Up!

Based

Speed-
on the CEFR
DESCRIPTORS

Teacher’s guide

Speed-Up! 8, Beyond the Limits! Teacher’s

guide is a collective work created and
designed by the Department of Educational
Research of
Editorial Eduvisión.

Authors:
Maribel Chacón Castro
Carmen Solano Alvarado

Language Consultants:
Jaime Morales Brenes and
Elaine Schlabach

Beyond the Limits!

EVN
EVNEDUVISIÓN
EDUVISIÓN
eduvisión
 Teacher’s guide
Speed Up! 8 Teacher’s guide is designed to make
Based

Up!
on the CEFR

Speed-
DESCRIPTORS

teachers’ preparation as simple as possible, allowing

Teacher’s guide
them to maximize actual classroom teaching time. It
features step by step suggestions on how to use this
book, answer keys to the student book, additional
activities to reinforce some of the abilities that should
be developed by the students, and tailored rubrics
that would help teachers to assess the oral projects
at the end of each unit.

Beyond the Limits!

EDUVISI
EVNEDU
EVN eduvisión
ÓN
VISIÓN

For each of the units, teachers will find an

introduction that presents a summary of the
U1 nit Our pla
Themes
1. High
2. A Hig
3. What
4. High
School:
h School
Bring it on

Is Your Ne
School
Day!
xt Class?
Buddies
!
!
ce!

skills the students will learn; as well as the related

Page 7
Introdu
ction
In this un
it, the stu

vocabulary and grammar structures required to

that the dents wil
sc l
place wh hool is a spec learn Our pla
ce!

U1
ere learne ial
sense of
belongin rs have a
Themes
1. High
for, like g, feel ca
School:

nit
Bring it on!
to 2. A High

develop each of the themes.

In order learn and partic red
School
3. What Day
is Your Next
to do so ipate. 4. High
School
Class?
vocabu , they wil through
my Frien
lar l learn
facilities y related to: sc
d’s Eyes

, high sc hool
classroo hool sta
m ff, and
will know schedules. Als
the follow o, the
structures ing gramm y

Also, it is recommended that teachers use Speed

: simple ar
and no present,
qu ye
progressi estions, present s
ve, comp
idioms, ou nd no
ad
prepositi verbs of frequ uns,

Up Picture dictionary as an additional resource possessi

ons of tim
ves. e, and
ency,

in order to provide students with more colorful In unit

1,
Dictiona unit 3 from the
ry is rec Pic
ommend ture
ed.

vocabulary items and extra practice. What mak

Essentia

es our high
l Question

nit
school
What do a special
place?

U6
you like
the mos
t about
Answers high scho
Warm-up may vary ol?

:
In order Have students 7
to answ answer 7

provide er the ques

a comp this question, tion: Wh
e lete answ the at make

her
er by wr students will bra s our sc
ho
iting on
becaus the board instorm their ide ol a special pla

to t
e… as. Motiva ce?
the follow
ing patte te the
e rn: This pla m to

her
ce is
6

om
tin g fr
Get o

nit
U6
to g
nt
I wa
s ere
me wh it is there en
The know here t wh
w ge nd ica
1 . To w
kno how
to da ost aR
nee ic C
2. To know hat I
tast
ns
w ctio
3. To w Fan
Attra
kno
an
ta Ric

4. To
es l Cos e
Them autifu trem ities tion
Ex
1. Be uicia Nece
ss Vaca
rfect
2. Tiq veling my Pe
3. Tra nning
4. Pla

5
e1
4
n will an
Pag ctio studentsople crt
odu pe
Intr nit 6, theut how ys as pntity. In
a
a
In u abo holid ral ide ill learn ral
rn
lea brate cultu ey w : cultu
o th
cele ur Tic o so, ted to that
s
of o er to d ry rela tivitie ioms, rbs,
c id e
ord abula ns, a ther, sal v Rica.
o
voc brati o toge ls, phra osta ing

Teachers are given a

C llow ns
cele ple d ymbo tes in
o e fo itio
pe onal s ial da ow th repos n tion?
stio azing
?
stina

nati spec will kn res: p nouns,

l Que a am urist
de
ntia ta Ric a to 14
5
Esse
and , they structu ound to be
Cos a as

warm-up activity for each

nd Ric
arou osta
r
Also mma comp e and
ling of C
trave think
you vary
s akes
gra n/at/, st ten
m en ay
W hat ind
wh
ers
m

in/o ple pa to yo
ur m
erAnsw
mes ord
? In ng,
t co

of the units that can help

sim . Wha
lers aveli on
rb
ve ave tr g
om a rt tr when writin
8 fr m
e s nges wer b
y .
nd le b a
7 a are op to ch te an
s

to introduce the topics,

nit ry pe
it 6, u tiona c an open omple
n ic . d
In u re D nded n : How le an e a c by 113
tu
Pic omm
e tio flexib rovid velers
ues p a
rec e q eing m to rt tr

and to explore what the ve

a
er th ut b the sma
nsw s abo tivate n be
ents sciou Mo le ca
stud con isions. Peop
ts dec rn:

students already know or

: Ha den e
-up e stu aking g patt
rm th
Wa ake and m llowin
to m lyzing the fo
ana board

have experienced about the

the topic.

2
 on!
Bring it
hool –
High Sc

L 1
g it on!

esson
ol: Brin
High Scho

L 1 esson .
g picture
pondin
facilities
corres j. Library
s to the
School l facilitie

As it is important to motivate students to

bular y. of the schoo rium ound
g. Audito k. Playgr
A. Voca the name field
court or er’s lounge
1. Match d. Sports h. Teach l. Lab
r ria or shop opy room
or corrido e. Cafete i. Photoc
a. Hall
ry elor’s office
b. Infirma f. Couns f
al’s office

es
faciliti
c. Princip
a

8 ud.
Page hool g it alo
lary. Sc
e

readin

participate in the classroom, teachers can

bu
A. Voca vocabu
lar y by
me of
the c

sent the the na g picture.

i

1. Pre match ondin

L 2
students the corresp
l

ve the
2. Ha ol facilities to
d

esson
take a few minutes at the beginning of
scho
g

j
A High
School
h
k
Day!

each class to make students reflect on the

b

L 2 esson

Unit 1
A High
School
Day!
Page
A. Let’s
1. Listen talk
13
8
and
They are read the
about followi
to finish ng dialog
ue about

A. Let’s
their first
day of two studen
Jason schoo ts who

different themes of this book. It is also given

: What l.

talk
are on
are you their last
writing doing? break.
about What are
Andre ? you
y: Hey,
it’s just
some my noteb
notes ook. I’m
to bring about taking
some
I do not tomorrow, also things I need
want to some Present
the co
Jason forget. name
: For examp s
le? n.
ulary sectio
nversati
Andre
y: Let Library
the vocab
1. Ha
me see… to the
school place from ork, I go
on on
teach ry
ve the
er recomschoo l mater
ice
an agend with a mends that ials, my homew Infirma
Pract
track #3
to finish
the
B. Let’s lete the ideas a so we
students
place the rium
week organ we bring me to

detailed instructions for all the activities in

activiti a quiet Audito
1. Comp
dialog
Jason I want
es and ize our er sends the
I see.when
:imes home teach school the school in ria
OK, my work.
listen to
Cafete
a. Somet keepinYoufeeling are very of all the room
ue
last bre about two
organ t in front in
I am not g it in copy

an
mind. presen ized. I’m as usually photo

with a
Andre
b. When y: In case We have to just us

students d read the

s. is delicio at the elor's office
9
nervou you forget, ’s meal

as ak.
new copies couns
c. I am
Jason
: Yeah, g. I hope today

Page
you can

the ide on.

to make the

e
it is better call ms at
yourstarvin I need me.

Practic
proble e
d. I am
who are
amso
!t Ifile, with my

mplete
phone writing practic
the projec downme
2. Tell
you think numb l. Then,

Unit 1
secti
er now! helps schoo

B. Let’s students to co vocabular y

Andree. I forget of the teach rting team new high
on the
What do

the stu
y: They r suppo
look friendl
The learne
ers? r with my

ir
familia

dent to
f. them y, I guess. getting
are

with a
scarestalk very serious rsation
about
Some

the C. Let’s tome. and strict. of

the the conve
practice
1. Ask ol place from

the book, and the specific track number

classm
That
1. Listen classmate.

Unit 1
with a
ate. the co
2. Now
practic

3. Ha
e the conve

scho nversati
3. Talk
ing to a peer rsation

low ve the
with a

: on
and answe

the fol
classm

nal task
r the questi ate.

the rea students tal

a. Why

tion for
is Andrey ons.
b. Why writing

Additio 1: Write a descrip

is Jason so much?
c. Do
you like
calling
his classm
he does
not want
ding co k to a
techni
que?
agend
as
ate?
To have to forget
schoo er”, that
mprehe pe er
nsion qu and answer
d. What answe to organize your his classm l things “form teach ts, so you
r may
e is Andrey vary schoo ate remind your paren

Exercis cilities:
Teach l respon him close to your
Mr. Keng,
ers seem’s first impres a. I am I will beabout

teachers need to use for each listening task.

sibilitie
g Lucian e ofs?you. schoo r with the
estions
to be serioussion of his If not, l stuff
do
new mornin l year.you have I am not familia
fa
teache charg
er: Good
and in rs?
ssful schoo
.
seanothe

school
Teach strict, he s, I am succe How r
mean feelsascare does stressed becau will show
have and littlehe feel? as. He
could I am aworry. ate Dougl
Mr. Keng.
new classm

a. Lab:
a: Thanks l yet. ce your
Lucian schoo me introdu ’t it?
that. Let
:
s. doesn

yground
I know school facilitie as. 13
Keng: , Dougl s “light”,
you the name it mean
I like your too. I think I am thirsty!

b. Pla
ria is?

nge:
a: Oh
great! your name the cafete and
is the lab
Page a. I like where get

her’s lou
Lucian , Lucian r… there hall, you can
show me
14 as: Thanks you this corrido that class!
Dougl Can h end of in our

c. Teac
it does. throug At the they are
a: Sure, let’s start office. juniors,
Lucian . But first, Principal’s are some
:
worries

B. Voca
the 9
as: No to it, there is Look! There

s court
Dougl next office…
nurse’s

d. Sp ort : bu la
to the

l’s office 1. Tell ry. High

nc ipa the stu school
e. Pri the de staff
telling school staff nts to match
talk. on by with the the
C. Let’s nversati job titles pictures of
B. Voca
.
the co ck #2 2. Haveonthe
1. Match bular y. High
Scho

Present to listen to tra

the picture

ati students . the s of the ol Staff

schoo
ers
a. Libraria l staff with

co nv to wr ite ol. rea 7

n their job

students h scho
e. Janito titles.
the the na d each
r or cleane b. Princip

listen to my new hig

r al
i. Comp
me of
f. Mainte
sta
uter lab c. P.E.

nts
nance

staff in tement in ord

teach teach

stude Ad the
m. Arts er j. worker er

h
teach Music

. ditiona
g. Securi d. Cook

iliar wit
er teach ty guard

ve the
er
n. Schoo

1. Ha t getting fam a classmate the sp

k. Garde h. Nurse

l task: ace giv er

l bus driver ner
o. Form l. Techn
Exercis m teach ician

abou with
er

e 1: Wr en.
p. Parent
d
ce
s

pra cti occupa ite the

l

Then,
b

tions. descrip k

tion for a

a. Art the fol

teach lowing
er:
b. Mu j

sic tea f

cher: p

c. Secu e

rity gu
c

d. Nu ard:
rse:
e. Scho o

ol bus g

driver: h
i
n

14

10

W 1
Page 15 RUBRIC FOR ORAL PRODUCTION
2. What is he/she doing now? Write the name of the staff who...
C. Chart #2. Remember to use. Present rap-up
a. is preparing a delicious food.

b. is planning games, and physical activities.

Cook

PE Teacher progressive. To be + ing. Name: Group: Date:

c. is teaching computer programs. IT or Lab teacher

d. is in charge of the school, teachers and students. Director or Principal Explain to the students how to use present Project: Score: Grade: Percent: Page 32, 33 and 34
progressive. Give them some extra examples.
W
e. is lending books, magazines and other resources. librarian

f. is giving maintenance to the green areas. gardener

cleaner or janitor
rap-up
1 Wrap-up 1
1. Have the students read the statements and
g. is using detergent in the restrooms.

C. Chart #2 4 2 1 1. Match the school facility with the activity.

1. Have the students match the school facilities to

circle the part they share. Score 3 Accomplished Gym a place to relax

Remember Expert Capable Beginner Library plays are held

their definitions.
To use Present Progressive or Continuous: Auditorium a quiet place
to Be + “ing or gerund”
2. Tell the students to complete the idea with the Content Explains at least Explains 3 high Explains 2 high Explains just
Unit 1

Photocopy room play sports

When describing actions, photos, events or

4 high school school facilities school facilities 1 high school Common room copy and staple sheets 2. Tell the students to complete the questions by
activities happening now use the words given in the parentheses.
Present Progressive.
facilities facility
2. Complete the sentences.
ticking the corresponding auxiliary word.

Unit 0
a. you like art class? d. he hate math?

3. Ask the students to read the questions and Comprehension Audience Audience Audience Audience
( ) Does ( ) Does

3. Ask the student to underline the short sounds

1. Read the following descriptions. What do they have
( ) Do ( ) Is
in common? Circle the part that they share.
the use of is-are and the use of a verb in "ing"
circle the word in bold that completes the understands all understands most understands less understands little
( ) Are ( ) Are
The assistant is filing the papers now. b. she in P.E class? e. What she doing now?
and circle the long vowel sounds from the
idea. of what is said than half of what speaker ( ) Is ( ) does

The Academic Coordinator is monitoring ( ) Does ( ) is

words given in the box.
the students at this moment.
says ( ) Are ( ) are

4. Have the students read the conversation c. we scolded? f. What you doing here?
The classmates are having fun right now.
Accuracy All grammar and Usually uses correct Has problems Makes many
( ) Are ( ) is
4. Tell the students to underline the two-syllable
on page 13 and underline all the present ( ) Does ( ) do

The parents are talking with the Form teacher at this time.
word order used grammar and word with language errors in usage ( ) Do ( ) are
pronunciation and circle three or more syllable
progressive ideas. Then ask them to share the 3. Underline the short sounds and circle the long vowel sounds.
15
correctly order usage pronunciation from the words given in the box.
descriptions with a classmate. It - eat - deep - dip - ill - eagle - owl - oh - no - odd - bag - back

Fluency Clear and natural Few problems Has some Hesitates often 4. Underline the two-syllable pronunciation and circle three or more syllable pronunciation.

5. Have the students complete the ideas with the

speech, with no of hesitation, problems with and struggles with Whiteboard - smartphone - basketball - cupcake - backpack - strawberries

hesitation pronunciation, hesitation, pronunciation, right possessive pronoun given in the box.
Additional task: 32

intonation pronunciation, intonation 6. Ask the students to complete the sentences with
Exercise 1: Complete the following sentences using the present progressive in affirmative or Good intonation intonation
negative form. the correct prepositions in/at/on.
Unit 1

Creativity Uses either a Uses either a Uses either a Uses either a

a. My mom to the form teacher. (talk, +) design program design program or design program design program 7. Tell the students to listen to track #5. Ask
or recycled recycled materials or recycled or recycled them to guess the song’s name and artist.
materials to to present the work materials to materials to Have the students complete the chorus.
b. They in class. (play, -)
present the work by naming most present the work present the work
by naming all of the high school by naming some by naming a
c. I to the chemistry lab. (go, +) the high school facilities and school of the high school few high school
facilities and members facilities and facilities and I can statements

d. She with her friends. (study, -) school members school members school members 5. Complete the ideas with the right possession.
1. Check the Can-Do descriptors to review if you understand the topics in the unit.
Answers may vary
his - my - her - its - our - ’s - s’
Descriptors
Right now, Don Pepe, the school custodian, is checking our backpacks. In
my school bag there are my books. My classmate Keyla Listening Review Almost Fine

e. Min and Luis the art teacher. (help, +) Observations:

brings her computer to school because today we have
presentation. Don Pepe writes down with his pen Keyla
our
's
Can understand other’s preferences about school activities.

computer number, so she doesn’t have problems when she returns home! Can follow directions in an activity.

Can hear for specific details in dialogues.

6. Complete the sentences with the right preposition in / at / on.
Can understand short and long vowel sounds.
“I prefer to have Math or Social Studies classes in the morning. Our English
class starts at 10:20 a.m. Lunch is free on Mondays, Wednesdays Spoken Interaction
and Fridays. I love my school because my teachers help me to prepare for my future.
in the evening, when I finally arrive home, my parents, at that specific Can express common school interests.
moment ask me how was school. I can’t wait to tell them what amazing things we learned
in Science, my favorite class subject! Can communicate my doubts to others.

Unit 1
7. Complete the chorus part of the lyrics. Can you guess the song’s name and artist? Then Can ask straightforward questions in familiar situations
listen and check. (schedules, times, classes).
Can describe my school life preferences and dislikes.
Preposition in or on?
Reading
So, baby, pull me closer
Can identify parts of the speech and syllabification.
in the back seat of your Rover
That I know you can’t afford Can search for important information in passages.
Bite that tattoo on your shoulder
Can infer ideas to obtain answers.
Pull the sheets right off the corner
Of that mattress that you stole Can understand the use of similar words in context.

From your roommate back in Boulder

Writing
We ain’t ever getting older
We ain’t ever getting older Can follow the pre-writing techniques.
We ain’t ever getting older
Can produce my own ideas in complete sentences
Song: Closer / Artist: The Chainsmokers (structures are grammatically OK).

Can ask for help during peer-check process.

33 34

11 24
22

The additional tasks Besides, the rubrics are To conclude, every

included in each unit designed to allow teachers instruction of the Wrap up
are specially designed to assess their students’ section is explained at
for all those fast learners performance in oral or the end of each unit.
that teachers may have written projects. Every
in their classroom. Extra rubric is specially made for
practice for the usage each project, so teachers
of new vocabulary items will save their time, without
and grammar structures having to modify any.
will allow students
to consolidate their
knowledge.

3
Characters
Page 6

Welcome to Speed-Up! 8 This book as a part of series of Speed

up books is going to present some
Let’s meet our friends! characters, young people just like any
other youngs around the world that
are going to be part of each activity
of the book.
The main purpose is to allow the
students to feel comfortable with
Hello!
I’m Luis. seeing someone of their own age
teaching some great aspects of
Hi!
I’m Min. English.
Hello!
Hi!
I’m Samuel. The students can use these
characters to make some role plays,
I’m Felipe.

to practice conversations and to

Hi!
I’m Irina.
create games.

Hello!
I’m Valentina.

Samuel
Luis

Min Irina Felipe Valentina

4
 Table of contents
Unit 1. Our place!.......................6 Unit 4. Let´s go Shopping!.......66
Leson 1. High School: Bring it on! .......7 Leson 1. Welcome to My Town............67
Leson 2. A High School Day................10 Leson 2. Getting what I Need at the
Right Place..........................................71
Leson 3. What is Your Next Class?........14
Leson 3. Where is it?............................75
Leson 4. High School through my
Friend’s Eyes .......................................18 Leson 4. How Can I Get There?...........80
My Proyect.........................................21 My Proyect.........................................83
Wrap-up.............................................24 Wrap-up.............................................85

Unit 2. Game on!........................25 Unit 5. I’ll Never Forget!...........86

Leson 1. The Fantastic World of Leson 1. My Past Life Events.................87
Sports..................................................26
Leson 2. My Family Favorite
Leson 2. Hard-core Fan or not a Big Moment..............................................92

Unit 0
Sports Fan?..........................................30
Leson 3. A Memorable Day in
Leson 3. Ready to Play: Tell me Costa Rica ........................................96
the Rules.............................................34
Leson 4. An Unforgettable World
Leson 4. One on One! ........................39 Event...................................................99
My Proyect ........................................42 My Proyect ........................................102
Wrap-up.............................................45 Wrap-up.............................................104

Unit 3. A Cosmopolitan City...46 Unit 6. Fantastic Costa Rica...105

Leson 1. Holidays with My Family.........47 Leson 1. Beautiful Costa Rican
Attractions...........................................106
Leson 2. Latin American Holidays........51
Leson 2. Tiquicia Extreme....................109
Leson 3. Holidays and Festivals
Around the World................................55 Leson 3. Traveling Necessities..............113
Leson 4. One of My Favorite Leson 4. Planning My Perfect
Holidays..............................................59 Vacation.............................................116
My Proyect.........................................63 My Proyect.........................................120
Wrap-up.............................................65 Wrap-up.............................................122

5
U1
Our place!
nit Themes
1. High School: Bring it on!
2. A High School Day
3. What is Your Next Class?
4. High School through my Friend’s Eyes

Page 7

U1
Introduction Our place!
In this unit, the students will learn
that the school is a special
Themes
1. High School: Bring it on!
nit
2. A High School Day
place where learners have a 3. What is Your Next Class?

sense of belonging, feel cared 4. High School through my Friend’s Eyes

for, like to learn and participate.

In order to do so, they will learn
vocabulary related to: school
facilities, high school staff, and
classroom schedules. Also, they
will know the following grammar
structures: simple present, yes
and no questions, present
progressive, compound nouns,
idioms, adverbs of frequency,
prepositions of time, and
possessives.

In unit 1, unit 3 from the Picture

Dictionary is recommended. Essential Question

What makes our high school a special place?

What do you like the most about high school?

Answers may vary 7
7

Warm-up: Have students answer the question: What makes our school a special place?
In order to answer this question, the students will brainstorm their ideas. Motivate them to
provide a complete answer by writing on the board the following pattern: This place is
because…

6
 L 1
High School: Bring it on!
esson

Page 8 L 1 esson High School: Bring it on!

A. Vocabulary. School facilities

A. Vocabulary. School facilities

1. Match the name of the school facilities to the corresponding picture.

a. Hall or corridor d. Sports court or field g. Auditorium j. Library

b. Infirmary e. Cafeteria or shop h. Teacher’s lounge k. Playground

1. Present the vocabulary by reading it aloud. c. Principal’s office f. Counselor’s office i. Photocopy room l. Lab

e a f

2. Have the students match the name of the

school facilities to the corresponding picture.
l i c

j g d

b h k

Unit 1
Page 9
B. Let’s Practice
1. Ask the students to complete the ideas with a
B. Let’s Practice
1. Complete the ideas with a school place from the vocabulary section.
a. Sometimes when I want a quiet place to finish my homework, I go to the Library
school place from the vocabulary section. b. When I am not feeling OK, my teacher sends me to the Infirmary
c. I am nervous. We have to present in front of all the school in the Auditorium

Additional task:
d. I am starving. I hope today’s meal is delicious as usually in the Cafeteria

e. I forget the project file, so I need to make new copies at the photocopy room

f. The learner supporting team helps me with my problems at the counselor's office

Exercise 1: Write a description for the following C. Let’s talk

1. Listen to the conversation about getting familiar with my new high school. Then, practice

school facilities:
with a classmate.

a. Lab:
Unit 1
b. Playground:
c. Teacher’s lounge: Teacher: Good morning Luciana. I am Mr. Keng, your “form teacher”, that
means, I am in charge of you. I will be close to your parents, so you

d. Sports court: could have a successful school year.

Luciana: Thanks Mr. Keng. I am a little stressed because I am not familiar with the
school yet.

e. Principal’s office: Keng: I know that. Let me introduce your new classmate Douglas. He will show
you the school facilities.
Luciana: Oh great! I like your name, Douglas.
Douglas: Thanks, Luciana. I like your name too. I think it means “light”, doesn’t it?

C. Let’s talk. Luciana: Sure, it does. Can you show me where the cafeteria is? I am thirsty!
Douglas: No worries. But first, let’s start through this corridor… there is the lab and
next to it, there is the Principal’s office. At the end of that hall, you can get
to the nurse’s office… Look! There are some juniors, they are in our class!

Present the conversation by telling the students to 9

listen to track #2.

1. Have the students listen to the conversation
about getting familiar with my new high school.
Then, practice with a classmate.

7
 D. Chart #1

Remember
Page 10 To use Simple present / yes-no questions
Remember that Simple Present tense is used to talk about daily routines, true aspects about
life and general facts. To make a question use the auxiliary Do and Does (for all the verbs

D. Chart #1. Remember to use. Simple except the verb *to-be) to obtain a short answer.
Auxiliary Subject Pronoun Verb Example

present / Yes-No Questions Does He - She - It Like

Does she like the new school?
Yes, she does. / No, she doesn’t.
Do you love languages?
Do I - You - They - We Love

Explain to the students how to use simple present

Yes, I do. / No, I don’t.
Is he in your class?
To-be He - She - It Is
Yes, he is. / No, he isn’t.
and yes/no questions. To-be I - You - They - We Are
Are we late for P.E class?
Yes, you are. / No, you aren’t.

1. Complete the questions with an appropriate auxiliary (do - does / is - are) and then,

1. Ask the students to complete the questions with answer the questions.

a. Is Victor good at languages? Yes, he is./ No, he isn't.

an appropriate auxiliary (do-does/is-are and b. Does Ana like the math class? Yes, she does./ No, she doesn't.

then, tell them to answer the questions. c. Do they listen to music in the break? No, they don't./ Yes, they do.

d. Are you happy about the new form teacher? Yes, I'm./ No, I'm not.
E. Speaking
1. Go around the classroom and ask your peers the following questions.

Do you know Are you happy

the school about your high Are you excited
Do you like school? to learn a new
facilities? Do you
your new/old Are you ok language?
high school? like your
classmates? with your Form
Teacher?

10

Additional tasks:
Exercise 1: Write yes/no questions with the to be verb.
a. Marta a nice person? Yes, she .
b. my mother and Tom good friends? No, they .
c. he a bad lawyer? No, he .
d. they in the garden? Yes, they .
e. you in your class now? No, I .
f. Fred and I handsome enough? Yes, you .

Exercise 2: Write yes/no questions for the auxiliaries Do/Does. Complete the short answer.
a. the janitor cleans the corridor? Yes, he .
b. the students go to the lab? No, they .
c. Mrs. Evans love her job? No, she .
d. you play cards? Yes, we .
e. Felipe go the auditorium? No, he .
f. Irina and Valentina play in the field? Yes, they .

E. Speaking
1. Have the students go around the classroom and ask their peers the questions given.

8
 Page 11
F. Phonics time. Long Vowel Sounds /ee/
F. Phonics time. Long Vowel Sounds / ee / ea / oa / oo /...
«Long Vowel Sounds» are pronounced by two vowels sounds or spelled by two vowels.
Tense your mouth muscles to correctly pronounce these long sounds. The best way to

ea/oa/oo/…
recognize the difference is to pronounce the short vowel or “Relax-Lax” sounds and then the
long ones. Look at the examples:

1. Explain to the students how to pronounce long

Short or “lax” sounds Long or “tense” sounds

it eat
skull
live
school
leaf vowels. Give them extra examples.
G. Let’s Practice

Additional task:
1. Look at the list of pair words. Write the words in the corresponding short or long vowel
chart. Then, pronounce along with your teacher.

Pair words Lax vowel sounds (short sound) Tense vowel sounds (long sound)

Exercise 1: Pronounce each set of minimal pairs

Bin - Been bin been
Feet - Fit fit feet
Bit - Beat bit beat

Unit 1
Fill - Feel

H. Let’s talk
fill feel
out loud.
1. Read the following dialogue between the twins Felipe and Irina about the school Extra-
Curricular Activities (E.C.A.) Then, practice the conversation with a peer.

Felipe: Hey Iri. What do you think about this

year’s E.C.As?
G. Let’s Practice
Irina: Hi brother! ...mmm I can’t decide
it myself yet. I love all of them. And
you?
1. Have the students look at the list of pair
Felipe: Well, to be honest, I like the chess
club! I want to learn how to play
words, then ask them to write the words in the
chess!
Irina: I know! Good for you. I feel I can corresponding short or long vowel chart. After
that, pronounce the words with them.
do great at the drama club or
maybe... I can join the speech
class. You know I am good on
stage.
Felipe: Sure sister, but I wouldn’t do it even if
I am given extra points in math! You
know me, I have stage-fright. H. Let’s talk
1. Ask the students to read the dialogue between
11

Felipe and Irina about the Extra-Curricular

Activities (E.C.A) Then, tell the students to
practice the conversation with a classmate.

Page 12

Unit 1
I. Speaking

I. Speaking 1. Can you recognize these high school Extra-Curricular Activities? Look up in the dictionary
or in the internet the names for those activities. Ask a peer for help.

1. Ask the students to look for the words that

represent each picture in the dictionary. Then
ell the students to write the word in the space holiday celebration Arts or drawing

provided.
cheerleader Chess

2. Have the students add more extracurricular

activities in the blanks. Tell them to share the
information with the class. Soccer Robotics

3. Tell the students to talk to a peer about the field trip Music class

2. Can you add more Extra-Curricular Activities that happen in your school? Share with a

extracurricular activities they want to be part of classmate and fill in the spaces. Answers may vary

Piano classes

by following the example given. Martial Arts

3. Talk to a peer about the Extra-curricular activities you want to be part of. Follow the

Additional task:
example. Answers may vary

My favorite E.C.As Abilities required

Exercise 1: Describe two abilities required for the Dance lovePiano classes
of music, different rhythms, dance in front of people

following extracurricular activities.

12

a. Cheerleading class: .
b. Chess class: .
c. Robotics club: .
d. Sports club: .
e. Arts club: .

9
 L 2
A High School Day!
esson

Page 13

L 2 esson

A. Let’s talk
A High School Day!
A. Let’s talk
1. Listen and read the following dialogue about two students who are on their last break.
They are about to finish their first day of school.
Present the conversation on track #3
Jason: What are you doing? What are you
writing about?
Andrey: Hey, it’s just my notebook. I’m taking
some notes about some things I need
1. Have the students listen to and read the
dialogue about two students who are on their
to bring tomorrow, also some names
I do not want to forget.
Jason: For example?
Andrey: Let me see… school materials, the
teacher recommends that we bring
last break.
an agenda so we organize our school
week activities and homework.

2. Tell the student to practice the conversation

Unit 1
Jason: I see. You are very organized. I’m just
keeping it in mind.
Andrey: In case you forget, you can call me.
Jason: Yeah, it is better! I am writing down
with a classmate.
your phone number now! What do
you think of the teachers?
Andrey: They look friendly, I guess. Some of
them are very serious and strict. That
3. Have the students talk to a peer and answer
scares me.
the reading comprehension questions.
2. Now practice the conversation with a classmate.
3. Talk to a peer and answer the questions.

a. Why is Andrey writing so much? he does not want to forget school things
b. Why is Jason calling his classmate? To have his classmate remind him about school stuff
c. Do you like agendas to organize your school responsibilities? If not, do you have another
technique? answer may vary
d. What is Andrey’s first impression of his new teachers? How does he feel?
Teachers seem to be serious and strict, he feels scare and worry.

13

Page 14
B. Vocabulary. High School Staff

B. Vocabulary. High School Staff 1. Match the pictures of the school staff with their job titles.

a. Librarian b. Principal c. P.E. teacher d. Cook

1. Tell the students to match the pictures of the

e. Janitor or cleaner f. Maintenance worker g. Security guard h. Nurse
i. Computer lab teacher j. Music teacher k. Gardener l. Technician

school staff with the job titles. m. Arts teacher n. School bus driver o. Form teacher p. Parents

m d l b k a

2. Have the students read each statement in order

to write the name of the staff in the space given.

Additional task:
j f p e c

Exercise 1: Write the description for the following

occupations.
a. Art teacher:
b. Music teacher: o g h i n

c. Security guard:
d. Nurse:
14

e. School bus driver:

10
 Page 15
2. What is he/she doing now? Write the name of the staff who...

a. is preparing a delicious food. Cook

C. Chart #2. Remember to use. Present
b. is planning games, and physical activities. PE Teacher progressive. To be + ing or gerund
c. is teaching computer programs. IT or Lab teacher

d. is in charge of the school, teachers and students. Director or Principal Explain to the students how to use present
e. is lending books, magazines and other resources.

f. is giving maintenance to the green areas.

librarian

gardener
progressive. Give them some extra examples.
cleaner or janitor
1. Have the students read the statements and
g. is using detergent in the restrooms.

C. Chart #2

Remember
circle the part they share.
To use Present Progressive or Continuous:

2. Tell the students to complete the idea with the

to Be + “ing or gerund”

Unit 1
When describing actions, photos, events or
activities happening now use the
Present Progressive.
words given in the parentheses.
1. Read the following descriptions. What do they have
in common? Circle the part that they share.
3. Ask the students to read the questions and
the use of is-are and the use of a verb in "ing"

The assistant is filing the papers now.

circle the word in bold that completes the
The Academic Coordinator is monitoring
idea.
the students at this moment.

