for each TV program. It would be advisable to personalize learning by asking students to mention different TV programs they have watched and encourage them to identify the audience the TV programs are intended to and the language they use, formal or informal.

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For your Final Product

Exercise 4You can use this exercise as

a portfolio evidence. Have students write on a separate sheet of paper if necessary. Once students have identified the different elements you may encourage them to reflect if they can find those elements in

the rest of the unit with the TV program they choose to talk about. Encourage them to describe the elements of their show the best they can, according to the model provided.

need extra guidance, consider helping them out by underlining the phrases that will give them the clue to the answers. Foster a collaborative learning environment where students share their ideas in a respectful manner. You can invite volunteers to give their answers to the class.

Answers:1 all ages, teenagers, children2 actors speak like real teenagers, formal.

Skills BoxTo wrap up after students answer the questions in the previous exercise, you might find it useful reading the contents of the Skills Box with your students so that they reinforce the different audiences TV programs have and how the language and the topic are


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a portfolio evidence. Have students write on a separate sheet of paper if necessary. You may draw students’ attention to the table and have them work individually to complete it. You can have them look at the example answers as a guide before they write their own. You can suggest that students look back at the exercises they have done so far to look for examples of the different aspects that identify a TV program.

Exercise 7You can tell students to group themselves in pairs to continue working on their Final Product. It’s a good idea to help them form pairs with a balance of personalities you consider appropriate for team work. You may direct their attention to the sample conversation and have them read it or you can model it with a volunteer. It is advisable to walk around the classroom to monitor and provide help as needed. A good way to build confidence in students is to compliment them on their work.

Assessment - Think About Your Progress

Exercise 8Create an appropriate environment for peer evaluation for this final assessment exercise. Remind students to be

objective and respectful when giving their opinion about their partner’s performance. It could be an opportunity to reflect on the fact that peer assessment has nothing to do with personal opinions on people, and it is an honest evaluation about performance.

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You can tell students to group themselves in pairs to continue working on their Final Product. It’s a good idea to help them form pairs with a balance of personalities you consider appropriate for team work. You may direct their attention to the sample conversation and have them read it or you can model it with a volunteer. It is advisable to walk around the classroom to monitor and provide help as needed. A good way to build confidence in students is to compliment them on their work.


Create an appropriate

objective and respectful when giving their opinion about their partner’s performance. It could be an opportunity to reflect on the fact that peer assessment has nothing to do with personal opinions on people, and it is an

21Unit 1


Exercise 102 You may invite your students to pair up and, after listening to part of a TV program, have them exchange ideas about what happens with the guide of the questions provided.

Exercise 2You can direct students’ attention to the conversation and after they have read it, you can remind them they can

resort to the Glossary section on page 24 to check the meaning of the highlighted words. Then you can read the questions out loud to make sure students understand them before attempting to answer them.

Answers: 1 The music, the sound of the storm, and the noises outside the door. 2 The way she speaks and her facial expressions transmit fear. 3 Answers may vary.

Skills BoxOnce students answer the questions, it could be a good idea to review with them the contents of the Skills Box so that they can become fully aware of the importance of sound effects and nonverbal language when understanding the content of TV programs.

Reader BoxNow that students are reflecting on actors’ body language to transmit emotions, you might find interesting to read with them about how the first actors needed to exaggerate gestures when TV technology did not have clear images as now.

Exercise 3Students should read the fragment first, and it would be a good idea to ask them to go back to the conversation in Exercise 2 and look for the equivalent in American English. Let students discuss and guide them to conclude the two options mean exactly the same. You could give some examples of regional differences in the way things are said in their mother tongue for them to have a reference to compare.

Skills BoxYou could wrap up the previous exercise by reading the contents of the box with your students so that it is clear for them that they might come across different variants of English, and that all are correct.

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Exercise 1020202 You may invite your students to pair up and, after listening to part of a TV program, have them exchange ideas about what happens with the guide of the questions

You can direct students’

resort to the Glossary section on page 24 to check the meaning of the highlighted words. Then you can read the questions out loud to make sure students understand them before attempting to answer them.

Skills BoxOnce students answer the questions, it could be a good idea to review with them the contents of the Skills Box so that they can become fully aware of the importance of sound effects and nonverbal language when understanding the content of TV programs.

Reader BoxNow that students are reflecting on actors’ body language to transmit emotions, you might find interesting to read with them about how the first actors needed to exaggerate gestures when TV technology did not have clear images as now.