The classmates are having fun right now. 4. Have the students read the conversation
The parents are talking with the Form teacher at this time.
on page 13 and underline all the present
15
progressive ideas. Then ask them to share the
descriptions with a classmate.

Additional task:
Exercise 1: Complete the following sentences using the present progressive in affirmative or
negative form.

Unit 1
a. My mom to the form teacher. (talk, +)

b. They in class. (play, -)

c. I to the chemistry lab. (go, +)

d. She with her friends. (study, -)

e. Min and Luis the art teacher. (help, +)

11
Page 16
D. Speaking 2. Try to complete this idea with the words in parenthesis (-ing form, is/are/am).

When you use the Present Progressive you need the auxiliary is-are-am and the

1. Ask the students to look at the pictures and verb in the gerund form. For example: Answers may vary .

write a description under each picture. Ask 3. Read the following questions. Then circle the word in bold that completes the idea.

What is she doing now?

them to share the description with a classmate. Why am I helping?

Is he eating at this moment?

When you want to make a question in the Present Progressive, the auxiliary / subject
pronoun comes first. And then, the verb is in the base form / -ing form.

4. Now, go to the dialogue between Jason and Andrey on page 13 and underline all the
Present Progressive ideas. Share your school descriptions with a classmate.

D. Speaking
1. Look at the pictures. What is happening in the pictures? Write your descriptions under
each picture. Share your descriptions with a classmate. Answers may vary

1 2

3 4

16

Additional task:
Exercise 1: Look at the following pictures and describe them by writing sentences in present
progressive.

a b c d e

f g h i

a.
b.
c.
d.
e.
f.
g.
h.
i.

12
 Page 17
E. Phonics time. Pronouncing syllables in compound words E. Phonics time. Pronouncing syllables in
Most compound words are formed by two words. Some come together (classroom) and
some are separated (high school). Compound words can be two syllables pronunciation or
more.
compound words
Explain to the students how to form and
Also, pronouncing them syllable by syllable can help you to spell them. Look at the
examples:

pronounce compound words and give them

Three or more syllable
Two syllable pronunciation
pronunciation

Fireball
/fire - ball/ Afternoon
examples.
Classmate /af - ter - noon/
/class - mate/
Worksheet
Audiovisual
/au - dio - vi - sual/
Additional task:
Exercise 1: Pronounce each compound word,
/work - sheet/

F. Let’s Practice

syllable by syllable.
1. Pronounce the compound words and write in the circle how many syllables each one

Unit 1
has. Then, re-write the compound words and separate their syllables on the line.

a. Newspaper f. High school 3

a. lifetime d. passport g. backyard
3

news - pa - per high - s - chool tip Some compound

nouns are
“hyphened”. This
b. Playground 2 g. Fourteen 2 means the words
are separated by a
line or “hyphen -”. For
b. homemade e. sometimes h. sweetheart
play - ground four - teen instance; check-in, self-

c. Butterfly 3 h. Playtime 2
respect, give-and-take.
Can you think of more
examples?
c. railroad f. earthquake
bu - tter - fly play- time

d. Blackboard 2 i. Bulletin board 4

F. Let’s Practice
1. Have the students pronounce the words and
black - board bu - lle - tin board

e. Time table 3

time - ta - ble write in the circle the number of syllables each

17 word has. Then, tell the students to re-write the
compound words and separate their syllables
on the line.
Additional task:
Exercise 1: Separate the following compound words into syllables and write the number of
syllables each one has.

Unit 1
a. Underdevelop: d. Superweapon:
b. Overabundance: e. Upperclassman:
c. Underestimate:

Page 18
G. Reading
1. Valentina is writing an article for the School Bulletin. Read the passage about How Is My
G. Reading
School Organized? And then, answer the questions.

1. Have the students read the passage about

an article Valentina is writing for the School
How is my school organized?
Bulletin and answer the questions.
School Bulleting #2 Jorge Mora. Students school assistants). I
March 12, 2017. must call him “Don Jorge” learned a lot about my
and all the school staff school organization. I
Hi Schoolers! calls him Mr. Mora. There hope you did too by
is a School District reading this bulleting
“I will explain to you how Administrative Director article. See you in the
our school is organized too. Her name is Roxana break time!”
and who works in there. Gonzalez. She is
First, I am in Middle School. responsible for all the
That’s right. It means I am schools in the district.
in the Third Cycle The academic personnel;
(between 7th-8th and 9th for example, the form
grade). In some countries teachers, the classroom
the third and the fourth teachers, psychologist
cycles are just one, and it and counselors, get
is called High School. My
along very well with the
School has a Principal
administrative personnel,
who is also called “Head
(the guards, the cleaners,
Master” or the “Academic By Valentina Z.
the secretaries and the
Director”. His name is 8th grader

1. When was the School bulleting mostly written?

a. Beginning of January b. Middle of March c. Middle of February
2. In what school year is the writer?
a. Middle School b. Third Cycle c. Elementary
3. Who is Mrs. Gonzalez?
a. Valentina’s Principal b. Mr. Mora’s boss c. Valentina’s teacher
4. The bolded expression get along very well, means…
a. school staff is a teamwork b. staff does not know each other c. they work OK

18

13
 L 3
What is Your Next Class?
esson

Page 19
A. English in use: idioms L 3 esson

A. English in use: idioms

What is Your Next Class?

tip There are some essential idioms

1. Ask the students to match the idioms to their

1. Match the idiom to its definition.
in English. These are important
Can you guess the meaning?
because you can use them every
day!

definitions. Idiom Definition

( 3 ) Sooner or later 1) memorize, to know very well

2. Tell the students to use the idioms to complete ( 4 ) Be a copycat

2) everything is fine, doing OK

3) eventually, at any time

the ideas given.

( 5 ) Be a teacher’s pet
4) imitation, act, talk or dress like
( 1 ) Learn by heart another person

5) be always ready to show your

3. Have the students complete the ideas with a

( 2 ) So far so good homework and help the teacher

Unit 1
2. Idioms in context. Use the idioms to complete the ideas given.

suitable sentence. Then ask the students to share a. Teens are discovering who they are. That’s why they follow some role models. So they’re
Copycats .

their ideas with a classmate. b. I need to study this new schedule every day. Sooner or later , this or next
week, I will learn it by heart . I know it!

c. How are you doing with your new classes? So far so good , no problems or
troubles at all.

3. Complete the ideas with a suitable sentence. Then share your ideas with a classmate.
Answers may vary.
a. Sooner or later, I will...

b. I learn by heart the...

c. Our new classmate is the

teacher’s pet because...

19

Additional task:
Exercise 1: Use the idioms given to create a short conversation and present it to the class.

sooner or later / be a teacher’s pet / so far so good

14
 B. Let’s talk
1. Valeria, Sofia and Oldemar are discussing their next classes. Listen and follow the
Page 20
conversation. Then, practice with your classmates.

Valeria: Hi Sofia! What is our next class?

B. Let’s talk
Sofia: Don’t you know it? It’s our
language class, you know…
conversation.
Oldemar: Oh, nooo. I do not know much
Present the conversation on track #4
about English. I think I’m in trouble.
Sofia: What? You are cutting class again

1. Ask the students to listen to and follow the

Oldemar, aren’t you?
Valeria: Oldemar you have to attend this
class. I will help you, do not go
away!
Oldemar: Alright, I will attend this class if you
conversation. Ask them to practice it with a
classmate.
can help me please. The teacher
loves making a Pop quiz! And I am
never prepared for a possible quiz.
Sofia: Vale and I have straight A’s so we

2. Tell the students to talk to a classmate

will help you! Just come to classes,
OK?
Oldemar: Sure, you always have excellent
scores on quizzes. Thanks for doing
this! You’re something else! and infer from the context what the bold
expressions mean. Ask them to use their own
Valeria: You’re cute for saying that. No
problem. It’s good to help!

2. Talk to your classmates and infer from the context what the bold expressions mean. Try
using your own words to explain them. Answers may vary.
words to explain.
a. “Cut class” means...

b. “Pop quiz” means...

c. “Straight A’s” means...

d. “I’m in trouble” means...

e. “Go away” means...

f. “Something else” means...

20

Unit 1
Additional task:
Exercise 1: Use the idioms given to create a short conversation and present it to the class.

pop quiz / cut class / in trouble / straight A’s

15
Page 21
C. Speaking C. Speaking
1. Look at Mr. Montero’s Class Time Table. Then, talk to a classmate and answer the questions.

1. Have the students look at Mr. Montero’s Class Mr. Montero’s

Time Table. Ask them to talk to a classmate Class Time

and answer the questions. Class Time Monday Tuesday Wednesday Thursday Friday
1st 7:35 - 8:15 7th - 2 8th - 2 Plan Plan Plan

2. Ask the students to complete their schedule by 2nd

3rd
8:15 - 8:55
8:55 - 9:35
7th - 2
7th - 1
8th - 2
8th - 2
8th - 1
8th - 1
8th - 2
8th - 2
7th - 1
7th - 1

using the timetable given.

Recess 9:35 - 9:45
4th 9:45 - 10:25 7th - 1 11th 10th 8th - 1 11th
5th 10:25 - 11:05 7th - 1 11th 10th 8th - 1 11th
Recess 11:05 - 11:15

3. Tell the students to talk to a classmate and 6th 11:15 - 11:55 8th - 1 10th 11th 9th 10th

Unit 1
7th 11:55 - 12:35p.m. *
P/Meet 10th **
D/Meet 9th D/Meet

answer the questions in pairs. Then ask the

Lunch 12:35-1:00p.m.
8th 1:05 - 1:45 ***
Planning 9th 7th - 2 7th - 2 9th
9th 1:45 - 2:15 Planning 9th Plan 7th - 2 9th

students to join another pair. Total /

Science
Lessons
6 9 6 8 7

* P/ Meet: Parents meetings ** D/ Meet: Principal’s meeting ***Plan: Planning

a. How many breaks does the Science teacher have? He has three breaks .
b. When is his longest break time? His longest break time is lunch time .
c. Which day does Mr. Montero have more time to prepare his classes? Mondays .
d. What day does he have a full schedule? He has a full schedule on Tuesdays .
e. What does he probably do during “D/Meet” time? He probably talk to the principal .
f. What is the average of lessons per level? 5 lessons is the average .

21

Page 22 2. Now complete your schedule by using the next time table. Answers may vary

D. Chart #3. Remember to use.

Your Class Schedule (name)
Class # Time Monday Tuesday Wednesday Thursday Friday
1st

Adverbs of frequency and prepositions 2nd

3rd
Break

of time 4th
5th
Break
6th
Explain to the students how to use adverbs of 7th
Lunch

frequency, give the students different examples. 8th

9th
Total of
lessons

Additional task: 3. Talk to a classmate and answer these questions. Then, join another pair.

a. What is your favorite day? And what is your favorite class? Why ?

Exercise 1: Complete the following sentences by

My favorite day is... because... / My favorite class is... because...
b. What time are your breaks? My first break is at..., then second is at..., and finally my third
is at...

using adverbs of frequency or prepositions of time. c. What day do you have a full schedule? My full schedule is on...
d. What is your first class and last class of the week?
e. Do you prefer to attend classes in the morning or in the afternoon? Why?

a. I think about becoming a pilot. D. Chart #3

(sometimes) Remember
To use Adverbs of Frequency And Prepositions of Time

b. Valentina celebrated her birthday . Use the adverbs to explain how frequent you do an activity or how often an event happens.
Look at the following line of frequency.

(at night) Never

0%
Rarely
20%
Sometimes
50%
Often/Usually
75%
Always
95%

c. We play computer games . 22

(in the evening)

d. Felipe thinks about his future. (rarely)
e. I have seen her before. (never)
f. Min uses the school library. (always)
g. My parents go to the cinema . (in July)

16
 Page 23
Tips 1. Have the students read some statements
Use all the adverbs of
frequency before a
main verb (except
Hey dear classmates!
Pay attention to these
tips!
in order to circle the adverbs of frequency
tip A
to-be).
Example:
they have and underline the verbs of each
They rarely run when they listen to
the bell ring. sentence. Then, ask them to identify the tip
Use the adverbs of frequency after the
verb to-be only.
they belong to and write the letter of the tip
tip B Example: next to each statement.
The teacher is often smiley in the
first class.

The adverb “often” is usually used to

make questions of frequency. It goes

Just remember to
at the beginning of the question.

Unit 1
tip C Example:
How often do you have English
classes? apply the following
1. Read the following examples. Circle the adverb and underline the verb. Then, write the
letter of the ‘Tip’ next to the following examples.
tips when you
a. They are usually filthy because they play soccer in the break. Tip b
use adverbs of
b. She usually reads under that mango tree. Tip a frequency!
c. How often does the Principal visit our classroom? Tip c

d. The form teacher always gives us homework on Tuesdays. Tip a

In order to use the
e. How often does Elena come late? Tip c adverb of frequency
f. I never arrive late to English class. Tip a
in the right place,
23
you have to identify
the type of verb:
“action” or “to be”.

Unit 1
Page 24
E. Chart #4. Prepositions of time: E. Chart #4

“in - on - at” Remember

To use Prepositions of Time: “in - on - at”

Explain to the students how to use prepositions IN ON At

Use it with time of the day,
of time by providing some extra examples if months and years.
For example:
Use it when talking about
specific dates and days
of the week.
Use it at a very specific
moment and hour.

necessary. In the morning, in the

afternoon, in the evening
For example:
On Monday, on June
For example:
At noon, at night, at
in March, in July, in 2017. seven o’clock.
2nd.

1. Have the students read an email and

complete the ideas with an appropriate 1. Now read the following e-mail and complete the ideas with an appropriate preposition
of time.

preposition of time. New message

From Joe_14@stunt_koolschool
To karly_13@stunt_koolschool
Subject Attentional call this Thursday morning!

Hi Karla. I hope you are doing fine when you open this e-mail.

About today!, in the morning, we had this practice. at 8 o’clock,

just when the teacher was explaining something, a cell phone rang. Can you
imagine? The sound didn’t stop. Then, there was this classmate who was chatting with
me. He was not paying attention! I wasn’t either. at noon, we were called
to the counselor’s office. I was terrified. in the afternoon, our Form teacher
scolded us. Also, at night, my parents talked to me. They were right; we
disrespected the right of the teacher to do his job and also the right of the other
students who wanted to learn. Let’s see what happens on Friday. If I don’t
see you tomorrow, have a nice time on the weekend!

Send

24

17
 L 4
High School through my Friend’s Eyes
esson
L 4 esson

A. Let’s talk
High School through my Friend’s Eyes

1. Jose, Dany and Rudy are now best pals. They are tip
Page 25
A buddy is a friend
talking about their high school preferences. Read or a pal; usually
and practice. he/she becomes your
best friend.

A. Let’s talk Dany: Hey friend. What are you listening on your i phone?
Rudy: What’s up, Dany? I am listening some garage and
grunge music!

Present the conversation by reading aloud the Jose: Hey buddies, did you listen to the new Green Day
song?

conversation to the class. Rudy: I haven’t and what about you, Dany ?
Dany: I think I did, not sure. So, friends what do you like
the most about being in 8th grade?

1. Have the students read and practice the

Jose: It’s so much different from last year.
Rudy: What do you mean Jose?

Unit 1
conversation. Jose: All activities are much more serious.
Dany: Yeah, I can tell.

2. Ask the students to work in pairs and 2. Talk to a partner and guess how the conversation will continue. What high school
activities can they be possibly talking about?

complete the rest of the conversation by Rudy: Jose, can you give me some
examples?

guessing the ending. Jose: Well…

Dany: Yes, I agree, do not forget these

activities…

Rudy: Oh, I see, I like… I do not like…

Jose: Maybe we can join…

Dany: Yes, let us be together...

Rudy: Wonderful idea, let’s participate in...

25

Page 26
B. English in use. Proverb / Quote
1. Help the twins to do their homework. Their teacher gave them a proverb, so they have to
B. English in use. Proverb/Quote
investigate and explain with examples.

1. Ask the students to read the conversation

Hey Felipe, what
Ok sister, a quote is an
expression someone
between the twins and help them to explain
the proverbs. Tell the students to investigate
is a quote? important said and it is
very popular and
well-known.

and explain their ideas to their classmates.

So, do you understand
the quote the teacher

Additional task:
The one that says: gave us for homework?
“Tell me and I’ll forget
Show me and I may not
remember

Exercise 1: Read the quote given and write what it

Involve me and I’ll
understand”
Unknown Author
“Yes that one... I think
If you do something
you learn
it fast, learn by
means for you.
doing...”
Very good brother, teach
with the example, put it
into practice quickly and
you will learn in a better
way.
“Success is the result of perfection, hard
work, learning from failure, loyalty, and
persistence”.
C. Speaking
1. How can the high school activities help you learn a class better ? Give examples and
share them with your buddies. Answers may vary Powell
Example: “Being in the school band helps me to understand better the music and
the music notes I need to learn”.

26

C. Speaking
1. Ask the students to answer the question: How
can high school activities help you to learn
a subject better? Tell the students to look for
examples to share with other classmates.

18
Page 27
D. Chart #5. Possessive pronouns and D. Chart #5

‘S - S’ Remember
To use Possession / Possessive Pronouns and ‘s - s’

Explain to the students how to use possessive When talking about something that belongs to you, you need to use the possessive
pronouns. Or also, you can use the “apostrophe” to indicate the possession.

pronouns, give them some extra examples. Subject

Pronoun
Possesive Adjetives
Possessive Adjectives Apostrophe ’s - s’

I (my): That is my tablet. Mely’s science group...

Additional tasks:
He (his): This is his favorite class. (Name + ’ + s)
She (her): Here is her math book. Luis’ game is great...
It (its): Its clock is working fine. (Name ending in -s, add + ’ )
They (their): Their PE teacher is there.

Exercise 1: Replace the personal pronoun with

We (our): Our school band is fantastic. The girls’ bedroom
You (your): That is your school lab. (name in plural + ’ )

Unit 1
the possessive adjective. E. Let’s Practice. Group work.
1. Put some of your belongings or possessions (watch - sweater - notebooks) on a table.
Students start identifying which item belong to whom. Follow the example given.

a. Joanie is (John and Min)

daughter.

b. Our names are Irina and Felipe. This is Whose is this watch?
That is my watch.
Whose is this sweater ?
This is her sweater.
Whose keys are these?
Those keys are Jeffry’s.
Now it’s your turn! Answers may vary
mother. a. Whose is ? This is .
b. Whose are these? These are .
c. Whose is this? This is .

c. Jeremy and Valerie are (Valentina) d. Whose are these ? These are .

27

parents.

d. Tony is (Mary) grandson.

e. My name is Annie. This is

father.

Unit 1
f. name is Alex.

g. Patty and Mark are (Kelly)

children.
Exercise 2: Write the possessive form of the noun in parentheses.
a. This is homework. (Samuel)
b. The pants are black. (boy)
c. That feathers are yellow. (bird)
d. This is jacket. (Irina).
e. The toy is noisy. (dog)
f. My projects are fantastic.
(class)

E. Let’s Practice. Group work

1. Ask the students to put their belongings or possessions on the
table. Then tell them to follow the example given to complete
the missing information.

19
Page 28
F. Reading F. Reading
1. Samuel is telling what a typical day in his school is. Read about how does he like it and
answer the questions.

1. Have the students read about Samuel’s typical “How do

you like it?”
tip
Spending Time in High School
“Hi class. My name is Samuel. I am going to

day at his school. This question tell you about “How do I like high school?” First,
usually means to I wake up very early because my school bus
give your opinion picks me up early. Then, in the bus I fasten my
about something, seatbelt although some others don’t do it. After
or describe that, I start playing with some cards or I listen to

2. Ask the students to answer the questions after

something music on my cell phone. Next, when we arrive
unknown by to school everybody runs to the school gate
others.
and tries to squeeze in. I say, “Good Morning”

reading the passage. to every teacher I see. Sometimes I cross by the

Principal and I also say hello to her. When the
bell rings at 7, my teacher is already there. My
classmates and I say our morning prayer and
after that, we sit down. Some of my classmates
do not pay attention and they are sent to
detention in the counselor’s office. I stay away
from problems. I have lots of friends because I
do not bully anyone. Finally, the first break kicks
in and I am ready to...”.

2. After reading the passage “Spending Time in High School”, answer the following
questions.
1. “Spending time” in high school is likely to say .
a. love high school b. hate high school c. pass time
2. One activity Samuel does not do in the school bus is .
a. stand up b. fasten the seatbelt c. play games
3. The expression “squeeze in”, is similar in meaning to .
a. juicy b. try to enter c. free way in
4. Samuel greets every teacher, he does this probably because .
a. He’s very polite b. he’s happy to be in school c. A and B are correct
5. The expression “kicks in” is similar in meaning to .
a. start b. split c. hit
6. One good sentence to continue the last passage is .
a. stay in the class b. have fun c. leave the school

28

Page 29
G. Writing: “How do you like your high school?” Answers may vary
G. Writing: “How do you like your high
Writing is a very formal activity. It takes time and a lot of thinking, but it is worth it.
Also you need to be organized with your ideas. Please, consider the following steps:
school?
Pre-writing / brainstorming / draft / peer-editing / final version.
Pre-Writing. Brainstorm some ideas of the things you like and you do not like about your
school.
1. Ask the student to brainstorm about what they
like and dislike in their high school.
Like Don’t like
2. Tell the students to write a draft about a day in
their schools.

Additional task:
Unit 1

A Day in my School
(my first draft)
First,
Then,
After that,
Exercise 1: Write your opinion about one thing you
Next,
Finally,
would change about your high school. Give your
My classmate comments: reasons.
Did OK! Need to improve

29

20
 My Project
Page 30
Designing your High School My Project
Designing your High School Facilities!
Facilities! 1. Group work. First, draw your school facilities on a card board or
newsprint paper (or If possible on a computer designing program).
You can ask in the group who has better abilities for drawing or
Project 1. Group work painting. You can also recreate your high school by constructing
a model made of recycling materials. For instance, empty boxes,
paper-based cylinders. You can work your model on a piece of
playwood or any strong or rigid surface. It is recommended to
1. Have the students work in groups. Tell draw or paint a draft or first version of your plane or model.
a. Make sure you name all the high school facilities and the school
them to draw their high school facilities members in it.
b. Now, it is time to add some areas your team work would like to have
on a piece of poster board or blank in your school. Mention why you would like those facilities. How it
would help the students’ learning process?

paper; also tell the students that they can c. Present your model to your teacher and classmates.

use a computer design program. Besides M

GY
these options, the students can use OO
M
SSR
CLA
recycled materials.
RY
RA
LIB
2. On the poster board or paper, have
the students name all the high school AL’S
OFF
ICE

CIP

facilities and the school members.

N
PRI

3. Ask the students to look for the facilities

they would like to have at school. Ask

Unit 1
them to explain why they would like to 30

have them and how those facilities would

help in their learning process.
4. Tell the students to show the model to
their classmates.

21
 RUBRIC FOR ORAL PRODUCTION
Name: Group: Date:
Project: Score: Grade: Percent:

4 2 1
Score 3 Accomplished
Expert Capable Beginner
Content Explains at least Explains three high Explains two high Explains just
four high school school facilities school facilities one high school
facilities facility
Comprehension Audience Audience Audience Audience
understands all understands most understands less understands little
of what is said than half of what speaker
says
Accuracy All grammar and Usually uses correct Has problems Makes many
word order used grammar and word with language errors in usage
correctly order usage
Fluency Clear and natural Few problems Has some Hesitates often
speech, with no of hesitation, problems with and struggles with
hesitation pronunciation, hesitation, pronunciation,
intonation pronunciation, intonation
Good intonation intonation
Creativity Uses either a Uses either a Uses either a Uses either a
design program design program or design program design program
or recycled recycled materials or recycled or recycled
materials to to present the work materials to materials to
present the work by naming most present the work present the work
by naming all of the high school by naming some by naming a
the high school facilities and school of the high school few high school
facilities and members facilities and facilities and
school members school members school members

Observations:

22
Page 31
Project 2. 2. Students conduct an investigation about a typical school day in an
international school. Students complete a survey with information
related to peers subjects, schedules, and extra-curricular activities.
This project can be successful if students contact a pen-pal with an
international school or also an international school in C.R.

1. Have the students research a typical school

day in an international school. Tell the students
to complete a survey with information related
to subjects, schedules, and extracurricular
activities. Suggest that the students contact a

Unit 1
pen pal with an international school or also an
international school in Costa Rica. Present the
survey to the class.

31

RUBRIC FOR ORAL PRODUCTION

Name: Group: Date:
Project: Score: Grade: Percent:

Unit 1
4 2 1
Score 3 Accomplished
Expert Capable Beginner
Content Uses at least four Uses three suitable Uses two suitable Uses just one
suitable questions questions and questions and suitable question
and vocabulary vocabulary for the vocabulary for and vocabulary
for the survey survey the survey for the survey
Comprehension Audience Audience Audience Audience
understands all understands most understands less understands little
of what is said than half of what speaker
says
Accuracy All grammar and Usually uses correct Has problems Makes many
word order used grammar and word with language errors in usage
correctly order usage
Fluency Clear and natural Few problems Has some Hesitates often
speech, with no of hesitation, problems with and struggles with
hesitation pronunciation, hesitation, pronunciation,
intonation pronunciation, intonation
Good intonation intonation

Observations:

23
W rap-up
1
Page 32, 33 and 34
W rap-up
1
1. Match the school facility with the activity.
Wrap-up 1
Gym a place to relax 1. Have the students match the school facilities to
Library

Auditorium
plays are held

a quiet place
their definitions.
Photocopy room play sports

Common room copy and staple sheets 2. Tell the students to complete the questions by
2. Complete the sentences.

a. you like art class? d. he hate math?

ticking the corresponding auxiliary word.
( ) Does ( ) Does
(
(
) Do
) Are
(
(
) Is
) Are
3. Ask the student to underline the short sounds
b.
( ) Is
she in P.E class? e. What
( ) does
she doing now?
and circle the long vowel sounds from the
(
(
) Does
) Are
(
(
) is
) are
words given in the box.
c. we scolded? f. What you doing here?
(
(
) Are
) Does
(
(
) is
) do
4. Tell the students to underline the two-syllable
( ) Do (

3. Underline the short sounds and circle the long vowel sounds.
) are
pronunciation and circle three or more syllable
It - eat - deep - dip - ill - eagle - owl - oh - no - odd - bag - back pronunciation from the words given in the box.
4. Underline the two-syllable pronunciation and circle three or more syllable pronunciation.

Whiteboard - smartphone - basketball - cupcake - backpack - strawberries

5. Have the students complete the ideas with the
32
right possessive pronoun given in the box.
6. Ask the students to complete the sentences with
the correct prepositions in/at/on.
7. Tell the students to listen to track #5. Ask
them to guess the song’s name and artist.
Have the students complete the chorus.

I can statements
5. Complete the ideas with the right possession.
1. Check the Can-Do descriptors to review if you understand the topics in the unit.
his - my - her - its - our - ’s - s’ Answers may vary

Descriptors
Right now, Don Pepe, the school custodian, is checking our backpacks. In
my school bag there are my books. My classmate Keyla Listening Review Almost Fine
brings her computer to school because today we have our
Can understand other’s preferences about school activities.
presentation. Don Pepe writes down with his pen Keyla 's
computer number, so she doesn’t have problems when she returns home! Can follow directions in an activity.

Can hear for specific details in dialogues.

6. Complete the sentences with the right preposition in / at / on.
Can understand short and long vowel sounds.
“I prefer to have Math or Social Studies classes in the morning. Our English
class starts at 10:20 a.m. Lunch is free on Mondays, Wednesdays Spoken Interaction
and Fridays. I love my school because my teachers help me to prepare for my future.
in the evening, when I finally arrive home, my parents, at that specific Can express common school interests.
moment ask me how was school. I can’t wait to tell them what amazing things we learned
in Science, my favorite class subject! Can communicate my doubts to others.
Unit 1

7. Complete the chorus part of the lyrics. Can you guess the song’s name and artist? Then Can ask straightforward questions in familiar situations
listen and check. (schedules, times, classes).
Can describe my school life preferences and dislikes.
Preposition in or on?
Reading
So, baby, pull me closer
Can identify parts of the speech and syllabification.
in the back seat of your Rover
That I know you can’t afford Can search for important information in passages.
Bite that tattoo on your shoulder
Can infer ideas to obtain answers.
Pull the sheets right off the corner
Of that mattress that you stole Can understand the use of similar words in context.

From your roommate back in Boulder

Writing
We ain’t ever getting older
We ain’t ever getting older Can follow the pre-writing techniques.
We ain’t ever getting older
Can produce my own ideas in complete sentences
Song: Closer / Artist: The Chainsmokers (structures are grammatically OK).

Can ask for help during peer-check process.

33 34

24
 U2
Game on!
Themes
1. The Fantastic World of Sports
nit
2. Hard-core Fan or not a Big Sports Fan?
3. Ready to play: Tell me the rules
4. One on One!

Page 35

U2
Introduction: Game on!
In this unit, students will learn
about how sports can provide a
Themes
1. The Fantastic World of Sports
nit
2. Hard-core Fan or not a Big Sports Fan?
wide range of lifelong benefits 3. Ready to play: Tell me the rules
4. One on One!
and enjoyment. In order to do
so, they will learn vocabulary
related to: sports, rules, and
equipment. Also, they will
know the following grammar
structures: gerunds, infinitive, use
of modal: can, future going to. 3

In unit 2, unit 10 from

the Picture Dictionary is
recommended.
Essential Question

What sports do you practice? Can you name the sports that you follow?

How can sports provide a wide range of lifelong benefits and enjoyment?
Answers may vary 35

Warm-up: Have students answer the question: What sports do you practice? Can you
name the sports that you like? How can sports provide a wide range of lifelong benefits and
enjoyment? Tell the students to brainstorm some ideas. Then write some of them on the
board.

25
 L 1
The Fantastic World of Sports
esson

Page 36
L 1 esson The Fantastic World of Sports A. Vocabulary. Sports
A. Vocabulary. Sports
1. Can you remember the names of these sports? Match the name of the sports to the
1. Tell the students to match the name of the
sports to the corresponding picture.
corresponding picture.

a. Running d. Martial arts g. Volleyball j. Cycling

b. Walking e. Gymnastics h. Soccer k. Baseball
c. Skate boarding f. Boxing i. Swimming l. Surfing
2. Explain to the students the use of do/go/
j i h
play related to sports. Tell the students to
classify the sports given in the vocabulary
list on exercise 1 in the right column.
g a b

c e l

k d f

36

Page 37
B. Let’s Practice 2. There are some sports you do, you go and you play. Can you think of some examples?
Write the names of the sports in the appropriate column.

1. Have the students complete the chart Do Go (sports -ing) Play (sports with a ball)

with the information requested from them. Yoga

Karate
Kayaking
surfing
Golf
baseball

Then, ask the students to interview a Martial arts swimming soccer

classmate about it.

Additional task: B. Let’s Practice

1. Complete the chart with the information. If you don’t practice sports at least write the
ones someday you would like to practice. Then, interview a classmate. Answers may vary

Exercise 1: Write a report about your

Unit 2

Sports your classmate

Sports you would do...
classmate’s information by using third person would do...

singular. Write down how you would say it.

Sports your classmate
Sports you would play...
would play...

Sports your classmate

Sports you would go...
would go...

37

26
Page 38
C. Let’s talk C. Let’s talk
1. Two journalists are talking about their highlights in the last Olympic Games Rio 2016. Listen
and practice the conversation.

Present the conversation by telling the students to Lee: Hey Frank when do you have to send
your report ?
listen to track #6. Frank: Hi, Mrs. Lee. I hope to do it tonight.
By the way, which were your favorite
moments in the Olympics?

1. Ask the students to listen to and practice the Lee: Hmm let me see. There were many.
For example, I loved watching Bolt in
the tracks. He was super!

conversation. Frank: You bet. He’s fun to watch. I enjoy

following Phelps competitions.
Lee: Yes, he’s something else, isn’t he?

D. Let’s Practice
Frank: He is the best swimmer I have ever
seen! Well, I need to finish this report.
Lee: I understand. Good luck with that!

1. Tell the students to circle if the idea is true or false Don’t forget to mention Central
American athletes. They gave their
best in Martial-Arts.

based on previous conversation. Frank: I won’t forget them. Looking forward to

doing so! Good night Mrs. Lee!

D. Let’s Practice

E. Speaking 1. Based on the conversation, circle if the idea is true or false.

a. Frank is sending a report now. T F

1. Ask the students to work in pairs and investigate b. Lee loves following the tracks.
c. Frank is preparing a report.
T
T
F
F

in order to answer the questions given. d. Lee is a male reporter.

e. Frank and Lee are sports reporters.
T
T
F
F

E. Speaking
1. Talk to a classmate and investigate about these questions.

Who are the athletes the journalists mentioned in their conversation?

Why are they so impo
In what disciplines did they participate? rtant?

38

Page 39
F. Chart #1. Verb Patterns (V + gerund/V + infinitive)
1. Explain to the students the verb patterns in the chart. Give them different examples.

Unit 2
2. Have the students complete the sentences by using a verb pattern. Tell the students to use
“infinitive” or “gerund”.

Additional task: F. Chart #1

Exercise 1: Use infinitive or gerund depending on Remember Verb Patterns (V + ing Gerund / V + to infinitive)
the verb given. To use

Some verbs are used together next to another verb or follow a verb pattern. Then, when you

1. Min can’t stand in queues. (wait) use them, they are followed by specific verbs in the -ing (gerund) form or the “infinitive” form
or both. To recognize some of them look at the chart.

2. Felipe wouldn’t like in his shoes. (be) Verbs

agree
V + to +
infinitive
Verbs
V + -ing
gerund Verbs
Use with
infinitive or
-ing
to do Adore
choose working Love

3. Valentina loves in Thailand. (work)

to go /
help finish going
to go Like
learn Hate
manage sleeping can’t stand to do /
to come

4. Samuel hates the shopping on

promise don’t mind doing
Prefer
want to cook
Enjoy Continue
playing to play /
Unit 2
Saturday. (do)
would like, playing
Finish Begin
would love, to practice
would prefer look forward to Start

5. Blast! I forgot milk. (buy)

1. Complete the ideas by using a verb pattern. Use the infinitive “to” or the gerund “ing.”
6. In the end we decided in. (stay) a. I learn to identify (to identify - identifying) which Olympic Sports are more popular.

7. I need some information about

b. I hate admitting (to admit - admitting) that surfing isn’t considered an Olympic
game.

Portugal. (find) c. I prefer to practice

watching) them.
(to practice – practicing) than watching (to watch -

d. I would love to follow (to follow - following) the next NBA finals.

8. My parents like for long walks at

the weekend. (go) 39

9. Luis gave up years ago. (smoke)

10. Irina wanted and see Troy but
no one else was interested. (go)

27
 Page 40
G. Phonics Time: Consonant Blends G. Phonics Time: Consonant Blends
Consonant blends are those letters that
when they are combined in a word they
Explain the use of these sounds by giving the
make a different sound.
students as many examples as possible.
For instance:

1. Tell the students to pronounce the words

bl st tr cl given along with the teacher. Ask the
students to recognize the new sounds
gl ch th
these combinations of letters make.
1. Pronounce along with your teacher the following words and notice the new sounds these
combination of letter make.
2. Ask the students to work with a classmate.
/bl-ow/ as in bloW
Tell the students to separate the sounds
/st-ey/ as in stay and pronounce them. Then, ask the
/tr-ai / as in try
students to put them together again as in
/cl-ock/ as in clock
/gl-u/ as in glue
the example given.
/ch-eck/ as in check
/th-at/ as in that
2. Work with a classmate. Separate the sounds, pronounce them and then put them
together again. Follow the example: phone: /ph - oun/ = phone.

smash cross flow dry

/ sm - ash / / cr - oss / / fl - ow / / dr - y /

40

Additional task:
Exercise 1: Pronounce each consonant blend given. Add one more word on your own.

Consonant blends

bl blueberries pr project

br breeze qu queen

cl clean sc school

cr crown sh ship

dr drums sk skate

fl fly sl slice

fr fruit sm smile

gl glasses sn snowboard

gr green st starfish

pl play sw swim

tr treasure tw twins

28
Page 41
H. English in Use. Spot Slangs H. English in Use: Sport Slangs
1. Ask the students to read the 1. Read the conversation and practice with a classmate.

conversation and practice it with a

Charly: Hey bro. Let’s shoot some hoops!
Elias: Mmmm I can go with you but I don’t

classmate. like much playing basketball.

Charly: What are you talking about? After
watching the NBA teams G.S Warriors vs

2. Tell the students to write a letter of

Cleveland Cavs this afternoon?
Elias: I said, I don’t like to play basketball but

the word from the word bank that is I love to watch them.
Charly: I see, sorry my bad. This Lebron… he’s

closest in meaning to the expression. got hops!

Elias: I feel the same. But also, Curry killed
them with his cross overs and his

3. Have the students complete the ideas rainbow three-point-shots.

Charly: Even though it wasn’t the play-offs it felt

with suitable slang. like a final to me!

Unit 2
Elias: You bet it was. These teams aren’t
the underdogs anymore. They will be
always the favorite ones. It was clearly
an East vs West basketball battle!

2. Write the letter of the word from the word bank that is closest in meaning to the expressions.

Word Bank
a. not favorite - b. of course - c. my mistake - d. play basket - e. can jump - f. good move

“shoot hoops” - “got hops” - “kill with a cross-over” - “you bet” - “my bad” - “underdog”
d e f b c a

3. Complete the ideas with a suitable slang.

a. When I watch sports, I go with the d. Oops! My bad I did not see you
underdog not the favorite one. passing.
b. You bet I will watch the game, e. It’s sunny, and beautiful outside. Let’s
everybody is! shoot some hoops .
c. Wow that man can jump really high.

41

Unit 2
Additional task:
Exercise 1: Use the slang given to write a short dialogue. Work with a partner and practice it.

my bad - you bet - shoot hoops - underdog

29
 L 2
Hard-core Fan or not a Big Sports Fan?
esson

Page 42
L 2 esson

A. Listening
Hard-core Fan or not a Big Sports Fan? A. Listening
1. Ask the students to listen to the song on
1. Listen to the song Take me out to the ballgame by Dr. John. Try to complete the lyrics
with the words in the Word Bank.
track #7 “Take me out to the ballgame” by
Word Bank
get - crowd - strikes - home team Dr. John. Tell the students to complete the
lyrics with the words given in the Word Bank.
Take me out to the ballgame
Take me out to the crowd B. Speaking
Buy me some peanuts and crackerjack
I don’t care if I never get back.
1. Tell the students to talk to a classmate and
Let me root, root, root for the home team answer the questions given.
If they don’t win it’s a shame
For it’s one, two, three strikes

You’re out at the old ballgame.

B. Speaking
1. Talk to your classmates about these questions.
a. What sport do you think the song refers to?
b. Are you a hard-core fan or not a big sport fan?
c. Do your parents take you out to the stadium?
d. Do you watch sports at home?

42

Page 43
C. Vocabulary
C. Vocabulary 1. Match the sport wear and gear to its activity.

1. Ask the students to match the sportswear

and gear to its corresponding activity.
A B C D E
Swimming Basketball Skiing American Football Golf
Additional task:
Exercise 1: Use the following pattern to
practice all the vocabulary given about F G H I
sports. Follow the example by replacing Surfing Tennis Skating Hockey
Unit 2

information in boldface: A
googles
water shoes
D
gloves
helmet
B
sneakers
ball
water cap cleats jersey
field equipment
A: Hey Samuel, where are you going? bathing suit
flotation vest
protective gear
shoulder pads
hat
net

head band clubs bag sticks

B: I’m going to go swimming.

G E I
shoes club set goalie kit
racquet shoes skates
court net course shoulder pad

A: What do you need to go swimming? wrist band ground holes puck

guard kit boots board

H C F

B: To go swimming I need googles, water

skateboard hooded jacket leash
skating shoes poles fins

shoes, water cap, a bathing suit, and a

wheels ski mask wet suit
truck winter pack sunscreen

flotation vest. 43

30
Page 44
D. Chart #2. Remember to use: Gerunds D. Chart #2

“word + ing” Remember

To use Gerunds “word + ing”

Explain to the students how to use gerunds. In everyday spoken English, gerunds can be found in different ways:

Provide them with some examples if necessary. 1

Gerunds can express an action in a progressive form (after the verb to-be, “she is
skating”).

Gerunds can be objects in a sentence (in activities such as shopping, I love going
1. Ask the students to check the usage of the 2
shopping).

gerund in the right box. 3 Gerunds can be the subject-noun of a sentence (Jogging helps your heart rate).

1. Check the usage of the gerund in the right box.

Additional task: Example Progressive Object As the subject

Exercise 1: Identify the position of the gerund of Scuba diving needs a lot
of practice and the gear is
very expensive. ü
the following sentences. Write P for progressive, O
for object, and S for subject.
He is windsurfing in the
shore. ü
Some tourists come to
Central America to go
ü
1. Swimming is the best sport in the world.
fishing.

You can’t go hiking without

2. She likes jogging in the forest.

telling some people where
you will be. ü
Parachuting, bungee

3. Suddenly, he stops running! jumping and sky-diving are

indeed extreme sports. ü
4. Reading is my passion during 44

vacation time.
5. Richard loves writing poems when
he is inspired.
6. Walking is excellent exercise for

Unit 2
the elderly.

E. Let’s talk
1. Read the conversation and practice it with a classmate.
Page 45
Alejandra: Hey Jo. Going to that Sol y Arena
race competition in Puntarenas. Isn’t
E. Let’s talk
going to be easy, is it?
Joseph: Not at all. It’s one of the toughest 1. Have the students read the conversation
ones along with the Tamarindo race.
The heat and the high temperatures
make these races hard ones.
and practice it with a classmate.
Alejandra: It takes a lot of commitment and
discipline. In what category are you
in?
2. Tell the students to go back to the
1
Joseph: This year, I will try the 10k in the
Tamarindo race. Last year I did the
5k. I did OK, but I guess participating conversation and identify the uses of
is more relevant than being a rookie.
Alejandra: So you are pretty much prepared for
Puntarenas, aren’t you?
gerunds. Ask the students to check their
Joseph: Not as good as you! I am nervous
answers with a classmate.
Unit 2

and stressed.
Alejandra: Training hard is the key but having
fun is also important. Don’t forget it!
Joseph: Thanks for the advice. Are you
running the relay race competition?
F. Speaking
Alejandra: Yes, I am. I am racing with my high
school team. I am super excited!
5 1. Tell the students to answer the questions
2. Go back to the conversation and identify the uses of gerunds. Check with a classmate.
according to the conversation. Work in pairs.
F. Speaking
1. Answer the questions according to the conversation.

a. What is Alejandra’s recommendation? to have fun is important

b. Who has more running experience Alejandra or Joseph? Alejandra
c. What competition are Alejandra and Joseph participating this
year? Sol y Arena and Relevos
d. Why are Sol y Arena and Tamarindo races so difficult to
compete? because of head and high temperatures

45

31
 Page 46
G. English in Use: Idioms
G. English in use: Idioms
1. Match the idiomatic expression to its similar meaning.

Idiom
( 2 ) Shake hands
Definition
1) trust somebody
1. Tell the students to match the idiomatic
( 1 ) Count on 2) greet the person
expressions to its similar meaning.
( 5 ) Game over 3) hang out with friends or relatives

( 3 ) Go out/take (smb) out 4) have fun

2. Have the students complete the ideas with
( 4 ) Have a good time 5) end of a game a suitable idiomatic expression.
2. Complete the ideas with a suitable idiomatic expression.

a. My dad and I always

have a good
time . We spend some time together in the park.
3. Ask the students to complete the ideas
b. My aunt usually takes me out on the weekends. We and share them with their classmates.
go out to the cinema.

c. It is appropriate and a fair play procedure to shake hands with the opponents.

d. I am done with this game. I never reach the next level. All I get is game over .

e. I am in. We can be teammates. Please count on me.

3. Complete the ideas and share them with your classmates. Answers may vary
a. Competitors shake hands when...

b. Who can you count on when you want to practice a sport?

c. When you go out with somebody to practice a sport, where do you usually go?

d. You have a good time when...

46

Additional tasks:
Exercise 1: Use the idioms given to write a short dialogue. Work with a partner and practice
it.

shake hands - count on - go out - game over

32
 Page 47
H. Reading H. Reading
1. Read the text below and then answer the questions.
1. Tell the students to read the
text given and then answer the
More than just Soccer
Soccer is still a traditional sport followed by millions of fans. Based on its two great questions.
performances in the World Cups Italy 1990 and Brazil 2014, Costa Rica isn’t the
exception. However, there are many other sports practiced by Costa Ricans. More and
more Tico’s names pop up in the national media and in the international competitions
as well. For example; Andrey Amador (cycling), Nery Brenes (track) and Hanna Gabriels
(boxing).
Surfing is also becoming very popular. Costa Rican surfers are well-known
thanks to the excellent beach conditions this ‘Surfing Republic’ has.
Surfing is yet difficult and requires a lot of physical strength but no doubt
it is a fantastic and exciting sport ever created. In conclusion, likewise
there are more sports practiced in C.R., there are also more female
athletes participating. Whatever the sport is, Costa Ricans have grown
their love for all of them!

1. Is still soccer a popular sport in C.R.?

a. True

Unit 2
b. False
c. Not yet
2. What is mentioned in the passage?
a. C.R. has been to four soccer-world-cups
b. The names of the surfers
c. Nowadays soccer is as popular as any other sports
3. What is not mentioned in the passage?
a. C.R. has surfing world champions
b. Soccer and other sports appear in the media
c. Female athletes are practicing more sports
4. One of the main ideas of the passage is .
a. Costa Ricans are in the media
b. Costa Ricans are practicing more sports
c. Ticos are very traditional
5. One main idea of the second paragraph is .
a. Surfing in C.R. is not easy
b. Ticos love more the sports
c. Female athletes like sports

47

Unit 2
Additional task:
Exercise 1: Identify the three gerunds that are in the text and tell if it is a Subject, Object,
or a Progressive Form.
a. Gerund: Form:

b. Gerund: Form:

c. Gerund: Form:

33
 L 3
Ready to Play: Tell me the Rules
esson

Page 48
L 3 esson Ready to Play: Tell me
the Rules A. Vocabulary: Sports and Rules
A. Vocabulary. Sports and Rules
1. Match the rules and regulations to each sport.
1. Tell the students to match the rules and
Sport Rules regulations to each sport.
a. Each team plays with 11 teammates.
b. A hole-in-one is a perfect shot entering the
basketball h B. Let’s Practice
hole.
c. In the break point, the receiver needs one to
volleyball f
1. Tell the stzudents to write down some other
d
sport rules and share the information with a
win. football

d. A touch down is worth 6 points. golf b

e. The faceoff is when the puck is between two
opposing players. hockey e partner.
f. When serving, the player hits the ball behind
surfing g
the end line.
g. Do not dive head first, you dive backwards. tennis c
h. You cannot block the ball once is coming
cycling i
down.
i. When you see a zebra crossing, give way to gymnastics k
any pedestrian.
j. A hit under the waste is penalized. martial arts j
k. Judges look for form, height, land, creativity a
soccer
and distance.

B. Let’s Practice
1. Can you think of more sports rules? Write them down with a classmate. Don’t forget to
mention the sport. Answers may vary

Rules Sport

48

Additional tasks:
Exercise 1: Choose one sport from the list and write at least 5 rules about how to play that
sport. Work in pairs and present the rules to the class.

Sport
Rules

34
Page 49
C. Let’s talk
1. Have the students listen to track #8. C. Let’s talk
1. Listen to the conversation and then practice with your classmate.
Then tell the students to practice it with Min: Hey guys. Do you have a group for the

a classmate. P.E. project?

Felipe: We certainly don’t. Do you want to join
Valentina and me?

D. Speaking. Answer the following

Valentina: Yes. Min, do you want to work with us?
Min: You are so kind. How do you want to do
it?
questions. Felipe: Well, I’ll be in charge of explaining the
outdoor activities which are those we
1. Tell the students to answer the play outside.
Valentina: That’s right. I can talk about the indoor
questions given and complete the activities; for example, all the physical
games we do inside the gym.

information. Min: Great idea! Maybe, I can speak about

the differences between practicing
indoor and outdoor sports!
Felipe: Sure! Outside you have to wear

Unit 2
sunblock. On the contrary, when you
play indoors, it can get really hot and
you need to be hydrated.
Min: I agree. I have another one. You play
with a different ball.
Valentina: Uh huh, the indoor and the outdoor balls
are made of different materials.

D. Speaking. Answer the following questions. Answers may vary

a. What does P.E. mean? How many lessons do you have per week?
b. In your high school, what sports do you practice in your P.E. class?
c. What activities or sports can people practice indoor and outdoor? Make a list.

Indoor activities What do you need? Outdoor activities What do you need?

49

Unit 2
Additional task:
Exercise 1: Use the information from activity C, about activities that people practice
indoors or outdoors, to write a dialogue with a partner. Present it to the class.

Indoors Indoors

35
 Page 50
E. Chart #3 E. C
 hart #3. Can for ability and
Remember
To use Can for ability and possibility possibility
Explain to the students how to use the
The modal “Can” is used to talk about ability and possibility. This modal helps
the verb and the idea to describe an ability a person has or the possibility to
do something.
modal: CAN in different contexts. Give them
extra examples.
Read the examples of the usage of the modal “can”

“Can” is commonly used with abilities

I can play the piano.
I can speak other languages.
Additional task:
Exercise 1: Write five activities that you
I can swim.

Use “can” before the verb. Remember to use the verb in the base form!

(She can play chess; they can play fine). learn to do during your childhood. Use CAN
is commonly used with
I can be your partner. to express abilities.
“Can” possible situations
I can play soccer with you on the weekend.

1.
I can see you after class.

F. Let’s Practice

2.
1. Check if “can” means ability or possibility in the ideas.

Ideas Can = ability Can = possibility

ü
Can I work with you? Yes, you
can.
Can you paint like an artist? Yes,
I can. ü 3.
I can speak mandarin.
ü
ü 4.
Don’t worry; I can go with you
during the break.
I can help the teacher with
discipline. ü
I can do yoga.
ü F. Let’s Practice
I can go surfing this weekend.
ü
50 1. Ask the students to write a check in the
chart if “CAN” means ability or possibility.

Page 51
G. Speaking G. Speaking
1. Complete the chart by writing some of your own abilities. Then, make possible invitations
1. Ask the students to complete the chart by to a classmate. Answers may vary

writing some of their abilities. Then tell the For example:

Ability
I can ride a bicycle.
Possibility
Can you come with me?
students to make possible invitations to a
classmate.
H. Reading
1. Samuel, Luis and Irina are sharing their notes on their research about surfing. Read what
H. Reading each one has found about this sport.

1. Tell the students to read about what There are so many save-life procedures. First, work-out in the sand:
whenever you are going to start practicing this sport, you need some

Samuel
time outside the water. You need a surf instructor and pay attention
Samuel, Luis and Irina have found in to his/her recommendations. Try to find a local or a life-guard and
ask for bathing or surfing tips. It looks easy but it isn’t. Next, you need

researching surfing.
to understand how to stand and bend down once you are on the
surfboard. You have to wear sunblock all the time, and wake up very
Unit 2

early to catch the best waves.

Before entering the water:

You must stretch very well,
at least 20 minutes warming
all your body. You need to eat
light food and already be a

Luis good swimmer. You should find the

right spot where to get in and study the weather
conditions. Analyze the ocean and the sets of
waves, so you can get in during a flat condition. Watch
if there is a red flag in the beach; that means that getting into the
water could be dangerous. Also, observe if there are some other warnings
as dangerous currents.

Next, in the water: paddling is the most important. Moreover, when you are
entering the wave’s point break, make sure you use the right technique (the
duck or the turtle) to surpass the waves. It takes a lot of strength and timing.
Irina
Get in with a surfer or ask somebody to watch over you. Hold your board
against the water and, if for any reason you lose control, cover your head
with your arms under the water. Be careful with the leash. Do not let
it roll around your feet or legs. Finally, if you are a beginner, the
best you can do is be all the time with a surfing instructor.

51

36
 Page 52
I. Let’s Practice
1. Sum up with your classmates some of the rules, regulations and lifesaving procedures
I. Let’s Practice
when learning how to surf. Answers may vary
1. Tell the students to work in groups to sum up
1 some of the rules, regulations and lifesaving
procedures when learning how to surf.
2
3 J. English in use. Two - word verbs
4 1. Explain to the students how to use phrasal
verbs.

“
J. English in use. Two-word verbs
2. Ask the students to match the idioms to its
Two-word verbs or phrasal verbs are included in the general category of similar meaning.

“
idioms. They are formed by a verb and a particle. Be careful, these expressions
have to be understood as one word meaning, so don’t separate them in two
different meanings.

Additional task:
1. Match the idioms to a similar meaning.

Idiom Definition Exercise 1: Write sentences using the

( 4 ) make a good/better time 1) record your performance, your time
following phrasal verbs.
( 2 ) keep away 2) be at a healthy distance, avoid

( 1 ) keep track of 3) quit, leave, abandon

a. Keep track of:
( 3 ) give up 4) improve your time, do better

( 5 ) take into account 5) consider, include b. Keep away:

52
c. Give up:

Unit 2
Page 53
K. Let’s Practice
1. Tell the students to use the idioms in K. Let’s Practice
1. Use the idioms in context.

context and complete the sentences. a. Although the Gladiator had a heart condition, he did not
He kept practicing sports until his last days.
give up on sports.

b. Many world records were broken in the last Olympic Games. Most athletes
make a good/ in every competition.

L. W
 riting. “A day in sports I will better time
c. I know my strengths as a competitor and I also know my main weaknesses. I need to
keep away from chocolates and sugar.

never forget.” d. Before practicing a new sport, take into account your strengths and weaknesses. You
might end up loving or hating the sport.

1. Ask the students to read the two short

e. When participating in a race, runners have to keep track of the time constantly.

L. Writing. “A day in sports I will never forget!”

stories about a day in sports that the 1. Read the two short stories about a day in sports the speakers will never forget.

speakers will never forget. By Nando, age 37.

“A day in sports I will never forget is when
my team and I went on a three-day trip to
2. Have the students write about “A day
Unit 2

Guanacaste. We played with the home team of

Liberia. My high school team and I were playing

in sports I will never forget” and tell

for the first time. This competition was 10 hours
away from my home town San José. I can’t tell
what the scores were, but what I can say is since

the students to use simple present or

that trip with my teammates and some of them
were also my classmates, we started a friendship
which has lasted for ever…”

simple present tense.

By Medar, age 35.

“I have many days in sports I will never forget.
No doubt a special one is with my high
school basketball team. We classified to
play the CBC tournament held in Heredia.
At this event, we were very nervous because
this event was broadcasted on national T.V.
Despite the fact we didn’t win the matches,
my teammates and I won a very close
friendship. We are still friends and we call
each other to go and play for fun!”

53

37
 Page 54
2. Write about “A day in Sports You Will Never Forget.” It can be a sport you practiced or a
sport event you watched on T.V. You can narrate this experience in past simple or present
simple. Answers may vary.
M. Speaking
1. Ask the students to read the paragraph
First, Write down some ideas
Next put your ideas together and then write your first draft.
and then present it to the class.
“A day in sports I will never forget! ”

Finally ask a classmate to help you revise your piece of writing.

M. Speaking
1. Read your paragraph to other classmates. Practice several times and be prepared
to present it without reading. Try to remember the ideas of “A day in sports I will never
forget!”

54

38
 L 4
One on One
esson

Page 55
A. Let’s talk
Present the conversation on track #9. L 4 esson

A. Let’s talk
One on One

1. Listen to the conversation and practice it with a classmate.

1. Have the students listen to and
Felipe: Sister, let’s go out and play
practice the conversation with a soccer !

classmate. Irina: I’m sorry bro, I am going to listen

to music! Why don’t you ask your
homie Samuel?
Felipe: Sure, I will.

Additional task: (Later...)

Hey, Samuel. It’s me Felipe! Feel
like going out to play a sport?

Exercise 1: Invite a classmate to play a Samuel: Hey, Felipe. I’m practicing a sport
right now on my new video game.
sport with you. Write three questions you Felipe: Come on, playing a video game
isn’t a sport!
will need to ask. Walk around the class

Unit 2
Samuel: Well, drop by my house and see
for yourself!
and find someone who would like to Irina: I told you brother, not many of

accept your invitation. your friends play sports anymore

like you!
Felipe: Sister, I’m not giving up.

a. I’m going to call Luis

or any other friend until
somebody comes out
to play with me. You’ll
b. see!

c. B. Speaking

Unit 2
1. Based on the conversation, answer these questions.
a. Did the twin brother-sister use to play soccer? yes the twins used to play soccer
b. Why don’t the twins play together anymore? because the sister listens to music
B. Speaking c. Why is Samuel not going to accept Felipe’s invitation? because Samuel is trying a new
video game

1. Based on the conversation, tell the

d. Do you think that teens do not play sports anymore? answer may vary
e. What is Felipe going to do? he’s going to call everyone he knows until somebody
comes out and play with him
students to answer some questions 55

and ask them to work in pairs.

39
 C. Chart #4

Remember
To use Future Tense “to be + Going to” Page 56
There are many ways of how to express or refer to future actions. One way is using the verb
“to be + going to + verb.” Use the information from the chart to make examples.
C. Chart #4. Future tense
Subject + to-be + going to + verb “To be + Going to”
I am
play
Explain to the students how to use future
He
watch tense using the verbs TO BE and GOING TO.
She is
practice
going to
It
You
run Ask the students to combine the set
visit
We are do
of words given and write sentences or
They
questions about future plans with the TO BE
She is going to visit the sports facilities. You are going to do martial arts.

Question: Where is she going to? Question: What are you going to do?
verb and GOING TO.
1. Combine the following words and write sentences or questions about future plans with
be + going to.
Example: (John - travel - Ecuador - March 22nd)
John is going to travel to Ecuador on March 22nd.
a. (Samuel - have a party - weekend)
Samuel is going to have a party next weekend.

b . ( W hen - Irina - buy - new dress)

When is Irina going to buy a new dress?

c. (Joseph - graduate - from high school - next year)

Joseph is going to graduate from high school next year.

d. (Lucy - start her new job - in December)

Lucy is going to start her new job in December.

56

Additional task:
Exercise 1. Transform the affirmative
sentence given by writing the negative and
question form of the future tense.
a. Felipe is going to play volleyball with Min.

Negative:

Question:

b. Irina and Samuel are going to swim in

the pool.

Negative:

Question:

c. You and I are going to run in the park.

Negative:

Question:

40
Page 57
D. Reading. Is playing video games a D. Reading. Is playing video games a sport?
1. There are two posts on the Scholastic-Choices magazine for teens. Read the opinions

sport? and then answer the questions.

1. Have the students read two paragraphs Yes No

Gaming lacks true physical exertion. Don’t
Gamers excel in skill and strategy.
get me wrong. Who doesn’t love playing
about two posts on the scholastic–choices Gaming is indisputably a sport! Just like
any other athletic endeavor, it requires
tremendous skill and strategy. It can
a good video game? But calling gaming
a sport is a bit ridiculous. It’s missing

magazine for teens. be played individually or on a team.

Serious eSports athletes train for months,
physical exercise, which is the one major
element that sets athletics apart from all
displaying strong mental focus, quick other competitive hobbies! But it’s not just
reaction time, and extreme dedication the absence of sweat and exertion that

2. Tell the students to write some supporting as they compete. Don’t believe me?
Watch a Major League Gaming (MLG)
disqualifies gaming from sports status.
Spending too much time playing video
games can numb people to the world
ideas in favor and not in favor of gaming
tournament. Not only will you witness
undeniable talent and effort, but you’ll around them—and most sports have the
also see proof that eSports have a huge opposite effect. Being part of a team

as a sport. and dedicated fan base. In fact, these

competitions often attract more viewers
has helped many students, including
myself, feel welcomed into their school’s
community. So while it is true that gaming
than traditional sports! Last year’s League
of Legends tournament peaked at 11.2 involves the highest levels of competition

Unit 2
3. Allow students to give their opinion about million viewers; for example, whereas the
NHL Finals only hit 8 million. Still, many
and strategy—key components of all
sports—those factors can’t outweigh the
aspects that are missing. To me, a sport
the topic.
people dismiss gaming as a sport due
to the lack of physical activity. It’s time keeps you healthy and conditioned—
to lose your image of “lazy” gamers and and no one has ever become physically
give eSports the respect they deserve. stronger by staring at a screen all day.
—Written by Pauline Phan, a high school —Written by David Marshall, a high school

Additional tasks: freshman in New York—. freshman in New Mexico—.

Choices-Scholastic Magazine for teens. Choices-Scholastic Magazine for teens.

Exercise 1: Write a description about your 2. Write some supporting ideas in favor and not in favor about gaming as a sport.

In favor Not in favor

favorite video game or TV series. What can Is athletic missing physical exercise

you learn from it? it requires skill and strategy sets athletics apart
serious e-gamers train they can numb people
quick reaction

3. What is your opinion? Ask another student about it!

57

Unit 2

41
 My Project
My Project Project A
Investigate about two sports: one that is common in your country
and another that is unusual or uncommon. Prepare a cardboard or
poster and talk about the rules of how to practice this sport and the
necessary equipment you need.

Common sport in your

Uncommon sport in your
country
Page 58 Rules
country

Project A Equipment

1. Ask the students to research two sports: one that

is common in their country and another that is
unusual or uncommon. Tell the students to prepare
a poster and talk about the rules of how to practice Project B
Have students to produce a sport report on a favorite team player or a

that sport and the necessary equipment that they team. Students can prepare a glog (digital poster), a podcast relating
an event of a team, or a game. For this project, students should pretend
they are sport reporters. If technology isn’t available, students can work on

need.
cardboard and use pictures from sport magazines.

58

RUBRIC FOR ORAL PRODUCTION

Name: Group: Date:
Project: Score: Grade: Percent:

4 2 1
Score 3 Accomplished
Expert Capable Beginner
Content Presents plenty Presents enough Presents Presents little
of information information on not enough information on
on the two sports the two sports information on the two sports
requested requested the two sports requested
requested
Comprehension Audience Audience Audience Audience
understands all understands most understands less understands little
of what is said than half of what speaker
says
Accuracy All grammar and Usually uses correct Has problems Makes many
word order used grammar and word with language errors in usage
correctly order usage
Fluency Clear and natural Few problems Has some Hesitates often
speech, with no of hesitation, problems with and struggles with
hesitation Good pronunciation, hesitation, pronunciation,
intonation intonation pronunciation, intonation
intonation
Visual Aids Brings a poster Brings a poster Brings a poster Does not bring a
with appropriate with some images with few images poster at all
images and and information and information
information requested requested
requested

42
Project B
1. Have the students produce a sports report on a favorite team player or a team. Tell
the students to prepare a glog (a digital poster), a podcast relating a team event, or a
game. Ask the students to pretend they are sports reporters. Use poster board and use
pictures from sports magazines.

RUBRIC FOR ORAL PRODUCTION

Name: Group: Date:
Project: Score: Grade: Percent:

4 2 1
Score 3 Accomplished
Expert Capable Beginner
Content Presents the blog Presents the glog with Presents the glog Presents the glog with
with plenty of enough information with not enough little information for
information for the for the sport report information for the the sport report
sport report sport report
Comprehension Audience Audience Audience Audience
understands all understands most of understands less understands little of
what is said than half what speaker says
Accuracy All grammar and Usually uses correct Has problems with Makes many errors in
word order used grammar and word language usage usage
correctly order

Unit 2
Fluency Clear and natural Few problems Has some Hesitates often
speech, with no of hesitation, problems with and struggles with
hesitation and pronunciation and hesitation, pronunciation, and
good intonation intonation pronunciation, and intonation
intonation
Visual Aids Brings a digital Brings a digital poster Brings a digital Does not bring a
poster with with some images poster with few digital poster at all
appropriate and information images and
images and requested information
information requested
requested

Observations:

43
 Page 59

Project C
Project C
Act out: In groups, prepare a debate. Imagine you are in a TV show.
Choose one of the topics below. One student is the host who asks the
questions. Your peers would have to choose one side of the topics
1. Tell the students to get in groups
suggested. They would have to be in favor or against and support their
ideas.
For example:
and prepare a debate. Tell them
Topic: Video Games...
Irina “I don’t think video games can be considered sports because
to suppose they are in a TV
gaming lacks true physical exercise...”
Samuel “Maria is wrong because gamers excel in skill and strategy
because...”
show. Ask them to choose
one of the topics given
Women are equally
and explain to them the
Video games
participating as men cannot be
in sports! considered sports!
steps they should follow in

Unit 2
Teens spend
cticing
more time pra ys!
sports nowada
Sports make
people come
a debate.
together and
work as a team!