Exercise 3Students should read the fragment first, and it would be a good idea to ask them to go back to the conversation in


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eExercise 403 It is important to remind students to pay special attention to the nonverbal elements that convey meaning to the story while reading and listening to the next part. If you think it is necessary, you can play the audio more than once to help students identify the sound effects and changes in the tone of voice. You can tell students to resort to the Glossary section on page 24 to help them clarify the meaning of the highlighted words. You may want students compare their answers in pairs before checking them with the whole class.

Answers: They show Tina’s feelings: scared tone of voice, more calmed tone of voice, relieved and happy tone of voice They show actions: gulping and heart beating, dog panting and barking They create an atmosphere of suspense: door banging, sound of wind, storm and door banging, suspense music, squeaky door hinge opening

Exercise 503 After pairing up students, it might be a good idea to check if they already know or suppose they know what the words provided mean. Play the audio as many times as you consider necessary for students to get the meaning of the words. Then check answers as a class. If it suits your teaching method, in this case, it would be advisable

to let them give you the meaning in their mother tongue.

Exercise 6This role-play exercise will help students make a connection between tone of voice, sound effects, actions, and meaning. It might be useful to model the role-play with volunteers first for all the group before they do it on their own. You may want to walk around to monitor the students’ performance and

encourage them to show emotions with nonverbal language.

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before checking them with the

They show Tina’s feelings: scared tone of voice, more calmed tone of voice, relieved and happy tone of

They show actions: gulping and heart beating, dog panting and barking They create an atmosphere of suspense: door banging, sound of wind, storm and door banging, suspense music, squeaky door hinge opening

Exercise 5030303 After pairing up students, it might be a good idea to check if they already know or suppose they know what the words provided mean. Play the audio as many times as you consider necessary for students to get the meaning of the words. Then check answers as a class. If it

to let them give you the meaning in their mother tongue.

Exercise 6This role-play exercise will help students make a connection between tone of voice, sound

23Unit 1

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portfolio evidence by having students work on a sheet of paper. After drawing students’ attention to the example notecard, it could be useful to provide an example of your own on how to complete the sentences before students do the exercise. Encourage students to read the prompts they have in

the notecard in order to elicit possible answers from students. It is important for students to notice that now they are going to value the importance of visual and sound resources.

Exercise 8In this exercise, students will continue building their Final Product. Once students have completed their notecards, you can have them share their notes in groups and discuss how

effective those features are in the TV program they chose. It can be useful for students to analyze the sample comments before they produce their own. You could walk around the classroom listening to students exchanging ideas and offering help if required.


Exercise 9This is an exercise for students to reflect on their performance. Students can pair up to share their answers. Build an effective and cooperative environment where they can reflect, analyze, and help each other. If additional guidance is required, you can direct them to previous exercises to review the type of information they provided and you can also clarify concepts by modeling sample answers to describe a TV program.

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Exercise 7You can use this exercise as

portfolio evidence by having students work on a sheet of paper. After drawing students’ attention to the example notecard, it could be useful to provide an example of your own on how to complete the

the notecard in order to elicit possible answers from students. It is important for students to notice that now they are going to value the importance of visual and sound resources.

effective those features are in the TV program they chose. It can be useful for students to analyze the sample comments before they produce their own. You could walk around the classroom listening to students exchanging ideas and offering help if required.


Exercise 9This is an exercise for students to reflect on their performance. Students can pair up to share their answers. Build an effective and cooperative environment where they can reflect, analyze, and help each other. If additional guidance is required, you can direct them to previous exercises to review the type of information they provided and you can also clarify concepts by



Exercise 104 As an introductory exercise, you may pair up students and ask them to share a TV program they specially like and one they don’t, giving reasons for their answers. If necessary, model the activity. You may walk around the classroom paying attention to students’ oral production.

After students have read and listened to the conversation, you can remind them that they can always check the meaning of the highlighted words in the Glossary section on page 24. You may allow some minutes for pairs to discuss which words represent positive feelings and which negative ones. Once they have completed the sentences with their answers, you can invite some volunteers to share them with the class. As a follow up exercise, you could ask some students to use those same words to describe TV programs they know and how they make them feel, to make sure they understand their meaning.

ToolboxGo through the contents of the Toolbox with the students. Make sure to provide them with more examples and let them find some more in the conversation they have just read in Exercise 1, so they can understand better what they are reading.

Media ResourcesYou can use Poster Unit 1 in the Class CD for further practice. Students can look at the emotions and pictures to discuss which are positive and which are negative reactions and feelings.

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Glossary section on page 24. You

pairs to discuss which words represent positive feelings and which negative ones. Once they have completed the sentences with their answers, you can invite some volunteers to share them with the class. As a follow up exercise, you could ask some students to use those same words to describe TV programs they know and how they make them feel, to make sure they understand their meaning.