Students should
have more hours
of exercise in
high school.

59

RUBRIC FOR ORAL PRODUCTION

Name: Group: Date:
Project: Score: Grade: Percent:

4 2 1
Score 3 Accomplished
Expert Capable Beginner
Content Presents the Presents the debate Presents the Presents the
debate with with enough debate with debate with little
plenty of information not enough information
information information
Comprehension Audience Audience Audience Audience
understands all understands most understands less understands little of
of what is said than half what speaker says
Accuracy All grammar and Usually uses correct Has problems Makes many errors
word order used grammar and word with language in usage
correctly order usage
Fluency Clear and natural Few problems Has some Hesitates often
speech, with no of hesitation, problems with and struggles with
hesitation and pronunciation, and hesitation, pronunciation, and
good intonation intonation pronunciation, intonation
and intonation

Observations:

44
 W
Page 60
rap-up
2
Wrap-up 2
1. Have the students match the school facilities to
W rap-up
2
1. Can you name some extreme sports? Answers may vary
Possible answers: Bungee-jumping, parachuting, surfing

their definitions. 2. Can you say what sports are practiced in your country and which ones are not ? Answers may vary

2. Tell the students to complete the questions by Yes

ticking the corresponding auxiliary word. No

3. Complete the ideas by using DO-GO and Play. Remember to use the gerund if you need

3. Ask the student to underline the short sounds

it.
to go/
a. I love______
going jogging at 6:00 a.m.
b. _______
Playing beach volleyball can be fun.
and circle the long vowel sounds from the c. I prefer to ______
do yoga because it is spiritual.
d. Let’s _______
go surfing this weekend!
words given in the box. 4. Finish the ideas by using a verb pattern + infinitive or + gerund.
a. I really love infinitive or gerund .
4. Tell the students to underline the two-syllable b. I prefer infinitive or gerund
c. I would like infinitive
.
.

pronunciation and circle three or more syllable d. I look forward to gerund .

5. Complete the sentences with a word from the box and circle the use of the gerund in

pronunciation from the words given in the box. parentheses.

Word bank

5. Have the students complete the ideas with the Using

practicing - using - doping - improving

(subject – progressive – object) drugs is prohibited in sports. It

right possessive pronoun given in the box. is called “the
athletes were
doping
practicing
” (subject – progressive – object). Some famous
(subject – progressive – object) a sport under
the effects of some drugs. Improving (subject – progressive – object) their
performance, strength and speed, are some reasons for competitors to use drugs.
6. Ask the students to complete the sentences But no matter the drugs they use, they are always caught.

with the correct prepositions in/at/on. 60

7. Tell the students to listen to track #5. Ask

Unit 2
them to guess the song’s name and
artist. Have the students complete the
chorus.

6. Read the questions and write A for ability or P for possibility.

I can statements

a. Can I play with you? P d. Can I use your P.C.? P 1. Check the Can-Do descriptors to review if you understand the topics in the unit. Answers may vary
b. Can you dance? A e. Can you do the split? A
c. Can you draw a face? A f. Can you go skating? P Descriptors
7. Fill in the blanks with the right word.
Listening
Listening Review Almost Fine
On my next vacation I am 1-(is-are-am) going to train hard. The National Games are
Can recognize isolated words, and familiar words to
around the corner. My coach says, our team is going 2-(go-going-went) to give a great
understand meaning in conversations.
show and we all are going to cause 3-(cause- causing - caused) a good impression.
I can’t wait until our next competition. It is 4-(is-are-am) going to be the qualifying Can identify words from audios.
round before the semi-finals. If we all give our best effort and enjoy the game, we are going
to win 5-(win-winning- won) you can count on that. We are going 6-( go-going-went) to Can understand fluency straightforward dialogues.
bring a trophy for our district. It’s going to be (be-being-been) our time!
Can recognize blending consonants when dividing syllables.
8. Can you say what are some of the rules or regulations for these sports?
Spoken Interaction
Basketball American Football Can invite my peers to practice a sport.
“a player cannot be inside the paint after a touchdown the player has
more than 3 seconds” – when there Can show my preferences about sports and other physical
the right of a kick off shoot – defense
is a foul after 5 consecutive fouls the activities.
Unit 2

players cannot grab the helmets of

player has the right of one shot from the opponents… Can ask and answer questions about sport-wear, rules-
the free throw line… regulations and equipment.

Can describe information when interviewing my classmates.

9. Can you write some of the equipment or accessories to play these sports?

Reading
helmet Can recognize technical words as slangs, phrasal verbs,
gloves and idioms in context.
shoulder Can understand main ideas from passages and short
jersey pads paragraphs.
Can identify different structures when presented in context
wristband as conversations and readings.
Can understand debating points of view when reading
football opinions.
shorts shoes
Writing
Can write about my abilities and possibilities as invitations.

sneakers Can write about sports I would do, go and play.

Can spell the names of traditional, uncommon and

extreme sports.

61 62

45
U3
A Cosmopolitan City!
nit Themes
1. Holidays with My Family
2. Latin American Holidays
3. Holidays and Festivals around the World
4. One of My Favorite Holidays

Introduction:

U3
In unit 3, the students will learn A Cosmopolitan City!
about why it is important to
celebrate special dates. In
Themes
1. Holidays with My Family
nit
2. Latin American Holidays
order to do so, they will learn 3. Holidays and Festivals Around the World
4. One of My Favorite Holidays
vocabulary related to: holidays,
celebrations, activities related to
celebrations in Costa Rica and
around the world. Also, they will
know the following grammar
structures: simple present/simple
past, past continuous/past
progressive, if clauses, and result
clauses.

Essential Question

What is a Cosmopolitan City?

Why is it important to celebrate special dates?
Answers may vary 63

Warm-up: Have the students answer the question: What is a cosmopolitan city? Give the
student examples. Then, brainstorm some ideas. Motivate them to provide a complete
answer by writing on the board the following pattern: A cosmopolitan city is ……

46
 L 1
Holidays with My Family
esson

Page 64
A. Vocabulary. Holidays
1. Ask the students to distinguish L 1 esson Holidays with My Family

the holidays celebrated in Costa A. Vocabulary. Holidays

1. Distinguish the National Holidays celebrated in Costa Rica from other International
Holidays. Write their names in the spaces provided.
Rica from other international
holidays. Tell the students to write
the holiday names in the space
provided.

CR International
National Holidays Holidays

Unit 3
Nativity Nativity, Veteran’s day
New Year’s day New Year’s day, Nov 2nd
May 1st Saint Patrick’s day
Aug 2nd Thanksgiving
Sept 15th Halloween
Oct 12th Memorial day

64

Additional task:
Exercise 1: Do some research to find out the dates for the following international holidays:
1. Veterans Day:
2. Memorial Day:
3. Thanksgiving:
4. Saint Patrick’s Day:

47
 Page 65
B. V
 ocabulary. Celebrations in
B. Vocabulary. Celebrations in Costa Rica
1. Match the celebrations to the corresponding picture. Costa Rica
a. Bullfights
d. Carnival and parades
b. Live music and folk dancing
e. Ox card parade
c. Fireworks
f. Processions
1. Have the students match the celebrations
g. Hand carved mask h. Traditional costumes rodeo i. Street or market fairs to the corresponding picture.
j. Sporting events

f e i g c
Additional task:
Exercise 1: Take two of the celebrations
given in the box and describe them. Tell
what people do during them.
a h j d b

Unit 3
1.

C. Let’s Practice
1. Write some examples of holidays and celebrations you spend with your family. Then,
interview another classmate. Answers may vary.

Holidays celebrations
2.
My family and I

My classmate

65

C. Let’s practice
1. Have the students write some examples
of holidays and celebrations they spend
with their families. Then, tell the students to
interview another classmate.

D. Let’s talk
1. Listen to the conversation and practice with your classmates.

Samuel: Min, do you like our Costa Rican

celebrations?
Min: Yes, I do, especially when I gather around
Page 66
D. Let’s talk
with my family during this time.
Valentina: Which celebrations do you like the most?
Min: I love the bullfights. Although it’s dangerous,
it’s hilarious. Present the conversation to the students by
Valentina: I respect your opinion, but I disagree. I love
animals and they just play with them for fun! playing track #10.
Samuel: I see your point, you are right, but it’s worse

1. Ask the students to listen to the

in other countries. Anyway, Valentina what is
one celebration you like?

conversation and practice it with a

Valentina: I think I like the Ox-Cart parade. My family
and I come out together.

classmate.
Min: But they are using animals too… And you
don’t like animal abuse.
Valentina: It’s different. Animals are just used for working
purposes not to make fun of them. Do you
know what I mean?
Samuel: Sure Vale. We do understand you! I love
E. Speaking
visiting my cousins and going to the mask
parades. We enjoy hand-carving the masks! 1. Have the students think of their last
E. Speaking
celebration in order to answer the
1. Think of your last celebration and answer the questions. Then, talk to a classmate.

a. During what celebrations do you and your family gather together ?

Answers may vary questions given. Then, tell the students to
share the information with a classmate.
b. When was the last celebration you attended with your friends or family?

c. Where were you during this celebration?

d. How did you and your friends/family celebrate it ?

66

48
Page 67
F. Chart #1.Simple Present/Simple Past F. Chart #1

Remember Simple Present vs Simple Past

Explain to the students how to use the Simple To use

Present and Simple Past. Give them extra

Use Simple Present Tense to describe things, events or facts that happen on a daily,
monthly or yearly basis. Use the auxiliaries “do-does” to make questions or express negative
statements. Also you can use the auxiliary “am-is-are” when the main action is the verb to-be.

examples. For example:

Carnivals usually happen during the summer time or the dry season.
There are religious processions on Holy Thursday and Good Friday.

Use Simple Past Tense to describe experiences, things, events or actions that are finished

1. Tell the students to match the ideas on the left

or concluded in a specific time in the past. To make questions or express the negative
statements use the auxiliary “did” or the auxiliary of the verb to-be if needed.

with an appropriate ending and/or beginning

There was a live music concert commemorating the Columbus’s day.
For example:
I saw the amazing fireworks over the city last night.

Unit 3
on the right. Use Wh- words or information questions (when-where-who-why-how-what-which) and/or
the auxiliaries only to make yes-no questions.

Where is the beauty contest held?

Information questions:
The beauty contest is in Heredia.

Did you attend the street fair?

Yes-no questions:
Yes I did / No, I didn’t.

1. Match the ideas on the left with an appropriate ending and/or beginning on the right.

a. How do you like the bullfights? 1. During the Annexation of Guanacaste.

b. because you can hear the live music 2. Which were the best carnivals in C.R.?

c. When can you listen to folk music? 3. Yes, I did.

d. The Limon carnivals were the best. 4. Men vs animals? It feels overwhelming.

e. Did you like the market fair? 5. Do you like the traditional Nativity?

f. Yes, I do. 6. Does she go to the sports event?

g. No, she doesn’t. 7. Why do you like this event?

67

Additional task:
Exercise 1: Write the Wh- word that fits according to the answer given. Use the wh - words
given in the box.

Unit 3
Why - Who - Where - When - What

1. did you go yesterday ? To the hospital.

2. did he buy in the store? A shirt.
3. is your best friend? Valentina.
4. do you go to church? On Saturday.
5. did you sleep? Because I was tired.

Exercise 2: Complete the sentences by using simple present or simple past as requested.

1. she to Los Angeles? (travel-past-question)

2. they some groceries in the store? (buy-present-question)
3. He cucumbers there. (plant-past-negative)
4. She in the factory. (work-present-negative)
5. My sister and I late tonight. (sleep-present-affirmative)
6. The boys a dog to their house. (bring-past-affirmative)
7. Samuel a ball in the match. (catch-present-affirmative)

49
Page 68
G. Reading G. Reading
1. Have the students read the posts on the 1. Read the posts on the webpage How do you celebrate it? Be ready to open your
dictionary to look up for new vocabulary.

webpage and look up in the dictionary the The Christmas Blog

words they do not know. “Hi, you all. I want to share with you how do we celebrate Christmas. It all
starts after thanksgiving on the last Thursday of November. Well, actually,
it really happens after the Black Friday. My family and I begin taking out all

2. Tell the students to write some differences the Christmas ornaments from the basement. It takes all Saturday and Sunday but by
the first of December all the house decoration is done, including the Christmas stockings we
hang on the door knobs. We have a pine tree in the front yard so we put on some colorful

and similarities between both families lights. On the Christmas Eve, we have dinner around 10:00 p.m and right after we open our
gifts next to the fireplace. By Dec 28th, everything related to Christmas is gone because we
start preparing for the New Year’s Day.” Anne, 14 years old, N.Y.
based on the information found in the text.
“Hello. How do we celebrate Christmas? Here in my country we are really early
party animals. We start our home decoration at the beginning of November. Even
sometimes, people start at the end of October. We rarely call it Christmas; on the
contrary, we call it Nativity or the Baby Jesus Birthday. Most of my neighbors and I buy
a cut-off pine tree and place it in the living room. We decorate the house exterior
and interior with multiple light colors, Christmas cards and we wrap up empty
gift boxes. On Nativity Eve, we have dinner at 7:00p.m and we are sent to
bedtime around 9:30p.m. Unfortunately, we cannot open our gifts until
the next morning…” Karen, 13, C.R.

2. Based on the readings, write some differences and similarities these two families have
when they celebrate Christmas or Nativity time.

Anne’s Karen’s
Family Family

Differences Similarities Differences Similarities

have dinner in the call it Nativity or Baby have dinner in the
start late November evening Jesus’ Birth evening
use a natural tree there are exchange of cut off a tree there are exchange of
gifts gifts
use stockings as start the celebration in
decoration decorate the house October decorate the house
have dinner at 10pm colorful lights have dinner at 7pm colorful lights
call it Christmas
by the end of December open gifts until
Christmas is gone next morning
open gifts after dinner

68

50
 L 2
Latin American Holidays
esson

L 2 esson

A. Let’s talk
Latin American Holidays

Page 69
1. Listen to the conversation and practice with your classmates.

Alex: Hi, Mary I didn’t see you last week. What

A. Let’s talk were you doing?

Mary: Hey, Alex. My family and I were traveling

Present the conversation and ask the

back to our home country Mexico.
Ruben: Why? What was going on there?

students to listen to track #11. Mary: There was this important event. We were
celebrating the Day of the Dead or All of
the Soul’s day. What about you Ruben,
what is one well-known celebration in

1. Tell the students to practice it with a

Nicaragua?
Ruben: There is one very popular that is called
La Griteria. It happens at the beginning
partner. of December. It is dedicated to our Holy
Virgen.

Unit 3
Alex: So, Mary. How did you and your family
celebrate this activity?

B. Speaking Mary: It is very colorful. I celebrated with skull

masks, body painting and also costumes.

1. Have the students go around the class Alex: And Ruben what about you? What were
you doing the last time you celebrated La

and ask the questions given.

Griteria? Do you remember?
Ruben: Not much, I was very little. I remember
I was walking around my parent’s
neighborhood. We were screaming and
yelling some prayers to the Holy Virgen
and if people answered back, they shared
some delicious food with us.

B. Speaking
1. Go around the class and ask these questions.
a. Are there other nationalities in your class? If yes, which ones… If not, what nationalities
would you like to know about?
b. What is a popular international celebration or holiday?
c. What do your foreign classmates do to celebrate their holidays?

69

Unit 3
Page 70
C. Vocabulary. How people celebrate holidays!
1. Match the activities to the corresponding picture.
C. Vocabulary. How people
a. party b. flatbed trucks c. folk bands celebrate holidays!
d. fair rides and carousel
g. fireworks
e. school bands
h. concerts
f. costumes
i. religious ceremonies
1. Ask the students to match the activities to
j. barbecues k. traditional dances l. bonfires
the corresponding pictures
j h d

e c i

k l a

g f b

70

51
 Page 71
D. Phonics Time. Digraphs / th / - / ph / - / sh /
D. Phonics Time. Digraphs th/ph/sh/
1. Practice with your teacher the following digraphs. tip Remember: a 1. Tell the students to practice with their
digraph is the
T he P hysical S hine
combination of two
letters representing teacher the digraphs given.
one sound (Oxford
Advanced Learner’s
alt hough S hin Dictionary).
For example:
th / ph / and sh
2. Ask the students to write two more
p henomenon s hame
words with the digraphs given.
2. Write two more words with the following digraphs.
Answers may vary
a. th: three, , .
b. sh: wash, , .
c. ph: photo, , .

E. Chart #2

Remember

Unit 3
To use Past Continuous / Progressive

The Past Continuous Tense also called Progressive is a structure that can be used to talk
about actions happening in the past from a specific moment to another. Look at the
diagram and see how to use it.

I was dancing from 2:00 p.m until

2:00 p.m. 4:00 p.m. 4:00 p.m.
Jan JAN They were traveling on vacations.

Past Present Future

NOW

Use the verb to-be + Verb ing to form the Past Continues: I was making a bonfire.
Use the verb to-be to make the question: What were you doing yesterday?

71

Additional task:
Exercise 1: Read aloud the following digraphs; make sure you pronounce the words well.

/ph/ /th/ /sh/ /ch/

Phone Other Fish Cheap

Photo Mothe Rush Chick

Graph Either Shut Cherry

Phase Together Mash Couch

Pharmacy These Wish Cheetah

Physical Then Shell Chop

Alphabet Those Shave Chin

Philadelphia Tha Shirt Such

52
E. Chart #2. Remember to Use. Past Continuous / Progressive
Explain to the students how to use past continuous or progressive. Give them extra
examples.
1. Have the students complete the text using the Past Continuous and the verbs in the
parentheses if needed.

Additional task:
Exercise 1: Complete the following sentences by using the affirmative, negative and
question form of the past continuous.
1. The sun (shine, affirmative) when I woke up this morning.
2. It (rain, negative) when I left the office.
3. you (eat, question) dinner when you called me?
4. Min got very sick while she (travel, affirmative) overseas.
5. Felipe (work, negative) in the yard when it started to rain.
6. Samuel (cook, question) dinner when the phone rang.
7. Luis cut himself while he (study, affirmative).
8. Irina broke her ankle when she _______________ (jump, negative).
9. Valentina and you (see, question) the car accident?

Unit 3

53
 Page 72
1. Complete the ideas using the Past Continuous and the verbs in parentheses if needed.

What (1) was (be) I doing during the holidays? I was

F. English in use. Idioms
(2) throwing (throw) a party for my Canadian guests.
They have never been in C.R. before. They (3) were
(be) (4) coming (come) on a very good time, there Ask the students to read and practice the
presentation given by Min, Samuel and
were lots of parades and celebrations in San José. When
I took them to the festivals, people (5) were (be) (6)
dancing (dance) and some Comparsas were playing
carnival music. My friend from Canada (7) was (be)
having fun with all of that folk music, flatbed trucks and
delightful fireworks decorating the stars. Some natives were
Valentina about natural wonders with a
(8) wearing (wear) masks and traditional urban legend
costumes. We had a cosmopolitan night, because many classmate.
typical traditions were at display.

F. English in use. Idioms 1. Ask the students to listen to the conversation

1. Listen to the conversation between the twins Felipe and Irina with their friend Luis. Can you
identify the idiomatic expressions they are using? Underline the expressions.
and underline the idiomatic expressions.
Luis: Hey, twins. Let’s throw a party!
Felipe: I’m in! What’s the occasion?
Irina: We don’t need one, Oprah says
“the more you praise and celebrate
your life, the more there is in life to
Additional task:
celebrate.”
Luis: How do we make everybody get- Exercise 1. Use the idioms given to write a short
together ?
Felipe: I have an idea, let’s party tonight! dialogue. Work with a partner and practice it.
Irina: I don’t think so. It’s too fast. We need
to make invitations!
Luis: You’re right, Irina. Since you’re a social
butterfly, you let everyone know!
Irina: Count on me! The theme could be…
a carnival atmosphere! What do you I’m in – social butterfly – count on –
plenty to work on
say?
Felipe: Sounds perfect! But what about the
music, the food, the place…?
Luis: Well, we have plenty to work on, my
friends!

72

Page 73
2. Based on the conversation, write the idioms with a possible similar expression. Then check
with your classmates.
2. Tell the students to read the statements
a. A joyful and colorful environment carnival atmosphere
get together
and write the idioms with a possible similar
b. Come together, gather around
c. Extrovert, friendly social butterfly
party tonight
expression in the space given.
d. Have fun this evening
e. I want to be included I am in
f. Much to do, plan, think
g. Organize an event as a surprise
work on
throw a party
G. Reading. Cultural Awareness
h. Trust me
G. Reading. Cultural Awareness
count on me
1. Ask the students to read a short article
1. Read the following column article opinion about the Raising of Xenophobia. If needed,
look up in the dictionary the bolded words. Then, answer the questions. Answers may vary. about the “Raising of Xenophobia” and
look up the bold words in the dictionary.
Raising of Xenophobia
“History has taught humans want to become physically better, smarter and stronger. Since
Charles Darwin’s theory “only the strongest survive” perhaps some world leaders wrongly
Then, ask the students to answer the reading
Unit 3

used this scientific theory to follow this obsessive way to dominate and eliminate others.
Some other radical beliefs have used their religious reasons to support their racism. More
than 50 years ago, a religious group wanted to dominate the world and a man leader
comprehension questions.
applied the eugenics to conquer the nations. However, these weren’t the only cases. Also,
a philosopher also believed in the “superhuman” and wrote books about it and these books
became best-sellers worldwide. Today, history has shown us, more and more countries
don’t care for others and abandon their political and economic support. There are new
leaders who want to discriminate others because of pure nationalist and racist reasons.
People follow these wrongdoings full of intolerance and prejudice by returning foreign
citizens to their home countries. How can we stop the raising of xenophobia?”
Frasiel 15 years old, C.R.

1. “Only the strongest survive” is a . 3. One main idea of the article is .

a. philosophy theory a. create super humans
b. biological theory b. discrimination is increasing
c. religious theory c. eliminate intolerant people
2. One way to dominate others is . 4. Who do you think wrote the article?
a. imposing ideas and beliefs a. a teenager name ‘Frasiel’
b. sharing genetic ideas b. a person with a ‘pseudonym’
c. supporting economic beliefs c. a person with a ‘nickname’

73

54
 L 3
1 Holidays and Festivals Around the World
esson

Page 74
A. Vocabulary. Celebrations L 3 esson Holidays and Festivals Around the World

around the world A. Vocabulary. Celebrations around the world

1. Match the celebrations to the corresponding picture.
1. Tell the students to match the a. Rhythm and Vines b. Yi Peng Lantern Festival c. Chinese New Year

celebrations to the corresponding d. Carnival in Rio de Janeiro e. Celebration of Lent f. The Carnival of Venice

picture.
g. Easter h. La Tomatina

f e g c

2. Have the students read the statements

and say which activities they belong to.

a g b d

2. Can you read the pieces of information and say which activities they belong to.
a. This carnival is considered the biggest in the world. Around 2 million people attend this
huge carnival every day. Rio de Janerio
b. Every year starts with a different animal from the zodiac. The Chinese NYE
c. It is celebrated all around Thailand. People send off messages of luck and wish.
Yi Peng Lantern

Unit 3
d. It is a music festival in New Zealand which awakes the first to see New Year’s Day light.
Rhythm and Vines
e. This period of time ends the carnivals and starts the reflection and preparation of spiri-
tual healing. It officially starts on Ash Wednesday. Lent
f. This carnival is well-known for its fantastic masks. Venice carnival
g. This festival is celebrated in a Valencian town of Buñol in Spain. Tomatina

74

55
 Page 75
B. Let’s talk
B. Let’s talk
1. Present the conversation to the students
1. Min, Samuel and Valentina are picking out a festival they have to research. Listen and
practice with your classmates.

by listening to track #13.

2. Have the students read and practice
the conversation with a classmate.
Samuel: Hey girls! Have you decided what festival you want to search?
Min: The Chinese New Year’s Day is my pick, obviously. Who can explain it better than
C. Speaking
me?
Valentina: Please, don’t be so modest! I believe you could research another festival and 1. Tell the students to talk about the

Unit 3
learn more than just your culture.
Samuel: I agree with Vale. I know you can talk about it, but if you do the Chinese festival
you don’t learn anything. You should research a different one.
questions given and share the opinions
Min: Alright, alright guys! You convinced me. But if I pick another festival, Samuel
does the introduction and Vale does the conclusion. Do we agree?
with their classmates.
Valentina: I don’t see why not!
Samuel: No worries. So Min, if I do the introduction and Vale does the conclusion, you do
the bibliography and print the script. Are we OK on that ?
Min: Sure, but If I do the bibliography and print the script, you guys...

C. Speaking
1. Talk about these questions and share your opinions with your classmates.
a. In the conversation, Min investigates about a different festival so she can learn more
than just her own Chinese culture. Do you agree with their decision?
b. What happens if you don’t accept another’s position?
c. What do you think Min is going to suggest in her last line of the conversation?
d. Do you think boys and girls should work together? Or only boys and girls in their groups
work better than mixed groups?

75

Additional task:
Exercise 1: Work with your partner to finish the conversation on page 75, practice it all
and present it to the class. Add at least two more lines for each character to make the
conversation bigger. Write it down.

56
Page 76
D. Chart #3. Remember to Use: Zero D. Chart #3

Remember
Conditional. If clause and Result clause To use Zero Conditional / If clause and result clause

A conditional statement is a proposition which includes two parts: the “if clause” or the

Explain to the students how to use the zero

condition and the “result clause” or the consequence of an action. Remember there are
two sentences or clauses and so there are two subjects and two main verbs.

conditional. Give them extra examples. If Clauses (condition)

If you go to the fair,
Result Clauses (Consequence)
…bring me a cornbread stick.

If you attend the festival, …don’t forget your camera.

1. Ask the students to combine the statements by If you freeze water, ...it becomes a solid.

tip
matching the if clause with an appropriate result Zero Conditional
is used to make
statements about

clause in order to produce a Zero Conditional.

the real world or
general truths.

2. Have the students complete the Zero

Conditionals with an if clause or a result clause. *You can use the result clause first but there is no “,” to separate the
two ideas. Be careful with pickpockets if you go to the parade.*

Then, ask the students to share their results with a

classmate.
1. Can you combine these ideas to make more conditionals? Match the “if clause” with an
appropriate “result clause.”

a. Bring some clothes 2 1. float a wish light for me please.

b. If you attend the Lantern festival, 1 2. if you go to the Tomatina festival.

Additional task: c. Don’t forget to dance

d. If you see the parade,
4

3
3. shoot a video for me.
4. if you show up at the Rio carnival.

Exercise 1: Complete the following sentences by 76

writing a result clause.

1. If I wake up late, .
2. If my husband cooks, .
3. If Valentina doesn’t wear a hat, .

Unit 3
4. If children don’t eat well, .
5. If people eat too many sweets, .
6. If you heat ice, .
7. If I speak to Felipe, .

2. Complete the Zero Conditionals with an “if clause” or a “result clause.” Then, share your
Page 77
E. Speaking
results with a classmate. Answers may vary
a. If you go to the Samba festival, .

1. Tell the students to answer the questions by

b. If … bring plenty of water.
c. If … take some good pictures of it.

writing zero conditional clauses. Ask them to

d. If you go to a costumes party, .
e. Be careful with fireworks if .

E. Speaking
1. Answer the questions with different results and discuss them with your classmates.
discuss their sentences with their classmates.
Answers may vary
For example: What do you do if you see an UFO?
If I see an UFO, I faint. / I panic If I see an UFO. / If I see an UFO, I take out my cellphone’s
camera.

What do you do if you are at Rio Carnival?

tip “An UFO means
an Unidentified
a Flying Object.”
Unit 3

What do you do if you don’t have a costume for a party ?

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57
 Page 78
F. English in use: idioms
1. Match the idiomatic expressions to a similar definition on the right.
F. English in use: Idioms
a. over and over 3
5
1. in the process of adapting 1. Ask the students to match the idiomatic
b. take turns 2. a habit you don’t do anymore (past)
c. used to 2 3. again and again, repetition expressions to a similar definition on the right.
d. to be + used to 4 4. a habit you follow, do at this moment
e. get used to 1 5. to alternate, have a chance

2. Complete the paragraph with a suitable idiomatic expression.

2. Have the students complete the paragraph with
“There is this Cheese Festival I saw on TV In order to win a cheese, competitors have
to descent over a muddy and slippery hill. The first to cross the line wins the cheese.
a suitable idiomatic expression.
That is a very different festival from the ones I am used to to seeing. In my
culture, we will never throw a rolling cheese. I used to to throw popcorn when I was

Additional task:
a kid but never again. And there were more runners hitting themselves over
and over . It is like this Tomatina festival, I will never understand why they
take turns to hit one another with tomatoes. It hurts, you know. I guess the
more I see these festival I will get used to it one day. Soon I will adapt

Exercise 1. Use the idioms given to write a short

myself to the idea.”
Lucas, 14 years old.

dialogue. Work with a partner and practice it.

G. Writing
1. Look at the following examples.
Kevin, 33 Laura, 40 Linda, 54
New Orleans Pasadina PUntarenas

“I used to watch “I used to go “I used to dance

Over and over – take turns – get used to

“used to”
(a habit you had, the Mardi Grass to The Roses at the Puerto
not anymore) parade but not parade when carnivals in the
anymore.” I was a child.” past.”

“I am used to “I’m used to “Today I’m used

“I am used to” watching the staying home at to reading about
(a habit at this parades from TV this time.” the carnivals in
time, today) now.” the newspapers.”

“I hope I soon “I guess I get “It’s hard to get

“I get used to” get used used to my new used to my new
(adapting to new to this new life for now.” passive hobbies.”
changes) entertainment.”

78

G. Writing
1. Tell the students to look at the examples.

Page 79
2. Now think of your own life examples and write them down. Answers may vary 2. Ask the students to think about their own life
I used to do I’m used to doing I get used to do examples and write them down.
3. Have the students write a paragraph with their
main ideas of the activities they used to do
Things and get used to do.
You...
Unit 3

3. Write a paragraph with your main ideas of the activities you used to do, you are used to
doing and you get used to do. Answers may vary

79

58
 L 4
One of My Favorite Holidays
esson

Page 80
A. V
 ocabulary. School Year
Celebrations L 4 esson One of My Favorite Holidays

A. Vocabulary. School Year Celebrations

1. Have the students label each picture by 1. Write a name from the list of school celebrations to its picture.

Celebrating a theme
choosing a name from the list of school Health - Sports festival - Human rights and fight against discrimination -

celebrations. Math or Physics Olympics - Arts and literature - Costa Rica’s Independece Day -
Environment and sustainability - Student festival of arts FEA - Costa Rica Multicultural -
Family - World peace and democracy - Student’s elections

2. Tell the students to read the name of the

celebration and write its corresponding
date in the space provided. Human rights and fight Student festival of arts FEA Arts and literature
against discrimination

Additional tasks:
Exercise 1: Choose one of the themes from Student’s elections Costa Rica Multicultural World peace and democracy

the box and write a paragraph of about five

lines describing it.
Environment and sustainability Family Costa Rica’s Independece Day

Unit 3
Sports festival Health Math or Physics Olympics

80

59
Page 81
B. Let’s Talk 2. In what month does your high school celebrate these activities?

Present the conversation to the students by Celebration / Month Celebration / Month

Costa Rica
listening to track #14. Health February
multicultural
October

1. Have the students listen to the conversation and

Human
March Family December
rights

practice it with their classmates. Arts and

literature
May
World Peace
and
democracy
November

Environment The

Additional task:
and June community Answer may vary
sustainability patron

Exercise 1: Read the following definitions and B. Let’s talk

1. Listen to the conversation and then practice with your classmates.

match them to the keywords given.

Unit 3
Mike: So, dude! What is your favorite time of the year?
Fredo: I really like the Sports Festival in our high school!
Connie: Me too! It’s fun.
Mike: How come? If you don’t participate in sports
events?

win - deny - lose - support - miss Fredo: She does. She waits for the closure activities
and the school dance.
Connie: But I also come to the games to support you
guys! We are your fans!
Mike: I’m not really sure. You come to see boys from

1. to give encouragement to someone or

other high schools!
Connie: I can’t deny it… but I won’t miss any of your
games! Even when you lose!
something . Mike: Yeah, right. We can’t win all, even when you lose
you win experience!
Fredo: That’s the ugly part! However, you learn even

2. to say that something is not true .

when you lose the game.
Mike: Anyway, thanks Connie for your support.

81

3. to fail to do or experience something .

4. to no longer have something because you do
not know where it is .
5. to achieve first position and/or get a prize in a
competition .

Page 82
C. Speaking
1. Talk to your classmates about the school year celebrations. Answers may vary C. Speaking
Your favorite
celebration
Your Classmate
Fav. celebration
1. Have the students talk to their classmates about
the school year celebrations.
brations
S c h o ol Cele

Why do you like it? Why does he/she like it?

1 Because...
2
3 2. Ask the students to listen to the song on
4
5
What part you don’t like?
Because...
What part he/she doesn’t like?
track #15 and write the missing words in
the space provided.
2. In most high schools, there is a Talent Show which gathers different students’ abilities in
areas such as art, music, painting and dancing. Can you complete the missing words in
the lyrics? Sing along with your classmates when ready!

“Loose yourself to______”

Artist: Daft Punk

I know you don’t get a chance to take a break

this often
I know your life is speeding and it isn’t stopping
Here, take my shirt and just go ahead and
wipe up all the
Sweat, sweat , sweat
Lose yourself to dance

Everybody’s dancing on the floor

Getting ready for more
everybody on the floor

Yeah, come on

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60
Page 83
D. Listening D. Listening
1. Listen to some information about a school festival. Complete the announcement with

Ask the students to listen to track #16.

the missing words in the box.
Word Bank

1. Have the students listen to some information 8k - forty - custodian - Saturday - 5k - dances - basketball - volleyball

about a school festival and complete the “We are all expecting this coming (1) Saturday , our great high
school sports festival. This year, as you all know, it’s dedicated to Mr. Carranza,

announcement with the missing words in the our high school (2) custodian who is by the way retiring after (3)
forty years of service. First, tomorrow morning we will start with a
(4) 8k Saint Anthony of Padua Race. Don’t forget to bring your

box. payment receipt to get your running shirt 30 minutes before the race. Right after,
there is a (5) 5k walk for parents, no inscription is required. After the
jogging event, we will open with the (6) volleyball games. Next the indoor
soccer and at midday, there will be a Cimarrona, typical food and
dances
2. Tell the students to read the announcement
traditional (7) . In the afternoon, we will have our
(8) basketball games. Find in the gym a bulletin board with
the timetables of all the sport events on the weekend. If you are part

again and circle the best option that of any committee, please come tonight in order to check all the
logistics and details. You all have a fantastic festival.”

Unit 3
answers the questions given. Besides this, ask
From the Head Master desk!

the students to check with their classmates. 2. Read the announcement again. Circle the best option that answers the questions. Then,
check with your classmates.
1. Who is most probably making the announcement ?
a. Custodian b. Principal c. Teacher
2. When is the announcement happening?
a. Friday b. Saturday c. Thursday
3. This sports event lasts .
a. one day b. four days c. two days
4. When are the committees getting together ?
a. Friday b. Saturday c. Thursday
5. In which activity people don’t need to register ?
a. 8k run b. sports c. 5k walk
6. Where can people find more info?
a. classroom b. bulletin board c. office

83

Page 84
E. Reading

Unit 3
E. Reading
1. Read the timetable of the sport events and activities on the following bulletin board.

1. Tell the students to read the timetable

Then, answer the questions.

of the sports events and activities on the

Friday Saturday Sunday
bulletin board given. Also, ask the students
Morning
9:00 Gym’s Decoration
10:00 Civic Act
Morning
7:00 Running
7:15 Walk
Morning
8:30 Volleyball finals
10:00 Indoor soccer finals
to answer the reading comprehension
10:30 Music Test
11:30 Committees reunions
8:00 Breakfast all commissions
9:00-11:30 Volleyball
12:00 m.d.-1:00 p.m.
Noon
Aerobics presentations
questions.
Noon-Afternoon Lunch/Live music (All ages)
Welcome to high school bands
Afternoon

Additional task:
teams Afternoon
Teams lists 1:30 p.m.-3:30 p.m. Indoor soccer Basketball finals
Final registration 3:30 p.m.-6:30 p.m. Basketball
Meals-drinks stations Evening
Evening 5:00-7:00 p.m. Sports Awards
Evening Inauguration 7:00 Concert/ Talent Show 7:00-9:30 p.m. Ballroom Dance
Exercise 1: Based on the timetable on page
84, create a dialogue with your partner by
1. What time is the music practice?

a. 12:00 m.d.-1:00 p.m. b. 10:00 a.m. -11:00 a.m. c. 9:00 a.m.

using the information from the bulletin board.
2. When can people enjoy live music? Practice and present it to the class.
a. Friday b. Saturday c. Sunday
3. Most probably semi-finals are on .

a. Friday b. Sunday c. Saturday

4. What is the first festival activity?

a. decoration b. running c. finals

5. What is the first sport activity?

a. walk b. volleyball c. running

6. What activity can all the family do?

a. aerobics b. basketball c. soccer

84

61
Page 85
A. Speaking F. Speaking
1. Choose one of the topics and develop an investigation. Follow the recommendations in

1. Ask the students to choose one of the topics the instruction number 2. Answers may vary
a. Choose one National or Latin American holiday and explain the main activities of this

and to research it. Also, ask the students to celebration. Why do you like it ? Why is it important to celebrate it ?
b. Speak to your classmates about the idea of celebrating international holidays in your

follow the recommendations given.

home country? Make a list of the ones you approve and the ones you don’t approve?
Say why?
c. Pick out a world Festival and talk about it. How or why would you like to do it in your
home country? Would you change something?

2. Tell the students to read a list of instructions. d. There are many holidays and/or festivals in your country and around the world. What
celebration will you come up with (create) and on which day will you celebrate it? How
or what activities will you include in this celebration? What would be the name?
e. Do you believe in a cosmopolitan city or culture? Look around and say if you live in a
cosmopolitan country? What would you do to keep peace, organization, and tolerance
among these different cultures living together?
2. Follow these instructions.

Unit 3
How to do it?
• Before you start, you need to gather the necessary information. Use only the main
ideas you want to share. Summarize the ideas with your own words.
• In order to prepare a wonderful speech, you need tons of practice.
• Organize your information so you don’t repeat it during your presentation. Divide
the ideas you will say in the introduction, in the body and in the conclusion.
• Think about of the time you need to talk and the materials or visuals that will
support your presentation.
• Prepare your “script” that means your “writing part” or what you’re going to say.
• Keep track of the time and practice several times by yourself. Then, practice with
somebody, and finally, practice saying your speech to a group of people before
you do it in front of all of your peers in the class.
• Ask someone to observe your presentation and gives you, what you need to
improve.
• The more times you do it, the better. The better you accept the critics, the better
you will improve and succeed in your oral presentation.

85

62
 My Project
My Project Project A
1. In the article “Raising of Xenophobia” (Lesson 2, section G), the
author finishes his/her opinion by asking the questions “What can we
do?” In groups, prepare a debate of some of the ideas you can give
to the author. Or also, write an article back to the author and answer
his/her questions. Then, present your message to the class. Here are
some ideas you may want to use to support your reply.

Citizens have to
We all live in one

Page 86 world. Nobody owns

the land, let’s share
share their territory to
survive and welcome
international help,
our planet with

Project A
science and respect
respect.
their beliefs.

It is just a matter of

1. Ask the students to read the opinion of the article opening our minds
to see how things are
different, not weird,
We are equal as our
blood color. Same

“Raising of Xenophobia” again. Then, have them because no one owns species types have to
the truth. get-together.

work in pairs to prepare a debate or tell the

students to write an opinion back to the author to So why don’t we
accept each other
and welcome our
Maybe one way to
support diversity is
to accept our own

answer some of the author’s questions.

brothers and sisters in
one whole nation. cosmopolitan city!

86

RUBRIC FOR ORAL PRODUCTION

Name: Group: Date:
Project: Score: Grade: Percent:

Unit 3
4 3 2 1
Score
Expert Accomplished Capable Beginner
Content Presents the Presents the debate Presents the Presents the
debate with with enough debate with debate with little
plenty of information not enough information
information information
Comprehension Audience Audience Audience Audience
understand all understand most of understand less understand little
what is said than half of what speaker
says
Accuracy All grammar and Usually uses correct Has problems Makes many
word order used grammar and word with language errors in usage
correctly order usage
Fluency Clear and natural Few problems Has some Hesitates often
speech, with no of hesitation, problems with and struggles with
hesitation pronunciation, hesitation, pronunciation,
intonation pronunciation, and intonation
Good intonation and intonation

Observations:

63
 Page 87
Project B
If you are responsible for a three-days- festival, what activities would
you include?
Project B
Get together with peers who

How
1 like different activities. Listen to
1. Ask the students to create a three-day festival.
it?
everyone’s opinions.

do
How
it? Have the students read the instructions carefully
to

do
2 Remember to work in a team.
to

3
before they start with this project.
Brainstorm the activities first

Write a draft or first version of your timetable

4 or agenda.

5 Use recycle materials (if possible) to construct a bulletin

board.

6 Show and explain your bulletin board to your class.

Unit 3
You can prepare your timetable of activities on a
7 virtual presentation (Power Point Presentation / Prezi or
other).
8 Don’t forget to name your Festival.

87

RUBRIC FOR ORAL PRODUCTION

Name: Group: Date:
Project: Score: Grade: Percent:

4 3 2 1
Score
Expert Accomplished Capable Beginner
Content Uses suitable Usually uses suitable Sometimes uses Uses few suitable
functions and functions and suitable functions functions and
vocabulary to vocabulary and vocabulary vocabulary to
communicate communicate
Comprehension Audience Audience Audience Audience
understand all understand most of understand less understand little of
what is said than half what speaker says
Accuracy All grammar and Usually uses correct Has problems with Makes many errors
word order used grammar and word language usage in usage
correctly order
Fluency Clear and natural Few problems Has some Hesitates often
speech, with no of hesitation, problems with and struggles with
hesitation pronunciation, hesitation, pronunciation,
intonation pronunciation, intonation
Good intonation intonation
Visual Aids Brings a video or Brings a video or Brings a video or Does not brings
many pictures some pictures few pictures neither pictures
nor a video

Observations:

64
 W rap-up
3
Page 88, 89 and 90 W rap-up
3
1. Choose the best answer to complete the ideas.

Wrap-up 3 1. How do
a. he
celebrate Christmas?
b. she c. you
8. Where
a. was
she going after the party?
b. were c.does

1. Tell the students to choose the best 2.

a. what
do you celebrate Easter?
b.when c.how much
9. What were you
a. do b. doing
at the carnival?
c. did
answer to complete the ideas. 3. Does celebrate Thanksgiving? 10. you go to the parade, bring me
a snack.
a. he b. I c. we
a. If b. Do c. Are
2. Ask the students to mark an X for the best 4. How do you that holiday?
a. celebrates b. celebrated c. celebrate
11. If you see her, her a picture.

choice to complete the idea. 5. What

a. do
you do on your last holiday?
b. did c. was
a. takes
12. Buy me a drink
b. take c. taken
you go to the fair.
a. do b. if c. are
3. Have the students write examples for
6. Where did you yesterday?
a. go b. went c. goes

each category in the space provided. 7.

a. Are
you at the festival last weekend?
b. Did c. Were

4. Tell the students to read the passage.

2. Mark with an “x” the best choice to complete the idea.

1. I loved that party. It felt like a carnival .

a. atmosphere b. butterfly c. tonight
5. Ask the students to answer the true-false 2. Hey, I’m next. Remember to .

statements. a. over and over

3. I have an idea. Let’s
b. take turns
tonight.
c. used to

a. holidays b. butterfly c. party

6. Have the students use the prompt to write 4. I know Ana. She’s a butterfly.
a. social b. carnival c. get-together
some ideas. 5. Don’t worry. Let’s enjoy the .
a. get-together b. tonight c. holidays
6. Can we see each other? Let’s .
a. get-together b. tonight c. holidays

88

Unit 3
3. Can you remember some examples of... Answers may vary
I can statements

1. Check the Can-Do descriptors to review if you understand the topics in the unit. Answers may vary
National Holidays Foreign Holidays High School Celebrations
Descriptors
Listening Review Almost Fine
Can understand main information from talks and
conversations.
Latino American Holidays World Holidays-Festivals Your favorite holidays Can recognize specific details and main information from
audio messages and advertisements.
Can identify and manipulate English sounds using phonics,
syllabification and word parts.

Spoken Interaction
4. Read the passage. Can understand and ask questions related to national
holidays, foreign festivals and other celebrations.
“Oprah W. once said; -The more you praise and celebrate your life, the more there is in
life to celebrate- I think what she means by this proverb is enjoy life as a celebration. If you Can accept or refuse invitations politely.
see all of your life activities as adventures, you cannot stop having fun. The more you smile
the younger you become. Life is a precious gift and we need to appreciate it by playing, Can show respect for other cultures and their celebrations.
gathering with people, working, dancing and sharing our cultures. Although we have
Unit 3

Can describe a holiday or celebration in a short oral

responsibilities and we need to get serious sometimes, then, we lose stress and we can have presentation.
fun. It’s all about balancing your life.” Jaz, 13, North Way School. Can share specific details of past celebrations (how-when-
where-who-what).
5. Answer the questions:

a. O.W. says the more you have fun, the less there is to celebrate. True - False Reading
b. If we have responsibilities, we still can have lots of fun. True - False Can follow instructions while reading procedures.
c. If you are stressed, you can’t have fun. True - False Can understand the chronology of a passage or a short
d. If you are too stressed, you need to balance your life. True - False story.
Can recognize key words when reading comprehension
e. Jaz says we need to get angry and stressed. True - False
questions.
Can scan for specific details in a timetable or a bulletin board.
6. Use the prompt and write some ideas. Answers may vary
“Life is a playground…” What does it mean? Can deduce answers by reading between the lines.

Writing
Can write about things I used to, I am used to, and I get
used to do.
Can prepare the writing part of a short presentation by
summarizing the main ideas.
Can write a short opinion about a quote, a prompt or a
proverb.

89 90

65
U4
Let’s go Shopping!
nit Themes
1. Welcome to My Town
2. Getting what I Need at the Right Place
3. Where is it?
4. How Can I Get There?

Page 91

U4
Introduction: Let’s go Shopping!
In unit 4, the students will learn
about how people can buy more
Themes
1. Welcome to My Town
nit
2. Getting what I Need at the Right Place
wisely taking into account a 3. Where is it?

planned budget. In order to do so, 4. How Can I Get There?

they will learn vocabulary related

to: food, idiomatic expressions,
supermarket sections, average
daily calories, vocabulary about
recipes, clothes, countable and
uncountable items. Also, they
will know the following grammar
structures: some, any, much, SUP
ERM
many, simple past, regular and A RKE
T
irregular verbs, to be verb in the
past tense.
In unit 4, unit 6 and unit 9
from the Picture Dictionary are
recommended.

Essential Question

How do your choices for shopping affect your community’s economy?

Do you buy and support local products? Why yes/no?
Answers may vary
91

Warm-up: Have students answer the question: How can we shop more wisely? in order to
make the students conscious about being flexible and open to changes. Motivate them to
provide a complete answer by writing on the board the following pattern: I can shop more
wisely by…

66
 L 1
Welcome to My Town
esson

Page 92
A. V
 ocabulary. Shops in my
L 1 esson Welcome to My Town

A. Vocabulary. Shops in my community

community
1. Have the students match the
1. Match the places to the corresponding picture.
places to their corresponding
a. Bakery Shop
b. Appliance store
d. Convenience store
e. Pizza place
g. Gym
h. Bank
j. Clinic
k. Coffee shop
picture.
c. Clothing store f. Flower shop i. Bus station l. Drug store
2. Ask the students to think of more
f e c shops in their communities and
share the information with their
peers.

k d a

d j g

Unit 4
h l i

2. Can you think of more shops in your community? Share with your peers.

92

Additional task:
Exercise 1: Choose three of the places from the box and describe what services you can
get there.

67
Page 93
B. Let’s talk B. Let’s talk

Present the conversation by listening to

1. Joanne and David are new in town. Oscar is giving them a tour. Listen to the
conversation and practice with your classmates.

track #17. Oscar: Welcome to my town. It is called “San Antonio”

after Anthony the Saint.
Joanne: So most towns in Costa Rica have names of

1. Ask the students to listen to the saints.

David: That’s interesting. What is the town’s economy

conversation and practice it with a based on?

Oscar: History says this town was built on coffee crops.

classmate. For example, there used to be the Industrial Plant

receiver or also called “Beneficio.”
Joanne: Is coffee still the town’s main commercial
activity?
C. Let’s Practice Oscar: No, it isn’t. Nowadays, San Antonio has become
a sort of a suburb area and housing covers most
1. Ask the students to answer the of the territory today. For instance, there are
more new apartment buildings every year.

Unit 4
questions about your home town or David: What else is there?
Oscar: Population is growing fast. Consequently, there
neighborhood. is a new big supermarket, and there is a bank.
There are outlets and other small commercial
centers.

C. Let’s Practice
1. Students will roll-play a similar situation from the dialogue. Answer these questions about
your home town or neighborhood. Answers may vary

a. Two students are touring around their neighbor to show their town to a tourist (3rd
student). “Welcome to “ .”
b. Think of the main commercial business or the most important economy activity in the
town. The main commercial activity in my town is “ .” Then, give some details
of the history of your town.
c. Now explain some other commercial places that are in the town; supermarkets, banks,
schools… “In our neighborhood we have a , and there is a .
Also there are .”
d. Remember to construct the questions for the tourist. Write the information for each
student’s roll in a flash card and practice with your classmates. “What is the main eco-
nomic activity of your town? “what else is there?”

93

68
Page 94
D. Chart #1. Remember to use. There is/There D. Chart #1

Remember
are To use There is / There are

Explain to the students how to use THERE IS/THERE ARE. To tell where things are located, use ‘there is’ and ‘there are’ to describe those locations.
For a singular description use ‘there is’ followed by the article ‘a’. For plural descriptions use
‘there are’ follow by the plural noun. Finally, use the verb ‘to be’ to make the questions.

Give the students extra examples.

There is a flower shop Singular

1. Ask the students to combine the ideas to describe

Plural There are shoe stores at the mall

more locations. Then, tell the students to write two

sentences and one question in the space provided. Is there a clinic? Question/Singular

Additional task: Question/Plural Are there traffic lights?

Exercise 1: Describe the following picture by using

1. Combine these ideas to describe more locations. Then, write two sentences and one
question. Answers may vary
bookstore
There is

THERE IS/THERE ARE. Is there

Are there
a
some
warehouses
bridge
bike shop
There are
clothing stores

1.
2.
3.

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Unit 4
Page 95
E. Phonics time. Words with a final e 2. Phonics time. Words with the final e

The letter ‘e’ is silent for most words with the final e. Exceptions occur when this letter e

Ask the students to read the explanation about the

comes in plural ‘es’ (this letter e is pronounced with the epsilon sound; as in egg), or
when this letter has a stress mark or a diacritical mark (accent) on it é (French origin).
There are other exceptions of the rule; for example ee as in coffee or in the case of
recipe. This final e is pronounced as an i sound.

usage of a final -e. 3. Look at the following list and pronounce the words correctly.

Silent e Plural "e" Stress mark 'e'

1. Tell the students to look at the list of words and Place

Some
Oranges
Dresses
Fiancé
Résumé

pronounce them correctly.

Awake Buses Soufflé
Phone Wishes Coupé

4. Check with an () in the box if the final letter ‘e’ is pronounced in the word.

2. Have the students write a check mark in the box if Word with final e Silent e Pronounce Plural es
Pronounce
Unit 4

Diacritical é
Apple

the final letter “e” is pronounced in the word given. Animé

Peaches
Store ü
ü
ü

Latté ü
Convenience ü

3. Tell the students to look for more examples on Pages

Boxes
ü
ü

their own. Ask the students to use the dictionary if 5. Look for more examples on your own. Use the dictionary if necessary. Answers may vary

Silent Pronunce Pronounce

necessary. e plural es Diacritical é

95

69
 Page 96
E. Reading
1. Read the following conversation and practice with your classmates.
F. Reading
Dyna: Hey. Where did you get those earphones? 1. Ask the students to read a short
conversation and practice it with their
Jul: You bought them in the new appliance store
in town, didn’t you?

classmates.
Johan: No, I didn’t. I got them online!
Dyna: Did you really…? Wow! How did you do it?
Jul: Yes, tell us all about it.
Johan: It’s actually very simple. Just surf the net and
find the appropriate online store. Oh, and of
course you need to register a credit card!
F. Speaking
1. Talk to a classmate about these questions.
Do you know someone who buys online? Do you know virtual stores? What store/place
in your town has a good internet access?
2. Read the passage and then answer the questions.

Virtual or Physical Stores?

“It’s common to see how the new generations prefer to buy online than to go to the
physical stores. There is one fast way; with just a click away you will be visiting many
online stores in a few minutes. Can you do that by car or bus when you go shopping?
That’s a clear advantage. On the other hand, going to the physical store can be trustful,
and you see what you need, especially if you need to try something on. Anyhow, the
fast growing of internet websites today, don’t reduce the amount of new commercial
centers there are outside your residence. Somehow, buying on a virtual place can be
expensive because rather than just having a pricey computer and a good internet
connection, you must learn how to use them. On the contrary, there is just one doorstep
that keeps you away from going to the shopping mall and getting what you want. What
do you prefer going online or going to the physical place? We will see.”
Carlo, 15, for the Ontario School Paper.

1. The expression ‘just a click away’ means .

a. a mouse click b. turn off your PC c. go away fast
2. One objective of the passage is .
a. you can go shopping by bus
b. you can surf the internet
c. compare ways for shopping

96

Additional task:
Exercise 1: Read the text about Mexico and answer the questions.

One of my favorite places in Mexico is Puebla. I really like the weather because it is
always warm. People in Mexico are very nice too. The food in Mexico is delicious.
I always go to restaurants because I love tacos. Puebla has a very nice museum
and a big shopping store. The hotels are expensive to stay in, but you can stay
in people’s homes. You can also go to the beach and visit some parks, movie
theaters, and drugstores.

a. What’s the name of the country?

.

b. What’s the name of the city?

.

c. What places might you find in Puebla?

.

G. Speaking
1. Ask the students to talk about some of the questions given.
2. Tell the students to read the passage and then answer the questions.

70
 L 2
Getting what I Need at the Right Place
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Page 97
A. Vocabulary. Goods
1. Have the students look at the pictures and match
L 2 esson

A. Vocabulary. Goods
Getting what I Need at the Right Place

1. Look at the pictures and match the goods to the corresponding picture.

the goods to the corresponding pictures. a. Food d. Table games g. Pets j. Plants
b. Furniture e. Books h. Clothing k. Sport gear
c. Toothpaste f. Painting tools i. Toys l. Cleaning supplies

2. Ask the students to think of more goods they use and tools

in their homes and share the information with g h e

their classmates.
Additional task:

Unit 4
a k f

Exercise 1: Use the information from the box

to write similar statements such as the example b c
d

given. Follow the example: You can get food in the

market.
i j l

a.
b. 2. Can you think of more goods you need, eat of use in your house? Share with your classmates.

c. 97

Unit 4
d.
e.
f.
g.

Page 98 B. Let’s talk

1. The twins Felipe and Irina are trying to decide with their family where to buy some

B. Let’s talk groceries. Listen and practice the conversation with your classmates.

Grandma: I want some hot bread rolls. Son, can

Present the conversation to the students by listening you go to the bakery and get them for
me?
Daddy: Sure mother. It will be a pleasure. It’s a

to track #18. good time for a coffee break!

Irina: Dad, why don’t we go to the supermarket
to buy the bread?

1. Ask the students to listen to and practice the

Felipe: Yes, dad, it’s closer than the bakery!
Daddy: Well, you know your grandma. She’s used
to eating bread only from the bakery.

conversation with their classmates. She thinks it is more delicious.

Irina: But, dad. What seems to be the
difference?

C. Let’s Practice Felipe: Mmmm, maybe I know. I think the baker

is an expert. In a big supermarket, the
bread isn’t the main business.

1. Tell the students to create a similar conversation Irina: So, what are you saying? Supermarkets
are not selling delightful bread?

by following the steps given.

Felipe: I am not saying that. It’s perhaps the
same quality but cheaper.
Irina: What do you think dad?
Daddy: It’s great to hear you guys discussing this
with respect. In my opinion, the quality
could be similar; however, your grandma
just likes the bakery better, that’s all.

C. Let’s Practice
1. Create a similar conversation. Follow the next steps.
a. Get in groups of three people. Choose to use your names or other names.
b. Choose one student that wants to buy something. The other two students argue where
to go, if they go to a convenience store, a supermarket or a specific small shop.
c. Use expressions such as “I prefer to go to…” “Let’s go to…” Why don’t we go to…”
d. Finally, make a decision where to purchase the product or good and say why… “It is
better, it’s nicer, it’s closer, I like that place.”

98

71
 Page 99
D. Chart #2 D. Chart #2. Remember to Use.
Remember
To use Comparatives and Superlatives
Comparatives and Superlatives
Explain to the students how to use comparative
and superlatives. Give them extra examples.
When you want to compare two or more things, places, or people,
Comparatives: because something is superior to others.

When saying that something, a place or a person has no competition

Superlatives: because it is extremely good or bad.

Short/One Long/two Adjectives

Type of Irregular
syllable syllables ending
Adjective Adjectives
Pronunciation pronunciation in “y”
Adjectives tall - fast - high comfortable
happy - angry - good - bad - far
- hot - cheap - - expensive -
(Adj) busy - easy - funny - little - much -
close - big exciting - boring
(Adj changes)

Unit 4
(Adj + er /r) Good = better
cheap + er = (more + Adj) (Adj + y = ier)
Comparative Far: farther
cheaper more boring happier
(*use than) close + r = closer Little: less
more exciting easier
**hot = hotter Much: more
Bad: worse
Good: best
(Adj + est /st)
cheap + est: (most + Adj) (Adj + y = iest) Far: farthest
Superlative
cheapest most boring happiest Little: least
(*use “the”) close + st: closest
most exciting easiest Much: most
**big = biggest
Bad: worst

* Don’t’ forget: *When comparing use ‘than’. When using the superlative use
“the.”
** When the adjective is spelled Consonant-vowel-consonant CVC= double
the last consonant = CVCC

99

Additional tasks:
Exercise 1: Complete the following statements by using the comparative form of the
adjective given.
a. Her coat is than mine. (pretty)

b. Elephants are than cheetahs. (slow)

c. Eating fruit is than eating hamburgers. (healthy)

d. History is than English. (boring)

e. Switzerland is than Holland. (beautiful)

Exercise 2: Complete the following statements by using the superlative form of the
adjective given.
a. Presley is one of rock singers ever. (famous)

b. Chile is country in the south. (safe)

c. Alexander the Great was leader of Greece. (important)

d. Brazil is country of America. (hot)

e. China is country in the world. (crowd)

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Page 100
1. Read the following examples. Underline the rules used from the box. Then, circle C for

1. Tell the students to read some statements and comparative or S for superlative.
a. The ice cream shop is more delicious than the one in the supermarket. C S

underline the rules used from the box, then b. That clothing store is the cheapest in town.
c. You can’t find better toys than in the convenience store.
C
C
S
S

have the students circle C for comparative or S d. Your furniture is the most beautiful I have ever seen.
e. That book is easier to find in the library than in the bookstore
C
C
S
S

for superlative. E. Let’s Practice

1. Compare the different goods and then, make a final superlative statement. Follow the
example. Answers may vary

E. Let’s Practice Authors: Paulo Coelho / Julio Cortázar / García Márquez

c Comparative: Paulo Coelho is more popular than Julio Cortázar in the last decade.
s Superlative: The most recognized Latin American writer of all times is Garcia Márquez.

1. Have the students compare the different 1 Music: Hip Hop/Alternative/Rock 2 Cinema/Theater/Netflix

goods and then, make a final superlative c c

statement by following the example given. s s

c ? (Write your own topic)

F. English in use: Shopping Slang c s

F. English in use: Shopping Slangs
1. Match the idiomatic expressions or slangs to a similar definition on the right.

1. Tell the students to match the idiomatic Idiom

( 6 ) window shopping
Definition
1) very expensive

expressions or slang to a similar definition. ( 2 ) rainy day 2) over spend, pay lots of receipts

( 5 ) bargain 3) very cheap, an excellent deal.

( 1 ) pricey 4) with a discount, promotion

( 3 ) a steal 5) get a better price, low the price

( 4 ) on sale 6) look around, don’t buy anything

100

Page 101
2. Ask the students to complete the ideas by using 2. Use the expressions to complete the ideas.
a. Fresh markets or “Ferias del Agricultor” are good places to bargain . Some

idioms. farmers are nice people and reduce the price, so you can have a healthy and fresh
diet.

Unit 4
b. Some people go to second-hand-stores or also called “Ropa Americana.” Some
clothes are totally new and less than half the price. That’s a steal .

3. Tell the students to create their own sentences by c. Middle East and Asian stores in C.R. are very cheap. You can go window shopping
and see for yourself.
on sale
using slang.
d. Black Friday is a great opportunity. Most of products are . They have
great discounts.
e. Buying wood furniture is really pricey . Wood isn’t any easy to obtain with all
of these forests protective laws. It’s good to look after for the environment.
f. It’s better if you save enough money for a rainy day . You never know when all
those expenses come around together and empty your pockets.

3. Can you use the expressions? Create your own ideas using the slangs. Answers may vary

Window Shopping

Unit 4
Rainy day

Fresh Market is a
Bargain mini-market or
supermarket shop.

Additional task:
In C.R. culture, the
activity of buying
fresh vegetables
and fruits directly
A steal from the farmers is

Exercise 1. Use the shopping slang given to write also called “fresh
market.” This tradition
usually happens on

a short dialogue. Work with a partner and practice it.

the weekends when
people have more
Pricey time to go shopping.

On sale

pricey - bargain - on sale - a steal 101

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 Page 102
G. Reading
G. Reading 1. Have the students read the
1. Read the article Buying Online or Window Shopping. Look up for new vocabulary in the
dictionary. Then, read it again. article “Buying Online or
Buying Online or Window Shopping? Window Shopping”. Ask them
tip
Ring your bell
means if something
is familiar, if you
“Amazon, Encuentra24/7, Ebay, OLX. Do these websites ring
remember or know your bell? There are more and more buying online websites
to look up the new words in a
it. every day. There, you can find any kind of goods you have
never imagined. The goods presented on these websites dictionary and then read the
are offered into categories. Here are some of the general
themes: phones and tablets, furniture, fashion and beauty, music- article again.
hobbies, books, vehicles, animal-pets, sports, real state-properties,
services, jobs and office-industry-tools. It’s incredible how you can
find new or second hand products instantly. Garage-sells or window
shopping are things of the past. Today, more customers trust these
2. After reading, ask the students
websites. They can find regular people not business man or annoying
sellers. You can contact directly the owner of the product and bargain.
to write True or False for the
In contrast, window shopping could be more expensive, tiring and boring.
Buying online is faster, cheaper, healthier and safer than going out of your
statements given.
house. You can have car accidents, breathe smoke or be mocked by
a thief. So, for your next purchase, get online and prove it!”
Josh, Customer-Service-Representative [email protected]

2. Based on the reading circle T for true or F for false in the following statements.

a. Goods online are organized into different classifications. T F

b. You can’t find work opportunities on these websites. T F
c. You can purchase second-hand goods only. T F
d. According to the author of the article, it is trustful to buy online. T F
e. You can offer your goods online without a garage-sell. T F

102

74
 L 3
Where is it?
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Page 103
A. Vocabulary. Community services
1. Have the students look at the pictures L 3 esson Where is it?

and match the services to their A. Vocabulary. Community services

1. Look at the pictures and and match the services to the corresponding picture.

corresponding picture. a. Car repair d. Mail delivery g. Catering service j. Gardening

b. Health check up e. Dry-cleaning h. Public transport k. After school

2. Ask the students to think about more

c. Get a hair cut f. Plague control i. Taxi-Uber service l. Security service

services in their community and share a b d

the information with a classmate.

j l e

Unit 4
i g f

c h k

Unit 4
2. Can you think about more services in your community? Share with your peer.

103

Additional task:
Exercise 1: Use the following statement to think of more services you
can get in the following places.
a. In the dry-cleaning store you can .

b. In the beauty salon you can .

c. In the delivery shop you can .

d. In the health care center you can .

e. In the bank you can .