ToolboxGo through the contents of the Toolbox with the students. Make sure to provide them with more examples and let them find some more in the conversation they have just read in Exercise 1, so they can understand better what they

Media ResourcesYou can use Poster Unit 1 in the Class CD for further practice. Students can look at the emotions and pictures to discuss which are positive and which are negative reactions

25Unit 1

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Exercise 2Before students do this activity, it can be useful to look back at the interview and the sample answers in Exercise 1 as a guide. It is important to monitor the activity to check students can communicate their ideas properly. Walk around the room and be ready to provide help if necessary. You can invite some

volunteers to share their answers with the class.

Exercise 3 You can use this activity as

portfolio evidence and ask students to do it on a sheet of paper or in their notebook. Explain this is the next step to prepare for the interview in the Final Product. You can start by drawing students’ attention to the example and asking some questions, for example: What is

the graphic organizer about? What kind of information does it include? and others. Then you can invite students to draw a similar one about their favorite TV program for their Final Product. It could be useful to monitor the activity to make sure students understand the type of information they should include in the organizer.

Media ResourcesIf you want to provide extra help for students to complete their organizers, you might find useful Poster Unit 1 from the Class CD. Students can find more emotions and reactions they can add to their organizers. Tell them they can look at the pictures and find some that match their own reactions to their favorite TV show.

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Exercise 2Before students do this activity, it can be useful to look back at the interview and the sample answers in Exercise 1 as a guide. It is important to monitor the activity to check students can communicate their ideas properly. Walk around the room

volunteers to share their answers with the class.

Exercise 3You can use this activity as

portfolio evidence and ask students to do it on a sheet of

the graphic organizer about? What kind of information does it include? and others. Then you include? and others. Then you include?can invite students to draw a similar one about their favorite TV program for their Final Product. It could be useful to monitor the activity to make sure students understand the type of information they should include in the organizer.

Media ResourcesIf you want to provide extra help for students to complete their organizers, you might find useful Poster Unit 1 from the Class CD. Students can find more emotions and reactions they can add to their organizers. Tell them they can look at the pictures and find some that match their own reactions to their favorite TV show.


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portfolio evidence. After students have made groups, you can draw their attention to the example provided before they start working on their own. It could be helpful to monitor the activity to make sure students understand what they are expected to do.

Exercise 5You may now have students read the interview from Exercise 1 again to identify phrases to introduce opinions. If you consider it helpful, you could provide one or two examples prior to the exercise.

Answers: I believe, I think, In my opinion

Skills BoxAfter circling the expressions, you may draw students’ attention to the Skills box so they can recognize if these expressions will be helpful for them when they express their personal opinions about a TV show, as they will be doing in several exercises and their Final Product interview.


Exercise 6While students are sharing their ideas in groups, check that they can communicate them effectively. Remember it is

important to build an appropriate learning environment where students show respect by taking turns participating and sharing their ideas.


Exercise 7Finally, you may draw students’ attention to the table to self-assess their performance.

Tell them to reflect on the way the communicated their ideas in the previous activity and check the corresponding boxes. You may refer students to previous exercises to clarify doubts and encourage them to assist others who found it difficult to express their ideas.

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phrases to introduce opinions. If you consider it helpful, you could provide one or two examples prior to the exercise.

I believe, I think, In my opinion

Skills BoxAfter circling the expressions, you may draw students’ attention to the Skills box so they can recognize if these expressions will be helpful for them when they express their personal opinions about a TV show, as they will be doing in several exercises and their Final Product interview.


While students are sharing

important to build an appropriate learning environment where students show respect by taking turns participating and sharing their ideas.

27Unit 1


Exercise 1Before students pair up for this exercise, you may want to explain that they will further practice and identify positive and negative opinions about different TV programs mentioned in an interview. Students can go to the Glossary section on page 24 to check the meaning of the highlighted words. Once students have read the interview, it can be helpful to remind them of the

expressions used to give opinions and the words used to describe programs they used on the previous stage. You can draw their attention to the sample answer provided. It is advisable to monitor this activity walking around the classroom listening to pairs exchange opinions to identify any difficulty students may experience in expressing ideas and providing help if necessary. Finally, you can invite

some volunteers to share their ideas with the class.

Exercise 2When students finish underlining the questions, you could ask them to get in pairs and read them out loud to each other or to role-play the conversation so they pay good attention to the structure of the questions.

ToolboxOnce students have formed work groups, you could guide them by telling them to analyze the type of answers given by Bruno to identify which questions call for specific information and which ones require just an affirmative or negative response. Let students analyze the answers and then provide their own examples.

Media ResourcesYou can use Poster Unit 1 in the Class CD for students to check out different emotions and reactions caused by a TV program. You could ask them to identify these words and check if there are some alternative words the students in the conversation could use when expressing their opinions about the TV programs. Invite students to think about some TV programs they like and encourage them to give their opinions about it using the words in the poster.

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Exercise 1Before students pair up for this exercise, you may want to explain that they will further practice and identify positive and negative opinions about different TV programs mentioned in an interview. Students can go to the Glossary section on page 24 to check the meaning of the highlighted

expressions used to give opinions and the words used to describe programs they used on the previous stage. You can draw their attention to the sample answer provided. It is advisable to monitor this activity walking

some volunteers to share their ideas with the class.

Exercise 2When students finish underlining the questions, you could ask them to get in pairs and read them out loud to each other or to role-play the conversation so they pay good attention to the structure of the questions.

ToolboxOnce students have formed work groups, you could guide them by telling them to analyze the type of answers given by Bruno to identify which questions call for specific information and which ones require just an affirmative or negative response. Let students analyze the answers and then provide their own examples.


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eExercise 3You may draw students’ attention to the sample conversation and model the exercise with a student before they start the interaction. You may find it useful to have students identify question words like why and words like because are used to ask for and give reasons respectively. Also, it can be helpful for students to realize that when we give explanations and reasons about something, we provide additional information that supports our opinions. It could be helpful to monitor this activity to identify any difficulties that may arise and provide help if needed.


Exercise 4 You may use this exercise

as portfolio evidence by having students do it on a sheet of paper. You can invite them to go over their notes from the previous stage and use the list as a checklist to verify everything they have learned to express about a TV program.This is a good opportunity to clarify any doubts. Be ready to give examples, so that students understand what type of information each item on the list refers to.

Exercise 5 You may use this exercise as

portfolio evidence by having students do it on a sheet of

paper for students to continue working on their Final Product. After checking the information students included in their notes, you may draw their attention to the interview form and explain that they will use it to prepare questions to interview other classmates about their favorite TV program. You should allow students some time to think of possible questions to ask. You could also elicit some possible

questions orally before they start writing their own.

Exercise 6This exercise for the Final Product fosters cooperative learning as students help each other clarifying doubts and checking each other’s work. It is advisable to monitor this exercise as students may require your help.

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difficulties that may arise and provide help if needed.


Exercise 4You may use this exercise

as portfolio evidence by having students do it on a sheet of paper. You can invite them to go over their notes from the previous stage and use the list as a checklist to verify everything they have learned to express about a TV program.This is a good opportunity to clarify any doubts. Be ready to give examples, so that students understand what type of information each item on the

paper for students to continue working on their Final Product. After checking the information students included in their notes, you may draw their attention to the interview form and explain that they will use it to prepare

29Unit 1

4Stag

eExercise 705 If you think it is helpful, consider explaining what a gap filler is before students listen to the interview. You could invite volunteers to ask you one of the questions they wrote in the previous activity so that you can answer it using a gap filler to provide them a model. It would be a great idea to invite them to notice similar resources in their mother tongue so that they can grasp the concept easily. After

playing the audio, you may invite volunteers to provide their answers to the class.

Answers: 1 makes a pause 2 up

Skills BoxYou can direct students’ attention to the information in the box and read it. You may want to model some additional examples to the ones in the audio to make sure students

understand how to use their voice to convey emotions and then elicit others from them.

Exercise 8After students have gathered in pairs, you can explain the exercise. This is a good opportunity for them to practice the correct use of their voice and resources like gap fillers, and to assess their partner’s performance.


Exercise 9This is an excellent feedback exercise that also fosters cooperative learning as students exchange ideas and comments on each other’s work. You may walk around paying attention to students’ interaction and reminding students it is important to be respectful when giving feedback.

29Unit 1

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Exercise 7050505 If you think it is helpful, consider explaining what a gap filler is before students listen to the interview. You could invite volunteers to ask you one of the questions they wrote in the previous activity so that you can answer it using a gap filler to provide them a model. It would be a great idea to invite them to

playing the audio, you may invite volunteers to provide their answers to the class.

Answers:1 makes a pause

understand how to use their voice to convey emotions and then elicit others from them.

Exercise 8After students have gathered in pairs, you can explain the exercise. This is a good opportunity for them to practice the correct use of their voice and resources like gap fillers, and to assess their partner’s performance.