75
 Page 104
B. Let’s talk
1. Some neighbors are sharing some services in their community. Listen to the conversations
B. Let’s talk
and then practice with your peers. Present the conversation to the students by
Conversation 1

Cristina: Hello, neighbor.

listening to track #19.
Leigh: Hi, Cristy. It’s good to hear you! What can I
do for you?
Cristina: Thanks, me too. Hey, do you happen to
1. Have the students listen to the
know an excellent hairdresser in town? Where
should I go?
conversations and practice them with a
Leigh: I know several, but it depends. What exactly
do you need?
partner.
Cristina: I need my hair done, the usual... just rinse
and comb my hair. I’m going to a wedding.
Not a big deal.
Leigh: Looking gorgeous is a big deal. You should
go to Shara Beauty Salon.

Conversation 2

Benjamin: Hey, Pal. How are you?

Gerald: I’m good and you?
Benjamin: Not bad. Listen, my car broke down.
I think there is something wrong with the
electrical system or the car’s computer.
Where should I go?
Gerald: What about your mechanic? Can he fix it?
Benjamin: Not this time, I’m afraid. He isn’t an electric
technician. I’d rather take it to an expert…
you know what I’m saying. Where do I have
to go?
Gerald: Let me think… I know, there is one some
miles away. You have to go to Carl’s
workshop. Don’t forget to ask for a receipt
and request warranty!
Benjamin: I will. Thanks for the advice!

104

Additional task:
Exercise 1: Work in pairs. Create a new dialogue about getting a cake for a birthday party.
Use conversation one as a model. Practice and present it to the class.

76
Page 105 C. Speaking
1. Talk to a classmate and answer these questions from the conversations. Then, join
C. Speaking another pair and share your opinions.
Cristina needs a hairdresser because she has a wedding.
Benjamin needs a car work shop because his car broke down.
1. Have the students talk to a classmate 1. What is the service Cristina and Benjamin need? And why?
2. What is the suggestion of Leigh? Leigh recommends her to
and answer the questions from the 3. What are the recommendations of Gerald?
go to Shara Beauty Salon.

conversation. Then, ask the students to Gerald suggest Carl’s workshop.

D. Chart #3
join another pair and share opinions.
Remember Modals should / have to and imperatives
D. Chart #3. Remember to Use: To use
The modal ‘should’ is used to give suggestions or advices. Use ‘have to’ for stronger

Modals Should / Have to and recommendations or also responsibilities. Use imperatives to give commands you must
follow (obligation). Look at the examples of suggestions, stronger recommendations and
commands.

Imperatives

Unit 4
Which bus line should I take?
You should take the Periferica bus line to get there faster.
Explain to the students how to use the Suggestion or advice
should/shouldn’t
Should I paint my house by myself?

following grammar structures: should, have You shouldn’t paint it by yourself you should hire an expert.

to, and imperatives. Stronger Do I have to send my kids to pre-school?

You have to send them. They learn quickly.
recommendation oR
This tree is getting old. What do I have to do?
1. Ask the students to recognize if the Responsibility
have to You have to cut it off before it breaks.

sentences are: a suggestion, a stronger I’m not feeling ok. What Can I do?

recommendation or a command. Commands / imperatives

Get a health checkup immediately.
I’m really tired and getting sleepy.
(start the idea with a Verb)
Don’t drive like that, you hear me!

*Don’t forget to use a verb in the base form after a modal.

105

Unit 4
Additional tasks:
Exercise 1: Use the modals SHOULD and HAVE TO depending on the context.
a. What book I buy? take an extra math course.
b. You shut your mouth when you get mad.
c. They get a taxi if they want to arrive early to the concert.
d. What dress I wear? It’s a formal occasion and I
impress my guests.
e. You send your CV by two o’clock or you won’t be on time.
f. She stop smoking, or it will kill her.
Exercise 2: Write imperatives for the following situations.
a. You’re coughing all the time.
b. You couldn’t sleep yesterday.
c. You may have a car accident.
d. You lost your keys.
e. Your bedroom is a mess.

77
 Page 106
1. Recognize if the sentence is a suggestion, a stronger recommendation or a
command.
E. English in use: Idioms
a. That service is the worst. Don’t go there anymore. command 1. Tell the students to match the idiomatic
b. That salon is really cheap. You should go there for a haircut! advice
expressions or slang to a similar
definition on the right.
c. If I want them to get the news, I have to send the mail now. strong recommendation

d. For the wedding, you definitely shouldn’t cook. suggestion

e. Get the police. The neighbor patrol isn’t here. imperative

strong recommendation
2. Have the students complete the ideas
f. You don’t have to clean the house by yourself. Ask for help.

E. English in use: idioms

with a suitable idiomatic expression
1. Match the idiomatic expressions or slangs to a similar definition on the right.
from exercise
Idiom Definition
( 3 ) eat in 1) buy something and take it home

( 5 ) eat out 2) vary rare, not usual

( 1 ) to go 3) cook in or stay home

( 2 ) once in a blue moon 4) door to door service

( 6 ) break down 5) go out to a restaurant

( 4 ) express 6) stop working, not functioning

2. Complete the ideas with a suitable idiomatic expression from Exercise 1.

a. I don’t like to fly. That’s why I travel long distances once in a blue moon .
b. More and more stores have express service. It’s very convenient
because although you pay the transport you don’t have to leave the comfort of your
home.
c. I hate going out and pay tips to the waiters. I rather eat in all the
time. But I need to become a good chef first.
d. My bike broke down yesterday. I don’t know what happened.
e. You have to break the routine and eat out . I can’t stand being at
home all the weekends. You need to go out and breath fresh air.
f. Excuse me, I ordered my meal to go not to eat it in here. Can
you wrap it up for me, please?

106

Page 107
3. Match the idiomatic expression to its picture
3. Ask the students to match each
Word Bank idiomatic expression to its picture.
eat in - eat out - once in a blue moon - to go - express - break down

eat out to go
Unit 4

break down express

eat in once in a blue moon

107

78
Page 108
F. Reading
1. Tell the students to read the passage F. Reading
1. Read the passage about Tico Black Week and then, answer the questions.

about Tico Black Week and then, “Black Friday has become a very popular selling technique
among Costa Rican business shops. This selling strategy

Tico
is practiced in the U.S. after Thanksgiving (last Friday of
answer the reading comprehension November). Black Friday’s origin has different versions, but
no doubt today it’s related to the big commercial holiday

questions. around the corner, and that is “Christmas.” Retail companies

are able to sell more during this day than on the Saturday
before Christmas. Shops open earlier and offer their goods
Black on-sale. It’s difficult not to buy something that day and

WEek!
buyers cannot resist the idea of getting a great deal. Black
G. Speaking Friday isn’t a tradition in C.R. but every year wins more
popularity. Shops open not only earlier, but they offer their

1. Have the students read the following

discounts a lot before that Friday. Ticos take advantage of
this day so they can buy their Christmas and End of Year
gifts beforehand. Services aren’t the exception; there are

questions and discuss their opinions fantastic deals during the ‘Tico Black Week’ prior the Black
Friday. So teens pay attention to these shopping days!”

in groups. 1. Thanksgiving happens on a .

Fred, 13, [email protected]

4. Black Friday is a tradition in .

a. Friday a. C.R.
b. Thursday b. U.S.A.
c. Saturday c. Christmas
2. U.S.A. celebrations happen in this order: 5. Fred uses ‘Black Week’ as buying .
a. Black Friday, Thanksgiving and Christmas a. early
b. Christmas, Black Friday and Thanksgiving b. after Friday
c. Thanksgiving, Black Friday and Christmas. c. on Christmas
3. The idiom ‘around the corner’ is closer in 6. In line 15, ‘beforehand’ is similar to .
meaning to . a. behind
a. close to street b. ahead
b. easy to find c. previously
c. near an event

G. Speaking
1. Read the following questions and discuss your opinions in groups. What do you think?
a. Celebrating Black Friday in U.S.A. and in C.R. is the same.
b. Costa Rican should adopt more of other countries’ celebrations and habits.
c. Black Friday is becoming more important or more popular than Christmas.

108

Unit 4

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 L 41 esson How Can I Get There?

Page 109
A. Vocabulary. Giving directions
L 4 esson How Can I Get There?
1. Ask the students to match the picture
A. Vocabulary. Giving directions
1. Match the picture that best explains the directions. that best explains the expressions for
a. Right over there/nearby d. Go straight on g. Go down the street j. In front of/opposite to directions.
b. Around the corner e. Turn left or turn right h. Go through k. Take the first turn/road

Additional task:
c. Next to f. Go across i. Go out of l. Crossroads

c
Exercise 1: Write your home address by
using the expressions in the box on page
109. Read it aloud for the class.
h Unit 4

l
i
e

b a
j

k
Name
d

109

B. Let’s talk
1. Some tourists are lost in town. He is asking for directions. Read the conversation and then
practice with your classmate.

Beverly: Hello. My internet service connection

isn’t the best. I can’t get to this address.
Can you help my husband and I to get
there?

Page 110
Carol: Sure, where do you need to go?
Melvin: We have poor signal. My Waze-app
on my mobile was taking us to this

B. Let’s talk neighbor named ‘The Sunrise’?

Carol: Ok, I know where it is. It’s nearby. Don’t

1. Have the students read the conversation

worry, you are almost there!
Beverly: Thanks God! We are from Italy and
we found this surfboard on a buy-sell
and then practice it with a partner. website and we want to purchase it.
My husband and I want to head to the
beach called Pavones.
Carol: I can tell. The Sunrise neighbor is down

C. Speaking the street. Go straight up and take your

first left turn. Then, in about 2 minutes
you will see a hill. Take the second right.

1. Ask the students to talk to a classmate The neighbor is opposite to the “Torres
del Café.”

and answer the questions given from the Melvin: We really appreciate your help. Is there
a place where we can buy a town
map?

conversation. Then, tell the students to join Carol: Coming back to the maps huh? Yes,
there is a shop around the corner.

another pair and share their opinions about C. Speaking

the topic.
1. Talk to a classmate and answer these questions from the conversation. Then, join another
pair and share your opinions. Beverly and Melvin are lost / because
they don’t have internet connection or
a. What is the problem Beverly and Melvin have? Why? signal is poor
App mean
b. What is an app? What apps do you or your peers have in your/their mobile? “application” a
The Sunrise software system
c. What is the name of the place the couple is looking for? And why? / because or program for
they want cellphones. (follow
d. Have you been lost? Have you ever seen someone lost? up question may
Answers may vary. to buy a
surf board vary)
e. Have you helped someone with an address?
they saw
Answers may vary. on the
110 internet.

80
 Page 111
D. Chart #4 D. Chart #4. Remember to Use.
Remember
To use Preposition of location Prepositions of Location
When following addresses or giving directions; Prepositions of locations come in handy. Explain to the students how to use prepositions
They can really help a lot to specify where something is located. Some of these basic
prepositions of location are:
of location and give them extra examples.
above - behind - between - in - in front of - next to - on - on the left - on the right - under
- over - below - beside - near - far - around - among - opposite - past - across - toward -
by - off - at - up - down
1. Tell the students to look at the map and
complete the ideas with the prepositions of
When giving directions remember to use the verb to-be to describe the location or use any
other verb as a command.

To-be Command
(description of location) (giving directions) place.
The market is next to the work-shop Turn left on your next exit

Unit 4
The park is in front of the Church Go five blocks towards the beach
The chicken deli is across the city hall Pass through the bridge
The kid games are behind the park Don’t make an U-turn

1. Look at the map and complete the ideas with the prepositions of place.

up - down - towards - between - on - left - right - on - above - under

a. The East River is between Manhattan and Brooklyn. The bronx

b. How to get to the Bronx?
up Queens
Go town Manhattan. Go towards the Manhattan
Central Park. The Bronx is on the right . Central
Park
c. Where is the Brooklyn district?
East
Go down town Manhattan. Brooklyn is on the River
left .
d. Where is Queens located?
Queen is located under Bronx and/or above
Brooklyn
Brooklyn.

111

Additional tasks:
Exercise 1: Write sentences using the prepositions given.

Unit 4
a. Opposite:
b. Below:
c. Far:
d. Down:
e. On the right:
f. Around:
Exercise 2: Describe the following picture by writing the location of the objects.

81
 Page 112
E. Reading
1. Read the passage about giving directions in different countries. Answers may vary
E. Reading
What’s your zip code? 1. Have the students read the passage
“In cities like New York, giving directions is a matter of 7 to 9 alphanumeric
entries. For example, 717 Tuckahoe Rd, Apt 17c, Yonkers, NY, 10710.
Sophisticated, crowded, organized and complex cities need a straight and
about giving directions in different
precise address that gives no change to get lost. Let’s define how it works and
what each word or number means. Let’s break down this address: NY = State, countries.
10710 = Post Office area code, Tuckahoe = road, 717 block + sidewalk left
or right and building, Apt 17c = apartment #. Now, if an address is given in
Costa Rica, let’s say in a rural place where most roads do not have numbers
or names and you want to be precise and want your mail to be delivered at 2. Tell the students to write some similarities
your door, this is what happens: San Jerónimo de Flores, San José, 400 meters
East from the Jerónimo’s High School, in the Hill neighbor, 2nd entrance, 2nd
house on the left, house color red, house number 4-d. One will need more
and differences about giving directions
than fourteen words and maybe not be accurate. This mailing address is too
long and the more words it has, it tends to confuse. Thanks tech applications
such as Waze, Google Maps, Google Earth, Mapquest and other get-me-
in the USA and Costa Rica.
there GPS programs exist so you don’t get lost.”
Gina, 14, High School Editor.
3. Ask the students to choose the best
2. Write some similarities and differences about giving directions from the passage.
option to answer the statements.
SimilARITIES U.S.A./C.R. Differences U.S.A./C.R.

3. Based on the reading, choose the best option to answer the questions.

1. ‘Alphanumeric entries’ in line one, probably mean .

a. words b. numbers c. words and numbers
2. The word ‘break down’ in lines 4-5 means .
a. time off b. simplify c. put down
3. The word ‘accurate’ in line 13, is similar to .
a. obtain b. precise c. a cure
4. Long mailing addresses .
a. are confusing b. are easier to locate c. aren’t precise

112

Page 113
F. Writing F. Writing
1. Choose a prompt and write some ideas about it. You may read some extra information
1. Ask the students to choose a prompt or investigate a little more about the topic before writing your opinion. Answers may vary.
Prior the writing task. Follow these 3. Be careful with your structures (subject +
and write some ideas about it. Tell the recommendations: verb + complement).
4. Write short sentences. If you need extra
1. Remember to check your spelling.
students to investigate a little more 2. Get some technical words that you want
space use your notebook.
5. Share your piece of writing. Ask for
to use.
about the topic before writing their suggestions and correct your errors.

ideas.
Prompt a are...
shops in my town. Those
There are some retail the shops).
direc tions, use there is / there are. Describe
(Give

Unit 4

Prompt b e goods in my tow

n? Why ?
t place to buy som
Where is the bes pping wisely. Use
ge info rma tion where to go sho
(Exchan
superlative)

Prompt c or to go to the stor

e?
fer… to buy online
What do you pre opin ions and show you
r
es – give you r
(Use comparativ
preferences)

113

82
 My Project My Project
Project A
Draw, paint or build a map-design of your own town. Include: streets,
avenues, main roads, secondary roads, buildings, housing, landscapes,
tourist attractions, geography (rivers-mountains-vegetation), commercial
shops, stores, services and others. Don’t forget to show where you live.

Materials
(Individual project or in group project- more details can be given by the

Page 114
teacher. For example, language-vocabulary-structures…)
Drawing-Painting: Draw a fist and second version before you draw your
final version on newsprint paper or cardboard. You may use color pencils
or painting as you wish. Drawing requires a good precision and it has to be
neat so it can be clear to show. Remember to draw it in a comfortable size

Project A
so your classmates can see it from the distance.
Build: If you are going to build it, you need to use recycling materials
(desirable). Also, you will need a flat and hard base or floor where to
put your model on. It can be playwood or any other rigid material. Also,
you need to label the areas, buildings, and other points of interest. It is

1. Ask the students to draw, paint or build a map necessary to glue very well each of the parts of the model so it won’t fall.

design of their own town. Tell the students to

read the instructions carefully and use the
materials requested.

114

RUBRIC FOR ORAL PRODUCTION (Project A)

Name: Group: Date:
Project: Score: Grade: Percent:

Unit 4
4 3 2 1
Score
Expert Accomplished Capable Beginner
Content Presents a map Presents a map Presents a map Presents a map
design with plenty design with enough design with not design with little
of information information enough information information
Comprehension Audience Audience Audience Audience
understands all understands most understands less understands little
of what is said than half of what speaker
says
Accuracy All grammar and Usually uses correct Has problems with Makes many
word order used grammar and word language usage errors in usage
correctly order
Fluency Clear and natural Few problems Has some Hesitates often
speech, with no of hesitation, problems with and struggles with
hesitation and pronunciation, and hesitation, pronunciation,
good intonation intonation pronunciation, and and intonation
intonation
Visual Aids Brings a map Brings a map Brings a map Does not bring a
design with design with design with few map design at all
appropriate some images images and
images and and information information
information requested requested
requested

83
Page 115

Project B Role Play

(more details can be added by the instructor; for example,
language-vocabulary-structure)

1. Ask the students to get in groups and create A visit to your town: Some tourists are visiting your town. So, you will
welcome them and help them to take advantage of this visit and

a role play, and then tell the students to

don’t miss any point of interest and all that it is to see. Give them a tour
around your town and show the businesses, shops, tourist attractions,
geography, give directions where to go or how to get there, land marks

read and follow the instructions carefully;

and others.

each student should represent a character Role

1
Role
2

given. Besides this, tell the students to use the The host
The
tourist

materials requested.

Unit 4
The students The students
who who pretend
welcome to be the
the tourists visitors.
to their town.

Materials: Students can have cellphones (digital map apps), labels with
the names of the places in town, maps, appropriate clothing and other
stuff you consider necessary.

Don’t forget to practice many times and have fun!

115

RUBRIC FOR ORAL PRODUCTION (Project B)

Name: Group: Date:
Project: Score: Grade: Percent:

4 3 2 1
Score
Expert Accomplished Capable Beginner
Content Uses plenty of Uses enough Uses some Uses a few
appropriate appropriate appropriate functions to guide
functions to guide functions to guide functions to guide the tourist
the tourist the tourist the tourist
Comprehension Audience Audience Audience Audience
understands all understands most understands less understands little
of what is said than half of what speaker
says
Accuracy All grammar and Usually uses correct Has problems Makes many
word order used grammar and with language errors in usage
correctly word order usage
Fluency Clear and natural Few problems Has some Hesitates often
speech, with no of hesitation, problems with and struggles with
hesitation and pronunciation, and hesitation, pronunciation,
good intonation intonation pronunciation, and intonation
and intonation

Visual Aids Brings appropriate Brings some props Brings few props Does not bring
props for the role for the role play for the role play any props for the
play role play

84
W rap-up
4
Page 116

W rap-up
4
1. Look at the following map and describe it using There is / There are. Answers may vary.
Wrap-up 4
1. Ask the students to look at the map and
De
ll or
AV

All
ey
ST
describe it using THERE IS/THERE ARE.
AV
ort rain ton
Airp Airt n Pl
JKF
Bota Tra

2. Tell the students to look at the map again,

k
ach nic Par
Be Gar Wilton
ard den ST
How

and pretend they are looking for a place

é ST
Pres Guss za
iden Pla
t ST My
n DA
Gra
Fra

in order to use the expressions given.

nkli
na
v

AV
stin
Ris
tel We
k ST

3. Have the students look at the

advertisement in order to find the answers
for the questions provided.
2. Tour around the map from exercise. Pretend you are in the map at a point A-
Supermarket. Now you need to go to point B- Drugstore. How do you get there? Say how
4. Ask the students to check the map again
would you go from point A to point B. Give the address. Answers may vary.
Don’t forget to use the expressions to give directions.
and answer the questions given.
(Go around the corner… / is next to… / Go straight on… / Keep on… / Turn left or Turn
right on… / Go across… / Go down the street / hill… / Go through … / Go out of… / In
front of / Opposite to / Take the first turn… /It’s on the road / That is the street… / Get to the
crossroad... / Continue right over there... / It’s nearby... /Take the roundabout...)

Going from point A: to point B: .

How to get there?

Unit 4
116

3. Look at the advertisement and circle the corresponding answer. I can statements
a. Can people call the accessible stations
Accessible Stations on Sundays? YES NO
1. Check the Can-Do descriptors to review if you understand the topics in the unit. Answers may vary.
For futher information on accessible
service, call 718-596-8585 from 6 b. Can people on a wheel-chair use the
am to 9 pm daily. For information
escalators? YES NO
Descriptors
regarding the accessibility status of elevators and
escalator, call 800-734-6772, 24 hours a day. c. What color route can a person take to Listening Review Almost Fine
Routes station go to Pen Station?
Can understand main ideas in a conversation when the
Manhattan A C E L 14 St/8 Av
1) blue 2) yellow 3) red topic is familiar.
L N Q R W 14 St/Union Sq
B D F N Q R V W 34 St/Herald Sq e. What color route can a person take to Can understand addresses given when following directions.
1 2 3 34 St/Penn Station go to Port Authority Bus Terminal?
A C E 34 St/Penn Station Can distinguish the sound of words with final e in plural and
A C E 42 St/8Av (Port Authority Bus 1) blue 2) yellow 3) red
diacritical accent – stress mark é.
Terminal)

4. Look at the map and answer the following questions.

Spoken Interaction

Can ask questions to clarify doubts about information given.

AV
ll or
De
All
Can make suggestions about convenient places and
ey
ST services.
t ai n AV
por n
Unit 4

ir irtr nto Pl
KF A A Bot Tra k
Bea
ch J anic
Gar Wilton
Par Can describe where places, stores and goods are located.
ard de n ST
How
Can compare goods, services or shopping preferences or
ST
say which is the best of them.
sé
ACH
Pre
s Gus
RD BE ide
HOWA nt

Fr a
ST
Reading
nkli
na
v
Can recognize the use of language related to places,
AV
locations, services, goods and directions.
stin
Ris
telk We
ST
Can follow short instructions illustrated on maps.

Can understand the use of similar words in context.

a. What’s the Airport’s name? c. What color of route gets you closer to
JKF the air train? Can scan over a passage to get details.

blue Writing
Can write about my town business information.
b. What color of route train can take you
to the Airport? d. What color route stops at the bank? Can build grammatically correct sentences about
describing locations.
orange red red
Can follow writing techniques (brainstorming, editing, peer
check).

117 118

85
U5
I’ll Never Forget…
nit Themes
1. My Past Life Events
2. My Family Favorite Moment
3. A Memorable Day in Costa Rica
4. An Unforgettable World Event

Page 179

U5
Introduction: I’ll Never Forget…
In unit 5, the students will learn
about how people celebrate Themes
1. My Past Life Events
nit
holidays as part of their tico, 2. My Family Favorite Moment
3. A Memorable Day in Costa Rica
cultural identity. In order to do 4. An Unforgettable World Event

so, they will learn vocabulary

related to: cultural celebrations,
activities people do together,
idioms, national symbols, phrasal
verbs, special dates in Costa
Rica. Also, they will know the
following grammar structures:
prepositions in/ on / at/,
compound nouns, simple past
tense and verb to be.
In this unit, it is recommended
to use unit 7 from the Picture
Dictionary.

Essential Question

How do our life experiences shape who we are now?

How our personal experiences affect our world?
Answers may vary
119

Have the students answer the questions: How do our life experiences shape who we are
now? How do our personal experiences affect our world? The teacher brainstorms some
ideas and writes them on the board.

86
 L 1
My Past Life Events
esson

L 1 esson My Past Life Events Page 120

A. Vocabulary. Life Events #1
A. Vocabulary. Life Events #1
1. Look at the pictures. Connect the personal life events to its descriptive picture. 1. Have the students look at the
Word bank pictures. Then, connect the
a. A special birthday - b. My first kiss / crush - c. My first mobile - d. Unforgettable gift - personal life events to their
e. First day in High School - f. First teen’s field trip - g. Ride a bike - h. First Electoral Campaign -
i. My first pet - j. First Communion - k. School graduation descriptive pictures.
h g k

f c a

j d e

Unit 5
b i

120

Additional task:
Exercise 1. Choose one of the life events given in the box on page 120 and describe
what it was like in your life. Remember to use the verbs in past tense.

87
Page 121
B. Let’s talk B. Let’s talk
1. Listen to Luis, Valentina and Samuel. They are talking about memorable events at school.
Present the conversation by Then, practice the conversation with your classmates.

listening to track #20. Luis: Hey! Did you think about the topic for our next
English class talk?

1. Ask the students to listen to the

Vale: The one about “A life event I’ll never forget.” Sure,
I did think about it. My topic is my first crush. What
about you Sam?
conversation and practice it with a Sam: I’ll talk about my first field trip that I’d never
forget… and you, Luis?
classmate. Luis: I chose my first day in high school. That was a
shocking moment in my life!
Vale: I bet it was. I had a crush on Felipe in school, not
anymore, let me clarify that!
Sam: Ha ha. I hate to disagree with you Vale. But OK,
let’s say you forgot your first love.
Luis: In my case, my first field trip was so exciting. We

Unit 5
went to Fossil-Land in Patarrá!
Sam: I remember that trip too. But you have to agree
with me that the first day of classes in high school
is something most people don’t forget easily!
Vale: You’re right, Sam!

C. Let’s Practice
1. Complete the chart with the missing information. Answers may vary

A memorable day in
school you will never
forget...
You Classmate 1 Classmate 2

When was it?

Where was it?

What happened?

121

Additional task:
Exercise 1. In pairs, create a dialogue to share about an important event in your life.
Practice and present it to the class.

Page 121
C. Let’s practice
Present the conversation by listening to track #20.
1. Have the students complete the chart with the missing information by completing their
own information and interviewing two more classmates.

88
Page 122
D. Chart #1. Combining D. Chart #1

tenses. Future Will + was/were Remember Combining Tenses

+ (connector when) + Past To use
Future Will + was/were + (connector when) + Past Continuous

Continuous When combining these tenses, the main function of ‘will’ is to introduce an idea that
possibly is there at the present moment and in the future time (a memory). Then, ‘was/were’
Explain to the students how to use will indicates the occasion in singular or plural. Finally, the main action of your idea is given in
the ‘Past Continuous’ Tense.
and the to be verb in past tense and 1. Look at the following combination of tenses.

past continuous. Give the students connector

“A day I will never forget was when I was studying in school…”
enough examples. Future will was past continuous

1. Ask the students to look at the “Some events I will

never forget were
combination of tenses they have in when we were
going to …” “An occasion I will

the chart. never forget was

when I was kissing
my…”

2. Tell the students to recognize the

combination of tenses and ask the
students to write them in the right 2. Recognize the combination of tenses (structures) and write them in the right box.

place.
Past
Idea Future To-be (past) Connector
Continuous
An occasion I will never forget
was when I was opening my first will was when was opening
Christmas gifts.
Some events I will never forget
were when we were going to will were when were going
our field trip in...
A day I will never forget was when
will was when was learning
I was learning how to ride my bike.
Some memories I will never forget
were when we were picking will were when were picking

Unit 5
jocotes in the...

122

Additional task:
Exercise 1: Complete the following sentences by using the past continuous.
a. A day I will never forget was
b. A party I will never forget was
c. Some meetings I will never forget were

89
 A. Let’s Practice
1. Now try to write your own sentences combining the tenses. Use the information from the Page 123
chart to create your ideas. Answers may vary.

Your idea
To-be Past
Future (past) Connector continues
A. Let’s Practice
will was when was going 1. Tell the students to write their own
will
will
were
was
when
when
was running
was playing
sentences combining the tenses. Have
B. English in use. Making conversation / Listening assertively
the students use the information from the
chart to create their ideas.
“ There are some expressions to show interest in a conversation. Speakers can
demonstrate openness and show empathy

“put oneself in the shoes of others”.

B. English in use. Making

“ conversation/listening assertively

Unit 5
1. Listen and practice with your teacher the following phrases.

1. Ask the students to listen to track #21.

I I see You

can’t believe w�at have

my full
what you
are saying
you
mean attention 2. Have the students listen to and practice
with their teacher the phrases given.
Really, I
what know
for
happened?

Exactly Absolutely

123

Additional task:
Exercise 1: Use the following expressions to create a short conversation.

Tell me more – I know how you feel – Exactly – I see what you mean

90
C. Let’s Practice Page 124
C. Let’s Practice
1. Read the conversation and substitute the underline expression with a similar one from
exercise B-1 on page 123.
Jose: Hey man! You’ll never guess what
happened to me before my wedding?
Dan: I’ m listening! (1) Really, what happened?
1. Ask the students to read the conversation
Jose: I bought a long sleeve white shirt! and substitute the underline expressions
with a similar one from exercise B-1 P 123.
Dan: Right! Go on! (2) tell me more
Jose: I didn’t take it from the bag until some
hours before the wedding. And when
I unfolded it, it was a short sleeve white
shirt!
Dan: Are you serious! (3) What did you do?
D. Speaking
2. Have the students create a similar
I can’t believe what you are saying
Jose: I ran to the closest clothing store and got
another one. I was very nervous!
Dan: Absolutely! (4) I know how you felt. (5)
exactly I know for sure
conversation from exercise C-1, ask them
Jose: That’s not all!
Dan: Is there more? I’m all ears! (6) You have my
full attention
to tell an interesting event that happened
Jose: My pants didn’t fit. When I tried them on
two weeks ago they were fine but… to them also they have to use expressions
Dan: But what…?
to show empathy.
D. Speaking
1. Create a similar conversation from exercise C-1. Tell an interesting event that happened
to you. Use the expressions to show empathy. Answers may vary.

Interesting event:
Verbs you need in the past:
Expressions to show interest / empathy:

124

Unit 5

91
 L 2
My Family Favorite Moment
esson

Page 125 L 2 esson My Family Favorite Moment

A. Vocabulary. Life Events #2 A. Vocabulary. Life Events #2

1. Look at the pictures. Match the list of life events to a descriptive picture.

1. Have the students look at the a. New Year’s Eve b. Family dinner c. Family vacations
pictures and match the list of d. Family picnic/ barbecue e. Family gathering f. Mother/father’s day

events to a descriptive picture. g. Family at a Festival h. Exchanging Christmas gifts i. Playing sports together
j. Shopping k. Massive celebration

a b h

Unit 5
h h f

c h d

e g

125

Additional task:
Exercise 1. Write about how your family celebrates one of the events from the list #2.

92
Page 126
B. Let’s talk B. Let’s talk
1. Listen to the conversation about favorite moments in family life. Then, practice with your
Explain the students how to use classmates.

the past tense. Give them more Eli: I’ll never forget spending time with all my
cousins on vacations.
examples. Jim: Really? Where did you go?
Eli: We used to go to my grandparents farm
1. Tell the students to read the in Guatuso in Alajuela. We rode horses;
roads were muddy, birds sang all mornings.

paragraph about Oscar`s last Amazing times! I miss them.

Zelda: I miss gathering at my grandparents’ house
community celebration. after Christmas. I saw my lovely aunts and
uncles, and of course all my cousins. We
drove our grandma crazy.
2. Ask the students to work in pairs Jim: Did you really? I don’t have many memories
of family time. However, I enrolled in scouts.
to complete the chart. Ask That was terrific! We were like a family. We’ve
got each other’s backs!
them to identify if the usage of Eli: What do you mean?

the verb -To be corresponds Jim: Yes, we helped and looked after each other
like brothers or cousins would do!
to a place, a description, or a Zelda: Uh huh. That’s a family time we can’t forget

feeling. about.
Jim: Definitely, those were pretty great times!

3. Ask the students to listen to the C. Let’s Practice

1. Interview your classmates and complete the survey. Draw a face. Answers may vary.
conversation and practice it with You Classmate 1 Classmate 2

a classmate. How do you miss

this family time...?
Don’t
miss
Ok Miss it
Don’t
miss
Ok Miss it
Dont’
miss
Ok Miss it

Faces

C. Let’s Practice Have dinner

1. Have the students interview their Vacations

Unit 5
classmates, complete the survey Barbecue-picnic

and draw a face. Playing sports

together

126

93
 D. Chart #2 Page 127
Remember Yes-No / Wh + did = Questions D. Chart #2. Yes-No / Wh +Did=
To use Did + not / didn’t + V (b.f.) = negative answers
Verb Past tense = affirmative answers (no did) questions. Did + not / Didn’t +
Keep in mind that for yes-no or short answer questions and for wh-or-information questions,
use the auxiliary ‘did’ (examples 1-2). Also, use the auxiliary ‘did’ for negative answers + the
V(B.F)= Negative answers verbs
past tense= affirmative answers
base form of the main verb (example 3). When giving affirmative answers, the auxiliary ‘did’
is not necessary but don’t forget to use the main verb in the past tense (example 4).

(no did)
Now look at the examples again.

Did you get a resting vacation? (yes-no or short answer question)

Examples 1-2:
When did you have family reunions? (wh- or information question) 1. Explain to the students how to
Example 3
I didn’t celebrate the holy week.
use Simple Yes-No/wh – questions
We didn’t see at New Year’s Eve.

Yes, I did had amazing times in school.

and negative answers. Give them

Unit 5
Example 4
Yes, I had amazing times... examples.
1. Unscramble the words to make grammatically correct ideas. 2. Tell the students to unscramble the
words to make grammatically correct
a. you/have/meeting/your/annual/family/yesterday/Did?
Did you have your annual family meeting yesterday?

b. you/Where/did/go/on/your/vacations/family? ideas.
Where did you go on your family vacations?

c. didn’t/We/exchange/gifts/Christmas/last.
We didn’t exchange gifts last Christmas.

d. She/didn’t/her/forget/father’s/present/birthday.
She didn’t forget her father’s birthday present.

e. he/a/great/had/time/with/his/folks/Yes/,/.
Yes, he had a great time with his folks.

127

Additional task:
Exercise 1. Answer the following questions by providing the negative and the affirmative
answer.
a. Did you find a new friend at school?
Negative:

Affirmative:

b. When did you have family vacation?

Negative:

Affirmative:

94
Page 128
D. Phonics time. Minimal Pair Sounds.
E. Phonics time. Minimal Pair Sounds /æ/ and /^/
1. Listen and practice. Then repeat along with your teacher.

Minimal Pair Sounds /æ/and/^/ /ae/

bat
/
but
/

Ask the students to listen to track #23. cap

cat
cup
cut

1. Have the students listen and practice and ask 2. Pronounce the words in the web map. Then, rewrite the words with the sound /æ/ in the
yellow web and the words with the sound /^/ in light blue web.

them to repeat along with the teacher. /ae/ / /

2. Ask the students to pronounce the words in the began buck

Fan Buck
web map, and then tell the students to rewrite Bag back begun
Back

the words with the sound given in the yellow web Fun
Bug
Ran
Crash
and the words given in the light blue web. began fan bug Run
begUn Crush

Additional task: bag fun

Exercise 1. Read aloud the minimal pairs and crash crush

make sure you pronounce well.

/æ/ /e/ 128

Bad Bed
Bag Beg
Mass Mess
Pack Wreck
Sand Send

Unit 5
Rack Then
Track Trek
Sad Said
Sat Set

F. Reading
Page 129 1. Read the passage below and then circle F for false or T for true.

F. Reading Family Time

I’ll never forget when we spent some time with my

1. Ask the students to read the passage family on Sundays. We used to go to a club called Las
Cabañas. This was located in Santa Ana. Sometimes
my grandparents picked us up at Plaza Víquez

below and then tell them to circle F for because our dad’s car was broken. I remember those
sunny Sundays when my grandfather took the road
to Escazú. We arrived around 11 a.m. As soon as we

false or T for true. got there, we jumped in the swimming pool. I loved it!
Our grandpa taught us how to swim. Then, we played
soccer. Later, we had lunch and finally, we used to
pick up fruits. Depending on the season, we collected

2. Tell the student to find in the text a similar yuplones, a fruit they were similar to mangos. Also,
we picked up jocotes tronadores, mandarinas and
nísperos. Sometimes our grandmother took us for a

word in meaning. long walk around the mountains. We climbed trees or

played with dogs. All my father’s side family gathered
Unit 5

around in huts and told jokes and had fun. It was great
to spend time in the nature and next to the loved
ones. I’ll never forget those Sundays!
Jack, 37.

a. Jack’s grandpa always drove him to the club. T F

b. Jack’s family used to arrive around midday. T F
c. Jack’s family had lunch first. T F
d. Jack spent all day in the swimming pool. T F
e. Jack learned how to swim by himself. T F
f. Jack’s family brought fruits back to their homes. T F
g. Jack’s father side got along very well. T F

2. Find in the text a similar word in meaning to:

a. got in the water / jumped in the water
b. collected / pick up
c. went hiking / took a walk
d. told stories / told jokes

129

95
L 3 esson A Memorable Day in Costa Rica

Page 130
A. Vocabulary. Costa Rican Events
L 3 esson A Memorable Day in Costa Rica

A. Vocabulary. Costa Rican Events

1. Tell the students to match the Costa Rican
1. Match the Costa Rican memorable events to its date. Can you guess when these
incidents happened? memorable events to their date.
a. C.R. last Soccer World 2014 National team great
a
Cup participation performance

b. Parmenio Medina d Her presidency 2010-2014

Additional task:
Assassination

c. Romeria or Pilgrimage of
August the month of the
c Patron Lady Exercise 1. In groups of four, discuss one of
the Virgin of Los Angeles
May 2013 arrives the Air
the topics given on page 130. Write at least five
f
important opinions or facts the group has about
Force One
d. First woman president

e. La Amistad bridge
inauguration
i 8 May 2014, a third party
makes history the topic.
November 2016, this
h

a.
f. Visit of U.S. President cyclone hits C.R.
Barack Obama

19 December 2009 female

k boxing makes history
g. Earthquake Cinchona

h. Hurricane Otto j
Signed between 2004- b.
2005

c.
i. PAC makes history
e Finished in April 2003

j. CAFTA Central American

July 2001, buried in La
Free Trade Agreement b
Piedad cemetery

k. First Tica Boxing World 8 January 2009, C.R. soil

d.
Champion g
moves violently

130 e.

Page 131
B. Let’s talk
1. Listen to the conversation and then practice with your classmates.
B. Let’s talk
Felipe: I will never forget when la “Sele” classified
to the next round! We made history in the
1. Explain the students how to pronounce lax
FIFA 2014-cup.
Jenny: That’s true. I was in school and we were all
Present the conversation to the students by
watching the game! Can you believe it?
Mario: Totally. We had our “Sele” red-jerseys on.
telling them to listen to track #24.
There were no classes!

2. Have the students read and practice the

Jenny: I can’t ever forget when the first woman was
elected president in C.R. That was in...

conversation, then practice with a partner.

Felipe: 2010, I remember well. Don’t forget the first
“Tica” to conquer an important boxing tittle!
Mario: Hanna Gabriels. How can we forget that?
Jenny: Yes, she was my idol not only because of her
world champion tittle, but also because of
her humility, great effort, good manners and
passion.
C. Let’s Practice
1. Tell the students to talk to their classmates
Unit 5

Mario: Yes, she brought up the idea that women can

fight and be respected as an equal sport
competitor as men.
Felipe: I’m proud to say she’s a good role-model to
and answer the questions.
follow!

C. Let’s Practice
1. Talk to your classmates and answer the questions. Answers may vary.

a. What is a day in your country history people should never forget?

b. What is an important event that happened in your country?
c. Can you build a time-line of relevant past events? Good ones and bad ones?

Good moments in history

Bad moments in history

131

96
Page 132
D. Chart #3. Remember to Use D. Chart #3

Adverbial phrases/Intensifiers Remember

To use Adverbial Phrases / Intensifiers
Explain to the students how to use adverbial Adverbs can modify adjectives, verbs and other adverbs. The combination of an

phrasal verbs. Give them examples.

adverb + an adjective or a verb or another adverb is called an ‘adverbial phrase’. The
‘Adverbs’ intensify (positively or negatively) the word that is next to them. Their descriptive
function is to clarify ‘how’ something is done or happened.

1. Ask the students to read the situations 1 First, look at the list of adverbs and its level of intensity. Then, read the examples.

extremely - really - very / pretty - a bit - not very

and color the boxes up to the level of
insensitive to complete the ideas.
100%

80%

60%

40%

20%

Additional task:
0%
extremely really very pretty a bit not very

The last earthquake hit really hard the nation.

Exercise 1. Use the following adverbial Examples

Our last world cup participation was really good.
In the past elections, voter were extremely indecisive.
phrases to create sentences.. Car accidents happen very often in our country.

a. Talked loudly: .
1. Read the situations. Color the boxes up to the level of intensity to complete the ideas.
Answers may vary.
The first Having La Amistad
extremely
woman a world bridge
b. Extremely late: . elected
president
really
woman
champion
inauguration
very pretty is
in C.R. was in boxing is

c. A bit slowly: . surprising to a bit amazing to important to

me. me. me.
not very

132

Unit 5
Page 133 E. Reading

E. Reading
1. Read about the visits of the U.S. president to C. R. Then, answer the questions.

1. Tell the students to read the paragraph 7th Visit of u.s. president in Costa rica
and answer the questions.
According to the Office of the Historian, Bureau of Public Affairs of the U.S.,
Department of State, Barack Obama was the 7th president (May 3-4, 2013)
who has visited C.R. Previous presidents were: Herbert C. Hoover (1928),
John F. Kennedy (1963), Lyndon B. Johnson (1968), Ronald Reagan
(1982), George H.W. Bush (1989), William J. Clinton (1997). How
does the president travel? The Commander-in-chief flew on

Additional task: the fantastic Air Force One aircraft. This is perhaps the most
recognizable transport icon of the presidency. Some of the
incredible main features this airplane has: the president suite,

Exercise 1. After reading the text about the

an office, lavatory, conference room, a medical suite, two
food galleys. Once the president landed, he was driven in the
“Beast” an armored limousine that protects him. This automobile

visit of President Obama to our country, write has its own airplanes which carries it. Its bullet-proved glass is
said to be 8 inches (28 centimeters). Its interior is believed to be
Unit 5

sealed off from a chemical attack. In the trunk, there are firefighting
four questions you would ask him. equipment, oxygen tanks, and the president’s blood type. It’s not a
secret that a visit of the U.S.A. president draws the full attention of the
hosting nation. Everyone keeps an eye open to see the arrival and the
departure of such an important and powerful person!

a.
1. Since 1928, every approximately an U.S.A. president has stepped in the
country.

b. a. 10 years b. 20 years
2. Which two presidents were closer in their visit to C.R.?
c. 30 years

a. Hoover and Kennedy b. Kennedy and Johnson c. Reagan and Bush

3. The expression Commander-in-chief is similar to .

c. a. world leader
4. The “Beast” is considered a
b. celebrity
.
c. president

a. a luxury limousine b. a regular car c. a secure vehicle

d. 5. The expression “draws full attention” is likely to say

a. be distracted b. keep an eye open c. pay respects
.

133

97
 A. Writing
F. Writing
1. Ask the students to read and choose one
1. Follow these steps to conduct your writing task.
a. Interview your parents or grandparents about some important incidents in your home
of the topics given, then ask the students
country.
b. Choose the one you feel more interested about.
to write about it.
c. Investigate a little further (more details). You can ask other people if they remember
about the incident or you can google some more information.
d. Take notes of important facts of that event. Try to read the information in English so it
would be easier to paraphrase.
e. Remember when you search for info or investigate, give credit to your resources.
f. Follow this chart to organize your ideas. Answers may vary.

Incident/Event Wh-questions Positive benefits/

When, what, where, how, Negatives aspects of the
why...happened? event

Parents’ event they will

never forget.

Grandparents’ event
they will never forget.

Search/investigate
on the website,
magazine, or book.

Now write your paragraph.

Answers may vary.

134

98
 L 4
An Unforgettable World Event
esson

Page 135 L 4 esson An Unforgettable World Event

A. Vocabulary. World Events A. Vocabulary. World Events

1. Look at the pictures. Connect the world relevant events to their descriptive pictures.

1. Have the students look at the pictures

a. DNA sequencing b. U.S.A./ 911 c. Brexit
d. Mad cow disease e. The Euro new currency f. Facebook

and connect the word relevant to the g. Asian Tsunami

j. Honduras coup d’état
h. Hurricane Katrina - New Orleans i. “Yes we can” Barack Obama
k. Haiti earthquake l. Rescue of 33 Chilean miners
events to their descriptive pictures.
c k j

Additional task:
Exercise 1. In groups of four, create a
drama as if you were part of one of the

Unit 5
i h g

world events given on page 135. Present it

to the class.
d b f

e a l

Unit 5
135

B. Let’s talk
1. Listen to these university students talking about world history moments. Then, practice the Page 136
conversation with your classmates.

Jef: So, girls. What are the moments in world

history you will never forget? Mine is when
B. Let’s talk
thirty something miners were accidently buried
in Chile. Present the conversation to the students by
Linda: That’s a good one, but I prefer to talk about
positive things. I’ll never forget when J.
Bergoglio was named the next pope under
telling them to listen to track #25.
the name of Francis.
Xinia: Yes, I would never forget the expression
Habemus Papam. He made history 1. Have the students listen to the
because this was the first Latin American
Pope of all times.
Jef: I don’t know about you, but I can’t get out
conversation and practice it a
of my mind how anyone might feel being
underground in such a little space for so classmate.
many days!
Linda: It’s true. Most people were in shock.
However, I like to see the future as a bright
one and hope for more acts of human care. C. Let’s practice
1. Tell the students to read the conversation
Xinia: Sure. Those Chilean miners were heroes and
many nations came together to support and
rescue them.
Jef: Friends, this is becoming a great discussion,
but let’s focus on world history moments you
again and answer the questions with their
classmates.
can’t forget, what other examples…

C. Let’s Practice
1. Read the conversation again and answer the questions with your classmates.
1. That’s a good one means .
a. one is good b. a great example c. a nice person
2. Jorge Bergoglio chose the name of Francis (Francisco) the Pope. What other world
leaders change their names when under a big responsibility?
a. Presidents- kings b. actors - soccer players c. kings - queens
3. The Latin expression Habemus Papam most likely means .
a. a pope was elected b. the pope is fine c. the pope decision
4. What is Jef suggesting in the last line?
a. to concentrate on the topic b. to change to a new topic c. to discuss more

136

99
D. Chart #4. Phrasal verbs ‘a verb +
a particle’ D. Chart #4

Explain to the students how to use phrasal Remember Phrasal Verbs ‘a verb + a particle’
verbs and the article “a”. Give the students To use

examples. Several types of verbs are used together with adverbs or prepositions (these are called
particles). Some particles are:

in - on - out - after - into - up - with - off - over - away - of - from -

1. Have the students match the phrasal

down - along - all - for

The combination of an idiomatic verb + a particle, form the phrasal verb. Remember the

verbs on the left with a definition on the phrasal verb (the union of two or more words) has one meaning and must not be separated
in two different meanings. Some of the elementary phrasal verbs used every day in class are:

right. turn on / turn off / pick up / get up / think of / wake up / pick out / sit
down / look up / put away / try on.

2. Ask the students to choose the 1. Match the phrasal verbs on the left with a definition on the wright.

Unit 5
appropriate phrasal verb to complete Phrasal Verbs
a. blow up
Definitions
( b ) begin to burn, light something

the ideas. b. catch fire

c. break out
( e ) restricted area, can’t enter
( c ) spread, make available, inform all
d. point out ( a ) destroy by explosion, by fire, inflate
e. keep out ( d ) call the attention, show or indicate

Additional task: f. burn down

g. make good
( g ) to succeed, do fine, make better
( f ) melt, burn slowly and completely
h. stand for ( h ) represent, signify, meaning

Exercise 1: 2. Choose the appropriate phrasal verb to complete the ideas.

a. …we would like to change and make good for our future.

a. Blow up:
stand for
.
b. What does W.T.C. ?
c. …how the airplanes BOOM! They blow up when they hit the twin towers.
d. So, the news break out fast to the world?

b. Break out: . e. Social media

this terrible show.
point it out . Then, people knew about

f. Then, they burn down slowly and disappeared.

c. Point out: . 137

d. Keep out: .
e. Burn down: .
f. Stand for: .
g. Pick up: .
h. Put away:

Exercise 2: Write a conversation by using the following phrasal verbs: look up, try on, think of.

100
Page 138
E. Let’s Practice E. Let’s Practice
1. Organize the ideas from exercise 2. Complete the dialogue in a satisfactory sequence.

1. Have the students organize the ideas from Re-write the ideas in each line of the conversation.

Irina: Are you ready for our History class project?

exercise 2. Ask the students to complete Felipe: Yes, I am, and so is Min! We propose to talk
about the W.T.C incident.
the dialogue in a satisfactory sequence, Irina: b .(1)

and then tell them to re-write the ideas in Min: It means ‘World Trade Center’. This refers to the
9/11 terrorist attack.

each line of the conversation. Irina: Oh, I see. That’s an unfortunate moment in
history I wish we could erase it.
Felipe: That’s exactly what this project is
about. Think of a history moment

F. W
 riting. Investigate about these a .(2)
Min: Ok, the facts are: some airplanes were

questions
hijacked by terrorists and crashed against
symbolic land marks in the US.
Felipe: Yes, I’ll never forget
1. Tell the students to read the instructions c .(3)
These skyscrapers caught on fire
c
carefully.
.Finally, they
collapsed.
Irina: Brother, how would you remember if we were
not born yet?
Min: Well, it’s simple Irina.
f .(4)
Felipe: Yes, I saw the videos on Youtube.
Irina: d .(5)
Min: Yes, today, everybody in the globe can still
see those shocking videos.

F. Writing. Investigate about these questions.

1. Choose a world famous event and try to describe it.
2. Think of some characteristics of this incident and why it became a historical moment.
3. You can read-search about one of the events from the vocabulary section on page 135.
4. Write the main ideas or the most important facts about the event.

138

Unit 5
G. Speaking
Page 139
Role play
Play a world event or incident
G. Speaking
a. Take the world event or incident from the last exercise and role-play the main facts. 1. Have the students read the instructions
b. Be ready to be creative and use all of your creativity to make it as natural as possible.
c. Help yourselves to make it meaningful using the correct materials and clothes.
carefully to role-play the situation.
d. Practice the role-play several times with your classmates so you remember what you
are going to say.
e. This could be done in small groups depending on the incident you are roleplaying.
f. If necessary, you can ask your classmates to play a silent role as “extras” to help you do
Additional task:
it more real-life situation.
g. Remember this is a representation. It is symbolic, so do not hurt yourself when doing it.
h. Always share your ideas for the role-play with your teacher.
Exercise 1: Present the conversation
above to the class.
Unit 5

World event or incident:

Main facts: When?
Where?
What happened?
Why is it interesting?

139

101
 My Project
My Project Project A
Projecting a relevant incident in the world history!
1. Find a Youtube video about an important world incident/event.
2. This video should be 3-5 minutes long.
Page 140 3. Find an English video with and close-courtesy captions or subtitles in
English.

Project A: 4. Prepare an introduction of the video (what the video is about).

5. Write some questions about the video.
6. Classmates should answer these questions after watching the video 2 or

Projecting a relevant incident in 3 times.

7. Work in pairs or groups.

world history!
1. Ask the students to read the instructions
carefully in order to follow the procedure
given for the presentation of the video.

140

RUBRIC FOR ORAL PRODUCTION

Name: Group: Date:
Project: Score: Grade: Percent:

Score 4 Expert 3 Accomplished 2 Capable 1 Beginner

Content Uses suitable Usually uses suitable Sometimes uses Uses few suitable
functions and functions and suitable functions functions and
vocabulary to vocabulary and vocabulary vocabulary to
communicate communicate
Comprehension Audience Audience Audience Audience
understand all understand most of understand less understand little
what is said than half of what speaker
says
Accuracy All grammar and Usually uses correct Has problems Makes many
word order used grammar and word with language errors in usage
correctly order usage
Fluency Clear and natural Few problems Has some Hesitates often
speech, with no of hesitation, problems with and struggles with
hesitation pronunciation, hesitation, pronunciation,
intonation pronunciation, intonation
Good intonation intonation

Observations:

102
 Page 141
Project B
Role-Play: Giving the News!
Project B: Role–Play:
1. You are going to play the role of anchorman or reporter.
Giving the News!
2. Work on the scenario of a broadcasting set. You need to plan ahead
to be creative and decorate the set as you were in front of the T.V.
3. You may choose the information previously investigated in the
exercise F, lesson 3, page 134 or the exercise F, lesson 4, page 138. 1. Tell the students to get in peers and role-
play a situation. Then, they have to read
4. Bring formal clothes to present the news.
5. Remember to write a “script” (what you are going to say), so you
don’t forget the lines. Try to learn it by using key words. Do not

and follow the instructions.

memorize them.

Unit 5

141

RUBRIC FOR ORAL PRODUCTION

Name: Group: Date:

Unit 5
Project: Score: Grade: Percent:

Score 4 Expert 3 Accomplished 2 Capable 1 Beginner

Content Uses a well written Uses enough Uses some Uses a few facts
script for the appropriate facts to appropriate facts to describe the
appropriate facts describe the incident to describe the incident
to describe the incident
incident
Comprehension Audience Audience Audience Audience
understands all understands most of understands less understands little
what is said than half of what speaker
says
Accuracy All grammar and Usually uses correct Has problems with Makes many errors
word order used grammar and word language usage in usage
correctly order
Fluency Clear and natural Few problems Has some Hesitates often
speech, with no of hesitation, problems with and struggles with
hesitation and pronunciation, and hesitation, pronunciation, and
good intonation intonation pronunciation, and intonation
intonation
Visual Aids Brings appropriate Brings some props for Brings a few props Does not bring any
props for the role the role play for the role play props for the role
play play

103
W rap-up
5
Page 142, 143 and 144

W rap-up
5
1. Finish the following prompts. Answers may vary.
Wrap-up 5
a. An occasion I will never forget is when I (to-be + V.ing) 1. Tell the students to finish the following
b. A day I will never forget is when my (to-be + V.ing) prompts.
2. Ask the students to match an expression
c. Some events I will never forget are when they (to-be + V.ing)

2. Match an expression from column A to a similar expression in column B.

from column A to a similar expression in
Column A Column B
a. I can’t believe what you are saying 1. I understand column B.
b. I see what you mean 2. Really, what happened?

c. Tell me more!

d. I’m listening!
3. Are you serious?

4. absolutely
3. Tell the students to read a conversation
3. Read the following conversation and find the mistakes. There are five errors. Underline
and find the mistakes. Ask the students to
them and correct them.

did
underline the mistakes and correct them.
a. Hey! How do you do yesterday?
1
4. Have the students use an appropriate
b. It was fine thanks. And you? How did you did?
do

a. No bad at all. I did ran a little bit but it was ok at the end.
adverb of intensity for the context.
2
b. Did you lose your family meeting?

5. Ask the students to match the events with

their facts.
no
a. Yes, I didn’t. I was late but that’s all. Did you take your test last week?
3 b. Yes I take it. I did terrific.
took

142

4. Use an appropriate adverb of intensity according to the context.

I can statements

1. Check the Can-Do descriptors to review if you understand the topics in the unit. Answers may vary.
Level of Intensity %
Extremely: 100% / Really: 75% / Very : 50% / A bit: 25% / Not very: 5% Descriptors

a. My grandma chili pepper sauce is extremely hot. My mouth is on fire!

Listening Review Almost Fine
b. Having ex-presidents convicted doesn’t happen very often. Just once in history. Can listen to other’s contributions in class about personal
experiences.
c. I have a terrible memory of my childhood. I just recall a bit .
Can identify the main points in conversations that refer to
d. The 2017 U.S.A. election campaign was really controversial. They have many issues. important past events in my family.
Can understand common expressions to follow up people’s
5. Can you guess the years where these world events happened? Match the events with memories.
their facts.

World Events Facts / year

Spoken Interaction
Can ask for more information when speaking about
a. DNA sequencing ( c ) June 23, 2016 personal, national or worldwide events.
Can describe events using simple words or technical
trapped 2,300 feet underground in
b. U.S.A./ 911 ( l ) expressions related to memories.
Unit 5

August 2010 for more than 2 months.

Can use different expressions to show interest and empathy.
c. Brexit ( a ) launched in 1990 / finished 2003
Can express my own ideas in a given role-play.
d. Mad cow disease ( k ) January 2010, magnitude 7
Reading
e. The Euro new currency ( g ) it affected Thailand in 2004
Can listen to other’s contributions in class about personal
first African-American US president, experiences.
f. Facebook ( i )
2009
Can identify the main points in conversations that refer to
g. Asian tsunami ( e ) shared by 19 countries in 1999 important past events in my family.
Can understand common expressions to follow up people’s
h. Hurricane Katrina – New Orleans ( j ) constitutional crisis in June 2009 memories.

i. “Yes we can” Barack Obama ( f ) founded by Mark Zuckerberg in 2004 Writing

Can provide personal reactions after following charts,
j. Honduras coup d’état ( h ) category 5, in August 2005 questions and prompts.
Can re-write or paraphrase main ideas after conducting a
k. Haiti earthquake ( d ) discovered in 1986, UK.
research on national or world events.
Can write a paragraph (with grammatically correct
l. Rescue of 33 Chilean miners ( b ) September, 2001
sentences) to tell an important event.

143 144

104
 U6
Fantastic Costa Rica
Themes
1. Beautiful Costa Rican Attractions
nit
2. Tiquicia Extreme
3. Traveling Necessities
4. Planning My Perfect Vacation

Page 145

U6
Introduction Fantastic Costa Rica
In unit 6, the students will
learn about how people can
Themes
1. Beautiful Costa Rican Attractions
nit
2. Tiquicia Extreme
celebrate holidays as part 3. Traveling Necessities
4. Planning My Perfect Vacation
of our Tico cultural identity. In
order to do so, they will learn
vocabulary related to: cultural
celebrations, activities that
people do together, idioms,
national symbols, phrasal verbs,
and special dates in Costa Rica.
Also, they will know the following
grammar structures: prepositions
in/on/at/, compound nouns,
simple past tense and to be
verb.

Essential Question
In unit 6, unit 7 and 8 from
Picture Dictionary are What makes traveling around Costa Rica amazing?

recommended. What comes to your mind when you think of Costa Rica as a tourist destination?

Answers may vary

145

Warm-up: Have students answer the question: How can people be smart travelers? In order
to make the students conscious about being flexible and open to changes when traveling,
analyzing and making decisions. Motivate them to provide a complete answer by writing on
the board the following pattern: People can be smart travelers by .

105
L 1 esson Beautiful Costa Rican Attractions

Page 146

L 1 esson Beautiful Costa Rican Attractions A. Vocabulary. Touristic Attractions

1. Ask the students to guess the places in the
A. Vocabulary. Tourist Atractions
1. Guess the places in the pictures. Match the attraction to the corresponding picture.

a. Waterfalls La Paz
d. Río Celeste
b. Turquoise ocean waters
e. Guanacaste white sand beaches
c. Poas volcano
f. Cloud forest Chirripó pictures and tell them to match the name of
the place to the corresponding picture.
g. Country side Atenas h. The Virgen of Los Angeles Church i. Arenal lake
j. Coco Island k. Guayabo arqueological monument

b j f

Additional task:
Exercise 1. Research one of the touristic attractions
c k d
on the list. Write about 5 important facts and
present this to the class.

e a i

h g

146
.

Page 147
B. Let’s talk
1. Irina, Felipe and Min are talking about some beautiful places Costa Rica has. Listen to
B. Let’s talk
the dialogue and then, practice with your classmates.

Irina: Let’s get ourselves busy! What are we talking about

in the science project?
Present the conversation by telling the students to
Felipe: We have to talk about Costa Rican rainforests and
their ecosystems.
listen to track #26.
Min: That’s right. We need to use our own experiences
with nature. Where have you guys traveled?
Irina: We have been to La Paz waterfalls. It’s beautiful. Before
the highest fall, there are a couple of lower falls. It’s
1. Ask the students first to listen to and read the
amazing!
Felipe: Exactly! Near this area, there is green vegetation and
conversation, and then tell the students to
practice the conversation in pairs.
there are many species of animals that come to drink
this spring water.
Min: Where is that located? What is the forest like?
Irina: It’s located around twenty miles North of Alajuela. It’s
somewhere in between Vara Blanca and Cinchona.

Additional task:
Unit 6

Felipe: Well, sister. We use kilometers in C.R., so it’s about thirty

km. The forest there is very humid. It rains most of the
year.
Min: I have never heard of this place before. It seems to be
a fantastic rainforest. We should research more about Exercise 1: In groups of three, create a dialogue
in order to share the information you researched
its nature and ecosystems.

C. Let’s Practice

above. Present it to the class.

1. Try to remember a natural and exotic place you have been to. Answer the questions in
the chart and then share your information with a classmate. Answers may vary.

Info Questions Your exotic place Your Classmate exotic place

Location?

C. Let’s Practice
How do you get
there?
Why is it an exotic
place?
What ecosystems
can you find in this 1. Tell the students to try to remember a natural
place?

147
and exotic place they have been to. Ask the
students the questions in the chart and then
share their information with a classmate.

106
Page 148
D. Chart #1. Remember to use. Present D. Chart #1

Remember
Perfect To use Present perfect

When using the Present Perfect, the person is referring to an action that is not finished yet.

Explain the use of Present Perfect and show them

This action comes from the past to the present. When the speaker talks about experiences
that may happen again, this is the way to say it. Look at the time line and then read the
examples.

examples. Sofia has written a poem.

(2010)
Past Future
(This week)
Additional task: Present

Exercise 1: Write about five activities you learned Experiences:

The students have learned English.

to do in the past and continue to do up to the Sofia *has *written a poem this week. (It started last week and it includes today. This action is
not finished).

present. Use the present perfect. The students *have *learned English since 2010. (This person learned English in the past, in
2010 and today, they continue to study English).

*Remember to use the auxiliary has / have and the verb in the past participle.

E. Let’s Practice
1. Look at the information and describe the experiences using Present Perfect.

Has/have + V. P. P.
Study French
Alexia Study French last week Alexia has studied French this week
today

Cinthia Ate pizza two days ago Eats pizza today Cinthia has eaten pizza.

Takes the train

Robert Took the train last month Robert has taken the train.
today

. Claudio
Played baseball last
weekend
Plays baseball this
weekend
Claudio has played baseball.

Exercise 2: Complete the following sentences by

148

using the present perfect tense.

a. My relatives in the States
many times. (be)
b. Frank his homework alone. (do)

Unit 6
c. My boyfriend and I all
around the world. (travel)
d. Min in China for two years.
(stay)
e. Samuel and Felipe
soccer for two hours. (play) F. English in use: Idiomatic Expressions
1. Match the idioms on the left with a suitable definition on the right.

E. Let’s Practice Idiom

( 3 ) Tourist trap
Definition
1) points of interest, main attractions
( 2 ) Off the beaten path 2) outdoor journey, isolated places

1. Tell the students to look at the information and ( 5 ) Ecotourism

( 4 ) Eco-friendly
3) a tourist place full of souvenirs
4) helps the environment, empathic with nature

describe the sentences using present perfect. ( 1 ) Tourist landmarks 5) protecting the environment when traveling

G. Let’s Practice
1. Write an idiomatic expression from exercise F-1 next to the picture.

1 2

Page 149
F. English in use: Idiomatic Expressions
Unit 6

tourist landmarks eco-friendly

1. Ask the students to match the idioms on the 3 4 These places

are amazing!

left with a suitable definition on the right.

G. Let’s Practice off the beaten road ecotourism

1. Tell the students to write an idiomatic 5

expression from exercise F-1 next to the

picture. tourist trap

149

107
 Page 150
H. Let’s talk
H. Let’s talk
1. Listen to some tourists talking about some Costa Rican landmarks they have seen. Then,
practice with a classmate.

Charles: So Hellen, where have you been so far?

Hellen: I’ve traveled to some incredible places
in C.R. For instance, volcanos surrounded Present the conversation to the students by
by rainforest and beaches. I’ve gone
bird watching, where should I stop…!
Charles: Wow, lucky you! I haven’t been off the
listening to track #27.
beaten road as you have.

1. Ask the students to listen to the conversation

Hellen: But then, where have you been?
Charles: Mostly I’ve visited museums, snake
refugees, city parks and monuments.
I haven’t been out of the metropolitan
area yet. and practice it with a classmate.
Hellen: Well, let me say you need to hurry so that
you can see what is out there. You are

I. Let’s practice
missing the real stuff, aren’t you?
Charles: I see eye to eye with you. Speaking
about nature, C.R. is a huge country and
it’s impossible to digest its extensive flora

1. Have the students get in groups and write

and fauna in a couple of weeks.
Hellen: Uh huh… I hope you can experience all
that C.R. has to offer before you run out
of time.
Charles: You know what is said, “It’s good to have down as many tourist attractions as they can
an end to a journey, but it is the journey
that matters in the end.”
in three minutes; tell them that if they need
I. Let’s Practice
1. Get in groups and write down as many tourist attractions as you can in three minutes.
Let’s see which group knows better the country. If you need extra space, use a notebook.
extra space to use a notebook.
Answers may vary.