Exercise 9This is an excellent feedback exercise that also fosters cooperative learning as students exchange ideas and comments on each other’s work. You may walk around paying attention to students’ interaction and reminding students it is

Closure


Final Steps

Exercise 1 You may use this exercise

as portfolio evidence by having students do it on a sheet of paper. Once students have grouped up to do the exercise, consider monitoring the interaction by walking around the classroom listening to students exchange information and providing help if needed. Encourage them to participate by telling them a rehearsal will make them perform more confidently when interviewing other classmates. You could provide sample notes to help them know what they should write about their partners’ performance.

Exercise 2Allow students enough time to exchange their notes. It is important you monitor their exchanges and offer counseling on how to improve as well as validation of the feedback they receive.

Collect your evidence

Exercise 3This is a good opportunity for students to go over the stages they followed to achieve their Final Product. You can have them read all the steps to have an overall picture of the scaffolding process to fulfill their goal. It is advisable for students to go back to the referred exercises to verify the steps.

Socialize

Exercise 4This stage of the product is meant for students to further practice the skills they acquired by interacting with other classmates. They should now feel more confident as they notice how their fluency and accuracy have improved. It would be useful to monitor the interaction to identify whether students still have some weak

aspects they should be working on later.

Exercise 5After students have got together in groups, you can have them read the questions and encourage them to exchange ideas and comments. You could walk around the room, listening to students, and making notes on their performance.

CT_TG3_p015_032_U1.indd 30 6/14/19 7:22 PM

provide sample notes to help them know what they should write about their partners’

Allow students enough time to exchange their notes. It is important you monitor their exchanges and offer counseling on how to improve as well as validation of the feedback they receive.

Collect your evidence

Exercise 3This is a good opportunity for students to go over the stages they followed to achieve their Final Product. You can have them read all the steps to have an overall picture of the scaffolding process to fulfill their goal. It is

Socialize

Exercise 4This stage of the product is meant for students to further practice the skills they acquired by interacting with other

31Unit 1

Assessment

Exercise 1This assessment process is divided into stages. First, students should assess their own performance. In order to do that, you can explain to students how important it is to reflect and give honest answers as this will help them identify their strengths and weaknesses. According to their answers, be ready to help students clarify aspects they do not feel confident about.

Exercise 2In the second stage of the assessment, students should focus only on the Final Product. Encourage students to give honest answers so that they can detect strengths and opportunity areas.

Exercise 3This part is related to teamwork. It is important that students become aware of the specific skills required to work

in groups. You may elicit some aspects that are necessary to be able to work with others in a successful way, before students assess their performance. The discussion among team members provides a good opportunity for students to exchange ideas and come up with specific aspects they need to work on.

Exercise 4This final assessment is at class level. Bring the whole group together to examine their answers, discuss them, and exchange points of view. It is important to provide assistance on aspects students know they have to improve, but do not know exactly what strategies need to implement them.

Exercise 5Finally, students should go back to their Initial Assessment and compare those first answers to what they know now so they can notice their progress

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Exercise 1This assessment process is divided into stages. First, students should assess their own performance. In order to do that, you can explain to students how important it is to reflect and give honest answers as this will help them identify their strengths and weaknesses. According to their

Exercise 2In the second stage of the assessment, students should focus only on the Final Product. Encourage students to give honest answers so that they can detect strengths and

in groups. You may elicit some aspects that are necessary to be able to work with others in a successful way, before students assess their performance. The discussion among team members provides a good opportunity for students to exchange ideas and come up with specific aspects they need to work on.

Exercise 4This final assessment is at class level. Bring the whole group together to examine their answers, discuss them, and exchange points of view. It is important to provide assistance on aspects students know they have to improve, but do not know exactly what strategies need to implement them.

Exercise 5Finally, students should go back

32

Unit 1 Evaluation Instrument For the student

Student Self-evaluation Chart on Skill / Achievement

A Student Self-evaluation Chart is a tool that helps students evaluate their own work in order to learn which areas they have improved on and which ones still need improvement. It offers students a reflection on their progress on certain skills or achievements.

Instructions:1 Determine the skill or achievement to be evaluated.2 Determine the characteristics or attributes.3 Have students check (✓) each quality column according to their learning experience.

Student Self-evaluation Chart

Skill / Achievement Excellent Good Fair Needs improvement

1

2

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5

Comments:

Photocopiable D.R. © Macmillan Publishers, S.A. de C.V., 2019. Only for teaching purposes.

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A Student Self-evaluation Chart is a tool that helps students evaluate their own work in order to learn which areas they have improved on and which ones still need improvement. It offers students a reflection

) each quality column according to their learning experience.

Student Self-evaluation Chart

Excellent Good FairExcellent Good FairExcellent Good Fair Needs improvement

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