Group 1 Group 2 Group 3

150

Page151
J. Let’s talk
1. Mention which of the tourist attractions from the list you created, you have / haven’t been
to. Explain what things you can do in those places. Answers may vary. J. Let’s talk
1. Tell the students to mention which of the
Places you have been Things you did in those places attractions they have been to, from the list
they created, and also have the students
explain what things they can do at those
places.
Unit 6

Places you have not been Things you can do in those places

151

108
 L 2 esson Tiquicia Extreme

Page 152 L 2 esson Tiquicia Extreme

A. Vocabulary. Touristic Activities

A. Vocabulary. Tourist Activities
1. Look at the pictures. Match the activities to the corresponding picture.

a. Visiting national parks b. Visiting volcanos c. Go surfing d. Crocodile watching

1. Ask the students to look at the pictures and e. Getting a tan

i. Bird watching
f. Go hiking
j. Go rafting
g. Camping
k. Canopy tours
h. Whale watching
l. Hot spring waters

match the activities to the corresponding picture. m. Scuba diving n. Go fishing o. Bungee jumping p. Golfing

g m h d

Additional task:
Exercise 1: Answer the following questions about the
activities for tourists in the box on page 152. b a c l

a. Which activities are exciting?

. f j o e

b. Which activities are boring?

. n k p i

c. Which activities are expensive?

152

Unit 6
d. Which activities require equipment?
.
e. Which activity is your favorite?
.

109
 Page 153
B. Let’s talk B. Let’s Talk
1. Luis, Samuel and Valentina are talking about extreme sports. Listen to the dialogue and
then, read it with your classmates.

Valentina: Boys, what are we doing in the P.E. research?

Present the conversation to the students by telling
You know teacher Hans wants us not only to
practice sports but to research about them! them to listen to track #28.
Luis: I love P.E. projects. We don’t just practice
sports, but we talk about the history of them.
Samuel: I agree. This time we have to talk about
extreme activities we can do in our country.
For instance, hiking, fishing, rafting…
1. Have the students listen to the dialogue
Valentina: Yes, all those water sports then. We are lucky
we have two oceans so close. Furthermore,
and then ask the students to practice with a
classmate.
we have fantastic lakes and astonishing rivers.
Luis: So, do you feel OK if we talk about extreme
water sports?
Samuel: Sure. Who will bring the materials? Who will
bring the printed information? Who will do the

C. Let’s practice

Unit 6
writing part?
Valentina: In my opinion, we will do it all together, don’t
you think so?

1. Ask the students to comment on the questions

Luis: Why not? Let’s plan it. We are going to meet
at school twice a week, at least.
Samuel: No problem. Are we going to do it all in school
or are we going to work in advance from
home? based on the conversation.
Valentina: It sounds perfect. (Phone ringing) I am sorry
guys. It’s my phone. I will answer it.
Luis: I hope it won’t take long.
Samuel: We better start working without her!

C. Let’s Practice
1. Comment these questions based on the conversation.
a. What are they planning to do? They are planning to work on their P.E. investigation.
Because CR has plenty of water and the
b. Why do they decide to talk about water sports? two oceans very close by.
c. How are they going to organize their project? They split the work, everyone has a task but all
work cooperatively.
d. Does Valentina talk too much on her phone? Yes, she does.

153

Page 154
D. Chart #2. Remember to Use: Will vs
Going to
Explain to the students how to use future time and
give them examples.
D. Chart #2

Remember
To use will vs going to
Additional task:
Look at the differences between will and going to in the following chart. Exercise 1: Change the following sentences into
Use will... when
An unexpected situation happens at the
Use going to... when

Having a plan;
questions.
moment;
“Hi we are going to start the trip at noon”
“Ups look at the sky, I will take my umbrella”
A distant future or long term goal; A short term goal or closer future; a. He is going to work on the project all night.
“I will buy a house someday” “I am going to swim this weekend”

You are not sure about something;

“I think I will go to the beach”
You are more confident or sure about something;
“She is going to get a passport tomorrow”
?
Sentence structure “will” Sentences structure “going to”
Subject+ to be (am – is – are) + going to +
b. They will see the house if they have time.
Subject + will + verb + CC (Complement)
verb (base form) + CC (complement)
She - will - visit - relatives.
Question: Will she visit relatives?
He - is - going - to - travel - this - weekend. ?
Question: Is he going to travel this weekend?
(Use will before the subject) (Use to-be before the subject)

c. We are going to stay in the meeting just for

E. Let’s Practice
1. Unscramble the ideas on the left. Then, match them with a question. you.
Ideas Questions
Yes, they will go kayaking in Manzanillo.
( 2 ) Yes/ will/ in/ Manzanillo/ go/ they/
kayaking.
No, we aren’t going to visit hot springs.
1) Are we going to visit any hot springs in
C.R.? ?
( 1 ) we/ aren’t/ No/ going/ to/ hot/ visit/ 2) Will Harry and Lisa go kayaking in
springs. Manzanillo?
Yes, she is going to camp in Talamanca.
( 3 ) Yes/ is going to/ she/ in/ Talamanca/
camp
3) Is Juana going to go camping in the
mountain? d. Valentina will try to buy some nuts in the
market.
Yes, I will go bird watching in Monteverde.
4) Will you observe birds in Puntarenas?
( 4 ) watching/ I/ Yes/ will/ go/ bird/ in/
Monteverde.

154

E. Let’s Practice
1. Have the students unscramble the ideas on the left and then ask the student to match
them with a question.

110
Page 155
F. Phonics Time: Minimal Pair Sounds F. Phonics Time: Minimal Pair Sounds /æ/ and /^/
1. Repeat along with your teacher.

/æ/ and /^/ /ae/ / /

1. Tell the students to repeat along with the

sang sung
swam swum

teacher. match much

2. Pronounce the words in the chart. Then, write the words according to its sound in the

2. Ask the students to pronounce the words in the web, /æ/ or /^/.

bat - but sank - sunk

chart, and then tell the students to write the flash - flush cab - cub

words according to its sound in the web.

Unit 6
bat but

3. Have the students use the dictionary or go to sank /ae/ flash sunk / / flush

an online dictionary and find more examples.

cab cub

Additional task: 3. Go to a dictionary or go to an online dictionary and find more examples.

Exercise 1: Read aloud the set of minimal pairs /ae/ / /

given. Use both words in the row to write one drank drunk

single sentence.
ankle uncle

hat hut
crash crush
155

/æ/ /e/

Unit 6
bad bed

bland blend

pack peck

tan ten

track trek

111
 L 1
Page 156

esson G. Reading
G. Reading
1. Read Karl’s journal about his plans for his short visit to Costa Rica.

Karl’s 1. Read the students Karl’s journal about his

al
Journ Day 1 Arrival day. I’m going to land
Day 4 I don’t think I will move after
paddling in a jungle river. plans for his short visit to Costa Rica.
in Alajuela International Airport, So, I will take some R&R time
also called “El Coco”. The because I’ll be so tired. Besides,
the next day, I’m going to

2. Have the students rewrite the activities the

first thing after I claim my
baggage is to look for my cab practice canopy near the Poas
company. I think I will find it volcano. I will need to charge
quickly since this airport isn’t so my camera again (hope not to
crowded as Lax Airport in L.A.

Day 2 I will rest and probably take

forget it).

Day 5 Another heavy day! But after

author thinks will happen and the things that
are going to happen.
a tour around the capital my hanging from the trees,
city in San José. I’m going to I will go to a beach. I can’t
pick up some Spanish words remember where it is located,
and slangs. I will practice my but for sure, I will have lots of
Spanish! fun!

Day 3 Tourist agency / trip to the Day 6 Finally, hate to say… but I
Pacuare river. I’m going will return home if money
rafting. I’ve never practiced becomes a problem. I won’t
any extreme sport in my life. So know it until day 5. However, I
nervous! I am going to record will write all in my journey on the
myself because nobody is flight back to L.A.
going to believe me.

2. Based on Karl’s journal, rewrite the activities he thinks it will happen and the things that are
going to happen.

Things are going to

Things will happen
happen

Going to happen
will find transportation fast
land in Alajuela
will rest
pick up some Spanish
will practice Spanish
record himself
will take some R&R
practice canopy

156

Page 157
3. Read Karl’s journal and answer the questions.
3. Read the short text and answer the questions. 1. Why transportation isn’t a problem for Karl?
a. There are a few cab companies.
b. He says the airport isn’t big.
c. It’s easy for him to find a cab.
2. When does he learn Spanish and rest?
a. day 1 - day 2.
b. day 2 - day 3.
c. day 2 - day 4.

3. On what day he will need to re-use his camera?

a. day 5.
b. day 4.
c. day 3.

4. What will happen if he has no money?

a. He will flight back to L.A.

Unit 6
b. He will write it in his journal.
c. He will stay more days in CR.

5. During day 5, the initials R&R means .

a. rent and room.
b. resting and relaxation.
c. rent and relaxation.

157

112
 L 3
Page 158
esson Traveling Necessities

A. Vocabulary. Traveling Equipment L 3 esson Traveling Necessities

A. Vocabulary. Traveling Equipment

1. Have the students look at the pictures

1. Look at the pictures. Match the equipment to the corresponding picture.

a. Amphibian hikers b. Walking shoes c. Beach sandals or flip-flops

and match the equipment to the d. Long sleeved shirts

g. Light weight jacket
e. Summer clothes
h. Hat
f. Swimsuits
i. Repellent

corresponding picture. j. Sunblock or lotion

m. Credit cards and cash
k. Money belt
n. Travel insurance
l. Passport
o. Emergency contact number

Additional task: g e

Exercise 1: What kind of equipment do you c

take in your luggage when you travel? Think of h i

k d

your favorite touristic destination and choose

only five items from the list to include in your j

luggage. Be ready to explain why you prefer n

those items. a

a. b
l
m

b.
o

c. 158

Unit 6
d.
e.

Page 159
B. Let’s talk B. Let’s talk
1. These classmates are talking about what they are going to bring during their vacation
time. Listen to the dialogues and practice with your classmates.

Present the conversation to the students by

Felipe: Our next school break is around the corner,
isn’t it?
Samuel: Yes, it is. What are you going to do when

telling the students to listen to track #29. school is over?

Luis: I want to learn how to fly a kite on my next
days off. I’m taking my new kite to the park
next weekend.

1. Have the students listen to the dialogues Felipe: No kidding! Well, in my next free time, I want
to know how to ride a bike! So, I can bring my
new bicycle and my helmet there.

and practice with your classmate. Samuel: I have to confess I don’t know how to skate.
So, for my next vacation I will try to learn that!
Maybe we can all meet in the park. I will
bring my skateboard, my shin pad and stuff.

Additonal task:
Luis: If we are spending all day in the park, we
have to bring comfortable clothes and
Unit 6

sunblock. We can ask our parents to bring us

some sandwiches and sodas.

Exercise 1. In groups of three, plan a trip and

Min: Hey girls, what should I bring if I go to the

talk about the items each of you are going to baseball game with my dad next weekend?
Irina: Baseball game? Wow! You must love your

take. Discuss the usefulness of the items you

dad. Just bring a baseball cap I guess, and
bring some sun lotion. Maybe, a light weight
jacket, so you look like a baseball fan!

choose and make a decision. Present it to the Vale: And Irina, is your family planning to travel
somewhere for next school break?

class.
Irina: Of course, we are. We will go hiking to the
Chirripó. I don’t know what to wear or what
to take there? Can you give some advice?
Min: I haven’t been there but you should bring
extra socks, boots, a sweater, a scarf…
Vale: I have to say I’m lucky. Guess where I’m
going? I’m going to bring sandals, shorts, a
hat, my swimming suit…

159

113
 Page 160
C. Let’s Practice
1. Ask your peers about their next recess. Answers may vary. C. Let’s Practice
Next School
Recess time
When is your next
You Classmate 1 Classmate 2
1. Tell the students to ask their peers about their
school recess?
What are you going
free time.
to do during this
time?
Where are you going
to be during this free
period of time?
D. Chart #3. Remember to Use:
D. Chart #3 Prepositional Phrases (time)
Remember
To use Prepositional Phrases (time) Explain to the students how to use prepositional
There are time expressions related to an activity in the future. The word “next” is very
common and useful to find them with other words such as week, day, weekend, year and
phrases.
month. Prepositional phrases related to time give a better context to specify an idea in the
future.

1. Combine new prepositional phrases. Then, write new ideas using will or going to.
1. Ask the students to combine new
prepositional phrases, then tell them to write
Answers may vary.
month next month 1.I will need new sandals next month.
season 2.
Next vacation 3. new ideas using will or going to.
recess 4.
E. English in use. Essential idioms when traveling
1. Match the expression on the left to its definition on the right!
a. hit the road b 1. lose the chance or the opportunity E. English in Use. Essential idioms when
c

traveling
b. miss the boat 2. get in or out of a car, train, bus
c. hop in / out e 3. own way to be in a place faster
d. hitchhiking a 4. begin the trip, start driving or going

1. Tell the students to match the expressions on

e. short cut d 5. give someone a ride

160

the right.

Additional task:
Exercise 1: Write five sentences about traveling using the adverb of time “next”.

a. .

b. .

c. .

d. .

e. .

114
Page 161
2. Have the students complete the ideas with 2. Complete the ideas with an expression from exercise E-1, page 160.
a. Come on! Let’s hit the road . We will be late because of traffic jam.

an expression from exercise E-1 p. 160. b. That’s a nice car! Thanks, hop in we will take a ride.
c. Europe trip is next year. I don’t want to miss the boat . I really need to go.
d. I know where I am going. With this short cut we will save time!

F. Reading
e. Look at that person! He is hitchhiking . It’s dangerous to give a ride to a stranger.
F. Reading
1. Read some facts about one of the most remarkable architecture landmarks in London.

1. Tell the students to read some facts about How much do you know about the

one of the most remarkable architecture Big Ben?

landmarks in London. Here are some interesting FACTS

Construction of the Clock Tower began in September 1843. This is the

2. Have the students choose T for true and F for

iconic tower which stands today in the Houses of Parliament.

Unit 6
Materials for the Elizabeth Tower came from all over the United Kingdom.

false in the ideas given. The name ‘Big Ben’ is often associated with the Elizabeth Tower and
the Great Clock as well as the Great Bell.
Named after Sir Benjamin Hall, First Commissioner for Works
1855-1858.
It was to the Great Bell that the name originally was given.
In 2012 The Clock Tower was renamed the Elizabeth Tower to honor
Queen Elizabeth’s Diamond Jubilee.
Officially, the Elizabeth Tower’s bell is called the Great Bell though it is
better known by the name ‘Big Ben’.
2. Based on the reading, choose T for true and F for false in the following ideas.
a. This landmark is a well-known tourist attraction in London. T F
b. The tower probably has four sides, then four clocks. T F
c. Its most popular name is the Great Tower. T F
d. The first original name was the Great Ben. T F
e. Today’s official name is Elizabeth Tower. T F

161

Unit 6
Page 162
G. Writing G. Writing
1. Investigate about an iconic landmark in Costa
Rica. Find the history and some facts.

1. Have the students investigate an iconic

Answers may vary.

Landmark:
landmark in Costa Rica; then ask the students
to write down the history and some interesting Facts:

facts.

Landmark Picture

2. Write a paragraph saying why it is important to visit this landmark. Answers may vary.

It is important because...

How to get there...

162

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 L 4 esson Planning My Perfect Vacation

Page 163

L 4 esson Planning My Perfect Vacation A. Vocabulary. Appropriate Traveling

A. Vocabulary. Apropriate Traveling Equipment
1. Look at some of the different weather conditions you can find in the forest in CR. Then,
Equipment
choose the appropriate items one will take to those places. Choose from the Word bank

1. Have the students look at some of the

in the chart. Answers may vary.

Word bank
sneakers - pants - T-shirts - long sleeved shirts - boots - waterproof shoes - shorts - sweater -
first aid kit - books - maps - water - fruits - scarf - umbrella - raincoat - sandals - cash -
credit card - radio - smart phone - antibiotics - watch - compass - multi use pocket knife
different weather conditions they can find in
Costa Rica. Then tell the students choose the
appropriate items one should take to those
Unit 6
places; students should use the word bank.
Rainy Tropical Forest Cloudy Forest

boots raincoat long sleeved shirt sweater

umbrella compass

Humid Tropical Forest Dry Tropical Forest

water proved shoes shorts watch

pants sandals

163

Additional task:
Exercise 1: Research the four weather climatic zones that exist in Costa Rica. Write a short
description of each one.

a. Tropical rain forest:

.

b. Cloud forest:
.

c. Tropical humid forest:

.

d. Tropical dry forest:

.

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Page 164
B. Let’s talk B. Let’s talk
1. Listen and practice the conversation about two friends getting ready for a perfect vacation.

John: We better get ready for our next vacation!

Present the conversation by telling the students to

It’s getting late.
Ines: What do you have in mind, John?

listen to track #30.

John: If we start planning now, we will get better
prices, don’t you think?
Ines: That’s true. We are going to find good deals
if we research flights and hotels. Plus, if we

1. Tell the students to listen to and practice the

book online, we will have more options and
accommodations.
John: But I thought we will make the reservations

conversation with a partner. in a travel agency!

Ines: We will need a travel agency if we do not
know where we are going! We could ask for
advice, but not in this case.

C. Let’s Practice John: Ok, but remember, if we do it online we will

need to pay all the money at once. And
I don’t think we have the money now, do we?
Ines: I didn’t think of that. You are right. In a travel
1. Have the students choose T for true, F for false, agency, we can book with less money and
pay monthly.

and to justify their answers. John: Yes, let’s do that because we don’t have
another choice at this moment.

C. Let’s Practice

2. Tell the students to share their answers with a

1. Based on the conversation choose T for true and F for false. Remember to justify your
answer.
Justify your answer if it is false

classmate. a. Ines is worried about a late booking. T F John is worried about a late booking.
b. John suggests booking online. T F Ines is suggesting an online reservation
there are more chances for
c. Ines finds more possibilities online. T F accommodations

Additional task: d. They have all the money for the trip.
e. They will make the reservation in an office.
T
T
F they don’t
F They will go to a travel agency office.

Exercise 1: Create a conversation with a partner. 2. Share your answers with your classmates.

Talk about your perfect vacation. Use the 164

vocabulary learned in the unit. Present it to the

class.

Unit 6

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 Page 165
D. Chart #4
D. Chart #4. Remember to Use. The First
Remember
To use The First Conditional
conditional
The First Conditional is a possible situation that has a possible real consequence or

Explain to the students how to use the first

effect.
This First Conditional expression has two sentences; the If clause (the condition) and the
result clause (the consequence).
The if word determines the condition and the use of will or going to each one
determines the possible consequence.
conditional and give them examples.
1. Look at the following examples of the First Conditional.

The if idea (condition) The Result idea (consequence - effect) 1. Tell the student to look at the first conditional
1 If I get lost, I will use a map application on my cellphone.
chart.
2 If I get bored on my trip, I am going to read my favorite book.

Unit 6
3 If I have any accident, I will have my first-aid-kit with me. 2. Ask the students to match a situation from
4
exercise 1 to a question given and have the
If it rains, I’m going to put my documents in a plastic bag.

Structure
Cause or condition: If + subject + verb + complement, students write the letter on the line.
Result, Consequence or Subject + will or going to + verb + complement
Effect:
2. Now, match a situation from exercise 1 to a question that follows. Write the letter on the
3. Tell the students to unscramble the words to
line.
create the first conditional situation.
3 What will you do if you have an 2 What are you going to do if you get
accident? bored?

1 What will you do if you get lost? 4 What if it rains…?

Additional task:
165
Exercise 1: Complete the following if clauses by
writing the consequences.
a. If it rains, _____________________________.
b. If I win the lottery, _____________________.
c. If I lose my phone, ____________________.
d. If I get sick, ___________________________.
e. If I fall in love, _________________________.

Page 166
3. Unscramble the words to create the first conditional situation.

a. If I have a PC, I will download music. c. If the Principal comes, we will stand up.
E. Let’s Practice
If/ I/ a/ have PC/ will/ I/ download If/ comes/ the Principal/ will stand up/ we
music.
b. If a teacher is late, we’re going to wait.
d. If it is sunny, we’re going to play.
soccer/ it is sunny/ If/ we’re going to
1. Tell the students to complete the ideas
we’re going to wait/ If a teacher is late. play
by giving a real consequence, then have
E. Let’s Practice
1. Complete the ideas by giving a real consequence. Then, ask for more consequences to
your classmates. Answers may vary.
the students ask their classmates for more
consequences.
Your consequence Your classmate consequence
a. If I study very hard,
b. If I speak English every day,
Your consequence Your classmate consequence F. Speaking Discussing What if I can…?
c. If I do my homework,
d. If I have one million dollars,
1. Tell the students to use the given information
F. Speaking. Discussing What If can…?
1. Use the following prompts to discuss with your classmates. Make sure you ask the
questions to different peers so you can have different results or consequences. Then,
and discuss this with their classmates. Ask
choose your favorite result for each of the conditions what if…?
What If can…?
them to follow the instructions step by step.
a) What If… you can be the President e) What If… you can send your love to
of your class. What will you do first? someone. Who will it be?
2. Tell the students to collect all the answers
b) What if… you can plan a trip with
your friends. Where will you go?
f) What If… you can read a new book.
Which one will it be? from the exercise What if I can.… Besides this,
c) What If… you can chan
something in your schoo
be?
ge
l. What will it g) What If… you can say sorry to
ask the students to choose and write down
their favorite answers.
someone. Who will it be?

d) What If… you can help someon h) What If… you can promise something.
e.
Who will you assist? What will it be?

166

118
Page 167
G. Writing. Expressing your 2. Collect all the answers from the exercise What If I can... Write them down. Choose your
favorite answer. Answers may vary.

conclusions If I can be the

president, I’ll do
If I plan a trip with
my peers, I’ll go
If I change
something in my
If I help someone,
I’ll assist...
first... to... school, it will be...

1. Have the students write a paragraph

about their conclusions and why they
consider them to be the best, then have
the students share with their classmates. If I send my love, If I read a new If I say sorry to
If I make a promise,
someone, it will be
I’ll send it to... book, it will be... it will be...
to...

Unit 6
G. Writing. Expressing your conclusions
1. Now that you have chosen the best answers you’ve heard from your classmates, say
why you liked them so much! Write a paragraph about your conclusions and why you
consider them the best. Then, share with your classmates. Answers may vary.

What If I can… Best Answers

167

Unit 6
Page 168
Reading
In the World: Landmarks Visit
England
In the World:
England offers many interesting places and Landmarks
cultural sites that attract tourists from around
the world. Look at the poster, Search about
two attractions of your interest and share with
the class!

1. Look at the poster and research about one or two cultural elements that you like.

168

119
 My Project
My Project Project # 1
Conducting an effective Nature-Care Campaign Brochure!
Objective: to demonstrate responsible actions towards Costa Rica’s
natural treasures and attractions.
Situation: During the vacation periods in C.R. (December - January,
Easter, midyear school recess, and others) most national tourists come
to enjoy the beaches. Unfortunately, when visitors are ready to come
back to their homes, people leave behind tons of garbage in beaches
and other places, as national parks.
Page 169
Project #1.

Unit 6
Conducting an effective Nature-Care
Campaign Brochure!
1. Ask the students to read the instructions How can you and your classmates solve this problem? Still, TV
advertisements and preventing visual signs haven’t been successful. So

carefully in order to work on Project 1. Tell the what else would you do? Can you be so creative to solve the problem of
littering?

students to create a brochure. What could be your Nature-Care Campaign Brochure? Brainstorm some
ideas and choose the best possible action to take and work on it. Present
your project and vote for the best brochure. Choose a NAME for your
strategic Nature-Care Brochure.

169

RUBRIC FOR ORAL PRODUCTION

Name: Group: Date:
Project: Score: Grade: Percent:

4 3 2 1
Score
Expert Accomplished Capable Beginner
Content Creates a Creates a brochure Creates a Creates a
brochure with enough brochure with brochure with a
with plenty of ecological ideas some ecological few ecological
ecological ideas ideas ideas

Comprehension Audience Audience Audience Audience

understands all understands most understands less understands little
of what is said than half of what speaker
says
Accuracy All grammar and Usually uses correct Has problems Makes many
word order used grammar and word with language errors in usage
correctly order usage

Fluency Clear and natural Few problems Has some Hesitates often
speech, with no of hesitation, problems with and struggles with
hesitation and pronunciation, and hesitation, pronunciation
good intonation intonation pronunciation, and intonation
and intonation
Visual Aids Brings the most Brings a brochure Brings a brochure Does not bring
creative brochure with some images with a few any brochure
images

120
Page 170
Project #2. Project # 2
Designing a Billboard to protect Costa Rican Flora and Fauna

Designing a Billboard to protect Costa Objective

• To demonstrate consciousness about protecting Costa Rican

Rica Flora and Fauna

vegetation and endemic animal patrimonies.
Roles to be given to the students
• Responsibilities for each member of the team.

1. Ask the students to read and follow the

instructions to work on Project 2. Have the
students create a billboard. Collaborator Responsibility
1 Project coordinator In charge of communication

2 Graphic designer Drawing, painting, arts

Looks for recycled materials - cost,
3 Plan engineer
budget
4 Publicist Writing part, message on the billboard
Presents the project before the
5 Spokesman/woman
teacher and students
Helps, assists in case a team member
6 Multi-task supporter
has a problem

170

RUBRIC FOR ORAL PRODUCTION

Name: Group: Date:
Project: Score: Grade: Percent:

Unit 6
4 2 1
Score 3 Accomplished
Expert Capable Beginner
Content Uses the most Uses enough Uses some Uses a few
interesting interesting interesting ecological ideas
ecological ideas ecological ideas ecological ideas
Comprehension Audience Audience Audience Audience
understands all understands most understands less understands little
of what is said than half of what speaker
says
Accuracy All grammar and Usually uses correct Has problems Makes many
word order used grammar and word with language errors in usage
correctly order usage
Fluency Clear and natural Few problems Has some Hesitates often
speech, with no of hesitation, problems with and struggles with
hesitation and pronunciation, and hesitation, pronunciation,
good intonation intonation pronunciation, and intonation
and intonation
Visual Aids Brings the most Shows some Brings the least Does not bring
creative billboard creativity in the creative billboard any billboard
billboard

Observations:

121
 W rap-up
6
Page 171, 172 and 173
Wrap-up 6 W rap-up
6
1. Can you remember the names of these places or activities? Write them under the
pictures.

1. Ask the students look at the picture and write the

corresponding word in the space provided.
2. Tell the students to choose the right option to Waterfalls Cloud forest Wildlife birdwatching camping

complete each idea.

3. Have the students complete the chart with the

Unit 6
missing verbs.
scuba diving spring waters sunblock passport GPS

4. Ask the students to write the corresponding 2. Choose the right option to complete each idea.

future tense.
1. Where have you been? I been to Golfito. I was visiting my family there.
a. had b. have c. has
2. Have you been another country? Sure, I’ve visited U.S., London and Mexico.
a. to b. of c. from

5. Tell the students to complete the plans using the 3. I think the teacher
a. has b. had
gone to another school because I haven’t seen her.
c. have

first conditional. 4. The Head Master hasn’t

a. giving b. gave c. given
us an answer yet. We should remind him again.

5. Have you studied for the final exams? Not much, I made lots of practices.

6. Have the students write examples according to a. hasn’t b. haven’t c. have no

the quotes. 171

3. Complete the chart with the missing verbs.

I can statements

Base form Regular / Irregular Simple Past Past Participle 1. Check the Can-Do descriptors to review if you understand the topics in the unit. Answers may vary.
Do / does irregular did done
am/is/are irregular Was/were been Descriptors
travel regular traveled Traveled
talk Regular Talked talked Listening Review Almost Fine
Get irregular got gotten Can follow verbal instructions related to a topic.
Has/have irregular had had
Can recognize key words when I am listening to a conversation.
4. Will or Going to? Can you remember when to use will and going to? Write the situations Can identify and recreate emotions when listening to
for each one. conversations.
Can follow the sequence of a story told in a conversation.
“I’ve arranged my next trip to a Costa Rican beach. I going to (will -
going to) travel there in the summer, I’m very close to that. Mmm I don’t know much Spoken Interaction
about this tropical paradise. I think I will (will - going to) bring flip-
flops and probably I will (will – going to) need boots because Can suggest where to go about my countries’ tourist
maybe I will (will – going to) go hiking in Chirripo. destinations.
I going to (will – going to) carry cash and my credit card, because my Can ask and answer simple questions about tourist
attractions, vacation plans and what to do there.
Unit 6

travel advisor says I going to (will – going to) use them both for sure.
Who knows If I love this country too much so I will (will – going to) Can express possible results, consequences after a
stay longer!” condition.
Can describe simple steps to enjoy a tourist activity.
5. Complete the plans if you go to those places. Use the frst conditional. Answers may vary.
a. If I go to the beach, I will visit Puerto e. If you visit Limon, . Reading
Viejo. f. If she visits Guanacaste, Can identify English language sounds using knowledge in
b. If you visit San Jose, . . phonics.
c. If I visit Puntarenas, . g. If I visit Cartago, . Can distinguish main ideas from supporting ideas in short
d. If I visit Heredia, . h. If you visit a museum, narratives.
Will: unexpected situations, distant future, not sure about a plan – Going to: plans, .short
term goals, more sure about something.
Can infer the use of synonyms in related ideas to find an answer.
6. Can you write an example of the following quotes: Answers may vary.
Can recognize land marks and its importance.
a. “It’s good to have an end to a journey; but it’s the journey that matters, in the end.”

Writing
Can write about tourist main attractions and its facts.
b. “Life is a journey, not a destination.”
Can write conclusions about the things that I like or heard.

Can produce written examples when reading quotes.

172 173

122
 Acknoledgments
Speed-Up! 8, Beyond the limits. Teacher´s guide in accordance with the General Education Program of the
Ministry of Public Education of Costa Rica, was published by EDUVISIÓN INC.

Staff Credits
General director: MBA Carlos Quirós Quirós
Project director: MBA Carlos Quirós Quirós
Editorial coordinator and supervisor: ML. Jaime Morales Brenes
Authors:  Maribel Chacón Castro and Carmen Solano Alvarado
Design and composition coordinator: María Fernanda Chavarría Castro
Design and composition: María Fernanda Chavarría Castro, Augusto Muñoz Segura,
Keilor Angulo Blanco and Natalia Umaña Ramírez
Final art: María Fernanda Chavarría Castro
Illustrations:  Shutterstock.com, María Fernanda Chavarría Castro,
Augusto Muñoz Segura, Keilor Angulo Blanco and
Natalia Umaña Ramírez
Photographs: Shutterstock.com (Dziewul, Loca4motion, Mihai-Bogdan
Lazar, AFNR, Wollertz, rmnoa35, Oleg Golovnev, Phil Stafford
meunierd, Milosz Maslanka, Ints Vikmanis, Pavel L Photo
and Video)
Photograph edition: María Fernanda Chavarría Castro, Augusto Muñoz Segura,
Keilor Angulo Blanco and Natalia Umaña Ramírez
Cover design and illustration: María Fernanda Chavarría Castro, Shutterstock.com
Language consultant: ML. Jaime Morales Brenes and

Unit 6
Elaine Schlabach
Quality supervisor: Lydia Isabel Marín Rodríguez
Published by: EDUVISIÓN INC.

375.842
E 2499s Eduvisión
Speed Up! 8. Beyond the Limits!: Teacher’s guide
[recurso electrónico] / Eduvisión. – 1 ed. – San José,
C.R. : Eduvisión, 2019.
1 recurso en línea (123 pgs.) : ebook ; pdf ; 54.2 MB.—

ISBN: 978-9930-566-75-6
E-mail addresses and web sites used in this work may be
subject to change or may not exist due to the dynamics of
1. Inglés – Enseñanza. 2. Inglés – Libros de Texto.
the Internet. Parents, tutors and teachers should monitor the
I. Título. use of this network.

This book’s design is based on the current English Program of the Ministry of Education of Costa Rica.
© 2019 EDUVISIÓN INC

Made in Costa Rica

All rights reserved. No part of this book covered by the copyright may be reproduced or used
in any form or by any means—graphic, electronic, or mechanical, including photocopying,
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publisher.

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